Excerpt from Education of Girls and Women in Great Britain In tracing the history of any movement, the rate of development at different periods varies strikingly. There may be no growth for a long time; occasionally the tide of progress may appear even to flow back; the spirit of a great reform dies out, and the customs and traditions which have grown up around that reform become a dead weight to hamper progress. Then faint signs of life are to be seen by those who are on the watch, half-hearted protests against traditions, here and there revolts quickly quelled, and some discontent. These are promises of future life and vigour. Suddenly the scene is changed, or rather, it appears to be sudden to the casual observer; it is but the ending of a series of events to those who have watched carefully. We have an outburst of Utopian schemes, many brave beginnings, and many failures. All seems chaos for the time being; currents cross and re-cross; the eternal struggle between the conservative element and the progressive element in humanity is intensified. Gradually out of disorder comes order and rest. But the world is not as it was: the trend of progress is altered; new forces have probably come into operation What is true of other aspects of history, is true also of the educational aspect. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

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Seminar paper from the year 2011 in the subject English Language and Literature Studies - Culture and Applied Geography, grade: 1,3, Martin Luther University (Institut für Anglistik und Amerikanistik), course: Women in 18th and 19th Century Britain, language: English, abstract: Let your children be brought up together; let their sports and studies be the same; let them enjoy, in the constant presence of those who are set over them, all that freedom which innocence renders harmless, and in which Nature rejoices. (MACAULAY 1790: 32) Eighteenth Century England was a time in which women had little to say in society. They did not have the right to vote, they were not allowed to own properties, when married and as the husband was the chief breadwinner, they were not supposed to work. As they could not leave the house alone without being considered a prostitute, they were confined to the home where they would have to take care of the children and the household, “a subordinate role [...] in society” (AUGUSTIN 2005: 2). As a consequence, as girls did not need to go to school to learn their future tasks as housewives, they were educated at home by their mothers who acted as a role model. The entire eighteenth and well into the nineteenth century there was little change in how girls and women were educated. The old system of patriarchy was still well established but it began to crumble little by little. Women began to fight for their rights getting more and more supporters. This work is trying to shed light on this period's progression from girls being educated poorly to girls having the same education as their brothers. The fist chapter is going to show how gender differences were tried to be justified from a psyco-medical point of view, transferring the scientific findings to women's roles in society. The second chapter will show how important women were beginning to challenge the old system, disproving the validity of the scientific findings. Here a subdivision between the eighteenth and the nineteenth century is necessary to properly cover a timespan of roughly 150 years. The Bluestocking Circle as one of the first organizations of women will be shown as the point of departure for women's disapproval of the old system. In this context Mary Wollstonecraft as the leading character of the eighteenth century is going to be the center of attention as well as other important writers such as Catherine Macaulay Graham, Emily Davies and Elizabeth Wolstenholme-Elmy. Of course there were many more women who would need to be mentioned, but due to limited space of this work, cannot be analyzed. Having shown progressive views on how the education of girls should be adapted, the last chapter is going to give some insights on what schooling ...

This book examines the education of working-class and middle-class girls between 1800-1914. It argues that an influential middle-class ideology advocated that all women should confine their activities to the home, as housewives and mothers. It held that women from the lower classes should be given instruction only in knowledge that was domestically useful, and that middle-class women should be allowed to develop accomplishments that would allow them to attract socially desirable suitors.

Excerpt from Higher Education for Women in Great Britain The movement for the education of girls is Of recent growth, dating back less than a century, to the decade 1840 50. Before that time there was no public provision for them, educational endowments being used for boys only. The earliest tangible sign Of the progress of the movement was the foundation in London of Queen's College, Bedford College and the North London Collegiate School for Girls, and in the provinces Of the Cheltenham Ladies' College. This inaugurated the era Of public secondary education for girls, who now have their large, well-equipped schools in every town. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.