59th Congress. I SENATE. (Document 1st Session. I I No. 94. r STATISTICS RELATING TO PUBLIC SCHOOLS. December 19, 1905. — Referred to the Committee on the District of Columbia and ordered to be printed. Mr. Gallinger presented the following DATA AND STATISTICS COMPILED FROM THE REPORT OF THE COMMITTEE ON SALARIES, TENURES, PENSIONS, ETC., MADE TO THE NATIONAL EDUCATIONAL ASSOCIATION AT ITS LAST ANNUAL 'MEETING, JULY, 1905. The most noteworth}^ contribution toward the material advancement of the teacher and the ultimate dignifying of the profession is the report of the committee on salaries, tenures, pensions, etc., made to the National Educational Association at its last annual meeting, July, 1905; and free use of the materials therein contained has been made in the compilation of the following data and statistics, which are roughly considered under the following general divisions: (1) The general conditions as to pay of teachers, taxation, legislation, educational requirements, and tendencies are considered first, followed by specific comparisons of Washington with other leading cities as regards salaries of teachers and principals in high and elementary schools, together with basis for difference in salaries. (Table A. ) (2) Entrance and promotion requirements with regular annual increases in salaries in leading cities showing recent and thorough reorganization of salary schedules. (Table B.) (3) Rank of AVashington in list of cities with reference to such salaries. (Table D. ) (4) General organization of educational administration. (Table E.) (5) Specific consideration of salary schedules of cities with population of 100,000 or over. (Table K.) (6) Funds for payment of teachers' salaries. (7) Pension systems, foreign and United States. (Tables F and FF. ) (8) Specific prerequisites in scholarship and character of examinations in Chicago, 111. (9) Comparative expenditures in municipalities for different purposes. (Tables G andH.) (10) Receipts, expenditures, sources of revenue, school tax, maximum amount for school purposes, etc. (Table I.) Extract from Chicago Board of Education Bulletin (Monday, Feb- ruary 2, 1903), page 18. PLAN FOR PROMOTION OF TEACHERS. [Reprinted with new schedule. Adopted July 9, 1902, and amended January 21, 1903.] The committee on finance herewith presents the attached communica- tion from the superintendent of schools and recommends the concur- rence of the board therein. The superintendent of schools respectfully reports that, in his opin ion, any well-grounded hope of improving the work in the schools of 2 STATISTICS RELATING TO PUBLIC SCHOOLS. \ Chicago must be based upon an educational polic}^ which gives to every teacher the opportunity and the incentive for self-improvement. The board of education should offer opportunities to the teachers to advance along professional and academic line*, 'and an incentive to take advantage of the opportunities offered them, in the shape of higher remuneration for their services when they do so. With a permanent tenure of office, with opportunities for self- improvement freely provided by the board' of education, and with a remuneration proportioned to the use made of these opportunities, we may hope to see the schools of Chicago steadily improve. The present schedules of salaries for elementary teachers, high-school teachers, and principals are in need of revision. We have in these various schedules failed to base advancement from lower to higher salaries upon a,nj consistent principles. In determining the salaiy of an elementary school-teacher we have taken into consideration only length of service. In determining the salary of high-school teachers we undertake to consider both length of service and merit. High- school teachers are classed into three groups, and advancement from group to group is based upon an estimate of merit; advancement within the group, however, is based upon j^ears of service. In fixing the salaries of principals we take into consideration both length of service and size of school,' the size of the school determining the max- imum salary a principal may receive. Our schedules, taken as a whole, lack consistency. A schedule of salaries that takes nothing but length of service into consideration will not provoke interest in the work of education and a desire to improve the quality of the work done in the schools. A schedule of salaries that requires mere existence on the part of a teacher, but does not recognize the difference between timeserving and devotion to the interest of the school, is illogical and unfair. While there will alwa} r s be many teachers whose consciences and interest in doing a good piece of work keep them up to a high standard of efficiency, even they will feel the injustice of a system of rewards that pays the timeserver as much as the hard-working, conscientious teacher receives. We should, therefore, recognize in the schedules of salaries the principle of merit. In determining merit we must call into service not merety the estimates of principals and superintendents but some more uniform test that will, in a measure, estimate progress in professional and academic work. Digest of thepaper read at the National Educational Association^ at Asbury Park, Jul//, 1005, upon '■"Shall the State regulate teachers' salaries?" by Frank H. Sommer, member of the hoard of educa- tion, Xetrark, X. J. The report of the National Educational Association, 1904, says that in comparison of the salaries of teachers and laborers of 48 cities on a basis of fifty weeks, the earnings of the laborer exceed those of the minimum of the lowest teacher. Concerning the statutes of States regulating teachers' salaries, Mr. Sommer says that the boards of education make suggestions of increases of teachers* salaries, but the State furnishes the money. The boards have been alive to the neces- sity for increasing teachers' salaries, but the councils have not given 15 JAN 1900 D.otD. J STATISTICS RELATING TO PUBLIC SCHOOLS. 3 the necessary money. The low salaries are due to the low tax rate. Teachers' salaries admit of reduction more easity than other public estimates. Up to date the following States have made statutory laws regulating i the system of salaries: Maryland, New Jersey, Pennsylvania, Indiana, - Mississippi, West Virginia, New York. Such statutory laws should i provide for a regular annual increase and for schedule of salaries, j basing the sum on the rate of taxation, on school attendance, and on the classification of the teaching force. There should be a revision of t the schedule at stated intervals in order to protect the salary schedule against relapse by the use of money for other purposes. The tax bills should state total amount of lev}', and a certain amount should be set aside for educational purposes. The distribution in cities and villages should be according to population. In the discussion of the paper it was developed that within the year Maryland, by statutory law, had increased the State tax for teachers' salaries from 10i mills on the dollar to 15 mills on the dollar, and the minimum salary throughout the State was fixed at $300. Digest of the report of the progress of school administration for the gear 1904-5, bg William George Bruce, before the National Educational Association at Asbarg Park, J~uly, 1905. The general tendency throughout the year in the reorganization of school boards has been, first, a reduction of the number of members of boards of education; second, a clearer division between the profes- sional and business administration; third, an increasing- demand for better professional qualifications and better salaries for teachers; fourth, the general acceptance of expert building and sanitary regulations. A review of what has been done along these lines by the State legis- latures shows this to be true. State of Ohio. — The supreme court wiped out every school board as unconstitutional. The legislature had to enact laws for framing the organization of new school boards. The law also provides for a maxi- mum school levy of 12 mills on the dollar and a board of 5 members to be elected at large, except in villages, where the board is appointed b}^ the mayor. In the cities of the first class (60,000 inhabitants) not less than 3 nor more than 7 are to constitute the members of the board of education, to be elected at large, and in cities of the second class not less than 2 nor more than 7. Philadelphia (provided for by State law, 1905). — The new law pro- vides for three distinctive administrative departments: (1) The superin- tendent of instruction; (2) the superintendent of buildings; (3) the superintendent of supplies. The board is cut down in numbers one- half, and the sectional boards are shorn of power. The members of the board are appointed by the judges of the court of common pleas. The law also provides for the setting aside of 5 mills on a dollar for educational purposes. Milwaukee. — The new law changes the board from an appointive to an elective one. By the old law the mayor appointed a committee, which in turn appointed a large number of members. The new 'law reduces the number from 23 to 12 and increases the powers of the board. The great Ca?sars of appeal by the old law were the members 4 STATISTICS RELATING TO PUBLIC SCHOOLS. of the cit}^ council; the new law divorces the two powers. According to the new law the school board controls appointments and dismissals of teachers and expenditures for school administration. ' Boston. — The new law provides for the reduction of the number of members of the board of education to 5. Wilmington, Del. — The new law reduces the number of members of the board of education from 24 to 13 and provides for a term of four years. Grand Rapids, Mich.— The, charter of the legislature provides that the number of members be 9, to be elected at large (this was opposed by the members of the school board, who lost their positions by the law). The new bill provides for a business manager for the handling of financial matters, the erection of school buildings, etc. The general tendency has been to decrease the number of members of the boards of education in the larger cities and to provide for their election at large instead of bv wards. Report of Bureau of Education for 1903, page* 2431 and 24:32, et seq. LEGAL STATUS OF SCHOOL BOAltDS IN CITIES OF THE EXITED STATES. The legal status of school boards in cities of 40,000 inhabitants or over in this country was made the subject of special inquiry by circu- lar letter to the superintendents of city schools. Ninety of the 92 let- ters of inquiry were answered, and the items of information gleaned will be found in the following tables. (1) In 48 cases out of 90 the name of the board which administers the public education of the city was found to be board of education (in one or two cases varied to board of public education). In 10 cases it is school board; in 11 cases, school committee; in 10 cases, board of school directors; in 3 cases, board of school commissioners; in 2 cases, board of trustees; in 2 cases, board of school inspectors; in 2 cases, board of con- trol; and in one cit}^ (Buffalo) no separate board exists, the city council administering the schools. (2) The greatest variet}^ is found in the number of members of these boards. The results of the inquiry are as follows: Four boards have 3 members, 8 boards have 5 members, 6 boards have 6 members, 12 boards have 7 members, 3 boards have 8 members, 10 boards have 9 members, 4 boards have 10 members, 1 board has 11 members, 6 boards have 12 members, 2 boards have 13 members, 3 boards have 14 members, 3 boards have 15 members, 1 board has 16 members, 1 board has 17 members, 1 board has 18 members, 1 board has 19 members, 4 boards have 20 members, 3 boards have 21 mem- bers, 1 board has 22 members, 1 board has 23 members, 3 boards have 24 members, 1 board has 25 members, 1 board has 27 members, 3 boards have 30 members, 1 board has 33 members, 1 board has 36 members, 1 board has 39 members, 1 board has 42 members, 1 board has 46 mem- bers, 1 board has 64 members, 1 board has 90 members. (8) The members of the boards are chosen by popular vote in 63 cities, at regular elections; in one or two cases at special elections. In STATISTICS RELATING TO PUBLIC SCHOOLS. 5 a few cities only the votes of property owners are admitted. In 15 cases they are appointed by the mayor of the city; in 6 cases they are elected by the city council (sometimes b} r the common council alone); in 6 cases other ways are resorted to, such as appointment b} T courts, by local boards, or by the governor of the State. (4) The members of the boards are selected from the city at large in 42 cases; from wards in 34 cases; from both in 6 cases, and from school districts in 8 cases. (5) The term of office of members of the boards varies between two and seven years. It is two } r ears in 24- cases; three years in 35 cases; four years in 16 cases; five years in 6 cases; six } T ears in 7 cases; seven years in 1 case; from one. to five years in 1 case, and in one city a part of the board is not elected or appointed for a specific term. (6) Vacancies in the board are temporarily filled by the board itself in 3S cases; by appointment by the mayor in 22 cases; by the city council or board of aldermen in 12 cases; by joint conventions of the board of aldermen and the school board in 9 cases. Other modes are resorted to in 10 cases. These show, however, that the principle is adhered to to let the same authority make the selection which made the original appointment or selection. (T) The principal source of revenue for public schools is in all cases (90) local taxation, but in 41 cases the State and county are also men- tioned as sources of school revenue. (8) The maximum rate of tax could not be ascertained in all cases; many of the replies state that the law does not specify a maximum, only providing for " reasonable expenditures." (9) The title to schoolhouses and property is vested in the board in 49 cases, in the city in 41 cases. (10) The board is a legal corporation in 62 cases; in 28 cases it is not. (11) The superintendent of schools is elected in 86 cases by the board, of which he is usually a professional adviser, but rarely, if ever, a voting member. In 2 cases he is elected b}^ popular vote, and in 1 or 2 cases he is elected b} 7 local boards (i. e., not by the central city board), or appointed by the governor of the State. (12) The superintendent's term of office varies between one and six years. In 27 cases it is one year; in 11 cases, two years; in 17 cases, three years; in 9 cases, four years; in 3 cases, five years, and in 1 case, six years. In 22 cases the term is not defined, or is subject to the pleasure of the board. (13) Authority to examine candidates for teachers' certificates is vested in the superintendent of city schools in 26 cases; in a special hoard of examiners In 27 cases; in a committee of the school board in 12 cases, and in county and State examiners in 8 cases. Where the board is the authority, the latter is usually delegated to the superin- tendent and his deputies, or to specialists among the principals of schools. The board of examiners, if such exist, also consists of pro- fessional men of distinction and reputation. (14) Authority to appoint teachers is vested, as a rule, in the board of education, namely, in 77 cases. In 5 cases a committee of the board performs this duty, but its action is subject to the approval of the board. In 6 cases the superintendent appoints teachers, and in 2 cases local or district boards do so. b STATISTICS EELATING TO PUBLIC SCHOOLS. From lieport of Committee on Salaries, Tenures, and Pensions. [National Educational Association, July, 1905.1 In high schools the average yearly salary for principals for the 16 cities (with population of 200,000 to 1,000,000) is $2,685, the lowest individual salary $1,260, being paid a woman principal in New Orleans. In Washington the salary paid to all principals of high schools, including two manual training high schools, is $1,800, which is next to the lowest, and there is no graded advance with experience. The highest average salary is $3,818, the average for 11 principals in Boston. The average salary of high school teachers for the 16 cities is $1,230 for both men and women; for men alone it is $1,189, and for women alone $1,056. The lowest average for hoth men and women is $862, paid in Washington; for men alone Washington is still the lowest, with $897, w T hile for women alone New Orleans is lowest, with $717. The high- est average for all high school teachers is $1,853, paid in Boston; the highest for men is $2,406 and for women $1,109, both in Boston. When both principals and teachers in high schools are considered, the average for the group is $1,287, and Washington and Boston are still respectively the lowest and highest in rank, with averages of $894 and $1,944. The lowest salary paid any individual high-school teacher — the lowest minimum as shown in Table I— is $111, reported as the minimum paid male teachers in Baltimore, Buffalo coming next, with $150 reported as the minimum for any female teacher. The highest individual salary is $3,060, reported in Boston. Coming to elementary schools, the average salary of 1,073 prin- cipals in the 16 cities is $1,155, the lowest average being $821, for New Orleans. Washington being next, with $999. The highest average is for Boston, with $3,137. For male principals in elementary schools the average for the group is $1,849, for female principals $1,159. The lowest average for male principals is $975, reported for New Orleans, and for female principals $805, paid also in New Orleans. '• The lowest reported for any individual male principal is $700, in both Baltimore and Buffalo, and for any female principal $585. in New Orleans. For all elementary teachers the average for the 16 cities is $677, the lowest average being $179, in New Orleans, and the highest, $911, in Boston. For men teachers only the average is $1,151, and for women teachers only %6(^8. The lowest average for men alone is $167, in Louisville, and for women alone $179, in New Orleans. The highest average for men alone is $2,182, in Boston, and for Avomen alone $921. in San Francisco. Perhaps these facts as to highest and lowest salaries and the cities where paid may more easily be compared if presented in tabular form. This is done in the table following": STATISTICS RELATING TO PUBLIC SCHOOLS. I Lowest and highest individual and, average yearly salaries and cities in which paid for 16 cities of 200,000 'to 1,000,000 population. Position. Lowest individual salary. Highest individual salary. City. Amount. City. Amount. New Orleans, La do $2, 500 1,260 444 450 j- 700 585 348 315 86, 000 4,200 High schools: do do Teachers- Baltimore, Md Buffalo, N. Y 3.060 do 2,040 do 1 3,180 Jersey City, N. J 2,400 Boston, Mass 2, 460 Elementary schools: Principals — fBaltimore, Md \Buffalo, N. Y New Orleans, La Baltimore, Md New. Orleans, La Women Teachers- Men Position. Lowest average salary. Highest average salary. City. 1 Amount. City. Amount. High schools: New Orleans, La Washington, D. C do 81,440 862 894 821 479 513 Boston, Mass do 83, 818 1,853 do do do do 1,944 Elementary schools: New Orleans, La ...do 3,137 941 1,020 As to the principals and teachers in elementary schools the case is much more complex. In several of the large cities a principal (sometimes called a supervising- principal, a district principal, a group principal, or merely a principal) has charge of a group of schools in a district, and an assistant or vice-principal has charge of each building so far as discipline is concerned, but with no supervisory duties in regard to instruction. In other cities assistant superintendents may perform duties like the supervising principals above, and in many cities the principal has exactly the duties and responsibilities of the vice-princi- pals just referred to. In Washington, for example, principals of ele- mentary schools teach a class and have nothing to do with the supervi- sion of the instruction of other teachers. Not infrequently, and usually in the smaller cities, teachers in one of the higher grades serve also as principals, and the salaries of principals of the smaller buildings are less than the maximum paid teachers. The line between teachers and principal is not always distinct. When we undertake a compari- son of city with city, we find, just as in the case of high schools, that differences in methods of organization and supervision may require tw 7 ice as many principals in one city as in another with the same number of teachers. Summary of Facts Concerning Relative Salaries of Elementary Schools and High Schools. [See Table A.] 1. Teachers of highest rank: (a) In Philadelphia and in Providence the salary of such high-school teacher is 140 per cent moie than the salary of such teacher in the elementary schools, (b) In cities other 8 STATISTICS RELATING TO PUBLIC SCHOOLS. than Washington the salary of such high-school teacher averages 78 per cent higher than the salaiy of such elementary-school teacher. (c) In Washington the salary of such high-school teacher averages 26 per cent higher than that of such elementary-school teacher. 2. Teachers of lowest rank: (a) In Baltimore the salary of such high-school teacher is 200 per cent higher than that of such elemen- tary-school teacher, (b) In cities other than Washington the salary of such high-school teacher averages 93 per cent higher than that of such elementary-school teacher, (c) In "Washington such high-school teacher, whose preparation has involved the expenditure of much more time and money, and who teaches all day, receives the same salary as such elemen- tary teacher, who is a normal graduate with two years' training and who teaches one-half day. 3. (a) Washington's minimum high-school salary is the lowest in the list of cities, (b) Washington's maximum high-school salary is the low- est in the list of cities. Table A. — Relation betn salaries in elementary {or graded) and high schools of Washington, D. V. [Some of the statistics concerning salaries submitted by the Washington Teachers' Association in their memorial to Congress are here presented in a somewhat different form. The complete table from which the facts were compiled is submitted herewith as Table A, and is found on page 2382, Chapter LIU, of the advance sheets of the United States Bureau of Education, entitled "Current Topics." Washington salaries, however, are brought up to date (March, 1905): other cities are for 1902.1 Cities. New York . . . Chicago Philadelphia Boston Baltimore Cleveland San Francisco . Cincinnati Milwaukee Newark Providence Average Washington Principals. High schools. S3, 500 5,000 2,000 3,000 2, 500 4,000 3,780 2,400 3,000 3,500 3, 000 2, 600 2, 400 2,500 3, 500 2,500 Elemen- tary schools. ftl, 750 3,500 2,500 2,015 2,580 3,180 2,000 1,700 2,400 2,100 1,700 1,100 2,300 2,000 High school per cent of elemen- tary. 1,800 "1,000 1,200 1,500 200 143 124 198 146 110 179 1 206 125 124 141 147 318 |\ 152 If Teachers of high est rank. High schools. 2,000 1,860 2,100 1,700 2,000 1,800 Elemen- tary schools. |2, 400 1,175 1,250 2,340 1,008 850 1,500 1,500 900 1,200 750 146 '• 1,200 High j Teachers of low- j High school est rank. ! school per per cent of jTjo-v, | Elemen-, cent of elemen- ; . =. I tary elemen- tary. | scnools - schools. tary. 125 170 240 131 198 235 124 140 189 167 240 $1, 100 850 1,050 972 900 1,000 1,200 900 600 900 600 550 470 552 300 600 600 400 450 400 750 ■■500 183 223 176 300 150 200 225 133 150 80 193 100 "There are 110 principals of elementary schools in Washington, D. C. Salary of principal of 8- room building is f 1,000. Salary of principal of 12-room building in three cases is $1,500; in the others, SI ,200. Each of these principals has a special assistant, whose salary is $600. Salary of principal of high school (containing from 22 to 49 rooms) is $1,800. In other cities principals have educational as well as administrative supervision. ''Only A heads of departments receive 11,500. Teachers of highest rank and some heads of depart- ments receive $1,200. Heads of departments in other cities have nominal work as such in one school. Heads of departments in Washington supervise the work of teachers (numbering in some cases 25) as well as of pupils in all the high schools in the city, in addition to teaching large classes. Since this has no parallel in any other city, no comparison can be made except overwhelmingly in favor of much higher salaries in the Washington high schools. <■ Normal graduates: first year of teaching; one-half day school. STATISTICS RELATING TO PUBLIC SCHOOLS. 9 Summary of Facts Concerning Salary Systems and Entrance and Promotion Requirements in Higli Schools. [See Table B.] 1. Salary Systems. (a) In all the cities noted, with the exception of Washington, there is a regular annual increase in salaries. (b) In nearly all there are groups or classes of salaries, with regular annual increases in each group. (c) In New Jerse}^ and New York the system of increase has been fixed by law. In Philadelphia the whole plan of organization, system of salaries, and increases are provided for by statutory law. (d) New York provides large salaries and most liberal annual increases. a (e) Washington City provides small salaries and gives no regular annual increases. 2. Entrance Requirements. (a) In nearly every city except Washington an examination or col- lege degree is required for entrance, the examination being requisite in those cities which have recently reorganized their systems and pro- vided larger salaries, as in New York, Chicago, and St. Louis. (b) In New York both examination and college degree are required for entrance. (c) In Washington neither examination nor college degree is required for entrance. 3. Promotion requirements: (a) Promotions are based on merit and longevity. (/>) Promotions from group to group, in the majority of cities, are made upon the recommendation of the superintendent and approval of the board of education, or upon written and oral examinations. (c) In Chicago, Philadelphia, Boston, and St. Paul eligibility to principalship is determined by special examinations. (d) In New York there is a special examination for the highest group c, and in Chicago there is one each for groups b and c. 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CI bo 3 0(M s a o Eh sa <=© rH 1-1 CM CM tH ^hH r- 1-1 00 >» , . ooo c O OO 'O OO C • o o o oo ^H 'Pa lO#OC o ox • O wCIC . oo o oo 03 t^oi>c O X) cc • X lO CO X • to CM co nio eg CO a i-HCN CMr- r-l i-*iH 7j oj a o S» , . = = oo ■ oo OO £ |l j; ' CM -h COX • OO • COX o o WC3 2a * rt J 1-1 ^ •a A .2-5 so *§ CN CI ^ ■ CO t^ CN CM CM O E =3 a oS 3 ft oS aa - fl CJ cu "O 5g X. OS d / oS t 03 hc: o 7 ; .j. — i "^ -0 k V • Eh t -^ V , D -^ 5.a §5 OJ » + c ft ■o a a ^ ■55 3»* ■S S m*- a £ --- oS *" a ft£ I "E a • *" Eh OJ C Eh CO 0J 'S.r c oS -.■*> oSh^ C gfl Eh u .os oj sj.Z fto d eS OS u cj s U 03 "3 'a r "• O ft-S . Ch O m -a o » rg a ' : m -g "C Oj g rO CJ fi cii G "ft ® 5 "oj'S « "? or: uh*" cj .*h xoS Co B: 5S'^' O Eh " "OS ja K cr "Si 2 "S-3 • hop o ft r ■j. 3 b a a 2 E.t ■Tftb 5 O c ho£ - - s h - 0: Eh fc = = cu Q : "7 - p5 cS CI a * STATISTICS KELATING TO PUBLIC SCHOOLS. 13 There are about 1,200 teachers in the Washington elementary schools. During- the past fifteen years 18 teachers in the elementary schools have left Washington to accept better pay elsewhere. There are about 200 teachers in the Washington high schools. During the past fifteen years 48 high school teachers have left Wash- ington to accept better pay elsewhere; 35 of these are men. Twenty- one have left'during the past three 3 7 ears. The average salary vacated was $1,083; the avarage salary received is $2,023, which is increasing, as annual increases are provided in the majority of cities to which these teachers have been called. — (Compiled to June, 1905.) Table C, — High-school teachers who have left Washington to accept better pay. Present Present One at— salary One at — salary elsewhere. elsewhere. 12,500 $5, 000 $1, 200 $1, 600 1,500 5, 000 800 1,800 1,500 4,000 1,200 1,960 1,500 2, 800 850 a 1,500 1,000 2, 290 750 900 1,000 2,290 750 1,200 1,200 1,500 1,000 1,500 750 1,410 1,200 & 1,500 1, 200 1,600 1,200 1,400 850 1,500 950 1,400 900 2,000 775 1,000 1,200 2, 500 1,000 ' 1,600 1,000 2, 400 1, 200 3,000 900 2,000 850 1, 100 1,600 2,000 850 2, 200 1,200 4,000 800 1, 500 900 1, 580 800 ( c ) 900 1,800 800 1,800 1, 200 1,800 900 (d) 900 2, 000 1,200 1,960 1,000 1,900 900 2,400 850 650 800 600 ( e ) 1, 200 1,200 1,400 1,500 1,083 2,023 a And expenses. b And house. c Countv superintendent. Total, 48. d Lawyer. e Private schools. In the list of 80 cities given, the following facts are to be noted with reference to Table D. (Summarized from salaiy report, N. E. A., 1905.) Washington, D. C, ranking fifteenth in population, has 7 high-school principals, '202 high-school teachers, ilO elementary school principals (exclusive of 13 supervising' principals), 1,029 elementary school teachers. Pays an average animal salary of $802 to high-school teachers, and an average annual salary of $637 to elementary-school teachers. Washington, D. C, ranks fourth in the number of high-school principals; fourth in the number of elementary-school principals; fifth in the number of high-school teachers; ninth in the number of elementary-schoolteachers; seventy-first in the average salary of high-school teachers; twenty-second in the average salary of elementary-school teachers. Of the 19 cities with population of 200,000 or over, Washington, D. I!., pays the lowest average annual high-school salary, while 7 of these cities pay an average annual salary to elenieiitary-sehool teachers lower than Washington, I). C. Of the 39 cities with population of 100,000 or over, Memphis, Teim. ($817), and St. Joseph, Mo. ($857), are the only two paying a lower aver- age annual salary to high-school teachers than Washington, D. C, while of these same cities, 23 pay an average annual salary to elementary-school teachers lower than Washington, D. C. Of the 80 cities with population of 50,000 or over, in addition to Mem- phis, Tenn., and St. Joseph, Mo. (given above), Reading, Pa. ($609), Wil- 14 STATISTICS RELATING TO PUBLIC SCHOOLS. mington, Del. ($710), Trenton, N. J. ($800), Manchester, N. H. ($841), Salt Lake City, Utah ($846), Elizabeth, N. J. ($845), Kansas City, Kans. ($790), alone pay an annual average salary to high-school teachers lower than Washington, D. C, while of these same cities 48 pay an annual aver- age salary to elementary- school teachers lower than Washington, D.C. Table D. — Number and average yearly salaries of principals and 'teachers, and of principals and teachers combined in high and elementary schools in lite cities given. CITIES WITH POPULATION OF OVER 1,000,000. [Summaries of tables in salary report, N. E. A., July, 1905.] City. High schools. Princi- pals. Teachers. sal- ary. 1. New York i 1684,351 2. Chicago 15 2,960 3. Philadelphia ' 6 3,583 Total | 37 3,663 Aver- No age iN0 - sal- ary. Principals and teachers. No. 643 fl, 749 659 341 \ 1,446! 356 227 l,49l! 233 1,211 1,615] 1,248 age sal- Si, 812 1, 510 1,545 1,676 ElementarV schools. Principals. No. Aver- age sal- ary. 118 §2, 777 11, 247 226 2,284 4,790 258 l,479j 3,247 Teachers. 902 2,28219,284 sal- ary. $996 823 717 906 Principals and teachers. No. 11, 665 5,016 • 3, 505 age aal- $1,060 889- 773 20, 186 967 200,000 TO 1,000,000. 4. St. Louis, Mo 5. Boston, Mass 6. Baltimore, Md 7. Cleveland, Ohio .. . 8. Buffalo, N. Y 9. San Francisco, Cal 10. Pittsburg, Pa 11. Cincinnati, Ohio . . 12. Milwaukee, Wis . . . 13. Detroit, Mich 14. New Orleans, La . . 15. Washington, D. C. 16. Newark, N.J 17. Jersey City, N.J... 18. Louisville, Ky 19. Minneapolis, Minn Total 3!$3,135 106 $1,296 109 $1,347 85 11 3,818 223 1,853 234 1,944 58 5! 2,400 98 1,109 103 1,172 104 5 3,100 142 1,341 147 1,401 71 3 2,500 94 914 97 963 62 5 2,832 76 1,513 81 1,594 53 1 3,000 64 1, 230 65 1,257 108 3 2, 533 64 1,369 67 1,421 49 4 2,000 61 1,089 65 1, 157 51 3 2,333 105 1,082 108 1,117 70 1,440 36 876 39 920 65 7 1,800 202 862 209 89i 110 1 3, 500 46 1,493 47 1,536 42 1 2,900 19 1,284 20 1,365 44 4 2,325 73 1,076 77 1,141 45 4 2,400 138 933 142 975 56 63 2,685 1,547 1,230 1,610 1, 287 1,073 $1,839 3,137 1, 084 1, 334 l,526i 1,827! 1, 2961 1,714 1, 506 1, 253! 821 999, 1,896| 1,754 1,151 1, 150 1 , 455 1,262 1,553 1,353 1,100 1,101 774 S72 804 717 732 597 919 754 549 495 762 $654 941 528 685 606 92t 607 726 632 636 479 637 711 650 504 699 67; 1.347! l,61ll l,457j 1,171 1. 163 827 980 853 768 802 662 1.029 796 593 540 518 $806 1,020 567 725 655 9*4 683 782 690 690 513 676 773 732 558 730 15.417 100,000 TO 200,000. 20. Indianapolis, Ind . 21. Providence, R. I... 22. Kansas Citv, Mo. . . 23. St. Paul, Minn 24. Rochester, N. Y... 25. Toledo, Ohio 26. Denver, Colo 27. Allegheny, Pa 28. Columbus, Ohio . . 29. Worcester, Mass.. 30. Los Angeles, Cal .. 31. New Haven. Cum 32. Syracuse, N. Y .... 33. Fall River. Mass . 34. Memphis, Terra . . 35. Omaha, Nebr 36. I'iiterson. K. .1 37. St. Joseph, Mo 38. Scranton, Pa 39. Lowell, Mass Total P2, 550' 2, 500: 2, 438 2, 250 2,600 1,750 2. 925 2,000 1,829 3, 000 2,600 3, 200 2, 750 3, 000 L,500 2, 100 2, 300 1,495 2,500 3, 000 78 80 110 79 69 39 100 22 70 70 53 55 56 21 13 51 23 28 26 30 42 2, lis 1,073 1,011 $1,027 1,253 970 976 866 1,050 1,218 1, 080 1, 120 1,051 1 222 '9115 936 1 , 090 S17 1,014 1,0111 857 1,185 915 80 84 114 83 70 41 104 23 74 73 55 56 58 22 II 52 21 30 1. LIS $1,065 1,313 1,021 1.037 891 1,084 : 1 . 284 1,120 1,158 1,131 1 , 272 956 99s 1,177 866 1,040 1,058 900 1 , 233 982 $979 919 1,307 1,121 1,187 964 1,386 L.862 1,116 l.on;, 1,294 721 1,215 800 1,060 1,119 1,563 795 878 935 517 406 186 446 144 362 532 328 390 427 497 346 394 317 12S 283 305 192 306 215 593 592 644 540 589 7i »2 745 546 575 61)7 536 579 493 534 632 580 177 555 595 l.O'.Ki 749 1,087 7.321 603 8,070 553 ISO 534 188 475 396 578 349 -! 23 160 556 375 127 364 139 31' 324 22 ; 342 257 $608 649 657 685 591 621 812 SI 2 590 606 761* 551 62S 533 .-,75 684 637 522 580 651 648 STATISTICS RELATING TO PUBLIC SCHOOLS. 15 Table D. — Number and average yearly salaries of principals and teachers, and principals and teachers combined in high and elementary schools, etc. — Continued. 50,000 TO 100,000. of City. High schools. Princi- pals. No. sal- ary. Teachers. No. Aver- age sal- ary. Principals and teachers. No. Aver- age sal- ary. Elementary schools. Principals. No. age sal- ary. Teachers. No. Aver- age sal- ary. Principals and teachers. A ver- sal- ary. Portland, Oreg Cambridge, Mass Atlanta, Ga Albany, N. Y Pavton, Ohio Seattle, Wash Grand Rapids, Mich Richmond, Va Reading, Pa Nashville, Tenn Wilmington, Del Camden, N.J Bridgeport, Conn Trenton, N.J Troy, N..Y Lynn, Mass Oakland, Cal New Bedford, Mass. . . Somerville, Mass Lawrence, Mass Springfield, Mass Savannah, Ga Hoboken, N.J Peoria, 111 Evansville, Ind Manchester, N. H rtica, N. Y San Antonio, Tex Duluth, Minn Salt Lake City, Utah Waterbury, Conn Elizabeth, N. J Erie, Pa Wilkes-Barre, Pa Kansas City, Kans . . Norfolk, Va Harrisburg, Va Yonkers, N. Y #2, 000 3,000 1,875 3,000 2, 000 1, 850 2, 300 1, 650 1,600 1,725 1,550 1,400 2, 500 2,300 2, 500 2, 500 2, 505 3,000 3, 000 2,800 2, 850 2, 000 2,000 2, 500 1,800 2, 200 2, 500 1,800 :;, ooo 2, 000 2, 300 2, 700 2, 100 1,900 1,500 2, 000 2, 000 2,900 1,030 1,038 1,050 1,093 1,027 913 609 1,044 1,022 710 800 983 1,056 1,269 1,220 1, 126 872 1,084 1,388 990 977 841 900 1,092 919 846 867 845 990 925 790 883 963 1,116 $1,030 1,124 1,114 1,115 1,119 1,043 979 668 1,100 1,100 786 916 971 883 1,063 1,144 1,331 1,331 1,217 952 1,162 1,456 1,102 1,043 pi, 252 1, 230 1,009 1, 605 1,425 1,348 866 1,336 921 976 1,142 231 L010 Total 51 2,248 876 981 30 923 ■19 942 17 954 19 1,048 17 982 23 821 10 995 17 1, 024 23 1,193 927 1, 051 1,140 614 914 987 913 727 843 1,717 981 1,383 885 1,204 1,600 1,800 1, 576 953 1,056 817 1,037 1,030 1,253 933 1, 556 745 974 835 1,133 702 1,203 304 267 217 224 319 297 288 224 317 201 222 270 204 199 135 174 210 174 221^ 188 243 115 183 245 185 108 170 136 222 277 162 116 180 146 154 88 138 171 680 517 586 547 755 608 439 483 539 432 526 548 507 495 586 sot; 611 647 501 596 523 639 537 546 522 499 •'.70 594 562 551 559 431 504 186 477 459 704 331 301 239 246 341 §21 322 240 317 211 247 303 225 223 172 212 228 200 245 211 208 127 192 262 200 12-4 188 161 237 299 176 125 197 164 175 100 171 187 $731 742 562 677 604 862 635 498 483 568 450 568 589 550 545 632 933 659 716 543 653 624 693 604 577 591 530 650 621 613 582 631 458 556 528 555 506 747 793 1,075' 7,695 572 8,488 619 Table E gives list of the leading 24 cities from which information was obtainable as follows: 1. "Whether the assistant superintendents have departmental supervision or not. 2. Whether there are supervising principals with sectional supervision or not. 3. Whether there are departmental supervisors or not. 4. Whether principals have educational as well as executive control, and whether directly responsible to the superintendent of schools. 5. Whether salary of principal is dependent upon number of classes or rooms. 6. Whether there are prerequisites for candidates for teacherships or not. 7. Whether there are written examinations in special and professional subjects for principals and teachers. 8. Whether there is a probationary period for teachers. 9. Whether there is an examination for promotion of teachers. 10. Whether there is a special board of examiners. 11. Whether there are ungraded, truant, or detention schools. For additional information as to 6 and 7 see Table B. With reference to ungraded, parental, truant, detention, or like schools, it is to be noted that nearly all of the cities given in Table E have such schools. Philadelphia, Pa., and St. Louis, Mo., two of the cities most recently reorganizing their school systems, established such schools during the present year 1905. 16 STATISTICS RELATING TO PUBLIC SCHOOLS. Table E. Assistant! Supervis- Cities superin- tendent with de- partmen tal super- vision New York, N. Y Chicago, 111 Philadelphia, Pa ... . St. Louis, Mo Boston, Mass. r Cleveland, Ohio San Francisco, Cal. . . Cincinnati, Ohio Milwaukee, Wis Washington, D. C Newark, N.J. r Minneapolis, Minn . . Providence, R.I St. Paul, Minn New Haven, Conn . . . Paterson,N. J. r Omaha, Nebr Los Angeles, Cal Lowell, Mass. r Cambridge, Mass Grand Rapids, Mich . Dayton, Ohio New Bedford Mass. r Somerville, Mass. »'. . . ins prin- cipals with sec- tional su- pervis- ion. Depart- mental supervis- ors (pri- mary, gram- mar, etc.) Yes« Yes& Yesa No c No (1 Yese Yes Yes A... Yes Noc... Yes/ ... Yesf ... Yes No<« .... Nod.... (?) v (?) Yes No No No No^.... No No.. No.. No h No.. No.. No.. No. No. No. Yes No. No. No. No. Yes. No. No.. No. No. No.. No. No.. No.. No.. Yes.... No Yes Yes.... Y r es Yese... No No (?) Yese... Yes a . . Yes Yes Yes Yes (?) (?) Yes.... No Yes// . No No No No Princi- pals with educa- tional as well as execu- tive control. Yes Yes Yes Yes Yes Yes No. Yes Yes No. Yes Yes Yes Yes No. Yes Yes Yes No. Yes Yes Yes Yes No. Princi- pals di- rectly re sponsible to super intend- ent. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. No.. Yes . Yes. Salaries of princi- pals de- pendent upon number of qlasses in build ings. Yes . . Yesi. Y'esfc Yes . . (?) Yes fc Yes . . Yes.. Yes.. No... Yes . . Yes . . Yes I Yesfc Yes. No.. Yes. Yes. Yes. Yes. Y'es. Yes. Y'es. Y'es. No.. Yes.. Y'es . . (?) Y r es . . Yes.. (?) (?) Y'es.. (?) Yes!'. Prerequi- site re- quire- ments for candi- dates for teacher- ships. Yes. Yes. Y'es. No. Yes. No. (?) Yes. Yes. No. Y'es. Y'es. m Yes. I Y'es. Y'es. Y'es. Y'es.p Y'es. Y'es. i Yes. n Y'es. Y'es. o Yes. I Y'es. a There are associate superintendents who, under the direction of the superintendent, supervise departmentally but not sectionally. There are district superintendents who supervise sectionallv. t> Supervisors of special branches of instruction. cThe assistant superintendents are assigned to districts and are assisted bv departmental supervisors. d There are supervisors with departmental supervision directly responsible to the superintendent. e In addition to the assistant superintendents there are departmental supervisors. / These supervise departmentally. //Kindergarten included in primary. Expert departmental supervisors in subjects as well as of primary and intermediate grades: places filled by competitive examination. h The supervising principals in Philadelphia are group principals. i No high school class organized with less than 15 pupils in schools of 500 or less, nor with lcs^ than 20 pupils in schools of more than 500. After organization if a class falls beneath 10 in number it is discontinued and its members sent to the nearest school. fc Also according to character of school, primary, grammer, etc. 1 Degree from college of standing. m College degree and examination in subject, and 2 years' successful experience. " College degree or equivalent preparation. o College degree or State normal school certificate and 2 years' successful experience or examina- tion and 5 years' successful experience. p College certificate or examination in group containing subject taught. '•State law. STATISTICS KELATING TO PUBLIC SCHOOLS. Table E — Continued. 17 Cities. New York, N. Y (?) Chicago, 111 Yes.. Philadelphia, Pa No. . . St. Louis. Mo No. . . Boston, Mass » No. . . Cleveland, Ohio No. . . San Francisco, Cal No. . . Cincinnati, Ohio No. . . Milwaukee, Wis No... Washington, D. C No... Newark, N. J » No. . . Minneapolis, Minn No. . . Providence, R. I No... St. Paul, Minn No. . . New Haven, Conn No.. Paterson, N. J. » I No... Omaha, Nebr No.. Los Angeles, Cal i No Written entrance examinations in special and professional subjects for— a ~ Lowell, Ma°s. n Cambridge, Mass Grand Rapids, Mich . . Dayton, Ohio New Bedford, Mass. " Somerville, Mass. "... No.. No.. No.. No.. No.. No.. (?) Yes.. No « . No". No... No... No... Yes . . No... No... Yesd. No... No... Yes . . No... No... Yesd. (?) Yes . . No... Yes.. No... No... No... Yes . . Yes . . Yes 6 Yesf'. Yes e . No... Yes/. Yes . . No... No... Yesd, Yes.. Noc . Yes.. Yes . . No... Yes^. Yesd. Yes.. Yes . . Yes.. No... Yes.. Yes.. a ® (?) Yes . . Yes . . Yes . . No... No... No... Yes . . Yes . . No... Yesd. No... No... Yes . . No... No... Yes . . (?) Yes . . No... Yes . . No... No... No... Yes .-. Yes . . Yes . . Yes.. Yes.. No... Yes/. Yes . . Yes.. Yes.. Yesd. Yes.. No... Yes.. Yes.. Yes... Yes.. Yes.. Yes.. Yes.. Yes.. Yes.. Yes.. Yes.. Ph 3 yrs. 3 yrs . (?) Yes., lyr.. No... (?) (?) No... No... 2 yrs. 5 yrs . 2 yrs . 1 yr.. lyr.. 1 yr.. 5 yrs. 5 yrs . 3 yrs . Yes.. 1 yr. . No... 3 yrs . Yes . . H Yes . . Yes.. No . . . No«.. No... No... (?) Yes.. (?) No... (?) No... No... No... No... No... No... No... No... No... Yes . . No... No... No... 02 Yes.. No... No... No... Yes ft. No... Yes . . Yes.. No... No... Yes.. No... No... No - . - No... Yes « Yes.. No... Yes.. No... No... Yes n No... No... Yes. ig Yes. Yes. i Yes. m Yes.« Yes. Yes. No. No. Yes. n Yes. Yes. k No. Yes. (?) . No. . Yes. n . Yes. n . Yes. " . Yes. . No. . Yes." . Yes. i « Recommendation of superintendent. b Competitive examination; sometimes college certificate; sometimes not. <-• Degree from college of standing. d College degree or certificate in professional training as substitute (for high school teachers), e College degree and pedagogical training and competitive examination. / Certificate and competitive examination. a College degree and examination in subject, and 2 years' successful experience. h Board of examiners made up of departmental supervisors. i Parental. fc Ungraded. 'Truant (law, 1905). m Law, 1905. " State law. [From Report on Salaries, etc., made to J\ T . E. A., July, 1905.] FUNDS FOR PAYMENT OF TEACHERS' SALARIES. Publicists, speaking- of the common school, reiterate the demand that its education shall be high class and that it shall be steady. This depends upon high-class teachers remaining for long periods in posi- tions' where the circumstances encourage high-class work. This calls for salaries sufficiently high to attract, retain, and encourage good teachers to do good work. In municipalities where such circumstances have been realized, the progress has been: First, the increase of the wages of certain teachers by special resolution; second, the adoption of regular schedules of salaries for all teachers; third, the pro- vision for a fixed regular increase of salary for merit and for addi- tional length of service for the principal classes of teachers. The point has now been reached where the attention of school authorities is directed to the necessity of protecting such schedules of salaries S. Doc. 94, 59-1 2 18 STATISTICS RELATING TO PUBLIC SCHOOLS. against relapse owing- to other public demands, which may seem to those who, at the moment, may have the disposition of the community funds, to be of more pressing necessity than the payment of good remuneration to teachers. In most localities the funds for the pay- ment of teachers' salaries are not distinct from the general educational appropriation, to be used for buildings, sites, coal, apparatus, and books. Ambitious schemes to erect fine buildings may result in poorer education, because there is not mone} 7 enough left to employ good teachers, or to enable good teachers to do proper work. Your committee's investigations show this phase of the problem of teachers' salaries in the cities of the country at large to be without general plan as to procedure or policy. From the replies received to the committee's inquiries the following methods of dealing with the appropriations for the payment of teachers' salaries were found to be in use in various parts of the country: 1. Teachers' salaries paid from a special appropriation for this purpose, which may not be used for any other purpose. New York, N. Y., Philadelphia, Pa., St. Louis, Mo., Baltimore, Md., Cleveland, Ohio, and San Francisco, Cal., are examples of cities where this plan is in operation. 2. Teachers' salaries paid from the general educational appropriation. New Orleans, La., Minneapolis, Minn., and Providence, R. I., are 'examples of cities where salaries are paid out of a general appropriation. The superintendent of schools in one Massachusetts city said, in regard to this matter: "Some — or rather many — towns have a certain amount appropriated for teachers' salaries, certain amount for text-books, certain amount for transportation, etc. It is ever so much better to have a general appropriation for school purposes." But in Massachusetts it is stated that the "Massachusetts statute provides that 'the school committee shall contract with teachers.' The supreme court of the State has ruled that this gives the school com- mittee absolute control, and that the city council can not limit the school committee in the item of expenditures for salaries, but can limit expenditures for all other items." 3. Teachers' salaries paid from State and local tax or special levy. In a number of States the law requires that the money given by the State in aid of local education can be used only for teachers' salaries. Several States also apply a similar restriction to a county contribution, and in some a specified local levy is also protected in like manner. But such restrictions do not, as a rule, affect the salaries of teachers in city schools, as the amount from all of the sources mentioned would still be less than "the amount expended for salaries. Thus, in New Jersey it is stated that "all of the State money, viz, $200 per teacher, must be spent for teachers' salaries or fuel." But it is evident that $200 will not pay the salary of any teacher in any city school in the State. In New York City it is required by State law that not less than a levy of a specified rate shall be used for teachers' salaries. This will be explained more in detail. THE TEACHERS' SALARY FUND IN NEW YORK CITY. Inasmuch as the educational system of New York City has expe- rienced several important changes in the administration of its payments of teachers' salaries, typical of the progress of the movement begun in other cities, a sketch of the evolution of its salary usage is submitted. For many years prior to 1899 the amount of money to be devoted lo the payment of the salaries of teachers of the schools of New York City was decided by the municipal hoard of estimate and apportion- ment, acting upon requests made for the annual city budget by the board of education. In L887 the board of education claimed that the allowance granted by the hoard of estimate was $200,000 short of the actual necessities of the school system. An appeal was made to the legislature of the State. The legislature passed u hill requiring the STATISTICS RELATING TO PUBLIC SCHOOLS. 19 board of estimate to reopen the budget and allot the extra $200,000 desired. In securing this legislation the board of education made prominent the argument that the maintenance of the schools is pri- marily the function of the entire State; that the Commonwealth dele- gates to municipalities the details of collecting money for the mainte- nance of education, and that if remissness by ai^ municipality be shown it is the State's duty to interfere and to enforce the perform- ance of the obligation. This claim was, as will be shown, more effect- ively pressed in later legislative action affecting the payment of New York teachers. From 1887 to 1899 the old method of determining the amount of the salary fund continued, but with increasing dissatisfaction as to the amount of allotment made by the board of estimate. The board of education was willing to make salary schedules with intent to keep pace with increased cost of living, but it w T as unable to put such sched- ules into operation because of its failure to secure sufficient funds from the financial officers of the city. In some cases new schedules were put into effect, but the periodic increase for length of service could not be paid. In 1898 a movement of teachers and principals received the support of Senator John F. Ahearn, who introduced at Albany the bill which bears his name and which provides that the board of esti- mate and apportionment must provide and the board of education must pay not less than certain specified sums to teachers of specified grades. When a teacher, judged by proper authorities to be fit and meritori- ous, reaches the end of a specified period of service, such a teacher must not be paid less than a specified sum per year in addition to the yearly salary required. This law, the basis of the present New York Cit} T salary usage, makes the demand of the State upon the city for educational expenditure continuous. It also fixes the principle that the education furnished by the public schools must not be given by teachers who are below a specified grade of cheapness, as to their salaries. Some matters of dispute between the board of education and the board of estimate arising as to the interpretation of the Ahearn law, various measures were brought up in the legislature to afford relief to teachers whose pay was in question. At this time Dr. William H. Maxwell, envy superintendent of schools, proposed the now well-known 4-mill provision. Doctor Maxwell's argument was that the amount of mone}^ to be expended each year for paying the teaching force should be determinable beforehand to a certainty in order that the organiza- tion of the schools, assignment of teachers, etc., could be done delib- erately, with foresight, and without waste. He cited the well-known usage of endowment, so general in the case of large universities and private schools, and argued that the advantages arising to these insti- tutions from having a reliable income each year should be paralleled in the public schools. He cited the University of Michigan as an example of the successful working of the plan of setting aside each year a specified per cent of money raised by taxation, and proposed that the pay of the teachers of New York be as steady and as assured as that of* the salaries of professors occupying endowed chairs in uni- versities. Mr. Henry R. M. Cook, auditor of the board of education, compiled tables showing that the allotment of a sum amounting to i 20 STATISTICS RELATING TO PUBLIC SCHOOLS. mills on every dollar of valuation of the taxable property of New York, as it was then assessed, would enable the board of education to pay, without waste, the salaries of teachers as fixed by the schedule of the Ahearn law. Such a measure was therefore introduced into the legislature, passed by it, and signed by Governor Roosevelt. This amendment to the Ahearn law went into effect May 3, 1901. Mayor Low's administration changed the usage of assessments so as to estimate taxable property at its full value. A proposition was then made to reduce the proportion of allotment for teachers' salaries from 4 mills-to 3 mills. The board of education favored this reduction and the legislature fixed it by stat- ute. This allotment is now found by the board of education inadequate to pa}^ the salaries of all the teachers deemed b}>- it necessaiw to instruct the school population. To provide for instruction keeping pace with the growth of the city, various members of the board of education estimated an additional salary fund of from 1600,000 to $900,000 a year necessary. The board of education of New York is, at the time of writing this report, considering various expedients, as the consolida- tion of schools, transportation of children, reduction of the school day, shortening the term of evening schools, avoidance of the employment of men teachers, appointment of substitute teachers for long periods, etc., so as to keep within the limits of the salary fund allotted b\ T the present law. Meantime the legislature is being petitioned to make the per centum allowance for the teachers' salary fund an allotment of 3i mills on every dollar of taxable propeilyy in the city. Mr. Henry R. M. Cook, auditor of the New York Board of Educa- tion, has called attention to the fact that, while the present method of determining the amount of appropriations for teachers' salaries is much better than any earlier usage, it is not founded upon the proper vari- able. Under the present plan the increase of the salary fund is con- ditioned by the increase of the total value of taxable property in the city. The variation of the assessments has, however, only a remote connection with the variation in school population. This Mr. Cook shows by the following figures: Increase in assessed valuation and in school attendance in New York City, 1S99 to 1903. Year. 1899 1900 1901 1902 1903 1904 Per cent of increase over preceding year in — Assessed valuation of property. 13. 12 5.05 8.66 1.82 40. 84 3.83 Attendance in- Elemen- tary schools. 4.90 4.92 5.06 1. 74 5. 82 High schools Evening elementary schools. 24.64 15.08 16.35 8. 45 12.26 8.05 20. SS 8.53 12.51 17. . r >;; Evening high schools. 9. 21 :;:;.45 31.27 "3. sit 6.71 a Decrease. It will be seen from the foregoing figures that the increase in the number of pupils requiring instruction varies independently of the taxable property. STATISTICS RELATING TO PUBLIC SCHOOLS. 21 The defects in the scheme of allotment of a per centum of assessed valuation are set forth in Mr. Cook's report as auditor to the presi- dent of the board of education, as follows: It occurs to me that the existing statute, and any amendment on same lines, is hardly logical, and in suggesting this I have in mind the following facts: 1. That the school system grows annually at a compound rate of increase of about 6 per cent, due to increase in school population, which fact may he regarded as a constant for practical purposes. 2. That to meet this constant the assessed valuations of real and personal estate must keep exact step. 3. That if the assessed values are less than the ratio of increase in school popula- tion the financial result is insufficient, and it becomes necessary to ask the city for an additional sum, which, if not allowed, restricts the normal working of the system and causes the adoption of expedients which may be more or less open to objection. 4. That if the assessed values are greater than the ratio of increase in school popu- lation the financial result is>in excess of normal requirements, and there might be a tendency to a more than generous expenditure of money. In any event a greater annual tax will have been levied than is necessary for the conduct of affairs for the fiscal year, which is contrary to the financial policy of the city for more than half a century. The main point which I desire to bring forward is, that to conduct a system which is increasing in size in a practically constant ratio, the present method of fixing a source of financial increase is unstable, variable, and related to the school system only indirectly. Tax valuations are dependent largely upon political considerations, local conditions, and physical factors over which the educational authorities have no control. Granted that a change be made from 3 to 3£ mills, the remedy might be but tem- porary; a slight alteration in methods of valuation, and correspondingly varying results would be apparent in our finances. Such a change would not relieve the situation in 1905, inasmuch as the budget has alread}^ been adopted. Again, an appeal to the legislature for a special issue of bonds is superfluous, for the city already has power to issue same for any object if it so desires. Mr. Cook's plan for determining the fund comprises — For elementary and high schools, on a fixed allowance per unit of attendance (average). For all other purposes (except corporate schools), by including a minimum sum for each item. Annual increases in budget requirements for elementary and high schools to be provided for by ascertaining the increase of school attendance of the current school year over the next preceding school year, and including the increase of attendance at the fixed cost per unit. Any increase above the minimum amounts established for all other purposes to be recommended by the board of education and discretionary with the board of estimate and apportionment. For corporate schools, by fixing a per capita rate of $15.00 based on average attend- ance during preceding school year. In the event of an abnormal increase in school attendance in any year, beyond the figures estimated, whereby a financial deficit can be shown to exist, the board of esti- mate and apportionment to be empowered to authorize the issue of revenue bonds for a sum not exceeding $100,000 in any one year, provided that the board of edu- cation shall certify to the board of estimate and apportionment as to the particular need and purpose for which the sum asked shall be expended. Mr. Cook has proposed the following statute to govern the salary fund for teachers for New York City: Section 1064. The board of education shall represent the schools and the school system of the city of New York before the board of estimate and apportionment, and before the board of aldermen, in all matters of appropriations in the budget of the city for educational purposes and in all other matters, and shall, in general, be the representative of the school system of the city in its entirety. On or hefore the fifteenth of September in each year it shall submit an estimate in detail of the 22 STATISTICS KELATING TO PUBLIC SCHOOLS. moneys needed for the entire school system of the city during the next succeeding calendar year to the board of estimate and apportionment for its action. The board of estimate and apportionment shall appropriate for the general school fund for the year nineteen hundred and (two) six and, annually, for each year thereafter, an amount (equivalent to not less than three mills on every dollar of assessed valuation of the real and personal estate in the city of New York liable to taxation), which shall be computed in the following manner: 1. Based upon the average attendance of the school year next preceding the cal- endar year to which the estimate applies, to which shall be added the percentage of increase between the average attendance of the school year hereinbefore mentioned and the school year next preceding same, there shall be appropriated for each unit of the result so ascertained not less than thirty-one dollars in elementary day schools; not less than eighty-eight dollars in day, high, and training schools; not less than twelve dollars and eighty cents in elementary evening schools, and not less than twenty-seven dollars in evening high schools. 2. For the institutions known as corporate schools, not less than fifteen dollars for each unit of average attendance of the school year next preceding the fiscal and cal- endar year to which the estimate applies. 3. For special education, including special teachers of manual training, physical training, foreign languages, sewing, cooking, music, and drawing, an amount not less than four hundred thousand dollars per annum; for vacation schools, playgrounds, and recreation centers, an amount not less than two hundred thousand dollars, and for evening lectures for the people, an amount not less than one hundred thousand dollars. 4. For the salaries of attendance officers, not less than ninety -two thousand dollars. 5. For general supervision, including the salaries of the members of the board of superintendents, the district superintendents, the members of the board of examin- ers, and all directors and supervisors, an amount not less than two hundred and sixty-eight thousand five hundred dollars. In case the aggregate amount so appropriated for the general school fund is insuf- ficient for its purposes the board of estimate and apportionment is hereby empowered to authorize the issue of revenue bonds not exceeding the sum of one hundred thou- sand dollars in any year, and apply the proceeds of the same to the general school fund; provided that the board of education shall certify to the board of estimate and apportionment the reasons and necessity for such additional sum and the purposes for which the same is to be expended. In case the amount so appropriated for the general school fund exceeds the expend- itures and ascertained liabilities chargeable to such fund during any one year, the amount by which the said general school fund exceeds said expenditures and liabili- ties shall become part of the general school fund for the next succeeding year, and the amount to be raised by tax for said fund shall be diminished by the amount of said excess. On or before the tenth day of August in each year the city superintendent of schools shall certify and'submit in writing to the board of education for its action a statement showing in detail the average attendance of the last preceding school year. The board of education shall administer all moneys appropriated or available for educational purposes in the city of New York, subject to the general provisions of this act relating to the audit and payment of salaries and other claims by the department of finance. STATISTICS RELATING TO PUBLIC SCHOOLS. 23 Table F. — Pensions paid to teachers of elementary schools in Europe. [Bureau of Education Report, 1902, pp. 2370 and 2371.] Country or State. Paid by State or commu- nity. Dues paid by teachers, per cent of salary. Pen- sion may begin after — Mini- mum amount paid, per cent of last salary. Retire- ment takes place after- Maximum amount paid, per cent of last salary. German Empire: Prussia Bavaria Wurttemberg Saxony Baden Hesse Mecklenburg-Schwerin. Mecklenburg-Strelitz . . . Oldenburg Saxe-Weimar Brunswick Anhalt Saxe-Altenburg Saxe-Coburg-Gotha Saxe-Meiningen Reuss, sr. line Reuss, jr. line Schwarzburg-Sondersh Schwarzburg-Rudolst. . Lippe-Detmold Schaumburg-Lippe Waldeck Bremen Liibeck Hamburg Alsace-Lorraine Both Community .. State Both do do Communities . Crown State and community. Both do None Yes« None ....do.... do.... ....do.... do.... do.... 2 per cent None . do. Austria Hungary Switzerland . Denmark Norway Sweden Netherlands . Belgium France Italy Great Britain do do do do do do do do do do do Community .. do do State and community. Both do («) Both State/ State do Communities. State State g State do.... do do.... do.... 2 percent. do.... None do.... do.... do.... do.... do.... do do.... do.... (d) (?) Years. 10 5 10 10 10 10 20 10 (?) 5 5 10 10 10 10 10 10 10 10 10 10 10 10 10 10 (?) ( c ) (?) (?) None do 3 percent.. None do 815 -i- $1.25 for each 10 per cent of increase of salary. (?) (?) 10 (?) Years. 45 45 45 40 45 45 50 ( c ) 45 37 50 50 45 40 50 45 45 48 50 45 45 45 ' 45 35 40 45 40 40 (?) 30 (?) 40 (?) 30 (?) 25 (?) 30 (A) 35 75 per cent. Do. 85 per cent. 80 per cent.- 75 per cent. 100 per cent. 90 per cent. 80 per cent. Do. 100 per cent. Do. 86 per cent. 100 per cent. Do. 80 per cent. Do. Do. 100 per cent. 80 per cent. Do. 66s per cent. 80 per cent. .75 per cent. 80 per cent. 75 per cent. 100 per cent. $150-8200. 66| per cent. 75 per cent. 66f per cent. (?) 50 per cent. (?) $100 for each year after 10 years of service. a in Bavaria the dues paid by teachers vary considerably in the different parts of the Kingdom— i. e., between $1.25 in central Franconia and $25 in lower Palatinate. Also initiation fees are paid. ft Lowest amount of salary. c At pleasure of the Crown. din some Crown lands of Austria dues are paid by teachers. e In Switzerland the cantonal governments are, as a rule, opposed to pensioning teachers. Where it is done, it is the result of local agreement. The teachers themselves maintain annuity funds. /In Norway pensions are paid to all teachers, but each case is individually decided by Parliament. ffln Italy the State pension fund is not large. Hence private annuity funds are numerous. h See last column. General notes. — The foregoing statements have reference to men teachers. Women teachers are retired, on an average, ten years earlier, and their pensions amount to about 10 to 20 per cent less than those of the men. In most German States the communities (or the State) make a single relief payment if a teacher is disabled before he reaches the end of the tenth year of service— i. e., the lower age limit. The same practice prevails in Austria and a few other countries. 24 STATISTICS RELATING TO PUBLIC SCHOOLS. Table F. — Pensions paid to teachers of secondary schools in Europe. Country or State. Paid by State or commu- nity. Dues paid by teachers, per cent of salary. German Empire Prussia Bavaria Saxony Wurttemburg i do Baden | do Hesse I do • Mechlenburg-Schwerin.J do Saxe-Weimar i do Oldenburg i do Brunswick ' do Saxe-Meiningen ! rio Saxe-Altenburg do Both i None do. do. do. .do. do. do. do. do. do. .do. 3 per cent Saxe-Coburg-Gotha do - 1 per cent .. Anhalt | do . .do, .do . .do. .do. Schwarzburg-Rudolst. . Schwarzburg-Sondersh Waldeck Reuss, sr. line. None . do. do. do. do. Reuss, jr. line I do do . Schaumburg-Lippe ' do ' do . .do. .do. .do. .do. .do. .do. .do. (?) (?) (?) State None .. Both J (e) State None . . Lippe-Detmold i do . Liibeck i do . . Bremen [ do .. Hamburg i do .. Alsace-Lorraine j do . . Austria | do . . Hungary ' i do . . Switzerland ( b) Denmark I ( e) Norway Sweden Netherlands . Belgium France Spain Portugal Italy Greece/* Russia Great Britain ( d ) 10 percent. (/) 10 percent. (y) 7 A percent. (*> (fc) Pen- sion begins after — Years. 10 4 10 10 10 5 20 1 1 3 1 1 1 1 1 1 1 1 1 10 1 10 1 1 10 8 10 (?) 10 (?) 10 (?) (?) (?) (/) 10 (9) (?) (.*) (*) Mini- mum Retire- amount ment paid, takes per cent place of last after — salary. Years. 25 40 70 (?) 30 40 40 («) 30 40 40 50 50 50 1 40 36 50 50 33} 50 45 40 25 40 40 40 33* 49 40 36 40 37 33£ 26 40 37 40 45 30 37 40 37 33} 35 40 30 40 50 25 40 (?) 30 40 30 (?) (?) 10 45 (?) (?) (?) 30 (?) 30 (?) 30 (?) 30 (/) (/) 33± 25 1 (») (a) I (?) 20 (*) ( fc ) ! Maximum amount paid, per cent of last salary. 75 per cent. 100 per cent. 80 per cent. 75 per cent. 100 per cent. 90 per cent. 80 per cent. 90 per cent. 100 per cent. 75 per cent. 80 per cent. 100 per cent. Do. 80 per cent. Do. 66| per cent. 80 per cent. . Do. Do. Do. 75 per cent. 80 per cent. 100 per cent. 75 per cent. 100 per cent. Do. (?) 66f per cent. (?) $900. 66| per cent. Do. Do. (/) 100 per cent. (») 40 per cent (*) (*) "In Wurttemberg the pensions may reach 92} per cent in cases where the salary is not higher than $600. The rate of increase is 1} per cent; as high as 85 per cent with salaries over $600. No pension can exceed $1,500. b The population is not favorably inclined to paying pensions to teachers or other civil officers. Where it is done, it is the result of local agreement. eln Denmark each case is decided by the minister of education, but usually according to the scheme indicated in the table. ''Each case is decided by Parliament. eln the Netherlands the teacher pays one year's salary into the pension fund within the first five years of service. /In Spain the State pays two-fifths of salary for two years after twenty years of service : three-fifths of salary after twenty-five years, and four-fifths of salary after thirty-five years of service, but only for two years. cln Italy teachers may retire from service on account of ill health, and still draw one-half or three- fourths of their salaries, according to the length of service. /' In Greece an addition of one-fiftieth of the salary is paid for each additional year of service, over and above the 40 per cent paid after twenty years. ('In Russia the pensions are not uniform ; they range between 300 and 400 rubles after twenty-five years of service. fcln Great Britain a few distinguished schools, such as Eton, pay pensions : the majority of secondary schools, being private institutions, do not pay pensions to teachers. STATISTICS RELATING TO PUBLIC SCHOOLS. 25 PENSIONS PAID TO TEACHERS IN THE PUBLIC SCHOOLS OF THE UNITED STATES. Maryland, Ohio, and New Jersey pension teachers out of govern- ment funds. In Maryland no dues are paid; pensions are paid exclu- sively from government funds. In all the other States below the fund authorized by State law is mainly provided by teachers' dues of from 1 to 2 per cent of salary; the term of service is, with disability, from two to thirty years, without, from twenty to thirty-five } T ears; the annuity is from a minimum of $200 to one-half of salarj^ at retirement to a maximum of from $200 to $1,000— $l,500-$2,000 in New York. In the voluntary associations the dues are 1 to 1^ per cent of salary; retirement with disability is from two to five years, without, fifteen to forty; the annuit} T is 60 per cent of salary, maximum being $600. 26 STATISTICS RELATING TO PUBLIC SCHOOLS. oj 5 > Oj H O X or teachers' ab- s, assessments of nd 2 per cent of taxation. =J V: ??» CO cr. 3 s, sum set apart ird, interest on rid. uctions; (2)leg- ; (3) 5 per cent of all excise fees from liq- 3. 1 ts, legacies, money appro- riated by the board or lined by approval of the ommon council, fees of onresidents, balance from sachers' salaries. thcr sourc a ~" 2 03 <4-H v. P _ O 3 '3 g ^ .2 m S C ■w cu,e 5 CJ O o o 3 3 03 3 3 « 3 SI* 3 3 3 «*3 .3 5 = CJOCB 4? -2 0.3 ■oia^j .3 ..-K » as a » 3 2S .3 cu - 3 . £ - 3 3§5 •— =3 03 3 3 _oj c3 CJ) -- , c £ 1 c o c a,™"*" — O 03 13 42 o3 "3 ft >H CJ S -M Z ^ O cs c •6 c o o c c o o c 10 '3 O ID CO - CM ft 3i ■*-, of a a aa 10 a ,_J* &? a O O 'H O 03 1-> T3 c O o cd , , c o uO 3 r-* OJ 03 Eh >- 'S C- CO CM a «£ 1 1-> a tn.^- B a CM -3 tH OJ ;:£ 3 OJ 03 - 43 3 • z tJ J, O c ■ a 3 a -a 03 O 3 & . 5 "g 3 42 °" 53 3 O c3 3 CO d s < C ^ a) | Sh 4J 2 -eg > l^l to cr CO Pth b,^ a OJ CD oj oj a a -< 42 >■ >X >■< > > £- >■ |X 3:3 iC o O O ic- O »c\ CO CM CO CO es CO J|£ 5 ai c iC 'Si OJ >"3 £ CN CM 42 , o CM c 1 s O a 2§ >. § ■ 8 CM CN D-i « 1 3 CD 42 8 a ts 3 -oS&- 3 3 s '3 a « ftg S3 H 03 3^ a c z 3 oj ft o CM e CN C ■3 3 oj O cjg CO a C O c -♦- *° «** 1-1 ifr Z "" rH 3 oi > - StfS c •3 ^ x 4: S 0J O c c d * £ >-i >■" z Z z Z Z OJ a ". & >> 7 3 "3 >»^ 2 3 4: -a a a O 2 S a A 43 ■3 •<- cc = ? o c c OJ Oh a n oa Z Z ^ t- a 55 3 4* c d C > a a o ^ Z ' tH rz 0' 'A '^4, o ] t-5 3 c .z O s a 3 DO a .i 2 s O OJ a c. 4: c c 3: r-T 3 O ^ 1-1 OJ c !z (S ^ L iz e STATISTICS EELATING TO PUBLIC SCHOOLS. 27 Gifts, legacies, and not less than one-half thesums for- feited by teachers' absences. £ A a b o o '43 x S3 — oj 73 B . so o~ 5 u fa oj '3 cs he OJ 'bib 0) .5 fa c cc -P p- c f c 1 ■c a ■c a P ers' absences, gifts, be- quests, legacies, tuition fees of nonresident pupils, miscellaneous sources. o o O in CN ¥= o o o o CO ! 3 "3 JB 03 C ~. 2 1' o"S St K" i> a 1 o 1 o CO CO c lO CO c o CO r. O CO o CO c o 112 per year day and Si; for even- ing. O. Fh o> .• I- 0) B B * a - O c y : 7 c 2 c c v c 1 * C c 2 a a t z o. a a M h c a D C a P c cr a C p > c : f- P- c Poughkeepsie, De- troit, Chicago, ( :harleston,S.C, Buf- falo, Cali fornia , Prov- idence, Cincinnati. i B ' t-H Wig T. FH OJ I 5 3™ o-g 0) S at: .a s sa -32 o> a «h o cb'43 B 03 °s c s- csg 0) o 2.B or B^H .a a O cud _, b o a is o® ^ *o c- Boa «*: BOai: ^/ -3 ■" _■ ■ cu-opo O g 03 5 c a s a" a 55 5 3 temp v ballo lUperin s in Del Fh O B. chers a cted a her tea ci OJ -£ a p- OJ ^ ^■3 ° ^"d /3 oj O Tl .C >>0J CJ OJ CJ "d OJ ^ j2 oj 3 'O oj B p- '53 "3 *« Fh OJ Fh oj'S B B ^00 ->■ 3 a 2 5 S oj o t; oj e™ £ ■- o S c ^ 3 0) Fh oj3 g* $8-0 SO 03 cS >> OJ O -u Jp Jp 03 g O ■43 +3 .2 °3'3 u 3 B <» we £ 0) <4H <- -2 So *> O 3 3 g XJ'S 2 S 3 "" ■0 ■§ -. .3 -•&■ C 0) 03 OJ a° J s 2 •f S OS'S® « 8 S.s T3 O O CO o 0) — .c p!-Q ® PhOj a) 0) Fh qj pj a cj °*o V £* 3 H 1 OJ S . B •-HH 03 ^ -rH oj a b oj ^43 OJ 3 $ 0J 03 Fh --H O 03 >5 '3 3 o O d'oj g 1 § ^ i S^'Sc^ § g£.2 | Oh-C cd 03 £ O r- O ^ u *Jj) 0) J5 si ill O^ o3 ■" OJ c B" S d' r§ C'CJ a™ C-03 §a 0JCii3 Fn~ 01 B 0) et 0) '3 CJ OJ a o . P _ c 3 "i - '■/. c a =. £ r f^ >>0J -Q PI 3 0J 3 +i~ OJ OJ OJ B >■ B -B £ 3 ft" pi ^ a" ojjB B^ h Fh B -— -OJ >>> Eh 03 tfjfl 03 -g b°a 3~ (i *■» cj 03 5~~ 5 o 3 a "S pi 3 S 0)0 ^3 - ' CJ 03 a -2 % 336^^ ,nSo , 5» 8 ■g slag «J3K 03^-,^- Q.® CO 3 3^ c3 S'S'3'3 ShS'S ° OrQ O. ti & >> p, d g^ S 03 O -tH'OJ^ C Pi Fh Wfl OJ 03 W d CJ ^ 3 -•pi 3 oj.js — a,° a s 80 §s C Fh O B 0J _' 5 ■O Fh O >OE-h rH-^lS JEH h* < U$< B fO "3 « •K & *»»£*.*.». s ~ 03 S oj Oi-g CD C? 28 statistics relating to public schools. Prerequisites in Scholarship and Written Examinations for Teachers 1 Positions. new yore. PREREQUISITES FOE LICENSE, ELEMENTARY SCHOOLS. Principal — Either (a) or (J>). — (a) Graduation from a college or uni- versity recognized by the regents of the University of the State of New York, together with at least eight years' successful experience in teaching or supervision. The master's degree in arts or sciences, given as the result of a graduate work in a university, may be accepted in lieu of one year of such experience. The doctor's degree in phi- losophy or science, given as the result of graduate work in a univer- sity, may be accepted in lieu of two } T ears of such experience, (h) Suc- cessful experience in, teaching or supervision in graded schools for at least ten years, at least live of which must have been in public schools, together with the successful completion of university or college courses satisfactory to the board of examiners, such courses to be in pedagog- ical subjects, and to amount to not less than one hundred and twenty hours. Teacher. — Either graduation from a high school and normal or col- lege degree and pedagogical study. HIGH SCHOOLS. Principal. — Graduation from a college or university recognized by the regents, and ten year's' satisfactory experience in teaching or supervision, at least five of which must have been in secondary schools. Teacher, junior. — College degree and one }^ear's pedagogical study, or, in lieu of such course, one year's satisfactory experience in teaching secondary schools. Teacher, assistant. — College degree and three 3 T ears' experience. One year of graduate work in lieu of experience of one year. First assistant. — College degree and one year of post-graduate stud} 7 and live years' experience in teaching in secondary schools, three of which shall have been in the New York City high schools. EXAMINATIONS — ELEMENTARY. Teacher. — Written for license No. 1. HIGH SCHOOL Teacher. — Written examination; also junior, assistant, first assistant. CHICAGO. PREREQUISITES FOR EXAMINATION, ELEMENTARY SCHOOLS. Principal. — (a) College degree from an accredited college and four years' successful experience; or (b) certificate from accredited normal school and six years' experience; or (c) eight years of successful experience in graded school work. Teachers. — (a) The equivalent of the Chicago high school course and four years' experience; or (b) certificate from an accredited normal school and two years' experience. STATISTICS RELATING TO PUBLIC SCHOOLS. 29 HIGH SCHOOLS. Teachers. — (a) Degree from accredited college ana two 3^ears 1 experi- ence in graded schools; or (/>) six years' 1 successful experience in sec- ondary schools. WRITTEN EXAMINATIONS, ELEMENTARY SCHOOLS. Principals. — In the fundamentals, high school science papers, and professional study. Teachers. — The fundamentals, elementary phj'sics, biolog}^ and chem- istry, and professional stud}^. Normal graduates (Chicago) receive partial certificates to teach in the elementary schools without taking the examination. All others must take the examination. HIGH SCHOOL, WRITTEN EXAMINATIONS. Principals — Teachers. — In groups of studies, including subjects taught and professional study. PROMOTION, ELEMENTARY AND HIGH SCHOOLS. Automatic within the group. From group to group upon written examination of those attaining 80 per cent in efficiency in teaching. CHICAGO BOARD OF EDUCATION REPORT. GENERAL CHARACTER OF EXAMINATIONS. The candidate will be required to write upon the following subjects: (1) Principals of elementary schools. A. English. B. Histoiy. C. Geography. D. Mathematics. E. Drawing and vocal music. F and G. Science (any two minor papers in science in the examina- tions of high school teachers). H. Professional study. (2) Teachers in elementary schools. A. English. B. History. C. Geography. D. Mathematics. E. Drawing and vocal music. F. Science (the elements of physics, biology and chemistry). G. Pro- fessional study. (3) Teachers of German in elementary schools. German examina- tion in addition to examination of teachers in elementary schools. (4, .5, and 6) Teachers in high schools; teachers of French, Ger- man, or Spanish in high schools, and teachers of commercial subjects in high schools. The examination will consist of major and minor papers. Each candidate will be expected to write one major and four minor, and will not be allowed to take both a major and a minor examination on the same subject. Psychology and pedagogy will be required of all candidates as a minor. English will be required of all candidates as a minor unless elected as a major. The papers offered may be found in the following- list: Major papers. — Latin, Greek, French, German, Spanish, physiog- raphy, biology, physics, chemistry, mathematics, English literature, commercial geography, commercial law, accounting, phonography, ancient and mediaeval history, history of continental Europe, English and American history. 80 STATISTICS RELATING TO PUBLIC SCHOOLS. (Note. — For specifications regarding teachers of drawing in the high schools, see under head of "Teachers of drawing.''') Minor paper*. — Psychology and pedagogy, Latin, Greek, French, German, Spanish, physiography, biology, physics, chemistry, astron- omy, geology, mathematics, general history, English, civics and political economy, commercial geography, commercial law, account- ing, phonography. Fluenc}^ in conversation will be expected of those who take a major in French, Spanish, or German. A candidate who takes anj^ one of the sciences as a major will on the day following the written test undergo an examination in the labo- ratory on the science elected with special care as to this phase of science teaching. The candidate will be required to select his major and minor papers in accordance with the following groups. The major and minor papers will cover the same ground, but the minor papers will be less intensive and technical. Language group. — Major: Any language in the list of majors. Minors: (1) English; (2) Psychology and pedagogy; (3) General history; (4) Any other subject in the list of minors. Mathematics group. — Major: Mathematics. Minors: (1) English; (2) Psychology and pedagogy; (3) Any language or science minor: (4) Any other subject in the list of minors. History group. — Major: History, either (1) Ancient and mediaeval. or (2) Modern Continental Europe, or (3) English and American. Minors: (1) English; (2) Psychology and pedagogy; (3) General his- tory; (4) Any other subject in the list of minors. English group). — Major: English. Minors: (1) Any language in the list of minors; (2) Psychology and pedagogy; (3) General history: (4) Any other subject in the list of minors. Physical science group. — Major: Physics or chemistry. Minors: (1) Chemistry or physics; (2) English; (3) Psychology and pedagogy: (4) Mathematics. Natural science group. — Major: Biology or physiography. Minors: (1) Physiography or biology; (2) English; (3) Psychology and peda- gogy; (4) Chemistry, astronomy, or geology. Commercial group. — Major: One of the following: (1) Phonography: (2) Accounting; (3) Commercial law; (4) Commercial geography. Minors: (1) One additional subject from the preceding list of com- mercial subjects and (2) English; (3) Psychology and pedagogy. (4) Any one of the following: (1) General history; (2) Mathematics; (3) Civics and economics; manual training in the high schools. Major: Either (a) Woodworking, including carpentry, cabinetwork, pattern making, and wood turning, or (b) foundry shopwork, or (r) blacksmithing shopwork, or (d) machine-shop shopwork. Minors: (1) Theory and practice, principles and methods; (2) Draw- ing, freehand and mechanical; (3) English: (4) Mathematics. Special certificates. — A candidate Uw a certificate as a special teacher of manual training, household arts, deaf drawing, physical culture, or music, may be called upon to conduct a class in the special study in which he expects to teach. A candidate for a certificate as a kindergarten teacher, or as a teacher of any special study except drawing, must take certain papers in the examinations for teachers in the elementary schools as indicated below. STATISTICS RELATING TO PUBLIC SCHOOLS. 81 Candidates who pass these examinations will also receive the general certificate for teachers in the elementary schools. (7) Teachers in kindergartens: A, English; B, History; C, Geog- raphy; D, Mathematics; E, Drawing and vocal music; F, Kindergarten theory and practice: (1) General theory of kindergarten education, knowledge of literature of the kindergarten, including Froebel's Mother Play, Education of Men, general pedagogy, and special method; (2) Theory and use of the gifts and occupations; (3) Psychology, includ- ing child study; (4) Music. (8) Teachers of manual training in the elementaiy schools: A, English; B, History; 0, Mathematics; D, Science; E, Drawing; F, General pedagogy and special method; G, Shop technique, woodwork. (9) Teachers of household arts in elementaiy schools, teachers of cooking: A, English; B, History; C, Geography; D, Mathematics; E, General pedagogy and special method; F, Cooking: (1) Food prod- ucts; (2) Chemistry, elementary chemistry, and chemistry of foods and cooking; (3) Practical demonstration. Teachers of sewing: A, English; B, HistoiT; C, Geography; D, Mathematics; E, Drawing; F, Gen- eral pedagogy and. special method; G, Sewing: (1) Textiles; (2) Demonstration. (10) Teachers of the deaf: A, English; B, History; C, Geography; D, Mathematics; E, Drawing and vocal music; F, Science; G, Teaching of the deaf, theoiy and practice. Practice: (1) General pedagogy and the history and literature of the deaf, principles and methods of instruction of deaf children; (2) Oral examination. (11 and 12) Special teachers of drawing of elementary and high schools. The candidate must take the regular high school teachers' examination, with the following examination in art as a major, and will be given a high school teacher's certificate in addition to the special drawing teachers: A. History of art; B, Design; C, Mechanical drawing; E, Composition; F, A one-hour sketch in oil, water color, pastel, or clay. (13) Teachers of physical culture in elementary schools: A, English; B, History; C, Geographj T ; D, Mathematics; E, Music; F, Physical culture, theory and practice: (1) Special method; (2) Systems of physi- cal culture; (3) Phj^siology and hygiene, 'including theory and practice of the physical examination; (4) G3 r mnasium work. (14 and 15) Teachers of music in elementary and high schools: A, English; B, History; C, Geography; D, Mathematics; E, Drawing; F, Music, theory and practice: (1) General pedagogy and special method; (2) Musical literature and history; (3) Vocal and instrumental examination, piano. Physical examination and qualifications. PROMOTION. Classification of salaries in elementary schools. — There shall be a schedule of salaries for teachers in the elementary schools, which shall include two groups of salaries. The first group of the schedule shall provide for additional advance in salary year by }?ear for teachers Avho have reached the maximum salaiy of the second group and who shall have complied with the con- ditions named below. No teacher of the first group shall be entitled to extra compensation for teaching special subjects. 32 STATISTICS RELATING TO PUBLIC SCHOOLS. Advancement from second to first group: The conditions governing- advancement from second to the first group of salaries for elementary teachers and head assistants shall be as follows: Elementary teachers: Teachers shall be promoted from the second to the first group by a vote of the board of education upon a recom- mendation of the superintendent of schools. Those teachers shall be eligible for such recommendation and promotion who have served a year at the maximum salary of the second group and whose average in efficienc}', as shown by the records in the superintendent's office, shall be 80 per cent or above and who shall attain an average of 80 per cent or above in the following tests: (a) An examination to test the work and interest of the teacher in any one of the following fields of academic work: English language and literature, general history, physical science, foreign languages (Latin, Greek, German, French, Spanish); algebra and geometry, music, drawing, manual training, household arts, geography (covering physical, mathematical, and commercial geography, with geology); physical culture (covering anatom}^ and physiology, theory of gym- nastics, method of teaching preparation of sets of exercises for differ- ent grades and practical work). The credit given to the professional examinations shall be twice that given to the academic examinations, and an average mark of 80 per cent shall be required of all teachers passing these tests. The final mark shall be made up of three items, which shall receive equal credit, as follows: (a) Efficiency mark for the preceding year, as equalized b} T the board of district superintendents; (b) mark obtained on the profes- sional study paper of the promotion examination, and (c) mark obtained on the academic paper of the promotion examination: Pro- vided, That no examination mark below 70 shall be considered: And provided further, That if a candidate divides the examination the paper taken in the preliminary part shall not be credited in the final average unless the candidate has a mark of 80 or above on such paper. Elementary teachers who have arrived at the maximum salary of the second group, who meet the other requirements of the schedule, and who possess an elementary principal's certificate, shall be admitted to the first group without examination. Elementary teachers who have arrived at the maximum salary of the second group, who meet the other requirements of the schedule and possess a certificate to teach in the high schools, shall be advanced to the first group upon passing the professional examination only. Elementary teachers who have arrived at the maximum salary of the second group, who meet the other requirements of the schedule and who possess certificates to teach music, drawing, German, household arts, or manual training, shall be advanced to the first group upon passing the professional examination only. For the purpose of aiding teachers to prepare for advancement to the first group, classes in studies included in the pro- fessional and academic examinations shall be organized and conducted by the principal and faculty of the Chicago Normal School, at such times and places as may be agreed upon later. Teachers of physical culture: Teachers of physical culture in the elementary schools whose work on the efficiency record is 80 per cent or above, and who have reached the maximum salary in their group, shall he entitled to take the promotion examination provided for STATISTICS RELATING TO PUBLIC SCHOOLS. 33 elementary teachers, and upon passing it shall be promoted to group 1, it being understood that the academic subject taken must be some other than physical culture. Teachers of household arts: Special teachers of household arts in elementary schools, teachers in kindergartens, and teachers of the deaf, whose mark of efficiency is 80 per cent or above, and who have reached the maximum salaiw in the second group, shall be eligible for admission to the promotion examination provided for the regular teachers in the elementary schools, and upon passing it shall be pro- moted to group 1, it being understood that the academic subject chosen by the promotion examination by the holder of the special certificate shall not be the same subject as that in which the special certificate was granted. Teachers of manual training: Teachers of manual training in the elementary schools whose work on the efficiency record is 80 per cent or above, and who have reached the maximum salary in their group, shaU be entitled to take the promotion examination provided for elementary teachers, and upon passing it shall be promoted to group 1, it being understood that the academic subject taken must be some other than manual training. High-school teachers: High-school teachers who have reached the maximum salary of the third group, whose average in efficiency as shown by the records in the superintendent's office shall be 80 per cent or above, shall be advanced to the second group after passing an exam- ination in the methods of teaching the subjects in which they give instruction. High-school teachers who have served a year at the max- imum salary of the second group, whose average in efficiency as shown by the records in the superintendent's office shall be 80 per cent or above, shall be advanced to the first group upon passing an examina- tion in school management, psychology, pedagogy, and the history of education. No high-school teacher shall be eligible to the principal- ship of a high school who has not taken the professional examination required of candidates of the first group. Principals of elementary schools who have served a year at the max- imum salary in the third group, whose average in efficiency as shown by the records in the superintendent's office shall be 80 per cent or above, shall be permitted to advance to the second group of salaries upon passing an examination in school management and methods of instruction in primary grades. Principals who have served a year at the maximum salary in the second group, whose average in efficiency as shown by the records in the superintendent's office shall be 80 per cent or above, shall be permitted to advance to the first group of sal- aries upon passing an examination in professional work, including school management, psychology, pedagogy, and the history of educa- tion: Provided, That nothing in this schedule shall be construed as abolishing the restriction upon the salaries of principals on account of the membership of the schools as provided elsewhere. [Education Report, 1903, p. 1394.] COMPARATIVE EXPENDITURES. The two tables following give the comparative expenditures for various purposes in the 100 cities of highest rank in population. These include all cities of an estimated population (1902) greater than 40,000. S. Doc. 94, 59-1 3 34 STATISTICS KELATLNG TO PUBLIC SCHOOLS. Certain of the data from which these tables were computed were taken from Bulletin No. 42 of the Department of Labor, issued September, 1902. Table XIX of that bulletin gives the basis of assessment and the assessed valuation of property. Inasmuch as the legal basis of assessment and the basis allowed by custom are not always the same, the latter was used in the calculation of the true value of property from the assessed value. The first of the tables exhibits the true value, the amount expended for all purposes per $1,000 of true value, and the amount expended for schools on the same basis. It was found that the average expenditure for schools for the cities named was $3.83 per $1,000 of wealth. The variations from this mean will be seen to be considerable. Equally wide differences occur in the total expenditures. The information contained in the second of these tables was com- puted from data given in Table XXII of the above-named bulletin. It shows the expenditure for each of the various departments of municipal control in terms of school expenditure — that is, for each dollar of school expenditure the amount expended for each of the other objects is. shown. It will be readily seen that the reduction of all these items to the same terms makes a very convenient table for comparison. Table G. — Value of properly and comparative expenditures in certain cities. [Education Report 1903, p. 1394.] True value of real and per- sonal property based on as- sessment for taxation. Total amount ex- pended for maintenance and opera- tion of all de partments for every $1,000 of property. Amount expended for main- tenance and opera- tion of schools for every .11,000 of property. New York City, N. Y Chicago, 111 Philadelphia, Pa ... St. Louis, Mo Boston, Mass Baltimore, Md Cleveland, Ohio Buffalo, N. Y San Francisco, Cal.. Cincinnati, Ohio Pittsburg, Pa New Orleans, La Detroit, Mich Milwaukee, Wis Washington, D. C... Newark, N. J Jersey City, N. J Louisville, Ky Minneapolis, Minn . Providence, R. I Indianapolis, Ind... Kansas City, Mo St. Paul, Minn Rochester, N. Y Denver, Colo Toledo, Ohio Allegheny, Pa Columbus, Ohio Worcester, Mass Syracuse, N. Y New Haven, Conn . . Paterson, N. J Fall River, Mass St. Joseph, Mo Omaha, Nebr Los Angeles, Cal Memphis, Tenn Scranton, Pa 175, 590, 127 872, 902, 200 151, 283, 170 592, 193, 556 152, 505, 834 614, 612, 859 392, 907, 290 242, 349, 138 688, 499, 988 357, 751, 033 352,157,335 145, 673, 869 353, 212, 142 275, 374, 811 254, 408, 333 158, 585, 635 136, 575, 088 169, 250, 000 170,354,175 192,801,860 193, 777, 425 199, 442, 100 143, 928, 880 145,561,215 134, 364, 115 106, 767, 350 108, 004, 305 131,028,800 114, 278, 135 87,104,103 99, 502, 618 68, 09S, 589 74,554,380 50, 693, 480 90, 935, 465 146,755,860 63,121,261 70, 062, 138 $19. 89 11.88 16.59 14.71 19.00 12. 39 12. 23 24. 20 8.55 17.37 15.35 29.50 11.48 13.55 21. 17 24. 04 26.34 16.39 17. 28 17.97 8.80 13.79 16.43 22. 24 14.00 14.74 15.18 11.03 20.69 26. I!5 14. 60 18.04 21.64 17. 85 15.88 10.03 14.49 10. 87 S3. 81 4.38 2.88 2.57 2.64 2.30 3.19 4.79 1.69 3.14 2.39 3.28 2.46 2.77 4.64 5.23 3.67 3.03 4.32 3.83 2.88 2.78 4.06 3.77 5.05 3.73 3.36 3.21 4.53 4.71 3. 84 4.59 4.37 3.16 4.31 3. 38 2. 23 4.49 STATISTICS RELATING TO PUBLIC SCHOOLS. 35 Table G. — Value of property and comparative expenditures in certain cities — Continued. Cities. True value of real and per- sonal property based on as- sessment for taxation. Total amount ex- pended for maintenance and opera- tion of all de- partments for every $1,000 of property. Amount expended for main- tenance and opera- tion of schools for everv $1,000 of property. 39 $71 fi74. 588 $19.63 20.90 22.42 6.64 14.72 17.25 13.51 14.78 16.96 15.63 18. 24 15. 73 15.32 29.21 14.89 12.37 23.36 9.92 15.94 15.78 13.08 14.40 19.22 17.84 19.95 22. 72 13.96 15.86 5.60 17.33 13.75 16.41 9.05 24.18 16.90 26.08 10.26 14.89 10. 55 15.02 15.19 20.08 11.02 19.82 10.56 10.36 16.61 13.24 11.03 9.73 19.32 10.98 11.83 22.14 23.06 20.92 18.73 11.88 13.11 8.45 14.00 5.08 $4.63 ■40 Albany, N. Y 69 96 144 79 59 69 85 48 71 79 43 43 28 53 63 52 73 50 64 56 80 53 56 41 26 45 40 123 35 52 48 46 41 26 18 36 36 42 46 54 41 38 39 34 40 41 35 34 47 21 22 29 28 19 24 35 23 33 32 29 39 469 216 535 085 956 791 320 482 634 805 942 7,S4 654 680 236 168 705 818 511 723 716 924 924 536 34 fi 205 943 907 019 788 131 144 617 209 188 274 930 463 214 587 988 400 951 450 135 301 558 041 900 6S0 691 599 680 208 498 442 133 464 923 492 280 238 875 123 266 729 230 567 300 873 088 981 990 210 262 971 015 945 446 991 400 117 200 599 341 190 017 240 170 802 282 882 507 181 984 897 818 000 732 560 471 120 861 930 700 720 406 325 133 800 728 278 472 853 203 261 900 333 231 846 816 712 4.23 41 4.57 4° 1.86 43 2.55 44 5.07 45 4.56 46 1.45 47 3.50 48 Seattle, Wash 3.69 19 4.83 50 4.83 51 4.45 8.45 53 4.14 54 '2.84 55 4.56 56 4.05 57 3.65 58 3.64 59 4.80 60 4.45 61 5.46 6» Troy, N. Y 3.77 63 4.49 64 6.65 65 2.78 66 Utica, N. Y ' 4.13 67 1.60 68 2.21 69 a 2. 06 70 Salt Lake City, Utah 5.49 71 2.34 r> 5.81 73 5.26 74 Elizabeth, N. J 6.95 75 3.97 76 3.16 77 3.71 78 3.02 79 3.79 80 Norfolk, Va 1.39 81 4.68 8? 4.95 83 3.24 84 3.62 85 3.03 86 2.61 87 4.81 88 Dallas, Tex 1.93 89 6.56 90 3.92 91 3.98 qo 4.87 93 8.14 94 6 3.30 95 Pawtucket, R.I : 3.80 96 3.83 97 2.82 98 "1.39 99 1.72 100 Little Rock, Ark 1.94 a School statistics include expenditures for county of Chatham. b School statistics from Report of Commissioner of Education, 1902. c School statistics include only amount expended by State and county. 36 STATISTICS RELATING TO PUBLIC SCHOOLS. Table H. — Amount expended by each of the municipal departments in the [Education report, 1903. cu f-i g o c E New York, N. Y Chicago, 111 Philadelphia, Pa St. Louis, Mo Boston, Mass Baltimore, Md Cleveland, Ohio Buffalo, N. Y San Francisco, Cal. . . Cincinnati, Ohio Pittsburg, Pa New Orleans, La Detroit, Mich M il waukee, Wis Washington, D. C Newark, N.J Jersey City, N. J Louisville, Ky Minneapolis, Minn.. Providence, R. I Indianapolis, Ind Kansas City, Mo St. Paul, Minn Rochester, N. Y Denver, Colo Toledo, Ohio Allegheny, Pa Columbus, Ohio Worcester, Mass Syracuse, N. Y New Haven, Conn. . . Paterson, N. J Fall River, Mass St. Joseph, Mo Omaha, Nebr Los Angeles. Cal Memphis, Tenn Scran ton, Pa Lowell, Mass Albany, N. Y Cambridge, Mass Portland, Oreg Atlanta, Ga Grand Rapids, Mich Dayton, Ohio Richmond, Va Nashville, Tenn Seattle, Wash Hartford, Conn Reading, Pa Wilmington, Del Camden. N.J Trenton, N. J Bridgeport, Conn . . . Lynn, Mass Oakland, Cal Lawrence, Mass New Bedford, Mass. . Des Moines, Iowa . .. Springfield, Mass Somerville, Mass Troy, N. Y Hoboken, N. J Evansville, Ind Manchester, N. H ... Qtica, N. Y.« Peoria, ill 0. 516 .449 .914 1.043 .576 .683 .330 .682 .676 .493 .580 .484 .623 .447 .581 .516 . 842 .533 .294 .502 .285 .460 .315 .361 .236 .277 .379 .294 .289 .335 SO. 066 .031 .373 .074 .371 .086 . 092 .020 .139 .119 .077 .013 .047 .233 .049 .248 .721 .185 .411 .532 .292 .199 .848 .278 .266 .841 .524 . 325 .313 .239 . 420 .381 .395 .382 .338 .218 .350 . 492 .186 .188 . 224 . 520 .580 . 29 1 .362 .245 .318 . 207 .046 .006 .004 .045 .C60 .029 .016 .054 .081 .033 .054 .011 .397 .424 . 383i . 056 . 232 . 027 .015 .020 .044 .043 .033 .028 .035 .015 .016 . 025 .012 .045 .025 . 021 .018 .009 .021 .014 .075 .240 .200 .331 .504 .422 .359 .386 .593 .564 .419 . 663 .558 .639 .593 .£25 .387 .482 .448 .441 .480 .324 .447 .342 .437 .228 .292 .406 .429 .324 .428 .374 .384 .377 .383 .301 .251 . 212 .781 .358 .483 .205 .299 .705 .402 .244 .746 .525 .370 .301 .198 .187 .356 .328 .421 . 402 . 256 .320 .335 .296 .271 .220 . 299 .444 .344 .705 .447 .313 .058|$0. 240 10.03 .023' .075 .101 .066 .066 .078 .040 .055 .038 .102 .093! .058 . 055 .059 .091 .0161 .016 .032 .034 .02.8 .056 .018 .051 .037 .035 .043 .045 . 060 .077 .020 .026 .078 .011 .021 .026 .472 .027 . 036 .057 .042 .021 . 592 .054 .024 .074 .078 . 055 .030 .02'. . 026, .029, .030 .026 .049 .048 .079 .128 .013 ; .019 .027 . 092 . 036 .012 .102 . 077 .030 .001 . 212 . 432 .396 .219 .113 .116: .221! .211 .175! .124, .065, . 012l .344 . 150 ; . 057 .127! . 1221 .053| . 068 : .0751 .042! .001 .206 .037 .265 .247 .204 .174 .452 .106 .024 .029 .211 .325 .242 .324 .017 . 358 .050 .066 .346 .139 .032 .203 .003 .044 .081 .379 .462 .007 . 385 . 289 .009 .160 .139 .414 . 082 .013 .164 .105 .114 . 025 .077 .024 .087 .029 . 065 .085 .040 .076 .149 .020 .058 .081 .007 .048 . 062 .057 .030 . 047 .051 .026 .158 .006 . 0511 . 035 .027 .087 .026 .065 .064 .036 .044 .046 .048 .042 .038 .036 .031 .049 .033 .047 . 012 .025 .033 .005 .029 .071 .028 .019 .036 .007 . 025 . 064 .059 . 053 .064 .059, .041 .083 .057 . 045 . 042 .036 . 055 .069 . 092 .135; . 075! .137 .140| .061! . 172] .143 . 040, .193 .018 . 125 .069 .063 .004 .023 .090 .093 .064 .109 .175 .097 .062 .103 .112 .078 .027 .043 .075 .057 . 063 .005 . 056 .052 .124 .021 .013 .034 .153 .048 .047 .081 .076 .008 .1151 .075 .11st; .065 .054 .006 . 067 . 106 .038 .017 . 038 . 091 .111 . 064 .032 .011 . 024 .009 .012 .041 .143 [1. 021 SO. 138 . 034 . 058,' .082 .372! . 064' . 384^ .129 .028 .038; . 009 .054 .028 . 052 . 079 . 452 .042 . 125 . 274 .115 .209 . 085 . 262 . 042 . 322 . 029 .,294 . 028 .210 . 097 . 393 . 019 . 202' . 040 . 142: . 028 . 229| . 006 ; » 454 .029 .135 . 032 . 197 .034 . 023 .175 .449 .235 .270 .051 .228 .036 .277 .306 . 036 .034 .030 .031 . 022 . 033 . 022 . 020 .001 .054 .017 . 022 . 025 . 037 . 050 .217 . 018 . 184 . 048, . 458 .023 .006 .165 . 080 . 275 ! ,278| . 044 . 126 . 037 . 151 . 157 1 . 325 .046 .234 . 018 . 347 . 020 1 . 249 .047 .310 . 039 . 225 .014 .211 . 093! . 196 .032 .222 . 043 . 181 . 185 .199! . 3S7 .117 .103 .472 . 372 .175 a Less than one mill. STATISTICS RELATING TO PUBLIC SCHOOLS. 37 100 largest cities of the United States for every dollar expended for schools. pages 1396 and 1397.] si _g +j 03 33 is OB si G 3 .5 a to o t- 02 TS a 03 ft -A +j o> o> 3 o "3 c B 03 bo oj ,a t-i 03 C3 a ® 03 si O O R S3 ft £ *SH 3 03 > t-i 03 XI d C3 M a Q 0) s -d a 03 03 03 03 £4 03 'u 03 03 a 03 O rCd a a 03 O a> ft ? ,. nr- siSxi £ s CO 0) O 3^ 3 C ■s-S K.S 03 -Q & X 11 13 13 14 15 16 17 18 19 30 31 33 33 34 35 * SO. 147 .073 .096 .085 SO. 005 .099 SO. 222 .036 .135 .192 .539 .137 .038 .102 .094 .105 .200 .033 .401 .200 .303 SO. 133 .065 .206 .142 .204 .116 SO. 693 .185 .430 .510 1.113 1.091 SO. 152 .185 . 425 .428 .201 .278 .218 .375 SO." 040 SO. 043 .002 .004 .038 SO. 045 .014 .030 .145 .014 .007 .006 .031 .027 ta\ .009 .079 .011 .004 SO. 003 («) .002 .004 .004 .021 .016 .012 («) SO. 004 .002 .003 SI. 375 .191 .845 .499 1.299 .709 .381 .685 1.659 .438 1.071 3.948 .796 .757 .848 .468 .793 .912 .637 .404 .403 1. 195 .739 1.535 .476 !500 .427 .495 .211 1.390 .386 .672 .753 2. 509 .879 .511 .648 .387 .460 .595 .957 .269 .674 .587 .188 1.244 .342 .624 .312 .367 .307 .254 .294 .485 .587 .299 .294 .296 .442 .269 .800 .471 .648 .343 .429 .900 .757 S4. 217 1.713 4.752 4.711 6.194 4.371 3.822 4.048 4.049 4. 517 5. 408 7.991 3.728 3.880 4.039 3.593 6.192 4.409 2. 995 3.684 2. 055 ?. 956 3.176 4.887 1.783 2. 947 3. 516 3.243 3.565 4. 593 2.793 2.923 3.945 4.639 2. 682 1.963 5.496 1.417 3.241 3.937 3.936 2.571 5. 981 2.398 1.962 9.167 3. 845 3. 244 2.779 2.256 2.433 2. 456 2. 598 3.353 4. 122 1.445 3.361 3.333 1.725 2.233 2.521 3.721 3.442 2.354 4.013 2.899 2. 486 1 2 4 . 117 . 053 .146 («) .046 . 1231 152 - ni 1 so. 022 .023 (a) .051 .005 "".662 5 .004 .071 .044 6 . 0811 . 567 .1011 . 570 ! .012 .0231 1.542 .111 1.124 .0741 . 382 .2371 .412 .103 .486 7 8 9 . 207 .300 .219 .185 ,144 .149 .167 .135 .212 .055 .081 .100 . 163 .258 .164 .061 .111 .093 .171 .080 .199 .104 .109 .071 .056 .058 .071 .072 .050 .085 .042 .069 .146 "'.'i43 .058 .276 .064 .113 .070 .069 .062 .068 .156 .036 .059 .045 .063 .062 .069 .053 .494 .085 . 088 .068 . 1 37 i .084 .103 .003 .426 .274 .130 .198 .273 .277 1.109 .286 .181 .183 .005 .337 .169 .186 .003 .005 (a) .023 .011 .014 .008 .008 10 11 .124 19 18 . 614 .002 .005 14 .006 .025 15 .083 ""."ooi .039 .965 1.986 .942 .511 .864 («) .009 .017 16 .152 .074 .017 .047 .072 .065 .070 .056 .072 .012 .029 .112 .148 .031 .061 .002 .012 .071 .059 .041 .090 .050 .063 "."075 .035 .040 .028 .310 .289 .088 . 313 .048 .110 -;io5 .097 .183 .104 .263 .451 .186 .211 .130 .382 .377 .113 .204 .694 .163 .163 .235 .364 .039 .559 .041 .049 .447 .304 .117 .317 .199 .191 .119 .068 .304 .334 .076 .163 .239 .039 .227 .283 .052 .009 .030 . 368 .042 .095 17 .034 .041 .009 .011 .073 .042 .001 .007 .001 18 19 .017 .005 .004 .004 .015 .015 .021 .017 .033 20 .0741 .230 .034 .585 . 035 . 691 . 194| . 952 . 005l . 197 .080 ! .817 077 706 21 .001 22 23 .062 .005 24 ?5 .169 .575 .294 .098 .263 SO. 006 .061 .001 .002 .051 .037 .024 26 .271 (») .009 27 .037 .036 .160 .015 095 .812 .831 .721 .421 .486 •>8 .048 .004 .001 .012 ?9 30 (a) 31 32 . 092j . 718 . 019| . 467 . 007i . 662 . 024! . 139 1 1.142 j .176 . 101 ! . 528 . 001 - 741 .159 .062 33 .150 .003 .006 34 35 .003 .055 36 .051 .106 .001 .029 .015 .048 .031 .007 .017 .036 .034 37 38 .284 .420 .180 .129 .009 .024 .041 .006 .006 39 40 .128 .017 "."626 .068 .163 .209 .004 .064 .081 .144 .041 .083 .148 .151 .161 .102 .004 .064 .108 .138 .047 .028 .138 .135 .003 .740 1.131 .859 .298 .541 3. 028 .948 1.044 .486 .289 .414 .518 .654 .399 .857 .079 .528 .662 .187 .389 .166 .384 .348 .593 .649 .195 .258 41 42 .672 .195 .128 .274 .351 .246 .197 .209 .288 .245 .219 .006 .016 .054 .014 .074 .054 43 .077 .001 44 45 1.100 .072 46 47 .009 (a) .035 48 .005 .011 .005 49 50 .001 51 52 53 .032 54 .323 .121 55 .027 56 .483 .153 .039 (a) .059 .005 .057 .138 .029 .003 .002 .001 57 .025 58 59 .121 .176 .358 .859 .322 .247 60 61 .001 .005 .003 .027 .070 .099 (a) .008 .006 62 63 .008 .005 .038 .066 .038 .006 64 65 66 67 & School statistics for eleven months. 38 STATISTICS RELATING TO PUBLIC SCHOOLS. Table H. — Amount expended by each of the municipal departments in the 100 90 91 92 93 94 95 96 97 98 99 100 Citv. Charleston, S. C Savannah, Ga. a Salt Lake City, Utah San Antonio, Tex . . . Duluth, Minn Erie, Pa Elizabeth, N. J Wilkes-Barre, Pa Kansas City, Kans . . Harrisburg, Pa Portland, Me. c Yonkers, N. Y Norfolk, Va Waterbury, Conn — Hoi yoke, Mass Fort Wayne, Ind Youngstown, Ohio . . Houston, Tex Covington, Ky Akron, Ohio Dallas, Tex Saginaw, Mich Lancaster, Pa Lincoln, Nebr Brockton, Mass Binghamton, N. Y._ Augusta, Ga Pawtucket, R. I Altoona, Pa Wheeling, W. Va Mobile, Ala Birmingham, Ala. a Little Rock, Ark a School statistics from Report Bureau Education 1902. kLess than one mill. STATISTICS RELATING TO PUBLIC SCHOOLS; 39 largest cities of the United States for every dollar expended for schools — Continued. fee a '3 a> 2 'Z. •6 a a X "5 £ a *-* C» co' ,H u O > o B u » ■8 o o 3 u 0) o J2 o a OS .$? 6 o CD t> Eh OS ■d 03 ■S o o R a) bo 2 '£- .a -d c a a> 'fi a> fa a) M .cu $5

O So s ° p> tf.5 3 ■-3 "3 o» 11 13 13 14 15 16 17 18 19 30 31 33 33 34 35 SO. 193 .118 .055 .162 .016 .039 SO. 019 .008 .094 .045 .031 $0. 215 .317 .076 .664 .164 .090 .212 .265 .138 .229 .340 .117 .736 .084 .080 .080 .064 .468 .298 80.305 .325 .038 .129 .056 .003 .027 .151 .088 .087 .064 .008 .145 $2. 011 1.222 .636 SO. 040 .039 SO. 712 .540 .332 .670 .508 .324 .434 .279 .792 .313 1.096 .394 3. 158 .031 .990 .325 .308 1.057 .826 .320 .533 .301 .238 .301 .580 .492 1.058 .564 .499 .456 .730 1.079 .262 S6. 840 4.805 1.985 2.868 3.161 2.212 2.746 1.581 3.717 1.843 3.974 3.005 13. 351 1.353 3.017 2.256 1.862 4.481 4.072 1.264 4.032 1.943 1.803 1.972 3.510 1.833 4.588 3.925 2.101 3. 641 5. 067 6.089 1.603 68 SO. 219 .141 SO. 004 SO. 042 .034 69 70 71 1.170 .279 1.008 .169 1.219 .365 .589 .782 4.226 .341 .473 .209 . 227 1.207 .935 .128 1.172 .397 .277 .745 .652 .12] 1.065 1.310 .426 .278 .810 2. 018 .071 .150 .455 SO. 145 SO. 096 .004 .003 7? .005 73 74 .014 .002 75 .iis .021 .136 .081 .607 .054 .042 .094 .139 .035 .019 ".'046 .001 .069 ( 6 ) .066 .009 .057 7fi .183 77 .174 SO. 001 .011 78 .263 1.080 .097 .141 .177 .003 79 .008 .143 80 81 .008 .014 .002 8? .002 83 84 .001 .265 .001 85 .093 .031 .114 .061 .064 .027 .049 .067 .018 .106 .055 .102 .107 .033 .031 "".071 .004 .022 .064 .438 86 .011 87 .241 .181 .160 .057 .568 .128 .060 .180 .147 .011 .576 .500 .154 .018 .002 .070 .004 .056 .053 .026 .091 .279 .354 88 .178 .290 .204 .115 .186 .341 .444 .237 .541 .501 .003 .040 .033 89 90 .009 .023 .020 91 92 .007 .021 .001 .006 93 .009 .022 .082 .081 .051 94 95 96 .846 SO. 241 .014 .085 .035 .014 97 .026 .019 98 ".'ii3 99 100 c Data are for nine months only. 40 STATISTICS RELATING TO PUBLIC SCHOOLS. The table following is for the school year 1902-3, and is compiled from the report of the United States Commissioner of Education for 1903. The numbered columns and footnotes will be found in the report as follows: Column 1, pages 2158 and 2459; column 2, page 1394; column 3, pages 2437-2443, inclusively; columns 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, pages 1446-1467, inclusive. The cities considered are those given in the above-mentioned report on pages 2460 and 2461. The true value of real and personal property, based on assessment for taxation (given in column 2 of this table), is not the legal basis, but that allowed % custom, and is based on Table XIX, Bulletin No. 42 of the Department of Labor, issued September, 1902. (See page 1394, Report Bureau of Education for 1903, and above-mentioned Table XIX.) SUMMARY OF FACTS SHOWN IN TABLE I. (1) A maximum amount of school tax permitted by law. In some cases there is a definite apportionment for various purposes; in nearly all cases there is a recogni- tion of the principle of definite provision for school expenses. (2) The existence of school funds, and in some cases there are State apportion- ments in addition to State taxation. The raising of money by county and other taxes in addition to city and State. (See column 6.) The raising of money by other means. (See column 7.) The existence (in some cases) of a fund in addition to the above-mentioned sources, derived from bond issues, loans, etc. (See column 9 and footnote.) (3) An amount available for use during the year, in nearly every case largely in excess of money received from all current sources. (4) Amounts exjaended for current expenses, in nearly every case in excess of cur- rent receipts. (See columns 8 and 14. ) (5) Washington is ninth in each of the main items of expense. [Table I shows that Washington is thirty-fifth of these cities in the highest and in the lowest paid high school salaries.] 42 STATISTICS RELATING TO PUBLIC SCHOOLS. Table I. Cities. New York, N. Y Chicago, 111 Philadelphia, Pa St. Louis, Mo Boston, Mass Baltimore, Md Cleveland, Ohio Buffalo, N. Y San Francisco. Cal . Cincinnati, Ohio . . . Detroit, Mich Milwaukee, Wis Washington, D. C .. Newark, N.J Minneapolis, Minn . Providence, P. I Indianapolis, Ind. . . Kansas Citv, Mo St, Paul, Minn Kochester, N. Y Denver, Colo Toledo, Ohio Allegheny, Pa Columbus, Ohio 1 ... Worcester, Mass Syracuse, N. Y New Haven, Conn . Paterson, N. J St. Joseph, Mo Omaha, Nebr Los Angeles, Cal . . . Lowell, Mass Albany, N. Y Cambridge, Mass . . . Portland, Oreg Atlanta, Ga Grand Rapids, Mich Dayton, Ohio Reading, Pa Camden, N. J Lawrence, Mass New Bedford, Mass. Somerville Mass Popula- tion, 1900. 3, 437, 202 1,698,575 1, 293, 697 575, 238 560, 892 508, 957 381, 768 352, 387 342, 782 325, 902 285, 704 285, 315 278, 718 246, 070 202, 718 175, 597 169, 164 163, 752 163, 065 162, 608 133, 859 131, 822 129, 896 125, 560 118, 421 108, 374 108, 027 105, 171 102, 979 102, 555 102, 479 94, 969 94, 151 91, 886 90, 145 89, 872 87, 565 85, 333 78, 961 78, 935 62, 559 62, 442 61, 643 True value of real and per- sonal property based on assess ment for taxation. $5, 175, 1,872, 1. 151, 592, 1. 152, 614, 392, 242, 688, 357, 353, 275, 254, 158, 170, 192, 193, 199, 143, 145, 134, 106, 108, 131, 114, 87, 99, 68, 50, 90, 146, 71, 69, 96, 144, 79, 59, 69, 43, 28, 50, 64, 53, 590, 127 902, 200 283, 170 193, 556 505, 834 612. 859 907,290 349, 138 499, 988 751, 033 212, 142 374, 811 408. 333 585, 635 354, 175 801. 860 777, 425 442, 100 928, 880 561, 215 364, 115 767, 350 004,305 028, 800 278, 135 104, 103 502, 618 098, 589 693, 480 935, 465 755, 860 674, 588 469, 238 216, 875 535, 123 085, 266 956, 729 791,230 942, 981 654, 210 818,446 511,991 924, 200 :: Maximum amount of school tax permitted by law, given in mills. (a) ( & ) P6.00 2 3.40 4.00fl 9.80 5.00 r 3. 75 ( c ) 4.00 5.60 •s 6. 00 2.50 (D) 1.10 7.7 3.0 7.0 (B) (B) 3.0 (A) 10.00 3.5 2.0 (E) (A) 11.25 (F) (B) 9.0 4.0 (E) (G) Receipts from all sources. From State apportion- ment of taxes. 1342, 046 193, 099 281, 938 165, 040 147, 865 777, 106 177, 827 224, 073 229, S90 i 812, 798 420, 563 120,314 31, 391 162, 403 105, 475 5,408 77, 288 56, 426 97,650 52, 707 From city appropria- tions or taxes. $7, 196, 556 1, 612, 237 d 1,423, 122 1, 922, 463 1, 358, 366 405, 338 / 741, 046 998, 873 355, 000 812, 797 557, 500 f 770, 498 646, 283 640, 173 From county and other taxes $319, 624 59, 305 132, 507 43, 290 41.612 252, 181 578, 680 645, 775 707, 031 (433, 215) 516,208 |... 431,733 ... '■590,920 ... 382,197 ... 438, 249 185, 000 31,465 12, 782 753, 711 1 363, 211 37, 276 33, 901 25, 551 72, 176 39. 914 70, 045 86, 706 234, 423 108, 946 342, 922 274, 464 430, 604 122, 574 158, 735 238, 740 360, 475 192, 639 195, 494 239, 839 237, 500 356, 327 201, 454 178, 753 195, 439 Statistics 1901-2. A. No limit. B. No definite limit. C. No limit by law. D. Twenty-five dollars per registered pupil. E. Not fixed. Reasonable expenditures. F. No specific tax. G. No law. (In 1901; 1903, 1905). a Includes balances brought forward, receipts from loans, etc. b Appropriated by council. c Includes merchants and manufacturers' tax and State school fund. d Includes 1361,384 appropriated for sites and buildings which are not under the control of the school board. e Includes regents apportionment. / Levied by school board. Includes primary school fund. h Receipts from loans and bond sales not handled by school board. STATISTICS RELATING TO PUBLIC SCHOOLS. 43 Table I. Receipts from all sources. s From all other sources. $603, 175 141,185 4,801 112, 763 1,589 65. 661 31 , 314 16, 566 11,442 5, 366 15, OSS 10, 857 48,533 27, 592 8, 656 26,813 10. 142 11,146 6,178 3, 898 2, 836 17,508 4,343 266, 333 3, 511 51,019 12, 012 85, 786 3,453 754 2, 869 7, 205 820,421,389 8,141,777 & 4, 950, 232 2, 266, 145 4,313,858 1, 709, 861 2, 200, 266 1,507,S20 1.248,135 950, 187 1, 239, 512 821 , 944 1,625,595 983,429 905, 897 719,996 863, 891 886, 778 584, 088 731, 719 1,097,055 499, 783 625,004 490, 618 594, 818 444, 338 438, 249 335,015 249. 087 542, 369 543. 391 342, 922 311, 741 481,623 363, 926 184,286 396, 702 403, 842 263, 348 285, 069 239, 839 244, 705 356, 327 9« 10 t™^,,„t Permanent •i^i- 'investments & Z during' Una lasting U t heye r a? S ^^^- $42, 271, 12, 095, 5, 608, <-2,535, 4,313, 1, 709, 4, 039, el, 992, 1, 392, 1 , 058, g 1,341, h 1,162, 1, 625, 1,111, 1,132, 853, A' 1,202, 1, 389, 584. 1, 109, 1,241, 571, 981, 814, 599, 761, 468, 339, 361, n S35, 743, 342, 505, 599, 384, 1S4, 511, 744, 385, 295, 239, 356, 327 $6, 037, 425 2,039,952 776, 727 687, 382 1,311,859 cc 405, 860 631, 499 445, 929 119, 924 53, 621 148, 322 (del) 357, 808 20, 618 91, 186 40, 113 92, 776 81,748 21,234 277, 470 280, 018 67, 340 158, 814 103, 160 4,128 76, 634 23, 846 6,198 56, 017 22, 259 6,333 1, 475 35, 662 41,320 2, 625 35, 498 92, 337 18, 448 10,386 46, 430 60, 001 58, 501 Expenditures for all purposes. 13 12 Teaching iCurrentand and incidental supervision, expenses. $14, 549, 973 5, 036, 775 2,601,999 1,192,292 2, 426, 851 1,032,216 1,200,036 884, 238 1, 010, 379 803, 774 738, 970 681, 265 954,888 695, 768 650, 449 490, 468 490, 078 457, 817 307, 611 409, 338 581,424 311,965 295, 152 342,374 416, 494 322, 489 295, 909 231, 184 145, 734 299, 994 463, 640 218, 870 224, 530 341,837 238, 449 9-9163,890 264, 116 267, 528 150, 644 177,036 150, 487 155, 207 228, 081 $5, 214, 129 1, 520, 406 2,156,411 390, 163 478, 091 262, 989 577, 738 341, 615 252, 654 159, 078 250, 496 129, 030 298, 619 250, 611 195, 285 252, 607 206, 566 '287,641 95, 206 116,814 305, 592 108, 598 172, 346 122, 153 149, 638 103, 653 111, 151 75, 480 80, 557 153, 070 116, 988 104, 010 82, 422 107, 810 67, 531 17, 771 119, 378 96. 613 55, 120 95, 551 42, 922 68, 142 62, 869 Evening schools. $431, 029 (&&) 51, 082 14, 070 97, 027 8,996 7,931 11,141 (66) 6, 759 5,509 6,494 40, 289 34, 570 1,350 11,908 359 eel, 556 27, 561 1,335 5, 897 7,879 373 2, 022 1,243 19, 853 2,937 8,608 "(&&)"" 340 *874' 3,403 (bb) 7,503 6, 876 U Total. =26, 232 8,597 5, 586 2,283 4, 313 1,709 2,417 1,682 1,382 1,023 1, 143 810 1,617 1,007 936 817 796 827 424 815, 1,167 488 627 567 597 504 436 320 282 477 588 342 311 //494 347 184 419 456 225 286 239 290 356 556 133 219 907 858 861 304 923 957 232 297 295 809 286 920 75S 700 206 051 530 034 262 86S 687 821 111 803 741 681 345 204 733 364 934 300 286 332 478 086 376 839 853 327 i From federal treasurer. A- Includes common school fund. I General fund. m Includes contingent tax levy and State fund. « Includes license fees. "Special taxation. p Local tax. 1 Four-tenth* for buildings: 0.25 for repairs. r Twenty-five hundredths for repairs. [School Board Report for 1904 gives: Local, 3.5: State, 0.' county, 0.7; total, 4.9.] a Six without people's consent; 10 with consent. 66 Included in other items of expenditures. ec Includes $361,384 expended for sites and buildings. (See d. ) fteNot handled by school board; city council erects buildings. >•'■ Salaries only. \ // Includes $1 ,017 for vacation schools. gg Includes salaries of clerks and janitors. o 021 520 012 LIBRARY OF CONGRESS 021 520 012 7