The Seattle post-intelligencer. [volume] (Seattle, Wash. Terr. [Wash.]) 1888-1914, 1891-01-06

the requirements Of aHsnaakton
those OF nine other states, and are exceeded by
the requirements Of only three. The require
rnenrs fog first grade county cerfinca,e III
Washington are in excess OF those OF sniIE
states OF the Union, are the equivalent oil those
nf SIX aud are exceeded by those of only three
in a comparison with thirty-nine. The require
Tnents for second grade county eertihcates IN
Washington are in excess Of the requirements
for similar certificates IN twenty states, are
the equivalent of those of three and are exceeded
by these Of only six The requirements fef
third grade certificates III Washington exceed
those for corresponding certificates in twenty
nine states, are the equivalent OF those In flye
others and are exceeded by those OF only two.
Limited time precluies the possibility Of max
ing a detailed comparison of the percentage of
certificates OF the different grades held In the
several states OF the Union. but trust that my
this point when state that in this particular,
too, Washington has nothing OF which TO feel
ashamed. IN oEr own state. reduced to Per
cenfsge basis, the faets are as follows: Per cent
OF teachers employed in public schools last year
holding territorial certificates and LIE diplomas,
S; per cent Of those holding first grade county
county certificates, 1913: of those holding third
grade county certificates. q little more than ~
No state certificates or diplomas had been issued
HE average rate Of taxation in Washington for
school purposes for the current year Is only AZ
mills and this, too, I'm face of the fact that taxa
ton is our only available source of revenue
This rate of taxation for school purposes is ex-
ceeded in thirty states and territories OF the
Tnion while il exceeds the rate In only four
In the average length of time school Is main
down, down, down the ladder TO No. 81 in COM
parison with fhirty-nine Others, only seven fall
ing below her, and the names OF those seven
refrain from mentioning here.
The average length Of the school year in the
group standing above her is 1887 days: the
average length of the school year in the whole
Union is I'D days, the average length OF the
school year last reported in Washington was 97.2
days. while the average lQngth OF the school
year in the group below her is eighty nine
In so far as my personal observation goes, 1
am proud to be able to say, truthfuiiy, that the
average teacher in Washington is the peer OF the
essential qualifications which go TO make up
the model teacher, and II has been my lot to
meet and mingle with those OF almost every
state in the Union. Proud am TO state in all
csndor that the leading educators of Washing
ton are the peers of those of the most favored
sites, in the matter OF methods employed,
earnestness of endeavor, breadth OF intellect
and depth of moral culture.
Better compensation? Yes; let this be written
upon the educational tablet of 1891, TO be re-
peated in each and every year in more and more
that demand shall be recorded AS before
stated, the average length OF the last school year
s.s6 months;sthe average compensation of
average annual salary of s2a9.S5 The average
salary OF female teachers being 1881, gave an
average annual salary OF s2los2sss Eliminate
towns and cities, where terms are long and
wages fair and what is left Tor the average coun-
try school?
The rate OF taxation, il made uniform and
properly adjusted would be far from exorbitanf
Eight mills on the dollar. with property assessed
at less than hall its real OF merchantable value,
can not be regarded as very exorhltant, and this
would give an annual apportionment of $50 per
pupil OF school age
Another need is the better protection and a
more economic manipulation OF our school land.
As have remarked before on many occasions,
l believe that If a committee had been ap-
pointed TO devise an expensive method of ex-
posing that land TO sale, il could not have sue
ceeded better than the legislature OF lss9- 90
did. Another need on this line:
The present law, which attempts TO provide for
the investment OF the perm nenf school fund,
restricts the investment of il to county bonds
alone. A more unwise provision could not have
been devised. Not half the fund that will be
derived from the sale OF school lands within the
next two years-before the legislature will as
semble--can be invested in county bonds, simply
for the reason that that amount Of county bonds
viii not be upon the market. And again, bar
ring that fact, the restricting of the investment
to county bonds alone practically enables the
counties which have bonds TO dispose of TO die
tate their own terms to the school fund COM
mission.
Another need: In this / speak what do
know. The average annual profit to the pub
fishing houses that are to supply the textbooks
for the public schools of this state Tor the next
five years viii not be less than $4,000, and in
each succeeding period IL viii be greater. Is ii
right Is IL for the best interests OF the people OF
the state, in view of these facts, TO place the
adoption of these books in the hands of five
men, any three of whom might in private eau
Gus, influenced by prejudice or haunted by
groundless suspicious, select and dictate what
books shall he used in all the schools OF this
state during the next five years, and afterward
60 through the siekening formality OF listening
20 the arguments OF b0ok-agents upon the mer-
its of their textbooks, and then by formal ac-
ton iegalize the DEGREES OF the caucus? Such
action might result in the adoption OF excellent
textbooks, but does a law that makes such ac-
ton possible commend itself to the judgment
of NV audience?
Another need: better method of licensing
teachers With examination questions that are
uniform throughout the state at each examina-
ton, and which are practically uniform from
year TO year. we do not obtain uniform results.
~ receives first grade certificate IN The
county OF o, passes to the county OF z and fails
TO get second Cause? Thirty-four examin-
ing boards comprising l02 different varieties of
mental organization, some OF which may not be
entirely free from prejudice. Some of these in
tellects may be constructed upon a narrow
gauge and economic plan, and occasionally a
member might proceed upon the theory that my
doxy is orthodoxy and your doxy is hetero-
doXy.
Another need: More uniformity in school
work, especially in that OF the graded school.
Not narrowing, dwarfish adherence to fixed and
iniiexible plans in detail, such would hamper
the teacher and destroy independence OF effort;
but more uniform adherence 10 a general plan
OF organization and 10 the general outlines OF a
common course of training, which viii lead the
student step by step from the incipient stages of
Kindergarten tanning to the threshold OF the
university; university which shall be all that
grand and comprehensive term implies.
Two or more well sustained, well equipped
normal schools is another need; not normal
schools left to maintain a preearious existence
by virtue of private enterprise, but schools sup
ported by the strong OF the state, which viii
send forth corps oil thoroughly equipped pro-
fessional teachers each year. confident in a
knowledge OF their own preparation for system
attic, thorough work in the school room.
Last, but not least, more universal, earnest dc
yotion among educators-oilic ials and teachers
to the grand task in hand; more common. mu-
tual fraternity and loyalty TO the cause aud to
each other; more mutual courtesy. and less
dWarfish jealousy. hypoc-isy and freachery