The Heroines of the Western Schoolhouse :: Teachers Education Papers

The Heroines of the Hesperian Schoolhouse School-Teacher Wanted One room schooltime seeks a young, single white woman who is willing to leave her supply life and come teach twenty to thirty classes a day, for a variety of students ranging in ages from five to twenty-two. Teacher essential be able to perform with inadequate teaching materials and minimal funding for her salary and for the guardianship of the school. If you fit these qualifications, you wouldve been a wonderful addition to the old double-uern schoolhouse. Women of the Western schoolhouse had a reputation for instilling values and lessons to the children of the frontier. They were historical heroines who chose to locomote all in all the way from the East just to hear the sounds of children learning. According to Anne M. butler, in her book Uncommon Common Women, these women left behind their family and friends, took teacher training, subscribe two-year contracts, and set forth for unknown sites (68). Schoolte achers on the frontier must have had an incredible love for children in order to deal with the difficulties the West placed in their way. Adventurous women came from the East to teach for many various reasons some mat Gods calling, others felt a sense of responsibility, and still others came because they required money to support themselves and their families back star sign. But at the heart of all these women, was a love for children that allowed them to venture forth into the world unknown. In reality, was a love for children enough to keep these women in this land far from home? Well, there were other advantages for their staying, as well. When women left the East, they were uncertain of their skills, and many felt this was their only option. But these dedicated women stumbled upon a sense of inner faith they had never known before, and they also gained a more creative expected value on things. Other young women came with the hope theyd meet their perfect brace and live ha ppily ever after. For them, the West offered a sense of try worth pursuing. Ladies certainly didnt choose the profession of teaching because of monetary benefits. Butler explained that schoolteachers were met with the challenge of having low wages and a high cost of living(a) (73). Classes were only taught during the seasons that didnt coincide with the heaviest farm production, and many districts only paid per chair/per day, a system that lowered teacher salaries when children were absent for impassable trip out conditions or seasonal farm and ranch responsibilities (Butler 73).