Sera ls, 22> \> ‘ VOL. I, NO. 2 MARCH, 1923 we CI NE -- - HW ed Ce excited Cone acl be os “ sore yor ¢ ® »' 2s Research Bulletin OF THE as Gye National Education Association vi ee aa Seat can, pee ee Can The Nation Afford to Educaze Its Children........ Why School Costs Appear Burdensome.......... Salary Schedules and Public School Efficiency........... Salaries Paid in Cities in 1923..... Table of Contents........... ES Se PUBLISHED BY THE RESEARCH DIVISION OF THE NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET NORTHWEST, WASHINGTON, D. C. Entered as second-class matter February 10, 1923 at the Post Office at Washington, D. C., under Act of August 24, 1912. Acceptance for mailing at special rate of pasteee i for in Section 1103 Act of October 3, 1917, authorized February 10, 1923. ——— ~ ~ A eat cate Cues etek ae) a ag ee ley / Z NS y : AE A SIS A A Research Bulletin of the National Education Association Published five times each year in January, March, May, September, and November by the Research Division of the National Education Association of the United States. The payment of the $5.00 membership fee of the National Education Association entitles one to receive the Research Bulletin and certain other publications of the National Education Association for one year. One dollar ef each $5.00 membership fee is for a year’s subscription to the Research Bulletin. Single numbers may be purchased for 25 cents, and in quantities at a reduced rate. Regular subscriptions to the Research Bulletin are accepted only in connection with the payment of the $5.00 membership fee. Those entitled to receive the Research Bulletin regularly are asked to report at once any change of address, giving old as well as new address. Entered as second-class matter February 10, 1923, at the Post Office at Washington, D. C., under Act of August 24,1912. Acceptance for mailing at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized February 10, 1923. Executive and Editorial Offices, 1201 Sixteenth Street Northwest, Washington, D. C. Fees and Publications of the National Education Association The National Education Association has three classes of membership: 1. The $2.00 N. E. A. Membership entitles one to all of the privileges of membership and to receive The Journal of the National Education Association for one year. 2. The $5.00 N E. A. Membership entitles one to all the privileges of membership and to receive the. rey ey of the National Education Association for one year: (s) The Journal of the tional Education Association; (b) The Annual Volume of - and Proceedings; (c) The Research Bulletin; (d) Occasional Bulletins, and 3. The $100.00 N. E. A. Life Membership, which entitles one to the privileges of mem- bership and to receive the publications listed under the $5.00 N. E. A. membership for life. Fees and Publications of Departments of the National Education Association Several Departments of the National Education Association have their own separate fees and issue Department publications. One of the N. E. A. membership fees must be paid before one can become a member of any Department of the Association. The one of the wy Ao of the National Education Association (see above) does not include in any Department ing a membership fee. The membership fees of the Depart- ents which issue publications follow: 1 The Department of S tendence—$s5.00 Membership entitles one to receive year: @) The Y of the Department of Superintendence; (b) The Official of the Winter Meeting and occasional Bulletins. 2. The Department of Elementary School Principals—$2.00 Membership entitles one to receive for one year: (a) The Yearbook of the Department of Elementary School Prin- cipals; (b) The Quarterly Bulletin of the Department of Elementary School Principals. Membership fees of the National Education Association and its Departments, and inquiries concerning all publications should be sent to 1201 Sixteenth St. N. W., Washington, D. C. [66] i i} the f finan BS weait concl every prese in all Bof at need Bappol ior n edetert the h: Slating Lhe pof the mand € i vholh Bcollec’ promy mittee mwith t I lo my the Bminim i weveal maid. FOREWORD y? SCHOOL costs threaten the Nation’s financial solvency? Are we I allowing too many children the opportunities that come from attendance in the upper grades and in high school? Have the American people given the public school too high a place among the institutions ministering to the © satisfaction of worthy human needs? These are questions which the Ameri- Scan people are called upon to answer. Fortunately the time is passing when such questions need be answered wholly on the basis of prejudice or unverified opinion. ‘Tabulated facts and tested thought are rapidly becoming the basis of educational procedure. S He who arrives at important educational conclusions, disregarding the facts, retards rather than advances school progress. The National Education Association in publishing this Bulletin adds to the facts that are available in dealing with the problems of educational finance. The first part of the Bulletin presents figures as to the Nation’s wealth and educational expenditures. They furnish a sound basis for conclusions as to the ability of the country to afford the expense of giving every child an educational opportunity. The second part of the Bulletin presents tabulations showing the salaries being paid in city school systems in all types of positions. The inquiry, which made this salary information available, is representative of a type of endeavor that is becoming characteristic of the Association. The need for the inquiry was recognized by the President of the Association who appointed a salary committee and placed in its hands the responsibility for making an investigation of the salary situation. This Committee letermined the scope and method of making the study and then placed in the hands of the Research Division the actual work of collecting and tabu- lating data. The advantages of this type of procedure are these: (a) Investigations { the Association are directed and formulated by school experts of vision mand experience, (b) The valuable time of Committee members is given vholly to the broader aspects of their studies rather than to the details of ‘ollecting and tabulating data, (c) Information collected becomes available promptly, in good form, for the use of school people in general and (d) Com- ittee reports are based upon carefully collected data and concern themselves vith the proper interpretation of these data. [ look upon this Bulletin as one of the most valuable that has been issued by the Association. Other bulletins have made information available as to inima, maxima and other features of salary schedules. This Bulletin eveals how the schedules have actually been applied in terms of salaries paid. J. W. Crasprree, Secretary, National Education Association. [67] TABLE OF CONTENTS P Can the Nation Afford to Educate Its Childrem.................2.2.ececeeeseseeeeeeeeeeeee Sec. Fae ee , yo GF ey a emerne 00 EERIE SES» — SS I 70 to Why School Costs Appear Burdemsome ........................c.ececececeenese-veneneneeeeeensnenesnsnteceenesnnneeseenenees ec aue Salary Schedules and Public School Efficiency ....................---cecececeseeesseseeesesesesesesnsnsneeneseerneecenseneosoeee CS SESE RL SON URR er SSRETRR Os IO = a , ERREREE ED DEER SORES =: “ST TEER: SOLUS On A Median Salaries in Cities by States, tables 12 to 16 ..............eccccccccecccceeeeeeeeeteeeeeeerereeee 86 to Distributions of Salaries paid kindergarten teachers, tables 17 to 21.......... -< » i ne Distributions of Salaries paid elementary teachers, tables 22 to 26.......0000000000....... Sadia! FG Distributions of Salaries paid junior high teachers, tables 27 to 31 .000000200022.---------.--- 100 to Distributions of Salaries paid senior high teachers, tables 32 to 36... . 105 to Distributions of Salaries paid non-supervising elementary principals, tables 37 to 41... 110 to Distributions of Salaries paid supervising principals, tables 42 to 44................2..2--------.----.-. 114 to Distributions of Salaries paid junior high principals, tables 45 to 49-..........0000-.... 117 to Distributions of Salaries paid senior high principals, tables 50 to te ee Salaries of Administrative Officers, Directors and Supervisors in cities over 100,000 in popu- gE EERIE STAIRS SE 8 2 Se Ce 123 to Salaries paid Administrative Officers in cities 30,000 to 2,500 in population, tables 58 to 61...... 126 to Salaries paid Directors and Supervisors in cities 30,000 to 2,500 in population, tables 62 en ceaauenaeibenteoeetaaerere 128 to General Explanation of tables List of cities answering inquiry lea Oe dn 130 ‘to Selected Bibliography on Salaries [68] 83 84 86 90 109 113 116 118 122 129 135 130 135 Can The Nation Afford To Educate Its Children? It would be difficult to find another twenty- five pages which raise as many fundamental educational issues as those which occur on pages 93 to 117 in the last Annual Report of the President and of the Treasurer of the Carnegie Foundation for the Advancement of Teaching. Have the American people exalted the value of the social training given by the schools to an unwarranted extent? Have the schools brought in and retained great numbers of pupils whose intellectual endowment is ill-suited for formal study? Should the schools courageously eliminate great num- bers of children at an earlier age and point to other openings in life such as those offered in the trades? Has there been too great an “enrichment” of the curriculum, that is, has the school attempted to give instruction and training in too many fields? These, briefly stated, are some of the questions that are brought out into the open by the Carnegie Report in the section headed, “The Rising Cost of Education.” Theauthor gives his opinion as to what the answers should be in a manner that is both clear and definite. Had the Report ended with this it would have been a solid contribution toward the solution of some of our most pressing edu- cational problems. Attempts to get such questions as these clearly before the American people are to be commended, and the opinions of the best thinkers of the Nation are badly needed in answering them. The author of the Report, however, is not content to raise these questions and to indicate what he believes the answers should be—leaving it to the American people to make the final decision as to the merit of his answers. He insists that economic limita- tions are such that his answers must be accepted. The schools are already “sorely taxing the ability of the American people to pay for them.” ‘Therefore, it is out of the question to continue along present lines. The schools must be reorganized and the first essential in any educational reorganiza- tion is a reduction of school costs. Is this conclusion based on the facts? Do figures as to the cost of education and the ability of the Nation to pay for education support this attitude? ‘The matter is of sufficient importance to justify a careful analysis of the main conclusions of the Report concerning the cost of education and a pres- entation of the facts and figures which bear upon them. The first of the principal conclusions ar- rived at in the Report may be stated as follows: The cost of the schoals is énormous and is sorely taxing the ability of the American people to support them. This opinion is emphasized repeatedly by such statements as: “The ability of the public to support expensive forms of education has been sorely taxed”, p. 97. “Tt is necessary today that those in charge of our agencies of education should realize that, generous as is the American public, the day is here when education must reckon with economic necessity”, p. 97. “Under the enormous load of taxation that society carries today communities will rise against the burden- some cost of public education”, p. 116. “That it (the public school) will be endangered within a comparatively short time is evident, unless the cost of public education shall be brought within a limit of expense which the public can bear .. .”, p. 116. Is there justification for the belief that the cost of the public schools is enormous and is sorely taxing the ability of the American people to support them? HILE IT is true that the educational budget has increased more rapidly than the popula- tion, it is not true that it has increased more rapidly than the wealth of the community. On the contrary, it may be affirmed, with little fear of contradiction, that from the economist’s point of view the growth of prosperity in the United States as a whole has been so enormous as to make the proportion of educational expenditures to the real wealth of the community actually smaller than it was in past decades.—Edwin R. A. Seligman, Trained Men, December, 192], page 205. The figures in Table 1, are pertinent to this question. They give estimates both of the Nation’s wealth and of its expenditures for education. The following statements are based on these figures: 1. The cost of all public elementary and secondary schools in 1920 was four tenths of one per cent of the Nation’s wealth. 2. The cost of all public elementary and secondary schools in 1920 was one and five tenths per cent of the Nation’s income in 1919 and one and four tenths per cent of the Nation’s income in 1920. 3. The cost of all public elementary and secondary schools in 1920 was less than seven per cent of the amount of money lying in the “‘saving accounts” of the banks of the Nation in 1921, a year when the recent business depression was most acute. The word enormous is, of course, a relative term. In order to decide whether a Nation’s educational expenditures are enormous they should be compared with that Nation’s abil- ity to pay for.education. A billion dollars spent for education in a Nation with an annual income of seventy billions is, of course, a different matter than would be a similar expenditure in a Nation such as the United Kingdom with an estimated annual ncome of twenty-five billions. The fact is that the United States during the war decade devoted something less than two per cent of its yearly income to education. If this represents an enormous educational expenditure fora civilized Nation, the statements of the Carnegie Report are justified, if it is not, they are unjustified. In this connection it is also pertinent to present figures as to the cost of other things for which the Nation feels able to pay. The percentage of a Nation’s annual supply of goods and services that can be devoted to any particular purpose is not fixed, except that it cannot be greater than the total income. The pleasure loving nation may expend great sums for the provision of amuse- ments. The militaristic Nation may expend billions for armament. It is all a question of relative values. The question of how much the United States should spend for education is, like- wise, a relative one. Civilized countries generally rate the value of education high. The question of whether any National expenditure is enormous involves at the outset a decision as to the relative values of many different things. A Nation pays for what it values highly. The figures of Table 2 indicate the cost of some of the things for which the Nation has felt able to pay. One large item can be classed under the head of luxuries, including the articles listed in Table 3. The Nation also considers it desirable to support many forms of public service other than education. Under this is included a number of large amounts such as expenditures for past wars, the current expenses of the army and navy, and the construction and maintenance of roads. TABLE 1.—THE NATION’S WEALTH AND EDUCATIONAL EXPENDITURES National wealth in 1920 sitions $250, 578,155,336 National income in 1919 66, 252,601,000 National income in 1920 70 ,000 ,000 ,000 Savings Deposits in 1921... 16,618, 595,000 Educational Expenditures in 1920. 1 036,151,209 The estimate of National wealth in 1920 is based upon the last Census estimate of wealth, that of 1912, Wealth, Debt and Tazation Vol. 1, assuming that the increase between the eight years following 1912 was as great as between the years 1904 and 1912; see J. A. H. Keith, Educational Opportunity as Related to School Revenue, Pennsylvania School Journal, Juuuary, 1923, p. 194. The estimate given is probably conservative since other estimates of the wealth of the Ynited States in 1920 place it at over $350,000,000,000; see W. R. Ingalls, Wealth and Income of the American People, p. 310. National income in 1919 is the figure issued by the National Bureau of Economic Research in Income in the United States, National income in 1920 is independently estimated on the advice of one of the best informed economists at present working in the field. It is $2,000,000,000 lower than an estimate recently made by the National Industrial Conference Board. The estimates of savings deposits for 1921 is that given in the Journal of the American Bankers Association, July, 1922, by Leo Day Woodworth. Educational expenditures include the cost of all public elementary and secondary schocls according to the U. S. Bureau of Education, Bulletin, 1922, No. 29, p. 42. [70] The figures of this table justify the follow- ing statements: 1. The Nation 1920 spent seventeen dollars for luxuries for every dollar that it spent for education. 2. In 1920 the Nation spent eight and one half dollars for other forms of public service for every dollar it spent for public elementary and secondary schools. If an expenditure of a billion dollars for education sorely taxes the resources of a Nation that finds it possible to expend seven- teen billions for luxuries and nine billions for other forms of public service, then the state- ments of the Carnegie Report are justified, if not they are unjustified. The second of the main opinions arrived at in the Report may be stated as follows: The relative burden of supporting the schools increased between 1910 and 1920. This conclusion is reiterated in such state- ments as these: “Tn the decade ending with 1920 the cost of all public schools has shown an enormous increase’, p. 96. “For one reason and another the cost of the schools . has risen by leaps and bounds in the last decade ha" : “The evident and natural causes that make the cost of education in 1920 not only absolutely greater, but relatively greater than in 1910 have been mentioned”, p. 100 “Itis perfectly clear that if the demands of the schools continue to increase at the present rate, or, as seems more probable, at an increased rate, the financial inability of society to pay the cost will in a measurable time bring radical curtailments’’, p. 116. Is there justification for the belief that the relative burden of supporting the schools increased enormously between 1910 and 1920? Table 4 gives figures pertinent to this ques- tion. TABLE 3.—ESTIMATED ANNUAL EXPENDI- TURES FOR LUXURIES, 1920. Candy $1,000,000,000 Tobacco 2,111,000,000 Soft Drinks 350,000,000 Perfumery and Cosmetics 750,000,000 Admissions to theatres, dues, ete..... 890,000,000 Ice Cream 2 ‘0,000,000 Cakes, Confections, etc 350,000,000 Luxurious Services 3,000,000,000 Luxuries in hotels and restau- rants 750,000,000 Luxurious food, etc. 5 000,000,000 Joy riding, races, pleasure re- sorts, etc. 3,000,000,000 $17,361, 000, 000 ] 036,000,000 Cost of Luxuries School Expenditures The figures as to the expenditures for luxuries are taken from a statement issued by the Treasury De- partment, June 11, 1920. The figures as to the cost of education are the same as those given in Table 1. The figures in the table do not reveal any radical change since 1910 in the percentage of the Nation’s income that is going to our schools. The percentage of the Nation’s in- come devoted to education in 1918 and 1920 was practically the same as that expended in the years preceding our entrance into the world war. They give no support to the conclusion that the relative burden of sup- porting the schools increased between 1910 and 1920. A third general opinion arrived at in the Report may be stated as follows: The cause of the rapid increase in school costs has been primarily the result of certain mistaken edu- cational conceptions on the part of the public and the teachers and a lessening of these costs depends upon the correction of these concep- tions. TABLE 2.—EDUCATIONAL EXPENDITURES AND OTHER EXPENDITURES IN 1920 Expenditures for Luxuries... Expenditures for Education 1920... => ER Me eae $17, 361,000,000 Expenditures for all Governmental Activities, except Education 8 , 884,614,781 1,036, 151,209 The estimated expenditures for luxuries are those issued by the Secretary of the Treasury, June 11, 1920. Expendi- tures for all governmental purposes, including education in 1920, was $9,920,766,000 according to T'aration and National Income, issued by the National Industrial Conference Board, New York City, page 14. The subtraction of school costs in the same year results in the figures given here. Expenditures for Education for 1920 taken from U.S. Bureau of Educa- tion Bulletin, 1922, No. 29, p. 42. Expenditures for all of the items given in this table are not availab!e for years later than 1920. The National Industrial Conference Board estimates all governmental expenditures in 1921, including education, at $9,373,595,000. No ‘eliable figures as to the total cost of public education subsequent to 1920 are available. Just what changes have taken place in the relative amounts expended for the items listed in this table cannot, therefore, be stated at the present time. It can be stated with certainty, however, that educationa! expenditures in 1922 constituted a minor fraction of the total expenditures for public purposes. [71] This point is brought out in a discussion which differentiates between the normal fac- tors in the increased cost of education, such as, increase in population, greater cost of modern school facilities and increased sal- aries, and the invisible causes which rise out of “educational theories and strivings of the day,” such as “the admission of great num- bers of pupils, ill-fitted for the higher and more expensive schools” and “the so-called ‘enrichment’ of the curriculum.” That the invisible factors are primarily responsible for the increase in the cost of education is brought out in such statements as these: “The rise in the cost of education has come in a large measure out of a transformation of the notion of what a school is for. ..”, p. 102. “. . . a second cause which has perhaps done more to increase the cost of public education than any other factor is the so-called ‘enrichment’ of the curriculum”’, p. 101. “These educational theories [enrichment of curricu- lum, etc.] are those which have added most to the high cost of education”, p. 102. In analysing the trend of the cost of the schools during the last decade it is important to make a distinction between increases in school costs measured in dollars, which are largely fictitious, and real increases in school costs. The figures of Table 4 reveal that during the last decade there was no general tendency on the part of the schools to consume an increased proportion of the Nation’s supply of wealth and services. Therefore, there was no real increase in school costs during this decade in the sense that they constituted a greater relative burden on the Nation. Any explanation of the increasing cost of the schools must, therefore, be an explanation of a fictitious increase in the burden of school costs, the result of the fluctuation of the purchasing power of the dollar, rather than an explanation of an actual increase in this burden. The depreciation in the purchasing power of the dollar between 1910 and 1920 had the effect of causing a fictitious rise in the cost of nearly everything when that c7st is meas- ured in dollars. Index numbers ui the United States Department of Labor and other reli- able agencies indicate that the purchasing power of the dollar of 1920 was less than half of what it was in 1910. This rapid depreciation of the dollar makes fallacious any unqualified comparison of pre-war costs stated in dollars, with costs in 1920 stated in dollars. The National income in the pre-war year, 1913, was thirty-one billions; in 1920 seventy billions. Uninterpreted this appears to be an “enormous increase.” It, however, does not mean that the actual amount of the Nation’s resources in 1920 was over twice as great as in 1913. Most of the apparent increase was fictitious rather than real. This fact is clearly pointed out by the National Bureau of Economic Research which esti- mates the National income measured in dollars in 1913 at thirty-one billions and in 1919 at sixty six billions, but states “that all of the extraordinary gains in money income after the United States entered the TABLE 4.—NATIONAL INCOME AND SCHOOL COSTS Year National income Expenditures for Per cent of income education spent for education 1 2 3 4 1910 $31,400,000 ,000 $426, 250,434 1.36 1912 33 ,000,000 ,000 482,886,793 1.46 1914 33 ,200 ,000 ,000 555,077,146 1.67 1916 45 , 400,000,000 640,717,053 1.41 1918 61,000 ,000 ,000 763 ,678 ,089 1.25 1920 70 ,000 ,000 ,000 1,036,151,209 1.48 ‘ The National income estimates are those issued by the National Bureau of Economic Research in Income in the United States, except for 1920. This figure is independently estimated as explained in Table 1. It is two billions below the esti- mate of the National Income for 1920 given on page 30 of Tazation and National Income, recently issued by the National Industrial Conference Board. The educational expenditures are those officially issued by the U. 8.Bureau of Education and include the cost of all public elementary and secondary schools. [72] | ) | ‘ { { SSS war were due to fluctuation in prices.” The Bureau concludes that the 1919 income at the price level of 1913 was thirty-seven bil- lions rather than sixty-six billions. The ap- parent enormous increase in National in- come in this period the Bureau states to be “fan illusion so far as current production of serviceable goods is concerned.””! The Carnegie Report on page 94 recog- nizes this fact in minimizing the increase in National income, but wholly neglects to discuss its relation to school expenditures. The fact is equally applicable in consid- ering the so-called “‘enormous increase”’ in the cost of public education. The schools cost a half billion in 1913 and a billion in 1920. This does not mean that the percent- age of the Nation’s income devoted to the provision of schools in 1920 was twice what it was in 1913. Most of the apparent increase was fictitious rather than real. It may be said “that all of the extraordinary gains in money costs of the schools after the United States entered the war were due to fluctuations in prices” and that the apparent increase in school expenditures in this period is “an 1 Income in the United States, National Bureau of Economic Research, illusion so far as the current consumption of . serviceable goods is concerned.” Recognizing, then, that there has been little if any real growth in the burden of school costs, only a fictitious, dollar increase, it is desirable to analyse this increase in more detail. Table 5 presents an analysis of the cause of this fictitious increase in school costs between 1913 and 1920. In column 4 of this table is given the increase in school costs, in dollars, necessary to offset the depreciation of the dollar during the war period. Between 1913 and 1914 the cost of the schools measured in dollars in- creased $33,530,771. In the same year the depreciation of the dollar was such that any sum of dollars to retain their purchasing power had to be increased three per cent, since $103 was required to purchase in 1914 what $100 would purchase in 1913 (see index numbers, Table 8 column 3). Three per cent of the school expenditures of 1913, $521,546,375, is $15,646,391. The schools, therefore, gained $17,884,380 between 1913 and 1914 in their power to command a supply of serviceable goods. Between 1913 Mitchell, King, et al., pp. 74 and 78. TABLE 5.—AN ANALYSIS OF THE FICTITIOUS INCREASE IN SCHOOL COSTS DURING THE WAR PERIOD Cost of public Increase in | cost of public Gain or loss in pur- Increase nec- chasing power of school sary to provide Year education education over for depreciation revenues due to 1913 of dollar depreciation of dollar ES ae Bi i) OE LS oe O_O eER SOE aR. 1913 $521,546,375 Msi! i aR mm: | ea Bet. siesta 1914 555,077,146 $33,530,771 | $15,646,391 $17,884,380 gain 1915 605 ,461,785 83,915,410 | 26,077 ,319 57,838,091 gain 1916 640,717,053 119,170,678 | 93,878,347 | 25,292,331 gain 1 1917 702 , 197 ,000 180,650,625 | 219,049,477 38,398,852 loss 1918 763 ,678 ,089 242,131,714 385 ,944,317 143 "812,603 loss 1919 895 ,000 ,000 373,453,625 | 516,330,911 | 142,877,286 loss 1920 1,036, 151,209 514,604,834 521,546,375 6,941,541 loss The figures of column 2 are from the Statistical Abstract of the United States, 1921, p. 119, except for the years 1917 and 1919, which are estimated. They represent expenditures for ali public elementary and secondary schools by school years; the expenditures given for 1913 being for the school year 1912-13, ete. The amounts in column 4 are based upon the index numbers as to the purchasing power of the dollar issued by the United States Department of Labor in Prices and Cost of Living, 1923, p. 131. Due to the depreciation of the dollar between 1913 and 1914, it would have been necessary to increase the $521,546,375 spent in 1913 by $15,646,391 in 1914 in order to give it the samie purchasing power since according to the index numbers of the purchasing power of the dollar (see Table 8, column 3) it required $103 to pur- chase in 1914 what $100 would purchase in 1913. Since the increas: was actually $33,530,771, the money appropriated for schools in 1914 represented a gain in purchasing power of $17,884,380, as given in column 5. Similar figures are given for each year on the 1913 base. [73] and 1920 the cost of the schools increased $514,604,834. The depreciation of the dol- lar during this period was sufficient to justify an increase of $521,456,375 over the 1913 expenditure or a total appropria- tion of $1,043,092,750. The expenditure for education was actually $6,941,541 less than this, however, which represents the difference in the purchasing power of the total expenditure in 1920 as compared with that of 1913, in spite of the fact that the total sum, stated in dollars, had nearly doub- led. The figures in Table 5 indicate the real reason back of the fictitious increase in the cost of the Nation’s schools during the war period. It can be accounted for by one outstanding cause—the depreciation of the dollar. The American people desired to keep their schools open. They, therefore, placed in the hands of school officials an increasing number of the steadily depreciating dollars. If this had not been done it would have been impossible to obtain either the material equip- ment necessary for the maintenance of the schools or the human services represented by the teachers’ work. Even though the number of the depreciated dollars placed in the hands of school officials was greatly increased, they still were unable, in many cases, to hold their own in the open market. Building programs were postponed, inferior grades of school supplies were purchased and thousands of teachers left the profession. Hundreds of schools were actually closed during this period for lack of teachers. The inexorable effect of the depreciation of the dollar was not felt by the schools alone. The operating costs of all commercial concerns which continued to function in- creased as a result of the same factor. In order to command a day’s labor in 1920 six dollars and sixty-six cents was neces- sary, when three dollars would have obtained the same amount of labor in 1914, according to a study of the Russell Sage Foundation. The cost of building materials similarly in- creased and required a greater expenditure of dollars for any unit of construction. These facts and figures do not support the contention of the Carnegie Report that the rise in school costs is principally the result of certain mistaken ‘educational strivings of the day.” They indicate that the rise in school costs is largely fictitious and is the normal result of the economic fact, familiar to everyone who uses money, that the dollar rapidly depreciated during the war decade. It is of course true that increased attend- ance, placing a greater burden on the schools, operated as a minor factor to increase school TABLE 6.—INCREASE IN SCHOOL ATTENDANCE AND THE INCREASED BURDEN PLACED UPON THE SCHOOLS Increase necessary Actual increase Total number of Per cent to provide for necessary to pro- Year days’ schooling increase growth of attend- vide for growth provided over 1913 ance on basis of of attendance 1913 dollar i 2 3 4 er ae hn 1913 BE COREE ALE: © <5 EEE IS AO 1914 2,256, 152,043 5 $26,077 ,319 $26 , 859,638 1915 2,385 402,828 11 57,370,101 60 , 238 , 606 1916 2,462,035 ,998 14 73 ,016,492 86,159,460 1917 2,480,354, 160 15 78,231,956 111,089,378 1918 2,498,710,480 16 83,447,420 145,198,511 1919 2,564,501, 441 -19 99,093,811 197 , 196,684 1920 2,630,712,614 «22 114,740,202 229 , 480,404 Figures in column 2 are obtained by multiplying the average daily attendance by the average number of days school was maintained as given in the Statistical Abstract of the United States, 1921, p. 119, except for 1917 and 1919, which are estimated. Figures in column 4 are the amounts of increase necessary to provide for increased attendance alone. These amounts assume that the value of the dollar remained stable throughout the period. In order to give the sums of column 4 the purchasing power which they had in 1913 it would have been necessary to increase them to the amounts given in column 5, using the index numbers of Table 8, column 3, as the basis of the increases. [74] et ieee cet ES expenditures. It is extremely doubtful, how- ever, if the twenty-two per cent increase in school attendance between 1913 and 1920, and “educational theories or strivings of the day,” taking the form of an enriched pro- gram, would have obtained anything but nominal increases in school expenditures had these factors alone been working. Table 5, assuming a static school system, accounts for all increases in school expenditures on the basis of the depreciation of the dollar alone. Table 6 gives figures to indicate the increased burden placed on the school during the war period as the result of the growth of attendance. The whole truth is that a number of factors contributed to the increase in school costs stated in dollars. The depreciation of the dollar, however, was the main factor, the others being minor. Any attempt to account for the fictitious increase of educational costs on the basis of increasing attendance and the enrichment af the program, overlooks the main cause of this increase in a search for minor causes. During the war, therefore, due to the depreciation of the dollar, there was a steady loss in the school’s ability to command a supply of those material goods and services necessary for its maintenance on the 1913 basis. The billion dollars expended by the schools of 1920 represented less in purchasing power than the half billion dollars expended in 1913. During this same period the burden placed upon the schools grew because of a number of factors such as increased attend- ance. The position of the schools, therefore, became steadily worse in an economic sense. The purchasing power of the dollar depreci- ated more rapidly than the number of dollars at the disposal of school officials increased. At the same time the growth of attendance increased the burden by twenty-two per cent. Table 7 pictures this situation more defi- nitely. It compares the fictitious increase in school expenditures over the 1913 cost with the increase that would have been necessary to offset two factors, the import- ant one represented by the depreciation of the dollar, and the minor one represented by growing attendance. The revenue placed at the schools’ disposal each year was many millions less than it should have been. The school had more to do, but less to do with. The question arises as to how the schools met this situation. Someone had to bear the burden of the growing disparity between the purchasing power of the money appro- TABLE 7.—FICTITIOUS INCREASE IN SCHOOL COSTS AND INCREASE NECESSARY TO PRO- VIDE FOR DEPRECIATION OF DOLLAR AND INCREASE IN ATTENDANCE | Actual increase in school expenditures Difference between increase over 1913 Increase over 1913 required to offset Year | in dollars over 1913 depreciation of dollar required and increase cost and to provide for actually allowed increased attendance 1 % oS ES PPT ee TRY $5 1913 EER ee Re Sa saetitlibes Sie caine 1914 $33,530,771 $42,506,029 $8,975,258 1915 83,915,410 86,315,925 2,400,515 1916 119,170,678 180,037 , 807 60,867,129 1917 180,650,625 330,138,855 149 ,488 , 230 1918 242,131,714 531,142,828 289,011,114 1919 373 ,453 ,625 713 ,527 ,595 334,073 ,970 1920 514,604,834 751,026,779 236,421,945 Figures of column 2 show that between 1913 and 1914 there was an actual increase of $33,530,771 in school expendi- tures. The depreciation of the dollar and increased attendance would have justified an increase in school expenditures of $42,506,029. There was, therefore, granted for the use of the schools $8,975,258 less than they should have received. Similar figures are given for succeeding years. The figures of column 2 are obtained from Table 5, column 3; those of column in Table 5, column 4 and Table 6, colurnn 5. are a combination of those given [75] priated for the schools and the responsibility which the schools carried. Was it those who furnished the labor and building material necessary for the pro- vision of school buildings? Did contractors offer to put up schools at “reduced rates”? Figures just issued by the Board of Educa- tion of Philadelphia show that school build- ings of the same type which cost in 1913 twenty cents per cubic foot, in 1920 cost fifty cents per cubic foot. An investigation of school building costs in a number of cities scattered throughout the United States by the Russell Sage Foundation indicates an increase of one hundred and sixty per cent between 1913 and 1920.' While the number of dollars at the command of the school in- creased a hundred per cent, building costs increased a hundred and sixty per cent. The school could not meet the situation by saving in building costs. Did those furnishing coal for heating school buildings bear some of the loss? Did the coal merchants furnish the schools coal t “special rates”? Everyone knows that they did not. The figures of the United States Bureau of Labor show that the cost of coal doubled between 1913 and 1920. In 1 Burgess, W. Randolph, Trends of School Costs, Russell 2 These figures from Pricee and Cost of Living, 1923, U. July, 1913, anthracite coal cost $7.46 a ton; in July, 1920, $14.28. In July, 1913, bitu- minous coal cost $5.39 and in July, 1920, $10.55, or practiallay one hundred per cent increase in each case.2 The producers of coal did not help the school in this situation. Neither did those who supply other neces- sary school equipment whether that be chalk, ink or paper. It was the teachers who were forced to bear the loss in the public school’s ability to command services and goods between 1913 and 1920. Since approximately seventy per cent of all school costs go for “instruction” it was easy to make a large “saving” by reducing the purchasing power of the teachers’ salary. Table 8 shows how this was done. The teachers’ average salary in 1920 had but 81 per cent of its purchasing power in 1913, in spite of the substantial “dollar” increases that were quite generally granted throughout the country and which brought up the average yearly salary from $515 to $837. This fact is in agreement with the conclusion of a study recently completed by the Russell Sage Foundation which states, after a general study of the trends of school Foundation, New York ee pp. 95 to 97. t of Labor, p. TABLE 8.—LOSS IN PURCHASING POWER OF TEACHERS’ SALARY | Actual average | Index of cost Purchasing power | Index of purchas- Year salary of teachers of living of average salary ing power of in average salary 1 2 3 4 5 il 1913 $515* 100 $515 100.0 1914 525* 103 510 99.0 1915 543 105 517 100.4 1916 563 118 477 92.6 1917 599* 142 422 81.9 1918 635 174 365 70.8 1919 736* 199 370 71.8 1920 837 200 418 81.1 larly read the figures for the other years. Read Table 8 as follows: The average salary of teachers between 1913 and 1920, for example, increased from $515 to $837. It took 200 cents in 1920 to purchase what 100 cents bought in 1913 (column 3). of 1920 had a purchasing power of $418 (column 4) on the 1913 basis. Since this $418 is but 81.1 per cent (column 5) of $515, the 1913 average, the purchasing power of teachers’ salaries in 1920 was 81.1 per cent of what it was in1913. Simi- The average salary figures are those of the United States Bureau of Education, except those marked thus (*) which are estimated. The index figures on the cost of living are those of the United States Department of Labor, Bureau of Labor Statistics, as given in Prices and Cost of Living, 1523, p. 131; the average cost of living for 1913 being the base and the index number for each succeeding year being for the month of December. Therefore, the $837 salary [76] a a a costs, that teachers in 1920 were “in a worse situation financially than at any time since the Civil War period.” ! The facts and figures that have been pre- sented are necessary in any scientific study of school costs. Some of their indications may be summarized as follows: The cost of the schools during the war decade was less than two per cent of the Nation’s income and con- stituted a levy of but four tenths of one per cent on the Nation’s total wealth. During this period school expenditures showed no general tendency to grow more rapidly than did the Nation’s ability to meet them. ‘The per- centage of the Nation’s income devoted to the schools at the close of the decade was practically the same as at the beginning. There was, therefore, no real increase in the school costs in the sense that they consti- tuted a greater relative burden on the Nation, only a fictitious increase, most if not all of which can be accounted for by the generally recognized economic phenomenon—the de- preciation in value of the dollar. The amount of money at the disposal of the schools in 1920 had less purchasing power, that is, less power to command tangible goods and human services in the open market, than the amount available in 1913. The cost of education represents but a small fraction of all public expenditures. In 1920 but twelve cents out of every dollar expended for public purposes went for the maintenance of elementary and high schools. These facts give little support to the con- tention that the wealth of the United States is inadequate to meet its school costs. A moderate degree of faith in the efficacy of the public school as an instrument of social progress would fully justify the school ex- penditures of 1920. It may be desirable, as the Carnegie Report suggests, to close the doors of the school to the masses at an earlier age. Perhaps there should be a narrowing of the curriculum offered the limited number al- lowed to remain in school beyond six or eight years. ‘These are questions which school people and the American public must face and answer. A disregard of the facts, however, does not aid in making the de- cision. That the schools need reorganizing few will deny. The confession in 1920 of five million illiterates, three million of whom were native born, that they had had no schooling whatever, is but one of the many facts that unmistakably point in that direction. A realization of such facts, however, does not logically lead to the conclusion that the United States is unable to support its present school system or a better one if it wishes. To accept such a belief is to disregard the facts and to show a greater desire to protect fabulous in- comes than to guarantee to every American child that most precious of gifts—‘‘an unfet- tered start and a fair chance in the race of life.” 1 Burgess, W. Randolph, Trends of School Costs, p. 63, Russell Sage Foundation, 1920, New York City. HAT IN the way of culture, efficiency, and good citizenship has this country reason to expect in 1922 in return for the cost of operating the public schools? The answer is simple and direct; inasmuch as it is spending no more of purchasing power upon the schools in 1922 than it was expending in 1911, it has reason to expect no more by way of culture, efficiency, and good citizenship than it secured by the expenditures of 1911. It has reason to expect no more, but as a matter of fact it is getting more, the increase being chargeable to the devotion of the great body of teachers and school administrators to the cause of better America.—J¢deals of Public Education, page 20, April, 1922, The National Education Association, Washington, D. C. OU MAY offer the people Utopian dreams and a quick climb up the ladder of civilization, and they may believe you. But only centuries of gradual education have been able thus far to give results.—Arthur Brisbane in the Washington Times of February 10, 1923. [77] Why School Costs Appear Burdensome The United States is the richest Nation in the world. No Nation approaches it in total wealth or in wealth per capita. Its wealth and income should enable it to sup- port a school system that would give each child a good educational opportunity. The Nation is committed to the policy of giving every child an education that will give him a fair start in the race of life. Yet, in spite of these facts, the number of children who are not getting an educational opportunity can be stated only in the hundreds of thousands. In the 1920 Census, over three million native-born Americans, over a million of whom were white, confessed that they had had “no schooling whatever” and 1,400,000 children from seven to thirteen years of age reported that they had not at- tended school a single day between Septem- ber 1, 1919, and January 1, 1920. These are but isolated facts from a great array telling us that equality of educational opportunity in America is a myth. As an ideal it may exist, but practically it does not.’ Thus we have the anomalous situation of a great Nation well able to afford the cost of giving every child an education, the citizens in that Nation committed to the policy of giving every child a fair educational oppor- tunity, and thousands of children in that Na- tion reaching maturity lacking the most ele- mental school attainments. This situation is fundamentally the result of the continued use of an obsolete and dis- credited method of obtaining school revenue. Most of our school revenue is obtained by the property tax levied in the local district. Small units such as the district, township, or county notoriously differ in their ability to provide revenue. Some districts even with the most heroic efforts are unable to provide adequate support for their schools, others can provide luxurious educational opportunities with lit- tle effort.” The percentage of school money provided by the local district has been steadily increas- ing according to figures of the United States Bureau of Education: Per cent of school revenue from local Year taxation ES Se ese Sees , income SS Ee oper aren ee Se eae ee 69 a fl : Speed 72 |) EE Ta ee Most of the money provided by the local communities, as well as a considerable portion of the fraction which comes from the State, is raised by a general tax on property. ‘The general property tax, however, as a chief source of revenue is now universally con- demned. Frank Laube, of the University of Washington, has recently summed up the sit- uation as follows: “The general property tax has been a failure whenever it has been tried. As a chief source of revenue it has no supporters among scientific writers, and has been abandoned by every great nation ex- cept the United States. I challenge you to show a single commission report where scientific treatment is given, containing a de- fense of the system, or a single student of repute who does not condemn it in unmeas- ured terms.” ® The tax on physical property is a heritage of the day when the possession of property was a reasonable indication of a man’s ability 1 Those interested in securing detailed figures concerning lack of equality of educational opportunity in America are referred to the following: a. Facts for American gmowrng A Week, December 3-9, 1922, Bulletin 2 of the Research Division of the National Education . 1922, b. Facts on oD eae duration Needs, Bulletin Number 1, Volume 1 Research Division of the National Education Association, January, 1923, page 34 he reo Ideal Aetna in The Journal of the a thin pint Education Association, January, 1923, page 2 references for typlenl Saseetions Ser A Nation ees of Bias. Keith 7 United States Bureau Fay No. 6. _c. Untied Staten Bureaw of Education, Bulletin 1602. N cation Association, N or 1998 pages 281 wd. Financing ‘he District System J oar = Pee. 3-9, 1922, of the Research Division of the National Edu- ournal of Educational Research, April, 1923, Fletcher Harper Swift, page 3 Laube, Frank J., Washington Educational Journal, January, 1923, page 133. [78] ———_____-_—_—» ESE TTT to pay taxes. About the only form of wealth that existed was a man’s farm. If he owned large areas of land, he was a rich man; if he did not, he was most likely poor. Since it was the intention to tax every man accord- ing to his ability, a general tax on property was a fair means of raising revenue. Today it is different. A railroad president may receive a salary of $100,000 a year and not pay one cent toward the support of the public schools. By investing his income in tax-free securities, of which there are at least twelve billion dollars’ worth available in the United States, one may enjoy a large income and wholly escape his just share of the cost of the schools. A great wholesale merchant may carry on, in a few ramshackle buildings on land assessable at but a nominal value, a business that brings in profits of thousands of dollars each year and pays but a pittance toward the support of the schools. Thus, while the mere possession of phy- sical property has ceased to be a fair measure of wealth and of ability to pay, we have con- tinued to place more and more of the burden of school costs upon the owners of land and other physical property. We have made the property tax the chief and in many com- munities almost the only source of revenue for school support. Is it any wonder that in many districts tax rates that appear excessive to property owners fail to raise sufficient revenue to pro- vide reasonable educational opportunities for the children of those districts? — What is the remedy? To begin with it must frankly be recognized, as Seligman ad- vises, “that the farming localities are today losing their former significance from the point of view of the nation’s wealth; and that they are no longer able, with any fiscal system, to support their proper local expenditures from purely local revenues. It is only equitable that the increasing wealth of the States as a whole, drawn in constantly larger degree from industry and commerce, should be drawn upon for local needs.” * Taxation methods must be devised that will draw school revenues more and more from those new and vast sources of wealth existing in the form of private and business income and that will decrease the proportion of the revenue raised by the general property tax levied in the local district. This is no new proposal. A beginning has already been made on a limited scale by a few States such as New York, Wisconsin, and California, and taxation authorities have for some time advo- cated this procedure. Federal taxation methods, however, hold the biggest lesson for those who would place school finance on a sound basis. The income of the Federal Government, being largely de- rived from income and business taxes, is ade- quate even though the sums needed are vastly greater than the comparatively small amounts expended for education. Witness what happened in the last decade when the Federal Government needed un- usual sums of money. ‘Table 9 tells us that the amount of money raised by the States for the Federal Government increased nearly sixteen- fold between 1912 and 1920. A sum that was from four to five times the amount spent for all public schools was obtained at a time when the liberty loans were making unprece- dented demands upon the financial resources of all the States. More important still, these additional billions were obtained with com- parative ease. No one was impoverished. In 1919, 192,037 corporations reporting a capi- talization of $66,130,351,148 enjoyed an average net return after taxes were paid of 10.8 per cent on the capital invested.2 This was in spite of the fact that the “war profits and excess profits tax” was then in effect in addition to the normal income tax. In 1920 the Federal government collected nearly five and one-half billion dollars from the States—five times the cost of all public schools. In the same year 187,833 corporations reporting a capitalization of $68,427,073,288 enjoyed an average net return on the capital invested of nearly nine per cent after the Fed- eral taxes were paid. After 1920, the war being over, the Fed- eral government rapidly reduced the amount of revenue collected from the States as shown ' Seligman, Edwin R. A., Sources of Increased Revenues for Education, Trained Men, December, 1921, p. 206. 2 See Statistics of Income, 1919, Treasury Department, Washington, D. C., 4 5 Statistics of Income, 1920, Treasury Department, W p. 14. ashington, D. C., pp. 15 and 16. [79] in Table 9. Im 1922 the sum collected by the Federal government from the States was $3,181,214,360 as compared with the $5,391,902,597 of 1920. The excess profits tax is no longer collected and the appreach to “normalcy” has been rapid. Table 10 shows how the situation worked out in each State during the period of the war.! It is interesting to study this table in the light of recent educational history in some of the States. In Pennsylvania educational expenditures increased 26 per cent between 1915 and 1920. In the same time Federal collections in this State increased 700 per cent. Only recently it has been widely heralded in this State that the schools were costing more than could be borne, and some have advocated abandoning its forward-looking educational program for this reason. Yet, its school revenue is a mere bagatelle beside what it finds possible to ob- TABLE 9.—EXPENDITURES FOR EDUCATION AND FEDERAL TAXES PAID BY THE STATES Expenditures Federal taxes Year for education paid by all States all States I 2 3 PSP $482 ,886 ,793 $321 ,102 ,839 , Ste 521 ,546 ,375 ,253, BOE cover sisvewa 555.077 ,1 378 ,926 ,953 SRR 605 ,460, 414,385,581 Mr ih SOC ee 640,717, 511,113,877 SA cbt sin-semaotin 1 702,197 ,000 806 ,490 ,912 Me rasicnn cueds 763 ,678 ,089 3 ,682 ,703 ,685 | ORE 1 895 ,000 ,000 3,831,731 ,307 RA 1,036 ,151 ,209 5,391 902 ,597 RRs + tea eae ce 2 4,572 ,654,540 RRS RAs 3,181 ,214,360 Per cent increase, 1912 to 1920... 114 1579 Kate Shoot Systema, Bulletin 1022, No, 304. & / Bulletin 1922, No. 29, pe Beis ay 1l, p. 146 and 152 8. Statistical Abstract of the Poe~ PO at 1921, Dp. 119, and represent expendi- be f public elemen elementary and secondary schools, Those in column 3 are taken from Sta- tistical Abstract he United States, 1921, p. 721, and Revenue collections the sternal Revenue 108%, p 101. Sec et = Co bette ot te as to educational nditures the United States are not qvaltubie tor any uae tain using the taxation methods of the Fed- eral Government. Just now California’s school system, recog- nized as one of the best, if not the best, in the Union is accused of extravagance and of spending beyond the State’s ability to pay. What do the figures in Table 10 show about California’s ability to contribute money for the prosecution of the war when called upon by the Federal Government? Is it less able to contribute much smaller amounts for so- ciety’s great constructive institution—the pub- lic school ? North Carolina’s State school system in 1918 ranked almost at the bottom of the list according to the Ayres Index.? It will prob- ably make slow progress, in spite of the val- iant efforts of its educational leaders, so long as its schools are principally dependent upon the property tax for their support. Yet, Table 10 tells us that the Federal Government each year obtains from this State many times the amount of revenue that would be neces- sary to put it in the front rank educationally. What would have happened in these States and in the Nation as a whole if the billions required to finance the war had been obtained through the obsolete property tax? The financing of the war would have been im- possible, and our military efforts would have failed just as our educational efforts in many localities are even now failing. Table 10 clearly reveals the ability of the States to provide enormous sums of revenue when the modern methods of taxation used by the Federal Government are applied. No one can doubt that if similar methods were used, the additional school revenue necessary to provide an éducational opportunity for all children would be readily available. The sum required would be but a small fraction of that which was readily available for war purposes. So long as the larger sums of school reve- nue, made necessary by increasing population and the additional burden which modern civ- ilization places upon the schools, are obtained by continued resort to the property tax levied yoy mee the cost of all ri age wed og secondary schools. 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ATAVL [81] in the local district, we may expect educa- tional progress to lag. ‘There need be little surprise when, as a recent Bulletin of the U. S. Bureau of Education strikingly puts it, A . the investigator finds the richest nation on the earth denying multitudes of her children any educational opportunities and herding thousands upon thousands of others in dismal and insanitary hovels under the tute- lage of wretchedly underpaid and proportion- ately ignorant, untrained, and negative teach- ers; finds hundreds of communities able to provide luxurious educational facilities with almost no effort, while thousands upon thou- sands, despite heroic exertions, cannot provide even the barest necessities.” * Meanwhile vastly greater sums than the schools require will be collected yearly with comparative ease by modern taxation meth- ods for the maintenance of the army and the navy, for the payment of the cost of past wars, and for other public needs of less importance to the National welfare than is an adequate public school system. The improvement of the methods of obtain- ing public school support constitutes the pres- ent outstanding educational problem. ‘The additional school revenue that future needs will demand should be obtained by methods that will require all forms of wealth to bear their just share of the burden and will require none to bear an unjust share. ‘The adop- tion of such a policy is a first step in pro- viding sufficient school money so that every child may have his chance. 1 Bulletin, 1922, No. 6, U. S. Bureau of Education, State Policies in Public School Finance, by Fletcher Harper Swift. r[PaRousmour THE history of the last thirty years the almost universal tendency has been for the state to shirk more and more its share of the burden of school support and to place an ever increasing load upon the weakest and the most unequal units at its command, namely, the school districts. This situation must be remedied and our national policy reversed if the people of the United States are to equalize school revenues and school burdens and provide equal educa- tional opportunities for the children of the United States.—Fleicher Harper Swift, Journal of Educa- tional Research, April, 1923, page 296. N A complex community of modern times, the general property tax proves hopelessly imprac- ticable. It leads to glaring inconsistencies and inequities, and fails completely of attaining its professed object. Property and income no longer run side by side.—F. W. Taussig, Professor of Economics in Harvard University, in his Principles of Economics, Vol. I], pp. 528, 532. fb bape DIAGNOSIS of the Educational Finance Inquiry has thus far revealed no difficulties which are baffling in character. We have discovered no ailments which may not be expected to yield to proper treatment. I am not one of those who think that our youthful experiment in uni- versal free education is doomed to die an early death from malnutrition. On the contrary, I believe that our resources are sufficient to carry out the program according to plan; that we have sufficient intelligence to marshal those resources without doing violence to the other vital interests of the community; and that we have sufficient moral stamina to undergo the exertions or to make the sacrifices which may be involved in securing what we really want in public education. Funda- mentally, the problem is one of social values and the facts reveal no sound basis for a belief that, when the situation is fairly stated, the community will assign education to a lowly position in the scale of things which it holds precious. No serious student of history and of political institutions can seriously doubt that we shall, as a people, tend constantly to increase rather than diminish the share of our resources and effort which we devote to the ends of education.— Rober! Murray Haig, Journal of the New York State Teachers’ Association, March, 1923, p. 5/. , PUT JUSTICE and equality into the tax system and the schools will have all the money they | need.—Senator Frederick M. Davenport of New York. [82] Oe RRR Sn ee Salary Schedules and Public School Efficiency Less than half of the Nation’s teachers are adequately prepared for their work. ‘The table given on page 43 of the January Re- search Bulletin indicates that approximately three out of every five teachers have training less than the equivalent of Normal school graduation. In 1922-23 thousands of teachers are in charge of classrooms who have had less than one year’s training beyond the eighth grade, are teaching their first year, and are less than twenty-one years of age.’ A few of the States have recently made rapid strides in the improvement of their teach- ing personnel, but others are only just now returning to the inadequate pre-war standards in the certification of teachers. Much re- mains to be done before all children will be receiving instruction from trained and com- petent teachers. Over a long period of time no other factor exerts as strong an influence in determining the character of the teaching personnel as salary schedules. In every large profession the number of recruits that will be available is vitally affected by the economic return which that profession promises. Opportunities for trained and competent young men and women to render genuine service at a reasonable return are not difficult to obtain today. It is too much to expect that people with vision and power will fit themselves for service in a pro- fession that promises perpetual financial anx- iety, thwarted ambitions, and bitter old age. Another factor is also entering into this situation. The time was when few fields were open to women for remunerative service. Teaching was the one great, and about the only, opportunity for women to earn an inde- eeeengreritecemman oe pendent livelihood. The condition is different now. Less than eight per cent of the 8,549,- 000 women listed by the last Census as gain- fully employed were teachers. Against the 658,000 in teaching we find 400,000 in other forms of “profesional service,” 900,000 in trade and transportation, 1,000,000 in agri- cultural and animal husbandry, 1,400,000 in clerical occupations and 2,000,000 in manu- facturing and mechanical industries. Oppor- tunities aplenty at good compensation are avail- able for capable women today which involve a much less rigorous training than the better paid teachers of today must undergo. Since over eighty-six per cent of all teachers are women, and the percentage is increasing, it is apparent the teaching profession now suffers keen competition from other fields. No longer can the Nation trade upon the fact that the teaching profession is the only remunerative opportunity open to women. Has the trend of salary schedules in the last decade been such as to promise eventually an adequate supply of competent and trained teachers for the classrooms of the Nation? Table 11 gives the average salaries paid teachers in the country as a whole since 1913. The figures of column two are probably in- dicative of the salaries paid in the best rural schools of the country. The average yearly salary rose from $515 to $1020 in 1923. This at first glance appears to be a sub- stantial increase. The index numbers on the cost of living indicate, however, that where one hundred cents in 1913 were required to purchase a set amount of certain commodities, one hundred and seventy-two cents are neces- sary in 1923. The $1020 of 1923 were there- 1 “Better Salaries—Better Citizens,” Journal of National Education Association, Washington, D. C., May, 1923, p. 205. A§ A result of recent price increases the purchasing power of the teacher’s salary is less than at any other time since the Civil War period. Through large increases in 1919 and 1920 teachers’ salaries have begun to overtake the cost of living but only a beginning has been made.—W. Randolph Burgess, Trends of School Cost, Russell Sage Foundation, 130 E. 22nd St., New York City, p. 64. Tz WILL be necessary to pay teachers and other school workers twice as much in 1920 as was paid in 1915 to secure the same grade of ability.—W. Randolph Burgess, Trends of School Cost, Rus- sell Sage Foundation, 130 E. 22nd Street, New York City, p.117. [83] fore really worth $593 in 1913 dollars, or a real increase of 15.1 per cent over the average salary of 1913. The depreciation of the dol- lar has taken away most of the apparent in- creases. The figures in columns six to nine, presenting similar figures for a typical large city, tell us that in spite of substantial dollar increases in the average salary paid in this city, there was really a decrease in the purchas- ing power of teachers’ salaries. The $1143 salary of 1913 was replaced in 1923 by a salary with a purchasing power of 94.5 per cent of what it was in 1923. If there had been no changes in the purchasing power of the dollar between 1913 and 1923, and if the average salary paid in this city had remained at $1143 throughout these years, the teachers would be better off than they actually are. The question probably arises, will not de- creases in the cost of living give teachers’ salaries an increasing purchasing power fol- lowing 1923. Indications at present are to the contrary. Between March, 1922; and December, 1922, this was an increase of three points in the cost of living figures of the United States Department of Labor. The leading article in the Literary Digest of March 24, 1923, gives figures showing that there has been a rapid rise of prices during the first months of 1923 and quotes a statement that “during the last twenty-one months this coun- try has experienced the sharpest advance in prices that has ever taken place during peace times and on a gold basis.’ The cost of liv- ing will probably rise rather than fall during 1923-24. Briefly, then, this is the situation. The United States has not in the past and is not now maintaining salary schedules neces- sary to provide even a major fraction of the classrooms of the country with qualified teach- ers. Millions of children are today being taught by teachers wholly unfitted for a duty so vital to the Nation’s welfare. Due to the depreciation of the dollar, present salary schedules have little more drawing power than they had before the war. The higher salaries paid in the large cities which are the most influential in attracting recruits into the pro- fession, generally have less purchasing power than before the war. The trend of salary schedules in the last decade does not promise a general improve- ment in personnel of those charged with train- ing the Nation’s children. Salary schedules in 1923-24 should be revised upward so as to give real increases. Nothing else will guarantee an adequate supply of trained and competent teachers. TABLE 11.—PURCHASING POWER OF TEACHERS’ SALARIES Average Purchas- | Index of || Average Purchas- | Index of salary of | Index of | ing pow- | purchas- salary Index of | ing pow- | purchas- Year teachers cost of er of ing pow- in a cost of er of | ing pow- in the living average er of large living average | er of salary average city salary | city salary in city | salary 1 2 3 f 5 6 7 8 9 1913 banana ae $515 100 $515 100.0 $1,143 100 $1,143 100.0 Gee 525 103 510 99.0 1,160 103 1,126 98.5 SAS 543 105 517 100.4 1,167 105 1,111 97.2 | Se 563 118 477 92.6 1,204 118 1,056 92.4 BR tine vee 599 142 422 81.9 1,257 142 955 83.5 1918. ........ 635 174 365 70.8 1,327 174 762 66.6 ae 736 199 370 71.8 1,483 199 745 65.2 Pad ngkss 837 200 418 81.1 1,703 200 851 74.4 SE ptinano sé 987 174 567 110.1 1,809 174 1,039 90.9 1,017 170 598 116.1 1,848 170 1,087 95.1 | RS 1,020 172 593 115.1 1,860 172 1,081 94.5 rfo,ie e eaaty of 6 ta eo Gis fens one SHE le Since eB the $837 of 1920 a power lumn 4) on asis. Since this 81.1 cent (column 5) of $515, fie aha purchasing power of teachers’ salaries in 1920 was MA ome 4 of what it was in 1913. read the other 91 _— based Soe . 8. Bureau of Education, except for 1921 on, which Sas the and vay eres the 8S. a — of Labor, except for 1923, e between 1913 and 1920, for example, years and for the large city. Division, June, 1922, page a me det ea Al errs Salaries Paid in Cities in 1923 The subsequent tables present the results of the recent salary inquiry of the Salary Com- mittee of the National Education Association. This inquiry was sent to all of the cities in the United States having a population over 2500 in 1920. Replies were received from 964 cities in time to be included in the tabulation. ‘The cities replying in each popu- lation group are given on pages 130 to 134. The numer and the geographic distribu- tion of the cities reporting are such that the results may be accepted as representative for all cities. Since the inquiry covers the salaries paid in all types of positions, both teaching and administrative, it furnishes an unusually com- plete picture of the city school salary situa- tion. In the tables presented in this BULLETIN the emphasis has been placed on the presenta- tion of data that reveal actual salaries paid in various positions, rather than possible maxima and minima. Recent bulletins issued by the Association has made available data rela- tive to salary schedule provisions in various sized cities, such as maxima, miniima, etc. Late figures as to how these schedules have been ap- plied, in terms of salaries actually paid in all the types of city school positions have not been available. The following tables supply this information for the school year 1922-23. Further information concerning the methods used in preparing these tables is given on page 130, Special Salary Service There is now available at the headquarters of the National Education Association infor- mation concerning the salary situation in the 964 cities which replied to the recent inquiry. This will make it possible for the Association to furnish on order, special tabulations reveal- ing the salary situation in a representative number of cities of any size located in any sec- tion of the country. There can thus be made available salary information in addition to that printed in bulletins and reports of the As- sociation for any list of cities that may be se- lected from those printed on page 130 and following. We have in‘ormation as to minimum sala- ries, maximum salaries, number and amount of increments, actual salaries being paid as well as other salary schedule features. These spe- cial tabulations can be prepared at a nominal cost to cover the extra work involved. Teach- er’s organizations and superintendents can thus be provided with exact information con- cerning the salary situation in cities compar- able to their own as a gide to their work in revising salary schedules. Inquiries relative to the cost and preparation of special tabula- tions should be addressed to the Secretary at Association Headquarters. Report of Salary Committee The Salary Committee under direction of its Chairman, Dr. E. $. Evenden, is at present preparing a report largely based upon the find- ings of the salary inquiry. This report will contain additional salary information of in- terest to teachers and school executives such as the fundamental! considerations that should un- derlie the preparation of salary schedules, the relationship of teachers’ salaries and cost of liv- ing, etc. This report will be available in July, 1923. State Salary Medians Tables 12 to 16 present in summarized form by States the median salaries paid teachers and principals in the 964 cities which reported, classified in five population groups. Columns 2 to 6 in Table 12 taken in connection with Tables 17 to 21, give a good indication of the progress that the kindergarten movement has made in the cities of the country. Progressive cities of all sizes are rapidly recognizing the desir- ability of kindergarten instruction. Out of the 325 cities replying of 2500 to 5000 in population, 90 or 28 per cent, Table 20, reported salaries paid kindergarten teachers. These 90 cities employed 177 “regular kinder- garten teachers in full charge of a kindergarten room.” The fact that in the smaller cities the median salaries paid kindergarten teachers are generally higher than those paid ele- mentary teachers is due to the fact that kindergarten instruction has been thus far provided for by but a fraction of the smaller cities of the progressive type which maintain [85] salary schedules somewhat above the average paid in similar sized cities. Most of the large cities reported salaries paid kindergarten teachers. In the large cities the kindergarten median is slightly below that of elementary teachers. This is probably the result of two factors. In a few cities the kindergarten schedule is below 1 Bulletin One of the Research Division, National Education that of elementary teachers, and kinder- garten generally have had a shorter period of experience than elementary teachers. A comparison of the median salaries paid elementary teachers as given in Table 12, columns 7 to 11, and Tables 22 to 26, with the table given on page 17 of Bulletin One of the Research Division ! reveals Association, Facts on the Cvat of Public Education. clearly TABLE 12.—MEDIAN SALARIES PAID KINDERGARTEN AND ELEMENTARY TEACHERS, 1922-23 {! teachers Elementary teachers in cities a population of in cities with a population of States 2500 5000 10,000 | 30,000 2500 5000 10,000 | 30,000 | to to to to Over to to to to | Over 5000 10,000 | 30,000 | 100,000 | 100,000 5000 10,000 | 30,000 | 100,000 | 100,000 I 2 3 4 5 6 | AS 8 9 gh 10 | Ba United States... $1193 | 1264 | 1318 | 1462 | 1791 1105 | 1200 | 1277_~| ~1467 =| 1876 MN. 2.00 Taal s cPeSes obi chcescsle vecUh@ehaciaas. . FUE iwc sais 825 816 921 | 960 | 1227 BG No sab Ead baeds saclowdvdess 1450 i a Se ee 1400 1466 1649 |.. Pe aero y SEE +S vegb hu capWiabs Ninchess el]. soca g Win sala clsvcscndebes anes» 900 Vis Hess: 1306 | 1132 |........ ee eae 1366 1450 1350 1644 1594 1433 1507 1739 1833 1923 koe ceMiid tks p © + 1200 i ie Fe ee ee 2000 1225 1342 1617 1433 1950 tables. Sbeteosan peecees 1065 1096 1164 1319 1969 1129 1143 1234 1460 2400 EE) SLT SCS ae pearl = 1585 |........ las Be ee ee Bade ban Catbiknoan a Read Table 12 as ye net ty is - pation paid ek ate n teachers in the United States in cities with a ‘is the median paid kindergarten teachers in cities of this size in Gilley ak 2 es Seoery teachers. Detailed data are given in other as to thes number of “ities )metian various populating oups, the number of teachers reported, ete. wae genepen ene talkie 20 in connection ting im the vai stented 130 for a general explanation [86] 1 at Neca Moe that between 1921-22 and 1922-23 there paid Junior and Senior High-School teachers. was a decided increase in the salaries actually It is probable that the Junior High-School paid elementary teachers in all sized cities. teachers’ tables are somewhat diluted by the The median salary paid in the cities over inclusion of teachers instructing in the upper 30,000 in population is approximately $100 grades of elementary schools that are Junior higher in 1923 than in 1922 and in the smaller High-School in name but not in actual cities is between $100 and $200 higher. organization and curriculum content. Table 13 taken with Tables 27 to 36 It is gratifying, however, that so many gives detailed information as to salaries cities have recognized the desirability of at TABLE 13.—MEDIAN SALARIES PAID JUNIOR HIGH-SCHOOL AND SENIOR HIGH-SCHOOL TEACHERS IN 1922-23 Junior high-school teachers Senior high-school teachers ° in cities with a population of in cities with a population of States 2500 5000 10,000 30,000 2500 5000 10,000 30,000 to to to to Over to | to to | to Over 5000 10,000 | 30,000 | 100,000 | 100,000 5000 | 10,000 | 30,000 | 100,000 | 100,000 I 2 3 4 5 6 7 8 pe om ae um Weed States............. $1271 1370 |__1439 1665 2136 1469 pat 567 | 1670 y _ 1917 __ 2487 oe TEE Coreen ee +, {71900 |, aletueades ces esy 1086 | 1050 1398 1607 1533 DCCC Ved eiwescn cd 1525 hi eee oe. Sa 1836 ie, eee epee e, er kes caewe ness 06 TN) aes: 1029 Bee Wvicusexs ee 1750 Se: Dv kineaes-e NGG. © y's Fa wiacire'c sci 1900 1579 1789 2087 2219 2236 2062 2293 2404 2432 ENE SE 1300 1300 BOEY Nistdece: 1965 1535 1588 1850 1869 2225 Connecticut............... 1550 1200 1430 i eee 1400 1493 1699 2085 2031 Delaware......... A dopdinon «els ulinee S41, gus'ns och? +94e00 Aeebeaes. 1750 RS as REE se yo 0 5-ohalee ae 1854 eS eens Be ore re pre est ek BENE MCh eee REN soda behets coe castes kqeset 2417 SRST I aero Te eS ee Pe ee eee 1160 1257 eee eee ee i 1356 1254 1400 1700 2051 1511 — 2 Sae eer A e 1527 1473 1580 1833 3080 1369 1455 1680 y 2950 1508 1527 1553 |. ee BERR 1495 1512 1634 1943 2156 i are 1288 1545 1804 Ee arr SOG ivsaxc nut 2338 1166 1425 1379 oA Bp ae” Vessaiees ss ae e, 2263 1591 1629 1658 1872 2585 1479 1421 1759 1928 2094 1188 1238 oe Pees Re eee 1375 1455 1361 1850 2600 1600 1450 i ee eee ee 1 1596 1635 1992 2115 Ae AP! APP, cer fi ee ON ROE! TORN 1050 1361 See Bitcnetas 1188 1300 1483 Ss ss, bites 5 OS Se 1266 1545 1802 1996 1918 1769 1844 2017 2197 2770 DU IIIS 6s 5 vis's eve nc tdhiecnes'os oe ee errr rere 1625 BPE | 46s conswiduswwkes Eee anEes PEER abe ccccnescoe sy 1416 1621 1442 1550 3236 1522 1645 1628 1880 3517 1214 1272 1725 ae iy Pe 1450 1469 + Tl eer rey 1448 1480 1776 2373 1351 1496 1775 18068 To scccess 1319 1636 | eee 2117 1401 1571 1591 1814 3247 Peery 1679 1723 1767 983 957 1275 ST he SS ATE pedemeds 1663 L700 biwe od oceeribases PTT er Poorer. oe ee 1534 1179 1359 1418 1633 1811 Se BGS OP, Ltr pan 1806 1325 1320 Tee Ser, ee Peep 1197 1325 1497 1670 1566 1612 1760 2134 2113 1518 1578 1902 i Ree 1497 1550 1756 1931 2608 ee ere SOOO f.cvecedtreyparaed _ Read Table 13 as follows: $1271 is the median salary paid junior high-school teachers in the United States in B cities with a population of 2500 to 5000, $1525 is the ian salary paid junior high-school teachers in cities of this size in Arizona, etc. Simi'arly read median salaries paid senior high-school teachers. Detailed data are given in other tables as to the number of cities reporting in the various population groups, the number of te: chers reported, etc. For example see Table 31 in connection with column 2 of this table. Also see page 130 for a general explanation of this and other tables. [87] least beginning the organization of Junior High-Schools and that teachers in this type of school are receiving salaries somewhat in accord with the additional qualifications that have been demanded for this type of work. The salaries paid both Junior and Senior High-Schools are still too low, however, con- sidering the qualifications generally required of teachers in these schools. Table 14 gives the median salaries paid special class teachers (ungraded, sub-normal, cardiac and other atypical classes) and school nurses. Space did not permit reproducing the tables giving in detail the distribution of salaries paid the special class teachers and school nurse. These tables are available, however, and may be obtained by addressing Association Headquarters. Of the 325 cities reporting between 2500 and 5000 in population 89 cities in 26 states reported the employment of 251 special class teachers at a median salary of $1563, as compared with the median of $1105 paid elementary teachers in cities of the same size. Similar differences exist in the other population groups. This is due to the higher TABLE 14.—MEDIAN SALARIES PAID SPECIAL CLASS TEACHERS AND SCHOOL NURSES IN 1922-23 pecial class teachers School nurses e in an. with a population of in cities with a population of tates a en 2500 5000 10,000 | 30,000 2500 5000 10,000 | 30,000 | to to to te Over to to to to | Over 10,000 | 30,000 | 100,000 | 100,000 || 5000 | 10,000 | 30,000 | 100,000 100,000 I 2 3 4 6 7 } & Se es II United States............. $1563 1463 1578 1653 2071 || 1388 | 1425 | 1510 | 1395 | 1423 5 Alabama 1575 Pre > aaeRe 1250 Arizona 1850 ie a i 1850 1550 1581 Colorad +e? : 1557 1683 Bee. Wawel us Delaware................. TR Saree): Fa Aes, pe Po es ES SS SR 1250 istri i GRR FR a a 1450 "1438 | 1537 reves: 1525 1531 |....... 1283 1550 |.. 1750 1550 ae iS ae 758 eee 1257 WO 1. .idcis ieee "1388 | 1400 i508 1300 1634 netted’ 1750 | 1325 | 1333 1250 |....... ES reer Serres } 1475 hy eee . 1650 eae New Hampshire...........|.......-)..00000- ee er Pees Sere ree 1300 | 1150 racist New Jersey............... 1550 1560 a eee 2192 1275 1500 1612 | 1467 1400 New York................ 1550 1266 1525 1617 2631 1500 1600 1400 | 1367 1414 orth Carolina............)......-- — 2 OE Meare ee Se sa Mi Rae 1800 |....... aie comed IEE OO ES Aa Rarer ee eros | eer 1350 -_ eee I oiaenes Red ewesbeds «dc cigltines 1250 1490 2083 1750 1923 1650 1350 165C 1363 1525 | Oklahoma...............- "Sere fe & ae RR ie eee Beene Raa ons o> oddiiaiens ee Be weeaaan Sy eee i Ser 1250 Ge Bip Pon rere Pennsylvania............. 1300 1550 1566 1675 Paaeaee 1150 1250 | 1325 1198 ET I: Re BOOS | Eseecccdu 4700. jj........ 1350 |e ese | 1250 Ns 6 dhtd dee Shs caida «al. + ccies hestieees Beee f. sweta-. me §. . chen 1250 eee eee RSET PE: GR Raee: BE A SALA e TR Sarr tee aac! s- eat | 1650 2050 |........ Re J POLED Rh bn aw wiiebales <). cidiine osf. sco ces chomutiee alle ois gig # BE Ms gaerss diva ages 3 1550 | 1150 | 962 RISUUS « s.cicay emul eels cdcaes ches psasc dhe aReeeecbeses<< eS Oi nM a on os oho bape WW OEP? 600 ce 06 NT CIEW ie ins 4Mlds « As GdSalav dhe du Rale oe ES ES Ce SS | ee 1300 a ee ene Es + 5-0 ChRy «dha dieale + h- dndaved 1350 1525 SE lsc s.eee > chu amen’ 1550 1125 ,| 1346 —_ = ere ae te Whe andes 6 ahs 6 decisis 1650 1750 1817 a ee eee 1600 1516 1568 I os a ae aa. EECA Y 60-0 dhe.e 5 o58k 3 | EL Rese pS is Fa 1350 1500 | 1530 |........ RESIS en eee 1450 1650- | -2426- |} 1550 | 1650 | 1650 |........ fe tivess. | EPS a ene 1950 |....ceeshee TE ie uctiea- oha.oriinee . Fn .9'6 Bn-wpi sin ot | > ae 1058 1400 1337 1184 Sees. Bixci. iia | ; 2175 3496 Montana........... 1750 1766 a ee Ce eee | Sooo Ee aes Se | 1 Nebraska....... wall 1312 1458 1650 Bee. Bctwdeis } SEARS Coen 2250 2620 New Hampshire.....|.......... 1150 Se. “Siigadeteas ey 1250 Se ISTO. -Vdivaass New Jersey......... 2050 2079 ee = fegeccs., 1950 jj..... --| 2162 | 2616 3031 3280 EE ae 1550 PS, STARE Aris: A rr Oe rer eee row WOPE.......... 1583 1492 1723 2450 3619 2525 | 2100 | 1940 2388 4638 North Carolina...... 1050 Se 0S. . whiesnn SAM EA» MEO ee Ac’ = - ae 2050 ee ae eee North Dakota.......)...... =~ | Te San 2 eeerae Seer ey a ‘a o «Asie ae RAR a Sat LBs 5 alee 1250 1262 1468 1862 2364 |!.. ls We 1875 2304 2816 Oklahoma.......... 1288 1515 2050 i aeere | 1325 | 1500 | 2050 | 3009 |........ eS 1412 1812 a ee ie SS ee Fes a ery 3216 Pennsylvania....... 1400 1502 1549 1744 2206 jj........| 2000 | 1850 2236 3497 Rhode Island....... 900 1500 1390 1640 - ae coe ceefesersecsPevineseed 3454 South Carolina......|.......... ,. 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BMO] I I Lzt =| «6981 |" i 8 | & ; | 2 | Lest | ese * ROUT ¢ I £ z 8P | 98st “oss * -BTIOSr) ; 9 oorr j'**° **Spropy 91 99FT — onmeern I 9z | OOFT qhoyosuueD 16 | geet reese “OpBI0;OD ¥6 982Z BIUIOFBD I Ol LI EE Se dw susuvyIy ‘ ; 1g he vuozuiy u_|t WZ _|_9801_|"**---wureqery 29 st aa 9 sssz_| 69F1$ \° 89781S PoUy ~ 9 g b £ | z cao. | G08$ | Sseyowe; | Aaejes | oe 0001 | 006 008 MOLT “ON MOL | uBIPpe TW 597818 uoneindod o00$ 03 ooSz jo sania SUYAHOVaAL TOOHOS HOIH AOINAS AiVd SHIAVTIVS AO NOILNATALSIG ‘of AIAVL [109] TABLE 37.—DISTRIBUTION OF SALARIES PAID NON-SUPERVISING ELEMENTARY PRINCIPALS Cities 100,000 and over States Median | Total No. | Below | 1500 | 1600 | 1700 | 1800 | 1900 | 2000 2100 | 2200 | 2300 | 2400 Over No. cities salary | teachers | $1500 2499 | reporting I 2 3 4 5 6 7 8 Q tro | 7 12 | 73 14 m5 | 16 United States...| 2160 666 21 ets) SF 69 _ 80 61 44 | 75 64 | 29 56 | 154 38 Alabama........ 1217 15 BO he 66s che Vite 2 ee ae Ba Ok ok l California....... 2256 ED Se ES OS Se SOR Se “ere 5 ae i... 8 2 Colorado. ....... 2750 et EI ee Rr OE A a Oe PSS ce ae 1 8 ] Connecticut... .. 2115 59 ORS 1 3 11 11 1 10 ae 1 16 2 Delaware....... 1900 a? 1. « ceeaa tines wes 1 Se cRé ally dak ds 2 leas ; 1 1821 me +. coseteeas Si Se SS Raa Rey ae 1 1750 BR rete ope mee | SOR Satie anpgd Peo dies 1 2034 Pe ee Ae ps PON en eB ieee See Pe i I Kentucky....... 1650 "ey RR ha | ee a eee Oe Ses cite ors 1 Louisiana....... 2150 ee eee Ser Sy ee wast O mepang Res 1 | Massachusetts 2150 a: “Dbetine’s 1 1 oy Beenie 2 ~ 1 4} 2 3 25 4 ichigan....... 1950 RR, Oe FS Tet Wy Retest 2 aes ne |. 3 1 Minnesota...... 1900 a Sare 1 1 ee See ee Eictkolees 2 Missouri........ 2317 oy ee es ee 1 1 1 3 a. 66 7 l 1 New Jersey..... 1950 ae. Mvews ssht jiccoceberareeawes 7 5 2 3; 8 9 | 3 14 2 Rhode Island...| 1947 ME SRR Be oar mee 1 | ae ey re = ‘ 1 Tennessee. ...... 1458 7 6 ES Se a Ss are pen aeaes ; 1 I 1875 15 2 ac 6 2 Riegy 3 | ‘x 2 .. Peaeees 2150 ee eee ee Oe a ee B® es : 1 Washington. .... 2025 Aa eee cere Pe See 5 2 4 eee Bic 3 2 Wisconsin....... 2684 i Levees hv egee eet) @udmnaes ats bs 0 Ree or er ie 5 1 Read Table 37 as follows: $2160 (column 2) is the median salary of the 666 elementary principals (column 3) re employed in the United States in cities of 100,000 population and over. Of these principals 21 receive ies below $1500 (column 4), 4 receive salaries between $1500 and $1599 (column 5). ete. A total of 38 cities ceperten (column 16). Similarly read the data given for each State. See page 130 for further explanation of this TABLE 38.—DISTRIBUTION OF SALARIES PAID NON-SUPERVISING ELEMENTARY PRINCIPALS Cities 30,000 to 100,000 population 1500 | 1600 | 1700 | 1800 | 1900 | 2000 2100 | 2200 2300 | 2400 | 2500 | Over| No. cities pete F5 sean oa) |__| 2599 | reporting 5 6 7 8 9 zo | i | 12 13 | 14 | 15 6 | |. tf ij _|_ 55 | _ 68 | 49) 28 | 56) 29) 37/25) 12) 21) 47 om + ade shy oe oon ba OES cate 1 7 D-diwis + x Bd. 5 1 Be) Saree 1 1 4 13 4 3 4 13 4 2 AAP ees EB. ik ce ah o-0 ociehebaine 1 6 3 2 2 1 Otis5s. oS eee ae 5 | ARs ome) OBO TL}... hee... 3 Re, Se 4 1 1 1 1 i 4 oe Se SE Se RS: ee Pe 3 me | 6) AR SOR Ac cbse ss fede 3 ARE 2 eee | 10 9 |. : 1 ! 29 12 14 8 ere + 1 | 1 2 2 7 9 1 7 15 7 12 5 1 2 a Eee 6 aie 4 6 1 6 2 eee Ae’ Se 1 eT ee eo SS RY RTS ae 1 2 “SRE ooo i re 6 ¢ Beane 3 2|°i2 3 h S ivwinunicws +t 1 3 l Bay. Se ee 2 |. |. 0 SR cece Ue 0 MOR Oo OT, oes cle ie hehde alee ee aieee OS te) re 2 ithe l 3 1 9 17 17 13 6 5 5 2 1 1 4 2 8 11 10 2 2 aoe ae oe 1 Xs eae 2 2 B hekea ig RAR BRS: OS Ae Se b Asscnibnaoed 2 0 hb Rad Saks Min ies 2 3 7 OH SS eS PP } 1 an bebeone bees s 9 fae fae 1 i ae 3 Seem | 6 3 3 ; é ew Et SE Sr SO Oe, ae 4 1F salaries for less than five principals are combined in the distribution on this line. Read Table 38 as : $1867 (column 2) is the median salary of the 542 principals (column 3) reported employed in the United States in cities 30,000 to 1 in i Of these principals 4 receive a salary below $1500 (column 4), 7 receive a salary between $1500 1599 (column 5), ete. A total of 71 cities reported : (column 17). read the data given for State. page 130 for further explanation of this table. 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I Came MaRS MA Vc: mes Webs Rilehi jC % ie. kgs taille Wanita Weebl! vr ot had eet 7 Zz ee Oe ee ee 9 ez9l +e ee en eee UBsTqOTW ee oe es Oe) Gs Gos Cos Go Ge I $ I € 2 ra $ e fe ¢ ee os os 6Z es6r jc" sy as yoUussE IY ¢ phy hte ak Abe OED ES ORR NG Tp Rok she: ae io os g I ee ae) ee 91 gist joc "*BMOT $ aghale 0+ o freee 6 OSshl eve om “wUINQuTY vor |s |e |s |y | 1 |6é |6 |/|st_| zt | ot | sz | ee | 92 | vz | oo | er | se | ez | or jer i|s¢ ose s00cs |" seImS peu gz $z te £2 zz iz | 02 Or gr 41 gr §1 tr €1 |} er ies or 6 8 Z 9 £ b £ 2 I Buyjsodai syedyousad | Aavjes SOMP “ON | OOFE | OOTE | OOIE | OOOE | O06Z | OORT | 002Z | 009Z | OOS | OOFZ | OOFZ | 00ZZ | OOIZ | 0007 | 006T | 0081 | 00ZT | 009T | COST | OOFT | COLT \OOZIS| “ON IMO, | ULpoW saws woRneindod ooo‘o€ 0} oco‘or senid ‘STVdIONIUd AUVINAWATS ONISIAMUAdAS CIVd SAIAVIVS 40 NOILNAGIAIsIa—* alavL TABLE 45.—DISTRIBUTION OF SALARIES PAID JUNIOR HIGH-SCHOOL PRINCIPALS Cities over 100,000 popula‘ion States Median | Total No. | Below | 3000 | 3100 | 3200 | 3400 | 3600 | 3800 | 4000 4200 4400 4600) No. cities salary principals $3000 reporting I 2 5 4 I4 15 United States $3485 131 15 16 9 14 27 15 6 2 2 6 19 30 § California 3200 22 ‘ 2 2 ) 3 $ Colorado. . 3617 5 l l l x Delaware 2550 5 l 4g Kansas ‘ 3500 1 1 f Maryland 3034 10 } 6 1 1 ' District of Columbia 2900 2 l | a Massachusetts 3450 7 2 2 Michigan 4700 s ~ 1 Minnesota 3850 6 2 Missouri 3850 5 2 New Jersey 4250 6 2 3 ; New York!.. 4500 3 l l 6 New York City 4700 2 2 1 8 Ohio. . s 3492 27 ] 4 4 ‘ Pennsylvania 4650 9 6 3 MH a Uteh...... 3200 6 ! 2 1 a Virginia... 3150 5 3 ] l : Wisconsin 4500 2 2 l ‘ Read Table 45 as follows: $3485 (column 2) is the median salary of the 131 junior high-school principals os column 3) reported employed in the Un ite d States in cities of over 100,000 popul tior Of these principals 15 / receive salaries bélow $3000 (column 4), 16 receive salaries between $3000 and $3099 ‘column 5), ete. A total é of 30 cities reported (column 15). Similarly read the data given for each State. See page 130 for further explana- 4 tion of this table. ' Excludes New York City. TABLE 46.—DISTRIBUTION OF SALARIES PAID JUNIOR HIGH-SCHOOL PRINCIPALS Cities 30,000 to 100,000 population | Below | 2300 | 2400 | 2500 States | Median | Total No. 2600 | 2700 | 2800 | 2900 | 3000 | 3100 | 3200 | 3400 | No. cities 3 salary principals, $2300 . | reporting 3 we 2 wed 4 5 ¢ 7 5 9 Z 1 15 ” ¥ United States $3050 103 ll 1 2 4 6 9 8 i 23 10 17 11 6 f California... 3225 13 l i 3 | 4 Tilincw, tara’ 2450 6 2 l ] l 1 | 4 2 lowa.... 3066 6 : ] } 2 2 4 Massachusetts 3186 24 1 ) f 5 l 7 a Michigan... 3016 7 2 l 1 5 Ohio 2675 5 l 2 , l l wer | 2 Pennsylvania 2700 1 , l ] l 2 2 5 d Fourteen States ; 32 ‘ l 1 l 3 6 2 : 6 4 17 1 Fourteen States each reporting salaries for less than five principals are « line. Read Table 46 as follows: $3050 (column 2) is the median salary of the 103 junior high-school principals (column 3) reported employed in the United States in cities 30,000 to 100, 000 in population. Of these — ipe als 11 receive ombined in the distribution on this salaries below $2300 (column 4), 1 receives a salary between $2300 and $2399 (column 5), ete ital of 46 cities reported (column 16). Simils arly read the data given for each State. See page 30 for further ¢ xplanation of this ; table. F THE schools are to secure and retain able leaders, the salaries paid must rise to meet new salary levels. To make the case more pointed, the city which paid its superintendent $10,000 before the war should now be paying $20,000 for the same kind of ability. .The principal who did receive $4,000, should now receive $8,000. In discussions of salary schedules there should be as great care taken to ensure able leadership for the schools as to insure for the lowest paid teachers a reasonable standard of living.—W. Randolph Burgess, Trends of School Cost, Russell Sage Foundation, 130 E. 22nd St., New York City, p. 109. [117] TABLE 47.—DISTRIBUTION OF SALARIES PAID JUNIOR HIGH-SCHOOL PRINCIPALS Cities 10,000 to 30,000 population States Median | Total No. | Below | 2000) 2100) 2200) 2300 2400) 2500) 2600 2700 2800; 2900! 3000) No. cities salary | principals; $2000; | |] eae: reporting I 2 3 4 aes ft wf eT tO.) £F | set 13 14 | 15 | 16 United States | $2350 oe | 1% 7 1 yee | 3; 4| 6 2|.....| 9% ll California a ates do 3025 6 boos en ehe ©40:686 Gees R Diwes* er 6 aie 1 => } 2 Massachusetts..| 2550 9 OR ee 1 per Soe cd . ie e Eveten! 1 2 S Pennsylvania...| 1962 5 ee SOR oer | ee Boe PSR oe Oo oe! Ee eee = 5 Twenty-three PETS Pree eee 46 12 © Bn nach Oe Sait wn 7). 3 | a ae 7 39 1 Twenty-three States each report salaries for less than five principals are combined in the distribution on this line. Read Table 47 as follows: pi column 2) is the median salary of the 66 junior high-school principals (column 3) reported employed in the United States in cities 10,000 to 30, 000 in population. Of these principals 18 receive salaries below $2000 (column 4), 7 receive salaries between $2000 and $2099 (column 5), ete. A total of57 pe naaeeees (column 16). Similarly read the data given for each State. See page 130 for further explanation of this le men aa TABLE 48.—DISTRIBUTION OF SALARIES PAID JUNIOR HIGH-SCHOOL PRINCIPALS Cities 5000 to 10,000 population States Median | Total No. |Below| 1600 | 1700 1800| 1900 2000 | 2100 200 2300 | 2400 | Over | No. cities salary | principals |$1600| | ‘* ___| 2499 | reporting I 2 3 4 5 oT 8 | 9 9 | 10, | m2 | 13 14 15 United States........ $1917 75 18/ 10; 5/ 5& —e|_ 9] Te ie oe sae a Massachusetts ........ 2150 Se ares _} eee Seenp ae, cite a) (Cf Vee he, New York ........... 2000 ie, Cloce = fore 1 Bh AB Ten enstowes. Bah 6 Pennsylvania ......... 1716 9 tas; Ss Pere a eS Pe rere EES ion ae S Twenty-seven States'.|........ 51 mM} 7] 3] 4) 4] 4] 1] 3] 1] 5] 6| 49 1 Twenty-seven States each seperting salaries for less than five principals are combined in the distribution on this line. u Read Table 48 as follows: $1917 (column 2) is the medieneiery of the 75 junior high-school principals (column 3 epdeess 5 employed in the United States in cities 5000 to 10, = in below $1600 (ohemn 4), 10 receive salaries between $1600 and (column 5), ete. A total of 71 cities reported (column 15). Similarly read the data given for each State. See a 139 for further explanation of this table. doe Of these ot ry} 18 receive salaries ) 1 TABLE 49.—DISTRIBUTION OF SALARIES PAID JUNIOR HIGH-SCHOOL PRINCIPALS Cities of 2500 to 5000 population | } States Median | Total No. $1400) 1500 | 1600 | 1700 | 1800 | 1900 | 2000 | 2100 | 2200 | 2300 | 2400 Over) No. cities salary | principals aa de oe, i a walt § __|___| 2499 | reporting 3 ae he 6 7 8 Sl 20.) 7.1.58 | 713 14 | 15 16 75 a9 9) 3) 4 te) sto a es RRR Sse “Pee FE Seis om pee ts SR PANE Ree, PMs tee 1 | ae fio? ak Sia I 3 a Ot Re OA Rae oes Sn Pee Soe Saee bie és l 1 2 A Ses es Ss a a a =) er Ae at 1 1 PE OS eS OS OR a ee ari. a Re RRR ee 1 “gs aa “GPR BEE OO) ae 6 OOS ie Be awe 2 “SE cam aere oe. ie Raye 1 gn” Ue, Se 4 S “hes thevess OF vee 8O") a ee WOrCC Raced Saegee 1 l 3 3 2 EES Gey: oS)": SS EO a ERROR ae Pee 3 6 rg ee Se eee ee sh. «ss - BS > Sve 6 | Wee Seen miners Ae Rie wie Cree: Jl 5 PED eee “pee l 2 S iawn OR ee a ORs 2a! SP eee pee ‘ 2 I ye NES ee ee Seed ee 1 5 D Beis hhh ce bes 1 ao ae 5 1 Poet Re ee EE Bee) Ae Pee eee eee Oe 1 8 2 ae eae ode... ye. pee ae oe 4 , eee See een ees Gee. or; Cee Oe Seer 4 5 2 ie Peper vier | aa 2 ARE aS Se BS ép.nis ee 4 3 I SP es Nae PPS AAS Reger Beets Seana ee | ee eee Ser PY amen a “6 SE) Tee ee, See Weer oe! Poe Pe Fe =, pain ] wpa RASS ole aN eRe jy SA 12 7) eC ay. SS Se es opis RR ieee Fem | 4 3 1 Se ee eee SS) Ee ee a ee ee Sede’ 3 | Read Table 49 as follows: $1594 (osheas 2) is the median salary of the 75 junior high school principals (column 3): employed in cities 2500 tc 5000 in Of these principals 29 received salaries between $1400 499 (clan 4), 9 —s' — between a and $1500 (column 5), etc. A total of 65 cities reported pre bo 16). read the data given for each State. See page 130 for further explanation of this table. [118] 4 - we en ‘D ° ‘uojusyso yy ‘uo}}0}208spy UojDINpT JouoNy ‘Eg “d ‘UoNDINPT 21)9Nq FujquDUL] ‘uDWIIEG “py “y UMP ‘fo1q—"peUsEdU0d [Je 10} 19}30q ey} ‘auoouT Jo ‘syyoud 10 ‘sZurusea 10 ‘pjat4 10 ‘aonpord 03 Ajzadoid wor poduvyo svy Avd 03 AjI[IqQe Jo WOIIA31I9 [eo 9Y} ‘UONexe} JO sISBq [Bor 2Y} Jey} 9ZITeoI 9M JOUOOS oY} }eY} Avs 0} UBOUI Op J yng “1e3uT] [iM xv} Ajsodoid je1sueZ oy} sdeysed our) ouros 10j as9qM ‘sIOUTTT] JO s}JesnYyoesseyy 10 H10X MON ‘A¥S SN jo] ‘UBT J9}9eIvY UT [eIN}NIIBe sro ore YOTYM ANUNOD Sty} UT S9}zeIg JOU ore 9J9q} Jey} Avs 0} UROUTy,UOpy ‘dn yt Yo}ed 3,Ued ‘QUITIVU 9ANIOJap A[QUIPSUTEIII PUB UIOMINO UB YIM ZULIOYUT o1v 9M VSNedeq SI oJeNbepeuUl ore Sonuedal ino AY UOS¥eI OY} ‘SPIOM YAH LO N nox a14qF1 SItyj jo uo1jvuEldxe 19q434in é t 1¥y } Ascezs o0czs y }0q IV[VsS B SOA 1 “*(t AO SOtTO UI S 1 943 poAo/dule “ . UUINOO) ss I‘ ) L ESRt ol 096 z osse z 006 t a ‘A cI oste sexay I I I osoe "oo" 99R890TO 7 I I g ¥ eecr ‘"* DORIS] epoyy t OZ (A 9 I oe ezos viuealAsuueg I ra € £ 8 lalate lia! Vidas wp ae cle u0Ze1() L Z ” eT I I ¢ I 9 I Zz I rE Se Ess to 9 ees e se 'weang NE? “9508 oho 90S I 62 6z | ooce vs pes na Saoe Sere AYO YOK MON t z [ Z I z G I I ZI | @OOFF ‘""*(A9ID ‘A “N Sopnpoxe) YIoOX Mon C 6 oe I Ol | goog [occcctctt oetewtastatace Kasiop MaN ; I I I I ' OOSF [tetera BysbaqeN Z Cc . ri I I ZI OOLF eceeees Coeesoeseoecsesesed LINOSSTY : f ’ ' I II osom lccctctt Cees ee esses MRO SOUTETIA ‘ P . » ' I SI Lios ; el osor t s SLor I I G £ S108 BUBISINO’] I f £ ae fr es be, ee ee er See ee ee ‘AYonjuey I 1 Pa I r OSOG [teen eee ee susuvy [ I I = r OOP ct t teeter e eee eee vuurpuy [ €Z I 'Z epog [ct Feet e eee sees eee es sO [ i r 0¢8z Set ebo0 oct saeSbes oueee Cate ¥1B1005) I I j I I L OLZE Se BIQUINJOD Jo WUIsIC] I I Sees) ga hs * Se ee ee ‘** QIBABIOC 3S I I I C I Lf 8 oste yNoyoeuUO,D I G I I s re ts | Soe Pe ree > 22! ee OpeR0joOg € L z I ¢ l oO! Z f eV x “peed foe "eee e* BIUsOj BS) I ; i , ; { ¢ OSIE [ete eee eens BUEquly 6¢ rol if rl 8€ el 8z 92 bz vz LI z 9I L l I I L bee _ OOFFS | Ssea1eg powuy zz lz oz 61 yl £1 I £1 ti £1 ZI II ol 6 § Z y s t £ } z I Pe, Bunsodes | 000¢ | | syedisurid Aseyes S21}19 “ON | 4°4Q | OOSF | OO9F | OOFF | OOZF | OOOF OOTE | OOOE | OOGZ | OORT | OOLZ | OO9TZ | OOSZ | OOFZS | “ON [BIOL | UBIpe 831BIS 008e | 009E | OOFE | 00TE IaA0 puv uoneindod ooofoo! sarID STVdIONINd IOOHOS-HOIH AOINAS AIVd SAIAVIVS JO NOILASTALSIG—"os PTE TE ae See bk a ‘a bi * aTavL aston oe [119] TABLE 51.—DISTRIBUTION OF SALARIES PAID SENIOR HIGH-SCHOOL PRINCIPALS Cities 30,000 to 100,000 population States Median | Total No. | Below | 3100 | 3200 | 3400 | 3600 | 3800 | 4000 | 4200 | 4400 | 4600 4800 5000 | No. cities salary | principals) $3100 ati, REL: a es) reporting I 2 3 4 $ j|_6 | 7 | 8 |_o | ro | ort | 2 | 13) 14 | rs | 16 United States....| $3806 127 is| 7| 4| | 18| 12| 20| 10] 12| 1| 4| 5| 93 California....... 4300 Fs ES oo oe ee! ae ee 1 1 mee oe 5 Connecticut... .. 3950 S.- Lipemleee Golds wee thea 1 2 | DAs ates Dirt ies l P 3 Georgia......... 3300 5 fh eee Se ae ee Fito in Atle « css 2 Illinois.......... 4050 7 i SR et es =e 2 | | ee l 7 NOL scorn es 3667 6 i Re! See Ree: | ae ee | | Sar 4 Massachusetts...) 4100 i? Pe ae ft Bee BE in. a wet a8 11 Michigan........ 3700 9 1 1 1 1 1 1 | 1 | bad a SF 1 l 7 Missouri........ oe aa 2 oe Ba i. oe l New Jersey..... 4550 Re eT ES SRR Sl Pee ee a eee Sa oe 1 l 5 New York...... 4100 _ OLR ok eet ee 7s ee 1 ii ere > 1 7 Pennsylvania ...| 3380 at SAPS 2 5 1 3 at Bes! | 2 1 Wisconsin....... 3950 ee RSS a Ee Ae 1 2 1 oo l 4 Seventeen States’|........ 37 7 ere 2 et et oh... 7 5 1| 26 _ Seventeen States each reporting salaries for less than five principals are combined in the distribution on Read Table 51 as follows: $3806 (column 2) is the median salary of the 127 senior high-school principals (column 3) reported em iY in the United States in cities 30,000 to 100,000 in population. Of these principals 13 receive ies below $3100 (column 4), 7 receive salaries between $3100 and $3190 (column 5), etc. A total of 93 Ce gee = agg (column 16). Similarly read the data given for each State. See page 130 for further explanation T= USUAL discussion regarding school costs consists of wild gesticulation for the purpose of attracting attention. The object is often headline publicity rather than presentation of fact or enlightenment of the reader. The total cost of public education in the state of New York for the school year ending July 31, 1922, was $188,604,973. Of this amount there was contributed from the state budget $35,833,- 018, or approximately 19 per cent. In other words the total school expenditures for the year mentioned, based on the 1920 population, were approximately $18.16 per capita. Is this a pro- hibitive per capita expenditure for the people of the Empire State? On the other hand let us note the per pupil cost. The amount expended for school maintenance in the state for school year ending July 31, 1922, was $99.19 for each pupil in average daily attend- ance. The amount would, of course, be much less if based on total registration. While com- mercial and economic costs of all kinds have increased anywhere from 100 to 150 per cent as com- pared with pre-war levels, school costs on the per pupil basis have increased less than 100 per cent. Schools are therefore being maintained more economically now than before the war. At the present time we are investing approximately $100 per year in the education of each pupil in our schools. If the average pupil should complete the eight elementary grades, which he does not, this would mean a total educational investment in each child of only $800. Is the invest- ment impossible? Is the exchequer of the state thus easily embarrassed? Is this a prohibitive per pupil expenditure for the people of the Empire State? It may be of further interest to note briefly the ability of the state to support education. We frequently think of the wealth of the state in terms of assessed valuation of property, although property may be assessed from full or real value to a relatively small amount. The real value of property in the state is approximately $17,500,000,000. There is other wealth than property, however. The total wealth of the state according to the most reliable estimates is approximately $35,000,000,000. It is unfortunate that a large part of this wealth is taxed in no way for the support of public education. _The National Bureau of Economic Research estimates the annual income of the state at approximately $9,000,000,000. On the basis of these figures the total cost of education in the state at the present time represents a tax of approximately one per cent on the real value of property. It represents a tax of approximately five-tenths of one per cent on the total estimated wealth of the state. It further means that of our annual income we are using approximately two dollars out of every hundred for purposes of education. Is it reasonable to conclude from the facts above stated that the development of the system of public education in the state is forcing us into bankruptcy? . The schools need the constant constructive suggestion and helpful criticism of all groups. There should be free and frank discussion of educational problems. It is vital, however, to present the facts in full or at least to give as complete a picture as possible that the perspective may be reasonably correct.—Excerpi from Editorial Is Education a Luxury, George M. Wiley, Assistant Commis- ag of Education, New York. The Journal of New York State Teachers’ Association, May, 1923, p. 118 and [120] sites! 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Weel SeReiie i v 8 | &t It £ ce | OL ee La! 1€ 6 I s Ld 9 le, I 8 18Z 790z$ Zz gz $z bz £z zz Iz oz 61 gt 41 gr $1 Las £1 ZI Pea or 6 8 Z 9 s a & z Bujj20da4 | 66 1E OOLIS | Siedjouysd | Aauyes SPHP “ON | 4940 | OOTE | 0O0E | 006Z | OO8TZ | 00LZ | 009Z | OOSTZ | OOFZ | OOEZ | 0OZZ | OOTZ | OOOZ | OOGT | COST | COLT | OO9T | OOST | OOFI | OOFT | 00ZT | OOTI |*O}>g | “ON [HO] | ULIpoW uoneindod ooo 0) ooS< senId STVdIONIUd TOOHOS HOIH MOINAS CIVd SHIMVIVS 40 NOILNalaLsiag—*s alavL Administrative Salaries, 1922-23 The subsequent tables indicate the salaries paid in the administrative and supervisory positions common to the largest number of cities. TABLE 55.—SALARIES PAID ADMINISTRATIVE OFFICERS, 1922-1923 Cities over 100,000 population ‘ Superin- Associate or assistant Secretary Business| Superin- Secretary Chief Director Director City tendent superintendent of manager tendent to attend- of tests of Board buildings | superin- ance research and schools and tendent officer measure- No. |Maximum) Minimum grounds ments I 2 2 4 : 6 7 » Q Il I2 Median $7750 $4800 $4200 $4000 $4250 $3600 $1928 $2500 $4000 $2500 Birmingham 6000 2 6000 6000 3000 $250 2400 1540 2200 BOP fecscevan Los Angeles ... 8000 6 4800 $200 5000 7200 3900 600 ;000 4200 |... Le Oakland. eorese 10,000 3 5500 1500 4000 4000 — 2520 L000 2700 San Francisco 4000 6 3780 1800 ; 3300 2400 2400 - Ray Denver...... 10,000 } 5600 $500 4000 5000 L800 2400 3500 Bridgeport 6,000 2 3850 3850 3000 7s 2400 1600 2400 oF New Haven en ; 3 4150 $150 onteiens - 2200 Wilmington .. 5000 ] 3000 ; 3250 i 2500 1400 MOD Fi cestbes Atlanta.... 6000 2 3600 3000 600 3000 2400 1500 1200 2400 |.... Chicago... .. 12,000 l 8700 6000 10,000 5500 3600 Indianapolis 8000 3 4800 L000 4000 5000 | 3500 1900 3800 3800 Je% Kansas City. 5000 | i iwwiemelss f 3000 3000 1800 1560 2448 ee Louisville. .... 5000 3 2800 4200 4600 1950 2400 2500 3500 2400 New Orleans S000 5 4500 3000 5400 i 3600 1980 2100 . ated 2400 Baltimore. . . 8000 4 6000 L000 2750 3500 2300 1300 1860 SUED 4iisitess Boston....... 10,000 5 6000 “a 5496 6000 3780 3300 3500 Cambridge .. 6000 ] 4600 oa 3000 2500 Fall River ..... 5000 1} 3400 2200 Be oe Epc aepouslt seed pases nee anes oslegans New Bedford. . 6500 2 | 5000 Ree 43 gees s 2800 a , Springfield .. 5800 1 | 3500 i ep eee 3000 2150 2300 1770 Worcester. . 6000 3 4600 4600 i 2000 2100 ee ee at ya Detroit....... 12,000 2 7680 6600 6000 i 4000 3000 L800 5100 6000 Grand Rapids 8000 1 | 4000 4000 5000 I 3000 1800 2200 SS oer Minneapolis. . 8000 | 3} 5000 a et SE ee 6000 3700 2800 4200 |......., St. Paul..... 5000 2 | 3300 eT éeh. : 2500 1956 3400 3800 2500 Kansas City. $000 4 5000 1200 | 4800 3900 1800 2700 2400 Bae Ot. Lowls...... 10,000 6 | 6000 5000 7500 A 9000 5000 4000 MOD fs cesccs Omaha....... 10,000 | 3! 4200 3600 4800 i 4800 1500 Se Viccavasths epaseun Camden,.... gt ae See ‘a 3500 3500 Sg | | i Peer eee Peer te Jersey City 10,500 | 1] 7000 4500 y ; 4000 SOND Avcaueds dasanaees Newark.... 10,000 | 5| 7000 5800 6000 9000 ‘ 4800 1500 Paterson. . ee” Serer nied 4000 : 1800 2500 ; ne Trenton.... ee eee See er , 3000 3000 3500 2220 1500 (GO ficsaas Buffalo....... 10,000 | 5 | 4800 4000 | 5000 4000 1800 ey rere New York.. 12,000 8 | 8250 6500 7% 11,000 2820) 7700 7000 Rochester . 8000 | 2 | 5500 5500 4000 ‘ : 5000 1840 saan Syracuse... 6000 . ery ‘ 2400 2600 2000 ' Bi PReverre Pere. Yonkers.... 6500 | 2| 5000 1400 4500 re 1850 cee ashe oaks pe Columbus. . . 7500 | 3} £44500 3000 4000 |...... 1800 ee: Pe Re eee Akron....... 9000 | 1 9700 2500 ie 3800 1800 Eee. 4000 |. eis Cincinnati. ... 10,000 | 2 5000 3600 3600 Pet aires 1500 é eRe: 3600 Cleveland..... 10,000 | 5| 6750 5000 4445 | 10,000 3650 4000 1500 4500 |...-.20: Dayton...... 8000 ite ee . 4000 yt 5200 1800 ee Peers Pao Toledo... 9750 1 | 4000 a 4000 a are 1320 Ee a wake ws Youngstown... 10,000 1 | 4500 2400 5000 |.. 1000 : el ee Portland... . 7500 | 2| 4700 $450 4500 ; 3900 1800 | a ee | 2500 Philadelphia. . 12,000 i2 | 6000 5000 7800 7200 2400 eee has oe BEE Re Pittsburgh... . 12,000 | 31] 6000 pt; 5000 7000 2600 $500 3 eer Reading...... 6000 1| 2900 3000 1 2500 960 .| 1800 | a ty oS A St he ; A ES ee re *~ pS ee 1800 at hs eat: Jesevenas Providence. . . 6coo | 3 4500 2750 4600 2600 1800 2700 S0Ge i.s.0s000 Nashville. ..... a DD ae ee ee . pepe eee ee ee 1200 1980: |..steeee Se Ia tas 50a > nas 6000 - 4800 3000 3000 2400 es, Se i es diciiien th 9d Fort Worth... 5400 | 1] 3000 3000 EE RRR Se | 2000 San Antonio.. 6000 1| 3584 Se es 3600 1782 1° ee err” et Sa Salt Lake City.. 6000 | 3 4500 3800 3600 3600 3600 2220 | a er ay Richmond...... 7500 1 4800 «aaa wae 4500 << EGe 4500 7 Tl Re ee) Ceres Seattle........ 7500 | 2{ 51C0 4200 3900 3600 "a eee Re eee Spokane..... 4s 6500 | 1]| 2450 2450 3500 meee 3100 2400 , ee Dc eaieatt Milwaukee ..... 9000 4 5000 4400 7500 7500 4000 3600 4200 5000 Jos eens 1 The secretary of Board of Education acts as Business Manager. Table 55 gives salaries paid certain administrative officers in sixty cities over 100,009 in population in 1922-23. Column 4 gives the highest salary being paid to Assistant Superintendents, and column 5 the lowest salary paid. In listing the Assistant Superintendents, the number actually reported is given in column 3.. As far as possible dupli- cation of salaries was eliminated. ‘The officers for which salaries are given are employed in addition to the Assistant Superintendents indicated. It is true in some cases where no salary is given for Director of Research, for example, that one of the Assistant Superintendents exercises this function. In such cases, however, the Assistant Superin- tendent is listed under “Associate or Assistant Superintendents” and no salary is listed in column 11. This same method was followed in all tables giving the salaries paid Administrators, Directors and Supervisors in cities over 100,000 in population. TABLE 56.—SALARIES PAID DIRECTORS OR SUPERVISORS, 1922-23 Cities over 100,000 population | Attendance Officers ~ Vocational —— —— Physical Penman-) Not including chief officer y education ng nomics) Health | education| Art Music ship Ne. (Maximum) Minimem I 2 3 4 5 6 7 8 9 10 II 12 Median....... 3650 $3200 $2725 $3100 $3000 $2850 $2950 $2500 $1775 $1400 2500 2800 2350 | 1 rr os 3400 3400 3400 | 21 2700 1600 3060 3660 2580 5 | ne Reascaaew 3600 2: 3 | 1500 me ya 3150 7 1520 1200 2400 3 S600: .t...... 2700 2 1150 2000 2186 1 3: Seon 4600 aS ee ; 3500 CP Sear eer s 2328 : 2 1125 2200 7 oe hoo | 2600 5 1680 1000 2000 18 1130 1030 3380 7 1800 1400 2880 7 1800 1700 2975 4 1800 4 Pet. 3300 4 1900 | 1700 Se 4 1900 a eek 4000 : re) Os , 2700 4) 1200 775 3000 4 1550 1350 2650 2 2 1877 1677 2900 35C 8 | 1400 | 850 4000 4000 4000 20 1900 1800 2400 2500 2400 2 1800 1500 2900 3000 2000 |....]... ie pebbis Beatie « 4100 i......-..1 2 1800 1600 3600 4300 3500 | 27 2500 1260 2700 2500 2600 | 6 1800 1500 2600 2950 2650 | 8 1500 1200 3700 3600 3400 | 19 1700 1000 5500 bo 3, eae 268 | 2390 1560 4000 rat Pee ae . RE Seep 2450 2650 2650 | 2 | Sea 3850 3700 2700 3 1400 | 1300 2750 2750 1000 3 1500 inase s+ 2100 oo | 4 2000 1400 3600 3600 3600 | 8} 2000 1500 3900 3600 | 30; 2000 1500 2400 26 2400 3 Sem oh« danas 2600 7 re 7 20006 1200 3050 2375 2375 és eee eT ' 2500 2900 2500 3 1700 1400 2800 2800 5000 68 | 2000 1200 6000 5000 32 1750 1600 1600 2800 1500 2 BT _.Uisitiol Oe cs 2490 2350 2190 4 Co eer Sweetie s-< 3500 2000 os ey er Cee ee ee ais > 1700 1700 7 See o sek bees 3000 3000 a a CR Pee) ee 2250 2250 Awvcdle wad >aa>« rete) Bia TS a ER SN OR i Pa 7500-7999... Bs ROR rote icRigt ts oO pe cigs. ipl a aie Paaipakder 7000-7499....... : TICE HRS OER “VES” A AGREES Dh (0 Csi: ° Beary ae gna, bro Sr 2 ida pba hee ba peee vies vee ttecchesiaccees we Pe: 6000-6499....... » BSS ee 1 BET eee 1) RRR Kee 5000-5499......:| 21 4800-4999. ...... 4 4600-4799... . H | ape 2 : 4000-4199....... : ‘ 3600-3799... .. 1 a oe 3000-3199... .. |: 1 2800-2000... ....|.......... IS 5 Govsdiesveacecs 2400-2509.......).......005 1 Py a) i 3 aeeaeee.......1.......... 5 1800-1999.......).......... 4 ‘ 1600-1799.......).......... 9 EE ea See ER eR 2 54 beg Bea, Eg er ‘ = cea. ied FAS ea ok oh: & Total....... 99 36 66 25 46 86 36 CCS 11 12 7 Read Table 58 as follows: 4 Superintendents of schools were reported receiving salaries $300) or over, 4 salaries between $7500 and $7999, etc. Of the 103 cities of this size replying 99 reported salary paid the superintendent. The median salary paid was $5861. Similarly read the distribution of salaries paid other Administrative officers. TABLE 59.—DISTRIBUTION OF SALARIES PAID ADMINISTRATIVE OFFICERS, 1922-23 Cities 10,000 to 30,000 population Associate Superin- | Director of Superin- | or assist- tendent of | Secretary Chief Director | tests and Salary Group tendent | ant - | Secretary | Business | buildings | to super- | attendance) of measure- ; of schools | intendent | of board | manager and intendent officer | research ments i - grounds |_— FRAT dara I “ 3 4 5 6 7 9 wen S Median........- $4110 3025 sil 2520 1930 1225 1434 2600 | —«:1850 10 6 | ee 4 5 . 30 10 41 5 25 | 27 9 4 1 : 4 : 3 i 211 . 59 follows: 10 Superintendenta of schools were reported receiving salaries of $6000 and over, 6 salaries between $5500 and $5999, eto. Of the 215 cities of this size replying 211 reported age salaries paid super- intendents of schools, The median salary paid was $4110. Similarly read the distribution of salaries paid other TABLE 60.—DISTRIBUTION OF SALARIES PAID ADMINISTRATIVE OFFICERS, 1922-23 Cities 5000 to 10,000 population Associate | Superin- Director of Superin- | or assist- tendent of | Secretary Chief | tests and Salary Group tendent ant super- | Secretary | Business buildings to super- | attendance | measure- of schools intendent of board manager and intendent officer | ments grounds I 2 3 4 5 9 0 Median...... $3557 2000 400 1700 1032 800 5500 and over. 4 5000-5499......... 7 4800-4999...... 3 4600-4799......... 1 4400-4599......... 1] 4200-4399 . 15 4000-4199........ 2. Serre rect, ee et ee) Seen ne Mm nt Pate 8! OLE S3800-3999......... 8 3600-3799. ... 33 3400-3599... 37 3200-3399... 22 rec en aeate 3000-3199... 44 1 ee ae 2800-2999. . : 9 | 2600-27 79.. 13 2 l 5 2 l ai l ] 2 2000. 2199... 2 ] 5 l l 1800-1999. . = veer ] 4 3 1 1600-1799. . oF l l 4 ] ] l ‘ 1400-1599. . ; l 6 | 2 1] ] l 1200-1399...... : l l j 2 $4 3 2 1000-1199.......... on eo 4 ‘ l 25 1 800-999..... ‘ vy" g ‘cues 3 l 600-799.......... Sg ’ 21 25 2 Under 600. . os ; : rT 96 | l 18 3 ae eS ae MS i'd oda 254 8 156 4 15 164 10 5 Read Table 60 as follows: 4 Superintendents of schools were reported receiving salaries of $5500 and over, 7 salaries between $5000 and $5499, etc. Of the 261 cities of this size replying 254 reported the salaries paid superintendents of schools. The median salary paid was $3557. Similarly read the distribution of salaries paid other Administrative officers. TABLE 61.—DISTRIBUTION OF SALARIES PAID ADMINISTRATIVE OFFICERS, 1922-23 Cities 2500 to 5000 population | | Associate | Superin- Director of | Superin- | or assist- | tendent of | Secretary Chief | Director tests and Salaries Paid tendent ‘| ant super-| Secretary | Business | buildings | to super- | attendance of measure- of schools | intendent | to board | manager | and | intendent | _ officer research ments | | grounds | | I 2 | 3 4 | 5 6 7 . Q 10 ‘Median...... Ye Se a . eee 1700 . 726 Rey Fae ; 5000 and over... | 6 [veseee on oe ee Cs Cs Cs Cay Perens 4800-4999....... 4 [rveeeees RAE heeete sd. a, Te tn CURR 5 + 900 sary sl Wee Ee a'eid.e.0 & ee Soe | 2 S Jrewvncdectecheane nes toes 1200-1399... . aries ceo BPC a nsw 4 |, i Ss. son nwa ieee 1000-1199....... ‘ay ae ere with Sa ee 1 | ae PS SR ES eee re 9 S cwats Hes 2 i. |. cscwcdsechesaeet eae ES Pe teres 11 | oe bemaes afl l 43 o chewy Raabe sas wee od Under 600. | es Perer RR App ery 13 Be Bes volteheed | Bee, cA; 308 3 225 } 1 14 140 3 1 | 2 Read Table 61 as follows: 6 Superintendents of schools were reported receiving salaries of $5000 and over, 4 salaries between $4800 and $4999, etc. Of the 320 cities of this size replying 308 reported the salaries paid superintendents of schools.. The median salary paid was $3082. Similarly read the distribution of salaries paid other Administrative officers. [127] a = etene | tai ‘i Remedi Re i) PRAY IN AE: ee AN sel = ve os 0s ZI LYL 101 Sz 66 | el 1z vz ae” ae 9z 6 v1 6E a ie pcm 4 a tae = we Ice tcenechiecsc; aah Le ae Oh ee Zo t Z £ I R | Z jr ereereciseeses *} eI €1 I “eee I LI I 6 ¢ ‘ C | + - ite «ko te Jeeeeeeeee Pees Ce Ce Ce I RI c 9I QI L ¢ CI a awe I aaecaioe tibepeedaane: Os TO on artsy $ 91 re ce rE II £ Z . = ai: Acbieys I | 8 . SR s L | L | 62 SE or 1@ } Pp i iin 3 | ¢ Re. 88 &% IT ey IT |: ea I i i 3 . > ees L L € b 92 or | SI | I OL GS | I z ate j Nel: ee £ 9 a b 9 Or tI * € L . ; Bewiyy. z 8 E : G I L " G SG Z ; 4 j a 4 > Z «Rwide-s - : = | Wy é : } Pree on eee I I 1 eS fest te vations cm ioe pet on oe 1 BRIE: ee ee eee , Tonabinaaemeah rer sr tpetiise Peiihss OEE esos Marae .. rs ere ges. copes OR Cates => i eee (atte er eee ieee ee I PeTrern ive ss tt Peer eee eee “vanes RR Nitta: se SI: oe Fa asvsficvcsovadsessscp SOQ Be Mahon: feebirest Clim Reape aca ge ie tee Bhas hess cal ® ys, St. Johns. Eufaula, Blackfoot, Hiawatha, MINNESOTA: ' Tuscumbia. Montpelier, Horton, Alexandria, / ARIZONA: Noscow, McPherson, Aurora, ; Glendale, Preston. Paola. Columbia Hts, Jerome, ILLINOIS: KENTUCKY: Crosby, Mesa. Anna, Cynthiana, Detroit, i ARKANSAS: Bushnell, Fulton, Ely, Conway, Galva, Harlan, Fairmont, : Mena, Geneseo, Ludlow, Gilbert, : Stuttgart. Georgetown, Morganfield, Grand Rapids, CALIFORNIA: Glen Ellyn, Russellville, Hutchinson, E. San Diego, Madison, Shelbyville, Lake City, Fullerton, Mendota, Somerset. Luverne, Oroville, Naperville, LovulIsIANA: Melrose, Piedmont, Paxton, Jeanerette, St. James, Red Bluff, Princeton, Mansfield. Sauk Center, Santa Maria, Robinson, MAINE: Thief River Falls, Watts City, Rochelle, Bridgton, Two Harbors, Woodland. Rock Falls, Camden, Waseca. CoLoRADO: Sesser, Lubec, MIssIssIPPI: Canon City, Westville. Paris. Canton, Florence, INDIANA: MASSACHUSETTS: Grenada. Ft. Morgan, Alexandria, Auburn, Missouri: Lamar, Aurora, Ayer, Bonne Terre, Montrose, Boonville, Dalton, Kirkwood, Rocky Ford. Columbia City, Holden, Lexington, CoNNECTICUT: Dunkirk, Hampden, Monett, : Berlin, Franklin, Hopedale, Richmond, Bethel, Greenfield, Lee, W. Plains. Darien, Lawrenceburg, Medfield, MonTANA: E. Windsor, Martinsville, Rockport, Red Ledge Guilford, Mitchell, Rutland, Whitefish. Litchfield, Noblesville, Somerset, N paw 1 Sprague, N. Vernon, Sutton, F Broken B Sufheld, Union City, Wareham, see ew Thomaston, W. Layfayette, Williamstown. Chadron, Wethersfield. Winchester. MICHIGAN: Gering, DELAWARE: Iowa: Allegan, a P Dover, Anamosa, Big Rapids, _ Univermty lace. Milford. Cresco, Birmingham, NEVADA: FLorIDA: Le Mars, Boyne City, Sparks. Ocala. Maquoketa, Crystal Falls, New HampsHire: GEORGIA: Osage. Durand, Littleton, Carrollton, Kansas: Ferndale, Milford, Cedartown, Abilene, Grand Ledge, Northumberland. [133] New Jersey: Bergenfield, Bordentown, Fairview, Flemington, Freehold, Glen Ridge, Hightstown, Merchantville, Metuchen, Ocean City, Prospect Park. Westwood, Wildwood. New Mexico: E. Las Vegas. New York: Avon, Baldwinsville, Bronxville, Canastota, Canton, Dobbs Ferry, Frankfort, Gowanda, Hamburg, Kenmore, Le Roy, Lyons, ount Kisco, Oswego, Patchogue, Penn Yan, Scotia, Spring Valley, Suffern, Waterford, Walton, Westfield, Whitesboro. Nortu CAROLINA: Hendersonville, Lincolnton, Morehead City. Nortu Dakota: Wahpeton, Williston. Outo: Barnesville, Bedford, Berea, Bryan, Celina, Crestline, Crooksville, Fairport, Greenfield, Medina, Maumee, Montpelier, Orrville, Salineville, Shadyside, Willard. OKLAHOMA: Claremore, Cleveland, Commerce, Elk City, Frederick, Mangum, Perry, Poteau, Purcell, Sand Springs, Stillwater, Wynona. OREGON: Marshfeld, McMinnville, Roseburg. PENNSYLVANIA: Ambler, Athens, Barrington, Beaver, Bellefonte, Bellwood, Birdsboro, Boyertown, Brackenridge, Catasauqua, Coudersport, Copley, Downington, Doylestown, E. Stroudsburg, Elizabeth, Elizabethtown, Ellsworth, Freedom, Galeton, Grove City, Hamburg, Hellertown, Honesdale, Ingram, or ect echanicsburg, Monaca, Mount Union, Nazareth, Northumberland, Oakmont, Parnassus, Portage, Reynoldsville, Shippensburg, S. W. Greensburg. Ruope Is.anp: Tiverton. Soutw CAROLINA: Alberville, Beaufort, Summerville. Texas: Honey Grove, Mercedes, Mission, Quanah, Pittsburg, Teague. VERMONT: Middleburg, Richford. WASHINGTON: Chehalis, Ellensburg, Pasco, Port Townsend Renton, Roslyn, Sedro-Wooley, Toppenish. West VIRGINIA: Richwood, St. Albans, Salem, Sistersville, South Charleston, Welch, Wellsburg. WISCONSIN: Berlin, Burlington, Clintonville, Edgerton, Hurley, New London, Oconomowoc, Plymouth, Reedsburg, Richland Center, Ripon, Sturgeon Bay, Tomahawk, Waupaca, Waupun. WyYomINc: Evanston. fone TIME was when few fields were open to women for remunerative service. was the one great, and about the only, opportunity for women to earn an independent livelihood. The condition is different now. Less than eight per cent of the 8,549,000 women listed by the last Census as gainfully employed were teachers. Against the 658,000 in teaching we find 400,000 in other forms of “professional service,” 900,000 in trade and transportation, 1,000,000 in agricultural and animal husbandry, 1,400,000 in clerical occupations and 2,000,000 in manufacturing and mechanical industries. Opportunities aplenty at good compensation are available for capable women today which involve a much less rigorous training than the, better- paid teachers of today must undergo. Since over eighty-six per cent of all teachers are women, and the percentage is increasing, it is apparent the teaching profession now suffers keen competi- tion from other fields. No longer can the Nation trade upon the fact that the teaching profession is the only remunerative opportunity open to women.—Betler Salaries—Better Citizens, The Journal of the National Education Association, May, 1923, p. 207. Teaching nn ey eee : : : Selected Bibliography on Salaries Teacher= and School Executives may obtain current salary information by addressing the Secretary of the Nationa Education Association. See page 21 of this Bulletin under Special Salary Service. ALEXANDER AND [THEISEN. Campaigns for Teachers’ Salaries. Educational Review, October, 1920, pages 190-204. Boarp oF Epucation, HicHitanp Park, Micuican. The Merit Plan for Payment and Promotion of Teachers. February, 1923, 6 pages. Briefly describes the main features of the single salary schedule which is the basis of the pay and promotion of Highland Park teachers. Bonner, H. R. Salary Outlook for High-School Teachers. The School Review, Vol. XXX, No. 6, pages 414-423 June, 1923. A good statement of the salary outlook for high-school teachers resulting from a nation-wide study of the salaries paid high-school teachers in 1920-21. Burcess, W. Ranpotpn. Trends of School Costs. Russell Sage Foundation, 130 E. 22nd St., New York, N. Y., 142 pages. A comprehensive study of the general trends of school costs since 1840. Changes in teachers’ salaries are com- pared with changes in the cost of living and with salaries of other classes of workers from 1841 to 1920. Butier, L. A. anp Woopy, CiirForp. Report of Committee on Salaries of the Michigan State Teachers’ Associa- tion. Michigan State Teachers’ Association Quarterly Review, November, 1922, pages 1 to 40. A good example of an unusually complete survey of the salary situation in a single State—Michigan. Cuicaco Princrpats’ CLus Reporter. January, 1923, pages 12-16. A Proposed Plan for the Adjustment of Salaries of Principals According to Size of School. Dututn Pustic ScHoois Sarary ScHeputes. An Explanation of the Qualifications, Conditions of Employment and Promotion of Teachers, Pecw xc. and Supervisors. 17 pages. This mimeographed pamphlet describes in detail the purposes and provisions of the single salary schedule adopted by the Board of Education in April, 1923, for the city of Duluth. EvenpvEN, E.S. Essential Features of a State Salary Law. Educational Review, October, 1920, pages 205-215. Hart, Irving H. The Teachers’ Wage. Journal of the National Education Association, Vol. XI, No. 3, page 97, March, 1922. - A local study in which the salary increases received in one state (Nebraska) are compared with the rise in the cost of living. Nationat Epucation Association. Teachers’ Salaries and Salary Schedules in the United States, 1918-19. Com- mission Series No. 6, 1919, 170 pages. Material in this study carried on under the direction of E. S. Evenden, will be valuable to the members of salary committees. It is now out of print, but may be obtained from libraries. Nationat Epucation Association. Salary Schedules, 1920-21; cities of the United States of 100,000 population or over. Bulletin No. 19. 32 pages. A survey of the minima, maxima, and annual increments of the salary schedules of forty-eight of the sixty- eight cities of this class, prepared under the direction of Superintendent Frank W. Ballou. Nationa Epucation Association. Bulletin One of the Research Division, Facts on the Cost of Public Educa- tion and What They Mean, June, 1922, 66 pages. Gives minima and maxima of salary schedules in effect in cities in 1921-22. NationaL Epucation Association. Report of the Salary Committee, 1923. This report, now being prepared under the direction of the Chairman of the Salary Committee, E. S. Evenden, will be available in July, 1923. Newton, Jesse H. The Denver Single Salary Schedule a Success in Operation. American Educational Digest, January, 1923, pages 223-224. Norton, Joun K. Have Teachers’ Salaries Been Increased? Journal of the National Education Association, April, 1922, page 72. Researcu Division, National Education Association, Better Salaries—Better Citizens. Journal of the National Education Association, May, 1923, pages 206-207. RICHARDSON, Dio. Single Salary Schedules. Journal of the National Education Association, Vol. 11, No. 6, June, 1922 A brief statement of the operation of single salary schedules as revealed by answers to questionnaires sent to a number of cities with single salary schedules. Rocers, Don C. Trends of Teachers’ Salaries. University of Iowa Extension Bulletin, No. 88, April 1, 1923. 29 pages. An example of a carefully prepared survey of the salary trends in a State—Iowa. Srrayer, Georce Drayton. Know and Help Your Schools. American City Bureau, New York, N. Y., 1920 and 1921. This study appears in three parts. No. 1 issued in 1920 gives data concerning salaries and experience of teachers resulting from a nation-wide survey of urban 1 cory schools. U. S. Bureau or Epucarion, Washington, D.C. City School Leaflet No. 1, April, 1922. Salaries of Teachers and of Principals in Certain Cities. Gives for the year 1921-22 the minima and maxima salaries paid elementary and junior high school teachers and principals in a number of cities of all sizes. U. S. Bureau or Epucation, Washington, D.C. Salaries of Administrative Officers and Their Assistants in School Systems of Cities of 25, 000 inhabitants or More. Bulletin, 1921, No. 30. 38 pages. Wape, May. Teacher-Rating and the Single Salary Schedule. National League of Teachers’ Associations, Bulletin of the President, April, 1923, pages 17-24. Describes features of a single ‘salary schedule worked out by a committee of the Teachers’ Association of Berkeley, California, which received the approval of the teaching staff. [135] National Education Association or it may be the result of a new attitude towards a great profession but, in any event, it is the fact that American teachers have suddenly sensed the value of closer co-operation fgr the common welfare and awakened to the possibility of lending substantial aid to that movement which has better public schools as its ultimate goal. By the formation, in many states, of research councils, the teachers are serving notice both of their readiness to undertake a scientific study of educational problems and of their appreciation of the largely increased confidence placed in them by those who have the administration of the schools in charge. Itisno light responsibility that the teachers have thus assumed. What good will come from all these efforts it is much too early to determine. But it is not without significance that the whole movement has the enthu- siastic support of the Nation’s educational leaders. In the high places today there is full realization of the worth of the assistance which teachers can render and a disposition to leave to the teachers themselves the solution of strictly teaching problems. To a greater extent than ever before education is now a community enterprise which cannot be wholly successful unless it enlists the interested cooperation of parents, children, superintendents and teachers. Meanwhile, the research » department of the N. E. A. is already functioning. — Selected from an editorial in the Christian Science Monitor. eS ee, =< Su eas Sen Fe << aa a ry