This table compares the membership in professional and technical organizations as indicated by the following: Per cent of physicians members of American Medical Association, per cent of lawyers members of American Bar Association, and per cent of teachers members of National Education Association. In the United States as a whole there are 148,644 physicians. Of this number 91,792, or 61.75 per cent, are members of the American Medical Association. Of the 123,162 lawyers in the United States 24,751, or 20.10 per cent are members of the American Bar Association. Of the 891,555 teachers in the United States 170,053, or 19.07 per cent, are members of the National Education Association. You may obtain the figures for your State by reading table as follows: Of the 2,284 physicians in Alabama, 1,612, or 70.57 per cent, are members of American Medical Association. This per cent gives Alabama a rank of 11 in this regard. Of the 1,416 lawyers in Alabama, 206, or 14.55 per cent, are members of American Bar Association. This per cent gives Alabama a rank of 45. Of the 15,800 teachers in Alabama, 1,142, or 7.23 per cent, are members of National Education Association. This per cent gives Alabama a rank of 44 in this regard. The figures for number of physicians and membership in American Medical Association were obtained through the courtesy of the American Medical Association. Figures as to number of lawyers are taken from the Federal Census of Occupations for 1920; they include lawyers, judges, and justices. Figures for years later than 1920 are not available. Membership in American Bar Association is taken from membership record of the American Bar Association. The figures as to number of teachers and membership in National Education Association are from The Journal of the National Education Association, April, 1927. Preserve you files of The Journal. These tables and many other original features can be had nowhere else. Teachers' salary trends and buying power [From the Journal of the National Education, January, 1928-prepared by the research division of the National Education Association] Maine.. 393 603 Maryland. 533 902 Michigan... Minnesota. Mississippi. 234 Missouri. 490 Montana 657 Nebraska. 520 1,078 Nevada. 635 842 393 289 749 100 74 122 33.5 38 1,318 533 433 81 141 19 Massachusetts.. 667 1,262 1,680 667 605 956 100 91 143 8 520 911 1,441 520 437 820 100 84 158 21.5 460 882 1,251 460 423 712 100 92 155 25.5 21 291 448 234 140 255 100 60 109 48 797 1, 123 490 382 639 100 78 958 1, 104 657 459 628 100 70 765 520 367 614 100 71 1, 163 1.451 635 558 826 100 88 759 1,034 418 364 589 100 87 1,282 1,884 816 New Mexico..... 398 14 39.5 18.5 159 60 1 Figures for territories not available for 1913, consequently the data given for territories are not complete. You can obtain the figures for your State as follows: In Colorado the average annual salary of teachers was $599 in 1913; $929 in 1920; and $1,296 in 1925. Due to the rapid loss in purchasing power of the dollar between 1913 and 1920, the 1920 average salary ($929) purchased the same as $446 bought in 1913. This amount ($446) is 74 per cent of, or 26 per cent less than, $599, the average salary in 1913. The 1925 average ($1,296) purchased the same as $738 bought in 1913. This amount ($738) is 123 per cent of $599, the average salary in 1913. Colorado ranked fourteenth among the States as to average salary of teachers in 1913, sixteenth in 1920, and sixteenth in 1925. In 1925 the average salary of Colorado teachers was 104 per cent of the average for the United States. In studying the table note that: First, in all States the average salary increased between 1913 and 1920 (compare columns 2 and 3); second, the buying power of 1920 salaries was less than that of 1913 in all States except Delaware and Wyoming (compare columns 5 and 6; also note column 9); third, between 1920 and 1925 salaries increased in every State in the Union (compare columns 3 and 4); fourth, the average salary in all States except California, Montana, and North Dakota was greater both in amount and in buying power in 1925 than in 1913 (compare columns 5 and 7; also note column 10); fifth, some States lost in rank even though their average salaries increased both in dollars and in purchasing power between 1913 and 1925, due to the fact that the gain in these States was less than that in most States; sixth, the States differ greatly in average salary; Mississippi's average in 1925 ($448) was 36 per cent of that of the United States ($1,252), while New York's average ($1,986) was 159 per cent of the Nation's average. Sources of data: Figures as to average salaries in columns 2, 3, and 4 are from bulletins of United States Bureau of Education. The index numbers used in calculating the figures of columns 5, 6, and 7, to adjust those of columns 2, 3, and 4 for changes in purchasing power of the dollar, are from Monthly Labor Review, United States Bureau of Labor Statistics, February, 1927. In the calculations to correct for changes in purchasing power of the dollar, it is assumed that the changes in all States were the same, namely, that for the United States as a whole. Economic resources and school costs, by States, in 1926 [From the Journal of the National Education Association, February, 1928-Prepared by the research division of the National Education Association] United States. $367, 900, 000, 000 $89, 682, 000, 000 $24, 696, 192, 000 $6, 870, 000, 000 $6, 239, 860, 000 $2,020, 812, 685 0.55 2.25 8. 18 29.42 32.39 3, 495, 050, 000 699, 010, 000 993, 330, 000 43, 301, 830, 000 313, 887, 000 600, 869, 400 224, 205, 000 399, 889, 000 7,485, 000 9, 153, 501* 1, 545, 510,000 977, 533, 800 6, 239, 860 22,463, 496 205, 291, 394 10, 607, 762 1,060, 152, 214 1,957, 226 31 2. 18 10.11 104. 54 31.37 6,905, 290 43 1.83 3.42 71.99 30.74 92, 280, 267 67 2.81 8. 19 31.49 44.95 5, 253, 899 53 2.34 70. 19 57.40 49.53 245, 105, 731 57 1.88 4. 14 15. 86 23. 12 You can obtain the figures for your State by reading the table as follows: In 1926 the value of tangible property in Connecticut was $6,180,720,000; the yearly income was $1,416,975,600; the amount in savings accounts was $739,038,000. This State expended $102,500,600 for construction of buildings; and a total of $98,589,788 for the following articles: Soft drinks and ice cream, theaters, candy, chewing gum, tobacco, sporting goods and toys, jewelry, perfumes, and cosmetics. As compared with these indications of its resources and buying power, Connecticut expended $32,765,727 in 1926 for public elementary and secondary schools. The following statements may be made for the United States, based upon the percentages of columns 8 to 12. For every half cent (0.55 c.) expended in 1926 for public schools the people of the United States had $100 of tangible wealth; for every $2.25 expended for schools the people of the United States had $100 of current income; for every $8.18 expended for schools there was $100 in the savings accounts; for every $29.42 expended for schools the people of the United States expended $100 for building construction; and for every $32.39 expended for school $100 was expended for the above mentioned luxuries. A similar statement may be prepared for your State, using the percentages given. For a further discussion of the significance of tables such as this consult pages 8 and 9, and 28 and 29 of the January, 1927, issue of the Research Bulletin of the National Education Association. Sources of data. The value of tangible property in the United States is estimated from data of the National Bureau of Economic Research, the National Industrial Conference Board, and the United States Bureau of the Census. _Income for the United States from News Bulletin of the National Bureau of Economic Research, February 21, 1927. The total was distributed among the States on the basis of the per cent of total income found in the States in the years. 1919 and 1920. Amounts in savings accounts are compiled by American Bankers Association, New York City. Expenditures for building construction were obtained from the F. W. Dodge Corporation. The figures followed by an asterisk are independently estimated. The expenditures for luxuries are rough estimates based upon the best figures available. Figures as to cost of public elementary and secondary schools are those of the United States Bureau of Education. They include building costs as well as current expenses. The cost of education in Florida is double that for the previous year, owing to the fact that heavy expenditures for buildings were necessary to replace school property destroyed by the tornado. Similar special circumstances affect the expenditures of certain other States. Membership in Departments of the National Education Association, 1927 [From the Journal of the National Education Association, March, 1928-prepared by the research division of the National Education Association[ |