The 16Th And 17Th Centuries In England Are Marked By The

Throughout this course, we learned that women’s studies originated as a concern at the time that “women and men noticed the absence, misrepresentation, and trivialization of women [in addition to] the ways women were systematically excluded from many positions of power and authority” (Shaw, Lee 1). In the past, men had more privileges than women. Women have battled for centuries against certain patterns of inadequacy that all women experience. Every culture and customs has divergent female

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.

“ The belief that women were inherently inferior in intelligence, strength, and character was so persuasive that for men like Knox, a woman ruler was almost a contradiction in terms” (“Documents for Chapters 5&6”). In the 16th century, women were looked upon as a gender that should stay in the house and work, not have power and rule over a country. Discussing the govern of Queens during the 16th century, such as Mary Tudor, Lady Jane Grey, Mary, Queen of Scots, and Elizabeth I, allowed prejudices to be lessened but never completely be erased. No matter how these four notable ladies came into power, the accomplishments they overcame, achieved and wrote about proved to be great and substantial in making history as it is written today.

The Enlightenment is known as the revolution that brought to question the traditional political and social structures. This included the question of the woman’s traditional roles in society. As the public sphere relied more and more ?? and the advances in scientific and educated thinking, women sought to join in with the ranks of their male counterparts. Women held gatherings known as salons where they organized intellectual conversations with their distinguished male guests. Seeking to further their status, enlightened women published pamphlets and other works advocating for educational rights and political recognition. Even with this evolution of woman in society, many still clung to the belief that the role of the woman was solely

1. The main contours of English Colonization in the 17th century were Protestant motives to strike Catholicism, along with solving England’s social crisis. With the rumors of the Spanish Empire’s atrocities reaching England, one motive to colonize the America’s was to strike the Catholics, and save the natives from captivity (Foner 51). This shows an interesting aspect of the English Colonization: the English allowed their people to go colonize just to strike the opposing religious country. Along with this, England sending emigrants over solved their social crisis. Because of England’s growing population and economy, the amount of peasants in cities grew. This is because of landlords using land for sheep, which kicked out peasants from their land (Foner 51-52). England hoped that some people of the lower classes would then go to America: to be out of the big cities where important people were, while still helping England in it’s economy.

During the Middle Ages, except for those in religious positions, women were only seen as three things, which were daughter, wife, and mother. But in the fourteenth through sixteenth centuries, new opportunities in learning humanism arose for only those in the higher class families. Even though they started to educate themselves, the majority had no rights whatsoever in money matters as well as estate. From the 17th century and up to the scientific revolution, women’s rights had consistently been improving. However, during the revolution, the study of the human body brought to attention that the male brain is quite larger than that of a female. This revelation set back the female race back to a limited role, but this time this setback was

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.

A critical point in European history was the Renaissance period, which took place between 1300-1700. The term Renaissance stands for ‘rebirth’, and in this context refers to the increased interest that was taken in learning from Greek and Roman classical writing. Recent exploration by historians into the Renaissance period has seen a fixation on the discussion of the role of gender during the Renaissance. A variety of historians, such as Joan Kelly and Merry E. Weisner, believe that women didn’t experience any form of a Renaissance during this period. It can be widely acknowledged that during this period society did experience a ‘rebirth’, especially in terms of the role of the men in Europe. Women, on the other hand, weren’t as fortunate.

Throughout history women were always seen as inferior to men as they were thought to be more fragile, less educated, and only useful for childbearing and household care. Even women of a elite status were seen as less than males as Jeanne d’Albret ( mother of future king Henry IV) proved this when she said in a letter to the Pope that should she be found wrong that she should be excused simply because she is a woman (Doc 4). Jeanne d’Albret being the mother of a future king and wife of a current king means that she was of a higher status than any other woman in France yet she still felt the need to excuse herself for being a woman on behalf of her ignorance. Others argued that God commands that women be subordinate to men in every way as they were weak and men were Godly (Doc 3). Women were allowed to be apart of religious ceremonies and partake in the possession of God but were not allowed the same status or privileges of man (doc 5). The idea that women were secondary to men continues throughout the Reformation in Europe as they were still seen as weak and

Comparing the culture of France and England during the sixteenth century reveals a commonality that the women were not considered worthy, whether as the heir to the throne or as those that might want to think theologically. (Davis, 77 and Lindberg, pg.

Throughout Western thought to 1600, women are portrayed as second-class citizens, their roles in society were inferior to those of the dominant groups in society. Women during this time filled traditional roles of caretaking, birthing and manual labor. They were tools used in society in the form of property or as a source for bearing children, preferably boys. Women were compared to other luxurious items such as gold, and horses and often praised for their beauty. Although many texts portray women in these subordinate roles, some were referred by name but often times not. Overall women weren’t given access to many positions or resources in society due to the way they were perceived by those dominant in society.

     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 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 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

Despite being under the rule of a female monarch, women faced many inequalities and suffering during the Victorian age. Examples of these inequalities include not having the right to vote, unequal educational and employment opportunities. Women were even denied the legal right to divorce in most cases. As the Norton Anthology states, these debates over women’s rights and their roles came to be known as the “woman question” by the Victorians. This lead to many conflicting struggles, such as the desire by all for women to be educated, yet they are denied the same opportunities afforded to men. While these women faced these difficulties, there was also the notion that women should be domestic and feminine. There was an ideal that women should be submissive and pure because they are naturally different. The industrial revolution introduced women into the labor workforce, but there was still a conflict between the two identities; one of an employed woman, and one of a domestic housewife.