not be educated in the same manner. In pursuing the directions of nature, they ought indeed to act in concert, but they should not be engaged in the same employments: the end of their pursuits should be the same, but the means they should take to accomplish them, and of consequence their tastes and inclinations, should be different.’
‘Whether I consider the peculiar destination of the sex, observe their inclinations, or remark their duties, all things equally concur to point out the peculiar method of education best adapted to them. Woman and man were made for each other; but their mutual dependence is not the same. The men depend on the women only on account of their desires; the women on the men both on account of their desires and their necessities: we could subsist better without them than they without us.’
‘For this reason, the education of the women should be always relative to the men. To please, to be useful to us, to make us love and esteem them, to educate us when young, and take care of us when grown up, to advise, to console us, to render our lives easy and agreeable: these are the duties of women at all times, and what they should be taught in their infancy. So long as we fail to recur to this principle, we run wide of the mark, and all the precepts which are given them contribute neither to their happiness nor our own.’
‘Girls are from their earliest infancy fond of dress. Not content with being pretty, they are desirous of being thought so; we see, by all their little airs, that this thought engages their attention; and they are hardly capable of understanding what is said to them, before they are to be governed by talking to them of what people will think of their behaviour. The same motive, however, indiscreetly made use of with boys, has not the same effect: provided they are let pursue their amusements at pleasure, they care very little what people think of them. Time and pains are necessary to subject boys to this motive.
‘Whencesoever girls derive this first lesson, it is a very good one. As the body is born, in a manner, before the soul, our first concern should be to cultivate the former; this order is common to both sexes, but the object of that cultivation is different. In the one sex it is the developement of corporeal powers; in the other, that of personal charms: not that either the quality of strength or beauty ought to be confined exclusively to one sex; but only that the order of the cultivation of both is in that respect reversed. Women certainly require as much strength as to enable them to move and act gracefully, and men as much address as to qualify them to act with ease.’
‘Children of both sexes have a great many amusements in common; and so they ought; have they not also many such when they are grown up? Each sex has also its peculiar taste to distinguish in this particular. Boys love sports of noise and activity; to beat the drum, to whip the top, and to drag about their little carts: girls, on the other hand, are fonder of things of show and ornament; such as mirrours, trinkets, and dolls: the doll is the peculiar amusement of the females; from whence we see their taste plainly adapted to their destination. The physical part of the art of pleasing lies in dress; and this is all which children are capacitated to cultivate of that art.’
‘Here then we see a primary propensity firmly established, which you need only to pursue and regulate. The little creature will doubtless be very desirous to know how to dress up her doll, to make its sleeve-knots, its flounces, its head-dress, &c. she is obliged to have so much recourse to the people about her, for their assistance in these articles, that it would be much more agreeable to her to owe them all to her own industry. Hence we have a good reason for the first lessons that are usually taught these young females: in which we do not appear to be setting them a task, but obliging them, by instructing them in what is immediately useful to themselves. And, in fact, almost all of them learn with reluctance to read and write; but very readily apply themselves to the use of their needles. They imagine themselves already grown up, and think with pleasure that such qualifications will enable them to decorate themselves.’
This is certainly only an education of the body; but Rousseau is not the only man who has indirectly said that merely the person of a young woman, without any mind, unless animal spirits come under that description, is very pleasing. To render it weak, and what some may call beautiful, the understanding is neglected, and girls forced to sit still, play with dolls and listen to foolish conversations; — the effect of habit is insisted upon as an undoubted indication of nature. I know it was Rousseau’s opinion that the first years of youth should be employed to form the body, though in educating Emilius he deviates from this plan; yet, the difference between strengthening the body, on which strength of mind in a great measure depends, and only giving it an easy motion, is very wide.
Rousseau’s observations, it is proper to remark, were made in a country where the art of pleasing was refined only to extract the grossness of vice. He did not go back to nature, or his ruling appetite disturbed the operations of reason, else he would not have drawn these crude inferences.
In France boys and girls, particularly the latter, are only educated to please, to manage their persons, and regulate their exterior behaviour; and their minds are corrupted, at a very early age, by the wordly and pious cautions they receive to guard them against immodesty. I speak of past times. The very confessions which mere children were obliged to make, and the questions asked by the holy men, I assert these facts on good authority, were sufficient to impress a sexual character; and the education of society was a school of coquetry and art. At the age of ten or eleven; nay, often much sooner, girls began to coquet, and talked, unreproved, of establishing themselves in the world by marriage.
In short, they were treated like women, almost from their very birth, and compliments were listened to instead of instruction. These, weakening the mind, Nature was supposed to have acted like a step-mother, when she formed this after-thought of creation.
Not allowing them understanding, however, it was but consistent to subject them to authority independent of reason; and to prepare them for this subjection, he gives the following advice:
‘Girls ought to be active and diligent; nor is that all; they should also be early subjected to restraint. This misfortune, if it really be one, is inseparable from their sex; nor do they ever throw it off but to suffer more cruel evils. They must be subject, all their lives, to the most constant and severe restraint, which is that of decorum: it is, therefore, necessary to accustom them early to such confinement, that it may not afterwards cost them too dear; and to the suppression of their caprices, that they may the more readily submit to the will of others. If, indeed, they be fond of being always at work, they should be sometimes compelled to lay it aside. Dissipation, levity, and inconstancy, are faults that readily spring up from their first propensities, when corrupted or perverted by too much indulgence. To prevent this abuse, we should teach them, above all things, to lay a due restraint on themselves. The life of a modest woman is reduced, by our absurd institutions, to a perpetual conflict with herself: not but it is just that this sex should partake of the sufferings which arise from those evils it hath caused us.’
And why is the life of a modest woman a perpetual conflict? I should answer, that this very system of education makes it so. Modesty, temperance, and self-denial, are the sober offspring of reason; but when sensibility is nurtured at the expence of the understanding, such weak beings must be restrained by arbitrary means, and be subjected to continual conflicts; but give their activity of mind a wider range, and nobler passions and motives will govern their appetites and sentiments.
‘The common attachment and regard of a mother, nay, mere habit, will make her beloved by her children, if she do nothing to incur their hate. Even the constraint she lays them under, if well directed, will increase their affection, instead of lessening it; because a state of dependence being natural to the sex, they perceive themselves formed for obedience.’
This is begging the question; for servitude not only debases the individual, but its effects seem to be transmitted to posterity. Considering the length of time that women have been dependent, is it surprising that some of them hug their chains, and fawn like the spaniel? ‘These dogs,’ observes a naturalist, ‘at
