After the progress and revolutionary reforms of the seventeenth century, the quality of women’s education had decreased. Women mainly participated in “home-oriented” tasks and only girls from wealthy families went to school. Poor girls were often denied schooling due to the lack of money in their families. Due to thoughts that women were “incapable” of certain areas of work, many professions were close to women and reserved for men. Women married because society held the idea that that was their “job” by nature. Popular thought of the time was that women and men were innately different due to being made differently by their Creator. Mary Astell, born in 1666 in Newcastle, was an English writer and philosopher who historians consider the first …show more content…
In order to demonstrate her thoughts about marriage with an enlightened viewpoint, she wrote Some Reflections upon Marriage, Occasion’d by the Duke and Duchess of Mazarine’s Case. In this book, Astell advises women not to marry a man because they have to, but instead to marry a man who loves back and gives choice to his wife. Education allows a woman to make this choice because she knows there are other options to marriage. One of the most significant quotes by about Astell about marriage is “If all Men are born Free, why are all Women born Slaves?” This quote highlights the enlightened idea of freedom that was becoming more common during the 1600s and 1700s. She believed that in marriage, women were slaves because they did not have the same free will to live as their husbands did. Women of this time commonly only did tasks associated with the household and actions that pleased their husbands, particularly sexually. Astell greatly disliked this idea and worked to change it with her writings. Astell herself also never married, thus making her a model for other women who wanted to remain active intellectually. With this Enlightened idea, she went against the stereotype of the time that unmarried women were “flawed” or were prostitutes. Mary Astell was not against marriage fully but did promote the Enlightened idea that there were other options to marriage, including devoting oneself to intelligent religious
The Bible which is seen as one of the most sacred text to man has contained in it not only the Ten Commandments, but wedding vows. In those vows couples promise to love, cherish, and honor each other until death does them apart. The irony of women accepting these vows in the nineteenth century is that women are viewed as property and often marry to secure a strong economic future for themselves and their family; love is never taken into consideration or questioned when a viable suitor presents himself to a women. Often times these women do not cherish their husband, and in the case of Edna Pontiellier while seeking freedom from inherited societal expectations and patriarchal control; even honor them. Women are expected to be caretakers of the home, which often time is where they remain confined. They are the quintessential mother and wife and are expected not to challenge that which...
This source provided the unique perspective of what was thought to be the perfect household, with a man who worked and a wife who cooked and cleaned. However, it also showed how a woman could also do what a man can do, and in some cases they could do it even better. This work is appropriate to use in this essay because it shows how men talked down to their wives as if they were children. This work shows the gradual progression of woman equality and how a woman is able to make her own decisions without her husband’s input.
...ultiple children which, as any parent will tell you, would’ve been more than a full-time job. One key point from “A Fourierist Newspaper Criticizes the Nuclear Family” that supports the assertion is the fact that not all women back then were fulfilled being a full-time homemaker, and desired more opportunities and rights than society allowed them to possess. Their desire to be more than a homemaker would often be completely ignored, though, so just like slaves of the period, they had no other option than to fulfill their societal role. One key point from “Woman in the Nineteenth Century” that supports the assertion is the fact that a women’s education would be primarily in the domestic and social spheres with only a minimal amount of proper education, showing that society considered them only to have enough intellectual capacity to be a domestic household servant.
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...
Thesis Statement: Men and women were in different social classes, women were expected to be in charge of running the household, the hardships of motherhood. The roles that men and women were expected to live up to would be called oppressive and offensive by today’s standards, but it was a very different world than the one we have become accustomed to in our time. Men and women were seen to live in separate social class from the men where women were considered not only physically weaker, but morally superior to men. This meant that women were the best suited for the domestic role of keeping the house. Women were not allowed in the public circle and forbidden to be involved with politics and economic affairs as the men made all the
Throughout most of recorded history, women generally have endured significantly fewer career opportunities and choices, and even less legal rights, than that of men. The “weaker sex,” women were long considered naturally, both physically and mentally, inferior to men. Delicate and feeble minded, women were unable to perform any task that required muscular or intellectual development. This idea of women being inherently weaker, coupled with their natural biological role of the child bearer, resulted in the stereotype that “a woman’s place is in the home.” Therefore, wife and mother were the major social roles and significant professions assigned to women, and were the ways in which women identified and expressed themselves. However, women’s history has also seen many instances in which these ideas were challenged-where women (and some men) fought for, and to a large degree accomplished, a re-evaluation of traditional views of their role in society.
The idea and characteristics of gender, relate to the specific differences men and women deliver to society and the unique qualities and roles each demonstrate. The term ‘Femininity’ refers to the range of aspects and womanly characteristics the female represents. The foundation of femininity creates and brings forth many historical and contemporary issues. According to Mary Wollstonecraft in ‘A Vindication of the Rights of Woman’, women’s femininity is considered a flaw of nature. Throughout the paper, history indicates how women are viewed and looked upon in a male dominated world which hinders a woman’s potential, her character, her mind, her dreams, her femininity. The paper particularly stresses the idea of power, the power of man. The historical argument leans towards man’s desire to treat women as inferior to them.
In the writing by Mary Astell, Mary describes that women should strive for higher learning or knowledge instead of falling behind men when it comes to decision making. Mary is a well-educated woman herself and she could therefore see the injustice of the treatment to women during her time period a lot clearer than most other women. It became visible to her the lack of choice women were given, “A woman, indeed, can’t properly be said to choose; all that is allowed her, is to refuse or accept what is offered.” (Pg. 2422) In this line, Mary hints that women only have a choice between slim amounts of offerings for marriage. She is later seen saying if women were more knowledgeable they would likely hold a higher standard for themselves “If
Women “were expected to bear children, stay home, cook and clean, and take care of the children” (Cobb 29). They were expected to be weak, timid, domestic, emotional, dependent, and pure. Women were taught to be physically and emotionally inferior in addition morally superior to men. During this time, women were ostracized for expressing characteristics and wants that contradicted those ideals. For women, the areas of influence are home and children, whereas men’s sphere includes work and the outside world” (Brannon 161).
During the 19th century middle to upper class women were faced with dichotomous roles. On one hand they were expected to be idle, fragile, not engaged in intellectual activities outside of the home. On the opposite hand these same women were expected to withstand the vagaries that were common during the 19th century such as the death of their husband or a reversal of their financial situation(i). This contradiction of roles bore heavily on women who often lacked power or control over their own lives(ii).
In her essay, Woman in the Nineteenth Century, Margaret Fuller discusses the state of marriage in America during the 1800‘s. She is a victim of her own knowledge, and is literally considered ugly because of her wisdom. She feels that if certain stereotypes can be broken down, women can have the respect of men intellectually, physically, and emotionally. She explains why some of the inequalities exist in marriages around her. Fuller feels that once women are accepted as equals, men and women will be able achieve a true love not yet known to the people of the world.
In early American history, society believed that women did not have a place in education and high-level learning. They were told not to bother their brains with such advanced thinking. Middle and upper class women learned to read and write, but their education ended there. A woman’s place was said to be in the home, cooking, sewing, and taking care of the children. In the case of upper class women, their “to-do” list was cut even shorter with the servants present to do the work.
Throughout the 17th century society revolved around a gender hierarchy that both men and women must follow. Many at the time believed that this hierarchy was instilled by God and nature, as seen in their religious books like the Bible and the Book of Common Prayer; both of which were to be taken very seriously. It was the norm for women to believe that their sole purpose in life was to maintain their social worth by being obedient to their male superiors such as fathers and husbands. However, many women began to question these gender roles. As tensions continued to rise, women would often express their ideas through poetry or prose. Two female poets in particular are Anne Finch and Mary Astell; both
In the Victorian Period receiving an education was an act of unconformity. Women were to be pure, domestic, and submissive and these traits could not be achieved through education. The education of women was thought to disrupt the social balance of time, but in the Victorian Period women were educated because they were mothers of men. They wanted women to teach their children so they had to be educated. Women were stripped of their rights and dignity, but they were finally free to break through the co...
Within these marriages, readers get a sense of how education plays an important role in a successful marriage, as this fulfills both of their dreams of personal identity. Although women in the nineteenth century were viewed to be superior wives and mothers, manage the household, and perform domestic tasks, it was important for women to become educated as “an education was supposed to enable these girls to become successful women in society” (Leigh 117). Women were not meant to be “trained” in some way to become good wives, but needed to be formally educated in order to be a successful wife and