Monday, February 2, 2015

Women's Reform

           Throughout history it is a common theme for males to be seen as superior when compared to females. In class we went deeper into this theme by studying the Women's Reform. To get a better understanding we read various texts like The Intimately Oppressed: Chapter Six, Laws and Practices, the women's Declaration of Sentiments and Resolutions, and the reactions towards the declaration. We also observed the painting, Sphere of Women. In the end we were asked two important questions, how did mid-19th century society react to women's demands for equality and does 21st century society still react differently to men and women?
           Addressing the first question, mid-19th century society believed that women were the inferior gender. It was thought that women were only good for taking care of the house and of the children.

The painting above is the Sphere of Women. The painting depicts the "true duties" of a women. Duties include keeping everyone in the household calm, bearing children, caring for children, mending broken objects, educating the children, cooking, and cleaning. Among all of these duties women were supposed be be humble and never expect public recognition, so it was a surprise when women made it publicly known that they wanted their rights. Society reacted in the form of several newspaper articles. While some articles supported the women's rights movement many of them resented the movement. One newspaper, called The Mechanics Advocate, printed a response that was against the reform. They stated that the movement is wrong and that women, "will instantly feel that is unwomanly, and that to be practically carried out." The article also states two reasons to why women should be in subjection,
"1. Adam was made before Eve.
  2. Eve sinned before Adam."
All in all, society's reaction to women's demands for equality was to laugh at the women. Society stayed firm in believing that women were supposed to be completely pure, teaching the men good morals and keeping them in line.
           The 21st century society's reaction is however a little different. An example can come from The Intimately Oppressed and modern day hospitals. The Intimately Oppressed briefly talks about females as doctors. The passage is, "My first medical consultation was a curious experience. In a severe case of pneumonia in an elderly lady I called in consultation a kind-hearted physician of high standing. .. . This gentleman, after seeing the patient, went with me into the parlor. There he began to walk about the room in some agitation, exclaiming, "A most extraordinary case! Such a one never happened to me before; I really do not know what to do!" I listened in surprise and much perplexity, as it was a clear case of pneumonia and of no unusual degree of danger, until at last I discovered that his perplexity related to me, not to the patient, and to the propriety of consulting with a lady physician!" The male couldn't believe that a women was working in the medical field. Now compare this story to Carol W. Greider. Greider is a United States molecular biologist that works in hospitals and at Johns Hopkins University. She discovered that telomeres are protected from progressive shortening by the enzyme telomerase and was awarded the 2009 Nobel Prize for Physiology or Medicine. She works in a male dominant field of profession but nobody blinked an eyelash when she made her life changing discovery or when she accepted the Nobel Prize because she was a woman. It was normal for women to have respected roles in important fields. It shows how accepting the 21st century is to women's demands for equality. It also proves that society has come a long way by placing men and women on an equal playing field.

Social Reforms

           Recently, we talked about the different reform movements that were happening. Each reform related to a different social problem. The social reforms were the Protestant Revival, Transcendentalism, Temperance, the Education Reform, and the Prison Reform.
           One of the leaders of the Education Reform was a man named Horace Mann. Mann was the elected secretary of the newly-created Massachusetts Board of Education. He also believed that every child could receive an education because their education would be funded by local taxes. This idea is referred to as the Common School Movement.
           In 1846, Mann wrote a letter to the Massachusetts Legislature about the topic of education. Below are two, key paragraphs from the letter.

"Education Document 1: Horace Mann, 1846 to the Massachusetts Legislature
I believe in the existence of a great, immortal, immutable principle of natural law... Which proves the absolute right to an education of every human being that comes into the world; and which, of course, proves the correlative duty of every government to see that the means of that education are provided for all...
Massachusetts is parental in her government. More and more, as year after year rolls by, she seeks to substitute prevention for remedy, and rewards for penalties. She strives to make industry the antidote to poverty, and to counter-work the progress of vice and crime by the diffusion of knowledge and the culture of virtuous principles."

           Mann's obvious stance on this event is that education should be obtainable to everyone. One's gender, social class, beliefs, etc. shouldn't impact the outcome of their education. The purpose that this letter serves is to inform the Legislature the problem with the education programs. It stresses how valuable an education can be by stating that it is the difference between the social classes and an education can squish most crime. When Mann wrote this letter most children were working instead of going to school, along with many others. Those who chose or didn't have the opportunity to go to school received a basic knowledge upon reading, writing, and math. It was thought that, "a good education was reserved for the wealthy who could afford tutors and private schools". The letter teaches you that education isn't being taken as serious as it should be. However, the letter doesn't teach you who was directly involved in the issue. It only states a vague description of "every human being that comes into the world". Also, it doesn't create a complete picture of the historical event because it is vague. It is vague because it was written to an audience of people who were familiar with this topic and didn't need a lot of background information. Mann is trying to convince the legislature to open up the education system though. He states that he believes that, "the correlative duty of the government to see that the means of that education are provided for all". For him to be writing this letter it means that to him, the government isn't doing their jobs. This is a reliable primary source because Horace Mann is documented to have played an intricate role in the Education Reform and the website it comes from specializes in history. Meaning, history is the main focus and is run by true historians.

Sourcing
Mann, Horace. “Education Document 1: Horace Mann, 1846 to the Massachusetts Legislature.” Unveiling History. Accessed January 19, 2015. http://unveilinghistory.org/wp-content/lessons/2013/donohue/B_document-set.pdf.