In the preface the authoress states the “main argument” of her work, “built on this simple principle that, if woman be not prepared by education to become the companion of man, she will stop the progress of knowledge, for truth must be common to all, or it will be inefficacious with respect to its influence or general practice.” In carrying out this argument she explains that woman can never be free until she is free economically; it makes no difference how poetic, romantic and chivalrous we become,—the fact is, there can be little equality between the sexes as long as the male partner has entire charge of the purse. Woman may be free socially; she may get rid of all sexual superstition, and she may crack and cast from her all theological trammels: but of what value is all this if she is still dependent upon man for food, raiment and shelter? What good does it do her to say “My body is my own, subject to the whims and lusts of no man,” if upon that very man depends her livelihood? Woman’s economic dependence is the root of that tree which nourishes the poisonous fruits of her subjection and abject slavery. Only when woman is on equal terms with man, can she be really virtuous and useful. But this result can only be obtained by rejecting the fallacious idea of weakness and refusing man’s help. After that the authoress states, that woman by open air exercise can become healthy and strong. By study she can acquire a solid education and useful knowledge, and thus become fit to earn her own living. Marriage will then cease to be her sole hope of salvation. If she marries she must not expect infinite romantic love from her husband, that would be an endeavor to perpetuate what is transitory in its very essence. From her husband she should require esteem and friendship. But before she can ask for or inspire these sentiments she must have shown herself a lofty mind and a sincere, benevolent, and independent temper. “But this ideal will remain a myth unless the system of education is entirely changed. It is the duty of the Government to organize schools and colleges, for boys and girls, both rich and poor, and of all ages.” Mary Wollstonecraft recommends that boys and girls should study together. She does not regard as an evil the attachment which might result under these conditions. On the contrary, she is an advocate of early marriage, and believes that the physical and moral health of young people would be greatly benefited thereby. “Do not separate the sexes, but accustom them to each other from infancy!” she demands. “By this plan such a degree of equality should be established between the sexes as would break up gallantry and coquetry, yet allow friendship and love to temper the heart for the discharge of higher duties.” Thus asking the widest opportunities of education for women, she demands also her participation in industry, political knowledge, and the rights of representation.