average salary paid in 1914-1915 was comparatively very low; and, second, that a comparatively larger number of this group of schools in 1919-1920 are under principals who also have charge of the high-school work, and that such principals' salaries are being paid for both highschool and elementary-school supervision work. Salaries of Men and Women Compared. The records show that men largely predominate in positions of a supervisory nature, except in the smaller schools, in which group about 50% of the principals are women. In the larger schools over 90% of the superintendents and principals are men. It is not the policy of the educational system of Nevada to discriminate in salaries paid to men This includes all high schools except the four-year high schools. "The difference in the salaries paid men and women is negligible. Practically all teachers women. NOTE: All principals in this class are also in charge of four-year high schools. 2 One principal in this class is also in charge of a four-year high school. 3 Principals also in several cases are special teachers. 4 The number of men in this group or the difference in salary paid men and women is so small that they are negligible for purposes of comparison. and women. But were there those who should desire to discriminate in this particular, there is the law which prevents it. In the nonsupervisory positions the tables are reversed, showing very few men and nearly all women. What men there are are usually employed for highly specialized work, such as manual training, agriculture, etc. When compared on the basis of (a) the positions occupied, (b) the educational qualifications of the teachers, and (c) the classification of schools we find the case in Nevada to be as shown in Table II, page 13. In the case of special teachers, it should also be noted that the men's work is mainly in manual training, machine shop, and agriculture, and the salaries of some of them are paid on a twelve-months basis; the special work of the women is generally in commercial work, domestic science, music, and art. The highest salary now paid in both a one-room and a two-room rural school is $150 a month for a nine-months term. The lowest salary paid in a one-room rural school is $70 a month for a six-months term. Computed on a twelve-months basis-a teacher has to live during the twelve months-this is equal to the paltry sum of $35 a month. The lowest salary being paid this year in a two-room rural school is $80 a month for an eight-months term. In Nevada the average annual salary paid this year in the one-room rural schools is $822, and in the two-room schools it is $1,011. While this shows a difference of nearly $200 between the annual salaries paid in these schools, or a little over 20%, yet a comparison on the basis of monthly salaries will not show so great a difference in per cent. Almost half of the difference may be accounted for by the longer term of the two-teacher schools. In connection with the above study of salaries prepared by Deputy Superintendent Charles Priest, the following information just received from the Federal Bureau of Education at Washington is of fresh interest: Since 1890 there has been a continuous and increasing withdrawal of men teachers from the profession. The percentage of men teachers in 1890 was 37%. In 1910 it had fallen to 22%, and in 1918 to 17%. In other words, in 1890 one teacher in three was a man; in 1910 one teacher in five; and in 1918 one teacher in six was a man. In Nevada about one teacher in nine is a man. ARBOR DAY Governor Boyle has fixed by proclamation Friday, April 9, 1920, as Arbor Day, and designates the same day for the observance of Bird Day. In section 112 of the 1919 Nevada School Laws this provision is made: "All schools shall be kept open and shall observe with appropriate exercises if such days occur * on regular school days." Arbor Day The entire teaching force of the State and the thousands of pupils under these public leaders should form an effective body for the enthusiastic promotion of planting trees, shrubs, and vines. But eager high-spirited activity in planting these things will not give the desired end; unless there is, along with such planting activity, a careful provision for the irrigating and cultivation of these promises of future beauty and comfort, there will be little to show for the labor and enthusiasm but a few dead plants by the close of the summer. Include in your Arbor Day plans careful arrangements for the care and cultivation of the things planted, that the promise of the spring planting may be met in the opening days of school next September as living trees, shrubs, or vines, each testifying to loyal purpose and wise planning. Plant and plan for real results. There are so many chances to make Arbor Day contribute to the beauty of each community that each school center can look up what the possibilities are for that locality. The study of the wasteful methods followed in past days, through which our abundant resources of timber have been so seriously reduced, should find a place in the Arbor Day preparations. If we look at what is to be avoided and study what is to be practiced, and then make a beginning on Arbor Day by doing something to beautify the local school community, Arbor Day will fulfil its purpose. THE CLEVELAND MEETING OF THE N. E. A. The midwinter meetings of the Department of Superintendence of the National Education Association have had a stronger interest for the average worker in the field of supervision than even the more largely attended meetings of the summer gathering. At the latter sessions the subjects under discussion have not been on the whole as directly related to the problems and planning of the average superintendent or principal. It has become increasingly common for school boards to send their supervisors to attend these winter meetings in order that the best things being worked out in conferences of educators may become available for their own schools. One of the best meetings of this Department of Superintendence ever held was the meeting from February 23 to 28, 1920. The addresses, discussions, conferences, and committee reports, interspersed with banquet gatherings and personal consultation with experts in the many lines of recent development, offered to the school supervisional forces gathered there a rare opportunity to feel the throbbing pulse of progress and to get a fresh grasp of the needful things to make the visions of educational ideals a living reality. Nevada was represented by its Superintendent of Public Instruction, W. J. Hunting, and two City Superintendents, B. D. Billinghurst of Reno and C. H. Meeker of Sparks. This is the first time in the history of Nevada, in all probability,, that school boards realized the high value of sending at the expense of the district their superintendents to get the benefits of this gathering of the leaders in this field of school work. While other States, not so remotely situated with regard to these meetings, not so far shut off from the possibility of contact with recent movements of national importance, have for years followed this practice. Nevada has not happened to join in this practice, much as our isolated position makes it needful. It will be another means of making our schools stronger and better if, wherever possible, school boards will send their superintendents to get the benefit of these important gatherings of leaders. The Boards of School Trustees of Reno and Sparks are to be heartily commended for taking this progressive action. It is to be hoped that other cities will plan to give their schools the same advantages in the coming year. The evidence was unmistakable at the Cleveland meeting that the eastern part of the country is struggling even more desperately than the West with the shortage of teachers. Radical increases are being made in the school budgets, to increase salaries, to take up new lines of effort, and to make the schools as largely as possible prepared to give genuine training for citizenship. The teachers of the country are as a whole very clearly against the alliance of teachers' organizations with labor organizations in the hope of securing higher salaries. The feeling is definite that the teacher cannot be identified with any of the classes in the economic struggle which has, contrary to the principles of our national institutions. become a matter of one class pitted against another in economic interest. If the teacher is to be free to teach democracy to all the children of all classes of Americans, there must not be an alliance with any one class through selfish desire to secure active support for increase in salary. In the end it will also be found better policy from the financial point of view to work with the public as a whole and not with any one class. Labor and Capital (with the unfortunate capital letters) must be made to stand on a platform of equality as far as the attitude of the public school is concerned. The teacher must, to this end, be and remain free of entangling alliances. It is not possible to give a résumé of all the great questions considered at the Cleveland meeting. The Vocational Conference in Chicago the week previous, and conferences at Teachers' College of Columbia University, and with the Federal Bureau of Education at Washington, made the trip one of inestimable value. -W. J. H. SCHOOL BUDGET Have you filed your School Budget with the County Auditor and with your Deputy Superintendent? The law requires that these be filed by April 1; but the interests of your school are involved. Be sure you send in your budget if it has not already gone in. If in need of help in making out the budget, send word to your Deputy Superintendent. SCHOOL ELECTION Attend the school election in your district and show your interest in the progress of your school. The appointment of too many School Trustees is left for the Deputy Superintendent. The people of the school district should meet on Saturday, April 3, and vote for School Trustees. Notices have been sent out. Put your district in the wide-awake column by holding a school election. STATE PRINTING OFFICE UNION LAID JOE FARNSWORTH, SUPt. Entered as second-class matter May 22, 1919, at the postoffice at Carson City, Nevada, under the Act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in section 1103, Act of October 3, 1917, authorized I believe in the United States of America as a Govern- I therefore believe it is my duty to my Country to |