fSt^^ >,:> I'o ' S? ' ' Facts on the Cost of Public Education and What They Mean Bulletin One of THE RESEARCH DEPARTMENT of the NATIONAL EDUCATION ASSOCIATION The Increasing Cost of Education 4 Salary Tables 14 Salaries and the Cost of Living 41 Recent Tendencies in Salary Schedules 50 Data on Professional Status of Teachers 54 Tenure of Office for Teachers 60 Pensions for Teachers 62 References for Facts on Educational Costs 63 The National Education Association I20I Sixteenth Street Northwest Washington, D. C. June, 1922 i^^': (\>i A^ TABLE OF CONTENTS The AN|i|B!jJs\ji>Cjo9t {)f^|:bijic4t/on 4 "facie 1'. 'Analysis of Increase in Cost of Education by Decades 4 Chart 1 . Analysis of the Increase in Expenditures for Public Education by Decades 5 Chart 2. Per Cent of Increase of National Income and Expenditures for Education 7 Chart 3. Per Cent of National Income Expended for Public Education 7 Table 2. Increase in Amount of SchooHng, United States 7 Table 3. Purchasing Power of Dollar by Decades 1890-1920 7 Table 4. Comparison of Increase in National Income and Expenditures for Education _ 8 Table 5. Increase in Cost of Education, Washington, D. C 9 Table 6. Increase in Amount of Schooling, Washington, D. C 10 Table 7. Purchasing Power of Dollar, 1913 to 1922 10 Chart 4. Actual Increase in Expenditures for Public Schools of Washington, D. C. 11 Table 8. Federal Tax Paid by States compared with Expenditures for Education 13 Teachers' Salary Tables 14 Table 9. Salary of Elementary Teachers, by States, 1921-22 15 Table 10. Distribution of Salaries of Elementary Teachers in 1444 Cities 17 Table 11. Elementary Teachers Receiving Annual Salary of less than $500, Rural Schools 19 Table 12. Minimum and Maximum Salaries of Elementary Teachers, Cities over 100,000 20 Table 13. Minimum and Maximum Salaries of Elementary Teachers, Cities 25,000 to 100,000 22-23 Table 14. Minimum and Maximum Salaries of Elementary Teachers, Cities under 25,000 24 Table 15. Distribution of Salaries of Junior High School Teachers in 707 Cities. 25 Table 16. Minimum and Maximum Salaries of Junior High School Teachers, Cities over 100,000 26 Table 17. Minimum and Maximum Salaries of Junior High School Teachers, Cities 25,000 to 100,000 27 Table 18. Minimum and Maximum Salaries of Junior High School Teachers, Cities under 25,000 28 Table 19. Minimum and Maximum Salaries of High School Teachers, Cities over 100,000 29 Table 20. Minimum and Maximum Salaries of High School Teachers, Cities 25,000 to 100,000 30-31 Table 21. Minimum and Maximum Salaries of High School Teachers, Cities under 25,000 32-33 Table 22. Minimum and Maximum Salaries of Principals of Elementary Schools, Cities over 100,000 34 Table 23. Minimum and Maximum Salaries of Principals of Elementary Schools, Cities 25,000 to 100,000 35 Table 24. Minimum and Maximum Salaries of Principals of Elementary Schools, Cities under 25,000 36 Table 25. Minimum and Maximum Salaries of Principals of Junior High Schools, Cities over 100,000 37 Table 26. Minimum and Maximum Salaries of Principals of Junior High Schools, Cities 25,000 to 100,000 37 Table 27. Minimum and Maximum Salaries of Principals of Junior High Schools, Cities under 25,000 3S TABLE OF CONTENTS— Co^/.i j .^. . Table 28. Minimum and Maximum Salaries of Principals of High Schools, Cities over 100,000 ,,... ,, --v. . i.> ■. V. .^.;Uy.;.^; ; .^, 39 Table 29. Superintendents Salaries in Twenty Cities. ...'.....,."/... .\ .\ .'.'. .'. .' ' " 39 Table 30. Assistant Superintendents Salaries in Twenty Cities 39 Table 31. Salaries of Principals of High Schools, Cities 25,000 to 100,000 40 Teachers Salaries and the Cost of Living 41 Table 32. Purchasing Power of Salaries 41 Chart 5. Purchasing Power of Teachers' Salary, 1913 to 1922 42 Chart 6. Purchasing Power of Wages Compared with Purchasing Power of Teachers' Salary 43 Table 33. Average Salaries of High School Teachers, 1917-18 and 1920-21 44 Table 34. Comparison of Minimum Salaries of Elem.entary Teachers, 1913 and 1922 45 Table 35. Comparison of Maximum Salaries of Elementary Teachers, 1913 and 1922 46 Table 36. Comparison of Median Salaries of Elementary Teachers, 1913 and 1922 47 Table 37. Comparison of Salaries of City School Superintendents, 1913 and 1922 . 48 Table 38. Percentage in Increase in Cost of Living by Cities and Sections 49 Table 39. Recent Changes in Cost of Living by Cities 49 Recent Tendencies in Teachers' Salary Schedules 50 Table 40. Cities with Single Salary Schedules 51 Table 41. Increase, Maintenance or Decrease in Salary Schedules 52 Table 42. Cities Operating With or Without Fixed Salary Schedules 53 Table 43. Salary Schedules in 1922-23 as Compared with 1921-22 53 Data on Prqfessional Status of Teachers 54 Table 44. Average Pupil Enrolment per Room 54 Table 45. Length of School Term 55 Table 46. Cost of Living— 1913 equals 100 55 Table 47. Teaching Experience Prerequisite to Election as Teacher 56 Table 48. Training Prerequisite to Election as Teacher 57 Table 49. Leave of Absence for Professional Study 58 Table 50. Practice Regarding Granting of Sick Leave 59 Tenure of Office for Teachers 60 Table 51. State Tenure Laws 60 Table 52. Cities reporting Tenure Laws 61 Pensions for Teachers 62 Table 53. Partial List of Cities Maintaining Teachers Pension Systems 62 Table 54. Partial List of States Maintaining Teachers Pension Systems 62 Table 55. Cities Reporting Pension Funds 62 Reference for More Facts on Educational Costs 63 ^915-73 THE NEW RESEARCH DEPARTMENT The Research Department was added to the headquarters organization in response to a general demand from the members of the Association for an agency to supply current educational information. No source existed for supplying data for use in emergency situations. The U. S. Bureau of Education, the Government's agency for supplying statistical information on education, has not been able to publish current data to meet emergency demands. Its staff includes the Commissioner and specialists of recognized ability, but although much good work has been done, funds have not been provided for extensive investigations by these experts. Moreover, the printing fund is so meager that comparatively few of the important reports can be published. Many of them lose their current value in the long delay before publication. This neglect of education on the part of the Government is most regrettable. It results from having the Bureau hidden away in the Department of the Interior, The Secretary of this Department having no special connection with education, and having many other bureaus and divisions in which he is interested, can hardly give more than passing attention to the needs of the Bureau of Education. Because of this situation, it seemed desirable for the National Education Association to establish a Research Department of its own. All feel that no wiser use of membership dues can be made than in maintaining an agency to carry on emergency research work. The Research Department was established in March, and has been in opera- tion only a third of a year. During that time it has been carefully organized and is ready to render service to the members of the Association. This, the first bulletin of the Department, contains information of distinctive value. During the coming year smaller bulletins will be issued containing the latest information on current educational problems. The new Department seeks the support of the school people of the country in carrying on and in encouraging investigations of current educational problems. It works in close cooperation with other educational research agencies. At present there is much duplication of effort in collecting current educational information. At the same time essential data is often not available because of the lack of coordinated effort in carrying on investigations. The Research Department aims to reduce this duplication of effort and to bring about a con- certed attack of some of our pressing educational problems. As it works to these ends it looks to the members of the Association for guidance and support. J. W. Crabtree, Secretary, National Education Association. THE RESEARCH DEPARTMENT This, the first bulletin of the Research Department of the National Education Association, gathers together in compact form data having a direct bearing upon problems of educational finance. The information given is that in most demand as revealed by inquiries that have come to the Department since its establishment in March. Much of the information given is not accessible elsewhere. It has been obtained through the excellent cooperation of the school people of the country. School administrators have responded promptly to inquiries sent out by the Association. The Salary Committee of the Associa- tion directed the collection of much of the data concerning salaries. The United States Bureau of Education, particularly the Divisions of City School Systems and Rural Education, has been especially generous in furnishing the Research Department with valuable data that are the bases of many of the tables. During the coming school year the Department will have two objectives. First, it hopes to reduce the duplication of effort that at present marks the investigation of current educational questions. Questionnaires asking for essentially identical information are now being sent out each year by different agencies throughout the country. The burden placed upon school people in answering these duplicating inquiries is very great. Much of this may be avoided by a better coordination of effort among the research agencies of the country. Second, the Department hopes to work out a plan whereby the results of investigations of current educational problems may be made imme- diately available to school people. To achieve these objectives the following plan of action has been outlined. Through the columns of The Journal of the Association statements will be made of the educational problems concerning which there is the greatest demand for information. Efforts will be made to find out what is being done toward ob- taining information on these questions. If adequate studies of these problems are not in progress, the Department hopes to provide for their investigation by some of the educational research agencies of the country. Efforts will also be made to provide for the prompt circulation of vital information in The Journal and other educational publicatons, or by other means. In carrying out this program the Department seeks the cooperation and guidance of the school people of the country. It will especially appreciate receiving copies of the results of investigations made upon problems of current educational importance. The results of such investigations can be given wide circulation through the colimms of The Journal or they may be issued in bulletin form. Proper credit will be given, of course, to the individual or agency re- sponsible for the investigation. Reports that will be valuable to the Research Department are listed below. They should be sent direct to the National Education Association headquarters. 1. Regular reports of State, city, and county superintendents. 2. State school laws, and copies of important educational bills prepared for submission to State legislatures. 3. Special investigations by research bureaus or advanced students in schools of education. 4. Investigations carried on by State and local teachers' organizations. 5. Copies of salary schedules, new tenure and pension laws. 6. Other investigations of educational value. John K. Norton, Director, Research Department. The National Education Association THE INCREASING COST OF EDUCATION During recent years the cost of education has been rapidly increasing. This fact has received much attention from those who are interested in maintaining low tax rates. Even some educators have sounded warning notes. There is little basis in fact to justify the alarm of either the conservative taxpayer or the perturbed educator. It is true that figures extending over a period of years and representing the amounts spent for education in the country as a whole or for a typical city are, at first glance, startling. Uninterpreted they may seem to justify the conclusion that educational expenditures are threatening the financial stability of the country. Properly analyzed they give no basis for such a conclusion. The increase in the cost of education during recent years is due to three factors: (1) The increase in attendance in our public schools; (2) the deprecia- tion of the purchasing power of the dollar; and (3) the increase in the social effectiveness of our system of public education. Very little of the increase can be charged against the third of these factors. It is almost wholly due to the first two. Those in charge of the administration of education, therefore, cannot be held responsible for the increase in educational expenditures. They do not determine the number of children who are bom and subsequently reach school age, nor do they control the economic forces that fix the purchasing power of the dollar. Nor can it be charged that the increase in educational expenditures is placing a greater burden upon the financial structure of the country than was true before the war. The figures given in the accompanying charts and tables show that our schools have been very economical. Some of them have not received the in- creased financial support that the rapidly growing attendance and the deprecia- tion of the dollar justifies. Public education, during recent years, has been starved as far as any financial provision has been made for increasing its social effectiveness. TABLE 1. ANALYSIS OF THE INCREASE IN COST OF EDUCATION BY DECADES FROM 1890 TO 1920 Cost of public education — elementary and high schools Increase over 1890 Amount of increase chargeable to Year Increased attendance Depreciation of dollar Increased efficiency 1 2 3 4 5 6 1890 $140,506,715 214,964,618 426,250,434 1,045,053,545 1900 $74,457,903 285,743,719 904,546,830 $56,202,686 116,620,573 195,304,333 $18,255,217 1910 $82,280,732 638,040,991 86,842,414 1920 71,201,506 Research Bulletin Ulllien* of JhUnr* Million* of Oellor* Xxptndlturcs for Fublle. Education 1690 Proportion of Inoroaao Oror 1890 Chargoablo to Ineroasod Attandano* D Proportion of Ineroaoo Oror 1890 Chargeable to Inereaood Kfflolonoy of Sehoel Proportion of Inoroaso Oror 1890 Chargoabl* to Doproolatlon of tn« Iliellar #904,546.830 1140.506, TIS^H Inoroaso over 1890 ♦74,437,903 ♦ig. 255 .217 t56.:c:02.686 Ineroagf^ J — — — o*.r 1590 / ^= 182,280.732 4285,743.719 ^ ' ' 466,842,414 Ill6.620.573 471,201,606 1638,040,991 $195,304,333 Chart 1. -An Analysis of the Increase in Expenditures for Public Education by Decades 1890 to 1920 Chart 1 is based upon the figures given in Table 1. This table is explained as follows: Column 2 gives the total amount expended in the United States for public elementary and high schools for the four years given. These are the official figures of the U. S. Bureau of Education. Column 3 gives for each year the increase over the amoimt spent in 1890. Colvimns 4, 5, and 6 show how- much of this increase is due to each of three factors. The total increase in expenditures for 1910, for example, over 1890 was $285,743,719. This increase in the amounts given is chargeable to three factors: 6 The National Education Association 1. Increased Attendance— $116,620,573. This figure is 83 per cent of the cost of education in 1890. There was an increase of 83 per cent in the number of days schooHng provided between 1890 and 1910. (See Table 2, Column 3.) There was necessary, therefore, an in- crease of 83 per cent in expenditures for education in order to provide for the added number of children in school. By adding this additional sum to the cost of education in 1890 ($116,620,573 plus $140,506,715), the amount is obtained that was necessary to give each child in 1910 the same opportunity that the child of 1890 enjoyed— $257,127,288. 2. Depreciation of Dollar— $S2, 280,732. This amount is added to the cost of education in 1910 since the dollar of 1910 had depreciated in value so that $132 would purchase no more than $100 wovdd in 1890. (See Table 3, Column 2.) To provide the children enrolled in 1910 with the same educational opportunity enjoyed by the children of 1890, an amoimt equal to 32 per cent of $257,127,288 must, therefore, be added — $82,280,732. 3. Increased Efficiency— $86,842,4:14:. The cost of education in 1890 was $140,506,715. In 1910 increased at- tendance and depreciation of the dollar added $116,620,573 and $82,280,732, respectively, to this sum. Of the total increase in expenditures of 1910 over 1890, $86,842,414 is still unaccounted for. This is charged against increased efficiency of the school. This amount was available for the purpose of increasing the social efEectiveness of the schools. These facts are presented in graphic form in Chart 1. The increase in the cost of education since 1890 has been principally due to increases in school attendance and depreciation of the dollar. The schools of the coimtry can not be held financially responsible for either of these. They were not responsible for the fact that between 1890 and 1920 there was an increase of 139 per cent in their burden due to growing attendance, nor for the fact that $290 were required to buy what $100 purchased in 1890. When these two factors are eliminated there is not a great deal of the increase shown at the beginning in each decade to account for. Practically all of it has been swallowed up by the decreasing purchasing power of the dollar and the increase in the number of children who are attending our schools. The growing complexity of our civilization and the loss in influence of some of our most cherished institutions, thus throwing an additional burden upon our public-school system, would have justified vast sums being devoted to the single purpose of increasing the efficiency of the instruction received in our schools. Such sums have not been forthcoming. In reality education has been starved insofar as any provision has been made for an improvement in its social effectiveness. No substantial financial provision has been made to meet the steadily increasing requirements that public opinion demands. The average layman fails to realize these facts, however, unless they are clearly and repeat- edly stated. It is the duty of sound educational statesmanship to make the facts known. Research Bulletin Par Crat E({>«iMliturM (pr publU •due^tion^ - Per e«at Ir.erM** , IncrMM 16C 140 a\. loo 6o 60 40 20 1«Q 140 120 100 eo 60 40 20 19 / / ^. * /.- >^^ ' ,--' y ,,- — ''" ^^ «< r'"'^^^-^ iri^ '* 09 1910^ 1911 1912 1913 1914 191S 1916 1917 1916 1919 1920 Chart 2. — Per Cent Increase of National Income and of Expenditures for Public" Education Chart 3. — Per Cent of National Income Expended for Public Education Table 2. Increase in Amount of Schooling Provided in Public Elementary and High Schools of the United States Year Total number of days' schooling provided Percentage of increase in schooling provided 1 2 3 1890.... 1900.... 1910.... 1920.... 1,098,232,725 1,534,822,633 2,011,477,065 2,620,210,865 100 140 183 239 Table 2 in Column 2 gives the total number of days' schooling provided by the public ele- mentary alid high schools of the United States for the first year of each decade since 1890. These figures are obtained by multiplying the average daily attendance by the average number of days school was maintained. These are the official figures of the U. S. Bureau of Education. Column 3 gives the percentage of increase in days' schooling provided. If 100 represented the number of days' schooling provided in 1890, then 140 represents the num- ber of days' schooling provided in 1900, etc. Table 3. Purchasing Power of the Dollar by Decades, 1890 to 1920 Year Index numbers 1 2 1890 100 99 132 290 1900 1910 1920 The figures in Table 3 are a combination of the price index numbers for these years of R. G. Dun & Company, the U. S. Department of Labor, and Burgess in Trends of School Costs. See the Journal of the National Education Asso- ciation, June, 1922, page 252, for a fuller dis- cussion of the derivation of these numbers. . The figures show that in order to purchase what $100 would buy in 1890, $99 was neces- sary in 1900, $132 in 1910, and $290 in 1920. 8 The National Education Association This starvation of education can be justified on only one basis. This is, that the income of our Nation, the actual wealth produced each year, has failed to keep pace with our growing educational needs. Then education might expect to go on short rations with the rest of the country. Table 4 shows that since 1909 the percentage increase in expenditures for education has been no greater than the percentage increase in the National wealth produced. This fact is graphically depicted in Chart 2. In -the five years following 1914 the National income has been increasing more rapidly than have the expenditures for education. This fact is more clearly shown in Chart 3 which gives the percentage of the National wealth produced that has been expended for public education. Between 1914 and 1919 there was a drop from 1.67 per cent to 1.35 per cent. When figures are available so that the curves of Chart 2 can be continued for 1920, 1921, and 1922, it is probable they will show that the expenditures for education are increasing more rapidly than the National income. The curves will probably resume the relationship shown between the years 1909 and 1914. If this tendency continues, we will once again reach the place where as much as 1.67 per cent of the National income will be spent for education, as was true of 1914. (See Chart 3.) Looking forward to this time, it should be the duty of educational statesmanship to be ready to justify the appropriation for education of a larger and larger proportion of the wealth which the Nation produces yearly. Table 4. Comparison of Increase in National Income and Increase in Expenditures for Public Education, 1909 to 1919 » Year Expenditures for public education in thousands of dollars^ • National income in billions of dollars'* Per cent increase over 1909 in expenditures for education Per cent increase over 1909 in national income Per cent of national income spent for public education 1 2 3 4 5 6 1909 401,398 426,250 446,727 482,887 521,546 555,077 . 605,461 640,717 702,1973 763,678 895,0003 1.045,054 28.8 31.4 31.2 33.0 34.4 33.2 36.0 45.4 53.9 61.0 66. 0^ 0.0 6.19 11.3 20.3 29.9 38.3 50.8 59.6 74.9 90.3 122.9 160.3 0.0 9.02 8.33 14.58 19.44 15.27 25.0 57.63 87.15 111.80 129.16 1 39 1910 1911 ... 1.35 1 43 1912 1 46 1913 1 51 1914 1 67 1915 1 68 1916 1 41 1917 1 30 1918 1 25 1919 1 35 1920 » Expenditures for education are for fiscal years; National income estimates are for calendar years. 2 These are the expenditures for public elementary and high schools. » Expenditures for these years are estimated on basis of expenditures for year preceding and following. Other amounts given in this column are official figures of the U. S. Bureau of Education. * The yearly estimates of the wealth produced in the United States are those made in Income in the United States, p. 64, Mitchell, King, and others, published by the National Bureau of Economic Re- search, 1921. The figure for 1919 is based on incomes received, whereas the estimates for the other years were verified by a calculation based on sources of production. Research Bulletin Table 5. Analysis of the Increase in Cost of Education, Washington, D. C. From 1913-1914 to 1921-1922 Cost of public education — Washington, D. C. Increase over 1913 Amount of increase chargeable to Additional amount Year Increased attendance Depreciation of dollar Increased efficiency necessary to maintain efficiency 1 2 3 4 5 6 7 1913-14 $2,429,480 2,675,794 3,543,652 4,155,780 4,891,140 1915-16 $246,314 1,114,172 1,726,300 2,461,660 $194,358 24,295 364,422 583,075 $131,192 1,030,585 2,765,963 2,199,165 $79,236 1917-18 $59,292 1919-20 1,404,085 1921-22 320,580 Facts similar to those presented for the country as a whole in Table 1 are given in Table 5 for Washington, D. C. The cost of education in 1913-14 is taken as a base. Column 2 gives the actual expenditures for education in this city for all the school years since 1913-14. These figures include all expenditures •except those for sites and permanent improvements. Column 3 shows the in- crease in expenditures over 1913-14 for each alternate year since that time. The next three columns analyze the reasons back of the increase in expenditures for education. In Column 4 are the increases necessary to take care of the growth in attendance. (See Table 6.) The amounts given in Column 5 are the increases necessary to offset the decreasing purchasing power of the dollar, (See Table 7.) For each of the years given, except 1917-18, the actual increase in expendi- tures is less than the growing attendance and the depreciation of the dollar would have justified. Colimin 7 gives the amounts in addition to what was received that would have been justified by these two factors. r~\F ALL inspiriting and moralizing agencies in American society today, the ^^ public school alone has gained in influence and increased in strength since the civil war. Legislation has declined in efficiency, the courts are less respected, the church has been left behind, and education — puolic education — alone has retained its hold on democracy and is becoming more and more effective as the years go by. — Charles William Eliot, Former President, Harvard University. yU"il AT IN the way of culture, efficiency, and good citizen-ship has this country reason to expect in 1922 in return for the cost of oper ating the public schools ? The answer is simple and direct ; inasmuch as it is spending no more of purchasing power upon the schools in 1922 than it was expend- ing in 1911, it has reason to expect no more by way of culture, efficiency, and good citizenship than it secured by the expenditures of 1911. It has reason to expect no more, but as a matter of fact it is getting more, the increase being chargeable to the devotion of the great body of teachers and school administrators to the cause of better America. — Will C. Wood, The Department of Superintendence, N. E. A., 1922. 10 The National Education Association These facts are depicted graphically in Chart 4 which is based on Table 5. The first bar over " 1915-16" represents the increase in educational expenditures for this year over the year 1913-14 that the growth in attendance and the de- preciation of the dollar would have justified. The second bar over " 1915-16" represents the actual increase in expenditures for public education. There is evidence that the schools of Washington, D. C, since the beginning of the war, so far as financial support is concerned, have steadily lost in their power to provide facilities for education. The increases in financial support have been insufficient to provide for the growing attendance and to offset the depreciation of the bujring power of the dollar. It should be remembered that a school system must compete in the open market for all facilities necessary for its operation, whether they be the services of a principal or teacher, lumber, building stone, or chalk. If more and more of such services and materials are required, while at the same time the ability of the schools to produce them is lessened, there will eventually be a loss in the effectiveness of our educationa system. The figures given for Washington, D. C, are probably typical of many cities in the United States. A continuance of a financial policy that year by year gradually lessens the ability of school officials to purchase the facilities of education, is bound to seriously affect the social effectiveness of our schools. The increase in educational expenditures should not be limited to amounts barely necessary to take care of increased attendance to offset the depreciation of the dollar. Additional amoimts should be appropriated with the one end in view of increasing the general social effectiveness of our system of public educa- tion. Only when substantial amoimts are consistently found in Column 6 of Table 5 can the public expect the schools to meet adequately the constantly lincreasing burdens it is placing upon them. Table 6. Increase in Amount of Schooling Provided Public Elementary and High Schools of Washington, D. C. Year Days' schooling provided Percentage increase 1 2 3 1913-14 1915-16 1917-18 1919-20 1921-22 8,106,834 8,833,250 8,252,158 9,387,453 10,085,833 100 108 101 115 124 Table 6, column 2, shows the total number of days' schooling provided by the public ele- mentary and high schools of Washington, D.C., for each of five alternate years beginning with 1913-14. These figures are calculated in the same manner and should be interpreted simi- larly to those of Table 2, Table 7. Purchasing Power of Dollar 1913 to 1922 Year Index number 1 2 1913 1915 100 105 1917 142 1919 199 1921-22 173 The index numbers given in Table 7 are for December of each year except in 1921-22, which is an average of the months of September and December, 1921, and March, 1922. They were issued by the U. S. Department of Labor, Bureau of Labor Statistics, Statement 1478, May 4, 1922, p. 2. These index numbers should be interpreted similarly to those of Table 3. Research Bulletin 11 D In«i-«*M evar Bxpaaditu^M of 1*U-14 JustiMcd by OrMtar Attundaaa* Aa4 0*pr*cUtlea of Dtllar Aetual laorMM la IspraAltarM Xcr Poblit tobetia twr Kspcadituraa f«r 1913-14 #4,000,000 •3, 000.000 #2,000,090 #1,000,000 IL_a It4.« #^< #2,000,000 #1,000,000 Chart 4. — Actual Increase in Expenditures for Public Schools of Washington, D. C, AND Increase that Greater Attendance and Depreciation of the Dollar would have Justified WE CALL no uneducated quack or charlatan to perform surgery upon the bodies of our children lest they may be deformed, crippled and maimed physically all their lives. Let us take equal care that we intrust the development of the mental fac- ulties to skilled instructors of magnanimous character that the mentalities of our children may not be mutilated, deformed and crippled to halt and limp thru all the centuries of their never-ending lives. The deformed body will die, and be forever put out of sight under the ground, but a mind made monstrous by bad teaching dies not, but stalks forever among the age», an immortal mockery of the divine image. — /. Sterling Morton. YOU CAN reduce your expenditure on armaments, as you can on personal indul- gences, and expand it again later, with no great damage in the process. But with education it is otherwise. You are dealing there with the minds and bodies of children and you may cripple a whole generation. The plain fact is that, so far from not being able to afford our present expenditure on education, we cannot afford to do without it. If there is one lesson more insistently taughi us by the war and by daily experience it is that the foundation of National strength and worth, as of National prosperity, is the education of the people. ... It is the people who will suffer and the people must see to it. — Frem the Manchester (England) Guardian, June, 1922. THE FEDERAL Government has established the precedent of promoting education. It has made liberal grants of land and money for the establishment and support of Colleges of Agriculture and Mechanic Arts, and in more recent years has made appro- priations for vocational education and household arts. Without interfering in any way with the control and management of public education by the States, the Federal Government shguld extend aid to the States for the promotion of physical education, the Americanization of the foreign-born, the eradication of illiteracy, the better training of teachers, and for promoting free educational opportunities for all the children of all the people. — President Harding, Excerpt from Speech, Oct. 1, 1920. 12 The National Education Association Table 8 gives a partial statement of the Federal taxes paid by the various States of the Union as compared with the expenditures for the support of public, elementary, and high schools. The figures in column 2 give the taxes paid by the States in connection with the sale and manufacture of various articles that may be classed either partly or wholly as luxuries. The figures represent the taxes paid and not the purchase price of the articles concerned, A detailed statement of the sources of the amounts given in this column may be found in the table printed in the Journal of the National Education Association, May, 1921, page 209. The sums in this column were paid by the States to the Federal Government with the exception of $122,000,000 which amount was collected in the States in connection with the issuance of automobile license fees. Column 3 gives the taxes collected by the Federal Government in the States on both per- sonal and corporation incomes as given in the annual report of the Commissioner of Internal Revenue for 1921. The figures given in column 5 were furnished by the U. S. Bureau of Education from a manuscript as yet unprinted and represent the total State expenditures for public elementary and high schools, including the expenditures for maintenance as well as capital outlay. The slight discrepancy between the figures given here for the total expenditures for the United States and the ones found in table 1 is due to the omission in these figures of certain "debt services." It will be noted that the total amount collected by the Federal Government from the two sources is nearly four times the amount spent for public education. The years given for the figures in columns 2; 3, and 5 it will be noted are not co-extensive. The total Income Taxes raised for the year ended December 31, 1920, was $3,956,936,000, or 18 per cent. more than the total given in column 3. The taxes on luxuries collected for the year ended June 30, 1920, were greater than those given in column 2. As yet there is no exact information as to what the figures for the expenditures for education for 1920-21 will be when they are available. HE GAVE up a promising career in the law and in politics to accept the office at a beggarly salary that often left him without money for his dinner, but, once he had made up his mind to do so, he entered upon the work with all the energy he possessed. To a friend he wrote: "My law books are for sale. My office is to let. The bar is no longer my forum. I have abandoned jurisprudence and betaken myself to the larger sphere of mind and morals." On the day he accepted the office he wrote in his diary: "Henceforth so long as I hold this office I devote myself to the supremest welfare of mankind upon the earth, . . I have faith in the improvability of the race — in their accelerating improvability. This effort may do, apparently, but little. But mere beginning a good cause is never little. If we can get this vast wheel into any perceptible motion, we shall have accomplished much." — Extract from ''Public Education in the United States" by Ellwood P. Cubberley, p. 165, regarding Horace Mann. AS WE look back over the three-quarters of a century during which the office of superintendent of city schools has been in existence, a few names stand out with particular prominence as men who have laid — often against tremendous obstacles, often in conflict and contest to the end of their careers, and often by the sacrifice of much that men hold dear — the foundation principles of the new work to which they gave the best years of their lives. Doing a pioneer work, and often misunderstood and un- appreciated by those with whom they labored, these men patiently blazed a trail for others to follow. As a recent writer has put it, "each traveled the trail at his own gait, with rations and blanket only, and never knowing, though caring much, where each year's tramping would end." Out of this three-quarters of a century of trial, conflict, discussion, and experimentation, a profession of school supervision is at last being evolved. — Extract from ''Public School Administration" by Ellwood P. Cubberley, p. 130. Potentially, at least, the most important officer in the employ of the people of any municipality to-day is the person who directs the organization and administration of its school system, and who supervises the instruction given therein. — Ibid. p. 131. Research Bulletin 13 TABLE 8. FEDERAL TAXES, 1920-1921, AND EXPENDITURES FOR EDUCATION, 1919-1920 State United States. Alabama.. Arizona.. . Arkansas. . California . Colorado.. Connecticut Delaware District of Columbia . Florida Georgia Idaho . . Illinois. . Indiana. Iowa . . . Kansas . Kentucky Louisiana Maine Maryland Massachusetts . Michigan . . Minnesota . Mississippi. Missouri . . . Montana. . . Nebraska Nevada . New Hampshire . New Jersey .... New Mexico. . . . New York North Carolina . North Dakota.. Ohio Oklahoma Oregon ....... Pennsylvania . . Rhode Island . . South Carolina . South Dakota . Tennessee. Texas Utah Vermont . . Virginia. . . Washington . . West Virginia . Wisconsin .... Wyoming .... Alaska Hawaii Canal Zone Philippine Islands. Porto Rico Luxury taxes year ended June 30. 1921 $763,474,910.50 3,179.090.85 751,451.07 1,886,136.03 25,643,308.29 3,707,730.01 10,461,308.74 1,255,208.71 5,401,054.98 5,114,392.47 1,484.574.68 43.307,850.45 18.268,901.65 12,529,946.08 5,504,223.46 10.525,822.30 4.663.758.44 2.264.698.28 10.924,077.98 22,637,943.58 74,101,979.83 11.246,790.49 1.554,910.78 22.166.198.53 1.436,769.07 5,265,548.94 318,297.77 2,252,081.68 37,161,170.43 526,752.43 128,666.894.06 83,834.278.70 1.271.426.26 57,724,896.12 5,212,973.93 4.527,879.84 57,787,786.58 2,276.980.36 2.240.749.18 1.563.893.47 7.231,557.33 9,886,086.45 1.596,071.66 1.124.355.79 23.282.849.61 6.706,064.42 5,796,427.05 15,212,780.00 666,038.76 Federal income taxes year ended December 31, 1921 377,083.27 945.859! 66' $3,228,137,673.75 14.222,196.12 2.784.941.73 8.228.525.73 129.170.961.21 25.085.242.95 49.208.464.34 9.848.404.28 8,054,914.26 10,108,053.94 28,792.002.73 3,497.317.45 260,944.632.48 49,809,541.01 28,893.632.48 26,873,549.31 25.091,391.06 29.242,438.18 14.459,568.04 44,948,063.92 214,058,413.88 184,494,520.82 53,886,224.54 7,244,977.45 86,121,595.25 3,925,062.65 15.828,609.66 718,136.11 8.304.563.93 97,391.062.92 1,306,243.22 814,736,708.37 38,664,722.96 2.072,432.20 203,847.472.40 21.637.304.77 21.973.313.00 351.737,751.22 36,086,774.07 26.032,367.96 3,648,484.22 25,606,805.43 52,190,451.75 7,116,197.70 4,803,370.92 31.594.403.02 29.221.005.72 35.819.846.89 57,131,042.40 2,537,062.67 279,821.67 18.859,082.76 Total columns 2 and 3 $3,991,612,584.25 17,401.286.97 3.536,392.80 10,114,661.76 154,814.269.50 28,792,972.96 59,669,773.08 11,103,612.90 8,054,914.26 15,509,108.92 33,906,395.20 4,979,892.13 304,252.482.93 68.078,442.66 41.423.578.56 32.377,772.77 35,617.213.36 33.906.196.62 16.724.266.32 55.872.141.90 236.696.357.46 258.596,500.65 65,133.015.03 8,799.888.23 108.287,793.78 5,361,831.72 21,094.158.60 1.036,433.88 10,556,645.61 134,552,233.35 1,832,995.65 943,403.602 .*43 122,499.001.66 3.343.858.46 261.572,368.52 26,850.278.70 26,501.192.84 409.525,537.80 38,363,754.43 28.273,117.14 5,212.377.69 32.838,362.76 62,076,538.20 8,712,269.36 5,927,726.71 54,877.252.63 35,927,070.14 41,616,273.94 72.343,822.40 3,203,101.43 279,821.67 19,236,166.03 945,859.66 Expenditures for education, 1919-20 $1,039,091,084 9,118,691 6,339.288 7.706,621 48.980.298 13.200.165 16.318,420 1.676,503 4,297,894 7,030,953 9,076,453 8.591,942 69.358.022 35,764,748 37,334,167 26,257,009 8,117,074 11,366,934 6,403,673 8,242,399 40,908,940 47,683,763 35,734,096 4.474,796 28,707,190 12,207.631 20.580.069 1.383.850 3.810.669 40,909.827 4,139,597 106,045,319 12,147,856 12,883,443 67,426,541 22,906,219 9,997,892 70.410,207 4.766,333 6.627,017 11,592,896 10,141,374 33,606,210 8.239,829 3,588,098 12.975.089 20,595,360 11,402,488 27,255.056 3.741,793 343,822 2,536,924 180,391 2,959.245 IN EVERY large profession you must rely on economic motives to some extent for your recruits, in the teaching profession less than elsewhere perhaps; but even teach- ers are human. I do not expect the teaching profession to offer great material reward — that is impossible; but I do regard it as essential to a good scheme of education that teachers should be reHeved from perpetual financial anxieties. ... An anxious and depressed teacher is a bad teacher; an embittered teacher is a social danger. — Rt. Hon. H. A. L. Fisher, M.P., London. 14 The National Education Association SALARY TABLES AND WHAT THEY REVEAL _ There are both encouraging and discouraging aspects in the present salary 'situation in the United States. Salary increases have been granted generally throughout the country. Present schedules are being maintained or increased in nearly all of our cities and in a majority of our rural communities. On the other hand, there are indications in some quarters of a reaction. This is the result of two factors, first, the general business depression and second, the failure of the teaching profession to continue the vigorous campaign of educating the public that was carried on during the war. As a result the general public is misinformed as to the actual facts in the present salary situation. The facts, which it is the duty of the profession to make known without delay, follow: 1. Teachers were underpaid throughout the country before the war — about fifty per cent were receiving annual salaries of less than $500. 2. The salary increases granted teachers during the war were insufficient to offset the rapid rise in the cost of living. 3. Increases of wages in general during the war kept pace with or exceeded the rise in the cost of living. 4. Consequently, teachers in 1920 were in a less advantageous economic position "than at any time since the Civil War Period. "^ 5. The comparatively slight decrease in the cost of living since 1920 has merely tended to restore teachers' salaries to their pre-war purchasing power. 6. The latest figures on the cost of living indicate that the decline in the cost of living has come to a halt. "All price indices show little change of late and some indicate a slight rise."^ 7. The teacher's economic position now is, therefore, little if any better than before the war. 8. If teachers' salaries are reduced they will have less purchasing power than they pos- sessed before the war. 9. Additional increases must be granted if teachers are to receive the professional wage justified by their training and the importance of their service. 10. If teachers' salaries are not lifted to the professional level, it will be impossible to secure a sufficient number of recruits for our normal schools and millions of our children will continue to be taught by immature and untrained transients in the profession. In the subsequent tables, data are given to support these facts. The future welfare of the children of the Nation demands that they should be given the widest possible circulation. Read Table 9 as follows, beginning in the upper left corner: In 1921-22 the cities of the United States over 100,000 in population paid a median salary to their teachers of $1848. Cities of the same size reporting from Alabama, for example, paid a median salary of $1159, or $689 below the median for the country as a whole. The figures given are the median salaries actually being paid — not possible maxima. Fifty per cent of a group of teachers receive salaries equal to or above the median, and fifty per cent receive salaries equal to or below the median. The medians were calculated from distributions of salaries grouped in one-hundred- dollar intervals. Of the 2787 cities of 2500 population and over 1444, or-52 per cent, are represented in this table. They reported for 127,260 teachers. 1307, or 42,6 per cent, of all counties and rural communities are represented in this table. They reported for 126,633 teachers. There is, therefore, a total of 253,893 city and rural teachers represented in the table. The rural teach- ers are those directly under the supervision of county, town, or district superintendents. Those in rural systems which employ local superintendents who devote more than half time to supervision were not reported. The salaries given should be looked upon as approximations rather than exact and complete statements, since all cities and rural communities did not report. In some States the per cent reporting was too low to guarantee the figures being representative. The percentage of the counties reporting for each State may be found in Table 11, column 6. From this may be inferred how representative the figures are for the rural communities of any State. The fig- ures marked thus (*) are based upon reports from less than 25 teachers, and those marked thus (t) are approximate figures. With these facts in mind, the table may be accepted as an excellent bird's-eye view of the salary situation in the United States for the school year 1921-22. The table is based on data of the U. S. Bureau of Education. Btirgess, Trends of School Costs, p. 64. 2 Literary Digest, June 10, 1922, p. 10. Research Bulletin 15 TABLE 9. SALARIES OF ELEMENTARY TEACHERS BY STATES 1921-1922 States and other units United States (Median). $1848 Alabama . Arizona . . Arkansas . California Colorado . Connecticut Delaware District of Columbia . Florida Georgia Idaho Illinois Indiana , Iowa Kansas Kentucky. . . . Louisiana Maine Maryland .... Massachusetts . Michigan Minnesota. . . . Mississippi Missouri Montana Schools in cities $1379 $1159 1879 1891 1552 1586 1451 1913 i692 1247 1580 $1675 1102 1763 1606 1416 1202 927 1320 1516 1452 1615 1156 $1241 $1097 $926 1593 926 1636 1349 1412 1589 1733 1614 Nebraska Nevada New Hampshire. New Jersey New Mexico . . . . New York North Carolina . . North Dakota... Ohio Oklahoma Oregon Pennsylvania . . Rhode Island . . South Carolina. South Dakota . . Tennessee Texas Utah Vermont Virginia Washington . . . West Virginia. Wisconsin. . . . Wyoming 1822 1731 1631 2666t 1756 1966 1722 1520 1392 1190 1780 2293 1296 1069 1571 1427 1335 1482 1323 1588 1339 1206 1484 1630 1244 1351 1167 1413 1096 1215 1062 1544 1415 1371 796t 1479 1154 1185 1230 1214 902 941 1 1070 1064 1350 1189 1155 929 8 $860 1414 792 1404 1214 1248 975 1638 1214 1183 1419 1297 1339 1071 1194 1227 1237 1130 1293 1155 1245 965 1013 989 1430 1125 1273 1396 907 845 1305 1032 1112 1086 991 882 948 775 Schools in rural communities r-l g O o ™ u 3 O w $1010 $742 1369 642 1386 1147 1260 1010 1180 1245 1255 924 925 1455 1218 952 1348 1270 1220 1003 1016 1065 1128 1029 864 911 1268 692 924 1118 866 832 1288 1021 1167 1484 $8*85 $465 1300 696 1383 1117 1050^ 650^ $877 941 691 1335 944 993 996 1011 667 976 912 990 1126 1064 1040 842 818 1265 986 1436 942 1406 1172 1232 581 1395 1031 989 1066 992 1125* 925 1184 858 934 1182 865 747 1241 1108 1092 1120 548 548 1178 885 913 950 974 571 866 682 845 517 779 1015 395 900 950 1120 750^ 1252 1187 1209 555 1129 993 985 1044 881 758 = 673 1175 = 481 792 854 750 545 1280 764 1085 1100' $418 1269 552 1323 1023 1062 729 $774 $419 1243 428 1257 874 931 689 648 413 1047 872 873 940 880 550 719 707 763 475 239 913 404 613 1112 989 1167 908=* 1086 1086 983 467 1036 952 929 972 735 ^88=* 676 1129 420 724 875 743 448 1136 723 1008 1035* 399 300 918 781 861 768 731 463 659 595 696 391 832 845 328 594 966 869 988 718 1011 1084 883 383 867 878 826 862 655 786' 396 928 365 671 844 674 385 1104 574 857 755 16 The National Education Association T^HE FINANCIAL embarrassments of our educational system are due to ■*■ two facts: First, that with the gradual democratization of society the principle of partial support through fees has given way to the method of gratuitous service or free education supported by taxation.- S9condly, and more important, have been the economic changes in the last few decades which have rendered reliance on the old general property tax unsatisfactory. The wealth of the country has indeed increased, but the attempt to measure wealth by the general property tax has broken down. ^ Thus at one end the needs of our educational institutions have gradu- ally increased, and at the other end the basis of support has relatively diminished. There are three reasons for the failure of the property tax: First, the impossibility of reaching intangible property or property in securities and mortgages which have greatly multiplied in recent times. An attempt has been made to remedy this defect through the development of the corporation tax. But in most States schools are still supported from the general property tax. Secondly, even as regards tangible property, property is continually becoming a less satisfactory evidence of ability to pay, either because of the disparity between the property and its yield or because property is no evidence of prosperity. An example of the first is the difference from year to year, under modem speculative conditions, between the value of sheep or cattle and the profits of flock-tending or cattle-raising. An example of the second is the folly of attempting to measure the prosperity of two modern merchants by comparing their property rather than the profits which are due largely to a period of turnover and other factors. The third reason why property is unsatisfactory as a test of tax- paying ability is because of the existence in modem times of huge pro- fessional incomes all of which may be spent and which would therefore be free under a property tax. In all the more advanced states of this country, as well as throughout Europe, property has therefore been supplanted by eamings, profits, or income, as the test of taxable abihty. This means practically the develop- ment on the one hand of the personal income tax, and, on the other hand, of the business tax, to include not only corporations but other businesses. In this way only can we tap the increasing wealth of the community and make wealth bear its proper share of the obligation to support the schools. Hand in hand with this, however, must go a redistribution^ either of educational functions or educational revenues. New State-wide income or business taxes must be apportioned to the localities, not simply according to population or wealth, but according to educational needs. With this reform at both ends of the process, the schools will be able to get their proper share of the increasing wealth of modem society. — Excerpts from an address by E. R. A. Seligman, Columbia University. Read Table 10 as follows, beginning in the upper left corner : Forty-nine cities with a popula- tion of over 100,000 reported that 742, or 1.1 per cent, of their teachers would receive in the school year 1921-22 salaries of less than $1000, 795, or 1.2 per cent, would receive salaries between $1000 and $1099, etc. A total of 69,382 teachers were reported by these forty-nine cities, the median salary to be received for 1921-22 being $1848— that is, fifty per cent of these 69,382 teachers will receive salaries equal to or above $1848, and 50 per cent will receive salaries equal to or below $1848. This table is based upon replies received to questionnaires representing 1444 or fifty-two per cent of the 2787 cities of the country of 2500 population or over. It, therefore, gives a repre- sentative statement of the salary situation among elementary city school teachers for the present school year. The table was prepared by the U. S. Bureau of Education. Research Bulletin 17 o M t^ C t B OTf c ,—1 rt 0) o H o Ov O vo 0\ 00 00 00 vO to Tt •^ t^ i-H »-i O U V) (V t-1 o o ,-ilOCNt^lO»-iONCNiO«N'-'fOtOOOfOO I^ lO ■^ »0 ^„'^,''1°0 "^^C) CN PC -" Cn" VO" oT Cn" t-T ^ Cn" ^2 P u CN " — U-5OO»O«N0\ONTjH00TjH«r)'>-H (U 1-1 n 0) coo t^Tj<\OTt<'-Ht^ONO\^r co" fo" cn" 'th" T-T bflOo c •+f O O OO ^1 M OOlOlOCNfOOOr-tOvO-^OvtOCN •'-iOMOON»OCNOvOiOO\'<-iOOvOTt"^O'^-rt CNT^ONOv'-iPOr^vOTtirct^CNCNT-it^t-^ •<-i>0000\t^CNfO'"-HOOvfOrtOOr^-<*rOOOOOt~-t^TflOOOt-- TfosON""— I'^'r- icK^O'— icNOsooofr)0\>o t^ r-. On '^^'~l'-l,'~i.O_00 00 O On '-^ 'i* O 00 CO* fO* to* NO* NO* lO* -rj^* to* 00* CN* ^* ■^* (>f CO NO 00 NO rH ON 2 ON X ,-1 M O 0n0n^O\0n0n0sO\0\0n0n0n OnOnO\OnOnOnQ\OnC3nOnOnO\ ■■-Hrgrcr^toNOr-ooONO'r-.000NO^-t(N 0) ON > OS O '^ u 7 o oo oo o rt t/3 O c c ^ rt 03 ^ 18 The National Education Association THINK IT OVER "Modern society is abundantly able to afford adequate education. It should be willing to pay the price." Thus succinctly, relieved of the sentimentality which so frequently is invoked in considering the plight of the American pedagogue, the National Education Association sets forth the basic principle in the fight of our instructors of youth for higher salaries. We are prone to forget the tremendous responsibility of the teacher, second only to that of the mother. But the really thoughtful teacher does not forget it, though gener- ally he is too busy to formulate phrases for the feeling. The association speaks for him in this regard and further, as follows : "At the heart of the whole scheme of education stands the teacher. If he is wise and strong and influential, sound educational practice will exercise a controlling influence upon the youth of the nation and the foundations in good citizenship will be sure. Great buildings and large classes are futile except as they are vitalized by well-trained, con- scientious, and capable teachers. To obtain such teachers it is necessary to have can- didates who are strong and fit — the best is none too good for the nation's children. It is necessary that these candidates be trained to deal with the difficult problems of education. Such training is costly and strong men and women must have some induce- ment to spend the years and money that it requires. "What inducement shall be offered the prospective teacher — the teacher who is to prepare today's children for citizenship in the greater nation of tomorrow? There are two great inducements — the privilege of service and reasonable opportunity to enjoy the things that go with economic independence. The privilege of service is a great appeal. It is a dominating influence in the lives of the best teachers. However, in the organization of modern society there are attractive opportunities for service in business and many other fields outside of teaching. Society cannot and should not rely entirely upon the appeal of service to maintain its system of education. Modern society is abundantly able to afford adequate education. It should be willing to pay the price. "What, then, should be done with teachers' salaries? Again let us recall the facts. Before the war, teaching had become notorious as a makeshift occupation. The war drew attention to the appalling situation and after a vigorous campaign by the National Education Association and other agencies salaries were advanced somewhat. In only a few cases were they advanced to levels which would insure a permanent supply of mature, well-trained teachers. The great majority of American communities must face squarely and frankly the problem of still further increasing the salaries of their educational workers. This will require recognition of the primary importance of educa- tion. It may require a new emphasis on values. It will require careful study and re- organization of methods of revenue-raising. It will require State aid and Federal aid, but it must be done. Democracy in its great hour of trial cannot afford to undermine the source of its strength and security — the school. It cannot afford not to pay salaries that will insure to every child in the nation a competent and well- trained teacher." — From Washington Herald, Washington, D. C, January 9, 1922. Table 1 1 gives an indication of the salary condition in our strictly rural schools during the present school year, 1921-22. This table was derived from replies to salary questionnaires sent out by the Rural School Division of the U. S. Bureau of Education to all counties, towns, and district superintendents. All teachers in systems which employ local superintendents devoting more than half time to supervision are included. The data given, therefore, are for the strictly rural schools. Three thousand, four hundred and fifteen teachers were reported as receiving annual salaries less than $300; 1697 were reported as receiving less than $500. These figures represent 12 per cent of all rural elementary teachers and principals for whom reports were made. A total of 143,573 rural teachers and principals were reported. Replies were received from 42.6 per cent of all rural districts addressed. It is estimated that a total of 39,430 rural teachers during the school year 1921-22, are receiving an annual salary of less than $500. This estimate is based upon the assumption that the situation in the 57 per cent of the counties that did not reply is the same as in the 43 per cent that did reply. It is not known whether the situation in the 43 per cent of the counties replying is typical. This assumption was made in making the estimate, however. Similar data are given for each of the States of the Union, making it possible to study in more detail the salary situation among the rural teachers as reported in the particular States or section. Research Bulletin 19 TABLE 11. ELEMENTARY TEACHERS IN RURAL COMMUNITIES RECEIVING ANNUAL SALARY OF LESS THAN $500, 1921-22 States Number paid less than $300 Number paid less than $500 Per cent of those reported receiving less than $500 Total number of teachers and principals reported Per cent of counties reporting Estimated number in rural schools receiving less than $500 1 2 3 4 5 6 7 United States 3.415 16,797 12 143,573 42.6 39,430 Alabama, 236 1,538 55 2,798 349 3,335 3,952 2,351 286 680 1,270 2,653 1,283 7,862 5,975 5,405 6,357 3,751 2,033 397 1,220 655 4,337 4,607 1,804 2,564 1,110 4,411 256 209 3,890 831 7,180 1,907 3,845 9,051 5,141 1,521 4,925 52 1,108 3,462 4,876 3,887 810 987 4,573 3,149 2,706 7,559 563 36 43 48 57 62 100 2,2, 35 30 30 43 57 42 55 43 36 87 33 85 45 50 28 23 2,3 50 11 50 71 48 90 15 50 59 59 45 31 60 15 51 42 27 31 85 30 59 41 66 36 4,272 Arizona Arkansas California 420 1,701 51 3,544 Colorado 18 .8 29 Connecticut Delaware 30 148 721 21 2 70 364 1,529 21 278 10 28 57 2 4 210 Florida 1,040 Georgia 5,100 Idaho 70 Illinois 646 Indiana Iowa 33 98 2,235 93 40 . 13 80 77 47 1,162 752 23 27 .6 1 59 4 10 1 12 2 1 64 29 2 .6 80 Kansas 178 Kentucky 6 10 5,198 260 Louisiana Maine 46 Maryland 39 Massachusetts 93 Michigan 180 Minnesota 1 380 52 3 2 94 Mississippi 4,150 3,269 69 Missouri Montana Nebraska 54 Nevada New Hampshire New Jersey New Mexico 3 .3 6 New York North Carolina North Dakota 225 619 32 4,126 Ohio 108 149 1 60 1 2 .06 1 183 Oklahoma 4 252 Oregon 2 Pennsylvania 193 Rhode Island South Carolina South Dakota 75 146 13 973 Tennessee 522 59 5 2,876 194 9 14 2,009 2 406 2 58 \ 1 43 .06 15 .02 6,847 718 Texas Utah 29 Vermont 16 Virginia 493 6,696 3 Washington West Virginia 90 Wisconsin 3 Wyoming 20 The National Education Association TABLE 12. MINIMUM AND MAXIMUM SALARIES OF ELEMENTARY TEACHERS 59 CITIES, WITH A POPULATION OF OVER 100,000, 1921-1922 States and other units United States (Median) Alabama Birmingham California Los Angeles Oakland San Francisco Colorado Denver Connecticut Bridgeport New Haven District of Columbia Washington Georgia Atlanta White Colored Illinois Chicago Indiana Indianapolis Kansas Kansas City Kentucky Louisville. ; Louisiana New Orleans Maryland Baltimore Massachusetts Boston Cambridge Fall River Lowell New Bedford Worcester Springfield Michigan Detroit Grand Rapids Minnesota Minneapolis St. Paul . Missouri Kansas City St. Louis Mini- mum $1200 $1000 1400 1500 1400 1200 1000 950 1200 1056 690 1200 1200 1200 1200 1000 1300 1200 1008 1220 1200 1350 1000 1300 1500 1200 1200 1200 1200 1200 Maxi- mum Years to reach max. $2000 8 4 3 $1800 8 2000 2040 2000 8 2140 1900 1950 10 10 1600 10 1536 900 3 1 3000 9 2000 9 1788 8 1550 1750 1600 4 2000 1716 1500 1700 1700 1600 1900 "6" 5 7 7 6 8 2000 2000 5 9 2000 1650 8 12 2200 1800 13 7 States and other units United States ( Median) 1 Nebraska Omaha , New Jersey Jersey City , Paterson Trenton Newark . . New York Albany Buffalo New York , Rochester Syracuse Yonkers Ohio Akron Cleveland Cincinnati Columbus Dayton Toledo Youngstown Pennsylvania Philadelphia . . Pittsburgh Reading Scranton Rhode Island Providence Tennessee Nashville Texas Fort Worth Houston Utah Salt Lake Virginia Richmond White Colored Washington Seattle Spokane Wisconsin Milwaukee Mini- mum $1200 1200 1400 1200 1100 1500 1100 1200 1500 1200 1150 1500 1200 1200 1200 1000 1000 1200 1250 1200 1200 1000 1000 1000 800 900 1000 900 1000 550 1500 1200 1200 Maxi mum $2000 2100 2600 2700 1800 2500 1700 2000 3250 2000 1750 2700 2000 2880 2200 1800 1600 2000 1750 2000 2000 1800 2000 1950 1500 1500 1700 1750 1544 1098 2100 2150 2400 Read Table 12 as follows, beginning in the upper left corner: The median minimum or beginning salary for elementary teachers in 59 cities with a population of over 100,000 is $1200; the median maximum salary is $2000. Eight is the median number of years required to advance to the maximum. Birmingham's minimum of $1000 is $200 below the median minimum for similarly sized cities of the United States, and its maximum is $200 below the median maximum. Eight years are required to advance from the minimum to the maximum. Of the 68 cities of the country with a population of over 100,000, 59 are represented. The table was prepared from questionnaires circulated by the U. S. Bureau of Education and by the Salary Committee of the National Education Association. Research Bulletin 21 Purchasing Power of Dollar, 1893 — 100 Year Index Year Index 1893 100 1908 118 1894 96 1909 125 1895 94 1910 131 1896 92 1911 130 1897 • 92 1912 138 1898 94 1913 141 1899 96 1914 144 1900 97 1915 142 1901 101 1916 161 1902 106 1917 206 1903 106 1918 237 1904 107 1919 259 1905 107 1920 286 1906 111 1921 215 1907 115 1922 199 Table shows that in 1893 $100 was necessary to buy a certain quantity of food, in 1894, $96 was necessary to buy the same amount, etc. Food costs when taken over a long period of time are accepted as a good indication of the pur- chasing power of the dollar. These figures were issued by the U. S. Department of Labor, in Monthly Labor Review, June, 1920, page 19. Figures for 1921 and 1922 were especially calculated for the National Education Association by the U. S. Bureau of Labor Statistics. The number for 1922 is an average of the months of January, February, and March, 1922. BUT THERE is another con- sideration affecting the chang- ing value of the teacher's pay besides its absolute purchasing power, and that is its power to put the teacher on an equal social footing with other people. Salary standards and -the standard of living which they de- termine, as well as the cost of living, must be considered. It was no great hardship to own only one silk dress in a lifetime when other people did the same. If wearing patched clothing was the custom, a wage that made patching necessary was no cause for complaint. When oranges appeared only on tables of the wealthy one could make no case for an increase in the teacher's salary on the ground that she could not afford to purchase them. But if people generally wear silk dresses, despise patching, and eat oranges, the teacher should be able to do so as well. The standard of living of the community is fully as important as the actual cost of living in deter- mining the adequacy of any wage. The standard of living is determined by the salaries other people receive. Although there ^ were important changes in the co'st of necessities in the past eighty years, there were even more important fluctuations in the general levels of wages. — W. Randolph Burgess, Trends of School Costs, Russell Sage Foundation. TN A complex community of modem times, the general property tax proves hopelessly impracticable. It leads to glaring inconsistencies and inequities, and fails completely of attaining its professed object. Property and income no longer run side by side. All sorts of income develop which do not rest on the ownership of property. . . . Not all property supposed to be reached can, in fact, be reached. ... To tax a man on his property without making allowance for his indebtedness is manifestly not in accord with the general intent of a property tax. . . . The final cause which has led to the breakdown of the property tax has been the development of corpora- tions, and so of the ownership of wealth under corporate form. Stocks, bonds, and corporate securities of all sorts are the form in which riches are likely to be held. All these are property, and taxable as such. F. W. Taussig, Harvard University, in Principles of Economics, Vol. II, pp. 528, 532. 22 The National Education Association Read Table 13 as follows, beginning in the upper left corner: The median minimum or beginning salary for elementary teachers in cities from 25,000 to 100,000 in population is $1000; the median maximum salary is $1600. Eight is the median number of years required to advance from the minimum to the maximum salary. Phoenix with a minimum of $1125 is $125 above the median for similar-sized cities of the United States, and with a maximum of $1909 is $309 above the maximum for similar-siz-ed cities, and requires 5 years to advance from the minimum to the maximum. The figures were obtained from questionnaries of the U. S. Bureau of Education. All cities of this size for which replies were received are included. TABLE 13.— MINIMUM AND MAXIMUM SALARIES OF ELEMENTARY TEACHERS, 136 CITIES POPULATION 25,000 TO 100,000, 1921-1922 States and other Units United States (Median) A rizona Phoenix A rkansas Fort Smith ...... California Alameda Fresno Long Beach Pasadena San DiegQ San Jose Stockton Colorado Pueblo Colorado Springs Connecticut New Britain .... Waterbury . . New London. . . . Norwalk Stamford Florida Jacksonville Pensacola Georgia Savannah Illinois Aurora E. St. Louis Elgin Evansville Joliet Moline Quincy Rockford Rock Island Indiana E. Chicago Gary Fort Wayne Muncie Terre Haute .... Mini- mum $1000 $1125 900 1700 1380 1300 1400 1300 1500 1620 1000 1200 950 1000 1000 850 900 810 640 653 950 1000 1000 750 1000 800 1000 1000 900 1000 Maxi- mum $1600 $1909 1260 2000 1800 1900 2000 1836 2000 Years to reach 1700 7 1850 10 2000 1400 1400 1900 12 1350 7 800 1200 810 1000 1143 1725 1750 1500 1600 1675 1300 1450 1525 1300 2000 2400 1900 1500 12 7 13 "l' 10 States and other Units United States (Median) $1000 11 Iowa Davenport Dubuque Waterloo Kansas Topeka Wichita . . . Kentucky Covington Lexington Newport Maine Bangor Lewiston Portland Maryland Hagerstown Massachusetts Lawrence Lynn Maiden Haverhill Pittsfield Salem Somerville Michigan Battle Creek Hamtramck Kalamazoo Lansing Flint Missouri St. Joseph , Springfield Nebraska Lincoln , New Hampshire Manchester , Nashua New Jersey Atlantic City Bayonne . . Mini- mum $1050 1200 1000 1250 1200 900 850 750 900 850 900 600 1150 900 Maxi- mum $1600 1000 1000 1000 1000 1200 1200 1200 1100 1050 900 840 1000 900 900 1200 1400 $1500 1600 1400 1750 1800 1200 1200 1162 1200 1200 1550 1400 1600 1300 1500 1400 1500 1300 1500 1700 1725 1550 1400 1570 1260 2200 1300 1200 2000 2500 Research Bulletin 23 Table 13. — Continued States and other Units Mini- mum Maxi- mum Years to reach Max. States and other Units Mini- mum Maxi- mum Years to reach Max. United States (Median) $1000 $1600 8 United States(Median) $1000 $1600 8 1 2 3 4 1 2 3 4 New Jersey — Cont'd E. Orange ... . . $1300 1200 1200 1300 1100 1200 1200 1200 1200 1200 1300 1100 1000 1100 1100 1070 1200 1100 1100 1100 1100 1000 900 900 1000 1200 700 900 800 800 1100 900 800 1200 1320 750 1000 1000 $2100 8 Pennsylvania — Cont'd Chester. $1000 850 1000 1100 1000 900 1000 1000 1000 1000 675 1000 900 1380 900 900 900 900 1200 810 1000 900 600 1000 1260 1100 992 1000 1200 1000 1000 1100 1000 1000 $1800 1800 1800 2500 1800 1500 1800 1800 2000 1800 1000 1800 1300 1500 1300 1500 1340 1440 1500 1200 1700 1282 • 1600 1525 1740 1800 1567 1400 1908 1500 1375 1750 1600 1550 Elizabeth Easton 8 Hoboken 2460 2100 1800 2000 1700 2200 2300 2500 2700 1700 1400 1500 1600 1470 2100 1900 1700 1700 1750 1750 1300 1600 1800 2300 1500 1485 1580 1700 1600 1750 1250 1800 2000 1800 1800 1800 7 ...... 12 10 11 9 8 8 "io" 8 8 8 8 8 8 8 8 8 10 8 13 9 12 6 9 5 Erie 8 Montclair Harrisburg 8 to 12 New Brunswick . . . Hazleton 8 Passaic Johnstown Perth Amboy .... Plainfield Lancaster . . . 9 New Castle 8 W. New York Norristown. . . 8 W. Hoboken Wilkes-Barre 8 New York Williamsport. 8 Mt. Vernon York Rhode Island Cranston 8 Amsterdam Auburn. . 4 Bingham ton Newport 3 Elmira. . . . Pawtucket. . . . 5 Newburgh . Woonsocket .... 6 New Rochelle Niagara Falls Rome South Carolina Charleston . . 8 Tennessee Knoxville. . . . . Schenectady . . Utica South Dakota Sioux Falls Poughkeepsie North Carolina Asheville 4 Texas Austin .... . . Winston-Salem El Paso 10 Ohio Waco 4 Canton Virginia Newport News Portsmouth . E. Cleveland. . 8 Hamilton 8 Marion Washington Bellingham ... .... Newark 8 Portsmouth Everett 7 Steuben ville West Virginia Wheeling Warren.. 4 Zanesville Wisconsin Green Bay Oklahoma 10 Oklahoma Kenosha Tulsa La Crosse 10 Pennsylvania Oshkosh Allentown Racine 10 Altoona Superior 6 Bethlehem Sheboygan 10 1AM for good roads. I am for the care of the unfortunate, the insane, the feeble-minded, the deaf, and the blind. I am for law enforcement. I am for everything that makes for a greater and more progressive Texas; but of all these things education is the greatest and the money which is spent on education is the best spent. — Excerpt from an address made by Governor Nef, of Texas. 24 The National Education Association TABLE 14. MINIMUM AND MAXIMUM SALARIES OF ELEMENTARY TEACHERS, 118 CITIES WITH POPULATION UNDER 25,000, 1921-1922 Cities United States (Median) Bessemer, Ala Dothan Clifton, Ariz Nogales Helena, Ark Malvern Marianna Alhambra, Calif. Lodi Mill Valley Salinas Santa Rosa Monte Vista, Colo. . . . Rocky Ford Sterling Farmington, Conn So. Manchester Westport Dover, Dela Orlando, Fla Dublin, Ga Moultrie Charles City, Iowa. . . Sheldon Brazil, Ind Huntington Canton, /// Morris Naperville St. Charles Coeur d'Alene, Idaho. Twin Falls Wallace Caney, Kan Tola Larned Dayton, Ky Bellevue Covington, La Franklin Houlton, Maine Saco Frostburg, Md Andover, Mass Manchester Marblehead Maynard Petoskey, Mich River Rouge Sturgis Albert Lea, Minn. . . . Fairmont Fergus Falls Brookhaven, Miss. . . . Clarksdale Marshall, Mo Carrollton Bozeman, Mont. Kalispell. Mini- mum $1000 $900 720 1300 1320 1000 540 900 1170 1300 1320 1350 1300 1200 1200 1200 1000 1025 900 900 900 810 720 800 1200 800 1170 810 900 1000 1000 1200 1200 1250 900 660 900 650 900 810 900 720 825 950 1100 1200 1000 900 1000 1200 1200 1100 1125 1035 1050 1312 1000 540 1200 1200 Maxi- mum $1350 $1200 900 1600 1680 1200 900 900 1650 1700 1800 1920 1600 1600 1520 1760 1500 1800 1450 1300 1200 950 945 1395 1500 1700 1350 900 1300 1350 1600 1600 1660 1500 1200 1200 1170 1250 1400 1080 1035 900 1000 1272 1400 1500 1360 1500 1300 2000 1300 1500 1305 1260 1500 1417 1260 900 1620 1680 Years to reach 10 5 5 10 4 Cities United States (Median) Bismarck, N. Dak. . . . Valley City Burlington, N. C Elizabeth City Shelby Depew, N.Y. Rye. Scotia Las Cruces, N. Mex. . Roswell Glen Ridge, N.J Hawthorne Nutley So. Bruer Alliance, Neb Beatrice Havelock Norfolk Ashland, Ohio Lisbon Oberlin Sidney Wooster Medford, Oreg Pendleton Clinton, Okla Frederick Hugo Coraopolis, Penn Huntington Pottsville Wilmerding Warren, R. I New Smithfield Abbeville, S. C Darlington Big Springs, Texas . . . Navasota Vernon LaFollette, Tenn Morristown Brookings, 5. Dak. . . . Huron. Madison Redfield Tooele, Utah Richfield Spanish Fork Bennington, Vt Hampton, Va Harrisonburg Ellensburg, Wash E\kins,W.Va Richwood Antigo, Wis Burlington Marshfield Stoughton Sheridan, Wyo Mini- mum $1000 $1100 $1450 1100 1700 900 1560 900 1200 1050 1500 1000 1600 1000 1800 1000 1800 1060 1350 1200 1350 1200 2000 1200 2100 1200 1800 1000 1400 1000 1500 1080 1380 900 1600 1100 1500 900 1600 900 1260 800 1900 800 1400 1000 1800 1200 1680 1320 1920 925 1125 1080 1260 900 1100 1000 1500 1000 1400 1000 1400 1000 1520 820 1170 800 1100 855 1035 1000 1200 900 1000 900 1200 945 1035 670 900 720 945 1100 1200 1200 1440 1300 1100 1300 1000 1250 750 1200 750 1500 1000 1200 750 1000 810 1300 1150 1400 765 1350 720 1269 1000 1300 1030 1600 1000 2100 1000 1200 1320 1720 Maxi- mum $1350 Research Bulletin 25 Read Table 14 as follows, beginning in the upper left corner: The median minimum or l^eginning salary for elementary teachers for 118 cities under 25,000 in population is $1000; the median maximum salary is $1350. Five years are required to advance from the minimum to the maximum. Bessemer with a minimum of $900 is $100 below the minimum for similar- sized cities given in this table and with a maximum of $1200 is $150 below the maximum. The figures were obtained from questionnaires of the U. S. Bureau of Education. Ques- tionnaires were available from 1254 cities below 25,000 in population. From these the blanks giving the most complete information were selected. From this last group the blanks of these 118 cities were selected. They represent the cities maintaining the highest salary schedules. TABLE 15. DISTRIBUTION OF SALARIES OF JUNIOR HIGH-SCHOOL TEACHERS IN 707 CITIES, 1921-1922 Cities having a population of 100,000 and over (19 reporting) Cities having a population of 25,000 to 100,000 (79 reporting) Cities having a population of 10,000 to 25,000 (152 reporting) Cities having a population of 2,500 to 10,000 (457 reporting) Total num- ber cities reporting, 707 Teach- ers Per cent Teach- ers Per cent Teach- ers Per cent Teach- ers Per cent Teach- ers Per cent 1 2 3 4 5 6 7 8 9 10 11 Less than $1000. . . 23 44 70 137 271 359 596 415 329 337 117 89 54 33 20 50 0.8 1.5 2.4 4.7 9.2 12.2 20.2 14.1 11.2 11.3 4.0 3.0 1.9 1.1 0.7 1.7 75 147 . 196 292 324 255 262 246 138 114 101 71 21 24 11 46 3.2 6.3 8.5 12.6 14.0 10.9 11.2 10.6 5.9 4.9 4.4 3.1 0.9 1.0 0.5 2.0 234 299 471 556 488 372 257 135 84 52 29 27 6 5 3 4 7.8 9.9 15.2 18.4 16.2 12.4 8.6 4.5 2.8 1.7 1.0 0.9 0.2 0.2 0.1 0.1 332 490 774 1022 1147 1070 1229 1024 807 762 489 549 359 303 268 677 3.0 1000-1099 4.3 1100-1199 1200-1299 1300-1399 1400-1499 1500-1599 1600-1699 1700-1799 1800-1899 1900-1999 2000-2099 2100-2199 2200-2299 2300-2399 2400 or over ^5 64 84 114 228 256 259 242 362 278 241 234 577 1.2 1.2 2.1 2.8 3.8 7.6 8.5 8.6 8.0 12.1 9.2 8.0 7.8 19.1 6.9 9.4 10.1 9.4 10.9 9.0 7.1 6.7 4.3 4.9 3.1 2.6 2.3 6.0 Total 3013 100.0 2944 100.0 2323 100.0 3022 100.0 11302 100.0 Median Salary. . $2 350 $1 595 $1450 $1 290 $1 565 Read Table 15 as follows, beginning in the upper left-hand corner: Nineteen cities with a population of over 100,000 reported that 37, or 1 .2 per cent, of their junior high-school teachers would receive in the school year 1921-22 annual salaries between $1100 and $1199; 37, or 1.2 per cent, would receive annual salaries between $1200 and $1299, etc. A total of 3013 teachers was reported by these nineteen cities, the median salary to be received for 1921-22 being $2050, that is, 50 per cent of these 3013 teachers will receive salaries equal to or above $2050 and 50 per cent will receive salaries equal to or below $2050. Similar data are given in columns 4 to 9 for cities of smaller populations. This table is based upon replies received to questionnaires of the U. S. Bureau of Education from 707 cities of the country of 2500 population or over. As junior high schools are of rather recent origin, this is probably a good representation. The term junior high school being rather indefinite, it is probable that some of the figures included are for intermediate seventh and eighth grades, rather than for genuine junior high schools. 26 The National Education Association TABLE 16. MINIMUM AND MAXIMUM SALARIES OF JUNIOR HIGH-SCHOOL TEACHERS OF 27 CITIES, WITH POPULATION OVER 100,000, 1921-1922 States and other units United States (Median) Los Angeles . Oakland. . . California Denver . . . . , Bridgeport. . Washington . Kansas City Baltimore . . , Colorado Connecticut District of Columbia Kansas Maryland Massachusetts Lowell. . . . Springfield , Detroit Grand Rapids . Minneapolis . . Michigan Kansas City, St. Louis. . . . Minnesota Missouri Trenton . Newark. New Jersey New York Rochester . Syracuse : Women . Men Ohio Cleveland. . . Columbus. . . Toledo Youngstown . Philadelphia. Pittsburgh . . Scranton . . . . Pennsylvania Houston Salt Lake City. Richmond Texas iftah Virginia Minimum $1450 $1800 1620 1200 1200 1608 1450 1450 1900 1700 1500 1200 1200 1600 1400 1800 1600 1250 1600 1350 1250 1500 1250 1800 1800 1400 1300 1000 1000 Maximum $2400 $2600 2160 2310 1900 2240 1968 1900 1950 2200 2600 2500 2500 2200 3200 2400 2900 2800 1950 2650 2700 2500 2500 3000 2800 2800 2600 1750 1903 Years to reach maximum 10 10 10 10 6 4 5 5 9 13 13 16 12 10 10 15 10 Read Table 16 as follows, beginning in the upper left corner: The median minimum, or beginning salary, of junior high-school teachers for 27 cities over 100,000 in population is $1450; the median maximum salary is $2400. Ten is the median number of years required to advance from the minimum to the maximum. Los Angeles, with a minimum of $1800, is $350 above the median for similar-sized cities in the United States and with a maximum of $2600 is $200 above the median maximum. The figures were obtained from questionnaries of the U. S. Bureau of Education. All cities of this size for which data are available are included. Research Bulletin 27 TABLE 17. MINIMUM AND MAXIMUM SALARIES OF JUNIOR fflGH SCHOOL TEACHERS, 70 CITIES WITH POPULATION FROM 25,000 TO 100,000, 1921-22 State and other units United States (Median) A rkansas Fort Smith.. California Fresno Long Beach Pasadena Colorado Pueblo Colorado Springs . . . Connecticut New Britain Waterbury Norwalk Georgia Savannah Illinois East Aurora Joliet Quincy Rockf ord Indiana Gary E. Chicago Muncie Terre Haute Kansas Topeka Wichita Kentucky Covington Lexington Newport. Maine Lewiston Massachusetts Lynn Haverhill Pittsfield Somerville Michigan Battle Creek Hamtramck Kalamazoo Lansing Flint Nebraska Lincoln New Hampshire Nashua Mini- mum $1200 $1000 1500 1600 1800 1200 1200 1150 1000 900 660 1400 1000 1200 1000 1400 1395 1000 1250 1320 900 1200 . 900 900 1100 1000 1000 1000 1200 1200 1200 1350 1050 1000 1000 Maxi- mum $1835 $2000 1920 2200 2600 1700 1500 1870 1800 1675 1500 1525 3250 2300 isoo 1600 1896 1200 1200 1450 1400 1500 2000 1600 1500 1700 1950 2500 1700 2200 1300 Years to reach 8 10 5 State and other units United States(Median) New Jersey Atlantic City .... Elizabeth Hoboken Montclair New Brunswick . . Passaic W. New York . . . New York Amsterdam Auburn Birmingham North Carolina Asheville Ohio Canton E. Cleveland Hamilton Marion Warren Oklahoma Oklahoma Tulsa Pennsylvania Allentown Bethlehem Easton Erie Harrisburg Hazleton Johnstown Norristown York South Dakota Sioux Falls Texas El Paso Waco Utah Ogden Wisconsin Green Bay Kenosha La Crosse Racine Superior Sheboygan Mini- mum $1200 $1400 1300 1600 1475 1300 1200 1400 1050 1300 1200 1200 1400 900 1200 1200 1320 1000 1000 1400 1400 1400 1000 1050 1400 1400 1200 1080 1100 1200 1200 1320 1000 1100 1200 1250 Maxi- mum $1835 $2000 2860 2550 2500 2150 2500 2500 1450 1700 1500 2250 2600 1500 1485 2050 1800 2000 2400 1800 2200 2200 2500 2200 2200 2400 2200 1500 1800 1700 1750 1800 2028 1500 2100 1800 2300 Read Table 17 as follows, beginning in the upper left comer: The median minimum or beginning salary of junior high-school teachers for 70 cities between 25,000 and 100,000 in population is $1200; the median maximum salary is $1835. Eight is the median number of years required to advance from the minimum to the maximum. Fort Smith with a minimum of $1000 is $200 below the minimum for similar-sized cities in the United States, and with a maximum of $2000 is $165 above the maximum of similar-sized cities. The figures were obtained from questionnaires of the U. S. Bureau of Education. All cities of this size for which data are available are included. 28 The National Education Association TABLE 18. MINIMUM AND MAXIMUM SALARIES OF JUNIOR HIGH SCHOOL TEACHERS, 81 CITIES WITH POPULATION UNDER 25,000, 1921-1922 Cities United States (Median) Clifton, Ariz. Helena, Ark. Malvern. . . . Marianna. .. Santa Rosa, Calif. . . Monte Vista, Colo. . . Rocky Ford Sterling Farmington, Conn. . . , So. Manchester Westport , Dover, Dela. . , Moultrie, Ga Charles City, Iowa . . . Sheldon Brazil, Ind Huntington Canton, /// Morris Naperville , St. Charles Coeur d'Alene, Idaho . Twin Falls Wallace Caney, Kan lola Larned Covington, La Houlton, Maine Andover, Mass Marblehead Maynard Albert Lea, Minn. . . . Fairmont Fergus Falls . . Petoskey, Mich River Rouge Sturgis Clarksdale, Miss Carrollton, Mo Mini- Maxi- Years to reach mum mum $1100 $1600 5 $1400 $1700 5 1000 1500 4 900 1000 5 1000 1000 1300 1600 3 1200 1800 5 1500 1750 1200 1760 1200 1650 1350 1900 1000 1600 8 1100 1800 5 800 945 3 1296 1998 2 1500 2200 3 7 800 1260 1350 3 968 1068 1100 1600 5 1400 1663 1400 1600 1250 2300 3 1200 1660 4 1350 1800 5 1125 1200 1100 2200 1170 1170 1080 1305 10 900 936 1300 1400 1100 1460 5 950 1550 1100 1500 5 1170 1350 5 1125 1260 5 1200 1400 1600 2500 4 1200 1500 1312 1417 5 810 1800 Cities United States (Median) Bozeman, Mont Kalispell Bismarck, N. Dak Valley City Depew, N. Y Rye. Scotia Las Cruces, N. Mex. . . Glen Ridge, N. J.. ... . Nutley So. Bruer Alliance, Neb Havelock Norfolk Ashland, Ohio Lisbon Sidney Medford, Or eg Frederick, Okla Hugo Coraopolis, Penn Pottsville Warren, R. I Abbeville, S. C Darlington Big Springs, Texas. . . . Navasota Morristown, Tenn Brookings, S. Dak Huron Madison Redfield '. . . . Tooele, Utah Richfield Spanish Fork Bennington, Vt Hampton, Va Harrisonburg Marshfield, Wis Stoughton Sheridan, Wyo Mini- mum $1100 $1200 1392 1100 1100 1100 1400 1000 1400 1500 1400 1000 1000 900 1100 1100 900 1000 1260 1080 1100 1100 1200 1020 900 1200 1170 1125 810 1100 1200 1400 1100 750 1100 1100 900 900 1140 1200 1320 Maxi- mum $1600 $1620 1680 1450 1800 1900 2200 1800 1600 2600 2000 1500 1500 1600 1600 1800 1260 1600 1720 1260 1200 1600 1600 1320 1035 1500 1600 1500 1080 1500 1740 1350 1800 1500 1700 1350 1300 1500 2100 2250 1720 Years to reach 10 7 6 15 13 5 4 5 14 Read Table 18 as follows: Beginning in the upper left corner, the median minimum or beginning salary of junior high school teachers for 81 cities under 25,000 in population is $1100; the median maximum salary is $1600. Five is the median number of years required to advance from the minimum to the maximum. Clifton, Arizona, with a minimum of $1400 is $300 above the median for the cities in this table, and with a maximum of $1700 is $100 above the median maximum. The figures were obtained from questionnaires of the U. S. Bureau of Education. Question- naires were available from 1254 cities below 25,000 in population. From these the blanks giving the most complete information were selected. They represent the cities maintaining the highest salary schedules. Research Bulletin 29 TABLE 19. MINIMUM AND MAXIMUM SALARIES OF HIGH-SCHOOL TEACHERS, 54 CITIES WITH POPULATION OVER 100,000, 1921-1922 State and other units United States(Median) Alabama Birmingham California Los Angeles Oakland Colorado Denver Connecticut Bridgeport New Haven Delaware Wilmington District of Columbia Washington Georgia Atlanta Illinois Chicago Indiana Indianapolis Iowa Des Moines Kentucky Louisville : Women Men Kansas Kansas City Maryland Baltimore Massachusetts Boston : Men Cambridge Fall River Lowell : Women Men New Bedford Springfield : Women Men Worcester: Women Men Michigan Detroit Minnesota Minneapolis St. Paul Mini- mum $1500 2__ $1250 1800 1740 1500 1200 1300 1350 1440 1572 1600 1500 1550 1300 1600 1668 1500 1980 1248 1400 1400 1700 2000 1500 2050 1700 1400 1500 Maxi mum $2400 $2250 2600 2400 3080 2300 2350 1950 2240 2142 3400 2800 3000 2100 2550 2508 3000 3276 1824 2000 2000 2500 2500 2500 3100 2500 3250 2600 2500 2? 50 Years to reach max. 12 10 10 14 11 State and other units United States(Median) Missouri Kansas City St. Louis Nebraska Omaha New Jersey Jersey City Newark Paterson Trenton New York Albany : Women Men New York Rochester Syracuse : Women Ohio Akron Cleveland . . Columbus Dayton Toledo Youngstown Pennsylvania Philadelphia Scranton Oregon Portland Rhode Island Providence : Women Men Tennessee Nashville Texas Fort Worth Houston Utah Salt Lake Virginia Richmond Wisconsin Milwaukee Washington Seattle Spokane Mini- Si 500 2 $1400 1600 1400 1500 2100 2000 1300 1500 1900 1600 1350 1400 1500 1250 1450 1500 1650 1800 1400 1600 1400 1700 1000 1200 1300 1250 1000 1600 1800 1500 Maxi mum ^2400 3 $3000 3200 2400 3400 3800 3600 3000 2100 2300 3700 2400 1950 2700 3600 2375 2400 2500 3000 3200 2200 2100 2600 3000 1700 1800 2000 2150 2024 3600 2400 215€ Read Table 19 as follows: The median minimum salary of high-school teachers for 54 cities with a population of over 100,000 is $1500, the median maximum salary is $2400. Eight years are required to advance from the minimum to the maximum salary. Birmingham, Alabama, with a minimum salary of $1250 is $250 below the median minimum, and with a maximum of $2250 is $150 below the median maximum in cities of similar size in the United States. The figures for the table were obtained from answers to questionnaires sent out by the Salary Committee of the National Education Association. AH cities for which data were available are included. 30 The National Education Association Read Table 20 as follows: The median minimum salary of high school teachers for 127 cities with a population between 25,000 and 100,000 is $1400, and the median maximum salary is $2150. Eight years are required to advance from the minimum to the maximum salary. Fort Smith, Arkansas, with a minimum salary of $1400, just equals the median salary for cities of similar size in the United States, and with a maximum salary of $2600 is $450 above the median maximum. The figures for the table were obtained from answers to questionnaires sent out by the Salary Committee of the National Education Association. TABLE 20. MINIMUM AND MAXIMUM SALARIES OF HIGH-SCHOOL TEACHERS, 127 CITIES WITH POPULATION OF 25,000 TO 100,000, 1921-1922 State and other units Mini- mum Maxi- mum Years to reach max. State and other units Mini- mum Maxi- mum Years to reach max. United States (Median) $1400 $2150 8 United States (Median) $1400 $2150 8 1 2 3 4 1 2 3 4 Arkansas Ft. Smith $1400 945 1980 1800 1680 1836 1500 1250 1600 1100 1500 1200 1500 1200 1400 1500 1400 1200 1100 1400 1200 1500 1512 1600 1750 1500 1200 1200 1260 1700 1500 1400 1300 $2600 2400 2220 2400 2700 2400 2550 2050 2600 1700 2100 2300 3000 1600 2600 2300 2000 2650 1800 2500 1800 2100 1890 2600 3250 2100 1800 1750 1710 2500 2100 1800 1500 12 7 6 "6" 8 8 12 10 11 15 4 12 "l2"" 7 '"s" 12 4 10 '"'5'" 9 8 5 4 Louisiana Shreveport $1305 1200 1400 $1440 1400 1400 2000 1800 2400 1500 1800 2400 1700 2100 1700 1650 2000 2150 2550 1700 2300 2500 1800 1600 2400 2900 1750 2000 1750 2500 2 Little Rock Maine Bangor : W^omen. California Berkeley 4 Riverside Lewiston : Women Sacramento San Diego Men ... . Colorado Pueblo Portland: Women Connecticut Men New Britain: Women Maryland Cumberland 1200 1200 1800 Men Massachusetts Brockton : Women Norwalk: Women 7 Men Men 7 Stamford: Women Chelsea: Women Men Men . . . Georgia Columbus Everett 1200 1100 1500 5 Haverhill: Women Illinois 6 Aurora : Men 6 E. District Holyoke : Women W. District Danville Men E. St. Louis Medford: Women. 1300 1800 1600 1200 1200 1300 1600 1300 Moline 4 Rockford Men Newton 5 Rock Island 9 Springfield Revere 6 Indiana Anderson Salem: Women 12 Ft. Wayne Men 12 Gary Somerville Muncie Taunton : Women Richmond 5 Terre Haute Men Iowa Waltham Cedar Rapids Davenport Michigan Grand Rapids. 1500 1600 1200 1875 9 Waterloo Muskegon 2200 1975 10 Kentucky Lexington Minnesota Duluth 2 Research Bulletin 31 Table 20. — Continued State and other units Mini- mum Maxi- mum Years to reach State and other units Mini- mum Maxi- mum Years to reach United States (median) $1400 $2150 5 United States (Median) $1400 $2150 5 Missouri Sorine'field $1140 1800 1000 1500 1200 1400 1200 1800 1500 1500 1850 2100 2000 1400 1600 1600 1800 1500 1800 1500 1650 1600 1500 1500 1200 1600 1600 1450 $1800 2400 2200 2100 1200 1400 1400 3400 3000 2750 3050 3360 2450 2600 3000 2500 2700 2050 2800 3400 3200 3200 2800 3300 1800 2200 2700 2450 3000 1950 2550 1700 2100 1620 1900 2000 1800 2250 2500 3300 3600 1900 11 6 12 ""2" 16 15 10 10 •7 3 10 11 6 6 11 10 13 "io" 12 8 8 8 10 12 8 7 7 12 13 12 14 7 Ohio — Continued Men $1400 1400 1200 1350 1200 1200 1200 1400 1500 1400 1300 1215 1400 1400 1400 1400 1400 1400 1400 1400 1400 1500 $2100 2600 1800 1800 2100 2000 2300 2000 2500 2000 2200 1350 2200 2200 2200 2200 2500 2200 2400 2400 2200 2500 1825 1520 2280 2100 2350 2250 2100 2000 2000 1900 1935 2250 2500 2200 1800 2328 1850 3200 2150 2300 2000 1938 7 MontancL Lorain 12 Butte Lima 6 Nebraska Marion 10 Lincoln Newark 9 Nevada Portsmouth 8 Carson City Springfield 11 New Hampshire Manchester : Steubenville 6 Warren 10 Women Zanesville 6 Men Oklahoma Muskogee Nashua New Jersey Bayonne Oregon Eugene 4 CHf ton EHzabeth: Pennsylvania Altoona 8 Women Chester 8 Men Erie 8 Hoboken Hazleton 8 Irvington Harrisburg 11 Kearney : Lancaster 8 Women New Castle 10 Men Norristown 10 Passaic : York 8 Women Rhode Island Newport. Men 10 erth Amboy: Women Woonsocket: Women. Men Tennessee Knoxville: Women. 1045 1425 1200 900 1200 1300 1200 1300 1100 1350 1350 1400 1700 1200 1500 1300 1400 1250 1250 1300 1560 Plainfield Orange W. Hoboken Men W. New York New York Texas El Paso 18 Mt. Vernon Galveston Waco Newburgh : Women Utah Ogden . . . Men New Rochelle Poughkeepsie : Women Virginia Newport News: Women. 8 Men Men 7 Rome: 1300 1800 1300 1500 1200 1300 1305 1020 1000 1200 1500 1500 1200 Portsmouth 8 Women Roanoke. ... 7 Men West Virginia Clarksburg. . . . Schenectady 9 Utica Huntington 11 Watertown Wheeling 5 North Carolina Asheville Wisconsin Green Bay Charlotte Kenosha ^ La Crosse Wilmington 11 Winston-Salem Oshkosh Ohio Racine 10 Canton Sheboygan Cleveland Heights .... Superior 7 E. Cleveland Wyoming Cheyenne Hamilton: 6 Women 32 The National Education Association Read Table 21 as follows: The median minimum salary of high school teachers for 136 cities with a population under 25,000 is $1310, and the median maximum salary is $2225. Ten years are required to advance from the minimum to the maximum salary. Anniston, Alabama, with a minimum salary of $1200 is $110 below the median for similar-sized cities, and with a maximum of $1800 is $425 below the median. It requires two years more than the median to reach the maximum salary. This list of cities was selected from a list of 536 cities as the ones in their respective states paying the highest salaries. The figures were obtained from answers to questionnaires sent out by the Salary Committee of the National Education Association. TABLE 21. MINIMUM AND MAXIMUM SALARIES OF HIGH-SCHOOL TEACHERS, 136 CITIES WITH POPULATION UNDER 25,000, 1921-1922 State and other units United States (Median) 1 Alabama Anniston Bessemer A rizona Globe Jerome , Arkansas Helena Texarkana California Coronado , Mill Valley Pacific Grove . . . . San Rafael So. San Francisco Colorado Canon City Fort Morgan.. . . Trinidad Connecticut Greenwich Naugatuck : Women Men Willimantic: Women Men Delaware Dover Florida Ocala Sanford Georgia Brunswick Hawkinsville . . . . Way cross Idaho Caldwell Weiser Nampa Illinois Blue Island Fairbury Mini- mum $1310 $1200 1080 1800 1750 1350 1000 2000 1800 2000 1700 1800 1200 1400 1500 1300 1200 1800 1200 1500 1100 990 800 1000 1200 900 1400 1350 1460 1800 1550 Maxi- mum $2225 $1800 1560 2400 2500 2000 2100 2600 2700 2400 2500 3000 2200 2400 2300 2300 2000 2500 1800 2100 1800 1800 2000 1800 1200 1500 1700 1750 1700 2500 2750 Years to reach max. 10 10 20 10 12 15 n 3 "6 State and other units United States (Median) 1 Illinois — Continued Freeport Harvard Johnson City Indiana EUwood La Porte Mishawaka Iowa Clinton Keokuk Ottumwa Kansas Arkansas City Hutchinson Marysville Kentucky Henderson Mayfield Owensboro Louisiana Gretna Lake Charles Maine Fort Fairfield Paris Massdchusetts Franklin Kingston Melrose Norwood Westford Michigan Ann Arbor Monroe Muskegon Heights . . Owosso Saginaw Minnesota Rochester Stillwater Winona Mini- mum $1310 $1200 1350 1600 1350 1500 1600 1425 1400 1400 1350 1620 1200 1250 1215 1125 1050 1035 1200 800 1100 1100 1200 1200 1200 1450 1450 1400 1500 1400 1300 1170 1440 Maxi- mum $2225 $2500 3000 2700 1800 2000 2250 2200 2250 2200 2400 2385 2400 1800 2400 1800 1400 1440 3000 2200 1800 2300 2000 1900 2500 2250 2350 2400 2400 2600 2000 1980 2400 Years to^ reach max. 10 13 13 10 Research Bulletin 33 Table 21. — Continued State and other units United States (Median) Mississippi Greenville Yazoo City Missouri Clayton Independence Lexington Montana Great Falls Helena Missoula Nebraska Beatrice Hastings Plattsmouth Nevada Tonopah New Hampshire Berlin Dover Littleton New Jersey Asbury Park Bridgeport Glen Ridge : Women Men Roselle So. Amboy New Mexico Albuquerque New York Ballston Spa Hudson Ithaca Lawrence : Women Men Plattsburg : Women Men White Plains North Carolina Durham Fayettesville High Point North Dakota Fargo Mandan Minot Ohio Barberton Cleveland Heights .... Elyria Fremont Mini- Maxi- Years to reach mum mum $1310 $2225 10 $1250 1200 $2400 1600 23 . 1500 1200 1170 2400 1800 1800 1500 1500 1600 2200 2200 2100 1400 1300 1350 1800 1800 1500 1650 1980 1400 2500 3000 1600 1100 1300 1300 2400 2400 1500 2000 1500 1400 2600 3000 3000 2500 1320 1700 8 900 1200 1500 2000 1800 1900 8 1500 1800 2500 2800 8 8 1200 1800 1500 1900 2500 2800 8 8 9 1200 1500 915 3000 2532 2400 18 "29" 1500 1600 1450 2100 2000 3250 6 "is" 1200 1500 1300 1140 2000 3600 2500 3000 8 12 12 State and other units United States (Median) Ohio — Continued Marietta Oklahoma McAlester Ponca City Sapulpa Oregon Astoria Baker Pennsylvania Carbondale Coatesville No. Braddock Tamaqua West Chester Woodlawn Rhode Island Central Falls South Carolina Easby GreenWood South Dakota Brookings Sioux Falls Tennessee Bristol Dyersburg Texas Cleburne Eagle Pass Palestine Temple Utah Logan Springfield : Women Virginia Bristol Harrisonburg Washington Hoquiam Puyallup Roslyn West Virginia Fairmont Parkersburg Sistersville Wisconsin Appleton Plymouth Wausau West Allis. . Wyoming Cheyenne Sheridan Mini- Maxi- mum mum $1310 $2225 $1450 $2100 1400 1300 1600 2050 2400 2450 1400 1170 1600 1800 1300 1200 1500 1500 1200 1200 2400 2500 2400 2600 2500 2820 1200 1700 1000 1035 1350 1125 1300 1500 2600 2500 630 1200 1530 1560 1035 1350 1080 1200 2800 2400 2250 2100 1000 1500 1250 1600 1000 900 1600 2100 1400 1320 1300 2100 2000 2000 1400 1300 1500 2400 2300 2000 1400 1200 1200 1400 2500 2400 2700 2750 1716 1570 1938 2500 34 The National Education Association TABLE 22. MINIMUM AND MAXIMUM SALARIES OF PRINCIPALS OF ELEMEN- TARY SCHOOLS, 51 CITIES WITH POPULATION OVER 100,000, 1921-1922 State and other units United States (Median) Alabama Birmingham California Los Angeles Oakland San Francisco Colorado Denver Connecticut New Haven District of Columbia^ Washington. Illinois Chicago Indiana Indianapolis Kansas Kansas City Kentucky Louisville Louisiana New Orleans Maryland Baltimore Massachusetts Cambridge Fall River Lowell New Bedford Worcester Springfield Michigan Detroit. Grand Rapids Minnesota Minneapolis St. Paul Missouri Kansas City St. Louis Mini- mum $2100 $1200 2150 2100 2280 2310 2200 1200 2500 2100 1908 1600 2100 1950 2500 1640 1920 2250 1700 Maxi- mum $3210 2400 1200 1800 1800 2350 1700 $3200 3300 3240 3130 3520 3000 2470 4250 3000 2148 2200 2700 3200 3220 3000 3100 3350 3500 3200 4000 2000 3500 2850 3650 4000 Years to reach 10 10 17 State and other units United States (Median) Nebraska Omaha New Jersey Jersey City Paterson Trenton Newark New York Albany Buffalo New York Rochester Yonkers Ohio Cleveland Columbus Toledo Youngstown Pennsylvania Philadelphia Pittsburgh Scranton . . .• Rhode Island Providence Tennessee Nashville l^exas Fort Worth Houston Utah Salt Lake City . . . Virginia Richmond Washington Seattle Spokane Wisconsin Milwaukee Mini- mum $2100 $1920 2800 3000 1100 2500 2600 2500 3750 3000 1900 2400 1875 2200 1900 2100 2100 1800 2100 1200 2250 1900 2000 1910 2400 1800 2600 Maxi- mum $3210 $3000 4100 4600 3300 4500 3200 3800 4750 4400 3500 4170 2500 2900 3000 4000 4000 2600 3800 2100 2750 2700 3000 2530 3660 2550 4400 Years to reach 1 Elementary-scliool principals receive additional $30 per room per annum. Read Table 22 as follows: The median minimum salary for principals of elementary schools, for 51 cities with a population of over 100,000, is $2100, and the median maximum salary is $3210. Eight years are required to advance from the minimum to the maximum salary, Birmingham, Alabama, with a minimum salary of $1200 for elementary principals is $900 below the median for similar-sized cities, and with a maximum of $3200 is $10 below the median. In each of these cities the minimum given is that for principals for schools of the smallest number of rooms, whereas the maximum is for principals of schools of the largest number of rooms. See Bulletin 19 of the National Education Association, page 7 and following, for data as to minimum and maximum salaries of principals differentiated according to number of rooms supervised. The figures were obtained from the U. S. Bureau of Education and from answers to question- naires sent out by the Salary Committee of the National Education Association. Research Bulletin 35 TABLE 23. MINIMUM AND MAXIMUM SALARIES OF PRINCIPALS OF ELEMEN- TARY SCHOOLS, 76 CITIES WITH POPULATION 25,000 TO 100,000, 1921-1922 State and other units United States (Median) Arkansas Fort Smith California Pasadena San Jose Stockton Colorado Pueblo Connecticut Waterbury Norwalk Florida Jacksonville Illinois East St. Louis Elgin Rock Island Evansville Indiana Gary East Chicago Fort Wayne Terre Haute Kansas Topeka Wichita Kentucky Lexington Newport Maryland Hagerstown Massachusetts Maiden Pittsfield Salem Somerville Michigan Lansing Missouri Springfield Nebraska Lincoln New Hampshire Nashua New Jersey Bayonne , East Orange , Elizabeth Hoboken , Montclair New Brunswick . . . , Passaic Mini- mum $1625 $1600 2700 2840 2040 1900 1100 1170 1700 1800 1400 1650 1850 2000 1200 1800 1800 1600 1200 1000 1500 2300 1600 1380 1900 1250 2400 2200 1500 2800 2600 1300 2400 Maxi mum $2500 $2400 3300 3090 2580 2000 3800 1800 2000 3200 2000 2000 2700 3600 3600 2500 1500 2300 2376 1700 1600 1650 2700 2500 2500 3000 1710 1620 2220 1400 4200 4000 4060 4200 2600 3400 Years to reach 10 State and other units United States (Median) $1625 Mini- mum Perth Amboy W. Hoboken New York Mt. Vernon Auburn Elmira Newburgh ........ New Rochelle Niagara Falls Rome Schenectady Utica Poughkeepsie North Carolina Asheville Winston- Salem . . . . Ohio Canton Hamilton Marion Newark Portsmouth Warren Oklahoma Oklahoma Pennsylvania Altoona Bethlehem Erie Harrisburg Hazleton New Castle Norristown Williamsport Rhode Island Pawtucket South Carolina Charleston Texas El Paso Virginia Portsmouth Washington Bellingham West Virginia Wheeling Wisconsin La Crosse Oshkosh Racine Superior Sheboygan 1800 1500 1490 2100 1700 1600 1900 1900 1700 2100 1600 1600 1000 2000 1500 1530 1500 2000 1700 1600 1600 1600 1600 1000 1600 1500 2543 1750 2000 1560 2400 1800 1800 1800 1800 1800 Maxi- mum $2500 8 2800 3500 4000 1810 2600 2600 3400 3500 2950 3100 3100 3000 2000 3200 2800 2400 1665 2100 1800 2700 2800 2400 2200 2400 2500 1800 2400 2600 1400 2500 2846 2600 3000 2340 2500 2600 2400 3300 2700 2500 Read Table 23 as follows: The median minimum salary of elementary principals for 76 cities with a population between 25,000 and 100,000 is $1625, the median maximum, $2500. The minimum given for each city is that for principals of schools of the smallest number of rooms, whereas the maximum is for principals of schools of the largest number of rooms. The figures were obtained from the U. S. Bureau of Education and from answers to question- naires sent out by the Salary Committee of the National Education Association. 36 The National Education Association TABLE 24. MINIMUM AND MAXIMUM SALARIES OF PRINCIPALS OF ELEMEN- TARY SCHOOLS, 66 CITIES WITH POPULATION UNDER 25,000, 1921-1922 State and other units Mini- mum United States (Median) $1215 $1600 5 Alabama Bessemer A rizona Clifton A rkansas Helena . , Malvern Marianna California Alhambra Lodi Mill Valley Salina Santa Rosa Colorado Rocky Ford Sterling Connecticut Farmington Westport Florida Orlando . . Iowa Charles City Indiana Huntington Illinois Canton Kansas Caney lola Larned Kentucky Dayton Louisiana Franklin Montana Bozeman , Minnesota Fairmont Fergus Falls Missouri Marshall CarroUton Michigan Petoskey , River Rouge Sturgis Massachusetts Andover , Manchester Maxi- mum Years to reach $1800 1800 1425 1000 1000 2130 1800 1740 1680 2000 1950 1500 1800 900 1200 1296 1710 1012 1200 1155 1260 850 1125 1800 1215 1170 1260 1000 1300 1500 1500 1350 $2400 1500 1000 2200 2100 2400 1920 2000 1950 2000 2500 1550 1500 1296 1710 1300 1350 1265 1260 1400 3000 1920 1395 1350 1620 1000 1550 1750 1600 1600 5 4 2 5 10 State and other units Mini- mum United States (Median)! $1215 $1600 Maxi- mum M assachusetts — Cont ' a Maynard Maine Houlton Saco North Dakota Bismarck Valley City North Carolina Elizabeth City New York Depew Rye Scotia New Jersey Glen Ridge Hawthorne So. Bruer Nebraska Beatrice Ohio Lisbon Sidney Wooster Oklahoma Clinton Frederick Hugo Pennsylvania Coraopolis Huntington South Carolina Abbeville Texas Big Springs Tennessee LaFoUette Morristown South Dakota Madison Utah Tooele Richfield Washington Ellensburg West Virginia Richwood Wisconsin Antigo Stoughton Burlington $1200 1008 975 1500 1200 1200 1000 2800 1100 2600 2000 1200 1400 1350 1000 1500 1270 1215 1600 $1400 1080 1200 1200 990 900 1080 1400 1300 1200 1400 1215 1300 1350 1200 1650 1900 1500 1800 4000 2060 1500 900 1200 1800 1800 1800 1350 1500 2100 3000 1500 8 5 1725 1350 1600 2000 ■■*6" 6 1575 1575 1800 4 1600 1600 '"i" 1500 Read Table 24 as follows: The median minimum salary for elementarj^-school principals for 66 cities under 25,000 in population is $1215, the median maximum salary $2500. The minimum given for each city is that for principals of schools of the smallest number of rooms, whereas the maximum is for principals of schools of the largest number of rooms. See page 7 seq. Bulletin 19 of the National Education Association for data as to minimum and maximum salaries of principals differentiated according to number of rooms supervised. The figures were obtained from questionnaires of the U. S. Bureau of Education. Ques- tionnaires were available from 1254 cities below 25,000 in population. From these the blanks giving the most complete information were selected. Research Bulletin 37 TABLE 25. MINIMUM AND MAXIMUM SALARIES OF PRINCIPALS OF JUNIOR HIGH SCHOOLS 20 CITIES WITH POPULATION OVER 100,000 1921-1922 State and other units Mini- mum Maxi- mum Years to reach max. United States (Median) | $3150 $4000 1 6 1 2 3 1 4 California Los Angeles Oakland Colorado Denver District of Columbia Washington Maryland Baltimore Massachusetts Springfield Michigan Detroit Minnesota Minneapolis Missouri Kansas City St. Louis New Jersey Trenton Newark New York Rochester Ohio Cincinnati Cleveland Columbus Youngstown Pennsylvania Philadelphia Pittsburgh Utah Salt Lake City 3000 3900 3540 4050 4500 4000 4700 5000 4000 4500 3500 3500 5000 5000 3400 12 Read Table 25 as follows: The median minimum salary for junior high-school prin- cipals for 20 cities of over 100,000 population is $3150 and the median maximum . salary is $4000. Six years are required to advance from the minimum to the maximum salary. Los Angeles, California, with a minimum of $3000 is $150 below the median minimum, and with a maximum of $3900 is $100 below the median maximum. The minimum given for each city is that for principals for schools of the smallest number of rooms, whereas the maximum is for principals of schools of the largest number of rooms. The figures were obtained from the U. S. Bureau of Education and from answers to questionnaires sent out by the Salary Committee of the National Education Asso- ciation. Data are included for all cities reporting. TABLE 26. MINIMUM AND MAXIMUM SALARIES OF PRINCIPALS OF JUNIOR HIGH SCHOOLS, 30 CITIES WITH POPULATION OF 25,000 TO 100,000, 1921-1922 State and other units Mini- mum Maxi- mum Years to reach United States (Median) $2250 $2900 9 California Pasadena $3200 $4000 4200 2300 3600 4500 2200 2400 2000 2000 3100 3000 2400 1500 4700 3500 3800 2750 4 Connecticut Waterbury Norwalk 2000 3000 10 Indiana E. Chicago Gary 8 Terre Haute . . . 1700 2250 2000 11 Kansas Topeka Kentucky Lexington Newport Massachusetts Somerville Michigan Lansing 3000 2040 Nebraska Lincoln New Jersey Elizabeth Montclair 4250 2400 2400 2350 2100 1500 1665 2100 3500 1600 3500 3000 3000 1000 2600 2000 2100 New Brunswick Passaic New York Auburn 8 North Carolina Asheville Ohio Hamilton 2400 2200 2800 9 Marion Warren 7 Oklahoma Oklahoma Pennsylvania Bethlehem 2200 Easton Erie 4000 4000 2200 2600 3500 3000 10 Harrisburg Hazleton 10 8 Texas El Paso Wisconsin Racine 10 Superior. . 6 Read Table 26 as follows: The median rninimum salary for junior high-school prin- cipals for 30 cities with a population of 25,000 to 100,000 is $2250, and the median maximum salary is $2900. The minimum given for each city is that for principals of schools of the smallest number of rooms, whereas the maximum is for principals of schools of the largest number of rooms. 3S The National Education Association TABLE 27. MINIMUM AND MAXIMUM SALARIES OF PRINCIPALS OF JUNIOR HIGH SCHOOLS, 47 CITIES WITH POPULATION UNDER 25,000, 1921-1922 State and other units Mini- mum Maxi- mum Years to reach maxi- mum United States (Median) $1500 $1800 1 Arizona Clifton Arkansas Helena Malvern Marianna California . Santa Rosa Colorado Rocky Ford Sterling ^ Connecticut Farmington Westport Iowa Charles City , Indiana Huntington Illinois Canton Idaho Wallace Kansas Caney Ida Larned Kentucky Dayton Maine Houlton Massachusetts Andover Manchester , Maynard , Minnesota Fairmont Fergus Falls Missouri Carrollton $2400 2200 1100 2075 2100 1950 1500 1800 1000 2196 1890 1500 2650 1800 850 1800 1650 1350 1500 1800 1530 1700 2600 $1600 2075 5 2100 1950 2000 ...^.. 2800 1700 '"s" 2196 1890 1500 1800 2000 2650 1800 1400 5 1800 1650 2000 2250 5 10 State and other units Mini- mum Maxi- mum United States (Median) Michigan River Rouge Montana Bozeman Kalispell North Dakota Bismarck Valley City North Carolina Elizabeth City New York Depew Rye Scotia New Jersey So. Bruer Ohio Sidney Oklahoma Frederick Hugo , Pennsylvania Pottsville South Carolina Abbeville , Texas Big Springs Vernon Tennessee Morristown , South Dakota Madison , Utah Tooele Richfield West Virginia Elkins Wisconsin Stoughton , $1500 $2000 $1800 2000 1520 2200 2600 1500 1400 1650 2000 2000 2400 1100 2200 1100 1900 3000 2060 1200 1500 1200 1800 1800 1800 1800 2100 1500 1900 1800 1800 1800 1485 2000 1500 1350 1500 1600 1400 1200 1800 1800 1200 1350 2600 Read Table 27 as follows: The median minimum salary for junior high school principals for 47 cities with a population under 25,000 is $1500; the median maximum salary is $1800. Five years are required to advance from the minimum, to the maximum salary. The figures were obtained from questionnaires of the U. S. Bureau of Education. Question- naires were available from 1254 cities below 25,000 in population. From these the blanks giving the most complete information were selected. They represent the cities maintaining the highest salary schedules. Research Bulletin 39 TABLE 28. MINIMUM AND MAXIMUM SALARIES OF PRINCIPALS OF HIGH SCHOOLS 37 CITIES WITH POP- ULATION OVER 100,000 TABLE 29. SUPERINTENDENTS* SAL- ARIES IN TWENTY CITIES, 1921-1922 State and other units United States (Median) Birmingham, Ala. . . Los Angeles, Calif. . . Oakland Denver, Colo Washington, D. C. . Atlanta, Ga Chicago, /// Indianapolis, Ind . . . New Orleans, La. . . Baltimore, Md Boston, Mass Lowell New Bedford Springfield Worcester Detroit, Mich Minneapolis, Minn. Kansas City, Mo . . St. Louis Jersey City, N. J. . Newark Paterson Trenton Albany, N. Y. New York Rochester Syracuse Yonkers Cleveland, Ohio... Columbus Youngstown Philadelphia, Penn. Providence, R. I. . . Nashville, Tenn . . . Houston, Texas. . . Milwaukee, Wis . . . Spokane, Wash .... Mini- mum $3550 $2600 1700 3240 3900 1440 3700 3000 3800 4140 Maxi- mum $4725 5000 3800 3526 4200 5000 4200 5000 4500 5000 3400 3350 3500 3200 2750 4000 4200 2000 1100 4520 3550 $5000 4000 4440 5200 2240 2862 5100 3500 4000 4000 4746 4300 4725 4500 4500 5500 5000 4700 5000 7000 5800 5800 5000 5500 6500 5000 4300 4800 5200 3500 4500 5000 5000 2200 1800 5000 4150 Years to reach 12 12 5 4 12 5 6 10 Read Table 28 as follows: The median minimum salary of principals of high schools for 37 cities with a population over 100,000 is $3550; the median maximum salary is $4725. Five years are required to advance from the minimum to the maximum salary. Birming- ham, Alabama, with a minimum of $2600 is $950 below the median minimum for cities of its population, and with a maximum of $5000 is $75 above the median maximum. It re- quires seven years more than the median to reach the maximum salary. The figures for this table were obtained from a number of sources; salary schedules sent in to the National Education Association, etc. Most of the figures given are for the year 1921-22, but some are for 1920-21. City Salary Chicago, Illinois New York City, New York. Philadelphia, Pennsylvania. Pittsburgh, Pennsylvania. . Jersey City, New Jersey . . . Boston, Massachusetts Buffalo, New York Cincinnati, Ohio . . .' Cleveland, Ohio Newark, New Jersey ....... Oakland, California Omaha, Nebraska Seattle, Washington Gary, Indiana Tulsa, Oklahoma Akron, Ohio Detroit, Michigan , Milwaukee, Wisconsin Youngstown, Ohio Denver, Colorado Median 10,000 $12,000 12,000 12,000 12,000 10,500 10,000 10,000 *10,000 10,000 10,000 10,000 10,000 10,000 10,000 9,600 9,000 9,000 9,000 9,000 9,000 TABLE 30. ASSISTANT SUPERINTEND- ENTS' SALARIES IN TWENTY CITIES, 1921-1922 City Salary New York City, New York Chicago, Illinois $8250 8100 Detroit, Michigan 7680 Cleveland, Ohio 6500 Baltimore, Maryland 6000 Dallas, Texas 6000 St. Louis, Missouri . . . 6000 Boston, Massachusetts Oakland, California 6000 5500 Rochester, New York .... 5500 Newark, New Jersey .... 5500 Akron, Ohio 5500 Tersev Citv. New Tersev . 5400 Seattle, Washington Philadelphia, Pennsylvania Birmingham, Alabama 5100 5060 5000 Cincinnati, Ohio 5000 Denver, Colorado. ... 5000 Milwaukee, Wisconsin. . . . 5000 Pittsburgh, Pennsylvania 5000 Median 5500 PROMOTE, then, as an object of pri- mary importance, institutions for the general diffusion of knowledge. In pro- portion as the structure of a government gives force to public opinion, it is essential that public opinion should be enlightened. — Washington in his Farewell Address. 40 The National Education Association TABLE 31. SALARIES OF PRINCIPALS OF HIGH SCHOOLS, 74 CITIES WITH POPULATION 25,000 TO 100,000, 1920-1921 State and city United States (Median) California Berkeley Long Beach Pasadena Sacramento San Jose. . . . ' Stockton Colorado Pueblo Connecticut New Britain Georgia Augusta Indiana Evansville Fort Wayne Terre Haute Illinois Cicero Decatur Peoria Rockford Kansas Wichita Massachusetts Brockton Chelsea Everett Holyoke Lynn Maiden Medford Salem Somerville Michigan Bay City Davenport Hamtramck Jackson Kalamazoo Lansing Saginaw Minnesota Duluth Missouri St, Joseph New Hampshire Manchester Actual salary $3775 $3920 4200 5000 4200 4000 3800 3750 4300 4000 4500 4000 2600 6000 3500 3100 3500 4500 4000 3300 4400 4100 3200 3600 3400 3500 4100 3650 4500 3000 3000 3255 4000 3300 3825 3600 3500 State and city United States (Median) New Jersey Atlantic City Bayonne East Orange Elizabeth Hoboken Passaic Perth Amboy New York Binghamton Elmira Jamestown Mt. Vernon Niagara Falls Schenectady Troy North Carolina Charlotte Ohio East Cleveland Hamilton Springfield Oklahoma Oklahoma City Pennsylvania Allentown , . Altoona Chester Harrisburg Johnstown Lancaster New Castle Tennessee Knoxville Texas Beaumont El Paso Virginia Lynchburg Newport News Norfolk Portsmouth Richmond Roanoke West Virginia Wheeling Wisconsin Kenosha . . Racine Actual salary $3775 $4500 5000 4900 4000 5060 4400 3300 4500 3500 3800 4750 3900 4000 4000 2400 4000 4000 3200 5000 3000 3600 3000 4500 3500 2700 3000 3000 3500 3300 2915 3500 4000 3500 3850 2750 3300 3500 4000 Read Table 31 as follows: The median salary being paid high-school principals in the 74 cities with a population between 25,000 and 100,000 was $3775 in 1920-21. The city of Berkeley, California, paying $3920, was $145 above the median. These figures are for the year 1920-21 and are furnished by the U. S. Bureau of Education. All cities for which data were available are included. It is likely that 1921-22 figures, if available, would closely approximate these figures. Research Bulletin 41 TEACHERS' SALARIES AND COST OF LIVING When the war began teachers were generally underpaid. 'Approximately fifty per cent were receiving salaries of less than $500. Increases granted during the war period were insufficient to balance the rise in the cost of living. In 1918 the average salary had but seventy-one per cent of the purchasing power of the pre-war salary. Increases granted since 1918 have served merely to restore the purchasing power of teachers' salaries. Additional increases must be given if there is to be any "real" increase in the teachers' salary and if any real progress is to be made towards paying a professional wage. These facts are realized by but a small percentage of the people of the country. It is the duty of the teach- ing profession to acquaint the coimtry with the facts. ^ The subsequent tables contain data and suggest methods that should be useful in doing this. ' See Report of the Salary Committee, 1922 (Sub-committee on Salaries, Tenure, and Pensions), for an excellent statement of the relationship of the increases that have been granted teachers and the rise of the cost of living. TABLE 32 . PURCHASING POWER OF SALARIES Year Average salary of teachers of U. S.i Index of average salary Index of cost of living^ Purchasing power of salary or "real wage" Teachers salary in a large city Index of average salary Index of cost of living Purchasing power of salary or "real wage" 1 2 3 4 5 6 7 8 9 1913. . 515* 100 100 100 1143 100 100 100 1914. . 525* 102 103 99 1160 101 103 99 1915. . 543 105 105 100 1167 102 105 97 1916. . 563 109 118 92 1204 105 118 89 1917. . 599* 116 142 82 1257 110 142 77 1918. . 635 123 174 71 1327 116 174 67 1919. . 736* 143 199 72 1483 130 199 65 1920.. 837 163 200 81.5 1703 149 200 74.5 1921. . 987* 192 174 110 1809 158 174 91 1922. . 1017* 197 173 114 1848 162 173 94 1 These figures are from U. S. Bureau of Education Reports. Those marked with an asterisk are estimated. *See U. S. Bureau of Labor Statistics, Statement 1479, p. 2, issued May 4, 1922. The average cost of living for 1913 is the base, the figure for each succeeding year is for the month of December, except 1922, which is an average of the months of Sept. and Dec, 1921, and March, 1922. Table 32 is explained as follows: The average salary of teachers in the United States for each year beginning with 1913 is given in column 2. Column 3 gives, with the average salary of 1913 as a base, figures representing the relative increase in the average salary each year. If the average salary of 1913, $515, is represented by 100, the average salary of 1914, $525, is represented by the figure 102, and so on. Figures in column 3, therefore, represent the per- centage increase of the average salary for each year with 1913 as a base. Column 4 similarly gives index numbers representing the percentage increase in the cost of living. These figures show that to purchase a certain amount of a commodity in 1913, $100 was required, to pur- chase the same amount of this commodity in 1914, $103 was required, and so on. The numbers in column 5 are obtained by dividing the figures in column 3 by those in col- umn 4. The meaning of each one of the numbers in column 5 can be made plain by explaining the significance of one in detail. Let us consider " 71 ", found in column 5 after the year 1918. This means that the average salary received in 1918, $635, had but 71 per cent of the purchas- ing power of the average salary received in 1913, $515. That this statement is true may be proved as follows: The figures of column 4 show that the cost of living between 1913 and 1918 increased 74 per cent. Therefore, the average salary between 1913 and 1918 should have in- creased 74 per cent, or from $515 to $896. Such an increase in salary would have been just suflficient to meet the increased cost of living. Actually, however, the average salary of 1918 was $635 instead of $896. The former is but 71 per cent of the latter, or, in other words, the average salary of 1918 was but 71 per cent of what it should have been to give it the same purchasing power as the average S9,lary of 19 J 3. The other figures of cplumn 5 should be siniilarly interprete4, 42 The National Education Association Cost of LlrlBg Avsrags Salary of T»aoh«r» — - Purchasing Power of Salary — V — — — - / y / ./ \ .^•' ^'--'-- ". / ^"""^v.^^ / ■ ^ Chart 5. — Purchasing Power of Teacher's Salary, 1913 to 1922 Chart 5 shows how such data may be represented graphically. The curve representing the percentage increase in the average salary of teachers is based upon the figures of column 3, of table 32. The curve representing the changes in the cost of living is based upon the figures of column 4. The third curve, representing the relative purchasing power of the average salary paid teachers in the United States, is based upon the figures of column 5. This chart shows that the rise in the cost of living during the war period was much more rapid than was the increase in the average salary paid the teachers of the coimtry. Conse- quently, the purchasing power of the teachers' salary dropped rapidly and remained at a level considerably below that of 1913 until 1920 when, due to two factors, a drop in the cost of living and further increases in salary, it began to rise. In 1921 the purchasing power of the teachers' salary was slightly greater than in 1913. The same is true in 1922. This method may be used in studying whether the increases in salary granted in a particular city, or local community, have been sufficient to offset the increased cost of living. This is done in the second half of Table 32. The figures in columns 6 to 9 correspond with those in columns 2 to 5, except that they concern the average salary paid teachers in a single city rather than in the country as a whole. Column 6 gives the average salary paid in the city concerned beginning with 1913. The figures of column 7 give the percentage increase for each year with the average salary of 1913 as a base. The numbers representing the increase in the cost of living in column 8 are the same as those in column 4. The figures given in column 9 are calculated in the same manner and have the same meaning as those in column 5. They show that the purchasing power of the teachers' wage in this particular city is still but 94 per cent of what it was in 1913. Additional increases in salary are justified in this city solely on the basis of giving the teachers' salary a purchasing power equal to that of 1913. THE MOST important reform that is needed in connection with State taxation is the abolition of the discredited general property tax as a source of State revenue. . . Experience has demonstrated conclusively the impossibiHty of assessing such property fairly in complex industrial communities. Under these circumstances to continue the attempt to tax personal property is to bring the whole system of taxation into dis- repute. — U. R. Seager, Professor of Political Economy in Columbia University, in his Principles of Economics, 1913, p. 521. Research Bulletin 43 Purchasing Power of Wages in General- Purohavirtg Power of Teachere Salary - IM 100 .-— y uo --^•"^' ^- .-^' / 100 \ .^ 7 90 \ \ / 80 \ _ ' 70 1915 1921 Chart 6. — Purchasing Power of Wages Compared With Purchasing Power of Teacher's Salary Chart 6 shows the comparative changes that have taken place in the purchasing power of the teachers' salary and of wages in general since 1914. The data upon which this chart is based were obtained as follows : The figures found in Table 32 giving the average salary paid the teachers in the United States, are used as a basis for the curve representing the purchasing power of teachers' salaries. The methods used in calculating the purchasing power of teachers' salaries is similar to that employed in Table 32, except that the average salary of 1914 is used as a base rather than that of 1913. The changes in the purchasing power of wages in general are based upon the average weekly earnings of factory employees for New York State. These figures have been compared with the earnings in other states and with the figures for earnings collected by the Btueau of Labor Statistics, and are considered to be "the best indication of the course of wages which is available."^ The cxu-ve representing the changes in the purchasing power of wages in general was determined by the same method used in calculating the pur- chasing power of teachers' salaries. Considering the data presented in Table 32 and the indications of Chart 6 the following conclusions are justifiable concerning teachers' salaries. 1. Teachers' salaries throughout the war had less purchasing power than they did at the beginning of the war, whereas wages in general had greater purchasing power than they did at the beginning of the war. 2. Teachers' salary increases lagged far behind the rise in the cost of living and have only just recently returned to their pre-war purchasing value. 3. There is as yet an insufficient decline in the cost of living to justify any reduction in teachers' salaries on this basis. 4. Additional increases in salaries of teachers must be granted if there is to be any sub- stantial increase in the purchasing power of the teachers' wage and if there is to be any com- pensation to teachers for their cheerful acceptance throughout the war of a salary greatly depreciated in purchasing power. ^ They were made available to the National Education Association through the kindness of Mr. Ralph G. Hurlin, Director of the Department of Statistics of the Russell Sage Foundation. They are later to appear in a publication with other wage and price data. 44 The National Education Association TABLE 33. AVERAGE SALARIES OF HIGH-SCHOOL TEACHERS IN 1917-1918 AND IN 1920-1921 AND PER CENT OF INCREASE IN CITIES WITH POPULATION OVER 100,000 States United States Alabama California Colorado Connecticut District of Columbia Georgia, . . Illinois Indiana . . . Kentucky . Louisiana . Maryland Massachusetts . Michigan Minnesota. . . . Missouri Nebraska. . New Jersey. New York . . Ohio Oregon. . . . Pennsylvania . Rhode Island . Virginia Washington. . Wisconsin . . . . Average Average Per cent salary salary 1917-18 1920-21 2 3 4 $1723^ $24841 44.2 $1014 $1586 56.4 1551 2330 50.2 1410 2019 43.2 1287 1950 51.5 1693 2165 27.9 1229 1743 41.8 2052 2552 19.8 1272 2527 98.7 1203 1931 60.5 1096 2228 103.3 1232 2136 73.4 1717 2343 36.6 1596 2251 41.0 1483 2034 37.2 1687 2463 46.0 1337 1970 47.3 1924 2681 39.3 2055 3181 54.8 1633 2377 45.6 1488 1920 29.5 1729 2400 38.8 1478 2085 51.3 1069 1639 53.3 1507 2191 45.4 1531 2231 46.3 * Median of State averages. Read Table 33 as follows: The median salary being received by high school teachers of the United States in 1917-18 was $1723, in 1920-21, $2484. This represents an increase of 44.2 per cent. Similar data are given for the various States of the Union. It is probable that most of the increases in salaries received by high-school teachers since the war began came between the three years, 1917-18, and 1920-21. The increase in the cost of living since the beginning of the war has been considerably greater than 44 per cent. It seems probable, therefore, that the purchasing power of the high-school teacher's salary is less than at the beginning of the war, and that further increases are justified wholly on the basis of giving the salaries of high-school teachers a purchasing power equal to that possessed before the war. The figures for each particular State are not in all cases based upon reports from the same cities for both years. They should, therefore, be considered as approximate rather than exact statements of the changes in the several States. Data from which this table was derived were furnished by the U. S. Bureau of Education. Research Bulletin 45 TABLE 34. COMPARISON OF MINIMUM SALARIES OF ELEMENTARY SCHOOL TEACHERS IN 28 CITIES OF 100,000 POPULATION AND OVER. 1912-13 and 1921-22 City Grand Rapids, Mich Youngstown, Ohio . . Louisville, Ky Springfield, Mass Cincinnati. Ohio . . , . St. Paul, Minn. . . Fall River, Mass. Newark, N. J Trenton, N. J.... Reading, Pa Nashville, Tenn. . New York, N. Y. Scranton, Pa Boston, Mass. . . . Dayton, Ohio Denver, Colo Minneapolis, Minn. Philadelphia, Pa..., Seattle, Wash Spokane, Wash Washington, D. C. . Worcester, Mass Cambridge, Mass Salt Lake City, Utah , Chicago, 111 Oakland, Calif San Francisco, Calif. Milwaukee. Wis Median , Increase in cost of living, 1913 to 1922. Minimum in 1912-13 $350 400 400 450 450 450 460 580 440 400 380 720 495 600 500 600 600 600 750 600 600 500 510 480 650 900 840 876 $505 Minimum in 1921-22 $1200 1250 1200 1300 1200 1200 1220 1500 1100 1000 800 1500 1000 1200 1000 1200 1200 1200 1500 1200 1200 1000 1008 900 1200 1500 1400 1200 $1200 Per cent of increase 243 212 200 189 167 167 165 160 150 150 110 108 102 100 100 100 100 100 100 100 100 100 97 87 85 67 67 37 100 73 Read Table 34 as follows: Beginning in the upper left corner. Grand Rapids in 1912-13 had a minimum of $350 which was $155 below the median minimum of $505 (see next to last Hne of table) paid in similar-sized cities. Between 1913 and 1922, Grand Rapids advanced its minimum to $1200. Although this represented an increase of 243 per cent the present minimum of $1200 only just equals the median minimum (see next to last line of table) of similarly sized cities. Grand Rapids is now in a position to compete with other cities on equal terms as far as its minimum salary is concerned. It was not in such a position in 1913, Since the cost of living increased 73 per cent in the same period there has been a real or " buying- power " increase as well as a "dollar " increase in the minimum salary paid in this city, Cities of this size generally have advanced their minima, so that there has been a 100 per cent median increase which means a buying-power increase when compared with the 73 per cent increase in the cost of living over the same period. For three of the 28 cities, however, Oakland, San Francisco and Milwaukee, although there have been "dollar" increases in their minima during this period, there has been a loss in the "buying " power of their minimum salaries. They are, therefore, in a less advantageous position in 1922 than they were in 1913 in competing with other cities in the employment of beginning teachers. The salary data in this table were furnished by the U. S. Bureau of Education. 46 The National Education Association TABLE 35. COMPARISON OF MAXIMUM SALARIES OF ELEMENTARY TEACHERS IN 27 CITIES WITH POPULATION OVER 100,000, 1913 and 1922 Cities Scranton, Pa. . . . Milwaukee Wis, Reading, Pa. . . , Chicago, 111 Dayton, Ohio . . . Spokane, Wash Fall River, Mass. . . Cambridge, Mass. . , Minneapolis, Minn, Seattle. Wash Youngstown, Ohio. Newark, N.J Denver, Colo Trenton, N.J St. Paul. Minn. . . . Salt Lake City, Utah. Oakland, Calif Worcester, Mass Louisville, Ky Nashville, Tenn Cincinnati, Ohio . . . . Boston, Mass New York, N. Y. . . . San ^rancisco, Calif. Springfield, Mass. . . . Washington, D. C. Philadelphia, Pa Maximum salary paid 1912-13 $745 900 700 1225 700 1000 700 804 1000 1050 900 1300 1150 990 950 1020 1200 1000 1000 1010 1600 1476 2400 1500 1500 1350 1795 Maximum salary paid 1921-22 $2000 2400 1800 3000 1600 2150 1500 1716 2000 2100 1750 2500 2140 1800 1650 1750 2040 1600 1550 1500 2200 2000 3250 2000 1900 1600 2000 Per cent increase 168 167 157 145 129 115 114 113 100 100 94 92 86 82 74 72 70 60 55 49 38 36 35 33 27 19 11 Median , $1050 $2000 82 Increase in cost of living, 1913 to 1922. 73 Read Table 35 as follows: Beginning at the upper left corner, Scranton in 1912-13 had a maximum of $745 which was $305 below the median minimum of $1050 (see next to last line of table) paid in similar-sized cities. Between 1913 and 1922 Scranton advanced its maximum to $2000. Although this represents an increase of 168 per cent, the present maximum of $2000 only just equals the median maximum (see next to last line of table) of similar-sized cities. Scranton is now in a position to compete with other cities on equal terms so far as its maximum salary is concerned. It was not in 1913. Since the cost of living increased 73 per cent in the same period, there has been a real or "buying-power " increase as well as a "dollar" increase in the maximum salary paid in this city. Cities of this size generally have advanced their maxima so that there has been a median increase of 82 per cent, which means a buying power increase when compared with the 73 per cent increase in the cost of living over the same period. For 12 of the cities, however, although there have been "dollar" increases in their maxima during this period, there has been a loss in the "buying" power of their maximum salaries. They are, therefore, in a less advantageous position in 1922 than they were in 1913 in competing with other cities in the employment of teachers. The salary data in this table were furnished by the U. S. Bureau of Education. RESEARCH Bulletin 47 Read Table 36 as follows: Milwaukee in 1912-13 had a median salary of $876, which was $51 above the median salary being paid in similar-sized cities as given at the foot of the table. The median salary paid in 1921-22, $2294, represents an increase of 162 per cent over 1913. Most cities included in this table have granted salary increases that give their elementary teachers a greater purchasing power in 1922 than they had in 1913. The increases granted by six of the cities, however, have been swallowed by the rising cost of living, and their 1922 salaries have less purchasing power than they had in 1913. The figures for this table were obtained from the U. S. Bureau of Education. TABLE 36. COMPARISON OF MEDIAN SALARIES OF ELEMENTARY TEACHERS IN 36 CITIES WITH POPULATION OVER 100,000, 1913 and 1922 Cities Milwaukee, Wis. , . New York City, N. New Orleans La. . . Newark, N.J Dayton, Ohio Cleveland, Ohio . . . Philadelphia, Pa. . . Fall River, Mass. . , Scranton, Pa Worcester, Mass. . . Paterson, N. J. . . . Louisville, Ky Providence, R. I.. . Washington, D. C Cambridge, Mass Atlanta, Ga Cincinnati, Ohio Denver, Colo Richmond, Va Grand Rapids, Mich St. Paul, Minn St. Louis, Mo Salt Lake City, Utah f. Minneapolis, Minn Oakland, Calif San Francisco, Calif Chicago, 111 Seattle, Wash Median salary paid 1912-13 $876 1140 650 930 700 800 900 700 660 750 750 650 800 750 750 613 1000 960 595 800 900 1032 830 1000 1200 1164 1175 1050 Median salary paid 1921-22 $2294 2808 1580 2110 1585 1796 2000 1524 1436 1620 1580 1348 1650 1546 1540 1254 1988 1872 1187 1498 1607 1840 1400 1684 2020 1920 1912 1703 Per cent increase 162 146 143 127 126 124 122 118 117 116 111 107 106 106 105 104 99 95 91 81 78 78 69 68 68 65 63 62 Median $815 $1563 Increase in cost of living, 1913-1922 , 105 73 Read Table 37 as follows: Chicago in 1913 paid the superintendent an annual salary of $10,000, and in 1922 paid an annual salary of $12,000. This represents a 20 per cent increase between 1913 and 1922. During the same period there was a 73 per cent increase in the cost of living. Therefore the purchasing power of the superintendent's salary of this city has been considerably decreased. Referring to the summaries at the foot of the table, it will be noted that the median per- centage of increase in salaries for superintendents between 1913 and 1922 was 41 per cent as compared with a 73 per cent increase in the cost of living. This means that the purchasing power of the salaries of superintendents was generally less in 1922 than in 1913. The salaries paid superintendents in a few cities have been increased more than 20 per cent, however. In five cities the percentage increase has been 100 per cent, or over. In these cities, however, it will be noted that the superintendents in 1913 were all receiving salaries of $4000 or less, which was below the median for that year. The high percentage of increase, therefore, merely indicates that the salaries of those superintendents have been increased so that they more nearly approximate those being paid in similar-sized cities. The figures for this table were obtained from the U. S. Bureau of Education and from other reliable sources. 48 The National Education Association TABLE 37. COMPARISON OF SALARIES OF CITY SCHOOL SUPERINTENDENTS IN 56 CITIES WITH POPULATION EXCEEDING 100,000, 1913 AND 1922 City Chicago New York Philadelphia Pittsburgh Jersey City Oakland Boston Omaha Newark, N. J Buffalo Cleveland Seattle Detroit Youngstown Milwaukee Akron Los Angeles Denver Indianapolis Baltimore Minneapolis St. Louis Rochester Birmingham Des Moines Columbus Trenton Richmond Toledo Dayton Washington, D. C. . Bridgeport Wilmington, Del. . . Cambridge Worcester Paterson Albany Syracuse Providence Houston San Antonio Salt Lake City Spokane Springfield, Mass. . . Grand Rapids New Bedford New Haven, Conn. Atlanta, Ga Kansas City, Kans. Lowell, Mass Norfolk Louisville, Ky St. Paul Nashville Reading, Pa San Francisco Salary in 1913 $10000 10000 9000 9000 6500 4000 lOOOO 5400 7000 7500 6000 7500 8000 4000 6000 4000 6000 6000 5500 5000 5500 8000 5000 5000 4000 4000 3600 4000 5000 5000 6000 4100 3000 5000 4250 3600 3000 4000 5000 4000 3600 4800 4500 5000 4000 4000 4500 3600 3500 3300 3250 5000 5000 3600 4000 4000 Salary in 1922 $12000 12000 12000 12000 10500 10000 10000 10000 10000 10000 10000 10000 9000 9000 9000 9000 8000 9000 8000 8000 8000 8000 8000 7500 7500 7500 7000 6500 6240 6120 6000 6000 6000 6000 6000 6000 6000 6000 6000 6000 6000 6000 5800 5800 5500 5500 5000 5000 5000 5000 5000 5000 5000 4800 4700 4000 Per cent of increase 20 20 33 33 61 150 85 42 33 66 33 12 125 50 125 33 50 45 60 45 60 50 87 87 94 62 24 22 46 100 20 41 66 100 50 20 50 66 25 28 16 37 37 11 38 42 51 53 33 17 Median . $5000 $6370 41 Per cent increase in cost of living, 1913-22 73 Research Bulletin 49 Table 38. Percentage of Increase^ in Cost of Living by Cities and Sections, December, 1914, to December. 1921. New York 78 Buffalo 77 Philadelphia 74 Boston 70 Portland, Me 69 Average, North Atlantic 74 Norfolk 79 Baltimore 73 Savannah 66 Washington 63 Average, South Atlantic 70 Detroit 82 Cleveland 76 Chicago 72 Average, North Central 77 Houston 74 Mobile 64 Average, South Central 69 Los Angeles 76 Seattle 71 San Francisco and Oakland 64 Portland, Oregon 58 Average, Western 67 Average, All Cities 71 Table 38 shows the increase in the cost of living in a number of cities in various sections of the country. The greatest increase is 77 per cent in the North Central section. The smallest increase is 67 per cent in the Western section, and the average increase for the country is given as 71 per cent, from Decem- ber, 1914, to December, 1922. The figure for December, 1921, may be accepted as repre- sentative for the school year 1921-22. The figures for the cost of living in the early part of the school year, 1921-22, would be higher than the ones given and for the latter part of the school year would be somewhat lower. The figures given are the official ones issued by the U. S. Department of Labor in state- ments 1458 and 1479, dated April 21, 1922, and May 4, 1922, respectively. There has been a definite halt, however, in the decrease in the cost of living since De- cember, 1921. "All the price indices show Uttle change of late and some indicate a slight rise. ... On April 15 (1922) Hving costs were practically identical with those of the month before, thus bringing to at least a temporary halt a decline which had been going on for nearly two years." — Quoted from Literary Digest, June 10, 1922, page 10. Table 39. Recent Changes in Cost of Living by Cities. Per cent of decrease from — City June, 1920 to VTarch. 1922 Dec, 1921 to March, 1922 Boston. . 23.5 23.3 21.2 22.6 22.7 5 3 Buffalo 3.9 Philadelphia Portland, Me Average, North Atlantic 3.5 5.0 4.4 Baltimore Norfolk 21.7 22.9 25.1 22.1 22.9 3.1 4 4 Savannah Washington Average, South Atlantic 5.6 4.2 Chicago 23.1 23.3 26.0 24.1 4 2 Cleveland Detroit 5.8 4 3 Average, North Central 4.8 Houston 21.2 24.7 23 3 7 Mobile 4 8 Average, South Central 4.3 Los Angeles Portland, Oregon... San Francisco and Oakland Seattle 14.5 24.0 19.6 20.5 19.7 2.3 3.8 3.7 2 4 Average, Western. 3.1 Average, U. S 22.9 4.2 Table 39 gives figures for the decrease in the cost of living in a number of cities in various sections of our country. The great- est decrease between June, 1920, and March, 1922, is 24.1 per cent in the North Central section. The smallest decrease since June, 1920, is 19.7 per cent in the Western section. From December, 1921, to March, 1922, the largest per cent of decrease was 4.8 per cent in the North Central section and the smallest percentage of decrease was 3.1 per cent in the Western section. This table shows that the decrease in the cost of living since 1920, the peak year, has been but a small percentage of the increase that took place during the war period. (See Table 46.) Figures collected since March, 1922, indicate that the decrease in the cost of living has halted at least for the present, since on April 15, 1922, living costs were practically identical with the ones for the month before. Some figures, in fact, indicate a slight rise since March, 1922. — Literary Di- gest, June 10, 1922, p. 10. 50 The National Education Association RECENT TENDENCIES IN SALARY SCHEDULES There have been radical changes in the salary schedules of practically all cities during the last few years. These changes were made for three reasons: 1. To give a fairer return for a professional service of great national importance. 2. To meet increases in the cost of living. 3. To attract newcomers to a badly depleted profession. A basis for salary schedules_ was contained in the Salary Survey of the National Education Association published early in 1920.^ The N. E. A. recommendations were based upon pro- fessional training without reference to merit. This carried a differential for all grades of academic training through the degree of Doctor of Philosophy. The new salary schedules established within recent years may be roughly grouped in two classes. 1. The automatic type based upon, (a) Length of Service; (b) Grade Taught. 2. The single schedule type based upon (a) Professional Training; (b) Length of Service. A good example of the first group is the New York schedule. This schedule is built upon automatic annual increases covering a period of 10 to 12 years. It is difficult to recognize merit except that a few of such cases may be promoted to higher positions, generally of an administrative nature. The schedules based upon professional training fall into two groups represented by (1) the Cleveland type and (2) the Denver type. Table 43 gives a partial Hst of the cities that have recently adopted the schedules involving at least some of the principles of the single salary schedule. The Cleveland schedule was built early in 1919-20 and presents the essential features of a schedule based upon professional training but still maintains the gradations of the old type. The principal features are : 1. An automatic schedule based upon minimum requirements, allowing certain regular annual increases for experience. 2. Additional allowances beyond the regular schedule for further professional training. 3. Automatic allowances or steps within each advanced group. The Denver schedule was built during the latter part of 1920 and had the advantage of the experience of other cities. This is distinctly a single salary schedule, all teachers with equiva- lent training and experience are paid the same salary, whether they teach in elementary, inter- mediate or high school. The requirements provide for five degrees of standards of training ranging from normal training to holders of a master's degree, with provision for teachers now employed who have less than standard requirements. A schedule recently suggested for the Detroit schools attempts to give a proper considera- tion for both professional training and merit. This schedule is based upon three factors: 1. Professional preparation. 2. Successful experience. 3. Rewards for meritorious service. The type of school in which this teaching service is rendered does not affect the salary. On the basis of professional training all teachers, supervisors and administrative heads are divided into five classes as follows : Class 1. — Successful completion of a two-years course in a recognized normal school. Class 2. — Successful completion of a three-years course in a recognized normal school or its equivalent. Class 3. — Successful completion of a four-years university course, including 30 hours of education, with a standard bachelor's degree. Class 4. — Successful completion of five-years university course, including 50 hours of educa- tion, with a standard master's degree. Class 5. — Successful completion of seven-years university course, including 60 hours of education, with a standard doctor's degree. An automatic annual advance is provided for within each of these classes upon the basis of length of experience. The maximum being reached at the end of the eighth year. After reaching the maximum in either of the first four classes, it is possible to advance fur- ther by additional preparation and study, or by rendering exceptional service. Additional advances granted upon these bases terminate at the end of three years unless the same quality of merit still exists. (The above is a revised and rearranged extract from Moehlman, Arthur B., Survey of Salary Conditions in Cities, 1921-22, Survey Committee of the Board of Educa- tion of the City of Detroit, November, 1921.) * Evenden, E. S., "Teachers Salaries and Salary Schedules, 1918-19"; Commission on Emergency in Edu- cation, National Education Association, 1919. Research Bulletin 51 TABLE 40. PARTIAL LIST OF CITIES IN WHICH SOME FORM OF SINGLE-SALARY SCHEDULE HAS BEEN ADOPTED States — Cities Alabama Birmingham Arkansas : Fort Smith Colorado : Denver Pueblo Illinois: Chicago Park Ridge Streator Iowa: Des Moines Sioux City Kansas : Fort Scott. Lawrence Michigan : Adrian Grand Rapids Minnesota : Duluth Virginia St. Cloud Rochester Personal Income-Tax Returns Filed for the Calendar Year Ended December 31, 1919» Distributed by Income Classes. Income classes $1,000 to $2,000 2,000 to 3,000 3,000 to 4,000 4,000 to 5,000 5,000 to 6,000 6,000 to 7,000 7,000 to 8,000 8,000 to 9,000 9,000 to 10,000 10,000 to 11,000.... 11,000 to 12,000.... 12,000 to 13,000. . . . 13,000 to 14,000. . . . 14,000 to 15,000. . . . 15,000 to 20,000. . . . 20,000 to 25,000.. . . 25,000 to 30,000 30,000 to 40,000. . . . 40,000 to 50,000. . . . 50,000 to 60,000. . . . 60,000 to 70,000. . . . 70,000 to 80,000. . . . 80,000 to 90,000 90,000 to 100,000. . . 100,000 to 150,000. . 150,000 to 200,000. . 200,000 to 250,000. . 250,000 to 300,000. . 300,000 to 400,000. . 400,000 to 500,000. . 500,000 to 750,000. . 750,000 to 1,000,000 Number of returns ,924,872 ,569,741 742,334 438,154 167,005 109,674 73,719 50,486 37,967, 28,499 22,841 18,423 15,248 12,841 42,028 22,605 13,769 15,410 8,298 5,213 3,196 2,237 1,561 1,113 2,983 1,092 522 250 285 140 129 60 States — Cities Missouri : St. Joseph Kansas City Nebraska : Hastings Lincoln Omaha North Carolina: Raleigh Washington Ohio: Cleveland Cleveland Heights Oberlin Oklahoma : Muskogee Pennsylvania : Harrisburg Virginia : Roanoke Washington : Spokane Wisconsin : Green Bay Income Tax Returns — Cont. Income Classes Number . of returns 1,000,000 to 1,500,000 1,500,000 to 2,000,000 2,000,000 to 3,000,000 3,000,000 to 4,000,000 4,000,000 to 5,000,000 5,000,000 and over 34 13 7 6 5 Total 5,332,760 Reproduced from "Statistics of Income" issued by Treasury Department of the United States, 1922, insert p. 1. Corporations Taxes Calendar Year Ended 1919 Number of Corpora- tions Reporting . . 192,037 Invested Capital.. $66,130,351,148 | Net Income $9,305,769,954 Per Cent of Net In- come on Invested Capital 14.07 Federal Income Taxes Paid $2,162,260,244 Per Cent Income on Invested Capital after deducting taxes 10.8 Reproduced from "Statistics of Income". 52 The National Education Association TABLE 41. INCREASE, MAINTENANCE OR DECREASE IN SALARY SCHEDULES, CITIES UNDER 100,000, 1921-1922 116 Cities with population 25,000 to 100,000 488 Cities with population • under 25,000 Per cent of Teaching force affected Number of cities reporting percentage increased Number of cities reporting percentage maintained Number of cities reporting percentage decreased Number of cities reporting percentage increased Number of cities reporting percentage maintained Number of cities reporting percentage decreased 1 1 2 3 4 1 5 6 7 100 23 5 4 5 4 5 4 4 9 10 2 41 34 8 5 7 5 2 3 1 48 30 25 32 20 33 16 19 41 42 24 158 137 41 33 • 27 23 36 20 11 45 32 20 163 2 90 to 99 3 80 to 89 70 to 79 1 60 to 69 50 to 59 40 to 49 . . 1 2 2 30 to 39 1 20 to 29 13 10 to 19 Ito 10 3 4 44 3 2 110 21 23 420 Total 116 116 116 488 488 488 Read Table 41 as follows: A questionnaire sent out by the National Education Associa- tion in April, 1922, asked superintendents to "Estimate the per cent of teaching positions in your city in which salaries will be increased next year — ; maintained next year — ; decreased next year — ." Replies were received from 116 cities from 25,000 to 100,000 in population scattered through- out the country. Twenty-three of these cities reported that 100 per cent of their teachers would receive increases in salaries in 1922-23; and five cities reported that from 90 to 99 per cent of their teachers would receive increases. Thirty-four cities of the 116 reported that 100 per cent of their salaries would be maintained next year; and eight cities reported that from 90 to 99 per cent of their teachers would receive the same salary next year. One city reported that 50 per cent of its teachers would have salaries decreased; three reported that from 10 to 19 per cent of their teachers would have their salaries decreased. Similar data are given in columns 5, 6, and 7 for 488 cities under 25,000 in population. From the table the following conclusions may be drawn as to the salary outlook for 1922-23 in cities between 25,000 and 100,000 in population: 1. Forty-six of the 116 cities will increase from 50 to 100 per cent of the salaries of their teachers next year. This increase results either from the maintenance of a salary schedule that provides for automatic increases or from an actual raising of the whole schedule. 2. Sixty-one of the 116 cities report that from 50 to 100 per cent of their teachers will receive the same salary next year. 3. Only six of the 116 cities reported that any of their teachers would be decreased. Five of these six were to decrease the salaries of less than 20 per cent of their teachers. Similarly for the cities under 25,000 in population: 1. 188 of 488 cities report that from 50 to 100 per cent of their teachers will receive increases. 2. 317 of the 488 cities report that from 50 to 100 per cent of their teachers' salaries will be maintained. 3. Only 68 of the 488 report that any of their teachers will be decreased and most of these report a small percentage to be decreased. (These decreases may not represent a lowering of schedules, but a replacement of experienced teachers with inexperienced teachers.) Research Bulletin 53 TABLE 42. CITIES OPERATING WITH AND WITHOUT FIXED SALARY SCHED- ULES, 1921-22 49 cities of over 100,000 population 113 cities of population 25,000 to 100,000 547 cities of population under 25,000 Number of cities Per cent Number of cities Per cent Number of cities Per cent 1 2 3 4 5 6 7 Having salary schedules .... 49 100 105 93 372 68 Operating without salary schedules 8 7 175 32 Read Table 42 as follows: 49, or 100 per cent, of the cities over 100,000 in population have a fixed or automatic salary schedule. Read similarly for smaller cities. TABLE 43. SALARY SCHEDULES IN 1922-1923 AS COMPARED WITH 1921-1922 1 45 Cities with Size of City population over 100,000 130 Cities with population 25,000 to 100.000 548 Cities with population under 25,000 Number of cities Per cent Number of cities Per cent Number of cities Per cent 1 2 3 4 5 6 7 Cities maintaining present schedule 43 21 96 4 121 92 93 7 504 442 92 Cities adopting new schedule — ^higher or lower 8 1 Both these cities are granting increases. 'See table 42 for changes being made in schedules for cities of this size. Table 43 shows that 43 cities, or 96 per cent of the cities with a population of over 100,000 answered "Yes" to the question, "Do you expect to maintain your present salary schedule next year?" and 2 cities, or 4 per cent, answered " No " on questionnaires sent out by the National Education Association. Similarly for the 130 cities, 25,000 to 100,000 in population, 121, or 93 per cent, will mair- tain their present schedule, while 9, or 7 per cent, will adopt schedules either higher or lower. IN THE FIRST place let us recognize that in all parts of this country public education is very, very far from being that which we should all like to see it, that in parts of the country it is almost unbelievably bad, that vocational education has scarcely begun to be recognized, that the amount of illiteracy and of near-illiteracy is alarmingly great, that attention to physical education throughout the country is almost negligible, that our large foreign population constitutes a serious problem for eduaction and for society, that most country children do not have anything Hke a fair opportunity for education, that in many sections of the country short school terms made effective education all but impossible, that a large part of our teachers lack proper education, training, and experience — let us recognize all these and many other defects of education too numerous to catalog. They are conditions which cry aloud for reform in the appealing voices of children deprived of their rights as American citizens. They are undoubted and un- dubitable facts which cannot be ignored. — Alexander J. Inglis, Professor of Education, Harvard University, Cambridge, Massachusetts. 54 The National Education Association DATA ON PROFESSIONAL STATUS OF TEACHERS In the subsequent tables are given data that throw Hght upon the professional status of the teachers of our cities. The progress in the cities has been much greater than in the rural districts. Even in our cities much still remains to be done in making teaching a real profession. TABLE 44. AVERAGE PUPIL ENROLMENT PER ROOM 1921-1922 Cities with population over 100.000 Cities with population 25,000 to 100,000 Cities with population under 25,000 Number of pupils per room Grade schools Senior high Grade schools Junior high Senior high Grade schools Junior high Senior high (Median) 38 25 35 30 27 36 34 25 Over 50 5 6 3 2 6 4 26 12 8 24 6 78 7 41 25 34 116 20 24 31 7 46 5 7 2 4 4 5 4 1 50 1 2 49 48 47 1 46 2 3 5 45 4 2 3 44 2 43 1 3 1 7 1 4 1 4 7 4 ........ 2 7 2 20 5 12 5 6 26 9 7 7 3 12 1 42 2 1 36 4 10 2 8 53 4 7 20 3 51 4 8 5 5 22 2 2 1 1 6 1 41 40 39 6 3 1 7 1 •2 5 2 10 2 6 3 2 4 3 8 38 1 37 1 36 35 34 33 1 7 2 3 2 2 15 4 9 5 6 27 2 2 7 1 5 1 6 22 1 4 32 31 1 8 3 30 29 4 1 78 12 28 30 27 1 22 26 1 1 20 25 24 3 111 23 23 1 1 17 22 1 28 21 7 20 1 1 39 Under 20 1 12 Total number.of of cities. . . 43 8 129 58 105 554 277 461 Table 44 shows that the median average pupil enrolment per room in 1921-22, was 38 pupils per room in grade schools and 25 pupils per room in high schools in cities over 100,000 in population. Similarly in cities with a population from 25,000 to 100,000 the median enrolment is 35 per room for grade schools, 30 per room for junior high schools, and 27 per room for senior high schools; and for cities under 25,000 in population the median is 36 per room for grade schools, 34 per room for junior high schools, and 25 per room for senior high schools. One city of the 43 over 100,000 in population reports an average enrolment in grade schools of fifty pupils, four cities an average enrolment of forty-five pupils, etc. The figures for this table were taken from questionnaires sent out by the Salary Committee of the National Education Association. Research Bulletin 55 TABLE 45. LENGTH OF SCHOOL TERM, 1921-22 Number of days 50 cities with population over 100,000 102 cities with population 25,000 to 100,000 474 cities with population under 25,000 1 2 3 4 5 6 7 Number of cities Per cent Number of cities Per cent Number of cities Per cent 190-200 43 7 86 14 56 46 9 1 50 41.1 8. .9 69 330 70 4 1 14.6 180-9 69.6 170-9 14.8 160-9 8 150-9 1. Median group 190-200 190-200 180-189 Read Table 45 as follows: In answer to the question "How many days are your schools in session this year?" on questionnaire sent out by the Salary Committee of the National Education Association, 43 cities, or 86 per cent, of those of over 100,000 population reported a session of from 190 to 200 days. Read the table similarly for cities smaller in population. Table 46 shows changes in the cost of living since 1913. The peak was reached in 1920 when the cost of living had increased 116 per cent over that of 1913. The last figures available, those for March, 1922, show it still to be 67 per cent above the pre-war figure. Figures collected since March, 1922, indicate that the decrease in the cost of living has halted at least for the present, since on April 15, 1922, living costs were practically identical with the ones for the month before. Some figures, in fact, indicate a slight rise since March, 1922.1 These figures are those issued by the U. S. Department of Labor, Bureau of Statistics, Statement 1479, dated May 4, 1922, p. 2. 1 Literary Digest, June 10, 1922, p. 10. TABLE 46. COST OF LIVING-1913 =100 Year Index Average for 1913 100 December, 1914 103 December, 1915 105 December, 1916 118 December, 1917 142 December, 1918 174 December, 1919 199 June, 1920 216 December, 1920 May, 1921 200 180 September, 1921 177 December, 1921 174 March, 1922 166 TEACHING is a calling which demands continual growth on the part of those engaged in it. The advance of our schools is so rapid that teachers who do not con- tinue to increase their capacity for service in time cease to be of large usefulness to a system. — Ellwood P. Cuhherley. The United States Bureau of Education estimates that one-third of all teachers in the country attended summer school last year. The enrolment in all summer schools showed an increase of 32 per cent over 1920, and of 50 per cent over 1917. One of the largest publishing firms reports that teachers' books are now among the best sellers. Ohio, Michigan, and Pennsyl- vania have enacted laws that within the course of five or six years will make it necessary for all communi- ties to employ only those teachers having from one to two years of training beyond the high school. Largely increased salary schedules have been adopted to make this program possible. — Burr F. Jones, Supervisor of Elementary Education, Massachusetts. 56 The National Education Association TABLE 47. AMOUNT OF TEACHING EXPERIENCE PREREQUISITE TO ELECTION AS TEACHER IN CITY SCHOOLS, 1921-22 Grade of school and experience 48 cities with population over 100,000 108 cities with population 25,000 to 100,000 521 cities with population under 25,000 required Number of cities Per cent Number of cities Per cent Number of cities Per cent 1 2 3 4 5 6 7 8 No experience prereq- uisite 27 56.1 66 61 311 60 Grade iixperience prerequi- site *21 43.9 *42 39 210 40 Schools Years of experience required 1 year 2 years . . . 3 years . . . 4 years . . . 5 years . . . 7 9 2 1 37 47 11 5 19 19 1 49 49 3 114 90 3 1 2 55 42.3 1.4 .4 9 No experience prereq- uisite 44 52 165 53 Experience prerequi- site 41 48 147 47 Junior High Years of experience required 1 year. . . . 14 22 1 38 59 3 57 79 6 3 1 1 38.7 Schools 2 years . . . 53.7 3 years . . . 4.1 4 years . . . 2.1 6 years . . . .7 8 years . . . .7 Senior High Schools No experience pre- requisite r . Experience prerequi- site Years of experience required 1 year . , 2 years , 3 years , 4 years . 5 years , 12 ^35 23 1 26 74 25 72 44 ^64 25 33 1 41 59 42 56 320 185 77 98 7 2 1 63 37 41.6 53 4 1 .4 ' A few cities answering "Yes" did not state number of years. Read Table 47 as follows : A questionnaire sent out by the Salary Committee of the National Education Association asked the following questions: "Is teaching experience prerequisite to election in your schools? How many years' experience is prerequisite for election to: Grade schools? Junior High Schools? Senior High Schools?" Twenty-seven, or 56.1 per cent, of the 48 cities over 100,000 population answered that no experience beyond the eighth grade was prerequisite, and twenty-one, or 43.9 per cent, an- swered that some experience was prerequisite. Of the latter, seven cities, or 37 per cent, require one year of teaching experience, nine cities, or 47 per cent, require two years, two cities, or 1 1 per cent, require three years, and one city, or 5 per cent, require four years of teaching experience. Read the table similarly for the other types of schools and groups of cities. Research Bulletin 5/ TABLE 48. AMOUNT OF ACADEMIC AND PROFESSIONAL TRAINING ABOVE THE EIGHTH GRADE PREREQUISITE TO ELECTION AS TEACHER Grade of school 45 cities with population over 100,000 133 cities with 540 cities with population 25,000 population under to 100,000 25.000 and training requirea Number of cities Per cent Number of cities Per cent Number of cities Per cent 1 2 3 4 5 6 7 8 No training prerequi- site 1 2 16 3 Training prerequisite . 44 98 133 lOO 524 97 Years of training required 1 year. . . . 13 97 6 69 3 58 272 1 5 2.4 Grade 2 years . . . 3 years . . . 5 11.4 23 1 5 17.3 .7 3.7 18.5 1.1 4 years . . . 4>^ years. 5 years . . . 1 2.3 13.0 .5 11 92 8.3 69.3 11.6 6 years . . . 7 years . . . 8 years . . . 37 1 84 2.3 51.9 .1 1 .7 .9 Junior High Schools No training prerequi- site Training prerequisite 1 -vpar Years of training required 1 year. 2 years . 3 years , 4 years , 5 years , 6 years , 7 years , 8 years . VI 7 3 4 1 33 7 16 TOO 9.9 4.2 5.6 1.4 46.5 9.9 22.5 v529 1 50 11 23 15 162 20 47 .3 99.7 15 3 7 4 49 6 14 Senior High Schools No training prerequi- site Training prerequisite Years of training required 1 year. 2 years . . , 3 years . . , 4 years . . . 5 years . . . 6 years . . 7 years . . 8 years . . 8^ years, 9 years . . 10 years. 1 43 100 8.4 2 89^6 13 22 6 3 80 100 19.5 5.3 2.6 70.8 518 1 4 1 93 10 21 10 365 1 9 3 lOG .2 .7 .2 17.9 1.9 4.1 1.9 70.5 .2 1.8 Note: In cities under 100,000 for grade schools three additional cities reported, training required 14 year, 18 weeks and 6}4 years. Read Table 48 as follows: A questionnaire sent out by the Salary Committee of the National Education Association asked the following questions: "Is academic and professional training beyond the eighth grade prerequisite to election in your schools?" "How many years of academic and professional training beyond the eighth grade are prerequisite to election in your graded schools? Junior High schools? Senior High schools?" One city, or 2 per cent, of the 45 cities with a population of over 100,000 answered that no training beyond the eighth grade was prerequisite, 44 cities, or 98 per cent, answered that some training was prerequisite, Of the latter, 5 cities, or 11.4 per cent, require two years' training, one city, or 2.3 per cent, requires four years, thirty-seven cities, or 84 per cent, require six years, and one city, or 2.3 per cent, requires seven years' training. Read the table similarly, for the other types of schools and groups of cities. 58 The National Education Association TABLE 49. LEAVE OF ABSENCE FOR PROFESSIONAL STUDY WITH SALARY Number of cities reporting and population 48 cities of population over 100,000 133 cities of population 25.000 to 100,000 560 cities of population under 25,000 Number of cities Per cent Number of cities Per cent Number of cities Per cent 1 2 3 4 5 6 1 7 No leave allowed with salary Leave allowed with salarv 43 5 89.6 10.4 126 7 95 5 542 18 96.8 3 2 Read Table 49 as follows: In answer to the question: "Are teachers allowed leave of absence with salary to study for professional advancement?" forty-three, or 89.6 per cent, of the cities over 100,000 population replying, answered "No," and five, or 10.4 per cent, answered "Yes.' Similar data are given for the other classes of cities. ' There is great variation in the salary allowance given by those cities granting leave for study. Some allow as much as half salary for a full year, some give a small bonus for study that little more than covers the expenses of tuition. The period for service before one can qualify for leave varies considerably. Those cities granting a substantial percentage of the regular salary during the year's leave of absence require all the way from seven to ten years' service before a teacher is entitled to leave with salary. Data for the table were obtained from questionnaires sent out by the Salary Committee of the National Education Association. TEACHERS in many places have allowed themselves to become estranged from the public and from school patrons. Then when they are forced to realize that they can no longer meet their educational, social, and hygienic responsibilities upon the salaries received, they realize that this estrangement from the public is an obstacle to the recognition of their claims. They now face the task of justifying their claims by justifying their work and its results, as well as re-establishing the cordial relationships which make for mutual understanding and cooperation. • In order to do this it is necessary for teachers to know their own work, know its importance to social welfare, and consciously strive to interest the people of the com- munity in their school and its problems, and interest them in such a way that they will insist upon having the best for their children and be willing to support the schools in such a way that this best may be secured. — E. S. Evenden, Columbia University, Teachers' Salaries and Salary Schedules, Commission Series No. 6, p. 152. Read Table 50 as follows: 200 days' sick leave on half salary is allowed by one city as shown in column 3 ; a maximum of 200 days on one-third salary is allowed by another city. Read the table similarly for the 48 cities over 100,000 population represented in column 3. One city listed in column 4 allows 40 days per year sick leave on full salary; 3 cities in this column allow 30 days' sick leave a year on full salary, etc. The summary at the foot of the table shows that it is the general practice among cities to grant sick leave with salary. Eighty-nine per cent of all cities over 25,000 reporting make such allowance, and 72 per cent of the cities under 25,000 make such an allowance. Ten days on full salary is the median allowance made by cities over 25,000 population, and 3 days a year on full salary is the median allowance made by those under 25,000. The table shows, however, that there is a great variation among the cities of the country in granting sick leave, both as to the number of days granted and the salary allowance made. The allowance for sick leave is cumulative in 49 per cent of the cities between 25,000 and 100,000, and in 40 per cent of the cities reporting under 25,000 in population. Data on this point are not available for cities over 100,000. The data for this table were obtained from answers to questionnaires sent out by the Salary Committee of the National Education Association. Research Bulletin 59 TABLE 50. THE PRACTICE REGARDING GRANTING SICK LEAVE WITH SALARY ALLOWANCE, 1921-22 Sick leave Number of days Salary allowance Number of cities of population over 100,000 granting allowance Number of cities of population 25,000 to 100,000 granting allowance Number of cities of population under 25,000 granting allowance 200 200 65 50 40 40 30 30 25 25 22 20 20 18 15 15 12 10 10 8 7^ 7 6 5 5 43^ 3 2 1 121 28. lOl 101 51 5l Half salary . . Third salary . Half salary . . Half salary . . Full salary . . Half salary . . Full salary . . Half salary . . Full salary . . Half salary . . Full salary . . Full salary . . Half salary . . Full salary . . Full salary . . Third salary . Full salary . . Full salary . . Half salary . . Full salary . . Full salary . . Full salary . . Full salary . . Full salary . . Half salary. . Full salary . . Full salary . . Full salary . . Full salary. . Full salary and half salary Full salary and half salary Full salary and half salary * Miscellaneous All the time that is necessary on full salary , All the time that is necessary on half salary " Indefinite time " , "Reasonable time" , No allowance 11 5 10 5 1 15 1 44 4 1 2 3 16 1 1 3 2 15 16 5 3 4 2 79 13 2 4 6 6 107 3 6 20 21 4 6 22 20 7 18 2 149 Number cities reporting 48 137 533 Number granting some allowance . Per cent granting some allowance . 43 89.6 122 89.1 384 72 Number granting no allowance . Per cent granting no allowance 5 10.4 15 10.9 149 28 Median allowance 10 days' full salary 10 days' full salary 3 days' full salary * This group includes small allowances of sick leave with pay, but the conditions are of so much variation as to make detailed tabulation impracticable. In some cases the sick leave allowance is not paid for until the end of the year. 60 The National Education Association TABLE 51.— STATE TENURE LAWS State Application Proba- tionary period Procedure for removal Appeal Date of enact- ment and references 1 2 3 4 5 6 California District em- ploying at least 8 teachers. 2 years Board gives 10 days' written notice stating charges, and time of hearing. Teacher may have counsel and witnesses. if charges proved, dismissal on majority vote of Board. Court of com- petent juris- diction on question of fact and law. 1921. School Laws 1921,Sec. 1609, Art. 7, pp. 129 to 134. Colorado ' . . 3 years Charges filed with Secretary of Board of School Directors. 30 days' notice to teacher before hearing. If dismissal recom- mended by Superintendent or principal, teacher may be dis- missed without hearing on two- thirds vote of Board. 1921 Maryland State-wide 2 years Written charges by County Board on recommendation of County Superintendent. 10 days' notice given to teacher. State Superin- tendent if Board is not unanimous. 1921. Public School Laws. Massachusetts . . Every town except Bos- ton. 3 years Notice given to teacher 30 days prior to school committee meet- ing. Dismissal on two-thirds vote if Superintendent has recommended dismissal. Notice of charges against teacher to be given on request. None provided for. 1914. General Laws Relating to Education; 1921, Chap. 79. Sec. 42. pp. 39- 41. Montana State-wide 3 years Majority of Board gives written notice before May 1st. County Super- intendent. 1915. School Laws. New Jersey State-wide 3 years Charges filed with Board of Edu- cation. When examined and found true, reasonable notice given teacher, who may be rep- resented by counsel. Commissioner of Education, State Board of Education. 1910. School Laws 19 14. Chap. 243 ; Laws 1918, Sec. 116. New York City School Systems. 1-3 years Hearing by Board of Education after reasonable notice. Dismis- sal by affirmative vote of major- ity of Board. May be repre- sented by counsel. Commissioner of Education. 1917. Educa- tion Law, 1921, Sec. 550- 68; Sec. 872. Oregon Districts having population over 20,000 2 years Written notice of charges given teacher 10 days previous to hearing. Teacher may be repre- sented by counsel. If five of seven members of Board concur, dismissal is final. If less than five members of Board vote for dismissal, appeal may be made to three trial c o m m i s- sioners. 1913. School Laws, 1921, Chap. 10, Sec. 391-404. The data of Table 51 are a condensation of material given on State tenure laws in two oiher studies, one by Charles Kettleborough, Indiana Legislative Reference Bureau, the other by the Sub-committee on Tenure of the N. E. A. Committee on Salaries, Tenure and Pensions, 1922. The latter table may be referred to in the printed report of the Sub-committee on Ten- ure, where it is printed in full, and gives in well arranged form a more detailed summary of state tenure laws. This report also contains the new California Tenure Law "which has a number of excellent features, and a copy of a bill presented to the Ohio State Legislature — considered by many to be the best legislative measure upon this subject that has yet been prepared." Research Bulletin 61 TABLE 52. CITIES REPORTING TENURE LAWS 1921-22 51 cities with population over 100,000 23 cities with population 25,000 to 100,000 Cities reporting fcities reporting no Cities answering Cities answering tenure law tenure law Yes No * California Alabama California Arizona Los Angeles Birmingham Berkeley Phoenix San Francisco * Colorado Fresno Illinois Connecticut Denver t Pasadena Springfield New Haven Connecticut Riverside Michigan Illinois Bridgeport Sacramento Grand Rapids Chicago Georgia San Diego Montana Maryland Atlanta San Jose Helena Baltimore Indiana Santa Barbara Nebraska * Massachusetts Indianapolis * Colorado Lincoln * • Boston Iowa Pueblo Nevada Cambridge Des Moines Illinois Carson City Fall River Kentucky Bellville Ohio Lowell Louisville Indiana Cleveland Heights New Bedford Kansas Vincennes * Oregon Springfield Kansas City Kentucky Eugene t Worcester Missouri Lexington Pennsylvania Michigan Kansas City Michigan Harrisburg Detroit St. Louis Kalamazoo Utah Minnesota Ohio * Montana Ogden Minneapolis Akron Butte Wisconsin Nebraska Cleveland Great Falls Superior Omaha Columbus Helena Wyoming *Ne'W Jersey Dayton Missoula Cheyenne Jersey City Youngstown New York Newark Pennsylvania Mount Vernon Paterson Philadelphia New Rochelle Trenton Scranton Utica *New York Tennessee Rhode Island Albany Nashville Newport New York Texas Pawtucket Rochester Fort Worth Syracuse Houston Ohio Utah Toledo Salt Lake City Rhode Island Virginia Providence Richmond Wisconsin Washington Milwaukee Seattle District of Columbia Spokane Washington Number of cities . 27 Number of cities . 24 Number of cities . 1 1 Number of cities . . 12 Percent 53 Per cent 47 Percent 48 Percent 52 ' States thus indicated have State Tenure Laws, t No city law, but State law. See Table 43. Read Table 52 as follows: Referring to the summary at the foot of the table, twenty-seven, or 53 per cent, of the cities with a population of over 100,000, replied in the affirmative to the question: "Have you a Tenure Law? " Twenty-four, or 47 per cent, of the cities of this size replied in the negative. Similar data are given for cities between 25,000 and 100,000 in population. The data in this table were obtained from questionnaires sent out by the Salary Committee of the National Education Association, and from the Report of the Committee on Tenure, Charl Ormond Williams, 1921, Addresses and Proceedings of the National Education Associa- tion. 62 The National Education Association TABLE 53. PARTIAL LIST OF C Colorado Kentucky Denver Louisville Pueblo Louisiana Connecticut New Orleans New Haven (Local Maryland and State) Allegany Co. New London Baltimore Co Delaware Baltimore Wilmington Massachusetts Boston Georgia Atlanta Michigan Detroit Illinois Minnesota Chicago Duluth Peoria Minneapolis Indiana St. Paul Indianapolis Missouri Terre Haute St. Louis Iowa Nebraska Des Moines Omaha Kansas New York Topeka Albany SYSTEMS Rhode Island Newport Providence (Local and State) South Carolina Charleston Tennessee Chattanooga Nashville Utah Salt Lake City Washington Seattle Spokane (Local and State) West Virginia Wheeling Wisconsin Milwaukee District of Columbia Washington Table 53 gives a list of cities operating under local pension systems. Teachers in some of these cities are wholly dependent upon their local systems, there being no State systems. Other cities are protected by both their local and State funds. Some cities have exercised the option which their State laws allow and have not come in under the State systems, but have continued their local system after the enactment of the State law. New York — Con. Buffalo Cohoes Mt. Vernon New York Rochester Syracuse Westchester Co. Ohio Cincinnati Cleveland Columbus Dayton Hamilton Springfield Toledo Tiffin Youngstown Pennsylvania Erie Harrisburg Philadelphia Scranton Table 54 gives a list of twenty-five States that have passed pension laws. It is reported that 3)^ States in all have some form of pension law, but this has not been verified as yet. The data for this table and for Table 52 were obtained from answers to questionnaires sent out by the Salary Committee of the National Education Association, from the Report of the Pension Committee of the National Education Association and from "Teachers Pension Systems " by Paul Studen- sky. Table 54. Partial List of States Maintaining Teachers' Pension Systems Arizona California Connecticut Illinois Indiana Maine Maryland Massachusetts Michigan Minnesota Montana Nebraska New Hampshire New Jersey Nevada New York North Dakota Ohio Pennsylvania Rhode Island Vermont Utah Virginia Washington Wisconsin TABLE 55. CITIES REPORTING PENSION 52 cities of population over 100,000 25 cities of population 25,000 to 100,000 FUNDS, 1921-22 Number of cities Per cent Number of cities Per cent 1 2 3 4 5 State Fund • 27 16 3 52 30.7 5.7 20 1 80 Local Fund 4 Both State and Local Fund No Fund 6 11.6 4 16 Read Table 55 as follows : Questionnaires sent out by the Salary Committee of the National Education Association asked the question "Do you have a Pension Fund?" Out of fifty-two cities of over 100,000 in population replying, twenty-seven, or 52 per cent, reported "State Funds," etc. Six, or 11,6 per cent, reported "No Fund." See Table 52 for further data as to States and cities maintaining pension funds. Research Bulletin 63 REFERENCES FOR FACTS BEARING UPON EDUCATIONAL COSTS The bibliography given below has been carefully selected. It contains references to the type of information for which many inquiries have been received by the Research Department. The Department will strive to keep in close touch with the material that has a bearing upon current educational problems and to make the best of it easily available to the members of the Association. This material will be regularly referred to in the pages of The Journal. Inquiries for special information to meet the needs of local situations may be addressed directly to Association headquarters. Salaries Bonner, H. R. "Salary Outlook for High-School Teachers." The School Review, Vol. XXX, No. 6, pp. 414-23, June, 1922. A good statement of the salary outlook for high-school teachers resulting from a nation-wide study of the salaries paid high-school teachers in 1920-21. Several tables give salary data by states. Ballou, Frank W. Salary schedules, 1920-21; cities of the United States of 100,000 population or over. Bulletin No. 19, National Education Associa- tion, Washington, D. C, 1922, 32 pages. A complete survey of the minima, maxima, and annual increments of the salary schedules of forty-eight of the sixty-eight cities of this class. Includes data for teachers of all grades, principals, school nurses, school librarians, etc. Evenden, E. S. Teachers' Salaries and Salary Schedules in the United States, 1918-19. Commission Series No. 6, National Education Association, Washington, D. C, 1919, 170 pages. Although the salary tables given are out of date, there is much material in this study that will be suggestive to the members of salary committees. Hart, Irving H. **The Teachers' Wage." Journal of the National Education Association, Vol. XI, No. 3, p. 97. March, 1922. An exc client local study in which the salary increases received in one state (Nebraska) are compared with the rise in the cost of living. Moehlman, Arthur B. "Annual Survey of Salary Conditions, 1921-22." A survey of the salary conditions in seven of our largest cities with the needs of Detroit especially in mind. Contains suggestions for an improved salary schedule, embodying the best from the experience of other cities. The study is still in manuscript form. Moehlman, Arthur B. "A Survey of Teachers' Salaries." Detroit Educa- tional Bulletin, No. 1, 1920. Now somewhat out of date, but is a good example of a salary survey with the needs of a single city, Detroit, in mind. Contains an excellent analysis of the cost of living of various groups of teachers. Richardson, Dig. "Single Salary Schedules." Journal of the National Education Association, Vol. II, No. 6, June, 1922. A brief statement of the operation of single salary schedules as revealed by answers to questionnaires sent to Superintendents of a number of cities in which single salary schedules are in operation. Snow, Myra L. "Report of Sub-committee on Salaries, Tenure, and Pensions." National Education Association, Washington, D. C, 1922. An excellent statement of the present salary situation as revealed by data compiled from a nation-wide survey. Indicates future steps to be taken in gaining a professional wage for teachers. Strayer, George Drayton. "Know and Help Your Schools." American City Bureau, New York, N. Y., 1920 and 1921. This study appears in three parts. Inquiry No. 1 gives a great mass of data concerning salaries and experience of teachers resulting from a nation-wide survey of urban public schools. Inquiry No. 2 contains excellent information relating to school buildings and grounds, enrol- ment, and size of classes resulting from a nation-wide survey of urban public schools. Inquiry No. 3 gives information concerning power of boards of education with reference to the fixing of the budget, and also gives data concerning the distribution of public school expenditures for alarge number of cities of the country. 64 The National Education Association SCHOOL finance Alexander, Carter. Bibliography on Educational Finance. The Educa- tional Finance Inquiry, 525 West 120th Street, New York, N. Y., May, 1922. This is the most comprehensive bibliography on the general subject of school finance that has been prepared. It contains a list of previous bibliographies in this field. References are classified under headings such as "Accounting," "Aid and Apportionment," "Salaries," etc. Still in manuscript form; to be published for general circulation about January, 1923. Alexander, Carter. Publicity Work for Better Support of Rural Schools. This study is still in preliminary and manuscript form. It will contain information valu- able to those charged with the task of gaining adequate financial support in rural communities. Available in final form early in the coming school year. Address the Research Department, N. E. A. headquarters, if interested. Alexander, Carter, and Theisen, W. W. Publicity Campaigns for Better School Support. World Book Company, Yonkers-on-Hudson, New York, 1921, 164 pages. This book is intended to aid those struggling to secure adequate financial support for schools. It contains material, suggests methods, and states principles for those confronted with the task of "selling" schools to the public. Burgess, W. Randolph. Trends of School Costs. Russell Sage Foundation, 130 E. 22d St., New York, N. Y. A comprehensive study of the general trends of school costs since 1840. By the index number method changes in teachers' salaries are compared with changes in the cost of livirg and with salaries of other classes of workers from 1841 to 1920, Gives data to show that "as a result of recent price increases the purchasing power of the teachers' salary is less than at any other time since the Civil War period." Frasier, George W. The Control of City School Finances. The Bruce Publishing Company, Milwaukee, Wis., 1922, 132 pages. This book is devoted to the thesis that school boards should be independent in fixing school budgets. Presents data to prove that school systems which are independent are more efficient than those where there is municipal control of expenditures. Keith, John A. H., and Bagley, William C. The Nation and the Schools. The Macmillan Company, New York, N. Y., 1920, 364 pages. A collection of fact and argument designed to show that the Nation is, in a real sense, an educational unit, and that the Federal Government should assume a fair proportion of the cost of maintaining public schools. Sears, J. B. "The Literature and Problems of Public School Finance," Edu- cational Administration and Supervision, VIII, 133-150, March, 1921. A carefully prepared bibliography giving the general sources and the best recent literature on the topic of school finance. Strayer, George Drayton. "Know and Help Your Schools." (See Ref- erence Under Salaries.) U. S. Bureau of Education. "Statistics of State School Systems of 1919-20." This bulletin will give data for 1919-20 similar to that given for 1917-18 in Bulletin, 1920, No. 11. It has already been prepared by the Bureau of Education and is now in the hands of the government printer and will later be available for general distribution. GENERAL FINANCE Mitchell, King, and Others. Income in the United States; its Amount and Distribution, 1909-1919. Harcourt, Brace & Co., New York, N. Y., 1921, 152 pages, $1.25. A careful estimate of the National income for the period covered, prepared by the staff of the National Bureau of Economic Research, Inc. Gives clear statement of methods used in making calculations. To be followed by a later volume covering this question in more detail, giving income by states, etc. Research Bulletin 65 U. S. Internal Revenue. Annual Report of the Commissioner of Internal Revenue, Treasury Department, Washington, D. C, 1921. This is the source of material concerning the amount of taxes collected by the Federal Government on incomes, luxuries and from other sources. Statistics are given by States. U. S. Internal Revenue. "Statistics of Income." Compiled from the returns for 1919, Treasury Department, Washington, D. C, 1922. This study was prepared under the direction of the Commissioner of Internal Revenue. It analyzes and interprets in readable form the returns from the personal and corporation income taxes of 1919. PENSIONS McIntyre, W. W. "A Summary of the Law Providing for a State Teachers' Retirement System." Bulletin of Ohio State Teachers' Association. The proposed Ohio law is considered by some to be the best tenure bill yet prepared. This gives an explanation of the law in non-legal terms. Studensky, Paul. Teachers' Pension Systems in the United States. D. Appleton & Co., New York, N. Y., 1920, 460 pp., $3.00. A comprehensive study and discussion of the theories back of pension funds ; traces the history of the development of pension funds in detail in states and cities. Contains suggestions and information as to method of procedure for the adoption of pension fund laws. recruiting the profession Gray, William S. "Recruiting Capable Men for the Teaching Profession." Phi Delta Kappoin, Nov., 1921, and April, 1922. A careful inquiry as to why more men do not enter the teaching profession. A surrmary of some of the more important findings is given in the Journal of the National Education Associa- tion, Vol. XI, No. 2, pp. 77-79, February, 1922. Hebb, Bertha Y. Credit for Professional Improvement of Teachers. Teachers' Leaflet No. 16. U. S. Bureau of Education, Washington, D. C. This bulletin reviews the situation in a number of cities concerning: (1) Extra Pay for Summer School Attendance; (2) Sabbatical Leave for School Teachers. It also contains extracts from schedules of a number of cities regulating the foregoing. Hertzog, Walter Scott. State Maintenance for Teachers in Training. Warwick & York, Baltimore, 1921, 144 pages. Reviews status of teaching profession and outlines the methods used in building up the teaching and other professions. States the advantages and disadvantages of subsidies for teacher training, and suggests terms of a State subsidy bill designed to recruit the teaching profession. TENURE Updegraff, Harlan, and Others. Report of Sub-committee on Tenure, Committee on Salaries, Tenure, and Pensions. National Education Association, Washington, D. C, 1922. Contains excellent table summarizing provisions of State tenure laws. Gives in detail the provisions of the California Tenure Act and the proposed Ohio Tenure Law, which embody many good features. Williams, Charl O. Report of the Committee on Tenure. Addresses and Proceedings, pp. 145-155. National Education Association, Washington, D. C, 1921. One of the best statements yet made of the factors involved in the question of tenure. COST OF LIVING U. S. Department of Labor, Bureau of Labor Statistics. Figures issued by this Bureau are the most easily available reliable statistics for changes in the cost of living. The figures are issued in the Monthly Labor Review and in frequent mimeo- graphed " Statements." References to the best material on the cost of living may be obtained by addressing the Research Department of the National Education Association. '' I "HE WAR has changed the world much more than we realize ■■" now, and has shown the need of change — of a progressive change — hereafter. And the need it has shown is the need of the privates in the ranks of humanity for a fuller life, and the need of the officers for a more chastened life, and a more in- telligent on( * ' ""^ ^ 14 DAY USE RETURN TO DESK FROM WHICH BORROWED LOAN DEPT. Moreover its work is c a social inji absolutelv r This book is due on the last date stamped below, or on the date to which renewed. and have ar six-hour da>- But what_ with the foi play at sorr those hours or moving-]: looking for 1- of schools ii free time? \ Renewed books are subject to immediate recall. 79^fib'60AE rEC'P LP JJMiLMO. Normally , L schools have and therefo] Otherwise si It would S' life is this^ — ^\ be re-creativ( you. As a n to us, if we e we did not hi and the beai larger reward competitive i friendly and^ ..„ , . LD 21A-50m-4,'59 dinerent km( (ai724sio)476B * General Library University of California - Berkeley fli 41) J 572 UNIVERSITY OF CAUFORNIA LIBRARY