73 lines
4.5 KiB
Plaintext
73 lines
4.5 KiB
Plaintext
ÜÜÜÜÜÜÜÜÜÜÜÜÜ ÜÜÜ ÜÜÜÜ
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ÜÛÛÛÛÛÛÛÛßÛßßßßßÛÛÜ ÜÜßßßßÜÜÜÜ ÜÛÜ ÜÛÛÛÛÛÛÛÛÜÜÜÜÜÛßß ßÛÛ
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ßÛÛÛÛÛÛÛÛÛÛÛÛÛÛÜ ßÛÛ ÜÛÛÛÜÛÛÜÜÜ ßÛÛÛÛÜ ßÛÛÛÛÛÛÛÜÛÛÜÜÜÛÛÝ Ûß
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ßßßÛÛÛÛÛÛÛÛÛÛÜ ÞÝ ÛÛÛÛÛÛÛÛÛÛÛßßÛÜÞÛÛÛ ÛÛÛÛÛÜ ßßÛÛÛÞß
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Mo.iMP ÜÛÛÜ ßÛÛÛÛÛÛÛÝÛ ÞÛÛÛÛÛÛÛÛÛ ÞÛÛÛÛ ÞÛÛÛÛÛÝ ßÛß
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ÜÛÛÛÛÛÛÛ ÛÛÛÛÛÛÛÛÝ ÞÛÛÛÛÛÛÛÛÝ ÛÛÛ ÛÛÛÛÛÛ
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ÜÛÛÛÛÛÛÛÝ ÞÛÛÛÛÛÛÛÛ ÞÛÛÛÛÛÛÛÛ ß ÞÛÛÛÛÛÛÜ ÜÛ
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ÜÛÛÛÛÛÛÛÝ ÛÛÛÛÛÛÛÛ ÛÛÛÛÛÛÛÛÝ ÞÞÛÛÛÛÛÛÛÛÛß
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ÜÛßÛÛÛÛÛÛ ÜÜ ÛÛÛÛÛÛÛÛÝ ÛÛÞÛÛÛÛÛÝ ÞÛÛÛÛÛÛßß
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ÜÛßÛÛÛÛÛÛÜÛÛÛÛÜÞÛÛÛÛÛÛÛÛ ÞÛ ßÛÛÛÛÛ Ü ÛÝÛÛÛÛÛ Ü
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ÜÛ ÞÛÛÛÛÛÛÛÛÛÛß ÛÛÛÛÛÛÛÛÛ ßÛÜ ßÛÛÛÜÜ ÜÜÛÛÛß ÞÛ ÞÛÛÛÝ ÜÜÛÛ
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ÛÛ ÛÛÛÛÛÛÛÛß ÛÛÛÛÛÛÛÛÛÛÜ ßÛÜ ßßÛÛÛÛÛÛÛÛÛß ÜÜÜß ÛÛÛÛÜÜÜÜÜÜÜÛÛÛÛÛß
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ßÛÜ ÜÛÛÛß ßÛÛÛÛÛÛÛÛÛÛÜ ßßÜÜ ßßÜÛÛßß ßÛÛÜ ßßßÛßÛÛÛÛÛÛÛßß
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ßßßßß ßßÛÛß ßßßßß ßßßßßßßßßßßßß
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ARRoGANT CoURiERS WiTH ESSaYS
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Grade Level: Type of Work Subject/Topic is on:
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[ ]6-8 [ ]Class Notes [European History During ]
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[ ]9-10 [ ]Cliff Notes [3 Periods Where Attituds]
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[ ]11-12 [ ]Essay/Report [towards Women's Educatin]
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[ ]College [ ]Misc [Changed.. ]
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Dizzed: 11/94 # of Words:497 School: ? State: ?
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ÄÄÄÄÄÄÄÄÄ>ÄÄÄÄÄÄÄÄÄ>ÄÄÄÄÄÄÄÄÄ>Chop Here>ÄÄÄÄÄÄÄÄÄ>ÄÄÄÄÄÄÄÄÄ>ÄÄÄÄÄÄÄÄÄ>ÄÄÄÄÄÄÄÄÄ
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MODERN EUROPEAN HISTORY: DBQ #1
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Throughout the early portion of modern European history, women were
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never encouraged to undertake any significant education. Though the problem
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lessened over time, it was still a strong societal force. There were three
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major time periods when substantial changes took place in attitudes towards
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women's education -- the Renaissance, the Reformation, and the Seventeenth
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and the early Eighteenth centuries.
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The earliest time period, the Renaissance, may have actually been the
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most liberal time period for women's education. The church was the only
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force at this time that discouraged education. In Erasmus's book "The
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Abbot and the Learned Lady", The church's position on this issue says that
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education does not protect the chastity that was necessary for women.
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There were still, however, a certainty that women could and should be
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educated. For example, in Castiglione's book "The Courtier", it is stated
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that women are capable of everything that men are. Also, Roger Ascham has
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described his female student(the future Queen Elizabeth I) as equally
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bright as any other male student of his. Furthermore, in a letter by the
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poet Louise Labe`, she states a need for women to "raise their head above
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their spindles" and take up studying.
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The next age, the Reformation and the catholic Reformation, saw a
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dramatic and conservative change toward the attitudes of education for
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women. Martin Luther, a leader of the Reformation, was quoted as saying
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that God made men with broad shoulders to do all the intelligent, and women
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with broad hips to do the "sitting" and housework. Agreeing with Martin
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Luther, was Emond Auger, a French Jesuit, who said "there is no need for
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women to take time out from their work and read the Old and New Testament"
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and also that "Women must be silent in church".
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The third age of early modern European history is the seventeenth and
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early eighteenth centuries, in which men at large were still strongly
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against the education of women, but they had reached a compromise to some
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extent. They allowed women to be educated on a minor level, as Mme. de
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Maintenon(wife of Louis XIV) says "Educate your middle-class girls in the
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middle-class way, but don't embellish their minds", but a women could never
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go beyond that. It seemed also that some men had conflicting view points
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on this issue. In Moliere's play "The Learned Ladies", educated women are
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"shown" as unreasoning with their "reason" and above all "no work get
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done". While Sir Josiah Child says in "A New Discourse of Trade", that it
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is often important for a family that a women learns her husbands trade, so
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she may help the family continue in his death.
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The attitudes of education for women has evolved in general towards
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more and more equality for women, as we can see by the standards today.
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However, as we can see this issue was a long- debated one in which, more
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often than not, women were ultimately evaluated as useless when educated.
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