Grade by Grade
B. Canada, 1914–1929 · Canada, 1914–1929

Women's Rights and Lives, 1914–1929

B3.3 B2.4 B3.1 B1.1 A1.5 A1.6About 75 minutes
Learning goals
  • I can describe how the war and the 1920s changed women's work, family roles and social lives.
  • I can explain how women won the vote, provincially and federally, and who was still excluded.
  • I can explain the Persons Case and assess the Famous Five's achievement and its limits.
  • I can describe the experiences of First Nations, Métis, Inuit, Black and French-Canadian women in this period.

Words to know

suffrage
The right to vote in political elections.
suffragist
A person who campaigned for women's right to vote.
Persons Case
The 1927–1929 legal case that established that women were "persons" who could be appointed to the Senate.
Famous Five
Emily Murphy, Nellie McClung, Irene Parlby, Louise McKinney and Henrietta Muir Edwards, the Alberta women who brought the Persons Case.
Judicial Committee of the Privy Council
A court in Britain that was Canada's highest court of appeal until 1949.
enfranchisement (Indian Act)
Losing legal Indian status, often in exchange for rights such as the federal vote; under the Indian Act, a man's wife and children lost status with him.
eugenics
A false and harmful belief that society should be "improved" by controlling who could have children; it led to forced sterilizations.
social mores
The customs and expectations of how people should behave.

"Never retract, never explain, never apologize"

That was a motto often linked to Nellie McClung, a Manitoba and Alberta writer and one of Canada's most famous campaigners for women's rights. In 1914, women could not vote in any Canadian province or federally, could not sit in the Senate, and in most provinces, a married woman had few rights over property or her children. By 1929, much had changed, and much had not. This lesson covers expectation B3.3: developments in the rights and lives of women.

War work changes minds

You learned that women worked in munitions factories, offices, farms and as nursing sisters during the war. Women's organizations also raised huge sums for the war effort. Suffragists argued: if women can do all this for the country, how can they be denied a voice in governing it? Many men who had opposed women's suffrage changed their minds.

After the war, many women were expected to leave paid work, especially married women (the federal civil service, for example, generally did not keep women on after marriage). But the number of single women in paid jobs kept rising: as clerks, typists, telephone operators, sales clerks, teachers and nurses, as well as in factories and domestic service. Their wages were usually much lower than men's. Manitoba and British Columbia passed the first minimum wage laws for women in 1918, and several provinces created mothers' allowances for widows and other mothers raising children alone (Manitoba 1916, Ontario 1920).

Winning the vote

  • Provinces: Manitoba was first, in January 1916, followed by Saskatchewan and Alberta (1916), British Columbia and Ontario (1917), Nova Scotia (1918), New Brunswick (1919) and Prince Edward Island (1922). Quebec women did not win the provincial vote until 1940, after a long campaign led by women such as Thérèse Casgrain and Idola Saint-Jean.
  • Federal: in 1917 the Military Voters Act let nursing sisters vote, and the Wartime Elections Act gave the vote to women relatives of soldiers. In 1918, Parliament gave the federal vote to most women who were British subjects aged 21 or over, starting in 1919. In 1919 women won the right to run for Parliament.
  • Firsts: Louise McKinney and Roberta MacAdams were elected to the Alberta legislature in 1917, the first women elected to a legislature in the British Empire. Agnes Macphail became the first woman elected to the House of Commons, in 1921.
  • Who was still left out? The vote was not won by "all women". Many women of Chinese, Japanese and South Asian origin were excluded, because federal voting depended in part on provincial lists, and British Columbia barred Asian Canadians. Status First Nations women and men could not vote federally without giving up their status until 1960. Inuit were not given the federal vote until 1950.
When women won the vote (dots placed to scale by year)Manitoba1916Saskatchewan1916Alberta1916British Columbia1917Ontario1917Federal (most women)1918Nova Scotia1918New Brunswick1919Prince Edward Island1922Quebec1940191519201925193019351940Many women of Asian origin and Status First Nations women were still excluded for decades.
Women's suffrage spread from the West eastward. Notice how close together most dates are, and the long gap before Quebec (1940).

The Persons Case (1927–1929)

The British North America Act said that qualified "persons" could be appointed to the Senate. For years, governments argued that "persons" meant only men. Emily Murphy, a magistrate in Edmonton, organized four other Alberta women, Nellie McClung, Irene Parlby, Louise McKinney and Henrietta Muir Edwards, to ask the courts. In April 1928 the Supreme Court of Canada ruled that women were not "persons" for this purpose. The women appealed to the Judicial Committee of the Privy Council in Britain, then Canada's highest court. On 18 October 1929, it ruled that women were persons. Lord Sankey wrote that the constitution was "a living tree capable of growth and expansion", an idea Canadian courts still use. In 1930, Cairine Wilson became the first woman appointed to the Senate.

1927Five Alberta womenpetition theSupreme CourtApril 1928Supreme Court:women are not"persons" hereOct 1929Privy Council inBritain: womenare persons1930Cairine Wilson,first womansenator
The Persons Case went all the way to Canada's highest court of appeal, in Britain.

Heroes with flaws

Historians honour the Famous Five's achievement, and they point out that some of them, including Emily Murphy and Nellie McClung, promoted racist ideas about immigrants and supported eugenics. Alberta's Sexual Sterilization Act (1928) allowed people judged "unfit", disproportionately poor people, people with disabilities and later Indigenous people, to be sterilized without proper consent. Recognizing both sides of these women is a good example of historical perspective: we can understand their context and still judge their views as wrong.

Many women, many experiences

  • French-Canadian women: in Quebec, the Civil Code gave married women very limited legal rights. Marie Lacoste Gérin-Lajoie wrote a popular guide to women's legal rights, co-founded the Fédération nationale Saint-Jean-Baptiste (1907), and in 1922 helped form a committee to campaign for Quebec women's suffrage.
  • First Nations women: under the Indian Act, a First Nations woman who married a man without Indian status lost her own status. And when a husband was enfranchised, for example a veteran who gave up his status to gain the rights other veterans had, his wife and children lost their status too, often without being asked. They could lose their right to live in their community and its membership. These rules were not changed until 1985.
  • Inuit women: their skills in preparing skins and sewing warm clothing were essential to Arctic whaling crews and to the fur trade economy.
  • Black women: the Black Cross Nurses, part of the Universal Negro Improvement Association (UNIA), organized in places such as Toronto, Edmonton and Sydney, Nova Scotia, from the early 1920s: they visited sick members, taught first aid and hygiene, and supported new mothers, building community where public services often excluded Black Canadians.
  • Changing social mores: young urban women had more freedom: shorter skirts, cars, movies, dance halls and sports (the Ladies Ontario Hockey Association, the Edmonton Grads, the 1928 Olympians). A 1925 federal law let wives divorce husbands on the same grounds as husbands could divorce wives.
Worked example

Modelled example: Continuity and change in women's lives

Compare the situation of a young, single, working woman in Toronto in 1914 and in 1929. What changed and what stayed the same?

  1. Vote: 1914: no provincial or federal vote. 1929: can vote in Ontario (1917) and federally (from 1919). Change.
  2. Work: 1914: likely a factory worker, domestic servant or clerk. 1929: more office and sales jobs; still paid much less than men; expected to quit on marriage. Some change, much continuity.
  3. Politics: 1929: women can run for Parliament (Agnes Macphail elected 1921) and, after October 1929, be appointed to the Senate. Change.
  4. Social life: 1929: more independence (movies, dance halls, sports, fashion). Change, though disapproved of by many.
  5. But for whom? A First Nations woman or a woman of Chinese origin in B.C. did not gain the same rights. Continuity of exclusion for some.

Conclusion: for many white, English-speaking urban women, 1914–1929 brought significant change in political rights and social freedom, with continuity in pay inequality and expectations about marriage. For many racialized and Indigenous women, change was much slower.

Just for fun

The question in the Persons Case fit in five words: Is a woman a person? Getting an official "yes" took two courts, a trip across the Atlantic and just over two years.

Hands-on activity

Interview across generations

You need: a phone or a visit, paper, and an older relative or family friend (a grandparent, great-aunt or neighbour).

  1. Prepare five questions about women's lives when they were young: work, school, money, voting, sports, rules at home.
  2. Interview them (about 15 minutes) and take notes. Ask permission before recording.
  3. Compare their answers with what you learned about 1914–1929. Write one paragraph each on change and continuity.
  4. Thank them, and share one thing you learned about the 1920s.

Look for: careful notes, respect for the person's experience, and clear links between the interview and the lesson. (An interview is an oral history: a primary source.)

Your turn

1

Which province first gave women the vote, and when?

2

When did most women win the federal vote?

3

Who was the first woman elected to the House of Commons?

4

What was the Persons Case?

5

Name the Famous Five.

6

What happened to a First Nations woman's status if her husband was enfranchised?

7

Which groups of women were still excluded from voting after 1918?

More practice: warm-up

1

When did Quebec women win the provincial vote?

2

Who became the first woman senator, in 1930?

3

Which court ruled that women were persons in 1929?

4

What were the Black Cross Nurses?

5

Who were the first women elected to a legislature in the British Empire?

More practice: on your own

1

How did women's war work help win the vote?

2

Why is the Wartime Elections Act a complicated part of women's suffrage history?

3

What does Lord Sankey's "living tree" idea mean?

4

Why do historians criticize some of the Famous Five even while honouring them?

5

How did the experiences of Quebec women differ from those of Ontario women in the 1920s?

Challenge

1

"By 1929, Canadian women had won equality." Evaluate this claim.

2

Explain how the Indian Act's enfranchisement rules affected First Nations women and families, using cause and consequence.

3

Design an inquiry question about women in 1914–1929 that uses historical perspective, and name three sources.

Check your understanding

Quiz

1.

Which province was the first to give women the vote?

2.

What did the Privy Council decide in the Persons Case (1929)?

3.

Who was the first woman elected to the House of Commons?

4.

When did Quebec women win the right to vote provincially?

5.

Under the Indian Act, what happened to a First Nations woman whose husband was enfranchised?

6.

Why do historians criticize some of the Famous Five?

7.

Which statement about the 1918 federal vote is accurate?

For parents and teachers

Big idea: This lesson covers B3.3 (developments in the rights and lives of women, including First Nations, Métis and Inuit women), women's organizations in B2.4 (suffrage groups, the Famous Five, the Black Cross Nurses) and individuals in B3.1 (Marie Lacoste Gérin-Lajoie, Agnes Macphail).

How to help: The interview activity builds family connections and teaches oral history. Ask your teen: Who was left out of "women's suffrage"? A strong answer names specific groups.

Sensitivity: Eugenics and forced sterilization are mentioned briefly and without detail. The Indian Act's effects on First Nations women are still felt by families today.

Common difficulties: Saying "women got the vote in 1918" without qualification; mixing up Agnes Macphail (first MP) and Cairine Wilson (first senator); seeing historical figures as either all good or all bad.