Physiology" the late Dr. W. B. Carpenter touched thus felicitously one of the topics that have been dealt with above.

"Those 'strong-minded' Teachers who object to these modes of 'making things pleasant,' as an unworthy and undesirable 'weakness,' are ignorant that in this stage of the child-mind, the Will—that is, the power of self-control-is weak; and that the primary object of Education is to encourage and strengthen, not to repress, that power. Great mistakes are often made by Parents and Teachers, who, being ignorant of this fundamental fact of child-nature, treat as wilfulness what is in reality just the contrary of will-fullness; being the direct result of the want of Volitional control over the automatic activity of the Brain. To punish a child for the want of obedience which it has not the power to render, is to inflict an injury which may almost be said to be irreparable. For nothing tends so much to prevent the healthful development of the Moral Sense as the in

fliction of punishment which the child feels to be unjust; and nothing retards the acquirement of the power of directing the Intellectual processes, so much as the Emotional disturbance which the feeling of injustice provokes. Hence the determination often expressed to 'break the will' of an obstinate child by punishment, is almost certain to strengthen these reactionary influences. Many a child is put into 'durance vile' for not learning the 'little busy bee,' who simply cannot give its small mind to the task, whilst disturbed by stern commands and threats of yet severer punishment for a disobedience it cannot help; when a suggestion kindly and skilfully adapted to its automatic nature, by directing the turbid current of thought and feeling into a smoother channel, and guiding the activity which it does not attempt to oppose, shall bring about the desired result, to the surprise alike of the baffled teacher, the passionate pupil, and the perplexed bystanders."

The above question was discussed at the Round Table of Superintendents and Principals of Eastern Ohio and Western West

Virginia, held at Bellaire, O., Oct. 21-23, 1897. The chairman of the Executive Committee, the writer of this article, had several weeks

previously submitted to the teachers of the district covered by the Association, two questions for them to answer in writing, one of which was this: "Are teachers underpaid? If so, why?" The answers were sent to the writer and by him compilea and submitted to the Round Table for discussion. The Round Table decided that this symposium of replies should be published.

Several hundred teachers submitted their replies. The following classified summary is made of the answers read at the Round Table. Several hundred pages of manuscript had to be read, re-read, and condensed in order to get the exact meaning of the teachers and to classify these replies. It should be said in this connection that the replies represented the unbiased opinions of the teachers themselves, since they were not asked to sign them. The replies from all city teachers were collected by the Superintendents or Principals and by them forwarded.

A few teachers (about one per cent) said they were satisfied with their salaries. None of these gave any reasons.

About sixty per cent replied, in substance, that good teachers are almost everywhere underpaid, and gave various reasons for this condition of affairs, a number of which are classified below.

About thirty per cent replied, in substance, that certain classes of

teachers are underpaid, some saying that primary teachers are usually underpaid, others that country teachers are almost always underpaid, others that lady teachers are underpaid.

The remaining nine per cent may be classed as saying that teachers are not underpaid. Several of these answers, however, were qualified by such statements. as these: "for the preparation made"; "for the degree of efficiency employed"; "for the time. and interest put into it."

We shall discuss the sixty per cent group first. The various reasons assigned as the cause of the underpay of teachers may be classified as follows:

1. The fault is with the Board of Education. "Boards do not appreciate the work of their teachers." "Boards of Education too frequently measure a teacher by his certificates only, hence, the cheapest teacher gets the place. The Board is likely to think that one certificate is as good as another, and that any one who holds a certificate is a teacher." "Boards do not adjust salaries properly. A good teacher should be paid in proportion to her experience, grade of work, certificate she holds, degree of skill as estimated by a competent superintendent, and general fitness for her work. If a scale based on these essential qualifications could be devised and teachers paid accordingly,

salaries would be more satisfactory." "Many teachers are overpaid and many are underpaid. Teachers should be paid according to their efficiency and experience." "School Boards in particular do not understand how hard a good teacher works, and how much time and money are spent in preparing her for her work." "Because directors of schools do not comprehend the teacher's usefulness. Teachers need never expect to be paid this side the Celestial City." "Because qualifications and work to be done are not taken into account by those employing teachers." "Because it is generally thought that a certificate is a sufficient guaranty of qualifications." "Because Boards and the public are not sufficiently interested in education and do not appreciate the real importance of education." "Yes, because the market is flooded with a spurious article, which the average School Board is not able to distinguish from the genuine."

2. The fault is with the teachers themselves. "Some are dear at any price." "Because teachers themselves do not bring the subject before the people properly." "Some teachers do not take the interest in their work that will command higher salaries." "Teachers will be underpaid until teachers themselves educate public opinion to realize that teaching is a profession, and that not every

one can teach school." "Because there are many who are worthy of no better salary than they receive." "The same amount of energy and interest in other professions would mean absolute failure." "Yes, but it is the fault of the teachers. They should take more time and care in preparation for this great work, prove to the public they are worth more, and they will get more." "The competition of teachers is wholly unprofessional, and is responsible for the low wages in many places." "A large majority of teachers are practically inexperienced. Young people get the idea that it is an easy matter to teach school, that money is thus earned easily, and they decide to enter the profession so-called for this reason. This acts in two ways to cripple the profession: It lowers the standard of quality in the teacher and it lowers the estimation of teachers in the eyes of the public." "Because there are SO many poor teachers, and the whole class is judged by the worst, just as church members in general are often judged by the most unpromising." "Because too many teachers so-called are willing to do cheap work." "Because poor teachers are willing to cut wages, and because there is not enough co-operation among teachers themselves. A Teachers' Union might be a good thing." "Because teachers themselves do not hold the profession of teaching up to

the high standard it deserves; and because we have in our ranks too many who are 'keeping school' instead of teaching." "Those who make no special preparation for teaching are now overpaid usually, but those who are genuine teachers and whose hearts are in the work, and have the true professional spirit, are everywhere underpaid." "Capable teachers are underpaid; poor teachers are overpaid. The question of most importance is, How shall we get TEACHERS?" "The main trouble is with the degree of skill and ability in the teachers themselves."

3. The fault is with the public.

"The people do not understand the amout of work necessary to prepare one properly for teaching, and the amount of skill, talent, and devotion that ought to be put into the work." "Because people do not realize that the demands upon the teacher are very numerous, such as the cost of education in the first place, professional library, teachers' institutes, educational journals, summer schools, travel, charity, church interests, a little better clothing than the shop girl, who often is better paid than the teacher." "Failure to appreciate the teacher. Many people think that the teacher is receiving too much now." "Public opinion is not in favor of better wages, owing to a general ignorance on the part of the public concerning

the real work and worth of a teacher." "The public in general think teaching is easy work because there is so little manual labor connected with it. Many people think there is but one way to work, their way, probably with the hands." "The public is responsible for it. It is a mistaken idea of the public generally that the teacher has little or nothing to do, has short hours, works but five short days a week, and but twenty short days a month, and that any one with an ordinary education is qualified to teach." "People do not recognize the profession as being the noble one it is." "The public in general do not understand how much time and hard work is required to fit one for teaching." "Because the public do not discriminate between good teaching and poor teaching." "Because the public are not aware of the importance of good teaching." "The people do do not understand the teacher's work." "Because of a want of appreciation of the value of the services of a true teacher on the part of patron and tax-payer." "Because of a false idea of economy. People should be better educated in political economy, and they would then realize that it is poor economy to stint the schools, spend money lavishly on jails, and other public buildings except school houses, on the prosecution of criminals, etc. Public funds are usually spent recklessly on every

thing but the school teacher. teacher. Even on school buildings, school repairs, and apparatus, money is often wasted that would do more good if put into the salaries of competent teachers." "Before teachers can command the salary the profession deserves, public sentiment must be brought to recognize the importance of education. To do this is the duty not only of the teacher, but of the pulpit and of the press." "Because people have yet to realize the fact that education is the prime factor in a nation's civilization and prosperity, and that education is a better safe-guard to liberty than a standing army."

4. The fault is with the hard times and a shortage in the finances.

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"Because Boards of Education are frequently so situated that they can pay no more." "The chief reason in the rural districts is found in the fact that Boards can not pay the tax duplicate is too small. In the majority of country districts in this section (eastern Ohio) the Boards of Education levy the full limit of the law, and then can not raise more than from $200 to $225. The right to create special districts has practically ruined many rural schools that otherwise depended upon the more wealthy sections or centers of the township for their support." "Because Boards of Education in rural districts in particular are often powerless to pay the salaries

they believe ought to be paid. The rapid depreciation of the value of lands and other realty has so reduced the tax duplicate that the full limit of the law will not raise sufficient funds." "Because of the squabble this country has got into over the money question. The farmer sees that his products do not bring more than half the prices they did a few years ago, and he thinks that the teacher should receive only about half what he did formerly. With him it must be a horizontal reduction. Settle the money question and the salaries of teachers will be adjusted accordingly."

5. The fault is with the low standard of qualifications required.

"Teachers are underpaid, because many are admitted who should not be. Wages are thus lowered by incompetent competition, then stay down because for the money paid good teachers will not remain long in the profession. Thus we see that the salary question has much to do with the question of professional qualification.” "Because of the large number of applicants for schools. Too many teachers are licensed." "Most good teachers who are underpaid are underpaid because they must compete with those who are not qualified to teach." "Competent teachers are underpaid because they must work in the ranks with those who take up the work for a short time only and are will