Women In 16th Century Britain

Women in the mid-1600s to mid-1700s underwent pivotal changes. While these changes would alter their roles in the colonies, certain aspects of their responsibilities remained the same.

Women were expected to do so much but at the same time so little. They had no power to do what they desire because men had all the power to control them. Society had an expectation of how women were supposed to act. For instance, Mary’s father cared for his sons education he wanted them to know how to read, write, and to do sums, as for his daughters he only cared that they knew how to read and sew. That is the basic that women were allowed to learn it was not important for them to know more since all they were going to work for is taking care of children. Here is an example, “…Gender roles within those families the reinforcement of gender ideals such as “helpmeet” and “notable housewife” by religious and civil authorities, and the simple

“ 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.

A woman in medieval times was not considered a person, but property. A woman would be forced to wear layers of drab clothing, the style determining their social class ranking. A woman of wealth would wear decadent gowns and women in poverty would wear plain spun dresses. Their goal in life was to find a husband, to give in to his whims and be the epitome of submission. Sometimes, peasant girls would be forced to take up a trade prior to marriage. After the marriage, she was forced to give up this trade, the skill she possessed, and either maintain the lifestyle as a housewife, or help her husband with his trade. In regards to whom a woman married, there was little to no choice in the matter. Often, girls were married to strange men, men they

In the mid to late 1700's, the women of the United States of America had practically no rights. When they were married, the men represented the family, and the woman could not do anything without consulting the men. Women were expected to be housewives, to raise their children, and thinking of a job in a factory was a dream that was never thought impossible. But, as years passed, women such as Susan B. Anthony, Lucretia Mott, Elizabeth Cady Stanton, Lucy Stone, and Elizabeth Blackwell

Mary Wollstonecraft’s A Vindication of the Rights of Woman addresses the causality between a lack of education and a lack of reasonability. She advocates for virtue through reason, rather than virtue over reason. Wollstonecraft argues that the minimal freedom of women has limited their view on life, and thusly, their potential intelligence. In fact, she stipulates “all the difference that I can discern, arises from the superior advantage of liberty, which enables the former [man] to see more of life.” Through this greater exposure to the world, Wollstonecraft argues that man holds greater capacity for the development of a thoughtful mind. She extends this reasoning when asserts that a female who attempts to grow her intellect is quickly quashed through deflection to a life of domestic rules and behavior. Wollstonecraft asserts, “if they have natural sagacity it is turned too soon on life and manners.” In summary, this piece of literature contends that women are shaped into subservient individuals who lack the capacity for original thought and discourse. This is portrayed in her comparison of women to a soldier. “[T]hey may well be disciplined machines, but they seldom contain men under

Life was not easy for women and children in the middle ages. We have abusive spouse and such in today’s time period, but in the Middle Ages abuse was even encouraged “as a way to keep women under control” (Lawler). The children had it worse. The children of the Middle Ages, were abused by men, women and even servants to make them behave. In the Middle Ages, the law did not intervene. If you were a woman of upper class then you were lucky! They typical did not go through the abuse that the lower-class women did. As long as a man didn’t kill his wife during the abuse, he wasn’t doing anything wrong according to the Canon law. (Lawler)

Unlike the men, Mary Wollstonecraft agreed that individual freedom was very important to society, but that it also lead to more desirable equality for woman. “Women must be allowed to find their virtue on knowledge, which is scarcely possible unless women be educated by the same pursuits as men” (Doc D). Wollstonecraft believed the primary source was to educate woman the same as men. If a woman were educated the same as men the woman would have a greater value to society.

In the winter of 1691 through 1692, some of the afflicted girls were with the house slave, Tituba, reportedly were playing with fortune telling techniques, such as a “Venus glass” in which the girls dropped an egg white into a glass of water so that a shape or symbol would take form to learn about their future husbands. The church was the cornerstone of life of the 17th century New

In the 17th Century, men and women were viewed and treated very unequally especially compared to today's time period. Of all factors in the hierarchical arrangement like class or race, gender was considered the most distinct of them all which caused it to be the most arguable. Men and women had their own rules and responsibilities that were given to them by what has always been traditionally practiced. Society created a box in a way, that each sex was to remain in and it was looked down upon for anyone to stray from that theoretical box.

Women withstood a multitude of limitations in the medieval era. Due to the political, social, and religious restrictions women encountered, historians neglected to realize that they demonstrated agency. The female experience is something that has been overlooked until recently. Unfortunately, without the knowledge of how women found ways to exert their power, we are experiencing a deficit of knowledge in this period. Through the close examination of the primary sources: The Gospel of Mary, Dhouda’s Liber Manualis, and Chaucer’s Canterbury Tales, the creative means of female force are displayed.

However, she focuses on the importance and value of education, believing that “the most perfect education…is such an exercise of the understanding as is best calculated to strengthen the body and form the heart” (Wollstonecraft 134). Like her Enlightenment contemporaries, she believed that reason was a virtue since it empowered the mind to think freely and independently. Reason allowed one to truly express his or her ideas. The best way to cultivate such reasoning was to become educated. Thus, both men and women should be educated for the betterment of society as a whole since both sexes would then be able to contribute a broader range of ideas. However, the general consensus amongst her contemporaries in 18th century England was that women were “more artificial, weak characters…and, consequently, more useless members of society” (Wollstonecraft 134). Women were expected to lead domesticated lives and become dependent on men. They were considered as housewives, not expected to contribute to society or stand out in anyway. Therefore, women did not have the same amount of access to a proper education as men did since they were not expected to be involved with forming their own reasoning and opinions. As a result, women only learned what they perceived and experienced from the world, left to play “guess-work” rather than make observations and draw conclusions and speculations. Without critical thinking,

Women from the medieval times had clear roles. The women had strict rules to follow by. When it came to marriage, the wives had to submit to their husbands and follow their lead. Women were supposed to be cleaning, stay at home with the kids, cook, make clothes, etc. The women who steered away from these “typical” roles, made very interesting characters. The majority of gender expectations came from the church and biblical history. Since Eve was the cause for the fall of man, there were a lot of anti-feminist feelings. Women were held accountable for the majority of man’s suffering, and were consequently inferior and to be dominated by men. Purity, holiness, and chastity, were all presumptions of women from outstanding role models like the Virgin Mary.

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.

Women in the 18th century were looked at as voiceless objects in a world ruled by men. Women and men did not always have equal rights. In the 18th century women were mainly defined by their family and household roles. The woman did not really have legal identity apart from their husbands. Women were look at as slaves because all they did was be at the house and satisfy their husbands in what they wanted. Men would have total control over his wife’s property. The woman also did not have the right to vote unlike men. Some things that women did not have the right of was to vote, own property, could not sit in a jury trial, and could not be a part of a lawsuit. In 1830, a number of women in the United States argued for the right of woman to own their property and to divorce. In the 18th century gothic literature was happening. Gothic literature was in fiction, art, music, poetry, film, and television. Gothic tradition also includes sense with extreme emotion, fear, madness, and death. Death as a tomb, entombment was also used which is to be placed in a tomb be buried. A feminist writer, publisher, social activist, public lecture, Charlotte Perkins Gilman, said that women depending on men made them unquestionable slaves to them in the United States society. Perkins married the artist Charles Stetson in1884, which then both had a daughter named Katherine. A story that she wrote that can illustrate how women were like in the 18th century is “The Yellow Wallpaper”. The story “The