A comparative study of the township, district, consolidated, town and city schools of Indiana . 11 0 2 9 12 1 1 7 13 2 2 5 14 1 3 5 15 2 1 7 16 0 5 17 1 3 18 1 .5 19 2 20 2 5 21 1 4 22-25 3 5 26- 2 4 A summary of the distribution of high school teachers on thebasis of experience is given in Table xvii. It will be observed thatthere is a much greater percentage of beginning teachers to befound in the consolidated high schools than in the town and cityhigh schools. This field is so li
A comparative study of the township, district, consolidated, town and city schools of Indiana . 11 0 2 9 12 1 1 7 13 2 2 5 14 1 3 5 15 2 1 7 16 0 5 17 1 3 18 1 .5 19 2 20 2 5 21 1 4 22-25 3 5 26- 2 4 A summary of the distribution of high school teachers on thebasis of experience is given in Table xvii. It will be observed thatthere is a much greater percentage of beginning teachers to befound in the consolidated high schools than in the town and cityhigh schools. This field is so limited, however, that the consolidatedschools cannot be said to be the training schools for the other twotypes as the rural schools are said to be training schools for gradeteachers in consolidated, town, and city schools. The limited num-ber of beginning teachers in the high schools may be explained bythe fact that most high school teachers have had experience ingrade work before entering the high schools. To what extent thisholds true, cannot be determined from the data at hand. It can be. [64] A Comparative Study of the Four Types of Schools of Indiana 65 said, relatively speaking, that tliree times as many inexperiencedteacliers entering the liigh schools without experience, begin inthe township consolidated high schools as begin in the town highschools, and seven times as many as begin in the city high other words, a college graduate with no experience will find itthree times easier to get a position in a consolidated high schoolthan in a town high school, and seven times easier than to enter acity high school, leaving out of consideration for the moment, thedifiference in the number of schools in each type. The graph, Figure vi, showing the distribution of teachers asgiven in Table xvii, shows that we have too limited a number ofcases in the consolidated high school to warrant many inferenceswith reference to experience of teachers. The curves of distribu-tion f
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