After the Revolutionary War, the major debate in America was over how the newly independent nation would be different from Great Britain. Individuals held differing opinions on how to establish a distinct country from the one it won independence from. One of which was Benjamin Rush, an expert in medicine and republican who believed that republicanism would bring reforms to American society and morality. Rush advocated for the education of women in America, in a time period when academically educated women was looked down upon by society. However, despite Rush’s seemingly progressive support of women’s education, he is only in favor of it for the benefit of males and the creation of an American society different from the British. Women during …show more content…
Instead, women were expected to be merely a hardworking wife in the house. However, Benjamin Rush, advocates for the education of women in his essay addressed to The Visitors of the Young Ladies’ Academy in Philadelphia. With his audience consisting of females attending an academy, he focuses the subject of his speech on the support of education of women. In order to appeal to his audience, he calls men who may oppose the “elevation of the female mind” as having the “prejudice of little minds”. To end his speech to the The Visitors of the Young Ladies’ Academy in Philadelphia, he promises to “correct the mistakes and practice of [his] sex”. He also assures to demonstrate that “female temper can only be governed by reason” and that same reason is “friendly to the order of nature,…to …show more content…
Since he wrote his speech after America won independence through the Revolutionary War, influences from recently fought battle against Britain are prevalent in his writings. He holds an anti-British overtone throughout his essay, which is displayed through his wish to educate women with “principles very different from… Great Britain” and his disproval of women reading “British novels”. He piques patriotic feelings from his audience by stating that “British customs” of “female education” had “been transplanted into [their] American schools and families” and that it was “high time to awake from this serenity” by giving women more “peculiar mode of education”. Rush uses the education of females as a way for America to become a different entity from its mother country in government and “state of society” instead of a progressive step for the role of women. Furthermore, he calls advancements in female education as “ornamental accomplishments” that would “yield to principles and knowledge” in America, revealing that he sees the education of women simply as an possible American achievement that would set the country apart from Great
In Susan Faludi’s “The Naked Citadel”, she analyzes the homosocial nature of men as she tries to discover the causes behind sexism and to find out “why men who oppose women’s progress are so angry” (Faludi, 72). The main subject of her reading is the all boys college named the Citadel and its vehement opposition to admitting a female into its ranks. The boys become aggressive and angry about the thought of an independent and unique woman becoming a part of their student body. The thought of it threatens the gendering society established within the Citadel where the boys rely on each other to establish their own gender identities. Gender identities rely a lot upon the shaky foundation of the social dominance of one sex over the other. In today’s
In this day and age, women have liberties that are often taken for granted. Women have the freedom to choose which university they will attend (if they plan on attending college), what career they wish to pursue, and also whom their mate in marriage will be. In early American days, liberties of women were looked upon from society as being wealthy and holding high social status. Many did not have the opportunity to pursue a career, much less decide what university they preferred to attend. They were fortunate to even have the opportunity receive a higher education beyond reading! Choosing the right men for their futures ensured them the luxuries they wished to maintain. If they were not already included in "upper society," their chances of upward mobility were slim to none. If the family lost their fortune, their only salvation was to be married back into wealth, another slim to none chance. This is the reality Rebecca Rush clearly paints in Kelroy. Rush projects her judgment on early American society and the role of women and marriage. Using the creation of two main characters, Mrs. Hammond and Emily Hammond, Rush is able to project her disapproval of society's ways through their opposing views and personalities.
In examining how women fit into the "men's world" of the late eighteenth century, I studied Eliza Fenwick's novel Secresy and its treatment of women, particularly in terms of education. What I found to be most striking in the novel is the clash between two very different approaches to the education of women. One of these, the traditional view, is amply expressed by works such as Jean-Jaques Rousseau's Emile, which states that women have a natural tendency toward obedience and therefore education should be geared to enhance these qualities (Rousseau, pp. 370, 382, 366). Dr. John Gregory's A Father's Legacy to His Daughters also belongs to this school of thought, stating that wit is a woman's "most dangerous talent" and is best kept a well-guarded secret so as not to excite the jealousy of others (Gregory, p. 15). This view, which sees women as morally and intellectually inferior, is expressed in the novel in the character of Mr. Valmont, who incarcerates his orphaned niece in a remote part of his castle. He asserts that he has determined her lot in life and that her only duty is to obey him "without reserve or discussion" (Fenwick, p.55). This oppressive view of education served to keep women subservient by keeping them in an ignorant, child-like state. By denying them access to true wisdom and the right to think, women were reduced to the position of "a timid, docile slave, whose thoughts, will, passions, wishes, should have no standard of their own, but rise, or change or die as the will of the master should require" (Fenwick, 156).
When Thomas Jefferson wrote the second paragraph of the Declaration of Independence, it became one of his greatest legacies. In the first line he wrote, "We hold these truths to be self-evident, that all men are created equal" (U.S. Constitution, paragraph 2). Jefferson wrote these words to give inspiration to future generations in the hopes that they would be able to change what he either would or could not. The word “men” in the Declaration in the early 1700 and 1800’s meant exactly that, but even then it only was true for some men, not all. Women, children, and other segments of the population such as slaves and Native Americans were clearly not included. Jefferson himself was a slave owner and held the belief that women were inferior to men. Though women played no role in the political environment, they were crucial to the development and economic success of the times. The strength, courage and work ethic of pioneer women like Martha Ballard in “A Midwife’s Tale” (Thatcher, 1990) created the very fabric of the community and wove it together so the community could thrive.
Society continually places restrictive standards on the female gender not only fifty years ago, but in today’s society as well. While many women have overcome many unfair prejudices and oppressions in the last fifty or so years, late nineteenth and early twentieth century women were forced to deal with a less understanding culture. In its various formulations, patriarchy posits men's traits and/or intentions as the cause of women's oppression. This way of thinking diverts attention from theorizing the social relations that place women in a disadvantageous position in every sphere of life and channels it towards men as the cause of women's oppression (Gimenez). Different people had many ways of voicing their opinions concerning gender inequalities amound women, including expressing their voices and opinions through their literature. By writing stories such as Daisy Miller and The Yellow Wallpaper, Charlotte Perkins Gilman and Henry James let readers understand and develop their own ideas on such a serious topic that took a major toll in American History. In this essay, I am going to compare Gilman’s “The Yellow Wallpaper” to James’ “Daisy Miller” as portraits of American women in peril and also the men that had a great influence.
She proclaims the female to be equally capable of reason as the male. In order for the female to recognize and utilize this capability, society's males and females must alter their prejudicial definition of the feminine.
Education did not form part of the life of women before the Revolutionary War and therefore, considered irrelevant. Women’s education did not extend beyond that of what they learned from their mothers growing up. This was especially true for underprivileged women who had only acquired skills pertaining to domesticity unlike elite white women during that time that in addition to having acquired domestic skills they learned to read a result becoming literate. However, once the Revolutionary War ended women as well as men recognized the great need for women to obtain a greater education. Nonetheless, their views in regards to this subject differed greatly in that while some women including men believed the sole purpose of educating women was in order to better fulfil their roles and duties as wives and mothers others believed the purpose of education for women was for them “to move beyond the household field.” The essays of Benjamin Rush and Judith Sargent Murray provide two different points of view with respects to the necessity for women to be well educated in post-revolutionary America.
Not long ago, in the nineteenth century, the words that our forefathers wrote in the Declaration of Independence, “that all men were created equal,” held little value. Human equality was far from a reality. If you were not born a white male, then that phrase did not apply to you. During this period many great leaders and reformers emerged, fighting both for the rights of African Americans and for the rights of women. One of these great leaders was Elizabeth Cady Stanton. Stanton dedicated her entire life to the women’s movement, despite the opposition she received, from both her family and friends. In the course of this paper, I will be taking a critical look at three of Stanton’s most acclaimed speeches “Declaration of Sentiments”, “Solitude of Self”, and “ Home Life”, and develop a claim that the rhetoric in these speeches was an effective tool in advancing the movement as a whole.
Daughters have always had a special bond with their fathers, even at the time where women did not have the same rights as men, and were seen as the weaker sex. This father is no different, in wanting the best for his little girl. The father in this letter wants the daughter to accomplish her roles differently than the women before her because he knows that women are capable of accomplishing “male” tasks. The letter also addresses how women were seen and treated by men and the changes that were occurring in order to gain a status quo for both men and women.
Women were very important to the development of the Republic in the United States. Although their influences were indirect they had a big impact. Women were not allowed to participate in elections or hold office; however they were wives of politicians and “mothers of republic”. Despite being legally ineligible for the above roles they were granted the right to education and a small amount of freedom, which in turn enabled them to become more intellectually acceptable on the topics of government.
Often historical events leading up to the twentieth century are dominated by men and the role of women is seemingly non-existent outside of reproduction. When one thinks of notable and memorable names and events of the Revolution, men are the first to be mentioned. The American Revolution was mainly dominated by men including George Washington, Samuel Adams, and Benjamin Franklin. There is no denying that men were vitally important to the American Revolution, but what were the women doing? Often overlooked, the women of the Revolution played a key role in the outcome of the nation. The women of the American Revolution, although not always recognized, were an influential society that assumed risky jobs like soldiers, as well as involvement
“The story of post-revolutionary America,” writes Rosemarie Zagarri, “is the story of how American women and men sought to define – and ultimately to limit and restrict – the expansive ideals they had so successfully deployed against Britain.” In this excerpt from Revolutionary Backlash, Zagarri depicts the extreme radicalism of the American Revolution, while also suggesting that there were some constraints to its extremism. Unlike the normal way of life in European government and society, Americans desired a nation in which the inherent rights and freedoms of individuals were recognized and respected. While these rights and freedoms were ultimately achieved, many groups of people were still left out. Women of all kinds, people of color, and men of poverty were often unable to enjoy and appreciate America’s newfound rights and freedoms. Despite these limits and restrictions, however, the American Revolution was still extremely radical in the sense that it was able to surpass traditional, European political and social ideology.
Marshall, Susan E. "Who Speaks for American Women? The Future of Antifeminism." The Annals of the American Academy of Political and Social Science 515 (1991): 60.
Sometimes trying to conform to society’s expectations becomes extremely overwhelming, especially if you’re a woman. Not until recent years have woman become much more independent and to some extent equalized to men. However going back to the 19th century, women were much more restrained. From the beginning we perceive the narrator as an imaginative woman, in tune with her surroundings. The narrator is undoubtedly a very intellectual woman. Conversely, she lives in a society which views women who demonstrate intellectual potential as eccentric, strange, or as in this situation, ill. She is made to believe by her husband and physician that she has “temporary nervous depression --a slight hysterical tendency” and should restrain herself from any intellectual exercises in order to get well (Gilman 487). The narrator was not allowed to write or in any way freely...
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...