The Common School

In “The Daily Grind: Lessons in the Hidden Curriculum”, Peggy Orenstein gives an observation of an eighth graders day in math class at middle school. Orenstein in this selection is trying to give the reader a view of how there is a gender gap between girls and boys and how control of power is different between male and female. In the beginning Orenstein states that Mrs. Ritcher the math teacher, “is a ruddy athletic woman with a powerful voice.”(97) While class is in session, Orenstein observes the teacher showing more attention towards the boys then the girls. The author observes that: “Allison, a tall, angular girl who once told me, “My goal is to be the best wife and mother I can be,” raises her hand to ask a question. Mrs. Ritcher, finishing

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.

After decades of coping with the doubt and the regulation that women could not be educated, a number of women began to revolt. The women felt they too should be highly educated just the same as the men. They protested against the fact that men could go to college and this was not allowed for them and wanted the right to learn (Westward Expansion 1). Women wanted to be educated to better and to prove themselves solid. Schools for women began to up rise and gain some admiration in the 1820’s (The American Pageant 327). 1818 a lady by the name of Emma Willard, made a request to the legislature of New York, to fund a education for women. She got support from President Thomas Jefferson and The Common Council, in which she received four thousand dollars to fund in a school she later opened in the 1820’s, called, Troy Female Seminary (Westward Expansion 1). Soon after many schools began to come up, and Oberlin College, in Ohio, became the first college to accept men and women (Westward Expansion 1). In the turn of the nineteenth century, more and more thoughts and ideas of education for women became topic of interest. Political ideals scoped support for the better education for women, because leaders of policies of education and political issues seemed to feel that there need to be citizens with a creditable history of

The differences were connected with a teacher’s original preparation for the teaching profession, licensing in the particular subject area to be taught, strength of the educational experience, and the degree of experience in teaching along with the demonstration of abilities through the National Board Certification, in which all of these facets can be addressed through policy (Darling-Hammond, 2010).America has not produced a national method containing supports and reasons to guarantee that teachers’ are adequately prepared and equipped to teach all children effectively when they first enter into the career of teaching. America also does not have a vast collection of methods available that will maintain the evaluation and continuing development of a teacher’s effectiveness in the classroom, or support decisions about entry into the field of teaching and the continuance in the profession of teaching (Darling-Hammond, 2010). n order to reach the belief that all students will be taught and learn to high standards calls for a makeover in the methods our system of education in order to be a magnet for, train, support or uphold, and cultivate effective teachers in more efficient ways. A makeover that is contingent in a certain degree of how the abilities or skills are comprehended (Darling-Hammond, 2010).In the last few years there has been increasing

Articles written during a specific period gives the future population an idea of the issues present during that time. Before the United States became independent, woman education was limited to the skill needed to be a good wife and proper mother. Particularly, upper-class woman were the only ones that had the resources to gain an education. Most middle and lower class focus primarily on the education of their males. European education influence Colonial America’s educational system. Since there weren’t any establish convents schools in the colonies, tutors were primarily hired and later on schools were incorporated. During the first years of schooling, new England girls went to a coed school called “dame school”. In the dame school, girls were thought to knit and sew. Many girls got the chance to go to the town school. However, some town school in new England prohibited girls from attending. In the south, girls got the

I was a little thrown off with this explanation of teaching professionals, “Now that these professions are much more open to women, we have come to accept that pre-college teachers will, on the whole (and with admirable exceptions), be our less successful students.” (Par. #8) I could not understand why this point was in the context, I didn’t get the connection between this and the point that he’s trying to convey. After reading the article several times, I finally came up with my own interpretation of it, I think he means that since less students would be going to college, less college professors would be needed, therefore more money available to provide a better incentive to the new teachers recruited after a vigorous search for high school educators.

Women’s roles in the United States had an apparent change in the antebellum time period. More women were able to receive an education, find work, and gender equality. Women schooling were widely set up so they could improve and strengthen, mostly their literacy skill. The most popular job for women to have in this time period was being a teacher since schools could get away with paying them less than men. Women also began to make an effort to get political, social and economic equality.

In the 1800s, many women were unemployed and had duties at home or in their community. In the 1820s and 30s more women were teaching than men. Because

This shows that women are starting to earn the respect of the men. Document E shows the point of view of a woman named Mercy Otis Warren in 1805. She admits that there are "certain appropriate duties to each sex" but still believes that one sex should not have complete power over the other. She states that although there are evident differences between men and women, every human should be able to have their own degree of freedom and liberty. Once the women began to have jobs, they realized that they were depending too much on what the men were telling them to do, when they knew that could take things into their own hands. This is shown in document L when Catherine E. Beecher makes suggestions on the way the women should teach in 1829. She says that the men believed the women should be teaching the children at home their morals, meaning what is right from wrong, and also their manors, and values. Catherine E. Beecher says that the women can teach this in the school rather than at home. She says now since the women finally can get jobs, they are still taking too many orders from the men. She thinks that they should just do this because it will benefit both the women and the children. Documents F, E, and L all show how the attitude of women changed from the mid to late 1700's to the early to mid 1800's.

In her next chapter, Kerber examines the newfound need for the educating of women. Women were not allowed freedom or a political opinion, but they could not be completely pushed aside. For years women had been taught that education made them undesirable to men and educated women were scorned. Kerber argues that a new need for

“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

“The subject of the Education of Women of the higher classes is one which has undergone singular fluctuations in public opinions” (Cobbe 79). Women have overcome tremendous obstacles throughout their lifetime, why should higher education stand in their way? In Frances Power Cobbe’s essay “The Education of Women,” she describes how poor women, single women, and childless wives, deserve to share a part of the human happiness. Women are in grave need of further improvements in their given condition. Cobbe suggests that a way to progress these improvements manifests in higher education, and that this will help further steps in advance. Cobbe goes on to say that the happiest home, most grateful husband, and the most devoted children came from a woman, Mary Sommerville, who surpassed men in science, and is still studying the wonders of God’s creations. Cobbe has many examples within her paper that shows the progression of women as a good thing, and how women still fulfill their duties despite the fact that they are educated. The acceptance of women will be allowed at the University of New England because women should be able to embrace their abilities and further their education for the benefit of their household, their lives, and their country.

The foundation of colleges for women as well as events at women’s rights conventions intellectually challenged society’s views on women’s traditional roles. As education became more of a public governmental service, the educational

From the articles that we read, it mentioned women becoming Lady Bountiful. This name is referred to as the foundational archetype of a teacher in North America: the (white) Lady Bountiful. This was a phrase that I had never heard of before. A question was asked in an article by Erica Meiners that said, “If the foundational image of a profession is problematic, how and where does one reconstruct it? How does one reconfigure the metaphors and the historical images that structure and define a professional identity?” (86). These questions have been associated with the profession of teaching. Lady Bountiful has become the iconic representation of female teachers. White women were viewed as essential to the survival and development of the nation

Education of women in America has changed immensely. Between colonial times and the present day, women have made great strides in education. In colonial times, education for most women was limited to reading the bible. Since then, women have earned equality in primary and secondary education as well as college. This process has been aided by the enacting laws and through decisions of the courts. This has led to the equal opportunity that women enjoy today.