Читать книгу Woman in Science - J. A. Zahm - Страница 13

The period following the Renaissance was not a brilliant one for woman, especially outside of Italy. For in this favored land, even after the decadence in literature that followed the glorious cinquecento, intellectual life opposed so effective a barrier to the forces of extinction which were at work in other parts of Europe, notably Germany and England, that there were still in every part of the peninsula from the fertile plains of Lombardy to the sunny Ionian sea, learned and cultured women who were eager to emulate the achievements of their illustrious sisters of Italy's golden age of art, and letters. We do not, it is true, find among them a Properzia de Rossi, a Veronica Gambara, or a Vittoria Colonna; but we find many earnest and enthusiastic students in every department of knowledge.

That which most impresses the student of education during this period of Italian history is not the splendor of art and letters in court and castle, which so dazzled Europe during the time of Renée of Ferrara and Elizabetta Gonzaga of Urbino. We find, it is true, a goodly number of women who won distinction as poets and artists; but it is rather those who were devoted to more serious studies that arrest our attention—women who attained eminence in physical and natural science, in mathematics, in the classical and oriental languages, in philosophy, law and theology. Space precludes the mention of more than a few of these, but these few may be accepted as typical of many others almost equally distinguished.

Chief among those of whom their countrymen are specially proud are Rosanna Somaglia Landi, of Milan, linguist and translator of Anacreon; Maria Selvaggia Borghini, of Pisa, translator of the works of Tertullian; Eleonora Barbapiccola, of Salerno, who translated into Italian the Principa Philosophiæ of Descartes; Maria Angela Arginghelli, of Naples, who was famed for her profound knowledge of physics and the higher mathematics and who gave an Italian version of Stephen Hales' Vegetable Statics. Then there was Clelia Grillo Borromeo, of Genoa, who was so distinguished in science, mathematics, mechanics and languages that a medal was struck in her honor bearing the inscription, Gloria Genuensium—glory of the Genoese; and the still more famous Elena Cornaro Piscopia, of Venice, who was truly a prodigy of learning as well as a paragon of virtue. In addition to a knowledge of many modern, classical and oriental tongues, she exhibited remarkable proficiency in astronomy, mathematics, music, philosophy and theology. After a course of study in the University of Padua and after the usual examination and discourse in classic Latin on some of the questions of Aristotelian philosophy, she had the doctorate of philosophy conferred on her in the cathedral of Padua, in the presence of thousands of learned men and applauding students from all parts of Europe. But not content with conferring on this extraordinary woman the ring, wreath of laurel and the ermine mozetta—the usual insignia of the doctorate—the University, as a special mark of distinction, had a medal coined in honor of the illustrious graduate bearing her effigy, with the words, as the decree of the University expressed it, ad perpetuam rei memoriam. That there was nothing superficial about this young woman's knowledge of languages, it suffices to state that she was able to speak Latin and Greek as fluently as her own Italian, and that so profound was her knowledge of divinity that there were many distinguished ecclesiastics in both Italy and France who favored conferring on her the doctorate in theology.

Among other young women who obtained the doctorate in various universities were Maddalena Canedi-Noe and Maria Vittoria Dosi who, after the usual course of study in the university of Bologna, obtained the degree of doctor of civil law, and Maria Pellegrina Amoretti, who received the degree of doctor in both canon and civil law in the University of Pavia and with it the doctor's cap—berreto dottorale. But more remarkable for learning than any of these university graduates was Maria Gaetana Agnesi, one of the most extraordinary women scholars of all time. On account of her wonderful knowledge of languages she was called "The Oracle of Seven Tongues." This, however, is not her chief title to fame. It is rather her marvelous achievements in the domain of the higher mathematics. After the appearance of her most noted work, Instituzioni Analytiche, she would at once have been elected a member of the French Academy of Sciences had not the laws of this learned body precluded the admission of women.[71] That great Mæcenas of learning, Benedict XIV, showed his appreciation of Maria Gaetana's exceptional attainments by appointing her—motu proprio—to the chair of higher mathematics in the University of Bologna. A similar honor had, in the preceding century, been conferred on Marta Marchina, of Naples, when, on account of her rare knowledge of letters, philosophy and theology, she was offered a chair in the Sapienza, in Rome, an honor which her modesty and love of retirement caused her to decline.

We have seen that women professors achieved distinction in the Italian universities even as early as the closing centuries of the Middle Ages. The same was true during the Renaissance, and it has been equally true during the period that has elapsed since the cinquecento.

Among the most eminent of those who taught in the universities were Laura Bassi, who had the chair of physics in the University of Bologna, and Clotilde Tambroni, professor of the Greek language and literature in the same institution of learning. So thorough was her knowledge of the language of Plato that it was the opinion of her contemporaries that there were then only three persons in Europe who equaled her in her mastery of this classic tongue. It was this distinguished Hellenist who graciously delivered the address when one of her countrywomen, Maria dalle Donne, received her doctorate in medicine and surgery. After her graduation Dr. dalle Donne was given charge of a school for midwives in which she rendered the greatest service to her sex. Even the chair of anatomy in the University of Bologna was held by a woman, Anna Morandi-Menzolini, and her work was of the highest order. The same position was held by another woman, Maria Petraccini-Terretti, in the University of Ferrara.

What a contrast between the attitude of the universities of Italy and those of other parts of the world toward women as students and professors! For a thousand years the doors of the Italian universities have been open to women, as well as to men; and for a thousand years women, as well as men, have received their degrees from these noble and liberal institutions, and occupied the most important positions in their gift, and that, too, with the approval and encouragement of both spiritual and temporal rulers. For these wise and broad-minded men did not regard it unwomanly for Laura Bassi to teach physics, for Clotilde Tambroni to teach Greek, for Dorotea Bucca to teach medicine, for Maria Gaetana to teach differential and integral calculus, for Anna Morandi to teach anatomy, for Novella d'Andrea to teach canon law, or even, if we may believe Denifle, one of the best of authorities, for the daughters of a Paris professor to teach theology.[72] Yes, what a contrast, indeed, between the Universities of Bologna and Padua, with their long and honored list of women graduates and professors, and the Universities of Cambridge and Oxford from which women have always been and are still excluded, both as students and professors.

Contrast, also, the honors shown to women as students and professors of medicine in Salerno, in the thirteenth century, with the riots excited among the chivalrous male students of the University of Edinburgh, when, less than a half century ago, seven young women applied for the privilege of attending the courses of lectures on medicine and surgery in that institution. And contrast the sympathy and encouragement of Italy with the almost brutal opposition which women in our own country encountered when, but a few decades ago, they applied for admittance to the medical schools of New York and Philadelphia. The difference between the Italian and the Anglo-Saxon attitude toward women in the all-important matters in question requires no comment.[73]

One reason for the great difference between the women of Italy and those of other parts of Europe in the matter of higher education during the period we have been considering was the old Roman spirit of independence of the former and their always insisting on what they regarded as their natural and indefeasible rights. Following the example of the matrons of ancient Rome, they insisted on being treated as the equals of men, and, as a consequence, they demanded in the intellectual order all the advantages that were accorded to men. They would never admit their mental inferiority to man, and woe betide the luckless wight who even insinuated such inferiority. The shafts of satire and ridicule were at once directed against him by a score of women who were able to use the pen as well as, if not better than, himself. Sometimes, however, such an one was taken seriously, and then the result was a book by some clever woman to prove that there was no difference in the intellectual power of the two sexes—that, if there was a difference, it was in favor of the gentler sex. There is quite a large number of such works in Italian; and it must be said that the women always met the arguments of their adversaries in a manner that does them the greatest credit.

It was probably because of their insistence on the equality of the sexes, as well as because of their achievements in every department of mental activity, that the educated women of Italy enjoyed so many privileges denied their sisters in other parts of Europe. Thus, in addition to being treated as the equals of men in the universities, they met them on an equal footing in the art, literary and scientific societies and academies, in the proceedings of which they always exhibited an active and enthusiastic interest. In these reunions the women gained strength of mind and independence of character from the men, while the men imbibed refinement and gentleness from the women. Compare this condition with the systematic exclusion of women from similar societies in other countries—even in this twentieth century of ours—and one of the not least potent reasons for the intellectual supremacy of the women of Italy will be apparent.

Next after Italy, France was the country in which, during the post-Renaissance period, women enjoyed the greatest advantages of mental development. But we look in vain, even during the age of Louis XIV, for that flowering of the female intellect that, at the same period, rendered the daughters of Italy so famous. It is true that there was a certain number of learned women in France during the seventeenth century, and notably during the golden age of Louis XIV, for during this period the traditions of the Renaissance were perpetuated and there was still a lingering love of letters, at least among certain classes of the aristocracy.

Prominent among those who attracted attention for their learning were Gilberte and Jaqueline Pascal, of the celebrated convent of Port Royal; Marie-Eleanore de Rohan and Gabrielle de Rochechouart, both, like the Pascal sisters, inmates of the cloister; Marie Cramoisy, wife of the first director of the royal printing office, and Mlle. de Luynes, a friend of Pascal. All these counted among their attainments a writing knowledge of Latin, but were far from being able, like the Italian women above mentioned, to speak it with the same fluency as they did their mother tongue.

In addition to the learned French women just named, there was Elisabeth de Rochechouart, a niece of Mme. de Montespan, who was able to read Plato in Greek, and Anne de Rohan, Princess of Guéméné, who surprised her countrymen by studying Hebrew. Then there were Mme. de Grignan, Marie Dupré, Louise Serment, Anne de La Vigne, who, like the Princess Palatine, Elisabeth, and Christine of Sweden, were ardent disciples of Descartes, and took the lead among the femmes philosophes of their time.

But for profound and varied scholarship Mme. Dacier, the daughter of the erudite Tanquil Le Fevre, was the most famous of all the women of her time in France. Possessed of rare power of eloquence and beauty of style, together with an extraordinary capacity for criticism, there was not a man in Europe who did not respect her judgment in matters of literature and culture. But that for which she was specially celebrated was her exceptional knowledge of Latin and Greek. She not only translated the Iliad and the Odyssey but also several other of the ancient classics. None of her contemporaries had a more thorough mastery of the tongues of Homer and Virgil, nor did any of her countrymen contribute more than she toward the advancement of the knowledge of the literature of ancient Greece and Rome. So highly prized was her version of the Iliad that it was translated by Ozell into English. Her version of Plato's Phædo was also translated into English and published by a New York bookseller more than a century after her death. The scholarly Menagius, in his Historia Mulierum Philosopharum, did not hesitate to pronounce her the most learned woman of all time—Feminarum quot sunt, quot fuere doctissima.[74]

To Mme. de Maintenon, the morganatic wife of the Great Monarch, is due the Institut de Saint-Cyr, the first state school for girls founded in France. It was, however, solely for the daughters of the nobility. And, although it was from the first under the direction of the foundress, a woman who was before all else a teacher as well as one of the most enlightened women of the most literary and philosophic age France ever knew—the age when the French language was perfected, the age of the Academy, of Boileau, Molière, Racine, Bossuet, Descartes—the studies prescribed in this institution, which was under the special patronage of the king, were of the most elementary character. They comprised reading, writing, arithmetic, grammar, music, drawing, dancing, and the elements of history, mythology and geography. As to history, Mme. de Maintenon was satisfied if the pupils of Saint-Cyr knew enough not to confound the kings of France with those of other nations, and were able to avoid mistaking a Roman emperor for the Emperor of China or Japan; or the King of Spain or England for the King of Persia or Siam. And yet, restricted as it was, her programme of studies was more complete than that of any other girls' school in the kingdom. One of her reasons for not insisting on a more thorough course was that "women never know but by halves, and the little that they do know usually makes them proud, haughty and talkative and disgusted with solid things."[75]

In Saint-Cyr, the best girls' school in the kingdom, there was not a word about the first principles of philosophy, nor about the physical and natural sciences recommended by Fénelon. The elements just referred to, combined with a goodly amount of esprit—bien de l'esprit—were considered quite sufficient to prepare the future wives of the nobility for all the duties they would be called upon to perform.

Mme. de Maintenon had probably been unconsciously influenced by what she had seen at the court of her liege lord, where the greater part of the women were extremely ignorant. Even Mme. de Montespan, the king's favorite, and for years the leading figure at the court, was no exception. So ignorant was she that she was not even able to spell the simplest and most common words.[76]

And so it was with the most illustrious ladies of France. Many of them were so devoid of instruction that they were unable either to read or to write. Even the teachers in Saint-Cyr were so deficient in the simplest rudiments of an education that Mme. de Maintenon found it necessary to correct their letters, in order to teach them the most essential rules of epistolary correspondence. In reality, the women of the age of Louis XIV did not trouble themselves about an education as we understand it. Endowed with esprit, with a natural and acquired taste for things intellectual, they were satisfied with such knowledge as they could glean from reading or conversation, and with comparatively few exceptions, showed no disposition to devote long years to study in school, much less in a university, as did their sisters to the south of the Alps.

The foundress of Saint-Cyr had likewise been influenced by her environment as well as by the court—an environment which was becoming daily more and more unfavorable to the education, especially anything approaching the higher education, of women. A young woman's education was considered complete when she was able to read, write, dance and play some musical instrument. Anything more was deemed superfluous and deserving of censure and ridicule rather than praise.

It was at this time that Molière's two celebrated plays, Les Femmes Savantes and Les Précieuses Ridicules, were given to the world. These well-known productions, replete with the author's brightest flashes of wit, and abounding in his most effective shafts of satire, produced at once an immense sensation. As soon as published, they were in the hands of everybody. Those who were opposed to the education of women—and the number was daily increasing—had recourse to them as to arsenals which supplied them with just the arms they had so long needed to decide in their favor the long warfare which they had been conducting against the gentler sex. The views of the bourgeois Chrysale as expressed to his sister, Belise, were so in harmony with their own that they loved on every occasion to repeat with him: