The Washington times. [volume] (Washington [D.C.]) 1902-1939, 1921-05-01

them more than the classroom was the
statement Of thirty-three of the teach
ers And q number Of them see the
need for more education and will not
continue the profession because more
education 10 impossible. or will walt
until they can complete their college
courses.
other reasons advanced by the
teachers for their divorce from tho
schooiroom are: No sick leave; tne
lack of appreciation of the school
teacher; no social life: that the
schooiroom Is no place to grow old
in, and the chance to get out ana
see the world.
WHY THEY QUIT TEACHING.
Here are some of the answers given
bv the teachers now employed in tho
War Risk when she asked them J.;
they contemplated returning to the
school room:
"SmaIl salary; nerve strain; con-
ditions in the average city school
system which require a teacher 20 ~.
tend so many meetings after sshov.
hours that she has no time to attehd
to her school work except in the even
Ing, and therefore very little time iIr
social recreation and diversion, which
is necessary to keep from getting
into rut or breaking DOWN. grad.
uate of the Connecticut State Normal
School; seventeen years experience. /.
"The salary offered teachers Is less
than that paid Government or office
work. The average board Of edlcs-
ton gives its employees much less con-
I sideration. than IL given employees In
any other work."EA Graduate O.
Illinois State Normal School; ten
years experiences.
~ found the teaching profession
prevents a normal Girlhood In about
SO per cent of the communities. Sc
Getty should have the same standard
fer young teachers as it has for Its
daughters."--A graduate of Kansas
State normal school and university
summer courses;. fiye years expert
ence in grades of towns.
"If I do not teach again these will
be the reasons: (a) The disparity
between the capital invested on my
education and the return received
from teaching. OBJ The lack OF
understanding on the part or tho
public of the value and place OF the
teacher in the national and individual
life. (c) The overcrowding of curri-
cula in schoolroom."-A graduate OF
Chicago University, twenty-six years
experience. . f
"The inadequate salary for the re-
sponsibiuty and for the amount or
work required. Too many supervisors
to unload their ideas upon us and to
heap work upon US. Favoritism shown
to men teachers. The tenure OF office
unsatisfactory; too much poiitics.'-A
graduate Of De Paw University;
sevent cen years experience.
AFTER investing, time, energy ana
money. I was paid In profession less
than could draw IS q clerk In an
office. One has to live. In addition,
will not bemean myself by doing
| professional work at less than n
laborer's salary."--A graduate OF
George Washington University. seven
teen years experience.
AVERAGE SALARY 1854.
An investigation made in May. 1920.
by tho Bureau of Education showed
that more than 40 per cent of the
| rural school teachers received 5000.
| The average annual salary for high
school and elementary rural teachers
was 1854. In December, 1913, the Ma
tional Education Association pub
Ilished a study OF teachers salaries in
! 800 cities through the country for
the year 101S-1019. This study showed
| the median annual salary of elemen-
tary teachers to be 1856, OF intermedi-
| ate teachers to be 1851: Of high school
| teachers, $1,224.
In comparing these salaries with
those paid the woman employees Of the
War Risk Bureau, Miss Lathrop
points out that many of the employees
Of the War Risk, as well as in all
Government departments, do routine
clerical work which does not require
! more than an elementary education.
For such services the War Risk, Miss
Lathrop says, pays approximately an
| annual salary of 81 200 plus a bonus
| of $12O, q total Of $500. One of the
teachers interviewed by Miss Lathrop
receives an annual salary Of 81 800 in
addition to the S12O bonus Thirty