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Homeplace on Green River Fall Heritage Festival
Vendor Application
Please complete the following information:
Vendors registering by August 13 will be listed in our program and may be promoted in advance of the event on our website and social media platforms.
Business name: ____________________________________________
Owner Name: ____________________________________________
Email: ____________________________________________
Phone: ____________________________________________
Address: _____________________________________________________ ____________________________________________________________
Are you applying as a
Vendor of hand made arts/crafts/other non food items
I will make a donation of a hand made item with a minimum value of $25 for Homeplace’s fundraising raffle?
Food Vendor
I will accept tickets from volunteers with a value of $10 and turn in tickets to Homeplace staff for reimbursement.
Description of what you sell (items or food)
Please describe what you are selling in one or two sentences. Ex: hand-turned wooden bowls and pens. Please note: We may use this description on our website and social media to promote our vendors.
Do you have a website or social media page you would like us to promote? (please write out web address)
1
How many spaces would you like? (spaces are approximately 12'x12' and are $35 each)
I just need 1 space
I would like 2 spaces
I need a different space arrangement:
If you selected the last option, please explain:
_____________________________________________________________
____________________________________________________
Please check your preference for vending location.
Note: We can not guarantee you will be placed in your preferred space as spaces are limited and first come first serve, however we will try to accommodate your needs to the best of our ability.
Covered space (Tobacco Barn, feedlot, etc.)
Open air (lawn) space
"Food Court" (Food vendors only)
If possible, would you like access to an electric hook-up?
Yes please! Circle: I need 220V
I need 120V
No, I don't need electricity.
If there is a specific place you want, explain: _______________________________
__________________________________________________________________
Please Acknowledge via signature and date that you have read and understand all Homeplace Festival Policies, and will follow all guidelines set forth therein, and that you understand that your application to participate in Fall Heritage Festival 2021 is subject to the review and approval of the staff and board of Homeplace on Green River and you are not guaranteed a vending or demonstration space. Please also acknowledge that you agree to comply with any health and safety protocols during the event as set forth by the health department at that time to ensure a safe festival experience for all.
Your signature:
Date:
Please attach your business license if applicable and a check for the vendor fee. Checks should be made out to: Homeplace on Green River and can be mailed to:
Homeplace On Green River P.O. Box 4212 Campbellsville, Ky 42719
Or you can hand deliver your application to the office in the metal building at HGR 5807 Columbia Road, Campbellsville Ky, 42718
2
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Long Lawford Primary School
Holbrook Road, Long Lawford, Rugby, CV23 9AL.
Tel: 01788 543332, Fax: 01788 550366, Email: [email protected]
Website: www.longlawfordprimaryschool.com
Long Lawford News…
Spring 8
I would ask parents and carers to talk to the school if you are concerned about something at school. I always believe that it is best to talk about these concerns at an early stage so that they can be resolved. There are several ways to get in touch. You can send an email, telephone the office or call into school. Most concerns can be resolved by your child's class teacher and therefore should be raised with them in the first instance. Assistant Head teachers, Mrs Hetherington (Infants) or Mrs Barton (Juniors), or Mr Morrissey, the Head teacher are happy to help if the concern cannot be resolved. Rosemary Chapman, our Family Support Worker can also offer help about parenting related concerns.
Whilst we strive to provide an outstanding education for all the children we do have procedures in place in case there are complaints by parents or carers. These obligations date from 1 st September 2003 under section 29 of the Education Act 2002, which requires all schools to have in place a procedure to deal with complaints relating to their school and to any community facilities or services that the school provides. A copy of the complaints procedure is available on our school website. A copy is also available upon request from the school office.
Respect - In my assemblies this week I have spoken to the children about respect. I have emphasised the importance of speaking to others, especially adults, respectfully at all times. I reminded the children that however upset or angry they may feel this is not an excuse to be rude to others. I hope this is something parents and carers can support the school with.
Thrilling Football - Well done to the football team who drew 2:2 in a thrilling match against Cawston during the week. The team played really well and were a credit to the school. A big thank you to Mr Sutcliffe for giving of his time to prepare and organise the team. The team have another match this Monday, 14th March (at school) against Bilton Junior School.
School surveys - It is really useful to hear parent/carer views on school matters. Such feedback helps us in our work to continually improve the education and outcomes for children at the school. We have two current surveys in the surveys section of our school app.
School dates - A reminder that the school will close next Friday, 18th March 2016 (at the usual time) for the Easter holidays. School will reopen on Monday, 4th April 2016 (at the usual time). Please note that the school will also be closed on 27th May 2016 for teacher training. The school will not be closed for polling on May 5th or June 23rd 2016. Thank you.
Non Uniform - Next Thursday, 17th March 2016 is a non uniform day. Children are asked to bring in a chocolate egg for the FOLLs Easter Bingo, which is on later that day.
STARS OF THE WEEK
Star workers - Layla Mason, Romeo Szczepanczyk, Ugochi Anozie, Skyla Coulson, Jake Furniss, Maisie Walters, Bestly Azogu, Evie Wilson, Chimdalu Anozie, Dylan Duffy, Leo Daniels, Emma Greer, Agata Borowiec, Toby Burwell, Khiye Noor, William Higham, Sobigan Ramasethu.
Star people - Kayun Gardner, Zachary Sanders, Mia Walsh, Lily Fleming, Tegan Ainge, Dane Burrell, Ethan Tapp, Nicola Hubar, Imogen Mason, Markus Burrell, Harrishan Sivaraj, Gabriella Brownhill, Emily Harrison, Izzy Berry, Owen Webb, Karl Morris, Laura Rosinska.
WELL DONE TO THEM ALL
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Basic Civil Engineering Notes 1st Semester
Yeah, reviewing a book basic civil engineering notes 1st semester could grow your near associates listings. This is just one of the solutions for you to be successful. As understood, carrying out does not suggest that you have fantastic points.
Comprehending as competently as understanding even more than supplementary will provide each success. bordering to, the publication as competently as perception of this basic civil engineering notes 1st semester can be taken as well as picked to act.
Building Materials in Civil Engineering - Haimei Zhang
2011-05-09
The construction of buildings and structures relies on having a thorough understanding of building materials. Without this knowledge it would not be possible to build safe, efficient and long-lasting buildings, structures and dwellings. Building materials in civil engineering provides an overview of the complete range of building materials available to civil engineers and all those involved in the building and construction industries. The book begins with an introductory chapter describing the basic properties of building materials. Further chapters cover the basic properties of building materials, air hardening cement materials, cement, concrete, building mortar, wall and roof materials, construction steel, wood, waterproof materials, building plastics, heat-insulating materials and sound-absorbing
materials and finishing materials. Each chapter includes a series of questions, allowing readers to test the knowledge they have gained. A detailed appendix gives information on the testing of building materials. With its distinguished editor and eminent editorial committee, Building materials in civil engineering is a standard introductory reference book on the complete range of building materials. It is aimed at students of civil engineering, construction engineering and allied courses including water supply and drainage engineering. It also serves as a source of essential background information for engineers and professionals in the civil engineering and construction sector. Provides an overview of the complete range of building materials available to civil engineers and all those involved in the building and construction industries Explores the basic properties of building materials featuring air hardening cement materials, wall and roof
materials and sound-absorbing materials Each chapter includes a series of questions, allowing readers to test the knowledge they have gained General Information - 1911
Chile: Economic Notes - 1968
Statistics and Probability for Engineering Applications -
William DeCoursey 2003-05-14 Statistics and Probability for Engineering Applications provides a complete discussion of all the major topics typically covered in a college engineering statistics course. This textbook minimizes the derivations and mathematical theory, focusing instead on the information and techniques most needed and used in engineering applications. It is filled with practical techniques directly applicable on the job. Written by an experienced industry engineer and statistics professor, this book makes learning statistical methods easier for today's student. This book can be read sequentially like a normal textbook, but it is designed to be used as a
handbook, pointing the reader to the topics and sections pertinent to a particular type of statistical problem. Each new concept is clearly and briefly described, whenever possible by relating it to previous topics. Then the student is given carefully chosen examples to deepen understanding of the basic ideas and how they are applied in engineering. The examples and case studies are taken from real-world engineering problems and use real data. A number of practice problems are provided for each section, with answers in the back for selected problems. This book will appeal to engineers in the entire engineering spectrum (electronics/electrical, mechanical, chemical, and civil engineering); engineering students and students taking computer science/computer engineering graduate courses; scientists needing to use applied statistical methods; and engineering technicians and technologists. * Filled with practical techniques directly applicable on the job *
Contains hundreds of solved problems and case studies, using real data sets * Avoids unnecessary theory
Basic Mechanical Engineering - Basant Agrawal 2008
Special Features: · Simple language, point-wise descriptions in easy steps.· Chapter organization in exact agreement with sequence of syllabus.· Simple line diagrams.· Concepts supported by ample number of solved examples and illustrations.· Pedagogy in tune with examination pattern of RGTU.· Large number of Practice problems.· Model Question Papers About The Book: This book is designed to suit the core engineering course on basic mechanical engineering offered to first year students of all engineering colleges in Madhya Pradesh. This book meets the syllabus requirements of Basic Mechanical Engineering and has been written for the first year students (all branches) of BE Degree course of RGPV Bhopal affiliated Engineering
Institutes. A number of illustrations have been used to explain and clarify the subject matter. Numerous solved examples are presented to make understanding the content of the book easy. Objective type questions have been provided at the end of each chapter to help the students to quickly review the concepts.
Annual Report of the Pennsylvania Agricultural Experiment Station -
Pennsylvania State College. Agricultural Experiment Station 1908
Report - Pennsylvania State University 1908
Basic Coastal Engineering -
Robert Sorensen 2013-03-14 In the 20 years since publication of the first edition of this book there have been a number of significant changes in the practice of coastal engineering. This new edition has been completely rewritten to reflect these changes as well as to make other improvements to the material presented in the original text. _ Basic Coastal
Engineering is an introductory text on wave mechanics and coastal processes along with the fundamentals of the practice of coa~tal engi neering. This book was written for a senior or first postgraduate course in coastal engineering. It is also suitable for self study by anyone having a basic engineering or physical science background. The level of coverage does not require a math or fluid mechanics background beyond that presented in a typical undergraduate civil or mechanical engineering curriculum. The material presented in this text is based on the author's lecture notes from a one-semester course at Virginia Pol ytechnic Institute, Texas A&M University, and George Washington University, and a senior elective course at Lehigh University. The text contains examples to demonstrate the various analysis techniques that are presented and each chapter (except the first and last) has a collection of problems for the
reader to solve that further demonstrate and expand upon the text material. Chapter 1 briefly describes the coastal environment and introduces the rela tively new field of coastal engineering. The Kansas Engineer - 1920
Geotechnical Engineering Education and Training - I
Antonescu 2020-09-10 This volume contains papers and reports from the Conference held in Romania, June 2000. The book covers many topics, for example, place, role and content of geotechnical engineering in civil, environmental and earthquake engineering.
Colorado Engineers' Magazine - 1912
The Alumni Quarterly and Fortnightly Notes of the University of Illinois - 1917
The Michigan Technic - 1952
Host Bibliographic Record for Boundwith Item Barcode 30112114004432 and Others - 1907
Basics of Civil Engineering
-
Dr. Mukul Burghate Engineering has been an aspect of life since the beginnings of human existence. The earliest practice of civil engineering may have commenced between 4000 and 2000 BC in ancient Egypt, the Indus Valley civilization, and Mesopotamia (ancient Iraq) when humans started to abandon a nomadic existence, creating a need for the construction of shelter. During this time, transportation became increasingly important leading to the development of the wheel and sailing. Civil engineering is the application of physical and scientific principles for solving the problems of society, and its history is intricately linked to advances in the understanding of physics and mathematics throughout history. Because civil engineering is a broad profession, including several specialized sub-disciplines, its history is linked to knowledge of structures, materials science, geography, geology, soils, hydrology, environmental
science, mechanics, project management, and other fields. Throughout ancient and medieval history most architectural design and construction was carried out by artisans, such as stonemasons and carpenters, rising to the role of master builder. Knowledge was retained in guilds and seldom supplanted by advances. Structures, roads, and infrastructure that existed were repetitive, and increases in scale were incremental. The purpose of this textbook is to present an introduction to the subject of Basics of Civil Engineering of Bachelor of Engineering ( BE) Semester - I. The book contains the syllabus from basics of the subjects going into the intricacies of the subjects. Students are now required to solve minimum Four ( 4 ) Assignments based on the Syllabus. Each topic is followed by Assignment Questions which now forms the compulsory part of internal assessment. All the concepts have been explained with relevant examples and diagrams to make i t
interesting for the readers. An attempt is made here by the experts of TMC to assist the students by way of providing Study text as per the curriculum with non commercial considerations. We owe to many websites and their free contents; we would like to specially acknowledge contents of website www. wikipedia. com and various authors whose writings formed the basis for this book. We acknowledge our thanks to them. At the end we would l ike to say that there is always a room for improvement in whatever we do. We would appreciate any suggestions regarding this study material f rom the readers so that the contents can be made more interesting and meaningful. Readers can email their queries and doubts to [email protected]. We shall be glad to help you immediately. Dr. Mukul Burghate Author eWork and eBusiness in Architecture, Engineering and Construction - Z. Turk 2002-01-01
This is a comprehensive review
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of research related to construction informatics, with a particular focus on the related 5th framework EU projects on product and process technology and the implementation of the new economy technologies and business models in the construction industry.
Basic Coastal Engineering Robert M. Sorensen 2010-10-12
The second edition (1997) of this text was a completely rewritten version of the original text Basic Coastal Engineering published in 1978. This third edition makes several corrections, improvements and additions to the second edition. Basic Coastal Engineering is an introductory text on wave mechanics and coastal processes along with fundamentals that underline the practice of coastal engineering. This book was written for a senior or first postgraduate course in coastal engineering. It is also suitable for self study by anyone having a basic engineering or physical science background. The level
of coverage does not require a math or fluid mechanics background beyond that presented in a typical undergraduate civil or mechanical engineering curriculum. The material psented in this text is based on the author's lecture notes from a one-semester course at Virginia Polytechnic Institute, Texas A&M University, and George Washington University, and a senior elective course at Lehigh University. The text contains examples to demonstrate the various analysis techniques that are presented and each chapter (except the first and last) has a collection of problems for the reader to solve that further demonstrate and expand upon the text material. Chapter 1 briefly describes the coastal environment and introduces the re- tively new field of coastal engineering. Chapter 2 describes the two-dimensional characteristics of surface waves and presents the smallamplitude wave theory to support this description.
MATH 221 FIRST Semester Calculus - Sigurd Angenent
2014-11-26
MATH 221 FIRST Semester CalculusBy Sigurd Angenent Basic Civil Engineering - Dr. B.C. Punmia 2003-05
European Scientific Notes 1984
S. Chand's Basics of Civil
Engineering (For B.E. 1st Semester of RTM University, Nagpur) - Dhale Shrikrishna A. & Tajne Kiran M. 2013 Basics of Civil Engineering is considered is considered as one of the basic subjects for all the engineering students of all branches. The contents of this book are framed in such a way that will be useful to the technocrates who are working on the administrative positions to deal with the basic knowledge of civil engineering. Official Documents, Comprising the Department and Other Reports Made to the Governor, Senate, and House of Representatives of Pennsylvania - Pennsylvania
1909
Basic Civil Engineering (For First Year Engineering Degree Students Of Rajiv Gandhi Technical & Guru Ghasi Das Universities) - S.
Ramamrutham 2004-01-01
Basic Mechanical Engineering - Anup Goel
2021-01-01
Mechanical engineering, as its name suggests, deals with the mechanics of operation of mechanical systems. This is the branch of engineering which includes design, manufacturing, analysis and maintenance of mechanical systems. It combines engineering physics and mathematics principles with material science to design, analyse, manufacture and maintain mechanical systems. This book covers the field requires an understanding of core areas including thermodynamics, material science, manufacturing, energy conversion systems, power transmission systems and mechanisms. My hope is that this book, through its careful explanations of concepts,
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practical examples and figures bridges the gap between knowledge and proper application of that knowledge. Basic Civil Engineering - M. S. Palanichamy 2005
Civil Engineering Learning Technology - R. M. Lloyd 1999 The field of civil engineering offers specific challenges to the higher education sector. Civil engineerings blend of management design and analysis requires people with a combination of academic and experimental knowledge and skill-based abilities.This volume brings together papers by leading practitioners in the field of learning technology, within the discipline of civil engineering, to facilitate the sharing of experience, knowledge and expertise. Report of the Board of Trustees of the Agricultural College of Pennsylvania - Agricultural College of Pennsylvania. Board of Trustees 1908
Catalogue - Loyola University of Chicago 1917
Engineering Fundamentals: An Introduction to
Engineering, SI Edition Saeed Moaveni 2011-01-01 Specifically designed as an introduction to the exciting world of engineering, ENGINEERING FUNDAMENTALS: AN INTRODUCTION TO ENGINEERING encourages students to become engineers and prepares them with a solid foundation in the fundamental principles and physical laws. The book begins with a discovery of what engineers do as well as an inside look into the various areas of specialization. An explanation on good study habits and what it takes to succeed is included as well as an introduction to design and problem solving, communication, and ethics. Once this foundation is established, the book moves on to the basic physical concepts and laws that students will encounter regularly. The framework of this text teaches students that engineers apply physical and chemical laws and principles as well as
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mathematics to design, test, and supervise the production of millions of parts, products, and services that people use every day. By gaining problem solving skills and an understanding of fundamental principles, students are on their way to becoming analytical, detail-oriented, and creative engineers. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
Basic Coastal Engineering -
Robert M. Sorensen 2006-03-28
The second edition (1997) of this text was a completely rewritten version of the original text Basic Coastal Engineering published in 1978. This third edition makes several corrections, improvements and additions to the second edition. Basic Coastal Engineering is an introductory text on wave mechanics and coastal processes along with fundamentals that underline the practice of coastal engineering. This book was
written for a senior or first postgraduate course in coastal engineering. It is also suitable for self study by anyone having a basic engineering or physical science background. The level of coverage does not require a math or fluid mechanics background beyond that presented in a typical undergraduate civil or mechanical engineering curriculum. The material psented in this text is based on the author's lecture notes from a one-semester course at Virginia Polytechnic Institute, Texas A&M University, and George Washington University, and a senior elective course at Lehigh University. The text contains examples to demonstrate the various analysis techniques that are presented and each chapter (except the first and last) has a collection of problems for the reader to solve that further demonstrate and expand upon the text material. Chapter 1 briefly describes the coastal environment and introduces the re- tively new field of
coastal engineering. Chapter 2 describes the two-dimensional characteristics of surface waves and presents the smallamplitude wave theory to support this description. The Alumni Quarterly and Fortnightly Notes - 1919
Basic Civil Engineering - S. S. Bhavikatti 2019
Viscoelasticity — Basic Theory and Applications to Concrete Structures -
Guillermo J. Creus 2012-12-06 This book contains notes for a one-semester graduate course which is an introduction to the study of viscoelasticity and creep of concrete. Emphasis was set on the conceptual aspects rather than on the mathematical or computational refinements. The mathematical structure of viscoelasticity is discussed with some care because it clarifies the basic concepts and has important consequences in computa tional applications. Basic ideas are exemplified using the simplest problems and constitutive models in order to be able to show complete
solutions. In the computational applications we have also chosen to present the sim plest situations with the greatest possible detail. It has been the author's experience that once the basic concepts are well understood the students are able to follow the rest of the course more easily and to accede to more advanced literature and applications. Chapters I to III furnish the foundations for the course, that may be expanded in diverse ways. If we are interested in finite elements applications we should look at Chapter IV and then go direct ly to Chapter VII. If we are interested in the simplified analysis of frame structures we should study Chapter VI in detail. Chapter V re views the viscoelastic behavior of concrete and Chapter VIII studies the problem of creep buckling. At the end of each chapter we give se lected references to works that complete and extend the subject matter. Secretarial Notes - National Association of Student
Personnel Administrators (U.S.)
The Cornell Civil Engineer 1926
Includes transactions of the Association.
Annual Report of the Pennsylvania State College for the Year ... - Pennsylvania State College 1908
Basic Civil Engineering -
Satheesh Gopi 2009-09 Basic Civil Engineering is designed to enrich the preliminary conceptual knowledge about civil engineering to the students of non-civil branches of engineering. The coverage includes materials for construction, building construction, basic surveying and other major topics like environmental engineering, geo-technical engineering, transport traffic and urban engineering, irrigation & water supply engineering and CAD. Lecture Notes - Joseph Nisbet Le Conte 1913
Official Documents, Comprising the Department and Other Reports Made to the Governor, Senate and House of Representatives of Pennsylvania - 1909
Basic civil and mechanical engineering - G. Shanmugam 2000
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Build a Watershed - GRADE FIVE
CA Science Framework (p.228-252)
GRADE FIVE INSTRUCTIONAL SEGMENT 3: INTERACTING EARTH SYSTEMS
Guiding Questions
* How can we represent systems as complicated as the entire planet?
* Where does my tap water come from and where does it go?
* How much water do we need to live, to irrigate plants? How much water do we have?
* What can we do to protect Earth's resources?
Performance Expectations
Students who demonstrate understanding can do the following:
5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact [Clarification Statement: The geosphere, hydrosphere (including ice), atmosphere, and biosphere are each a system and each system is a part of the whole Earth System (CA) Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system ] [Assessment Boundary: Assessment is limited to the interactions of two systems at a time.]
5-ESS2-2. Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth [Assessment Boundary: Assessment is limited to oceans, lakes, rivers, glaciers, ground water, and polar ice caps, and does not include the atmosphere.]
5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment
3–5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost
3–5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet criteria and constraints of the problem
3–5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved
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PROPOSED NEW SCALE
Professors $4000. - $6000.
Associate Professors $3000. - $3600.
Assistant Professors $2100. - $2700.
Instructors - 2 Yrs. $1800. - $2000.
Instructors - 3 Yrs. $1500. - $1400. - $1600.
Assn. 1200-1300.
Law 4000-5000
Law books 85.00
500 around each 37.50
PROPOSED NEW SCALE
| Process | 1960 - 1965 | 1965 - 1970 |
|--------------------------|-------------|-------------|
| Instrumentation | $1800 | $1400 |
| Instrumentation - 3 Yrs | $1800 | $2500 |
| Aerialist Processes | $3100 | $3400 |
| Aerialist Processes | $3000 | $3600 |
| Processors | $4000 | $8000 |
From: Donald E. Jones
To: General Manager
My dear President Judson:-
The whole question of professors' salaries is to be discussed by the Yale Corporation at its next meeting. Our existing salary scale provides for salaries from $4,000 to $5,000 and no professors receive over this, except a few Deans and two men in the Law School. In preparing for next Monday's meeting, I would appreciate it if you could send me information covering the following questions:
1. The number of professors in your university, not including administrative officers, who receive over $5,000 annually.
2. The salaries paid to these professors
3. A statement, so far as you may think it proper to send one to me, regarding the policy of your university in the matter of paying a few men of great distinction very high salaries
Your answers to these questions will be very much appreciated. I am making them as simple as possible, knowing from experience the nuisance of the questionnaire.
Very truly yours,
[Signature]
President Harry P. Judson,
University of Chicago,
Chicago, Illinois.
December 14th, 1947
My dear President Johnson:
The whole question of bonuses, salaries etc. is of growingly vital importance to the University and its next meeting. On existing salary scale bonuses for faculty from $2000 up to $5000 are not possible unless one puts five or six months' work into the law school. In planning for next month's meeting I would emphasize that if you could pass an important resolution covering the following three points:
1. The number of bonuses in your university for faculty should be increased over $2000 annually.
2. The salaries being offered these years are too low to attract good teachers to your university.
3. The number of faculty positions in your university should be increased so that you can get a good teacher to teach every course.
I am sure that the above will be very much appreciated. I am
Yours sincerely,
[Signature]
[Address]
University of Chicago
President Harold I. Johnson
My dear Mr. Stokes:
Your favor of the 14th inst. is received. Our professors, aside from any salaries which any of them may receive as administrative officers, range in salary from $3,000 up. We have, I believe, twenty-one whose salaries exceed $5,000. The salaries in question are $5,500, $6,000, and in some very few cases, $7,000. We have no objection whatever to paying a few men of great distinction very high salaries. Such cases, however, are regarded as wholly exceptional. By far the greater number of our full professors receive a salary not exceeding $4,500, although a fair number have a $5,000-salary. I may add that in most cases those who have the salaries above $5,000 are heads or chairmen of departments. At the same time the salary is given them not for any administrative duties which they perform but on account of what we regard as their personal eminence professionally.
Very truly yours,
H.P.J. - L.
Mr. Anson Phelps Stokes
Yale University, New Haven, Connecticut
Chicago, February 8, 1917
Dear Mr. Merrill:
Thanks for your note enclosing transcript from the "Yale Alumni Weekly." The suggestion of Mr. Vincent is interesting, but in my opinion not at all practicable. We have to take facts as they are - not as we should like to have them. The net result of increasing the scale of compensation for members of the Departments in question, in which I may add my own Department is included, could be only one thing, that is, materially to cut down the scope of the University in order to compensate a portion of the staff at the higher rate. I wish that were not the case, but am very much afraid it is.
Very truly yours,
H.P.J. - L.
Mr. E. T. Merrill
The University of Chicago
H.P.T. - P.
Dear H.P. House,
I wish first more for the case, put we both now taking it in materiality to our own eye scope of the University in other matters is judging, only one thing, that is, Department in question, in which I may say my own department, increasing the case of compensation for members of the as we should like to prove from. The net result to bracteotype. We have to take those as they are - not Vincent in interesting, but in an opinion not at all from the "Late Jimmy Wexly". The assertion of Mr.
Thank for your note enjoying friendship
Dear Mr. Mettiff:
My dear President Judson:
What are you proposing to do regarding the increase of salaries for the next college year, or the years? Your interpretation of conditions would be most grateful. My heart does go out to my associates in their desire for larger incomes.
If I could have your reply by next Wednesday morning, the 28th, it would be an especially great favor.
With affectionate greetings, I am
Ever yours,
[Signature]
President Harry Pratt Judson, LL.D.
Dear Hans,
With all our affectionate regards
Best regards
Hans Lauer
28.10.1935
If I only have that 14-16 year old boy to take care of, he will be absolutely
He is not going to become a journalist because he speaks German for
to condition money to meet basic
course he must learn jurisprudence
reasons for the next college year
We can influence the success of
With all our best wishes
Dr. Josef Eichendorff Lyceum
Dr. Vogt 1910
My dear President Thwing:
Your note of the 24th inst. is received. By great prudence in the management of our finances we have been able to do something for upwards of a hundred of our faculty for next year. The percentage was not in all cases such as we should have liked, but as you know, while the general costs of things have increased enormously, incomes of college funds have not increased to the same extent. There ought to be a material change in the general scale of salaries. We have not had to do that. Our scale will need very slight modifications, because it is a flexible one. Full Professors, for instance, with us receive salaries ranging from $3,000 to $6,000. It is not, therefore, a question of the scale, but of the application of the scale to individuals.
close, put to the application of the case to individuals
because it is a typical one. But processes for our case will need real effort and enthusiasm, and we have not had to do so before. There ought to be a material change in the same extent. We have not yet had to do the General case to exercise. We have not yet had to do
anomously, income to college funds have not increased or decreased. We have not yet been able to find any case to give us a sense of progress made increasing
how much, while the General case to give us a sense of progress made increasing
a hundred to our twenty for next year. The percentage increase we have seen able to do something for the advance of our recovery. Dr. Gray brings me in the management of our
Your note of the 24th last, ie
of a certain rank, and that means funds.
As I look at it, the present situation as to the prices of the means of livelihood is not temporary. I believe that there is a permanent increase in the scale of prices, not only in this country, but throughout the world. Of course when I say "permanent" I mean one which will last a number of years. The fundamental cause of it, as I look at it - of course there are more causes than one - but the fundamental cause, is the enormous inflation which prevails the world around. This inflation, primarily caused by the war, of course includes the enormous increase in the circulating medium, consisting very largely of paper currency and other evidence of indebtedness as well as the great inflation caused by permanent indebtedness of all nations. Prices, therefore, do not represent a real increase in relative values of commodities, but a difference in the purchasing power of the monetary unit of value. This inflation will, so far as I can see, be long-continued.
This of course raises a problem in all institutions of learning which have relatively fixed incomes. It is necessary to adjust expenditures to the general price scale of the world within reasonable limits. It means on the part of the state institutions additional
appropriations, which come of course from taxes. On the part of endowed institutions it means that there must be larger endowments. There have been "drives" on a large scale for necessary war purposes in the last two years. The next two years must see something corresponding to that on behalf of our endowed educational institutions.
With best regards, I am,
Very truly yours,
H.P.J. - L.
President Charles F. Thwing
Western Reserve University
Cleveland, Ohio
on paper to our ongoing educational institutions.
The next two years must see something corresponding to great scale for necessary war breaches in the last two years' larger endeavour. There have been "given" no a large bent to undergo institutions it means they must be abbreviations, which come of course from taxes. On the
SCALE OF SALARIES
Effective July 1, 1919
Divinity School
Professors $4,000. to $5,000.
Associate Professors 3,000. to 3,600.
Assistant Professors 2,100. to 2,700.
Instructors,
for three years 1,500., $1,600. and $1,700.
and on reappointment up to 2,000.
Associates, for two years 1,200. 1,300.
The Board of Trustees
University of Chicago.
Probably no act of the Board of Trustees ever caused so much genuine pleasure or was so practically helpful to so many people as that by which, on September 9, 1919, the salaries of 173 administrative officers and members of the teaching staff were increased.
Checks representing the amount of increase for the months of July and August were prepared in advance by the Auditor's Office and the Secretary's formal notification to each person was likewise written so that the checks were mailed on September 10. The result of prompt mailing placed these remittances in the hands of the members of the faculties at the close of the vacation period when professorial funds are proverbially low and when the increase was especially appreciated.
One hundred and sixty-five letters acknowledging the increases of salary have been received by the Secretary. They breathe a spirit of loyalty to the University, of gratitude to the Trustees and of appreciation of the manner in which this relief was extended at a time when expenses are steadily rising. Many letters expressly ask that sincere thanks be returned to the Trustees.
One professor writes: "This action is another evidence of the skilful management of the University."
evidence of the military movement of the University
One thousand miles! This action is Tennessee.
exhausted her first chance funds of letting to the a time upon expenses she already risen" many justete station or the manner in which this letter was exchanged at the "general" or "military" of the Tennessee and to establish the "general" They please a brief to know if the following the increase of war has been leaving by
One hundred and sixty-five letters so much the increase was especially abhorred.
being men blockaded they are the branchery for any number of the troops at the close of the ascension million placed these sentences in the purse of the officers were willing on September 10." The least of branch collection to every person was likewise written so that the Auditor, a Gilles and the Secretary, a Lowry notified the number of July any August were placed in advance. George Lebenson found the amount of increase measure of the fencing staff were increased.
10th, the entire of 142 examination office and justify of no man double as fair as myself on September 8' each chosen so many genuine business or me as Branchery
I hope to be set off the Board of Tennessee
University of Chicago
The Board of Tennessee
in these troublous times".
Others write: "My return to 'God's country' was rendered more sweet by the action of the University authorities"
"I assumed that the President and Trustees were doing all they could to meet the need and, consequently, I had refrained from making any appeal for relief. You have my heartiest thanks."
One significant letter deserves quotation in full:
"I accept cheerfully the increase of salary and the check enclosed for arrears on the new scale. I am glad indeed that the University is able to meet in this handsome way the needs of the teachers, many, if not most, of whom had begun to feel the pinch of the new times.
Personally, I could not have expected so much and so feel rather more thankful that my services are counted as welcome than I had thought of. During the last year I have felt compelled to decline membership in one or two clubs, of a civic nature, in Chicago that I felt I ought to join and I have had to curtail some expensive things, perhaps not luxuries, in order to keep things going, the children in school and pay obligations that could not be delayed.
But however the pinch seemed to annoy now and then, I have never for a moment regretted that I enterand then" I have never lost a moment reflecting that I cannot
could not be defeated.
Being, the equipment in good and bad applications that
pinned" because not juntaise" in order to keep private
outfit for join and I have had to satisfy some exclusive
two cups" or a civic nature" in my own face if I left I
have I have left something to positive membership in one to
connect an increase than I had thought to. During the first
week and so lead together more frequently just as salaries are
to upon my person to lead the brand of the new firm"
presidium with the heads of the business' what" It not most
they judged part the University is able to meet in time
and the open enjoyed lot silence on the new topic" I am
"I could apparently the process to carry
forty:
One influential letter-decision discussion in
the intellectual picture".
I had let having low wiring and absent to itself. You have
made quite all fry going to meet the need and consequently
I assume that she transfer my interest
unprofitable.
We learned more news of the motion to the University
Opera writes: "A return to God's country,
in these foreign fires."
ed the profession of teacher and student. The wealth that so bounds in Chicago does not disturb me. The opportunity to study and think and associate with those who think is indeed good compensation. Yet I must not leave the impression that I do not think a teacher ought to have a generous reward in actual goods."
"It is with deep gratitude that I see my University in the van of so right a movement as she has been in the van of many movements in the past. The move means much for all of us. What it means to instructors, especially those with young families, is incalculable.
For the University it will inevitably mean the strengthening of that personnel which is the ultimate energy of any institution of learning."
"I appreciate this action of the Board of Trustees all the more because I have never asked an increase of salary, knowing that when the time should arrive suitable action would be taken. It is my intention when I pass, perhaps before, to have the property accumulation of a temperate lifetime go to the University, knowing it can be given to no better purpose."
"Better than any building or other material gain at this time is the splendid enthusiasm with which the members of the faculty will begin the college year".
"I acknowledge with thanks the notice and the enclosed check and may, perhaps, be permitted to add
the employed clerk and was "bereft" of something to app
memories of the twenty-odd years the college had
been at first time is the shrewd employment my mother the
"better than any printing or other material
be given to no better business."
a temporary lifetime job to the University, knowing it was
I then "became pale," knowing that men for life spoke alike
close to within" knowing that men for life spoke alike
the alternative to find themselves myself in the supreme
For the University it will investigate men
those with young families" is inevitable.
when lot try on us" must if we are to understand each other
in the aim to make movements in the best". The more men
University in the way to fight a womaning as she has been
"I see the second ought to have a Renovate having in
"they I must not leave the impression
because God commanded." Yet I must not leave the impression
of being and kind and what of what those who think in
so good an example does not disturb me". The obnoxious
he be blessed to honor and respect and submit". The most pitiful
an expression of my appreciation of the wise policies that have made it possible, as well as of the considerate courtesy with which such matters are managed at the University of Chicago".
"This generous increase is gratefully acknowledged. Circumstances were compelling me to seek means of supplementing my salary - which would mean just so much energy subtracted from University interests. This relief makes it possible to give myself whole-heartedly and gladly to the attempt steadily to improve the quality of work done in my special field. It is sure to evoke a fine spirit of cooperation."
There is an occasional remark that gives indication of the pressure under which some of the staff are working: One letter says: "The favor is acknowledged with thanks. The increase granted is less than one-half the increase I must give my maid."
One instructor remarks: "The $8.33 per month is welcome; it comes within 33 cents of meeting the advance in my rent."
Very truly
[Signature]
Secretary
to my heart."
The instructor remarks: "The $8.93 per month is low; it comes within 5% of meeting the expense.
One letter says: "The travel is something of a trial to the business man under some of the staff, as there is an occasional remark that they have insufficient time to embrace the day's or week's work in the absence of the University Instructor." The letter makes it possible to use the survey - which many men just so much more important circumstances make compulsory me to seek means of abbreviation.
"The functions increase in frequency accompanied
University of Chicago."
conferred with major men met at the meeting at the
that place made it possible" as well as to the consideration
an extension or an abbreviation of the wise policy
Annual Guarantee: Money Back Satisfied.
This is a saving on every suit of
$16.50
are to be had at all three of our
Bowling, King & Company
Street,
Fulton St. and DeKalb Ave., Brooklyn
Brown's Instructors Get More Pay.
PROVIDENCE, June 17.—Salaries of the teaching staff at Brown University were increased today at the annual meeting of the corporation. The advances were: Professors, $4,500 to $6,000; associate professors, $3,500 to $4,000; assistant professors, $2,500 to $3,500; instructors, $1,200 to $2,000.
Another of A. E. F. Dead in Coblenz.
Special to The New York Times.
WASHINGTON, June 17.—One army casualty was reported to the War Department from the American Army forces in Germany. Bernard Murphy of Versailles, Ill., a private in Company A, 7th Machine Gun Battalion, died of accident at Coblenz, on the 11th inst.
State Suffrage Fails in Louisiana.
BATON ROUGE, La., June 17.—The State woman's suffrage amendment failed today to receive the necessary two-thirds vote in the Senate. The vote was 23 to 16.
| | Harvard | Yale | Columbia | Chicago |
|----------------------|---------|-------|----------|---------|
| **Professor** | | | | |
| Maximum | 8000 | 8000 | 8000 | 7000 |
| Minimum | 6000 | 5000 | 6000 | 4000 |
| **Associate Professor** | | | | |
| Maximum | 5500 | Status does not exist | 5000 | 3600 |
| Minimum | 5000 | | 14500 | 3000 |
| **Assistant Professor** | | | | |
| Maximum | 4500 | 5300 | 3600 | 2706 |
| Minimum | 3500 | 2950 | 3000 | 2106 |
| **Instructor** | | | | |
| Maximum | 2750 | 2400 | 2400 | 2000 |
| Minimum | 1600 | 1500 | 2800 | 1500 |
Committee on Salary scales
66.25
925
70.00
The University of Chicago
CHICAGO, ILLINOIS
Office of the President
| Category | Amount |
|----------------|---------|
| Profs. | 12000 |
| | 13500 |
| | 333 |
| | 25833 |
| Ass. Profs. | 18970 |
| | 18970 + |
| Asst. Profs. | 21900 |
| Instrs. | 19100 |
| | 8700 |
| Calg. Enr. | |
| Asst. Pr. | 3900 |
| Asst. Pr. | 3300 |
| Instrs. | 500 |
| | 2800 |
| | 12200 |
| | 49500 |
| Total | 26000 |
| | 19000 |
| | 22000 |
| | 8700 |
| | 9500 |
| | 85200 |
Office of the Director
Communications
Cape Guardian of Graceland
ADDITIONS TO ESTIMATES OF INCOME
Budget 1920-21
Increase in estimates of income from Room Rents on account of Increase in Rates - $20,000. Of this amount there should be reserved for additional costs in the Department of Buildings and Grounds $10,000., leaving a balance available for increases in salaries $10,000.00
Increase in estimates of income from Student Fees 15,000.00
20 per cent of estimate of income from Noyes Foundation for instruction in specified departments 11,600.00
Provision made by General Education Board for the year 1920-21 for the purpose of increasing salaries 50,000.00
Total $86,600.00
June 4, 1920.
REPORT OF SPECIAL COMMITTEE ON SALARY SCALE.
The Board of Trustees,
The University of Chicago,
Gentlemen:
Herewith is submitted the following report on the scale of salaries in the University with recommendations for the modification of the same:
At the time of the organization of the University in the autumn of 1891, the following scale of salaries was informally determined:
Head Professor, $4000, to $5000.
Professor.......$3000.
Associate Professor, $2500.
Assistant Professor, for a four year term,$2000.
Instructor, for a three year term, $1200,$1400,$1600.
Associate, for a two year term, $1000, $1100.
In the minutes of the Board there is no record of this definite scale, which the various actions recorded implied. At the November meeting, 1891, the salary of the Head Professors was fixed at $6000. At the December meeting, 1891, it was increased to $7000. This change in the salary of a Head Professor, was due to obvious circumstances connected
Head Protector, man who is capable of maintaining continuous connection
He was increased to $4000. The expense in the search of a lesson was fixed at $600. At the December meeting 1901 it was determined that a prize fund of $7000, $1500, $1000, $1500 for a two hour term, $7000, $1700 for a three hour term, $1500, $1000, $1500 for a four hour term, $8000.
At the time of the organization of the University in connection with the following course of studies:
- Head Protector: $4000 and $8000
- Professor: $8000
- Associate Professor: $2000
Comment: In autumn of 1881, the following course of studies was introduced:
- Head Protector: $4000 and $8000
- Professor: $8000
- Associate Professor: $2000
At the time of the organization of the University in connection with the following course of studies:
- Head Protector: $4000 and $8000
- Professor: $8000
- Associate Professor: $2000
The University or College, the Board of Trustees
with securing suitable men for the new institution. No change was made in the rest of the scale.
In 1894 and thereafter new Head Professors were appointed, but on the original scale of $4000 to $5000. It does thus appear, although not specifically recorded in the Minutes of the Board, that the $7000 salaries were merely adapted at the organization of the University as a temporary expedient.
In 1907 the salary question was again taken into consideration by the Board. It was plain that the salary of a Professor, $3000, was too low, and that a general reorganization was desirable. At the meeting of the Board in December, 1907, it was tentatively agreed, 1st: that for members of the permanent staff in advance of the three grades a maximum and a minimum salary shall be fixed, and that for any individual within those grades the actual salary paid shall depend, not on the time of service, but on the discretion of the Board; and, 2nd: that for members of the Faculty appointed for a term of years, a maximum and a minimum salary shall be fixed, with advances depending on term of service.
At the meeting of the Board in January, 1908, the following salary scale was enacted:
Heads of Departments, maximum, - $4500, minimum, - $6000.
House of Delegates: maximum - $4000, minimum - $8000
following seven cases was accepted:
At the meeting of the Board in January 1908, the advance being on tax or salary.
But: apart for members of the County Board not a few to have their salaries being wholly dependent on the minimum salary and the Board's put on the question to the Board, any
In 1903 it was decided that the Board in December 1903, it was unanimously agreed that the Board should be a General Assembly recommendation by the University as a temporary expedient.
In 1904 the annual decision was taken to form into a Board, that the $4000 salaries were merely subject to the minutes of the Board, but the $4000 to $6000 to $8000. It was then
In 1905 the president new head Department wrote about the new case in the case of the county
With seeming surprise men for the new institution. He wrote
Professors not Heads of Departments, Minimum, $3000; Maximum, $4500.
Associate Professor, .................Minimum, $2500; Maximum, $3000.
Assistant Professor, four years,...........$2000; On reappointment........$2500.
Instructors, three years,..................$1200 $1400 $1600. On reappointment...$1800.
Associates, two years, ............$1000 to $1200.
At the meeting of the Board in January, 1911, it was voted that thereafter the administration of Departments should ordinarily be conducted by a Chairman, to be appointed by the President of that Department, to serve two years, at the end of which term a new Chairman shall be appointed or the same one reappointed.
At the meeting in February, 1908, action was taken ratifying the action of the Trustees of the Baptist Theological Union, of the previous day. Scale of salaries in the Divinity School was enacted as follows:
Heads of Departments.......Minimum, $3500 Maximum, $4500.
Professors not Heads of Departments,
Minimum, $3000;
Maximum, $4000.
Divisional groups were arranged as follows:
- **Office** (Nixon) at the branch where they serve or envisage in the re-arranging the section or the transfer to the public library.
At the meeting in January 1960, action was taken to continue on the same line of development.
Notes at the end of which form a new operational effort be brought by the treasurer or the department to make and expand quarterly be conducted by a group to be established under the supervision of the Department of Development.
We accept your presentation the organization of the Department at the meeting of the Board in January 1971.
---
**Vaccines** and **Tests** ........... $7000 to $7500
**Or Laboratory** ............... $7800
**Instruction** price here........ $7800
**Or Laboratory equipment** .... $7800
**Vestment** (processor) four hours........ $7000
**Maximum** $2000
**Average** (processor) ............ $2000
**Maximum** $2000
**Processor not** House or Department's Maximum $2000
The remaining scale as in the Faculties of Arts, Literature, and Science.
It was also voted that salaries paid or ranks given to members of a Department shall be determined without reference to the method of departmental administration, and that whenever the interest of the University seems to make it desirable, more than one person in the same Department may be given the maximum rank and salary.
Considering conditions relative to the cost of living, it becomes desirable in all institutions of learning so far as practicable to provide larger salaries. This matter is receiving similar consideration throughout the country. In the University of Michigan the State Legislature made an additional appropriation of $300,000.00 at its last session for the purpose of increasing salaries. The scale was altered for Professors from the former rate of $2500 to $4000, being advanced to a minimum of $3200 and a maximum usually of $5000. Several have been advanced to $5400, and a small number to $6000. The increase in the salaries of Professors has reached an average of approximately 25%. Associate Professors have been advanced from a scale of $2100 to $2400, to a scale of $2800 to $3100, the advance in individual cases
being about twenty five percent.
Assistant Professors advanced from a scale of $1500 to $2000, to a scale of $2200 to $2700, the increase being about 30%.
Instructors advanced from a scale of $900 to $1600, to a scale of $1300 to $2100, an increase of about 30%.
In Yale University the salary of an Associate Professor advanced to $3500, being about 20% increase. The salary of Assistant Professors advanced to $2500 for three years and $3000 for two additional years, or about 20%. Instructors for four years ranging from $1250 to $2000, at an increase of 25%. In the Law School the maximum for Professors advanced from $7000 to $7500. The present scale for Professors is at a minimum of $4000 and a maximum of $6000. It is intended to increase that in the autumn at a probable rate of about 25% in individual cases. The new maximum is therefore not yet exactly accomplished.
In Harvard the present scale of Professors salaries has a minimum of $4000 and a maximum of $5500; Associate Professors at $3500 after five years service, $4000; Assistant Professors, for the first five years, $2500, for the second five years, $3000; Instructors ranging from
the second five years, $2000 instruments ranging from
vestibular processes for the first five years—$3500 for
processes at $4800 after five years raising to $4000.
In hearing the present case on processes expenses
minimum of $4000 and a maximum of $6000. It is
believed that the new maximum is practicable not yet
in the law. The present case for processes advanced
from $4000 to $4800. The present case for processes advanced
to four years ranging from $3000 to $3000 at an increase of
$200 for two additional years or about 20% increase
in the law beyond the maximum for processes advanced
to a case of $1800 to $700 in increase or about 20%.
Instruments advanced from a case of $600 to $700
about 20%.
$1500 to $2000 to a case of $2500 to $3400 the increase per
year.
Vestibular Processes advanced from a case to an
increase about twenty five percent.
$1000 to $1500. Harvard is engaged in a plan for raising an $11,000,000 endowment, the greater part of which is to be used for salaries.
Columbia University has not an exact scale. Professors' salaries range from $4000 to $15,000. There are twenty receiving a salary of $6000, eight a salary of $6500 or $7000. Those whose salaries are above $7000 are mostly in professional schools. There are thirty with a salary of $5000. No immediate change in the salary scale is contemplated.
In the University of Pennsylvania the maximum for a full time professorship is $8000. As a matter of fact there are very few whose salaries are $6000, or more. It is intended to make an increase of 20% for all receiving $4000 or less, 10% for all receiving over $6000, and 25% for all receiving less than $4000. This increase is to come into effect in the autumn of 1919.
Under all the circumstances and with the funds available from the present income of the University the committee recommends the following:
PROPOSED NEW SCALE.
In the Faculties of Arts Literature and Science.
Professor.............Minimum, $4000, Maximum, $7000.
Associate Professor........Minimum, $3000, Maximum, $3600
Assistant Professor.......Minimum, $2100, Maximum, $2700.
Instructors, for three years, $1500, $1600, $1700.
On reappointment to a maximum of $2000.
Associates, for two years, ........$1200, $1300.
In the Faculty of the Divinity School.
Professors.............Minimum, $4000, Maximum, $5000.
Other ranks as in Arts Literature and Science.
In the Faculty of the Law School.
Professors...... Minimum of $6000, increased by $500 at
the end of each three years of service to a maximum of $6500.
For Assistant and Associate Professors no change. These
appointments in the Law School are usually temporary and a
considerable flexibility is desirable. It is recommended that
for the Faculty of the Law School the new scale take effect
for the fiscal year 1920-1921. It will involve an addition
of $5250 to the budget of that year over the present budget of
1919-1920.
Respectfully submitted.
(Signed) M. A. Ryan
H.S. Gray
H. P. Ledam
WHEREAS, a committee consisting of
The President
Dr. Henry P. Walcott
Mr. John F. Moors
Dean L.B.R. Briggs
Dean C.H. Haskins
Acting Dean C.N. Greenough
Dean Roscoe Pound
was appointed by the Corporation to consider the question of increasing the salaries of members of the teaching staff, and whereas said committee has submitted its report, it was
VOTED, in accordance with the recommendations of said committee that the following be the normal scale of salaries in the
Faculty of Arts and Sciences
Schools of Architecture and Landscape Architecture
Engineering School
Divinity School
Bussey Institution
Lecturers, Austin Teaching Fellows and Assistants to be increased 50% over the scale in effect September 1, 1919.
{ Annual Instructors at present receiving from $1000-2000 to be increased to $1600-2200.
{ Faculty Instructors at present receiving from $1000-1875 to be increased to $1600-2750
Assistant Professors to receive two appointments of three years each, starting at $3500, and increasing annually by $200.
Associate Professors, which will be normally the next step in promotion - 1st five years $5000 and thereafter may be advanced to 5500
Full Professors 1st five years $6000 thereafter may be advanced to 7000 for 2d five years and thereafter may be advanced to a maximum of 8000
and that the salaries of the various officers of instruction shall be fitted into this new scale by the Corporation and advanced from time to time as seems to them advisable.
Camp Highlands
Payne, Wis., Aug. 27/19.
Dear Mr. Judson:
I enclose a letter regarding the proposed new salary scale in the Law School. The letters to you of June 28, 1916, and of Feb., 1917, I think you have in the appropriate folder—as I have "incorporated them by reference" leave blank in this one.
I hope the excessive heat has not affected you badly—Chicago has resembled the nether regions this summer in various ways! We have had a quiet month here, and expect to spend another at Ferncroft near Star Lake, Wis., beginning Sept. 1. Mrs. Eckels used to go there a great deal. I have every reason to
believe that the improvement in my health is permanent.
Mrs. Hall joins me in kindest regards to Mrs. Judson and yourself.
Very sincerely,
Jas P. Hall
Camp Highlands, Sayner, Wis., August 27, 1919.
President Harry Pratt Judson,
University of Chicago,
Chicago, Ill.
Dear Mr. Judson:
Mr. Hinton writes that you wish, by September 1st, the suggestions of the Law Faculty regarding the proposed new salary scale in the Law School.
During July I had several informal discussions with my colleagues, and we agreed upon the following recommendations, which I have preceded by a brief statement of the circumstances leading up to them.
The salary scale which we adopted in 1902 for men of professorial rank, beginning at $5500 and progressing to $7500 by additions of $500 at the end of each five years of service, served its purpose at the time and for over a decade thereafter, because even its lower figures were relatively higher than the corresponding salaries paid at Harvard and Columbia, our principal rivals, and were much higher than those of other institutions. But from 1910 on, Harvard and Columbia, as well as other schools, revised their scales upward, particularly in the earlier years of service, and in 1916 Yale entered the lists with a complete reorganization of its law school and a new salary scale higher than any then existing, and made determined efforts to obtain from other schools a faculty of the first rank.
To meet these conditions, our own scale was changed, in accordance with the recommendations in my letter to you of June 28, 1916. The minimum and maximum professorial salaries were not altered, but the additions of $500, in the case of men of proven worth, were to become effective at intervals of three, three, four, and four years, instead of at four five-year intervals. This gave an increase of $2000 after 14 years of service, instead of after 20 years as formerly, the latter progression being obviously
The letter is written in German and discusses the situation of a person named Otto, who has been arrested by the Gestapo. The writer expresses concern about Otto's well-being and asks for information on his whereabouts. The letter also mentions that Otto has been taken to a concentration camp and that there is a possibility that he may have been killed.
The writer requests that the recipient provide any information they may have about Otto's fate and asks for assistance in locating him. The letter concludes with a request for help and a statement that the writer will do everything possible to find out what happened to Otto.
too slow.
This spring, Columbia raised the maximum of her law-school scale to $10,000, and offered Professor Hinton a professorship at that salary, intimating that, in a year or so, when one of her present teachers retired, a similar offer would be made to Professor Bigelow. In the short time at our disposal, it was not possible to submit to the Board for proper deliberation a matured plan for an altered salary scale here, but all of the members of the Law Faculty indicated their willingness to have a special arrangement made for the time being with Professor Hinton alone. With your concurrence this was done, and his salary was increased to $8500, effective for the year 1919-20, upon the assumption that this would be a suitable maximum for the new scale that would be proposed later.
We recommend that the following salary scale for the Law School be made effective, commencing with the year 1920-21: Beginning salary of professor - $6000, to be increased $500 at the end of each three years of satisfactory service, up to a maximum of $8500, which would thus be obtained under favorable conditions 15 years after the initial appointment to professorial rank. In our judgment this arrangement will put our salary scale on a relative equality with those of the three eastern schools which are our principal competitors for the best material for law teachers. As regards the scale for assistant and associate professors of law, we at present make no recommendation for a change. These appointments in the Law School are both temporary, and a considerable flexibility is desirable in order to deal effectively with individual cases.
This change will involve an increase, over the budget for 1919-20, of $1000 each for Professors Mechem, Hall, Bigelow, and Woodward; of $750 for Professor Freund; and of $500 for Professor Oliphant; a total of $3250.
In my letter of June 28, 1916, it was also pointed out that our School still required a larger number of hours of teaching from each member of its Faculty than seemed wise, in view of the size of the classes and the just demands of investigation, writing, and other forms of public service, or than was required by other leading schools.
From the beginning we have required eight hours a week of law teaching. Harvard and Yale require but six, Columbia six or seven, and Stanford seven. Of course it is not the number of hours of classroom work itself that is burdensome—we should all agree that that is most moderate—but it is the number of different subjects represented by them, with the constant outside preparation involved, that really counts.
Eight hours a week of teaching for a year means that a law teacher must ordinarily handle five different subjects, which, for the reasons stated on page 5 of my letter of July 28, is too much. Consequently, it was there suggested that, as soon as practicable, the hours of class work for one quarter of the year be reduced to four, which would make an average for the year of six and two-thirds hours a week.
In February, 1917, a plan for carrying this suggestion into effect was laid before you. The classes were then so large as to require the double sectioning of most or all of the work of the first year, and the teaching of a second section in the same subject was to count but one-half time for the teacher doing it. By this means the increased expenditure necessary to reduce the work of each teacher one-sixth was cut to approximately the cost of one-half an extra teacher's time, an increase amply justified by the large attendance for 1916-17.
The war caused the temporary abandonment of this plan, but we wish to revive it again as soon as the attendance becomes normal, which now seems likely to occur by 1920-21. Next to the change in the salary scale, this is needed not only to make positions here as attractive professionally as those elsewhere, but to enable the Faculty, now largely composed of men just coming to the maturity of their powers, to render such forms of public service, direct and indirect, as their generation has a right to expect from them. We therefore wish to suggest the desirability of considering this plan, along with the new salary scale, with a view to its adoption as soon as our attendance is again approximately at the level of 1916-17. For detailed statements in regard to both salary and teaching scales, may I refer to my letters of June, 1916, and February, 1917?
Very sincerely yours,
James P. Hall.
Dear Professor Korn,
The war caused the interruption of the scientific work in our country and our researches have been suspended for some time. The situation has improved recently, but we still face many difficulties.
In particular, I'd like to know how the research is going on at the Institute of Physics. Are there any new developments?
I hope to see you soon and wish you all the best.
Yours sincerely,
[Signature]
Camp Highlands, Sayner, Wis., August 27, 1919.
President Harry Pratt Judson,
University of Chicago,
Chicago, Ill.
Dear Mr. Judson:
Mr. Hinton writes that you wish, by September 1st, the suggestions of the Law Faculty regarding the proposed new salary scale in the Law School.
During July I had several informal discussions with my colleagues, and we agreed upon the following recommendations, which I have preceded by a brief statement of the circumstances leading up to them.
The salary scale which we adopted in 1902 for men of professorial rank, beginning at $5500 and progressing to $7500 by additions of $500 at the end of each five years of service, served its purpose at the time and for over a decade thereafter, because even its lower figures were relatively higher than the corresponding salaries paid at Harvard and Columbia, our principal rivals, and were much higher than those of other institutions. But, from 1910 on, Harvard and Columbia, as well as other schools, revised their scales upward, particularly in the earlier years of service, and in 1916 Yale entered the lists with a complete reorganization of its law school and a new salary scale higher than any then existing, and made determined efforts to obtain from other schools a faculty of the first rank.
To meet these conditions, our own scale was changed, in accordance with the recommendations in my letter to you of June 28, 1916. The minimum and maximum professorial salaries were not altered, but the additions of $500, in the case of men of proven worth, were to become effective at intervals of three, three, four, and four years, instead of at four five-year intervals. This gave an increase of $2000 after 14 years of service, instead of after 20 years as formerly, the latter progression being obviously
The American Revolution was a pivotal event in world history, marking the birth of a new nation and influencing the course of global events. The revolution began with a series of conflicts between the British colonies in North America and the British government over issues such as taxation without representation, the right to bear arms, and the power of the monarchy. These conflicts escalated into a full-scale war, which lasted from 1775 to 1783.
One of the key figures in the American Revolution was George Washington, who served as the commander-in-chief of the Continental Army. Washington's leadership and strategic acumen were instrumental in securing victory for the American forces. He faced numerous challenges, including shortages of supplies, lack of experienced soldiers, and the constant threat of British counterattacks. Despite these difficulties, Washington managed to maintain the morale of his troops and led them to several significant victories, including the Battle of Saratoga and the Siege of Yorktown.
The American Revolution not only resulted in the establishment of the United States but also had far-reaching implications for other nations around the world. The principles of liberty, democracy, and self-determination that were central to the American cause inspired people in other parts of the world who sought similar freedoms. The revolution also set precedents for the use of constitutional law and the separation of powers, which have become fundamental elements of modern democratic governance.
In conclusion, the American Revolution was a transformative event that shaped the course of history. It not only led to the creation of a new nation but also influenced the development of democratic institutions and inspired movements for independence and freedom worldwide. The legacy of the American Revolution continues to be felt today, as its ideals and principles remain relevant in the ongoing struggle for human rights and justice.
too slow.
This spring, Columbia raised the maximum of her law-school scale to $10,000, and offered Professor Hinton a professorship at that salary, intimating that, in a year or so, when one of her present teachers retired, a similar offer would be made to Professor Bigelow. In the short time at our disposal, it was not possible to submit to the Board for proper deliberation a matured plan for an altered salary scale here, but all of the members of the Law Faculty indicated their willingness to have a special arrangement made for the time being with Professor Hinton alone. With your concurrence this was done, and his salary was increased to $500, effective for the year 1919-20, upon the assumption that this would be a suitable maximum for the new scale that would be proposed later.
We recommend that the following salary scale for the Law School be made effective, commencing with the year 1920-21: Beginning salary of professor - $6000, to be increased $500 at the end of each three years of satisfactory service, up to a maximum of $8500, which would thus be obtained under favorable conditions 15 years after the initial appointment to professorial rank. In our judgment this arrangement will put our salary scale on a relative equality with those of the three eastern schools which are our principal competitors for the best material for law teachers. As regards the scale for assistant and associate professors of law, we at present make no recommendation for a change. These appointments in the Law School are both temporary, and a considerable flexibility is desirable in order to deal effectively with individual cases.
This change will involve an increase, over the budget for 1919-20, of $1000 each for Professors Mechem, Hall, Bigelow, and Woodward; of $750 for Professor Freund; and of $500 for Professor Oliphant; a total of $3250.
In my letter of June 28, 1916, it was also pointed out that our School still required a larger number of hours of teaching from each member of its Faculty than seemed wise, in view of the size of the classes and the just demands of investigation, writing, and other forms of public service, or than was required by other leading schools.
in un'epoca in cui la tecnologia digitale sta rivoluzionando il modo di fare business.
La crescita del settore tecnologico è stata notevole negli ultimi anni, con un aumento costante delle aziende che operano nel settore. Secondo una ricerca recente, il settore tecnologico ha registrato un incremento del 10% nel periodo tra il 2010 e il 2020.
Il settore tecnologico è caratterizzato da una forte competitività, con molte aziende che si affrontano per conquistare una quota di mercato. Le aziende più importanti sono Google, Microsoft, Apple e Amazon, che hanno dominato il mercato con prodotti innovativi e soluzioni digitali.
Il settore tecnologico è anche influenzato dalla crescente importanza dell'intelligenza artificiale e della robotica, che stanno cambiando il modo di lavorare e di vivere. Le aziende stanno investendo pesantemente in questi campi, cercando di sviluppare nuovi prodotti e servizi che possano offrire vantaggi competitivi.
Inoltre, il settore tecnologico è anche influenzato dallo sviluppo delle nuove tecnologie di comunicazione, come le reti sociali e le applicazioni mobile, che stanno cambiando il modo di interagire tra le persone.
Il settore tecnologico è quindi un settore dinamico e innovativo, che sta continuamente evolvendo e adattandosi alle nuove tendenze del mercato. Le aziende che operano nel settore tecnologico devono essere sempre all'avanguardia, cercando di offrire prodotti e servizi che soddisfino le esigenze dei clienti e che siano in grado di competere con le aziende più grandi del settore.
Il settore tecnologico è un settore che sta continuamente evolvendo e adattandosi alle nuove tendenze del mercato. Le aziende che operano nel settore tecnologico devono essere sempre all'avanguardia, cercando di offrire prodotti e servizi che soddisfino le esigenze dei clienti e che siano in grado di competere con le aziende più grandi del settore.
Il settore tecnologico è un settore che sta continuamente evolvendo e adattandosi alle nuove tendenze del mercato. Le aziende che operano nel settore tecnologico devono essere sempre all'avanguardia, cercando di offrire prodotti e servizi che soddisfino le esigenze dei clienti e che siano in grado di competere con le aziende più grandi del settore.
From the beginning we have required eight hours a week of law teaching. Harvard and Yale require but six, Columbia six or seven, and Stanford seven. Of course it is not the number of hours of classroom work itself that is burdensome—we should all agree that that is most moderate—but it is the number of different subjects represented by them, with the constant outside preparation involved, that really counts. Eight hours a week of teaching for a year means that a law teacher must ordinarily handle five different subjects, which, for the reasons stated on page 5 of my letter of July 28th, is too much. Consequently, it was there suggested that, as soon as practicable, the hours of class work for one quarter of the year be reduced to four, which would make an average for the year of six and two-thirds hours a week.
In February, 1917, a plan for carrying this suggestion into effect was laid before you. The classes were then so large as to require the double sectioning of most or all of the work of the first year, and the teaching of a second section in the same subject was to count but one-half time for the teacher doing it. By this means the increased expenditure necessary to reduce the work of each teacher one-sixth was cut to approximately the cost of one-half an extra teacher's time, an increase amply justified by the large attendance for 1916-17.
The war caused the temporary abandonment of this plan, but we wish to revive it again as soon as the attendance becomes normal, which now seems likely to occur by 1920-21. Next to the change in the salary scale, this is needed not only to make positions here as attractive professionally as those elsewhere, but to enable the Faculty, now largely composed of men just coming to the maturity of their powers, to render such forms of public service, direct and indirect, as their generation has a right to expect from them. We therefore wish to suggest the desirability of considering this plan, along with the new salary scale, with a view to its adoption as soon as our attendance is again approximately at the level of 1916-17. For detailed statements in regard to both salary and teaching scales, may I refer to my letters of June, 1916, and February, 1917?
Very sincerely yours,
James P. Hall
Dear Sir,
I am writing to express my gratitude for the opportunity to serve as a member of the Board of Directors of the Jewish Community Center of New York. I have been deeply moved by the dedication and commitment of the staff and volunteers who work tirelessly to provide high-quality programs and services to our community.
The JCC has been an integral part of my life since I was a child, and I have always felt a strong sense of belonging here. The JCC has provided me with countless opportunities to grow both personally and professionally, and I am grateful for the support and guidance I have received from the Board of Directors.
I would like to take this opportunity to thank the Board for their continued support and encouragement. Your unwavering commitment to the mission of the JCC is truly inspiring, and I am honored to be a part of such a dedicated team.
Thank you for your time and consideration.
Sincerely,
[Signature]
Jewish Community Center of New York
October 28, 1919
Mr. Trevor Arnett, Auditor,
care University of Chicago,
Chicago, Illinois.
Dear Mr. Arnett:-
Thank you very much for your kindness in sending me information with regard to salaries paid at the University of Chicago. You may possibly be interested in the salary scale now in effect here, which is as follows:-
Full Professors $3200 to $5000, with more in a few individual cases.
Associate Professors $2700 to $3000.
Assistant Professors $2200 to $2600.
Instructors $1500 to $2100.
As you say the large attendances seem to be general this year. I was last week at Harvard, Brown, Yale, and Columbia, and the story is the same all along the line though. I think we have had a particularly large proportionate increase.
Cordially yours,
Secretary.
P. S. Tell your boys to look out for that Ohio football team. We now know up here what they can do and I have just written Carl Steeb in response to his "well-meant" comments.
Report to the General Education Board concerning increases in salaries paid for instruction
March, 1920
Name of Institution: THE UNIVERSITY OF CHICAGO
Address: CHICAGO, ILLINOIS
Name of Institution: The University of Chicago
Applicant: Charles T. Russell
March 1930
Increase in service being for instruction
Refer to the General Education Board concerning
NOTE: Please do not include any increase of salaries for secondary or preparatory departments, but only for departments of collegiate or university grade.
I. Because of the high cost of living, have increases of salary of any members of the Faculty (in addition to the increases which would have normally taken place) been authorized,
a. To take effect during the present year (1919-20)? (Yes. Yes)
(No.)
b. To take effect next year (1920-21)? (Yes. No)
(No.)
II. Because of the high cost of living, if the provisions for increases of salary made as indicated under Question I (if any) are insufficient to meet the needs of the situation now existing, are steps now being considered for increasing the salaries of any members of the Faculty (in addition to the increases which would have normally taken place).
a. To take effect during the present year (1919-20)? (Yes. No)
(No.)
b. To take effect during next year (1920-21)? (Yes. Yes)
(No.)
We can depend only on the General Education Board for funds with which to make these increases.
III. Please indicate (in dollars) the amount of increases of salary (not including increases which would have taken place under normal conditions) already authorized (See Question I, a and b) or planned (See Question II, a and b) for each school or college, and the approximate percentage which the total increases of salary are of the salaries previously paid.
| 1 School or College | 2 Increases of salary already authorized (See Question I, a and b) Annual Amount | 3 Increases of salary not yet authorized, but planned for (See Question II, a and b). Annual Amount | 4 Total Increases of salary authorized and planned. Annual Amount | 5 Approximate Percentage which the Amounts in Column 4 are of the Amounts previously paid to the persons involved before any of the increases became effective |
|---------------------|---------------------------------------------------------------------------------|-------------------------------------------------------------------------------------------------|------------------------------------------------------------------|------------------------------------------------------------------|
| ✓ Arts, Literature and Science | $78,418. | $64,916. | $143,334. | 14.5 |
| ✓ Education | 10,650. | 8,900. | 19,550. | 16.4 |
| Fine Arts | | | | |
| Music | | | | |
| ✓ Theology | 5,000. | 3,000. | 8,000. | 22.4 |
| ✓ Law | 1,500. | 6,791. | 8,291. | 17.3 |
| Medicine | | | | |
| Engineering | | | | |
| Others (Insert Names) | | | | |
| ✓ Commerce & Administration | 6,550. | 950. | 7,500. | 33.7 |
TOTALS | $102,118. | $84,557. | $186,675. | 15.4 |
(See next sheet)
III. (Continued)
NOTE: In Column 2 should be inserted the total of salary increases to members of the Faculty (not including increases which would have been made under normal conditions) already authorized as indicated by the answers to Question I, a and b.
In Column 3 should be inserted the total increases of salary planned for (See Question II, a and b).
The percentage of increase (Column 5) should be calculated on the basis of the relation which the total increases of salary authorized and planned for bear to the salaries actually paid before the increases mentioned in Columns 2 and 3 were paid, or authorized, to the persons to whom the increases are assigned. For example, if the total increases of salary given in Column 4 for any department—such as Arts, Literature and Science—amount to $25,000, and the amount previously paid to the persons concerned was $100,000, the per cent. to be inserted in Column 5 would be 25.
IV. Do the increases of salaries authorized or proposed fall within the salary scale as reported by you on Form III of our previous questionnaire? (Yes. Yes
(No.
V. If they do not fall within that scale, in what respects do they vary from it?
Please give particulars by each school or college.
See No. IV
Please give particulars for each section in order:
V. If step no not pay a major part estate in April 1948 do not know it.
(No. 74)
Do the increase or surplus unaccounted or booked pay make the result zero as shown by be increasing in Column 2 money as £?
If the amount (reason) here to the balance concerning was £100,000 the best case in Column 4 for any debitorment—being to your interest and general—shown to £50,000 above the increase and realized got (amount). If the total increase or surplus given in your the increase mentioned in Column 3 and 3 more being on unaccounted to the balance to the balance of increase (Column 2) shown be accounting on the price of the income fully as and p).
In Column 3 shown be increase the total increase or surplus between (see Question II)
summarized as indicated by the various to Question I's and p.
NOTE: In Column 5 shown be reason the total of actual increase or increase to the Leased
III. (General)
VI. If a salary scale has not been adopted, what will be the maximum salary paid in each rank when the increases are effective:
| Rank | Salary |
|--------------------|--------|
| Professor | $.......|
| Associate Professor| $.......|
| Assistant Professor| $.......|
| Instructor | $.......|
| Assistant | $.......|
The University of Chicago has had a salary scale for several years. See previous questionnaire.
VII. Is the present income of the institution adequate for the increases in salary, whether made or planned? (Yes. No)
VIII. If not, what financial provisions have been made or considered, to care for the increases authorized or contemplated?
See answer to question No. II
ALL If not what further provision have been made or considered to care for the inoculants
no element for decision no. II
enveloping or containing
or burning: (Yes) No
All if not because reason of the limitation adequate for the inoculants in such a proper range
does not prevent destruction
the inactivation or change due to any other cause for several
inoculation
inoculation
Associate Professor
Associate Professor
Professor
upon the inoculants the estimate:
IV If a search were not then thought, may be the maximum risk being in each lump
IX. If the budget income for the present year is insufficient to meet all the current expenses,
a. What is the estimated amount of the deficiency? $...........
b. Are there any special circumstances which cause a part or all of the deficiency this year which will not occur hereafter?
c. What plans have been made to meet the deficiency?
It is expected the income for the present year will be sufficient to meet the current expenses.
c. What bonus prize can made to meet the objectives?
If the existing fee income for the business year will be insufficient to meet the current expenses, the bonus prize may not occur.
P: "Are there any other circumstances which cause a loss or fall of the guaranteed prize?"
a. What is the estimated amount of the reduction? $...............
IX. If the budget income for the business year is insufficient to meet all the current expenses,
March 15th, 1920
Dr. Harry P. Judson, President
University of Chicago
Chicago, Ill.
My dear Dr. Judson:
A careful study is being made of the replies which we have received in response to the questionnaires that we sent out on January 12, 1920. The information which we then sought had to do with the present situation with regard to instructional salaries, and its relation to the situation which existed before the war.
While proceeding with the examination of the returned questionnaires, we should now like to make a new inquiry regarding plans which institutions of higher learning may have formed, or have under consideration, for increasing instructional salaries--both as to the amount of increase and the methods of providing funds with which to make it. We have, therefore, prepared a second questionnaire, covering these two additional points, and are sending it herewith. If you will fill it out, and return it to us in the stamped envelope enclosed, within the next ten days if possible, we shall greatly appreciate your cooperation.
Very truly yours,
[Trevor Arnett]
TA:BLA
All correspondence regarding the business of the Board should be addressed "General Education Board, 61 Broadway, New York City."
March 24, 1920
President Harry Pratt Judson
University of Chicago
Chicago, Ill.
My dear President Judson:
I am in receipt of your letter of the 23rd instant, and also the answers to the questionnaire which was sent out on March 15th; for which I thank you.
I am glad to get the full explanation regarding the salary increases which you made in your letter. It will be very helpful in interpreting the data that you have given in the questionnaire.
I shall read with great interest the pamphlet on "How Much Does Higher Education Cost?", which you were good enough to send to me. If you come across any other material which you think is pertinent to the subject that we are now considering, I shall be greatly obliged if you will inform me of it.
We are getting very prompt replies to the second questionnaire, and I think we shall be in a position, after the answers are all tabulated, to know what the problem of increasing salaries in the institutions concerned is.
With warmest regards to you, I am
Very truly yours,
[Trevor Arnett]
All correspondence regarding the business of the Board should be addressed "General Education Board, 61 Broadway, New York City."
Dear Frank,
With warmest regards to you! I am
Wishing you a happy new year!
I hope I speak for you when I say that I am deeply grateful to have received your letter and I am in receipt of your kind wishes. I am very much obliged to you for your kindness and I hope we may meet one day.
Yours sincerely,
[Signature]
General Engraving Board
[Seal]
## Personal Service—Salaries—at Ohio University and the State Normal College, Athens, Ohio
**November 1st, 1920**
### ADMINISTRATION (12 months)
| Name | Salaries 1919-1920 | Salaries 1920-1921 | Requests for 1921-1922 | Requests for 1922-1923 |
|----------------------------------------------------------------------|---------------------|--------------------|------------------------|------------------------|
| Alston Ellis, Ph. D., LL. D., President | $6,000 | $7,500 | $9,000 | |
| H. H. Haning, A. B., Treasurer and Business Manager | 2,500 | 3,800 | 4,000 | |
| William R. Cable, B. S. in Ed., Registrar | 2,000 | 2,500 | 3,000 | |
| Israel M. Foster, A. B., Secretary, Board of Trustees | 600 | 720 | 840 | |
| Irene Lucile Devlin, Secretary, President's Office | 840 | 1,140 | 1,400 | |
| Emma R. Battin, Auditor and Cashier, Treasurer's Office | 1,200 | 1,600 | 1,900 | |
| Margaret N. Lax, Bookkeeper, Treasurer's Office | 840 | 1,080 | 1,500 | |
| Mary Antorietto,, A. B., Assistant Registrar | 700 | 1,000 | 1,200 | |
| Julia L. Cable, A. B., Alumni Stenographer | 840 | 1,080 | 1,200 | |
| May Putnam Harris, Stenographer, Deans' Offices | 780 | 1,080 | 1,200 | |
| Mary Louise Overmyer, Stenographer, General Service | New | 1,020 | 1,200 | |
**TOTAL** $16,300 $22,020 $26,440
### TEACHING
| Name | Salaries 1919-1920 | Salaries 1920-1921 | Requests for 1921-1922 | Requests for 1922-1923 |
|----------------------------------------------------------------------|---------------------|--------------------|------------------------|------------------------|
| Edwin Watts Chubb, Litt. D., Professor of English Literature and Dean of the College of Liberal Arts (12 months) | $3,000 | $4,000 | $4,800 | |
| W. W. McIntire, Ph. B., A. M., Professor of School Administration and Dean of the State Normal College, (12 months) | 3,000 | 4,000 | 4,800 | |
| Irma E. Voigt, A. M., Ph. D., Dean of Women and Instructor in Public Speaking, (12 months) | 2,000 | 3,000 | 3,700 | |
| Dafydd J. Evans, A. M., LL. D., Professor of Latin | 2,500 | 3,000 | 3,600 | |
| Frederick Treudley, A. M., Professor of Philosophy and Ethics | 2,500 | 3,000 | 3,600 | |
| Albert A. Atkinson, M. S., Professor of Physics and Electrical Engineering | 2,500 | 3,000 | 3,600 | |
| Oscar Chrisman, A. M., Ph. D., Professor of Psychology and Paidology | 2,500 | 3,000 | 3,600 | |
| William Fairfield Mercer, Ph. D., Professor of Biology and Geology | 2,500 | 3,000 | 3,600 | |
| William B. Bentley, Ph. D., Professor of Chemistry | 2,500 | 3,000 | 3,600 | |
| Lewis J. Addicott, B. S., C. E., Professor of Mathematics and Civil Engineering | 2,500 | 3,000 | 3,600 | |
| Willis L. Gard, A. M., Ph. D., Professor of the History and Principles of Education | 2,500 | 3,000 | 3,600 | |
| Fletcher S. Coultrap, A. M., Professor of the Art of Teaching | 2,500 | 3,000 | 3,600 | |
| William F. Copeland, Ph. M., Ph. D., Professor of Agriculture | 2,500 | 3,000 | 3,600 | |
| William A. Matheny, A. M., Ph. D., Professor of Civic Biology and Botany | 2,500 | 3,000 | 3,600 | |
| Hiram Roy Wilson, A. M., Litt. D., Professor of English | 2,500 | 3,000 | 3,600 | |
| Clement L. Martzloff, M. Ped., Litt. D., Professor of History | 2,500 | 3,000 | 3,600 | |
| Alexander S. Thompson, Mus. D., Director of the College of Music | 2,500 | 3,000 | 3,600 | |
| Thomas N. Hoover, M. Ped., A. M., Professor of History | 2,500 | 3,000 | 3,600 | |
| Charles M. Copeland, B. Ped., Principal, School of Commerce (On leave of absence, without pay, after October 1, 1920) | 2,500 | 300 | | |
| Frederic M. Peckham, A. B., Acting Principal, School of Commerce | New | 2,700 | 3,200 | |
| Robert Lacey Borger, Ph. D., Professor of Mathematics | 2,300 | 2,900 | 3,600 | |
| William H. Cooper, A. M., Professor of Public Speaking | 2,300 | 2,900 | 3,600 | |
| Isaac Emery Ash, A. M., Ph. D., Professor of Economics and Sociology | 2,000 | 2,700 | 3,600 | |
| Name | 1919-1920 Salaries | 1920-1921 Salaries | 1922-1923 Salaries |
|-------------------------------------------|--------------------|--------------------|--------------------|
| Victor D. Hill, A.B., Professor of Greek and German | 2,100 | 2,600 | 3,200 |
| Mary T. Noss, A.M., Professor of French | 2,000 | 2,600 | 3,000 |
| Victor Whitehouse, A.M., Professor of Spanish and French | 1,900 | 2,600 | 3,000 |
| G.T. Wilkinson, A.M., Professor of French and Spanish | 2,000 | 2,600 | 3,000 |
| Joshua R. Morton, M.S., Professor of Chemistry | 2,100 | 2,600 | 3,000 |
| Bert M. Thompson, B.S. in Ed., Professor of Physiography | 2,100 | 2,600 | 3,200 |
| Ingram Fordyce Stewart, B.S. in Ed., Professor of Mathematics | 1,900 | 2,500 | 3,000 |
| George E. McLaughlin, B.S. in Ed., Professor of Manual Training | 1,900 | 2,600 | 3,200 |
| Frank B. Dilley, A.B., A.M., Principal of the John Hancock High School | 2,100 | 2,600 | 3,200 |
| Robert L. Morton, B.S. in Ed., A.M., Professor Engaged in Extension Work | 2,000 | 2,600 | 3,200 |
| A.E. Wagner, A.M., Ph.D., Professor Engaged in Extension Work | 2,000 | 2,600 | 3,200 |
| George H. Crow, A.M., Professor of Secondary Education, (State High School Visitor, Half Time, $1,000) | 1,000 | 1,600 | 1,600 |
| Samuel K. Mardis, Ph.B., Ped.D., Principal, Rural Training School and Associate Professor of the History of Education | 2,200 | 2,900 | 3,600 |
| Oscar E. Dunlap, M.S. in Ed., Associate Professor of Agriculture | 2,000 | 2,500 | 3,000 |
| Evan Johnson Jones, A.M., Associate Professor of History and Civics | 2,000 | 2,500 | 3,000 |
| Frank B. Gullum, B.S., Assistant Professor of Chemistry | 2,050 | 2,300 | 2,800 |
| Clinton N. Mackinnon, A.M., Assistant Professor of English | 1,800 | 2,500 | 3,000 |
| Bernard L. Jefferson, A.B., Ph.D., Assistant Professor of English | 1,700 | 2,500 | 3,000 |
| Homer V. Cherrington, A.B., B.S. in Ed., Assistant Professor of English | 1,800 | 2,500 | 3,000 |
| Charles E. Shew, A.B., Assistant Professor of Advertising and Marketing | 1,750 | 2,200 | 2,600 |
| William H. Fenzel, A.B., Assistant Professor of Accounting | 1,600 | 1,900 | 2,400 |
| Oscar Earle McClure, B.S. in Ed., Assistant Professor of Physics | 1,600 | 1,900 | 2,500 |
| Clarence Holmes Growden, B.S. in Ed., Assistant Professor of Psychology and Paidology | 1,500 | 1,900 | 2,500 |
| Albert Wesley Boetticher, B.S. in Ed., Assistant Professor of Civic Biology and Botany | 1,500 | 2,000 | 2,500 |
| Loring Hall, A.M., Assistant Professor of Latin | 1,300 | 1,800 | 2,400 |
| Mary Ellen Moore, A.M., Assistant Professor of Latin (On leave of absence, without pay, after October 1, 1920) | 1,000 | 100 | |
| Emma S. Waite, B.S. in Ed., Principal, Graded Training School | 2,000 | 2,500 | 3,000 |
| Edna C. Endly, B.S., Principal, School of Home Economics | 1,800 | 2,300 | 2,800 |
| Constance T. McLeod, A.B., Principal, Kindergarten School | 1,500 | 1,800 | 2,100 |
| Mary J. Brison, B.S., A.M., Head of the Normal College Art Department | 1,600 | 1,900 | 2,300 |
| Marie Louise Stahl, Head of the Art Department, College of Liberal Arts | 1,400 | 1,700 | 2,100 |
| Mary Engle Kahler, Ph.B., B.Ped., A.M., Instructor in English | 1,300 | 1,700 | 2,000 |
| Dow Siegel Grones, B.S. in Ed., Instructor in Manual Training | 1,400 | 1,700 | 2,100 |
| Elizabeth G. Garber, B.S. in Ed., Instructor in Public-School Music | 1,300 | 1,600 | 1,800 |
| Thor Olson, Instructor in Physical Education | 1,400 | 1,900 | 2,400 |
| Ruth Carson, Ph.B., Instructor in Physical Education | 1,000 | 1,400 | 1,800 |
| Helen Barbary Hockingberry, A.B., Instructor in French | 1,100 | 1,500 | 1,800 |
| Name | 1919-1920 Salaries | 1920-1921 Salaries | 1921-1922 Requests |
|-------------------------------------------|--------------------|--------------------|--------------------|
| Lucile V. Wilkey, A. B., Instructor in French and Spanish | 1,000 | 1,500 | 1,800 |
| Mabel K. Brown, Ph. B., Instructor in Stenography | 1,200 | 1,500 | 1,800 |
| Helen Reynolds, Instructor in Typewriting | 1,200 | 1,500 | 1,800 |
| Mabel Hagemeyer, A. B., A. M., Instructor in Home Economics | 1,350 | 1,700 | 2,000 |
| Susan Louise Eckel, B. S., Instructor in Home Economics | 1,350 | 1,700 | 2,000 |
| Prudence Stevens, B. S., Instructor in Home Economics | New | 1,700 | 2,000 |
| Belle E. Mercer, A. B., Instructor in Biology | 1,000 | 1,400 | 1,600 |
| Maude G. Crossett, B. S., Instructor in Public-School Drawing | 1,300 | 1,600 | 1,800 |
| Isabel Trudie Shore, B. S. in Ed., Instructor in Public-School Drawing | 1,100 | 1,400 | 1,600 |
| Jane Evans, Instructor in Kindergarten | 800 | 1,000 | 1,400 |
| Sirouhee T. Arpee, A. B., Instructor in Advanced Piano | 1,100 | 1,500 | 1,800 |
| Allen R. Kresge, Instructor in Piano, Organ, and Theory | 1,100 | 1,500 | 1,800 |
| Frances Ruggles Hizey, Mus. B., Instructor in Piano and Organ | 1,100 | 1,500 | 1,800 |
| Clara D. Thompson, Instructor in Voice Culture | 1,100 | 1,500 | 1,800 |
| Mary A. Henderson, Instructor in Voice Culture | 1,100 | 1,500 | 1,800 |
| Florence Hawkins, Instructor in Voice Culture | 1,100 | 1,500 | 1,800 |
| John N. Hizey, Instructor in Violin and Orchestra Leader | 1,100 | 1,500 | 1,800 |
| Nellie H. Van Vorhes, Instructor in Piano and Virgil Clavier (Part Time) | Fees 300 | 400 | |
| Mary Connett, Ph. B., Instructor in the John Hancock High School | 1,300 | 1,600 | 2,000 |
| Nellie Lynn Ball, B. S. in Ed., Instructor in the John Hancock High School | 1,200 | 1,500 | 1,800 |
| Carl F. Stockdale, Instructor in the John Hancock High School | New | 1,200 | 1,500 |
| Hannah Marie Swaim, Assistant in Public-School Music | 1,000 | 1,300 | 1,500 |
| Monroe F. Brown, A. B., Assistant in Chemistry (Part Time) | 350 | 500 | 600 |
| Mattie M. Hatch, Assistant in English (Part Time) | 360 | 500 | 600 |
| Neil Duncan Thomas, Assistant in Mechanical Drawing, (Part Time) | 400 | 600 | 720 |
| Clair Henry Calhoon, Assistant in Paidology and Psychology, (Part Time) | 500 | 600 | 720 |
| George Walker Haney, Assistant in Paidology and Psychology, (Part Time) | New | 200 | 400 |
| Judson F. Bateman, Assistant in Biology, (Part Time) | 350 | 400 | 500 |
| *Margaret L. Tilley, B. S. in Ed., Critic Teacher, Eighth-Year Grade | 580 | 580 | 800 |
| *Cora E. Bailey, B. Ped., Critic Teacher, Seventh-Year Grade | 530 | 580 | 800 |
| *Mary Lee Britton, Critic Teacher, Sixth-Year Grade | 530 | 530 | 750 |
| *Eunice Loa Taylor, B. S. in Ed., Critic Teacher, Fifth-Year Grade | 530 | 530 | 750 |
| *Myrtle Lucile Hesse, Critic Teacher, Fourth-Year Grade | 530 | 530 | 750 |
(Note—Critic Teachers with (*) before their names receive $1,170 additional from the City of Athens.)
| Name | 1919-1920 Salaries | 1920-1921 Salaries | 1921-1922 Requests |
|-------------------------------------------|--------------------|--------------------|--------------------|
| Hazel L. Bair, Critic Teacher, Third-Year Grade | 1,250 | 1,700 | 1,900 |
| Amy M. Wehr, Ph. M., B. Ped., Critic Teacher, Second-Year Grade | 1,300 | 1,750 | 2,000 |
| Lillie A. Faris, Critic Teacher, First-Year Grade | 1,250 | 1,750 | 2,000 |
| Olin E. Fri, B. S. in Ed., Teacher, Rural Training School | (1,100) | (1,700) | (2,000) |
| Clara L. Blume, Teacher, Rural Training School | (1,000) | (1,400) | (1,700) |
| Nellie B. Watson, Teacher, Rural Training School | (1,000) | (1,400) | (1,700) |
(Note—Salaries in brackets are paid by Athens Township and the State of Ohio.)
TOTAL TEACHING SALARIES $147,260 $189,250 $228,490
| Position | 1919-1920 Salaries | 1920-1921 Salaries | 1921-1922 Requests |
|-----------------------------------------------|--------------------|--------------------|--------------------|
| **LIBRARY (12 months)** | | | |
| Charles G. Matthews, Ph. M., Librarian | $1,600 | $2,100 | $2,900 |
| Melba R. White, A. B., Assistant Librarian | 790 | 1,000 | 1,800 |
| Raymond Connett, Assistant in Library | 550 | 900 | 1,200 |
| Grace E. McGrath, Assistant in Library, (Part Time) | 360 | 400 | 700 |
| Anna White, Assistant in Library, (Part Time) | 300 | 500 | 500 |
| **TOTAL** | **$3,600** | **$4,900** | **$7,100** |
| **WOMEN'S DORMITORIES (12 months)** | | | |
| Jennie O'Dell, Matron at Lindley Hall | ($720) | ($780) | ($900) |
| Louisa A. Roush, Housekeeper at Lindley Hall | (540) | (600) | (720) |
| Willanna M. Riggs, Matron at Boyd Hall | (720) | (780) | (900) |
| Rose Partlow, Housekeeper at Boyd Hall | (540) | (600) | (720) |
| Annie D. Morrison, Matron at Howard Hall | (720) | (780) | (900) |
| Ella J. Kenney, Housekeeper at Howard Hall | (540) | (600) | (720) |
| Emma Grim, Housekeeper at Sub-Dormitories | (420) | (420) | (600) |
| **TOTAL** | **($4,200)** | **($4,560)** | **($5,460)** |
| *(NOTE—All dormitory salaries are paid from fees collected.)* | | | |
| **OTHER EMPLOYES—Engineers, Firemen, Janitors, Etc., (12 months)** | | | |
| James Smith, Supervising Engineer | $1,600 | $1,800 | $2,000 |
| Richard I. Bolin, Engineer | 1,440 | 1,560 | 1,680 |
| Frank Buxton, Engineer | 1,440 | 1,560 | 1,680 |
| Addison Edgar, Engineer | 1,440 | 1,560 | 1,680 |
| William E. Haning, Fireman | 1,140 | 1,260 | 1,440 |
| Otto Rose, Fireman | 1,140 | 1,260 | 1,440 |
| Charles R. Sams, Fireman | 1,140 | 1,260 | 1,440 |
| James H. Burt, Carpenter | 1,200 | 1,600 | 1,800 |
| Peter G. Hibbard, Plumber | 1,200 | 1,500 | 1,800 |
| Augustus C. Howett, Painter | 900 | 1,140 | 1,440 |
| Thomas W. Duffee, Night Watchman | 840 | 1,140 | 1,404 |
| Edward L. Church, Janitor | 900 | 1,140 | 1,320 |
| V. W. Clendenin, Janitor | 900 | 1,140 | 1,320 |
| Ernest E. Hart, Janitor | 900 | 1,140 | 1,320 |
| Edison R. Heaton, Janitor | 900 | 1,140 | 1,320 |
| Robert L. King, Janitor | 900 | 1,140 | 1,320 |
| Hoyt A. Pinkerton, Janitor | 900 | 1,140 | 1,320 |
| John L. Roach, Janitor | 900 | 1,140 | 1,320 |
| A. A. Shafer, Janitor | 900 | 1,140 | 1,320 |
| Elwood E. VanDyke, Janitor | 900 | 1,140 | 1,320 |
| **TOTAL** | **$21,580** | **$25,900** | **$29,684** |
| **SPECIAL** | | | |
| Spring Term, 6 Weeks | $1,000 | $1,000 | $2,500 |
| Summer School, 6 Weeks | 16,000 | 16,000 | 22,000 |
| Continuation School, 5 Weeks of 6 days each | | | |
| **TOTAL** | **$17,000** | **$17,000** | **$24,500** |
| **GRAND TOTALS OF PERSONAL SERVICE** | **$205,740** | **$259,070** | **$316,214** |
| *(Note—Salaries in Brackets () are not included in either "Grand Total.")* | | | |
| **STATE PENSION** | | | |
| To meet the requirements of the "State Teachers' Retirement System" | $8,000 | $8,000 | $8,000 |
October 24, 1923
General Recommendations as to Salary Scales.
1. The grade of Associate has practically disappeared. It is represented by only two appointments in the budget for 1923-24. It is replaced either by Assistants or by Instructors.
2. **Instructors.** The present salaries for Instructors begin at $1600 and range to $2600. The larger number of Instructors at present are paid $1800, $2000, $2200 or $2400. This scale undoubtedly does not contemplate that the Instructor shall be a married man. In fact, however, a considerable proportion of the Instructors are men with families. At present, rentals a dwelling cannot be secured, unless in University buildings, for less than about $1000 a year, which leaves an inadequate margin for household expenses.
I should recommend that the salaries for Instructors extend from $1800 to $2900 inclusive. We have at present 44 Instructors. An average increase of $500 per year for half the Instructors would amount to approximately $10,000.
3. **Assistant Professors.** The salary of Assistant Professors now extends from $2700 to $3500. If the salary range of Instructors should be increased as recommended it would be appropriate to raise the minimum salary for Assistant Professors to $3000. The upper limit might well be made $3900. If we estimate the present dollar as equivalent to 65¢ in 1913, this would be equivalent to a lower limit of $1950, which is approximately equivalent to the $2000 that was at first established as the standard for Assistant Professors.
To raise the upper limit of salaries for the Assistant Professor would have this additional advantage. In the past it has apparently been the case that some men have been made Associate Professors who should not have been given this indefinite appointment. The only way to secure an increase of salary seemed to be through raising them to that rank. If it were possible to pay the Assistant Professor a somewhat better salary there would be less pressure for the promotion of men whose cases were still doubtful.
There are at present 30 Assistant Professors. A few of these ought not to be encouraged by an increase of salary but most of them are persons who are candidates for promotion. They are now, in the majority of cases, obliged to seek outside means of supplementing their salaries and thus are unable to give to the University their full time and to devote themselves to study and investigation in a way that will be most conducive to their own highest development. Out of the 30 it is probable that 20 should receive an increase in salary of $500, making a total of $10,000.
3. **Associate Professors.** In the grade of Associate Professors there are 44. Of this number there are probably at least 12 who should not be promoted to professorships. The others will probably be considered for promotion. A considerable number should have increases for the coming year, probably about 16 at $500, a total amount of $8000.
4. **Professors.** At present there are approximately 100 Professors, of whom 48 receive $5000 or less and of the remainder 12 receive $6000; 13 receive $7000; 7 receive $8000. The balance receive amounts as shown in the appended table.
**Professors in Arts, Literature and Science.**
| Salary | Number |
|--------|--------|
| $8600 | 1 |
| 8500 | 1 |
| 8000 | 7 |
| 7500 | 2 |
| 7000 | 13 |
| 6500 | 5 |
| 6200 | 1 |
| 6000 | 12 |
| 5500 | 9 |
| 5000 | 27 |
| 4500 | 21 |
If we compare the present minimum of $4500 with the minimum of $3000 originally established, there is no striking difference in the money value, although in terms of the purchasing power of the dollar it is probable that the original salary was considerably superior. At the upper end of the scale, however, there is a marked decrease from the original standard of $7000, which was set in the case of a few outstanding men. A maximum of $10,500 would be certainly no greater when estimated in terms of current standards of living and would be much less than estimated in reference to salaries of other institutions from which we must obtain new men who have reached high distinction, than the $7000 which was fixed as the original maximum. It is true that this maximum of $7000 was not made a general standard and that many of the men who have since been among our most distinguished faculty members were promoted to be heads of departments at salaries of $4000, a scale which was later raised to the present maximum of $8000. We have to recognize, however, the large number of eminent men who have left our faculty to go to other institutions and the probability that this drain will continue. We cannot replace the ablest men except by salaries higher than we are now paying in most instances. The general considerations which would
now buying in most instances. The heavy considerations which would reduce the display per piece price will continue. We cannot assume new men who have left our family to go to other institutions because we have a heavy turnover and we want to maintain the present number to fill the original maximum. If we hire just five men now we can make up for the original maximum by spending $40,000 or $50,000 more on new men than we did last year. We must continue to cut out unnecessary from our payrolls.
If we combine the present minimum of $4500 with the
receives someone as shown in the attached page.
Is receive $8000; 13 receive $7000; 12 receive $8000. The balance 100 "prospects" of whom 48 receive $2000 or less and of the remaining
A "prospects." All present price are approximate.
$200 a footy shown of $8000.
spending price increase for the coming year's hospital shown is of will hopefully be considered for promotion. A considerable number of prospects price are $4" or $5" number price are typically at
3 "Associate Prospects" In the Price of Associate
justify a higher range of salaries and the establishment of a limited number of professorships at a standard approximately equal to that of the law and medical standards are these:
(1) The setting of a standard which, while not attracting persons on a commercial basis and not competing with the higher commercial salaries, shall yet recognize the highest type of University work as comparable with salaries of public school superintendents in the educational field and of professional salaries in law, medicine, and journalism.
(2) The securing and retaining upon the staff of a sufficient number of outstanding men to set standards of productiveness for the whole University.
(3) The freeing of men from the necessity of doing outside work in order to supplement their salaries. At the present time this is very general and frequently means an unfortunate use of the individual's best powers.
In case it should seem feasible to make considerable increases in the salaries of Professors this might be done in either of two ways: by setting a higher minimum or by promoting a considerable number of the present staff to a higher grade. Columbia has set a minimum of $6000 and has established a certain number of professorships at $10,000. Along with this Columbia has limited the possibilities of promotion substantially to cases where vacancies exist. The advantage of this plan is that it sets a high standard for the professorship and dignifies it thereby. The disadvantage to limited promotions is that this would tend to discourage younger men of promise and lead them to accept opportunities elsewhere rather than take the chances of waiting for the vacancies. It is possible that the University would receive larger benefit from an increase of salaries if, instead of setting the minimum of $6000 for all professors it should promote a considerable number of those now receiving less than this amount. It is probable that in some cases the salary at present received is adequate. It would be desirable to make a very considerable addition to the number receiving $6000 and also $7000 and an additional to the number receiving $8000. Of the seven who at present receive $8000 only three receive this as a professorial salary, The other four receive it for a combination of professorial and administrative duties. It may be estimated that approximately half of the staff of professors should receive additions of from $500 to $1000 in order to place our salary scale in a favorable position and this would require approximately $40,000.
If in addition it should be thought desirable for reasons that will be presented by others to have a limited number of chairs receiving a salary of $10,000 there would be required for this approximately $45,000.
5. Summary.
Recommendations for increases in salaries of Arts, Literature and Science in accordance with the above suggestions would give the following:
Instructors..................$10,000
Assistant Professors........10,000
Associate Professors.......8,000
Professors on present scale. 40,000
Establishment of 15 chairs at $10,000...................45,000
Total ........$113,000
It is expected that the following will be required for the project:
- **Equipment**: $10,000
- **Furnishings and Fixtures**: $40,000
- **Associate Professor**: $8,000
- **Assistant Professor**: $10,000
- **Instructors**: $10,000
**Total**: $112,000
**Recommendations for increases in assistance to ATE**
**Summary**
- Reducing for five subcontracts by $45,000
- Number of courses receiving a salary of $10,000 per year would be
- Increase per year will be between $40,000 and $10,000 per year for a limited
April 22, 1925.
President Ernest D. Burton,
The University of Chicago,
Chicago, Illinois.
Dear Mr. Burton:
More within the last year or two than previously, we have allowed teaching salary credit to members of the faculty when they were not teaching. If this is for special studies of University problems which we want done, of course it is all right; or if it really tends to notable research or notable writing which would not otherwise be done, I am for it, but if it merely permits a man to have a little more time to do a thing which he ought to have done anyway, then I think it is not fair to the University or to his colleagues. It seems to me sound to expect a man to do a moderate amount of teaching and a moderate amount of writing at the same time - that is the way most of our people work, and I think properly; and if from inertia a man fails to publish, then I think we should not allow him time off for the purpose.
I make these points merely because I think requests for time off for special work with pay will spread and that the situation should be safeguarded; but I have no wish to stop meritorious cases.
I enclose an extra copy of this letter in case you want it for Mr. Tufts.
Yours cordially,
Harold H. Swift
cc C.W. Gilkey
W.S. Bond
I am not sure what I am doing here, but I am trying to write something that will be useful for someone else. I hope this letter is helpful and that it will be read by many people.
Sincerely,
[Signature]
COMPARISON OF SALARIES FOR INSTRUCTION
| | 1919-20 | 1923-24 | Increase | % Increase |
|--------------------------|-----------|-----------|--------------|------------|
| Arts, Literature and Science | $738,826. | $962,573. | $223,747. | 30. |
| Divinity School | 31,600. | 39,500. | 7,900. | 25. |
| Law School | 51,125. | 57,500. | 6,375. | 13. |
| School of Education | 189,785. | 276,520. | 86,735. | 46. |
| Commerce and Administration| 28,850. | 84,725. | 55,875. | 194. |
| Totals | $1,040,186.| $1,420,818.| $380,632. | 36. |
Note:
The foregoing does not take into consideration the effect of increased salaries on the cost of Fourth Quarter Instruction. Since 1919-20 the increase in cost is probably $18,000. or $20,000.
April 24, 1924.
| Description | 1948-50 | 1953-54 | Increase |
|--------------------------------------------------|---------|---------|----------|
| Total | $7,000,000 | $7,750,000 | $750,000 |
| Administrative | $6,250 | $6,250 | $0 |
| General or Induction | $1,750 | $1,250 | $500 |
| New Scope | $1,750 | $1,250 | $500 |
| Divisional Hospital | $7,000 | $3,200 | $3,800 |
| and General | $4,750 | $2,250 | $2,500 |
| and General | $4,750 | $2,250 | $2,500 |
Note: The increase in cost is based on an increase of $75,000 on $500,000 for the purpose of making improvements since 1948-50 due to face and no serious losses to date and no further improvement since 1948-50 due to lack of funds.
## SUMMARY OF SALARIES FOR INSTRUCTION BY RANKS
| | No. on Basis of Full time | Salaries |
|--------------------------|---------------------------|-------------------|
| | 1919-20 | 1923-24 | 1919-20 | 1923-24 |
| **Arts, Literature and Science** | | | | |
| Professors | 82-11/12 | 95-7/12 | $402,518 | $518,966 |
| Associate Professors | 38-2/3 | 44-1/3 | 119,983 | 168,016 |
| Assistant Professors | 34 | 32 | 90,000 | 94,400 |
| Instructors | 31-3/4 | 44-1/2 | 52,400 | 91,900 |
| Assistants and Teachers | 187-1/4 | 212-11/12 | $664,901 | $873,282 |
| | | | 73,924 | 89,291 |
| | | | $738,825 | $962,573 |
| **Divinity School** | | | | |
| Professors | 4-2/3 | 4-1/6 | $21,500 | $24,000 |
| Associate Professors | 1 | 2 | 3,000 | 8,000 |
| Assistant Professors | 2 | 2 | 5,100 | 7,500 |
| Instructors | 1 | | 2,000 | |
| | 8-2/3 | 8-1/6 | $31,600 | $39,500 |
| **Law School** | | | | |
| Professors | 6-2/3 | 5-2/3 | $48,625 | $51,000 |
| Assistant Professors | 1 | 1 | 2,500 | 4,000 |
| Instructors | 1 | 1 | 2,500 | 2,500 |
| | 7-2/3 | 7-2/3 | $51,125 | $57,500 |
| **School of Education** | | | | |
| Professors | 7 | 10 | $32,000 | $51,500 |
| Associate Professors | 8 | 4 | 26,000 | 16,000 |
| Assistant Professors | 4-1/3 | 11 | 11,100 | 36,200 |
| Instructors | 3-1/2 | 10 | 7,400 | 23,900 |
| Assistants and Teachers | 22-5/6 | 35 | $76,500 | $127,600 |
| | | | 113,275 | 148,920 |
| | | | $189,775 | $276,520 |
| **Commerce and Administration** | | | | |
| Professors | 1 | | $6,500 | |
| Associate Professors | 3 | | 14,500 | |
| Assistant Professors | 5 | 4 | $15,500 | 13,750 |
| Instructors | 6 | 15 | 10,950 | 39,500 |
| Assistants | 11 | 23 | $26,450 | $74,250 |
| | | | 2,400 | 10,475 |
| | | | $28,850 | $84,725 |
April 24, 1924
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In the Supreme Court of the United States
JOSEPH A. KENNEDY, Petitioner, v.
BREMERTON SCHOOL DISTRICT
On Writ of Certiorari to the United States Court of Appeals for the Ninth Circuit
BRIEF OF PROTECT THE FIRST FOUNDATION AS AMICUS CURIAE SUPPORTING PETITIONER
GENE C. SCHAERR Counsel of Record ERIK S. JAFFE H. CHRISTOPHER BARTOLOMUCCI HANNAH C. SMITH KATHRYN E. TARBERT JOSHUA J. PRINCE SCHAERR|JAFFE LLP 1717 K Street NW, Suite 900 Washington, DC 20006 (202) 787-1060 [email protected]
TABLE OF CONTENTS
Page
TABLE OF AUTHORITIES
Page(s)
iv
INTRODUCTION AND INTEREST OF AMICUS 1
Many religious traditions require or encourage adherents to express their commitment to their faith outwardly. Often, that expression manifests through religious clothing—a Muslim might wear a hijab, a Jew a yarmulke, or a Christian a cross. For others, religious belief is expressed through "adhering to shaving or hair length observances," such as "Sikh uncut hair and beard, Rastafarian dreadlocks, or Jewish peyes." 2 And some beliefs, like Petitioner Kennedy's here, "compel" a person to "give thanks [to God] through prayer" at specific times. Pet. Br. 4.
Amicus Protect the First Foundation (PT1) agrees with Kennedy that the First Amendment protects those practices "twice over," both through the Free Exercise Clause and through the Free Speech Clause. Id. at 36. PT1, a nonprofit, nonpartisan organization that advocates for First Amendment rights in all applicable arenas—including public employment—writes separately to emphasize two additional reasons why the school district's approach to Kennedy's prayer is wrong and should be held unconstitutional. First, contrary to the district's argument below, it is factually wrong—and contrary to common sense—to attribute a public employee's personal expression of individual faith to the government, even if that expression occurs
1 All parties have consented to the filing of this brief. No counsel for any party or any other person or entity aside from amicus curiae, its members, and its counsel authored the brief or made any monetary contribution toward its preparation.
2 EEOC, Religious Garb and Grooming in the Workplace: Rights and Responsibilities (Mar. 6, 2014), https://tinyurl.com/2p86xk5x.
on the job. Second, the decision below is particularly harmful because it allows public employers to impose a de facto religious test in violation of Article VI's No Religious Test Clause. If left standing, that decision will thus limit public employment to members of favored religions that demand no visible, public displays of faith, while denying employment to those whose exercise of religion needs to be overt and visible to others.
STATEMENT
Petitioner Joseph Kennedy served as a high school football coach for Respondent Bremerton School District until the District suspended him for saying thirty-second prayers on the football field after games. Pet. App. 3-5.
Kennedy is a devout Christian whose religious beliefs compel him to offer prayers of gratitude on the field, immediately after games. Id. at 4. Initially, Kennedy prayed alone; later, team members asked to join him. Id. at 3-4. Although he invited other coaches to join him, Br. in Opp. 7, Kennedy did not compel anyone to pray with him, confirming that the decisions of the students who asked to join him were voluntary. Pet. App. 4. Sometimes, Kennedy gave religious motivational speeches to those who prayed with him. Br. in Opp. 3.
For years, Kennedy prayed without anyone objecting. Pet. App. 5. Indeed, those observing the post-game prayers seemingly did not even know what was being said. Pet. App. 139-140, 182 (explaining that the prayer which led to Kennedy's administrative leave was conducted as he knelt alone).
Things changed about seven years into Kennedy's employment. After learning that Kennedy's postgame meetings were prayers, the district told Kennedy he could only pray on the field if his prayer was not "outwardly discernable" or when no students were around. Br. In Opp. 4; Pet. App. 6. Kennedy ceased giving speeches but continued to kneel and quietly pray after games. Pet. App. 10-11. In response, the district placed him on leave. Br. in Opp. 10.
SUMMARY OF ARGUMENT
I. The district's approach to Kennedy's on-field prayer ignores the reality that ours is a nation of religious pluralism. And the inevitable result of that pluralism is that people of different faiths exercise their religion in myriad ways.
One common way that people of faith express their religious conviction is through expressing it outwardly. Many show their beliefs by wearing religious garments or by making visible grooming choices, such as by growing out their hair. Others do so by praying. No matter how a person's religion instructs her to worship, the resulting religious expression constitutes a personal exercise of religion reflecting a deeply felt obligation of faith.
Such religious expression, moreover, does not suddenly become government speech just because it occurs at a place of public employment. A Jewish person who teaches public school students while wearing a yarmulke is doing nothing different in kind than a teacher or a coach privately praying in the view of his students or others. Both religious activities are visible. Both send a message of personal faith. And both are attributable only to the person participating, not to his employer. Put differently, as Kennedy emphasizes, "schools do not endorse everything they fail to censor." Bd. of Educ. of Westside Cmty. Sch. v. Mergens ex rel. Mergens, 496 U.S. 226, 250 (1990) (plurality op.).
II. A decision attributing an employee's private religious expression to that person's public employer, and thereby making it subject to prohibition, is not only factually specious, but also constitutionally impermissible because it imposes a forbidden religious test for public service. And, unlike the difficult questions this Court will be forced to answer under the Free Speech and Free Exercise Clauses because of the malleable tiers of scrutiny that this Court employs in those contexts, the application of the No Religious Test Clause is straightforward: Its clear text directly addresses and prohibits the condition on government employment that, if affirmed, the decision below would allow.
Governments, of course, are not able to do indirectly what they cannot do directly. And, just as a government is forbidden from "forc[ing] a person to profess a belief or disbelief in any religion," Torcaso v. Watkins, 367 U.S. 488, 495 (1961) (cleaned up), it is also forbidden, absent some showing of concrete harm, from punishing individuals for religiously required speech once they have accepted employment.
ARGUMENT
I. Many People Exercise their Religion Through Outward Expressions of Faith that Cannot Fairly Be Attributed to their Employers.
Proper analysis of the issues in this case must begin with a recognition that the United States is "a cosmopolitan nation made up of people of almost every conceivable religious preference." Braunfeld v. Brown, 366 U.S. 599, 606 (1961). And, unsurprisingly, people belonging to that "enormous variety of religions" express and exercise their religious beliefs in many ways. Edwards v. Aguillard, 482 U.S. 578, 607 n.6 (1987) (Powell, J., concurring). Some engage in daily outward expressions of faith that are visible to others and may occur at home, at work, at their religious institutions, and even on government property. But individualized expressions of faith that no one is compelled to join should be treated as private expressions attributable to the individual alone.
1. The practices of even a small sample of faiths confirm how varied outward religious expression can be.
Islam, for example, prescribes a wide variety of physical expressions of faith. In EEOC v. Abercrombie & Fitch Stores, Inc, this Court considered the Islamic requirement that women wear a headscarf. 575 U.S. 768, 770 (2015). And many Muslim men grow beards, as required by certain teachings of Islam. Holt v. Hobbs, 574 U.S. 352, 355-356 (2015).
Sikhism likewise expects its followers to outwardly express certain tenets of the faith. Sikh men wear turbans for a variety of religious reasons and have uncut hair known as "kesh." Singh v. Gonzales, 487 F.3d 1056, 1059 (7th Cir. 2007). Many Sikhs also wear a kara, which is a steel arm bracelet. Ibid. These practices are integral to the Sikh religious experience.
Various strains of Judaism also place heavy emphasis on symbolism and public manifestations of faith. Orthodox Jews are known for growing peyes, or sidelocks—long extensions of hair on the side of the head. 3 Kippahs (prayer caps) and tallits (prayer shawls) are also frequently worn by Jewish men. 4 In the Nazirite tradition, a sub-tradition within the Jewish faith, men are forbidden from shaving or cutting their hair at all. See Grayson v. Schuler, 666 F.3d 450, 454 (7th Cir. 2012).
Religious expression in Judaism, moreover, is not always as passive as wearing religious garb. The Old Testament teaches the importance of thanking God after meals, a practice known as the birkat hamazon. 5 Both the audible expression of birkat hamazon and the dress and grooming standards followed by certain Jewish people are outward expressions of faith that manifest themselves in public spaces, including the workplace.
Women followers of Hinduism similarly feel compelled for religious reasons to express their faith through religious garb. For example, they often wear
3 EEOC, Religious Garb, supra note 2.
4 Mosaic Law Congregation, Origin of Kippah and Tallit: Head Covering and Prayer Shawl of the Jew, https://tinyurl.com/yckd7fht.
5 Kate Palley, What is Birkat Hamazon, or Benching, My Jewish Learning, https://tinyurl.com/mr2t897r.
a bindi—a colored dot worn on the forehead—symbolizing "piety as well as serving as a constant reminder to keep God at the center of one's thoughts." 6
Buddhism likewise incorporates a complex collection of rites and practices that often manifest themselves in public ways. For example, to become a Buddhist monk, the applicant first grows out his facial hair and beard, which he eventually shaves during the ceremony to become a monk. 7 Many male and female Buddhists are compelled by their faith to wear mala beads—multicolored beads worn around wrists or ankles that assist with meditation and remind adherents to pray. See Rountree v. Aldridge, No. 7:18CV00567, 2020 WL 1695495, at *3 (W.D. Va. Apr. 7, 2020).
Similarly, Kemetecism, a rebirth of an ancient Egyptian religion, requires its followers to receive distinctive tattoos. This is illustrated in EEOC v. Red Robin Gourmet Burgers, Inc., No. C04-1291JLR, 2005 WL 2090677, at *1 (W.D. Wash. Aug. 29, 2005), in which Edward Rangel, a Kemetic, had received tattoos in Coptic around his wrists. Ibid. His faith taught not only that those tattoos were religiously required, but also that covering them would be a sin. Ibid.
Other minority religions also retain distinctive, outward manifestations of their faiths. For example, some Native Americans wear eagle feathers to show a
6 Shuvi Jha, The Purpose of the Bindi, Hindu American Foundation (June 5, 2018), https://tinyurl.com/3rxb4pyc.
7 Encyclopedia Britannica, Popular Religious Practices https://tinyurl.com/4ajs628e (last visited Mar. 1, 2022).
,
connection with nature. 8 And Rastafarians often grow dreadlocks as an expression of their faith. 9
2. Christianity—Kennedy's faith—has an equally long history of expressive practices. Catholicism and many Protestant traditions encourage the wearing of jewelry in the shape of a cross, a central part of the Christian religion. 10 Members of some Christian groups mark their foreheads with crosses made of ash on Ash Wednesday. 11 Some Protestants feel strongly about keeping a Bible on their desks during the workday. Berry v. Dep't of Soc. Servs., 447 F.3d 642, 655 (9th Cir. 2006).
And, of course, some Christians feel compelled to take a knee, 12 make the sign of the Cross, 13 or offer a
8 News On 6, Student Loses Bid to Wear Eagle Feather on Graduation Cap (May 21, 2015, 3:27 PM), https://tinyurl.com/zbx2v44p.
9 EEOC, Religious Garb, supra note 2.
10 Id.
11 Dwight Adams, Why Christians wear ashes for Ash Wednesday and give up their favorite things for Lent, IndyStar (Mar. 5, 2019, 6:00 AM), https://tinyurl.com/5n7vb5sj.
12 Josh Peter, Tim Tebow not happy about 'Tebowing' being brought into national anthem protests debate, USA Today (June 8, 2018, 5:57 PM ET), https://tinyurl.com/yd82pnap ("It was never something I did to take away from somebody else. It was just something I did with a personal relationship with my God.").
13 Anglican Pastor, The Sign of the Cross: What It Is and Why It Matters, Anglican Compass (Aug. 22, 2018), https://tinyurl.com/ycx2fzc2 ("The sign of the cross is a prayer in itself. It is often accompanied by a prayer, either aloud or in one's own mind and heart.").
quick prayer of thanks at certain times. 14 Many Christians see these expressions of their religion as important to living a life of faith. See, e.g., 1 Timothy 2:8 (New Int'l Version) ("I want the men everywhere to pray, lifting up holy hands without anger or disputing."(emphasis added)); Luke 18:1 (New Int'l Version) ("Jesus told his disciples a parable to show them that they should always pray and not give up." (emphasis added)).
3. Properly understood, these many outward expressions of faith are attributable only to those that make them. To reach any other conclusion would be, as Judge Ho put it in a different context, to "misunderstand the entire nature of religious conviction at its most foundational level." Sambrano v. United Airlines, Inc., 19 F.4th 839, 842 (5th Cir. 2021) (Ho, J., dissenting). To people of faith, their "[f]aith is as deeply important as it is deeply personal[.]" Joyner v. Forsyth Cnty., N.C., 653 F.3d 341, 349 (4th Cir. 2011).
Because of the well-understood personal and individual nature of expressions of faith, it would be wrong as a factual matter to strip such expressions of their individual significance by attributing them to a person's employer. No one, for example, would ever view an Abercrombie employee's decision to wear a headscarf at work as Abercrombie's endorsement of Islam. See Abercrombie, 575 U.S. at 770-771. And, even though wearing a turban or a kara to work would
14 Elder David A. Bednar, Pray Always, The Church of Jesus Christ of Latter-day Saints (Nov. 2008), https://tinyurl.com/2r52pz49 ("Let me recommend that periodically you and I offer a prayer in which we only give thanks and express gratitude. Ask for nothing; simply let our souls rejoice and strive to communicate appreciation with all the energy of our hearts.").
necessarily cause others to see those religious garments and perceive the message of faith they portray, it would be unreasonable to suggest that it's the employer, rather than the employee, that is expressing that message. Even at work, individual expressions of faith remain precisely that—the expression of the individual, not the employer.
The same is true for more vocal religious expressions, such as Kennedy's quiet, 30-second post-game prayer. JA148-149; Pet. App. 3-4. As Kennedy explains in his brief, his religious beliefs compel him to "give thanks through prayer" at the end of every football game. Pet. Br. 4. That prayer, offered on bended knee, is "brief, quiet," and offered in a spirit of "thanksgiving for player safety, sportsmanship, and spirited competition." Ibid. He does not pray in the name of his employer, does not attribute his thanks to the school, and, like football players taking a bended knee in the endzone after a touchdown, is self-evidently "speaking" for himself. Sometimes—foreclosing any suggestion that Kennedy coerced his students to join him—he even prayed by himself. Pet. Br. 5 (citing JA169).
On those facts, his conduct is more comparable to saying a pre-meal grace during a lunchbreak while within earshot of his students than it is to injecting or proselytizing his beliefs into his official duties.
Indeed, to consider Kennedy's private religious expression government speech—particularly given the school district's repeated attempts to distance themselves from it, Pet. Br. 7-8 (citing JA46-47)—is to misattribute and cheapen his speech. Where, as here, a public employee is not "inject[ing] prayer or proselytization into their official duties," id. at 2, but is instead
acting privately—even if visibly—the speech is properly considered private.
II. Banning Overt Expressions of Faith by Public Employees on the Job Would Violate the No Religious Test Clause
As this case shows, a decision to classify common outward individual expressions of religious belief as government speech seriously harms the First Amendment rights of public employees, including teachers. See Pet. Br. 23-35. But classifying individual expressions of faith as government speech that may be the basis for firing a government employee also violates Article VI of the Constitution because it effectively imposes a religious test on civil servants.
Article VI provides that officers of state and federal government "shall be bound by oath or affirmation to support" the Constitution, but emphasizes that, notwithstanding that requirement, "no religious test shall ever be required as a qualification to any office or public trust under the United States." U.S. Const. art. VI, cl. 3 (capitalization modernized). As shown below, the history of this Clause shows that it was designed to prevent the kinds of harm at issue in this case. Moreover, conditioning continued employment on the nonprofession of religious belief imposes precisely such a religious test: Individuals may not hold an office or position of public trust if they adhere to a faith requiring some disfavored outward expression of religious belief.
A. The history of the No Religious Test Clause shows that it was designed to prevent the kind of harm at issue here.
Since its inclusion in the Constitution, the No Religious Test Clause has been addressed so infrequently that one scholar has deemed it "forgotten." 15 While the dearth of cases may be due to the Free Exercise and the Establishment Clauses' covering much of the ground that might otherwise trigger the No Religious Test Clause, it still provides a useful textual anchor for religion cases. Whatever one thinks of the unconstitutional-conditions doctrine, or the once popular rights/privileges distinction, the No Religious Test Clause is an express textual prohibition on conditioning public employment on adherence to "acceptable" religious views or practices—and therefore, at a minimum, it should inform the Court's analysis of the First Amendment issues presented here.
This Court has had few opportunities to address the No Religious Test Clause. Only once has the Court mentioned the Clause in non-dicta—when a plurality held that requiring labor leaders to swear they did not belong to the Communist Party was not a "religious test." Am. Commc'ns Ass'n v. Douds, 339 U.S. 382, 414-415 (1950). Other than Douds, "no judicial decision has rested upon the clause." 16 Cf. Torcaso v. Watkins, 367 U.S. 488, 490-496 (1961) (observing a law requiring notaries to declare belief in God "sets up a religious test" but ultimately deciding the case on First Amendment grounds). Even when one turns to other
15 Daniel L. Dreisbach, The Constitution's Forgotten Religion Clause: Reflections on the Article VI Religious Test Ban, 38 J. Church & St. 261, 261-262 (1996).
16 Gerard V. Bradley, The No Religious Test Clause and the Constitution of Religious Liberty: A Machine That Has Gone of Itself, 37 Case W. Res. L. Rev. 674, 714 (1987).
courts, "[j]udicial interpretations of the No Religious Test Clause are virtually nonexistent." 17
Given the dearth of precedent interpreting the No Religious Test Clause, it is worth briefly revisiting the history of that Clause and the rights it was designed to protect. That history shows that the Clause was designed to protect against just the type of harm at issue here—subtly (or not-so-subtly) coercing religious choices.
1. Religious tests "lay claim to great antiquity"— going back at least as far as the Old Testament story of Daniel in the Lion's Den. 18
Religious tests also pervaded English history. For example, the Test Act of 1673 restricted public office to those who took an oath disavowing transubstantiation—thereby preventing the service of Roman Catholics. 19 During Oliver Cromwell's reign, Catholics and atheists were barred from serving in Parliament. 20
17 Note, An Originalist Analysis of the No Religious Test Clause, 120 Harv. L. Rev. 1649, 1660 (2007).
18 William Stephens, A Letter to the Lords upon the Matter of the Occasional Bill 2 (1704), https://tinyurl.com/6te7e2rd; see also Daniel 6:4-7 (New Int'l Version) (telling about certain advisors to Darius who, seeking to "find grounds for charges against Daniel," convinced Darius to "issue an edict and enforce the decree that anyone who prays to any god * * * shall be thrown into the lions' den").
19 Test Act of 1673, 25 Car. 2 c. 2, § 3, in 5 Statutes of the Realm 782-783 (John Raithby ed. 1819); Test Act of 1678, 30 Car. 2 c. 2 (st. 2), in 5 Statutes of the Realm 894-896 (John Raithby ed. 1819) (extending the earlier Test Act).
20 The Instrument of Government arts. XV-XVII (1653) (restricting seats to "such (and no other than such) as are persons of
Similar tests continued even after the Act of Toleration. Indeed, that Act itself restricted public office to Anglicans and required everyone to swear "that no foreign prince, person, [or] state * * * hath or ought to have, any power * * *, superiority * * *, or authority ecclesiastical or spiritual within this realm" 21 —an oath clearly targeted at Catholics.
2. The early states continued to implement religious tests. Indeed, nearly all of the original states had one before the Founding. 22
Although the prototypical religious test may have required an affirmation of belief (or nonbelief), conduct- and status-based conditions were also understood historically to be religious tests. 23
known integrity, fearing God" and who do not "profess the Roman Catholic religion").
21 Act of Toleration of 1689, W. & M. c. 18, art. XIII, in I Protestant Nonconformist Texts 397-400 (R. Tudor Jones ed., 2007).
22 Dreisbach, supra n.17, at 265-268 (collecting religious tests from every original state except Virginia); see also Michael W. McConnell, The Origins and Historical Understanding of Free Exercise of Religion, 103 Harv. L. Rev. 1409, 1474 (1990) (calling the No Religious Test Clause a "dramatic departure from the prevailing practice in the states").
23 Nathan J. Ristuccia, Enlightening Sacrament: English History and the Religious Test Clause 16 (working paper, May 27, 2021), https://tinyurl.com/2p9xsxpp (noting religious tests "discuss ritual practice as much, or more, than beliefs"); see Test Act of 1673, 25 Car. 2 c. 2, § 1, in 5 Statutes of the Realm 782-783 (John Raithby ed. 1819) ("And the * * * officers * * * shall also receive the Sacrament of the Lord's Supper according to the usage of the Church of England.") (spelling and grammar modernized); Id. § 3("[E]very person * * * that * * * shall neglect or refuse to take the said oaths and Sacrament * * * shall be ipso facto
3. During the debates over the ratification of the Constitution, Edmund Randolph emphasized that the Clause would ensure that officers "are not bound to support one mode of worship, or to adhere to one particular sect" but instead insured that "all sects [were] on the same footing." 24 Oliver Ellsworth similarly defined a religious test as "an act to be done, or profession to be made, relating to religion * * * for the purpose of determining whether [the actor's] religious opinions are such that he is admissible to a public office." 25
Thus, as a matter of original meaning, the Clause ensured that all have a right to seek public employment and profess their religious beliefs—regardless of what those beliefs were, or what "mode of worship" they employed. The Clause thus protected against the
adjudged uncapable and disabled in law * * * to have occupy or enjoy * * * [public] offices.") (spelling and grammar modernized). See also Pa. Const., Decl. of Rights, art. II (1776) (preventing, as part of a ban on religious tests, disabilities placed "on account of his religious sentiments or particular mode of religious worship"); N.C. Const. art. XXXII (1776) (disqualifying those holding "religious principles incompatible with the freedom and safety of the State").
24 Edmund Randolph, Virginia Ratifying Convention (June 10, 1788), in 4 Founders' Constitution 644 (Phillip B. Kurland & Ralph Lerner eds., 1987); see also Debate in North Carolina Ratifying Convention (July 30, 1788) (statement of James Iredell), in 5 Founders' Constitution 89 (Phillip B. Kurland & Ralph Lerner eds., 1987) (giving, as an example of a religious test, a law requiring officers to "tak[e] the sacrament according to the rites of the Church").
25 Oliver Ellsworth, Landholder, No. 7 (Dec. 17, 1787), in 4 The Founders' Constitution 640 (Phillip B. Kurland & Ralph Lerner eds., 1987).
use of public offices to create coercion, either positive or negative, in matters of religious belief and practice.
Here, of course, it is the negative coercion encompassed in the district's policy in this case that makes it objectionable and even offensive. 26 As a result, "Kennedy temporarily stopped praying on the field after football games," causing him to "feel dirty" for breaking "his commitment to God." Pet. App. 6 The district might not have required Kennedy to deny his religious beliefs directly. But by making him "wrestle with selfdoubt" and "question[] whether he has lived up to the calling of his faith," Sambrano, 19 F.4th at 842 (Ho, J., dissenting), the district imposed on him a choice that the No Religious Test Clause was designed to prevent.
B. Converting protected individual religious expression into regulable government speech imposes a religious test for government employment.
The implications of the Clause's history for this case are confirmed by its text. It simply provides that "no religious test" shall "ever" be required as a qualification for federal office or positions of public trust. U.S. Const. art. VI, cl. 3. And the right granted by the Clause is so fundamental that it is properly
26 See Pet. App. 6 (exploring how the district "counseled" Kennedy that "[i]f students engage in religious activity, school staff may not take any action likely to be perceived by a reasonable observer, who is aware of the history and context of such activity at BHS, as endorsement of that activity"); see also ibid. (continuing that "to avoid the perception of endorsement," any "religious activity, including prayer" should "either be non-demonstrative (i.e., not outwardly discernible as religious activity)" or "should occur while students are not engaging in such conduct").
incorporated by the Fourteenth Amendment as against the States. 27
To determine that government action violates the Clause, moreover, the Court need only satisfy itself that (1) the position sought is an office or position of public trust; and (2) the limitation qualifies as a "religious test."
1. There can be little doubt that, as courts around the country have held, public-school teachers hold a position of "public trust." Munroe v. Cent. Bucks Sch. Dist., 805 F.3d 454, 475 (3d Cir. 2015), as amended (Oct. 25, 2019) ("The position of public school teacher requires a degree of public trust not found in many other positions of public employment." (cleaned up)); Kirkland v. St. Vrain Valley Sch. Dist. No. Re-1J, 464 F.3d 1182, 1194 (10th Cir. 2006); Mustafa v. Clark Cnty. Sch. Dist., 157 F.3d 1169, 1177 (9th Cir. 1998);
27 Although this Court has never directly ruled on incorporation of the No Religious Test Clause, see Torcaso v. Watkins, 367 U.S. 488, 489 n.1 (1961), the Clause's protection is so "fundamental to our scheme of ordered liberty" and "deeply rooted in this Nation's history and tradition," Timbs v. Indiana, 139 S. Ct. 682, 687 (2019), that there is no reason to doubt the propriety of incorporation in the appropriate case. Alternatively, the right to be free from Religious Tests should be deemed a "privilege[] or immunit[y] of citizenship" that the States may not abridge. U.S. Const. amdt. 14 § 1. See McDonald v. City of Chicago, Ill., 561 U.S. 742, 806-810 (2010) (Thomas, J., concurring in part and in the judgment); Timbs, 139 S. Ct. at 691-693 (Thomas, J., concurring in the judgment); id. at 691 (Gorsuch, J., concurring). But even if the No Religious Test Clause is not itself formally applied to the States, the dictates of that Clause—the only provision addressing religion in the original Constitution—should at very least inform the Court's interpretation of the First Amendment. See generally McDaniel v. Paty, 435 U.S. 618, 632 (1978) (Brennan, J., concurring in judgment).
United States v. Booth, 996 F.2d 1395, 1396 (2d Cir. 1993). That conclusion flows directly from "the fact that schools at times stand in loco parentis, i.e., in the place of parents." Mahanoy Area Sch. Dist. v. B. L. by & through Levy, 141 S. Ct. 2038, 2045 (2021).
2. Moreover, limiting public employment to persons from non-expressive faiths, or firing them if they refuse to abandon the "mode of worship" of their faith, likewise seems a straight-forward "religious test." While there is little caselaw in this area, Justice Brennan addressed the issue in the Free Exercise context and concluded that the First Amendment forbids the conditioning of eligibility for office on a "religious classification." McDaniel v. Paty, 435 U.S. 618, 632 (1978) (Brennan, J., concurring in judgment). He explained that a disability placed on those who "exhibit a defined level of intensity of involvement in protected religious activity * * * as much imposes a test for office based on religious conviction as one based on denominational preference." Ibid. Thus, he concluded, "[a] law which limits political participation to those who eschew prayer, public worship, or the ministry as much establishes a religious test as one which disqualifies Catholics, or Jews, or Protestants." Ibid.; see also id. at 641 (noting government "may not remove [officeholders] from office merely for making public statements regarding religion").
What Justice Brennan identified as a Free Exercise principle is also the heart of the No Religious Test Clause: "Religionists no less than members of any other group enjoy the full measure of protection afforded speech, association, and political activity generally." Ibid.
3. Guided by these principles, there can be no question that, if a public employer were to impose an express requirement that its employees forsake or adopt a certain religious belief as a condition of employment, such a policy would violate the No Religious Test Clause. A requirement that public employees forsake the outward expression of belief they deem required by their religion, or else lose their position of public trust, is no different and no less a forbidden religious test.
That conclusion is reinforced by this Court's repeated caution that "constitutional guarantees, so carefully safeguarded against direct assault, [should not be] open to destruction by the indirect, but no less effective, process of requiring a surrender[.]" Frost v. R.R. Comm'n of State of Cal., 271 U.S. 583, 593 (1926); Koontz v. St. Johns River Water Mgmt. Dist., 570 U.S. 595, 607 (2013) ("Our unconstitutional conditions cases have long refused to attach significance to the distinction between conditions precedent and conditions subsequent."). To the person of faith who is told they are forbidden from engaging in required religious expression, it makes no difference whether the prohibition serves as a barrier to entry or as a continued condition of employment, i.e., a "back-end" religious test. Such a condition on public employment undoubtedly triggers, and fails, First Amendment scrutiny.
What is added to that analysis by the Religious Test Clause is twofold. First, reliance upon that Clause avoids any debate or uncertainty about the scope and application of the unconstitutional-conditions doctrine. The text of the No Religious Test Clause directly addresses and prohibits a specific condition on government employment, namely, any condition—like the one in this case—that constitutes a "religious test."
Second, there is no need under the Clause to engage in uncertain and malleable tiered scrutiny. The test is clear and unequivocal: Religious tests for public office or positions of trust are prohibited. Period. There is no balancing, interest analysis, or anything else prone to the kind of manipulations that have grown to plague analysis of other constitutional rights. See, e.g., June Med. Servs. LLC. v. Russo, 140 S. Ct. 2103, 2136 (2020) (Roberts, C.J., concurring in judgment) ("There is no plausible sense in which anyone, let alone this Court, could objectively assign weight to such imponderable values and no meaningful way to compare them if there were."); Crawford v. Washington, 541 U.S. 36, 67-68 (2004) ("By replacing categorical constitutional guarantees with open-ended balancing tests, we do violence to their design. Vague standards are manipulable[.]").
Accordingly, whether applied on its own or used to inform the analysis of the Free Exercise and Free Speech Clauses, the Clause can provide greater certainty and brighter lines that will benefit courts, employers, and employees alike.
To see why, one might return to the example of a Muslim whose beliefs require her to wear a hijab when in public. See Abercrombie, 575 U.S. at 770-771. The No Religious Test Clause would rightly forbid a public school district from imposing a requirement that all teachers reject the teachings of Mohammad. And it equally forbids the school district from imposing a "no religious head covering" condition on those that work at the school. While a uniform and religion-neutral policy against all headgear would raise different questions, a condition specifically targeting religious sartorial choices by calling them government speech is a religious test no different than a pre-condition of rejecting Mohammad's teachings. The same reasoning applies equally to employment conditions that forbid crosses, yarmulkes, or any other individual expression of faith—including the brief post-game prayers at issue in this case.
CONCLUSION
Whether viewed as an unconstitutional condition under the First Amendment, or a prohibited religious test under the No Religious Test Clause, a policy that puts an employee to the choice of abandoning individual expressions of religious faith or losing public employment is invalid under our Constitution. The Ninth Circuit's contrary conclusion should be rejected, and its judgment reversed.
Respectfully submitted,
MARCH 2, 2022
GENE C. SCHAERR Counsel of Record ERIK S. JAFFE H. CHRISTOPHER BARTOLOMUCCI HANNAH C. SMITH KATHRYN E. TARBERT JOSHUA J. PRINCE SCHAERR|JAFFE LLP 1717 K Street NW, Suite 900 Washington, DC 20006 (202) 787-1060 [email protected]
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