Because she was not a pretty girl and had a slim chance of marriage, her father invested in her education. From the ages of five to nine, Eliot went to school with her sister Chrissey at Miss Latham’s School in Attleborough, from the ages of nine to thirteen, she went to Mrs. Wallington’s School in Nuneaton, and from the ages of thirteen to sixteen, she went to Miss Franklin’s School in Coventry. At Mrs. Wallington’s School, she was taught by the evangelical Maria Lewis. While at Miss Franklin’s School, “the atmosphere was religious and she was exposed to a quiet, disciplined belief opposed to evangelicalism” (as in “Britannica 1”). After the age of sixteen, Eliot received very little formal education, but she was allowed to use the library of Arbury Hall, where she was self taught.
Introduction of Pioneer Edith Abbott, together with her younger sister Grace, was one of the leading social reformers of her time. She earned her Bachelor's degree from the University of Nebraska in 1901 and her postgraduate degree in economics from the University of Chicago in 1905. On September 26, 1876 Edith Abbot was born as the second child to Elizabeth Griffin and Othman Ali Abbott. She grew up in a civic-minded family, her mother a supporter of feminism, abolitionism and women's higher education, while her father worked as a lawyer in Grand Island, Nebraska after having served a two year term as the first lieutenant governor of the state [ (Nebraska State Historical Society - Abbott Family, 2006) ]. In 1893, Edith graduated with honors from Brownell Hall with plans to continue her studies.
She also had a younger brother named, Sylvester McCauley. (Rosa Parks Bus, TheHenryFord.org) At the age of two Rosa, along with her mother, and younger brother moved to her grandparent’s farm in Pine Level, Alabama. (Rosa Parks Bus, TheHenryFord.org) At the age of eleven she enrolled in the Montgomery Industrial School for girls. This school was considered to be a private school for the young African American females. In order for her to get to school she had to walk.
Name Ahmed Professor Kim Sasser Class 2350 Date 07 March 2012 Critical Article Summary Schwartz , Nina .”No Place Like Home : The Logic Of The Supplement In Jane Eyre .”Jane Eyre By Charlotte Bronte . Ed.Beth Newman.Bedford Case Study In Criticism.2Nd Ed.Boston:Bedford, 1996.549- 64. Print. Schwartz in her essay” No Place like home “in Jane Eyre starts with many issues like Jane’s childhood as ” victim of forces and her bad luck on the one hand and the bad behavior of adults on the other hand ” (549) . Schwartz mentioned a good example when “ Jane was infant, who was orphaned by the death of her parents, and how Jane became the ward of a woman who always abused ,then she moved on to explain when Jane was as a little girl , who experienced her circumstances as arbitrary , which were beyond her power to change , also she explains the gap that happened in Jane’s childhood and her adultness and how she represents herself and how that ambiguity run” (549) .
Women were expected to learn common domestic skills, and utilize them as wives and mothers. This was not the path that Florence Nightingale took. Florence was born into a fairly wealthy family. Florence’s father, William Nightingale is notably responsible for pouring knowledge into his daughter. She was taught foreign languages, history, philosophy; and to her mother’s disadvantage, math.
Toni Morrison and the Bluest Eye Toni Morrison was born Chloe Anthony Wofford in February 18, 1931. Her parents were, Ramah Willis Wofford, mother and her father was George Wofford (Johnson Lewis 2010). She had family who were immigrants and sharecroppers from both of her parents’ side. They lived in Lorain, Ohio were she was the only African America student in her first grade classroom (Bois 1996). Both of her parents were hardworking, while growing up, Morrison also learned folktales and stories that taught her about her heritage (Bois 1996).
Emma Willard opened a seminary for girls, in Troy, New York, in 1821. Her teaching methods were similar to ones used in the boys' schools, which horrified the parents. Yet clearly parents' disapproval did not stop the girls from wanting an education since from 1821-1872, 12,000 girls attended Willard’s school (Women in America). Once given the chance of an education, many of her students even went on to start their own schools. Yet after that, their was right to a higher education, such as a college.
Her parents were both slaves, but her grandmother had been emancipated and owned her own home, earning a living as a baker. When Jacobs was six years old, her mother died, and she was sent to the home of her mother's mistress, Margaret Horniblow. Horniblow taught the young Jacobs to read, spell, and sew; she died when Jacobs was eleven or twelve and willed Jacobs to Mary Matilda Norcom, Horniblow's threeyear-old niece. While living in the Norcom household, Jacobs suffered the sexual harassment of Dr. James
The Theodore Dreiser novel Sister Carrie can be viewed from a critical standpoint as a critique of conspicuous consumerism which pervaded metropolitan Americans during the late nineteenth century. The central figure in the novel is one Carrie Meeber, an eighteen year old girl traveling to the big city of Chicago in order to experience life. A Wisconsin farm girl, Carrie dresses true to her ordinary circumstances. She wears a plain blue dress and old shoes, and observes a demure, lady-like disposition. She initially feels twinges of sadness at leaving her parents and her home but quickly puts those feelings aside in order to take in everything about her beginning adventure.
A professional career was almost impossible, and despite Britain’s ruler being female for most of the nineteenth century until 1901 when Queen Elizabeth died, women were second class citizens. In 1870, Queen Victoria had written, ‘let women be what God intended, a helpmate for man, but with totally different duties and vocations.’ Trint, S. History Learning Site 2010-2011. Women’s Rights. www.historylearningsite.co.uk [accessed 07122011] Women’s subordination to men meant that their prime duty was domestic. Children were an economic responsibility for women - providing food, housing and clothing until the child was independent and could go out to work to provide for the family themselves.