Women Rhetoricians’ Role Model and Pan Chao

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.

Tannen says that another colleague that read her book, told her that he took “for granted the best way to deal with student 's comments is to challenge them”(Tannen para. 10) He noticed that the females in his class were quiet. He decided to begin class with an open discussion instead, he found more women began to speak up and women liked this better but men liked this less. The reason for this was men liked being challenged and most women thought of it as a public humiliation.

In early America, women were expected to take care of the household and of the children. However, writers such as Anne Bradstreet and Judith Sargent Murray wanted to emphasize the importance of education for women. The two texts by these authors that will be discussed are the poem, “The Prologue” by Anne Bradstreet and the essay, “Desultory Thoughts upon the Utility of Encouraging a Degree of Self-Contemplacency, especially in Female Bosoms,” By Judith Sargent Murray. A theme seen prominently throughout both texts is fairer treatment of women through education. Although both women do believe in opportunity for women in education, Bradstreet focuses more on the idea that women should have more acceptance in the intellectual world by men while Murray however, emphasizes the importance of women to be raised properly which resulted in them understanding their self-worth.

Studying and academic pursuits were an important aspect means of gaining power in the public world. Women were not permitted to take the civil service examinations during the 18th century. However, women were not necessarily denied access to knowledge, to a large extent, they were educated. Many women were literate, and many women wrote poems and other literary works.

She objected that many families taught their sons to read, but not their daughters and would go on to become an advocate of the education of women. The Admonitions for Women became one of the most commonly used texts for the education of Chinese women (McKay et al, p. 166).

Before the Gilded Age and the Progressive Era, women were meant to remain in the household and do all the work there. They were supposed to take raise the children, maintain the house, support the husband, and be overall dependent on men. Women did not often work outside of their homes nor did they have any real independence to say or do whatever they pleased. For the most part, women were very dependent on men for most things in their lives. Women were meant to be meek,

Mary Wollstonecraft’s famous book, Vindication of the Rights of Women, is “one of the earliest expressions of a feminist consciousness.” Wollstonecraft claims that women are upset mainly due to the fact that they are not receiving the education they deserve, and goes on to explain how women are notorious for being weak, and mentally unstable. She blames the education system for this since all the books are written by men, and they claim that women are barley humans and are treated as another species. She questions the eligibility of men to claim they are better than women. A useful education, in her opinion, is one that teaches students how to be strong and independent. Her directed audience is anyone who is unsure of the true definition and meaning of feminism. Wollstonecraft believes that all humans are capable of the same intelligence, no matter the gender. Her overall idea is that every individual, both male and female, deserve equality.

Sexism has been observed throughout history. There was once a time where women were denied an education, the

states, “I may be accused of arrogance; still I must declare firmly what I believe that all the writers who have written on the subject of female education and manners from Rousseau to Dr.Gregory have contributed to render women more artificial, weak characters than they would have other wise been; and consequently more useless members of society” (22). Wollstonecraft believed that men who advocated for the trivial education that women received, if they received any education at all, did not even adequately prepare them for the one role that they were allowed, that of a wife.

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

“The wretchedness of an empty brain is perhaps as hard to bear as an empty purse, and a heart without hope is as cheerless as a fireless grate” (Cobbe 80). Women are expected to be a teacher for their children and educate them

Women throughout time have experienced position changes more times than can be counted. Not just in modern times, gender roles began in the B.C.E era. In Egypt and India, gender roles were a huge part of society. In both locations, male’s word was law. What they said was the final answer and a woman could not change that. The gender distinctions were similar in ways that women had minimal power in familiar locations, like their homes. They had a small opinion about certain subjects, but they never ventured out of the comfort zone of subjects they were allowed to discuss. Men were treated better than women, yes, but the power women held was used for some of the most important topics.

Women were considered inferior to their husbands and were expected to be obedient to them. According to Mencius, one of Confucius’ most important follower who spread the teachings of Confucianism, “When a daughter marries, her mother instructs her. Sending her off at the gate, she cautions her, saying, ‘When you go to your family, you must be respectful, and you must be cautious. Do not disobey your husband.’ To regard obedience as proper is the Way of a wife or concubine.”

In introduction, Mary Wollstonecraft wastes no time to illustrate and sadness and disappointment with their education system and their educators. Wollstonecraft believes that men see women as wives and mistresses and not “human creatures” and that the government observes the female as inferior to male. To Wollstonecraft, the instruction of women to be beautiful and yielding to men in search for marriage leaves their minds and usefulness sacrificed. Wollstonecraft’s writings are a clear and direct cry to women to have and explore their desires as well as curiosity, and in that regards, intelligence and human character. Wollstonecraft contends that a more educated woman would bring about a happier husband, child, and society. A quote that summarizes

The oppression of women has been brought into light in the recent years but it was the norm in many societies in early history especially in premodern east Asia. During that time, the roles of men and women in society were determined by great scholars that had the power to get their voice to be heard and set general rules in society. In China, scholars like Confucius, Mencius, and Mozi had great impact on the way people divided the roles between men and women. The overall oppression of women in premodern east Asia can be seen through quotes from great scholars about how women should be obedient to men, should not make important decisions in their families, and are not spoken of equally to men in society.