The "Mode" in Labor.—This same process of classifying individuals may be seen in other spheres also. In some sections of the country it is the method of estimating the worth of laboring men; all in the same class are considered equal; all of a class are reduced to the same level and paid the same wages. One man can do and often does the work of two or three men, and does it better; yet he must labor for the same common wage.
The "Mode" in Educational Institutions.—The same is to a great extent true of the popular estimate of educational institutions. In the public mind an institution is merely an "institution." One is thought of as doing practically the same work as another; so when institutions come before legislatures for financial recognition in the way of appropriations, one institution is considered as deserving as another. The great public is not keen in its discriminations, whether it be a case of educational institutions, of laboring men, or of teachers.
No "Profession."—The fact is that, in the lower ranks of the teachers' calling, there is really no profession. The personality of many who engage in the work is too ordinary to professionalize any calling.
Weak Personalities.—This condition of affairs has grown partly out of the fact that we have not, in the different states and in the country at large, a sufficiently high standard. The examinations are not sufficiently extensive and intensive to separate the sheep from the goats. The unqualified thus rush in and drive out the qualified, for the efficient cannot compete with the inefficient. The calling is in no sense a "closed" profession, and consequently in the lower ranks it is scarcely a profession at all.
Low Standard.—There is also established in the public mind a certain standard, or test, for common school teaching. This standard has been current so long that it has become quite stable, and it seems almost impossible to change it. As in the case of some individuals when they become possessed of an idea, it is almost impossible to dispossess the social mind of this low standard.
The Norm of Wages Too Low.—In regard to the wages of teachers it may be said that there is fixed in the social mind also, a certain norm. As in the case of personality and of standard qualifications, a certain amount of wages has long been regarded as representing the sum which a teacher ought to receive. For rural schools this is probably about fifty dollars a month; in fact, in most states the average wage paid to rural school teachers is below that amount. But let us say that fifty dollars is the amount that has become established in the popular mind as a reasonable salary. Here, as in the other cases, it is very difficult to change ideas established by long custom. For many years people have been accustomed to think of teachers receiving certain salaries, and they refuse to consider any higher sums as appropriate. This, of course, is an egregious blunder. The rural schools can never be lifted above their present plane of efficiency until these three conceptions, (1) that of personality, (2) that of standard, and, (3) that of wages, are revised in the public mind. There will have to be a great revolution in the thought of the people in regard to these inseparable things.
The Inseparables.—The fact is that, (1) strong personalities, (2) a high standard of qualifications, (3) and a respectable salary go hand in hand. They rise and fall together; they are reactive, one upon the other. The strong personality implies the ability to meet a high standard and demands reasonable compensation. The same is true of the high standard—it selects the strong personality and this in turn cannot be secured except at a good salary. It may be maintained that if school boards really face the question in earnest, and are willing to offer good salaries, strong personalities who are able to meet that high standard can always be secured. Professor Hugo Münsterberg says: "Our present civilization shows that in every country really decisive achievement is found only in those fields which draw the strongest minds, and that they are drawn only where the greatest premiums are tempting them."[2]
Raise the Standard First.—The best way, then, to attack the problem is, first, to raise the standard. This will eliminate inferior teachers and retain or attract those of superior qualifications. It is to be regretted that we have not, in the United States, a more uniform standard for teaching in the common schools. Each state has its own laws, its own standard. It would not, we think, be asking too much to provide that no person should teach in any grade of school, rural or elementary, in the United States, unless such person has had a course for teachers equivalent to at least three years of work in the high school or normal school, with pedagogical preparation and training. In fact, a national law making such a uniform standard among the teachers in the common schools of the country would be an advantage. But this is probably more than we can expect in the near future. As it is, there should be a conference of the educational authorities in each state to agree upon a standard for teaching, with a view to uniform state legislation.
More Men.—One of the great needs of the calling is more men. There was a time when all teachers were men; now nearly all teachers are women. There is as much reason for one condition as for the other. Without going into an analysis of the situation or the causes which make it desirable that there should be more men in the teaching profession, it is, we think, generally granted that the conditions would be better, educationally, socially, and every other way, if the number of men and women in the work were about evenly divided.