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Prior to the consolidation of British Columbia’s rural districts into larger administrative units in 1946, teachers in country schools faced numerous challenges, including inadequate living quarters and school resources, loneliness, danger within the community, and isolation from other professionals. How did teachers manage these conditions on the eve of consolidation? What prompted some to remain teaching in remote schools whereas others fled the communities—and in some cases, the profession? To address these questions, I examined interviews with twenty-four teachers who taught in BC from 1936 to 1945. I concluded that there were multiple factors influencing teachers’ decisions to stay or go, including their willingness and ability to manage multi-level classes, to fundraise for resources, and to actively engage with community members and activities. Indeed, teachers who survived their experiences in rural schools embraced their roles as agents of the state bringing the perceived advantages of education to remote regions of the province. Resume Avant le regroupement des districts ruraux de la Colombie-Britannique en de plus grandes unites administratives en 1946, les enseignantes dans les ecoles de campagne etaient confrontees a de nombreux defis tels que des logements et des ressources scolaires inadequats, la solitude, le danger au sein de la communaute et l’isolement par rapport aux autres professionnels. Comment les enseignantes ont-elles gere ces conditions a la veille du regroupement? Qu’est-ce qui a encourage certaines enseignantes a rester dans des ecoles eloignees alors que d’autres ont fui ces communautes, et meme dans certains cas la profession? Pour repondre a ces questions, j’ai etudie des entretiens avec vingt-quatre enseignantes qui ont œuvre en Colombie-Britannique de 1936 a 1945. Je conclus que de nombreux facteurs ont influence la decision des enseignantes de rester ou de partir, notamment leur volonte et leur capacite a gerer des classes a plusieurs niveaux, a collecter des fonds et a s’engager activement envers les membres et les activites de la communaute. En effet, les enseignantes qui ont survecu a leurs experiences dans les ecoles rurales ont assume leur role d’agents de l’Etat, apportant ainsi les avantages percus de l’education aux regions eloignees de la province.

Bringing Education to the Wilderness: Teachers and Schools in the Rural Communities of British Columbia, 1936–1945