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• W2068677924 abstract "On December 18, 1794, student Ann Negus delivered Valedictory Oration at commencement ceremony Young Ladies' in Philadelphia. According to educator James Neal, who published pamphlet proceedings, a numerous and brilliant audience were assembled on occasion. Attendees included the lady President United States; members House Representatives United States; members Assembly this State; likewise most eminent citizens. In front this distinguished audience, Ann Negus and her classmates were given opportunity delivering their sentiments in public. Negus chose the establishment and support this Academy as her main subject, emphasizing important work that her educators had undertaken: well knew what proper direction female mind, was to community. You well knew kind education state society required. . . . You were perfectly aware that it was importance to that this privilege should be directed with propriety.1When Ann Negus listed benefits women's education, she emphasized its positive effects on community, society, and our country, suggesting that she considered her pursuit education not only as an individual endeavor but also in service larger social and political aims. But what precisely did Ann Negus mean when she confidently asserted that education women was of importance to country? The answer lies in intellectual world early national women, as expressed in prescriptive aspirations educators and academies, as well as in experiences and reflections educated women. Historians have shown that education was critical tool self-fashioning and empowerment for women. Mary Kelley has demonstrated vital connections between nineteenth-century American women's acquisition education and their subsequent entrance into realms teaching, writing, and activism. Women's access to both formal and informal modes learning played central role in lives many women who would go on to become makers public opinion. Access to education mattered deeply to those women, who were among first generations to take advantage newly established female academies. But throughout early national period, education women also mattered deeply to educators and political thinkers, who repeatedly told female students that their education was utmost importance, and who published numerous essays on subject in various pamphlets, newspapers, and periodicals.2Thus, while historians have underscored how access to education was crucial to women's identity formation, we still need fuller understanding social and political implications embedded in early national discussions women's education. Advocates women's education insisted that proper education women involved nothing less than the most effectual means establishing, promoting, and securing, on most solid foundation, domestic and social happiness present and future ages. When prescriptive writers discussed merits women's education, they were less concerned with women's education as an end in itself for women, and more invested in subject education as means to greater ends social and political stability. While greater empowerment and autonomy certainly were effects women's access to education, these can almost be thought as unintended consequences. Proponents generally had something else in mind when they argued strenuously for importance women's education. The proper education women was meant primarily to serve society and, in process, nation at large. Their influence in controlling manners nation, was powerful reason to promote education women.3To date, we do not have full understanding how prescriptions, expectations, and experiences women's education helped shape early national society and political culture - or conversely, how early national society and political culture influenced ideas about proper education women. …" @default.
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• W2068677924 date "2009-01-01" @default.
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• W2068677924 title "Of the Utmost Importance to Our Country: Women, Education, and Society, 1780–1820" @default.
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• W2068677924 doi "https://doi.org/10.1353/jer.0.0091" @default.
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