Gender in 19th century Britain

Summary

This script discusses the evolution of middle-class women's education in the 19th century, focusing on how it prepared them for marriage and societal expectations. It highlights the importance of learning accomplishments like French and piano, as well as the dangers of becoming overly educated, labeled as 'blue stocking.' The script also touches on the paradox of being both attractive and modest, the impractical fashions like the krinolin that confined women, and the struggles of intelligent women like Florence Nightingale and Elizabeth Barrett Browning against societal roles.

Takeaways

• 🏡 Middle-class girls in the 19th century were expected to lead a different kind of life, focusing on acquiring skills to prepare them for marriage.
• 🎓 The education for these girls included learning accomplishments such as conversational French, piano playing, and dancing, which were traditionally associated with upper-class women.
• 📚 While middle-class girls were encouraged to read and expand their minds, there was a fear that too much education could make them 'blue stockings', which was seen as undesirable for marriage prospects.
• 🚫 The script highlights the double bind that girls faced: they needed to be attractive to secure a good marriage, but not so much that they appeared to have sexual desires.
• 👗 Fashion played a significant role in defining middle-class womanhood, with impractical styles like the crinoline emerging as women retreated from the workforce.
• 🚫 The crinoline was symbolic of keeping women in their place, as it made it difficult for them to perform practical tasks or move freely in public spaces.
• 🤯 The constraints of the era led to feelings of suffocation and hysteria among some young women, like Florence Nightingale, who longed for a more public role.
• 📝 Some women, like Elizabeth Barrett, found creative ways to pursue their intellectual passions, such as becoming a 'professional invalid' to escape household duties and write poetry.
• 💑 The story of Elizabeth Barrett and Robert Browning illustrates how some women managed to break free from societal expectations and pursue personal happiness.
• 🌍 The script suggests that the restrictive roles of women were not only a domestic issue but also had global implications, as seen in the decision of Barrett and Browning to move to Italy.

Q & A

What was the primary aim for middle-class women during the 19th century?

The primary aim for middle-class women during the 19th century was to get married to a solvent, healthy man whom their parents approved of.

What new set of skills were middle-class girls expected to learn to prepare for their future life?

Middle-class girls were expected to learn accomplishments such as conversational French, playing the piano, dancing, and more subtle social skills like proper behavior and managing their physical presence.

What was the term used to describe a woman who was considered to know too much or read too widely?

A woman who was considered to know too much or read too widely was referred to as a 'blue stocking'.

Why was it considered undesirable for middle-class women to become 'blue stockings'?

It was considered undesirable because 'blue stockings' were seen as overly intellectual and masculine, which was not attractive to potential husbands, and some even believed it could have negative physical effects.

How did the Victorian society view the balance between education and attractiveness for women?

The Victorian society emphasized the importance of women being educated enough to be interesting and lively in conversation, but not so much that they touched on serious subjects or appeared masculine.

What was the role of fashion in defining middle-class women's identity during the Victorian era?

Fashion played a significant role in defining middle-class women's identity, with impractical clothing like the krinolin emphasizing their social status and keeping them in their place.

What was the krinolin and how did it affect women's daily activities?

The krinolin was a hoop-shaped, bell-shaped skirt that made women take up an extraordinary shape while walking. It made daily activities difficult, as it was impractical for tasks like cleaning or traveling on public transport.

How did the expectations of the Victorian society constrain some middle-class women?

The expectations constrained some middle-class women by limiting their activities to domestic duties and social appearances, leading to feelings of suffocation and a desire for more meaningful work or public roles.

What challenges did Florence Nightingale face due to the societal expectations of her time?

Florence Nightingale faced constraints due to societal expectations, feeling suffocated by her well-to-do upbringing and longing for a more public role where she could make a difference.

How did Elizabeth Barrett manage to find time to write poetry despite her societal duties?

Elizabeth Barrett managed to find time to write poetry by becoming a 'professional invalid,' retreating to a room in her family home where she was exempt from normal household duties, allowing her to focus on reading and writing.

What was the significance of Elizabeth Barrett's move to Italy with Robert Browning?

The move to Italy with Robert Browning was significant as it symbolized Elizabeth Barrett's escape from her constraining life and the beginning of a new chapter where she could freely express herself and her work.