Sappho : An Important Factor That Helped Teachers Develop Their Practical Teaching Skills

At first she is amazed by the knowledge of her students, but while she starts to know more about them, she realizes that their only goal is to find a man to marry and have children with instead of becoming career professionals. Gradually, she decides to try to make them see that they are worth much more and that being a woman doesn’t mean giving up their dreams and ambitions.

Throughout the fragmented poem, Sappho expresses how someone else’s degrading words affect her and how she handles that pain. She is quick to judge and takes action after being put down. With the descriptions of her pain in movements, she tells a story of what caused her pain.

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

I personally love this poem for the idea of love and beauty that is in the eyes of the beholder. The fact that Sappho ties the culture and their stories of history along with her idea of beauty into one piece allows me to also think about what I might consider beautiful. And that beauty isn’t just beauty but it is love and respect. While I would never find beauty in anything war related I’m sure I’d have a different view if I lived during that time period but I can actually find a relation in myself to the people of Sappho’s time because of her work. I can imagine standing in awe of the army marching away to war as well as being in awe of a beautiful queen. While I find beauty in the ocean I’m sure I’d find beauty in the Greek

She is talking to a group of young people, who she believes is making fun of her for wanting to praise her for her creativity. She asks them, “My skin with its aging, / My black hair gone white,” (line 107-108). Sappho realized that age cannot be escaped. Even Tithonus whom the gods granted eternal life cannot escape aging. His lover Eos, goddess of light, cannot reverse the effects of time. Knowing that not even a goddess cannot prevent age, Sappho accepts that she will lose her youth and beauty. That she will not be able to dance as swiftly as a fawn like she once could. Sappho, however, is not going to let age depress her. Since it cannot be escaped and it happens to everyone, she is not going to let it sadden her. Losing her youthful beauty will not stop her from seeing the beauty of

“How long I gazed upon that magical creation I can not tell, but it was imprinted so deeply on my memory that I could not forget the incident, and looking long and steadily upon the copy she had given me, I followed it so well…” (Willard 74). Although this was a simple action, it was one of Frances Willard’s most important childhood events that sparked her interest in learning and the field of education. Throughout the duration of Frances Willard’s childhood, she was very curious and optimistic about attending. “Where could we have the academy? Who would be the teacher? These were vital questions to Mary and me, for mother was not more anxious for our education than were we ourselves” (Willard 75). Contradictory to Victorian standards, at eighteen years of age,Frances Willard wrote that she aspired to be a teacher in one of her journal entries. “I once thought I should like to be Victoria 's maid of honor-since I thought I 'd be a resident of [...... ]- next I wanted to be an artist next again I wished to be a hunter but returning from these deviations I 've decided to be a Music Teacher 'simply that & nothing more” (Willard Jan. 1 1855). Rather than directing her life on a path towards becoming a maid, Willard decided to challenge these common standards and expectations assigned to women and carry out her own aspirations. These ideas were also emphasized in an article by Henry and Isabel

Next, she taught them individually by groups. She taught all the women they were just like mother earth. And, what they do around there tribe is just as important as what the warriors do to protect and provide food and protection for everyone else. Next, she taught the children and teenagers that the coming generation is the most important they continue the tribe and can change the tribe for the better. Lastly, she said to the people that she she would come back after four generations to re-teach the people of the tribe Itazipho.

According to Kinchen, the uprising of teaching during the late nineteenth centuries and early twenties were consisted of great highly black educated women that contributed to this learning. They didn’t really receive much attention because they figured that majority of women running a school may not have been possible. But, in this article Kinchen fills in the understanding of others to show them that women should be highly recognized as educators during these centuries. In this, the AME Church was affiliated with this great institution which helps the drive of this invention to help freed slaves at

[endnoteRef:2] Being a mature woman is important because you will play a crucial role in maintaining proper function of your household. While attending the female seminary you will also acquire proper education on moral philosophy, history, drawing and musical instrument playing. Here too you will also learn what the expectations are of your womanhood upon return from the seminary. [endnoteRef:3] [2: Stowe, Steven M. ""The Thing Not Its Vision": A Woman's Courtship and Her Sphere in the Southern Planter Class,"?Feminist Studies?9, no. 1 (1983): 113-30] [3: Stowe, Steven M. ""The Thing Not Its Vision": A Woman's Courtship and Her Sphere in the Southern Planter

The education women received during the romantic era was very different to today. Professor of English at the Arizona State University and author of six books on literature by women, Devoney Looser, explains how women during this time received very little schooling, were taught different materials than men, and were taught in schools that were specifically for their gender (Looser 1). In these schools, they were not taught politics, economics, or classical studies as those topics were specifically for men; instead they would learn art, music, and sewing. Upper-class women and middle-class women were taught how to be proper wives and mothers by learning how to do domestic tasks, such as sewing and needlework (Looser 1). Women who were not

    Although Giovanni is a well known poet and writer she always saw education as very important. This was evident as she later in her life became a teacher and is still teaching to this day. Which highly emphasizes how serious she is about advancing young women and men knowledge. She also alludes to a female pharaoh by the name of Nefertiti. In order to run a civilization of that caliber you had to be very intelligent, have to be able to keep the economy in balance, and also have battle and defense

According to Paul Grendler, the conservative, clerical pedagogical theorist Silvio Antoniano (1540-1603) reflected on women’s educational status in Renaissance Italy in one of his written works, claiming that “…a girl (should not) learn ‘pleading and writing poetry’; the vain sex must not reach too high…A girl should attend to sewing, cooking, and other female activities, leaving to men what was theirs”. Apparently, this was the common-held view concerning women’s education during that time. Although women were actually encouraged to literacy, their subservient social role as wives and mothers could not allow them to learn as much as men did (Grendler, 1989).

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

When Sappho expressed herself through her wonderful poetry, she spoke on behalf of many women of her time. Interestingly, she lived through verbal expression and spoke about it so refined in her own poetic style. She knew what women in antiquity wanted and expressed it so well in her writing style.

“…she asserted her view that the young girls she taught had been "enslaved" by men through their social training.” (Cheatle et al.). In the time she spent teaching, Wollstonecraft learned that women were taught from a young age to be submissive to men. For women, education was nothing beyond training for courtship, childbearing and motherhood, and Wollstonecraft greatly disagreed with such a system. Later in her life, Wollstonecraft went on to write her most famous and controversial work.