The weekly times-record. (Valley City, N.D.) 1912-1922, 1920-11-18
ial rewards. Largely because t

great body of them have not thought
first Of the pay. They have found
satisfaction in the work, their spirit
ual rewards have been great, their as
sociations congeniel. @
r Then again it has been difficult to
establish any concrete and tangible
criterion of success, and the public will
not pay for anything the quality of
which is uncertain. The Doctors in
come is measured by concrete indi-
cations of success. A bridge builder
can point to q definite work as his.
Not so with the teacher. Her influ-
ence can not be measured and is often
not felt till long after she has left a
position. Higher salaries we must
have but let US establish some stand
ards for their distribution else we will
defeat the very purpose we aim to ac-
complish. The well prepared, skilled
teacher resents the fact that her years
Of devotion and service is valued at
little more than the raw recruit. Some
teachers are not worth any amount,
the work Of others can not be esti-
mated in dollars and cents. Y
The situation would be easy Of So
luton if salary were the only ques-
ton. The past year has shown that
the public will respond when it comes
to full realization Of the situation.
Salaries are being offered which are
unprecedented. To earn more we must
be worth more. We must raise our
standards. We must do this not only
to increase our earning capacity but
we must re-establish the profession
on such basis that the men and
women Of native ability and strong
character will consider it an honor to
be connected with it. The day should
come when we will require as, much
training for teachers as for any other
profession. It has long been recog-
nized that the minimum standard Of
qualification for the elementary
school should be two years beyond
High School. Certainly no less should
be expected. Yet more than one-half
of all the teachers Of the United
States have had less than this. In
1916, % per cent of the rural teach
ers Of the country had no High School
education at all and SIS per cent less
than four years in High School. We
have no reason to believe that condi-
lions have improved since then. Re-
.membering that the teacher makes the
school, is it any wonder that we haye
5,500,000 people in this country who
can not read and write the English
language. We as people are reap
ing the rewards Of our past policy in
the results of the discomfort and dam
gerous propaganda sown in the fertile
fields of illiteracy. A stream can rise
no higher than it's source.
In addition to insufficient salaries
and lowered standards the question of
tenure of Office has tended to dis
courage those who might under favor
able conditions become teachers. Some
one has said that we are not pro-
fession but" a procession. Eeghty-six
percent of the country teachers change
locations every year. DR.. Coffman
calls us species Of intellectual
tramps." Here again differing stand
ards enter in. A teacher is never as
sured of more than a years service in
a locality. She is measured by the
standards of those above her and too
often personal feelings decide her
future rather than professional merit.
A large Normal School in the west has
issued to its faculty the last few years
contracts which include this clause:
"'The Board of Trustees reserves unto
itself the right to terminate this con-
contract at any time when in their
opinion good and sufficient cause ex-
lists" Is it any wonder that MEM
bers of that faculty have left the pro-
fession in Encouragement. Teachers
who invest in preparation for the pro-
fession must be assured that their in
vestment will not be swept aside by
the whim Of one person.
Again we have not provided for
suitable living conditions for the
teacher. We exact of her high
standard of living yet expect her to
adapt herself to any situation in which
she may find herself. We have assum-
that she must live in the home of some
one else, accepting the conditions they
impose. Her work is exhausting and
difficult. The public envies her. her six
hours and exacts every moment of it,.
She has no relaxation from the time
she enters the school room until she
leaves. Her living conditions should
be such as to furnish this needed re-,
Taxation and change. This is seldom
true. Her room is often unattractive
and with scant accommodations. She
must be constantly on her guard lest
she offend. She is limited as to COM
pany and her amusements are often
dictated and supervised by local per-.
sons. The side Of the landlady is
equally dark. She takes in stranger
and must make adjustments to suit the
new situation. Often times she finds
the teacher inconsiderate and de-
structive, exacting more than she can
well give. The situation is unnatural.
Accommodations should be provided
for teachers such that they could be
independent in their free hours rather
than a burden to particular family.
Apartments in town and teachers
cottages in the country are the solu-
ton Of this problem. This provision
would go long way toward making
teaching attractive. 5s.s., 49, .fss
The public must spend more and
spend it better on school buildings,