For eventually resulting in the writing of the
For as long as they could remember, women in the 19th century were denied basic rights. Life was an endless round of hard work and drudgery. The role of the women was part of their description, physically and emotionally weak. Women were expected to work in farms and factories, and they were generally considered second class citizens. Before 1920, Women weren’t allowed to vote so their right of choice was infringed on since they had no choice in any of the country’s authority. Lower class women worked as teachers, nurses, domestic servants, clerks, secretaries and more. On the other hand, upper class women were still confined to raise children and participating in charitable work such as overseeing a household of servants. Overall, women were viewed as a weaker sex and were expected to live off a man’s income. Luckily, as we approach the 1920’s in women’s history, we begin to notice a lot of changes for women in America. More woman begun to stand out and activate for rights eventually resulting in the writing of the 19th amendment. During this time, women were expected to take care of the house as well as take care of their husband. As time went on, women began to explore the world of freedom and self determination. Eventually, they were given new opportunities such as education, voting rights, ownership rights, and the option to be employed. As mentioned above, women’s role was basically light work in comparison to the roles of men, so at the beginning of the nineteenth century, an advanced education for women was a strongly debated subject. (McElligott 1). The idea of giving women a chance at a higher education was looked down upon, in the early decades of the nineteenth century. It was previously established that a women’s role took part inside the household. “Training in needlecraft seemed more important than training in algebra” (American Pageant, 327). Tending to a family and household chores was viewed most important, and this brought out the opinion that education was not necessary for women (McElligott 1). Men were thought to be more physically and mentally intellectual than women so it was their job to carry education. Women were not allowed any further education than grammar school in the early part of the 1800’s. (Westward Expansion 1). If they wanted to further their education beyond grammar, they would have to seek this on their own. Women were said to be weak minded and academically challenged therefore they were not prohibited to go beyond the primary teachings of grammar during this time (Westward Expansion 1). It was said that too much learning injured the feminine brain, causing the lady to be unfit for marriage (The American Pageant 327). After decades of coping with the doubt and the regulation that women could not be educated, a number of women began to stand out and advocate for their community. Women felt that they should have equal opportunity to be as educated as the man. They protested against the idea that only men could go college. women felt they too should be highly educated just the same as the men. (Westward Expansion 1). Women wanted to be educated in order to prove themselves in society. In 1820, women began to see some change when schools began to up for them. Schools for women be(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 education (McElligott 1). The political urge for bettered educated women in politics became a helping turning point for higher education of women. For those women in the late 1800’s, early 1900’s, who were the first to attend the new equally shared educational colleges, permanently bettered the chance of advanced education in the United States. (McElligott). These women not only revolutionized against the inequality of male and female education, they proved to the world that they can be just as scholarly as men, and that the ideals of women being weak minded and intellectually challenged is false judgment and disclaimed.Since women stereotype was that they were ignorant or unintelligent, because they were not educated, let it be an assumption to the public that they were not capable of taking role in politics, and voting for president. This took away the right for women to vote during the nineteenth century. The right to vote was guaranteed to only white men (History of Voting Rights). Although women could not vote, those women who were widowed and owned property, had an advantage, and had a special privilege to vote. But this was only offered by some colonies ( History of Voting Rights). The ability to not vote or anything you could not do because you were woman was categorized as “women suffrage” during this time. Women suffrage turned into a movement 1848 in Seneca Falls, New York and was led by two women, Elizabeth Cady Stanton and Lucretia Mott (Women’s Suffrage). It was the “First” ever women’s right convention (Seneca Falls Convention). There at the convention gained the “Declaration of Sentiments” (The Nineteenth Amendment). The U.S. like declaration, brought about a list of grudges women had against the American policy (Seneca Falls Convention). It declared the basic civil and citizenship rights of women. There had been many cases brought to the Supreme Court, on the basis of women voting (The Nineteenth Amendment). Shortly after the convention, grew an up rise of more organizations supporting women’s suffrage in the early 1900’s. There had been parading and marches to get the point across Many women had been arrested and jailed after protesting outside the White House (Women’s Suffrage). In the late 1800’s there had been a proposal of an amendment in the Constitution, that stated no one should be excluded from the citizenship right to vote, because of sex (The Nineteenth Amendment). Shortly after, Wyoming became the first state to allow women voting right, followed by numerous other states in the early 1900’s. During this time, President Roosevelt became the first to get a political standing on supporting the women’s suffrage, so by the 1920’s women finally won their fight (The Nineteenth Amendment). The 19th amendment had been added to the United States Constitution, which prohibited each state the denial to women’s vote.Women had not only been denied the voting rights and the lack of education before the nineteenth century, they had also been restricted the right to own property. Women who were married were basically owned by their husbands, up until the mid nineteenth century, so they had no regulations with money or their property (Hermes 1). If you were unmarried, however, you were allowed to be owner of property, but when they married the women became property of the man (Talbott 1). As stated previously before, women who were not married were allowed to vote as well as hold property, but a small amount of women did. Marriage was a disadvantage for the women, because they lost most of the rights they had previously. They were not allowed to buy or sell property (Erickson 1).