of the next generation in color combination and appropriateness of dress. Nothing short of a genius could ever possibly succeed.

The tabulation becomes vastly more interesting as each group is taken up and some little study of the individual attempted. Begin with the twenty-nine who receive $500. Little or nothing is spent on extension courses, while there is a fair enthusiasm for magazines and books. Small amounts even up to $100 are spent in recreation, tho we must confess most of it reads $3 or $5 with an extravagant $20 or $30 occasionally. Evidently these girls feel that they have arrived after two years of preparation and are enjoying a year's rest. There is a suspicion that many believe dress very important for a disproportionate amount of their income is so spent. Skipping the nine who report on their $600 and $650 salaries, take the twenty on a $700 and the seventeen on $750. Only one spent $150 on extension courses or summer school, but most of them took magazines and bought books. Two spent as much as $100 on recreation, which might indicate a trip, while the dress bill is fairly liberal, only three spending less than $100.

Investigators tell us that most women who teach drop out by the fourth year, so we would have a right to expect $800 women to begin to show signs of making teaching a life work. Of the forty-six earning $800 who reported, two spent as much as $150 on extension courses. That does not seem satisfactory. One spends $55 on books and magazines, but most of them less than $10. This does not represent the spirit of progress that the patrons have a right to expect from the women who have the training of the minds and tastes and ideals of their children. Not by any means the standard the nation should expect from those who have her future citizens in charge. Doctor bills are increasing, ten of them being $50 or more and many close to it. Only twelve spent at least $100 on recreation, while eight spent $10 or less. Dress bills go down. Seven spend less than $100 which seems otherwise to be the average amount spent. To be sure three spent $300 or more to keep up their personal

appearance, but these three live at home which accounts for their extravagance. Now begin the pathetic little comments added at the bottom of the questionnaire. "Debt for schooling $100." "Have $25 or $30 left each September to begin the new year on." "Have to receive help from home." "Teaching in summer school to make up the deficit." "Earned $150 by summer work." "Money for university summer school furnished by parents." There are volumes of information in such added notes that explain the apparent lack of professional pride in these $800 teachers.

When we look at the twenty-five in the $900 group we find five spending $1,000 or more per year which indicates outside help. Four spent more than $900 but are living at home. This is the salary for the seventh year of teaching, and we find that help from parents is still being received. Does any one know if that happens in other occupations where the individual has been successful in the work, for surely we may say these are successful teachers or they would not still be employed? Surprizing as it may seem only two spend as much as $150 for educational purposes, and both of these women exceed their income by so doing. Recreation claims more than before. Evidently they are hungry for a change. Twenty-one spent $100 or more, indicating this to be a travel mad group, one extravagant creature spending $420, and going in debt $100 to do it, at least she exceeded her income that much. Let us see where they got all this money. Eleven spent as much as $100 on dress, evidently rigid economy was necessary somewhere if traveling was to be indulged in. In charities, three gave less than $50, one of those giving $47, while eight gave $100 or more. Good citizenship prevented economy at the expense of others.

Skip the fifteen who tell us what they did with their $950 and take up the most interesting group of all, the $1,050 group. These are the maximum salaried classroom teachers of the elementary schools. They have had nine years' experience and have reached the highest rank possible to a regular teacher. There are 417 teachers in the schools making this salary and 222 reported, so it must fairly represent

the group. These women should compare favorably with any other group of women who have succeeded in reaching the top in their chosen profession, for the teaching of young children is so different from the teaching of adolescent pupils of secondary schools, that it should be a profession to itself. No teacher should find it necessary to change her profession to get more salary, as the grade teacher does now when she is compelled to become either a principal or high school teacher if she is ambitious to achieve either advance in salary or in professional recognition. We find that fifty-three spend less than $100 on dress. What sort of an appearance must they make? No wonder you can pick out the experienced school teacher in a crowd. Only forty-one spend as much as $100 on recreation after nine years in the school room, while fiftythree report having spent $10 or less. How many operas, concerts or theaters could they have attended that they might be amused, instructed or inspired? How much social life is possible with such an expenditure? Yet such things are the chief sources of culture for all adults, the things that keep us alive and worth while. What can they hand on to the children in the way of social experience that will be of any value? It may be they try to make it up by reading. Seventy-nine spent $10 or more for this means of culture. Then they must have gone to summer school for amusement, recreation and culture. Thirteen spent around $100 which would mean a summer term at a university. There was a summer school in the city this year and 360 attended. This would account for the small amount paid for tuition and yet permit many to have attended school. Such a large number willing to attend a school that did not then guarantee credits equivalent in value to university credits, surely speaks well for the desire of the 900 teachers to advance themselves in professional skill. Some other reason than indifference must be sought. Out of the 222 only thirty gave less than $50 to charity and war purposes, tho most of that thirty gave more than $25, while 119 gave more than the tithe of $100, and many gave more than $200. Some of that must have come out of savings accumulated during former years. They are

measuring their citizenship with a standard of money. A much more sensible standard would be what each individual could give back to the community of herself in influence upon her pupils as a return for her salary. One who possesses but a meager equipment can give but meagerly. A small percentage, impossible to name as no statistics have yet been gathered on the subject, are college women. Every one of them should grasp at everything in reach to cultivate and broaden her outlook on life. Teaching is notorious in its narrowing effect upon the mentality of the teacher unless she constantly counteracts this by every means in her power. Surely these 417 women are not deliberately unprogressive, the summer school last year denies that.

Everyone working on a salary looks forward with a certain fear or dread to old age. Each feels some provision must be made against the time of enforced idleness. What have these public servants managed to do? Remember there is no pension system in Kansas City. The amount saved for the year reaches $32,028 which includes premiums on insurance as well as other savings. One hundred and fifty-five saved more than $100; sixty-six more than $50, but less than $100; fifty-three saved less than $50; and thirty-one were so indefinite no account could be made of them; the rest, one hundred and twelve, saved nothing at all. Were they improvident?

A thoughtful survey of these tabulations shows plainly that the teachers are compelled to assume a standard of living too low to permit them to occupy the social position the public should demand of them. Adequate salaries should be paid, service should be required, standards should be set, and the teachers will reach them gladly if the way is opened. PEARL LENHART

KANSAS CITY, Mo.

IV

EDUCATIONAL ASSOCIATIONS AND ORGANIZATIONS IN THE UNITED STATES

"The principle of cooperation is fundamental in a republic; it is the soul of both its individual and institutional life. Social friction and free interchange of experience presuppose a degree of equality; and equality, in turn, incites to combination. The individual is strong in proportion as he takes to himself the experience of all; each is increased as it gives to all." Thus wrote Professor Boone in his Education in the United States, one of our first histories of education. In union there is strength and cooperation works for the greatest good of the greatest number.

When the Pilgrim Fathers fully realized their oppression in the Old World they banded together and came to America in order to better their condition. Here they established homes, churches and schools. As their settlements grew and became scattered over the country, their different institutions likewise multiplied and were transplanted with them. Our early history shows many societies organized for the purpose of supporting and establishing schools, colleges and other institutions of learning. These societies consisted mostly of laymen with an occasional schoolmaster as members, and thus are of only passing significance in our discussion.

With the increased interest in education at the beginning of the nineteenth century, we find local organizations being formed, composed wholly of teachers, banded together for mutual improvement. The Middlesex County School Association was in existence prior to eighteen hundred, but it was not until nearly a generation later that organizations of this kind became at all numerous. During the two decades from 1830 to 1850 many local and sectional associations were formed. In direct succession to these local associations come