New Roles for Middle-Class Women

Figure 1. The middle-class family of the late nineteenth century largely embraced a separation of gendered spheres that had first emerged during the market revolution of the antebellum years. Whereas the husband earned money for the family outside the home, the wife oversaw domestic chores, raised the children, and tended to the family’s spiritual, social, and cultural needs. The magazine Good Housekeeping, launched in 1885, capitalized on the middle-class woman’s focus on maintaining a pride-worthy home.

Social norms of the day encouraged middle-class women to take pride in creating a positive home environment for their working husbands and school-age children, which reinforced the business and educational principles that they practiced on the job or in school. It was at this time that the magazines Ladies Home Journal and Good Housekeeping began distribution and became popular.

While the vast majority of middle-class women took on the expected role of housewife and homemaker, some women were finding paths to college. A small number of men’s colleges began to open their doors to women in the mid-1800s, and co-education became an option. Some of the most elite universities created affiliated women’s colleges, such as Radcliffe College with Harvard, and Pembroke College with Brown University. But more importantly, the first women’s colleges opened at this time. Mount Holyoke, Vassar, Smith, and Wellesley Colleges, still some of the best known women’s schools, opened their doors between 1865 and 1880, and, although enrollment was low (initial class sizes ranged from sixty-one students at Vassar to seventy at Wellesley, seventy-one at Smith, and up to eighty-eight at Mount Holyoke), the opportunity for a higher education, and even a career, began to emerge for young women. These schools offered a unique, all-women environment in which professors and a community of education-seeking young women came together. While most college-educated young women still married, their education offered them new opportunities to work outside the home, most frequently as teachers or social workers, sometimes in the aforementioned settlement houses created by Jane Addams and others.

Challenging Gender Norms

Urban spaces and shifting cultural and social values presented new opportunities to challenge traditional gender and sexual norms. Many women, carrying on a campaign that stretched long into the past, vied for equal rights. They became activists: they targeted municipal reforms, launched labor rights campaigns, and, above all, bolstered the suffrage movement in pursuit of the vote.

Urbanization and immigration fueled anxieties that old social mores were being subverted and that old forms of social and moral policing were increasingly inadequate. The anonymity of urban spaces presented an opportunity in particular for female sexuality and for male and female sexual experimentation along a spectrum of orientations and gender identities. Anxiety over female sexuality reflected generational tensions and differences, as well as racial and class ones.

As young women pushed back against social mores through premarital sexual exploration and expression, social welfare experts and moral reformers labeled such girls feeble-minded, believing even that such unfeminine behavior could be symptomatic of clinical insanity rather than free-willed expression. Generational differences exacerbated the social and familial tensions provoked by shifting gender norms. Youths challenged the norms of their parents’ generations by donning new fashions and enjoying the delights of the city. Women’s fashion loosened its physical constraints: corsets relaxed and hemlines rose. The newfound physical freedom enabled by looser dress was also mimicked in the pursuit of other freedoms.

While many women worked to liberate themselves, many, sometimes simultaneously, worked to uplift others. Women’s work against alcohol propelled temperance into one of the foremost moral reform movements of the period. Middle-class, typically Protestant women based their assault on alcohol on the basis of their feminine virtue, Christian sentiment, and their protective role in the family and home. Others, like Jane Addams and her peers, sought to impart a middle-class education on immigrant and working-class women through the establishment of settlement homes. Other reformers touted a “scientific motherhood”: the new science of hygiene was deployed as a method of both social uplift and moralizing, particularly of working-class and immigrant women.

Education and the Middle Class

Since the children of the professional class did not have to leave school and find work to support their families, they had opportunities for education and advancement that would solidify their position in the middle class. They also benefited from the presence of stay-at-home mothers, unlike working-class children, whose mothers typically worked the same long hours as their fathers. Public school enrollment exploded at this time, with the number of students attending public school tripling from seven million in 1870 to twenty-one million in 1920. Unlike the old-fashioned one-room schoolhouses, larger schools slowly began the practice of employing different teachers for each grade, and some even began hiring discipline-specific instructors. High schools also grew at this time, from one hundred high schools nationally in 1860 to over six thousand by 1900.

Figure 2. This rendering of Kansas State University in 1878 shows an early land-grant college, created by the Morrill Act. These newly created schools allowed many more students to attend college than the elite Ivy League system, and focused more on preparing them for professional careers in business, medicine, and law, as well as business, agriculture, and other trades.

The federal government supported the growth of higher education with the Morrill Acts of 1862 and 1890. These laws set aside public land and federal funds to create land-grant colleges that were affordable to middle-class families, offering courses and degrees useful in the professions, but also in trade, commerce, industry, and agriculture. Land-grant colleges stood in contrast to the expensive, private Ivy League universities such as Harvard and Yale, which still catered to the elite. Iowa became the first state to accept the provisions of the original Morrill Act, creating what later became Iowa State University. Other states soon followed suit, and the availability of an affordable college education encouraged a boost in enrollment, from 50,000 students nationwide in 1870 to over 600,000 students by 1920.

College curricula also changed at this time. Students grew less likely to take traditional liberal arts classes in rhetoric, philosophy, and foreign language, and instead focused on preparing for the modern work world. Professional schools for the study of medicine, law, and business also developed. In short, education for the children of middle-class parents catered to class-specific interests and helped ensure that parents could establish their children comfortably in the middle class as well.