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...
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...been added to the United States Constitution, which prohibited each state the denial to women’s vote.
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).
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