Evening star., 1955-11-13

Z 3 i
placement rate is estimated at only
per cent, considerably lower than
in the schools, but the growth Of
enrollments Is expected to be rela-
lively greater. If the present stu
dent-teacher ratio Of Is to is
to be preserved. for every 10 college
teachers now employed. somewhere
between is and Is new ones will
have to be found between now and
1870.
These cold statistics define only
the quantitative perimeters Of the
problem. but the qualitative dimen-
sion is most vital. The quality OF
education depends upon the quality
of teachers and not simply upon
the number Of teachers.
Thus, the question is not whether
we can get enough people to teach.
The real question is: Can We get
enough good teachers?
II we match our needs against
the prospective supply of we'll
qualified teachers, we can come TO
only one conclusion: It win be inn
possible under the present pattern
of teacher recruitment and teacher
utilization to secure anywhere near
enough good teachers for our
schools and colleges over the next
Is years.
The basic reason is far simpler to
state than to remedy. Teaching de-
mands the best educated and best
quality Of our young people. But so
do business, Government and other
important fields, and in ever-in-
creasing numbers. The supply Of
such manpower is scarce and win
undoubtedly fall short of demand
SO long as our economy continues
to grow and prosper.
Bidding Disadvantage
In the vigorous bidding for an
adequate share of this short supply.
education finds itself at an increase
ing competitive disadvantage. To
many able young people. teaching is
not as attractive as various alterna-
tive careers, in terms not only Of
economic rewards, but Of prestige,
opportunities for growth, and per-
sonal satisfaction.
Despite the difiiculties of defining
or measuring quality in teacher.
1t is obvious that q good teacher
must be intelligent and well-edu-
Gated. our educational standards
for teachers have risen steadily
until today four years Of college are
required as q minimum for high
school teachers in IS States and for
elementary teaching In more than
half Of the States. This is not to
say that q college degree always
makes q good teacher, or that all
good teachers have degrees. But 1t
does mean that our main source Of
qualified new school teachers today
is the annual output Of college
graduates.
About one-fifth Of all 1854 gradu-
ates OF fOur-year colleges entered
ecnuOt te1cM1HB. Dut 0uEtMk ttC
next 10 years 0ne-haif of all col-
Iege graduates Of every variety
would have to enter school teach
ing in order TO an our needs entirely
from this major source teven as
suming the higher Of the two pro-
jections of college graduates used In
this report.
Nothing approaching this propor-
ton Of college graduates can be ex-
pected to enter teaching. The large
majority Of new college graduates
viii be diverted from teaching by
the greater attractions OF other
fields Of employment or BY such
compelling forces as military serv-
ice and marriage.
When there are not enough we'll
qualified teachers available. some-
thing obviously has to yield. Teach
ing standards are lowered or class
size is raised. There Is abundant
evidence that both accommodations
are already being made on. q grow-'
ing scale.