ti: AMERICAN = TEACHER cm te 1919 An American = The Value of Labor Unions a gton Bur of Education Waebin DO Democracy in Academe oe Pas a> | | | From the Locals me COCO BB} | COCO a) |e COO ae] |e CD ee) [ee CO a] BR CUO BB} CMD a] [EF CO a} [EW COO a) [RCO ws) [i COD Democracy in| Education Education for Democracy The American Teacher From the Environs HE origin of this union had nothing to do with salaries, inadequate as they were. It developed from a smoldering revolt of the teachers against the tyranny and in- dignities inflicted upon them. That there may be neither tyranny nor injustice now is no argument against a combining; for acct- dent or death could change the present ad- ministration before tomorrow morning; and teachers must not be at the mercy of a chance good or bad superintendent. I will say in Some object to the word “union,” but to me it has a good sound. It is one of the names of our country; one of our national mottoes contains it—“‘In union is strength” ; and we once had a very patriotic song that went “The union forever, hurrah, boys, hurrah.” Our charter includes the entire Territory. Our name is Hawaii Teachers’ Union, Local 116. Between now and the next meeting talk to every teacher you passing that while salaries had nothing to do with the in- ception of this Federation, there is a sign by which you can tell when your salaries are large enough — when you see men _ scramb- ling for your jobs. An organization of teachers is an organization of wo- men; but that is not our fault; men refuse to be teach- ers. No one person CONTENTS know about joining your teachers’ union. Work for a hun- dred per cent. mem- bership. A protec- tive association, to protect, must have strength; a_ large membership .is strength. If people ask what your union is working for, answer: for a hun- dred per cent. mem- bership. If a wo- man wants to make her own clothes, she first gets a sewing machine. Your ma- has brought about this organization. No one did so little as myself, others did it for me. again I found myself in front of a stone wall that I could neither get thru nor over; and Again and invariably along came one young and good looking, who said, “Why, that’s easy,” and vaulting over picked the apple and jumped down again. These young and good-looking ones lived at W aikiki—and Kakaako; Manoa and Kalihi. No. 116, A F of T, chine is a large membership; we have no other business on hand at present but to get a membership; first a hundred per cent for Honolulu, then for Oahu. Next write to every teacher you know on the other islands urging them to bring their island up to a hundred per cent. membership, till the record of the Territory of Hawaii bests every other local in the American Federation of Teachers. —From Address of Mrs. Estelle Baker, Secretary Local printed in The New Freedom, Honolulu, T. H. Vol. VIII, No. 10 The American Teacher Entered as second-class matter, Feb 21, 1912, at the Post Office at New York, N. Y., under the Act of March 3, 1879. Published at 70 Fifth Avenue, New York, monthly, except July and August. Acceptance for mailing at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized September 27, 1919. Vol. VIII. No. 10 DECEMBER, 1919 One Dollar a Year MORE LIGHT We commend to our readers the examination and the wide use of the article in this issue on “The Value of Labor Unions.” This is just what we have been needing, a historically accurate presenta- tion in the form of the development of the trade union movement. Our critics may be surprised to learn that the trade union movement is not only a social movement, but also a philanthropic movement of so great importance that it has now the generous approval of practically all bodies of religious organi- zations, Catholic and Protestant alike. Miss Mortimer deserves our gratitude for this fine piece of work. GET THE YOUNGSTERS TO TALKING College debating societies in the states of New York, Oregon and Texas have asked the Americar Teacher for material to be used in debating the question, “Shall Teachers Join Unions and Affliate with the American Federation of Labor?” most fair minded men will agree is: as is equivalent to the value of the work of each. But when the question is asked, as to who shall de- termine the value of such work, there comes the wide divergence of opinion between employer and em- ployee which keeps the economic world in its con- tinuous earthquake. If a fair judge could be found for this question whose decision would be accepted by both parties, the earth would have a real peace. In the early history of nations the greater part of each nation’s income went to the Monarch, his *Mr. Miller in 1911 organized the Chicago Federation of Men Teachers, the second oldest teachers’ union in the country. He represented that union for several years as delegate to the Chicago Federation of Labor, the labor body that has a record of fifteen years of fighting for the welfare of teachers. As part of Mr. Miller’s long service as a teacher, he was a member of the Chicago Teachers’ Pension and Retirement Fund for many years. The Amer- ican Teacher is glad to offer this statement in honor of one of the best liked and among the ablest of the union workers in Chicago, now retired. —Editor. warriors, and the priesthood, because the first two defended the nation from its earthly enemies, and the last from its heavenly ones. As a middle class developed, it obtained an increasing share of annual income. When slavery and serfdom disappeared a wage class began to get something more than a bare sustenance. As the intelligence of the laborer grew, his share grew greater, and that in proportion to his organization for self-protection and advancement. We now live in an age of group organization of both employers and-employees. The best organized group gets the largest shares of the national income. It is needless to say that the employers are better organized than the employees. Some groups of employees are also better organized than others ; for example, the pattern-makers; therefore, their share is much better than that of the teachers who are just beginning to organize. Wages are decided today by individual and group bargaining, by arbitration, by sharing of profits, etc. The wage of the public school teacher has always been decided by the state thru boards of education, and almost without exception at the lowest figures obtainable; for, contrary to the general belief on the part of the State, the State is a hard master to the teachers. The average income of the teacher reveals that. The State wants education for its children. It must have it if the State is to endure, for that is the foundation of the State. But the State will pay no high price for this absolutely indispensible article un- less it is compelled to do so by those who can furnish it to the State, for the State st course is composed of average men and womer. who wish to get all they buy, even education, at the cheapest price possible. Organization alone with organized representation to the State of the value of their work can obtain for teachers an income even approximately equivalent to that value. But it can secure a decent income a:id nothing else can. It may be said almost without contradiction that no group of workers is doing more valuable work for the nation than the teachers, and should not their compensation then be in proportion December, 1919 to the value of that work? They must however, become a compact body if they wish to impress this fact upon a somewhat deaf-eared community. The Nation respects intelligence, but above all, organized intelligence. As to a teacher’s first duty being to the State, and, as some would have it, almost one’s whole duty, Herbert Spencer maintains in his Principles of The American Teacher 229 Ethics that one’s first duty is to one’s self, second to one’s family and third to the rest of the world in varying relations. As an employee the teacher has a great duty of whole-souled intelligent work; but the State has an equivalent duty of maintaining the rights and welfare of the teacher. Is not the teacher worth as much as the pattern- maker? The December Message F G Srecker Secretary-Treasurer, The American Federation of Teachers HE American Federation of Teachers became an international union November 7th, 1919. On that day charter No. 130 was issued to the L’ Association du Bien-Etre des Instituteurs et des Institutrices de Montreal. ‘Their president, Mr. N. Eudore Gobeil, 732 St. Denis, Montreal, was as- sured that their affiliation was especially welcome as presenting a great opportunity to bring the teach- ers of the two countries into much closer relation- ship and the hope was expressed that organization will advance among Canadian teachers whom organ- ized labor of Canada is very anxious to see organ- ized. Mr. Gobeil, in behalf of his local, wrote: “We reciprocate your good wishes and hope to co- operate with you in furthering the aspirations of all teachers, both American and Canadian. Your ideas regarding the noble work accomplished by teachers, their influence upon the rising generation, and the training and preparing of youth for the struggle of life, which have not been fully appreciated in the past, are better received and more understood in our day, and this excellent result has been obtained by that grand organization, the American Federa- tion of Teachers. Our most cordial congratula- tions to your Federation for the good work it has already accomplished on behalf of teachers.” The Hawaii Teachers Union is a small but en- thusiastic group beginning with a spirit which means growth in numbers and influence. Unfortunately they have the opposition of the papers controlled by the plantation owners, but these pioneers understand the meaning and purposes of our organization too thoroughly to be defeated. On page 218 of this issue is printed an extract from an address made by Mrs. Estelle Baker, Secretary of Local No 116. It would be easy to edit a daily bulletin by merely quoting from reports and letters which show that the teachers are at work in a!! our widely-scattered locals to bring about the improvements and con- structive work required by the conditions in the va- rious communities. It is difficult to select a few of these reports without seeming to ignore many others. This comes from Denison, Texas: ‘Our recent tax election of twenty-five cents for school purposes carried only three to one. The Board has made a general increase of 37 per cent in salaries over last year. This increase is retroactive to the beginning of this session, Sept. 15, 1919. We teachers are de- lighted. We really believe the entire credit should be given to our organization. “Teachers over the country must learn that they and they alone must fight their own battles. Labor supported us to a man. Had many men out working for the elec- tion.” This is being written December 6th, the first anniversary of Madison Teachers Federation No. 35. The Peoria men had been chartered the pre- vious day. One hundred locals have been chartered in the year. While the growth the past two months has not been quite what had been expected, there is reason to feel deep satisfaction at the progress made when the conditions thruout the country are taken into consideration. The high degree of or- ganization perfected by a large number of the lo- cals gives an indication of the new spirit which is arising among the teachers of this country. They 230 are beginning to grasp the great opportunities await- ing the teachers to render service to themselves and to the schools and to the communities with which they are so closely related. ‘This is well illustrated by a letter from the president of the Houston Teachers Association. ‘Houston, Texas, carried an election today of $0.50 on $100 for schools. This election was ‘put over’ by the Teachers Association and makes it possible to increase the salaries of the teachers. We have been promised $800 minimum and $1,500 maximum for elementary teachers. Mr. Horn, our Superintendent, was very anxious for this special school fund and he worked with us to the last.” A long list can be cited of superintendents and boards of education who are welcoming effective or- ganization of teachers because much can be accom- plish thru their influence and idealism which the best intentioned superintendents and boards of education have not always been able to accom- plish when the teachers take no part. The Memphis Teachers Association assisted the Board of Education in securing financial relief for the schools at the last session of the Tennessee legis- lature. The Chicago locals did the same thing. Just as a large number of business men and employ- ers find it much better to deal with organized groups thru their recognized representatives, and save time and ill will in dealing with individuals, so superin- tendents and boards of education are manifesting the same new spirit. The Chicago Board of Edu- cation has a fixed policy of calling for presidents and representatives of the various organizations and groups of teachers whose problems are under con- sideration. ‘This spirit of cooperation and attain- ment of beter results for the schools is one that should be fostered wherever possible. But there is the reverse side. If the city of New Orleans, so much adveri.ised as a progressive city to which outside capital is invited, there seems to be little interest in the schools and their conditions apparently go from bad to worse. It will require more than advertising to attract capital other than for the crudest industries when the educational con- ditions become known. Last March the Associate Teachers League No. 36 formulated a communica- tion to the Board of Education which presented The American Teacher Vol. VILI, No. 10 their arguments for increase of salary, removal of inequities in salary and changes in the pension sys- tem. This was endorsed by the Committee on Ed- ucation of the Central Trades and Labor Assembly, The result was a printed 8-page report of the Com- mittee on Teachers and Instruction of the Orleans Parish School Board. It is a model of the spirit in the management of our educational systems which is slowly but surely bringing ruin. Perhaps the kindest criticism which could be made of that report is that its wide circulation would go far to nullify the effects of the advertising which that city is con- ducting. A tone of dignity would have been added if the teachers had not been accused repeatedly of bad faith and lack of fairness. Accusations of un- familiarity “with the scientific principles governing or controlling, or underlying the operation and con: duct of a Retirement or “Pension Fund” do not form an argument that the teachers should have no voice in the kind of pension system they are to have, its management or the amount of money involved. That one may have no opinions on any matter in which he is not an expert, which was the recom- mendation in regard to the pension system, is a very dangerous doctrine. It would be very hard on those individuals who are not experts on pensions or any other subject. A council of teachers was de- nied. “We discern no reason or justification for creation of the council of fifteen teachers suggested by the Associate Teachers League No. 36. Under the law the direction, management and operation of public schools of this City are entrusted to this Board, the members of which are elected by the people ; the responsibility and duty are theirs; they have no right, or for that matter, any disposition, to evade or shift either.” Brave words! Do they infer that the teachers were seeking to establish a rival dynasty? Or do they mean that teachers are not experts in their own line and should not be oc- casionally consulted as such? “This Board has al- ways willingly and courteously received, and even welcomed, suggestions from any source, but more particularly from the teachers. To form the cour- cil would be creating a special class of teachers sep- arate and apart from all the others and would tend to discourage those pleasant and personal relations between the Board and the great mass of the teach- December, 1919 ers which have heretofore existed.” No doubt these words are sincere but they smatter of the pleasant relations between master and slave, at the end of eight pages of peevish reply to 400 teachers.—The report of the Committee was adopted by the Board of Education June 27, 1919. The President has later stated that no salary relief can come before September, 1920. More than 150 teachers resigned in the summer. Many took leave of absence. The Normal Class is reduced to a minimum. High school girls are said to be employed and in October some rooms could not yet be opened. ‘Teachers are leaving each month. Of course the schools are suf- fering. But the Board has maintained its indepen- dence from organized teachers and labor. Appar- ently they do not worry about public opinion in New Orleans. Let it be said in praise of the spirit of New Or- leans local that it is working on with courage and loyalty to the schools. In spite of poor prospects the membership is being increased and activities planned for better success in the future. Members of other locals who have been impatient because they did not get all that was demanded should stop to consider what they would do in the position of the New Orleans teachers. Lest any reader feel that New Orleans is being unfairly singled out it should be said that this case is merely one of many where cooperation by the best-intentioned is impossible. A High School dele- gation in a New Jersey city, calling upon the Super- intendent in regard to the salary schedule on which he was working, were informed politely that it was none of their business, and that their suggestions if desired would be called for. Clearly cooperation in that city is not to be easily established. And yet the Governor of that state being apparently more interested in education than the Superintendent re- ferred to, has called attention to the serious condi- tions in education, according to newspaper reports, and expresses fear that the educational system may become demoralized and broken down from under- payment of teachers. He may well say: “If our children are to be taught by incompetent teachers or not taught at all, the end of American Democ- racy, as we know it, is in sight.” The American Teacher 231 Fortunately, the plan of a state federation of teachers is being considered by the New Jersey lo- cals. The cooperation of these locals in adding to the American Federation of Teachers such groups of teachers in that state as wish to aid in educational reconstruction has great possibilities. “Teachers who remain passive in these days surely fail to see the seriousness of the situation or their responsibilities in holding a position of public trust. It would be unfair to leave the impression that such educational conditions are peculiarities of New Orleans or New Jersey. Every state and city has its problems. It would also be unfair to leave the impression that the Boards of Education and Super- intendents are generally shortsighted and jealous ot authority. A new generation of school officials is appearing. The most hopeful sign of educational relief is in the new type who believe in cooperation of all who are concerned with these schools. Ad- ministrative responsibilities must be definite but they assume these without the autocratic attitude which is so destructive in education. TEACHERS’ COUNCILS School systems have been slow to organize themselves on a democratic plan. Boards of education and superin- tendents have for the most part failed to see the importance of taking teachers into the government of schools. Now the omissions of the past are leading to forms of organiza- tion in which teachers are asserting their rights and demand- ing a voice in the management of affairs. The spirit of these demands is not always wholesome. There is in some of the teachers’ organizations a lack of feeling of responsi- bility which is easy to understand but which will have to be overcome if teachers’ participation in school government is to be productive of good to the schools. It will not do for the teachers to make demands of the government and at the same time ask to become part of the government un- less they are prepared to face its problems with wisdom and with a willingness to abide by practical adjustments. Is it not time for schools to adopt the policy of trusting teachers with larger responsibilities and of demanding of them more intelligent and carefully considered solutions of school problems? Teachers have a right to ask for higher salaries, but they must become students of public taxation. Teachers want permanence of tenure. They must study the effects of such tenure on efficiency and must provide ade- quate guarantees of efficiency when the lash of possible dismissal has been dropped.—From The Elementary School Journal (Chicago) of September, roro. There is but one objection to make. When we have democracy no one will “demand” of teachers “more intelligent and carefully considered solutions of school problems.” We expect to see that need and work it out free from compulsion. Eprror, THE AMERICAN TEACHER. From the Locals of the American Federation of Teachers FROM LOCAL NO 5 (The Teachers Union of New York) Since the last report we have made definite progress in its campaign for the designation by the Mayor of a labor representative to the next va- cancy on the Board of Education. The central labor body has given its approval to the plan and has instructed affiliated locals to request the Mayor that he grant labor due recognition in the educa- tional administration. The union has come out with a bill which will amend the Salary Law enacted last year, so as to make the increases provided therein 100 per cent effective at once. The law as it now stands has a “spreading” clause, whereby the increases become effective in three equal annual instalments. The union feels that the increases are none too great at best, and that the “spreading” clause nullifies even the slight measures of relief which the law was in- tended to give. It is also significant that from all indications the Board of Education seems inclined to make this obnoxious clause effective in the case of the normal annual increment to which the teacher was entitled by virtue cf length of service before the Salary Law was passed. The Union intends to combat this interpretation, an interpreta- tion which is clearly contrary to the intent of the law. We are beginning to learn that to succeed in securing the enactment of a law is not the signal for relaxation, so long as the interpretation of it is in the hands of those who were openly indifferent to the law and perhaps secretly hostile to it. The Associated Teachers Union, the Vocational Teachers Council, the Teachers Union and the Librarians Union have authorized -tentatively the formation of a joint body, to be known as the Unions’ Education Council, in which these locals are to have representation. The chief purpose of this Council will be to act in an advisory capacity to the various labor educational efforts in the City. As a consequence of repeated and insistent de- mands by our Union that the Board of Education look into certain unfair and unprofessional tactics employed by Supt. John L. Tildsley in his “heresy” hunt, the Board has requested the Union to present formal charges against him. The Union responded quite heartily to this invitation, and is now pre- paring the charges. JosEPH JABLONOWER, Organizer, Local No 5 FROM LOCAL NO 16 (The Grade Teachers Union, Washington, D. C.) One of the progressive lines of work in which the Grade Teachers of Washington, D. C., have taken a very active part has been the establishment ot a Trade Union College. The aim as set forth in the democratic constitution which governs the College is “to provide educational opportunities for those who work for a livelihood where the instruc- tors will be specialists in their subjects and the in- struction will be liberal and from the point of view of the worker. At a largely attended opening meeting held Nov. 2nd, the work of the winter term was outlined by members of the Faculty and addresses made by prominent speakers, some of the latter having inter- national fame, were attending the Industrial Con- ference called by the President. The speakers told of the great success of similar colleges in their coun tries and cities. We have been very fortunate in being able to interest some of the very able econo- mists and specialists stationed here in Washington and to enroll them as members of the Faculty. We hold two-hour classes, one hour for lecture and the following hour for discussion, and as new classes are desired they will be added to the curricu lum. The secretary and registrar of the Colleg: Miss Mary Dent of the Grade Teachers Union, was a very busy woman right from the start, and it has been found necessary to have more classrooms to provide for those who wish to avail themselve: of this great opportunity at a very moderate cost. The courses are open to all trade unionists and thei: families and the College is “directly under the aus December, 1919 pices and control of the trade unions of Washington and vicinity.” More than twenty trade union bodies have al- ready subscribed to the movement and others are daily joining the ranks. Classes in English and industrial hygiene meet on Monday evenings, under instruction respectively of Mrs. Inkster of the Central High School and O. S. Beyer, formerly of University of Illinois; Tuesday evenings there are classes in modern literature under instruction of Stuart Chase of the Federal Trade Commission, and in history of the labor movement by Dr. John O’Grady of Catholic University ; Wed- nesday evening, law under Frederick de Sloovere of Catholic University and industrial development un- der Harvey Chase of the Council of National De- fense; Thursday evenings, economics, under Dr. Abraham Bergland, of the Tariff Commission, and Samuel W. Tator of the Federal Trade Commis- sion; also on Thursday political science under W. Jett Lauck, formerly secretary of the National War Labor Board. Friday evenings, law, under Jackson H. Ralston, and current labor questions under John Grey of the University of Minnesota, Dr. John A. Ryan of Catholic University, Paul Brissenden of the Department of Labor; Liefur Magnusson and Carl Hookstadt also of the Department of Labor. Three grade teachers are on the committee on ed- ucation, and the executive committee of our Local extended the use of our office to the College until it moved into its present commodious quarters. Its rapid growth demonstrates the need of just such an organization. Those of us who attended the at times solemn sessions of the various industrial con- ferences held here have over and over felt the grow- ing necessity of studying very carefully and under expert guidance as many as possible of the various phases of the vital economic questions now facing our country. Often the only source of information available to most of us is the pres too frequently controlled by the advertisers in its columns upon whom it is largely and often entirely, dependent for mainte- nance. We as teachers feel the necessity of ap- proaching all vital questions from the student’s viewpoint and here in Washington we are particu- larly fortunate in having been able to interest the The American Teacher 233 many specialists and able men who compose our Faculty, to help us come to intelligent unpreju- diced conclusions on the many serious problems which confront us as good American citizens. The fact that the heaviest enrollment was for the course offered in English indicates that this de- partment will fill another real demand in our com- munity. The course as outlined will teach stu- dents “how to write and speak correctly. Theory and practice of composition and argumentation. Public speaking.” The success of this Trade Union College here in Washington is very gratifying to the members of our local who have worked hard for it since the inception of the idea. The statement that teachers organize for purely selfish reasons is certainly refuted right here. In conclusion may I quote the aim of the Grade Teachers Union of Washington as stated in our constitution ? “To obtain for teachers all the rights and bene- fits to which they are entitled, to raise the stand- ard of the teaching profession by securing the con- ditions essential to the best professional service and to cooperate with movements for civic and eco- nomic progress.” ELIzABETH HAYDEN. FROM LOCAL NO 28 (The St. Paul Federation of Women Teachers) In June, 1918, St. Paul women classroom teach- ers formed a new organization and affiliated with the American Federation of Teachers. The new local at once seated its ten delegates in the Trades and Labor Assembly of the city and whenever op- portunity offered, each delegate eagerly took her share of responsibility in committee work as the quickest way of getting in touch with the local labor situation. As a consequence of the activity of the teachers, a standing educational committee was formed in the Trades and Labor Assembly thru which much of the constructive work out- lined below for the schools was brought about. For twenty years previous to this, the grade teachers of the city had a strong organization, tho not affiliated with labor, which had served most satisfactorily all purposes, under existing conditions. The American Teacher From time to time the teachers in this group had found it necessary to appeal to various civic and business organizations for the support of measures for the good of the schools. This appeal met with a consistent spirit of apathy. An adverse school administration sent the teachers to the only group which had shown any interest in the schools and the welfare of the teachers. Consequently Local 28 was formed. Labor men needed no enlightenment on a situa- tion such as existed in the schools at that time. Thru experience they knew the results of such measures as petty persecution, discrimination, intim- idation, coercion, attempts to create dissension among the teaching body and individual bargaining which made the published salary schehule a farce. This serious condition made a two-fold appeal to the men of the labor group. They resented the treatment that had been inflicted on the teachers and were deeply concerned for the welfare of the children which was being jeopardized by the dis- ruption of the schools. These conditions no longer exist. However, in the spirit of fairmindedness they studied the situation for some months that a con- structive program might be outlined which would remedy evils and build for the future welfare of the schools. In March, 1919, The Trades and Labor Assembly went as a Committee of the Whole to a specially arranged evening meeting of the City Council where school needs, teaching condi- tions and teachers’ salaries were discussed with great frankness. It might be well to say that St. Paul teachers had had no increase in salary since 1913, nor had they had bonuses of any kind dur- ing the period of the war to meet the increased cost of living. At this meeting labor outlined its educational program in definite terms. It was stated that the labor movement of the city was ‘willing to “go down the line” with any other group which would bring about a relief for the teachers in the matter of increased salaries. This necessitated a change in the city charter to be submitted to the vote of the people at a special elec- tion, since school expenditure was limited and the full amount had been exhausted. Out of the wis- dom of its constructive policy, labor was able to Vol. VIII, No. 10 draw into harmonious relationships all groups of the city, who became fully awake to the need of such an amendment, and cooperated with labor in its program. The Charter Amendment carried with a tremendous majority. Let no one think that the teachers did not do their share of the work. Both teachers’ locals took active part in the campaign. Talks were given at all union meetings, at the movie theatres and at the various clubs. ‘The teachers were credited with the best bit of campaigning for a civic measure ever used in St. Paul. There was a Tag Day, for which all teachers in the city enlisted. Voters were tagged with a “VOTE YES” and store win- dows and all possible places were posted with “VOTE YES” placards. For the entire school year the teachers’ salary committee had been at work gathering data and getting facts. Before the close of school in June this committee waited upon the Commissioner of Education and the Superintendent of Schools, and brought to their attention among other matters great discrepancies in salaries, together with an ad- justment plan to remedy them. The success of the charter amendment placed at the disposal of the Department of Education a large increase in tax money and provided sufficient funds for ample salary increases for all the teach- ers. During the summer, the joint salary com- mittee of the teachers’ locals, advised and counseled by the labor men, held frequent conferences with the Commissioner of Education and the Superin- tendent of Schools in an attempt to bring about an adjusted salary schedule. The initial cost to the city of the suggested program amounted to $510,000. Added to this were other plans for improvement in the schools which brought the total estimated increase in the Budget to $810,000. This went considerably be- yond the amount which the Commissioner was wil- ling to place in the Budget. Again a special meet- ing with the City Council was arranged at which the Superintendent of Schools spoke for a less ex- pensive plan. In behalf of the teachers’ proposed salary adjustment schedule, speakers appeared from various civic and business organizations which had supported the Charter Amendment. The St. Paul December, 1919 Trades and Labor Assembly was represented by its president, Mr. William Mahoney. The Council members looked favorably upon the plan proposed by the teachers and voted to accept the responsi- bility of the added expense to the city. The salary adjustment plan became effective Sept., 1919. For purposes of comparison it may be well to state that the former maximum for High Schools was $1,600, for grades $1,000, while the minimum for High Schools was $850 and Grades $600. The adjustment of the salary schedule brings nearly a 50 per cent increase in salary to the teachers. 1919-1920 ADJUSTMENT OF SALARIES FOR ST. PAUL TEACHERS. All Regular Grade Teachers and Kindergarten Directresses Experience Salary I os ok od cotarhschce ei sabkveetmeebees $1,500 12th 11th roth oth 8th 7th 6th 5th 3 4th 3rd year All Regular Kindergarten Assistants. Experience roth oth 8th 7th All Regular High Scheol Teachers. (Including High School Manual Training Teachers.) Experience 15th 14th 13th 12th 11th toth oth 8th 7th 6th All Grade Manual Training Teachers Experience The American Teacher 235 The citizens of St. Paul are to be congratulated upon the step forward which they have taken. With adequate funds for school buildings, school equip- ment, and with a salary schedule equal to that of any city of its size, it will be ableto offer induce- ments to teachers, to hold desirable teachers, and thus maintain stability in the school system. The future promises much for the schools of this city. Chairman Press Committee, Local No 28 FROM LOCAL NO 71 (The Associated Teachers Union, New York City) UR union has a varied membership. It accepts all members of the teaching profession who are not eligible to Teachers Union No 5 and Vo- cational Teachers Council No 24; that is, all who are not public school teachers. It takes in, therefore, the teachers in private schools, and the principals of public schools, as well as the teaching staffs of New York’s universities and colleges: Columbia University, New York University, the College of the City of New York, Cornell Medical School, and a half-dozen others. Our list of prospective members now totals about 3,400 names; of these 1,100 are of public school principals and assistants, and 1,300 are from Colum- bia University. The variety in our membership is seen in our first circular letter of invitation which was signed by 26 teachers representing 8 educational institu- tions, among them being Katherine Devereux Blake, Principal of Public School 6, Manhattan; Alfred N. Goldsmith, Assistant Professor of Electrical En- gineering, College of the City of New York; Joseph Jablonower, Instructor in Mathematics, Ethical Culture School; Ellen Kennan, Teacher of Latin, Staten Island Academy; Wesley C. Mitchell, until recently Professor of Economics, Columbia Univer- sity, now with the New School for Social Research; Harry A. Overstreet, Professor of Philosophy, Col- lege of the City of New York, and Harry F. Ward, Professor of Christian Ethics, Union Theological Seminary. From the moment of its inception the Associated Teachers Union has been equally interested in two objects. These are, on the one hand, the profes- 236 sional: to improve the conditions of teachers, and of teaching, thru democratic administration, security of tenure, and better pay; and, on the other, the civic: to cooperate with organized labor in raising the standards and furthering the democratization of the industrial, social, and political lif- of the com- munity. We are affiliated of course with our State Fed- eration of Labor, and we are beginning to take an active part in the work of the city-wide Central Federated Union. The latter is backing our efforts to have a progressive labor unionist appointed as a trustee of City College. Of all our affiliations with labor bodies none, per- haps, is of greater interest to our members than that with the United Labor Education Committee, for here we may be of particular service. This com- mittee is a federation of many unions, and its pur- pose is to provide its members with the educational opportunities which they desire. Its activities com- prise not only regular evening courses in a variety of subjects, but it also arranges special lectures for members who are on strike (the time of strikers has hitherto been largely wasted) ; courses for union of- ficials in economics and industrial management and production problems aimed to fit them for the new leadership in the labor movement; lectures, concerts, and dramatic productions. To facilitate cooperation with this body, which is in fact a “trade union college,” a Union Educa- tional Council has been formed by delegates from the educational unions: the Teachers Union, the Vo- cational Teachers Council, the Associated Teachers Union, and the Librarians Union. To these we hope to add a Press Writers Union, and perhaps a Community Workers Union. We are offering our assistance in the organization of the latter two. HERMAN DeEFREM, Provisional President. FROM LOCAL NO 127 (Denver Public School Teachers Federation) Our local had its inception about a year ago when I saw in “School and Society” a list of the charters that had been granted up to that time. At the January meeting of the High School Mas- ters’ Guild a resolution was introduced instructing The American Teacher Vol. VIII, No. 10 the Secretary to communicate with the Americin Federation of Teachers and learn what he cou!d about the organization. At the May meeting of the Guild the Organization of Teachers was the topic for discussion. A committee was appointed to take up the matter of organization with the high school teachers of the city. ‘lhe Constitution and other literature of the American Federation of Teachers was sent to all, and a meeting was called in June to discuss the question. At that meeting it was decided to postpone final action until fall. At a meeting held on October 3, 1919, the high school teachers voted two to one to form a Federa- tion. A committee on organization was appointed. This committee reported a Constitution on October 10, which was adopted on October 28. The Federation then elected officers as follows: Wm. C. Shute, President; E. Waite Elder, Secre- tary-T reasurer; Wm. Matin, Rosa Cohen, G. L. Watson, Bessie Hawthorn and Stella G. Chambers, Vice-Presidents. We have 104 names on our roll now with sev- eral new applications for membership. As yet we have made very little effort to reach the grade teachers, but we shall soon be in a position to make a vigorous campaign for membership among them. Nearly half of the high school teachers of Denver are in the local. E. Warte E per, Secretary-Treasurer. This is the Official Organ of the American. Federation of Teachers ORGANIZED APRIL 15, 1916 Affiliated with the American Federation of Labor OFFICERS OF THE A F OF T President: Cuartes B. Strmitman, Chicago 1620 Lake Avenue, Wilmette, Ill. Secretary-Treasurer: F. G. Stecxer, Chicago 1618 Lake Avenue, Wilmette, II. National Organizer; First Vice-President: L. V. Lampson, Washington, D. C. 1336 Otis Place, N. W. Principles H. Wave Hissarp Missouri University Teachers’ Union, Columbia, Mo. i. WE BELIEVE IN DEMOCRACY AND IN THE SCHOOL AS ITS CHIEF PROMOTOR, AND THAT THEIR SUCCESS IN THIS REGARD DEPENDS UPON THE TEACHERS. WE BELIEVE THAT IF THE SCHOOLS ARE TO PRODUCE FREE AMERICAN CITIZENS OF THE HIGHEST TYPE, FREE IN THOUGHT WORD AND ACTION, THE TEACHER HIMSELF MUST LIVE AND WORK IN AN ATMOSPHERE OF FREEDOM AND SELF-RESPECT. THIS INVOLVES: A. HIS DEEP SENSE OF LOYALTY TO THE PROFESSION OF TEACHING, AND TO HIS COLLEAGUES. B. HIS BELIEF IN HIMSELF AS A CITIZEN, IDENTIFIED WITH THE INTERESTS OF THE COM- MUNITY; AND AS A SERVANT OF AND RESPONSIBLE TO THE PUBLIC ONLY, SIMILAR TO A SUPREME COURT JUSTICE WHO, THO APPOINTED BY THE PRESIDENT AND CONFIRMED BY THE SENATE, IS THEREAFTER UNDER THE DOMINATION OF NEITHER. C. A COMPENSATION SUITED TO THE IMPORTANCE OF HIS WORK, AND ENOUGH TO ATTRACT ANL RETAIN MEN OF ABILITY. D. A SECURE TENURE OF OFFICE. E. FREEDOM OF TEACHING THE TRUTH AS HIS CONSCIENCE FINDS IT; ANY RARELY NEEDED CRITICISM OR CONTROL TO EMANATE FROM THE PROFESSION. F. ADMINSTRATIVE (BUSINESS) FUNCTIONS UNDER DEMOCRATIC CONTROL. G. DETERMINATION AND CONTROL OF POLICIES AND PROGRAMS OF EDUCATION. WE BELIEVE THAT THIS FREEDOM IS AS ESSENTIAL IN THE ELEMENTARY AND SECONDARY SCHOOLS AS IN THE UNIVERSITIES. WE BELIEVE THAT IN ANY ASSOCIATION OF PUBLIC SCHOOL TEACHERS, THE TEACHERS IN TAX-SUPPORTED UNIVERSITIES ARE IN DUTY BOUND TO SHARE, SINCE SUCH A UNIVERSITY IS AN ESSENTIAL PART OF THE PUBLIC SCHOOL SYSTEM, AND THE HEALTH OF EACH PART DEPENDS UPON THE HEALTH OF ALL THE OTHERS. WE BELIEVE THAT THIS IDENTITY OF INTERESTS EXTENDS TO NON-STATE UNIVERSITES. ;. WE BELIEVE THAT DEMOCRACY IN TEACHING IS NATION-WIDE IN IMPORTANCE, AND THAT THE ONLY HOPE FOR SECURING IT LIES IN AN ORGANIZATION OF TEACHERS NATIONAL IN SCOPE, AND ALREADY NATIONAL IN STRENGTH. WE BELIEVE THAT INSTRUCTION MUST BE INDEPENDENT AND NON-PARTISAN, FREE FROM PRESSURE BY UNDEMOCRATIC INFLUENCES. WE BELIEVE AN ORGANIZATION OF TEACHERS ALONE IS INADEQUATE TO RESIST SUCH PRESSURE, AND THAT IT MUST TURN FOR COOPERATION AND HELP TO ANY OR ALL ORGANIZATIONS WHICH ARE IN SYMPATHY WITH THE ABOVE IDEALS, AND ESPE- CIALLY TO ANY ORGANIZATION SUCH AS THE AMERICAN FEDERATION OF LABOR WHICH MAY HAVE BELEN CREATED iN PART TO MEET THE ENCROACHMENTS OF UNDEMOCRATIC INTERESTS. WE BELIEVE THAT THE TEACHER IS ONE OF THE MOST HIGHLY PRODUCTIVE OF WORKERS; THAT THE INTERESTS OF WORKERS WITH THE HAND AND WORKERS WITH THE BRAIN ARE IDENTICAL; THAT THE HOPE OF PROGRESS TOWARD A BROADER AND TRUER DEMOCRACY LIES IN THE COOPERATIVE EFFORTS OF WORKERS OF ALL SORTS, BECAUSE THE INTERESTS OF DEMOCRACY LIE IN THE HANDS OF THOSE WHOSE INCOMES ARE DERIVED SOLE).Y FROM THEIR OWN LABORS. 7. WE BELIEVE THAT, WHILE THE AMERICAN FEDERATION OF LABOR ASKS NOTHING WHAT- EVER FROM THE AMERICAN FEDERATION OF TEACHERS IN RETURN FOR ORGANIZED LABOR’S HEARTY SUPPORT OF DEMOCRACY IN EDUCATION, WE MAY CONTRIBUTE TO THE COUNCILS OF THE LARGER ORGANIZATION SPECIAL TRAINING AS OF LEADERS AND ADVISERS, A BROAD, INTEL- LECTUAL OUTLOOK, AN IMPARTIAL MIND, A STEADYING INFLUENCE, AND AN INCREASED SENSE OF SERVICE TO THE GENERAL PUBLIC. 8. WE BELIEVE IN COOPERATIVE POLITICAL INFLUENCE OF ALL ORGANIZATIONS INTERESTED IN EDUCATION, THE AMERICAN FEDERATION OF LABOR BEING ALREADY INTENSELY SO, TO SE- CURE ACTION AND LEGISLATION FAVORABLE TO BETTER EDUCATION. The American Teacher Book Reviews Letters to Teachers, by Hartley B. Alexander Open Court Publishing Company, Chicago I do not know how intimate Professor Alexander is with Schools and School Systems, but I am led to believe that he has only an academic notion of these matters. No man with a practical knowledge of the educational machinery of the country would indite letters to teachers on ques- tions such as the Curriculum, the Humanities, History, the Bible in the Schools, and the many other interesting ques- tions which the author discusses in charming fashion, a prac- tical student of school affairs knows that teachers have naught to do with these things—at present. How might teachers attain a position of influence in such matters? There’s the rub! The Fourth Letter, on the Schoolyard, opens with this interesting sentence: “For the nonce I should like to be visionary and indulge in Utopian fancy A It has been just this over-indulgence in Utopian fney that has proved the teacher’s undoing, for in it he has found refuge from the feeling of impotence which over- comes every idealistic recruit in the business of teaching. In his college days he is “fed up” with philosophy on the teacher’s mission and the teacher’s opportunity. When he enters the profession he usually finds himself frustrated in every honest endeavor to live up to those principles. The result is a hopeless pessimism, a grim determination to play the game as one finds it played, or resort to futile Utopian dreamings. The most usual chapter for a book addressed to teachers is the one entitled “The Failure of the Intellectuals,” [In the World War]. It is the most interesting one in the book. It is a deservedly severe arraignment of the in- tellectuals for a betrayal of their trust. The indictment bears repetition here, in part at least. “But of the spirit of the International [Workingmen’s Association] was the least articulate, that of the intellectuals was the most articulate of the great professions of European culture.” The International failed because it was inarticulate. But what of the Intellectuals? “For from the very first it was abundantly evident that the intellectuals—naturalists and historians and all—were merely the propagandists of a narrow nationalism To see a thing so idealized distorted to grotesque abuse and what had been proclaimed the saviour of humanity made the slave of man’s corrup- tion, this can end only in shock and revulsion and the gall of bitter denial.” An eloquent confession for all intellec- tuals, which may be good for their souls. But what can we teachers do that such betrayal shall not recur? The author indulges in but word consolation. “The future will refuse to own any mere intellectualism, but will demand in its place (and we need not shun the word) a con- fessed spiritualism.” Anatole France coped with the same problem in differ- ent fashion. He spoke at Tours on August 7th to the Vol. VIII, No. 10 Congress of Teachers’ Institutes, a labor body of intellec. tuals, a labor body become articulate. He said in part: “My friends, make hatred hated! It is the most necessary and simple part of your task. The state to which a devastating war has reduced France and the whole world imposes upon you duties extremely complex and conse. quently extremely difficult to fulfil, Pardon me for re turning to this; it is the great point upon which every- thing depends. It is for you, without aid or support, or even of consent, to change primary education from the ground up, in order to make workers. There is place in our society only for workers; the rest will be swept away in the storm. ‘ I wish, Ewe WOh of ey Bint Get 0 a. gation of the teachers of all nations might soon join the Workers’ Internationale in order to prepare in common a universal form of education, and advise as to methods of sowing in young minds ideas from which would spring the peace of the world and the union of peoples.” What They Say A PLEA FOR GUIDANCE To a Board of Superintendents: I am a teacher with a wife and four children. My only support is my salary as a teacher. In view of the fact that so many teachers have been suspended without pay for various offenses, I am writing to ask your. advice, for I certainly cannot afford to run the risk of being sus- pended without pay. I want advice on a number of subjects, for if I go wrong in any of these, I am liable to suspension and to charges of disloyalty. What is a gentleman? One of my colleagues has been suspended for conduct unbecoming a gentleman, so I surely must know what a gentleman is, so that I may be one. If the definition of a gentleman is too hard to give, be so kind as to tell me what I am to understand by “conduct unbecoming a gentleman.” What is a Bolshevik? Here again I am on dangerous ground; if I answer wrong J am liable to lose my head, as one of my colleagues has already done. What is Socialism? Am I to condemn it in toto, includ- ing such radical things as the post office and the public schools, or am I to say that there is good Socialism and bad? What shall I read? This is very important, for one of my colleagues was suspended for reading, and ad- vising his pupils to read, the wrong books. I am in the habit of reading several books a week, but I may be cutting my own throat in thus doing, so I humbly ask advice. Shall I have opinions and express them, or shall I become a rubber stamp? Would you rather have a teacher with opinions or one with none? Here, again, I am on danger- ous ground. One of my friends became unavailable for December, 1919 promotion because he publicly upheld the right of teachers to free speech. The board would have nothing to do with him after that. This leads directly to another question: I am am- I should like to reach the higher educational posi- tions. How shall I fit myself for promotion? I have taken graduate work in my specialty. I have written several text books. I have been prominent in professional teachers’ organizations ; in city, state, and nation. I have even broken into “Who’s Who.” But all these are as nothing, it seems to me. I should have spent the years which I have squandered in advancing myself professionally, in making political connections. I should have secured the friendship of this Mason, and that Knight of Columbus; I ought to have made friends of the mammon of unrighteousness in various ways. But I haven’t and my name in the New York schools, is DENNIS. bitious. STILL THE OPEN SEASON. The heresy-hunters in the New York public schools are having a happy time these days, even if the number of Communist teachers they have discovered has shrunk from six to two. But last week Messrs. Tildsley and Ettinger caught a real rascal in the person of a certain teacher in the DeWitt Clinton High School who pleaded guilty—with absolute brazenness—to reading liberal journals! Naturally they withheld from this traitor a permanent teaching li- cense. Dr. Tildsley’s finding is so delicious that we cannot refrain from printing it in full, even if we thereby give Prof. Veblen ground for action for criminal libel : Permanent license not recommended. Mr. Harrow recommenced his pupils to read an article in The Dial of February 22, 1919, by Thornstein Veller (sic!), en- titled: “Bolshevism is a Menace—To Whom?” An article which is an apology for Bolshevism and which impresses wrong ideas upon the boys. They would gain from it the impression that the Bolshevists were justified in denying food to the small shopkeepers and others of the middle classes on the ground they were “kept people” who contributed nothing to production. He compares their action in withholding necessities of life from these people to the action of the Allies in shutting off food from Germany. I send with this a copy of the article. His action in thus recommending an article which would tend to make the boys less hostile to Bolshevism is in accord with the general im- pression he has made upon me. His favorite reading is said to be The Nation, The New Republic, and The Dial. He occupied a front seat at each session of the Glassberg trial and seemed to approve sentiments ex- pressed in favor of the Bolshevists. I believe it would be wise therefore to renew his license merely and warn him that his work is teaching English, and that he should be more careful in his recommendations of articles for his pupils to read. From The Nation, of November 209, 1919 Society never had a truer friend than Henry C. Frick.— From Editorial in the New York Times, of December 8. Society must include the Homestead strikers of that terrible year of 1892, and the Times has said that Frick fought to win that struggle, no matter what might happen to the families of the strikers. The American Teacher Every teacher should be oe ap date and know the new words and how to pronounce them. nmneees bac Albatros, landaulet squadron cyclecar “The Supreme Authority, WEBSTER’S NEW INTERNATIONAL DICTIONARY ti about these new words and of other words. Where else i Ask for the oni to hundreds of th a. information to be found? Merriam Webster. Wrire fxr Pree Booklets to Teachers: Games,”’ Club. reer Bes G. & C. MERRIAM CO. Springfield, Mass., U. S.A. FAMILY NEEDS OF GOVERNMENT WORKERS $2,200, SAYS CHIEF OF LABOR STATISTICS WasHINnGTON.—For the use of the Joint Congressional Commission on Reclassification of Civil Service Dr. Royal Meeker, U. S. Commissioner of Labor Statistics, has compiled a family budget showing the minimum cost of a “health and decency standard of living’ in Washington for the typical family of five. The total cost of this budget, Dr. Meeker’s figures show, is a little more than $2,200 per year. The cost of the same standard of living for a single woman as ascertained by the Bureau of Labor Statistics, is $1,083 a year; for a single man $1,000. Dr. Meeker itemizes the family budget as follows: $773,903 fe 8 ea ee EE Es 3s os ahaa ens erry ea renr Housing, fuel and light Miscellaneous $2,262.47 That this is actually an irreducible minimum is urged by officers of the National Federation of Federal Employees, who cite such items in the budget as an allow- ance of a quart and one-quarter of milk per day for three little children; one and one-half pairs of shoes per year for the father of the family, and one winter union suit each per year for father and mother. Other items in the budget are similarly meager as to quantity. The American Teacher Literature and Music The COLUMBIA PLAN of Teaching True Appreciation of Literature In music and literature there is more than corre- lation; there is identification of thought, feeling, sub- ject matter, structure, and response. ‘The message of literature and music is one—to preserve the spirit of youth, to arouse wholesome emotion, and to quicken the mind: and spirit to joyous, complete living. Class-room study of literature may be clarified and vitalized through music. No teacher of English would neglect the oppor- Columbia Record A5484, “Hark! Hark! the Lark!” iano solo by Godowsky. Forget the words. Note ubert’s employment of brilliant chords for “Hark! Hark!” Observe the musical grammar in the phrase corresponding with “To ope their golden .”’ Study the musical progression in the last lines, “My lady sweet, arise, arise, arise!’ There is no element of poetry—type, rhythm, Vol. VII, No. 10 metre, rhyme, figure of speech, stanza form, or sen- tence structure that cannot find its identical counter- part in music. What is true of Poetry is also true of the Drama and Fiction. There is the same element of organi- zation of material and emotional appeal. The booklet, “Literature and Music,” is a com- plete treatise of the subject, relating all types and elements of Poetry, Drama and Fiction to the corresponding form in music, It contains record s and literature lists, exercises and Who is Phoebus? a bibliography of helpful books Whereis “heaven’s and magazines. Send for free gate?” Then play copy. tunity of having his class listen to the music records of the songs of Burns, Longfellow, or Tennyson. Music is here fitted to poetry. But poetry és music. Tell the pupils the story of Shakespeare’s “Cym- beline.” Describe the occasion that called forth that inspiring mor- ning song, “Hark! Hark! the Lark!” What kind of bird is a Lark? What are its habits? — LSS Clip this coupon and mail today Any Columbia Dealer will gladly place a —— Grafonola and Pushmobile with a number of Educational Recordsin your School on trial, without cost or obligation to you, so that you may prove, thru your own satisfaction, what great service Columbia material may be in your schools. Send the coupon for Educational! Liter- ' CotumBia GRAPHOPHONE COMPANY | Educational De ment — Woolworth Building, New York City | Please send the following literature: (Check subject desired) ature. Literature and Music EDUCATIONAL DEPARTMENT | Grafonola Catalog [_] a Educational Record Catalog Columbia Graphophone _| musica! steasurement anna Reproducer, winding crank and Company turntable may be locked in Woolworth Bldg., New York City ne Oak or Mabegeny. London Factory: 102 Clerkenwell Read, E. C. Columbia School Grafonola with Pushmobile Doors fitted with lock and key. Seven shelves for records. oo