Three Guineas by Virginia Woolf, [email protected]

we can refuse to bolster up the vain and vicious system of lecturing by refusing to lecture. 30 And, of course, if we are offered offices and honours for ourselves we can refuse them — how, indeed, in view of the facts, could we possibly do otherwise? But there is no blinking the fact that in the present state of things the most effective way in which we can help you through education to prevent war is to subscribe as generously as possible to the colleges for the daughters of educated men. For, to repeat, if those daughters are not going to be educated they are not going to earn their livings, if they are not going to earn their livings, they are going once more to be restricted to the education of the private house; and if they are going to be restricted to the education of the private house they are going, once more, to exert all their influence both consciously and unconsciously in favour of war. Of that there can be little doubt. Should you doubt it, should you ask proof, let us once more consult biography. Its testimony upon this point is so conclusive, but so voluminous, that we must try to condense many volumes into one story. Here, then, is the narrative of the life of an educated man’s daughter who was dependent upon father and brother in the private house of the nineteenth century.
    The day was hot, but she could not go out. ‘How many a long dull summer’s day have I passed immured indoors because there was no room for me in the family carriage and no lady’s maid who had time to walk out with me.’ The sun set; and out she went at last, dressed as well as could be managed upon an allowance of from £40 to £100 a year. 31 But ‘to any sort of entertainment she must be accompanied by father or mother or by some married woman.’ Whom did she meet at those entertainments thus dressed, thus accompanied? Educated men —‘cabinet ministers, ambassadors, famous soldiers and the like, all splendidly dressed, wearing decorations.’ What did they talk about? Whatever refreshed the minds of busy men who wanted to forget their own work —‘the gossip of the dancing world’ did very well. The days passed. Saturday came. On Saturday ‘M.P.s and other busy men had leisure to enjoy society’; they came to tea and they came to dinner. Next day was Sunday. On Sundays ‘the great majority of us went as a matter of course to morning church.’ The seasons changed. It was summer. In the summer they entertained visitors, ‘mostly relatives’ in the country. Now it was winter. In the winter ‘they studied history and literature and music, and tried to draw and paint. If they did not produce anything remarkable they learnt much in the process.’ And so with some visiting the sick and teaching the poor, the years passed. And what was the great end and aim of these years, of that education? Marriage, of course. ‘. . . it was not a question of WHETHER we should marry, but simply of whom we should marry,’ says one of them. It was with a view to marriage that her mind was taught. It was with a view to marriage that she tinkled on the piano, but was not allowed to join an orchestra; sketched innocent domestic scenes, but was not allowed to study from the nude; read this book, but was not allowed to read that, charmed, and talked. It was with a view to marriage that her body was educated; a maid was provided for her; that the streets were shut to her; that the fields were shut to her; that solitude was denied her — all this was enforced upon her in order that she might preserve her body intact for her husband. In short, the thought of marriage influenced what she said, what she thought, what she did. How could it be otherwise? Marriage was the only profession open to her. 32
    The sight is so curious for what it shows of the educated man as well as of his daughter that it is tempting to linger. The influence of the pheasant upon love alone deserves a chapter to itself. 33 But we are not asking now the interesting