The Saint Paul globe. (St. Paul, Minn.) 1896-1905, 1903-03-01
With New

ceit. his knowledge. his lack of knowl-
edge, and that part of the law which
dareS invade his home castle. He is
substantially In complete control Of
his child. So long as he does not vio-
late law, or does not appear to break
the law, he may do as he pleases with
his child; he may give it advantages
nourish it or slowly starve it.
A partly civilized law or custom
has maghified parental rights, and has
given to the parent powers which no
individual has a right to ASSUME and
exercise, and which no parent fit to
live ever takes advantage of; but as
the majority of human beings are sell
hsh, conceited and ignorant, and lack
discipline and training, the general
parent is seldom competent to individ-
ually manage or rear his children and
the exercise of this legal despotism Is
the greatest stumbling block in the
progress of progression.
The teacher, whether or not he is
individually better than is the parent,
is not allowed to fully follow his own
right or wrong ideas; he must teach
the child as the great universal board
or education elects. He is an agent Of
system, perhaps an imperfect Sys-
tenn, but at any rate, a system as per-
feet as is within the limits of present
human capacity. He is but the agent
of that system, and though he may
diverSe from it at times, in the main
he obeyS it's commands.
Neither the individual parent nor the
composite teacher is perfect, but or
ganiZed imperfection, striving for per-
fectior, is far greater, grander and
safer than individual ignorance at a
standstill.
Many teachers unfortunately do not
rpIliZa the hnioht hp oA
and the breadth of their eternal re-
sponsioility for their responsibility is
for everlasting.
Few teachers receive from the par
ent half the cooperation and sup
port they deserve, and which would
be of incalculable aid to them. On
the contrary, many a parent at home,
in willfulnesS, conceit or ignorance,
counteracts the work Of the school.
From financial point of view, teach
ing can hardly be called a remunerative
profession. Comparatively few teach
ers earn more than a livelihood; a
lesser number obtain a competency;
and none of them, unless they be own
erS of an institution, ever become rich
from the income of their labors.
College professors seldom receive
more thar $4,000 a year, and probably
the average salary is less than $4,000.
Principals or head masters CT the
public schools in the large cities are
paid from $4,000 to $4,000 a year, and
seldom less than $4,000; and similar
incumbents in the country centers earn
from $1,000 to $4,000 a year.
Masters, where there is a head mas
ter, and submasters, in the large city
schools, draw from $1,000 to $4,000 a
year.
Special teachers outside Of the COL
leges and higher institutions of learn
ing, and by special teachers 1 refer to
those who instruct in but one of a few
studies, are paid anywhere from 81, 900
to $500 a year in the larger cities,
and from 25 to so per cent less in the
smaller places.
Superintendent of schools receive
from $4,000 to $4,000 a year in the large
cities, down to as little as $1,000 in
the smaller places. The custom of
uniting several school districts or towns
| under one superintendent makes it pos
sible for him to receive a salary much
in excess of what 1T would be possible
| for any one town or district to psy
| him.
So-called general" or room
teachers in the large city schools, these
positions being almost entirely occu-
pied by women, receive from $500 to
| $1,000 year; considerably less in the
country centers, and many a country
school teacher is paid but few hun
| dred dollars a year for her work.
Some teachers, particularly instruct
ors in the higher branches. are authors
| Of text books, the sale of which ma
| teriaIly adds to their incomes.
A good teacher is reasonably sure of
living, provided he does not carry too
heavy family expense; but the pro-