A Ellsworth Week 6 Chapter 3, Section 5 Chapter 9, Section 2

U.S. History – A Ellsworth Week 6

Women’s Suffrage

Chapter 3, Section 5

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Reforming American Society

MAIN IDEA WHY IT MATTERS NOW Terms & Names

Throughout the mid-19th A number of achievements from •abolition •Frederick century, men and women this period, including laws •Unitarians Douglass embarked on a widespread enacted and institutions •Ralph Waldo •Nat Turner effort to solve problems in established, still exist today. Emerson •Elizabeth Cady American society. •transcendentalism Stanton •William Lloyd •Seneca Falls Garrison convention •Sojourner Truth

One American's Story

James Forten’s great-grandfather had been brought from Africa to the American colonies in chains, but James was born free. By the 1830s Forten had become a wealthy sailmaker. A leader of Philadelphia’s free black community, Forten took an active role in a variety of political causes. When some people argued that free blacks should return to Africa, Forten disagreed and responded with sarcasm.

A PERSONAL VOICE JAMES FORTEN “ Here I have dwelt until I am nearly sixty years of age, and have brought up and educated a family. . . . Yet some ingenious gentlemen have recently discovered that I am still an African; that a continent three thousand miles, and more, from the place where I was born, is my native country. And I am advised to go home. . . . Perhaps if I should only be set on the shore of that distant land, I should recog- nize all I might see there, and run at once to the old hut where my forefathers lived a hundred years ago.” —quoted in Forging Freedom: The Formation of Philadelphia’s Black Community 1720–1840 James Forten

Forten’s unwavering belief that he was an American not only led him to oppose colonization—the effort to resettle free blacks in Africa—but also pushed him fer- vently to oppose slavery. Forten was joined in his opposition to slavery by a growing number of Americans in the 19th century. Abolition, the movement to abol- ish slavery, became the most important of a series of reform movements in America.

A Spiritual Awakening Inspires Reform

Many of these movements had their roots in a spiritual awakening that swept the nation after 1790. People involved in these movements began to emphasize individual responsibility for seeking salvation and insisted that people could improve themselves and society. These religious attitudes were closely linked to

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the ideas of Jacksonian democracy that stressed the importance and power of the common person. THE SECOND GREAT AWAKENING The Second Great Awakening was a widespread Christian movement to awaken religious sentiments that lasted from the 1790s to the 1840s. The primary forum for the movement was the revival meet- ing, where participants attempted to revive religious faith through impassioned preaching. Revival meetings might last for days as participants studied the Bible, reﬂected on their lives, and heard emotional sermons. Revivalism had a strong impact on the American public. According to one estimate, in 1800 just 1 in 15 Americans belonged to a church, but by 1850 1 in 6 was a member. UNITARIANS AND TRANSCENDENTALISTS Another growing religious group was the Unitarians, who shared with revivalism a faith in the individual. But instead of appealing to emotions, Unitarians emphasized reason as the path to perfection. As the Second Great Awakening reached its maturity in the 1830s, another kind of awakening led by a writer, philosopher, and former Unitarian minister named Ralph Waldo Emerson began in New England. In 1831, Emerson traveled to England, where he discovered romanticism, an artistic and intellectual movement that emphasized nature, human emotions, and the imagination. From these romantic ideals, Emerson, along with other thinkers, developed a philoso- phy called transcendentalism, which emphasized that truth could be discovered intuitively by observing nature and relating it to one’s own emotional and spiritual experience.

MAIN IDEA THE AFRICAN–AMERICAN CHURCH The urge to reform was growing among African Americans, too. Slaves in the rural South heard the same sermons and sang Evaluating A How did the the same hymns as did their owners, but they often interpreted the stories they existence of heard, especially those describing the Exodus from Egypt, as a promise of freedom. separate black In the North, however, free African Americans were able to form their own churches beneﬁt churches. These churches often became political, cultural, and social centers for the African- American African Americans by providing schools and other services that whites denied community? free blacks. A A. Answer These churches enabled African Slavery and Abolition Americans in the North to By the 1820s, abolition—the movement to free African Americans from slavery— have political, had taken hold. More than 100 antislavery societies were advocating that African educational, and social centers in Americans be resettled in Africa. In 1817, the American Colonization Society had places where, been founded to encourage black emigration. Other abolitionists, however, while technical- demanded that African Americans remain in the United States as free citizens. ly free, they were still sub- WILLIAM LLOYD GARRISON The most radical white abolitionist was a young ject to prejudice editor named William Lloyd Garrison. Active in religious reform movements and discrimina- in Massachusetts, Garrison became the editor of an antislavery paper in 1828. tion. Three years later he established his own paper, The Liberator, to deliver an uncom- promising demand: immediate emancipation. ▼ William Lloyd Garrison’s The Liberator was published from 1831 to 1865. Its circulation never grew beyond 3,000.

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Before Garrison’s call for the immediate emancipation of slaves, support for that position had been limited. In the 1830s, however, that position gained support. Whites who opposed abolition hated Garrison. In 1835 a Boston mob parad- ed him through town at the end of a rope. Nevertheless, Garrison enjoyed widespread black support; three out of four early subscribers to The Liberator were African Americans. FREDERICK DOUGLASS One of those eager readers was Frederick Douglass, who escaped from bondage to become an eloquent and outspoken critic of slavery. Garrison heard him speak and was so impressed that he sponsored Douglass to speak for various anti-slavery organizations. Hoping that abolition could be achieved without violence, Douglass broke with Garrison, who believed that abolition justified whatever means were necessary to achieve it. In 1847, Douglass began his own antislavery newspaper. He named it The North Star, after the star that guided runaway slaves to freedom. LIFE UNDER SLAVERY In the 18th century, most slaves were male, had recently arrived from the Caribbean or Africa, and spoke one of several languages other than English. By 1830, however, the numbers of male and female slaves had become more “ I consider it settled that the black equal. The majority had been born and white people of America ought in America and spoke English. However, two things remained con- to share common destiny.” stant in the lives of slaves—hard FREDERICK DOUGLASS, 1851 work and oppression. The number of slaves owned by individual masters varied widely across the South. Most slaves worked as house servants, farm hands, or in the ﬁelds. Some states allowed masters to free their slaves and even allowed slaves to purchase their MAIN IDEA freedom over time. But these “manumitted” or freed slaves were very few. The vast Making majority of African Americans in the South were enslaved and endured lives of suf- Inferences fering and constant degradation. (See “Southern Plantations” on page 147.) B B How would you describe the TURNER’S REBELLION Some slaves rebelled against their condition of lives of enslaved bondage. One of the most prominent rebellions was led by Virginia slave African Americans Nat Turner. In August 1831, Turner and more than 50 followers attacked four in the 1830s? plantations and killed about 60 whites. Whites eventually captured and executed B. Answer many members of the group, including Turner. Enslaved African SLAVE OWNERS OPPOSE ABOLITION The Turner rebellion frightened and Americans outraged slaveholders. In some states, people argued that the only way to prevent experienced poor living con- slave revolts was through emancipation. Others, however, chose to tighten ditions, hard restrictions on all African Americans to prevent them from plotting insurrections. work, and harsh Some proslavery advocates began to argue that slavery was a benevolent institu- treatment from tion. They used the Bible to defend slavery and cited passages that counseled ser- their masters. vants to obey their masters.

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Southern Plantations

Plantations were virtually self-contained, self-sufﬁcient worlds over which owners ruled with absolute authority. Owners established the boundaries that a slave could not cross without punishment or death. But no bound- ary protected a slave from the owner’s demands or cruel treatment.

African Americans in the South, 1860

Slaves owned in groups of 10–99 Free (61%) African Americans (6%) Slave quarters, from photograph taken around 1865 Slaves owned in Slaves owned in groups of 1–9 groups of 100 or more (25%) (8%) Nevertheless, opposition to slavery refused to Sources: 1860 figures from Eighth Census of the United States; Lewis C. Gray, History of Agriculture in the Southern United States. disappear. Much of the strength of the abolition movement came from the efforts of women—many SKILLBUILDER Interpreting Graphs of whom contributed to other reform movements, According to the pie graph, what was the small- including a women’s rights movement. est group of African Americans living in the American South in 1860? Women and Reform Skillbuilder In the early 19th century, women faced limited options. Prevailing customs Answer Free African encouraged women to restrict their activities after marriage to the home and fam- C. Answer Americans. Abolition, tem- ily. As a result, they were denied full participation in the larger community. perance, improving con- WOMEN MOBILIZE FOR REFORM Despite such pressures, women actively par- ditions for the ticipated in all the important reform movements of the 19th century. For many, mentally dis- their efforts to improve society had been inspired by the optimistic message of the abled, and Second Great Awakening. From abolition to education, women worked for reform prison reform. despite the cold reception they got from many men. MAIN IDEA Perhaps the most important reform effort that women participated in was Analyzing abolition. Women abolitionists raised money, distributed literature, and collected Issues signatures for antislavery petitions to Congress. C What were Women also played key roles in the temperance movement, the effort to pro- some of the areas hibit the drinking of alcohol. Some women, most notably Dorothea Dix, fought of society that women worked to to improve treatment for the mentally disabled. Dix also joined others in the reform? effort to reform the nation’s harsh and often inhumane prison system. C

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EDUCATION FOR WOMEN Work for abolition and temperance accompanied gains in education for women. Until the 1820s, American girls had few educational opportunities beyond elementary school. As Sarah Grimké complained in Letters Background on the Equality of the Sexes and the Condition of Woman (1838), a woman who knew Sarah Grimké and “chemistry enough to keep the pot boiling, and geography enough to know the her sister Angelina were leading location of the different rooms in her house” was considered learned enough. voices in the Grimké believed that increased education for women was a better alternative. abolition and Still, throughout the 1800s, more and more educational institutions for women’s rights women began to appear. In 1821 Emma Willard opened one of the nation’s first movements. academically-oriented schools for girls in Troy, New York. In addition to classes in domestic sciences, the Troy Female Seminary offered classes in math, history, geography, languages, art, music, writing, and literature. The Troy Female Seminary became the model for a new type of women’s school. Despite tremendous ridicule—people mocked that “they will be educating cows next”—Willard’s school prospered. In 1833, the first class of Ohio’s Oberlin College included four women, thus becoming the nation’s first fully coeduca- EEYY PPLLAAYYEERR tional college. In 1837, Mary Lyon surmounted heated resis- KK tance to found another important institution of higher learn- MAIN IDEA ing for women, Mount Holyoke Female Seminary (later Mount Summarizing Holyoke College) in South Hadley, Massachusetts. D D What improvements in EDUCATION AND WOMEN’S HEALTH Improvement in women’s women’s education began to improve women’s lives, most education notably in health reform. Elizabeth Blackwell, who in 1849 occurred in the 1820s and ’30s? became the first woman to graduate from medical college, later opened the New York Infirmary for Women and D. Answer More and more Children. In the 1850s, Catharine Beecher, sister of novelist schools opened Harriet Beecher Stowe, and a respected educator in her own just for women right, undertook a national survey of women’s health. To her and schools that ELIZABETH CADY STANTON dismay, Beecher found three sick women for every healthy formerly admit- 1815–1902 ted only men Stanton was an ardent abolition- one. It was no wonder: women rarely bathed or exercised, and now began to ist, and she timed her marriage the fashionable women’s clothing of the day included corsets admit women. in 1840 so that she and her new so restrictive that breathing sometimes was difficult. husband could travel together Unfortunately, black women enjoyed even fewer educa- to London for the World’s Anti- tional opportunities than their white counterparts. In 1831 Slavery Convention. She also believed that women Prudence Crandall, a white Quaker, opened a school for girls deserved the same rights as men in Canterbury, Connecticut. Two years later she admitted an and even persuaded the minister African-American girl named Sarah Harris. The townspeople to omit the word “obey” from her protested so vigorously that Crandall decided to enroll only vow in the marriage ceremony African Americans. This aroused even more opposition, and in because she felt no need to “obey one with whom I supposed I was 1834 Crandall was forced to close the school and leave town. entering into an equal relation.” Only after the Civil War would the severely limited educa- At the antislavery convention, tional opportunities for black women slowly begin to expand. Stanton and the other women delegates were barred from WOMEN’S RIGHTS MOVEMENT EMERGES The reform participation in the convention movements of the mid-19th century fed the growth of the and were forced to sit and listen women’s movement by providing women with increased from a curtained gallery. There opportunities to act outside the home. Elizabeth Cady she met Lucretia Mott. Stanton and Mott vowed “to hold a con- Stanton and Lucretia Mott had been ardent abolitionists. vention as soon as we returned Male abolitionists discriminated against them at the World’s home, and form a society to Anti-Slavery Convention in 1840, so the pair resolved to hold advocate the rights of women.” a women’s rights convention. In 1848, more than 300 women Eight years later, the Seneca Falls convened in Seneca Falls, New York. Before the convention convention fulfilled that vow. started, Stanton and Mott composed an agenda and a detailed statement of grievances.

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The participants at the Seneca Falls convention approved all parts of the declaration, including a resolution calling for women to have the right to vote. In spite of all the political activity among middle-class white women, African-American women found it difﬁcult to gain recognition of their problems. A former slave named Sojourner Truth did not let that stop her, however. At a women’s rights convention in 1851, Truth, an outspoken abolitionist, refuted the arguments that because she was a woman she was weak, and because she was black, she was not feminine.

A PERSONAL VOICE SOJOURNER TRUTH E. Answer Sojourner Truth “ Look at me! Look at my arm! I have ploughed, had done back- and planted, and gathered into barns, and no breaking work, man could head me! And ain’t I a woman? I been beaten could work as much and eat as much as a severely, and

seen most of her man—when I could get it—and bear the lash as thirteen children well! And ain’t I a woman? I have borne thirteen chil- ▼ sold into slavery. dren, and seen most all sold off to slavery, With her digniﬁed bearing and powerful voice, and when I cried out with my mother’s grief, none Sojourner Truth made audiences snap to MAIN IDEA but Jesus heard me! And ain’t I a woman?” attention. Truth fought for women’s rights, Analyzing —quoted in Narrative of Sojourner Truth abolition, prison reform, and temperance. Issues E How did As Truth showed, hard work was a fact of life for most women. But she also Sojourner Truth pointed to the problem of slavery that continued to vex the nation. As abolition- describe her life as an African- ists intensiﬁed their attacks, proslavery advocates strengthened their defenses. American woman? Before long the issue of slavery threatened to destroy the Union. E

1. TERMS & NAMES For each term or name, write a sentence explaining its signiﬁcance. •abolition •transcendentalism •Nat Turner •Seneca Falls convention •Unitarians •William Lloyd Garrison •Elizabeth Cady Stanton •Sojourner Truth •Ralph Waldo Emerson •Frederick Douglass

MAIN IDEA CRITICAL THINKING 2. TAKING NOTES 3. EVALUATING 4. MAKING INFERENCES In a diagram similar to the one Which do you think was a more Consider the philosophical and shown, fill in historical events or key effective strategy—violence or religious ideas expressed during the figures related to reforming American nonviolence—for eliminating Second Great Awakening. How did society in the 19th century. slavery? Why? Think About: they influence the activities of 19th- • Frederick Douglas century reformers? Think About: Reforming American • concepts of individualism and Society • Nat Turner • William Lloyd Garrison Jacksonian democracy • the views of Emerson Example Example • Sojourner Truth • the activities of Garrison, Douglass, Stanton, and Truth Example Example

Write a paragraph about one of the examples you chose, explaining its signiﬁcance.

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Women in Public Life

MAIN IDEA WHY IT MATTERS NOW Terms & Names

As a result of social and Women won new opportunities •NACW •Susan B. Anthony economic change, many in labor and education that are •suffrage •NAWSA women entered public life as enjoyed today. workers and reformers.

One American's Story

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 outraged by such treatment and retaliates, although it will end in death to himself?” ▼ —quoted in Bright Eyes Susette La Flesche

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 century, 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,

The Progressive Era 313 313-316-Chapter 9 10/21/02 5:06 PM Page 314 ▼ Telephone operators W TTHH manually connect NNOOW EENN phone calls in 1915.

TELEPHONE OPERATORS one out of five American women held jobs; 25 percent of Today, when Americans use the them worked in manufacturing. telephone, an automated voice often greets them with instruc- The garment trade claimed about half of all women tions about which buttons to industrial workers. They typically held the least skilled posi- press. In the 19th century, every tions, however, and received only about half as much telephone call had to be handled money as their male counterparts or less. Many of these by a telephone operator, a person women were single and were assumed to be supporting who connected wires through a switchboard. only themselves, while men were assumed to be supporting Young men, the first telephone families. operators, proved unsatisfactory. Women also began to fill new jobs in offices, stores, and Patrons complained that the male classrooms. These jobs required a high school education, operators used profane language and by 1890, women high school graduates outnumbered MAIN IDEA and talked back to callers. Women soon largely replaced men. Moreover, new business schools were preparing book- Analyzing men as telephone operators, and keepers and stenographers, as well as training female typists Causes were willing to accept the ten-dol- to operate the new machines. A A What kinds of lar weekly wage. job opportunities Department stores advertised DOMESTIC WORKERS Many women without formal prompted more shopping by telephone as a con- education or industrial skills contributed to the economic women to venience. One ad in the Chicago survival of their families by doing domestic work, such as complete high school? telephone book of 1904 declared, cleaning for other families. After almost 2 million African- “Every [telephone] order, inquiry, American women were freed from slavery, poverty quickly A. Answer or request will be quickly and White-collar drove nearly half of them into the work force. They worked intelligently cared for.” The ad pic- positions as tured a line of female telephone on farms and as domestic workers, and migrated by the stenographers, operators. thousands to big cities for jobs as cooks, laundresses, scrub- typists, and women, and maids. Altogether, roughly 70 percent of teachers. 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

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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 separate 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. MAIN IDEA Many women entered the work force or sought higher education. In fact, almost Analyzing half of college-educated women in the late 19th century never married, retaining Effects their own independence. Many of these educated women began to apply their B What social skills to needed social reforms. B and economic effects did higher WOMEN AND REFORM Uneducated laborers started efforts to reform workplace education have on health and safety. The participation of educated women often strengthened exist- women? ing reform groups and provided leadership for new ones. Because women were B. Answer not allowed to vote or run for office, women reformers strove to improve condi- Women who tions at work and home. Their “social housekeeping” targeted workplace reform, attended college no longer housing reform, educational improvement, and food and drug laws. relied on mar- In 1896, African-American women founded the National Association of riage as their Colored Women, or NACW, by merging two earlier organizations. Josephine Ruffin only option; identified the mission of the African-American women’s club movement as “the some pursued professional moral education of the race with which we are identified.” The NACW managed careers, while nurseries, reading rooms, and kindergartens. others did vol- After the Seneca Falls convention of 1848, women split over the Fourteenth unteer reform and Fifteenth Amendments, which granted equal rights including the right to work. vote to African American men, but excluded women. Susan B. Anthony, a leading proponent of woman suffrage, the right to vote, said “[I] would sooner cut Suffragists recruit off my right hand than ask the ballot for the black man and not for women.” In supporters for a 1869 Anthony and Elizabeth Cady Stanton had founded the National Women march. Suffrage Association (NWSA), which united with another group in 1890 to ▼ 313-316-Chapter 9 10/21/02 5:06 PM Page 316

become the National American Woman Suffrage Association, Y PPLLAAYYEE or NAWSA. Other prominent leaders included Lucy Stone KKEEY RR 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 SUSAN B. ANTHONY Wyoming in 1869, and by the 1890s Utah, Colorado, and 1820–1906 Idaho had also granted voting rights to women. After 1896, Born to a strict Quaker family, efforts in other states failed. Susan B. Anthony was not allowed to enjoy typical childhood entertain- Second, women pursued court cases to test the ment such as music, games, and Fourteenth Amendment, which declared that states denying toys. Her father insisted on self- their male citizens the right to vote would lose congression- C. Answer The discipline, education, and a strong al representation. Weren’t women citizens, too? In 1871 and belief system for all of his eight leaders hoped 1872, Susan B. Anthony and other women tested that ques- children. At an early age, Anthony that by pursuing several strate- developed a positive view of wom- tion by attempting to vote at least 150 times in ten states and the District of Columbia. The Supreme Court ruled in 1875 gies they were anhood from a teacher named more likely to Mary Perkins who educated the that women were indeed citizens—but then denied that citi- achieve their children in their home. zenship automatically conferred the right to vote. goal. After voting illegally in the presi- Third, women pushed for a national constitutional dential election of 1872, Anthony MAIN IDEA was fined $100 at her trial. "Not amendment to grant women the vote. Stanton succeeded in MAIN IDEA a penny shall go to this unjust having the amendment introduced in California, but it was Making claim,” she defiantly declared. killed later. For the next 41 years, women lobbied to have it Inferences She never paid the fine. reintroduced, only to see it continually voted down. C C Why did suffragist leaders Before the turn of the century, the campaign for suffrage employ a three- achieved only modest success. Later, however, women’s part strategy for reform efforts paid off in improvements in the treatment of workers and in safer gaining the right to food and drug products—all of which President Theodore Roosevelt supported, vote? along with his own plans for reforming business, labor, and the environment.

1. TERMS & NAMES For each term or name, write a sentence explaining its signiﬁcance. •NACW •suffrage •Susan B. Anthony •NAWSA

MAIN IDEA CRITICAL THINKING 2. TAKING NOTES 3. SYNTHESIZING 5. ANALYZING ISSUES In a chart like the one below, ﬁll in What women and movements during Imagine you are a woman during details about working women in the the Progressive Era helped dispel the Progressive Era. Explain how late 1800s. the stereotype that women were you might recruit other women to Women Workers: submissive and nonpolitical? support the following causes: improving education, housing Late 1800s 4. MAKING INFERENCES reform, food and drug laws, the Why do you think some colleges right to vote. Think About: White- refused to accept women in the late Farm Domestic Factory • the problems that each move- Women Workers Workers Collar 19th century? Workers ment was trying to remedy What generalizations can you make • how women beneﬁted from each about women workers at this time? cause

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