PUBLIC-SCHOOL TEACHER IN A DEMOCRACY 413 



THE PUBLIC-SCHOOL TEACHER IX A DEMOCRACY 



By HENRY R. LINVILLE 



NEW YORK CITY 



THE present wide-spread interest in the economic situation of school 

 teachers in America has its sentimental foundation in the recog- 

 nition of the generally beneficent relation of the public-school system 

 to the people. With the gradual disappearance of ignorance and 

 open cruelty among those who teach, and the establishment of a more 

 perfect organization of the machinery of education, there has grown 

 up intelligent interest and admiration of our school system in our own 

 and in other countries. We, as well as our foreign admirers in educa- 

 tional lines, do not overlook the sad existence of evil conditions in out- 

 lying districts, but the energy of money and organization is being 

 directed to the wiping out of these black spots on the map. Except 

 for the occasional spasmodic anger aroused by local policies, there is 

 general satisfaction with our educational system. 



And yet, when we observe the great body of personalities, men and 

 women alike, that transmit the learning of the ages to the young, the 

 conviction must slowly dawn upon us that in proportion to their oppor- 

 tunities the teachers of elementary and high schools in this country 

 do not measure up to the requirements of the situation. The ineffect- 

 iveness of school teachers in the most important functions of teaching 

 is general, and is tacitly recognized by the thinking public. The exer- 

 cise of commanding influence by them in any branch of social activity 

 is unexpected, and is almost an unheard-of thing. We do not expect 

 from this body of public servants constantly in touch with social 

 conditions effective leadership, or the suggestion of important con- 

 structive ideas. The originators of ideas for the betterment of man- 

 kind do not look to school teachers for support, or even for understand- 

 ing. 



However, students of social life in America, know well the wonder- 

 ful advance in the quality of teachers within the last hundred years. 

 It is known that the schoolmasters of our English and Dutch colonial 

 ancestors were generally social derelicts, failures in everything else, 

 and much given to intoxication. We may safely claim that the advance 

 in knowledge and in respectability in the ranks of those who teach has 

 been greater than the advance of society generally. This hopeful fact 

 might render unnecessary critical studies of the personnel of the 



