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| 1 | |
Colonial Americans' justification for providing inferior education to females was partly based on |
| | A) | the scholarship of Horace Mann. |
| | B) | Augustinian beliefs that women's "inferiority" traced back to Eve. |
| | C) | a belief that women as the "stronger part of the human couple" needed to have their desires quashed. |
| | D) | All the answers are correct. |
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| 2 | |
The "cult of domesticity" |
| | A) | shunned any movement toward the formal education of women. |
| | B) | was an attempt to roll back the educational progress made by women in colonial America. |
| | C) | provided a rationale for the formal education of women. |
| | D) | changed concepts of female education by focusing in on women's new role as economic agents. |
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| 3 | |
Of the three competing ideological perspectives regarding the education of girls in the first half of the nineteenth century, the radical perspective that demanded expanded roles and education for women |
| | A) | contradicted and defied all aspects of classical liberal ideology. |
| | B) | rejected all classical liberal constructs. |
| | C) | fit neatly within the bounds of classical liberal ideology. |
| | D) | challenged classical liberal ideology, yet also relied on classical liberal constructs. |
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| 4 | |
Emma Willard believed |
| | A) | that women were better suited than men to teach children. |
| | B) | in a female sphere that was separate and apart from the male sphere. |
| | C) | that women should prepare themselves for self-support. |
| | D) | All the answers are correct. |
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| 5 | |
Early nineteenth-century liberals |
| | A) | accepted the assumption that there was an inherent and fundamental difference between the sexes. |
| | B) | rejected the assumption that there was an inherent and fundamental difference between the sexes. |
| | C) | believed that the difference between men and women could be minimized if not eradicated by education. |
| | D) | All the answers are correct. |
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| 6 | |
Emma Willard's thesis, "A Plan for Improving Female Education," |
| | A) | sought to convince legislators to allow her to open an all-female institution of higher education using private funds. |
| | B) | argued that female seminaries would have economic benefits to the nation at-large. |
| | C) | stated that although women should be academically prepared, the main purpose of the seminary was to ensure that women knew how to please men. |
| | D) | All the answers are correct. |
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| 7 | |
Vassar College was begun with the belief that |
| | A) | women needed an institution of higher education dedicated to domestic science and commercial education. |
| | B) | men and women did not have the same intellectual constitution, and therefore women needed a special place to discover and cultivate their intellectual development. |
| | C) | men and women had the same intellectual constitution and therefore had the same rights to intellectual culture and development. |
| | D) | women should occupy a separate sphere in society and should be properly taught to excel in that sphere. |
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| 8 | |
Educators believed that classes in domestic science could |
| | A) | regenerate life in working-class homes. |
| | B) | provide stability for industrial workers. |
| | C) | help solve economic problems faced by the nation. |
| | D) | All the answers are correct. |
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| 9 | |
As business became increasingly bureaucratized, |
| | A) | clerical work and its attendant responsibilities were increasingly entrenched as men's work. |
| | B) | commercial education for females was emphasized in the schools. |
| | C) | commercial education was emphasized for men, and domestic science courses were emphasized for women. |
| | D) | the salaries of office workers, especially clerical workers, rose dramatically. |
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| 10 | |
Whose viewpoint on female education was centered on her belief that women had a critical role in supporting the principals and ideals of democracy? |
| | A) | Susan B. Anthony |
| | B) | Mary E. Williams |
| | C) | Catharine Beecher |
| | D) | Emma Hart Willard |
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