American Teacher Democracy in Education; Education for Democracy Vor. V. No. 5. NEW YORK, MAY, 1916 so Cents a YEAS OR \ America Fit Vhs te, *) Ne ao In Justice to all, in protecting the weak from abuses--America First! In Freedom for all, in destroying priv- ilege and _ persecution--America First! In Opportunity for all, in training for service and devotion--America First! In Brotherhood for all, in aspiring toward generous co-operation-- America First! In Democracy for all, in leading the world forward--America First! A New Method in Classroom Management JEANETTE FRANK Julia Richman High School, New York City WITHOUT EXCITING interest a lesson will not impress itself on the mind of the pupil, and the knowledge imparted is superficial and soon forgotten. I am therefore trying a new method with my classes, the aims of which are: to create a keen interest in the subject; to give each individual an opportunity to exer- cise her originality; to clear up difficult- ies by encouraging pupils to ask ques- tions, and to cultivate independence of thought. These aims are more easily obtained if a friendly relationship is created between pupil and teacher. The girls of my Biology classes were given the privilege of suggesting their own topics in certain subjects. Each one did research work on the topic she se- lected and handed in an account of it. the result was so gratifying that I thought it would be a good idea to have each girl feel her responsibility for the success of the lesson by making her a vital part of it. I therefore introduced the following plan which I am at the present time using. As soon as a class enters the room, a chairman calls the meeting to order. Nominations are in order for a new chairman for the following day and elec- tion by open ballot takes place. Every girl is given an opportunity to act as chairman at some time or other during the semester. The chairman then con- ducts the review lesson. The teacher is on hall duty between periods and when she enters the room, the work has already begun and no time has been wasted. The chairman has the privilege of con- ducting the lesson according to her own ideas. This gives an opportunity for originality and thus sets up competition, each girl vying with the others for the honor of having the best plan. Many ways for carrying on the lesson have been devised. Each girl acts as secre- tary for the next day, for each one writes up the new ideas gained during the pre- 66. ceding lesson. The chairman may call for these notes; she may have note- books closed and either ask questions herself or distribute them in writing; she may also make use of the black- boards. Discussions on topics ensue and if the girls can reach no conclusion, the chairman, if able, settles the matter in question; otherwise the teacher is ap- pealed to. To facilitate progress, if unnecessary details are discussed, the teacher inter- feres. If she believes the ideas are not understood by all, she will ask questions which will clear up the necessary points. The review usually takes about fifteen minutes, which is the amount of time ordinarily spent on such work. The les- son and chairman are then criticised so that the next chairman may avoid the errors and improve upon the ideas of her predecessor. The teacher then re- sumes ‘her instruction in new work. The advantages of this system are many. The teacher, the chairman, and the class, all profit by it. The teacher is given an opportunity to find out which points she has not made clear. She is also enabled to discover what appeals to the pupils the most, so that she may im- prove her future lessons and present them in a manner suitable to the class. The chairman learns how to show a forcible character by keeping an orderly meeting. She acquires the ability to pre- pare and ask questions. She is given the opportunity to assume the teacher’s position so that she may see things both from her own and from the teacher's J point of view. She will therefore appre- | ciate the consideration shown her by the teacher and will do her best to bring about the co-operation of the teacher and the pupils. She realizes that the success of the lesson depends on her and makes every possible effort to attain proficiency in the subject. ability to the class by setting a standard for competition. This arouses the She tries to show her | w ff mm OD hee twee owes + Oo mt vw woe "ee CD ' rm oO & a - © c= =» '. oS Ww! ee = eee lees CT THE AMERICAN TEACHER pupils’ ambition and the lessons are always well presented. The class profits greatly by means of the many discussions that arise during the lesson. The timid girl gains self- confidence and enters into the argu- ments. Since corrections by classmates are more unwelcome than corrections by the teacher, the girls will prepare their lessons so as to avoid criticism. Each pupil is given an opportunity to display her knowledge and proficiency in the subject and the experience is so novel and interesting that the lesson becomes indelibly impressed on the memory. The superiority of this method over the prevailing mode of teaching is proven by the fact that the proficiency of the girls is of a much higher stand- ard than formerly and that they show a keener and deeper interest in their work. It is interesting to note what the pupils themselves think of the new plan. The following are extracts from papers they have written concerning the work. “T believe that at last we have found the missing link in making the pursu- ance of a subject what it ought to be. That missing link is personal interest of the pupil for the subject and its teacher. In my opinion the plan is one of the best conceived in a long while.” . “Of all the favorable arguments for this new method, I believe the following is the best. Before a teacher the girls assume a quiet, restrained attitude. They hesitate to say anything unless they are absolutely sure it is correct. They are also afraid to ask questions, fearing that the latter may sound silly and stupid. Before a classmate, however, they lose all this timidity. They are not afraid to ask questions and state their views in an unrestrained, resolute voice, which makes their statement ring true.” “Each chairman has her own original way of asking questions. Thus the girls have an opportunity of having questions given in various ways.” “Personally, I prefer a girl to act as chairman, because it affords a kind of s novelty and the spirit of competition enters into you to see if you can beat 67 the other girls at their game.” “It trains the girl to speak in a good, clear voice, and to have enough confi- dence in herself to speak before an audi- ence.” “Another one of the many good points in self-government is the fact that a girl, since she is with the class more than the teacher, knows the ones who are con- tent to let others do the work and will therefore call on them to recite.” “It is more interesting to do things for ourselves than to have others do them for us. We all grow more ambi- tious and aim for the best.” “IT think this sort of lesson is ex- tremely beneficial and interesting. It keeps each girl on the alert to watch for criticisms. I think everyone will agree that a girl can lead her school- mates better than a teacher, for, since she is a pupil herself, she knows a pupil’s ways and understandings.” “This method takes away the formal- ity and schoolroom atmosphere that pre- vail when the teacher presides. Girls feel more responsibility and more inde- pendent, when the lesson is placed in their hands.” “This method proves its worth. Ask any girl what period she enjoys the most and the answer is ‘Biology.’ Ask her why and she will tell you that something interesting is always going on in the Biology class. The evidence of the girls on the subject proves that they like the plan. If you question them further, you will find out that the ones who have been chairmen think very differently about the teachers’ justice when they see the things they have to cope with.” “I can truthfully say that because of this self-government system that has been introduced into the Biology room, I look forward to this period with more enjoyment than any other recitation.” “It is certainly to be rejoiced at, that at last teachers have realized the neces- sity of leaving pupils to their own abili- ties, and allow them to bring these abili- ties to the surface unrestrainedly. A pupil is less bashful before one of her fellow classmates than before a teacher. 68 Thus when we have one of our own members as a chairman of the period, we are better able to get up and con- verse volubly, in other words, we lose our timidity.” “In the Biology room, this system is admirably carried on and with the help of the teacher who occasionally explains and criticises during the lesson, we con- duct our meeting with parliamentary precision. I call this recitation a meet- ing because it is far too interesting to be called a period. In addition to all these superlative qualities we learn just as much and in just as short a time as if the teacher were continually instructing in the front of the room, because we are more keenly interested.” THE AMERICAN TEACHER A short time ago, the Biology Club visited the Sheffield Farms Pasteurizing plant. The members were given an illus- trated talk on the present sanitary methods employed in milking and pas- teurization and the process itself was shown them. The following day, those present at the lecture, spoke to the class about their experiences and the pupils were encouraged to ask questions. At the end of the period, ail agreed that the lesson was not only very instructive but also exceedingly interesting. The success of the above experiment has encouraged me to teach other new work in the same.manner. The method is as yet in its experimental stages, but the prospect of its success seems certain. Extension Courses for Teachers at the College of the City of New York STEPHEN P. DuGGAN Director of Extension Courses for Teachers A DEMOCRATICALLY organized system of education is not completely attained when provision is made merely for the education of the children of a community from the kindergarten to the university. It is only attained when provision is further made: First, for those who have been com- pelled to leave school early in their career in order to enter a vocation so that they may continue their education to the extent that their abilities and ini- tiative impel them ; and Second, for those in the public employ in order that the stigma so long associa- ted with democratic government, namely, that it is extravagant and inefficient may be removed. The City College for these reasons has undertaken new fields of work in which it has been remarkably successful. For the benefit of those who have been de- prived of a college education in their youth it has established an Evening Ses- sion. In order to improve the efficiency of those in the public service it has estab- lished Municipal Courses in the Munici- pal Building. But more important than all and more successful than all others have been the Extension Courses for Teachers. About that I wish to say a few words. Until 1908 teachers who wished to take courses either to deepen their own cul- ture, improve their vocational efficiency, work towards a higher license, or secure additional salary increments, were com- pelled to take courses at private institu- tions at considerable expense to them- selves. Department of Education at the City College suggested the establishment of Extension courses for Teachers to Presi- dent Finley. The President was enthusias- tic and secured the consent of the Board | In that year the Head of the | of Trustees, but unfortunately there was | no money either to pay lecturers or for necessary expenses of printing, postage, clerical assistance, etc. The obstacles were overcome by twenty instructors of the College offering their services free for the first year, and by the teachers making a contribution of fifty cents per course to meet the expenses of admin- lub ing us- ary as- yas ose ass ils the but ent ew od put THE AMERICAN TEACHER istration. The second year the Board of Trustees secured from the city the sum of $3,000 to pay the nominal compen- sation of $5.00 a lecture to the College instructors who lectured. Until last year all the courses were given at the College itself, but so many teachers were compelled to drop out dur- ing the winter because of bad weather and delays in reaching the College, assignment to part-time classes in the afternoon, etc., that it was determined to bring the courses to the teachers rather than have the teachers come to the courses at the College. Centers were therefore opened in every one of the boros. Moreover, in order that the purely pedagogic work should have the very best instruction and supervision, super- intendents and principals were invited to give the special courses in Methods of Teaching, Class Management and School Administration. These ladies and gen- tlemen have done this gratis, and no better refutation can be offered to the charge so frequently made that teachers only give service for which they are paid. The work done by these men and 69 women has been simply magnificent. The idea of the value of these courses to the teachers of the city can perhaps be well given by the table of statistics. It could best be given, if space permitted, by the printing of letters of gratitude from teachers, principals and superin- tendents. The development of the Ex- tension Courses, however, has by no means reached its completion. The next step is to have these courses count towards a degree and also to organize other courses on a post-graduate basis to enable teachers to do advanced re- search work in their field of education and to work towards a Master’s degree, which will reduce the time pre-requisite for a principal’s license. Per Per Year Registra- Cent. Annual Capita tion Increase Cost Cost 1908-9 2,400 — (No appropria- tion made) 1909-10 2,600 8.3 $3,000 $1.15 IQIO-II 3,000 15.7 3,000 1.00 IQII-I2 3,125 5.0 3,000 .95 I9I2-13 3,200 1.7 3,000 .93 1913-14 3,450 7.0 3,300 95 1914-15 3,600 77 3,300 gI 1915-16 5,165 47-7 3,300 63 An International Union of Teachers REPRESENTATIVES OF several teachers’ organizations met in Chicago last month and formed “The American Federation of Teachers.” The objects of the new organization as given in the constitu- tion— Shall be to bring associations of teachers into relations of mutual assistance and co- operation; to obtain for them all the rights and benefits to which they are entitled; to raise the standard of the teaching profes- sion by securing the conditions essential to the best professional service; and to pro- mote such a democratization of the schools as will enable them better to equip their pupils to take their place in the industrial, social and political life of the community. The Preamble to the Constitution is an encouraging indication that we are wak- ing up. Altho it was not formally adopt- ed, it was referred to the Executive Council. It is worth reading and con- sidering, so here it is: PREAMBLE We believe in democracy, and in the schools as the chief agency of democracy. We believe that the schools have failed of their fullest attainment because of undemo- cratic administration, adherence to tradition, and lack of responsiveness to the needs of the community; and that the teachers must find the remedy, if it is to be found. We believe that servility breeds servility, and that if the schools are to produce free, 70 THE AMERICAN TEACHER unafraid men and women, American citi- zens of the highest type, the teachers must live and work in an atmosphere of freedom and self-respect. We believe that the teacher is one of the most highly productive of workers, and that the best interests of the schools and of the people demand an intimate contact and an effective co-operation between the teachers and the other workers of the community —upon whom the future of democracy must depend. The Federation is to be affiliated with the American Federation of Labor. The folowing officers were elected: President, Cuas. B. St1ttman, Chicago, Ill. Vice-President, Mrs. Ina L. Fursman, Chi- cago. Cor. Secretary, MarGaret Snopcrass, Chi- cago. Rec. Secretary, Many Dwyer, Chicago. Fin. Secretary, F. G. Strecker, Wilmette, Ill. Treasurer, James A. Meape, Chicago. Trustees, Marcaret A. Hatey, Chicago; R. D. CHapwicx, Gary, Ind.; Mrs. AmeEzia Prenpeecast, Chicago; Hepwic Hocusaum, Chicago; Mrs. Ina Hatrin, Chicago. What Teachers’ Unions Have Done and Can Do Issued by The Teachers’ Union of the City of New York, 70 Fifth Avenue, New York. WHAT TEACHERS’ UNIONS HAVE DONE IN AMERICA AND IN ENGLAND. (Based upon official statements published by teachers’ unions) 1. Teachers’ Unions have secured sal- ary increases and have protected tenure of office. 2. They have prevented unjustifiable dismissals. They have secured freedom from compulsory extraneous tasks. They have obtained relief from ex- cessive clerical duty. They have eliminated the arbitrary power of supervisors. They have caused reduction in the size of classes. They have given free advice and free legal support to members. They have caused the adoption of coordinated systems of elemen- tary and higher education, under the control of publicly elected of- ficials. 9. They have secured the right of teachers to belong to official bodies in control of education. 10. They have brought about the exten- sion and liberalization of courses of study. SY AH bh w& 11. They have caused the abolition of rigid and unnatural classification of pupils on the basis of age alone, and have caused to be substituted flexible and natural classification on the basis of capacity and at- tainments. 12. They have reduced the pressure of study on very young pupils. 13. They have improved the qualifica- tions of teachers. 14. They have striven to make it pos- sible for teachers to develop their own standards of professional and civic conduct. 15. They have endeavored to secure the solidarity of the teaching profes- sion and to extend its legitimate influence. WHAT THE TEACHERS’ UNION CAN DO FOR THE TEACHERS OF NEW YORK CITY. 1. The Teachers’ Union in New York can end the era of uncertainty re- garding salary schedules and ten- ure of office by affiliating with the organized working class, which, more than any other class, is in- terested in improving conditions in the public schools. hi- *hi- tte, 50; LIA I0. THE AMERICAN TEACHER 71 The Teachers’ Union can bring about the adjustment of the salary schedule to insure a living wage for the new and the apprentice members of the profession, and it can give effective aid in bringing about appointment and promotion for those whose rights are un- justly interfered with. The Union can secure decent and sanitary working conditions for all teachers in the service. The Union with expert assistance can determine the physical limita- tions in the output of energy that may be given safely by the teach- ers. With facts as the basis for action, the Union may demand the establishment of conditions that wil enable teachers to give their best service in health and efficien- cy. The Union can demand that educa- tional experiments be entered upon by the only method that will se- cure honest and tangible results —the method of codperation after democratic approval of the plan of experiment. The Union can demand that all mat- ters in which teachers primarily are concerned, such as pensions, hours of work, etc., be submitted by the method of referendum to the individual judgment of all the teachers. The Union can and should protect its members from injustice by legal action whenever it is neces- sary, and without cost to the mem- ber or members chiefly concerned. The Union can and should insist upon the promotion of teachers and pupils solely on the basis of merit. The Union can and should demand that arbitrary and tyrannical sys- tems of supervision and of rating be abolished, and that judgments of teaching ability be given by peers. The Union can and should insist II. 12. 13. 14. 15. upon the principle that the teach- ers themselves are the natural guardians of the training of the children, and that teachers should be given large control in accord- ance with this principle. Teachers in Switzerland and in Eng- land have representation on con- trolling bodies in education. New York teachers should be given di- rect representation on the Board of Education. The Union can and should work steadfastly for the improvement of the social welfare of the teach- ers in their immediate surround- ings and in the broader field of society. The Union can and should insist upon free courses of instruction being offered to teachers by the Department of Education when- ever the action of the Department makes extra study necessary. Through being affiliated with the or- ganized workingmen the Teach- ers’ Union will be able to bring about considerable changes in the course of study, and thus the Union will make the work of the schools more valuable than it now is in preparing children for life. The two million members of the or- ganized trade unions in America want the children to be taught un- der constantly improving condi- tions. Because of this fact, the Teachers’ Union can and should win its battles on the strength of its supported appeal to the public conscience, and without having re- course to the strike. Are you doing your share? Send in another subscription. It is just as much the duty of a teacher to read an educational journal as it is to prepare for an examination. The difference is that we are driven to the one, while the other only beckons to us —The Educational Ex- change, December, 1915. Even the Nation’s Capital Durinc the Easter vacation teachers of the “white” high schools of Washington assembled to form a Teachers’ Union, in response to a Call issued by a com- mittee of seventy teachers. The text of the Call follows: THE CALL Whereas, Every class of people in the coun- try, including Capital, Labor, and the Pro- fessions, have nation-wide organizations for their protection and well-being; and Whereas, The teachers alone remain in an unorganized condition; and Whereas, The teachers of this country, through the moulding of the political thought and the developing of the economic efficiency of each succeeding generation of citizens, control, more than any other class of people, the future of the republic, and have the least control over their own destiny; and Whereas, A _ nation-wide organization of teachers, consolidated for protection, would be recognized by the Political Parties, by Capital, and by Labor, as a body possessing unwonted power; and Whereas, Such an organization would give the teachers of the country a voice in their own affairs which they do not at present possess; therefore be it Resolved, That the Washington High School Teachers form @ wmion 3nown as Local Number ——, of the American Federation of Teachers hereafter to be formed; and be it further Resolved, That the object of this organiza- tion should be, not only the protection of the interest of the teachers and the laboring classes of the country; but also, the promo- tion of the general interests of all the people. Attached to the Call is a statement of the “Basis of Affiliation with the Ameri- can Federation of Labor,” which we re- print for the benefit of many who seem to be in need of this information: As stated by Mr. Frank Morrison, the Sec- retary of the American Federation of Labor, the basis of affiliation between the American Federation of Labor and the Washington High School Teachers would be substantially as follows: First, Until such time as there are enough teachers’ local unions throughout the coun- try to justify the formation of an American Federation of Teachers, the Washington High School Teachers’ Union would be expected to affiliate with the American Federation of Labor by taking out a charter from that organization ; Second, In order to affiliate with the Ameri- can Federation of Labor, it is necessary for the Washington High School Teachers’ Union to pay a charter fee, and for each one of its members pay an initiation fee, and for each member to pay thereafter sixty cents a month, fifteen cents of which goes to the American Federation of Labor; Third, As soon as there are enough teach- ers’ local unions, throughout the country, they will surrender their charters to the American Federation of Labor and affiliate with the American Federation of Teachers; Fourth, The American Federation of Labor does not endorse the strike, except as a last resort; and it disapproves of it for the em- ployees of the government, such as the Wash- ington school teachers: it regards legislation brought about by political action as the proper procedure to be followed by the proposed organization ; Fifth, The teachers’ local union shall have complete control over its own policies and affairs. Among those who signed the Call are: G. J. Jones, L. V. Lampson, Sarau E. Simons, A. W. SPANHOOFD, W. ‘F. Daves, Sara P. LyncH, CLEm W. Orr, W. J. WALLIs, Ropert A. MAuRER. SELFISHNESS! When the teachers demand hygienic and safe conditions for their work, it is obvious that they are selfishly con- cerned with their own hides. When there is an epidemic or a fire in a school, it is obvious that the teachers have neglected their duty—for it is always the children who suffer most then. 72 aim i ttt ee ~ mew fo @ we oe Pee Ww The American Trarher Published monthly, except July and August, by THE AMERICAN TEACHER COMPANY, INC., 129 Lafayette Street, New York. ALEXANDER FICHANDLER...... CHARLOTTE E. LEE JAY D. LESTER Edited by HENRY R. LINVILLE Editor-in-Chief BENJAMIN C. GRUENBERG Managing Editor Julia H. Doyle Gabriel R. Mason Benjamin Glassberg J. Edward Mayman JEANETTE G. GLASSBERG Business Manager SAM SCHMALHAUSEN Circulation Manager At the time of expiration, a bill will be found in the copy. Subscribers are requested to give prompt notice of changes in address. Spemittances should be made in postal money- order, — ye order, draft, stamps or check (New York exchange). SUBSCRIPTION PRICE, 50 CENTS FOR THE YEAR—FOREIGN, 60 CENTS. Entered as second-class matter, vebsenry 2 ae 1912, at the Post O at New Yerk, ander the Act of March 1879. VOL. V. MAY, 1916 No. 5 This paper is striving to do its part in the creation of a real profession of teaching, the members of which shall be self-respecting and respected, thru stimulating clear thinking on the work and the social position of teachers, and thru intelligent criticism of systems of educational administration. No greater service than this could be rendered to the children of the state. A PEDAGOGICAL UPRISING No Boss either in politics or in educa- tion dares to drive his vassals into an economic corner; for thus are timid hares transformed into springing cata- mounts. The teaching corps of New York City, or at least a majority of it, has within the month, experienced this threatening 73 transformation. And the bosses, the leaders in the old organizations of teach- ers, stand back in amazement. The teachers themselves having felt the un- accustomed thrill of one courageous act, like the feeling, and do not want to go back to lapping milk and nibbling let- tuce. For about one year the Pension Com- mittee of the Federation of Teachers’ Associations of New York City, an or- ganization made up of the presidents of the old line organizations, has been working on the provisions of a pension bill for all the members of the teaching and supervising staff. As long as the provisions of the bill were kept sacred, no fault could be found with the work of the Committee, since there was noth- ing that could be said_on information. So it was also when the Federation’s plan after inspection by the City Pension Commission was found to be unsafe as the actuaries see things. Even when the City Pension Commission’s Plan ab- sorbed the tolerable features of the Fed- eration plan the policy of secrecy con- tinued, and the teachers had to guess what was to be in their packages. Association after association was asked and expected to ratify the work of the pension workers, an act that was easy under the circumstances of autocratic rule within the organizations. Criticism of the pension plan was discredited on the ground that the Committee deserved support for the hard work it had under- taken and accomplished. Individuals who had some counter proposals to make were attacked publicly by members of the Federation. Thus, it was not known to anyone outside the Federation and those close to it just what the provisions of the pension law would be until the bill was ready and about to be intro- duced into the State Legislature. Then it was discovered that the bill provided for very high rates of deduc- tion from the salaries of teachers in order that it might be possible to estab- lish a sound pension law providing for retirement of all teachers and officials after thirty-five years of service on a half-pay pension. After the eighteenth 74 THE AMERICAN TEACHER year of service the rate of deduction was to become 8 per cent. of the yearly sal- ary. Altho the City was also made to participate in the establishment of the pension fund by the payment of a dol- lar for every dollar paid by a teacher, still the proposed law was under sus- picion from the moment it was pub- lished. It was steadily maintained by the pro- moters of the bill that the teachers were not experts on pension matters, and thus in reality had no valid right to posses- sion of the technical details. However trivial may be the knowledge of the actu- ary’s science among teachers, it would seem that each teacher might fairly be considered an expert on the question of whether he could afford to pay so high a rate of deduction. Many teachers in the early years of service were obliged to contemplate the necessity of meeting payments by the principle of salary deduction extending thru an entire generation of time. It was not a pleasant prospect. It was even a tragedy in the cases of many teachers in the lower grades of the elementary schools whose salaries have always been low. To add to the seeming injustice of the whole system of pensions the higher paid officials on retirement were to receive an amount per year more than four times the salary of a teacher begin- ning her service. Above all it was tyrannical that the law was to be forced upon the teachers without any pretense of an effort to obtain their consent to its provisions. The most astonishing fact of the whole campaign of pension agitation was the ignorance and indifference displayed by the promoters of the bill in the educa- tional system, and even by the educa- tional authorities themselves who had no chance of participating in its excep- tional benefits in restricted circles, to the rank injustice of forcing teachers to endure a loss of salary against their will. And so there was an uprising of class teachers, a furious, savage uprising which even coercion rappant could not destroy. A referendum vote sadly de- layed and finally discredited by the Pres- ident of the Board of Education after he had agreed to its bemg carried out showed that 11,000 teachers were against the bill, while 8,000 were all that the supporters of the bill with all their er of coercion could muster. The fight extended to the Legislature, and overturned the program for passing laws more important to the solons at Albany. It was a teachers’ fight against anyone and everyone who was against them. It was the fight of vassals driven into an economic corner. And the driv- ers were the stupidest of all drivers— politicians in education. Things will never be the same down in the ranks after this. Thank the Lord for that! ECONOMY THE STATESMAN differs from the poli- tician chiefly in the length of his vision. The two may be equally intelligent, equally honest, equally devoted to the interests of the public. But where one uses a telescope, the other uses a micro- scope. Where one sees people, the other sees only Tom, Dick and Harry. Where one sees generations in flux, the other sees only the taxpayer. The administration entrusted with public funds and a public school system, we are told by one recently honored by election to a position of trust, is re- sponsible to the taxpayer. It is well for those in authority to be constantly aware of their responsibilities. Of course we are responsible to the tax- payer. Unfortunately the gentleman does not define his responsibility. Hav- ing been educated since the war of the slaveholder’s rebellion, we assume that he has in mind the responsibility to pro- vide for the taxpayer the best possible conditions for life, liberty and the pur- suit of happiness. We assume that he means the responsibility to conserve the resources of the community for future use; the responsibility to obtain for the taxpayer the best that human ingenuity can contrive in the way of public health, one ae oe oe amb &e ete of oe 2 THE AMERICAN TEACHER 75 safety and progressive development. There is also the responsibility, we as- sume, to give the taxpayer an educa- tion adequate for his station in life. For this purpose it is necessary to catch the taxpayer young, with the result that the taxpayer gets his education before he begins to pay taxes, and then pays for it later, in the form of education for the next generation. Again, there is the responsibility to prevent the demor- alization of youth, thru whatever agen- cies, resulting in vice and crime. And finally there is the responsibility to edu- cate the community as to the best way of spending money to meet those needs. It has become altogether too common for those in responsible positions to speak of their responsibility to the tax- payers as tho this were somehow in conflict with their responsibility to the human beings who make up the com- munity. We apologize to the taxpayer for erecting substantial public buildings or for buying modern equipment; we neglect necessary repairs and improve- ments in every department (except the repairing of fences), on the pretext that we are anxious to save the taxpayer’s money. But this is all false. The administration’s responsibility to the child and to his mother is no less than its responsibility to the taxpayer. Under the cloak of economy we abandon the very foundations of our social struc- ture to corruption and decay. The tax- payer may be flattered by this solicitude for his feelings or for his purse, but he will not be thankful to the administra- tion that robs the child to enrich the man. The taxpayer himself, in his ca- pacity of Private Citizen knows better than to postpone to next year the repairs needed in his own buildings; he knows better than to buy the cheapest that the market offers—he seeks the best that he can get for cash or credit; he knows better than to underfeed the goose that lays the golden eggs. It is a short-visioned responsibility that offers to the taxpayer economy at the expense of downright thoroness and efficiency. The public does not wish to have its business conducted on the theory that it profits from the underpayment and the overworking of its employes. The administration may see glory in a handsome balance sheet, but the public suffers for the unwisdom of the admin- istration long after the ink and glory have faded. When administrators learn that economy and low tax rates are not synonymous, they may begin to discharge their responsibilities to the taxpayer, and not till then. CO-OPERATION—WHAT DO YOU MEAN? EVERY DOLLAR of the public money, we are told, should bring as much as it may legitimately be made to bring. Which seems to be reasonable enough on the face of it. But the point of the remark depends upon the application of it. In the days of rather crude corrup- tion, every dollar of the public’s money was expected to bring a maximum of “loyalty” to the machine in power, pur- chased thru patronage the selling of franchises—selling is here used in its broadest sense—the granting of privi- leges, the letting of contracts. There is evidence that the public money yielded much fat. Today these methods are be- neath the notice of the high-minded! re- formers in authority in our best cities. The yield is of a different kind. To- day the public money must be made to bring distinction for efficiency and econ- omy—every dollar of it. In too many classrooms no motive for study is povided. Manual training teachers often keep boys working at joints for weeks before giving them any- thing to join that will be of value. Much of the work in composition is based upon matter apart from the child’s life and experience. In arithmetic few problems outside the text-books are given. In his- tory and literature there is too little in- terpretation and too little appeal to the dramatic instinct and the power of visualizing. a THE WASHINGTON UNION It is particularly gratifying that the teachers of the capital city have been aroused to the need for a more modern type of group activity, since the very at- mosphere of Washington is saturated with the odor of lubricating oil for polit- ical machinery. The civil employes of the government seem to have awakened about the same time to a realization of their duties and responsibilities as human beings and workers: they also are in- tent upon wresting for themselves the opportunity to live lives more in keeping with the resources of present day civili- zation. It seems that a majority of the high school teachers in the city are entirely sympathetic to the movement. Four of the newspapers printed in Washington have given full and sympathetic notices of the agitation for a teachers’ union, several times during the past month. All of the high school principals favor the union, altho they are not to be admitted into its ranks. The Assistant Superin- tendent of Schools, several members of the School Board and a number of Con- gressmen interested in District affairs are in favor of the union. One of the most favorable indications in the movement is the fact that so many of the teachers look upon the union as a potent agency for social service. There is confidence among the teachers of New York, Chicago and Washington that the proposed national (or “International,” eventually including Canadian teachers) union is destined to become the strongest organization of workers in the country. Plans are under way for a conference to consider steps toward an American Federation of Teachers, to be held at the time of the N E A meeting in New York, next July. Teachers who use all their time and energy in teaching children are likely to become childish. We ought to spend a little time every day in communion or contact with strong, mature minds ac- tively engaged in other departments of the world’s work.—The Illinois Teacher. THE AMERICAN TEACHER THE MOVEMENT TOWARD TEACHERS’ UNIONS THE MOVEMENT to unionize the teach- ers of New York City thru an affiliation of the Teachers’ League with the Amer- ican Federation of Labor is indicative of a situation in public education that must be recognized, more agreeable tho it may be to gloss it over or neglect it entirely. Personally we do not like to think of the teaching profession as having closer affiliations with one specific occupational group, than it has with all other occu- ational groups. On the other hand, it is incontestible that the Teachers’ Fed- eration of Chicago, thru its affiliation with organized labor, has been able to do constructive work for the cause of education that apparently could not have been done in any other way. Nor is this all. We have repeatedly pointed out that the welfare of the peo- ple’s schools depends primarily upon the status that is accorded the classroom teacher. It is beside the question to say that the teacher has the status that he deserves, or that the public will respect the teacher whenever he renders efficient public service. Generations of teachers have rendered a high type of public serv- ice without adequate recognition. This is the solid fact that those who condemn teachers for seeking alliance with organ- ized labor will do well to ponder. So far as occupational groups and classes are concerned, the keenest sympathy with, and appreciation for, the work of the classroom teacher has come from organized labor. Personally we believe that teaching, as a branch of public serv- ice, shuld be free from specific alliances; but it still remains true that the move- ment toward these alliances is indicative of a sad deficiency in the attitude of the general public toward the work of teach- ing. W C BacLey, in School and Home Education, April, 1916. , The final legal word has now been said on the right of teachers to join unions. On May rst the Court of Appeals of Illinois decided against the School Board of Chicago in favor of the teachers. THE AMERICAN TEACHER 77 INDIVIDUAL INSTRUCTION PRESIDENT FREDERIC BurK of the San Francisco State Normal School sends us his Monograph C, containing data, analy- sis, conclusions and argument on an ex- periment in a system of individual in- struction carried on under his direction for two years. From the data it appears that the slow- est pupils, in normal health of body and mind, will complete the usual eight grades of the elementary school in not more than seven years. That the fastest will finish in not more than five years. That between these extremes, the rates are very evenly distributed. That in consequence, pupils who enter the school at 6 years of age will complete the eight grades between the ages of 10 ond 13 years. Moreover, under this system all pupils will finish the elementary schooling, which is in startling contrast to the pre- vailing conditions, under which more than half the children leave school be- fore completing the sixth grade. The Individual Instruction system gives a thoroness and efficiency to every pupil quite beyond the possibility of the lock- step system, and lastly (tax-payers please notice), individual instruction costs less than class instruction. We are in perfect sympathy with Mr Burk’s assault upon the vicious lockstep system, which he loathes so vigorously and picturesquely in his Monograph A. We are particularly pleased with his par- agraphs on the inertia of administrative departments, the timidity and indiffer- ence of teachers, and the obstructiveness of the public in relation to new educa- tional ideas. We have no doubt what- ever that much of the teacher’s effort is today wasted thru the mechanism of class instruction, thru our arbitrary schemes of promotion, thru our failure to select the essentials, and thru our systematic refusal to recognize individual differ- ences among children in the organiza- tion and management of our schools. We believe also that the plan which he describes is entirely practicable, and that it is especially suitable for rural schools, certain types of evening and continua- tion schools, to “special classes” and for certain kinds of high schools. The details of the experiment show that not only do individual children vary in the rate at which they are able to learn, but that each child varies in his own rate from time to time, and from subject to subject. It has been impossi- ble to establish, from this experiment, the existence of slow, medium and rapid “types” of children, and the slow rates of progress as well as the rapid rates tend “to average out.” The extreme variation between the total accomplish- ments of the slowest and the most rapid pupils are much less than the variation between the slowest and fastest in any given semester, or in any given subject. The evidence points to the significant conclusion that rates of excessive slow- ness, are as a rule sporadic, due to tran- stent and removable causes. But when we have said that the in- struction in the rudiments can be greatly accelerated by substituting the individ- ual instruction methods (in this experi- ment carried on by means of normal school pupils, not by experienced teach- ers) for the common lockstep, and that with a saving of cost, we have left un- touched certain problems that are per- haps quite as important as those solved. There seems to be thruout this report the assumption that the major purpose of the school is to impart certain infor- mation, or to drill in certain processes— arithmetical operations, grammatical an- alysis, etc. There is no reference to what the child is to learn from his contact— yes, and his friction—with others. It seems to us that the /earning supplied by the school, while essential, is but a frac- tion of the school’s ultimate justification. The elimination, or great reduction, of the class exercise, removes from the school an opportunity for performing some of its most valuable service to the individual child and to the community. It may be fairly questioned whether the gain in individual proficiency in the fundamentals is not purchased too dearly when it means so thoro a detachment of the child’s mental development from that of his neighbors. If the information that a child can ac- cumulate in the years from infancy to adolescence is to be the measure of “ed- ucation,” the individual instruction sys- tem should be installed as extensively and as rapidly as possible forthwith. This seems to have been the assumption back of various isolated attempts to give single children the benefits of continu- ous application of drill and information. We have in this country at the present time a number of children whose first claim to distinction lies in the fact that they were able to qualify for college entrance examination at the absurd ages of eleven to thirteen or fourteen years. It remains to be seen whether these chil- dren wil be able to maintain their sup- posed lead in civic, vocational and social adjustment. We suspect that an eleven- year-old child with all the knowledge prescribed for the fourteen year old child is physiologically incapable of full appreciation of his “knowledge.” And we feel very confident that a child sep- arated from his fellows during the grow- ing years for the purpose of accelerating the stuffing process is likely to be so- cially deficient. But Mr Burk does not isolate the chil- dren. The shortening of the time re- quired under his system to accomplish the prescribed instruction liberates many hours a week that may be used for the socializing activities, and for en- richment of life generally. It may also be said that the common experiences and ideas that our children must have as a basis for democratic co-operation need not be obtained thru the usual school subjects. We should wish, however, that these school experiences did repre- sent a real socializing force. We should take decided exception to Mr Burk’s economy calculation, wherein he shows that the improved methods would enable us to reduce the size of our school population, in eliminating “retardation” and in shortening the aver- age length of time required to complete 78 THE AMERICAN TEACHER the grammar school course. This argu- ment implies that society’s minimum re- quirement consists of certain quantities of arithmetic, reading, history, etc. The best we can say on the economy side is that improved methods enable us to get more for the same expenditure of money. In spite of apparent differences in aims, we find this monograph extremely suggestive, and we hope that other schools will have the courage to experi- ment extensively with the individual in- struction plan. GOOD ANYWHERE THE PRESS COMMITTEE of the Federa- tion of Women High School Teachers of Chicago recommends the following plan of action: That a teacher be found in each school who will undertake to arouse individual pa- trons of the schools, and organizations in- terested in them, to the danger in the pres- ent plan of increasing the size of classes, to its effect upon the amount of time that can be given by teachers to individual pupils, and, in general, to the increasingly bad working coditions in the high schools. Those interested are to be asked to write letters to the daily papers on the subject in an attempt to arouse public sentiment. The Federation sees the gravity in the fact that some members of the Board of Edu- cation confuse the terms cheapness, and economy, and are inclined to base their opinion of the efficiency of any given school upon the per capita cost of educating its pupils. Change the name of the Association and of the city, and it is a good recom- mendation to take home with you, wherever you may be. Try it on your typewriter. Every new subscription means added strength to the movement for democ- racy. Mien. ip in in ii IN THE TRENCHES Ai THE Kansas State Teachers Con- venti.n this winter, Miss Anna Kelley, one of the Topeka school principals, spoke entertainingly of the work of teachers, in response to the toast, “In the Trenches.” The following report is taken from the Topeka Daily Capital: I assume that when the officer gave out this subject, she had in mind certain ques- tions that must be answered by those who would enlist. For instance: Can you teach reading, writing, arithmetic, geography, gram- mar, spelling, music, art, physical training, embroidery, crocheting, landscape and market gardening, courtesy, honesty, truthfulness, punctuality, morality and thrift? Can you referee a game of football and reduce a com- pound fracture? Can you classify defectives and make them intelligent? Can you make satisfactory reports to city superintendent, State superintendent, city board of health, the State board of health, the State fire marshal, the city treasurer and the Rockefeller Foundation? Can you be an expert in your line of work, and still in humil- ity and gratitude allow the superintendent, supervisors, principals, college experimenters, newspapers, parents, uncles and cousins, street car conductors and street corner loafers tell you how you are doing it wrong? Can you, when you feel it is wrong, carry out the cap- tain’s plan? If it is successful, can you vicariously efface yourself, and if it is a fail- ure, can you take all the blame? When the price of food and uniforms double, can you bear to be told that we need more captains and generals and must econo- mize somewhere? Then can you consult a diet book and find that three-fourths of the human family eat too much, and darn your uniform and cover the place with embroidered forget-me-nots ? Can you see the crows’ feet coming and the gray hairs appearing faster than you can pull them out, and read with equanimity that a college professor has solved all the prob- lems of primary education and thinks every child is entitled to a beautiful teacher? If you can, you are fit for service in the trenches. THE AMERICAN TEACHER 79 Statement of the ownershi mancgument. cir- — etc., uired b the "Ac of Con of st 24. 1912, of AMERICAN EADY pabianed wad TEAC R published i mA, _- my. guty State 0 . ¥., for April 1, 1016: of |e York, County of Kings as.: me, a Notary Public in and afer the state Wand County aforesaid, appeared Jeanette G. Glassberg, who, having "been duly sworn according to law, deposes and says that she is the Business Manager of the AMERICAN TEACHER and that the following is, to the best of her knowledge and belief a true statement of the ownership, management, etc., of the afore- said publication ~ the date shown in ‘.~ above caption, pegesed © y the ee Cy August 24, 1912, embodied in section. 443, Postal Laws and ‘Regu- eae printed on the reverse of this form, to 1. That the names and addresses of the pub- lisher, editor, managing editor, and bu managers are: Publisher—THE AMERICAN TEACHER CO., N. ¥. ¥ LINVILLE, 60 Terrace weanaging Baitor BENS, C. GRUENBERG, 230 t. » a too, York, Business Mana —_—s. G. GLASS- a 417 15th Street, Sp } a That the owners are Tie AMERICAN THACHER COo., INC., York; HENRY R. LINVILL Jamaica, N. Y.; B 230 W. 107th 8&t., pow York, N. MAYMAN, 914 Parkway, GABRIEL R. MASON. 1107 ‘FF York, N. Y.; — HOFFMAN, 1143 Vyse Ave., New York, N. 3. That the ‘Keown bondholders, mortgagees, and other security holders owning or holding 1 per cent. or more of total amount of bonds, mortgages, or other securities are—None. 4. That the two paragraphs next above, givin the names of the owners, stockholders, an security holders, if any, contain not only the list of stockholders and security holders as they appear upon the books of the company but also, in cases where the stockholder or security holder sepease upon the books of the company as trus- or in any other fiduciary relation, the name - the —— or corporation for whom such trustee acting, is given; also that the said two paragraphs contain statements embracing affiant’s full knowledge and belief as to the circumstances and conditions under which stock- holders and security holders who do not appess upon the books of the company as trustees, d stock and securities in a capacity other than that of a bona fide owner; and this affiant has no reason to belive that any other person, asso- ciation, or qenugeuts has any interest direct or indirect in the said stock, bonds, or other securities than as so stated by him. JEANETTE G. GLASSBERG, Business Manager Sworn to = subscribed before me this 3rd day of April, 1 (Seal) BENJAMIN T. SNYDER (My commission expires March 30, 1918.) No. 8027 When teachers wear themselves out with work and worry, we approve be- cause we all believe in co-operation. When teachers ask the rest of the com- munity to co-operate by providing ade- quate salaries and favorable working conditions, we are told that business is business. Labor and Education At a mass meeting called by the Conference of Organized Labor on Indus- trial Education, in New York City, the following “demands” were presented by Peter J. Brady, Secretary of the Conference. Teachers have from time to time made similar demands; but not frequently with the vigor and assurance that we find in the present formulation: 1. Immediate grant of funds for the erection of new school buildings to pro- vide every child decent accommodations in a full-time class, without resort to the deplorable expedient of the double shift, commonly designated as the duplicate school, or the double session. 2. The immediate erection of tem- porary buildings or renting of other buildings to provide all necessary school facilities to relieve every class with over forty children and to relieve all over- crowding and part time. 3. Immediate placing of kindergar- tens on a basis that will make them suf- ficiently attractive and desirable for all children of kindergarten age. 4. Immediate development of every recreation and community center to its fullest capacity, but under the complete control of the Board of Education; the entire expense of management and main- tenance to be borne by the city. 5. Immediate provision in every school in the city of ideal playground facilities at the city’s expense, so that after-school athletics for boys and girls will become a regular part of our edu- cational system. 6. Immediate adoption of plans to furnish school accommodations to all people desiring elementary or high schoo! instruction at night. 7. Immediate opening of night and day school classes for the teaching of English to foreigners. 8. Immediate provision for the estab- lishment of summer schools and regular pay for teachers in those schools. 9. Immediate appointment of all nec- essary regular school teachers so that there will be not more than forty chil- dren in any class. 80 10. Immediate elimination of the substitute teaching evil and their ap- pointments and assignments made regu- lar and according to law. 11. Immediate payment to all teachers of their legal salaries according to their official rating and work. 12. Immediate stopping of all at- tacks upon all branches of the teaching staff by city officials and Board of Edu- cation, so that teachers will be able to devote all their time and attention to the proper educational development of school children. 13. Immediate organization of ad- visory committees for each trade in which the schools are now giving in- struction ; committees to be of equal num- ber of employers and representatives of the union with power 14. Immediate adoption of all rules and regulations by the Board of Educa- tion for the establishment of compulsory continuation schools for all children with working papers between the ages of fourteen and sixteen for eight hours a week between the hours of 8 a. m. and 5 p. m., Saturday afternoons excepted. 15. Immediate elimination from the course of study of any activity which takes away from the essentials and fundamentals of education in the elemen- tary schools. 16. Immediate provision for compre- hensive experiments with shorter courses of study, prevocational schooling, and in- termediate or junior high schools. 17. Immediate elimination of the mon- itor or assistant teachers evil, whereby pupils are taken from higher grades to supervise and direct children in the lower grades as assistant teachers.