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6 pages/≈1650 words
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Style:
Chicago
Subject:
History
Type:
Essay
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English (U.S.)
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Topic:

Change of Women’s Status from the Eighteenth Century.

Essay Instructions:

How did women’s status change from the eighteenth century through Reconstruction?
You might talk about how ideas of how women should contribute to society changed over time. Or you might choose to talk about changes in what women contributed to society as laborers or political actors changed. Or you might talk about the difference between ideas of women would should do and what women actually did.
These are suggestions. Do not try to do try to do all three.
Did the American Revolution creation a nation with equality and liberty for all? How did the Revolution secure liberty and freedom for citizens of the United States? How did it create a nation with dramatic inequality? Your answer should include evidence that discusses both equality and inequality in the United States.

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Change of Women’s Status from the Eighteenth Century.
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Change of Women’s Status from the Eighteenth Century.
According to Benjamin Rush, the living conditions in the United States during the revolution meant that American women had to be included in educational opportunities . Rush had much trust in the inclusion of women in matters of development. The training on principles of liberty given to men was given to women. Economic opportunities became open to American women outside Europe. This essay seeks to identify the change of women’s status from the eighteenth century through reconstruction by giving different accounts of various authors.[Foner, Eric. Voices of Freedom. WW Norton, 2008. Retrieved from file:///C:/Users/kolie/Downloads/Voices_of_Freedom_by_Eric_Foner_(z-lib.org).pdf]
Rush illustrated how the fight for independence brought assumptions on how to run societies. He mentioned certain principles that should guide women’s education. These were quite different from those in Great Britain. Women’s responsibilities and the nature of employment needed a select type of education. Rush pointed out the early marriages of women as a circumstance that deprived women an opportunity to attain quality education. America’s state of property requires people to create opportunities for themselves in various spheres of occupation. This was not attainable without the help of women in the community. Women were the stewards of their husband’s property, and education guided them on how to conduct various duties in such platforms.[Ibid.]
The duty of instructing children solely lies on women. They would not be able to do so without education. Rush believed that every citizen has an equal share of responsibility in liberty. While men have a role in the governance of a country, women need to be qualified to advise their sons on the principles of freedom. Every young lady should be familiar with the English language. She should be able to speak, read, and write well. Such proficiency would equip them with how to train their sons. Female education needs to emphasize fair and legible handwriting. Women should also know how to keep books in preparation for their duty in their country.[Foner, Eric. Voices of Freedom. WW Norton, 2008. Retrieved from file:///C:/Users/kolie/Downloads/Voices_of_Freedom_by_Eric_Foner_(z-lib.org).pdf]
Females were to learn geography and chronology to inform their knowledge of the world in general. Subjects such as chemistry and natural philosophy should also be added to the young ladies’ curriculum. These concepts are vital for women’s domestic purposes. Vocal music prepared women for their roles in public worship and eased their care while performing domestic duties. Most importantly, young ladies’ attention should focus on moral essays, poetry, and history . These branches of education should be integrated with religion to bring out better women.[Ibid.]
The abolitionist movement allowed women into the public sphere. Women were able to attend the anti-slavery meetings. Angelina and Sarah Grimke are some of the prominent women who strongly condemned slavery . They mentioned that it was first-hand evil. ...
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