While the United States was still under the rule of Europeans as a colony before 1790, education was not yet advanced, especially for women. They were only taught the most basic skills like how to read and write and they did not have many options to pursue any further studies. There were schools known as ‘Adventure Schools’ which offered the chance to teach women certain skills that were more practical than technical. Such skills included dancing, sewing, cooking, among other skills that would prepare women for life in marriage and other societal expectations. Still, some women were able to establish themselves by receiving advanced education before 1790. These women were often self-educated or depended on male figures in their families to offer them access to learning resources and reading material. Therefore, the population of the women who were educated remained low during this period as activism was not yet accepted during that era. The views on women receiving education were naïve and negative for the older generations. Men thought it was even risky to educate women on certain topics like mathematics, science, and astrology.

However, upon the achievement of independence, society began linking the attainment of proper education to both men and women as a symbol of nationalism and thus was considered a topic of nationwide importance. There was a feeling that the success of the country was dependent on the future generation’s level of education and strive for knowledge. Therefore, there were many advocates for all citizens to access educational services, regardless of their gender. It was emphasized to the point where it was declared a right for any citizen in the nation to have the responsibility of achieving proper education. Thus, the period following the decision was made was called the ‘age of academies’ due to the new educational resources put in place. New schools were put in place that offered various topics that were deemed important for the learning generation.

In the 1790s through to around 1820, it said that more than four hundred female schools were opened. These female-only schools were known as seminaries and would offer educational opportunities to women who usually fit the description of white and middle to upper class in the economical class. These academies were scattered throughout the nation and could be found almost everywhere from big cities to remote towns. A majority of institutions during this era were single-sex academies and the teachers comprised of both men and women. The female academies were also often linked with nearby male academies and they would at times collaborate to accomplish similar goals.

These new academies diverged from the previous educational opportunities offered to women that leaned towards practical skills over technical knowledge. The women now had a chance to learn more comprehensive subjects like geography, philosophy, history, grammar, and rhetoric. Moreover, certain more advanced academies existed which would also teach Latin, Botany, Chemistry, among others. Still, some academics did not stop teaching more practical skills like dancing and cooking. However, these subjects were not considered part of the main objectives to be achieved by women who learn in such institutions. Additionally, the curriculum offered in female schools was more or less the same as that offered in all-male schools. This demonstrates the increased belief that women had an equal intellectual capacity as men and thus could study the same materials as men and achieve similar levels of success. Consequently, women were no longer viewed as tools who were only meant to be married off and stay in the house. Rather, they became important parts of the society who could also directly contribute to development. This assisted in the founding of a culture that was stable and united.

Still, some people had negative opinions on whether women should be educated mainly due to myths and misconceptions from long ago. Women were expected to be quiet and submissive under their husbands, even when they are abused or neglected. They had specific roles designated to them that included taking care of children while staying in the house. Thus, when some women were educated, they realized that they are not treated on the same playing field as men despite being on a similar level intellectually. This thinking led to many educated women either protesting marriage and other systems oppressive to women or teaching women themselves. This led many people, especially men, to question the validity and worth of educating women.

Consequently, despite the great forward leaps women’s education had achieved in the last decades, some people started becoming cautious of this new approach. These skeptics started to believe that if women became more educated and empowered, they would neglect their duties as women. These duties include taking care of the young ones and family in general, and also other similar domestic duties which women often take care of any sort. They did not want to distinguish the intelligence women had displayed and wanted to shift focus on their traditional duties. Even though there was an increased belief that men and women could live on equal fronts, these skeptics still ascertained that women and men were unlike especially in behavior, ethics, and character. Ultimately, these people wanted men to be predisposed to careers in political and economic sectors, while women were expected to deal with domestic and other social issues.

As advocates of female education attempted to solve this conflict, they were forced to agree that women who have been well educated would not attempt to seek careers in male-dominated fields. Still, well-educated women continued to champion for equal opportunity for all people regardless of their gender. They were increasingly adamant that gender did not influence intelligence levels and those gender roles should be abolished. A certain popular teacher who happened to be a woman was requesting for educational institutions to be opened which offered women’s education at a similar level to male colleges. While her request was rejected, she was still able to open multiple females only academies which were similar to male colleges. While these academies were not exclusively known as colleges, they offered educational services that were extremely similar to male colleges. Slowly, women graduated from these institutions which were gradually converted into women’s colleges around the 1850s.

By around the 1850s, women’s literacy rates had risen especially among white women in the middle class and above. The literacy rate rose to about ninety percent during this time and the role of women became increased in society. Several well-educated women decided to be teachers and educators themselves to ensure women in future generations receive a quality education. Women started entering an unexpected field that had been male-dominated from time immemorial like poetry. Women started writing poems, books, and other literary works that were critically acclaimed. Additionally, educated women were increasingly demanding social reform and started using activism to improve their living conditions and standards. They protested for women to be treated equally.

Education proved to be a powerful tool for women everywhere and provided them with opportunities they could not have achieved without it. Social reform and social action were influenced significantly by the education of women, they were now able to notice the inhumanities in society like slavery. They acted as activists to ensure such acts were abolished and a fairer place was set up for all people to enjoy. Even though the educated women were asked to remain silent and indoors to avoid them competing with men who have similar educational levels. However, well-learned women were often activists advocating for women to make their voices louder and have an increased role in society. Thus, women were often left with conflicting emotions as they were encouraged to both be quiet and be vocal.

In conclusion, women’s education was relatively low before the revolution occurred before the 1790s. Women were expected to perform certain domestic and household duties and leave other political and economical roles to men. Women were only taught practical skills which were believed to help them perform their wifely duties. However, with the revolution, people started to see the value of education to all, women included. Educational institutions called academies were started and they were often same-sex schools. Here, women were allowed to study similar subjects as men. By the 1850s, women had their own women’s colleges and they could now achieve similar education to men. However, many people still doubted their intellectual capacity and preferred women stayed at home and did not voice their opinions. They were also afraid that women would compete with men for similar positions. Still, activists continued to encourage women to be vocal and express themselves fully.