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OVER THE LAST FEW years, the activities of minimum wage commissions in the western provinces and in Ontario have been the subject of several historical studies. Inspired by these projects, this paper examines the work of the Quebec Women's Minimum Wage Commission, from its inception in 1925 to its dismantling in 1937. After giving reasons which forced the Quebec government to legislate on this issue, the author presents the position of international and catholic unions on women in the work force. In his analysis of the operating mode of the commission and, more precisely, his critical evaluation of its mechanism for enforcing the law, the author concludes that as with the other commissions across Canada, the Quebec Women's Minimum Wage Commission would not have allowed wage increases for women. In a socio-economic context where women on average made half of the salary of men, the decision to use the minimum wage as stool to fight the abuse of the capitalist system had the major consequence of keeping salaries low. In fact, the low rate of the minimum wage agreed to by the commission upheld the principle of pay inequity by gender, thus reflecting the dominant ideology of the era during which the work of women was considered marginal. [ABSTRACT FROM AUTHOR]

TEACHERS HAVE BEEN left out of nineteenth- and early twentieth-century labour history just as they have been ignored, as workers, in the history of education. This paper investigates themes in the history of elementary public school teachers' work in Quebec and Ontario during the period when state school systems were being put in place and public teaching forces were becoming predominantly female. During this period teachers contended with the introduction of new subjects and methods, the introduction of increasing amounts of paperwork, and a growing insistence on discipline and uniformity in increasingly hierarchical work places. In addition they had to deal with unhealthy working conditions and conflicts over who was responsible for the upkeep and physical improvement of schools. Although, by the turn of the century, increasing workloads, difficult working conditions, and low pay had pushed urban women teachers to form single-sex protective associations, most schoolmistresses failed to identify with other organized workers. Neither self-identified workers, nor the professionals they aspired to be, they began to understand one major source of their problematic status when they perceived that this derived, in large part, from their Status as women. [ABSTRACT FROM AUTHOR]