ing to cut prices, and thus cheapen the work." "In most cases teachers are underpaid. The chief reason is found in the crowded condition of the profession and the inability of Boards and public to judge between good teaching and bad teaching." "Because too many crowd the teachers' ranks who would make better success in other business." "A comparatively poor standard is set up as the minimum of preparation and skill. In other professions and in all trades increase in skill brings increase in wages, and so it should be with the teacher." "Because young people get the idea that it is an easy matter to teach school, that any high school graduate ought to be able to get a certificate to teach, that money is thus earned easily, and hence they decide to enter the profession, socalled, for this reason. This lowers the standard in the estimation of the public." "Because too many teach only to earn a little 'pinmoney' hence, the supply is greater than the demand and the supply is often a poor article." "Because teachers have not a sufficiently high ideal of what the teacher should be." "Because the public feel justified in saying, O he is only a poor school teacher." "Because the profession is overcrowded, owing to the ease with which it may be entered." "Because the bars of admission to the profession of teaching are so low

that those are admitted to its lower grades who have no more preparation than the common school course affords and that frequently means no course at all in the rural schools. With such preparation the salaries are already sufficiently large."

"Because the educational test is not high enough, and too much bad material is licensed." "When the test is sufficiently high and the people more particular teachers will not be underpaid." "Because too many are teachers whom Nature meant to be hod-carriers and dish-washers."

Summary. The five classes of reasons given above may be briefly summarized as follows: In point of numbers of answers assigned to each of the five reasons, I have estimated that forty-five per cent of the answers lay the blame at the door of the teacher, twenty-five per cent to the low standard of qualifications required of teachers, twenty per cent to public opinion, seven per cent to Boards of Education, and the remaining three per cent to hard times and lack of funds. But let us inquire into the meaning of this. Who determines the standard of qualifications for admission to the profession? Are not teachers usually the examiners of teachers? Can not teachers secure legislation governing the standard of admission? Have they not done so? Do you often hear of the majority of teachers in the

city or country appealing to Boards of Examiners to raise the standard of qualifications? Let the county, city, and state examiners of this country testify as to the demands of teachers in this direction and as to the appeals and petitions of teachers to reduce the standard at least the intellectual standard. Then again: who molds public opinion? Does the teacher expect some one else to create a public sentiment that shall demand better things of the teachers and for the teachers?

Does

the man who has wares to sell expect some one else to advertise his goods for him? Does he sit down and wait for trade, or does he go

after it? The percentages given above must be borne in mind in discussing these answers, since the number of answers I have quoted is not in proportion to the percentages. I simply wished to give the representative answers under each class. It seems to me that ninety per cent of the answers, as represented by the first three numbers above, lays the responsibility largely upon the shoulders of the teacher.

A large number of answers submitted were simply efforts to prove that teachers are underpaid, rather than reasons for that state of affairs or causes producing low wages.

I

Parent. My boy is like me. never had to study my lesson at home; just picked it up at school.

Teacher. Yes, and he will meet with your kind of success.

P. Why, Skim is "smart"; - he learns without studying.

T. Yes. But "smart" people never meet with success. The smartest pup-pup— pupil (excuse me for stuttering) in your class and mine made the greatest failure.

P. But my child gets good grades.

T. Grades have little to do with future success. I could not wish your boy a greater misfortune than that he be able to get "good grades" without studying. Find out whether or not he studies: it is not so much difference about his grades.

P. Well, Skim never falls below 70 in any branch.

T. If he is "smart" he should never fall below 95. You do not know what a good grade is. Anything below 95 is a failure for your child if he is "smart"; yet you are satisfied with 70.

P. I have not seen his report card, but he tells me he is all right and above 70.

T. No. Most parents think all grades on a report card are good. But few see the card even when they look at it. You are calling his card good and the fact is, it is a failure.

P. My child gets as good grades as Nancy Slow who studies every evening.

T. But there will be a difference in the results. Nancy's studious. habits will win her success; while the idle, time-killing habit of your boy will make him a brilliant nonentity. Take him out of school and put him at work if he does not study in the evening.

P. But Skim says he can get his lessons at school.

T. And you believe him. That is where the trouble lies. He wants a 70-percent Diploma. After he gets this deceptive thing, watch him sit around town some years "waiting for something to turn up." P. What should I do to help him after he is graduated?

T. Die. Throw him upon his own responsibility. This is heroic treatment (for you) but it is the only way to redeem him. Before he starves, he will begin at the bottom at $2 a week and learn how to work. He has been toying along on 70percent in the High School when he should have been earning 95, until he is "above work." He has

wasted all the time he has given to the High School. What little he knows has been absorbed and it will evaporate as soon as he leaves school.

P. I find that my boy's education is not practical.

T. No, your boy's education is nothing. He hasn't any. He can do nothing outside of class and never will until you get him to work. Do not ask him whether or not he can get his lesson at school. Make him study two hours every evening. If he runs out of work, ask his teacher to give him more. Do not ask him what he should study at home, ask his teacher.

P. The school is not what it used to be for my child can not even spell and cipher.

T. You are mistaken. Fourfifths of the pupils are diligent students and far superior in scholarship to those of your day. The average child is as well educated now at fourteen as you were at eighteen. You are judging all by yours. Skim does not study any and just knows enough to filch 70 percent from other pupils and get a 70-percent Diploma. He spends his evenings on the streets, or playing pins at the candy-shops, or losing his character; and his days in trying to pick up 70 percent at school. He is very much amused by the vulgar constructions he puts upon his teacher's questions, at the method by which he secures his 70

percent, and by the whitewash he is spreading over you. When he starts out to get a job with his loafer's habits, his musty character, and his 70-percent Diploma, you may continue to set his plate for he will soon come back to board with you. P. Why do you graduate him if he is not worthy?

T. Because he is "smart" and can get 70 percent.

P. When he finishes his High School course, I intend to send him to college, after he earns some money. He will be forced to study there.

T. If you do, remember the 70percent Diploma is the only one he will ever receive. I have never known a pupil that did not study in the evenings while in the High School, to be able to complete even the easiest course in any college. Should you become wealthy and he continue to deceive you, the college may let him hang on for a year or two merely to increase the enrollment.

P. What profession do you think my boy is best adapted to?

T. Whittling. The lower stratum of all the professions is filled with his like and they are all hungry.

P. What should I do with him? T. Make him go to work in school if possible; if not, take him out and let him learn a trade or business. He may make a success of life if you get him out soon

enough and make him go to work. He will not get an education without your assistance even if he is "smart." Many roads lead to success besides the one via scholarship. You imagine he is getting learning. He is not. He is getting habits of idleness.

P. Why don't you teachers make him study?

T. Because you will not help. P. Do you really believe he could succeed in school if I should give the matter proper attention? T. I do.

P. Do you believe a pupil can be compelled to study?

P. I suppose such pupils come from humble homes?

T. Often from the best. Vice makes a target of unprotected culture and refinement. A poisoned mind can not study. High School pupils from lowly homes generally try to prepare themselves for making a living and for good citizenship.

P. How would you select those of your pupils destined to be among the most successful?

T. Find out what ones study in the evenings.

P. Well, do the best you can for my boy as I wish him to teach until he earns enough money to pay his way at a Law College. If he should

drop the High School course and take up the Common Branches now, how soon could he qualify himself for the teachers' examination?

T. In about ninety-nine years unless he should happen to go to work.

P. Now be honest. Don't you believe that Skim would succeed in Law? He has a loud voice.

T. No. A voice is of little account unless you have something to say. However, I should advise him to keep his voice, as it might come handy to hollow "fire" with, but he will never have any use for it in Law.

P. How about the girls? I shall soon have one in the High School.

T. No better than the boys. When a girl goes to the post office five times a day and stands around there an hour each time; has errands down town every evening; reciprocates the advances of the dough-faced sensualists that frequent the post office, or sit in shop windows as girls go to and from school, or loaf around the hotels; I say it is then she soon learns to

deceive her parents and begins to take walks with these men whom the Lord gave heads merely for the sake of conformity. Away goes her interest in school and she makes a break for a 70-percent Diploma. P. Who is to blame?

T.

P.

The parents.
What is the remedy?

T. Carry the mail for your family, keep your daughter off the street, and quit patronizing shops that employ things, sometimes called men, that aim to make a showing by falsely declaring their intimacy with the daughters of respectability.

P. Why will she care for a 70percent Diploma if it is worth nothing?

T. It is her method of inducing you to go in debt for a graduating dress that will make her look "too sweet for anything" at Commence

ment.

P. You seem to have a grudge at 70 percent.

T. No. If a pupil work diligently and earn 70 percent, you need have no fears about his future. "Work" is the word.