Women's Rights for Education, Ladies' Rights for All

In "A Serious Proposal to the Ladies, Part II," I thought Astell's section about "The Application and Use of our Knowledge" interesting as it takes the vague and abstract notions of rhetoric which she asserts in the various parts of the reading, but actually applies it to then-present day occurrences relevant not only in the lives of the ladies, but also their male counterparts. In this section she looks at the NATURE of women and their places within a societal framework. I thought it was interesting how she stated that "And all her Eloquence is but an empty noise, who employs it in any other design than in gaining Proselytes to Heaven. I am therefore far from designing to put Women on a vain pursuit after unnecessary and useless Learning, nor wou'd by any means persuade them to endeavour after Knowledge cou'd I be convinc'd that it is improper for 'em" (858, left hand column). To this end, it would seem that Astell is putting constraints upon women and their ability to participate in certain events. What's more, it seems like the audience is an ever-important consideration as well in terms of how one conducts themselves in both the private and public spheres of society. Moreover, she discusses the importance of understanding the hierarchy in place, but also understand HOW and WHY it is in place. "So," Astell posits, "it cannot be thought sufficient that Women shou'd but just know whats Commanded and what Forbit, without being inform'd of the Reasons why, since this is not like to secure them in their Duty" (859, left hand column: first paragraph).

In terms of the introduction to the reading, I've been seeing a pattern that some women seem to marginalise some groups, whilst valuing others; however, Astell "wanted her program to be within the reach of every woman..and the heart of her educational scheme was to be a method of thinking that could be applied in any area" (842). While reading, I noted that Astell called for women's participation in certain affairs not typically afforded to women and argues that "A great deal of Good will be omitted, and very much Evil, or Imperfection at least, stick to us, if we are not thoroughly acquainted with the Law of God and the secret springs and windings of our Hearts, which is scarce to be obtain'd without much Meditation and the helps that study affords" (858, right column). Therefore, she makes a good case of saying that women's rights to education or a place for education would be beneficial not only to women, but also for the men and overarching society in which they were living.