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1 | |
The only community(ies) that provided elementary education on a regular basis for girls prior to the revolution was (were) |
| | A) | the upper-class Boston area |
| | B) | Quakers |
| | C) | Moravians |
| | D) | b and c above |
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2 | |
Man as essentially rational nature and woman as essentially emotional is a theme of |
| | A) | classical liberalism as espoused by Thomas Jefferson |
| | B) | the Augustinian tradition |
| | C) | social Darwinists |
| | D) | a and b above |
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3 | |
It was unusual for women to teach during Connecticut's winter school sessions in the early nineteenth century because |
| | A) | the schools were very cold and it was felt that women's delicate health would be compromised |
| | B) | there was far too much work to be done in the home during the winter months and so there was no time for other work |
| | C) | it was felt to be inappropriate for women to be teaching the boys and young men who attended school in the non-summer months. |
| | D) | all of the above |
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4 | |
Overall, the "cult of domesticity" had the following primary impact |
| | A) | it slowed the progress that could have been made towards increasing access to education for women |
| | B) | it legitimized the need for formal education for women, albeit education that was oriented to homemaking |
| | C) | it increased the level of respect accorded women |
| | D) | all of the above |
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5 | |
Sarah Grimke pointed out |
| | A) | that Adam was responsible for the fall in the Garden of Eden |
| | B) | that women would never be considered equal until they abandoned their roles as wives and mothers |
| | C) | the irony of men judging women inferior when they had actively contributed to women's subordination |
| | D) | a and c above |
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6 | |
Mary Leal Harkness, though writing in the twentieth century, epitomized the following current of thought on women's education |
| | A) | conservative |
| | B) | liberal |
| | C) | radical |
| | D) | none of the above |
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7 | |
Liberals and conservatives did not agree on |
| | A) | the definition of women's roles |
| | B) | the level of education that should be available to women |
| | C) | the need for women to be educated in order to be better companions to their husbands and better instructors of their children |
| | D) | all of the above |
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8 | |
The writers of the Seneca Falls manifesto used classical liberal notions of natural rights and progress |
| | A) | to protest the historical limitation of women and demand positions of equality with men |
| | B) | to advocate, if necessary, violent protest of male domination in a "rebellion against tyranny" |
| | C) | to demand more vocational education opportunities for women |
| | D) | all of the above |
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9 | |
Emma Willard's "Plan for Improving Female Education" |
| | A) | pointed out the deficiencies of current schooling opportunities for women |
| | B) | asserted that women should not need the approval of men |
| | C) | proclaimed the right of women to attend universities |
| | D) | neglected academic subjects as proposed areas of curriculum |
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10 | |
Emma Willard moved her school from Middlebury, Vermont to Waterford, New York because |
| | A) | New York was more supportive of women's educational opportunities |
| | B) | she believed the New York governor and legislature would provide funding for her work |
| | C) | she was moving to New York anyway |
| | D) | a and b above |
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11 | |
The legacy of Emma Willard includes |
| | A) | reinforcement for the separate education of men and women |
| | B) | quality teacher training that encouraged critical thinking on the part of students |
| | C) | a model for educated women |
| | D) | all of the above |
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12 | |
In 1861, Matthew Vassar established Vassar College with the premise that |
| | A) | with enough money Vassar could provide educational programs of equal quality for women |
| | B) | women were equal to men |
| | C) | all women were entitled to a college education that was at least comparable to men's |
| | D) | a and b above |
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13 | |
Vassar's success might have been more influential in changing attitudes towards women's education if not for |
| | A) | the high tuition placing it out of reach for most women |
| | B) | America's preoccupation with other problems such as immigration, urbanization, and the resulting social and economic disturbances |
| | C) | Charles Eliot's public relations campaign disparaging Vassar |
| | D) | all of the above |
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14 | |
The hidden agenda of the domestic science curriculum was |
| | A) | to keep all women in their roles as homemakers and mothers |
| | B) | to prepare girls for the office workplace even if they had no desire to work |
| | C) | to maintain class divisions by targeting immigrant, African-American, and lower-income girls for these classes |
| | D) | none of the above |
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15 | |
The academy system for women had the following shortcomings |
| | A) | the tuition requirement restricted many potential students from attending |
| | B) | the schools were overcrowded |
| | C) | students could use textbooks only after male students were finished with them |
| | D) | all of the above |
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16 | |
The argument that women's education was best centered on homemaking and mothering was contrary to |
| | A) | the interest many girls and women showed for more demanding educations |
| | B) | the reality that 15 percent of females 10 and older were in the workforce by 1880 and less than 60 percent were married |
| | C) | progressive ideology |
| | D) | all of the above |
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17 | |
Mary Leal Harkness's comment that "superstition begins to hamper a girl's education almost at the very beginning," she is talking about |
| | A) | the belief that women were "less marriageable" if they appeared to be more intelligent than men |
| | B) | the concern that girls' health would be compromised by educational demands |
| | C) | the prejudice that time spent on educating girls would take time away from the more important task of educating boys |
| | D) | all of the above |
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18 | |
Women's educational history should be studied as a separate entity from the history of education because |
| | A) | such study tells us a great deal about the political economy and ideology of various historical periods |
| | B) | women's education has been different in purpose and content from men's education |
| | C) | we can understand contemporary women's education better if we understand its history |
| | D) | all of the above |
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19 | |
The National Education Association |
| | A) | tended to encourage women's education since so many of its members were female |
| | B) | tried to stay away from making any public statements about women's education since it was such a controversial issue |
| | C) | backed the idea of vocational education for girls with an emphasis on gender-specific occupations. |
| | D) | none of the above |
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20 | |
Sojourner Truth, Matthew Vassar, Elizabeth Cady Stanton and Lucretia Mott were all |
| | A) | abolitionists |
| | B) | social Darwinists |
| | C) | radical thinkers about women's roles |
| | D) | liberals |
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2002 McGraw-Hill Higher Education