The Whig Party and its Presidents

The Whig Party was an early American political party organized in the 1830s to oppose the principles and policies of President Andrew Jackson and his Democratic Party. Along with the Democratic Party, the Whig Party played a key role in the Second Party System that prevailed until the middle 1860s. Key Takeaways: The Whig Party The Whig Party was an early American political party active from the 1830s to the 1860s.The Whig Party was formed to oppose the policies of President Andrew Jackson and the Democratic Party.Whigs favored a strong Congress, a modernized national banking system, and conservative fiscal policy.The Whigs generally opposed westward expansion and manifest destiny.Only two Whigs, William H. Harrison, and Zachary Taylor were ever elected president on their own. Whig presidents John Tyler and Millard Fillmore assumed the presidency through succession.The inability of its leaders to agree on key national issues such as slavery confused voters and led to the eventual breakup of the old Whig party. Drawing from the traditions of the Federalist Party, the Whigs stood for the supremacy of the legislative branch over the executive branch, a modern banking system, and economic protectionism through trade restrictions and tariffs. The Whigs were strongly opposed to Jackson’s â€Å"Trail of Tears† American Indian removal plan forcing the relocation of southern Indian tribes to federally-owned lands west of the Mississippi River. Among voters, the Whig Party drew support from entrepreneurs, plantation owners, and the urban middle class, while enjoying little support among farmers and unskilled workers. Prominent founders of the Whig Party included politician Henry Clay, future 9th president William H. Harrison, politician Daniel Webster, and newspaper mogul Horace Greeley. Though he would later be elected president as a Republican, Abraham Lincoln was an early Whig organizer in frontier Illinois. What Did the Whigs Want?’ Party founders chose the name â€Å"Whig† to reflect the beliefs of the American Whigs—the group of colonial period patriots who rallied the people to fight for independence from England in 1776. Associating their name with the anti-monarchist group of English Whigs allowed Whig Party supporters to derisively depict President Andrew Jackson as â€Å"King Andrew.† As it was originally organized, the Whig Party supported a balance of powers between state and national government, compromise in legislative disputes, the protection of American manufacturing from foreign competition, and the development of a federal transportation system. The Whigs were generally opposed to rapid westward territorial expansion as embodied in the doctrine of â€Å"manifest destiny.†Ã‚  In an 1843 letter to a fellow Kentuckian, Whig leader Henry Clay stated, â€Å"It is much more important that we unite, harmonize, and improve what we have than attempt to acquire more.† Ultimately, however, it would be the inability of its own leaders to agree on many of the issues making up its overly-diverse platform that would lead to its demise. The Whig Party Presidents and Nominees While the Whig Party nominated several candidates between 1836 and 1852, only two—William H. Harrison in 1840 and Zachary Taylor in 1848—were ever elected president on their own and they both died during their first terms in office. In the 1836 election won by Democratic-Republican Martin Van Buren, the still loosely-organized Whig Party nominated four presidential candidates: William Henry Harrison appeared on ballots in the Northern and border states, Hugh Lawson White ran in several Southern states, Willie P. Mangum ran in South Carolina, while Daniel Webster ran in Massachusetts. Two other Whigs became president through the process of succession. John Tyler succeeded to the presidency after Harrisons death in 1841 but was expelled from the party shortly afterward. The last Whig president, Millard Fillmore, assumed the office after Zachary Taylors death in 1850.   As president, John Tyler’s support of manifest destiny and the annexation of Texas angered Whig leadership. Believing much of the Whig legislative agenda to be unconstitutional, he vetoed several of his own partys bills. When most of his Cabinet resigned a few weeks into his second term, Whig leaders, dubbing him â€Å"His Accidency,† expelled him from the party. After its last presidential nominee, General Winfield Scott of New Jersey was soundly defeated by Democrat Franklin Pierce in the 1852 election, the days of the Whig Party were numbered. The Downfall of the Whig Party Throughout its history, the Whig Party suffered politically from the inability of its leaders to agree on high-profile issues of the day. While its founders had been united in their opposition to the policies of President Andrew Jackson, when it came to other matters, it was too often a case of Whig vs. Whig. While most other Whigs generally opposed Catholicism, eventual Whig Party founder Henry Clay had joined the party’s arch-enemy Andrew Jackson in becoming the nation’s first presidential candidates to openly seek the votes of Catholics in the election of 1832. On other issues, top Whig leaders including Henry Clay and Daniel Webster would express disparate opinions as they campaigned in different states. More critically, Whig leaders split over the festering issue of slavery as embodied by the annexation of Texas as a slave state and California as a free state. In the 1852 election, its leadership’s inability to agree on slavery prevented the party from nominating its own incumbent President Millard Fillmore. Instead, the Whigs nominated General Winfield Scott who went on to lose by an embarrassing landslide. So upset by the drubbing was Whig U.S. Representative Lewis D. Campbell that he exclaimed, â€Å"We are slayed. The party is dead—dead—dead!† Indeed, in its attempt to be too many things to too many voters, the Whig Party proved to be its own worst enemy. The Whig Legacy After their embarrassingly ill-fated run in 1852 election, many former Whigs joined the Republican Party, eventually dominating it during the administration of Whig-turned-Republican President Abraham Lincoln from 1861 to 1865. After the Civil War, it was Southern Whigs who led the white response to Reconstruction. Eventually, post-Civil War American government adopted many Whig conservative economic policies. Today, the phrase â€Å"going the way of the Whigs† is used by politicians and political scientists to refer to political parties destined to fail due to their fractured identity and lack of a unified platform. The Modern Whig Party In 2007, the Modern Whig Party was organized as a â€Å"middle-of-the-road,† grassroots third political party dedicated to â€Å"the restoration of representative government in our nation.† Reportedly founded by a group of U.S. soldiers while on combat duty in Iraq and Afghanistan, the party generally supports fiscal conservatism, a strong military, and integrity and pragmatism in creating policy and legislation. According to the party’s platform statement, its overarching goal is to assist the American people â€Å"in returning control of their government to their hands.† Following the 2008 presidential election won by Democrat Barack Obama, the Modern Whigs launched a campaign to attract moderate and conservative Democrats, as well as moderate Republicans who felt disenfranchised by what they perceived as their party’s shift to the extreme-right as expressed by the Tea Party movement. While some members of the Modern Whig Party have so far been elected to a few local offices, they ran as Republicans or independents. Despite undergoing a major structural and leadership facelift in 2014, as of 2018, the party had yet to nominate any candidates for  a major federal office. Whig Party Key Points The Whig Party was an early American political party active from the 1830s to the 1860sThe Whig Party was formed to oppose the policies of President Andrew Jackson and the Democratic Party.Whigs favored a strong Congress, a modernized national banking system, and conservative fiscal policy.The Whigs generally opposed westward expansion and manifest destiny.Only two Whigs, William H. Harrison, and Zachary Taylor were ever elected president on their own. Whig presidents John Tyler and Millard Fillmore assumed the presidency through succession.The inability of its leaders to agree on key national issues such as slavery confused voters and led to the eventual breakup of the party. Sources Whig Party: Facts and Summary, History.comBrown, Thomas (1985). Politics and Statesmanship: Essays on the American Whig Party. ISBN 0-231-05602-8.Cole, Arthur Charles (1913). The Whig Party in the South, online versionFoner, Eric (1970). Free Soil, Free Labor, Free Men: The Ideology of the Republican Party before the Civil War. ISBN 0-19-501352-2.Holt, Michael F. (1992). Political Parties and American Political Development: From the Age of Jackson to the Age of Lincoln. ISBN 0-8071-2609-8.

Economic Concerns Of Deepwater Completions And Workover Essay

Economic Concerns of Deepwater Completions and Workover. Benefits: Offshore completions and workover have some environmental benefits specially during the development phase. It offers less time over the hole, needs fewer resources, requires less capital equipment to develop a field. Subsea completions also is often associated with continuing availability during the production and disposal of equipment such as platforms, manifolds etc. Risks: Introduction: The environmental risks associated with offshore completions are similar to other oil and gas well drilling operations. Extemporaneous releases of hydrocarbons to the environment can occur during drilling or completion of the well. Macondo was not the first oil spill accident in offshore platforms, and will not be the last either. Oil spill is the main reason of environmental hazard with the flow of tons of oil into the sea water degrading marine and wildlife. While oil spilling is a regular phenomenon in the offshore industry (498 blowouts worldwide during 1970-2007), it not only affects the marine ecosystem, but also increases the water depth in the drilling area. Causes: a. Spills: With the growing expansion of deepwater platforms, new potential sources of spills must be addressed. These include extended well testing procedures (which may require offloading of oil to a barge), different oil storage requirements, new types of production facilities, and new methods of oil transportation from the well site to central

Nike Ethical Dilemma free essay sample

Ethical dilemma is an issue involving moral principles with no right or wrong. There will always have debates on whether one matter is considered being right or to some people’s perspective, it might be wrong. Take for example in Singapore, many people will be against the idea of abortion as it is the same as murder. However, there are also some who are not against the idea. In fact, abortions were considered legal so long the pregnancy does not exceed 6 months. It actually depends on one’s conscience and moral to how they look at the matter. In this paper, the ethical issues we will be covering will be on Nike child labour. NIKE inc, a well-known brand in the market that specialize in sporting goods has been reported that the manufacturer engaged, were using children as labour from as young as 10 year of age. These children were for the making of sporting equipments such as soccer ball, shoes and clothes in Pakistan and Cambodia. We will write a custom essay sample on Nike Ethical Dilemma or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Using children as labour were seemed morally wrong for many people. It is considered as exploitation of children as they were deprived of their educational and individual rights. However, in the eye of the developing countries, known as â€Å"third-world countries†, child labors were seen perfectly fine with various reasons behind their point of views. The main factor contributing to child labour was mainly due to the poverty face in these developing countries. These children worked so in order to earn money to support their families where parents do not earn enough to support the families (Catherine, 2010). Therefore, there are no doubt these children was not send to school for appropriate education. From the business point of views, is Nike wrong by engaging these manufacturers for the production of sporting products? Well, it depends. Firstly, strictly from business point of view, the manufacturer has an agreement with Nike. This means the manufacturer has to fulfill the amount of soccer balls to be ready for sale at an agreed time or within a time frame. Nike main concern was the final product, soccer ball, and had no wish to interfere or rather was unaware of the working situation in Pakistan In support of the unawareness of the labour, report have shown that one of the manufacturers such as Saga Sports was secretly outsourcing many balls to casual worker where sewing of these balls took place in their homes in which Nike were unaware of, thus, monitoring and keeping track of the labour situation be extremely difficult (Clark, 2006). Children ages were also easily forged since birth records do not exist in Pakistan. As such, Nike ight have employed them according to the information given to them which they assume is correct and real. From another point of view, Nike was actually providing job opportunities to the developing countries where their culture encourages children to start working as early as the age of 10 due to insufficient money earn from parents to support the families. In this point of view, Nike actually did a great h elp in term of improving the country poverty condition. I believe that the culture and the practices of child labour in Pakistan were present way before Nike was involved. So, technically speaking, Nike was not wrong to employ this manufacturer as Nike could not and will not have control over these cultural issues. In this case, Nike does not have sufficient good reason to terminate the services of these manufacturers and therefore, Nike strictly were evaluating manufacturer based on their supply chain performance. All other issues such as the age group to use for labour, Nike technically speaking can choose not to interfere in the child labour issue even if it has the power or discretion to do so. Therefore, Nike does not seem to be morally wrong in the continuation of partnership with the manufacturer in Pakistan. Take a look from another perspective, Nike may be morally wrong for the partnership with these suppliers. As everyone is aware, children should be receiving proper education when they are young and not working. Nike action has not only tarnished their images but as well sending a message globally, in supporting the use of children as labour in these developing countries should Nike continue to engage these manufacturers. It is definitely an ethical dilemma in a business situation with the strong reasons on both sides on the employment of these manufacturers. Nike has to make a decision somehow. 2. Proposed Solution The proposed solution was to implement a manufacturer selection system where Nike could place emphasis on the labour selection, specifically, the age group. The purpose of the selection systems was to ensure that no children were to be use in these manufacturing factories. Terms and condition will be stated in the agreement contract where Nike has the rights to take legal action against manufacturer when contract were breach. Nike should also closely monitor the labour situation by conducting regular checks at factories so as to ensure that the standard sets were follow. Auditor and representative from Nike could conduct surprise check on these factories with goals to prevent or reduced manufacturer from deviating from the agreement on the labour requirement. Towards the extreme side, Nike has the right to terminate manufacturer that has repeatedly not adhere to the agreement signed. It 2006, Nike terminated one of the manufacturer in Pakistan namely, Saga Sports after a six month investigation revealed of the non-compliance of the labour standard and requirement set by Nike. With the various proposed solution and some measurements to take into consideration, Nike could definitely enjoy the benefit of outsourcing and at the same time not destroying the children bright futures.

The Education of Nineteenth Century Women Artists Essay Example For Students

The Education of Nineteenth Century Women Artists Essay The formal education of women artists in the United States has taken quite a long journey. It wasn’t until the nineteenth century that the workings of a recognized education for these women finally appeared. Two of the most famous and elite schools of art that accepted, and still accept, women pupils are the Philadelphia School of Design for Women and the Pennsylvania Academy of the Fine Arts (the PAFA). Up until the early nineteenth century, women were mostly taught what is now called a â€Å"fashionable education† (Philadelphia School of Design for Women 5). Their mothers raised them to be proper, young ladies and expert housekeepers in expectation of marriage. If these women were fortunate enough to receive some kind of formalized schooling, they were to study penmanship, limited aspects of their mother language, and very little arithmetic (Philadelphia School of Design for Women 5). Unfortunately, this small degree of education was extremely constrictive to women. If they never married or were widowed at a young age, they really had no place to go. This form of women’s education created generations of women that were almost entirely dependent on their husbands and male relatives. We will write a custom essay on The Education of Nineteenth Century Women Artists specifically for you for only $16.38 $13.9/page Order now During the nineteenth century, when the feminist movement was beginning, many schools were established specifically for the education of women, such as the Philadelphia School of Design for Women, and also for the education of both. In the beginning, women’s art schools mostly taught pupils practical applications of art. For example, female art students often studied drawing and lithographing, in hopes that they would be hired by industrial companies as designers. The Philadelphia School of Design for Women was one of the first all women’s art schools to establish this form of education. Founded in 1844 by a woman named Sarah Peter, the Philadelphia School of Design for Women was a school like none that had come before it. Peter was a wealthy woman of stature and decided to start this school in one of the rooms of her mansion and to hire a teacher to hold regular classes for women in art and design. (As a wonderful incentive for all women, tuition was free for the poor and the wealthy paid a very small sum. ) Sarah Peter saw how truly poor the traditional education for women was and she strongly believed that every woman should â€Å"stand by her sex,† thus her reasoning for establishing this soon to become famous art school. As Peter saw it, she wished to give young women â€Å"some practical training,†¦should so desire or the necessity arise, for well paying self support,† (qtd. in Philadelphia School of Design for Women 6). In addition to her personal feelings, she had a very specific reason for starting the Philadelphia school—train women to create designs for the city’s industrial lines, such as textiles, lithographing, wood engraving, floor coverings, and furniture. From this point on, Peter devoted the rest of her life to overseeing the School and also traveled around the U. S. o establish art schools, like the Philadelphia, in other cities (Philadelphia School of Design for Women 6-11). The Philadelphia School of Design for Women originally had three departments from which young women could take classes: drawing, industrial, and wood engravings/lithography. The majority of the women were instructed within the drawing department, in which pupils made copies of original compositions and applied coloring and shading. From here on, depending on the instructor, they would progress toward drawings from casts and life (Philadelphia School of Design for Women 23-24). The industrial department showed the women applications of drawing, shading, and coloring to the art of design. Surprisingly, these designs and patterns created by the women of the Philadelphia School were secured under copyright law for some time (Philadelphia School of Design for Women 24). In the third department, lithography/wood engraving, women were taught drawing on stone and carving in wood. During the first years of the school, the actual printing was done on school grounds. However, in later years, most printing was done outside the school by contract. .uc4b258c0de0c64d1550b186e340aa630 , .uc4b258c0de0c64d1550b186e340aa630 .postImageUrl , .uc4b258c0de0c64d1550b186e340aa630 .centered-text-area { min-height: 80px; position: relative; } .uc4b258c0de0c64d1550b186e340aa630 , .uc4b258c0de0c64d1550b186e340aa630:hover , .uc4b258c0de0c64d1550b186e340aa630:visited , .uc4b258c0de0c64d1550b186e340aa630:active { border:0!important; } .uc4b258c0de0c64d1550b186e340aa630 .clearfix:after { content: ""; display: table; clear: both; } .uc4b258c0de0c64d1550b186e340aa630 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc4b258c0de0c64d1550b186e340aa630:active , .uc4b258c0de0c64d1550b186e340aa630:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc4b258c0de0c64d1550b186e340aa630 .centered-text-area { width: 100%; position: relative ; } .uc4b258c0de0c64d1550b186e340aa630 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc4b258c0de0c64d1550b186e340aa630 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc4b258c0de0c64d1550b186e340aa630 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc4b258c0de0c64d1550b186e340aa630:hover .ctaButton { background-color: #34495E!important; } .uc4b258c0de0c64d1550b186e340aa630 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc4b258c0de0c64d1550b186e340aa630 .uc4b258c0de0c64d1550b186e340aa630-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc4b258c0de0c64d1550b186e340aa630:after { content: ""; display: block; clear: both; } READ: The Courage, Strength, and Integrity of Beowulf Ep EssayDue to the beauty and perfection of the pupils’ works, very soon after the School’s establishment, several of the students’ lithographs were used in floral brochures, such as the â€Å"Philadelphia Florists’ and Horticultural Journal† (Philadelphia School of Design for Women 26-27). During the 1850s and 1860s, the Philadelphia School flourished. It was moved several times to larger buildings with better lighting and many more teachers were hired to instruct the growing number of women who wished to attend (there were over 100 total women admitted to the School by 1852) (Philadelphia School of Design for Women 24-25). Many of the industrial firms in the Philadelphia area began to put orders in to the school for ironwork, paper hangings, calico prints, and woven textiles. And amazingly, the women pupils were given three-quarters of any money they received for their work done at the school that sold to these industrial firms (Philadelphia School of Design for Women 40). In 1853, an official charter was granted for the school—a board of directors, officers, and a board of Lady Managers were elected (Philadelphia School of Design for Women 34). An interesting and ironic note can be made concerning the new charter: after everything, men still managed everything (the Lady Managers still had to obtain authority from the male board of directors). It was stated in the charter that the board of directors had to be â€Å"12 gentlemen. † The incorporators of the newly public school still followed the custom of that time in denying representation in direction to the very people that the school was to benefit, the Women. It wasn’t until 56 years after the Philadelphia School’s first charter, in 1909, that an amendment was granted making the Board consist of certain members â€Å"who may either by men or women,† (Philadelphia School of Design for Women 34-37). In 1860, a man named James Dundas (a very wealthy man who lived in a mansion quite close to the School) began sending flowers to the school daily from his extensive hothouses, to be used by the pupils in drawing and painting from nature (Philadelphia School of Design for Women 60). During this same time, the School was extremely prosperous and began to return the favor by donating some of its own flowers, fruits, antiques, figures, casts from life, and sketches/diagrams to other women’s art schools, such as those in Pittsburgh, Wilkes-Barre, and Millersville (Philadelphia School of Design for Women 63). The Philadelphia School of Design for Women had an enormous impact on the growth of education of women artists during its time. Many of the women who attended the Philadelphia School graduated and were immediately hired by industrial firms (e. . , Warner, Howell Brother, the Pennypack Print Works) as designers or were hired by the School as teachers for the new pupils (Philadelphia School of Design for Women 63). And during 1877, a series of gold medals were awarded to the School’s pupils who submitted original designs with â€Å"refined artistic taste. † (Eventually, the President of the School decided to award prizes regularly, so as to p ush women to study even harder) (Philadelphia School of Design for Women 67-68). In the year 1932, this school merged with the Moore Institute of Art, Science, and Industry and remains, to this day, one of the only art schools that grants bachelor’s degrees in art. Yet another art school that changed the education of women artists is the Pennsylvania Academy of the Fine Arts. The Academy was founded in 1805 by Charles Wilson Peale, William Rush, and other artists and business leaders of Philadelphia. It is the oldest art museum and school in the nation (Pennsylvania Academy of the Fine Arts). During the first half of the nineteenth century, the Academy only admitted male students, but later women pupils, as well. .ue605098096f92958548cbc273da5ced0 , .ue605098096f92958548cbc273da5ced0 .postImageUrl , .ue605098096f92958548cbc273da5ced0 .centered-text-area { min-height: 80px; position: relative; } .ue605098096f92958548cbc273da5ced0 , .ue605098096f92958548cbc273da5ced0:hover , .ue605098096f92958548cbc273da5ced0:visited , .ue605098096f92958548cbc273da5ced0:active { border:0!important; } .ue605098096f92958548cbc273da5ced0 .clearfix:after { content: ""; display: table; clear: both; } .ue605098096f92958548cbc273da5ced0 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue605098096f92958548cbc273da5ced0:active , .ue605098096f92958548cbc273da5ced0:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue605098096f92958548cbc273da5ced0 .centered-text-area { width: 100%; position: relative ; } .ue605098096f92958548cbc273da5ced0 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue605098096f92958548cbc273da5ced0 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue605098096f92958548cbc273da5ced0 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue605098096f92958548cbc273da5ced0:hover .ctaButton { background-color: #34495E!important; } .ue605098096f92958548cbc273da5ced0 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue605098096f92958548cbc273da5ced0 .ue605098096f92958548cbc273da5ced0-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue605098096f92958548cbc273da5ced0:after { content: ""; display: block; clear: both; } READ: Volleyball Essay PaperThe Academy’s primary instruction when it was first incorporated was the study of casts of classical statues in the Louvre (Pennsylvania Academy of the Fine Arts). It continued educating its students in a classical manner and drawing from the live nude model was introduced around 1812, followed in succeeding decades by figure modeling and portrait classes. One of the most famous aspects of the Academy’s drawing and sculpture program began in the 1880s, by the hands of a man named Thomas Eakins (McKinney 16). A new kind of study was introduced to help the pupils with their instruction—anatomy. The Academy was very well known for is anatomy program, which had pupils dissecting cadavers and animals in order to gain a truly comprehensive knowledge of life from which to draw and sculpt from (McKinney 16). A most interesting fact surrounding the Pennsylvania Academy of the Fine Arts concerns the start of drawing from life, from the nude. During its beginnings, there was significant controversy surrounding the allowance of nudes for life drawing at the Academy, especially for women. Male models were allowed to pose completely nude for men’s drawing classes but had to wear a loincloth when posing for women’s classes. And the women who stood for life drawing classes were always made to wear a mask over their faces, so as to sustain â€Å"morality. † Thomas Eakins, who was a student at the Academy and later a teacher and director completely ignored this fact. A Philadelphia newspaper from 1886 once said that, â€Å"Mr. Eakins has for a long time entertained and strongly inculcated the most ‘advanced’ views†¦teaching large classes of women as well as men, he holds that, both as to the living model in the drawing room and the dead subject in the anatomical lecture and dissecting room, Art knows no sex,† (Porter 23). Eakins taught many life drawing classes for both women and men, often receiving much criticism from the public. He wanted to give his students as much knowledge of the human body and anatomy as possible (McKinney 16). Around 1886, Eakins was teaching a women’s life drawing class and wished to show them the origin of a certain muscle in the male body—thus, he removed the loincloth from the posing male model. Afterwards, Eakins was confronted by the other directors of the Academy, due to their belief that exposing the female students to such immortality devastated their femininity, and asked to justify and apologize for his behavior. He refused to and was thus forced to resign from the Academy (Porter 22-23). However, after his resignation, many of Eakins’ pupils followed him (including women) to be instructed solely by him. The Pennsylvania Academy of the Fine Arts, although not as customized for women as the Philadelphia School, had much influence over the formal education of women artists, especially in the area of life drawing. There are many famous women artists who were taught at and inspired by the Academy during the nineteenth and twentieth centuries, such as Mary Cassatt and Cecilia Beaux (Pennsylvania Academy of the Fine Arts). The nineteenth century brought many changes to the world of art for women. A formal education for future women artists finally became available, and many new opportunities for careers in art were unleashed. Two of the most prominent art schools that catered to female pupils are the Philadelphia School of Design for Women and the Pennsylvania Academy of the Fine Arts, which both still exist today. These two schools introduced women artists to drawing, sculpture, lithography, life drawing, and even anatomy. The mark that these two fine schools made on the women’s world of art will never be forgotten.