The people's voice. [volume] (Helena, Mont.) 1939-1969, 1961-11-10

| in some Montana schools this year.
The nation over, he said, is short of
classrooms by $4,000, and this num-
Der is growing each year in spite of
the herculian efforts of state and
local school agencies, because of the
rapidly increasing school population.
In Montana, he said, there was
a classroom shortage of 443 in the
fall of 1860. Also, 1904 children
were going to school less than a
full school day.
AS for teachers, the nation was
short 100000 this time a year ago.
These broke down: 10000 replace
ment teachers+to meet attrition
caused by retirements, deaths, leaving
the profession, etc.; 10000 to meet
additional school enrollments; 10000
to relieve over-crowded classrooms
and halliday sessions; 10000 highly
qualified teachers needed in various
fields; 100000 to replace unprepared
or UNDETERMINED teachers.
But, in 1860, only 100000 young
people finished teacher training, and
of these, only $4,000 went into the
profession. This left an actual short
age of $4,000.
Montana, last year, lost over 900
teachersEor one out of every eight
to other fields, other states, re-
tirements, etc. Our colleges turned
out just over 800, of whom, only 70
per cent, or about $50, entered the
profession. Because of our lack of
thoroughly trained teachers it has
been necessary to permit many hum
dreds of two-year normal diploma
teachers in Montana schools. Sixty
per cent of Montana elementary
teachers have less than four years
college training.
One substantial reason why teach
ing is not more attractive in Montana,
he said, is the salary item. The aver
age Montana teacher receives $4,700
a year compared with national aver
age (including low paid teachers in
the South) of $4,000, and $4,000
average in California. California and
other west coast states with consider
ably higher salaries, he pointed out,
are making heavy inroads into the
ranks of Montana teachers, particu-
larly those with Masters degrees and
other superior qualifications.
Markell concluded by emphasiz-
ing that the opportunity for
good education is essential to main
tanning our form of government,
and s'the federal government is the
only agency through which we can
discharge our responsibility to
every American boy and girl :"
EVERY CHILD HAS A RIGHT"
Mrs. Logan opened her comments
BY suggesting ''let US see how con-
structive we can be" in discussing |
The school financing problem.
She said that "we want local con-
5rol of our schools" and that this is
safeguarded by the pro-
vision originally drafted by Sen. Taft
and incorporated in the Kennedy Adj
proposals.
The safeguard written by Sen.
Taft, is: "In the administration of
this Act, no department, agency,
officer, or employee Of the United
States shall exercise any direction,
supervision, or control over policy
determination, personnel, curricu-
lum, program of instruction, or the
administration of any school or
school system"
She recounted that the Congress
las passed 100 bills providing various
.inds of special aid to schools since
1856. "The majority of the people
aust not have been against" federal
i'd, she contended, or the Congress,
body every close to the voters, ;
yould never have taken such actions.
She also informed her audience /
nat the first recommendation for |
eneral school assistance by the fed
raj government was made by a spe- 6
al commission appointed by Presi-
emit Hoover in 1929. S
Mrs. Logan, recalling that Federal /
t President John Adams, more than y
so years ago had said s'the whole n
eople must take upon themselves
lie education of the whole people" S
I'd finance il asked if inferior edu- f