document resume title teaching as a career. institution ... · document resume. sp 008 551....
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ED 098 192
TITLEINSTITUTIONPUB DATENOTEAVAILABLE FROM
EDRS PRICEDESCRIPTORS
DOCUMENT RESUME
SP 008 551
Teaching as a Career.American Federation of Teachers, Washington, D.C.7325p.American Federation of Teachers, AFL-CIO, 1012 14thStreet, N.W., Washington, D.C. 20005 (Item No. 38,Free to teachers and students)
MF-$0.75 HC-$1.85 PLUS POSTAGE*Career Choice; Career Education; Career Planning;*Careers; High School Students; *Teacher Education;*Teaching
ABSTRACTThis document is a booklet designed primarily for
high school students by the American Federation of Teachers onteaching as a career. The booklet discusses the following topics: thehistory of teaching as a profession; the state of schools in theUnited states; advantages and disadvantages to teaching; teachers inrevolt (collective bargaining and teacher's role in social change);high school student's preparation for becoming a teacher; preparationfor teaching as preparation for allied careers, certification; andsalary averages. There is a 32-item bibliography of books for furtherreading. (JA)
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6,:5A1
(
pri Ant.L
; Ad
Z:111
-**
5 T
he O
ldes
t Pro
fess
ion
>. c.
7 T
he S
tate
of t
he S
choo
ls
7 A
Gre
at L
eap
For
war
d
8 T
he B
right
Sid
e of
Tea
chin
g
9.
. .A
nd th
e O
ther
Sid
e
10T
each
ers
in R
evol
t
13C
an Y
ou B
ecom
e a
Goo
d T
each
er?
13P
repa
ring
You
rsel
f
15 M
aybe
Not
Tea
chin
g, B
ut.
. .
16 'H
ow D
o I F
ind
a Jo
b?'
17'H
ow's
the
Pay
?'
22F
or F
urth
er R
eadi
ng
TE
AC
:HIN
C ta
kes
a ba
ck s
eat t
o no
oth
er p
ro-
fess
ion
in te
rms
of h
ow lo
ng it
has
bee
n ar
ound
.T
each
ing
was
the
initi
al s
tep
to c
ivili
zatio
n an
dhu
man
pro
gres
s. T
he f
irst
per
son
to a
cqui
re a
nid
ea a
nd p
ass
it on
to a
noth
er b
ecam
e, in
ase
nse.
a te
ache
r.
One
of
the
firs
t rec
ords
of
a te
ache
r, in
the
mod
ern
sens
e. w
as f
ound
insc
ribe
d on
-1,
0(X
)-ye
ar-o
ld c
unei
form
tabl
ets
unea
rthe
d in
Ira
q. I
tto
ld th
e st
ory
of a
stu
dent
bei
ng "
pass
ed"
by a
teac
her
afte
r th
e te
ache
r w
as g
iven
clo
thin
g an
d"w
ined
and
din
ed"
by th
e bo
y's
fath
er.
Tea
chin
gthe
tran
smis
sion
of
know
ledg
e. o
neto
ano
ther
was
late
r w
ell o
rgan
ized
by
the
Cre
eks
and
Rom
ans.
The
ric
h ac
adem
ic a
tmos
-ph
ere
of a
ncie
nt A
then
s an
d ot
her
Cre
ek c
ities
has
been
wel
l des
crib
ed b
y hi
stor
ians
. Stu
dent
sfr
om th
e en
iire
Wes
tern
'Wor
ld f
lock
ed to
thei
rph
ilosp
her-
teac
hers
who
impa
rted
thei
r w
isdo
mto
the
youn
g. I
n C
hina
, too
, edu
catio
n fl
ouri
shed
.an
d im
port
ant c
ontr
ibut
ions
to a
rt a
nd s
cien
ceca
me
from
the
wan
deri
ng te
ache
rs o
f th
e O
rien
t.
BE
ST C
OPY
AN
AIL
:`,5
1..f
.
6
And
in A
fric
a, th
e un
iver
sitie
s of
San
gkor
e an
dat
Tim
bukt
u w
ere
impo
rtan
t sea
ts o
f le
arni
ng.
Lat
er, d
urin
g th
e D
ark
Age
s, le
arni
ng in
Wes
tern
Eur
ope
was
con
fine
d to
the
mon
aste
ries
, and
thou
gh lo
ve o
f in
quir
y an
d kn
owle
dge
blos
-so
med
dur
ing
the
Ren
aiss
ance
, it w
as s
till l
imite
dto
peo
ple
in th
e pr
ivile
ged
clas
ses.
Tod
ay, i
nm
any
coun
trie
s, r
emna
nts
of th
is tr
aditi
on r
e-m
ain,
and
hig
her
educ
atio
n is
pro
vide
d ch
iefl
yfo
r th
ose
in h
ighe
r in
com
e br
acke
ts.
In s
ome
natio
ns in
Eur
ope,
an
eliti
st s
yste
m o
f ed
ucat
ion
exis
ts, w
here
stu
dent
s ar
e se
para
ted
by te
sts
give
n at
an
earl
y ag
e in
to c
olle
ge p
repa
rato
ry,
voca
tiona
l, or
gen
eral
trac
ks.
For
a ha
lf-c
entu
ry a
fter
the
Am
eric
an R
evol
u-tio
n, e
ffor
ts to
est
ablis
h fr
ee p
ublic
sch
ools
inth
e U
nite
d St
ates
met
with
fie
rce
oppo
sitio
n fr
omm
any
auth
oriti
es. W
hat f
ew s
choo
ls th
ere
wer
ein
clud
ed a
han
dful
of
priv
ate
inst
itutio
ns f
or th
ech
ildre
n of
the
irh,
and
a s
prin
klin
g of
"poo
r sc
hool
s" to
will
few
sel
f-re
spec
ting
par-
ents
wou
ld s
end
the.
"ren
. The
con
cept
of
free
pub
lic e
duca
tion
for
the
mas
ses
was
con
-si
dere
d a
"dan
gero
us"
idea
.
Dur
ing
the
pres
iden
tial t
erm
of
And
rew
Jac
k-so
n, th
e fi
rst c
reak
ings
of
chan
ge b
egan
to b
ehe
ard.
The
pol
iical
arm
of
the
earl
y tr
ade
unio
nm
ovem
ent,
the
Wor
king
Men
's P
arty
, cal
led
for
free
pub
lic s
choo
lsin
itspl
atfo
rm o
f18
28.
Fina
lly, a
littl
e m
ore
than
a c
entu
ry a
go, t
he f
irst
publ
ic s
choo
ls in
the
Uni
ted
Stat
es w
ere
esta
Llis
hed
in P
hila
delp
hia
at th
e in
sist
ence
of
grou
psof
wor
king
peo
ple
seek
ing
a be
tter
life
for
thei
rch
ildre
n. M
eanw
hile
, men
suc
h as
Jam
es G
.C
arte
r an
d !f
ora
Man
n w
orke
d in
thei
r ho
me
stat
e of
Mas
sach
uset
ts to
est
ablis
h ta
x-su
ppor
ted
scho
ols.
Tha
t sta
te's
pio
neer
legi
slat
ion
beca
me
a pe
tern
, eve
ntua
lly, f
or th
e re
st o
f th
e co
untr
y.
Our
pub
lic ta
x-su
ppor
ted
scho
ol s
yste
ms
wer
ea
radi
cal i
dea
whe
n fi
rst p
ropo
sed.
Eve
n to
day,
som
e A
mer
ican
s do
not
und
erst
and
that
pub
licsu
ppor
t of
educ
atio
n fo
r ev
eryo
ne is
nec
essa
ry to
our
natio
n's
gene
ral w
elfa
re. T
his
show
s m
ost
grap
hica
lly w
hen
requ
ests
by
loca
l sch
ool d
is-
tric
ts f
or ta
x in
crea
ser
for
educ
atio
n ar
e vo
ted
dow
n. M
any
Am
eric
ans
do n
ot y
et a
ppre
ciat
eed
ucat
ion
as a
n es
sent
ial i
ngre
dien
t of
the
good
life
as m
uch
as th
ey d
o ne
w h
omes
or
new
car
s.
Eue
cAri
oN in
the
Uni
ted
Stat
es to
day
is b
asi-
cally
the
iesp
onsi
bilit
v of
the
indi
vidu
al s
tate
s.E
ach
loca
l com
mun
ity o
r sc
hool
dis
tric
t con
trol
sits
ow
n ed
ucat
iona
l sys
tem
with
in th
e la
ws
ofth
e st
ate.
Bec
ause
of
thes
e w
ide
diff
eren
ces
amon
gth
e 50
sta
tes,
suc
h th
ings
as
com
puls
ory
scho
olle
avin
g ag
e, th
e am
ount
of
mon
ey th
e st
ate
con-
trib
utes
to e
ach
child
's e
duca
tion,
and
the
oppo
r-tu
nitie
s fo
r st
ate-
supp
orte
d ed
ucat
ion
beyo
ndth
e hi
gh s
choo
l, va
ry w
idel
y fr
om s
tate
to s
tate
.St
ate
educ
atio
nal r
equi
rem
ents
for
teac
her
cer-
tific
atio
n al
so s
how
wid
e va
rian
ce. I
n so
me
area
s,fo
r ex
ampl
e, te
ache
rs a
re h
ired
eve
n th
ough
they
have
onl
y tw
o ye
ars
or le
ss o
f co
llege
. In
othe
rar
eas,
ach
ieve
men
t of
a m
aste
r's d
egre
e is
an
empl
oym
ent r
equi
rem
ent.
Bec
ause
of
the
lack
of
equa
l edu
catio
nal o
p-po
rtun
ity f
or c
hild
ren
in m
any
plac
es, t
he f
ed-
eral
gov
ernm
ent i
s ta
king
an
incr
easi
ng in
tere
stin
edu
catio
n. C
ongr
ess
has
appr
opri
ated
mill
ions
of d
olla
rs in
rec
ent y
ears
to h
elp
loca
l sch
ool
dist
rict
s im
prov
e te
achi
ng f
acili
ties.
Mon
ey to
esta
blis
h pr
esch
ool p
rogr
ams,
kno
wn
as P
roje
ctI
lead
Sta
rt, a
nd o
ther
pro
gram
s to
rai
se th
ele
vel o
f ed
ucat
iona
l opp
ortu
nity
has
bee
n ap
pro-
pria
ted.
The
rol
e of
the
fede
ral g
over
nmen
t in
educ
atio
n w
ill p
roba
bly
be s
tren
gthe
ned
unle
ssst
ates
and
loca
l sch
ool d
istr
icts
act
them
selv
esto
cor
rect
edu
catio
nal d
efic
ienc
ies.
The
16.
800
oper
atin
g pu
blic
sch
ool d
istr
icts
in th
e U
nite
d St
ates
and
the
natio
n's
colle
ges
and
univ
ersi
ties
toge
ther
empl
oy3,
145,
000
teac
hers
. Ano
ther
211
000
are
empl
oyed
by
pri-
vate
sch
ools
.Pu
blic
sch
ool e
nrol
lmen
t in
this
cou
ntry
has
been
incr
easi
ng 1
.9 p
erce
nt a
nnua
lly. A
gre
ater
prop
ortio
n of
the
scho
ol-a
ge p
opul
atio
n is
act
u-al
ly in
sch
ool t
han
at a
ny e
arlie
r tim
e in
our
hist
ory,
and
this
situ
atio
n is
bou
nd to
incr
ease
as m
ore
-(1
mor
e y-
peop
le r
ecog
nize
toda
y's
dem
ands
for
rm
.au
catio
n.
ED
UC
AT
ION
IN
AM
ER
ICA
iS a
"gr
owth
indu
stry
."T
here
are
goi
ng to
be
mor
e yo
ung
peop
le to
edu
-ca
te, a
nd th
e qu
ality
and
qua
ntity
of
educ
atio
nth
ey w
ill r
equi
re is
goi
ng to
incr
ease
.7
8
Som
e of
the
t.ffe
cts,
thes
e de
man
ds o
n ou
rsc
hool
s 5s
ill p
roba
bly
base
in th
e fu
ture
inci
ndo
the
leng
then
ed s
choo
l yea
r. g
reat
er o
ppor
tuni
ties
for
dlic
atio
n be
fore
kin
derg
arto
.ti a
nd a
fter
hig
hsc
hol.
incr
ease
d ex
pect
atio
ns r
etta
nlin
e te
adir
prep
arat
ion.
mid
so
on.
.lrea
ds. c
hang
es a
nd tA
per1
111e
lliss
uch
aste
am te
achi
ng. f
lesi
le s
ehtio
lim.1
. cor
e el
.ISS
eS.
:II
Id in
stru
ctio
n ln
rad
io a
nd T
Vea
n he
see
nm
man
y sc
hool
s. p
erha
ps th
e on
e s.
The
s a
loe
of m
an. o
f th
ese
imio
.atio
nsis
yet
to b
e pr
oven
. kit
the
sim
ple
fact
that
the
esi.
indi
cate
s th
e ita
lity
ssith
hih
the
edio
-ca
t ion
pro
fess
ion
face
s its
pro
blem
s.
unt.;
peo
ple
plan
ning
141
bec
ome
teac
hers
toda
y Y
Y il
l fin
d th
at th
e ch
alle
nges
. opp
ortu
nitie
s.an
d ed
ucat
iona
l cha
nge.
to (
lime
yy il
l hel
p m
al.
teac
hing
a v
ital.
exci
ting
prof
essi
on.
if
1.11
1. N
1 sI
US
I /I
.IF
.M
AR
S II
I ed
lleat
Inn
and
III
the
com
mom
ity is
incr
easi
ng a
lone
the
atki
los.
Jud
ged
impo
rtan
ce o
f be
tter
(duc
at m
to th
es.
elf
are
of th
e ;w
him
and
its
indi
.idua
l col
/ens
Secu
rity
in e
mpl
oym
ent.
or te
ache
r te
nure
. is
prov
ided
by
law
in f
IS s
tate
s. a
nd in
eig
ht o
ther
stat
es c
erta
in d
istr
ict!
, hav
e te
nure
law
s. I
n m
ost
caw
s. th
es\ l
aws
pro:
ide
that
. aft
er tw
o or
thre
eY
ears
em
plcv
men
t, a
teac
her
cann
ot h
e di
s-ch
arge
d w
ithou
t goo
d ca
use.
In
stat
es n
ot b
as-
ing
such
law
s. 1
11//l
sch
ool d
istr
icts
hav
e ad
opte
dsi
mila
r te
nure
pla
ns o
f th
eir
own.
Suc
h la
ws
dono
t pro
tect
the
had
teac
her.
as
criti
cs o
ften
char
ge. T
eich
ers
who
are
inco
mpe
tent
can
be
dism
isse
d. T
enur
e la
ws
sim
ply
prov
ide
that
whe
n a
teac
her
is f
ired
, the
trad
ition
al d
emo-
crat
ic m
etho
ds o
f a
fair
hea
ring
and
the
righ
tof
app
(.' t
o a
high
er a
utho
rity
are
impl
emen
ted.
In th
e pa
st. t
each
ers
mer
e of
ten
fire
d be
eans
e of
a pr
inci
pal's
pet
ty g
ripe
, or
beca
use
they
bec
ame
invo
lved
in p
oliti
cs, o
r. in
the
ease
of
wom
ente
ache
rs. b
ecam
e th
ey tr
,:trr
ied.
The
val
ue o
fte
nure
law
sill
ustia
ted
by a
n ex
ampl
,..fr
om I
llino
is. w
here
, as
rece
ntly
as
1966
. an
Illin
ois
teac
her
was
thre
aten
ed w
ith d
ism
issa
lbe
caus
e he
wou
ldn'
t sha
ve o
ff h
is m
usta
che!
'Fea
ther
s fi
nd th
at th
e st
mnd
atitm
of
notin
gpe
ople
. Hes
sid
eas.
111'
551/
001.
%.
t ara
glIe
Nw
ith s
imila
r in
tere
st, m
ake
thei
r pr
ofes
sion
an
attr
activ
e on
e. T
he o
ppor
tuni
ties
to c
ontin
ue to
lear
n ar
e ev
er-p
rese
nt. T
each
ers
ofte
n us
e th
eir
sum
mer
vac
atio
n tim
e fo
r fu
rthe
r st
ucly
or
trav
el.
Tea
cher
sal
arie
s ha
ve b
een
incr
easi
ng in
rec
ent
year
s, p
rim
arily
thro
ugh
effo
rts
mad
e by
org
an-
ized
teac
hers
in th
e A
mer
ican
Fed
erat
ion
of'T
each
ers.
How
ever
, tea
cher
sal
arie
s st
ill la
gbe
hind
thos
e of
any
oth
er p
rofe
ssio
n re
quir
ing
com
para
ble
trai
ning
and
exp
erie
nce,
with
he
ex-
cept
ion
of th
e m
inis
try.
Rem
uner
atio
n an
d O
ppor
tuni
ties
for
adva
nce
men
t in
teac
hing
are
gen
eral
ly e
qual
for
men
and
wom
en. S
uch
econ
omic
ben
efits
as
paid
sic
kle
ave,
hosp
italiz
atio
nin
sura
nce.
and
pen
sion
plan
s ha
ve b
een
grow
ing
in im
port
ance
and
scop
e as
teac
hers
hav
e de
man
ded
thei
r ex
pan-
sion
. The
Am
eric
an F
eder
atio
n of
Tea
cher
s ha
sbe
en v
ery
succ
essf
ul in
sec
urin
g su
ch b
enef
itsfo
r th
e te
ache
rs it
rep
rese
nts.
SOM
E O
F T
HE
dis
adva
ntag
es in
teac
hing
are
the
resu
lt of
bei
ng e
mpl
oyed
. at l
east
in c
ur la
rger
citie
s, b
y w
hat a
re o
ften
unw
ield
y an
d in
flex
ible
bure
aucr
acie
s. M
any
deci
sion
s ab
out e
duca
tion
9
10
are
ma
at a
dmin
istr
ativ
e le
vels
far
rem
oved
from
the
clas
sroo
m te
ache
r. a
nd te
ache
rs o
ften
feel
suc
h de
cisi
ons
arc
not t
he h
est f
or th
eir
in-
divi
dual
teac
hing
situ
atio
ns.
Ano
ther
sou
rce
of p
robl
ems
in te
achi
ng is
the
fact
that
teac
hers
are
pub
lic e
mpl
oyee
s, r
espo
n-si
ble
not o
n:y
to th
eir
supe
rior
s, b
ut to
the
cm-
mun
ity a
s a
who
le. C
mtu
nim
ities
dif
fer
in w
hat
they
exp
ect o
f te
ache
rs a
nd in
the
impo
rtan
ceth
ey a
ttach
to th
e te
ache
r's w
ork.
Man
y sc
hool
boar
ds o
ften
sim
ply
refl
ect
the
cons
erva
tive
natu
re o
f th
eir
com
mun
ities
, pre
ferr
ing
to ta
kea
-don
't-ro
ek-t
he -
boar
atti
tude
rat
her
than
toex
ert e
duca
tiona
l lea
ders
hip.
In s
ome
scho
ol d
istr
icts
, ent
erin
g te
ache
rs a
reun
able
to c
hoos
e th
e gr
ade
leve
l or
subj
ect t
hey
wis
h to
teac
h. h
ot a
re p
lace
d w
here
the
dist
rict
feel
s th
e ne
ed is
gre
ates
t. N
ew te
ache
rs c
anno
t he
assu
red
of te
achi
ng in
a s
choo
l nea
r th
eir
hom
es,
and
may
be
give
n ov
ercr
owde
d cl
asse
s in
sch
ools
whe
re s
uppl
ies,
fac
ilitie
s, a
nd s
ervi
ces
are
!tot
adeq
uate
lot t
he p
upils
' nee
ds.
In th
e m
any
scho
ol d
istr
icts
whi
ch d
o no
t hav
ead
equa
te te
nure
pro
visi
ons,
teac
hers
may
be
dis-
char
ged
or d
isci
plin
ed in
an
arbi
trar
y w
ay f
or11
1M a
rran
ied
reas
ons.
The
n us
ually
hav
ere
.co
urse
oth
er th
an to
acc
ept s
ot h
act
ions
or
mov
eto
ano
ther
sch
ool d
istr
ict.
Oth
er d
isad
vant
ages
may
be
infe
rred
fro
m th
eac
coun
t of
impr
ovem
ents
list
ed in
the
prev
ious
sect
ion.
One
par
t of
teac
hing
mos
t tea
cher
sst
rong
ly d
islik
e is
the
man
y no
n-te
achi
ng d
imes
they
are
oft
en e
xpec
ted
to p
erfo
rm. S
uch
dutie
sas
Itin
chnu
nn s
uper
visi
on, b
all g
uard
, fill
ing
knit
man
y re
port
s, c
olle
ctin
g m
oney
fro
m s
tude
nts,
and
so o
n, s
houl
d no
t 1m
. par
t of
a te
ache
r's jo
b.In
som
e di
stri
ct' s
choo
l sec
reta
ries
and
teac
hers
'ai
des
do th
is w
ork,
fre
eing
the
teac
her
to d
o th
ejo
b of
teac
hing
. Per
haps
the
mos
t ser
ious
dis
ad-
vant
age
to te
achi
ng, f
or m
any
pers
ons,
lies
in th
esa
lari
es p
aid
teac
hers
. Thi
s is
dis
csse
d in
det
ail
late
r.
Rem
embe
r Ic
habo
d C
rane
? O
r th
e st
ereo
type
dol
d-m
aid
scho
olm
istr
s th
at y
ou s
till s
ee s
ome-
times
in th
e co
mic
str
ips?
Or
the
flut
terh
rain
edM
iss
Bro
oks?
Tile
bla
nd M
r. N
ovak
?
Tea
cher
s. I
A a
nd la
rge.
toda
x fi
t non
e of
thes
eT
hear
t bei
ng p
rope
lled
by a
new
thtla
ilts1
11 a
nd a
re w
orki
ng h
ard
to e
limin
ate
the
rem
aini
ng d
isat
karg
ages
of
teac
hing
.T
each
er%
iu h
undr
eds
of s
choo
l dis
tric
ts '.
:tye
dem
ande
d an
d w
on th
e rg
lt to
rol
lert
ive
bar-
gain
ing.
Thi
s m
eans
. sim
ple.
that
the%
elec
t. by
secr
etou
r or
gani
satio
n to
spo
k fo
r th
emin
neg
otia
tions
with
the
Nth
ool b
oard
ove
r su
chm
atte
rs a
s sa
lari
es. f
ring
e be
nefi
ts. a
nd te
achi
ngan
d le
arni
ng c
ondi
tion%
in th
e sc
hool
s. A
wri
tten
and
sign
ed m
aste
r co
ntra
ct. g
uara
ntee
% c
erta
inri
ghts
and
pol
icie
sto
teat
-her
san
d to
the,
CI1
4)01
hoa
rd.
Whe
re th
e A
nier
ian
Fede
ratio
n of
Tea
cher
%ha
% b
een
elec
ted
to s
peak
for
teac
hers
. con
di-
tions
in th
e sc
hool
dis
tric
t ':a
ye a
lmos
t alw
ays
show
n g
reat
impr
ovem
ent.
not m
ilega
ins
for
teac
hers
, but
in b
ette
r co
nditi
ons
for
stud
ents
. Col
ledi
ve b
arga
inin
g co
ntra
cts
now
inef
fect
pro
f id
e, f
or e
xam
ple:
that
cla
ss s
lit.%
sha
llbe
lim
ited.
that
text
book
% a
nd te
achi
ng m
ater
ials
whi
ch p
ortr
ay th
e N
egro
and
oth
er m
inor
itygr
oups
inm
estlx
are
pro
vide
d fo
r st
uden
ts. t
hat
raci
al in
tegr
atio
n of
the
scho
ols
beco
mes
a r
eal-
ity: a
nd th
at a
n ou
tsid
e. n
eutr
al th
ird
part
y w
ill
.
t".
""
I""P
"" to
It%
"kr
syni
"ns
1:11
" am
*" 1
1%N
adle
r% a
gain
st th
eir
cmpi
mer
s.In
oth
er s
s or
ris.
teac
hers
. who
for
so
limp;
hav
e!k
een
teac
hing
,hin
teh
full]
] te
.thtm
ksin
thei
r cl
assr
oom
s. a
re' n
ow p
ract
icin
git
inre
al li
fe.
Out
side
the
area
oft o
lletti
veba
rgai
ning
.te
ache
rs b
ase
an o
ppor
tuni
ty to
pla
t an
impo
rt-
ant r
ole
in th
e so
cial
cha
nges
%O
uch
are
now
at
woe
, res
hapi
ng th
e na
tion.
The
Mor
e E
ffec
tive
Scho
ols
prog
ram
of
the
AFT
, for
exa
mpl
e. w
as d
evel
oped
by
teac
hers
inN
ew Y
ork
City
to r
eyol
utio
ni/e
the
kind
of
rci-
cati,
ni w
hich
chi
ldre
n in
slu
m a
reas
wer
e ge
tting
.T
he A
FT o
n% in
ed th
e sc
hool
boa
rd to
incr
ease
the
anim
al e
xpen
ditu
re f
or s
tude
nts
in 2
1 sl
umsc
hool
s by
S2.
1S a
nd th
us p
rovi
de s
harp
ly r
e-du
ed a
lass
site
s. m
or te
ache
rs. p
sych
olog
ists
.re
adin
g sp
ecia
lists
. and
ade
quat
e le
arni
ng s
up-
plie
s fo
r th
ousa
nds
of c
hild
ren.
Tin
hig
hly
suc-
cess
ful p
rogr
a.n
is n
ow b
eing
intr
oduc
ed b
y .A
FTte
ache
rsto
othe
rsc
hool
boar
ds th
roug
hout
the
natio
n in
the
form
of
CO
MPA
S (C
ompr
e-he
nsiv
e Pr
ogra
m f
or A
mer
ican
Sch
ools
) de
sign
sfo
r el
emen
tary
thro
ugh
com
mun
ity c
olle
ge.
11
..)I!
!te
ache
rs u
nder
an
AFT
pm
-gr
am c
ondu
cted
Fre
edom
Se
im°
Isfo
r di
sad-
vant
aged
whi
te a
nd N
egro
chi
ldre
n fo
r th
ree
sum
mer
s. V
olun
teer
teac
hers
fro
m m
any
citie
sw
ent t
o th
is d
eep
Sout
h st
ate
to f
ill11
-- g
reat
gap
left
by
segr
egat
ed e
duca
tion
in th
e liv
es o
fth
ousa
nds
of c
hild
ren.
Thr
ough
out t
he n
atio
n, th
isne
w tw
eed-
of
teac
her,
cliz
agvd
with
the
resp
onsi
bilit
y of
im-
prov
ing
educ
atio
n, h
as b
ecam
e ac
tive
in p
oliti
cs,
wor
kirg
for
can
dida
tes
who
will
vot
e fe
r im
-po
rtan
t edu
catio
nal l
eg:s
tatio
n, o
r ev
en r
unni
ng
for
offi
ce h
imse
lf. I
le h
as p
artic
ipat
ed in
pic
ket
lines
and
dem
onst
ratio
ns f
or b
ette
r sc
hool
s, a
ndso
met
imes
he
has
even
bee
n fo
rced
by
back
war
dsc
hool
boa
rds
to g
o on
str
ike.
PsY
cito
i.ota
sTs
and
teac
her
educ
ator
s ha
veof
ten
won
dere
d w
hat k
inds
of
men
and
wom
enm
ake
the
best
teac
hers
A n
umbe
r of
stu
dies
hav
ebe
en m
ade
on th
is s
ubje
ct, a
nd o
ne o
f th
e m
ost
inte
rest
ing
foun
d th
at g
ood
teac
hers
thos
e w
ho
BE
ST 1
`...t
..11
help
ed th
eir
stud
ent,
lean
t mos
t, w
ho e
njoy
edth
eir
pupi
ls. a
nd w
hose
pup
ils e
njoy
ed !
cant
ing
have
man
y di
ffer
ent t
o-s
tyle
s."
You
hav
epr
obab
ly f
ound
this
true
am
ong
teac
hers
you
have
like
d: n
ot a
ll of
them
teac
h th
e sa
me
w;:y
.
But
ther
e ar
e so
me
qual
ities
in g
ood
teac
hers
that
nea
rly
ever
yone
agr
ees
on. G
ood
teac
hers
are
fair
to th
eir
stud
ents
; the
y ar
ein
tere
sted
inid
eas:
th}
belie
ve te
achi
ng a
nd le
arni
ng a
renn
liort
ant.
The
y ha
ve a
str
ong
com
mitm
ent t
ode
moc
racy
and
soc
ial p
rogr
ess.
If
you
have
thes
equ
aliti
es, a
nd if
you
teac
h in
a s
choo
l tha
t pro
-vi
des
adeq
uate
teac
hing
sup
plie
s an
d a
com
-fo
rtab
le a
tmos
pher
e. y
ou w
ill r
obab
ly b
ecom
ea
good
teac
her.
TH
E H
IGH
SC
HO
OL
ST
UD
EN
T w
ho w
ants
to b
e-co
me
a te
ache
r sh
ould
con
sult
the
scho
ol's
gui
d-an
ce c
ouns
elor
and
the
teac
hers
of
the
subj
ect h
eho
pes
to te
ach,
and
sho
uld
beco
me
activ
e in
grou
ps s
uch
as th
e A
F T
's S
tude
nt F
eder
atio
n of
Tea
cher
s. T
he e
arlie
r su
ch c
onsu
ltatio
n is
mad
e,th
e be
tter.
Tea
cher
s to
day
shou
ld h
ave
at le
ast a
13
14
bach
elor
's d
egre
e fr
om a
col
lege
or
univ
ersi
ty.
and
in s
onic
fie
lds,
and
in s
ome
stat
es, m
ore
ad-
vanc
ed tr
aini
ng is
nec
essa
ry. C
oexl
hig
h w
lux:
lpr
epar
atio
n is
impo
rtan
t.
Mos
t lar
ge c
olle
ges
and
univ
ersi
ties
offe
rde
gree
s in
edu
catio
n le
adin
g to
teac
her
ertif
i-at
ion.
The
re a
re, a
lso,
col
lege
s w
hich
are
bas
ic-
all t
each
er tr
aini
ng in
stitu
tions
. The
cho
ke o
fw
hich
kin
d to
atte
nd is
up
to y
ou. G
ood
teac
hers
com
e fr
om a
ll ty
pes
of in
stitu
tions
, bile
a s
tude
ntsh
ould
kno
w th
e re
quir
emen
ts a
nd o
fier
ings
Of
seve
ral t
ypes
of
scho
ols
befo
re m
akin
g a
choi
ce.
Man
y ve
tera
n te
ache
rs f
eel t
hat s
ome
teac
her
trai
ning
inst
itutio
ns o
ffer
or
requ
ire
mor
e du
ca-
tion
cour
ses
than
is r
eally
des
irab
le. t
hus
cutti
ngdo
wn
on th
e co
urse
s a
stud
ent c
an ta
ke in
his
maj
or a
nd if
. oth
er f
ield
s.
Tui
tion
and
livin
g co
sts
van.
acc
ordi
ng to
the
colle
ge s
elec
ted.
The
se c
an h
e le
arne
d fr
om th
eco
llege
cat
alog
ue. M
any
scho
lars
hips
and
spe
cial
loan
arr
ange
men
ts a
re a
vaila
ble
to y
oung
peo
ple
who
pla
n to
bec
ome
teac
hers
. You
r co
unse
lor.
the
colle
ge y
ou s
elec
t, or
the
man
y ho
oks
on f
inan
cial
aid
for
colle
ge s
tude
nts
will
be
help
ful.
Som
e sc
hool
dis
tric
ts g
ive
pref
eren
ce to
gra
d'. -
ides
of
collg
e% in
thei
r ow
n ar
eas.
If
you
plan
tote
ach
in a
par
ticul
ar d
istr
ict.
you
mig
ht in
yiir
eab
out t
his
befo
re c
hoos
ing
a m
llege
.
The
leve
l at w
hich
you
wis
h to
teac
h is
,h-s
er.-
ing
of s
ome
adva
nce
vons
ider
ati.m
. as
wel
l as
the
maj
or f
ield
of
stin
k.. F
our
year
s of
acc
redi
ted
stud
.. is
nec
essa
ry f
or a
bac
helo
r's d
egre
e. %
%W
Ige
nera
lly o
ne a
dditi
onal
yea
r ne
cess
anfo
r a
mas
ter's
. Stu
dent
s ge
nera
lly n
eed
at le
at tw
om
ore
year
s to
obt
ain
a do
ctor
ate.
Adv
ance
d de
gree
s ar
e of
ten
obta
ined
b. t
each
-er
s in
sum
mer
. nig
ht. o
r sa
bbat
ical
yea
r st
udy.
Som
e sc
hool
dis
tric
ts r
equi
re a
cer
tain
num
ber
ofgr
adua
te c
ours
es in
a s
tate
d nu
mbe
r of
yea
rs f
orad
vanc
emen
t on
the
sala
ry s
ched
ule.
Acc
ordi
ng to
the
Uni
ted
Stat
es O
ffic
e of
Edu
-ca
tion,
in f
igur
es r
ole
ased
in 1
969,
the
aver
age
educ
atio
nal a
ttain
men
t of
mal
e sc
hool
teac
hers
in th
e U
nite
d St
ates
was
17.
0 ye
ars.
Thi
s ca
n he
com
pare
d to
17.
6 ye
ars
for
med
ical
and
oth
erhe
alth
wor
kers
. So,
alth
ough
thes
e ce
nsus
fig
ures
appl
ied
only
to m
ales
. the
y do
indi
cate
that
the
med
ian
scho
ol y
ears
com
plet
ed f
or te
ache
rs is
only
a f
ew te
nth.
of
a ye
ar lo
wer
than
that
for
med
ical
per
sont
wl.
PRE
PAR
AT
ION
for
teac
hing
is u
sual
ly a
lso
good
prep
arat
ion
for
allie
d ca
reer
s, b
oth
insi
de v
ario
ussc
hool
sys
tem
s an
d in
oth
er e
nter
pris
es.
Scho
ol li
brar
ians
, sch
ool n
urse
s (
in ,.
.;me
dis-
tric
ts, t
hey
are
calle
d te
ache
r-nu
rses
), c
ouns
elor
s,ps
ycho
logi
sts,
atte
ndan
ce o
ffic
ers,
and
soc
ial
wor
kers
are
gen
eral
ly b
ette
r pr
epar
ed f
or th
eir
spec
ialti
es if
they
hav
e so
me
teac
hing
exp
erie
nce,
and
som
e sc
hool
dis
tric
ts r
equi
re th
at th
ey h
ave
teac
, ing
cer
tific
ates
as
wel
l '4%
oth
er p
rofe
ssio
nal
qual
ific
atio
ns in
thei
r fi
elus
.
Som
e sp
ecia
lties
it: t
each
ing
itsel
f in
clud
ete
1, h
ers
of tr
ades
and
voc
atio
nal s
ubje
cts,
teac
h-er
s of
ret
arde
d or
han
dica
pped
chi
ldre
n, o
fsp
eech
corr
ectio
n, a
nd r
emed
ial r
eadi
ng.
Tw
o ar
eas
of s
peci
al in
tere
st to
day
are
teac
hers
of d
isad
vant
aged
chi
ldre
n an
d te
ache
rs in
ear
lych
ildho
od e
duca
tion
prog
ram
s. T
each
ers
of th
edi
sadv
anta
ged
may
be
effe
ctiv
e te
ache
rs w
ithou
tsp
ecia
l tra
inin
g, b
ut th
e lik
elih
ood
is g
reat
that
thei
r ef
fect
iven
ess
is in
crea
sed
by s
uch
trai
ning
.T
he f
ield
of
earl
y ch
ildho
od e
duca
tion
( pr
e-ki
nder
gart
en),
is a
lso
a ra
pidl
y ex
pand
ing
one,
and
one
for
whi
ch s
peci
al tr
aini
ng is
def
inite
lyre
quir
ed.
Oth
er s
peci
aliz
ed jo
bs ii
, sch
ool s
yste
ms,
usu
-al
ly o
btai
ned
on a
pro
mot
iona
l bas
is b
y te
ache
rsw
ith th
e ne
cess
ary
addi
tiona
l edu
catio
n an
dtr
aini
ng to
fill
them
, are
cur
ricu
lum
spe
cial
ists
and
advi
sors
of
man
y ty
pes,
who
wor
k ou
t cur
-ri
culu
m g
uide
s fo
r te
ache
rs a
nd a
ssis
t the
m in
pres
entin
g ce
rtai
n cl
assr
oom
sub
ject
s; c
omm
u-ni
ty a
nd "
hum
an r
elat
ions
" co
ordi
nato
rs; p
ublic
rela
tions
sta
ffer
s, a
nd e
xper
ts in
the
use
of a
udio
-vi
sual
teac
hing
aid
s.
Som
e jo
bs in
larg
e sc
hool
sys
tem
s w
hich
do
not
requ
ire
a te
achi
ng c
ertif
icat
e in
clud
e th
ose
ofsc
hool
sec
reta
ry, l
ab te
chni
cian
, and
teac
her
aide
.Fo
r th
ese
jobs
, and
all
thos
e lis
ted
abov
e, s
tu-
15
C.
L.
Q
16
:4-
dent
s w
ould
be
wis
e to
inve
stig
ate
fully
the
need
san
d re
quir
emen
ts o
f th
e sy
stem
or
syst
ems
inw
hich
they
pla
n to
teac
h.
One
of
the
boom
ing
fiel
ds o
utsi
de o
f sc
hool
syst
ems
whi
ch u
tiliz
e pe
rson
s w
ith te
achi
ng e
du-
catio
n or
exp
erie
nce
is th
at o
f ed
ucat
iona
l pub
-lis
hing
. Sim
ilar
job
oppo
rtun
ities
are
to b
e fo
und
amon
g th
e m
any
prod
ucer
s an
d di
stri
buto
rs o
ffi
lms.
map
s, m
odel
s, a
nd o
ther
mat
eria
ls u
sed
ascl
assr
oom
teac
hing
aid
s.
syw
eat
Ant
.vrE
1:A
ciw
a ha
s in
crea
sing
diff
ictil
ty o
btai
ning
a te
achi
ng p
ositi
on. T
he D
e-pa
rtm
ent o
fH
ealth
. Edu
catio
n an
d W
elfa
rees
timat
ed in
the
spri
ng o
f 19
73 th
at if
pre
sent
enro
llmen
t in
scho
ols
of e
duca
tion
cont
inue
s,a
mill
ion
teac
hers
will
he
out o
f w
ork
by 1
978.
Con
ditio
ns o
f em
ploy
men
t are
not
uni
form
from
dis
tric
t to
dist
rict
. Som
e di
stri
cts
acce
pt a
grad
uatio
n ce
rtif
icat
e fr
om a
n ac
cred
ited
colle
ge.
whi
le o
ther
s re
quir
e an
exa
min
atio
n. R
equi
re-
men
ts f
or s
ecur
itig
stat
e an
d di
stri
ct c
ertif
icat
ion
are
also
wid
ely
vari
ed. I
f yo
u pr
epar
e in
one
stat
e an
d pl
an to
teac
h in
ano
ther
, you
mus
t kno
wbo
th th
e gr
adua
tion
requ
irem
ents
of
the
scho
olyo
u at
tend
and
the
cert
ific
atio
n re
quir
emen
ts o
fth
e st
ate
and
dist
rict
in w
hich
you
pla
n to
teac
h.It
is im
port
ant t
o re
mem
ber
that
suc
h re
quir
e-m
ents
oft
en c
hang
e ra
pidl
y, a
nd c
an d
o so
in th
em
iddl
e of
you
r co
llege
yea
rs.
In m
any
area
s, te
achi
ng c
ertif
icat
es (
licen
ses
tote
ach
) m
ust h
e re
new
ed a
t int
erva
ls o
f a
stat
ednu
mbe
r of
yea
rs.
A le
tter
of in
quir
y to
the
stat
e' s
uper
inte
nden
tof
sch
ools
will
bri
ng in
form
atio
n pr
ompt
ly, i
nm
ost c
ases
, on
cert
ific
atio
n re
quir
emen
ts' a
ndjo
b op
port
uniti
es. F
or a
job
in a
spe
cifi
c sc
hool
dist
rict
, wri
te to
the
supe
rint
ende
nt o
f sc
hool
sin
that
dis
tric
t for
an
appl
icat
ion.
As
note
d be
fore
, tea
chin
g co
nditi
ons
vary
wid
ely
from
dis
tric
t to
dist
rict
. Her
e ar
e so
me
ques
tions
you
mig
ht tr
y to
ans
wer
for
you
rsel
fab
out t
he d
istr
ict i
n w
hich
you
pla
n to
teac
h:1)
Doe
s th
e co
mm
unity
sup
port
goo
d ed
uca-
tion,
bot
h fi
nanc
ially
and
thro
ugh
perm
it-tin
g te
achi
ng in
nova
tions
and
the
full
exer
cise
of
the
indi
vidu
al te
ache
r's p
rofe
s-si
onal
and
civ
il ri
ghts
?
2) A
re th
ere
chal
leng
es to
the
indi
vidu
alte
ache
r th
at m
ight
app
eal t
o yo
uif
you
are
look
ing
for
chal
leng
es?
:3)
Are
the
empl
oym
ent c
ondi
tions
of
the
sys-
tem
wha
t ven
tfe
el a
re n
eces
sary
? T
his
mig
ht in
clud
e a
fair
sal
ary
sche
dule
, attr
ac-
tive
frin
ge b
enef
its, t
each
er te
nure
pro
vi-
sion
s. a
wor
thw
hile
pro
gram
for
pro
fess
iona
lad
vanc
emen
tin
clud
ing
adva
ncem
ent
whi
le r
emai
ning
in th
e cl
assr
oom
, and
an
adeq
uate
ret
irem
ent p
lan.
J A
re o
ther
teac
hing
con
ditio
ns a
ref
lect
ion
of a
con
cern
for
a te
ache
r's w
ell-
bein
g an
dm
axim
um p
rofe
ssio
nal p
erfo
rman
ce?
The
sem
ight
incl
ude
prov
isio
ns f
or a
rea
sona
ble
max
imum
cla
ss s
ize,
dut
y-fr
ee lu
nch
pe-
riod
s. p
repa
ratio
n pe
riod
s fo
r al
l tea
cher
s.pr
ovis
ion
of te
ache
r ai
des
for
non-
teac
hing
chor
es, a
pro
gram
of
prot
npt a
ttent
ion
tost
uden
ts w
ith s
erio
us d
isci
plin
e pr
oble
ms
and
othe
r st
uden
ts w
ho m
ight
hav
e di
ffi-
culty
fitt
ing
into
a r
egul
ar c
lass
room
, pro
vi-
sion
of
adeq
uate
text
book
s an
d ot
her
teac
hing
aid
s w
ithou
t del
ay, a
nd p
rope
rde
sk, s
tora
ge, a
nd o
ther
nec
essa
ry e
quip
-
men
t and
fac
ilitie
s fo
r al
l tea
cher
s.
One
of
the
mos
t im
port
ant c
onsi
dera
tions
inch
oosi
ng a
dis
tric
t in
whi
ch to
teac
h is
the
atti-
tude
of
the
scho
ol a
dmin
istr
atio
n to
war
d te
ache
ror
gani
zatio
ns. I
n so
me
dist
rict
s, te
ache
rs a
re c
om-
pelle
d to
bec
ome
mem
bers
of
the
Nat
iona
l Edu
-ca
tion
Ass
ocia
tion
and
itsaf
filia
tes.
In th
ese
dist
rict
s, a
nd s
ome
othe
rs, t
he N
EA
gro
ups
are
cont
rolle
d by
sch
ool a
dmin
istr
ator
s, r
athe
r th
anth
e te
ache
rs th
emse
lves
, thu
s de
priv
ing
teac
hers
of a
true
voi
ce in
edu
catio
nal m
atte
rs. T
he A
FTbe
lieve
s th
at th
e ch
oice
of
join
ing
or n
ot jo
inin
gan
y or
gani
zatio
n sh
ould
he
one
left
ent
irel
y to
the
indi
vidu
al te
ache
r. S
houl
d an
y te
ache
r or
gan-
izat
ion
prov
e, th
roug
h a
secr
et b
allo
t ele
ctio
n,th
at it
rep
rese
nts
a m
ajor
ity o
f th
e te
ache
rs in
the
dist
rict
, the
AFT
bel
ieve
s it
shou
ld h
e re
cogn
ized
as th
e so
le s
poke
sman
for
the
teac
hers
in th
e di
s-tr
ict i
n ne
gotia
ting
sala
ry s
ched
ules
, wor
king
cond
ition
s, a
nd s
ettli
ng g
riev
ance
s.
tht p
ay.'
AL
MO
ST E
VE
RY
BO
DY
you
mee
t agr
ees
that
teac
h-er
s ar
e un
derp
aide
xcep
t tho
se f
ew v
ocal
citi
-
r
17
0 s.,
18
tens
who
spe
ak u
nkno
win
gly
abou
t a m
ythi
cal
"9 to
3"
day,
for
getti
ng th
e co
untle
ss o
ut-o
f-sc
hool
hou
rs te
ache
rs s
pend
on
clas
sroo
m p
repa
-ra
tion
and
pape
r- g
radi
ng, a
nd a
two-
mon
th s
um-
mer
vac
atio
n, f
orge
tting
that
teac
hers
are
not
paid
for
this
tim
e.
The
ave
rage
sal
ary
of te
ache
rs in
197
2-73
, in
all U
nite
d St
ates
sch
ool d
istr
icts
. was
app
roxi
-at
ly $
9.98
7. I
n di
stri
cts
of 2
5010
or
mor
e en
-ro
llmen
t. th
is a
vera
ge s
alar
y w
as a
bout
3 p
er-
cent
hig
her
or $
10.2
79.
1972
-73
star
ting
sala
ries
ran
ged
from
a lo
w o
f$5
.0:3
2(
B.A
.) in
New
berr
y, S
.C. t
o $9
,571
inC
hica
go w
ith a
e, a
vera
ge o
f $7
,472
in 6
,000
+st
uden
tdi
stri
cts.
Sta
rtin
g M
.A. s
alar
ies
aver
-as
z.11
$S3
49. w
ith a
low
of
$5,4
41 in
New
berr
y,S.
C. a
nd a
hig
h of
S11
,250
in N
ew Y
ork
City
.
Mor
e th
an h
alf
of th
e te
ache
rs in
the
unite
dSt
ates
teac
h in
the
1,41
0 di
stri
cts
havi
ng 6
,000
or m
ore
stud
ents
enr
ollA
in th
e pu
blic
sch
ools
.T
he a
vera
ge s
alar
y of
teac
hers
inal
l sch
ool
syst
ems
enro
lling
ove
r 6,
000
pupi
ls w
as $
10,0
90a
year
.
The
AFT
rep
orts
that
on
the
basi
s of
sta
te
aver
ages
, the
low
est i
n th
e 19
72-7
3 sc
hool
yea
rw
as M
issi
ssip
pi, w
ith $
7,07
0; th
e hi
ghes
t, N
ewY
ork,
with
$12
.649
. Oth
er a
vera
ges
for
sele
cted
stat
es in
clud
e: C
alif
orni
a, $
12,3
62; I
llino
is. S
11,-
850;
Mas
sach
uset
ts. $
10,6
10; M
inne
sota
. $11
.225
;Pe
nnsy
lvan
ia. $
10,8
00; L
ouis
iana
, $9.
270.
and
Iow
a, $
10.2
00.
A c
ompa
riso
n of
the
sala
ries
of
unio
n te
ache
rs(
Am
eric
an F
eder
atio
n of
Tea
cher
s m
embe
rs)
and
thos
e of
non
-uni
on te
ache
rs, m
ade
by th
e A
FTR
esea
rch
Dep
artm
ent a
ppea
rs o
n pa
ge 2
5.N
ever
thel
ess,
des
pite
the
wor
k do
ne b
y te
ach-
ers
and
othe
r co
ncer
ned
citiz
ens
in a
ttem
ptin
g to
rais
e te
ache
r sa
lari
es, t
he s
alar
ies
are
still
low
. On
the
basi
s of
thei
r ed
ucat
iona
l pre
para
tion,
the
im-
port
ance
of
the
wor
k th
ey d
o, a
nd th
e am
ount
of
time
and
effo
rt th
ey p
ut in
to th
e su
cces
sful
per
-fo
rman
ce o
f th
eir
dutie
s, te
ache
rs a
re s
till w
oe-
fully
und
erpa
id.
Seve
ral r
easo
ns h
ave
gene
rally
bee
n ad
vanc
edfo
r th
e in
adeq
uacy
of
teac
her
sala
ries
. Am
ong
thes
e is
the
shee
r co
st o
f in
crea
sing
sal
arie
s.T
here
are
app
roxi
mat
ely
2.1
mill
ion
teac
hers
inpu
blic
ele
men
tary
and
sec
onda
ry s
choo
ls in
the
Uni
ted
Stat
es a
t thi
s tim
e. T
each
ing
is, b
y fa
r,th
e la
rges
t of
the
prof
essi
ons.
Ano
ther
rea
son
give
nis
the
perc
enta
ge o
f%
%In
nen
in th
e oc
cupa
tion.
.om
en h
a. e
trad
i-tio
nally
bee
n pa
id le
ss th
an m
en. a
nd p
ublic
con
-er
n 0.
er
mug
them
pro
fess
iona
l :sa
lari
es h
asbe
en h
ard
to a
rous
e. A
terd
ing
to th
e U
.S.O
.E.
in 1
%9.
S6.
9 pe
rcen
t of
all p
ublic
sch
ool t
each
ers
wer
e w
Still
ano
ther
rea
son
for
the
hist
oric
ally
low
sala
ries
for
teac
hers
is th
e re
cogn
ition
that
mos
tte
ache
rs f
eel a
sen
se o
f de
dica
tion
tow
ard
thei
rjo
bs. H
owev
er, t
he p
ublic
has
not
fel
t tha
t asi
mila
r se
nse
of d
edic
atio
n by
, per
haps
, mem
bers
of th
e m
edic
al p
rofe
ssio
n, s
houl
d be
sim
ilarl
yta
ken
adva
ntag
e of
. The
re a
re o
ther
rea
sons
, too
,su
ch a
s th
e "s
ecur
ity"
of te
achi
ng a
nd th
e pe
nsio
npl
ans
man
y te
ache
rs f
ound
wer
e av
aila
ble.
Of
cour
se, m
any
othe
r oc
cupa
tions
hav
e no
w b
y-pa
ssed
teac
hers
in w
hat t
hey
offe
r w
orke
rs in
both
thes
e ar
eas,
as
wel
l as
man
y ot
hers
.
In a
196
5 ra
nkin
g of
"se
lect
ed o
ccup
atio
ns o
fU
. S. m
ales
by
1959
ann
ual m
edia
n ea
rnin
gs"
1960
cen
sus
data
rep
orte
d in
the
Mar
ch, 1
965,
1,"
Mon
thly
Lab
or R
evie
w),
phy
sici
ans
rank
ed f
irst
,se
cond
ary
scho
ol te
ache
rs, 1
17th
, and
ele
men
tary
slux
11 te
ache
rs, 1
68th
, in
a lis
ting
of 3
21 o
ccup
a-tio
ns. L
ocom
otiv
e en
gine
ers
rank
ed 3
8th;
rai
lroa
dco
nduc
tors
, 54t
h; p
harm
acis
ts, 5
5th;
sal
esm
en a
ndsa
les
cler
ks in
who
lesa
le tr
ade,
98t
h, a
nd m
ill-
wri
ghts
, 107
th. E
lem
enta
ry s
choo
l tea
cher
s ra
nked
belo
w s
uch
occu
patio
ns a
s po
stal
cle
rks,
sec
re-
tari
es, m
ail c
arri
ers,
act
ors,
pol
icem
en, a
nd s
ocia
lan
d w
elfa
re w
orke
rs. T
he o
nly
occu
patio
nal g
roup
with
a h
ighe
r ed
ucat
iona
l atta
inm
ent t
han
ele-
men
tary
sch
ool t
each
ers
and
whi
chra
nked
low
erw
as th
at o
f cl
ergy
men
. In
the
51 o
ccup
atio
nsra
nked
bet
wee
n se
cond
ary
and
elem
enta
ry s
ci.0
0lte
ache
rs, n
one
had
a co
mpa
rabl
e ed
ucat
iona
lba
ckgr
ound
, exc
ept f
or s
ocia
l wor
'.:er
s, w
ith 1
6.6
year
s av
erag
e.
Alth
ough
this
stu
dy p
rovi
des
the
late
st o
ffic
ial
rank
ing,
the
teac
hers
pos
ition
hoc
not
cha
nged
sign
ific
antly
.
19
BE
ST
CO
PY
gAti.
AB
IE
incv
nclu
sivn
...1:
1I
Fir
ud!
1966
. she
ds s
ome
addi
tiona
l lig
hte!
:ro
4,-,
.:(ls
Li;1
(1 k
.hal
len;
;,:s
of tt
huq
. !t s
ays.
o p
act:
"Eve
ry te
ache
r. a
s he
beg
ins
oy.;
,se
t,fo
r hi
mse
lf ;In
d hi
s pu
pits
. Tho
se g
oals
. in
wha
teve
r fa
culty
he
at1.
)Ica
liy th
e sa
me-
-tha
t he
pupi
k w
ill h
ave
gain
ed in
thei
r ab
ility
to th
ink
mor
e cf
try.
to e
xpre
ss th
emse
lves
mor
ede
arly
, to
dist
ingu
ish
betw
een
sham
and
va;u
e, a
nd to
pur
-1-,
ue a
pro
blem
unt
il it,
ino
t sol
ved,
is a
t lea
st u
nder
stoo
Li.
"And
eve
ry te
ache
r, tr
y th
ough
he
may
, will
bec
ome
invo
lved
in th
e so
cial
gro
wth
of
his
pupi
ls. A
s th
e pu
pil c
omes
to u
nder
stan
d hi
s w
orld
, bot
h so
cial
ly a
nd a
cade
mic
ally
,he
will
com
e to
und
erst
and
him
self.
He
will
be
test
ing
thos
e ar
ound
him
, but
he
will
be
test
ing
espe
cial
ly h
is m
ento
rs. L
ife, s
o liv
ed, r
etai
ns a
fine
edg
e."
22
Ash
ton-
War
ner,
Syl
via.
Tea
cher
. New
Yor
k: B
anta
mB
ooks
, 196
4, 7
5c. A
fine
writ
er a
nd g
ifted
teac
her
desc
ribes
her
met
hod.
teac
hing
Mao
ri ch
ildre
n in
New
Zea
land
.
Bar
r,D
onai
d. W
ho P
ushe
d Ilu
mpt
y D
umpt
y?D
ilem
mas
. in
.4m
eric
an E
duca
tion
Tod
ay. N
ewY
ork:
Ath
eneu
m, 1
971.
$10
. A w
ell-w
ritte
n e.
alu-
alie
n of
var
ious
cur
rent
con
tro.
ersi
es in
Am
eric
aned
ucat
ion.
Bar
th, R
olan
d s.
(lim
n It-
dura
tion
and
the
Am
eric
anS
choo
l. N
ew Y
ork:
Aga
thon
Pre
ss, 1
972.
57.
95.
An
engr
ossi
ng e
xam
inat
ion
of th
e un
derly
ing
as-
sum
ptio
ns o
f the
"op
en c
lass
room
."
Ham
m, J
acqu
es. T
each
er in
Am
eric
a. B
osto
n: L
ittle
,B
row
n, 1
971.
$2.
25. R
eprin
t of a
pen
etra
ting
criti
que
(194
5) o
f tea
chin
g an
d ot
her
aspe
cts
ofU
.S. e
duca
tion.
Bre
mer
, Joh
n an
d M
icha
el V
on M
oseh
zisk
er. T
heS
cho.
d w
ithou
t Wal
ls:
Phi
lade
lphi
a's
Par
kway
Pro
gram
. New
Yor
k: H
olt,
Rin
ehar
t and
'Win
ston
.19
71. D
etai
led
desc
riptio
n, w
ith te
stim
onie
s by
stud
ents
and
inst
ruct
ors,
of a
n ex
perim
enta
l, in
-no
vativ
e hi
gh s
choo
l.
Bro
fenb
renn
er, U
ric. T
wo
Wor
lds
of C
hild
hood
:U
.S. a
nd U
.S.S
.R. N
ew Y
ork:
Rus
sell
Sag
e F
ound
a-tio
n. 1
970.
$7.
95. R
epor
t of i
nter
estin
g ex
peri-
men
tal r
esea
rch
on c
hild
dev
elop
men
t in
cont
rast
-in
g cu
lture
s.
Bro
ady,
Har
ry S
. The
Red
Wor
ld o
f the
Pub
licS
choo
ls. N
ew Y
ork:
Har
cour
t Bra
ce J
ovan
ovic
h,19
72. $
3.95
. A p
enet
ratin
g, o
bjec
tive
appr
aisa
l of
the
stre
ngth
s an
d w
eakn
esse
s of
pub
lic e
duca
tion.
Bro
wn.
Geo
rge
1.H
uman
Tea
chin
g /o
r H
uman
Lear
ning
.N
ew Y
ork:
Vik
ing
Pres
s. 1
971.
$8.
30.
inin
trod
uctio
nto
"af
fect
ive"
edu
catio
n:th
ete
achi
ng o
f at
titud
es a
nd v
alue
s.
Nor
din.
Joe
l J. a
nd J
ohn
D. M
cAul
ey.
Ele
men
tary
Sch
ool C
urric
ulum
and
Inst
ruct
ion:
The
Tea
ch-
er's
Rol
e.N
ew Y
ork:
Ron
ald,
197
1. 8
8.75
. Gui
d-an
ce f
or th
e .o
ung
teac
her
tow
ard
impr
oved
cia.
roon
t per
form
ance
.
De
You
ng, C
hris
1. a
nd R
icha
rd W
ynn.
Am
eric
anE
duca
tion.
New
Yor
k: M
cGra
w-H
ill, 1
972.
$9.
95.
Aw
eII.
balu
nred
intr
oduc
tion
toth
eva
riou
sas
pect
s of
the
1 %
S.ed
ucat
iona
lsy
stem
and
prob
lem
s.
Dra
yer.
Ada
m M
.T
he T
each
er in
a D
emoc
ratic
Soc
iety
.C
olum
bus,
Ohi
o:C
harl
esF.
.M
erri
ll,19
70. 8
8.50
. A te
st f
or th
e te
ache
r-to
-be
on th
ehi
ghlig
hts
of g
ener
al a
nd U
.S. e
duca
tiona
l his
tory
:ed
ucat
iona
l org
aniz
atio
n, f
inan
ce, p
robl
ems,
and
inno
vatio
ns: a
nd th
e fu
nctio
ns a
nd p
rere
quis
ites
of th
e te
ache
r.
Feat
hers
tone
, Jos
eph.
In/fo
rmal
Sch
ools
in B
ritai
nT
oday
: An
intr
oduc
tion.
New
Yor
k:C
itatio
nPr
ess,
197
1. 9
5e. A
con
cise
sur
vey
of th
e ch
ar-
acte
rist
ics
of th
ein
crea
sing
ly p
opul
arB
ritis
hop
en e
duca
tion
plan
.
Gar
tner
. Ala
n, a
nd M
ary
C. K
ohle
r, a
nd F
rank
Rie
ss-
man
. Chi
ldre
nT
each
Chi
ldre
n. N
ew Y
ork:
Har
per
and
Row
,19
71.
85.9
5. H
igh
scho
olst
uden
tsle
arni
ng to
teac
h by
tuto
ring
.
Gat
tegn
o, C
aleb
. wha
tW
e O
we
Chi
ldre
n. N
ewY
ork:
Out
erbr
idge
8 D
iens
tfre
y, 1
971.
88.
00. A
cle
ar,
conc
ise
expl
anat
ion
of te
achi
ng a
nd le
arni
ng.
Goo
dman
, Pau
l.G
row
ing
Up
Abs
urd.
New
Yor
k:R
ando
m H
ouse
Vin
tage
Boo
ks, 8
1.45
. Pen
etra
ting
thou
ghts
on
tmer
ican
edu
catio
n to
day.
Goo
dman
, Pau
l.T
he C
ompu
lsor
y M
is-E
duca
tion
co/
Am
eric
an T
each
ers.
New
Yor
k: R
ando
m H
ouse
Vin
tage
Boo
ks, $
1.45
. An
indi
ctm
ent o
f so
me
aspe
cts
of te
ache
r tr
aini
ng.
Cru
hn. W
illia
m T
. and
Mar
lH
. Dou
glas
s.T
he M
od-
ern
Juni
or H
igh
Sch
ool.
New
Yor
k: R
onal
d. 1
971.
$8.0
0. A
sta
ndar
d, c
ompr
ehen
sive
text
on
the
juni
or h
igh
scho
ol.
Hav
ighu
rst,
Rob
ert
J. D
evel
opm
enta
l Tas
ks a
ndE
duca
tion.
New
Yor
k: M
cKay
, 197
2. $
2.50
. Api
onee
r su
rvey
of
the
phys
ical
, psy
chol
ogic
al, a
nded
ucat
iona
l dev
elop
men
t fro
m in
fanc
y to
old
age
.
Hen
ry.
Jule
s. O
n E
duca
tion.
New
Yor
k: V
inta
geB
ooks
, 197
2. 8
1.95
.F
ive
essa
ys s
ettin
g fo
rth
anan
thro
polo
gist
's th
ough
ts o
n ed
ucat
iona
l pro
b-le
ms.
Hol
t.Jo
hn. H
ow C
hild
ren
Fai
l. N
ew Y
ork:
Del
l Pub
-lis
hing
Co.
. Inc
., 19
65. $
1.75
. A v
ery
perc
eptiv
eob
serv
er o
f ch
ildre
n re
port
s, in
a v
ery
read
able
book
, abo
ut m
any
mis
take
s te
ache
rs m
ake
in le
ad-
ing
child
ren
to le
arni
ng.
Hoo
ver,
Ken
neth
B. H
andb
ook
for
Hig
h S
choo
lT
each
ers.
Bos
ton:
Ally
n an
d B
acon
, 197
0. A
conc
ise
intr
oduc
tion
to th
e ai
ms
and
met
hods
of
teac
hing
in h
igh
scho
ol.
Jam
es, W
illia
m.
Tal
ks to
Tea
cher
s on
Psy
chol
ogy.
New
Yor
k. W
. M. M
orto
n an
d C
o., 8
1.25
.It
som
etim
es a
ppea
rs th
at o
ne h
as to
go
back
to
e(c.
,
%J. 23
24
Jam
es 1
4,Lt
et ja
rgon
-fre
e. e
lear
min
ded
adt i
ce o
nto
eclu
tiatte
.
hock
s. C
hris
toph
er, e
tal
. Ine
qual
ity.
New
Yor
k:B
asic
Boo
ks. 1
972.
812
.50.
The
ver
t con
trot
ersi
alho
ok o
n th
e re
asse
ssm
ent o
f the
effe
cts
of fa
mil:
vba
ckgr
ound
and
sch
oolin
g in
Am
eric
a.
Jo.r
e. B
ruce
and
Mar
sha
Rei
t.M
odel
s o/
Tea
chin
g.E
ngle
woo
d C
liffs
, N.J
. Pre
ntie
-H
all,
1972
. 88.
95.
A d
etai
led
pres
enta
tion
ofta
rious
plan
sof
teac
her
educ
atio
n.
Kat
z. M
icha
el B
. (ed
.) S
choo
lR
efor
m: P
ast a
ndP
rese
nt. B
osto
n: L
ittle
, Bro
wn,
197
1. 8
-1.9
5. A
nin
tere
stin
g co
mpi
latio
n of
19t
h- a
nd 2
0th-
Cen
tury
mat
eria
ls a
nd s
tate
men
ts o
nU
.S.
educ
atio
nal
refo
rm.
tiK
rnis
ton.
Ken
neth
.Y
outh
and
Dis
sent
. The
Ris
e of
a N
ew O
ppos
ition
.H
arco
urt B
race
Jov
anov
ielt,
1971
. 89.
93. A
det
aile
d, tl
ghtfu
l int
erpr
etat
ion
of th
e re
volt
of A
mer
ican
you
th a
gain
st s
ocie
ty in
the
1960
's.
Pas
sim
, A. H
arry
(ed.
) U
rban
Edu
catio
n in
the
1970
's. N
ew Y
ork:
Tea
cher
s C
olle
ge P
ress
, 197
1.$6
.95.
Ess
ays
on v
ario
us a
spec
ts o
f the
edu
catio
nof
the
disa
dvan
tage
d.
Silb
erm
an. C
harle
s E
.C
risi
s in
the
Cla
ssro
om. N
ewY
ork:
Ran
dom
Hou
se, 1
970.
810
.00.
A m
assi
veot
ertie
w o
f wha
t's w
rong
with
sch
ools
and
sug
-ge
stio
ns o
n ho
w th
ey s
houl
d be
cha
nged
.
Sim
on, S
idne
y, 1
.ela
nd H
owe,
and
How
ard
Kirs
chen
-ha
unt.
Val
ues
Cla
rifi
catio
n.N
ew Y
ork:
Har
t Pub
-lis
hing
Com
pany
. 197
2. $
7.50
. A h
andb
ook
ofpr
actic
al s
trat
egie
s fo
r te
ache
rs a
nd s
tude
nts.
Spo
dek,
Ber
nard
.T
each
ing
inth
e E
arl,
/ear
s.E
ngle
woo
d C
liffs
, N.J
.: P
rent
ice-
Hal
l, 19
72. 8
8.95
.A
n in
trod
uctio
nto
the
educ
atio
n of
chi
ldre
nfr
om n
urse
ry s
choo
l thr
ough
the
prim
a'?
grad
es.
Web
er, L
illia
n.T
he E
nglis
h In
fant
Sch
ool a
nd I
n-fo
rmal
Edu
catio
n.E
ngle
woo
d C
liffs
, N.J
.: P
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