Renaissance Women And Education

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.

An understanding of the educational background of women is necessary in discovering the female oppression of the Renaissance. Education was more than an issue of gender, especially in consideration of the consequences of wealth as well. Yet their oppression stems from their decision in whether or not they should study the liberal arts. Often was the case that women faced social stigmas and societal pressures from family members and learned men of the society for turning away from typically female activities. Lucrezia Marinella writes in her Exhortation, “Therefore, she who devotes her mind to learning – a domain that does

In the sixteenth century the role of women in society was very limited. Women were generally stereotyped as housewives and mothers. They were to be married, living their life providing for her husband and children. The patriarchal values of the Elizabethan times regarded women as the weaker sex.’ Men were considered the dominant gender and were treated with the utmost respect by females. Women were mainly restricted within the confines of their homes and were not allowed to go school or to university, but they could be educated at home by private tutors. Men were said to be the ones to provide for their families financially. Women were often seen as not intelligent. Property could not be titled in the name of a female within the family. Legally everything the female had belonged to her husband. Poor and middle class wives were kept very busy but rich women were not idle either. In a big house they had to organize and supervise the servants.

The second area that saw the littlest change for women in the Renaissance was the expectations that came with their social status. Overall women were deemed to be a lower class in terms of gender, and men often treated them with less respect as a result. Within social classes, stereotypical beliefs regarding women and their role were held. Lower class women were expected to be housewives and take care of everything to do with the house. The expectation of working-class women, however, was slightly different. They were expected to work for their husbands and help them run their business, although they couldn’t partake in any of the work by themselves or outside of the house. However, this different expectation wasn’t necessarily new and was upheld from previous times, supporting this idea of women not receiving a Renaissance in the area of social class. Some women in the elite were able to become slightly more independent from their husbands and gain more responsibility, but the vast majority of women in the Renaissance continued to be used for the sole benefits of the men; as providers of a dowry, homemakers

The emergence of the Renaissance throughout Italy gave rise to the philosophy of humanism; rather than submitting to tradition, those situated lower on the social hierarchy began to question their situations. This lead to an increase in educational pursuits coupled with social and political upheaval. Early Renaissance feminists began to voice their concerns regarding the rights and equality of women in a heavily patriarchal society using literature, art, and politics. Laura Cetera’s Defense of Liberal Instruction for Women and Lucrezia Marinella’s The Nobility and Excellence of Women are both feminist pieces of the time. While both authors advocate for the political and social advancement for women, Cereta and Marinella’s differing experiences

Feminism as it pertains to France needs a more in-depth description. Feminist theory in France appeared as a revolutionary movement that would jam the theoretical machinery of republican discourse, exposing its limits and disrupting its smooth functioning (Duchen 7). The republic showed inherent flaws in its philosophy when it promised universal suffrage to all and delivered suffrage for all males, considering its wives, mothers, and daughters as non-citizens. French Feminists faced an uphill battle with the strong patriarchal institutions upheld in the government, as well as in the church and home. Therefore, French feminism was a radical political movement often fought against by the status quo that sought "the end of a political relationship of the sexes characterized by masculine dominance and female subordinance," (Moses 7).

Feminists at this time had a feeling of empowerment with a selfish attitude putting their needs over everything else. In Document A Betty Friedan’s The Feminine Mystique is a strong example of this. It states “ once she begins to see through the delusions of the feminine mystique and realizes her husband nor her children, nor the things in her house, nor sex, nor being like all the other women, can give her a self-she often finds the solution much easier than she anticipated.” Feminists believed their roles as wives and mothers were not enough and “unfulfilling” and they deserved more. This idea also threatened American democracy and put pressure on the American Government. In Document F the percentage of Women’s jobs are shown, “75% of Women are in routine clerical, sales, or factory jobs or they are household workers, cleaning women” and also “There is no civil rights movement to speak for Women, as there has been for Negroes and other victims of discrimination, The National Organization for Women must therefore begin to speak.” Feminists believed they needed to put pressure on the Government like the African Americans did to get what they

The Renaissance, with took place in Italy and Northern Europe, inspired major changes in social life. Humanism, or the idea that men needed to educate themselves to be the best humans, was one of the reasons for these changes. They started going to schools and expressing themselves artistically, these new actions brought about the belief that men were superior. The assumed role of men during the Renaissance was to be dominant. They were to fight in battles and wars, hold a position for office, and do honor to their family name. In comparison, the roles of women were drastically different, they were submissive. It was thought that women should obey her husband and father, bear children, and not be educated, as many men were.

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

According to DuBois, “This European intellectual movement emphasized the rights of individual, the role of reason, the promise of social progress, and the importance of the scientific method” (DuBois, pg. 125). Although, the appreciation for the rights of individuals were questioned, would it apply to both men and women? Surprisingly, women of were able to make some great contributions, however, they had their limitations. This is shown during the taxations that the French put on colonials.

During the Enlightenment and Revolution era, women did not have equal rights like men. All over the world women were expected to do certain things and act a certain way while not doing others. A woman is mocked and ridiculed if she does not follow these standards.Women’s roles were based around duty and obligations; thus, their rights were not political, gleaning from their roles as housewives (Give Me Liberty!, 242). The roles of women between the 16th to the 18th centuries were mainly to be housewives and were seen inferior compared to men. Throughout time, they gained a greater variety of job opportunities as well as increased education, and the women’s roles still did not carry the same weight as the men’s.

     In this paper I will discuss the popular views concerning women’s nature and status in society and how this affected their education. I will mention what women learned and how; what kinds of institutions were accessible to what types of women. Men’s education will be briefly mentioned in places. My main concern though, is not education in general. Through this paper I shall attempt to explain how Catholicism made it easier for women to acquire an education, but at the same time present the restrictions it imposed upon them.

The renaissance was a time of learning, but it wasn’t a time of schools as we know them today. Public schools for everyone were still a long off. In Renaissance Europe, schooling was for those who could afford it. Some people were well educated, while others never attended school. Boys-education for Renaissance boys was of two sorts .There was classical education based on the Latin language for boys who planned to go on to a university. There was also education through apprenticeships for boys who planned to pursue a trade.

The Renaissance was a time of enlightenment and discovery around the world. There were many advancements in culture, art, and science. An interesting area to look at for this period would be the advancements made based on gender. Historically, women do not always have a significant impact on their culture, and they do not always have the same standing as their male counterparts. Margaret L. King and Joan Kelly-Gadol delve deeper into the issue of gender advancements during the Renaissance when they analyze the issue of whether women and men benefitted equally during this period.

The French Revolution led to reconsidering women’s place in society because the idea of the French Revolution was to find new ways to govern a society. Pre-revolutionary, the social norms for women was to stay home, take care of the children, and be dependent on their husband. Although women had some form of political rights, they were insignificant compared to men. During the French Revolution, women hoped that there would be social, political and economic change away from social norms, but it is seen that women were still experiencing inequality. Feminists like de Olympe de Gouges and Marquis de Condorcet had such difficulty persuading men to recognize women as equals. Even with the influence of ideas of the Enlightenment period, women’s rights were still ignored due to the perception of women being unfit in politics and being more fit in the role of a mother and a wife. The Declaration Rights of Women (1791), published by Olympe de Gouges, challenged the social norms and countered the declaration for men. Soon after, women again were backlashed for trying to obtain rights after Napoleon came into power.