[files were scanned in and so could contain spelling/typo issues]
Key To Database
1978 Education of women, 15th to 18th centuries
1979 Reign of Terror, French Revolution
1980 Witchcraft Scare
1981 Class Attitudes toward Industrialization
1982 Child-rearing in GB 16th to 18th c.
1983 Flemings and Walloons
1984 German Aircraft Industry
1985 Juvenile Crime and Treatment in GB
1986 Sudan Crisis (1884-1885)
1987 Literacy in Old Regime France
1988 Gin Act in G.B.; 18th c. social history
1989 Women’s Status/Suffrage in late 19th/early 20th c.
1990 Spanish Civil War
1991 Anti-slavery during the Enlightenment and French Revolution
1993 Renaissance Education
1994-1997 (not included in file b/c available for sale with answer keys and student essays from the college board)
1998 German Unity before 1848
1999-2003 (not included in file b/c available at the college board website for download) 1978 DBQ
Directions: The following question is based on the accompanying Document Groups A-C
This question is designed to test your ability to work with historical documents. You may refer to historical facts and developments not mentioned in the documents and assess the reliability of the documents as historical sources where relevant to your answer.
The Question: Discuss the extent to which early modern European Society encouraged education for women. What criteria were used to evaluate women’s education or its role, and women’s potential for learning? What evolution, if any, can be seen in attitudes toward education for women from the Renaissance through the early eighteenth century?
Document Group A: THE RENAISSANCE
“The Court Lady, must have not only the good judgment to recognize the kind of person with whom she is speaking, but must have knowledge of many things, in order to entertain that person graciously. . I say that women can understand all the things men can understand and that the intellect of woman can penetrate wherever a man’s can… there have always been women who have undertaken wars and won glorious victories, governed kingdoms with the greatest prudence and justice, and done all that men have done. As for the sciences, do you not remember reading of many women who were learned in philosophy? Others who excelled in poetry? Others who prosecuted, accused, and defended before judges with great eloquence?.....’
Castiglione, The Courtier, Italy, 1528
Abbot: Distaff and spindle are the proper equipment for women. Lady. Isn’t it a wife’s business to manage the household and rear the children? Abbott: It is.
Lady: Do you think she can manage so big a job without wisdom? Abbot: I suppose not.
Lady: But books s teach me this wisdom.
I could put up with books, but not Latin ones.
Abbot. Because that language isn’t fit for women.
I want to know why.
Abbot: Because it does little to protect their chastity.
Erasmus, “The Abbot and the Learned Lady”, Switzerland, 1524
“Study busies the whole soul…. It is not only a weapon against idleness but also a means of impressing the best precepts upon a girl’s mind and of leading her to virtue.
Erasmus, Christiani monii
Institution, Switzerland, 1526
All I can do is to beg our virtuous ladies to raise their minds somewhat above their distaffs and spindles and try to prove to the world that if we were not made to command, still we should not be disdained as companions in domestic and public matters by those who govern and command obedience. Apart from the good name that our sex will acquire thereby , we shall have caused men to devote more time and effort in the public good to virtuous studies for fear of seeing themselves left behind by those over whom they have always claimed superiority in practically everything ….. If there is ,anything to be recommended after honor and...
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