30 Aug 2011

Sample Essay: Women and Feminism in America Since 1877

The present study attempts to trace the struggle of women in American society post 1877.It aims to provide a comprehensive analysis of the different feminist movements vis a vis the political developments.

In the nineteenth century, the ideological ascendancy of science and medicine joined the spread of industrialization to promote the ‘sexual division of labor’ based on the assumption that ‘biology is destiny’. Women’s fixed role as caregivers was ideologically determined by their biological capacity to bear children. Associated with that biological capacity was a host of psychological attributes — passivity, dependence, moodiness — which further reinforced a growing emphasis on the gendered separation of the domestic and the public spheres. The qualities requisite to economic or political success were linked to biologically based notions of masculinity and femininity, according to which men’s bodies and minds are naturally suited to positions of power and women’s are naturally suited to positions of subordination. While the resistance to this view of sexual difference varies historically and culturally, it is against this backdrop that modern and contemporary feminism must be understood.

Not surprisingly, feminism often consolidates into a political movement as a result of women’s participation in other radical, reformist, or revolutionary activities.

Equality Through Difference

During the Victorian era, there was a model of womanhood founded on ideals of domesticity. This model, True Womanhood, rarely held true for real women, but it nevertheless effected women’s lives. Women, particularly white middle-class women, often lived at least partially conforming to True Womanhood. They generally stayed in the home to devote themselves to their family, allowing their husbands to fulfill the male role of breadwinner. They remained sexually pure and devotedly religious. An important part of living this ideal was not interfering with men’s public affairs, remaining untainted from public life.

Throughout the 1850’s, women continued to meet in conventions and less formal gatherings to discuss their economic, educational, political, legal, and familial rights. The women, who were mostly white and middle class, participated in a broad spectrum of protest movements, fighting against alcohol and slavery, and for the rights of immigrants and the poor. All of these movements gave women the opportunity to develop and sharpen organizational and ideological skills. However, women were often discouraged or even barred from holding positions of power equal to those of their male counterparts. Thus, women began to focus more and more on their own status in America.

Works Cited

1. Boris, Eileen “Black and White Women Bring the Power of Motherhood to Politics,” in Mary Beth Norton and Ruth M. Alexander Major Problems in American Women’s History. Lexington: D.C. Heath and Company, 1996.

2. Cott, Nancy Bonds of Womanhood: “Women’s Sphere” in New England 1780-1835. New Haven: Yale University Press, 1977.

Women and the American Civil War

When the American Civil War broke out in 1861, women turned their attention, and their considerable energy, to the conflict. In both the North and the South, women gathered in aid societies, circulated petitions, and, at home, took over the masculine duties of running the household. (i) While these activities kept the women at home busy, many women wanted to support their causes closer to the battlefield.

Rather than face low-paying, grueling factory work or even prostitution, poorer women followed their husbands, brothers or fathers to camp. Slave women also found protection in camps. These women, in particular, were vulnerable to the horrors of war, often forced to protect themselves and their children from Confederate raiders who might rape, kill, or capture them. Escaping to a Union camp was often their most promising option. (ii)

Many of the poor and middle-class women who joined the troops worked as nurses, or even as soldiers. Throughout the war, about 10,000 women served as nurses on either the Confederate or the Union side. (iii) Smaller numbers of zealous women enlisted with the troops, disguised as men. Cautious estimates place approximately 250 Confederate and 400 Union female soldiers on the battlefields. (iv)

For both the nurses and the female soldiers, their jobs required forgoing the modesty and innocence attributed to white women at the time of the Civil War. No illusions of feminine weakness could be sustained in the face of the day-to-day hardships of war. There existed, however, yet another option for patriotic women who wanted to work for their cause — spying. This option could allow a woman to not only maintain her femininity, but also greatly capitalize on it.

The American Civil War dramatically altered the roles women played in American society, if only temporarily. Gender roles became malleable as even white, middle-class women stepped out, or were forced out, of their traditional private sphere. At home, they took over the duties of running the household previously performed by their husbands. On the battlefront, they bandaged wounds or fought side by side with men. Somewhere in between, one particular woman enchanted men with her femininity, bewitchingly betrayed them, and consoled herself that “All was fair in love and war.” (v)


i. Sara M. Evans Born for Liberty. (New York: Free Press Paperbacks, 1997) p.117.
ii. ibid., p.113.
iii. Linda Grant DePauw Battle Cries and Lullabies, Women in War from Prehistory to the Present. (Norman: University of Oklahoma Press, 1998) p.156.
iv. ibid., p.151..
v. ibid., p.216.

Three main feminist movements: 1870s-1919

From the 1870s until World War I, many feminists became more conservative in their views and goals. They were divided into three major groups of reformers:

1. The Suffragists

After 1870, suffragists focused on winning for women the right to vote. Their arguments were slightly different than those of suffragists before the Civil War. Early reformers had argued that women, as human-beings, had a natural right to vote. From the 1870s on, however, suffragists took their cues from the Cult of True Womanhood and argued that women were different and, in some cases, better than men. Women, for example, were more noble, more spiritual, and truer of heart then men. Granting women the right to vote, they argued, would help purify political corruption in the United States.

2. The Social Feminists

Social feminists agreed with the suffragists that women should get the vote, but dedicated themselves to social reforms other than suffrage. Prominent social feminists were often leaders of the settlement movement, such as Jane Addams and Florence Kelley. Florence Kelley (1859-1932) was a prominent feminist and social reformer. Part of that generation of women who first gained access to higher education, Kelley graduated from Cornell University in 1882. However, like many women graduates of her time, she had difficulty finding work that was worth her talents. She went to Europe, studied law and government in Zurich, and translated major works of Marx and Engels into English. In 1891, she joined Jane Addams at Hull House. From 1898 until 1932, Kelley served as the head of the National Consumers’ League (NCL), a lobbying group for the rights of working women and children.

In addition to the NCL, there were a host of other reform organizations headed by women: the Woman’s Trade Union League, the General Federation of Women’s Clubs, the National Council of Jewish Women, and the National Council of Colored Women. These groups saw the state as a potentially beneficial agent of social welfare.

The new generation of social feminists were more conservative, but also more pragmatic. In 1890, these new feminists reunited the squabbling AWSA and NWSA and formed the National American Woman Suffrage Association (NAWSA). NAWSA was led from 1900 to 1904 and again from 1915 to 1920 by Carrie Chapman Catt (1859-1947). Catt was born in Ripon, in the great state of Wisconsin, went to school in Iowa, and worked for women’s suffrage, eventually becoming a close colleague of Susan B. Anthony. Catt believed it was a woman’s natural right to participate in politics, and also wanted women to have the vote in order to reform society. Catt reasoned that if women had political power, they could not only improve life for themselves and for their children, but have influence over more global issues such as world peace. Catt founded the League of Women Voters in 1920.

3. The Radical Feminists

Radical feminists offered a much stronger critique of American society, economics, and politics. The most prominent radical feminist was Charlotte Perkins Gilman (1860-1935), a sociologist, author, lecturer, and self-proclaimed socialist. In 1898, Gilman achieved international fame with her book, Women and Economics: The Economic Factor between Men and Women as a Factor in Social Evolution, a condemnation of the Cult of True Womanhood. Her chief arguments in the book were quite radical for America at the turn of the century. She argued that:

Common humanity shared by men and women was far more important than sexual differences

Social environment, not biology, determined the roles of men and women in society

In an industrial society, women would be released from the home, enabled to make a broad human contribution rather than a narrow feminine contribution to society

Alice Paul, who organized the Woman’s Party in the 1910s and introduced the first Equal Rights Amendment in 1916, represented the other facet of radical feminism. The campaign for the ERA during the 1910s was so radical that most social feminists rejected it out of fear that the proposed constitutional amendment would endanger protective legislation for women. As a result, the campaign for the ERA remained a minority movement within feminism.

The Nineteenth Amendment

In addition to the ERA, another point of division among various feminist groups was World War I. Jane Addams and other social feminists were vocal pacifists who opposed Wilson’s decision to enter the war. Hard-core suffragists, led by Carrie Chapman Catt, endorsed Wilson’s decision, with the understanding that Wilson would support women’s suffrage at war’s end. After the war came to a close, Wilson pointed to women’s loyalty in the war effort and urged Congress to pass the Nineteenth Amendment to the Constitution.

One thing was obvious to everyone: In the course of the century the United States had undergone a profound transformation. From an agrarian nation of independent settlers it had changed into a largely urban and industrial society with millions of new poor immigrants and vast social problems. The subjection and disenfranchisement of women only added to these problems, because it made their solution more difficult. Other nations which experienced similar pressures finally took corrective action. New Zealand gave women the vote in 1893, Finland in 1906. The First World War produced social upheavals in Europe and secured the vote for women in the Netherlands and the Soviet Union (1917) and, to a limited extent, in Great Britain (1918). Germany followed suit in 1919. Under the circumstances, the lack of women’s suffrage in the United States became an embarrassment. Therefore, in 1920, the country finally adopted the Nineteenth Amendment to the Constitution granting the right to vote to women. A struggle of over seventy years had finally been won.

Feminism in the 1920s

Still, as feminists well knew, this victory was hardly enough, since sexual discrimination continued in many other subtle and not so subtle ways. Unequal pay for equal work, exclusion from influential positions, and innumerable specific legal restrictions denied women equal opportunities in American life. The economic exploitation of women was far from over. The feminist movement supported welfare legislation for maternity and infant care, birth control, stricter labor laws, and government regulation of business. This led to a vicious “red smear” attack by the established powers which denounced feminists as “bolshevik dupes” and “communist conspirators” and accused them of “undermining the family”. Primitive and transparent as they were, these smear tactics proved nevertheless to be very successful. Many “respectable” middle-class women were frightened away from the movement and dissuaded from defending their interests.

In the 1920s, the women’s rights movement practically died down. This was due, in part, to the achievement of the goal of suffrage, but also because of a general retreat from activism in post-WWI America. Feminists of the time made three discoveries:

Women did not vote as a bloc; there was no such thing as the “women’s” vote

The struggle for suffrage no longer united disparate elements of the feminist movement

Younger women were less interested in reform and more interested in rebelling against social conventions

To put it simply, the daughters of the early feminists were more interested in smoking, drinking, going without corsets, bobbing their hair, reading daring literature, and dancing the Charleston. They were enjoying new economic and sexual freedoms in the prosperous years that immediately followed World War I. The technological and economic boom that fueled a higher standard of living for many Americans is a crucially important reason for that.

12 Jul 2009

Essays on Across Five Aprils

Few events can alter the image and nature of a nation than that of war and presidential assassinations.  When the two events are combined, the nation is truly changed forever.  During the 1860s, the United States was engulfed in a civil war that pitted brother against brother and neighbor against neighbor, the stresses of the war reaching even young children, many of whom were forced to grow far faster than any child should.

This basic fact is the basis of “Across Five Aprils,” a 1964 novel by Irene Hunt which earned her an amazing four literary awards and won second place in the two years following its publication.  Following the growth of Jethro Creighton during the events of the Civil War, Hunt reveals the intense emotions the civil war generated, demonstrating the ebb and flow of such emotions through Jethro’s efforts to determine the events of the war through newspaper articles and the many rumors bantered about by those of his community.  The only stable voice throughout the novel is the one character that is never actually present:  President Abraham Lincoln.  Throughout the novel, the President represents a single solidifying force that even Jethro, as young as he is, looks to for guidance during the troubling times.

  • In the course of her novel, Hunt shows the fickleness of public opinion and how in many cases it can feed on itself.  Compare and contrast our current environment and compare it to that of the Civil War.  How has public opinion affected the war efforts?  What differences might there be when comparing the two?
  • A major theme of the novel is that of Jethro’s forced maturing during the events of the Civil War.  Though the war is far from where Jethro lives, he is still strongly affected by it.  In what ways was Jethro affected and how did these effects change Jethro?

Growing up, Hunt was exposed to the stories of the Civil War from her grandfather.  The dynamic passions of his tales stirred Hunt’s imagination, but it wasn’t until well into her late 50’s that her first book was written.  Each of her novels follows a basic philosophy she has held for years that all books serve a significant purpose in our society, including fiction novels which are useful for teaching children the fundamental values of our society.

Finding these lessons can at times be complicated, requiring experienced writers to read between the lines, so to speak.  Our staff of seasoned, talented writers stands ready to assist you with this and many other literary topics.  All we need is your order.

Essays on Absalom, Absalom!

The story of “Absalom, Absalom!” takes place during the era from 1833 to 1909.  It is the chronicle of the Stupen family of Jefferson, Mississippi, the patriarch of which is Thomas Stupen who arrives in Jefferson in 1833, arriving with a French architect and several slaves.  Thomas ends up marrying the daughter of a local merchant who gives birth to a son and a daughter.  The children grow in uncultivated northern Mississippi countryside.  Thomas’ son, Henry, goes off to college where he meets a debonair student, Charles Bon, with the two becoming fast friends.  When Henry brings Charles home for Christmas, Charles seems to fall madly in love with Henry’s sister, Judith.  Thomas comes to realize that Charles is his own son from a prior marriage.  When Thomas tries to warn Henry, Henry believes his father is lying to him and leaves with Charles.

After Henry and Charles serve in the Confederate Army, Henry returns home and is told the whole truth about Charles, including the fact that Charles was given birth by a woman who was part black.  This information causes Henry to turn on Charles and when Charles returns to marry Judith, Henry murders him in front of the plantation gates.  Years later, Henry is murdered himself by a half-sister who was born of one of Thomas’ black slaves.

  • The story’s presentation was considered innovative when it was written.  Presented as a series of flashbacks as the events were related by different people telling the character Quentin Compson the details they were individually aware of, the story follows Quentin’s efforts to learn more about the history of the Stupen.    As each person relates their knowledge to this twenty year old college student, the dynamics of the tale come into focus. Describe the strengths and weaknesses of this approach and how effectively the approach was used in the novel
    The novel covers several controversial topics, including divorce, incest, racism and slavery.  Select one of these topics and discuss how the story presented the topic, how the topic itself affected the flow and outcome of the story and how these views have changed over the years in our society.

To piece together the puzzle of “Absalom, Absalom!” takes particular talent that many students lack.    The intricacies of its presentation give many students difficulty.  The novel’s name itself even holds somewhat hidden significance with the name Absalom coming from the Hebrew language, meaning “Father” or “Leader of,” giving a hidden hint of the novel’s nature.  Our skilled writers are available to assist in development of essays on this and many other literary novels.  Contact us today and let us assist you in the writing of your next essay assignment.

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