19世紀中期までの英国女性教育論の展開と女性の自律について（2）

The purpose of this paper is to survey several important advocacies of education for women up to the mid-19th century in England in order to offer a historical and cultural perspective on literature and culture of those times. While delineating their arguments for education for women, this survey traces some aspects of the arguments in common, for they eventually stimulated early feminists to form a movement for higher education open to women during the latter half of the century. The paper consists of two parts (1) and (2). In the first part, the advocacies made by Mary Astell, Hannah More and James Frederick Denison Maurice are examined. Although they had different ideas about education for women, they shared a deep concern about developing women\u27s mental and moral autonomy trusting women\u27s intelligence. In the second part, the advocacies made by Hannah More, George Eliot who discussed the arguments of Mary Fuller and Wollstonecraft, and James Stuart Mill are examined. Unlike the former advocates, these feminists were not educators themselves, but defended education freely open to women, based on the idea of diversity of women\u27s abilities equal to men\u27s. They also stressed women\u27s mental and moral autonomy developed through education as a crucial factor to form a better relationship with men. They insisted on such education for women not only for their own well-being but for better mental welfare and interrelationships in the whole society, the state of which they said it would take a long time but would be attainable