Margaret Ann Bulley Research Paper

During the 18th to 19th centuries, the Industrial Revolution sparked various new ideas and introduced a modernized way of life to the people of Great Britain. Citizens had to adapt to an array of social and economic changes. During this time-period, gender roles and family order were shifted which created new dilemmas in the household. Working-class families were negatively impacted by the transition from the cottage industry to an industrialized society. Industrialization forced working-class families to depend on wages which eventually drove them into a state of poverty. “Families Disrupted”, “Pains of Poverty” and “Women’s Right to Work” all explore the hardships and changes that working-class families in Great Britain faced because

In conclusion women had a very hard life in the early 1800s. They were ruled by their husbands and were not allowed to divorce. Some under-class women were forced to become prostitutes as their status meant it was very hard to get a job. Lower-working class women had difficult jobs as well as looking after their children and family house. Upper-class women could run small businesses but were not allowed to inherit family wealth or

Woman along with the children were affected while working during the industrial revolution. During 1834 and 1836 Harriet Martineau, a British feminist and abolitionist, visited America and enthusiastically embraced the social implications of the Industrial Revolution, (DTA, 223). Martineau compared the lifestyle of women to slaves and said the United States contradicted the principles of the Declaration of Independence. She did believe though with some progress that it could become New England’s new industrial order. One of the Mill factories Martineau visited, Waltham Mill, was a prime example of the scheduled lifestyle of women mill workers. Women Mill workers of all ages worked at Waltham Mill, which I compared to a boarding school because of their strict schedules. The ladies had a time to wake up, to be at work, to eat, and to go to school. A lot of women did not mind the harsh conditions they lived and worked in because they fought for their equality of rights for a long time now.

I would like to thank the members of the Ohio Child Conservation League for considering me for the Mildred Biery Grant Application. My connection to your group is through my grandmother, Wendy Schmelzer, who has been a part of OCCL for 45 years and who has brought this grant to my attention. She has always been my greatest role model and supporter. I remember a time when I was young, my grandmother and I were on a paddle boat and I declared that I no longer wanted to own an ice cream shop, I wanted to be a baby doctor. She explained to me that this profession was called a pediatrician and that I could become whatever I wanted to as long as I was willing to put in the work. Although I have changed my career path a few times since then, I have

Her favorite food is pasta. She is going to Mexico for spring break. Her favorite holiday is Thanksgiving. She likes working out. Those are some of the information gleaned from the surface of the first conversation with Allison. A random assembly of some answers to basic questions doesn't give the greatest incite to a person. With further conversation, some of who Allison is can become clearer.

Nursing is a profession that has evolved over decades due to the contributions from several women who made caring for others their primary goal as their life mission. Mary Mahoney was one of those women that set the standards high for African American and white nurses by overcoming the odds that were against her to become one of the many pioneers of the nursing field.

Margaret was a pioneer in special education. Margaret believed that all children have the right to learn and that educators and doctors have the responsibility to find out everything about all different types of children.

Esther Bubley, born in 1921 in Phillips (Wisconsin) and died in 1998 in New York, was an American photographer and photojournalist. Her work serves as a chronicle of American society during World War II, as well as its portrait within the Post-war years. Bubley started to cultivate her interest in photography as a teenager, later educating herself at the Minneapolis College of Art. To pursue her ambitions, she moved to New York and then to Washington D.C., where she worked for the National Archives, Office of War Information, later also for the Standard Oil Company in New Jersey. Some of her most acclaimed photo-essays of this period include the early "Bus Story" (1947) and "How America lives" (1948-60). Around the same time, Bubley began to

Margaret Rose Preston (her full name) was born In Adelaide, Australia on the 19th of April 1875. Her parents were David McPherson (her father) and Prudence Cleverdon (her mother). Margaret went to The National Gallery of Victoria Art School. The media that she used in her work was printing and her main style and characteristics was impressionism. Which means that she liked to capture her images without detail but with bold colours. Margaret’s drawings were influenced by Australian

Regardless, over time, unmarried and married women of the working class were forced into jobs to compensate for the low wages of their fathers and husbands (Bailey 584). Their small fingers were thought to be better suited for the machines in the textile factories. In addition, many moved to the city where they worked as servants for the middle class. Though some may say women workers sought after independence, it is apparent that the women that worked neither toiled for neither independence nor glamour (Bailey 584). Wages for women were not enough to sustain them without the aid of a partner’s salary (Smith 1). For the middle class woman, industrialization made her role as a background figure more apparent. Women were told her job was to make sure her husband and children were happy (Smith 1). Just as women today look to magazines for fashion advice, women such as Mrs. John Sandford would offer advice to women on how to keep their household up to par (Bentley 667). Overall, the immediate effects of industrialization included a later age of marriage for women, and because of the necessity of work, the number of children decreased (Bailey 584). The long term effects of industrialization for women included a more visible difference in women and men rights; this could be seen in job environments, salaries, and societal expectations.

The conditions that children were working in during the 19th century were not safe for a child who has not fully developed. In 1841 the most common occupations for boys was in agriculture with 196,640 children, serventry with 90,464 children and in cotton manufacturing with 44,833 children. The occupations were similar for girls in 1841 with cotton manufacturing with 62,131, servantry with 346,079 girls, and in dress making with 22,174 children ("Child Labor During The British Industrial Revolution"). These numbers were very surprising and they truly show just how many families were in a situation where they weren't financially able to care for their families. Not only were the numbers surprising but the conditions in which the children were

Born in Rochester, New York, Gail Sheehy’s childhood was a happy one. Her mother gave up her own dreams to be a housewife once she married a wealthy man who worked in New York City. Sheehy’s happy childhood started to crumble after the birth of her sister when she was nine years old (Sheehy, 17). Her mom started to linger in the world of non-sobriety and would rarely leave her bedroom. Sheehy’s father started to golf every day with a female friend that he began having an affair with. After a couple months she was relocated into her parents’ bedroom to sleep on a twin bed, where as her father moved into her old room. In 1962, he met a younger woman to start a new life with and would end up leaving his current family behind. Sheehy described

Another important reform that had a direct benefit within the lives of women in the Victorian Era was the Education or “Forester” Act of 1870. Named after William Forester, the member of parliament who drafted it, this Act set the framework for developing public schooling for all children between the ages of five and twelve in England and Wales. Where before education was largely seen as a male focused area and girls were often barred from attending, through the introduction of this law, school became a more viable reality. By improving their chances for education, and particularly, literacy, women were able to further expand their prospects in the public domain. For instance, the ability to read broadened opportunities for work positions into

The change in girls’ education throughout the nineteenth century was due to the social reform movement, influential pioneers and the change in the cultural consciousness of what a woman could achieve. As there was a fear that education could cause the masculinity of a girl’s brain, there was also growing fears of wasted talent. The idea of girls’ full potential not being fulfilled still resonates today in the ‘This Girl Can’ campaign, encouraging girls to take up activities which are being stereotypically perceived by some as being masculine. This attitude is not too dissimilar to a popular belief that some people held in the nineteenth century, viewing education as being masculine. I think that the most influential factor in the gradual process,

In 1837, Britain and Ireland obtained their first queen in one hundred twenty-three years. Victoria was the only woman with no legal barrier due to her gender. She inherited the same rights as her predecessor. All other women were strictly controlled by their fathers until they were married. Middle and upper class men deemed their daughter’s education unnecessary. Working class fathers wanted their daughters in a mill or factory as quick as possible to make an allowance to the household income. There were no options for women that favored higher education until the late 1840s.