The teacher rightly holds a prominent place in the educational, political, and social history of Canada. During the nineteenth century, provincial politicians, town councils, school administrators, and parents worried about what kind of people would make up the growing cadre of public school teachers and whether there would be enough of them to staff burgeoning schools. As for the spread of schools, few doubt that the establishment of universal public schooling was one of modern history's major social changes. Not only did schooling expand and illiteracy turn from the social norm into a social disability within a century but learning itself was transformed from an informal process, conducted in the home or as part of everyday activity, into a formal institutional setting which occurred outside the home and became the main occupation of childhood. Teaching changed from an itinerant, entrepreneurial, part-time activity to a spatially confined, hired, primary activity with a guaranteed income. Public schooling with hiring, certification, and a common curriculum necessitated a new relation between teacher and state. The teacher was a government employee who could aspire to a place in the bureaucratic hierarchy but who would also claim independent professional status, establishing associations to regulate that status and also mediate with the employer (the government) about wages, working conditions, and professional standing. Expansion of schooling, at first horizontally, bringing more and more children into school, and then vertically, extending years of schooling, meant that teaching was a growth industry offering secure, respectable employment and social mobility for educated sons and daughters of lower-middle status. It offered young women a way station between school and marriage or a respectable career for unmarried women.