USA > Wisconsin > Milwaukee County > Milwaukee > History of Milwaukee from its first settlement to the year 1895 > Part 28
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10 | Part 11 | Part 12 | Part 13 | Part 14 | Part 15 | Part 16 | Part 17 | Part 18 | Part 19 | Part 20 | Part 21 | Part 22 | Part 23 | Part 24 | Part 25 | Part 26 | Part 27 | Part 28 | Part 29 | Part 30 | Part 31 | Part 32 | Part 33 | Part 34 | Part 35 | Part 36 | Part 37 | Part 38 | Part 39 | Part 40 | Part 41 | Part 42 | Part 43 | Part 44 | Part 45 | Part 46 | Part 47 | Part 48 | Part 49 | Part 50 | Part 51 | Part 52 | Part 53 | Part 54 | Part 55 | Part 56 | Part 57 | Part 58 | Part 59 | Part 60 | Part 61 | Part 62 | Part 63 | Part 64 | Part 65 | Part 66 | Part 67 | Part 68 | Part 69 | Part 70 | Part 71 | Part 72 | Part 73 | Part 74 | Part 75 | Part 76 | Part 77 | Part 78 | Part 79 | Part 80 | Part 81 | Part 82 | Part 83 | Part 84 | Part 85 | Part 86 | Part 87 | Part 88 | Part 89 | Part 90 | Part 91 | Part 92 | Part 93 | Part 94 | Part 95
In the interest of economy, in 1881, the Board required the payment of tuition of all pupils from all non-residents, inasmuch as the number of such pupils had greatly increased. There were then more than three hundred non-resident pupils whose instruction was costing the city more than three thousand dollars. Of this number seventeen were in the high school. This had the effect of materially reducing the number of non-residents. Less than one hundred paid the tuition for the following term, and for the next following year, one-thousand six hundred and seventy-five dollars and eighty-two cents was collected as tuition. Much criticism was raised by those paying taxes in the city who happened to live just outside the city lim- its. These objections were met upon the ground that the "right to free instruction is a political right, and like every other political right .is to be exercised and enjoyed within the district defined by law, in which the citizen has his domicile or legal residence. Ownership of property gives no polit- cal right. Taxes paid for the support of schools are not paid as tuition. The man who has no children must pay them as well as he who has a multitude. The man who possesses nothing and pays no tax has as full right to free instruction as his neighbor, the millionaire. To apply such taxes to the payment of tuition of non-residents, or what is the same thing-to exempt a non- resident from the payment of tuition, on the ground of his payment of such taxes, would be a
misappropriation of funds raised by tax for the support of the schools."
In his annual address for 1881, President Stark calls attention to the fact that the upper grades have classes of from ten to thirty, taught by a high-salaried teacher, while the primary grades number from seventy-five to more than one- hundred with a low-priced teacher. He suggests the consolidation of the seventh and eighth grades. By so doing he would carry out the ideas of Superintendent MacAlister in forming schools intermediate between the district school and the high school.
On the third day of April, 1883, Mr. MacAlis- ter tendered his resignation to the School Board, to take effect on the 23d of the month, having accepted the position of Superintendent of Public Schools of the city of Philadelphia, to which he had been elected. In referring to the departure of Superintendent MacAlister from the schools, the president of the board, Mr. Joshua Stark said: "The recent retirement of Mr. MacAlister from the office of Superintendent of Schools which he had filled for seven years with signal ability, was perhaps the most significant event of the year. I but repeat the general sentiment of the board, the teachers, pupils and patrons of the schools, and citizens at large, that the services of the late superintendent in behalf of public education while here, were of the highest value, and entitle him to grateful and lasting remembrance."
William E. Anderson, principal of the Fifth district school for nearly ten years, was chosen by the board on April 17th, as the successor to Mr. MacAlister. Mr. Stark on the same occasion speaks of Mr. Anderson in the following terms. " I congratulate the board on the selection so happily made of one of the tried instructors of our schools as his successor. Earnest, studious and aspiring, experienced and faithful as an instructor, successful as a principal and governer of youth, and familiar with our system and methods as developed under our late superintendent, and in sympathy with them, as I believe him to be, Sup- erintendent Anderson will, with the hearty support and co-operation of the board, carry forward successfully and with honor to himself and us, the work committed to his hands."
The tendency during Mr. MacAlister's superin- tendency was to elevate the teaching profession, to favor high attainments, culture and skill in the
144
HISTORY OF MILWAUKEE.
teacher, to introduce a more rigid standing in scholarship for graduation from the ward schools and for admission to the high school.
Mr. Anderson still continued this policy during his subsequent nine years of service, but he held more strongly to experience and skill in actual school work as factors in estimating a teacher's value.
There is no work so important in the entire administration of the city government as the directing of the education of the thirty thousand children in the public schools. To do the work wisely and well, with efficiency and economy requires proper supervision. The superintendent must have such assistance in the office as will enable him to visit the many schools under his charge and to study their wants. Mr. Charles Bronson has been the efficient clerk to the super- intendent for the past eighteen years. For several years an assistant clerk, who is also a stenographer, has been employed. Upon the recommendation of Superintendent Anderson, Mr. H. O. R. Siefert was appointed assistant superin- tendent of schools, May, 1889. Mr. Siefert was for many years in the parochial schools of Mil- waukee, was afterward teacher of German in the district schools, and became principal of the Seventh district school, September 1, 1885. Under Superintendent Anderson, Mr. Siefert was occupied with the work of general supervision, visiting schools and classes and examining the work of the grades. He made many suggestions in his first report to Superintendent Anderson with reference to teaching reading, writing, arithmetic and language. He recommends less physiology and more hygiene, and he would spread the science lessons over the four last years.
Mr. Siefert recommends promotions in the third, fourth and fifth grades twice a year at stated times, say January and June, and the sixth, seventh and eighth, at the end of the year.
At the meeting of the board, March 1, 1892, Mr. George W. Peckham was elected superinten- dent of schools for the ensuing two years, as the successor of Mr. Wm. E. Anderson, and at the next meeting of the board, on recommendation of Mr. Peckham, Mr. II. O. R. Siefert was re-elected as assistant superintendent. Mr. Peckham had been in the high school since 1873, and had been prin- cipal of the high school since 1885. He was especially popular and successful as a teacher and
principal, and was well acquainted with school men and school work. Mr. Peckham still con- tinues as superintendent, having been re-elected by the board in March last (1894), for the ensuing two years.
By resolution of the board, December 27, 1893, the superintendent was authorized to recommend to the board a suitable person for the position of supervisor of primary grades at a salary not to exceed fifteen hundred dollars per annum. In accordance with this resolution, Miss Hall was appointed to that position at the maximum salary at the beginning of the fall term, 1894.
In 1884 Superintendent Anderson, with the council of the principals and the Committee on Rules, recommended a series of rules to the board making the regular term work the basis of promo- tion rather than the examination. They saw the evils attendant upon examination as the only test of scholarship. To the nervous child it means worry and over-excitement, to the indolent and phlegmatic child it means procrastination in the daily work, and with all children it means "cram" before examination. By a rule adopted Decem- ber 2, 1884, the superintendent could exempt any pupil from examination for promotion, if in his judgment the daily record showed proficiency in the study.
Superintendent Anderson reports to the board, October 7, 1890, a considerable improvement in making the higher classes larger. He had con- solidated the eighth grade of the eleventh and twelfth districts. He calls the attention of the board to the fact that many classes in German contain but five to ten pupils, and he recommends the re-enactment of the rule that no classes of less than twenty be formed. Promotions were made whenever the classes were ready. Individual or special promotions were sometimes made, but sel- dom resorted to except to effect consolidation of upper classes.
On recommendation of Superintendent Peck- ham, the board adopted the rule that pupils in the first, second and third grades be promoted with- out examination and on the judgment of the class teacher, approved by the principal. All educators well know the differing capacities of children in mental acquisition and assimilation. A class of the same attainments will very soon show differ- ences in their rate of progress, such that some will be far ahead of the class and others far behind.
145
SCHOOL SUPERINTENDENCY OF JAMES MACALISTER.
To keep the entire class back for the slow, indo- lent and incapable would be a manifest injustice. The teacher is thus obliged to adapt his work to the average of the class. The capable are kept back and the incapable fail. Superintendent Peck- ham and Assistant Superintendent Siefert endeav- ored to remedy this by dividing the grades into two sections so that the more advanced class will be promoted to the next grade when the work of the lower grade is completed. By this method one section of the class in a grade recites while the other section studies. The superintendent hoped also by this method, pupils would be taught independence in the preparation of their lessons. He cited the ex- perience of many educators showing that it is not enough to classify with intervals of one year in the advancement of the successive grades. In a class of fifty pupils, thirty per cent. are of superior ability, fifty per cent. are of average ability and twenty per cent. of inferior ability. Thus the bright and the slow pupils or fifty per cent. of all are done an injustice by the longer interval be- tween the grades. This method certainly gives an opportunity for the bright and more ambitious pupils to get through the grade work in a shorter time and probably does not deter the progress of the weak and indolent. President W. J. Turner, in his annual address to the School Board, in May, 1894, commends the new classification and ex- presses his opinion " that it is the greatest reform which has been or will be accomplished, in the schools for some time to come."
Superintendent Anderson calls the attention of the board to the fact in May, 1888, that there are in many district schools eighth grades having classes of from twelve to sixteen pupils, costing the city from fifty dollars to sixty-six dollars per pupil and suggests the consolidation of some of these eighth grades. At a subsequent meeting of the board the rule was adopted that classes of not less than twenty pupils should be formed in the district schools and that where smaller than twenty, they might be consolidated by the Superintendent. It had always been appreciated by the school authorities that the numbers in the primary grades were too large; and by action of the board, Aug- ust 4, 1891, the apportionment of pupils to teach- ers in the several grades was fixed as follows: First and second grades, fifty-four ; third and fourth grades, fifty ; fifth and sixth grades, forty-
four ; seventh and eighth grades, thirty-six. The class assigned to each teacher shall not include more than twenty-five per cent. in excess of the apportionment ; and no extra class shall be formed unless it contains at least two-thirds of the above apportionment.
In his annual report for the year ending 1884, Superintendent Anderson strongly emphasizes the importance of having good teachers and grading the salaries according to fitness. He says that " bad teaching is poor at any price, and good teaching is cheap, whatever the salary of the teacher." He regards fitness as the great consid- eration in selecting, employing and compensating teachers.
The tendency under Mr. MacAlister was to make scholarship and experience the basis of promotion and salary. Mr. Anderson thinks this is too narrow and " makes no allowance for spe- cial natural endowments, genius, industry, tact and temperament." He says, "skill and success as demonstrated in actual service, is the true basis of distinctions in the value of such service." He further says, "scholarship and experience should be ignored in the grade of compensation unless seconded by a disposition and ability to perform any work required below the eighth grade."
He also thinks a too high estimate has been put upon lower grade teaching. He states that the management and instruction of lower classes is easier, involving less correction of papers, fewer stubborn cases of discipline, less resources and ability in teaching. These considerations, Mr. Anderson thinks, should govern the rating of sal- aries. A minimum salary should be fixed the same for all inexperienced and untried teachers. He thinks there should be one grade of scholastic certificate ; and this should be a high grade as a primary qualification. Preferment and increase of salary should then be effected first, by experi- ence and second, by proved ability to instruct and manage classes and schools. He suggests a mini- mum salary in the first and second grades of three hundred and fifty dollars per annum, with fifty dollars added for each year's experience, until five hundred and fifty dollars is reached as the maxi- mum.
In the third, fourth and fifth grades he places four hundred dollars as the minimum, with the same rate of increase until six hundred dollars is reached, and in the sixth, seventh and eighth
146
HISTORY OF MILWAUKEE.
grades a minimum of four hundred and fifty dol- lars and a maximum of six hundred dollars, six hundred and fifty dollars in the seventh and eight hundred dollars in the eighth. He would also have a first assistant for the primary grades at a salary of six hundred and fifty dollars for the first year. Teachers having half day classes and teaching two sessions of three hours each, should have one hundred dollars per year additional com- pensation. Principals should commence at four- teen hundred dollars and go to eighteen hundred dollars per annum after six years' experience. Mr. Anderson states that under the method then in vogue, transfers are frequently made of teachers holding B certificates to more important positions held by those having A certificates, simply on ac- count of better fitness for the higher and more re- sponsible work. At the regular meeting of the board, August 4, 1885, the recommendations of the superintendent were in the main adopted. There were formed two grades of certificates, “ Assist- ant's Certificate" and "Principal's Certificate." Trial assistants' certificates were issued to candi- dates obtaining seventy per cent. in each, and a general average of eighty per cent. in arithmetic, English grammar, theory and art of teaching, geography, penmanship, reading, history of the United States, Constitutions of the United States and the State of Wisconsin, and physiology. As- sistants' certificates were given after one year's ser- vice.
The effort to readjust salaries according to the recommendations of the superintendent, precipi- tated a contest which lasted through several ses- sions. It resulted in leaving the salaries of assist- ants at the same minimum as before -- four hundred dollars per annum-and a maximum of six hun- dred dollars regardless of the certificate held, and in increasing the maximum salary of first assist- ants one hundred dollars, and grading the salaries of principals of primary and branch schools, ac- cording to the number of rooms in the school.
By a rule of the board adopted June 5, 1887, principals of primary or branch schools were re- quired to hold the principal's partial certificate, or a state certificate equivalent to the same, or to pass an examination in algebra, geometry, physics, general history, history of pedagogy, and in one of the three branches ; botany, chemistry or geology.
In a report to the School Board, in March, 1888, Superintendent Anderson points out the fact that
3
the rate of change in the teaching force is very great. It is therefore all important to see that when changes occur they shall not be to the dis- advantage of the schools by getting incompetent teachers.
At a subsequent meeting of the board it was decided to employ a reserve corps of teachers at the salary of the regular teacher. These should not exceed twenty in number and should displace in great measure the work of substitute teachers. This class of teachers was established in May, 1888, and is still maintained. It is found highly useful for substitute work and as a source from which to secure regular teachers. In 1888 there were appointed on the corps forty-one, of whom twenty- five were assigned to positions of class teachers during the year and eleven were on the corps at the end of the year.
Superintendent Anderson always insisted upon getting the best teachers, whether residents or non- residents of the city. The normal schools in Mil- waukee and of the state never supplied all the teachers necessary to meet the wants of the city schools. In 1884 there was sixty-one per cent. of professionally trained teachers, while in 1890 there was sixty-five per cent. of professionally trained teachers in the Milwaukee public schools. In 1888 we find of four hundred and thirty-three teachers employed by the board, two hundred and twenty- three had received normal and professional train- ing, and two hundred and ten received their cer- tificates on examination. From this it is evident that the state normal schools have never supplied a sufficient number of teachers to meet the wants of the city schools.
In response to a demand for more teachers, the board, on July 1, 1890, provided that assistants' certificates be granted to graduates of the Wiscon- sin State University in addition to those holding state certificates and those holding diplomas from the normal schools of the state.
In view of the fact that is has always been diffi- cult to get well-trained teachers, the board, about this time, had under consideration the plan- which was never adopted however -- of granting assistants' certificates to graduates of the high school of the three years' course, who passed an examination in pedagogy. Another effort may also be mentioned to secure good teaching talent from whatever source. By recommendation of the superintendent and Committee on Examination,
147
SCHOOL SUPERINTENDENCY OF JAMES MACALISTER.
the rules of the board were so amended at . the meeting July 1, 1890, that teachers could be granted experience in public schools outside the city. Superintendent Anderson says successful experience well attested, might safely be accepted in part, as prima facie evidence of fitness to teach, especially if the possessor bears certificates of high school scholarship obtained previous to his experience. By recommendation of Superin- tendent Peckham the board placed upon the list, those colleges and universities whose diplomas shall be equivalent to a principal's partial certifi- cate. Included in this list were Michigan, Cornell, Harvard, Chicago, Johns Hopkins universities and Yale College. In the early autumn of 1891, Mr. E. O. Wells, state superintendent of schools, called the attention of Superintendent Anderson to the necessity of all teachers in the public schools hold- ing a "lawful certificate in legal form." The board had given normal graduates of the full course, assistants' certificates without examination; and had employed teachers in special depart- ments, music, German, calisthenics, and in the high school without examination ; or by examina- tion only in the subjects to be taught. Mr. Wells refused to countersign certificates not given in ac- cordance with the statutes (Sec. 448, 449, 450, R. S. 1878), and adds that "the law requires that each candidate shall show the branches in which the hol- der has been examined and his relative attainments in each branch." He further states that the only legal basis for the apportionment of public funds is that every teacher shall hold a countersigned diploma or state certificate. The opinion of the city attorney was to the effect that the teach- ers of the city were legally certified, but as his decision might be questioned by the state it was decided to go through the form of an examination and give the teachers a nominal rating and a cer- tificate. By January 1, 1892, there had been is- sued to teachers one hundred and two certificates in proper legal form, rating as second or third grade and containing the standings of the teacher. Provision was also made in the certificate for its extension without further examination during the satisfactory service of the holder. In a subse- quent communication of the attorney-general of the state, Hon. J. L. O'Connor, he was of the opinion that the practical construction of the provision of the charter gives to the superintend- ent of schools and the School Board the power
and authority to determine the qualifications of those employed by them and to issue certificates. He further says, " I do not know of any person in the state authorized by law to re-examine your teachers, or to annul their certificates in case you and your board issue them."
The board returned to the old form of certifica- tion immediately after this decision, and certifi- cates which had been issued after September, 1891, as first, second and third grades, were also changed to the old form of city certificate.
Previons to 1870 salaries were low ; principals received twelve hundred dollars, first-assistants, four hundred and fifty dollars, and other assistants from three hundred and sixty to three hundred and ninety-six dollars per year. One-twelfth of the annual salary was paid each month ; and if the teachers did not continue in the service of the board for the next year they forfeited the two- twelfths of the annual salary for the summer months. In 1871 the board was obliged to make a material reduction in the salaries. From that time to 1874 they were gradually increased, when principals received fifteen hundred dollars per annum, first-assistants seven hundred dollars, and other assistants from three hundred and sixty dollars to six hundred dollars. The maximum salaries remained unchanged from 1874 to 1884, but the minimum was reduced in 1881, so that the maximum was reached after the third year, with fifty dollars advance each year from the min- imum. At the regular meeting of the board, April 4, 1882, a petition was presented to the board signed by the principals of the district schools, requesting an increase of salary ; and on December 5, 1882, the assistant teachers sent a petition to the board asking for an increase in their salaries, in view of the proposed addition to the salaries of principals in the district schools and teachers in the high school.
During the year ending in 1882, rules were adopted by the board intended to insure greater security and permanency in the teacher's position, but no action was taken toward an increase in salary. By recommendation of the Committee on Rules October 5, 1886, the board adopted the rule that assistant teachers receive four hundred dollars for the first year of their service, with fifty dollars additional for each year of service in the Milwaukee Public Schools until a maximum of six hundred dollars is reached for all teachers below
148
HISTORY OF MILWAUKEE.
the seventh grade, and six hundred and fifty dollars in the case of teachers of the seventh grade.
On October 4, 1887, the principals of the district schools petitioned the board for an increase in sal- ary, citing other cities in this country of the size of Milwaukee where the salaries were much higher. At the same meeting Commissioner Rauschen- berger introduced a resolution making the salary fourteen hundred dollars for the first year, with one hundred dollars additional each year, until a maximum of about seventeen hundred dollars is reached.
By action of the board June 5, 1888, the rules were so amended that principals of district schools, received fourteen hundred dollars for the first year and one hundred dollars additional each year, until a maximum of seventeen hundred dollars is reached. They must be at least twenty-five years of age and must have had three years' ex- perience. Principals of primary schools receive nine hundred dollars for the first year, when in charge of schools containing more than four rooms with full classes, and fifty dollars additional for each room more than four. There was an increase with experience of fifty dollars annually for two years; but the maximum salary should not exceed thirteen hundred dollars. First assistants start at seven hundred dollars and increase annually one hundred dollars, until nine hundred dollars is reached. Six hundred and fifty dollars was the maximum for teachers of the sixth grade, and seven hundred dollars for the seventh grade. Teachers of German commence with eight hun- dred dollars and receive one hundred dollars ad- ditional yearly, until a maximum of eleven hun- dred dollars is reached. Special assistant teachers
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.