In the Little House books, Laura Ingalls Wilder takes great pride in her achievement of teaching three terms of school in South Dakota—a notable accomplishment, especially considering that she was just a teenager at the time. Laura’s teaching career is a significant part of her story, reflecting not only her determination and resourcefulness but also her desire to contribute to her family’s well-being. However, Laura’s time as a teacher was brief, and she only taught for three terms before stopping. The reason for this is deeply rooted in the social norms and expectations of the time.
In These Happy Golden Years, the last book in the main Little House series, Laura decides to stop teaching because she is preparing to marry Almanzo Wilder. This decision was not merely personal but was also influenced by the societal expectations of the late 19th century. During that era, it was a widespread and deeply ingrained rule that only single women were permitted to be schoolteachers. The moment a woman married, she was generally expected to resign from her teaching position and assume the role of a wife and homemaker.
The reasoning behind this practice was rooted in the cultural and social values of the time. Society held the belief that a married woman’s primary responsibilities were to her home, her husband, and eventually, her children. The demands of managing a household, coupled with the expectation to bear and raise children, were considered incompatible with the responsibilities of a teaching career. There was a prevailing notion that a woman could not adequately fulfill her duties as a teacher if she was also caring for a family. Teaching, like many professions at the time, was seen as a role that required full dedication, and it was assumed that a married woman’s attention would be divided between her home and her classroom.
Moreover, there were concerns about the moral and social propriety of married women working outside the home. In the conservative mindset of the era, the image of a married woman teaching young children was sometimes viewed as inappropriate or even scandalous. Schools and communities preferred single women in teaching positions because they were perceived as more focused, virtuous, and capable of devoting their entire energy to their students.
Laura’s decision to stop teaching after her marriage to Almanzo was in line with these societal expectations. Her choice to embrace her role as a wife and eventually as a mother was seen as the natural progression for a woman of her time. Although she enjoyed teaching and took pride in her work, the cultural norms dictated that her teaching career would come to an end once she became a married woman. This was a standard expectation, and Laura, like many women of her era, accepted it as part of the transition from single life to marriage.
It’s important to note that the restrictions on married women working as teachers were not unique to the time or place where Laura lived; they were common across much of the United States and other parts of the world during the 19th and early 20th centuries. This practice reflected broader gender roles and expectations, which were slowly challenged and changed over the decades that followed. By the mid-20th century, societal views began to shift, and it became more acceptable for married women to work as teachers and in other professions. The idea that a woman could successfully balance a career and family life gained acceptance, leading to the eventual lifting of such restrictions.
Today, the notion that married women cannot or should not work as teachers seems outdated and discriminatory. Women now have the freedom to pursue careers, including teaching, regardless of their marital status. However, Laura Ingalls Wilder’s experience provides a window into the historical context of her time, illustrating how societal norms and gender roles shaped the lives and opportunities of women in the late 19th century.
Laura’s brief teaching career, and her decision to leave it behind, is a reflection of the expectations placed upon women of her era. While her teaching days were short-lived, they remain an important part of her story, showcasing her independence, resilience, and the challenges faced by women as they navigated the constraints of their time.
