Evening star. [volume] (Washington, D.C.) 1854-1972, 1905-05-22
MEN AS TEACHERS
WHY THEY ARE NOT STRONGLY
ATTRACTED TO PEDAGOGY.
ossian q. Lang, in the Forum.

ossian 81. Lang, in the Forum.
The steady decrease of the number of
men in the service Is a matter for serious
consideration throughout the country. The
Massachusetts board of education has
taken up the discussion in a recent report
1t finds that there are now twenty-six male
teachers less In the state than last year.
while the women teachers show a gain. OF
46S. This is probably typical of what is
taking place everywhere in the country.
But what is 10 be done? The Massachu-
sets board belives that 'the matter of in
ducing more men to take up the profess
sion of teaching is well worthy of the deep
consideration of all persons interested in
education" 1t certainly is.
But how are more men to be drawn into
the field? Greater security of tenure of
office and progressive salaries keeping pace
with progressive work may do something.
These are desiderata we'll worth laboring
for but they are not sufficient. Women, as
a rule, are by nature and training moro
tactful, or call it more diplomatic, than
men. The appointfve powers are not infre-
quently the more readily persuaded by q
woman that she should have the place
brought into play in behalf of a female
candidate; 1t goes against masculine nature
to secure position in this manner This
suggests one reason why male teachers are
growing less in number. Moreover, many
school systems make it too easy for man
to obtain a principalship without any teach
ing experience One result Is that the men
look for the better paid principals places
rather than for schools where they may lay
the foundation of educational success by
actual teaching. The consequence is that
the fledsling just from college. or wherever
he may hail from, commonly remains after
his appointment an Indifferent sort of prin-
cipal who is readily replaced If every
school community should insist that none
but experienced teachers could be eligible
Tor principalShip there would soon be an
apprecia BILE increase of male teachers.
How to hold a good man in the school
field is even more important a problem than
how to get him there. Fair salaries. pro
excessively increasing the years roll on
and the service improves. will do something
But insecure tenure of office and the: re-ex-
animation evil have driven more men out
of teaching than inadequate pay. Present
usage permits any school superintendent to
brush aside with one sweep of the hand
all the past record of a candidate and to
subject him to more or less absurd literary
tests. So firmly is this practice established
that the average school superintendent can
not even get himself to think of any other
plan for determining the qualifications Of a
teacher. The procedure In vogue is some-
thing like this: A principalship paying
81 200 or more becomes vacant, The super
intendent advertises the fact far and wide
to attract candidates. AS a rule, he has de-
cfded In his mind whom he wants to APP
point before the examination is held, and
the test is shaped accordingly. Neverthe-
less, without one pang of conscience he
will put the various candidates to the ex-
pense of coming to his examination. can
We blame men for turning away from teach
ing?
toward teaching life work until teach
ers are afforded an opportunity to earn
diplomas absolving them forever more from
the humiliating ordeal of re-examination
A -i,,fn dow 10 onI,n NV
could then be compelled to look for suit
able material among the holders of these
diplomas. Instead of calling miscellaae-
Gus convention of candidates, bearing the
expense of their attendance, 1t should be
his business to search for the teachers like
Iy to fill the requirements. If he then
wishes to apply a special test let him do
SO: but the school system should invariably
pay the expenses caused the candidates by
their submission to the ordeal. This is
business and this is right.