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GIRLHOOD


Girlhood represents a state of being a girl between the ages of 4 -16. It is important to focus on girlhood during the Victorian era and present day in Britain because the knowledge of women in the past can help transform the future. As Deirdre Beddoe states in her book, Discovering WomenÕs History: On Her Their Lives Depend, ÒWithout a knowledge of our past we are always having to begin againÓ (3). Research shows that the conditions of these two generations are different. It is evident that there is a long way to go before women will have the same opportunities as men. Issues that are present in the Victorian period and modern time can be compared to help the reader understand why equality has not yet been accomplished. To compare the way girls dress, the education they receive, and their attitude towards marriage and motherhood can broaden our knowledge of girlhood.

So why is this important? It is important because a dominant society will continue to control the weaker classes by teaching their children to have the same values and beliefs as they do. To support this claim in The Women and Family Series written by the UN-NGO Group on Women and Development, an organization devoted to making available the most recent information about world issues that impact women, says ÒChildren are widely regarded as a great gift and a blessing: they continue the family line and preserve property and wealth. Sons, in particular, are a sign of future prosperity, whilst all children offer the hope of achievements unattained by their parentsÓ (UN-NGO 20). Society still believes that sons are superior beings, an idea that has been around before the Victorian era. However, could society transform in the 21st century? Nevertheless, in order to enhance womenÕs role in society, the upbringing of girls must always be changing. It is important to research and contribute to finding better ways to educate our children and society, for the better of our future.

Dress

 During the Victorian period the way girls dressed was controlled by men. Young girls, like their mothers, wore long dresses that covered their entire bodies. The fabric was. Girls usually sewed their own clothing. Accessories included hats, gloves, umbrellas and fans, which were used when a mother and daughter wanted to impress society. For girls, ages 4-9, the structure of their dresses included a small bow, or tie located about heart level. This design accented a small bust and long torso. For older girls, ages 10-18, the clothing accented a small waist and feminine body. And of course this design followed into womanhood. Certainly the fashion of the older girls was aimed for male satisfaction. Money, appearance and dress determined a girlÕs social status.

This issue is still present in modern day. Society is not ashamed of the lower class, however, regrets to acknowledge it. Furthermore, the media persuades girls of all classes to wear a popular brand shirt to impress their peers rather than telling girls what the male-dominant society asks them to wear. Girls are able to wear tank tops, comfortable shorts and shoes as everyday wear. The fabric is made of cotton or spandex. And it is durable and comfortable, a trait that many girls like. And yet the amount of education that a girl receives contributes to her social status and happiness.

Education

A good way to illustrate the attitude towards education in the Victorian period is to quote Sally Mitchell in Daily Life in Victorian England. She states, ÒChildren in Victorian England were educated in many different ways-or not at all depending on their sex and their parentsÕ financial circumstances, social class, religion, and valuesÓ (Mitchell 165). Clearly, boys were getting opportunities to enjoy life rather than being told what their status and profession was. For girls, society stressed the importance of domestic education, such as etiquette, child-rearing and housekeeping. Basically, these jobs were to take care of the husband and children. For example, Deirdre Beddoe states, ÒThey were taught to be good wives to working men and to be good mothers to the next generation of the workforceÓ (51). Girls that were able to attend schools did not study with boys. Girls learned recipes, while boys studied math and science. For example, Beddoe states, ÒMuch of the education offered in girlsÕ private schools was of a very low standardÓ (50). Also, there was no integrated teaching. Girls learned from women and men taught boys. A college education appealed to older boys and the wealthy. Truly, girls were already looked upon as a lower class in this time period.

Nevertheless times have changed. Now girls and boys are taught the same subjects in the same classrooms. Girls are no longer pressured to study stereotypical female disciplines. And society now accepts a male teacher to teach boys and girls. In the college level, girls are supposed to be able to perform the same duties as their fellow classmates. Also, there are organizations that make sure women are being treated equally in schools. For example, on the American Association of University Women website, it states ÒPromoting education and all equity for women and girlsÓ (AAUW). It is a relief to know that organizations are aware that women have come a long way in education but there is still is more to be done. On a side note, since girls can study intellectual subjects, women in turn can have jobs that involve science, math and many other technical jobs. Since college education is being stressed, the age and attitude of marriage has changed.

Attitude towards Marriage

The UN-NGO states, ÒYoung girls in all societies are groomed for marriage from an early ageÓ (UN-NGO 14). This quotation is also true of the Victorian era. During the 1800Õs society stressed the importance of marriage and the family. For example, Beddoe states, ÒMarriage was the highest goal of the young womanÓ (24). Girls grew up believing it was right to be married. Furthermore, the longer a woman was unmarried the more society looks down upon her. For example, the UN-NGO says, ÒWomenÕs sexuality and the need for men in male-dominated societies to control it (womenÕs sexuality) are strong reasons for early marriage, a view usually endorsed by religious leadersÓ (UN-NGO 15). Furthermore, marriage was a pressure issue that not many women could escape in this time period.

However, the unity of marriage has changed. Girls believe marriage symbolizes an equal bond between two people. Girls do not feel like they have to marry in order to please society. Moreover, unlike in the Victorian period, girls have the opportunity to be ÒchooseyÓ in whomever they want to marry. Even more so society does not look down on women that do not marry. It is sufficient enough to say society has begun to accept same sex marriages. Therefore, girls are able to express themselves in a same sex marriage. Still, society has persuaded girls to assume being a wife and mother was their natural calling.

Attitude towards Motherhood

In every culture motherhood is valued. The UN-NGO states, Ò Motherhood has been described as every womanÕs true destiny, her primary goal in life and her sole means of achieving fulfillment as a human beingÓ (UN-NGO 20). Girls in the Victorian era were taught how to perfect this profession. The education that they received helped them with future housewife skills. Their essential duty was to bear children and take care of the familyÕs needs. From the beginning of a girlÕs life society influences them their future occupation is as a mother. Girls had no choice but to accept these duties because they believed that motherhood was the correct profession for them.

In modern times, girls believe the typical mother has a career and is a full time mom. Beddoe states, ÒThey (mothers) have become ÔhousewivesÕ whether or not they had a job outside the house. The home and family have been the setting for must of their livesÓ (Beddoe 132). This quotation is present in modern day. Girls are still taught that being a mother along with a working mom is the proper career to have. Although society does not stress this aspect as much there is still a large group of men that feel their wives should be at home taking care of his children. Since society does not stress motherhood as much, girls are able to study subjects that they enjoy. Also, girls believe that they can be anything they want, not just a mother or a wife.

Conclusion

Clearly society has changed throughout time; however, there is still room for improvement. With all the research available, women have the opportunity to dominate in fields that our ancestors were not allowed to study. In the year 2002, girls have opportunities to make a difference in the beliefs of society. There are more organizations that promote being a girl. To conclude, the more women care and want to contribute to making a better future, the more opportunities for a better life will be present in our daughtersÕ lifetime.

Author: Kristina Cones

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