Educated But Invisible: The Victorian Governess and Her Place in the Household

Educated Bet Invisible: The Victorian Governess and Her Place in the Household

I have been learning more about the lives of the Victorians, and trying to understand more about the class and education systems. So I want to look at the role of the governess, these were educated women who lived in a strange space between family member and servant, and she didn’t belong fully to either world.

In the early nineteenth century, Britain was changing at rapid speed. The middle classes were expanding, and with that came new expectations about respectability and education. Families wanted to show their refinement and increasingly believed their daughters should be well educated, not only in reading and writing but in music, languages, drawing, and manners. But sending girls away to school was often considered unsuitable, especially for wealthier families who wanted privacy and moral supervision. This created a demand for governesses- women who could educate them at home.

Most governesses came from what historians often call the “distressed gentlewoman” class. They were usually daughters of clergymen, officers, professionals, or small landowners whose family fortunes had declined. Teaching was one of the very few respectable ways a middle-class woman could earn a living without losing her social standing. 

Governesses typically taught reading, writing, arithmetic, history, geography, French, music, drawing, and most important of all, manners. They were expected to shape character as much as intelligence. Guiding girls to become refined wives and mothers. Their days would often be long and demanding, spent almost entirely with the children, having to balance patience with discipline while knowing they themselves were constantly being observed and judged.

Schools for girls did exist, particularly by the mid-Victorian period, but they were certainly very different environments. Many early girls’ schools focused heavily on accomplishments rather than academics, and their standards varied widely. For wealthier families, a governess offered a more personalised education and more importantly to many, moral reassurance. Over time, as educational reform grew and more formal schooling improved, the role of the governess slowly began to change, but for much of the century she remained central to many girls’ education.

The governess occupied an awkward and often lonely position in the household. She was more often too educated to feel at ease with the servants, but not truly accepted by the family. Some employers treated their governess with respect and even kindness, but others kept a distance. Servants sometimes viewed her with suspicion or resentment, unsure whether she ranked above them or not. Many governesses described feeling invisible- present in the but not fully included in conversations or family life.

Pay reflected this uncertain status. A governess might earn between £20 and £40 a year, sometimes with board and lodging included. This was more than many female servants earned, but far less than male professionals or tutors. The salary rarely allowed for any savings, leaving many women anxious about their future. Compared to male tutors, who often taught older boys subjects like Latin, mathematics, or preparation for university, governesses were paid less and given less authority, reflecting the clear and far wider gender inequalities that existed at the time.

Men who worked as tutors usually occupied a clearer professional role. They often taught for shorter periods, had defined academic goals, and were more likely to move on to other careers. Governesses, on the other hand, were expected to provide emotional care as well as education, they formed close bonds with children while knowing those relationships will most likely end.

As the children grew up or were sent away to school, many governesses found themselves facing an uncertain future. Some moved to another household, beginning the cycle again. Others tried to open small schools, became companions to elderly relatives, or relied on charity if work could not be found. Old age could be particularly frightening, and charitable institutions specifically for retired governesses emerged, one such charity was Governesses’ Benevolent Institution (GBI), founded in 1841. There were many of these charities , mostly in London. These charities came in response to this very real fear.

Despite the hardships, many governesses formed strong attachments to the children they taught and took pride in the role they played in their lives. Their letters and diaries reveal women who were thoughtful, sensitive, and resilient, often navigating loneliness. 

By the late Victorian period, expanding educational opportunities for women and the growth of formal schooling gradually reduced the need for governesses, but they remain an important part of social history.

Do you think the governess’s position -educated but socially isolated - reveals more about Victorian attitudes to class, gender, or both?

You can’t help but feel admiration for these women. In a society that offered them so few choices, governesses were made to carry enormous responsibility and with very little recognition. Though their presence was often overlooked at the time, their influence lived on in the lives of the children they helped to shape, leaving a legacy that is easy to miss but impossible to deny.

Image info:

Artist: Rebecca Solomon

Date: 1851

The Governess