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Lesson Plan: Astell and Wollstonecraft

Blog Post | Gender Equality

Lesson Plan: Astell and Wollstonecraft

In this lesson, students will learn about the lives and legacies of Mary Astell and Mary Wollstonecraft, two feminist authors whose philosophical ideas helped form the basis for later movements for gender equality and female empowerment.

You can find a PDF of this lesson plan here.

Lesson Overview

Featured article: Heroes of Progress, Pt. 46: Astell and Wollstonecraft by Alexander C.R. Hammond

In this lesson, students will learn about the lives and legacies of Mary Astell and Mary Wollstonecraft, two feminist authors whose philosophical ideas helped form the basis for later movements for gender equality and female empowerment.

Warm-Up

What do you know about Mary Astell and Mary Wollstonecraft?
Before reading, watch this overview of Mary Astell’s life until 5:23 in the video. Then watch this three minute video about Mary Wollstonecraft.

In partners, small groups, or as a whole class, have students answer these questions:

  • What are three interesting facts you learned about Mary Astell and Mary Wollstonecraft?
  • What is one question you have about each woman?

Questions for reading, writing, and discussion

Read the article, then answer the following questions:

  • Alexander C.R. Hammond writes that, “In the 17th and 18th centuries, Western European women were often poorly educated and had very little protection under the law.” What were some of the ways that Astell and Wollstonecraft suffered under this system? Cite at least two specific examples of the hardships these women faced, one for Astell and one for Wollstonecraft.
  • In the 1600s, women were not treated as equal partners in marriage. In her book Some Reflections upon Marriage, which two specific reforms did Astell propose to the institution of marriage?
  • Both Astell and Wollstonecraft advocated for better education for women. What were their proposals? What were the philosophical reasons for their positions?
Which education reforms did they seek?What philosophical arguments did they use to
support their positions?
Astell

Wollstonecraft

  • What was a key difference between Astell and Wollstonecraft concerning political reform?
  • Perform a thought experiment:
    • Imagine that Astell and Wollstonecraft were born in the year 2000. Many of the reforms Astell and Wollstonecraft worked. Such changes to education, marriage, and voting laws had been achieved by then. If they were alive today, what further changes to women’s lives do you think they would work for?

For each category below, write at least one reform that you think Astell and Wollstonecraft would seek to change in the 21st century

Current IssueWhat reforms do you think Astell and Wollstonecraft would propose to improve women’s lives today?
Gender pay gap

Lack of workplace accommodations for childbearing and childcare

Sexual harassment at school and work

Domestic violence

Extension Activity/Homework

Be a Contrarian.

Most people in the United States today see nothing radical about the proposals Astell and Wollstonecraft made during the 17th and 18th centuries. These two writers sought equal rights and opportunities for women in education, marriage, and political representation.

Imagine that you are a contemporary of Wollstonecraft living around the time of the French Revolution. You do not support her positions. Think critically and argue against her ideas. What philosophical, historical, biological, and/or religious reasons would you use to refute her calls for equality?

Write a Eulogy for Mary Astell or Mary Wollstonecraft

In addition to being first-rate intellectuals and writers, Astell and Wollstonecraft were both strong, independent women who persevered despite discrimination and personal setbacks.

After reading the article, write a eulogy, a short piece normally read at a memorial service or funeral, for either Mary Astell or Mary Wollstonecraft. Choose the person whose life resonates most with you. Your eulogy should honor and remember her life and accomplishments.

  • What were the challenges she faced and how did she meet them? • What did she achieve, both personally and professionally?
  • How does she inspire you to reach your goals?
  • What is her legacy?

Who Inspires You? Write a Letter to them.

The article says, “Astell and Wollstonecraft’s writings were unsuccessful in bringing about immediate reforms when they were published. The works of the two thinkers, however, provided the intellectual foundation for the suffragette and feminist movements, which started in the late 19th century and continue around the world to this day. Although they were considered radicals during their time, without their ideas it is unlikely that women’s rights would be as extensive today as they are.”

Who is a person who inspires you? It could be someone in your school or community, someone you follow on social media, or an activist, writer, or political leader. What does this person stand for? How does this person make their voice heard? Why does this person inspire you?

Write the person a letter sharing why you appreciate their activism and how they’ve inspired you.

The Hindu | Women's Empowerment

Kazakhstan Bans Bride Kidnappings, Forced Marriages

“Kazakhstan has banned forced marriages and bride kidnappings through a law that came into effect on Tuesday (September 16, 2025) in the Central Asian country, where the practice persists despite new attention being paid to women’s rights.

‘Previously, a person who voluntarily released a kidnapped person could expect to be released from criminal liability. Now this possibility has been eliminated,’ the police said.”

From The Hindu.

Girls Not Brides | Child Abuse & Bullying

Burkina Faso Raises the Legal Age for Marriage to 18 Years Old

“Burkina Faso has adopted the bill for the new Personal and Family Code (CPF), changing the minimum legal age for marriage to 18 years old for both girls and boys.

Previously, the minimum age of marriage was 17 years old for girls and 20 years old for boys. However, girls could marry as young as 15 and boys at 18 if authorised by the courts.

This new bill harmonises the legal age of marriage at 18 for both girls and boys. It remains unclear if a judge can still grant exceptions for marriage at the age of 16 in some circumstances.”

From Girls Not Brides.

Blog Post | Human Development

Grim Old Days: Peter Laslett’s The World We Have Lost

Poverty and hardship long predated the factory age.

Summary: Before the Industrial Revolution, life in England was marked by widespread poverty, illiteracy, and relentless labor. Even children worked from as young as three. Most people lacked education, political voice, and basic comforts, enduring hunger, disease, and harsh living conditions that kept them in constant proximity to hardship and death. Peter Laslett’s The World We Have Lost reveals that the deprivations often blamed on early industrialization were in fact the norm long before factories and industry.


Peter Laslett’s book The World We Have Lost is an influential history of what life was like in England before the Industrial Revolution. Laslett makes clear that the infamous problems of the industrial era were preexisting, not innovations that first arose with the construction of factories: “The coming of industry cannot be shown to have brought economic oppression and exploitation along with it. It was there already.” His book brings into focus the poverty and hardship faced by preindustrial people and the fact that “we now inhabit a world wealthy on a scale quite unknown before industrialization.”

Laslett describes the dearth of schooling, observing that neither Isaac Newton’s nor William Shakespeare’s parents could read. Inventories from Kentish towns between the 1560s and 1630s show a steady increase from a fifth or less owning books to nearly a quarter, although such inventories were recorded only for prosperous households and thus probably overestimate the extent of book ownership. Leicestershire wills from the 1620s to 1640s show that only 17 percent of people with wills bequeathed books to their heirs, and even among the gentry that figure was only 50 percent.

The “inability to share in literate life cut most men off from even contemplating a share in political power.” And the idea of women attaining a political voice was more absurd still. Even James Tyrrell—an associate of John Locke, a critic of absolutism, and a believer in limited political authority—noted in 1681, “There never was any government where all the promiscuous rabble of women and children had votes.”

Illiteracy often not only limited women’s ability to engage with society but also increased women’s vulnerability. “An illiterate maidservant whose place was five or ten miles from home was cut off from her parents and her brothers and sisters,” effectively unable to send them messages and alert them if her employer physically abused her or sexually assaulted her (as was, sadly, common).

Instead of learning to read, many children began work at shockingly young ages. Laslett informs the reader that, as John Locke noted in 1697, poor children were expected to start working at age three, contributing in what capacity they could, often through apprenticeships. The apprentice’s contract typically went thus: “He shall not absent himself by night or by day without his master’s leave.” Some apprentices “stayed subordinate to a master in a master’s house for the whole of their lives,” far beyond the initial terms of their contract.

Not only could children start work at age 3, but by age 12, they were considered old enough to help run businesses. In 1699, at an alehouse in Harefield, Middlesex, run by Catherine and John Baily, 6 of their 10 children still living at home “were above the age of twelve, . . . old enough to help run the family establishment.”

In England grooms could legally be as young as 14 and brides as young as 12, although Laslett notes that thankfully that was relatively rare in practice. Early marriages did occur, though. In 1623, a London parish clerk wrote disapprovingly of the wedding of a 17-year-old boy working as a threadmaker to the 14-year-old daughter of a porter, calling them a “couple of young Fooles.”

A rather offensive (to modern sensibilities) form of divorce known as “wife-selling” sometimes occurred among those who could not afford a formal dissolution of marriage. The Ipswich Journal records such a sale occurring in 1789:

Oct. 29, Samuel Balls sold his wife to Abraham Rade in the parish of Blythburgh in his county for 1 [shilling]. A halter was put around her neck and she was resigned up to this Abraham Rade.

Such bizarre episodes “reveal something of the slightly quizzical attitude of ordinary people to the official marriage code,” with local customs and practices varying wildly. Upon settling down typically, a man tilled land with the aid of his wife and children. Picture the “hard-working, needy, half-starved labourers of pre-industrial times,” who toiled nonstop and yet never produced enough to live comfortably.

Here was an economy conspicuously lacking in those devices for the saving of exertion which are so marked a feature of our own everyday life. The simplest operation needed effort; drawing the water from the well, striking steel on flint to catch the tinder alight, cutting goose-feather quills to make a pen, they all took time, trouble and energy. The working of the land, the labour in the craftsmen’s shop, were infinitely taxing. [The peasantry would] shock us with their worn hands and faces, their immeasurable fatigue.

Those who didn’t work in agriculture were often servants. The percentage of workers employed as servants in the population varied from as low as 4 percent to as high as a third of the population in relatively wealthy times and places, such as London and parts of Norwich in the 1690s. “Everywhere work of all kinds varied alarmingly with the state of the weather and of trade, so that hunger was not very far away.” Many had no employment and begged. “Wandering beggars . . . were . . . a feature of the countryside at all times.”

Any increase in the cost of food staples could prompt social discord. “Right up to the time of the French Revolution and beyond, in Europe the threat of high prices for food was the commonest and most potent cause of public disorder.” Public panic about food was often warranted, as the threat of hunger was all too real. In 1698 in Scotland, contemporary accounts say, “[m]any have died for want of bread, and have been necessitate to make use of wild-runches draff and the like for the support of nature.” A runch is a common weed.

Laslett makes clear that England, being wealthier than much of Europe, saw relatively few famines by the late early modern period. Still, England’s harvest year of 1623–1624 was devastating, and in some locations, such as Ashton, the number of recorded burials was over two-and-a-half times the typical level. Numerous burials record the cause of the death as starvation. The deaths recorded in the Register of Greystoke in England, in 1623, put names to some of these victims of starvation, including, “A poor hungerstarved beggar child, Dorothy,” and “Thomas Simpson, a poor hungerstarved beggar boy,” as well as “Leonard . . . which child died for want of food,” and 4-year-old “John, son of John Lancaster, late of Greystoke, a waller by trade, which child died for want of food and means.”

Preindustrial people also froze. Indeed, in cold climates such as those of northern and western Europe, “the necessity of gathering round fires and sharing beds, make it obvious that the privacy now regarded as indispensable, almost as a human right,” was once rare, with the masses forced to sleep next to each other and their farm animals for body heat.

If there was one thing that was better about the past, it was perhaps that people were—by necessity—tougher. London’s suicide rate circa 1660 is estimated as somewhere between 2.5 and 5 per 100,000 people, low by modern standards.1 But on the whole, what Laslett calls “the world we have lost” is not a world we’d want back.

  1. According to the most recent data from Britain’s Office of National Statistics, London’s suicide rate now stands at 7.3 per 100,000 people, while England and Wales have a suicide rate of 17.4 per 100,000. According to the most recent year of OECD data, only one OECD country has a suicide rate of under 5 per 100,000: Turkey, at 4.8 per 100,000. (In recent years, only two or three OECD countries typically manage to keep suicides below the upper bound of the estimated level seen in 17th-century London).