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. This article argues that the development of teaching as a profession for women in England has often been written using an anachronistic and gendered conception of the term ' profession '. A closer examination of the work of middle-class schoolmistresses in the first part of the nineteenth century reveals that the image of the amateurish governess was in part a fiction, which concealed the commitment and expertise of many women teachers. The mid-century reformers drew on this earlier tradition of feminine pedagogy and did not simply adopt the standards of boys' education and their male peers. On the contrary, they contributed to the ongoing process by which teachers of both sexes sought to claim the status and authority of the ' learned professions '. However, by the s, the pressure to conform to the dominant model in boys' education meant that this independent strand in education had largely been eclipsed.

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