Difference between revisions of "Week 15 Questions/Comments-327 09"
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'''I’m curious to what extent women truly believed that they were morally superior to men. They certainly used it to justify women taking a part in activities that were not typically approved of for women.''' For instance, one of Clara Lanza’s arguments for women working outside the home in clerical positions was that women’s morality would improve the business world. Some women’s rights activists also used that argument for why women should be able to vote. '''Were they consciously manipulating the rhetoric of the day or did they just naturally assume it to be the truth?''' -- Taylor Brann | '''I’m curious to what extent women truly believed that they were morally superior to men. They certainly used it to justify women taking a part in activities that were not typically approved of for women.''' For instance, one of Clara Lanza’s arguments for women working outside the home in clerical positions was that women’s morality would improve the business world. Some women’s rights activists also used that argument for why women should be able to vote. '''Were they consciously manipulating the rhetoric of the day or did they just naturally assume it to be the truth?''' -- Taylor Brann | ||
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One commonality between some readings for this week is the emphasis that women placed on their eduction.''' Although an education was more available to working class women than it had been during the eighteenth century, '''availability did not always translate to attainability.''' For example, in '''Lucy Salmon's study''', she came across domestic servicewomen working "eighteen hours" a day. This amount of labor would leave little time for women to acquire the skills necessary for what Salmon calls "intelligent work". In another story, 16 year-old '''Sadie Frowne''' worked an arduous eleven hours a day in a sweatshop, but long hours did not stop her from "going to school at night". Her case must have been somewhat exceptional; if most young laborers had opportunities like Sadie, organizations such as the Knights of Labor would have no need to focus their agenda on "taking little girls from the factory ... and educating them". -Seth Mintzer | One commonality between some readings for this week is the emphasis that women placed on their eduction.''' Although an education was more available to working class women than it had been during the eighteenth century, '''availability did not always translate to attainability.''' For example, in '''Lucy Salmon's study''', she came across domestic servicewomen working "eighteen hours" a day. This amount of labor would leave little time for women to acquire the skills necessary for what Salmon calls "intelligent work". In another story, 16 year-old '''Sadie Frowne''' worked an arduous eleven hours a day in a sweatshop, but long hours did not stop her from "going to school at night". Her case must have been somewhat exceptional; if most young laborers had opportunities like Sadie, organizations such as the Knights of Labor would have no need to focus their agenda on "taking little girls from the factory ... and educating them". -Seth Mintzer | ||
