^ ({Q2^ N^(p Hollinger Corp. pH 8.5 L(h 2fO% ai The TEACHER'S Handbook A GUIDE TO TEACHERS FOR USE IN THE SCHOOLS OF NEW YORK CITY ^ LIBRARY OF CONGRESS MAY 181922 OOCUMENTS D'.v:>''^- Notice of Omission from the Teacher's Handbook. The copy of the official rating blank and the copy of the individual teacher's report have been omitted from the first edition of the Teacher's Handbook, .because printing difficulties would have caused delay and prevented the distribution of the books together with the distribution of the blank forms to the schools for use for the term ending January 31, 1922. Uep'^ THE TEACHER'S HANDBOOK A Guide for Use in the Schools of the City of New York Adopikd by the Board of Supesintendents September 20, 1921 Department of Education The City of New York Park Avenue and Fifty-Ninth Street 1921 BOARD OF EDUCATIOI^ Anning S. Prall, President Harry B. Chambers George J. Ryan John A. Ferguson Arthur S. Somers Mrs. Emma L. Murray M. Samuel Stern SUPERINTENDENT OF SCHOOLS William L. Ettinger BOARD OF SUPERINTENDENTS Andrew W. Edson William McAndrew Clarence E. Melenev William T. O'Shea' Edward B. Shallow Edgar Dubs Shimer Gustave Straubenmijller John H. Walsh HANDBOOK COMMITTEE Associate Superintendent William J. O'Shea, Chairmar District Superintendent John P. Conroy Principal Jessie B. Colburn Principal Olive M. Jones Principal Jacob Theobald » JHE TEACHER'S HANDBOOK New York City Contents Suggestions to teachers Copy of rating blank Copy of rating report for individual teacher Excerpts from Board of Education by-laws and Superintendents' rulings Excerpts from Retirement Law Blank pages for school or personal notes PART I FOREWORD This handbook is the outgrowth of a desire for a better understanding between the teaching and the supervising staff of the largest city public school system in the world. The individual district superintendent in New York City now ministers to the educational needs of a community twice as large as the city of Albany, a number which approximates the total school enrollment of cities having a population of twenty-five thousand. Numbering as we do an army of 25,000 teachers, charged with the education of a host of 900,000 pupils, it is not surprising that there is ever present the danger that the individual will be lost in the multitude. A short score years have witnessed the growth of our educational system to twice its former size without a relative increase in supervising officers. It has become increasingly difficult to bring about that intimate first-hand contact be- tween teacher and supervisor, which is so nec- essary to a high morale. As there is every pros- pect that the numbers will continue to increase, it would seem tim^ely to strengthen by the printed page that closer relationship which the pressure of numbers is making more difficult to maintain. To the young teachei", entering upon the threshold of his profession, the complex school machinery of the large city must be bewildering. It is the common testimony of those who join our ranks, after having taught in other comm.unities, that they pass through a rather extended, uncom- fortable period of adjustment before our daily routine is fully comprehended. Even our ex- perienced teachers are at times at a loss to know what is officially required of them. The very by-laws, rules, and regulations of the Board of Education that bear upon their v\^ork have but a hazy existence in their minds. Therefore, from the standpoint of sound man- agemient, which seeks to prevent rather than to punish violations, it would seem v/ise to state definitely, and in form readily available to the teachers themselves, those by-laws, rules, and regulations which define the teachers' duties, responsibilities, and opportunities. A concise forniulation of the aims and pur- poses that should control in the day's v/ork v/ill tend to unify, to harmonize, and to make more efifective the efforts of teachers and principals. The teachers, v/ho are required to meet a satis- factory standard of performance, as well as the supervising officers, on v/hom rests the respon- sibility of passing upon the quality of the teach- ers' services, need to have before them the com- mon basis upon which such a standard rests. We have faith in the soundness and in the high idealism of our present educational procedure. The true worth of any school system is deter- mined largely by the quality of the service ren- dered by the class teachers. If they are imbued vvath the same aims and purposes that should actuate their leaders, accomplishment will be but little short of the aims themselves. This booklet, it is hoped, will, in its spirit of helpfulness, strengthen the bonds between the teacher and the supervisor. Its purpose is to make the necessary evaluation of service not merely a routine matter but, rather, a method of insuring the professional growth of teachers and the improvement of teaching. CHAPTER I IMPORTANT CONSIDERATIONS IN RE- PORTING ON THE SERVICE OF TEACHERS For some years past, there have been repeated requests for a revision of the system of rating teachers by literal symbols: A, B plus, and B, representing degrees of satisfactory service; C and D, indicating unsatisfactory service. At the same time, teachers and principals have long be- lieved that excellent classroom work should re- ceive greater credit for higher licenses than here- tofore. The absence of a uniform standard for de- termining different degrees of service, and the many varying personal factors involved, have made it difficult to secure from principals a uni- form judgment as between teachers of the same school and between teachers of different schools. It has been equally difficult for the Board of Examiners to interpret the literal symbols with reasonable accuracy. 8 In the haze o£ general indefiniteness as to the exact meaning of the symbols employed, there has arisen no little confusion, followed by an in- sistent request for the clarification and simplifi- cation of all ratings and reports. The practice as regards the appraisal of teach- ers' services shows great diversity throughout the larger cities of the Unites States. Between those who would measure v/ith a micrometer the various qualitative and quantitative elements that enter into the teacher's work and those who would put the ban on all measurements, even the crudest, there is a wide range of opinion. Measurements need, however, be no more ac- curate than is necessary to meet the purpose for which they are made. It v/ill be agreed that, as a business proposition, the citizens of New York are entitled to an accounting from time to time as to the work done by the teachers. Particu- larly is this true where salary increments are given from year to year. To meet this funda- mental obligation, it is sufficient, we believe, to characterize service as either satisfactory or un- satisfactory. In place of the five literal ratings, — ^A, B plus, B, C, and D, representing various degrees of ser- vice, — we need but the two general characteriza- tions, — satisfactory and unsatisfactory, — under v/hich the former literal ratings were subsumed. At the same time, teacher and supervisor should be thoroughly and definitely acquainted with the more important elements that enter into the teacher's work. This definite formulation is given on page 57 under the five captions : Professional Attitude, Instruction, Discipline, Personal At- tributes, and Routine. If, however, the record of the very successful teacher contained nothing beyond the bare state- rnent of satisfactory service, there would not be sufficient basis for determining credit for ex- cellent class work. It becomes necessary, then, to record those respects in which the work of teachers is particularly commendable, so that not- able achievements may be considered as having a bearing on promotion. Moreover, the teacher is entitled to the protection that records of excellent service afford. Therefore, specific provision is made for reporting exceptional work in the ele- ments outlined on page 57. In like manner, when work is reported as un- satisfactory, the specific respects in which weak- nesses have been shown must be definitely stated in substantiation of the report and in justice to the teacher concerned. On the rating blank, "Exceptional Service'* is to be noted in column 5, and ''Specific Weakness" in column 6. See inserts following page 57. Column 5 should be reserved for stating those subjects or qualities or attributes in which men and women who stand out above their fellows excel. Such mention should be given only to teachers who show pronounced ability, marked aptitude in specific departments of v/ork, or special devotion along certain lines of service, so that when promotional opportunity occurs and in- quiry is made for persons particularly fitted for the positions to be filled, recourse may be had to column 5, 10 The rating "S*^ (satisfactory), unaccompanied by entries in columns 5 and 6, would indicate that, in the principal's judgment, the person rated is an acceptable teacher, faithful in the performance of duty, but not pre-eminent for expert know- ledge and practice, and also without marked de- ficiencies. A "U" rating must be explained in column 6. The reasons given for the unsatisfactory rating must be such as can be justified by the rating of- ficer. Detailed explanation may be made on the reverse side of the blank. Minor weaknesses (which should be called to the attention of the teacher during the term), al- though they are not serious enough to warrant a ''U" rating, should be entered in the space pro- vided under ''Comment" on the teacher's indi- vidual blank. This should also be done when the service is of so good a quality that the principal desires to recognize It, although it is not of suffi- cient pre-eminence to justify noting in column 5. The face of the teacher's individual blank must contain an exact copy of the record as entered on the official rating blank. In recording teachers' service under this plan, only the large essentials of good teaching have been listed. No claim is made that this list is exhaustive or that other captions might not be added. Professional Attitude, Instruction, and Dis-. cipline should be considered majors in determin- ing the general rating. The sub-headings v/ill serve as a guide to principals for indicating to teachers specific weakness or special excellence. U In order to define the terms used, a brief ex- planation of each of the captions is offered. Be- cause of their brevity, these explanations can be suggestive only. The teacher may amplify them by referring to some of the many excellent pro- fessional works in print. PART II SUGGESTIONS TO TEACHERS CHAPTER I PROFESSIONAL ATTITUDE A. Regularity of Attendance and Punctuality Long absence caused by serious illness begets only sympathy and helpfulness from both super- visors and fellow teachers, and provision can be made to meet this condition. However, fre- quently recurring, casual absences of a day or two demoralize classes and tend to disorganize the school. When several teachers are absent on the same day for relatively trivial causes, — slight indisposition, personal business, etc., — and sub- stitutes are not available, other teachers must bear a double burden, or the children must be sent home. .The teacher who shirks the responsi- bility for his class in this fashion shows a form of selfishness that indicates a failure to compre- hend the importance of his work. Lack of punctuality is a serious fault in any teacher. If he is not in his room, ready for the 12 day's work, before the children reach it, he in- vites disorder and thus mukipUes his own dis- ciplinary difficulties. In addition, he places an extra burden on the teacher who must oversee two rooms, and he puts the principal, who is re- sponsible for the safety of the pupils, in a serious predicament if anything in the nature of an ac- cident occurs. Lack of punctuality is particu- larly serious when the tardy teacher is scheduled for duty in the playground, v/here large numbers of children sometimes congregate before going to the rooms and where, consequently, responsi- bility for their safety is especially heavy. Be- sides setting a very bad example to the children, the teacher who frec^uently arrives after the ap- pointed time is guilty of selfish lack of considera- tion for others. It is the duty of a teacher to take intelligent care of the body. His physical condition should be such that he can attend to his duties regularly and promptly, except in cases of serious illness. Many slight indispositions are avoidable if proper attention is paid to food, rest, recreation, and bodily functioning. B. Co-operation Where there is true co-operation between teacher and supervisor, and among fellow teachers, and where each individual is interested in the welfare of the school as a whole, there de- velops a spirit which carries the school to suc- cess. Such a spirit carries over to the pupils, and the work of the teachers is proportionately 13 lightened. Co-operative work is necessary, if the school is to be a real federation, not a mere aggregation of class units. Successful co-oper- ation depends largely upon the attitude of the class teachers. Teachers should feel that responsibility is not bounded by classroom walls. If a room or the yard or a staircase is found unguarded, it should be looked after until the office can be notified and the teacher relieved. If a teacher new to the grade needs help, it should be a pleasure to offer it. If members of the class belong to school clubs, the teacher should see that they reach the meetings promptly. The co-operative spirit is shown in prompt attention to recess and dismissal bells, in regular and punctual attendance on school conferences, in filing reports on time, in cheerful response to occasional calls for help from the office, in will- ingness to assist in the conduct of the general activities of the school, in carrying out instruc- tions in spirit as well as in letter. Teachers of departmental classes owe it to their pupils to co-operate closely with their supervisors and with one another, especially in the matter of lesson assignments. Otherwise, home work is apt to pile up on certain days, and either children are seriously overburdened or some of the work is neglected. To sum up, the teacher who looks on the school as "my school," and works in a true spirit of interest and co-operation, becomes deservedly a valuable and highly appreciated member of the organization. 14 C. Social Service The public school of today is not only an edu- cational institution, but it is also a social unit, a community center. A city of the size of New York, with its heterogeneous mass of people, must look to its public schools for the solution of many of its most pressing problems. If we are to train citizens, if we are to instil Ameri- can ideals into our population, we must reach into the homes of our pupils. In fairness to themselves as well as in justice to the children, teachers must accept the social side of their problems. The hungry child, the child who has not had sufficient sleep, the child physically handicapped, the boy or girl whose after-school time is spent with evil companions, or who is overburdened with work at home, is in no condition to respond to the teacher's efforts. These children deserve sympathy and help, not censure, but unless the home conditions are known, it is possible that sympathetic help will not be given. Therefore, it is necessary that teachers know the school neighborhood and get acquainted with the parents in order to secure their co-operation in keeping children in fit con- dition to be taught. D. Volunteer Activities The school of to-day seeks to center the work of the classroom around the life of the child, not merely by means of the curriculum, but also through the after-school activities that may be but indirectly related to the course of study. 15 The voluntary participation of teacHers m tne management of school banks, athletic clubs, scouting, orchestras, glee clubs, literary soci- eties, debating clubs, and the many other organi- zations with which our schools happily abound, is evidence of the finer professional aspect of our work. Often, as in nature clubs, when the club life is intimately related to the requirements of a syllabus, the teacher receives an immediate return in terms of added interest and knowledge. At all times, the more informal contact of teacher and pupil made possible by these extra activities gives the teacher an insight into the life of children which the more conventional at- mosphere of the classroom is not apt to disclose. Then, too, pupils privileged to take part in these organizations frequently show a changed point of view and an added interest in the more formal subject matter of the curriculum that no amount of external pressure can secure. It is vital that the teacher give such service voluntarily, for conditions are not equally favorable in all com- munities, and circumstances at times prevent the participation of some teachers. The teacher who gives freely of his time and talent in behalf of his pupils after school hours secures an instinc- tive response from them that is much more effec- tive in improving class control than is detention for disciplinary purposes. E. Physical Welfare of the Child The health of a nation is no less important than its mental development. Enlightened com- munities recognize this by making provision for departments of health and by enacting laws to safeguard the health of workers. Our schools, too, have been assuming increased responsibility in this respect. Our curricula specifically pro- vide for physical training, play periods, and the teaching of hygiene. The school physician and the school nurse reinforce this work^ and the function of the teacher has begun to include somewhat of the diagnostic power of the former in discovering symptoms of the more common children's diseases, and somewhat of the sym- pathetic tenderness of the latter in securing remedial treatment. Mental alertness and concentrated attention are largely dependent upon the proper function- ing of the body, particularly of the nervous and digestive systems. The child that comes to school with an abscessed tooth or an earache is not in a teachable mood, and is very apt to be- come a disciplinary problem before the end of the school day. Faithful regularity in carrying out the routine of the morning inspection is for this reason a very important duty. In the lower grades, where children are most susceptible to the so-called children's diseases, thorough in- spection is frequently a protection both to the teacher and to the classmates of an ailing child, as well as an immediate benefit to the child af- fected. Kindly urging by the teacher will, at times, induce a boy to wear glasses when nurse and mother have given up in despair. The teacher is a powerful influence in persuading un- willing children, and sometimes reluctant or 17 careless parents, to carry out the advice of the school physician or nurse. This is particularly true where children have been recommended for admission to ungraded classes, sight conserva- tion classes, open air classes, and the like. Proper seating of children, as required by the conditions disclosed in sight and hearing tests ; due regard for physical comfort; good posture, without rigidity or stiffness ; adjustment of shades and ventilation, — these come at all times within the province of the teacher, who should sedulously cultivate the habit of helpful co-oper- ation with the school physician and the nurse in the interest of the physical welfare of the chil- dren. F. Loyalty Teachers who accept appointment in our pub- lic schools are inevitably obligated to be loyal to the state and country. Our public school sys- tem is the creation of our republican form of government. It is the legitimate meansJ of fos- tering and perpetuating the very spirit of our representative constitutional government. It is financed and regulated by the state. Therefore, the state has an undeniable right to demand, not merely that teachers have a knowledge of Amer- ican ideals, but that, by word and act, they give unmistakable evidence of devotion to those ideals. In a narrower sense, the best interests of the schools demand that teachers be loyal to their profession. No large enterprise in which thou- sands are engaged in a common service can hope 18 to succeed, unless there is ever present a spirit of mutual loyalty between those who formulate and direct policies and those who carry them out. So, too, success in our school system is de- pendent upon the spirit of loyalty existing be- tween the teaching staff and those who are charged with carrying out the ideals as formu- lated by a representative Board of Education and a Board of Superintendents. A lofty conception of loyalty does not prohibit constructive criti- cism given in a spirit of helpfulness through recognized channels. It does not imply subserv- ience to this or that individual, but it does imply such loyalty to the properly constituted author- ity that the most effective teamwork may be done. G. Self-Improvement The professional standing of teachers in a community depends very largely upon the suc- cessful efforts that teachers as a class make to- ward self-improvement. The teacher fresh from training school in- variably finds that the fuller significance of a subject is grasped only when he begins to teach it. During the probationary period, efforts at self-improvement may well be directed toward a more nearly complete mastery of subject mat- ter and of the technique of teaching. While courses leading to advancement or to higher degrees are to be encouraged at all times, never- theless, in the formative period of the teacher's experience, it must be realized that carefully se- 19 lected and thoughtful collateral reading along the line of classroom work should receive spe- cial attention. Once the classroom procedure in discipline and in instruction is firmly established, it re- mains for the teacher on permanent license to keep abreast of the times. Intelligent efforts at self-improvement prevent the teacher from fall- ing a prey to the deadening influence of "the daily grind" with its narrowing drudgery — an influence otherwise likely to result from con- stant contact with immature minds. While the curriculum is for the most part static, there is occasional call for addition, elimination, and modification. The accepted practice of to-day is very likely to be questioned to-morrow and to be declared obsolete the day after. Post-gradu- ate courses are a decided aid in insuring a pro- gressive attitude of mind and professional growth. Nor need all such courses have a di- rect bearing on the subject matter of the cur- riculum. Purely cultural studies in art, in sci- ence, and in literature are of value in that they enrich the mind of the teacher and not infre- quently bring to the classroom a renewed enthu- siasm. CHAPTER II INSTRUCTION A. Use of English The habitual use of clearly enunciated, well- chosen English is a vitally important factor in 20 the professional equipment of the teacher. The greater part of language training is indirect, and no small part comes through imitation; therefore, if the class work is to be successful, the teacher's English must serve as a model. If the teacher's speech is careless in pronunciation, enunciation, and inflection, if he is guilty of solecisms, if he uses slang, if he shows little knowledge of the shades of meaning in the choice of words, his influence will be harmful. Good speech should be almost instinctive. If it is not, the teacher owes it to himself, no less than to his pupils, to be constantly on the alert and to strive without ceasing toward a fine ideal. B. Knowledge of Subject Matter If teaching is to be effective, certain require- ments must be met. a. The teacher's knowledge of the subject must not be bounded by the covers of the class text book. In content and style, school texts are necessarily fitted to immature minds. The teacher's outlook should be broader. He should know his subject through collateral reading, and he should know it thoroughly. b. Teachers must recognize that the world moves. The alphabet, the multiplication table, are the same to-day as they were a hundred years ago ; but this is true of only a very small part of the body of knowledge. Constant read- ing is necessary if we are to keep abreast of the times along either professional or cultural lines. 21 C. Skill in TeacMne is The skillful teacher recognizes the difference between the science of teaching and the art of teaching. No amount of theoretical knowledge of the principles and facts which make up the science of teaching will alone produce a good teacher. With this knowledge must necessarily go the ability so to apply it in the art of teach- ing that the pupils not only master the subject matter presented but also form correct habits of thinking. Such skill may be analyzed into many ele- ments. Only the most essential elements are given here. 1. Preparation Preparation may be of many types. It varies with the lesson for which it is being made. An important feature of the preparation for the day's work is a daily plan, which need not, however, be elaborated to a burdensome extent. Such a plan serves as a guide throughout the day, keeping the work clear, definite, and con- crete. It holds the many subjects within bounds, so that one subject is not permitted to encroach unfairly upon the time allotted to an- other. It also serves the visiting supervisor as evidence of adequate preparation, and enables him to judge fairly as to the adaptation of the lesson to the end in view. IntelHgent preparation calls for careful analy- sis of the topic to be taught, so as to insure proper sequence in presenting the various parts 22 of the topic. For instance, teaching multiplica- tion involves a distinct progress, step by step, and unless these steps are presented in correct order, the pupil does not gain a clear concept of the process. A large part of the teacher's preparation cen- ters in the collection of objective, illustrative material, suited to the various subjects of the curriculum. The blackboard, if skilfully used, is a power- ful ally. Graphic presentation, to be effective, must be well planned. Two or three illustrations may serve to sug- gest the different kinds of preparation for dif- ferent lessons: (a) Reading: The teacher should be so fam- iliar with the lesson that he does not have to fol- low the book slavishly. He should know the words and phrases that need explanation. He should be ready to divide the selections into thought-wholes, so that each pupil may read an appropriate portion instead of a certain number of lines or sentences. (b) Arithmetic: Preparation for arithmetic lessons involves, not only a proper choice of ex- amples in the order of difficulty, but also the making of charts, cards for seat-work, flash cards, etc. (c) Nature Study; The collection of worth- while material with which to vitalize the nature period is essential. A plant, well cared for and used to cultivate a love for growing things; a small aquarium, where the life-history of the 23 frog may be followed ; a few cocoons and chrys- alids, kept till the moths and butterflies emerge, will awaken in children an interest in the world in which they live, that neither books nor pic- tures can arouse, however well they serve their purpose. 2. Definiteness of Aim Unless the teacher definitely settles in his own mind the point he intends to present and fix in a given lesson and continually returns to the point, in spite of any extraneous matter that may be introduced, little progress will be made. The aim of a particular arithmetic lesson, for in- stance, is not to teach multiplication in general, but to teach to multiply when there is a cipher in the "tens" place, or to teach the proper plac- ing of partial products. In a writing lesson, the teacher is not teaching penmanship in general, he is teaching the form of certain specific let- ters. The pupils also should know the aim of the lesson so that they may consciously work to- ward the goal. To insure the realization of the aim, the last few minutes of the lesson period should be used for a definite summary of the points presented, so that these shall be fixed in the child's mind in orderly sequence. 3. Appropriateness of Method The choice of method depends largely upon the aim of the lesson. Whether the method 24 used shall be the development, the heuristic, the project, the socialized recitation, or some other type, should be settled purely by what the teacher is planning to do. One factor, however, should never be forgotten. Whatever the method selected, it should be so applied as to call for the greatest possible activity on the part of the pupil. One of the needs of the schools is to relegate the teacher to the back- ground and to give the middle of the stage to the children. In other words, the lecture method must be used very sparingly. In selecting the best method of presenting a lesson, whether it be the development of a new subject, intensive drill, or review, the teacher must consider not only the subject but the child who is to be taught. The little foreigner bred in a colony of aliens, seldom traveling ten blocks from home, with no background of American ideas and ideals, cannot be success- fully approached in the same way as the child who has the advantages of an English-speaking environment, summer travel, books, etc. The pupil's background, his home conditions, his experience, must control in large part the choice of method. 4. Good Questioning Questioning is an art. It is one of the most important elements of teaching, and is either a great strength or a fatal weakness in classroom work. When preparing a lesson, the teacher should decide on the main line of questiomii]^— the trend and the sequence of the questions that will produce the result aimed at. In order to hold the attention of the class, the teacher should state the question first, then indi- cate the child who is to answer. The teacher should not repeat answers. He should train in concentration by refusing to accept answers in- audible to the class and by demanding that the pupils shall know the answer given. Questions may be judged by some such cri- teria as the following: (a) They should be simple and direct in lan- guage. (b) They should be definite and clear in meaning. (c) Generally, each should call for not more than one or two points in the chain of reasoning. (d) They should follow a predetermined or- der which develops the train of thought in logical sequence. (e) They should place the burden of thinking upon the pupil. (/) They should be so framed that the an- swers may not be simple affirmation or negation. 5. Thoroughness of Drill No matter how interestingly, or in how schol- arly a fashion a subject is presented, unless the 26 "follow-up" is persistent and sufficient, little gain is made. Drill that depends purely on verbal memory is not a satisfactory form of drill. Wherever pos- sible, the associative memory should be brought into play. A varied method of approach is especi- ally valuable in review drill, which shou:ld rest on a much broader base than mere repetition, since verbal memory is not always reliable. An effective drill will find different angles for attacking the same problem, will fix the principle or rule in m.any different ways, and will give varying individual instances all leading to the same generalization. This type of drill must be continued long enough, and repeated at frequent enough intervals, to insure the permanency of the impression. 6. Participation and Interest of Class Participation "We learn to do by doing." The greatest pos- sible participation of all the children is the measure of real success, and such success cannot be attained where the old type of individual ques- tion and answer recitation is used too largely. Dramatization, the project method, free discus- sion, the socialized recitation, are all forward steps in this direction. Interest Holding the interest and the attention of the entire class is a question both of method and of 27 personality. The teacher must learn to keep the group m the picture, even when working with an individual. This is not easy, but it is impera- tive. When attention v/anders, it can be restored by varying the method, or by speeding up the work, thus bringing the wool-gatherers into ac- tive participation. If the class is too large, it is helpful to divide it into groups and to work with a smaller unit. This, however, requires the ability so to divide one's own attention that the children of each group shall always feel that they are under supervision ; otherwise, disciplinary troubles result. The skilful use of the group method builds up interest, since it affords opportunity to serve both the Y&ry bright and the backward, as well as the average child. The dull children need, and have a right to, individual attention ; and in order that this may be given, the rest of the class must be provided for. To illustrate : After teaching a topic in arith- metic, the class may profitably be divided into three groups, as follows: (a) The very bright children, w^ho have grasped the subject perfectly. These may help the slower ones, or may read history, geography, or literature, or may do some other profitable form of advanced work. (b) The average children, who should prac- tice the work just taught, using the text or mimeographed slips. (c) The slower children, to whom the teacher can give individual attention until their difficulties are surmounted. ■^c These groups will vary with different subjects, but a division which makes it possible to help the slower children without holding back or bor- ing the others, makes for the better progress of the class as a whole. In similar imanner, the needs of the other groups should receive atten- tion. Successful group work, in turn, presupposes w^ell selected and carefully prepared seat-work of a productive type. If this work is not well chosen, it wastes the child's time and h often posi- tively harmful. For instance, writing long lists of words is not only apt to produce errors in spell- ing, which are impressed upon the brain through the motor centers, but it also engenders habits of writing which often destroy all that has been taught in the penmanship period. Seat-work is habit- forming ; therefore, it requires careful watching and an intelligent choice of work both as to kind and quantity. The children must know that what they do during these periods will be supervised. If they find that they are simply be- ing kept busy, they will dawdle and become dis- orderly, developing both bad mental habits and lax discipline. D. Results Obtained The teacher must be judged, to a rather con- siderable extent, by results obtained, and nec- essarily, too, by results immediately measurable in terms of knov/ledge acquired. Therefore, the pupils must be so well grounded in the subject matter taught in each grade that the knowledge \hus gained shall serve as a trustworthy tool with 29 which to acquire new knowledge. The success- ful student is he who has power to use books as tools, who has acquired the habit of consulting them as books of reference and of using the index and the table of contents, who has skill in using the library and has formed the habit of turning to it for help. It is eminently fair to the community, to the child, and to the school, to require such results from the teacher who is adjudged satisfactory. Both the children and the community of which they are a part have the right to demand that the schools shall give to their pupils a thorough knowledge of those fundamentals of a sound edu- cation which shall make of them a body of self- respecting young citizens, not only capable of supporting themselves, but also capable of add- ing a desirable element to the life of the city, state, and nation, because of their intelligent understanding of American institutions and ideals and their sincere devotion to them. Beyond this definite purpose, the school must aim to give power and to fix right habits of think- ing and of conduct. The ultimate goal of all teaching, the highest duty of the school in so far as instruction is concerned, is to give the pupil a: trained intelligence which will enable him to stand alone, — self-reliant, needing no teacher. CHAPTER III DISCIPLINE Discipline does not mean "keeping order." Many a poor teacher can keep order. Discipline 30 is the sum total of the teacher's influence in train- ing pupils for righteous living and good citizen- ship. It manifests itself in school in various ways. A. Control of Class Control of class is dependent fundamentally upon teaching children consideration for the rights of others, and upon the teacher's justice and efficiency in the administration of a class- room. It does not always mean suppression of a child's impulses, but it does mean that the ex- pression of individual impulses can be allowed only within the limitations inseparable from the necessary size of classes in city schools. Silence, rigidity of position, even if the posture be cor- rect, and the surface appearance of attention, do not mean that the teacher has control of his class. On the contrary, all these may be obtained without securing control. Attention and re- sponse during a lesson, the neat appearance of both room and pupils, prompt, willing obedience to signals and commands, and class spirit, are the surest proofs of control of class. B. Training Pupils in Self-Control The conduct of a class on the stairways and in passing through halls, playgrounds, streets, and places of public assemblage, provides for an ob- server an opportunity to judge whether a teacher merely keeps order or whether he is training pupils in self-control. Training pupils in self- control consists in the development of the habit of cheerful, voluntary obedience to regulations, 31 whether the pupils are under observation or not. The inhibition of thoughtless impulse and also the control of selfish desire constitute self-con- trol. Such inhibition must be taught; it is not instinctive. C. Effect on Attendance and Truancy Regularity of attendance and punctuality must be established according to the law of habit build- ing; that is, by repetition until the act becomes automatic. When this particular habit is not well established, waste results, — waste of the oppor- tunities of those w^ho are absent, waste of the regular attendants' rights, waste of the public funds spent on education. The persistent truant affords no index of a teacher's discipline, and he should be removed from the class and placed where he can receive individual study and care. But no teacher can be considered a successful or a satisfactory disciplinarian in whose class oc- curs unwarranted absence on the part of any con- siderable number of pupils, because this indicates that the teacher is failing to develop an essential habit and is not teaching children to give an hon- est return for public expenditure. One cause of truancy and lateness lies in the failure to provide useful and interesting occupa- tion immediately upon the child's arrival in school. Other causes are harsh and unjust methods of control and the bad example set by the teacher's personal habits of attendance and punctuality. The rem.edy lies in the removal of the cause, in eocotrragement and pmse, as wdl as in appeal to honor, and emulation, and other proper incentives. D. Character Building Whether for evil or for good, the teacher is inevitably building character, for the child cannot go to school and remain unaffected iri character by the influence of his classroom. Consequently, it is the teacher's duty to guide toward a high moral standard the child's impulses and acts, to develop the power of resistance against evil, to observe companionship in play and leisure time and direct it beneficially, to establish habits of right doing in the routine of the school, so that these habits will be carried over into acts of conscious choice in other places and in later years. The teacher may give ethical instruction which may help in character formation, but didactic ethical instruction plays a smaller part in the teacher's influence on character than the standards he sets before pupils by his own daily acts, by the respect he secures from his young critics, and by the extent to which he practices, as well as develops, self-mastery. CHAPTER IV PERSONAL ATTRIBUTES A. Personal Appearance The teacher is a model that is very apt to be copied. Therefore, he must accept responsibility 33 for the influence his personal appearance has on the children of his class. Teachers should be neat but never eccentric in dress. An up-to-date, attractive appearance is a powerful aid to discipline. On the other hand, teachers should sedulously avoid extremes of all sorts. The general effect should be one of suita- bility to the place and to the dignity of the work. B. Use of Voice A pleasing voice can be developed by almost any one who will give a little time and thought to its cultivation. The exercises necessary for the attainment of this attribute are simple, and they mean much to the teacher from the stand- point of health. Regard for throat and lung hygiene, as well as for professional propriety, should make us avoid shrillness, harshness, and stridency of tone, which strain and injure the throat, and which indicate lack of breeding and ultimately destroy the teach- er's influence on the class. A well-modulated, forceful voice, with the volume that gives carrying power, should be cul- tivated. Modulation abolishes the monotonous tone which invites inattention through boredom. Force comes with enthusiasm for the work. Volume depends upon deep breathing, which is fundamental to health. C. Cheerfulness Remember, "The voice with the smile wins." The old adage, "If you bring a smiling visage to 34 the glass, you meet a smile," is true. Change ^'glass" to "class," and you have the key to the situation. D. Courtesy Courtesy is an essential which has more than one aspect. It includes courtesy to superior of- ficers, to fellow teachers, to parents, and also to children. We demand respect from pupils ; we therefore owe respect to them. This is simple justice. It is also good practice in class management. The teacher who is as considerate in speaking to a child as in speaking to an adult rarely has to com- plain of impertinence. E. Self-Control Self-control is the outward manifestation of that inner self-direction which characterizes the man or woman of trained mind and good breed- ing. It is a vital element of success in teaching. Frequent loss of control over one's self in- volves a loss of personal dignity which should be intolerable to any self-respecting person. It is hurtful to the nervous organism, lessens the re- spect of the class for the teacher, and places him distinctly below professional rank. F. Initiative and Demonstrated Leadership Possession of initiative and leadership is an indication of the teacher's fitness for advance- ment, provided these traits are exercised so as 35 to bring about good teamwork, not merely in- dividual domination. Leadership that disrupts, that is destructive of the harmonious functioning of large organiza- tions such as our schools must be, is not an asset to the school. Leadership involves resourceful- ness, a large power of initiative, willingness to recognize and to shoulder responsibility. When coupled with the desire to place this equipment at the service of the children through the recog- nized channels of the system itself, such ability is most valuable and is certain to command recog- nition. G. Tact Webster defines tact as "ability to deal with others without giving offense" and states that it "implies delicate and sympathetic perception, especially of what is fit, graceful, or consid- erate." Tact implies thoughtful consideration no less than diplomacy. It is nowhere more indispens- able than in the school, where the teacher must maintain pleasant relations v/ith children, par- ents, and fellow teachers. H. Sympathy The true teacher is the man or the woman who is in sympathy with children. Unless there is that in the teacher's nature which puts him into harmony with child life, he will find it very diffi- cult to establish satisfying relations with his class. The sympathetic teacher teaches children rather than subjects. He establishes a contact 36 with the child which wins his confidence and love and makes him, not only willing, but anxious to do his work well. Sympathy with children enables us to enter into their emotional life, to see their difficulties, and to help solve them. Through sympathy, we comprehend that shyness, that inarticulateness of youth, which often appears to be stubbornness or indifference. The sympathetic attitude is the only one, in dealing with young people, that assures them of justice and fair dealing at our hands. This is the sympathy of understanding, not of sentimentalism. It does not, and must not, pre- clude the firmness that requires obedience and self-control on the part of the child. CHAPTER V ROUTINE A. Accuracy and Promptness in Preparing Re- ports and Keeping Records If teachers realized how the entire machinery of a school is often held up by the failure of one or two to send in reports on time, or how clerks are compelled to pore over long columns of figures in order to locate the error which pre- vents totals from balancing, they w^ould make sure that the required report reached the office promptly and that it was absolutely correct and submitted in the form indicated by the instruc- tions. Delay caused by inaccuracy results in de- lay in forwarding reports, and thus clogs work all along the line, from the individual school to the office of the superintendent of schools. 37 Accuracy in keeping roUbooks, record cards, etc., is imperative. These records are the official records of the school system. They may be re- quired as evidence in court, and if one inac- curacy be provedj the whole record is discredited. Teachers should be careful to date and to sign all reports. This is a matter frequently neglected and is a cause of confusion and inaccuracy. In- structions sent to teachers which will be needed for future reference should be carefully pre- served; They may be pasted in a note book or kept in a loose leaf binder. It should not be necessary to issue duplicates nor to repeat direc- tions for preparing standard reports and records. B. Classroom Administration Grasp of the teaching problem and organizing and systematizing ability, or their lack, are shown in classroom administration. The problem may be considered under two heads: the room as a home; the room as a workshop. The room as a home : — Pictures on the walls, a well-cared for plant in the window, a clean, neat floor, and a generally attractive appearance give the classroom the atmosphere of a cheer- ful, happy home. If children are to be natural and happy in their school relations, if they are to work effectively and without over-fatigue or friction, the physical conditions of the room must be cared for. Good work cannot reason- ably be expected from a child seated at a desk too high or too low for him, or with the sun shining in his eyes, or in an overheated or underheated room, or in a room without an ade- 38 quate supply of fresh air. Physical comfort is prerequisite to the best mental work. The room as a workshop: — Efficient admin- istration in this respect centers in the teacher's desk, where system and order should reign. The daily plan, the dictionary, and reference books should be at hand. One drawer should contain rollbook and record cards, syllabuses, etc.; an- other, perception or flash cards, etc., so that no delay is incurred in getting whatever is needed. Somewhere near at hand, ready for use, should be the material required for the lessons of the day,— maps, charts, sewing supplies, nature specimens, stereoscopes, or what not. The prac- tice of sending children out of the room to neighboring teachers in search of necessary material results in loss of time to the messenger, and is an unjust interruption of the work of other teachers. The distribution of material and the change of exercise need consume very little time, if they are carried on in orderly fashion. Lack of proper organization along these lines results in a flagrant waste of time and is a frequent cause of disciplinary diffi- culties. When the teacher supplements efficient man- agement of the room, both as a home and as a workshop, with careful conservation of the school property, a high order of executive ability is demonstrated. A proper appreciation of our duty as citizens requires that we carefully con- serve school property, whether it be pens, pencils, books, and desks, or the building itself. 39 PART III. THE BY-LAWS OF THE BOARD OF EDU- CATION SUMMARIZED FOR TEACHERS' USE I. Introductory Note To make sure that there may be no lack of knowledge or of proper understanding of the laws which govern the New York school system, the following digest of the by-laws of the Board of Education has been written. For several reasons, chiefly lack of space and a desire for simplicity, the technical and legal phraseology of the by-laws has not been used ; nor has it been attempted to give a complete manual of instructions such as the by-laws con- tain, but rather to set down for the teacher's ready reference those rules which all teachers need to know in order that they may work to- gether in the fullest co-operation. For instance, the requirements for the various salary schedules have not been included, since information re- garding them forms no part in the government of a teacher's conduct and can, furthermore, be readily obtained upon application at the office of the principal of the school or of the Board of Education. II. The Teacher's School Day A teacher's services in an elementary school are required for five and one-half hours per day 40 and for such additional time, not exceeding forty minutes, as may be required by the principal with the approval of the district superintendent. A teacher-clerk is required to render service for seven hours each school day and also on such other days as the Board of Education may find necessary. It is required that teachers shall be in their classrooms at least 20 minutes before the opening of the morning session and at least 10 minutes be- fore the opening of the afternoon session to re- ceive pupils and to perform such other duties as may be required by the principal. The by-laws also require that in each school at least one place be provided in which children can gather, under proper supervision and protec- tion from storm, before school exercises begin and during the noon intermission. This makes necessary the presence of at least one teacher thirty minutes before the beginning of the morn- ing session and of at least one teacher during the noon intermission, assignment to be ma,de by the principal. III. The Teacher's School Duties The Formal Opening of School must take place at the time fixed by the Board of Education with 'the reading of a portion of the Holy Scriptures without note or comment. The Class Standing of Pupils must be regularly recorded and reported. Every teacher in an ele- mentary school must determine and record each pupiFs standing, basing the rating upon the pupil's 41 ability to take up advanced work as shown by success in the work already done. The rating must be expressed as satisfactory, by using the marks A, meaning excellent, B plus, meaning very good, B, meaning good ; or as unsatisfac- tory, by using the marks C, meaning poor, and D, meaning bad. The rating at the end of the fifth month should represent the pupil's standing for the term. The ratings given for each month must be regularly reported to parents or guardians on or before the fourth day of the succeeding month, except that the ratings for the month of June must be reported on or before the last day of the school term. At the end of each school term, the pupil's report card must be returned to him. It then becomes his personal property. Corporal Punishment, which term includes any unusual punishment tending to inflict physical injury, is prohibited in all public schools of New York City. Violation of this by-law must be re- ported by the principal to the Superintendent of Schools. A pupil who is found to be incorrigible, persistently disobedient, or by reckless depravity likely to demoralize a school or a class may be suspended by the principal according to provi- sions specified in the by-laws. Sending Children from School upon Errands during School Hours is permitted only in cases of emergency and only with the pupil's consent and with the authority of the principal. Only pupils of suitable age and discretion may be sent and a record must be kept of the date, occasion, and duration of such absence. Outside Occupation must not be permitted to 42 interfere with the duties required of members of the teaching and the supervising staff. No Private Lessons for Pay may be given in any pubUc school building at any time. Inefficient Teachers, whether the inefficiency be in instruction or in maintaining discipline, must be promptly reported by the principal to the dis- trict superintendent. No Pupil May Be Discharged except by order of the principal and for certain specified and well- established causes. On the Friday Preceding the Opening of Schools in September, teachers are required to attend from 9 A. M. to 3 P. M. to receive sup- plies and to make necessary preparations for the prompt opening of school on the following Monday. Any woman member of the teaching and the supervising staff who marries while in service must forthwith report her marriage, together with the name of her husband, to the Superin- tendent of Schools. IV. Absence Regulations An Exact Record of All Absences of all mem- bers of the teaching and the supervising staff must be kept in each school. For this purpose a time book or a system of time cards is provided. Non-attendance upon Any Lawfully Assigned Duty constitutes absence and must be so re- corded. Every teacher absent from duty must report promptly to the principal of the school the cause of the absence and its probable dura- tion. 43 Any Teacher Absent from School for Two Weeks without Leave from the Board of Super- intendents, or after the termination of a leave of absence, must be reported to the district superin- tendent. The report must be accompanied with a statement of the reasons for such absence if known. The district superintendent must make a report to the Local School Board of the district on teachers absent without leave. He must also report to the Superintendent of Schools on all teachers absent from school 60 days without leave. The Superintendent of Schools must report teachers long absent from duty, either continu- ously or intermittently, to the appropriate Com- mittee of the Board of Education. The Commit- tee has the power to direct the Auditor to with- hold all payment of salary until the Committee determines what action shall be taken. Absence for Attendance upon the Funeral of a Member of the Teaching Staff may be permitted by the district superintendent if the written re- quest is approved by the principal of the school, provided that not more than two teachers be so excused in schools having less than nineteen classes or three in schools having nineteen classes or more. Absence Caused by Extraordinary Delays in Transportation, if for less than half a day, may be excused by the district superintendent, in which case it shall not be considered absence from duty, but shall be recorded in the school time book. Absence on Account of the Requirem.ents of a 44 Committee of the Board of Education, of the Superintendent of Schools, of the Board of Superintendents, of the Board of Examiners, or of the President of the Board of Education (or, in his absence, the Vice-President), or on account of attendance at court on business of the Board of Education, or on account of the quarantine regulations of a public health officer or depart- ment, shall not be considered absence from duty, but such absence shall be recorded in the school timebook and on the payroll, and shall be re- corded in the monthly report. In the case of a teacher who claims that absence was caused by quarantine, satisfactory evidence of such quar- antine must be presented to the principal of the school in which the teacher is employed, and at the close of such period of quarantine a certifi- cate from an officer of the Department of Health showing the duration of quarantine must be at- tached to the payroll. Absence for the Purpose of Advocating or Op- posing Propositions Affecting the Public Schools or the public school system before any official or body having jurisdiction in the matter is pro- hibited except by express permission of the Board of Education or its President. Leave of Absence for Study or for Restoration of Health or for other reasons satisfactory to the Board of Superintendents may be obtained without pay for a period of one year or less b}'' application to the Board of Superintendents. Maternity Leave, so-called, may be granted without pay by the Board of Superintendents. Any married woman, member of the teaching or 45 supervising staff, as soon as she is aware of her pregnancy, must notify the Superintendent of Schools and must forthwith apply for and accept leave of absence for two years. Failure to com- ply with these provisions constitutes neglect of duty and an act of insubordination. The Board of Superintendents has the power to fix the terminal dates of all such leaves of ab- sence. Three Days for Visiting Other Schools may be allowed without loss of pay to any teacher who presents to the district superintendent a written request endorsed by the principal, and to mem- bers of the supervising staff upon application to the Superintendent of Schools. Resignation must be made to the Superin- tendent of Schools who must immediately notify the Auditor. One-twenty- fifth of a Month's Salary Must Be Deducted for Every Day of Absence on the part of a principal, a supervisor, or a teacher, unless the absence be excused, but the aggregate deduc- tions in any one month must not exceed the sal- ary for that month. ' All School Payrolls must be prepared in the schools and must be filed in the office of the Auditor. They cover calendar months and are prepared on the 15th of each month for the en- tire calendar month. Deductions for absence occurring after the 15th of the month are made on the following pay- roll, except that on the payroll for August, deduc- tions are made for absence occurring from June 16th to the day on which the schools close, and 46 on the payroll for September, from the day oa which school opens to September 15th. Full Information concerning Excuse for Ab- sence, either with or without pay, is given on the back of the form on which application for excuse for absence must be made. Only points of gen- eral interest are noted here. Excuse for absence with pay may be granted for the following causes : (a) Serious personal illness (b) Death in the teacher's immediate family (c) Compliance with the requirements of a court Under clause (a), the maximum time for which the applicants may be excused with pay in a calendar year is 20 days. The Superintendent of Schools may, in his discretion and where the cases are deserving ones, extend the 20 day period to 60 days. This by-law was enacted in 1921, and is not retroactive. Under clause (b), three (3) days* absence may be excused with full pay. "Immediate family" shall include parent, child, brother, sister, grand- parent, grandchild, husband, or wife. The ap- plication shall state the relationship of the de- ceased to the applicant and state the date on which death occurred. No deduction shall be made on the payroll provided the principal shall receive from the teacher a written statement of the facts regarding the absence, shall attach same to the payroll, and note the absence thereon, 47 Under clause (c), absence may be excused with full pay, if the applicant actually attends court under subpoena as a witness in a case to which he is not a party. The subpoena or other evidence of attendance at court shall accompany the application. Applications for excuse for absence with pay shall be approved or disapproved, in the case of elementary school teachers and principals, by the principal and the district superintendent; in the case of high school or training school teachers, by the principal and the district superintendent assigned to high schools and training schools; in the case of vocational school teachers, by the principal and an associate superintendent ; in the case of teachers of special branches, by the director or supervisor and the district superin- tendent. Applications for excuse with pay for absence caused by personal illness must be ac- companied by a physician's certificate in the form prescribed by the Board of Superintendents, and in addition, by a physician's affidavit if required by the Local School Board or by the Board of Superintendents. Applications for excuse for ab- sence with pay may be made from time to time by principals and teachers but no application shall be considered or granted which is made more than six (6) months after the termination of the absence unless the Board of Superintendents shall determine otherwise. In case of an absence ex- tending from one calendar year into another, the application for excuse for the period prior to De- cember 31st shall be made within six (6) months after said date, unless the Board of Superintend- 48 ents shall determine otherwise. Applications for a different calendar year must be made on a separate blank. No excuse for absence with pay shall be granted in advance. V. Promotional Opportunities Teachers are appointed by the Board of Edu- cation upon recommendation by the Board of Superintendents. Recommendations are made from eligible lists prepared by the Board of Ex- aminers. The Superintendent of Schools issues a tem- porary license which is made permanent at the end of three years if service is satisfactory. This temporary license may be revoked for cause at any time within this period. No attempt is here made to enumerate the vari- ous kinds of licenses issued on the recommenda- tion of the Board of Examiners or to give the by-law provisions as to eligibility for them. Full information can be obtained from the sec- retary to the Board of Examiners, 500 Park Avenue. The license held by elementary school teachers, kindergarten through the 6B grade, is known as license No. 1. The salary for the first year of service is $1,500. The annual increment, if the service is satisfactory, is $125. The maxi- mum, which is reached after 11 years, is $2,875. Holders of license No. 1 who desire to ad- vance are afforded many opportunities to do so if they meet the eligibility and examination re- quirements. In general, the elements that enter 49 into the determination of eligible lists for higher license are : Length of service, teaching record, professional courses, written and oral examina- tions. The promotion license entitles the teacher to teach in the 7th to 9th year grades, with a minimum salary of $1,900, yearly increment of $150, and a maximum of $3,250. On a par with this license is that for special classes. Addi- tional opportunities for promotion include the positions of assistant to principal or principal of elementary schools ; assistant teacher or first assistant in high schools. These are also subject to competitive examination requirements. In few school systems does a merit system o£ promotion offer as many opportunities as it does in New York City. THE TEACHERS' COUNCIL On July 9, 1913, the Board of Education passed a resolution approving a plan for a Teach- ers* Council. The plan is given in full in the minutes of the Board of Education for June 11, 1913, and in a publication, called "The Teachers' Council," issued by the Board of Education in 1921. It is composed of forty-five (45) representa- tives from such voluntary teachers* organizations as were in existence March 1, 1913, and of such other teachers* organizations as may be recog- nized by the Board of Education. The Teachers* Council has a two- fold func- tion : 1. To furnish information and to give the opinion of the teaching staff (principals and teachers ) , upon questions submitted by the Board of Education or by the Board of Superintendents. 2. To introduce recommendations concerning any of the problems affecting the welfare of the schools and of the teaching staif. At the meetings of the Board of Education, representation is given to the Teachers' Council through the president, the vice-president, or other officers of the Teachers' Council in order of rank. The representative has the right to speak on all matters relating to educational policy but not to vote. The Teachers' Council is pro- vided with necessary office space and with secre- tarial and clerical assistance. THE TEACHERS' RETIREMENT SYSTEM The present Teachers' Retirement System was established by state law in 1917, displacing the Public School Teachers' Retirement Fund, which had proved insufficient to meet the demands made upon it. Under the old law, funds had been derived for the most part, and in about equal amounts, from teachers' absence deductions, one percent of teachers' salaries, and five percent of all excise moneys. In time, receipts from these sources were inadequate, and thus further retirements were impossible, until the present law, which is financially sound, was enacted. The Teachers' Retirement System of New York City has be- come the model throughout the country for other retirement systems, for both public and indus- trial institutions. 51 The underlying Ideas of the Teachers' Retire- ment System are: (a) That the teacher and the city assume equal responsibility, actuarially de- termined, in providing the money which is to secure the retirement benefits; (b) That this money is currently placed to the credit of the individual teacher's account, leaving no doubt as to its availability when retiremxcnt allow- ance becomces due; (c) That the teachers, through their elected representatives, share in the management of the system by the Board of Retirement. In recognition of the fact that many teachers had contributed for years to the old fund, and that no adequate return could be made of the funds so contributed, the law makes a distinction betvv^een teachers who were in the service at the time of the enactment of the new law and those v/ho entered subsequently. The former are termed 'Tresent Teachers;" and the latter, *'New Entrants." Each teacher is required to fill out a detailed statement concerning age and previous service on a blank which is provided by the Auditor of the Board of Education. This statement of serv- ice must be filed with the Board of Retirement on appointment, even though the holder of the license exercises the privilege, granted by the law, of waiting to become a contributor until the temporary license be made permanent. The filing of a beneficiary blank at the time when the teacher becomes a contributor will save the family of a deceased member the time, trouble, and expense of securing letters of administra- j^ tion later on. The transfer of a teacher to an- other school or to a higher position calls for n© action as a contributor to the Retirement Sys- tem. Contributions by the individual teacher can be used only for the teacher's benefit and for the benefit of no one else. They are held intact, to be used in the event of retirement, or to be re- turned in case the teacher leaves the service. In- terest is credited to the contributor at the rate of four percent compounded annually. Service Retirement. Teachers may retire orj demand after 35 years of service, or on reaching 65 years of age. At 70 retirement is com- pulsor}^ Present Teachers may retire after 30 years of service upon a reduced allowance. New Entrants seeking service retirement must have had to their credit 20 years' service in New York City in addition to meeting the requirements pre- viously stated. Disability Retirement. Retirement for dis- ability may be secured after 10 years' service in New York City, upon recommendation by the Medical Board of the Board of Retirement. Retirement Allowance. The retirement al- lowance is made up of two parts : It comprises a pension by the city, and an annuity paid out of the fund accumulated by the deductions from the contributor's salary. The pension granted by the city amounts, in the case of disability retirement, to 20 percent of the average salary; and, for service retirement, to 25 percent of the average salary. The salary for the last ten years is used in determining this 53 average. In the case of Present Teachers who had service prior to August 1, 1917, five-seventh? of one percent additional is granted for each year of such prior service. This is in considera tion of the contributions paid into the old fund Thus a teacher who had fourteen years of prior service will receive, from the city, pensions of 30 percent and 35 percent respectively for disability and for service retirement. The pension paid by the city is in no ^vay affected by the rate of contribution paid by the teacher. The annuity which will be paid out of the teacher's contributions will depend upon the amount contributed, length of service, and age at the time of retirement. Death Benefit. Upon the death of a teacher who is eligible for service retirement at the time of death, all contributions made are returned to such teacher's estate; and, in addition, the city pays a death benefit equal to the last half year's salary. Rates of Contribution. New Entrants are required to contribute a rate computed to give them full allowance of at least one-half average salary on service retirement. Rates of contribu- tion applicable to New Entrants are printed on the folder of instructions given to New Entrants. Present Teachers are not required to pay rate? which will provide full half pay retirement al- lowance, but may reduce their contril^ution to a« low as 3 percent, or to such a rate as will insure half average salary upon attaining age 65, if that age is attained after more than 35 years of ser- vice. 54 By Regulation of the Board of Retire- ment, Application for Retirement must be made upon the regular forms furnished by the Board of Retirem.ent, to be obtained only by the contributor desiring retirement, on personal or written application. Members of the system contemplating retire- ment should inform themselves as to the various options open to them at the time of retirement. These options, as well as other information, are fully described in various circulars, issued by the Secretary of the Board of Retirement and kepi on file in the office of the principal. The Board of Retirement meets in regular ses- sion on the fourth Tuesday of each month. The calendar for each meeting closes one week before the meeting. The office of the Board, located in the Municipal Building, is open from 9 to 5 every day, except Saturday, when the hours are 9 to 12. The Members of the Board of Retirement Are : The President of the Board of Education The Comptroller of The City of New York Two members appointed by the Mayor, one of whom must be a member of the Board of Education Three teacher-members elected by the members of the Retirement System The first Thursday of May each year is the day fixed by law for the election of school delegates. The detailed procedure for the completion of the 55 election of the teacher-members is given in Sec- tion 1092 of the Greater Nev/ York Charter as amended by Chapter 303 of the Laws of 1917, and in the Minutes of the Board of Education for May 9, 1917. This detailed procedure is contained in the Manual of the Board of Educa- tion which is on file in the principal's office. 56 LIBRARY OF CONGRESS 020 320 336 6