Teachers' Work: Changing Patterns and Perceptions in the Emerging School Systems of Nineteenth - and Early Twentieth - Century Central Canada

Teachers have been left out of nineteenth- and early twentieth-century labour history just as they have been ignored, as workers, in the history of education. This paper investigates themes in the history of elementary public school teachers' work in Quebec and Ontario during the period when state school systems were being put in place and public teaching forces were becoming predominantly female. During this period teachers contended with the introduction of new subjects and methods, the introduction of increasing amounts of paperwork, and a growing insistence on discipline and uniformity in increasingly hierarchical work places. In addition they had to deal with unhealthy working conditions and conflicts over who was responsible for the upkeep and physical improvement of schools. Although, by the turn of the century, increasing workloads, difficult working conditions, and low pay had pushed urban women teachers to form single-sex protective associations, most schoolmistresses failed to identify with other organized workers. Neither self-identified workers, nor the professionals they aspired to be, they began to understand one major source of their problematic status when they perceived that this derived, in large part, from their status as women.