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CHAPTER XXIII

STATISTICS OF TEACHERS COLLEGES AND NORMAL

SCHOOLS, 1923-24

Contents.—Review of the statistics—Statistical summaries (Tables 1-21)—Teachers colleges- Sessions, graduates, degrees conferred; instructors; students; property and income; expenditures (Tables 22-26)—State normal schools (Tables 27-31)—City normal schools (Tables 32-33)—Private normal schools (Tables 34-37).

This report contains statistics from 382 institutions engaged primarily in training teachers. It is supplemented by data from secondary schools showing the number of pupils in teacher-training courses, and from colleges and universities with a department of education, showing the number of college students preparing for the profession of teaching. Table 1 gives a summary by States of the number in teacher preparation in each type of school, and of the number of public-school teaching positions in each State. In a few States the number of teaching positions is for 1922.

The total number of these teaching positions is 742,172, and the number preparing to teach in the types of schools mentioned is reported as 418,533. Of this number, 253,747, or about 61 per cent, are enrolled in the regular sessions, and 191,311 in the summer sessions, both enrollments including 26,525 duplicates. If the regular students in these colleges attend the full four years, those in normal schools two years, and those in high schools one year, these institutions would be turning out 107,488 prospective teachers each year, .or about one for every seven teaching positions. Taking the average training period as two years, 126,874 annual recruits would take care of all these teaching positions in six years.

Many do not teach, even after preparation, and some teach without formal training. There are always teachers to be found whose training was in some of the 212 colleges not included in this report, some from the better type of commercial and business schools, and some from other schools. There are also in the United States about 150,000 teaching positions in colleges and schools other than public schools. The work of supplying recruits for all these positions, and of improving those already employed is of vital importance.

The summer-school enrollment is composed of those already teaching who desire to improve their positions, those who wish to shorten the period of training by attending both regular sessions and summer sessions, and those who wish to use the summer school as a short course in the preparation of teaching.

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