Juan Luis Vives 'De Instutione Foeminae Christianae'

A women’s chances of achieving stability is substantially increased through a valuable education. However, due to the constrictions existing in the patriarchal society they were only expected to have a mediocre level of academic and more finer feminine skills in order to be considered “accomplished”. In Chapter 6, Caroline Bingley endorses this attitude of an ideal “accomplished” women through the cumulative listing, “woman must have a thorough knowledge of music, singing, drawing, dancing and the modern languages.” High Modality highlights the virtues women should possess in order to be perceived in a better light and increase their marriageability prospect. Furthermore, Mr Collins expresses the male perspective on a women’s necessity for education in Chapter 18, “I consider myself more fitted by education … than a young lady like yourself.” Disdainful tone expresses his condescension of the lack of benefit formal education will have for women as the only reason a women needs education is to improve their marriage possibility. This mindset is due to the expected role of women to be at home. Thus Austen, reflects the zeitgeist of her context in emphasising the value education can have in order to broaden the possibilities in getting

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

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.

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.

In addition to education, Wollstonecraft brings the philosopher Jean-Jacques Rousseau to the reader’s attention because he claims that women should not feel independent, and they should be a man’s companion. “…In 1792 the British writer Mary Wollstonecraft directly confronts Rousseau’s views of women and their education…” This “initiated a debate that echoed throughout the centuries followed.” Even today, this debate is still prevalent among both young and old people.

Purity was no less important than piety. Women were warned men would try to steal their purity, but they must be strong and resist the temptation. Thomas Branagan threatened women a horrible fate if they did not remain pure in the 1808 publication, The Excellency of the Female Character Vindicated, “You will be left in silent sadness to bewail your credulity, imbecility, duplicity, and premature prostitution” (Welter 103). Women of the Nineteenth Century were taught to believe the contradiction that purity before marriage brought happiness, until it was time to be married and all innocence is lost. Without proper preparation to deal with the moral dilemma women were expected to deal with this severe change in their lives without questions (Welter 104).

While reading, “Family and Feminism in the French Revolution” by Lindsay A.H. Parker, on the life of Rosalie Ducrollay Jullien, it was interesting to compare the views women had on their role in society during the french revolution, to the feminist ideologies of the 21st century. Before the french revolution, the effects of misogyny were evident. In the reading, we see how this patriarchal culture affects Jullien. The biggest shock coming from her own view of her being essentially less than her husband when it comes to intellectual ability. This is seen on page 43 when she writes to her friend in a letter how she wishes to reach her husband's “level of intellect, “but it is so high that [she] cannot.”” In the western world of the 21st century, this thought is highly frowned upon. Many women do not view themselves in the way Jullien did. The growth of feminism fought against this thought. Feminism helped fight for the view of equality between women and men. Now, with the rise of women partaking on jobs outside of the domestic world, their intellectual

In introduction, Mary Wollstonecraft wastes no time to illustrate and sadness and disappointment with their education system and their educators. Wollstonecraft believes that men see women as wives and mistresses and not “human creatures” and that the government observes the female as inferior to male. To Wollstonecraft, the instruction of women to be beautiful and yielding to men in search for marriage leaves their minds and usefulness sacrificed. Wollstonecraft’s writings are a clear and direct cry to women to have and explore their desires as well as curiosity, and in that regards, intelligence and human character. Wollstonecraft contends that a more educated woman would bring about a happier husband, child, and society. A quote that summarizes

Thus, we see that in a sense, Catholicism acted as a catalyst in the development of female education. Paradoxically enough though, at the same time, it limited the possible level of knowledge they could attain. The thought of the supposedly foolish, sinful female sex breaking the bonds of ignorance made many people fear the possibility of women reading “forbidden” books. Dante’s “La vita nuova”, the Petrarchan sonnets and the “Decameron” are a few examples of books that were considered lasciviously dangerous and kept off-limits (Grendler, 1989). Indeed, women could be educated, yet within a certain framework. Their level of knowledge only went up to a point, in order to make sure they grew up to be exemplary, pious, Christian housewives.

Most women were tied to the home in the 18th Century. Modesty had become an important part of family and society life. Women were considered to have a natural maternal instinct and a natural devotion to family. Attempting to leave this role of motherhood was seen as monstrous and unwomanly by society (Wolbrink, 4 Nov. 2011) Women expected to stay in the private sphere. This hiding from the outside world was an attempt to protect the purity of women reiterating that women are the weaker sex and must be protected. This philosophy is exemplified in an 18th century metaphor, “Women is a plant which in it’s own green house seclusion will put forth all its brilliant

In many modern societies, a common belief is that women should have equal standing with men politically, socially, and in the workforce (Alesina, Guiliano, and Nunn 1). This support is generally associated with feminism, which advocates for equality between all genders (Issist). In other societies, women are unable to seek opportunities past traditional gender roles, such as domestication and childbearing (Alesina, Guiliano, and Nunn 1). This ideology is often referred to as patriarchy, which expects women to conform to stereotypes that are based on assumptions about femininity and maternal instinct. The influences of traditional gender roles revolve around conditioning, restraint, and submissive characteristics, which can result in women living in boredom and misery (Yildirim 47). To reveal the corrupt nature of the customary expectations of women living during the 1800s, the author illustrates Hedda’s marriage to George Tesman, as the husband expects his wife to devote her life solely to the wellbeing of her household and family. If Hedda decides to conform to the traditional gender roles of the Victorian era, she will not be able to express her individuality or intelligence. The only purpose that she will serve in society will be to raise children and attend to the needs of her husband. This imposes limitations on her basic human rights, as her society views her as inferior and

The movement of Purity balls is a very interesting and prevalent movement in our society. Many women choose abstinence at a very young age. This choice is made with the encouragement of their fathers. Throughout this essay I will examine religion, as an institution, that governs women’s bodies and sexuality. I will first, describe my opinions on purity balls, secondly, analyze the patriarchal dominance between a father and his daughters, and finally look at some of the redeeming aspects and the consequences of limited knowledge of sexual education.

The following is the most general and most effective statement Lady Mary makes: "The use of knowledge in our sex, besides the amusement of solitude, is to moderate the passions and learn to be contented..." What better way to summarize the underlying message of this epistle? Through generalization, personal narrative, example, and advice, Lady Mary has demonstrated her opinion about the role of knowledge in an eighteenth-century woman's life: not as a tool for achievement and self-advancement, but as a comfort and a guide for making the most of life as it

The late 18th century can be known as the historical period of the Enlightenment. During this time, society was undergoing drastic changes that would impact people even today. These changes were known as “reforms,” and played a big role in politics and ruling during this time period. One of the bigger reforms of this time was that which would grant women a higher education and place them in a position closer to their male counterparts. The enlightenment authors, Jean Jacques Rousseau and Mary Wollstonecraft, took part in a debate in which they argued about the purpose and education of women. In an article recently written in The New York Times by Nicholas

Lastly, “femininity” refers to behavioural activities or interests that are assigned to the female sex, such as cleaning and cooking (Beauvoir, 617). Although many critics have read her text and become confused due to her stylistic choice to fuse her voice with the voices of famous men, it can be said that the text ultimately leads the reader to begin to question what society sees as a woman (Zerilli, 1-2). Despite Beauvoir’s The Second Sex appearing to recognize the oppression of women throughout the world without giving an actual solution, I will argue that Beauvoir’s evaluation of each “natural” aspect of female oppression allows readers to recognize that the only thing holding themselves back as a woman is society’s unnatural definition of their body, relation to men, and personal freedoms. Of course, when it comes to one's freedom, it is difficult to obtain when your body feels like a