Mary Wollstonecraft is remembered today as the woman who, more than two centuries ago, argued that women were not naturally inferior to men but only appeared so because of the inferior education society gave them. Her short life of just 38 years was filled with hardship, scandal, and remarkable intellectual courage. From a violent home to the radical literary circles of London, her journey shaped the very foundations of feminist thought. This is the story of how a self-taught daughter of a failing farmer became known as the mother of feminism.

Table of Contents

A difficult beginning

Mary Wollstonecraft was born on 27 April 1759 in Spitalfields, London, the second of seven children. Her paternal grandfather had been a prosperous master weaver who left behind a sizeable inheritance. Her father, Edward John, mismanaged that money and tried to reinvent himself as a gentleman farmer, but nearly all his ventures failed.

This financial decline forced the family to move repeatedly during Mary’s childhood. The pressures pushed her father toward drinking and abusive behaviour, particularly toward his wife, Elizabeth. As a young girl, Mary often tried to shield and console her mother. These early experiences left a deep mark on her, and they coloured her later writings against what she saw as the oppressive nature of marriage.

Education was another source of early inequality. Of all the children, only her brother Edward received an extended formal schooling and later became a lawyer; he also inherited a substantial share of the family money directly. Mary, by contrast, went to school only briefly in Yorkshire, where she learned to read and write. Everything else she taught herself. She was, in the words of historians, a truly exceptional autodidact with an enormous appetite for literature and languages.

Limited options for a woman of her time

To survive, Wollstonecraft had to earn her own living, but the options open to women in the eighteenth century were narrow. Respectable work for an unmarried woman was largely confined to a handful of roles. She tried them all.

Companion, teacher, and governess

Wollstonecraft worked as a companion to a wealthy lady in Bath and as a governess for the children of an Irish landowner, Mr Kingsborough. These were among the few “acceptable” professions available, alongside needlework, teaching, and acting as a lady’s companion. None offered real independence or intellectual freedom.

More ambitiously, in 1784 she helped establish her own school at Newington Green, working alongside her sister Eliza and her close friend Fanny Blood. The school eventually failed, but the experience proved formative. Watching how girls were taught convinced her that they were being deliberately trained to be frivolous and dependent rather than rational and capable.

These years directly fed her first book, Thoughts on the Education of Daughters (1787). At the time, girls received only a basic education because there were no secondary schools for them; they were not expected to prepare for universities, which barred women entirely. Wollstonecraft wanted to change this completely.

Joseph Johnson and the radical circle

The turning point in Wollstonecraft’s life came when she settled in London to pursue writing as a career. There she became connected with Joseph Johnson, an influential and liberal-minded London publisher who had a gift for discovering and nurturing some of the leading intellectual figures of the late eighteenth century.

Johnson became her long-time publisher, friend, and in many ways her patron. He published her early works and hired her as a translator and reader, giving her steady literary work. When Johnson and Thomas Christie launched the periodical the Analytical Review in 1788, Wollstonecraft became a regular contributor of articles and reviews, sharpening her skills as a critic and thinker.

Just as important, Johnson introduced her to his lively social circle. This radical group of intellectuals gathered at his home and included, at various times, figures such as Thomas Paine, the painter Henry Fuseli, and the philosopher William Godwin. For a self-taught woman from a broken home, entering this world of debate and ideas was transformative.

Two vindications that defined her

One of the most intensely debated topics in the late 1700s was the French Revolution. This debate would draw out Wollstonecraft’s most famous works.

A Vindication of the Rights of Men

In 1790, the conservative statesman Edmund Burke published Reflections on the Revolution in France, defending tradition, rank, and inherited hierarchy. His argument drew swift rebuttals from English radicals. The first response to fly off the presses was Wollstonecraft’s A Vindication of the Rights of Men (1790), published by Johnson. In it she attacked the defence of rank and aristocracy and argued that traditional structures should be torn down if they did not serve the common good. The pamphlet sold well enough to merit a second edition.

A Vindication of the Rights of Woman

Her landmark work followed in 1792. A Vindication of the Rights of Woman argued that women only appear inferior to men because of their inferior education. She insisted that women and men should be educated equally, and that the existing system deliberately trained girls to be incapable and dependent. If girls were given the same opportunities as boys, she argued, women would become not only better wives and mothers but also capable workers across many professions, and society as a whole would benefit.

The book was a bestseller, quickly going into a second edition within the year and soon translated into multiple languages. It extended the radical idea of universal rights, so loudly discussed in the context of the Revolution, to the cause of women. The argument was simple but powerful: the rights of men must necessarily include the rights of women.

An unconventional personal life

Wollstonecraft lived by some of her more radical convictions, and her personal life was turbulent and unconventional by the standards of her day.

In 1792 she travelled to Paris to observe the French Revolution firsthand. There she formed a relationship with an American adventurer, Gilbert Imlay, and in 1794 gave birth to their daughter, Fanny, to whom she was deeply devoted. The relationship, however, ended in betrayal. Even after Imlay’s interest faded, she undertook a difficult business journey to Scandinavia on his behalf, an experience she turned into one of her enduring literary works, Letters Written during a Short Residence in Norway, Sweden, and Denmark (1796). Upon returning to London, she discovered he had deserted her entirely, and her distress led her to attempt suicide.

Her happiest relationship came later, with the political philosopher William Godwin, whom she had first met through Joseph Johnson. The two formed a passionate partnership of equals. Although Godwin had long opposed the institution of marriage, the couple married in 1797. In August that year she gave birth to their daughter, also named Mary, but eleven days later, on 10 September 1797, she died of puerperal fever at the age of 38. That daughter would grow up to become Mary Shelley, the author of Frankenstein.

A reputation destroyed and then reborn

At the time of her death, Wollstonecraft was a genuine literary celebrity, admired not only in Britain but also in France, Germany, Scandinavia, and the newly independent United States, where her books had been translated.

Then came an unexpected blow. Grieving, Godwin published Memoirs of the Author of a Vindication of the Rights of Woman (1798). He intended it as a loving and honest tribute, believing that full and frank exposure of a person’s life would bring understanding and sympathy. Instead, his candid revelations about her affairs, her child born outside marriage, and her suicide attempts shocked a conservative public. Her name became linked with scandal and “dangerous” radicalism, and her serious ideas were largely dismissed for much of the following century.

Yet her ideas never fully disappeared. As the women’s rights movement gathered strength in the nineteenth and early twentieth centuries, her arguments found new and receptive audiences. John Stuart Mill’s The Subjection of Women (1869) carried similar arguments forward into mainstream debate, and feminists increasingly returned to Wollstonecraft as a foundational voice.

The mother of feminism

Today Wollstonecraft is widely regarded as the founder of feminism and one of the founding figures of feminist philosophy. Her central insight, that the apparent inferiority of women was the product of social conditioning and unequal education rather than nature, became a cornerstone of feminist thought.

Her influence stretches across generations of thinkers and activists who fought for women’s right to vote, to work, and to enter universities. Interestingly, her legacy is partly intertwined with the memoir that once damaged her: by keeping her name and her life in public view, Godwin’s controversial book inadvertently ensured that her literary work remained a subject of discussion and analysis for centuries to come.

From a self-taught girl shielding her mother in a violent home to a celebrated philosopher whose ideas reshaped how we think about gender and equality, Mary Wollstonecraft turned the limitations of her own life into a powerful argument for the rights of all women.

What do you think? Do you believe Wollstonecraft’s central claim, that perceived differences between men and women are mostly the product of unequal education and social conditioning, still holds true today? And should we judge a thinker’s ideas separately from the unconventional choices of their personal life?

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References
  1. https://plato.stanford.edu/entries/wollstonecraft/
  2. https://www.encyclopedia.com/people/social-sciences-and-law/social-reformers/mary-wollstonecraft
  3. https://liberalhistory.org.uk/history/mary-wollstonecraft-1759-1797/
  4. https://www.worldhistory.org/Mary_Wollstonecraft/
  5. https://www.britannica.com/biography/Mary-Wollstonecraft
  6. https://becker.wustl.edu/news/mary-wollstonecrafts-a-vindication-of-the-rights-of-woman/
  7. https://exhibitions.library.columbia.edu/exhibits/show/cc/rights
  8. https://lithub.com/how-a-husbands-loving-biography-ruined-his-wifes-reputation/

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Modern Political Philosophy

1 Enlightenment Rationality and the Idea of Modernity

  1. Enlightenment: Meaning and Concept
  2. Phases and Characteristics
  3. Main Political Thinkers and Ideas
  4. Rationality
  5. The Idea of Modernity
  6. Criticism

2 State of Nature and the ‘Noble Savage’

  1. Life and Times
  2. Rousseau’s Critique of Enlightenment
  3. Rousseau as a Republican
  4. State of Nature
  5. Emergence of Civil Society

3 General Will and Self Government

  1. General Will
  2. Role of Legislator
  3. Critique of Liberal Representative Government
  4. Federation of Nations for World Peace
  5. Criticism

4 Critique of Liberal Education

  1. Criticism of Liberal Education
  2. Rousseau’s Idea of Education
  3. Rousseau’s Concept of Natural Education
  4. Rousseau’s Concept of Negative Education
  5. Rousseau’s Aim for Education
  6. Rousseau’s Framework of Curriculum
  7. Rousseau’s Methodology for Teaching
  8. Rousseau’s Views on Discipline
  9. On the Role of Teacher
  10. On Women’s Education

5 Rights of Women

  1. Her Life
  2. Her Writings
  3. Her Thoughts
  4. “A Vindication of the Rights of Men”: Wollstonecraft’s Debate with Edmund Burke
  5. Wollstonecraft’s Defence of the French Revolution and Critique of Edmund Burke’s Reflections
  6. “A Vindication of the Rights of Woman”: Wollstonecraft’s Plea for Women’s Rights
  7. Context of the Rights of Woman
  8. Women as Rational Human Beings
  9. Women’s Rights are Human Rights
  10. Significance of the Rights of Woman
  11. Some Limitations of the Rights of Woman

6 Critique of Rousseau’s Idea of Education

  1. Jean-Jacques Rousseau’s Idea of Education
  2. Limiting Women’s Education to their Functions in Society
  3. Rousseau’s Thoughts on Education for Men and Women
  4. Mary Wollstonecraft’s Critique of Rousseau’s Idea of Education
  5. Mary Wollstonecraft’s Idea of Women’s Education
  6. Mary Wollstonecraft’s A Vindication of The Rights of Woman
  7. Rational Education for Women
  8. Education for the Self-Respect of Women
  9. Educational Equality for Women

7 Liberty and Individualism

  1. Mill’s Utilitarianism – A Precursor to the Idea of Individualism
  2. Mill’s Views on Individualism
  3. Mill’s Idea of Freedom and Defence of Liberty
  4. Critical Analysis

8 Suffrage and the Rights of Women

  1. Mill’s Writings and ‘The Subjection of Women’ (1869)
  2. Mill on Importance of Individual Liberty
  3. Rights of Women and Gender Equality
  4. Political Rights and Women’s Suffrage

9 The Principle of Utility

  1. Mill’s Critique of Bentham’s ‘Utilitarianism’
  2. Mill’s Views on ‘Utilitarianism’
  3. The Reformation of Utilitarianism
  4. Connection between Utility, Justice and Rights
  5. Liberty, Democracy and Utilitarianism

10 Historical Materialism

  1. Materialism Before and After Marx
  2. The Dialectical Method
  3. Forces of Production
  4. Relations of Production
  5. Primitive Communism
  6. Slavery
  7. Feudalism
  8. Capitalism
  9. Limitations of Historical Materialism
  10. Recent Changes in Historical Materialism

11 Class and Class Struggle

  1. Marxian Definition of Class
  2. Capitalism: Significant Classes
  3. Capitalism: Other Classes
  4. Class Struggle
  5. Neo-Marxian Analysis of Class

12 Capitalism and Exploitation

  1. Definition of Capitalism
  2. Features of Capitalism
  3. Marx’s Prominent Critique of Capitalism
  4. Labour Theory of Value: Marx’s Idea of Exploitation

13 Socialisation of Housework

  1. Life, Work and Philosophy
  2. Understanding Gender and Work
  3. Kollontai’s Contribution to the Woman Question
  4. Kollontai’s Views on Socialisation of Housework