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Role of women in the 16th and 17th century
Role of women in the 16th and 17th century
Role of women in the 16th and 17th century
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Women In The 17th, 18th, and 19th Centuries
In the 17th century rich women would normally be taught at home by a tutor, they were taught subjects like Latin, French, Needlework, and how to converse, and they were also taught how to look pretty and to play instruments like the piano.
When they were older there parents would decide who they were going to marry and the family of the women would pay a dowry to the parents of the husband. They only got married to get more popular and look more important, if the wives husband thought the wives got annoying the husband would put a scolds bridle on her head. If the husband wanted to get divorced the husband could just take the wife to market.
A rich women wouldn't normally get a job, they would just stay at home and look after the family and tell the servants what to do.
Poor women did not go to school or have an education, they just looked after their home, and span cotton or worked in fields.
Poor women had to look after there children and prepare meals, work in the fields and produce cotton, they didn't get paid much and had to work hard.
Women In The 19th Century In the 19th century rich women were educated at home by tutors and learned pretty much the same as in the 17th century, learn to play the piano, speak French, entertain quests, look attractive, and entertain guests. After 1870 it was made compulsory for all women to have an education, Girls didn't learn the same subjects as boys, they learnt subjects like laundry, cookery, needlework and housewifery skills.
Rich women did work, but ran their home bossing their servants around, after 1870 some women became teachers and after the typewriter was invented some became secretaries or clerks. At this time all women had to retire when they were married.
A rich women's servants did all a her domestic tasks at home. So all she needed to do at home was look good and attractive and boss servants about.
School wasn't made compulsory until 1870 until then poor people didn't go to school because they couldn't afford it.
Poor women had to work as well as bringing up her children, they had to work in coal mines and factories for long hours earning little money, up until 1870 young children would be expected to work too.
Baillargeon also mentions the work that women did in order to earn money to help care for their families. The women she interviewed did many of the same things mentioned by Hollingsworth and Tyyska at home, only a few were employed outside the home. In several cases the husbands of the women did additional work on top of their regular jobs.
The role of women in learning and education underwent a gradual change in the Afro-Eurasian world and the Americas between the 11th and 15th centuries. As societies in Africa, Middle East, India, China, Europe, and America grew more complex they created new rights and new restrictions for women. In all regions of the world but the Middle East, society allowed women to maintain education in order to support themselves and their occupations. Women slaves in the Middle East were, however, prized on their intelligence. In Africa, women were trained in culinary arts. In India, women learned how to read and write with the exception of the sacred verses of the Vedas.
...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.
Women had not only been denied the voting rights and the lack of education before the nineteenth century, they had also been restricted the right to own property. Women who were married were basically owned by their husbands, up until the mid nineteenth century, so they had no regulations with money or their property (Hermes 1). If you were unmarried, however, you were allowed to be owner of property, but when they married the women became property of the man (Talbott 1). As stated previously before, women who were not married were allowed to vote as well as hold property, but a small amount of women did. Marriage was a disadvantage for the women, because they lost most of the rights they had previously. They were not allowed to buy or sell property (Erickson 1).
During this time period, the idealistic view of a woman was running the household while the husband provided a source of income. For a woman not to follow this role, society deemed as untraditional. However, many women began to criticize this role because they believed they should be granted the same opportunities as men. For example, in Document 3, a woman can be seen working in a factory. This is an example of a woman breaking the traditional societal role to provide a source of income for herself, rather than having it be provided for her. Not only did a vast amount of women enter the workforce, but they also began to fight for more opportunities. They fought for opportunities such as equal education, pay, and political
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.
In the article, Cult of True Womanhood, the underlying theme is of what society thought was the ideal woman. Women of that time where thought of as homemakers “deeply shaped by the so called “cult of womanhood” a collection of attitudes that associated “true” womanhood with home and family.” Women were supposed to stay home and clean and take care of the children while men worked and provided for their families. The misconception that housework was not hard and that even these women didn’t work as hard as paid labors was a strong opinion of the time. “With economic value calculated more and more exclusively in terms of cash and men increasingly basing their claims to “manhood” on their role as “breadwinners,” women’s unpaid household labor went largely unacknowledged.” Many married women ran their households and took on extra work to support their families and many in underpaid positions. Many of these were even in the service of other’s houses working in “true womanhood”
Catalina Morton Mrs. Dixon Senior British English December 9th, 2014 The Role of Women in Mid 19th Century Britain The roles of women have always been a big part of British society. Women have been placed in domestic and less authoritative roles, as compared to the roles that men have been placed in which was to be the provider, and as the leader. Much of the population of the early Victorian era Britain were learning to cope with the new form of labor that was coming about which is known as the industrial revolution.
In conclusion, we can assert that the paths to aristocracy of the two leaders as we have seen were an uphill task. These paths are in one way or another similar with Franklin pioneering and Douglas following after his steps. It is also evident that Douglas through his actions fighting against slavery came to be regarded as a representative man. This owes to the fact that he not only represented slaves in America but in the entire world. The lives of Fredrick Douglas and Benjamin Franklin are indeed worth examining.
I have heard fascinating stories about vans and cars full of Mexicans being pulled over, taken to the border police and deported back to their residence as they attempt to cross the border. Some of them are lucky enough to make it through their journey while some lose their lives. Every year many people try to enter illegally in the United States to get success in their life, to get a better job and sometimes to get united with their families. There is no doubt that the journey of crossing the border is very dangerous and sometimes life threatening. It is understandable when adults are trying to risk their life in search of a better life but when minors take the same attempt and risk their life what are we supposed to do as parents or family? In the film Which Way Home director Rebecca Cammisa shows the journey that many unaccompanied minors attempt with the hope of migrating across the Mexican-U.S. border for a better life is actually a potentially fatal passage. “Each year, the Border Patrol apprehends 100,000 children try to enter the US” (Which Way Home). By showing different consequences of crossing border Cammisa tries to create awareness among parents and even in the children. Parents should not give permission to their children to cross the border and children who have no parents also should not try to cross it. Through her documentary, she tries to educate teenagers and their parents about the risks and dangers of crossing the border illegally. In the documentary Cammisa shows that there are people who know about the possible consequences, but still ignore it, and at the end they regret of taking such an attempt. Through her documentary Cammisa also warns them not to make such decisions because at the end they are not...
Women were not only separated by class, but also by their gender. No woman was equal to a man and didn’t matter how rich or poor they were. They were not equal to men. Women couldn’t vote own business or property and were not allowed to have custody of their children unless they had permission from their husband first. Women’s roles changed instantly because of the war. They had to pick up all the jobs that the men had no choice but to leave behind. They were expected to work and take care of their homes and children as well. Working outside the home was a challenge for these women even though the women probably appreciated being able to provide for their families. “They faced shortages of basic goods, lack of childcare and medical care, little training, and resistance from men who felt they should stay home.” (p 434)
Women in the nineteenth century, for the most part, had to follow the common role presented to them by society. This role can be summed up by what historians call the “cult of domesticity”. The McGuffey Readers does a successful job at illustrating the women’s role in society. Women that took part in the overland trail as described in “Women’s Diaries of the Westward Journey” had to try to follow these roles while facing many challenges that made it very difficult to do so.
Education for women in the 1800s was far different from what we know today. During her life, a girl was taught more necessary skills around the home than the information out of school books. A woman’s formal education was limited because her job opportunities were limited—and vice versa. Society could not conceive of a woman entering a profession such as medicine or the law and therefore did not offer her the chance to do so. It was much more important to be considered 'accomplished' than thoroughly educated. Elizabeth Bennet indicated to her sisters that she would continue to learn through reading, describing education for herself as being unstructured but accessible. If a woman desired to further he education past what her classes would teach her, she would have to do so independently, and that is what most women did.
During the 19th centuary a women’s role in society was to function only in household. Meanwhile male played a dominant role in provding for the family finacally. Women during this time period didn’t have rights to own property much of it was their husbands. Women could not work outside their household duties. Jansson (2012) noted “ Women were virtually excluded from medicine, law, and clergy” (p.111). Although women couldn’t inquire these proffesions, after the Civil War they were motivted to become school
The social lives of people were greatly influenced by advancements in education during the Renaissance. More people then ever before were send to schools and educated. Schools for girls were built, and they were taught sewing, reading, writing, and dancing. Some of these schools even had teachers for singing and playing instruments. Upper class women were taught language, philosophy, theology and mathematics. But their education only prepared them for social life at home. Women lost political power, access to property and their role in shaping society.