Teaching as a Vocation

Teaching as a Vocation By Milton Bennion, Dean School of Education, University of Utah

The usefulness and happiness of each member of society depend in large measure upon his ability to do his part in the world's work. Modern civilization makes necessary many forms of specialized service; each one of these varieties of service is a vocation. While a vocation is usually a means of making a living, this is neither its universal nor its primary purpose. A person of independent income is not exempt from the obligation to qualify for and to practice a vocation. He owes it to society to do so; and, furthermore, it is necessary to his own complete happiness. This applies to women as well as to men. Choice of a vocation should be made sometime during the period of youth, and preferably in time to give direction and definiteness to one's studies and activities. In choosing a vocation a young person should consider the social needs of the present and the near future, and also his own native endowments, present attainments, and future possibilities. One of the most pressing social needs of the present and the future is a body of capable, well-trained, professional teachers. This public demand calls for the best effort of the most highly endowed youths now graduating from high school. But to be a successful teacher one must have a "teaching personality." Prominent characteristics of this type of personality are: Ability to understand and sympathize with other people, especially with young people; a strong, positive character, devoted to high ideals, personal and social; a clear, logical intellect, with power of ready, clear, and concise expression; good health and willingness to work. These endowments must have a foundation in the native tendencies of the individual, but in their developed form they are in large measure acquired. Are they not qualities worth acquiring? And are they not valuable assets in any vocation? The ranks of professional teachers throughout the United States have been greatly depleted in recent years, due in large measure to the relatively low salaries paid to teachers. The increased cost of living and the slow adjustment of public business to new conditions have compelled many teachers, especially those with dependents, to seek other employment. Some, too, were attracted to business by the unusual opportunities for

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mone^ making in industries in recent times of abnormal financial prosperity. Readjustments are, however, being made whereby teachers will be paid salaries comparable to fixed annual salaries paid other trained workers. A number of school districts in Utah have adopted salary schedules that provide minimum salaries for beginning teachers for nine months' service as follows: graduates of a two-year normal course, $1,000; graduates of a four-year course leading to baccalaureate degree and high school diploma, $1,300. The former advances to a maximum of $1,600, and the latter, to $1,900. In Salt Lake City the maximum for high school teachers goes up to $2,400; elementary school principals, to $3,000; and high school pincipals, to more than $4,000 the superintendent of schools, $6,000. ;

A recent N. E. A. bulletin announces the following maximum salaries: Bayonne, N. J. elementary school, $2,100; high school, $3,200. Bridgeport, Conn, elementary school, $1,800; high school, $2,700. Columbus, Ohio elementary school, $2,050; high school, $2,875. Lakewood, Ohio elementary school, $2,000; high school, $3,000. Newark, N. J. elementary school, $1,900; high school, $3,200. New Rochelle, N. Y. elementary school, $2,100; high school, $3,000. Newtonville, Mass. elementary school, $1,800; high school, $3,000. White Plains, N. Y. elementary school, $2,000; high school, $2,800.

These figures are given to show the improvement already made in salaries for teachers, and as indicating the standards which must be followed wherever the people wish to retain competent teachers. The figures are not meant to induce young people to qualify for teaching primarily for the salaries paid. A vocation that has no rewards other than financial is not worth choosing. Money is valuable only as a means of exchange and there are things of great value that money cannot buy. Teaching offers among its rewards some of these non-purchasable values; e. g., the pleasure of association with aspiring minds, buoyant with faith and optimism; daily work that keeps one in constant touch with the highest ideals of the race as expressed in history and literature, arts and sciences, philosophy and religion. From these sources the teacher draws the materials of classroom instruction. More important still are the opportunities for exercise of personal influence on minds yet plastic and responsive to ideals. The teacher with strong, well developed "teaching personality" has one of the greatest opportunities in the world to count for something in determining future destinies. The exercise of this influence frequently leads to establishment of personal relationships that are made possible in no other way. These are some of the real satisfactions of life, which the sordidly rich ultimately crave in vain. Teaching is an especially attractive vocation for women.

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Most women readily understand and sympathize with children. The course of professional preparation for teaching is in line with the development of woman's native instincts and is an excellent preparation for the duties that ultimately befall the majority of women. In the field of primary education in America men have ceased to compete with women. This is in recognition of their superior ability in managing young children. The instruction of older children and youths should not, however, be left to women alone. This business is equally a man's job a job big enough for any man who is in intelligence and sympathy big enough to fill it. Young people need the personal influence and gudiance of both men and women. The great value and general need of teaching ability in the community has received emphasis in the L. D. S. Church by the establishment of teacher-training classes in every community. This is to train skilled workers in the Church organizations. The L. D. S. schools are also making the training of teachers a primary aim. The Dixie Normal College at St. George, the Snow Academy at Ephraim, the Ricks Academy at Rexburg, Idaho, the Weber Normal College at Ogden, the Brigham Young College at Logan, and the Brigham Young University at Provo — all of these schools offer normal training, and the last two named maintain training schools and the usual facilities of state normal schools. The Brigham Young University is the only one that offers a college course of four years and complete preparation for high school teaching. The Church also maintains at the B. Y. U. a Summer School for teachers and leaders in various church activities; e. g., supervisors of local teacher-training classes, leaders in a variety of recreational activities, and directors of charity work. The State of Utah maintains but one State Normal School; this is made a division of the State University and has therefore become identical with the School of Education of the University of Utah. The entrance requirement, as in other professional schools, is high school graduation or equivalent. Students may, however, elect two, three, or four-year courses, according to the end in view. There are two-year courses leading to teachers' diplomas in kindergarten education, kindergarten-primary education, elementary school education, or rural school education; three-year Courses leading to junior high school teachers' diploma; and four-year courses leading to either an A. B. or B. S. degree and teachers' high school diploma. Courses are also offered to prepare school nurses and health supervisors for school districts; this in co-operation with the State School of Medicine and the State Health Education Department. For advanced students of two or more years' teaching ex-

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perience there are also courses leading to either the Bachelor's or the Master's degree with diplomas in primary or grammar grade supervision or in educational administration. The high school diploma requires, in addition to the technical educational subjects, one or more teaching majors. This insures thorough scholarship in at least one department of high school studies. It also lays the foundation for future graduate work in the corresponding University department. Thus a graduate of the School of Education who later becomes a candidate for Master's or Doctor's degrees may specialize either in Education or in line with the teaching majors he elected; e. g. English, history chemistry. ?

Teachers in the service may, through the Extension Division and Summer School complete jhe requirements for the Bachelor's or the Master's degree, provided that at least one year of the four years required for the Bachelor's degree, and half of the year of graduate work required for the Master's degree, is completed in residence. Summer School work is counted as residence credit. For several years past University extension courses in education have been maintained at the Branch Agricultural College at Cedar City, thus enabling students of that institution to qualify for teaching in the elementary schools. Also under the Smith-Hughes regulations courses in education have been .

maintained by the University at the Agricultural College at Logan for the training of teachers in industrial education, especially in agriculture and home economics. Teachers of home — economics are also trained at the University several of the advanced courses in home economics being given by the Agricultural College. At this time the facilities for training teachers are more abundant than are students who elect to qualify for this profession. On the other hand many young men and women, college graduates or senior college students, are asking about legal requirements for teaching, when, for them, it may be too late to need, these requirements without a sacrifice. The trouble is they have not given serious thought to vocational problems until their best opportunity for professional training is past. The problem has come to them as one of necessity in making their own living, instead of one of finding a field of service worthy of the ambition and idealism of youth. The latter point of view would have inspired them with a desire to receive the very best professional preparation for their chosen vocation, and with a disposition to go into the practice of it with enthusiasm, believing it to be a cause worthy of the most devoted service.