IN NINETEENTH-CENTURY ENGLAND, a governess was the primary educator of male and female children in a middle-class household; particularly by virtue of her work educating girls through their mid-teens, the governess simultaneously effected and disrupted the transparent transmission of class and gender identity between generations of middle-class women. Recent scholarship has de-emphasized this pedagogical function in its readings of the figure.1 Discussion has centered, instead, on the ways in which the governess represented a crisis for early Victorian definitions of bourgeois femininity (which centered on middle-class women’s financial dependence and apparent leisure) because she was a middle-class woman who earned her own living. But to read the figure of the Victorian governess through Anne Brontë’s Agnes Grey (1847) is to see that she troubled bourgeois hegemony because of her job. I contend that the governess disturbed the early Victorians not only because she blurred the boundary between the separate spheres, but also because she dramatized the potentially illimitable effects of education. When you hire someone to teach your children, how do you ensure that she is teaching what you wish and as you wish?