Fonte on Education for Women

​On the second day of the dialogue, Fonte explicitly argues that women should receive an education. She writes, 

​​“Many men also refuse to allow their women to learn to read and write, on the pretext that learning is the downfall of many women. As though the pursuit of virtue (which is where learning leads) led straight to its contrary, vice! …For its obvious that an ignorant person is far more liable to fall into err than someone intelligent and well read, and we see from experience that far more unlettered women slide into vice than educated women who have exercised their minds. How many illiterate maid servants, how many peasant girls and plebeian women give in to their lovers without putting up much of a fight! And the reason is that they are more gullible than women like us, who have read our cautionary tales and learnt our moral lessons and developed a love for virtue: we may still feel more pricking of the senses, but we know how to discipline our desires, and it’s only very rarely that an educated woman allows herself to be carried away by her appetites.” (236-237)

Fonte claims two things here: first, that receiving an education leads to a virtuous life and second, that in withholding education from women, men commit both an ethical and epistemic injustice. With the former claim, Fonte works to rebut the belief held by men that says an educated woman becomes immoral. She argues that, in reality, without an education, “an ignorant person is far more liable to fall into err.” Fonte defends this argument by depicting the common undesirable and uneducated women. These women, such as the “illiterate maid servants,” the “peasant girls and plebeian women,” fold to their sexual desires and easily “give in to their lovers.” Without the opportunity to exercise their minds through reading and writing, these women become “gullible” to the persuasions of men and cannot defend themselves. According to Fonte, uneducated women lack the ability to reason and as a result, must depend on the word and direction of men. Of course, even educated women are subject to the “pricking of the senses,” but their intellect allows them to combat physical temptation. For Fonte, education is just “the pursuit of virtue.” Without schooling, then, women do not have the resources to become virtuous and as a result, they inevitably give into sexual relations. 
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Fonte’s argument highlights the way in which men have been counterproductive and ineffective in trying to make women more virtuous. Instead of providing them with the necessary tools to defend themselves against lustful desires, men leave them weak and vulnerable. Notice that Fonte does not argue against the belief that women are naturally perverse or driven by their bodily appetites. Instead, she uses this idea as a reason in favor of giving women an education. In this way, Fonte appeals to the beliefs of men. Still, she reveals how, in the name of keeping women from their natural vices, men have inhibited women from achieving a moral life. Fonte presents the characters in her dialogue as exemplary of the benefits of educating women. It is because these women “have read [their] cautionary tales and learnt [their] moral lessons” that they “developed a love for virtue.” Readers of the dialogue, then, can look to Fonte’s characters as proof that education and virtue go hand in hand. In this passage, Fonte argues that a woman can only fight her sexual inclinations through education and that men have wrongfully repressed women who wish to pursue virtue.

​--MP
 
Image info: The Education of the Virgin Mary, illustrated by Giovanni Francesco Romanelli, Italian, published in Rome in 1630. 
 
Text source: The Worth of Women: Wherein Is Clearly Revealed Their Nobility and Superiority to Men. Edited and Translated by Virginia Cox, The University of Chicago Press, 1997.