During the colonial era of American life, "" offered young girls elementary literacy, while s taught wealthier girls to raise their matrimonial prospects by becoming proficient in attractive arts, including , and , music, dancing, and . But by the Revolutionary and early national periods, influential figures such as , Abigail Adams, and Benjamin Rush argued for extending young women's education beyond such "ornamental" skills as a political and social asset to the country.

Girls had a very difficult life, especially those who chose to go to school. I recall some of her schoolmates dropping out just because the boys ordered them to do so. In my twilight years, I expressed disappointment that female liberation veterans were never accorded the same recognition as their male counterparts.

The education of the English boy, then as now, was considered a much more serious matter than the education of the English boy's sister. My parents, especially my father, discussed the question of my brothers' education as a matter of real importance. My education and that of my sister were scarcely discussed at all. Of course we went to a carefully selected girls' school, but beyond the facts that the head mistress was a gentlewoman and that all the pupils were girls of my own class, nobody seemed concerned. A girl's education at that time seemed to have for its prime object the art of "making home attractive"—presumably to migratory male relatives. It used to puzzle me to understand why I was under such a particular obligation to make home attractive to my brothers.

The curriculum of the girl’s school should be vernacular, needlework and sanitation...teaching women amounted to the loss of nationality... English education had [a] de-womanizing impact on women by denying them a happy worldly life...hurt the sentiments of the Hindus…teaching Hindu women to read English would ruin their precious traditional virtues and would make them immoral and subordinate.

Women were also urged to work on a mysterious quality called 'fascination.' Coming of age in the 1920's was a competitive business...

During the Victorian era in Britain, as illustrated by Oliver Twist, it was quite bleak for children in poor households. There was widespread deprivation and this meant that children were often forced to work long hours in hazardous occupations inside factories, down mines and up chimneys.

Only a little over a quarter of a century ago women were allowed to enter very few remunerative occupations. In 1840, when Harriet Martineau visited this country to study its institutions, that she might be able to forecast the type of civilization to be evolved from them, she especially investigated the position of women in the young republic. She was surprised to find the occupying a very subordinate position in a country calling itself free, and to find they had entered only seven paying occupations. They were allowed to teach, to be seamstresses, which included tailoring, dress-making, and millinery; they could keep boarding-houses, enter domestic service, become operatives in factories, compositors in printing offices, and folders and stitchers in book binderies.

It was a good place for a girl to work at that time.

The world isn’t kind to black and brown girls, or black and brown women, especially when they come from working-class communities or from poverty. My girls taught me that it’s possible to make our own families, to find our families. They helped me believe in love and friendship and hope. But more than anything, after they had girls of their own, it was their girls who taught me the most important lessons: they helped me see the girl I was…

Getting girls into a classroom is not enough in itself; girls have to be able to stay in school and get proper education once enrolled

A working woman is a human being, with a heart, with desires, with aspirations, with ideas and ideals, and when we think of food and shelter we merely think of the actual necessities to cover her body and to feed her. But what about the other things? Have we thought of providing her with books, with money for amusements, and when I speak of amusements I do not speak of the five cent picture shows, I speak of amusements that a girl should go to — a good drama or refined vaudeville — few think about that. Have you thought about a girl providing herself with a good room that had plenty of air, proper ventilation, in a somewhat decent neighborhood. Do you think of all these things when we speak of a minimum wage? Do you want a girl to have a nice comfortable room?

Whatever the reason, the idea was born that women could and should be educated. It lifted a mountain load from woman. It shattered the idea, everywhere pervasive as the atmosphere, that women were incapable of education, and would be less womanly, less desirable in every way, if they had it. However much it may have been resented, women accepted the idea of their intellectual inequality. I asked my brother: "Can girls learn Greek?"

The first time I went into the place I was horrified to see little girls seven and eight years old on their knees scrubbing the cold stones of the long corridors ... bronchitis was epidemic among them most of the time ... I found that there were pregnant women in that workhouse, scrubbing floors, doing the hardest kind of work, almost until their babies came into the world ... Of course the babies are very badly protected ... These poor, unprotected mothers and their babies I am sure were potent factors in my education as a militant. (Book I, Ch. 2)

the world is hard on ambitious girls