The Loneliness and Sacrifices of Teaching

Teaching in Park County during the early to mid-20th century required exceptional grit and perseverance. The region’s rugged geography, long winters, and sparse population made recruitment incredibly difficult, especially during World War II when teachers were in short supply. In 1943, Mrs. Hertschel Dunham declined a teaching offer, stating, “I realize how hard it is to find teachers these days,”[1] reflecting the challenges that county officials like Henry and Mrs. Banks regularly faced. Hiring was often complicated by logistical and legal issues, including certification disputes. A letter from Rose E. H. Allen to Mrs. Banks addressed one such case—explaining the validity of Myrtle Bender’s 1919 First Grade Certificate, which, though outdated by state standards, was still legally acceptable if renewed on schedule.[2] Behind every teacher hired was a web of negotiations, paperwork, and personal outreach efforts—efforts largely invisible to the public but essential to keeping rural schools functioning. 

Myrtle Bender’s story reveals just how difficult the transition into rural teaching could be, even for seasoned educators. Approved to teach at Tarryall School for the 1943–44 academic year,[3] Bender was initially enthusiastic. She wrote about hastening to sign the contract[4] and asked for details about shipping her household goods, arranging train travel from Arizona, and securing room and board near the school.[5] Her correspondence shows how important these logistics were; teachers often had to manage every aspect of their relocation themselves, sometimes negotiating room in barns or spare bedrooms in exchange for lessons or household help. But her optimism faded quickly. Complaints emerged that she had neglected key subjects,[6] and a letter from Superintendent E.D. Ring to legal counsel revealed that she hadn’t taught in Colorado for over two decades.[7] Though she cited the school’s high elevation as a reason for her health issues,[8] the school board moved to dismiss her for failing to meet contractual obligations.[9] A hearing was scheduled, though Bender expressed hope that no further action would be necessary.[10] Her case underscored not only the intense scrutiny rural teachers faced but also the mental and physical toll of being constantly on duty in a demanding environment. 

Alice McLaughlin Wonder on her 80th birthday. Alice was a teacher in Park County, Colorado, and writer for the Fairplay Flume in Fairplay, Colorado.

Despite these hardships, many teachers rose to the occasion and became deeply embedded in the communities they served. Isolated from their own families and immersed in the daily lives of their students, teachers often lived in the homes of local families, sharing meals, chores, and milestones.[11] They helped with homework by lantern light, offered comfort through hardship, and celebrated achievements alongside their students. This closeness allowed them to understand the challenges rural children faced—long hours of labor, unpredictable weather, and economic instability—but it also left little room for their own personal lives. The emotional labor was constant, and many left after only a year. Yet those who stayed became beloved members of their communities, their work extending far beyond the schoolhouse walls. These teachers did far more than deliver lessons—they sustained communities, nurtured generations, and became quiet yet powerful agents of stability and change in the most remote corners of Colorado.