This interest in child-centred methods was not confined to the members of the schoolmistresses' associations.
None of the schoolmistresses in the study publicly questioned the belief that women shared an essentially feminine nature, which differentiated them from men.
Earlier in the century, schoolmistresses had been recruited from a fairly wide spectrum of middle-class backgrounds, though professional families were predominant.
However, by the 1840s, calls for the more systematic education of schoolmistresses and governesses were multiplying.
The schoolmistresses' organizations helped to reinforce teachers' sense of the importance of their work, and stimulated the growing feeling of shared identity and professional authority.
Evidence from the lives of the schoolmistresses in the study suggests that many self-consciously sought some kind of preparation for their work.
Other schoolmistresses showed a clear interest in discussing educational matters.
However, many schoolmistresses were claiming a new authority and affirming their expertise in educational matters.
