Evening star. [volume] (Washington, D.C.) 1854-1972, 1911-06-24

| Inc average salary or men with no
experience is 1928 year; with one years
experience, S3IO; with two years expert
ence. $43O. and with ten years expert
ence, $500 and upward.
The average salary OF women with no
experience is $345; with one years ex-
perience Is 1872: with two years expert
ence is $422. and with ten years expert
ence is $54S.
There is no uniform tendency or re-
lation existing between salary and train
| ing. Teachers with four years of train
ing are mostly high school graduates.
those with six years training are normal
school graduates, and those with eight
years training college graduates. DR..
IConman says that two important facts
are revealed by this relationship: D
The first four years OF training beyond
the elementary schools have little or no
effect upon salary; CD correlation be-
tween salary and education becomes in
lcreasingly marked with each succeeding
year after the fourth year. A premium
| is thus placed upon academic and pro-
| fessonal training. The cry for the high
er professional training of teachers comes
more from educational leaders, he says,
than from the public.
Need of Money Motive.
| In most cases the motive that starts
teachers is the need of gainful occupa-
| ton. The professional motive comes
| later, and Is due part to experience and
part to training. The vast majority OF
beginners have had no training. Teach
| ing as a profession would be more gen.
| eral If the economic motive did not APP
pear SO strongly The lower the class
| from which the teachers come in social
position the less frequent is the profess
sional motive and the more inadequate
| their insight for determining the value
| Of the technique of education.
DR.. Coffman's statistics regarding the
social and pecuniary position of the
| teachers in our public schools are exceed
Iingly interesting. OF the man teachers
g1.3 per cent are native born. with ma
tive-born parents; 7.3 per cent are native
born. with one or both parents foreign
born, and l per cent are foreign born
with foreign-born parents. OF the wom-
| en-, S3.S per cent are native born, with
lnative-born parents; 14.9 per cent are ma
tive born. with one or both parents for
| eign born, and IL per cent are foreign
with foreign-born parents.
| The percentage of male teachers, both
| of whose parents speak the German Ian
| guage, is 11.3; of female teachers. per
cent of the male teachers whose parents
| speak the Norwegian or Scandinavian
languages, Z; of the female teachers, 81.
| Scattering and almost neglible per cents
! were found for the French, Swiss, Po-
fish. Bohemian, Jewish, Russian and
| Danish languages.
| Man teachers whose parents had an in
come of $3.50 or less received on the aver
age less than three years training. while
those with an income above $500 received
IAN average of four years training. Wom-
en- whose parents had an income Of $3.50
| or less received less than two years
training. while those with income
| above $500 received four years training,
| which shows that as a rule the boys in
POOR families are allowed to go to school
quite as long as the girls. The average
income of the parents of man teachers is
$500. the average of woman teachers is
1913. This is little more than bare liv-
ing, yet these same families are giving
| their children the advantage of four
years beyond elementary school.
Come From Large Families.
One man out of every five, and one
woman out of every four. who enters
teaching has one or both parents dead
at the time he or she begins work. AL
though the differences between the sexes
are not great, still they are significant
Fewer women have both parents living
than men when they begin teaching; more
women have their fathers dead, more
men than mothers; and twice as many
women as men have both parents dead
The statistics show also that our teach
ing force in the United States is recruited
from large families. and from the farm
ing population. Sixty-nine per cent OF
the man and forty-five per cent of the
WoHidH teachers are CnltuTen OF farmers
while only seven per cent are children
OF men In professional life. Six per cent
of the man and fifteen per cent of the
woman teachers are children of business
men. eight per cent of the men and six
teen per cent of the women are children
of artisans. seven per cent of the men
and eleven per cent of the women are
| children of laborers.
In reviewing his statistics DR.. Coffman
says that the typical man public school
| faa "a n cd Sfofn i- tu-nn ~
nine year of age, having begun teaching
when he was almost twenty years of age
after three or four years of training be-
yond elementary schools. He has had
seven years of experience. his salary is
$3.50 a year, both of his parents were
living when he began to teach. both spoke
the English language and they had an
annual income of 500 from their farm to
support themselves and four or five chill
dren. His first experience was In a rural
school, where he taught for two years
at a salary of $3.50 per year He found II
customary for rural teachers to have only
three years Of training. but in order for
him to advance to town school he had
to get an additional year of training and
in case he wished to become city school
teacher two years more of training were
| needed. His salary increased regularly
during the first six years OF his expert
ence or until he was about twenty-six
years of age. After that he found that
age and experience played a rather in
| significant part in determining his salary,
but that training still afforded him a
powerful leverage.
Typical Woman Teacher.
| The typical American woman teacher is
| twenty-four years of age, having entered
| teaching in the early part OF her nine
| teenth year. when she had received but
four years of training beyond the ele-
| mentary schools. Her salary is 1856 a
year She is native born of native-born
| parents both of whom speak the Eng
! ish language. When she entered teach
| ing both of her parents were living. and
| had an annual income of approximately
| $500. which they were compelled to use
| to support themselves and their four or
| five children. The young woman early
| found the pressure to earn her own living
very heavy. AS teaching was regarded as
| a highly respectable calling and the
| transfer from the school room as stu
| dent to teacher was but a step, she de-
| cided upon teaching.
| Her first experience was gotten in a
| rural school, where she remained but two
years If she went from there to town
| school her promotion was based almost
| solely upon her experience as no add
| tional training was required by the school
| board Of the town. II she desired to teach
| in a city school she was compelled to
| secure at least one more year of train
ing and each year Of training she found
| increased her salary.
! So far she has profited each year CT her
| ~ y -iru hnY n