have representatives in Parliament to uphold their interests; but her chief desires are in the matter of education. Unlike Rousseau, she would have all children educated together till nine years of age; like Rousseau, she would have them meet for play in a common play-ground. At nine years their capacities might be sufficiently developed to judge which branch of education would be then desirable for each; girls and boys being still educated together, and capacity being the only line of demarcation.
Thus it will be seen that Mary's primary wish was to make women responsible and sensible companions for men; to raise them from the beings they were made by the frivolous fashionable education of the time; to make them fit mothers to educate or superintend the education of their children, for education does not end or begin with what may be taught in schools. To make a woman a reasoning being, by means of Euclid if necessary, need not preclude her from being a charming woman also, as proved by the descriptions we have of Mary Wollstonecraft herself. Doubtless some of the most crying evils of civilisation can only be cured by raising the intellectual and moral status of woman, and thus raising that of man also, so that he, regarding her as a companion whose mind reflects the beauties of nature, and who can appreciate the great reflex of nature as transmitted through the human mind in the glorious art of the world, may really be raised to the ideal state where the sacrilege of love will be unknown. We know that this great desire must have passed through Mary Wollstonecraft 's mind and prompted her to her eloquent appeal for the "vindication of the rights of woman."
