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Women in Public Life Terms & Names MAIN (Caggia Social Studies)

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Terms & Names
Terms & Names
MAIN IDEA
MAIN IDEA
•NACW
•suffrage
•Susan B. Anthony
•NAWSA
As a result of social and
economic change, many
women entered public life as
workers and reformers.
Women won new opportunities
in labor and education that are
enjoyed today.
WHY IT MATTERS NOW
WHY IT MATTERS NOW
The Progressive Era 519
In 1879, Susette La Flesche, a young Omaha woman, traveled east
to translate into English the sad words of Chief Standing Bear,
whose Ponca people had been forcibly removed from their home-
land in Nebraska. Later, she was invited with Chief Standing Bear
to go on a lecture tour to draw attention to the Ponca’s situation.
A PERSONAL
VOICE SUSETTE LA FLESCHE
“ We are thinking men and women. . . . We have a right to be heard
in whatever concerns us. Your government has driven us hither and
thither like cattle. . . . Your government has no right to say to us, Go
here, or Go there, and if we show any reluctance, to force us to do its
will at the point of the bayonet. . . . Do you wonder that the Indian feels out-
raged by such treatment and retaliates, although it will end in death to himself?
”
—quoted in Bright Eyes
La Flesche testified before congressional committees and helped win passage
of the Dawes Act of 1887, which allowed individual Native Americans to claim
reservation land and citizenship rights. Her activism was an example of a new role
for American women, who were expanding their participation in public life.
Women in the Work Force
Before the Civil War, married middle-class women were generally expected to
devote their time to the care of their homes and families. By the late 19th centu-
ry, however, only middle-class and upper-class women could afford to do so.
Poorer women usually had no choice but to work for wages outside the home.
FARM WOMEN
On farms in the South and the Midwest, women’s roles had not
changed substantially since the previous century. In addition to household tasks
such as cooking, making clothes, and laundering, farm women handled a host of
other chores such as raising livestock. Often the women had to help plow and
plant the fields and harvest the crops.
WOMEN IN INDUSTRY
As better-paying opportunities became available in
towns, and especially cities, women had new options for finding jobs, even though
men’s labor unions excluded them from membership. At the turn of the century,
One American's Story
Susette La Flesche
▼
Women in Public Life
p0519-522aspe-0517s2 10/17/02 8:53 AM Page 519
Page 1 of 4
one out of five American women held jobs; 25 percent of
them worked in manufacturing.
The garment trade claimed about half of all women
industrial workers. They typically held the least skilled posi-
tions, however, and received only about half as much
money as their male counterparts or less. Many of these
women were single and were assumed to be supporting
only themselves, while men were assumed to be supporting
families.
Women also began to fill new jobs in offices, stores, and
classrooms. These jobs required a high school education,
and by 1890, women high school graduates outnumbered
men. Moreover, new business schools were preparing book-
keepers and stenographers, as well as training female typists
to operate the new machines.
DOMESTIC WORKERS
Many women without formal
education or industrial skills contributed to the economic
survival of their families by doing domestic work, such as
cleaning for other families. After almost 2 million African-
American women were freed from slavery, poverty quickly
drove nearly half of them into the work force. They worked
on farms and as domestic workers, and migrated by the
thousands to big cities for jobs as cooks, laundresses, scrub-
women, and maids. Altogether, roughly 70 percent of
women employed in 1870 were servants.
Unmarried immigrant women also did domestic labor, especially when they
first arrived in the United States. Many married immigrant women contributed to
the family income by taking in piecework or caring for boarders at home.
Women Lead Reform
Dangerous conditions, low wages, and long hours led many female industrial
workers to push for reforms. Their ranks grew after 146 workers, mostly young
women, died in a 1911 fire in the Triangle Shirtwaist Factory in New York City.
Middle- and upper-class women also entered the public sphere. By 1910, women’s
clubs, at which these women discussed art or literature, were nearly half a million
strong. These clubs sometimes grew into reform groups that addressed issues such
as temperance or child labor.
WOMEN IN HIGHER EDUCATION
Many of the women who became active in
public life in the late 19th century had attended the new women’s colleges. Vassar
520 C
HAPTER 17
Telephone
operators
manually connect
phone calls
in 1915.
N
O
W
N
O
W
T
H
E
N
T
H
E
N
TELEPHONE OPERATORS
Today, when Americans use the
telephone, an automated voice
often greets them with instruc-
tions about which buttons to
press. In the 19th century, ever y
telephone call had to be handled
by a telephone operator, a person
who connected wires through a
switchboard.
Young men, the first telephone
operators, proved unsatisfactory.
Patrons complained that the
male operators used profane lan-
guage and talked back to callers.
Women soon largely replaced
men as telephone operators, and
were willing to accept the ten-dol-
lar weekly wage.
Department stores advertised
shopping by telephone as a con-
venience. One ad in the Chicago
telephone book of 1904 declared,
“Every [telephone] order, inquiry,
or request will be quickly and
intelligently cared for.” The ad
pictured a line of female tele-
phone operators.
A
▼
A. Answer
White-collar
positions as
stenographers,
typists, and
teachers.
MAIN IDEA
MAIN IDEA
A
Analyzing
Causes
What kinds of
job opportunities
prompted more
women to
complete high
school?
p0519-522aspe-0517s2 10/17/02 8:53 AM Page 520
Page 2 of 4
College—with a faculty of 8 men and 22 women—accepted its first students in
1865. Smith and Wellesley Colleges followed in 1875. Though Columbia, Brown,
and Harvard Colleges refused to admit women, each university established a sep-
arate college for women.
Although women were still expected to fulfill traditional domestic roles,
women’s colleges sought to grant women an excellent education. In her will,
Smith College’s founder, Sophia Smith, made her goals clear.
A PERSONAL VOICE SOPHIA SMITH
“ [It is my desire] to furnish for my own sex means and facilities for education
equal to those which are afforded now in our College to young men. . . . It is not
my design to render my sex any the less feminine, but to develop as fully as may
be the powers of womanhood & furnish women with means of usefulness, happi-
ness, & honor now withheld from them.
”
—quoted in Alma Mater
By the late 19th century, marriage was no longer a woman’s only alternative.
Many women entered the work force or sought higher education. In fact, almost
half of college-educated women in the late 19th century never married, retaining
their own independence. Many of these educated women began to apply their
skills to needed social reforms.
WOMEN AND REFORM
Uneducated laborers started efforts to reform workplace
health and safety. The participation of educated women often strengthened exist-
ing reform groups and provided leadership for new ones. Because women were
not allowed to vote or run for office, women reformers strove to improve condi-
tions at work and home. Their “social housekeeping” targeted workplace reform,
housing reform, educational improvement, and food and drug laws.
In 1896, African-American women founded the National Association of
Colored Women, or NACW, by merging two earlier organizations. Josephine Ruffin
identified the mission of the African-American women’s club movement as “the
moral education of the race with which we are identified.” The NACW managed
nurseries, reading rooms, and kindergartens.
After the Seneca Falls convention of 1848, women split over the Fourteenth
and Fifteenth Amendments, which granted equal rights including the right to
vote to African American men, but excluded women. Susan B. Anthony, a lead-
ing proponent of woman suffrage, the right to vote, said “[I] would sooner cut
off my right hand than ask the ballot for the black man and not for women.” In
1869 Anthony and Elizabeth Cady Stanton had founded the National Women
Suffrage Association (NWSA), which united with another group in 1890 to
Suffragists recruit
supporters for a
march.
B
▼
B. Answer
Women who
attended col-
lege no longer
relied on mar-
riage as their
only option;
some pursued
professional
careers, while
others did vol-
unteer reform
work.
MAIN IDEA
MAIN IDEA
B
Analyzing
Effects
What social
and economic
effects did higher
education have on
women?
p0519-522aspe-0517s2 10/17/02 8:53 AM Page 521
Page 3 of 4
become the National American Woman Suffrage Association,
or NAWSA. Other prominent leaders included Lucy Stone
and Julia Ward Howe, the author of “The Battle Hymn of the
Republic.”
Woman suffrage faced constant opposition. The liquor
industry feared that women would vote in support of prohi-
bition, while the textile industry worried that women would
vote for restrictions on child labor. Many men simply feared
the changing role of women in society.
A THREE–PART STRATEGY FOR SUFFRAGE
Suffragist
leaders tried three approaches to achieve their objective.
First, they tried to convince state legislatures to grant women
the right to vote. They achieved a victory in the territory of
Wyoming in 1869, and by the 1890s Utah, Colorado, and
Idaho had also granted voting rights to women. After 1896,
efforts in other states failed.
Second, women pursued court cases to test the
Fourteenth Amendment, which declared that states denying
their male citizens the right to vote would lose congression-
al representation. Weren’t women citizens, too? In 1871 and
1872, Susan B. Anthony and other women tested that ques-
tion by attempting to vote at least 150 times in ten states and
the District of Columbia. The Supreme Court ruled in 1875
that women were indeed citizens—but then denied that citi-
zenship automatically conferred the right to vote.
Third, women pushed for a national constitutional
amendment to grant women the vote. Stanton succeeded in
having the amendment introduced in California, but it was
killed later. For the next 41 years, women lobbied to have it
reintroduced, only to see it continually voted down.
Before the turn of the century, the campaign for suffrage
achieved only modest success. Later, however, women’s
reform efforts paid off in improvements in the treatment of workers and in safer
food and drug products—all of which President Theodore Roosevelt supported,
along with his own plans for reforming business, labor, and the environment.
522 C
HAPTER 17
K
E
Y
P
L
A
Y
E
R
K
E
Y
P
L
A
Y
E
R
SUSAN B. ANTHONY
1820–1906
Born to a strict Quaker family,
Susan B. Anthony was not allowed
to enjoy typical childhood enter-
tainment such as music, games,
and toys. Her father insisted on
self-discipline, education, and a
strong belief system for all of his
eight children. At an early age,
Anthony developed a positive view
of womanhood from a teacher
named Mary Perkins who educat-
ed the children in their home.
After voting illegally in the presi-
dential election of 1872, Anthony
was fined $100 at her trial. "Not
a penny shall go to this unjust
claim,” she defiantly declared.
She never paid the fine.
C
•NACW •suffrage •Susan B. Anthony •NAWSA
1. TERMS & NAMES For each term or name, write a sentence explaining its significance.
MAIN IDEA
2. TAKING NOTES
In a chart like the one below, fill in
details about working women in the
late 1800s.
What generalizations can you make
about women workers at this time?
CRITICAL THINKING
3. SYNTHESIZING
What women and movements during
the Progressive Era helped dispel
the stereotype that women were
submissive and nonpolitical?
4. MAKING INFERENCES
Why do you think some colleges
refused to accept women in the late
19th century?
5. ANALYZING ISSUES
Imagine you are a woman during
the Progressive Era. Explain how
you might recruit other women to
support the following causes:
improving education, housing
reform, food and drug laws, the
right to vote. Think About:
• the problems that each move-
ment was trying to remedy
• how women benefited from each
cause
Factory
Workers
Domestic
Workers
Women Workers:
Late 1800s
Farm
Women
White-
Collar
Workers
C. Answer The
leaders hoped
that by pursuing
several strate-
gies they were
more likely to
achieve their
goal.
MAIN IDEA
MAIN IDEA
C
Making
Inferences
Why did
suffragist leaders
employ a three-
part strategy for
gaining the right to
vote?
p0519-522aspe-0517s2 10/17/02 8:53 AM Page 522
Page 4 of 4
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