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During the pre-revolutionary period, more and more men worked outside the home in workshops, factories or offices. Many women stayed at home and performed domestic labor. The emerging values of nineteenth-century America, which involves the eighteenth-century, increasingly placed great emphasis upon a man's ability to earn enough wages or salary to make his wife's labor unnecessary, but this devaluation of women's labor left women searching for a new understanding of themselves. Judith Sargent Murray, who was among America's earliest writers of female equality, education, and economic independence, strongly advocated equal opportunities for women. She wrote many essays in order to empower young women in the new republic to stand up against society and make it apparent that women are equals. Three notable essays written by Murray about equality are: her earliest essay being Desultory Thoughts Upon the Utility of Encouraging a Degree of Self- Complacency, Especially in Female Bosoms (1784), On the Equality of the Sexes written in 1790, and Observations on Female Abilities in the third volume of The Gleaner written in 1798. In these essays Murray maintains that society must be based on a strict adherence to order - political, social, family, and personal order - while promoting a change of women's place within that order. The main distinct theme of Judith Sargent Murray's essays is equality between men and women. Murray emphasizes on the fact that society has shaped the role of women, and the only way to prove that women have equal minds is to give women the right to an education; also challenging the question of men being superior to women in several ways. Although the wording and minor issues differ, the theme of equality i... ... middle of paper ... ...eves that all people can benefit from equality of the sexes. By her own commitment to bettering the education of women and by reevaluating past women's history, Murray helped to usher in a "new era in female history." Works Cited Murray, Judith Sargent. "Desultory Thoughts upon the Utility of Encouraging Degree of Self- Complacency, Especially in Female Bosoms." Selected Writings of Judith Sargent Murray. Ed. Sharon M. Harris. New York: New York: Oxford University Press, 1995. 44-48 Murray, Judith Sargent. "Observations on Female Abilities." Selected Writings of Judith Sargent Murray. Ed. Sharon M Harris. New York: New York: Oxford University Press, 1995. 15-43 Murray, Judith Sargent. "On the Equality of the Sexes." The Norton Anthology of American Literature. 6th Edition. Vol. A. Ed. Nina Baym. New York: W.W. Norton & Company. 2003. 783-791
As she became older and more educated, Murray refused to attend a segregated college. Murray claimed that this was her first open position against discrimination. Murray continuously grew more overt in her activities, not just against Jim Crow, but with gender inequality in America. Murray had a drive to attend the prestigious Columbia University, but had to accept the current reality of America when she was informed that no women were accepted there. This was the first introduction Murray had with “Jane Crow”. Murray uses the term “Jane Crow” to describe the “evil of antifeminism” and she made the connections that African Americans and women were fighting a similar conflict when it came to equal human rights. As Murray began to see more and more oppression and discrimination, she would begin to respond in more intense
Before the Revolution, women were not allowed a voice in the political world. They almost had no rights, especially if they were married. They were granted fewer opportunities than men. Women were to stay at home care for the household and family. However, that soon began to change. When the Stamp Act was passed in 1765, it required colonist to pay a tax on every piece of printed-paper they used. Women refused to pay for the shipped items from the mother country, “The first political act of American women was to say ‘No’(Berkin 13). As from then, an uprising in issues began to unroll. Women began to seek their voice been heard and act out on problems that were uprising, such as the British Tea. As the war broke out, women’s lives changed even more. While men were in compact, they kept their families alive by managing the farms and businesses, something that they did not do before the war. As the fighting advanced, armies would rummage through towns, destroying homes and seizing food-leaving families with nothing. Women were attacked while their property was being stripped away from them; some women destroyed their own property to keep their family safe. “Women’s efforts to save the family resources were made more difficult by the demands of the military.
As mentioned above, women’s role were unjust to the roles and freedoms of the men, so an advanced education for women was a strongly debated subject at the beginning of the nineteenth century (McElligott 1). The thought of a higher chance of education for women was looked down upon, in the early decades of the nineteenth century (The American Pageant 327). It was established that a women’s role took part inside the household. “Training in needlecraft seemed more important than training in algebra” (327). Tending to a family and household chores brought out the opinion that education was not necessary for women (McElligott 1). Men were more physically and mentally intellectual than women so it was their duty to be the educated ones and the ones with the more important roles. Women were not allowed to go any further than grammar school in the early part of the 1800’s (Westward Expansion 1). If they wanted to further their education beyond grammar, it had to be done on their own time because women were said to be weak minded, academically challenged and could n...
Women had a role in the forming of our country that many historians overlook. In the years leading to the revolution and after women were political activists. During the war, women took care of the home front. Some poor women followed the army and assisted to the troops. They acted as cooks, laundresses and nurses. There were even soldiers and spies that were women. After the revolution, women advocated for higher education. In the early 1800’s women aided in the increase of factories, and the changing of American society. Women in America were an important and active part of achieving independence and the framing of American life over the years.
Meyer, Michael. The Bedford Introduction to Literature. Ed. 8th ed. Boston: Bedford/St. Martin's, 2008. 2189.
Literature. Vol. A. Ed. Nina Baym and Julia Reidhead. 17 ed. New York: W.W. Norton &
The role of women in the Early Republic is a topic mostly overlooked by historians when dealing with this era of American history. The triumphs of the Revolution and the early events of the new nation were done solely by men. However, women had their own political societies and even participated in the Revolution. Women's roles began to take a major turn after the war with Great Britain. This was due in part to their involvement in the war and female patriotism. Others believed it was due to the easier access to formal education for young women. Whatever the reason, it inspired women to challenge the social structure of the Early Republic. The roles of women were changing in the Early Republic. However, progress was slow and little change followed after the Revolution. This change in social structure elicited two questions. What caused this social change and what was the major setback for the progression of women's rights? These were the questions Linda Kreber's Women In The Republic: Intellect And Ideology In Revolutionary America, Caroline Robbins' review of Mary Norton's Liberty's Daughters: The Revolutionary Experience of American Women, and Sheila Skemp's review of Lucia McMahon's Mere Equals: The Paradox of Educated Women in the Early American Republic attempted to answer. Each of the pieces of literature agreed that the social equality of women was changing, but each offer a unique aspect of what changed it, and what slowed progression of equality.
2nd ed. of the book. New York: St. James Press, 1995. Literature Resource Center -. Web.
A huge part of the economical grow of the United States was the wealth being produced by the factories in New England. Women up until the factories started booming were seen as the child-bearer and were not allowed to have any kind of career. They were valued for factories because of their ability to do intricate work requiring dexterity and nimble fingers. "The Industrial Revolution has on the whole proved beneficial to women. It has resulted in greater leisure for women in the home and has relieved them from the drudgery and monotony that characterized much of the hand labour previously performed in connection with industrial work under the domestic system. For the woman workers outside the home it has resulted in better conditions, a greater variety of openings and an improved status" (Ivy Pinchbeck, Women Workers and the Industrial Revolution, 1750-1850, pg.4) The women could now make their own money and they didn’t have to live completely off their husbands. This allowed women to start thinking more freely and become a little bit more independent.
Elizabeth Cady Stanton, with her draft of the Declaration of Sentiments, Margret Fuller with her book Women in the Nineteenth Century and Judith Sargent Murray’s “On the Equality of the Sexes”, all share the fundamental basis of advocating for women’s rights in terms of education, social affairs, as well as civil rights and liberties. All three women are known figures of women’s empowerment and an overall devotion to the plight of equality with regard to gender. Stanton is well known for, amongst other things, coining the idea of the Seneca Falls Woman’s Convention, which marked the initiation of the voting rights campaign to gain the right to vote for women across the nation, where her first draft of the “Declaration of Sentiments” was debuted. Fuller, was a renowned author and teacher, who, along with Murray, continues to be recognized and celebrated as the one of the first pioneering Americans to write about women’s rights and equality of the sexes in her book: Women in the Nineteenth Century. All three authors and subsequently their texts address inequality with respect to gender, make suggestions for improvement and reform, and use rhetorical techniques such as logos, pathos, and ethos to incite particular reactions for their intended audience. They address inequality as a social and cultural hierarchy in which men are the leaders and sole benefactors. They also suggest that both men and women should reform their conviction on what women are capable of and are entitled to in terms of education, social affairs, and civil rights while using rhetoric as the driving force for their arguments.
...ues women’s work becomes wrong. Yes, in today’s society one could argue further that a woman who stays at home and does not work is only reinforcing the stereotype and prolonging the inequality. However, this essay was not written to change the world. It simply strove to identify and prove the reasons behind a ruined sense of self worth that many women in the early 1900’s felt as a result of their work being demeaned. By reaching out to people’s emotional sides, McBride relayed her grandmother’s tale so that people could clearly feel the hurt and demotion that women of that time lived with in order to have them persuaded that the oppression of women in any manner and capacity is wrong.
Before the American Revolution, women did not realize just how unfairly men were treating them until they experienced working, managing a household, and life without their husbands. It made them aware of their place in society and many wondered just why they were inferior to men at that time. That American Revolution was what led up to the women's rights movement of 1848 and without it, who knows when women would have ever revolted against this unjust behavior and obtained the right to vote in 1920.
Stillinger, Jack, Deidre Lynch, Stephen Greenblatt, and M H. Abrams. The Norton Anthology of English Literature: Volume D. New York, N.Y: W.W. Norton & Co, 2006. Print.
Through investigations of writers as diverse as Silvia Federici, and Angela Davis, Maria Mies, and Sharon Hays, Judith Butler, and Steven Gregory we have come to understand that confronting the categorization of gender differences is a complex and nuanced project. Whether one is an ontologist, exploring the metaphysical nature of gender differences (that may or may not lead down the road of essentialism) or a phenomenologist exploring how exactly it is that one “does” gender—to the extent that there even exists a concept called gender—one must employ a varied and multipartite approach. Writers such as Federici, Mies, and Davis sketched out a framework of the history of gender roles for us. From what Federici calls a time of primitive consumption through feudalism, to the time of slavery and rapid industrialization and, indeed, through our current technological revolution, we have seen the basic gender differences between the sexes evolve over time. To be sure, our notions of what is expected from both women and men have changed since prehistoric times, and they continue to evolve. Sharon Hays in the chapter “Pyramids of Innequality” of her book Flat Broke with Children: Women in the Age of Welfare Reform shows us how, in the United States, poverty and access to the social safety net have been raced and gendered. She provides a springboard for further investigation.
Baym, Nina et al. Ed. The Norton Anthology of American Literature. Shorter 8th ed. New York: