Characters In The Coquette By Hannah Webster Foster

Women were expected to do so much but at the same time so little. They had no power to do what they desire because men had all the power to control them. Society had an expectation of how women were supposed to act. For instance, Mary’s father cared for his sons education he wanted them to know how to read, write, and to do sums, as for his daughters he only cared that they knew how to read and sew. That is the basic that women were allowed to learn it was not important for them to know more since all they were going to work for is taking care of children. Here is an example, “…Gender roles within those families the reinforcement of gender ideals such as “helpmeet” and “notable housewife” by religious and civil authorities, and the simple

In the early 1800s, women were second-class citizens. Women were expected to restrict their area of interest to the home and the family. Women were not encouraged to have a real education or pursue a professional career. Also, women were considered unequal to their husbands and all males legally and socially. The day-to day lives of men and women were quite clearly divided during the late 1800s. Woman in the late 1800s were treated inhumane because of society, class, and their rights.

The Coquette is flooded with examples of sexuality and sexual repression. The biggest argument given by the novel is that women should be sexually pure and have no desires, as is the definition of the ideal Court Lady presented in The Book of the Courtier published by Balclesar Castiglione in 1523. The ideal lady, “now in her wish to be thought good and pure, this lady must not be so coy, or appear so to abhor gay company or any talk that is a little loose, as to withdraw as soon as she

During the 18th century, women were treated like slaves. They had little authority regarding anything. Women didn’t have the right to vote or the right to own property. Only a spinster or widow woman could own and manage property until they married. Women were owned by the husband just as he owned material possessions. Many women were trapped in loveless marriages and those without families were seen as outcasts. The husband was legally entitled to beat his wife for disobedience. Divorces were rarely granted and women usually ran away from bad marriages. As you read, I will talk about

Focusing on the lives of women, they were not allowed such freedoms like we have in modern times. Education is something that these women were not granted a lot of access to. This is pointed out in the very beginning of the novel. One of the characters mentions, “You cannot read, Anna.” (Brooks, 1). Women were expected to be housewives, they would not need that much education to do that. It seems, though, that women in the book were able to learn a lot through experiences. They had no need of a proper education to be able to survive day to day. Going off the information I have learned and the information presented in this book, I believe that the author was able to properly portray the life of women in the seventeenth century.

Hannah W. Foster’s The Coquette is a young woman’s path navigating the expectations of society while not surrendering her own wants and needs. Marriages, in the eighteenth century, are based on financial security and social rank, not love. Women, especially those who did not have a dowry, married a man of wealth and connections. The sad, tragic tale of Eliza Wharton validates the fact that defying expectations in the eighteenth century caused women to fall from grace.

Before the Gilded Age and the Progressive Era, women were meant to remain in the household and do all the work there. They were supposed to take raise the children, maintain the house, support the husband, and be overall dependent on men. Women did not often work outside of their homes nor did they have any real independence to say or do whatever they pleased. For the most part, women were very dependent on men for most things in their lives. Women were meant to be meek,

In Hannah W. Foster’s, The Coquette, Eliza Wharton is portrayed as a woman of status, above average intelligence and education, with a flirtatious nature. Though the author does not cast her in an antagonistic light, her manner is painted as foolish, flippant to 18th century social conventions, and lacking in forethought. As such, The Coquette should be viewed as a literary warning for young women of the day, especially those who may have shared undesirable attributes with Eliza. It is the novel’s intent, by way of Eliza’s thoughts and actions, to discourage young women from pursuing a fleeting and non-virtuous lifestyle. Through the novel, Foster acts as a moral guide to young women by persuading them to obey social conventions like entering into dutiful marriage, refraining from political and public

As young girls, most women learned how to work around the house, which they most likely learned from their mother. Few women throughout the colonies had a proper education, as some couldn’t even read or write. But, because women worked in their household, these skills were not necessary. Due to the amount of tasks that needed to be accomplished, women worked very hard. Some of their chores included sewing clothes, cooking, baking, making sure the house is kept clean and the list goes on.

The seventeenth century was full of challenges; political, social, and economical. Across the board individuals struggled to live, although the conditions had much improved from the beginning of the colonies. Women in particular had a difficult time fitting into this patriarchal this society. Women were defined by men and were seen as an accessory to men. In the colony of New England women were learning how to have a silent voice, while still maintaining the proper role of time. The way women were seen by men, who ran the colony, and the way men thought, not only about women, but also about the world would sculpt the society and the

Over the course of many years, women have struggled to expand their roles and rights in society, hoping to one day achieve complete equality with their male counterparts. Two women, Elizabeth Cady Stanton and Judy (Syfers) Brady, both recognized the patriarchal society in which women had to endure. They despised the way it heaped inequality and servitude upon women, and decided to assert their opinion on the issue in order to change the perceptions and imposed limitations on women. In Stanton’s speech, “Declaration of Sentiments”, and in Brady’s article, “I Want a Wife”, both women attempt to convince their audiences that females deserve complete equality with men by stating the submissive situations and obligations women find themselves immersed in. This is done to get their female audiences to reevaluate how they have been treated and give them a second chance at attaining equality. Both women employ various rhetorical techniques in their arguments to strengthen, as well as compel other women to oppose the ‘domesticated’ image of women. Elizabeth Cady Stanton and Judy (Syfers) Brady expressed their views in pursuance of forging a path to a revamped lifestyle for women.

Living in a world of hypocrisy is not a foreign concept in today’s society. Likewise, even writings from the 1700s are filled to the brim with themes that are still relevant to the world today. Hannah Webster Foster’s epistolary writing, The Coquette, carries themes of marriage, freedom, and virtue, all of which are hypocritical ideas of the 21st century. Each of these themes has a centered focus around women, and the stereotypical role they are expected to play.

In the early nineteenth century, women were expected to be, “‘angels in the house,’ loving, self-sacrificing, and chaste wives, mothers and daughters or they are… ultimately doomed” (King et al. 23). Women of this time were supposed to be domestic creatures and not tap so far into their intellectual abilities (King et al.). The role of women in the nineteenth century is described:

Women were expected to basically be merely an object, even a trophy for their husbands. They were expected to stay home and clean, as well as cook. With all these expected tasks, women hardly had any time to branch out and figure out what they wanted to do with their life. They had no time for leisure activities of any kind because, of course, their activities involved taking care of the house. Women were also seen as the weaker sex, always submissive to their dominant male counterpart. Although the women were submissive, they were held to a higher moral standard. Adultery was twice shamed upon if committed by a woman rather than a man. (Hughes par.3) A woman could be stoned to death, but people would turn their cheek for a man while the woman still was expected to stay beside the man.

The 18th to 19th century was a revolutionary time period for women. Jane Austen’s Emma was published during a time where women were campaigning for women’s suffrage and for female education. Emma is a book about a girl that vows not to fall in love, but plays matchmaker for her friend and acquaintances. The book shows readers what 18th century England looked like for women. Upper-class women were allowed to get an education; however, the education they were taught was vastly different than men’s education. Women learned how to weave and learn French while men learned about government, culture, philosophy from around the world, etc. However, Emma also introduces revolutionary concepts like education for women and the radical ideas Mary Wollstonecraft’s A Vindication of Women’s Right demonstrated.