The Bridgeport evening farmer., 1910-12-15


 l Number registered in each grade l during the year:
 l E. ghth grade, ................... 355 l seventh grade, ................. 65S ! Sixth grade, .................... 93O Fifth grade, ..................... 1888 Fourth grade, .................. 2,156 1 Third grade, ..................... 2,283 Second grade, ................... 2,279 First grade, ...................... 3,35S ] Kindergarten. .................. 363 Iotal .1S, ,770 Plainly. the teachers of the 1st, 2nd, 3rd and 4th grades are handling the largest numbers of the school popula- | tion. From this condition arises the great responsibility of the interme- diate grade teachers to the public. Much of the frequent criticism heard against the public school system comes from judging it by the grad uates" at this point. The children l enter these grades quite helpless and 1 Irresponsible as far as intellectual and school room habits go. Self-re- lance, cheerful obedience to school room laws, appreciation of the rights l of others, the starting of the thought processes. the laying of the founda- tons of the subject matter of the whole curriculum of the elementary school are gained for the child only through ever enduring I patience, strength and force of character on the teachers part. Intermediate grade teachers must train the children with great thoroughness and accuracy in the fundamentals of the arithmeti- cal operations. in the spelling of the common words of written expression, in the writing of ordinary business letters, in the use of common punc- tuation marks, in a general knOwl- edge of locative geography. and in the formation of a good handwriting. They must teach the general facts connected with the history of our country, and its form of government. They must train in the habits of self respect, and reverence, in honesty and in truthfulness; in other words they must form the beginnings of strong self reliant character. Here in these intermediate grades then. if anywhere is borne by the teacher the great responsibility to the public of preparing large percentage of her future citizens. It is clear, then.- that women skilled in methods, women with broad mental horizon, women with mature force and characters are needed in the intermediate grades. In view of these diverse but equivalent difficulties of each of the grades, we believe one grade teacher should re ceive as much as any other grade teacher.
 5 The number of best paid posi- tions is small in comparison with the number of teachers who are dissatis- fled with the smaller salaries of the positions in the intermediate grades.
 Teachers in the intermediate grades desiring better salary according to the existing schedule, shift either to- ward the first grade or toward the seventh and eighth grades. As an il- lustration of this shifting, looking to- ward better salary, one of the teach CTS in our schools during the past five years has taught the following grades: g. f, 5, 1 and G.
 The total number of 1st, 7th and Sth grade positions in our present school investigation of the length of service of the teachers holding these positions shows that each of these teachers with the exception of a very few have held their present positions more than ten years. Hence. the body of teach CTS feel general dissatisfaction with the existing schedule.
 II Greatest Good to the School System.
 Under the topic Justice to Teach ers''. we have shown that each grade has it's own specific difficulties, and that there are needed strong efficient teachers in all of the grades, if the school system is to render the best possible service to the public in pre- pairing children for citizenship. We have also shown that strong capable teachers are unwilling to remain in the grades where the salaries are lowest. even though they be needed there. Therefore, will not making it possible for all teachers to reach the same maximum keep the teachers in these grades where they are most needed and in the grades for (which they are by personality and temper ament best fitted?
 III Experience with one Maximum in many other cities has proven sat- isfactory to both teachers and super intendentS.
 On page 71 of Report of the Com mittee on Salaries, Tenure and Pen sions occurs this statement: "The superintendent in a Wisconsin City stated in giving the schedule in use in his city, We have done away with rating according to grade taught, and We find it far more satisfactory to the teachers. There is less desire on the part of the teachers to push into primary and upper grades where salaries are usually (and have been here) larger The poorest work is done in the intermediate grades, I believe. and this in part accounts for it. Making no difference in salaries as to grade is going to keep good teachers in the intermediate grades
 Among the cities having but one maximum for all grades are: Balti- more. Md; Pittsburg, Pa.; Cincinnati, O.: Detroit, Mich; Jersey City. N. J.: St. Paul. M'nn.: Syracuse, N. r.; Rochester. N. Y.; Toledo. O.; Los Angeles, Calf: Paterson. N. J.: Low ell. Mass; Dayton, O.; Seattle, Wash; Camden, N. J.; Trenton, N. J.; Troy, N. Y: Lynn. Mass; Hoboken. IN. J.; Peoria, Ill.,; Salt Lake City, Utah; Pittsheld. Mass.
 Several cities have two maximums, hut as A rule where this condition ex- ists, there are special requirements made for taking pos: :tions in the up- per grades. viz, College courses in certain academic subjects, special ex- aminations, and a special license permitting to teach in those grades.