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The Family as Cave, Platoon and Prison: The Three Stages of Wollstonecraft's Philosophy of the Family

Published online by Cambridge University Press:  05 August 2009

Extract

Twentieth-century feminist scholarship has largely ignored the foundational role of theology in Wollstonecraft's moral and political philosophy, and its role in shaping the development of her philosophy of the family through three distinct stages. Wollstonecraft was a traditional trinitarian Anglican in her early writings, a rationalistic unitarian Christian Dissenter in her middle writings, and a Romantic deist, skeptic and possible atheist in her late writings. The early Wollstonecraft views the traditional family as a cave that traps humanity in a morass of corruption with no hope of escape except in the next life; the middle Wollstonecraft believes that once the family takes a new, egalitarian form, it can serve as a “little platoon” (to use Burke's phrase) that instills the moral, social and political virtues in each generation of citizens; while the late Wollstonecraft fears that the traditional family is a prison from which women have little hope of escape, either in this world or through passage to the next.

Type
Research Article
Copyright
Copyright © University of Notre Dame 2002

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References

I extend my thanks to Steven B. Smith, David Bromwich, Norma Thompson, Penny Weiss, Virginia Sapiro, and the anonymous reviewers of this article for their helpful comments on this project.

1. I borrow the term “egalitarian family” from the historian Randolph Trumbach's book The Rise of the Egalitarian Family (New York: Academic Press, 1978)Google Scholar. Trumbach traces the shift from a patriarchal to an egalitarian system of household relations between 1690 and 1780 in England. No longer was the father, as head of household, the “owner” of his wife, children, and servants. Strict primogeniture faded in favor of aristocratic marriage settlements in which the eldest son received the estate, but all his future children, male and female, were guaranteed generous fixed incomes. This shift in inheritance law paved the way for people to marry for love, rather than wealth. Companionate marriage superceded arranged marriage by the mid-eighteenth century among English aristocrats (and consequently became the universal model for marriage, regardless of class). Children's education increasingly emphasized physical, intellectual, and moral development rather than exclusively vocational training. According to historian Aries's, PhillipeCenturies of Childhood (New York: Vintage, 1962)Google Scholar, children were increasingly expected to enjoy an extended period of innocence, play, and learning rather than seek gainful apprenticeships and employment at a young age. Servants also began to enjoy fewer restrictions on their religious practices and romantic pursuits as the century moved forward. Stone's, LawrenceThe Family, Sex and Marriage in England 1500–1800 (London: Weidenfeld and Nelson, 1977)Google Scholar, together with the work of Aries and Trumbach, assumes that the changes that took place in the structure and function of the eighteenth century aristocratic family eventually “trickled down” into the family life of the lower classes. All these changes contributed to the ascendance of the egalitarian family over the patriarchal, or traditional, family of the past during the course of the eighteenth century.

2. See the second chapter of my dissertation—“The Loss of a Little Platoon? Burke's Fear of the Destruction of the Traditional Family” in “Family Feuds: The Enlightenment Revolution in the Family and its Legacy for Liberalism” (Ph.D. diss. Yale University, 2001)Google Scholar—for a comprehensive study of Burke's philosophy of the family and his conservative reaction to the egalitarian transformation of the family during the eighteenth century.

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19. The early stage (1784–1788) covers her experiences as an educator, first as the owner and director of a school for girls in Newington Green, and then as a governess for an aristocratic family in Ireland. During this era, she wrote Thoughts on the Education of Daughters (1787)Google Scholar, The Cave of Fancy (composed and left incomplete in 1787, published posthumously in 1798)Google Scholar, Mary, a Fiction (1787)Google Scholar and Original Stories from Real Life (1788)Google Scholar.

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21. Wollstonecraft, , The Cave of Fancy, in vol. 1 of The Works of Mary Wollstonecraft, p. 192Google Scholar.

22. Ibid., p. 206.

23. Wollstonecraft, , Mary, a Fiction, in vol. 1 of The Works of Mary Wollstonecraft, p. 42Google Scholar.

24. Ibid., p. 11.

25. Ibid., p. 16.

26. Ibid., p. 17.

27. Wollstonecraft, , Thoughts on the Education of Daughters, vol. 4 of The Works of Mary Wollstonecraft, p. 42Google Scholar.

28. Ibid., p. 41.

29. Wollstonecraft, , Original Stories from Real Life, in vol. 4 of The Works of Mary Wollstonecraft, 361Google Scholar.

30. Mitchell, Orm, “Blake's Subversive Illustrations to Wollstonecraft's Stories,” Mosaic 17 (1984): 1734Google Scholar.

31. Socinianism is an anti-trinitarian theological position in the Christian tradition that originated in the sixteenth century. The Italian theologian Fausto Sozzini (1539–1604) authored the doctrine, namely, that Jesus was neither cosubstantial with God the Father and the Holy Spirit (as Origen insisted) nor a preexistent creature (as Arian contended). Rather, Jesus was a man of exemplary character, a prophet, and the messiah sent by God to save humanity not through the mystery of the atonement, but rather through the moral example of his life and teachings. Hence, Socinians likewise upheld the doctrine of nonadorantism. Socinianism is the theological precursor to nineteenth- and twentieth-century Unitarianism; God is one, not three, and only the one God may be worshiped.

32. Blakemore, , Intertextual WarGoogle Scholar; Sapiro, , Vindication of Political VirtueGoogle Scholar; Boulton, James, The Language of Politics in the Age of Wilkes and Burke (London: Routledge, 1963)Google Scholar.

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35. Rights of Women, p. 81Google Scholar.

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40. Ibid., p. 9.

41. Ibid., p. 22.

42. Ibid., p. 60.

43. Ibid., p. 61.

44. Ibid., p. 60.

45. The central place of physical education in Wollstonecraft's philosophy of education has been neglected in the scholarly literature about her. Virginia Sapiro offers the only substantive look at this important facet of her thinking; see Vindication of Political Virtue, pp. 68, 120–28, 240, 243, 247, 318Google Scholar.

46. Wollstonecraft, , A Vindication of the Rights of Woman, in vol. 5 of The Works of Mary Wollstonecraft, p. 168Google Scholar.

47. Ibid., p. 26.

48. Ibid., p. 145.

49. Ibid., p. 150.

50. Ibid., p. 178.

51. Ibid., p. 247.

52. Wollstonecraft, , Letter on the Present Character of the French Nation, in vol. 6 of The Works of Mary Wollstonecraft, p. 445Google Scholar.

53. Wollstonecraft, , A Historical and Moral View of the Origin and Progress of the French Revolution in vol. 6 of The Works of Mary Wollstonecraft, p. 159Google Scholar.

54. Wollstonecraft, , Letters Written during a Short Residence in Sweden, Norway and Denmark (Lincoln: University of Nebraska Press, 1976), p. 102Google Scholar.

55. Ibid., pp. 179–80.

56. Ibid., p. 80.

57. Wollstonecraft, , The Wrongs of Woman, or Maria, in vol. 1 of The Works of Mary Wollstonecraft, p. 146Google Scholar.

58. Ibid., p. 88.

59. Ibid., p. 154.

60. Ibid., p. 134.

61. Ibid., p. 167.