'Winding Trails' explores how childhood influences, educational experiences, and pragmatic choices led its author into an interest in History, then teaching, and finally a decision to pursue a doctorate in History, focusing on the history of public schooling in Ontario. The 1970s introduced feminism into the mix. Pursuing her growing interest in the history of women and education, the author benefited from feminist support both in Canada and abroad, eventually moving into collaborative research and writing with both students and colleagues. She was co-author of the first major textbook in the history of women in Canada. She collaborated in the founding of institutions and small groups devoted to women's history and women's studies along the way. Moving from an interest in the history of schooling to an interest in women's work in schools, and finally women's work in universities, brought her full circle to autobiographical work, including the present essay.

Our knowledge of the unease generated by the presence of women in universities, exhibited by the use of terms like "bluestocking" or "feminist" to denigrate academic women, raises at least two questions about the early history of women who worked in Canadian universities. The first concerns such women's own image of themselves as academic workers; the second concerns the actual history of the movement of women into academic jobs. This paper begins an examination of the early employment of women at the University of Toronto. Outlining the structures of that employment over three periods ending in the 1940s, it also explores in a preliminary way how women's university work was perceived and experienced. Arguing that university employment remains gendered to this day, the paper calls not only for more research into its history, but also for a more politically conscious approach to the academic workplace, for greater equality for the female employees of universities, and for efforts to make universities less divisive and hierarchical workplaces altogether.

example, a pious Methodist businessman who was influenced by religious revivalism, and who wrote extensively about his reading experiences, focused for a time on subjects who devoted their piety to communal endeavors. As Floy’s reading took a more secular turn, however, an incipient romanticism began to color his evangelicism. Julia Parker, a teacher who serves as Floy’s female counterpart, focused on female biographical subjects, both to entertain herself and to provide her students with examples of female intellect and virtue. For patriotism, however, she relied on male subjects. As the reader profiles suggest, this is a book about cultural production and reception, and as such it encompasses the discourse of readers, critics, and editors. Thanks to the comprehensiveness of its approach, and given the paucity of other scholarship, it is pathbreaking in the fullest sense, a work that, as the author puts it, “proposes what a cultural history of the genre might look like” (15). Imposing order on a hundred years of a genre that had diverse audiences and competing objectives is a difficult feat, and Casper’s canvas is so complex and so ambitious that the reader at times is lost in a profusion of sources and standpoints. Nonetheless, when future scholars carve out parts of his portrait and examine them in much greater depth—as they undoubtedly will do now—they will remain indebted to him for his pioneering survey of biography in nineteenth-century America.

Journal Article Kathleen Weiler. Country Schoolwomen: Teaching in Rural California, 1850–1950. Stanford: Stanford University Press. 1998. Pp. ix, 339. $49.50 Get access Weiler Kathleen. Country Schoolwomen: Teaching in Rural California, 1850–1950. Stanford: Stanford University Press. 1998. Pp. ix, 339. $49.50. Alison Prentice Alison Prentice University of Victoria Search for other works by this author on: Oxford Academic Google Scholar The American Historical Review, Volume 104, Issue 5, December 1999, Page 1698, https://doi.org/10.1086/ahr/104.5.1698 Published: 01 December 1999

Introduction 1. Womens's history and the history of women teachers 2. Gender and the growth of the educational state: California, 1850-1940 3. Culture, schools, and community: Tulare and Kings counties 4. Subjugated knowledge: lives of women teachers, 1860-1920 5. Memory and identity: lives of women teachers, 1920-1940 6. The work of teaching in rural schools, 1920-1940 7. Men take control, 1940-1950 Conclusion Notes Bibliography Index.

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Historians of women outside British Columbia were impressed when Barbara Latham, with co-editors Cathy Kess and Roberta Pazdro, came out in the early 1980s with not just one but two collections of historical essays on British Columbia women. Produced by the printing department of Camosun College, drawing on student and other non-professional writing as well as on studies by more established scholars, and clearly oriented towards an inclusive view of both women and history, Latham and Kess, eds., In Her Own Right: Selected Essays on Women's History in B.C. (1980), and Latham and Pazdro, eds., Not Just Pin Money: Selected Essays on the History of Women's Work in British Columbia (1984), put Bc women's studies on the map. These volumes were also landmarks in an interesting tradition: the appropriation of the historical record by writers who have felt that women's history was perhaps too important a subject to be left entirely to professional historians. Like the equally significant Women at Work in Ontario, 1850-1930 (Canadian Women's Educational Press 1974), the •c collections were perfectly respectful of scholarly historians and their doings but, by their very existence, suggested that professionals weren't moving fast enough to satisfy the desire of students and the general public for published work in women's history. British Columbia Reconsidered continues in this tradition and also reflects the

This article examines the struggle led by Quebec Protestant and Catholic women teachers' associations for a more just pension scheme from the late nineteenth century to the First World War. In Quebec, superannuation schemes for public school teachers dated back to the 1850s. In 1880, a compulsory, state-administered, pension plan for both male and female certified lay teachers was introduced. It discriminated seriously against women teachers, who constituted the majority of the lay teaching force; since the amount to be allocated was calculated on the basis of a teacher's average salary and total years of service, women teachers, who were paid considerably less than their male colleagues and also tended to have shorter careers, were to receive a much smaller pension. The present discussion explores the dynamics of the battles conducted by Quebec women teachers to eliminate these inequalities as well as the strategies and tactics they adopted to bring about change. It also sheds light on the importance of support received from other women's groups as well as on gender politics in teaching in turn-of-the-century Quebec. Cet article traite des luttes que les associations d’institutrices protestantes et catholiques du Quebec ont menees de la fin du dix-neuvieme siecle jusqu’a la Premiere Guerre mondiale pour obtenir un regime de pension plus equitable. Les enseignants et enseignantes du systeme scolaire public beneficiaient d’un tel regime depuis les annees 1850. En 1880, un regime obligatoire fut instaure a l’intention des institutrices et instituteurs laiques brevetes exercants dans les ecoles primaires publiques, regime qui etait nettement discriminatoire a l’endroit de la majorite du corps enseignant laique, c’est-a-dire les femmes. Puisque le calcul de la pension se basait sur le salaire moyen et le nombre total des annees de service, les institutrices, qui touchaient un salaire bien inferieur a celui de leurs collegues masculins et enseignaient generalement moins longtemps que ces derniers, recevaient a leur depart une somme derisoire. L’analyse qui suit explore les strategies et les tactiques que les institutrices utiliserent pour rectifier la situation. Elle eclaire aussi les relations entre les associations d’institutrices et les autres associations feminines ainsi que les rapports qui prevalaient au sein du corps enseignant quebecois au tournant du siecle entre les deux sexes.

Nineteenth-century educational reformers were fond of an agricultural metaphor when it came to the provision of more and better schooling: even good land, they argued, had to be cultiated; othersie noxious weeds sprang up. In this study of education in Ontario from the establishment of Upper Canada to the end of Egerton Ryerson's career as chief superintendent of schools in 1876, Susan Houston and Alison Prentice explore the roots of the provincial public school system, set up to instill a work ethic and moral discipline appropriate to the new society, as well as the beginnings of separate schools. today the Ontario school system is once again the subject of intense and often bitter deabte. Many of the most contentious issues have deep and complex roots that go back to this era. Houston and Prentice tell the story of how Ontario came to have a universal school system of exceptional quality and shed valuable light on an area of current concern.

Central to the rise of the modern state in western societies was the change from private to public schooling; an attendant feature of this shift was the development of bureaucratic modes of school organization. Recent North American studies of these related phenomena, however, present two different interpretations of their evolution. Michael Katz's and David Tyack's studies of nineteenth century American schooling have portrayed the state as the protagonist in the promotion of bureaucratic structures in education, and their arguments have been echoed in Canadian analysis. The state, according to this interpretation, set the pace of educational reform, redefined the nature of parental, communal and religious involvement in the socialization of the young, and provided the framework for the organization of schools along hierarchical and bureaucratic lines.