Margaret Fuller Essay

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Margaret Fuller In the 19th century, women did not have rights outside of the household. Gender roles were strict upon women in the 19th century. Women were believed to possessed virtues of religiousness, goodness, tenderness, maudliness, and simplicity. These virtues were held highly, and outcasts were also ostracized from family. Magaret Fuller's upbringing hindered her social popularity, but allowed her views of life to be unchained from the gender roles of the 19th century. In the early 19th century, Massachusetts' population inflated. The state was also overtaken by modernization where capitalistic ideals became superior. Not only did these ideals widened the disparity between rich and poor, but it also widenend the social equality between the sexes. Gener roles were reinforced at an early age. In school, while "middle-class boys studied the classics, mathematics, natural science, history, and theology," middle class girls studied "literature, art, languages, dance, and music."1 The education of the males elicited critical thinking, while the education of the females elicited rhetoric responses "intended to soothe and to smooth over controversy."1 These skills were reinforced at young ages beacuse the society believed that men were better critical thinkers while women were better nurturers. The dynamic of the set of education the males and females recieved prepared them for their roles as adults. The males' education prepared them for a line of work that consisted of economics and debate, while the females' education prepared them for a line of "work" that consisted of tending to the kids, cooking, and cleaning. Society drew a line that isolated men's work from women's work. Fuller's education consisted of both types of education. At a very young age, her father, Timothy Fuller, educated her as if she was a boy. She learned "to argue like a boy
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