In the fall of 1913, Jennie Bell Maynard, a teacher in Plains, married banker Bradley Ernsberger. The couple kept their wedding a secret until Bradley found a job in Lewistown and they moved: “No inkling of the marriage leaked out. . . . Mrs. Ernsberger continued to use her maiden name and teach school.” A year later, Butte teacher Adelaide Rowe eloped to Fort Benton with her sweetheart, Theodore Pilger. They hid their marriage for three years. Maynard and Rowe were just two of the many Montana women teachers who married secretly—or didn’t marry at all—in order to keep teaching.
The story of “marriage bars,’ or bans, does not unfold linearly. Livingston lifted its “rule against the employment of married lady teachers” in 1896. The Anaconda school district also allowed married women to teach in the 1890s, but in 1899, facing lower than anticipated enrollment, the superintendent sought the resignation of the district’s one married teacher, explaining that Mrs. Foley “is married and is not in need of the salary which she draws from the schools.”
The idea that married women did not need the income, and that “hiring married women would deprive single girls of opportunities,” was the most common rationale for marriage bars. On the other hand, advocates for married teachers tried unsuccessfully to reframe the debate in terms of student welfare. Mrs. W. J. Christie of Butte argued in 1913 that “The test of employment should be efficiency and nothing else.” Mrs. James Floyd Denison agreed: “When a married woman has the desire to go from her home and to enter the school room . . . it must be because her heart and soul are in the teaching work. Under those circumstances, if she is allowed to teach, the community will be getting her very best service.” Unconvinced, Miss Ella Crowley, Silver Bow County superintendent of schools, believed that a married woman’s place was at home. While she recognized the value of experience, she also believed that if women taught after marriage, “there never would be any room for new teachers or for girls.” Continue reading “Must a woman . . . give it all up when she marries?”: The Debate over Employing Married Women as Teachers→
As mothers and homemakers, women have historically presided over child and family welfare. By extension, their purview has included education and healthcare. Before the mid-twentieth century, teaching and nursing were the socially acceptable occupations providing avenues for women to expand their influence in public affairs. Making the most of limited opportunities, many teachers and nurses became school superintendents or public health nurses. Often collaborating to achieve their goals, these leaders in education and community health significantly improved Montanans’ lives.
Montana’s women did not obtain full suffrage until 1914, but they had participated in school elections since the 1880s. In 1882, Helen Clarke and Alice Nichols became the first two women elected to public office in Montana, both of them as county school superintendents. Their duties included visiting schools, recommending necessary improvements to buildings and curricula, and creating teacher licensure exams. They also coordinated teacher institutes to advance teachers’ skills. By 1890, twelve of Montana’s sixteen county superintendents were women. Since that time, the majority of the state’s county superintendents have been women.
Coinciding with the ascendance of women county superintendents was the rise of public health nurses. The Montana State Board of Health, formed in 1901, employed four field nurses in an effort to decrease high infant and maternal mortality rates and to curb the spread of infectious diseases. Serving a population spread across hundreds of square miles, these field nurses traveled extensively to educate the public about disease transmission, hygiene, nutrition, and infant care. “These women supervise the work of all nurses in their districts,” reported the director of the state’s Child Welfare Division. “In conjunction with the county superintendent of schools and women’s organizations, they … hold children’s health conferences in schools . . . and advise prospective mothers concerning the importance of securing medical supervision.” One of these field nurses, Henrietta Crockett, established the first infant health clinic on a Montana Indian reservation in 1925 and engaged tribal members in the public health campaign. Continue reading Expanding Their Sphere: Montana Women in Education Administration and Public Health→
When Blanche McManus arrived to teach at a one-room schoolhouse on the south fork of the Yaak River in 1928, the school contained a table, boards painted black for a chalkboard, and a log for her to sit on. She had four students: a seventh-grade boy who quit when he turned sixteen later that year; a thirteen-year-old girl who completed the entire seventh- and eighth-grade curriculum in just four months; a sweet-natured first grader; and a lazy fifth-grade boy whose mother expected McManus to give him good grades. “I used to teach arithmetic and then go out behind the school house and cry,” McManus remembered. Like other teachers across Montana’s rural landscape in the early twentieth century, McManus relied on her own resourcefulness and creativity to succeed while facing innumerable challenges.
In the early 1900s, an aspiring teacher could obtain a two-year rural teaching certificate, provided she was a high school graduate, was unmarried, and passed competency exams in various subjects. Some high schools provided limited teacher training during the junior and senior years. Rural district trustees, some of whom had little formal education themselves, assumed students would become miners, wives, or farmers like their parents and therefore needed only a rudimentary education. They frequently hired two-year certified teachers fresh out of high school.
Nonetheless, when eighteen-year-old Loretta Jarussi applied for her first teaching position at Plainview School in Carbon County in 1917, the school board initially balked at her lack of experience. Then one board member declared they ought to hire Jarussi because she had red hair and “the best teacher I ever had was a redhead.” Jarussi got the job. Once employed, Jarussi felt she was “getting rich fast.” A female teacher in a rural school could earn sixty to eighty dollars per month at that time; a male teacher earned roughly 20 percent more. Continue reading “Be Creative and Be Resourceful”: Rural Teachers in the Early Twentieth Century→