One Thousand Ways to Make a Living; or, An Encyclopædia of Plans to Make Money

by Harold Morse Dunphy

Salaries

Financial returns from teaching are not large. But teaching usually pays at least a comfortable living from the very first. Many people enter the profession for this reason. It is said that the money returns from teaching are, on the average, less than in law, medicine, or business. Salaries of high-school teachers, however, are said to be on the average somewhat higher than those of ministers, doctors, and lawyers. In all lines of teaching the salary range is rather large. The number of years that it takes to reach the maximum salary varies greatly in the different States. In Indiana it is said that the maximum for men, excluding principals, is reached on the average in 6 years, whereas in Massachusetts the maximum salary for men, excluding principals, is not usually reached under 15 years. In Massachusetts the maximum salary received by teachers is about twice as great as the minimum salary.

The beginning wage for men teachers in rural schools ranges from $60 to $90 per month. The beginning wage of men teachers in the graded schools in cities is considerably more. The minimum salaries of all teachers, men and women included, in 85 of the largest cities in the United States, ranges from $405 to $1,080, whereas the maximum for such teachers in the same cities ranges from $630 to $1,820.

Teachers in industrial arts receive from $1,000 to $2,500 a year, while supervisors of such subjects receive from $1,600 to $3,000 a year.

Salaries paid State and local directors for administering vocational instruction range from $2,500 to $5,000.

Principals and superintendents of schools generally receive salaries ranging from $1,000 to $4,000, and in some of the larger cities salaries for superintendents have recently been materially increased. During the past three or four years some superintendents of our largest cities have been getting from $10,000 to $12,000.

Rewards Other Than Financial

While the salary for teaching is not as great as one would probably receive in commercial lines, nevertheless there are other rewards that tend to make teaching attractive. In the first place, there is apt to be more permanency in a teaching position than in a commercial position. Teachers are not easily dismissed without cause. Hours are shorter, thus giving regular opportunity for exercise in the open air. In most States neither dissatisfaction of pupil nor parents is cause for dismissal of the teachers. In many States, too, if the schools are ordered closed, the salaries of teachers must go on in full. The rather long vacations in teaching give opportunity for travel or study or work, as one may elect.

Social insurance is rapidly being provided for teachers. Pension systems for city school teachers started in Chicago in 1893. At the present time there are 21 State pension systems, while 4 other States have laws permitting local organizations to set up pension plans. In addition to the State systems there are 64 city and county systems in operation. Some of these systems are not satisfactorily worked out, but within the last few years a great deal of careful study has been given to this work. The movement for social insurance is recent but wide-spread and still growing. A total of 34 States are at present represented in this movement in either State systems or local systems within the State. Retirement in these systems is most frequently on the basis of 30-year service. In about six-sevenths of the systems the teachers contribute to the funds, most frequently 1 to 2 per cent of their salaries.

In schools reporting pension systems for teachers the average salary is $730 a year, while the average pension is $500 a year.

Finally, teaching is its own reward. For the person who likes children, who appreciates the social advantages of the profession, who wishes to make his life count greatly in the lives of other people, and who has an ambition to do something for the national service in a vital way, the profession of teaching should be attractive.

How Many Years Will It Take to Establish One’s Self in The Teaching Profession?

For men teachers the rate of advancement in salary varies greatly with different communities and with different personalities. The number of years of teaching necessary before the maximum salary is reached ranges from 6 to 15 years or more. Men continue to be advanced, however, by being promoted to principalships after their chances for further advancement as teachers are reduced to a minimum.

How Great Is The Need for Men Teachers?

At one time education in the United States was largely in the hands of men. At the present time it is largely in the hands of women. A tendency is growing to bring more men into the teaching profession. The demand for teachers is generally and greatly increased of late. The growth of high schools during the past generation has been very rapid. Twenty years ago there were 200,000 pupils enrolled in 2,500 high schools of our country, thus representing one in every 210 of the population. To-day there are approximately a million and a half pupils in approximately 15,000 high schools, representing one in every 66 of the population. In some localities one person in every 25 is enrolled in a secondary school of some sort. This expansion of the secondary schools of the United States has not yet ceased. There has been marked increase also in attendance at normal schools and colleges, but this increase, while great, has not been as rapid as the increase in high-school attendance. The very recent development of vocational training is adding to the demand for men in the teaching profession. It would seem, therefore, that the teaching profession would offer an attractive field for many of our returning soldiers, sailors, and marines.

Undoubtedly, the disabled soldier, sailor, or marine returning from this great war has a number of very great assets which he could market to advantage in educational work. Not the least among these is the advantage which he will enjoy over the civilian because of the natural admiration of young people for the soldier, sailor, or marine. With this as a start, other things being equal, his chances of success and of advancement as a teacher are very good.

The attitude of the community toward him will be one of respect and admiration. From this he can reap rich rewards in influence and friendships.

Every man who has gone to war must have thought more deeply than ever before about his country and its many problems. He comes home, perhaps, with many changed points of view. Naturally he desires to play a part in refashioning the spirit or the customs or practices, and even the institutions of this country. There is no more effective place in which to do this than in the schoolroom through the continuous everyday influence which the teacher brings to bear upon the lives of young people.