From the American Federation of Teachers Collection ARCHIVES OF LABOR HISTORY AND URBAN AFFAIRS WAYNE STATE UNIVERSITY, DETROIT, MICHIGAN 48202 ™ AMERICAN The Organ of in the American Federation of Teachers JANUARY, 1921 ———— ne : 22). _ The Tenure Law—~ Oo Labor and the Teachers O What the Open Shop Means L Impressions of the Fifth Convention ™, =, ™/ ~ SUMMA Democracy in Education Education for Democracy The American Teacher Mr Jones and The American Teacher Mr Jones Tells How He Picks Good Teachers In Talk to Staff Superintendent Says Personal Traits Are All-Important What sort of face has she? Does she look you in the eye when The American Teacher Tells How It Would Pick a Superintendent In a Heart-to-Heart Talk the Editor Says That Pro- fessional Traits of Candidates Are All-Important What sort of mind has he? Does he face the issue when he talks? she talks? Does his conver- Are her shoes sation turn on what turned at the heel? he himself has Is her dress spot- done? Is his rec- ted? Are her fin- CONTENTS ord spotted? gernails clean? EDITORIALS 3 Is his thinking Does she say clear? “Yeah” or “Yes”? LABOR AND THE TEACHERS ... 5 Does he say Is she attractive Wuat THE OpeN SHop MEANS . 7 “Go!” or “Come!” and wholesome ? During the course IMPRESSIONS OF THE FIFTH CoN- Is he intelligent and inspiring? of a school year VENTION 9 During the course hundreds of candi- of a year many are dates for teaching Resotutions, AF ToT .. . . 13 candidates for the positions come to a a - position of super- the superintendent Tue EasTERN CONFERENCE . . . 20 intendent. For the and to the assistant superintendents or other executives. They are em- ployed or turned UNIONS SUPERINTENDENTS UncteE Sam’s Money PIe DENOUNCE most part, they ap- 21 pear before politi- cians, and_ there 24 they are employed or turned down down largely on the basis of the personal impression they make. On the same basis dozens of persons al- ready in the system are promoted or are not promoted. Personal Equation Counts It’s the personal equation that counts? After all, the biggest job of the superin- tendent of schools and of his staff is in the selection of members of the educational force. If the character of teaching in the Cleveland schools is poor it is the superin- tendent who is held accountable—From School Topics, Cleveland, Ohio. largely on the basis of the personal impression they make. Sometimes the politicians are good judges; sometimes they are not. Professional Equation Counts But it is the professional equation that counts ! After all, the test of a superintendent is his success in leading and developing the efforts of the teachers. If they were per- mitted to select him, their own work would stand for more before the public. If the work of the school is poor, the persons who do the work, the teachers, should be held accountable. Volume X, No. 1 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 8, 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. Volume X, No. 1 THE TENURE LAW The teachers of Oregon are coming in for some bitter experience on account of those who control the education system of that state. The edu- cation law of 1917 grants to teachers of Oregon after two successful annua! terms permanency of tenure. It also provides that before a teacher can be dismissed she may request a hearing be- fore a commission regularly appointed for such purpose by the circuit court of the county in which the teacher resides. The teacher may have a public or private trial as she prefers, and may have counsel. She also has the right to have wit- nesses summoned by the chairman of the com- mission. A bill which has been introduced at the present session of the Legislature of Oregon abolishes the “permanent list,” and establishes the principle of employment “on indefinite contract.” It abol- ishes also the commission, and makes the Board of Education responsible in all cases of the con- trol of teachers. Section 7 of the proposed law begins as fol- lows: “In case of gross dereliction of duty or misconduct on the part of a teacher so employed, the board may summarily suspend such teacher. In case of such suspension, it shall cause notice to be served upon the teacher, and unless the teacher shall demand a written statement of the grounds of such suspension within three days after service of such notice the suspension shall operate as final dismissal.” Thus, if the mail should miscarry, or a teacher should be ill when the notice of suspension arrives, she may be dis- missed with a trial or without a chance to defend herself. The proposed law was submitted to one profes- sional expert in New York, and his remark was that it looked as if someone was preparing to “thimble-rig” the teachers. Another expert said he had not noticed this section, and yet this one JANUARY, 1921 One Dollar a Year had sent to the educational authorities in Port- land, Oregon, his approval of the proposed amendment. If this expert represents a class, it may be well for class teachers to be observing of whom they trust. THE BOARD OF EDITORS The Fifth Convention of the American Fed- eration ot Teachers held at St. Paul December 28-31, 1920, adopted the Report of the Commit- tee on the Official Organ, and decided to increase the number of members of the editorial staff, and to centralize the responsibility more definitely than was possible with the staff of associate edi- tors who have assisted the editor for the past year. This centralization of authority is made possible by the organization of a Board of Edi- tors selected from locals in and near New York, situated so that meetings of the entire board will be possible. The convention established an edito- rial board of seven, three to be chosen by Local 5, New York, one each by Locals, 24, New York, 71, New York, 87, Jersey City, N J, and 92, Paterson, N J. The former editor was elected Chairman of the Board of Editors. The repre- sentation of the locals is not yet complete. For that reason, the responsibility for the current issue rests on the former editor. A new feature of the periodical will be a defin- itely organized News Department. This depart- ment will be under the direction of members se- lected by Locals 2 and 3 of Chicago. Their near- ness to the national office makes it possible to ob- tain all the news from the locals, and to organize it for publicity. In order to make this enterprise effective, the locals all over the country are urged to be more industrious than ever in sending in- formation about their work and their needs to Secretary Stecker. The Convention decided also to agree to a re- duction in size of the American Teacher, in view 4 The American Teacher of the heavy cost of production. When the stock of paper contracted for is exhausted, the Ameri- can Teacher will become a sixteen-page periodical. This change will take place in April. THE REGIONAL CONFERENCES Commissioner of Education, P P Claxton, is doing wonderful service in conducting regional conferences on education thruout the country. Under Dr Claxton’s leadership the Bureau of education has done more than has ever been done before to investigate the conditions of the schools especially with reference to the problems of main- taining an adequate supply of teachers for the schools. Without the studies of experts in the 3ureau we never should have known that 145,000 teachers left their positions within a single year. Nor would we have realized that over half the teachers in the public schools of the country, that is, 350,000, are below normal in training. And normal itself is shockingly low. The strong cam- paign for salary increases as a national movement we should credit to Dr Claxton’s productive energy. ) The plan of the regional conference is to bring the experts in education, the officers in education representing the public and the public itself to- gether on a high plane of service to the commun- ity. So far, none of the experts seem to be class room teachers, but we may let that pass. Perhaps their expertness has not been convincing. The regional conference held in New York in the present month was attended by representatives from the states of New York, Pennsylvania and New Jersey. The programs of the sessions cov- ered the topics of rural education, the training of teachers, continuation schools, the problem of educational control, taxation for revenue, and educational legislation. However, thruout the sessions there ran the motif of insistence on more money for education. Time after time Dr Clax- ton himself recurred to it. His favorite words were, “The Poverty of the country pays heavily for education; Wealth scarcely at all.” No one resented this; in fact the sentiment was always applauded. The effect of the recurrence of this strain was especially noticeable on the delegates Volume X, No. 1 from New York City itself. They had been much worried by the demand for economy. But their spirits were lifted by the conference, and they responded by joining in with the general sen- timent. There is only one fly in the ointment, but it is conspicuous and cannot be overlooked. The con- ference talked a great deal about the absolute nec- essity for more money, and like Dr Claxton, they all knew who was keeping it. But even Prof. = R A Seligman, the well known economist of Columbia University, failed in his brilliant ana- lysis of the sources of money for education to tell how we are to get the money from those who hold it. His main conclusion was that state income taxes will provide the funds. But we have the state income tax system, and the money is not forthcoming. Why not? To tell would be to accuse, and to accuse would be to attack the pres- ent economic system of wealth control and wealth concealment. Apparently no one was ready for that, and so, education must starve a little longer against the time the courage of its votaries rises. The American Teacher Democracy in Education Education for Democracy Published monthly, except July and August, by THE AMERICAN FEDERATION OF TEACHERS at 70 Fifth Avenue, New York City Board of Editors HENRY R LINVILLE, Chairman From Local 5, New York ALICE M HERRING. ABRAHAM KOVAR From Local 24, New York eee rere reese sere ses ereeeseeeseseeseesseseseseseeeses eee eee ee eee seers ee seseseeseeeeseeseesseesesesesseeses Coe e ere ee ee eee seSeeeseseseseseereeseeseseeseeseeses®e From Local 92, Paterson, N J THOMAS P KYLE At the time of expiratiy a bill will be found in the copy. Subscribers are requested to give prompt notice of changes in address. Remittances should be made in postal money-order, express order, draft, stamps or check (New York ex- change). SUBSCRIPTION PRICE, ONE DOLLAR FOR THE YEAR. FOREIGN, $1.10 ar Labor and the Teachers* WILLIAM MAHONEY President, The St Paul Trades and Labor Assembly I esteem it a great honor and privilege to speak in behalf of the organized labor movement of St Paul, in extending to the delegates to the Ameri- can Federation of Teachers Convention, a most cordial welcome to our city, and to convey to you our warmest felicitations for a successful gather- ing. Your meeting in this city is a propitious event. St Paul is fortunate in having a large and an aggressive body of her public school teachers or- ganized into locals of the Federation, which is affiliated with the local labor movement. The advantages of this relationship have become fully manifest to all concerned. The benefits to the teachers, to the labor movement and to the schools from the organizing of our teacher element have caused us to look upon your body with high esteem. The organization of teachers into a trade union, and their affiliation with other labor unions must seem shocking to those who have the conventional’ idea of the labor movement. It must appear to such as the abdication by the teachers of that exalted station that they theoret- ically occupy. Organized labor is engaged in a higher mission ; it has higher aspirations than merely to struggle for a little more compensation and for improved working conditions for its own members. If it had no higher ideals and purposes than that, if that were its limitation, I for one would be dis- posed to abandon it as narrow and selfish; and would not be surprised at the attitude of hostility shown at the teachers’ organizing and affiliating with labor unions. It would surely savor of a conspiracy inimical to the public welfare. I am not decrying that aspect of the labor movement which seeks to better the material con- dition of its own members, for this part of the work is essential; but I do not think the prime * Address of Welcome at the Fifth Convention of the American Federation of Teachers, St. Paul, Minn., December 28, 1920. mission of organized labor is fulfilled when this is attained. Other speakers have touched on the immediate and personal economic aspects of la- bor unions, and have shown you why, as a matter of self-interest, you should organize for better compensation and larger freedom. I am going to discuss another, and what I deem a vastly greater function, to which your organization must dedi- cate itself. Organized labor has a great and vital mission. It aims to lead in the solution of the great prob- lems of industry and society; and in this tre- mendous task, it needs the support and sympathy of every element interested in, and striving for, this paramount purpose. No other class :n so- ciety has the economic interest and the social ob- ligation that labor has to advance and to eman- cipate the mass of mankind -from poverty and dependency. The beneficiaries of the existing order do not want any change that might imperil their pri- vilege. So they struggle to prevent progress lest it weaken their reign of exploitation. They care nothing for the ignorance, the poverty, and the degradation of the common people, only insofar as it may menace their security. Out of this sordid attitude of the rich has developed an anti-social and reactionary attitude that blocks the progress of civilization, and throws on labor’s shoulder the burden of earrying for- ward the banner of a better day. This vast responsibility must be assumed by organized labor as an imperative duty if democ- racy in government and industry is to be fully realized. But labor is ill-equipped for the grave task. It is true it has numbers, but it lacks train- ing and intellectual development. Before it can properly function as the vanguard of progress it requires discipline and mental training. We are conscious of our shortcomings as well as we are of our urgent duty, and we are striv- ing to equip ourselves for the pressing obligations that confront us. In seeking assistance in this 6 The American Teacher crisis, we hail with keen appreciation the advent of the teachers in the ranks of organized labor. You will see that our eager welcome is not wholly unselfish, for we look upon the teachers as a great saving element that will make the historic mission of the labor movement an as- sured success. We expect great things of the teachers, and we expect to be more than com- pensated for whatever may be done in the way of rendering immediate material assistance to them. And I might ask, who better than the teachers are qualified intellectually to train, to guide, and to lead in the cause of civilization? We feel that you will, and can perform this vital work when you have been in some measure freed from the stress of economic distraction and academic oppression. Organized labor will pledge its fullest power to help in making you free, in re- turn for which service the teachers must dis- seminate the truth and take a prime part in the enlightenment and emancipation of the toiling masses. It may thus be seen that a two-fold and re- ciprocal advantage accrues to the labor movement and to the teachers: better compensation and larger freedom for the teachers, and increased efficiency to organized labor to achieve its larger mission, the advancement of civilization and the improvement of the general welfare. It has often been said of teachers that their contact with the practical world and an intimate first-hand knowledge with its problems that the labor movement cannot be other than of great educational advantage to them. This is true, and is one of the reasons that their organization and affiliation with labor will qualify them to lead in the march to full freedom of the race. This is not a matter of theory or idle specula- tion. It is a practical fact. While the immediate and practical purpose of a labor organization is to take care of the economic interests of its mem- bers, its larger and more vital function is to educate and inspire the great mass of the com- mon people to strive for a general improvement that will end the brutal struggle for existence. The working people must solve this problem. It will not be disposed of by the beneficiaries of the existing order. They are interested in Volume X, No. 1 perpetuating it. The solution will come only by a broad understanding of the responsibility and opportunity of the working class. This great duty rests for its successful accom- plishment largely upon the teacher element in the labor movement. It is a great obligation as well as an honor. Their position in the present crisis calls for the highest type of public service. It involves the directing and advancing of the masses along practical and progressive lines in a way that safety and success will be attained in the shortest possible time. It will mean a departure from the function they have hitherto performed. They have been engaged in the defense of things as they are, because the politician and the plu- tocrat have been in control of education. The new independence will free the teachers from this blighting influence and afford them the op- portunity to follow truth. Here in St Paul we have made a modest be- ginning along the lines suggested, and we hope to bring our ideals to full fruition within a short time. . Our local teachers’ federations have been of great benefit to the St Paul labor move- ment and have by their work proved our hopes possible. It is my earnest appeal to organized labor all over the nation to exert the utmost endeavor to organize the teachers as the most important step towards emancipation. TEACHER SHORTAGE STILL The teacher shortage remains a menace to the public schools according to preliminary reports made public to-day by the National Education As- sociation. Replies to questionnaires sent out by the Association have come from all sections of the United States. These reports show that in places where teachers’ salaries have been increast one hundred per cent. or more the situation is nearly always satisfactory. But such places are compara- tively few, and in localities where salaries have been increast fifty per cent. or less the teacher shortage is commonly greater than a year ago. Rural com- munities are hardest hit. Signed reports from su- perintendents of many counties indicate that a third of their rural schools ‘cannot open for want of teachers. Tens of thousands of schools will be in charge of teachers who have had no professional preparation and whose academic training barely ex- ceeds that of the children they teach. Relief from this serious situation, which imperils the stability of American rural life, will be sought from the next session of Congress. Renewed efforts will be made to obtain the passage of the Smith- Towner Bill, which creates a department of educa- tion with a secretary in the President’s cabinet and provides federal aid of $100,000,000 for education. —(From N E A Press Service.) a - & &- © ser & = ff «= 069 OO Os be oe .hlUiCO CU OeetlCOm Oe CU DThLClUlUl _ -. a pe ee ek ee ee ee ee oe ee xt At What the Open Shop Means \ JOHN A FITCH New York School of Social Work Member of Local 71, A F of T Judge Gary, Chairman of the Board of Di- rectors of the United States Steel Corporation, made a little speech at the annual meeting of the stockholders last spring on the subject of union- ism. According to the New York Times of April 20, 1920, he stated that most of the em- ployees of the corporation do not belong to unions, and that the reason is “because they know by long experience it is to their advantage to be free from dictation by outsiders.” Judge Gary disapproved very strongly of this dictation -by outsiders. He disapproved also of the “one big union” idea on the ground that the welfare of the country will not be promoted “by the control of industry under the arbitrary direction of an organized minority.” That was last spring. The other day, testimony was presented before the Lockwood Committee, which is investigating the building industry in New York, showing that the United States Steel Corporation and the Bethlehem Steel Company, the two largest manufacturers of structural steel in the country, were refusing to sell steel to New York contractors unless they would agree not to employ union labor in the erection of the steel. It appeared also from the testimony that the National Fabricators’ Association, controlling 60 per cent of the steel fabricated in the country, adopted a resolution a year ago recomménding that members “adjust their business so that the steel fabricated by them is erected by open shop; that the Executive Committee be instructed to use all influences within its power with mills, fabricators, manufacturers, and business associa- tions to bring about that policy.” It was stated that the members of the Fabricators’ Association, together with the United States Steel Corpora- tion, which is not a member, control 95 per cent of the fabricated steel of the country. ‘The Steel Corporation, however, was not to be left out of this movement to de-unionize the building industry. The National Erectors’ As- sociation, which has been fighting the Structural Iron Workers’ Union since 1906, and which has been carrying on an active campaign for several years in opposition to all forms of unionism, includes in its membership the American Bridge Company, a steel corporation subsidiary. Min- utes of a meeting of the National Erectors’ As- sociation held in August, 1919, were introduced in evidence. An excerpt from these minutes reads: “ Mr Drew reported having seen Judge Gary, Mr Grace, and Mr Farrell, who stated their positive intention to prevent the unionization of shops.” Mr Drew, it should be understood, is counsel to the National Erectors’ Association, Mr Grace is president of the Bethlehem Steel Company, and Mr Farrell is president of the United States Steel Corporation. Testimony concerning the interest of the steel companies in destroying the unions in the build- ing trades was given by Mr Louis Horowitz, President of the Thompson-Starrett Company, and Mr Paul Starrett, President of the Fuller Construction Company, two of the largest con- struction firms in the country. These men told the Committee that they cannot purchase struc- tural steel to erect in buildings for the construc- tion of which they have taken the contract, be- cause they employ union labor. Mr Starrett tes- tified that he had gone to Mr Schwab and Mr Grace of the Bethlehem Steel Company and pleaded with them to furnish him steel. He quoted President Grace as saying to him, “ Don’t you imagine for a minute that we are going to let you fellows build up an organization of union men who can refuse to erect our steel and force union conditions in our shops.” After the in- auguration of the policy of refusing to furnish structural material to contractors employing union labor, these two witnesses stated that they had been obliged to sublet steel erection to other firms employing non-union men. Mr Horowitz testified that the most competent workers in New York belong to the unions and that the cost of erecting steel is greatly increased 8 The American Teacher as a result of the necessity imposed by the steel companies of employing non-union men. In the case of one building erected by his firm, Mr Horowitz said that the increased cost resulting from the non-union policy was somewhere be- tween $250,000 and $500,000 in a building, the total cost of which was $5,000,000. President Grace, of the Bethlehem Steel Com- pany, was called to the stand and admitted that it is the policy of his company both in New York and in Philadelphia to “ protect” the open shop. Mr Grace testified that in those two cities the policy of refusing to sell to contractors employing union labor has been followed since September, 1919, when the attempt was made to organize the steel mills. Later, Joshua A Hat- field, Vice President of the American Bridge Company, a subsidiary of the United States Steel Corporation, admitted that so far as New York is concerned, his company will furnish steel only to members of the Erectors’ Association, who erect their steel under non-union conditions. All of this naturally induces some reflections as to the character of the so-called “open shop ” movement. In appearance, this movement is emi- nently fair. It is said to be a shop where anyone may work regardless of his membership or non- membership in a union. It is important, how- ever, to note that there are at least two sorts of arrangements that are defined as the open shop. One is where anyone is employed whether he belongs to the union or not. What this implies was stated very clearly by Robert F Brooks, a New York contractor, who maintains what he calls an “open shop.” He defined this as “a shop in which there are no agreements between the men and the employer.” It is evident that this is actually a closed shop, for while it may be open to the union man, it is open to him only when deprived of his bargaining strength. . It is closed to the union. Under such an arrange- ment, membership in the union is rendered of no effect. On cross-examination, Mr Brooks admitted that his policy put the union man on the same level with the non-union man. For an employer to say that he does not practice dis- crimination when he maintains such a shop as this is like saying that he will employ Republicans Volume X, No. 1 if they do not vote, or Presbyterians if they do not pray. It developed in the testimony before the Lock- wood’ Committee that there is another kind of “open shop” which bars not only the union, but union man as well. Former employees of the American Bridge Company testified that they had been discharged in pursuance of the “open shop” policy of that company, their discharge having taken place immediately after the dis- covery of their membership in the Structural Iron Workers’ Union. A detective who occupies an office adjoining that of Walter Drew, counsel to the National Erectors’ Association, testified that he has operatives working in the steel mills in order to discover and report on union activ- ities. A “ field superintendent” of the National Erectors’ Association testified that none but non- union foremen were hired by members of the association, that union men would not apply for work under these men, or if they did, would not be hired. This man testified also that reports on the activity of men working on the different jobs were made to him by other representatives of the association, and that these reports covered the question of “agitation” and attitude to- ward the union. Thruout the testimony it was evident that the kind of open shop that the steel corporations are attempting to enforce in the building trades of New York and Philadelphia is one where union men cannot get a job, and the way in which this kind of “open” shop is to be maintained is thru crganization of the industry and the ex- ercise of coercion, as testified above. Mr Grace testified that he would follow this policy whether contractors could get steel anywhere else or not, and whether it would require a complete cessa- tion of building operations in the great cities or not. This policy he would follow because he does not think it is a good thing for the work- men to be “banded together in a single organ- ization and recognized as a union.” This is an attitude which makes doubly inter- esting Judge Gary’s statement of last spring in condemnation of one big union and minority He is opposed to these things and to Certainly. control. “dictation by outsiders” as well. Impressions of the Fifth Convention By Delegates MABEL A COLTER Local 28, St Paul, Minn What most impressed me in the convention? Without a moment’s hesitation I answer, “The harmony that prevailed thruout its sessions.” From the moment the gavel fell until Mr Stillman announced that the fifth annual con- vention had come to an end, the atmosphere was pervaded with a spirit of friendship such as I have never before seen in a gathering of any kind. While, of course, members differed widely on many points, never once was an invidious cut made. So thoroly were the delegates dedicated to the cause of education as a whole, so unselfish were they in their attitude toward all the problems of the schools, that it was not possible to tell, in any case, unless it came out by accident, whether a given speaker taught in kindergarten or in college. There were no lines of cleavage between teachers of different groups, and none between those coming from different sections of the coun- try. North, South, East, and West met in the Middle West on common ground. In the words of Dryden it was true of the convention, “From harmony to harmony thru all the compass of the notes it ran........” E J HARRELL Local 43, St Paul, Minn As this was the first real democratic educational convention I had ever attended, it was certainly a revelation to me. At first I was~keenly dis- appointed in the small number of delegates pres- ent. However, as the meeting progressed, I re- alized that it was not the number of delegates, but the consecration to a cause that made it a great gathering. One of the things that im- pressed me most was the thoroness with which the main body thrashed out the details. In my mind this was a strong point. The convention revealed concretely to me that the personnel of the class room could furnish educational leaders fully as capable as men with executive and ad- ministrative offices. It also impressed upon me the fact that these leaders were not fanatics, but successful teachers with a vision and with prog- ressive ideas to bring this vision to pass. The devotion of those present to the cause was well illustrated by the manner in which they responded to the publicity campaign. My one regret was that the great mass of teachers were not more fully represented, and that the inspiration could not be carried back directly to all the locals. It makes no difference how devoted the officers and the field secretaries may be, they cannot give the inspiration to the teachers so well as one of their own group could after having attended a con- vention like the one at St Paul. CARLOTTA PITTMAN Local 52, Memphis, Tenn The chill of the below zero weather into which we plunged on our arrival in St Paul was dis- pelled by the friendly warmth of the welcome we received from our fellow delegates. And this subtle atmosphere of cordiality, of good will, of mutual understanding pervaded the 1920 conven- tion of the American Federation of Teachers thruout. Among my many vivid impressions of the personnel of the convention are the reserve force of the president; “the torrential eloquence ” of one delegate, convincing by the overwhelming flood of his argument; the “one simple word ” of another which could tactfully turn the tide of opinion by its direct appeal; and the happy faculty of the delegate from California of reach- ing at once the minds and the hearts of her hearers. A great volume of business was transacted in three short days. In spite of strong opposition the A F of T has already done much toward democratizing education, toward improving teach- ing conditions and teachers’ salaries, and inci- dentally toward inspiring teachers with a courage which we were woefully lacking. What will be done, with the solid support of the locals under the wise and fearless leadership of those who have accomplished so much, may surpass our highest hopes. 10 The American Teacher JENNIE A WILCOX Local 3, Chicago, Ill A surface play of wit; a spirit of give and take; a willingness to get another’s point of view ; high idealism combined with the most prac- tical and up-to-date methods of setting those ideals to work; above all, a deep undercurrent of seriousness, and an almost obstinate determina- tion to carry out the principles for which the A F of T stands; all these characterized the St Paul convention. When we reflect that the resolution to stand for equal pay for equal training and experience for all teachers from the kindergarten to the univer- sity was carried without a dissenting vote, we must admit that our convention took the greatest and most advanced step ever taken by any educa- tional body in the United States, if not in the entire world. The union teachers of Washington, D C, were the first to put forth this program, but other locals thruout the country have been quick to follow their lead. The demand that, in the future, three-fifths of those applving for a charter from the A F of T shall have at least two years of training beyond ‘the high school, is an attempt to raise the stand- ard of equipment for teachers never before ad- vocated by any aggregation of educators, and sounds a challenge to educational organizations thruout the country that cannot be ignored. Are not these two steps sufficient proof that the A F of T is determined that the United States shall not much longer remain under the stigma of having forty per cent or more of its teachers practically untrained ? ALICE LORRAINE DALY Local 138, Madison, S D During the closing days of December the Fifth Annual Convention of the American Federation of Teachers was held in St Paul. North, South, East and West sent their representatives to that meeting in the interest of better education. It was an inspiring convention. One felt immedi- ately the air of freedom. The atmosphere was one of freedom; and every delegate was encour- aged to contribute his viewpoint, and was heard Volume X, No. 1 with the respectful attention and exquisite cour- tesy that true democrats accord to all mankind. At this convention ideas of vital importance to education were discussed. The people there had the power to see “big things big and small things small,” which is the truest test of educa- tion. Then, too, the spirit of progress prevailed —the welcoming attitude toward new and pro- gressive thought. Nobody at this convention wanted to throw a hateful light on liberalism and the pursuit of freedom. It was the first convention of teachers that I have ever attended the procedure of which was not the result of manipulations of book trust agents who remained behind the scenes. I felt that here teachers had met of their own volition in an organization of their own framing to dis- cuss their own problems in their own way. It was an indescribable relief from the stereotyped, so-called educational convention. It renewed my hope. It gave me courage, strength and faith. I felt after the deliberations were closed that the spirit of liberty, tolerance, progress and justice is still vital in our educational life of today, and that I had found it in concentrated form at the convention of the American Federation of Teach- ers. MARY A O CONNOR Local 182, Buffalo, N Y Every real teacher who feels an intense in- terest in the cause of education experiences a deep regret that our present-day educational sys- tem fails to give children a reasonable thoroness in attainment for time spent in our public schools. Educators write fluently and lecture profoundly on progress in education, yet each year leaves the all-important problem of how to make the de- sired progress still unsolved. The teachers who enjoyed the privilege of at- tending the convention of the American Federa- tion of Teachers at its session in St Paul during the Christmas holidays were filled with the hope that a solution of this long discussed question is now in sight, The Federation, composed of competent and successful teachers, approached the study of this matter from the advantageous angle of experi- January, 1921 enced students who have studied long and deeply while in direct contact with the living ever pres- ent subject—the child. It must be conceded, even by the most skepti- cal, that the teacher who spends several hours daily for ten or fifteen years in the class room with children is better prepared to solve profes- sional problems than is the school board member, appointed for his social standing, or because of his enjoying a sufficient income to enable him to devote his time to the game of school adminis- tration. This Federation of teachers seeks to secure efficiency in our schools by direct co-operation with parents and relatives of the children. It seeks to work hand in hand with them in a big, broad, human way, to arrive at a clear under- standing of their interests and their purposes, to secure their help and to give help in exchange, living up to the American interpretation of what constitutes Democracy. It seeks also to enable teachers to educate chil- dren in citizenship by securing to teachers citizens’ rights, thru tenure of position after a satisfac- tory probationary period, with removal on'y for cause and after a hearing before a board com- posed in part of representatives chosen by the teaching body. By ‘so recognizing the profession of teaching the work will attract men and women of broad vision and intellectual attainment. The type re- quired to train our boys and girls to that standard of manhood and womanhood under which we can safely trust the future of our great republic. JOSEPHINE COLBY Field Secretary, A F of T I had thought last year’s convention admirable in every detail of arrangement; but it might as well have been anywhere else as in Chicago. We shall think of the Fourth Annual Convention, and then recall the fact that it was held in Chi- cago; this last convention we shall always think of as the St Paul Convention. The substantiality of conviction imparted by the St Paul group, its evident high evaluation by the community, the generous hospitality, the perfection of detail of the arrangements for comfort and effective The American Teacher 11 working conditions, all had their effect, conscious as well as subconscious, in inspiring a fine quality of work. Work proceeded with greater unanimity than last year. There was a sense of the gravity of the issues entrusted to us to carry on, which gave a tone almost religious to the later sessions. The convention was different in personnel. I missed many delegates with whom I had looked forward to renewing acquaintance. Some of them I had known would not be there—the friends from Missouri, for example. Some I had confidently expected to see this year, Miss Stutz and others from Washington, D C; Mr Lawson, too; Miss Aurianne of New Orleans, Miss Little of Memphis, the New Jersey dele- gates, Mr. Wells of Peoria, Henrietta Rodman and Joseph Jablonower of New York—and other vivid personalities who have become identified with our movement. Much as I regretted the ab- sence of these delegates I was glad to see evidence of that democratic spirit which maintains the fairness of rotation in privilege. A principle so fundamental and so final as the proposition of DEMOCRACY IN EDUCATION: EDUCATION FOR DE- MOCRACY is common ground on which we found the group of delegates, new recruits and veterans, standing shoulder to shoulder. There are many who approve the organiza- tion and the aim of the A F of T as a teachers’ organization who do not understand the ad- vantages of affiliation. The phase of democracy which tends to unify different groups in society was demonstrated to the great satisfaction of those who heard the addresses of welcome and had the privilege of attending the St Paul Trades and Labor Assembly. The Convention in St Paul has strengthened the conviction that the American Federation of Teachers is doing a work essential to the preservation of our integrity as a nation—a work some phases of which are being attempted by no other group of teachers. L P DOVE Local 134, A F of T, University of North Dakota The slogan of the A F of T, Democracy in Education and Education for Democracy was not at any time consciously stressed, but it was my 12 The American Teacher good fortune to see an organization that was a living epitome of this slogan! From the warm- hearted welcome of Mayor Hodgson who said: “this is the first time I have had the opportunity to address a truly democratic body of teachers ” to the annual election conducted under the Hare system of proportional representation, there was no repression of the democratic spirit. No secret caucuses, no gag rule, no star chamber stuff that we so commonly associate with national conven- tions. Absolute harmony and frank utterance were so common as to become routine. Furthermore, came the inspiration from the moving characters in the splendid fights for democracy in the schools of New York, Buffalo, Fresno, San Francisco and other cities. The appalling lack of efficient, decisive, assertive leadership in the teaching profession that is trace- able to initiative which has been smothered under the blanket of so-called “loyalty” was brought into strong relief by contrast with the excellent leadership displayed in the fight cour- ageously waged for simple elemental human rights and generously endorsed by public opinion when given the opportunity. The teacher -is learning leadership. It was an inspiration to see a high idealism per- vading the social movement. It gives a hopeful outlook to see the intelligence and democratic judgment which is part of the essential equip- ment of the trained teacher being felt in the conference chambers from the national congress down to the trade and labor assemblies of the cities. It was a strong rebuke to enemies of the A F of T who have accused them of crass materialism to note that an infinitesimal portion of the resolu- tions were offered to improve the material wel- fare of the teacher while the great bulk were directed toward the correction of inequalities in our schools and the social system at large. The meaning of it all is to remove the teacher from its jocularly assigned place in the “ third sex,” and give it a place in the class of self-respecting human beings. The address of William Mahoney, editor of The Union Advocate, and president of the Trades and Labor Assembly of St Paul, was at once Volume X, No. 1 an inspiration and a challenge to American teach- ers. He believes that the material welfare of the teacher would be improved when the public knew of their plight, but the real job of the teachers was to furnish intelligent leadership. He said, “ organized labor in itself might become a menace to the social welfare without the guidance and training of intelligent leadership that the dem- ocratic idealism of the teacher can supply.” The American Federation of Teachers has the background of idealism that is essential to its future greatness. The fifth annual convention at St Paul laid still further foundations of its claim of being the champion of Democracy in Education and Education for Democracy. CHESTERTON IS WITH UNIONS Calls It Mistake for Professional Men to Side With Capital “It is a mistake for the professional man to ally himself with the capitalist, and, since he will be dragged into one camp or the other, his position is with the workingman,” said G K Chesterton, reply- ing to a question as to what he thought of the action of a group of American playwrights in the Amer- ican Society of Dramatists and Composers in re- pudiating the Actors’ Equity. “I, myself, belong to two journalists’ unions,” he continued, punctuating the remark with a smile. “One is a middle-class affair, and the other work- ing class. You may say that my sympathies are with the unions. The whole middle class should cast its lot with labor, for the laborer is striving for an organization of a society of free men. Either we will have a more equitable distribution, or we will have slavery.” Patrons the Alternative “But,” the reporter suggested, “‘the artist and the writer believe that they cannot be tied down by trade union restrictions.” “If they do not join with the workingman,” was the answer, “they must depend upon patrons. But you can’t have patrons of art now. In the old days you might expect a patron to be a gentleman of culture. Capitalism has made it possible for the stupid man to acquire wealth, and the stupider he is the richer he gets. We have zrtists in England who do work for advertising. Fifty years ago that would have been impossible. Paintings to advertise soap—and pork! From a Country of Moderation “I can see how the professional people are afraid of what they call the Bolshevism of labor; the bombs and riots and destruction. Or is that all literature? I come from a country where everything is done with moderation. Even the Reformation was accom- plished with moderation, so that one part of the Established Church, the part to which I belong, can still call itself Catholic. With this tradition of moderation we in England do not fear violence in the labor movement.”—From the Globe, New York, of January 26, 1921. Resolutions Adopted by the Fifth Convention of the American Federation of Teachers St Paul, Minn, December 28-30, 1920 At a time when there is a widespread spirit of reaction and-when by direct attack and by innuendo the attempt is made to connect union labor in all its branches with destructive radicalism, it is peculiarly fitting and necessary that the American Federation of Teachers go on record as to Americanism and patriotism. That we may have a statement of our stand on these points it is therefore matter for congratula- tion that the consideration and adoption of the fol- lowing declarations were the first business which came before the convention: AMERICANIZATION There is a general misconception of the problem of Americanization. Those who write and speak of it and the common conception of what it means agree in throwing the emphasis vf the problem in the wrong place. They would make it the problem of assimilation of the immigrant. This we believe is not the true theory of Americanization. The necessity for Americanization applies as fully to the native born as to the immigrant. The ignor- ance and apathy of the American citizen and voter are the most perilous factors in our politics. This is indicated by the discrepancy between the census and the poll lists, and between the registration and the vote cast. It is further shown by the general ignorance of political organization and methods, the lack of interest in or attendance upon meetings of county, city and school governing bodies, the sheep- like dependence on party organs or party leaders as a substitute for individual choice founded on knowledge of the facts. To remove this ignorance, to abolish this apathy, ought therefore to be a principal function of educa- tion. The schools must be the agency by which citizens shall be trained to an understanding of the machinery of government, be made to reatize the importance of personal attendance of citizens on meetings of governing bodies, in order to exercise that eternal vigilance which is the price of liberty. Citizens must be trained to exercise their privilege and duty of voting and to understand how inevitably abstention from this privilege and duty throws political dominance into the hands of the worst elements among citizens. Citizens must be inspired to the study of public affairs, to dcliberate choice between divergent measures. All this, in the meas- ure to which it can be attained, is the work of the teacher. It is the purpose of the American Federation of Teachers to urge upon its membership the im- portance of this work, and the splendid service which they can give to the nation by doing it faithfully and consistently. Any announcement of a program for American- ization should contain a definition of what meaning shall be attached to Americanism. For those who assume that none but foreigners need to be “Americanized” a satisfactory method apparently would be a painless but complete exci- sion from the foreigner’s heart and brain of every tie that connects him by loving memories with his native land. If this wonder could be performed the further assumption is required that a clean, intelli- gent, overwhelming tide of affection for America as it is now must flood the whole being of the new- comer to our shores. He must at once fully understand and approve our land, our institutions, our laws, our customs. He must revere the Constitution and adore the flag. He must become a political optimist, convinced that the United States government is the best of all possible government. He must be at once naive and docile in his acceptance and keen in apprecia- tion of the beauties of our system. If he is so unfortunate as to fail to take th's humbly receptive attitude toward all that he finds here, he runs great risk of being classed as a dan- gerous radical. If he balances in his mind and ex- presses in speech or writing a doubt as to the superiority of American ideas and instituticns over those to which he is accustomed or for which he has been striving in his homeland, if he believes that some matters here might be and ought to be im- proved, he becomes suspect. If he becomes indig- nant under exploitation amid miserable conditions of existence and denounces these conditions, he is subject to deportation. But in fact, if that view is the true view of what makes an American, how many of the native born are good Americans? Do we not in all the groups and categories of our citizenship entertain our hopes and fears, our aspirations and our deep misgivings about many of the present phases of the national development? Should we ask more of the immi- grant in loyalty and submission than we are able to give as sons and daughters of this land” As educators our first duty is intellectual honesty. Our function of instruction becomes a mockery with- out that. We can honestly point out to the new citizen and to his children that America is the most hopeful example in the history of the world; that because of her basic principles and her organization, America is the land of opportunity; that with bal- lots in their hands her citizens can bring about 14 The American Teacher changes upon which a majority may determine after full debate; that because this is true it is a crime for citizens to appeal to violence or to disregard constitutional procedure. This work can be done universaily and effectively only by the public schools. It is distinctively a func- tion of public education. We pledge the American Federation of Teachers that this shall be done thoroghly, sanely and continuously so far as our influence with teachers.and the peonle prevail. We are convinced that the practical application of this program is necessarily the function of the class- room teacher and therefore we regard it as a field in which our national organization of class-room teachers is peculiarly called to service. We pledge ourselves to impress deeply upon those whose thinking is so greatly under our direction the fact that our political organization is designed to express the will of the majority with due protection to the rights of minorities; that that will must be expressed by vote and not by violence; that other methods are inexcusable and most dangerous to the continuance of a democracy. PATRIOTIC SERVICE The American Federation of Teachers declares its earnest purpose to be a servant of the public welfare. Its desire is to be one of the great forma- tive factors in making education in America the actual and effective basis of sane and steady progress which it ought to be. To this end our federation is drawing the class-room teachers of America into a closer brotherhood; informing them of their community of interest in the main problems of society; improving the standards of qualification for teaching; increasing the value of the schools to the people; providing needed publicity to the people regarding their schools; striving to secure for teachers their due weight in determining educational policy thru teachers councils, in legislatures; promoting the adoption of local, state and national legislation to advance the efficiency of education. The attention of the American Federation of Teachers for the past two years has naturally been largely focussed upon an effort for improved finan- cial support for education. In this effort our organ- ization has done a great service to the whole teach- ing force of the nation whose attention has been directed to the same thing. The time has not yet come when we can relax our activity in regard to better pay for teachers because poor pay is in- separable from and fundamental to the prevailing deterioration of public education—a deterioration which has not been arrested by the very inadequate increases which have been granted to teachers in the past two years. However, the impetus to better sup- port of the schools has been given by our own ef- forts no less than by those of other teachers’ or- ganizations. Improvement has begun. The public Volume X, No. 1 is becoming aroused to the needs and will not be content with anything less than adequate provisior: for better schools. The American Federation of Teachers is there- fore justified in dividing its attention between the completion of its work of publicity and propaganda for improving teachers’ pay and its original and fundamental purpose of making the class-room teacher the real factor in education which he should be. This shift marking not a return to our original task, but a renewed emphasis on what we have never ceased to insist upon, was noticeable in the resolu- tions and the discussions at the Convention. The principles which we have asserted-—of de- mocracy in education, education for democracy, better pay and better teaching conditions, a larger initiative and participation of teachers in educational and administrative councils—have been so right and so vital that in many quarters they have compelled their own acceptance. The results to which we can point as definite achievements of our organization are: 1. Improved salaries for teachers by means of the cooperation of labor groups. 2. Improved salaries for teachers outside the affiliated groups. 3. A considerable adoption and successful opera- tion of teachers’ councils. 4. The reorganization “along democratic lines” of practically every important organization of teach- ers, including the National Education Association. 5. The development of teacher initiative and leadership independent of official superiors. It is certainly not the desire of union labor to maintain schools apart from the public schcol sys- tem if public school authorities can be induced to offer the kind of education which union labor wants. There is evidenced by labor in establishing labor schools and colleges nothing of the spirit of snob- bishness which animates the wealthy and socially elect who maintain the private schools. Special types of educational work have constantly been de- veloped outside the schools and under pressure of public demand have been adopted into the public educational system. But in many cases this process of initiation, upbuilding and inclusion takes the life- time of a generation. And labor cannot wait. IMPROVEMENT OF EDUCATIONAL STANDARDS Whereas, recent experience in Illinois, Wisconsin, Oregon, New York, California, Texas and several other states lends certainty to our conviction that Labor Unions are the friends of education and the earnest advocates of a progressive program of edu- cation, and Whereas, the state federations of labor in these and other states are willing and eager to give sup- port and publicity to efforts for school betterment, — January, 1921 Be it Resolved, that locals of the American Feder- ation of Teachers generally be informed of the possibility of making use of such support and en- dorsement and be advised, where conditions permit, to make full use of this support. To this end locals are urged to send delegates to the conventions of the labor federation of their states, Be it further Resolved, that the A F of T ex- press its deep appreciation of the loyal and con- | sistent support so generously given by the labor union movement. Whereas, reports published by the National Bureau of Education show that the teacher shortage is now over 100,000, and of those in actual service over one-half, or 350,000, are classed as below the normal standard in qualifications, and Whereas, the tendency is still further to relax standards already too low, and Whereas, organizations of teachers maintain no standards of qualification as pre-requisites to mem- bership in their organization and Whereas, both professional and craft organiza- tions have set us a standard which we shall do well to emulate. Therefore, be it Resolved, that it be recommended by the Fifth Annual Convention to the Executive Council that hereafter no local be chartered un- less at least three-fifths of the group applying for a charter shall have had a professional training or education of at least two years beyond a high school course. Whereas, in some states the option is offered be- tween military training and genuine physical train- ing. In many cities of California, for example, military drill is imposed upon the High School stu- dents without option. Not only is military train- ing not a substitute for genuine physical training, but the continuation of military drill in the public schools will tend to fix the traditions of militarism in the minds of our boys, and will tend to postpone universal disarmament, Therefore be it Resolved, that the Annual Conven- tion of the American Federation of Teachers go on record as being opposed to military training in the public high schools; (1) because it is not an ade- quate substitute for physical training; (2) because militarism should be discouraged, not encouraged. Resolved, that the American Federation of Teach- ers goes on record as unalterably opposed to the effort of any state Board of Education to establish provision for the Sabbatical year for teachers of exceptional ability, leaving the election of such teachers to the judgment of said Board or Presi- dents of State Institutions. The American Teacher 15 Resolved, that the American Federation of Teach- ers reiterates its earnest support of the principles embodied in the Smith-Towner bill revised. Resolved, further that the convention instruct its. Executive Council to use every effort to secure its advance the measures provided in that bill under whatever form it may appear in congress and that the Executive Board take advantage of any oppor- tunity to improve the provisions of the bill as occa- sion may offer. LABOR EDUCATION A Call to Unions of Teachers (Approved by the National Convention) The teachers’ unions of the eastern states, in conference in the city of New York, November 26 and 27, issue this call to their sister organizations the country over to give earnest thought to the problem of adult education which at present is hope- lessly inadequate, because such work is adminis- tered at present by boards which are unsympathetic toward labor, and is done by teachers who do not understand the workers’ needs. We believe that adult education is a problem of importance second only to the problem of child edu- cation. Adult education needs teachers who are especially prepared for the work, and it needs an administration which realizes the importance of education for the workers. A teaching force so equipped can be the result only of a conscious and conscientious training, and an administration so qualified can come only from the ranks of labor. We urge, therefore: (1) That our brother and sister unionists in the teaching ranks prepare themselves for such edu- cational work by a study of history, economics and trade unionism; (2) That our brother and sister unionists in the teaching ranks get into intimate contact thru as- sociation with the workers in all walks of life. We urge them as opportunity permits to attend their meetings and to join in their social life. Only thru such intimate contact can teachers learn to know the worker and the worker’s needs; and (3) That teachers’ unions everywhere assist and even take the lead, where there is need in the move- ment to organize workers’ schools administered by and for workers. The American Federation of Teachers approves the effort of labor union groups to determine the kind of education which best suits their needs. We regret the neglect of the public educational system to meet the demands for the adequate education of adults. We urge upon the authorities of public education study of the democratic methods which 16 The American Teacher appear to be employed in many labor colleges, and also consideration of the new educative material used in the labor schools. We call to the attention of public education authorities the fact that their neglect to occupy this important field tends to bring about the dissolution of solidarity in popular sup- port of a public school system. In conformity with the committee report to the Montreal Convention of the American Federation of Labor with regard to the advisability of prepar- ing text books suitable for the use of labor union members, and in order to encourage the actual car- rying out of the suggestions contained in the re- port, Be it Resolved, that the American Federation of Teachers in its convention at Denver be urged by our delegates to appoint a committee to carry out the suggestions by securing writers for such text books and appropriating funds to pay for writing and publishing them. Whereas, labor as a whole has not taken enough interest in seeking the appointment or election of its representatives to Boards of Education and to cer- tain educational advisory boards established by law, Be it Resolved, that we strongly urge in view of the great importance of this matter that all local, central and state labor organizations appoint edu- cation committees the function of which shall be to keep constant lookout for opportunities to have la- bor representatives appointed to boards of educa- tion and to educational advisory boards. In view of the fact that members of labor unions have been elected to municipal offices in certain lo- calities and probably will be elected in increasingly large numbers to such offices, Be it Resolved, that the American Federation of Teachers use its influence to establish in convenient centers suitable extension courses that deal with problems of city administration. VOCATIONAL EDUCATION Whereas, it is necessary that the coming genera- tions be trained vocationally, as well as culturally, in order that the youth of to-day who are to be the workers and producers of tomorrow may be bet- ter prepared to meet the problems of life efficiently, and Whereas, worth, Therefore, we, the delegates of the American Federation of Teachers in convention assembled urge that the following classes of public schools be established and extended, insofar as local conditions justify. First, Day Vocation Schools, open to graduates of elementary schools. vocational education has proved its Volume X, No. 1 The aim of these schools is to train young mea and women for direct entrance into the trades as skilled mechanics. These schols to rank as high schools. | Second, Day Prevocational Schools, open to sev- enth, eighth and ninth year pupils. The aim of these schools is to enable the pupils to select trades for which they are fitted by giving them an op- portunity to work at different trades, also after a pupil has selected the trade he wishes to follow to teach him enough of the rudiments of this craft to enable him to enter this trade as an apprentice at a somewhat more advanced stage than if he had no trade training. Third, These schools to rank as junior high schools. Evening Trade Schools, whose aim it is to enable men and women engaged at a trade to perfect them- selves in certain phases of their work, or to prepare themselves for foremanship or superintendencies. Fourth, Evening Prevocational Schools, for those who are working in blind alley jobs and may wish to enter a trade, and for those who may wish to change their occupation. The scope of the work of these schools to be the same as the “Day Pre- vocational School.” Fifth, Continuation Schools, for employed minors under eighteen years of age, who have not finished a four year high school course. The scope of the work of these schools to be as required under the New York State Continuation School law (Art. 22, Ed. Law). ORGANIZATION OF THE MOVEMENT The recommendation of the November, 1920, ses- sion of the Eastern Conference of the American Fed- eration of Teachers is accepted, that the Executive Council of the Eastern Conference send letters to all central labor bodies in the United States requesting them to use their influence to organize teachers’ locals where they are not already formed. 1. This should be done: (a) Thru invitation to union teachers in nearby locals to assist in organization work; (b) Thru the aid of state organizers; (c) Thru men and women interested fitted for such work in their own locals; (d) Thru the aid of educational committees or- ganized in Women’s Auxiliaries to craft unions where sucn auxiliaries exist. 2. Teachers’ locals already organized should be urged to send delegates to their local central bodies ana state federations to co-operate with them in every possible way, especially at the present time in their fight against open shop propaganda. 3. A committee should be appointed to request assistance from all magazines, papers and labor in- vestigators having access to labor statistics and ar- ticles referring to the open shop, to compile this in and January, 1921 material and distribute to all teachers’ locals such literature as will help us to contend with this com- ing problem. 4. An education committee should be formed in each local to co-operate with similar committees elected or appointed from each labor body and the central labor body in each locality. 5. Every teacher’s local should be urged to have a committee on labor co-operation to stand ready to assist labor bodies in every possible way. Whereas, the problems of reconstruction are pressing heavily upon the world their need for solu- tion, and whereas the underlying principle of this period of reconstruction is the need to translate the ideals of political democracy into industrial terms, Therefore be it Resolved, that the American Fed- eration of Teachers recognize in its affiliation with labor an opportunity for service to the nation which is offered by no other type of teachers’ organization. Resolved, that the convention instruct the Presi- dent to appoint a committee of three before the close of the convention to prepare a comprehensive and well-written statement of the work accom- plished and ideals held by the American Federation of Teachers. That this statement be published in the official organ, and separate copies be forwarded to selected teachers and bodies of teachers every- where, and also be used by any publicity agency available to us. Resolved, that the Executive Council be instructed to appoint a committee to devise ways and means of effecting a closer relation between the American Federation of Teachers and the Federal and muni- cipal employee’s unions. Resolved, that the Executive Council be instructed to appoint a committee to devise ways and means of encouraging the organization of State and Sec- tional Federations of the American Federation of Teachers. Resolved, that the Convention of the American Federation of Teachers authorize the Executive Council to appoint an unpaid Secretary for Inter- national Correspondence responsible to it. The duty of this officer shall be to obtain information and keep in close touch with the movements tending toward the establishment of an international federa- tion of teachers’ unions. Resolved, that our delegates to the American Fed- eration of Labor may, on behalf of the American Federation of Teachers, introduce such resolutions as are favored by a majority of our delegates at- tending the convention, unless specifically instructed in the matter involved. The American Teacher 17 = Resolved, That the delegates of the American Federation of Teachers to the Convention of the American Federation of Labor be instructed to in- troduce a resolution calling upon the American Fed- . eration of Labor to restore to the Ameican Federa- tion of Teachers the three organizers dropped on January 1, 1921. These instructions to be binding unless three-fourths of the members of the Execu- tive Council of the American Federation of Teach- ‘ers believe that unexpected later developments make such action inadvisable. TEACHER PARTICIPATION IN SCHOOL MANAGEMENT Resolved, that the teachers’ council, democrat- ically organized, is the instrument most available to teachers for attaining teacher participation in the management of the schols, and in the determina- tion of educational policies. In order that the teachers’ council may serve its purpose best, the council elected by teachers’ organizations alone can- not stimulate the interest and represent the views of all the teachers. We believe that teachers’ coun- cil, as a central body for the teachers should be representative of the entire body of teachers, and should include principals. But the quota of repre- sentation should be so determined that no single group such as elementary or high school groups may have a majority. We recommend that, wherever it is possible, local school councils be organized in the several schools. These local councils should be composed of all the teachers in the school, but the principal should not be included. At the earliest time possible, organic relations should be established between the central teachers’ council and the local councils so that every judgment expressed by the central body concerning the opin- ions of the teachers shall be referred to the local councils before it shall be said to express the views of the teachers. It is the opinion of the American Federation of Teachers that after these councils have attained a satisfactory state of organization thru democratic effort they will be on the way to obtaining direct and legalized participation in the actual manage- ment of the schools. We urge that the consideration of every resolu- tion presented to the educational authorities by the teachers’ council be brought about by the following regulation: That the educational authorities be re- quired to reply to the communications within ninety days, either accepting, or when rejecting, explaining their reasons therefor. ECONOMIC FOUNDATIONS FOR BETTER SERVICE Whereas, social revolution is now menacing the peace of the world; and Whereas, America cannot safely pass thru the period of transformation unless the schools are in as es — 18 The American Teacher the hands of the ablest teachers imbued with ideas of social service; therefore, Be it Resolved, that to secure such teachers we insist that teaching be made attractive by establish- ing the following: 1. A Cultural Wage—that is, a wage that will enable teachers (a) to live according to the require- ments of their position; (b) to provide for the hazards of life such as illness and old age; (c) to provide for culture and recreation and professional improvement. 2. An Index System of paying wages so that the purchasing power of the dollar is kept stationary. 3. A system of tenure which will secure to every efficient teacher a permanent right to his position. 4. Decent working conditions. 5. The right of the teachers to participate in the administration of the schools. 6. The establishment of the principle that teach- ers, like other citizens'in the community, are en- titled to the rights of self expression, the right to organize and to affiliate with such groups as they find desirable, and deem socially and spiritually sound. Whereas, the disparity between the salaries paid in small towns or rural communities and those paid in large cities tends (1) toward the unsettling of the market for the services of teachers; (2) toward underbidding for the positions of teachers in cities, and confirming of the migratory habit of members of the teaching profession. The shift of teachers towards the centers of population is paralleled by a far more serious shift of rural population towards cities in which children may receive proper educa- tional advantages. Therefore, be it Resolved, that the American Fed- eration of Teachers goes on record as approving in principle the zoning system in effect in Queensland, where favorable location is considered as extra- monetary compensation, and where teachers are compensated for the inconveniences they undergo on account of location. The principle involved is obvi- ously that of equality of opportunity for teacher and for child. The federation also approves the district consoli- dation in the rural schools. Resolved, That the convention adopt as one of its educaitonal principles the principle of equal pay for ecual professional preparation and experience re- gardless of the grades or classes to-night. This change, we realize, cannot be brought about with satisfaction unless conditions of work in all grades are equalized to the greatest possible degree by the democratic effort of the teachers. GENERAL Resolved, that the chairman be empowered to ar- range and connect the material of the resolutions A. a . a re , ‘ y ~~ J OLD . / ¥ fS Volume X, No. 1 for publication and to make such verbal correc- tions as may not affect the intent of the resolutions as adopted by the convention. Resolved, that the address given by Mr. William Mahoney before the Fifth Convention of the Ameri- can Federation of Teachers be published in the of- ficial organ, and be offered for publication in all the trade union journals of the international bodies. Whereas, in the war-devastated regions of Aus- tria and Hungary the state-paid teachers in com- mon with other public employees and paid in a de- preciated currency and receive salaries too small to support life. Resolved, that an emergency committee be ap- pointed to bring to the attention of the American Relief Administration the distressful condition un- der which European teachers as a class are suf- fering in the war-stricken districts. We believe that the reconstruction of society in these countries de- mands that special attention be given to making pos- sible effective work by the teachers of Central Europe. — Resolved, that the convention express to the St Paul locals its hearty approval of the excellent ar- rangements for the convenience of the convention and its sincere thanks for the successful work of the local committees. Resolved, that the convention signify its earnest appreciation to the officials and citizens who gave us welcome and to the press for courteous notice; also to the Y W C A for the comfort and beauty of the convention hall and committee rooms. In concluding this report your committee takes pleasure in pointing out the almost epoch-making nature of the convention’s pronouncements in re- gard to loyalty and service, equality of pay for equal preparation regardless of grade taught, and particularly the standard of professional preparation of teachers as prerequisite for charter. On all these points the convention has reflected the vitality and enlightenment of the constituent locals and has marked a further stage of professional progress which we believe gives proof of the unique vaue of our class-room teacher movement. COMMITTEE ON RESOLUTIONS Wo T McCoy, Chairman, Local 2, Chicago Mrs. ALMA ALLISON, Local 79, Milwaukee, Wis. JOSEPHINE Cosy, Local 72, Fresno, Cal. GERTRUDE CORRIGAN, Local 89, Atlanta LEONARD P Dove, Local 134, Univ of N D Won H Krocer, Local 24, New York Henry R LINVILLE, Local 5, New York JENNIE MCLEop, Local 128, Fargo, N. D. KATHERINE REGAN, Local 35, Madison, Wis. Aa ite a January, 1921 AMERICAN FEDERATION OF TEACHERS Fifth Annual Convention St Paul, Minn December 28 to 31, 1920 ROLL OF DELEGATES Local Delegates Votes 2 Chicago Men W T McCoy 1 F G Stecker 1 C B Stillman 1 : Geo W Tanner 1 3 Chicago Women Lucie W Allen 1 Jennie A Wilcox 1 4 Gary tda Lull 1 E B Carlile 1 5 Teachers Union of Ruth G Hardy 3 New York Abraham Lefkowitz 4 Henry R Linville 4 8 Washington High Elizabeth I Gatch 1 School 24 New York Vocational Wm Kroger 1 28 St. Paul Women Margaret Buckley , 1 Mabel A Colter 1 Emily E Dobbin 1 Alice M Hosmer 1 Florence Rood 1 Edith Wallenburg 1 Isabel Williams 1 35 Madison ( Wis.) Katherine Regan 2 36 New Orleans Miss Shook 43 St Paul Men A D Bailey 1 E J Harrell 1 52 Memphis Genevieve Oakley 2 Carlotta Pittman 3 59 Minneapolis Women Florence Fish 1 Lettie Hunt 1 71 Associated T(N Y) Herman Defrem 2 72 Fresno High School Josephine Colby 2 79 Milwaukee Normal Mrs Alma Allison 89 Atlanta Gertrude Corrigan 3 C E Phillips 4 128 Fargo, N D Ruth Christie 1 Jennie McLeod 1 134 University of ND Leonard P Dove 2 138 Madison, S D Alice Lorraine Daly 1 152 Oshkosh, Wis. L C Feldman 2 182 Buffalo Catherine A Cassidy 1 Helen C Foody 1 Mary A O’Connor 1 159 Minneapolis Men Geo M Caveness . 1 TO THE MEMBERS The service of our efficient business manager, Mr Max Rosenhaus, has terminated by his own desire. He gave much thought and skill to the work of or- ganizing the system of distribution of the Ameri- can Teacher to the members of the national organi- zation. A continuance of the method followed by The American Teacher 19 him is earnestly hoped for by those who succeed him. Gradually the locals are céming to adopt the sys- tem of having the periodical sent to a representative . in each school covered by the list of our members. This obviates errors and is more economical. It also tends to prevent waste and to insure to new members the receipt of the periodical. Permission to omit the publication of the Decem- ber, 1920, issue was granted by the postal authori- DATA ON DUES Many locals are considering the raising of dues. In fact, there will be few locals that will be able to escape this necessity on account of the increase in per capita that was made by the Fifth Conven- tion, Inquiry among the locals in the needle trades in New York City has brought some interesting information. We are glad to pass this knowl- edge along for the use of teachers’ locals. The Waistmakers Union receives dues of 25 cents a week, 10 cents of which is paid to the international as per capita. The White Goods Workers Union receives dues of 25 cents a week from those whose pay is less than 15 dollars a week; from those whose pay is over 15 dollars, the dues are 35 cents a week; 10 cents goes to the international. The Hat and Cap Workers Union receives from the members of two locals 30 cents a week, and from six locals 40 cents a week. The international receives from 13 to 17 cents a week. The Millinery Workers receive from the locals of women members 30 cents a week, and 40 cents from the locals having men in the membership. The Upholsterers Union (women) receives one dollar a month, and collects three dollars at a time in advance. The Bookkeepers, Stenographers and Acount- tants Union receives 75 cents a month. If a mem- ber falls behind three months and desires to be reinstated, she must pay 25 cents additional. TEACHERS WILL VOTE ON INCREASE OF DUES Action upon the amendment proposed at the an- nual meeting of the Milwaukee Teachers’ Associa- tion* on Wednesday, whereby the dues will be raised from $1 to $10 quarterly, will be taken at the Feb- ruary meeting. It is expected that this will elim- inate special assessments. The proposed change does not anticipate an increase in the gross expendi- tures of the organization, but merely does away with the assessments which were formerly made to support various undertakings of the association.— From the Milwaukee News of January 13, 1921. * Not a teachers union. The Eastern Conference of the American Federation of Teachers RUTH G HARDY Secretary, Eastern Conference The First Session of the Eastern Conference was held in Philadelphia at Easter, 1920. The Second Session was held in New York on No- vember 26, 27, 1920. The territory represented by the delegates to the Second Session was prac- tically the same as that represented in the First Session, as far north as Boston and as far South as Washington. There is a reputation that has come to char- acterize all conferences of locals of the Ameri- can Federation of Teachers. They waste no time listening to addresses by anybody. Not that union teachers are indifferent to the ideas and messages of leaders of educational thought, but rather because the teachers themselves have work to do in their own behalf and in behalf of con- structive education. Thus the day and three- quarters was full enough. Aside from the constructive work done in the reports of committees, an especially interesting feature of the Session was the account given by President Stillman of the progress of organiza- tion and defense made in Pennsylvania and in the South and West. Mr Wilmer Stone of Local 5, New York, gave a very instructive re- port on the World Labor Situation. Mrs Bina Ryan, of Local 45, Mahanoy City, Pennsylvania, reported on the fight for the right to maintain an organization in her locality. The meeting of Friday evening, November 26, was given up to _Teports on “The Professional Unions in the Com- ing Struggle on the Open Shop Issue.” The pro- gram was given by two members of Local 71, New York, Mr John A Fitch, of the School for Social Work, and Mr George Soule, of the La- bor Bureau. Both of these able students of in- dustry and industrial movements have contributed articles to the American Teacher. A considerable portion of the work of the committees as recorded in the form of resolutions has been accepted by the Fifth Convention of 20 the American Federation of Teachers, and has now become a part of our national propaganda. However, three reports are different enough from those considered by the national convention to justify their publication here. COMMITTEE ON TEACHER PARTICIPATION We favor the establishment in every school of a council of teachers to co-operate with the admini- strative officers in all matters affecting the welfare of the school. The council should include the en- tire teaching staff in each school. The functions of the council should be to make available for the ben- efit of the school the pooled experience and organ- ized co-operation of the teachers. This should be offered first in the execution of existing policies leading to the formulation of new policies. We be- lieve that such school councils are destined to be the foundation of democratic administration in the schools. We therefore urge teachers’ unions everywhere to take the initiative in the establishment of these councils. The members in each school should seek the co-operation of other progressive teachers and form, with the latter, an organization committee. The aim of the organization committee should be to engage the interest of the entire faculty in the idea of the council. PEPORT OF THE COMMITTEE ON SCHOOL IMPROVEMENT It is reeommended by the Committee on School Improvement that the locals of the Eastern Con- ference of the American Federation of Teachers create the opportunity actually to improve the work of the school teachers in their own localities. By improving the teaching in the schools teachers will be engaged in establishing their own standards of work. By endeavoring to improve the working of the school systems of the several localities, they will be impressing upon the people their right to par- ticipate in the management of the schools. As a concrete plan for improving the schools, it is recommended that the locals work out a compre- hensive study of the schools in their own towns, cities or countries. If the authorities of the school systems contemplate making school surveys in the immediate future, it is urged that the teachers offer their services in the work of studying the schools from the point of view of the teachers themselves. Se ee nae enews January, 1921 The teachers may reasonably ask that their own in- quiries be carried on in their own way, and under their own management. Only in this way can the study be valuable to the public itself. The teachers should not, however, postpone investigation of the schools until the authorities are ready on their own account to proceed with work of this kind. The im- provement of the schools cannot wait upon the con- venience of any individual or interest. It is recommended that locals establish committees for the collection of data concerning the three natural phases of school organization and life; namely, the physical condition under which the school work is carried on, the conditions relating to administration, and the conditions relating to teach- ing. One of these committees should be entrusted with the work of analyzing the specific conditions under each of these headings which directly or indi- rectly affect their communities. Having done this scientifically, completely and without bias or fear, questionnaires should be prepared and forwarded to all the teachers within their own organizations. Committees whose duties it would be to obtain an- swers to the questions could then deliver the re- sults over to committees capable of studying the answers and formulating the facts under general conclusions and recommendations. In order to obtain the support necessary to have conditions changed, the locals should send commit- tees to appear before their affiliated labor bodies, and also before civic bodies of standing to make public their findings. In communities where locals are strong, it is recommended that the findings be published in book or pamphlet form. Thus in a dig- nified and impressive way there would develop the tradition of the right of teachers to direct and pos- sibly control the development of the schools. REPORT OF COMMITTEE ON RESOLUTIONS The Eastern Conference of the American Fed- eration of Teachers rejoices that teachers every- where are awakening to the full meaning of their professional responsibility. Teachers have always devoted themselves in self-sacrifice to society. Too often, however, they have been rewarded by having to contemplate schools starved by niggardliness and strangled by routine. Meanwhile they could not conceal from themselves a progressive loss of public respect and a significant dearth of qualified recruits. An increasing pressure of poverty and a better understanding of vocational psychology have at last revealed to teachers the indispensable conditions of effective service to the community. Like other work- ers, teachers cannot serve society wel! without ade- quate pay and democratic working conditions. These truths once perceived, it was inevitable that teachers should join the ranks of organized The American Teacher 21 labor—today the strongest protector and preserver of the means of production and of our democratic institutions. The labor unions have always led in the struggle for better schools. Like ourselves, their members are striving to win the pay and work- ing conditions necessary to human dignity and so- cial efficiency. We could not stand aloof. Our affiliation with the labor movement is prac- tically expedient and spiritually sound. We are convinced that from it alone can spring the morale that will establish a true guild of teachery, dignify- ing teaching and improving both the teacher and the school. With the friendliest disposition toward us, our fellow citizens can hardly of themselves convert sentiment and words into legislation and appropria- tons. We call upon all teachers who believe in effi- cient service as to high social ideal to join us in se- curing better pay, more certain tenure and the working conditions of free men and women. Only when we have these shall we be able to send out from our schools men and women fitted to develop the highest ideals of America. DELEGATES TO EASTERN CONFERENCE November 26-27, 1920 New York City Miss Matilda L Beck, Local 87, Jersey City, N J. Mr J Vincent Crowne, Local 71, New York. Mr Allan Davis, Local 156, Washington, D C Mr Herman Defrem, Local 71, New York. Mr John Donohue, Local 5, New York. Mr Arthur K Harris, Local 92, Paterson, N J Mr Dwight O W Holmes, Local 33, Washington, D C Miss Ruth G Hardy, Local 5, New York. Mr Joseph Jablonower, Local 5, New York. Miss Elizabeth Jack, Local 179, Philadelphia. Miss Sara Joffe, Local 5, New York. Miss Helen T Keefe, Local 85, Boston, Dorchester. Mr Abraham Lefkowitz, Local 5, New York. Mrs Johanna M Lindlof, Local 5, New York. Mr Henry R Linville, Local 5, New York. Miss Lulu MacIntosh, Local 16, Washington, D C Mrs Marie M Marshall, Local 27, Washington, D C Mr C P A Peterson, Local 24, New York. Mrs Bina M Ryan, Local 45, Mahoney City, Pa. Miss Henrietta Rodman, Local 5, New York. Miss Mathilde A Schuldt, Local 87, Jersey City, N J Mr Bird Stair, Local 71, New York. SCHOOL SUPERINTENDENTS OF CALI- FORNIA DENOUNCE TEACHERS’ UNION Issued by the Publicity Bureau of the California State Federation of Teachers Stern opposition to any association of teachers with organized labor was the outstanding feature of the Convention of City and County Super- intendents of California schools recently con- cluded at Riverside. A report of the proceedings written for the November issue of The Sierra Vv 22 The American Teacher Educational News, the official organ of the Cali- fornia Teachers’ Association by Mr A J Cloud, Assistant Superintendent of Schools, San Fran- cisco, and Mr James A Barr, Assistant Editor of the News, revealed a spirited discussion of teachers’ organizations and especially of teachers’ unions. Superintendents H B Wilson, of Berkeley, Jerome O Cross, of Fresno, and Mrs Susan M Dorsey, of Los Angeles led the attack on the unions, and the knockout blow was finally admin- istered by the unanimous adoption of a'‘resolution introduced by Superintendent Dorsey, praising the efforts made by the school boards and super- intendents of Fresno and San Francisco to stamp out the teachers’ unions of those cities. The resolution has drawn much humorous com- ment. In both cities the teachers’ unions are healthy and active. In each case the attacks of the educational hierarchy provided the precise stimulus necessary to create among the teachers a grim determination to do their own thinking, and to form such associations as their study and experience have convinced them are necessary to the well being of American democracy. The ludricrous part of the whole performance is that Superintendent Roncovieri, of San Francisco, has always posed as a member of the Musician’s Union, and in January, 1919, he actually wrote officials of the American Federation of Teachers asking for such information as would enable him to render effective assistance to the San Francisco teachers in organizing themselves into a union. Further, within a month after the resolution re- ceived the unanimous approbation of the Super- intendents’ Convention, the San Francisco Teach- ers’ Union saw the successful finish of its fight for the reorganization of the city’s school sys- tem. Charter amendment No 37, passed by a huge majority in the November election, took the absolute choice of the Board of Education out of the hands of the Mayor and made the office of Superintendent of Schools appointive instead of elective. Amendment No 25, backed by Superintendent Roncovieri and the City Teach- ers’ Association and designed to perpetuate the old political system, was ignominiously defeated. Again, Principal Addicott of the Polytechnic High School, who was dismissed after a so-called Volume X, No. 1 hearing before the Board of Education of charges preferred against him by Supt Roncovieri, him- self a member of the Board, received the fear- less support of the teachers’ union all thru his persecution. Mr Addicott has just been re- instated at the order of Mayor Rolph after City Attorney Lull found that the Superintendent’s case had not been substantiated. Evidently the high esteem in which the Superintendents of Cali- fornia hold the Roncovieri policies is not shared by the voters of San Francisco. The Sierra News says that Supt Wilson of Berkley found that “the ends for which teachers’ unions strive are unsound.” Hence, he objected to the principles laid down in the following state- ment of the objects of the American Federation of Teachers as given in the Constitution of that organization. “Art. 2. The object of this organization shall be to bring associations of teachers into relations of mutual assistance and co-oper- ation; to obtain for them all the rights and benefits to which they are entitled; to raise the standard of the teaching profession by securing the conditions essential to the best professional service; and to prosecute such a democratization of the schools as will enable them better to equip their pupils to take their places in the industrial, social and political life of the community.” Supt Wilson’s emphatic assertion of the un- soundness of the objectives for which teachers’ unions strive was of course an emphatic assertion of the unsoundness of the objectives of the Ameri- can Federation of Labor with which the teachers’ unions are affiliated. Yet when one comes to think of it those objectives have been such things as improved sanitation and housing, safety de- vices in mills and mines and on railroads, such wages and hours of labor as will enable men to be efficient citizens, democratic election of United States Senators, postal savings banks, abolition of the “sweating” system in industry, abolition of the “swea‘ting” system in industry, the Initiative and Referendum, the Australian or secret ballot, free public schools without distinc- tion of class or creed, and part-time and voca- tional education. The platform of the British Labor Party demands “the recognition, financially and otherwise, of the teaching professions, with- out distinction of grade, as one of the most valu able to the community.” January, 1921 Superintendent Cross loudly emphasized the great danger to democracy of any “entangling alliance” of the teachers with organized labor dedicated to such a program, for the alliance must necessarily make them self-conscious. While he -did not name a single dishonorable thing that the teachers’ unions of Fresno had done, as the Superintendents present expected he would, yet, according to press reports, he asserted that his experience had shown him that the matter of the teachers’ unions cannot be settled by mere peaceful “conference; it seemed to him that a baseball bat or a gatling gun is needed.” In other words, these are the only weapons by which the eighty wumniversity-trained teachers of the Fresno high school can be induced to bury their dangerous union convictions and accept the con- structive democratic ideas of Supt Cross. Genius shown in devising such a simple method of nur- turing real democracy in the minds of teachers “In the Land of the Free and the Home of the Brave,” brings its financial rewards: shortly after the Convention the press of Fresno printed a notice that Supt Cross had received a salary in- crease of $1,000, a grateful acknowledgment of his services under the care of a school board that itself had driven from the Fresno schools, with- out giving any cause whatever, teachers of state- wide educational repute who were officers of the teachers’ unions. WHERE UNCLE SAM’S MONEY GOES According to the United States Bureau of Stand- ards, 93 cents out of every dollar of Uncle Sam’s money this year goes for war, past, present or to come. Only one cent out of every dollar goes for educa- tion and the improvement of the public health. Copies of this remarkable analysis of our na- tional budget may be secured on application to Dr Rosa, United States Bureau of Standards, Washington, D C. Whereas the cities spend an average of $6 per capita for education per year, and the states and private agencies about $3 per year per capita for education, Uncle Sam with his huge billions only spends 6 cents per capita for education,—and some of that goes to the “land grant” colleges for mili- tary drill! Without anybody in the country realizing it, your Uncle seems to have become obsessed with mili- tarism to the exclusion of the normal, balanced in- terests of government. Of course, the truth is merely that the army and navy have developed a “technique” for extracting from Congress huge ap- The American Teacher 23 propriations whereas the other departments have not. According to the analysis quoted above, the na- tional government is levying a tax of $50 this year upon every man, woman and child in the United States, and of this amount $46.50 goes for war and militarism. Now on top of it, that ex-actor, Congressman Julius Kahn of California, genially proposes a sys- tem of universal military training which will cost the country, according to Congressman Mondell, the Republican floor leader and watchdog of the treasury, in the neighborhood of one billion dollars a year!—From Bulletin of American Union Against Militarism. This is the Official Organ of the American Federation of Teachers ORGANIZED APRIL 15, 1916 Affiliated with the American Federation of Labor Executive Council of the American Federation or Teachers President, CHar.tes B StrtuMan, Chicago, No 2 1620 Lake Avenue, Wilmette, Ill Secretary-Treasurer, F G StecKer, Chicago, No 2 State Bank Building, Wilmette, Ill Field Secretary, Vice-President Joseputne Cosy, Fresno, No 72 1024 Garrick Building, Chicago, Ill Editor, The American Teacher, Vice-President Henry R Linvitite, New York City, No 5 70 Fifth Avenue, New York, N Y Vice-Presidents E B Carutte, Gary, No 4 1325 Ellsworth Street, Gary, Ind HERMAN DerreM, New York City, No 71 2875 Broadway, New York, N Y AsRAHAM LeFrKow1Tz, New York City, No 5 Grand Avenue, East Elmhurst, N Y W T McCoy, Chicago, No 2 5508 Greenwood Avenue, Chicago, Ill S G McLean, Sacramento, No 31 4163 Piedmont Avenue, Oakland, Calif Mary A O’Connor, Buffalo, No 182 711 Elk Street, Buffalo, N Y C E Putuips, Atlanta, No 89 94 Brookline Street, Atlanta, Ga Jennie A Witcox, Chicago, No 3 212 North Grove Avenue, Oak Park, Ill IsaBEL WILLIAMS, St Paul Women, No 28 554 Holly Avenue, St Paul, Minn The American Teacher Volume X, No. UNCLE SAM’S MONEY PIE WHAT WE GET FOR CONSTRUCTIVE EFFORT GuRkenr a «o aad Necos SHIPPING Boar? Y gnc > grer® cot oe 4 ¢ fr ne Lsv¥ILNJI NEARLY ALL THE REST FEEDS THE ELEMENTS OF NATIONAL LIFE THAT DESTROY (See “ Where Uncle Sam’s Money Goes,” page 23)