MAY-JUNE, 1918 SCHOOLS AT WAR ie | | LOYALTY AND — UNIONISM AMONG TEACHERS | SIDETALKS WITH SUPER. | | INTENDENTS THE NEW EDUCATION TMi tr nnn Democracy in Education Education for Democracy The American Teacher Program of the World’s Peace President Woodrow Wilson HERE is, moreover, a voice calling for these definitions of principle and of purpose which is, it seems to me, more thrilling and more compel- ling than any of the many moving voices with which the troubled air of the world is filled. It is the voice of the Russian people. They are prostrate and all but helpless, it would seem, before the grim power of Germany, which has hitherto known no relenting and no pity. Their power, apparent- their present leaders believe it or not, it is our heartfelt desire and hope that some way may be opened whereby we may be privileged to assist the people of Russia to attain their utmost hope of liberty and ordered peace. It will be our wish and purpose that the processes of peace when they are begun shall be absolutely open, and that they shall involve and permit henceforth no secret understandings of any kind. The day of con- ly, ts shattered. And yet their soul ig not subservi- ent. They will not yield either in principle or in ac- tion. Their con- ception of what is right, of what it is humane and honorable, for them to accept, has been stated with a frankness, a largeness of view, a generos- ton ity of spirit, and a universal hu- Editorials Jeannette Rankin J Keller Alice Henry Smith A Russian CONTENTS Unionism Among Teachers. The Schools at War. The Education Situation in England. Obedience to the Colorado Fuel and Sidetalks with Superintendents. John Constructive Warfare. F J K 118 The Russian Schools and the Revolu- The American’s Creed quest and aggran- dizement is gone by; so is also the day of secret covenants entered into in the inter- est of particular governments, and 113 likely at some un- looked-for mo- ment to upset the Dr Franklin 109 114 116 peace of the world. It is this happy fact, now clear to the view ! of every public man whose man sympathy |W which must chal- lenge the admiration of every friend of mankind; and they have refused to com- pound their ideals, or desert others that they themselves may be safe. They call to us to say what it is that we desire, in what if in anything our purpose and our spirit differ from theirs, and I believe that the people of the United States would wish me to respond with utter simplicity and frankness. Whether thoughts do not still linger in an age that is dead and gone, which makes it possible for every nation whose purposes are con- sistent with justice and the peace of the world to avow now or at any other time the objects it has in view. —From President Wilson’s Address to Congress, January 8, 1918. Vol. VII, Nos. 5, 6 The American Teacher Vol. VIL. Nos. 5, 6 MAY-JUNE, 1918 One Dollar a Year Loyalty and Unionism HIS “double” number of THE AMERI- T CAN TEACHER is brought out partly to meet the necessity of catching up after a particularly strenuous year of labor of fighting thru organization for the preser- vation of self-respect in our profession. Of this our readers have been given much. In fact, it is the earnest hope of the editorial staff that those who subscribe will not look too closely at the number of pages of print- ing matter they are receiving for their money, but will consider the more important point of the amount of effort that the staff has given to make the union movement among teachers a living inspiration. But while we are saving in printer’s ink and paper, we have resolved also to celebrate. This year has been an active one for the American Federation of Teachers. Organ- ized in April, 1916, with six locals, the na- tional has grown to have twenty-five locals, most of them entering during the present school year. Teachers all over the country are inquiring about the union movement in their own profession, and many locals will doubtless be formed in the coming year. The prejudice against affiliating with the labor unions is on weakening legs. Hence, we cele- brate the growth of Unionism! A still more significant development of the year, since the entrance of America in the Great War, has been the steady development of the idealism of Democracy under the lead- ership of our great statesman, President Woodrow Wilson. It is not the performance of the immense physical tasks which the dec- laration of war made necessary that consti- tutes the wonder of our American drama. It is rather the working toward the national purpose of bringing order and justice into the world thru the actual operation of the method of democracy, especially difficult as it is during wartime, that is the real wonder of fi 99 our time. In spite of the urgent demands for coercion made by those who from little knowledge have little faith in the strength of real democracy, in spite of the presence in our midst of many whose ancestry and early training make somewhat natural a stronger sympathy for an enemy government than for ours, President Wilson has followed the open, straightforward path of democratic states- manship, and by so doing has been the means of bringing to the stipport of the national government practically every supposedly discordant element in our citizenry. Nothing like it has ever taken place in the world be- fore. Not only is it fitting that every Amer- ican should take pride in the fact that the methods of democracy should have been proved to be so all-conquering in bringing about the willing loyalty of the nation, but it is especially a cause for professional pride that the leader of so important a world move- ment is a teacher. Patriotic Training HE Board of Education of New York City has recently appointed a com- mittee to supervise the preparation of a bulletin which is to furnish our boys and girls the reasons why America entered the war. No more important educational task could have been undertaken and we are glad that the Board of Education has awakened at last to the need of developing an enlight- ened patriotism. Such a course must impress upon the child’s mind that America, having no imperi- alistic ambition, was reluctantly forced into this war by a nation that is dominated by the LAW OF THE JUNGLE. The children must be made to realize that America has en- listed in a crusade against a militaristic au- tocracy, that has for its aim the creation of a world hegemony dominated by the German 100 military caste and maintained by Brute Force. They must be made aware of the fact that our war is not negative—mere opposi- tion to such a world state, but positive, the creation of a world state based on voluntary cooperation of all civilized states and found- ed on the principle of justice, that is, equal regard for the rights of all nations, large or small. The course must further impress upon the pupils the imperative need of unselfish loy- alty to our country and its allies, because we are fighting for the highest ideals of civiliza- tion and that, therefore, it is their duty to make every possible sacrifice in order that our cause—the cause of suffering humanity (including the German people) may triumph. Our cause is so just and our triumph so cer- tain, that we must not sully it by preaching hate, intolerance and _ self-glorification! Here’s success to the task. The Board of Education may rest assured that the teachers of New York City, always intensely patriotic and thoroly loyal, will do their utmost to make this training effective and enduring. Stand Behind the President INTO the maw of the world war civilization is fast disappearing. In this crisis the funda- mental need of the allies is unity of action. This idea is popularly expressed in the phrase “STAND BEHIND THE PRESIDENT.” The press reiterates this cry and then calmly proceeds to attack vehemently the President’s subordinates because they dare not attack the President himself. First Hoover is attacked, then Garfield, then Baker, and now Creel. The task of conserving the food to feed mil- lions at a time when millions are taken from productive employment, the task of building hundreds of vessels in an incredibly short period, the task of building thousands of air- planes and of equipping armies the like of which the world has never seen, is so great that it fairly staggers the imagination! And altho these things are being done with effi- ciency and speed, yet the attacks go on. Why? The attacks upon the subordinates of the President are due fundamentally to three causes: First, there is the desire of the one great party to make political capital out of The American Teacher Vol. VII, Nos. 5, 6 the unavoidable errors made by the other. Secondly, there is the desire of Big Business to use its power to exploit the remaining re- sources of the nation and to continue piling up untold millions. Thirdly, the President has used his power to enunciate a sound, fair and liberal labor policy which has justified itself by making labor stand wholeheartedly behind him, thereby strengthening the Amer- ican morale. An eight-hour day, wages that keep pace with the increased cost of living, improved sanitary conditions, and represen- tation of labor on all boards—these things are gall and wormwood to the representatives of Big Business. Hence the attacks upon the President’s subordinates while, at the same time, they stoutly proclaim their shibboleth “Stand behind the President.” Shall the teachers allow these selfish indi- viduals to undermine the power of the Pres- ident and to endanger the allied cause solely because the President dared to be fair to labor? It is our duty to make plain to our pupils, who in turn can enlighten their par- ents, that patriotism consists in wholehearted support of the President in deeds as well as in words. Criticism of policy is as necessary as it is just, but criticism for the sake of making political capital is not only repre- hensible in time of peace but at this time it is criminal. The Worker and the Teacher by Secretary of Labor Wilson to pre- pare a plan for settling labor dis- putes during the war has rendered a report which seems to be satisfactory both to labor TT? War Labor Policy Board appointed and to capital. The report suggests the cre- ation of a National War Labor Board of 12 members, five to be chosen by the workers, five by the employers, and two by the public at large—each group choosing one. If the proposed board fails to settle a difference between workers and employers, then the matter is to be settled by an umpire to be selected by the parties engaged in the dis- pute, and if they do not agree upon an um- pire, the President is empowered to select him. While strikes are not forbidden by the report, it is hoped that they will be largely if not entirely eliminated by the proposed method. May-June, 1918 Sometime ago Mr. Edward Mandel, acting for Associate-superintendent Straubenmul- ler, announced that a committee consisting of representatives from the Teachers Union and other associations selected by him, were working on the creation of a Teachers’ Con- ciliation Board which was to function some- what like the National War Labor Board. Eagerly and patiently the teachers of New York have waited for the promulgation of the plans which would make possible the inaug- uration of this experiment. If carried out, this endeavor would usher in a new era in which cooperation between teachers and their official superiors would be the keynote. But thus far no definite action has been taken. Probably the most momentous provision in the document submitted by the Labor Pol- icy Board is the following: “In fixing wages, minimum rates of pay shall be established which will insure the subsistence of the worker and his family in health and reason- able comfort.” At last labor is coming to its own! No longer shall the rights of property take precedence over the rights of humanity! Workers will no longer work for starvation wages in order that their employers may live extravagantly, but will be guaranteed a sum which will enable them to maintain their families decently. The report means that workers who are underpaid need but to or- ganize and present their claims to the Na- tional War Labor Board and justice will be done. Labor, because of its unity and organiza- tion, has been able to get recognition and fair treatment. Teachers, because they have been divided and because they regard themselves superior to the workers, have been unable to get the consideration to which their training, ability and position entitle them. They have justly requested a salary increase and are told that only those teachers who are existing on a mere pittance that any skilled laborer would scorn, may get an increase. And this in the face of general wage increases in every industry! This in the face of the fact that in some industries five or more increases have been granted since the outbreak of the World War! The war has revolutionized the opinions The American Teacher 101 of the workers everywhere. The war has made the workers realize their class con- sciousness and their power. If this great conflict cannot make you realize your place . in the coming scheme of regeneration which must follow the inevitable triumph of the allied cause, then you may not be worthy of the name “TEACHER.” TEACHERS OF AMERICA, Awake, Unite! The Special Service the Teacher Can Render in War Time HE ideal of service is being held before the nation as never before. Old and young are called upon to serve within the limit of their capacity, not merely to “do their bit.” And as never before the nation is united for the accomplishment of the great task before us. What part can the teacher play in this great crisis that differentiates him from the average citizen? Is society to expect of him more than it expects of others? It expects of him loyalty to the nation’s ideals and aims; it expects him to render military or other service depending upon his ability; it expects him to make whatever sacrifice lies within his power. But it expects this of all citizens. Surely there is something more the teachers can do. The teacher in his class room can first of all teach the ideals of service, sacrifice and loyalty ; he can point out the many ways in which the children can avail themselves of opportunities to serve the nation. He can also point out that there is always a need for service and sacrifice; that there are al- ways evils around us that need to be reme- died, that we need not wait for a great war in order to help and serve. He who does not realize the need of serving loyally and with self-sacrifice during the present crisis, will readily be condemned by the children. It is the teacher’s duty to point out that the man who stood idly by while others were fighting ‘102 to uproot tuberculosis, or banish the plague of child labor from our midst, or worse, was opposing these efforts, was disloyal—an enemy to our national well being equally de- serving of condemnation. It is the teacher’s duty to point out that malnutrition, low wages and squalid housing conditions are dangerous to the country ; that every child who dies from preventable causes is as much a loss to the country as the death of a soldier ; that an injury to any part of our country is an injury to all parts; that an in- jury to any one in the country is an injury to all. Each one of us, children and grown ups, if we but look around us will always find many opportunities to fight against the ene- mies of the nation in peace times as well as war times. The enemy within our gates is always with us. The poor and the unfortu- nate, the needy and the helpless, are always around us. They stand in need of our help. We must search them out; not wait until they have been thrust upon us. As loyal Americans we can do no less. We have all been neglectful in the past; we have failed in our manifest duty; we were too greatly engrossed with our own little problems, joys and sorrows. We did not see beyond our own little group. It took a great war to drama- tize human misery for us. But the future will no longer be as the past. It must not be. Forward the New Education N April of the present year the American I Defense Society published and circu- lated in certain schools in the City of New York, and among the public, a pamphlet entitled, “Unpatriotic Teaching in Public Schools.” The subject matter of the pamph- let was prepared by a committee of the Schoolmasters Association of New York and Vicinity. The avowed. purpose of the pamph- let was to bring about the permanent exclu- sion from the New York educational system of three teachers who were dismissed by act of the Board of Education in December, 1917, for alleged “conduct unbecoming a teacher.” The cases of the three teachers are now being The American Teacher Vol. VII, Nos. 5, 6 considered on appeal by the State Depart- ment of Education. The American Defense Society and the schoolmasters’ organization seek by the title of their pamphlet to create the impression that the three men had been guilty of unpatriotic teaching, and thruout apparently endeavor to establish conviction in the minds of readers that they are disloyal to the government, while pointedly denying, however, that the teachers have been charged with actual disloyalty. Indeed, the commit- tee says it does not believe the teachers are guilty of disloyalty. One may look in vain for evidence support- ing their charge of unpatriotic teaching. In fact, it does not appear that the committee tried seriously to present what would be ac- cepted anywhere as evidence. The committee was interested apparently merely in creating a state of mind that would favor the carrying out of the real purpose of the campaign. That purpose is the discrediting and the dis- missal from the service of those teachers who have led for years in the democratic move- ment in education in the City of New York. The offending leaders are now on the edi- torial staff of THE AMERICAN TEACHER or among the officers of the Teachers Union. The schoolmasters accuse our fellows of being against the prosecution of the war, of being members of what they apparently regard as a criminal fraternity, the Socialist Party, of opposing any act of the educational adminis- tration that does not coincide with our “‘indi- vidualistic” notions of what is right, and of lacking in respect for our superior officers. The Executive Board of the Teachers Union has appointed a committee to take up the matter of defense against these charges, and has urged that the work of the committee should not stop at mere defense. The Amer- ican Defense Society has been invited to hold with us a joint meeting to consider “The Fun- damentals of Loyalty in Wartime” and to afford the Teachers Union the opportunity to meet the implication of disloyalty in public. But the American Defense Society replies that it regards the matter of loyalty as “un- debatable,” and “rejects the proposition in every respect.” This attitude of the Ameri- May-June, 1918 can Defense Society may be illuminating to those who have been granting support to the organization. However, the Teachers Union will hold its own meeting on Friday evening, June 7, at which the challenge that the ADS failed to meet will be brought by us before the public. In addition, the committee of the Union is preparing a pamphlet to be called “For- ward the New Education,” and therein is signified our purpose to attack without mercy the dishonest attempt of a reactionary educational group to defeat our movement by innuendo and false accusation. But we shall do more than that. We have been pre- paring for years, and now the educational enemy has given us the occasion, to demon- strate to the public that the existing idealism in the public school system is characterized by ignorance of the social purpose of the school as an institution, by intellectual nar- rowness and bigotry; by connivance at the use of unscrupulous methods in educational administration, and by the apparent assump- tion that the schools are instruments to fur- ther the economic interests of the ambitious. Those who set themselves up as leaders accepting tacitly the validity of this selfish idealism find ready at hand the willing spirit of submission of thousands of teachers, who “never ask the reason why” for anything. It is time the public were being shewn that this state of affairs constitutes a menace of the greatest social importance. That is what the Teachers Union proposes to do. Our pamphlet will be issued in the first week in June. New Locals of the Amer- ican Federation of Teachers HERE are now twenty-five locals of the American Federation of Teachers. One of the most recent to be organ- ized is the Vocational Teachers of New York City. It might not have been possible for this local to have received a charter if the Teachers Union of the City of New York had not granted the new organization the The American Teacher 108 necessary jurisdiction over the vocational (trade) teachers that do not already belong to the Teachers Union. The Teachers Union was convinced by the - spirit and the intelligence of the representa- tives of the vocational teachers that the new group would make a welcome addition to the union movement in the metropolitan city, and after thoro discussion of the matter at meet- ings of the Executive Board of the Union it was decided to withdraw some natural objec- tions to giving up a portion of the field, and to extend the right hand of greeting to a new teachers union in the City of New York. There is only one group of persons that needs be worried about the situation, and that is the fellowship of educators and others that does not believe it is “professional” for teachers to belong to a union. All others may be glad there is more organized teacher intelligence than ever before. Another local recently formed is the Nor- folk Teachers Association, which receives in membership teachers from Norfolk County. The companion local of this is also now or- ganized, a local of the colored teachers of Norfolk City and County. National Organ- izer L. V. Lampson, thru whose activity the two locals have been organized, writes that he was particularly impressed by the fact that the colored teachers at their organiza- tion meeting passed a motion appropriating $7 for subscriptions to THE AMERICAN TEACHER, altho they are receiving only about $35 a month salary. Their meeting was opened with the singing of America and with prayer. THE AMERICAN TEACHER urges upon all locals and upon individual teachers in the union movement that they write to the new local of colored teachers, extending to the members the right hand of fellowship. If we are true unionists we will forget our own troubles for the time, and resolve to work a little harder than ever before in order to help our fellow teachers in Virginia. The solu- tion of our national problems of education will come only as we help to solve them for the Negro. The Secretary of the local is Mrs Lilla A Reed, Booker T Washington High School, Norfolk, Va. 104 The Norfolk local of white teachers has also taken steps to have their schools receive subscriptions to THE AMERICAN TEACHER. Both locals are beginning right in putting themselves in touch with the union move- ment, for it is the proper business of the peri- odical to interpret correctly the union move- ment, and to be the means of organizing the thoughts and the experience of teachers everywhere. The teachers of the Panama Canal Zone are applicants for a charter in the American Federation of Teachers, and so are the pro- fessors in the Annapolis Naval Academy. Our Constitution at present does not permit any but public school teachers to be mem- bers. Anyhow, democracy is growing some. The American Teacher and Open Diplomacy T° founders and present managers of THE AMERICAN TEACHER believe that the time has arrived when the Amer- ican Federation of Teachers should take over the responsible control of the periodical. Altho a proposition to this end has been made to the Executive Council of the Ameri- can Federation of Teachers, the managers of the paper believe in the principle of open diplomacy, and want the locals of the organi- zation to know about it. The union movement among teachers has now grown to such proportions that the or- gan should be connected more definitely with the national and with its locals. Instead of following an irregular system by which every member in some local receives the paper, and none at all in others, every member should be a supporter of the organ in order that he may become acquainted with the movement to which he has given his professional allegi- ance. Furthermore, every social movement is estimated by leaders of thought and affairs on the score of the measure of strength and intelligence shown by its responsible organ. Not only should every member receive the paper, but the American Federation should elect the editorial staff in order that it may The American Teacher Vol. VII, Nos. 5, 6 be sure of having editors who will at all times represent the spirit and the point of view of the organization. With the editorial respon- sibility goes, of course, whatever financial risk there may seem to be with the members all, or practically all, supporting the under- taking. It is hoped that all the locals of the Amer- ican Federation of Teachers will send dele- gates to the national convention at Pittsburg favorably instructed to the consideration of a workable plan looking toward the greater usefulness of the paper. Unity HE failure of the London Teachers to I secure a war bonus of one pound weekly to a group of its teachers was explained by its Executive Committee in these words: “Let us face unflinchingly the facts. We have been beaten because at the supreme test we failed to preserve our unity. Until that unity is secured, we are at the mercy of our differences and we are an easy prey to the enemy.” That explains our situ- ation exactly. We too, teachers, are at the mercy of our enemies because of our differ- ences, because of Our lack of Unity. Lack of unity lost the London teachers their war bonus and prevented us from receiving ade- quate salary increases and a sound and just pension system. How can the teachers secure proper con- sideration if they, because of their various group views, are continually quarreling among themselves? The 1A-6B group op- poses the salary demands of the 7A-8B group, the elementary school teachers oppose the high school teachers, etc. Fifty-seven varie- ties each*working to advance the interests of its own narrow group, instead of one all embracing and all powerful union fighting for the rights of all. Why should you be the only class that is behind the tendencies of the times? Why can you not learn that 22,000 united teachers, animated by labor’s ideal- ism, backed by the power of organized labor May-June, 1918" and an enlightened public opinion, would not have to plead pitifully for salary increases that the labor union justly scorns! Teachers, Unite! Teachers of America’s workers, when will You learn the lesson that the industrial world has so successfully taught your former pupils? * The National Union of Teachers and the British Labor Party OR many years the National Union of kK Teachers of England has been debat- ing the question of affiliating with the Labor Party. The Union has long realized that it could rely on the Labor Party to pro- tect and develop the interests of the schools and the teachers, while the interests of the other parties sometimes seemed to be at odds with the interests of the public schools. The fact that the Labor Party is a political or- ganization, while the National Union of Teachers is non-political, created a practical difficulty of considerable moment. However, a referendum has been held on the question, “Are you in favor of the alliance of the National Union of Teachers with the Labor Party?” The results were announced at the Easter conference of the Union as fol- lows: For alliance, 15,434; against alliance, 29,743. The membership of the Union is 97,000. Dissatisfaction as a Risk N the item of “English Notes,” reprinted I in this number from The Christian Science Monitor, a point is made inci- dentally that the great dissatisfaction of the Irish teachers with the apparent indifference of Parliament to their appeals for salary in- creases is itself a menace of serious import- ance. In political crises dissatisfaction when The American Teacher 105 it becomes extensive is always a menace to the continuance of any system of government. But it is not often that teachers have created situations which their governments have felt impelled to regard as menacing. If the Irish teachers are driven to the point of distraction, the news indicates that they may go out on strike. In that event perhaps conservative forces will condemn them as cowardly and “unpatriotic.” Their only pro- tection from that accusation may be the fact that so much of Ireland is now in a state of - political upheaval as to demand of the allied peoples more constructive treatment than the calling of names. There may then come the realization that the dissatisfaction of the Irish teachers, whether they strike or not, constitutes a menace to the efficient service of school as an institution. The Liberator Liberator appears in this number of THE AMERICAN TEACHER. The Lib- erator is the literary descendant of The TT" exchange advertisement of The Masses. The recent trial of the editors of The Masses, which is referred to in the ad- vertisement, was one of the most dramatic cases that the war has brought about. But the jury failed to agree, and a new trial will be necessary. Whatever may be one’s opin- ion of the guilt of the accused editors of obstructing the war program of the national government while they were editors of The Masses, it is a significant mark of our na- tional unity that the editors of The Liberator now support the government. Those who believe that democracy pro- gresses by fear, and that the editors of the literary descendant were afraid to do other- wise than support the war policy of the na- tion, miss their opportunity to learn how democracy works. They should go to school a little longer, and learn that the conviction of the mind thru the logic of political events is far more lasting and real than is patriotism brought about thru fear. 106 To Our New Superin- tendent REETINGS! Cordial Greetings and (s Heartiest Congratulations! As Superintendent of Schools of New York City, you will have the privilege of moulding the destinies of 800,000 children and of the careers of 22,000 teachers. The honor conferred upon you is great, but the responsibility is greater. We feel sure that you recognize the respon- sibility. Our best wishes for success in your endeavors are with you. You are a thoro American. We hope that you will help to eradicate all remnants of Prussian autocracy which still survive in our system. Only then will teacher, principal and superintendent work in complete har- mony for the good of the children. You are a firm believer in the war for democracy that we are now waging. Let us hope that you will help the war for democ- racy that is now also being waged in the school system,—a war that aims to make the teacher self-respecting, that aims to make use of his initiative, that aims to make him a man among men rather than a mere cog in a soulless educational factory. You are a man of culture. Let us hope you will not permit teachers to be brow- beaten by incompetent, surly educational offi- cers who demand that implicit respect be paid to them because of the office they occupy. You are a practical educator. We hope that no more vagaries will be forced upon the schools without consulting teachers, princi- pals and parents. From now on let teachers help in revising the course of study and the methods of teaching so that all of us will be better satisfied with the products that we send out from our schools. You are New York City bred. We hope that your understanding of conditions in this twentieth-century city of five million souls will lead you to root out all traces of medi- aevalism that still cling to our school system. Once more, Greetings, Congratulations and Best Wishes. The American Teacher Vol. VII, Nos. 5, 6 WHERE THE FLAG GOES Down the hollow, up the hill, Where the wind is never still, Riding on the white-tipped foam, Climbing to the eagle’s home— On the earth or in the sky, Where the flag goes—there go I! Where the blow is struck for right, In the mist or dark or light, Where the prisoned would be free, Where men die for liberty, There I follow where you lead, Down the hollow, thru the mead, In the earth or in the sky— Where the flag goes, there go I! ANNETTE WYNNE A car horse gives as much thought to the profits of the line as the teacher does to the improvement of her working conditions. As a result both are treated alike by their supe- riors. “T urge that teachers and other school offi- cers increase materially the time and atten- tion devoted to instruction bearing directly on the problems of community and national life.,-—-WOODROW WILSON. Ge American Teacher Democracy in Education for Democracy Published monthly, quun Seal aa THE AMERICAN TEACHER COMPANY, INC., 70 Fifth Avenue, Few York City GABRIEL R. MASON E. LEE CORR HOH eH eee een eeeeee Edited by CORNELIA W. CLEAVELAND BENJAMIN GLASSBERG BENJAMIN C. GRUENBERG J. EDWARD MAYMAN FRANKLIN J. KELLER SAM SCHMALHAUSEN JOSEPH JABLONOWER, Business Manager. ABRAHAM LEFKOWITZ HENRY R. LINVILLE At the time of expiration, a bill will be f ia the b Subscribers are requested to. give pronrgt