History of Education

by Levi Seeley

The next division is that of the township, though in most states the school district is the next unit. The so-called "township system" has been adopted in several states, and recommended in others. This system has a board of education which appoints teachers, purchases supplies, and manages the schools of the whole township. The district system has outlived its usefulness. It maintains more schools than are warranted by the small number of pupils. Many of these could be abandoned in favor of better schools in neighboring districts, to which the children could be sent. It often secures for its trustee a man of limited education and narrow views, who conducts the school on the cheapest plan possible, while the larger territory of the township furnishes better material from which to choose; it limits its educational plan to the most elementary course, whereas the "township system" contemplates a central high school open to all children of the township. The "township system" also admits of the employment of a special school inspector or superintendent if desired. In some instances, two or more townships unite in the employment of such a superintendent.

School Attendance.—The school age commences at from four to six and extends to from eighteen to twenty-one, varying greatly in the different states. The United States Commissioner's Report now covers the period of from five to eighteen. On this basis he reports that 71.54 per cent of the children who are of school age are enrolled in the schools, while the average attendance is about 69 per cent of the enrollment. This is a very low percentage as compared with that in Germany, France, and England. The longer period covered by us (five to eighteen) thus acts unfavorably. The natural period of the child's life to be devoted to education is from six to fourteen.

School attendance in the United States is by no means so regular as it should be, even during the period (six to fourteen). To remedy this, compulsory education laws have been passed in most states. They cover periods varying from eight consecutive weeks and a total of twenty weeks during the year, to the full school year. These laws are generally a dead letter, partly because of their own weakness, and partly because of the indifference of the people. Compulsory attendance to be effective must cover the whole school year, and must carry a sufficient penalty for non-enforcement.

The Schools.—The schools of the United States may be classified as follows: 1, the elementary school having an eight years' course which should be completed at fourteen; 2, the secondary school with a four years' course that fits for college or its equivalent training; 3, the undergraduate school or college with its four years' course; and the graduate school or university. The elementary school is generally separated into primary and grammar grades, and is sometimes preceded by the kindergarten. The secondary school usually offers commercial or other practical courses to those who do not wish to prepare for college. Colleges differ greatly in the scope of their work and in their courses of instruction. Most universities open their doors to those who are not graduates of colleges. In all states the elementary and the high schools are free, while in some, particularly the western states, the entire expense of the child's education from kindergarten to university is defrayed at public expense.

Support of the Schools.—The annual cost of the schools of the country is about two hundred and fifty million dollars. About two thirds of this is raised by local tax, about one fifth by state tax, and the balance is derived chiefly from permanent funds, etc. The preponderance of the local tax shows that to each community is intrusted the important matter of deciding as to the quality of school it will maintain. The American people have always been liberal toward education, and no money is voted so freely by legislative bodies as that necessary for the education of the young.

The Teachers.—There are over 440,000 teachers in the United States, of whom about 28 per cent are men and 72 per cent women. Only about 10 per cent of these have had a professional training. The average term of service is five years, and about 100,000 new teachers are needed every year. To supply this number the normal schools and other institutions for training teachers are utterly inadequate, and will remain so until the average term of service is lengthened.

The principal institutions for training teachers are the normal school, the city training school, the pedagogical departments of universities, and teachers' training classes. To these may be added the teachers' institute and the summer school, which while they stimulate and instruct the teachers, cannot be said to give them a professional training.

The course of the normal school usually covers three years, and embraces both the theory of education and practice in teaching children. Within the last few years, many colleges have established chairs of pedagogy, but the work remains inadequate for a professional training so long as practice in teaching is not added to the requirements.

Teachers are appointed by local boards generally for one year, though they often remain undisturbed year after year. The average monthly salary of men in 1902 was $49.05, and of women $39.77.

So long as professional training of the teacher guarantees neither permanence of position nor adequate remuneration, many men and women with ability to teach will be tempted to devote their energies to other work, leaving the nation's most sacred trust, the education of its children, to those who will not or cannot properly prepare themselves for that great responsibility.