I mention girls, as well as boys, confident that every person able to see the right, and courageous enough to utter it, will sanction what I say. I must declare that on no subject is more nonsense talked, (as it seems to me) than on that of female education, when restriction is advocated. In works otherwise really good, we find it taken for granted that girls are not to learn the dead languages and mathematics, because they are not to exercise professions where these attainments are wanted; and a little further on we find it said that the chief reason for boys and young men studying these things is to improve the quality of their minds. I suppose none of us will doubt that everything possible should be done to improve the quality of the mind of every human being.—If it is said that the female brain is incapable of studies of an abstract nature,—that is not true: for there are many instances of women who have been good mathematicians, and good classical scholars. The plea is indeed nonsense on the face of it; for the brain which will learn French will learn Greek; the brain which enjoys arithmetic is capable of mathematics.—If it is said that women are light-minded and superficial, the obvious answer is that their minds should be the more carefully sobered by grave studies, and the acquisition of exact knowledge.—If it is said that their vocation in life does not require these kinds of knowledge,—that is giving up the main plea for the pursuit of them by boys;—that it improves the quality of their minds.—If it is said that such studies unfit women for their proper occupations,—that again is untrue. Men do not attend the less to their professional business, their counting-house or their shop, for having their minds enlarged and enriched, and their faculties strengthened by sound and various knowledge; nor do women on that account neglect the work-basket, the market, the dairy and the kitchen. If it be true that women are made for these domestic occupations, then of course they will be fond of them. They will be so fond of what comes most naturally to them that no book-study (if really not congenial to their minds) will draw them off from their homely duties. For my part, I have no hesitation whatever in saying that the most ignorant women I have known have been the worst housekeepers; and that the most learned women I have known have been among the best,—wherever they have been early taught and trained to household business, as every woman ought to be. A woman of superior mind knows better than an ignorant one what to require of her servants, how to deal with tradespeople, and how to economise time: she is more clear-sighted about the best ways of doing things; has a richer mind with which to animate all about her, and to solace her own spirit in the midst of her labours. If nobody doubts the difference in pleasantness of having to do with a silly and narrow-minded woman and with one who is intelligent and enlightened, it must be clear that the more intelligence and enlightenment there is, the better. One of the best housekeepers I know,—a simple-minded, affectionate-hearted woman, whose table is always fit for a prince to sit down to, whose house is always neat and elegant, and whose small income yields the greatest amount of comfort, is one of the most learned women ever heard of. When she was a little girl, she was sitting sewing in the window-seat while her brother was receiving his first lesson in mathematics from his tutor. She listened, and was delighted with what she heard; and when both left the room, she seized upon the Euclid that lay on the table, ran up to her room, went over the lesson, and laid the volume where it was before. Every day after this, she sat stitching away and listening, in like manner, and going over the lesson afterwards, till one day she let out the secret. Her brother could not answer a question which was put to him two or three times; and, without thinking of anything else, she popped out the answer. The tutor was surprised, and after she had told the simple truth, she was permitted to make what she could of Euclid. Some time after, she spoke confidentially to a friend of the family,—a scientific professor,—asking him, with much hesitation and many blushes, whether he thought it was wrong for a woman to learn Latin. “Certainly not,” he said; “provided she does not neglect any duty for it.—But why do you want to learn Latin?” She wanted to study Newton’s Principia: and the professor thought this a very good reason. Before she was grown into a woman, she had mastered the Principia of Newton. And now, the great globe on which we live is to her a book in which she reads the choice secrets of nature; and to her the last known wonders of the sky are disclosed: and if there is a home more graced with accomplishments, and more filled with comforts, I do not know such an one. Will anybody say that this woman would have been in any way better without her learning?—while we may confidently say that she would have been much less happy.
As for women not wanting learning, or superior intellectual training, that is more than any one should undertake to say in our day. In former times, it was understood that every woman, (except domestic servants) was maintained by her father, brother or husband; but it is not so now. The footing of women is changed, and it will change more. Formerly, every woman was destined to be married; and it was almost a matter of course that she would be: so that the only occupation thought of for a woman was keeping her husband’s house, and being a wife and mother. It is not so now. From a variety of causes, there is less and less marriage among the middle classes of our country; and much of the marriage that there is does not take place till middle life. A multitude of women have to maintain themselves who would never have dreamed of such a thing a hundred years ago. This is not the place for a discussion whether this is a good thing for women or a bad one; or for a lamentation that the occupations by which women might maintain themselves are so few; and of those few, so many engrossed by men. This is not the place for a speculation as to whether women are to grow into a condition of self-maintenance, and their dependence for support upon father, brother and husband to become only occasional. With these considerations, interesting as they are, we have no business at this moment. What we have to think of is the necessity,—in all justice, in all honour, in all humanity, in all prudence,—that every girl’s faculties should be made the most of, as carefully as boys’. While so many women are no longer sheltered, and protected, and supported, in safety from the world (as people used to say) every woman ought to be fitted to take care of herself. Every woman ought to have that justice done to her faculties that she may possess herself in all the strength and clearness of an exercised and enlightened mind, and may have at command, for her subsistence, as much intellectual power and as many resources as education can furnish her with. Let us hear nothing of her being shut out, because she is a woman, from any study that she is capable of pursuing: and if one kind of cultivation is more carefully attended to than another, let it be the discipline and exercise of the reasoning faculties. From the simplest rules of arithmetic let her go on, as her brother does, as far into the depths of science, and up to the heights of philosophy as her powers and opportunities permit; and it will certainly be found that the more she becomes a reasoning creature, the more reasonable, disciplined and docile she will be: the more she knows of the value of knowledge and of all other things, the more diligent she will be;—the more sensible of duty,—the more interested in occupations,—the more womanly. This is only coming round to the points we started from; that every human being is to be made as perfect as possible: and that this must be done through the most complete development of all the faculties.
Martineau, Harriet. “Household education.” 1848. Quotidiana. Ed. Patrick Madden. 12 Feb 2007. 25 Apr 2017 <http://essays.quotidiana.org/martineau/household_education/>.
Any one who has passed through the regular gradations of a classical education, and is not made a fool by it, may consider himself as having had a very narrow escape.
The throes of education are as degrading and demoralizing as a hanging.
Let the graces be industriously cultivated, but let them not be cultivated at the expense of the virtues.
The hardest conviction to get into the mind of a beginner is that the education upon which he is engaged is not a college course...but a life course, for which the work of a few years under teachers is but a preparation.
We often take very great pains, and consume a good part of our time in training up children to things, for which, by their natural constitution, they are totally unfit