“Unless she gives better satisfaction”: Teachers, Protestant
				Education, and Community in Rural Quebec, Lochaber and Gore
				District, 1863-1945

Poutanen, Mary Anne

doi:10.32316/hse/rhe.v15i2.455

Cited by 2 publications

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“…In 1923, when the trustees of Silver Creek School refused to make repairs to the school, the teacher simply left Silver Creek. 31 Historians have noted that rural teachers' experiences often varied by community, "depending upon local 'prosperity and attitudes.' In some places the school teacher was treated as 'a hired hand,' in others 'life was pleasant.'"…”

Section: Background: Rural Schoolingmentioning

confidence: 99%

Bringing Education to the Wilderness: Teachers and Schools in the Rural Communities of British Columbia, 1936–1945

Raptis

2019

HSE-RHE

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Prior to the consolidation of British Columbia’s rural districts into larger administrative units in 1946, teachers in country schools faced numerous challenges, including inadequate living quarters and school resources, loneliness, danger within the community, and isolation from other professionals. How did teachers manage these conditions on the eve of consolidation? What prompted some to remain teaching in remote schools whereas others fled the communities—and in some cases, the profession? To address these questions, I examined interviews with twenty-four teachers who taught in BC from 1936 to 1945. I concluded that there were multiple factors influencing teachers’ decisions to stay or go, including their willingness and ability to manage multi-level classes, to fundraise for resources, and to actively engage with community members and activities. Indeed, teachers who survived their experiences in rural schools embraced their roles as agents of the state bringing the perceived advantages of education to remote regions of the province. Résumé Avant le regroupement des districts ruraux de la Colombie-Britannique en de plus grandes unités administratives en 1946, les enseignantes dans les écoles de campagne étaient confrontées à de nombreux défis tels que des logements et des ressources scolaires inadéquats, la solitude, le danger au sein de la communauté et l’isolement par rapport aux autres professionnels. Comment les enseignantes ont-elles géré ces conditions à la veille du regroupement? Qu’est-ce qui a encouragé certaines enseignantes à rester dans des écoles éloignées alors que d’autres ont fui ces communautés, et même dans certains cas la profession? Pour répondre à ces questions, j’ai étudié des entretiens avec vingt-quatre enseignantes qui ont œuvré en Colombie-Britannique de 1936 à 1945. Je conclus que de nombreux facteurs ont influencé la décision des enseignantes de rester ou de partir, notamment leur volonté et leur capacité à gérer des classes à plusieurs niveaux, à collecter des fonds et à s’engager activement envers les membres et les activités de la communauté. En effet, les enseignantes qui ont survécu à leurs expériences dans les écoles rurales ont assumé leur rôle d’agents de l’État, apportant ainsi les avantages perçus de l’éducation aux régions éloignées de la province.

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Section: Background: Rural Schoolingmentioning

confidence: 99%

Bringing Education to the Wilderness: Teachers and Schools in the Rural Communities of British Columbia, 1936–1945

Raptis

2019

HSE-RHE

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Families Without Schools: Rurality, Correspondence Education, and the Promise of Schooling in Interwar Western Canada

Gleason¹

2017

Hist. of Ed. Quarterly

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Using a collection of settler family letters to the Elementary Correspondence School (ECS) in British Columbia, the first provincial government–supported “schooling by mail” arrangement of its kind in Canada, I highlight the efforts of rural families to secure an education for their children in the period between the First and Second World Wars. The settler families who took advantage of correspondence schooling did so without the benefit of a professional teacher or a dedicated schoolhouse. This arrangement proved onerous for many settler families. In their letters to the ECS, adults and young people articulated the belief that the provincial government needed to do more to provide educational services for them. Families were acutely aware of their contributions to the prosperity of the province and, in return, they demanded schools for their children. Given the unique perspectives reflected through this collection of letters, my examination is situated in the interstices between rural schooling and correspondence schooling.

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“Unless she gives better satisfaction”: Teachers, Protestant Education, and Community in Rural Quebec, Lochaber and Gore District, 1863-1945

Cited by 2 publications

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Bringing Education to the Wilderness: Teachers and Schools in the Rural Communities of British Columbia, 1936–1945

Bringing Education to the Wilderness: Teachers and Schools in the Rural Communities of British Columbia, 1936–1945

Families Without Schools: Rurality, Correspondence Education, and the Promise of Schooling in Interwar Western Canada

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