The Cecil Whig. [volume] (Elkton, Md.) 1841-current, 1873-07-26
TEACHERS SALARIES.
READ BY f. S. QUIGLEY, BEFORE THE
TEACHERS ASSOCIATION, AT PORT DE-
POST, JUNE 9TH, 1878.

fact, or to ask the reason why the cOmpen-
sation of these who cultivate the mind and
heart Of the people, is so measer. That
such is the fact is VIGOROUSLY true. That
the fact should remain truth is shame
full blot on our boosted progress in making
this people a universally educated people.
The reason for this inadequate compen-
sation of those engaged in the education of
the mind and heart of the people, is plainly
evident, by referring to the intensely sell
fish principle of human nature, that in
duces us to obtain as great an amount as
possible, for a small return. Commune
ties are as apt to be thus selfish as individ-
uals, and the characteristics of individuals
will be reflected similarly, when those indi-
viduals are aggregated in communities.
Another reason for this inadequate COM
pensation may, perhaps be found in this
fact, that the results of the efforts of the
instructor are not SO plainly evident and
do not yield so immediate a return in dol
lars and cents, as do physical operations
The return from intellectual operations in
the depaltm of education, are very
slow, and hence are undervalued.
Teaching cannot be conducted ON the
method of quick sales and small profits.
Time must be allowed for the intellect to
grow, develop, and mature and the crop
of intellectual fruit, requiring so long a
time to mature, that it has no appreciate
market value; so that the value of intel
lectual operations being based on the per
cent they Immediately produce, and the
majority of persons, ignorantly or care
lessly think these operations are almost
worthless.
! 1t is with some trepidation that attempt
to offer some other reasons beside the gen.
eral one, / have advanced why teachers
are so poorly paid. The pay of ministers
averages, perhaps, as little us ours, and is
of kindred nature; but talking is the
business of clergyman, and will not inter-
fere with their branch of this subject. To
ourselves, the question of increased COM
pensation is highly interesting, but the
general public which contributes the funds
for the support of the schools, is fully sat
sfed that the teachers are amply reward
ed And the view the public takes of the
matter is right, if education is Of no more
value than the public gives to it. But we
place education in different category, and
yield to it the Importance it demands
Knowing thus the Importance of our call
ing, we modestly and humbly ask to be
allowed decent living for our labor. l
could pray for the same power to be given
us for awhile, as is vested in Congress and
the State Legislatures, that is the power to
increase our pay. If we could thus I'M
loose the strings of the public purse, how
gladly would others rush to fill the teach
er's rank
No false delicacy, or the fimsy pretext
of scruples of conscience could induce us
to refund any additional amount, thus OBJ
tanned, nor donate it to benevolent institu-
tons, but we would apply it to its legiti-
mate purpose-the support of the teachers
i. e. ourselves.
1t was stated by one Of our members, at
former meeting, that there remains to an
assistant teacher, less than two dollars per
week, after deducting the necessary ex-
penses of living, and with teachers of all
grades in ungraded schools the result is
nearly the same. Who desires to labor so
hard as the teacher does, all his life, for a
mere living? Yet many affirm that the
teacher is well enough paid.
To become qualified teacher requires
years of diligent, careful study, and much
preparatory training; and to continue as a
qualified teacher requires continual i'm
provement, else the hardly acquired knowl-
edge that is not daily used in the school
room, will insensibly fade from the teach
ers mind, and his efficiency become i'm
paired. When a great amount of prepara-
tory mental labor must be performed to
become a proficient in any pursuit; in
nearly all cases that preparatory labor is
taken into account in fixing the compensa-
ton. The pay Of the lawyer, the physi-
clan, and the accountant is partly based
upon the amount of labor needed to be-
come skillful in these pursuits. So with
skilled mechanic, he demands a higher rate
of pay, than the less skilled artisan, be-
cause he has thoroughly mastered his pur-
suit; and the more extended the experience
the greater the compensation.
Now compare the teacher with the class
es above mentioned. A lady teacher is
expect ed to conform to the requirements
of her position, in dress, manners, and
attachments. Yet a scullery- maid or a
cook is better paid, and does not have a
hundredth- part of the responsibility that a
teacher has. A male teacher must be a
gentleman; yet farm laborer or railroad
navy is much better paid. Public opin-
ion generally, seems to demand of the COM
mon school teacher attachments that would
qualify their possessor for much more
lucrative position, yet cautiousness and
secretiveness are so largely developed in
the public mind, that niggardly pittance
is grudgingly doled out to the teacher for
services that would be cheaply purchased
at five times the amount.
1t is a somewhat curious fact, as l have
found, that many intelligent persons, gen.
erous in every other respect, are in educa-
tional affairs, sordid, and penurious, al
most to meanness. They are much more
generous to the negro who tills their soil,
or takes care of their horse, than to the
teacher who cndeavors to plant good seed
in the immortal minds of their children.
and who has care of them nearly all the
day.
said before that the teacher should have
time for self-improvement. But under
present arrangements this is impossible, as
after the expense Of living is deducted
from the teachers wages, there is almost
minus quantity left, so that the teacher
cannot afford to purchase the requisite
books to keep himself abreast Of the wave
of progress.
Would teacher give up to the inclina-
ton for study during the hours unoccupied
in school duties, and provide the requisite
bol, c,r oh I'D l.