Education For Upper Class Girls

Women Before, During and After World War One 1. Pre war women did have working opportunities though very little compared to men, as they were seen as weaker and that their place was in the "home". Their employment was limited to the domestic service (cleaning or working as a servant) and secretarial work and not manual labour in factories or working class women often worked in the textiles industry.

Judith Sargent Murray’s On the Equality of the Sexes reveals the struggles women had in the 17th-18th centuries when it came to equal education opportunities. Women were expected to become people of domestication while men had many opportunities to expand their minds and be ambitious, and be leaders. Women were expected to focus on taking care of their family, not to have minds of their own. They wanted change.

During World War II, thousands of women in various nations were deeply involved in volunteer work alongside men. Before World War II, the women’s role was simply to be a wife to her husband, a mother to her children, and a caretaker to the house (Barrow). As World War II raged on, women made enormous sacrifices for their family, and also learnt new jobs and new skills. Women were needed to fill many “male jobs”, while men went off to fight in the war. Women served with distinction in The Soviet Union, Britain, Japan, United States, and Germany and were urged to join armed forces, work in factories, hospitals, and also farms to support the soldiers fighting the war. During this time, women took on the dual

The wartime jobs produced lasting careers and life-style changes for women. Some of the jobs they did were telephone operators, factory workers, seamstresses, and physicians. Most of the women that were hired for these jobs were young and unmarried because they had fewer obligations to attend. This meant, they could work long hours with little pay since they did not have a family to provide for. It was

One of the biggest roles of women in the second world war was working war factories. these were regular factories that had been converted to help the war effort. For example instead of making cars they would make tanks or instead of clothing the

At the time of World War one, the Young Women Christian Association (YWCA), Patriotic League, and the Red Cross organizations were made to help the war efforts. The Red Cross for example, allowed women to work and help the war effort as nurses. As women were not seen to work in higher praised jobs that only men could do, they proved themselves to be as skilled if not more during World War one. Women worked in industries and their development was drastically spoken about in newspapers and articles. There successes and skilled efforts was commended and was beginning to change the minds of men who thought women were incapable. Women, during World War one, replaced men in skillful jobs such as railroad workers, and other machine operators. During the beginning of World War one, women were seen as incapable of holding professional jobs that men took. However, demonstrating their efforts in factories and helping the war effort showed the capability of women to work in any job that was traditionally for women. Throughout World War one, women gained the positions of being doctors, lawyers, and bankers. These job opportunities during World War one gave women a chance to show the male-dominated society that they were proficient and were able to more than staying at home and raising their children. Throughout World War one, women had played a vital role in helping the war and its soldiers. Women also played a key role in helping the

Articles written during a specific period gives the future population an idea of the issues present during that time. Before the United States became independent, woman education was limited to the skill needed to be a good wife and proper mother. Particularly, upper-class woman were the only ones that had the resources to gain an education. Most middle and lower class focus primarily on the education of their males. European education influence Colonial America’s educational system. Since there weren’t any establish convents schools in the colonies, tutors were primarily hired and later on schools were incorporated. During the first years of schooling, new England girls went to a coed school called “dame school”. In the dame school, girls were thought to knit and sew. Many girls got the chance to go to the town school. However, some town school in new England prohibited girls from attending. In the south, girls got the

for our army to use. They did this sort of work while the husbands, brothers and other

(Scates & Frances, 1997). This however was verified to be wrong as employment of women increased from 24% in July 1914 to 37% in November 1918 but this growth tended to be in traditional industries such as clothing and footwear (Mendenwald N.D). The varying attitudes towards women were established through the statement a factory administrator, who claimed “Women were seen as quick learners and that in some departments they are more efficient than men, although those departments have been employing men exclusively for years”. During World War 1, not all the occupations were burdensome and non live- threatening. Some women operated in munitions and ammunition factories, which were treacherous and unhealthy and involved working with chemicals like sulphur without protection triggering damage to the skin and lungs (Mendenwald N.D). In an effort to produce more skilful women into the working industries, schools were set up to train women in upholstering, trimming, and other work calling for skilled operatives. The foremost cause of this was the unions were cautious to employ women in

During World War One Women joined the military and took the role as nurses. Women started to work as accountants, telephone operators, and steel mill workers.

The early rush of volunteers and later the conscription of men led to a shortage of manpower on the home front. Women, already working in munitions factories were encouraged to take on jobs normally done by men.

As more men entered the armed forces, women needed to replace them. By the war's end, hundreds of thousands of women had entered the workforce, many of them in traditionally masculine occupations such as engineering, munitions, transport, business, and eventually even the military. The war produced a leap in women's employment from twenty-six percent in the workforce in 1914 to thirty-six percent by 1918. One million women worked in munition industries, forty-thousand served as nurses, and twenty-thousand joined the Women's Land Army as agricultural workers (Marwick, 1977). For the young and the middle-class, work outside their homes was indeed a new experience. On the other hand, working-class women were used to paid work, but the type of work was new. Many left low-skill, low-wage jobs, especially in domestic service, for better paying skilled labor in factories and workshops (Kent, 1993).

Millions of women before 1914 had taken over jobs that men had already stereotypically done. For example, some women had newer occupations such as typists, telephonists and shop workers. A small number of women were already attending university and entering careers such as medicine and teaching. The war just accelerated this. The concept of the war, meant that women were needed, both in larger numbers and also new kinds of work.

Education was not equal between the sexes and neither between the classes. Gentlemen were educated at home until they were old enough to attend well-known or lesser schools. A lady’s schooling was

In the early 1700’s when America was first being founded young boys were being taught in schools or in homes while girls were not allowed in these places. As time went on in the late 1700’s and early 1800’s, girls were allowed to attend school. One of the most critical events in the history of education for women’s education was the creation of the Ladies Academy in 1787, which was an all- female school, which was primarily taught by men. The 1800’s were the most important changes for education for women. In 1815 the Female Seminary Movement began and was led by women whose goals were to offer