isa-normaladvance-1903-00102

Description:	102THE NORMAL ADVANCE.cation for the practice of medicine, if he were notsure that by a faithful and continual practice ofthat, he could realize a good rate of interest in theform of a living.The man who follows a profession must be fed,clothed, and sheltered in a respectable manner and- it is no more than his duty to direct some ofhis attention to that in choosing an occupation.What would wc think of the maji who, withoutthought for the support of his family and filledonly with the idea of doing good, would enter afield of labor where he received no, or at least little, pay? We would say, and justly, too, thatcharity begins at home. We will, then, be safe insaying that a man should expect a living out of hisprofession, and that the pecuniary results of hislabor should sustain him well and justify hisspending money in attaining the required professional knowledge.In no authority has the writer found it statedthat to follow a profession the person must havea lofty inspiration or a divine motive in mind.For this reason we will exclude such a consideration from this paper. Nevertheless, if we were todecide whether teaching is a profession upon thebasis of nobleness and good to be done, I feel surethat we would receive a full round of applause bystating that the teaching profession stands secondto none. No argument then is needed.We will not take issue with any one for declaring that state,* county or city superintendenciesand teaching in certain large towns and cities are.truly professions nor will we object to the statement that college and university presidents andinstructors are in professions. This side of thequestion does not concern us here.Nor is it the point of our discussion as towhether or not teaching demands a knowledge,skill and experience peculiar to itself to make ita true profession. There is probably no othercalling that requires a more thorough understanding and training. If this were the thing underdiscussion, we would be forced to leave off immediately.The point at issue, therefore, is, is teaching inour districts and small towns a profession? Wethink it is not because it docs not occupy all ofour time and because it does not pay us sufficiently.In considering these two items we will confineourselves to statistics.* In 1879 the averagelength of the school term in days was 132, in1889, 132 and in 1899, 144. In the rural schoolsin 1899 the length of the term was 125 days andin the towns, 143, making an average of 134. Addto this the six days township institute and the fivedays county institute, and we have the teacher receiving pay for only 145 days per year. This givesthe worthy pedagogue 168 of the working days ineach year to spend in idleness, in the enjoymentof a long holiday of travel, in buying books andmagazines and reading them to keep up with theprocession, in attending school or the innumerableteachers meetings, and in many other requirements which are only paid for in the form of asuccess mark.Now in 1899 the teachers in the towns andrural districts were really recognized by the publicas working at their calling not quite one-half oftheir time for work. They do much work, however, not fully credited to them by the public. Itis too true that in many cases the teacher laborssix hours per day plus the regular six hours inthe school room. Besides this there are manySaturdays on which she has a weeks work and forwhich she receives no acknowledgment. This iswhat the public does not, will not or cannot, see.Yet, if the teacher in the district school should doall she is expected to do and as thoroughly as ismapped out for her to do by her authorities, itmight necessitate the use of the full 365 days ofeach year. But, no matter how much she works,her pay is based on the 145 days and no more.Since 1899 the length of the term has slightlyincreased by the enforcement of the law requiringa minimum of six months. This has had but little effect upon the townships and small towns.The wonderful development of some town andcity schools with nine or ten months school is responsible for the increase and not the district. rIn many localities the trustees have been forcedThese figures and a few statements are taken from the StateSuperintendents report.
Source:	http://indstate.contentdm.oclc.org/cdm/ref/collection/isuarchive/id/33867
Collection:	Indiana State University Archives

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