The formal education of women was rarely considered important. Girls of good birth were taught domestic skills at home or in a convent, and rarely learned to read and write, for it was feared that if they did they would waste their talents writing love letters or reading romances that led to promiscuity.
The education of women in historical contexts was often undervalued, especially among the upper classes. Girls were typically instructed in domestic duties either at home or in religious institutions, receiving limited exposure to literacy. The prevailing belief was that allowing women to read or write would lead them to engage in frivolous pursuits, such as writing romantic letters or indulging in sentimental stories, which in turn could encourage promiscuity.
This perspective reflects a societal concern about maintaining moral standards and controlling women's roles. Consequently, few girls had opportunities for meaningful education, reinforcing traditional gender roles and limiting women's contributions outside of the domestic sphere. Such attitudes toward women’s education highlight the restrictive views of the time and their long-lasting impact on women's rights and opportunities.