Bodily, Rebekah

              Eric Walz History 300 Collection
Were Women Able to Impact Their
Community with Vocational,
Political, Religious, and Social
Knowledge and Ability?
By Rebekah Bodily
October 26, 2002
Box 7 Folder 1
A research paper by Rebekah Bodily
Transcript copied by Victor Ukorebi November 2005
Brigham Young University – Idaho
2
During the nineteenth century women were expected to stay home, take care of
the children and so the work around the farm or house. However, beyond the
commonplace domestic responsibilities, women of the late nineteenth century in Eastern
Idaho significantly influenced education and community development. These women
constituted a sector of Eastern Idaho society in their communities to a degree that may
not be fully measures. “ Traditional sex roles tend to emphasize the more aggressive
aspects of male personality and the nurturing side of the female.” 1 The role of woman
was opposite of a man, and the thought of being on the “ same page” as a man was
unfathomable. The encyclopedia states that the “ traits traditionally attributed to men
include[ d] ambition, independence, competitiveness, and strength; women are conceived
as emotional, dependent, uncompetitive, and weak… while sex roles determine[ d] socially
acceptable limits of behavior at a given time with cultural and social changes.'' 2
Although women were perceived to have the " weaker" qualities, they reached out for an
equal atmosphere for their rights, and in a way tried to show their capabilities of
amounting to the same as the opposite sex.
Women's suffrage was a topic spoken about and debated everywhere. The
women's liberation movement " seeks equal rights for women, giving them equal status
with men and freedom to decide their own careers and life patterns.'' 3 Word of women's
emancipation is documented in the eighteenth century, by philosopher Condorcet. He
" spoke in favor" of women. In England, in 1792, Mary Wollstonecraft wrote A
Vindication of the Rights of Women. The content of the book " challenged the idea that
women exist only to please men and proposed that women receive the same treatment as
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men in education, work, and politics and be judged by the same moral standards.'' 4
Nothing really took place until the Married Women's Property Act of 1870, which
allowed British wives to the right to secure and own property. 5 In 1848, in the United
States, the feminist movement was well underway, but nothing was even close to being
resolved for another 72 years. 6 The movement spread throughout the whole world;
women everywhere started to speak for the rights that they needed and deserved. The
movement of women's rights was not just about the voting rights of women, it was about
the equality for all people. Journals and magazines were great sources to find
information and build on the fight for equality.
The Woman's Exponent, a magazine from Salt Lake City, was a mainstay for
information. At the age of 20, Louisa Lula Greene was approached by a publisher about
the creation of a magazine for and by women. Greene not quite sure what to do wrote her
aunt, Eliza Snow, for advice. Eliza Snow was one of the wives of Brigham Young, the
LDS president at that time. Greene was given approval from both Eliza and Brigham.
Brigham Young even gave her his blessing to fulfill the job. Eliza advised that " it was
more important to teach mothers how to bring up children properly than simply to have
children which may or may not be brought up properly.'' 7
In 1872, Greene became founding editor of the Woman's Exponent, a biweekly
magazine. 8 The magazine was published " for the benefit, education, and development for
thought of all the sisters in the Church.'' 9 Although the magazine was an independent
journal it constituted the perspective from the LDS woman's view. It addressed women's
suffrage, as well as many other topics. This was intriguing to most women, so women
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throughout the nation, as well as Europe, read the magazine. 10 " The motto carried on the
masthead for many years was: ‘ The Rights of the Women of Zion, and the Rights of the
Women of all Nations.’’’ 11 Each issue discussed topics which ranged from women's
education to write- ups on General Conference. This was a well known magazine at the
time and several women in South- Eastern Idaho received the issue regularly.
Brigham Young was known for support of women and education. " As far as
Brigham was concerned, women were free to pursue activities " suited to their sex.'' 12 His
view of what was suited for their sex included fields as diverse as banking, medicine,
journalism, education, and business.'' 13 Brigham Young also said:
" We believe that women are useful, not only to sweep houses, wash
dishes, make beds, and raise babies, but that they should stand behind the
counter, study law or physics [ medicine], or become good bookkeepers
and be able to do the business in any counting house, and all this to
enlarge their sphere of usefulness for the benefit of society at large. In
following these things they but answer the design of their creation.'' 14
Young made a stand that enhanced the ambition of women throughout the west and in the
LDS church. Young was somewhat diplomatic in what he said with his 27 wives, and 32
daughters, but he was an honest and well- loved person. 15 He respected women for who
they were, and had a great deal of respect for their talents and abilities.
Women went to work as accomplished college graduates. Education at this time
was limited to some of the women. However, in the West, women had greater
opportunities. Young believed that women needed to be educated as much as men so that
they could properly raise their families. He understood that women had a powerful
impact on children and the knowledge that would be gained by them. In the 1890 edition
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of the Woman's Exponent, Eliza R. Snow wrote this article about women and their
education:
" In our past, how limited has been the educational advantages of woman!
Book- learning was supposed to have very little to do with the requisite
[ re] quirements of the ideal housekeeper; the masses really believing that
woman should understand only sufficient Geography to know the different
apartments in her house, and enough Chemistry to keep the kettle boiling.
How absurd! If knowledge is power why should not women possess her
full quota as well as her sterner sex?'' 16
It was a common perception that women only needed to have the knowledge to run a
household rather than be accomplished in business. Men held the " sole" responsibility to
bring in money and the assets for the household. This was a desolate and hard time, and
most imagined a woman slaving over a hot stove, while taking care of five children ( or
more), and getting all the housework done. This was not all she did.
Phebe C. Young, a daughter of Brigham Young, wrote the following statement in
the Woman's Exponent concerning woman's work, " for she must play her part as a
helpmeet for man, she shares his sorrows and helps him bear his burdens, often taking a
double portion, not only raising her family but also assisting to provide for them.’’ 17
Eliza R, Snow's article continued to say,
" She who is entrusted with the sacred responsibility of bearing the souls of
men, of ministering to the wants and necessities of her household. Is it not
she who must furnish their nutriment not only to the new- born infant, but
' tis she who must supply the ever- recurring demands of the older and
stronger members of the family. Truly the most thorough housekeepers-the
best wives and mothers, are those who are best educated. The true and
correct idea of education, is obtaining practical knowledge, knowledge
that will enhance our usefulness, and that will give to ourselves the
greatest degree of satisfaction… let our wives and daughters study, think,
and reflect seriously, endeavor to restrain this increasing love of
adornment and pleasure, wean our attention from the artifices of dress and
vanity to more solid and practical ideas of a true life, a genuine, true
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womanhood. Study the beautiful principles of chemistry, physiology and
anatomy, that our lives may become more practically and intellectually
useful.’’ 18
Educated women enhanced their ability to perform the sacred responsibility of raising a
family. Also, through their education, they helped establish the growing community.
Women held important careers such as: physicians, midwives, writers, teachers
and mothers. Being mothers, women were able to fulfill all of the above without
extended education, but some went to school to obtain a career. Sarah Ann Anderson
Barnes exemplified all of the above. As a wife, mother, teacher, and citizen, Barnes, in
one way or another, fulfilled her divine calling. For her education, she attended the
Brigham Young College in Logan and received her Second Grade Certificate to teach. 19
During her vacation time she worked for two women who taught dressmaking and
tailoring. 20 She learned these skills and more while working for them. From Logan,
Barnes taught school in Smithfield, Utah. Later, she went to teach at Lewiston, Idaho.
She passed the state examination and received her First Grade Certificate. 21 On 22
December 1881, she married John Wilson Barnes. Soon after, John moved to the Snake
River Valley. Later, she followed him in September. 22
Barnes began teaching in the school district on 1 October 1883. In 1885, after the
birth of her second son, she continued to teach until " the anti- Mormon feeling was getting
intolerable and finally the District School was taken away from me and the Mormon
children could not go there.’’ 23 Soon after, President Thomas E. Ricks asked Barnes to
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teach at a tuition school until a church school was established. She worked for Ricks
Academy for six years at twenty dollars a month. Her dressmaking and other fine art
skills came in handy as she taught girls and women these techniques in her classes. 24
Sarah Barnes was a very intelligent, and hard working woman. She and her husband
almost lost the farm they had filed to own " because of the unfriendly attitudes of
neighbors.'' 25 Barnes was able to pay off the mortgage on the farm from money she had
saved from teaching. 26
In 1896, she took on the responsibility of the land and the family. Her husband
contracted typhoid fever, and was unable to work. She cared for not only her husband,
but also three of her sons who also came down with the fever, thus exhibiting the ability
to nurse her family back to health. 27 Along with her family responsibilitie, she was
deeply committed to church. She was born into the faith of the Church of Jesus Christ of
Later- day Saints. She was very involved with the church and held many positions which
kept her busy. She served in the Stake Relief Society Board for thirty- five years. While
holding office in the Relief Society, she also fulfilled callings in the Rexburg Second
Ward, which she attended. She served as primary president for eighteen years, and then
served as president of the Y. W. M. I. A. ( Young Women's Mutual Improvement
Association). She served only a short time as president of the YWMIA, and was dearly
loved by the young women. In fact, they even petitioned that she remain in her calling. 28
Of course, the petition was not successful. However, the love that the young women had
for her, was shared by many others. Barnes served in her callings faithfully, and full
heartedly. Barnes continued to serve as a charter member for the Business and
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Professional Women's Organization of Rexburg, as the chairman of the Community
Service Committee. 29 One project, in particular, consisted of the " establishment of a rest
room in the shopping district," for convenience for all shoppers. Another was the
' improvement and care of the Rexburg Cemetery." 30
Barnes was a full supporter to the women's rights at this time. " She was
instrumental in… working for woman suffrage in the nation.’’ 31 There is limited
information about the movement in Eastern Idaho, but the influence of the hard working,
charitable women were a great source of appreciation and pride held by community
members, male and female.
There were numerous ways that women influenced the community. Alcohol had
been a problem throughout the U. S. for many years. As a result, prohibition was a
regular topic discussed by members of the community. The Encyclopedia Britannica
states that prohibition was the " legal prevention of the manufacture, sale, or
transportation of alcoholic beverages with the aim of obtaining partial or total abstinence
through legal means.” 32 The Women's Christian Temperance Union ( WCTU) and the
Anti- Saloon League were extremely active at that time. Mrs. L. L. Shepard, a member of
the WCTU, delivered a lecture at Flamm's Opera House, in Rexburg, on 30 June 1908.
" Mrs. Shepard reviewed the temperance movement in United States history and the
amount of money spent on alcohol rather than on food, clothes, and shelter. She pointed
out that because of her agitation, several towns in Utah and Idaho had adopted ordinances
abolishing saloons.” 33 Her audience, although small, consisted both of women and men.
9
In 1918, World War I was going strong. " In mid- February the local Woman's
Committee of Council of National Defence was organized to aid the war effort.” 34
Leaders of the organization consisted of: Mrs. James R. Sahne, Mrs. H. M. Sundberg and
Mrs. G. G. Lupe. 35 The women's organization aided in Red Cross drives and projects.
According to the Rexburg Standard journal, the women shipped to the Red Cross
headquarters in Seattle:
" Eighteen boxes of knitted goods and hospital supplies, consisting of 496
pairs of socks, 181 sweaters, 21 mufflers, 32 pairs of wristlets, 14 helmets,
322 pairs of pajamas, 52 bath robes, 64 bed sheets and a large quantity of
bandages and other articles used in the hospitals.” 36
Young women were influenced by their mothers and other women of the
community through their examples of service and work. As a result, the young women of
the community were just as involved as the older women. Involvement in community
development introduced young women into society. Arthur Porter, Jr., in 1918, was
chairman of Madison County's “ Smileage” campaign. 37 “ Smileage was a ‘ plan of
entertainment for soldiers in all cantonments and training camps in the United States.’” 38
The Rexburg Journal stated that the purpose of this campaign was to make it possible for
a soldier to attend any theater for the " absolute cost; that is, a soldier can go to this
Liberty Theater and see the very highest class entertainment at a cost ranging from ten to
twenty- five cents.” 39 The Smileage campaign was under the direction of the national
Military Entertainment Council. The plan for this campaign included:
" local people to buy coupon books containing either twenty or one
hundred coupons and send the books to the soldiers from their area.
Soldiers used the coupons to gain admittance to Liberty Theaters. Money
raised from sale of books went to the Military Entertainment council to
pay expenses of the theaters. Porter appointed a committee of young
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ladies to conduct the county campaign. They were Fay Abbott, Lillian
Austin, Mary Bassett, Mae Darley, Hannah Flamm, Helena Flamm,
Juanita George, Sarah Gillespie, Sarah Hibbert, Ruby Johnson, Sarah
Klingler, Hazel Lloyd, Mildred Oldham, Jane Poole, Dora Porter, Edna
Ricks, Harriet Ricks, Grace Taylor, Rhea Winter, Ruth Winter, and Alice
Zollinger. Due to efforts of these ladies, the campaign was very
successful.” 40
The young ladies that were involved in this endeavor learned early and without hesitation
that service to those in their immediate community was important, but involvement in
society on a national level and as a whole was as important. Their influence on husbands,
sons and brothers would be embraced and felt in future generations. The Woman's
Exponent states: " I believe in the future of the race as the bright consummation of the
Eternal Plan; therefore, I must and do believe in the equality of sex in every vital relation
of the race. In birth; in life- its woe, and its happiness; in death, and in the Hereafter.” 41
Phebe C. Young, author in the Woman's Exponent, expressed,
" This is an age of the world when all brave, true- hearted women
are needed to work as reformers, to assist in solving some of these
social problems that agitate the minds of thinking men and women
today; one thing is certain, if every woman was standing in her
proper place and doing her proper portion of the world's work there
would be no social problems to solve.” 42
Phebe was, obviously, more than a proponent of women's fights; she was a voice needing
to be heard in this country, and in far off countries, that encouraged individualism and
equality to all people. She felt that women were on this earth to make a difference and
proclaim intelligence during a time of confusion and uncertainty.
Though women have been traditionally perceived as the weaker sex with their
roles defined by society or by men, they have diligently found ways to impact the world
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community and society. They have been able to be educated and to educate those around
them and those who are not around them. Women, even those in the Upper Snake River
Valley have consistently sought equality and compassion for all people. Women have
used their wits, their religion and their beliefs to encourage and sustain themselves and
their families. They have served their fellow man ( and women) to improve their
communities and the world. Women like Sarah Barnes, and Mrs. Shepard set powerful
examples of the traditional and new age woman, they positively influenced people around
them. The women, both old and young, were involved in the establishment of a strong
community in which to raise families for the good of the world. An unknown author in
the Woman's Exponent proclaimed, " True womanhood defined, implies- virtue and
purity, love and friendship, truth and sympathy grace and refinement, modesty and
intelligence. Though her sphere may seem humble, yet she can make it noble and
queenly. She must live for those around her, and not for self alone.” 43
12
Notes
1. Encyclopedia Britannica, 15th ed., s. v. “ Sex Roles.” Vol., 10, p. 675.
2. Ibid, p. 675.
3. Encyclopedia Britannica, 15th ed., s. v. " Women's Liberation Movement." Vol.,
12, p. 733.
4. Ibid, p. 675.
5. Ibid, p. 675.
6. Ibid, p. 675.
7. Arrington, Leonard J. Brigham Young: American Moses. Urbana and Chicago:
University of Illinois Press, 1986.
8. Ibid, p. 366.
9. Ibid, p. 366.
10. Ibid, p. 366.
11. Ibid, p. 366.
12. Ibid, p. 366.
13. Ibid, p. 366.
14. Ibid, p. 339.
15. Ibid, p. 366.
16. Snow, Eliza R. “ Practical Education.” Woman's Exponent. Salt Lake City,
UT, 15 September 1882, p. 61.
17. Young, Phebe C. “ Woman's Work.” Woman's Exponent. Salt Lake City,
UT, 15 July 1892, pp. 9- 10.
18. Snow, Eliza R., p. 61.
19. Barnes, Sarah Ann Anderson. The Autobiography of Sarah Ann Anderson
Barnes. Edited by Elizabeth Stowell and Annie Kerr. Rexburg, ID: David O. McKay
Library, Special Collections. Brigham Young University Idaho.
13
20. Ibid, pp. 1- 5.
21. Ibid, pp. 1- 5.
22. Ibid, pp. 1- 5.
23. Ibid, pp. 1- 5.
24. Ibid, pp. 1- 5.
25. Ibid, pp. 1- 5.
26. Ibid, pp. 1- 5.
27. Ibid, pp. 1- 5.
28. Ibid, pp. 1- 5.
29. Ibid, pp. 1- 5.
30. Ibid, pp. 1- 5.
31. Ibid, pp. 1- 5.
32. Encyclopedia Britannica, 15th ed., s. v. “ Prohibition.” Vol., 9., p. 722- 23.
33. Crowder, David L. Rexburg, Idaho: The First one Hundred Years, 1883-
1983. Caldwell, ID: The Caxton Printers, Ltd., 1983.
34. Ibid, p. 191.
35. Ibid, pp. 190- 191.
36. Ibid, pp. 190- 191.
37. Ibid, pp. 190- 191.
38. Ibid, pp. 190- 191.
39. Ibid, pp. 190- 191.
40. Ibid, pp. 190- 191.
41. Fullmer, S. A. “ Essential Freedom.” Woman’s Exponent. Salt Lake City, UT,
1 June 1885, pp. 1- 2.
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42. Young, Phebe C., p. 9.
43. “ What Constitutes A True Woman.” Woman’s Exponent. Salt Lake City, UT,
1 July 1888, p. 5.
15
Works Cited
Arrington, Leonard J. Brigham Young: American Moses. Urbana and
Chicago: University of Illinois Press, 1986.
Barnes, Sarah Ann Anderson. The Autobiography of Sarah Ann Anderson
Barnes. Edited by Elizabeth Stowell and Annie Kerr. Rexburg, ID: David O.
McKay Library, Special Collections. Brigham Young University Idaho.
Crowder, David L. Rexburg, Idaho: The First one Hundred Years,
1883- 1983. Caldwell, ID: The Caxton Printers, Ltd., 1983.
Encyclopedia Britannica, 15th ed., s. v. “ Prohibition.”
Encyclopedia Britannica, 15th ed., s. v. “ Sex Roles.”
Encyclopedia Britannica, 15th ed., s. v. “ Women’s Liberation Movement.”
Fullmer, S. A. “ Essential Freedom.” Woman’s Exponent. Salt Lake City, UT, 1 June
1885, p. 1.
Snow, Eliza R. “ Practical Education” Woman’s Exponent. Salt Lake City,
UT, 15 September 1882, p. 61.
“ What Constitutes A True Woman.” Woman’s Exponent. Salt Lake City,
UT, 1 July 1888, p. 5.
Young, Phebe C. “ Woman’s Work.” Woman’s Exponent. Salt Lake City,
UT, 15 July 1892, p. 9- 10.