ver 90 per cent are non-residents), and this
has many disadvantages. Too many of the rural teachers are not in
sympathy with the rural conditions in this county.

The teachers in the rural districts, especially in the backwoods places,
impressed the writer as having little influence upon the surrounding
community, particularly in cases where the community was composed solely
of immigrants. The immigrants seem not to take the teacher seriously. A
number of them said that they do not go for any practical advice to the
school-teacher, believing that such a young girl knows little. In
personal interviews the teachers said that they are doing some
Americanization work by explaining to the children certain big
historical events in the country's life, such as Washington's crossing
of the Delaware, the battle of Bunker Hill, the liberation of the
negroes. Their understanding of the difference between the American
democracy and the European autocratic and aristocratic governments
seemed to be vague. Even their knowledge of American history was
mechanical rather than conscious or interpretative. In general, the
writer was impressed that teachers of this type--young girls--themselves
need further development before they can do effective educational work
in the schools, not to speak of the community.

The teachers themselves complained of low salaries, difficulties in
handling boys, especially immigrant boys who come from big cities. There
are hardships in finding suitable living quarters and board,
particularly in new immigrant colonies where the people live in
shanty-like shelters and continue to eat pork and sauerkraut, sour milk,
herring, onions, etc. One teacher, a girl about nineteen, told the
writer that she could find an American farm only at a distance of five
miles from the school and that she had a hard time to reach the school
from her boarding place in the winter snows and blizzards.

Not one of the teachers interviewed expected to make teaching a lifetime
profession. They all looked upon their present position as only a
stepping-stone to a better life. They hoped either to continue study and
go through college, or to take up skilled office work, such as that of a
stenographer or bookkeeper.

The average salaries of rural teachers are given in the reports of
various state superintendents as follows:

Average monthly salary of teachers in rural schools in
North Dakota:[39]

Year ended June 30, 191