This paper asserts that early teacher identity reflected wider contradictions and tensions within 19th century society, noting that Victorian society in England and Canada struggled to embrace modernity, and while committed to the Enlightenment project of science and progress and the principles of rationality and reason, much traditionalism still defined 19th century society. The first section of the paper describes the image of the early 19th century elementary school teacher, explaining that history portrayed this teacher as immoral, incompetent, and incapable of anything but teaching. This teacher knew little or nothing of basic subject matter, and disorder reigned in the classroom. It was against this critique that the image of the good teacher emerged. The second section outlines knowledge expectations of the modern teacher. During this time, teachers were characterized as being active, enthusiastic learners, intellectually capable of translating philosophical theories about the science of the mind into practical teaching strategies and methods. The last section describes characteristics of the moral teacher. Reformers considered 19th century schooling for the masses a moral force that would produce character and habits crucial to maintaining order. The main characteristics of the moral and modern teacher comprised the concept of "teaching power" (the knowledge and personal characteristics considered most appropriate for the teacher). (SM)