DECEMBER, 1926... -. - oo cre ete 2 oe MOL, XI-Neo.-¢. 





Democracy in Education ' Education for Democracy 





| PAR 
American Teacher 


THE ORGAN OF THE AMERICAN FEDERATION OF TEACHERS 


TY 

























The Passionate Choriater 






ae) HE white-robed ai ak wiilitieas dows the nave, 
oe Sing a lip-service only, hollow sound, 

Save one fair lad whose fervid face is crowned: 

By a high solemn passion; wave on wave + aan Cedaapc ome 
Leaps from a heart sincere that burns to save: 02 SEER SSy 
To God the sacred hymn, and so profound | 
The one true voice that we are rapture bound, 
As though an angel chorus held the stave. ; 














Thus it is ever in life’s careless choir — 

One hero tongue can save to truth the song, 
One soul that burns with everlasting fire 

Reveal in life’s dim nave an angel throng. 
When he appears our hope again grows strong; 
Gazing on him'we struggle and aspire. 


— William Goddard 
































Published 
AM 
rs meeaaror » x 327 So. La Salle St., Chicago 





Single Copy 15c— Yearly Subscription $1. 00 











THE AMERICAN TEACHER 








TEACHERS MUST TRANSMIT IDEALS AND TRADITIONS 
OF REPUBLIC 


O NATION in the world’s history has so devoutly believed in, and so 
N deeply pledged itself to, free universal education. In this great 

experiment America marches in advance of all other nations. To 
maintain the moral and spiritual fiber of our people, to sustain the skill 
required to use the tools which great discoveries in science have given us, 
to hold our national ideals, we must not fail in the support and constant 
improvement of our school system. Both as the cause and the effect the 
maintenance of our complex civilization now depends upon it. * * * 


To you, school men and school women, is entrusted the major part in 
handing on the traditions of our Republic and its ideals. Our greatest 
national ideal is democracy. It is your function to keep democracy possible 
by training its children to its ways and its meanings. We have seen many 
attempts in late years to set up.the forces of democratic government, but 
many of them are but the forms, for without a literate citizenry taught and 
enabled to form sound public opinion there is no real democracy. The spirit 
of democracy can survive only through universal education. 


—Herbert Hoover. 

















CONTENTS 


A Way Out of the Equal Salary Dilemma 
Paul H. Douglas 

Schooling Your Child 
A. M. Jennings 

Man’s Inhumanity to Children 
Lydia G. Wentworth 

The Institute of Politics at Williamstown 
Laura Puffer Morgan 

Teacher Ethics 

Fields of Usefulness for Educated Negroes 

Education and Politics 

Our Executive Council 

Editorials 

Book News 

Our Locals 














The American Teacher 


Entered as second class matter October 20, 1926, * o, post 


at Chicago, 
for mailing at special rate of postage provided for in so 1108, Act of February 28, 1925, authorized 


Illinois, under the Act of March 8, 1879. Acceptance 
November 38, 1926. 








Volume XI, No. 4 


DECEMBER, 1926 


One Dollar a Year 








A Way Out of the Equal Salary Dilemma 


Paul H. Douglas 
University of Chicago 


One of the obstacles to a unified movement 
of teachers is the question of salaries. The male 
teachers generally demand a higher wage than 
the women on the ground that they have de- 
pendents to support whereas the women do not. 
The women, on the other hand, demand equal 
salaries, supporting their claim with a number of 
contentions of which the following are the most 
important: (1) They give service equal to that 
of the men and hence should be remunerated 
equally. This may be called the productivity 
argument. (2) Many of the women teachers, as 
well as the men, have dependents, generally 
parents, who need protection as much as those 
of the men. This may be termed the equality of 
need argument. (3) It is said that the hypocrisy 
of the argument that men need higher wages than 
women because of their dependents is evidenced 
by the fact that no such distinction is made be- 
tween men who have such dependents and those 
who have none. Single men receive the same 
salaries as those with several dependent children. 
Many women, with aged parents or ailing sisters 
to support, work alongside bachelors without de- 
pendents, who are no more competent than they, 
and who are yet paid appreciably more. These 
women can scarcely be expected to accept im- 
plicitly the excuse that a man should be paid more 
because of the fact that he has more dependents. 

Because of these arguments and for other 
reasons as well the movement for an equal salary 
scale as between the sexes has steadily gained 
ground. But this salary scale has generally been 
fixed upon what it would cost a single woman, 
with at the most, one dependent (and frequently 
less even than that) to live upon a standard of 
middle-class comfort. This is sufficient to main- 
tain most women teachers. But it is not enough 
for a married man with children. Relatively few 


men of the middle-class can therefore afford to 
teach in either the secondary or elementary 
schools. As a result the proportion of men in 
the public school system has quite steadily de- 
clined. Forty years ago approximately 40 per 
cent of the teachers were males as compared with 
only 14 per cent today. The use of the women’s 
wage as the standard has been at least one of 
the factors which has driven most of the men 
from the public schools. This in turn is one of 
the reasons why men in college ranks jealously 
try to bar the door to women there to as great a _ 
degree as they can. 

In the attempt to hold on to some male teachers, 
and to provide for their dependents, various de- 
vices are used to build up their salaries. The 
principal and heads of departments in high schools 
are generally men. This is im part due to their 
supposed greater disciplinary powers but it is 
largely a method of providing for the wives and 
children of the teachers who could not be main- 
tained upon the ordinary teacher’s salary. Heads 
of departments are frequently chosen therefore 
because of the number of children dependent 
upon them rather than because of their com- 
petence. Men with families are also generally 
compelled to take on heavy burdens of night- 
school teaching which frequently interferes with 
the quality of the work which they do. 

Such are the difficulties which the present 
salary system has brought about. There is an 
imperative need for a method of payment which 
will recognize both the principle of equal pay for 
equal work and the principle that those with 
dependents should receive more. The method 
which promises most in these directions is that of 
family allowances. This is used throughout the 
French school system and for nearly three million 


workmen in private employ in that country as 





THE AMERICAN TEACHER 


well. Under. this plan single ‘men and women 
.who.perform the same work are paid the same 


salary but those with dependents, whether they be - 


men or women, are paid additional sums for each 
‘dependent. In'this way, women are not placed 
at a disadvantage with men but the children and 
aged dependents are cared for. In the school- 
room, men and women are on an equality. If 
women are abler than men, they can be promoted 
over the men.. But the dependertts of the men do 
not suffer for necessities because they are granted 
allowances te maintain or to help. maintain them. 
It. should be remembered, moreover, that the de- 
‘pendents of women, can, and should, be cared 
for under such a system as well as the dependents 
of men. 

“Only some such plan as this can ‘solve the 
dilemma into which our American school system 
shas been plunged. The method suggested is ap- 
plied in the government services of no less than 
-eighteen countries and for several million wage- 
earners. in Germany, Belgium, Holland, Austria, 
‘Poland, and Czecho-Slovakia. . It was recom- 
mended by the British Coal Commission for the 
mining industry of that country. It has been 
widely ‘discussed in Australia and an act provid- 
ing state grants. has recently been passed in New 
‘Zealand. 

_ But it will be objected that such a plan would 
cause thrifty school-boards to discriminate against 
‘men with large families and give the preference 
to the unmarried. This danger is less in public 
than in private employ but it can be lessened by 
having the allowances for .dependents paid from 
a county or state fund. It, would not increase 
‘the burden of any locality therefore by any save 
the most infinitesimal amount to hire men with 
dependents and there would consequently be no 
temptation to discriminate against them. 

I should like to suggest, if I. may, that the 
American Federation of Teachers investigate this 
and.other. proposals with a view to determining 
‘what the proper policy should be. There is an 
opportunity to put the whole vexed question of 
salaries upon a sounder footing and I hope that 
ithe Federation of Teachers may be a leader in 
‘the movement." ; 

‘1. For those who wish to study the subject at 


gréater length the following references may be helpful: 
,Rathbone,..The Disinherited Family (Longmans Green 


Ln 


& Co.); Douglas, Wages and the Family (University 
of Chicago Press); United States Bureau of Labor 
Statistics, Bulletin 401; Family Allowances in Foreign 
Countries; International Labour Office, Family Allow- 
ances; Douglas, T4e Family Allowance System as a 
Protector of Children, Annals American Academy, 
September, 1925, pp. 16-24. 





SCHOOL ATTENDANCE 


The census of 1920 shows a million and a half 
children between the ages of seven and fourteen 
are at work, or nearly one out of every ten were 
not attending school. Of all children between 
fourteen and fifteen one in every five was 
recorded as not attending school. These figures 
present a serious problem. Education is a reli- 
able index to capacity which is important with 
respect to national progress. For dealing with 
problems which our citizens decide and for coping 
with industrial. problems and situations, the edu- 
cation and training to be gained in our public 
schools is of real service to each boy and girl. 
We owe to these children as individuals and to 
our nation to see that all have equal opportunity. 
The main approaches to securing better school 
attendance are: By raising the standards pro- 
vided through compulsory school laws and better 
enforcement procedure ; by better factory inspec- 
tion; and by the co-operation of the home. 

School attendance and restriction of employ- 
ment for children are the positive and negative 
sides to a fundamental conservation policy. - Child 
labor laws and factory inspection can keep child- 
ren out of industry and other undesirable em- 
ployment and school attendance officials should 
keep them in school until they reach a-definite 
degree of maturity. 

Neither factory inspectors nor school attend- 
arice officials would have many difficulties if the 
home did its full duty by children. The home is 
the basic unit in our social organization. — Recip- 
rocal benefits from compulsory education will 
make the home more competent to fulfill, its 
responsibilities and thus relieve both factory and 
school officials. 7 

The first step in reducing the startling propor: 
tions of ‘children not attending school is-the im- 
provement of legislation and adequacy of: enforce 
ment. Labor should lead in this movement in 
which it is so fundamentally concerned. 

—American Federationist. 





eos S.. 


as 


Schooling Your Child 


By A. M. Jennings 


The writer is of the firm opinion that most 
of the industrial ills of the working class are due 
wholly to their neglect in not seeing to it that 
their children are taught economic truths in our 
schools. The trades unionists especially, are suf- 
fering and will continue to bear the brunt of 
this ignorance, until such time as they realize 
that they have a voice in choosing the “course 
of study used. 

Trades unions and other radical bodies have 
spent many hundreds of thousands of dollars in 
the past, trying to put across their fundamentals 
to their unenlightened fellowman. Quite true it 
is, that wonderful progress has been made, but 
how much greater would that progress have been, 
had their efforts been expended in the most fertile 
field of all, the child mind in the making. 

From a trade unionist point.of view, \there is 
something radically wrong with a school system 
which turns out countless thousands of gradu- 
ates, sons and daughters of organized workers, 
who start out in life, ignoring the very organiza- 
tion which made it possible for their parents to 
give them the slight education they did receive. 
Deplorable as this fact is, there is no use trying 
to deny that that is exactly what is happening 
every graduation year. 

Just so long as our school system is permitted 
to remain in control of our employers, as it is 
today, just that long may we expect our children 
to absorb knowledge while there, to the benefit 
of that employer rather than to ourselves. 

Not for a moment would we permit the schools 
to teach our children a religion contrary to our 
own. Neither would we permit them to be 
taught to discard their mother tongue, Yet we 
permit them daily to be taught a mass of false 
economics that is fa? more detrimental to both 
them and us, than any strange religion or lan- 
guage could possibly be. : 

It might be well at this time to offer a brief 
synopsis of what the real purpose of the school 
should be. Schools should be conducted for the 
sole purpose of teaching the child how to learn 
for itself after it has left the institution and 
gone out into the world. Schools which send their 
graduates forth thinking they«have learned all 
that is to be learned worth while, have done their 
charges irreparable injury. Long observation has 


shown that that is exactly the viewpoint the aver- - 


" age child has when it has finistied its course. 


Instead of realizing that it has just reached the 
place where it may glean real knowledge, it goes 
strutting forth turning up its nose in disdain at 
any who may eyen suggest that there is still 
something worth while for it to learn. 

What is education anyway? And what also is 
knowledge? Are they one and the same, or do 
they have separate standings? Education is the 
systematic training of the moral and intellectual 


' faculties. Knowledge is the clear perception of 


truth or fact. There is a vast difference in the 
two terms although both are often spoken of 
synonymously. One may have been system- 
atically trained for years and yet have little if 
any real-knowledge. 

The school, to perform its true function, should 
be the great inspection room of society. It should 
be the social laboratory of mankind, When it 
fails to function in this manner, it is a detriment 
rather than an aid to advancement. It is hardly 


“worth whiie to teach a child to read, write and 


figure,merely for the purpose of being able to say 
it can do these things. Why stock the mind with 
a mass of geographical or topographical data, if 
that data is to lie dormant as a stock of musty 
goods in a store which has no trade? Why write in 
the pages of that mind, long records of the deeds 
of men and women long dead, if the only purpose 
is to remember that such deeds were done? Why 
spend many years teaching the tongue the art of 
language if the tongue is to remain dumb there- 
after? The average school product today is 
similar to the product. of the phonograph fac- 
tory. The child plays the record that has been 
inscribed on its brain and no other. 

Why have schools anyway? They are an 
absolute necessity to the advancement of hum&f 
society, but to produce the best results, they 
must be founded gn economic truths. Society 
cannot live except by work. That being a ‘fact, 
it behooves us to evolve the best possible method 
of doing that work. The next question arising 
is, who shall do it? Our children are-being, and 
have been taught for many, many years that one 
who works is rather unfortunate or rather not 
quite the equal mentally or socially of the one 
who rises above it. One of the first ideals im- 





6 THE AMERICAN TEACHER 


pressed upon the young pupil is that its greatest 
success in life should be to rise above work. The 
child should be taught that unless it performs its 
full share of the useful work of society it is a 
slacker. It should be taught that useful produc- 
tion is the noblest thing in. life. The writer does 
not mean by this that we should make slaves of 
our selves and drudge continuously by any means. 
What he means is, merely that there never will 
be a time in social life when man will be able to 
live without work, and that in as much as work 
is necessary to preserve the social structure, every- 
one should perfotm his share of it. In other 
words we should work to live rather than live to 
work. It is highly laudable to make work as 
easy as possible, and he who invents labor-saving 
machinery deserves the highest niche in the 
records of great things done. 


Work being an absolute necessity for preser- 
vation, the next question arising is, what shall 
the remuneration be for those who perform it? 
Because those who have performed it all these 
centuries, could never agree with those who have 
gathered the greater portion of the product unto 
themselves, we have had many bloody revolutions, 
and will no doubt have many more before the 
question is finally settled. It is because of this 
difference of opinion that the modern trade 
unions have sprung up into the great forces they 
have. It is not Socialism.to say, that if all work, 
there is no sound reason why some should take 
unto themselves a part of the production of 
others. Once society gets the significance of social 
production grounded in its collective brain, para- 
sitical ambitions will of a necessity disappear 
from the social mind. Better by far that the 
child had never entered the portals of the public 
institution of learning, than that it come forth 
from the school, imbued with the idea that its 
gteatest success in life can only come from climb- 
ing upon the back of someone to ride through 
life without producing anything useful to society. 

Let us start with the child in the beginning. 
As soon as it has. mastered the multiplication 
tables, its first problems deal with profits, loss, 
interest and so forth. Practically every problem 
is stated from the point of view of the employer 
who is. scheming some way to mulch the worker 
out of a little more of his share of production. 
Why not teach the child to strive to figure out 
some way to produce more commodities with less 


labor? -- Why not teach it to figure how many 
hours of labor have been saved in the invention 
and-operation of some great piece of machinery, | 


and how many additional hours of pleasure and 
luxury, might be enjoyed by those who formerly 
did the work in the old slow way, but who are 
now doing it the quick easy way with the new 
machine? Why not teach the child to figure 
how many hours of labor are lost in industry 
due to inefficient management? Why not teach 
it to figure how many hours of labor are lost 
due to preventable accidents and occupational dis- 
ease in industry? In problems of profit and 


loss, why not let the question be, “How much. 


did the laboring man lose,” rather than, “How 
much did the employer gain?” Let every prob- 
lem be stated in the terms of the producer rather 
than the taker. 


If war is wasteful and inhumane, why teach 
the child of its fhobility, and have it laud and 
worship those responsible for it? No less a per- 
sonage than Carter Glass, a cabinet officer under 
President Wilson, has said that “War and waste 
are synonymous. It is impossible to have wat 
without waste.” Every economist knows too well 
how true this is, and yet a great percentage of 
the history that our child studies in school, is 
nothing more or less than a setting up as shining 
examples, of men who were successful warriors. 
Many a child gets the idea that the surest way 
to gain the respect of his fellowman is to become 
a great warrior. Let the schools begin to teach the 
awfulness and the uselessness of war, and it will 
be only a short time until war will have become a 
thing of the past. Let them teach the truth, 
that old men declare the wars, and that young 
men fight them. Let them teach that for every 
soldier killed or maimed, at least two persons 
are added to the great army of beggars, widows 
and orphans that follow in the wake of every 
war. Let them teach that those who profit by 
war never do go to the trenches. Let them teach 
that no war has ever settled the question which 
caused it, or that was supposed to have caused 
it. Let them teach that more money is spent for 
the promotion of war, the preparation for future 
war, and the rehabilitation of destroyed society 
from past wars, than for all the other func 
tions of government combined. Let them teach 
the cold brutality of war with the mask of sanec- 
tity torn from its horrible features. When these 


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THE AMERICAN. TEACHER 7 


things are taught, then and then only, will. wat 
be eliminated. is . 

If Hero worship shall remain a necessity 
(which the writer doubts) let them choose as 
heroes, those men of the past who have performed 
useful, rather than destructive service for society, 
those radicals, if you please, who have had the 
courage to defy the sneers and slanders of even 
their own class, for having-the courage to stand 
firm for ideals which are today accepted as com- 
monplace, but which when first brought forth 
were heretical. Hundreds, yes thousands of 
pioneer trade unionists languished long years in 
jails and still refused to give up their ideals. 
How many of these real patriots do our school 
histories cite? Oh that some historian might 
come forth who will write a history of the mar- 
tyrs of the labor movement. 
inspiring such a book would be than the histories 
of Napoleon, Caesar, Alexander and so forth! 

In the-field of civil government, our schools 
stand on the same false premise that they do in 
other departments. Instead of teaching that 
government should be from the bottom up, it is 
taught that government is from the top down. 
The fundamental truth, “That governments de- 
tive their powers from the consent of those 
governed,” is passed over without a second 
thought. Many and many an hour is consumed 
in learning how this or that great statesman put 
over, or strove to put over some great pet scheme 
of his, of which the masses had no understand- 
ing. The child is taught that if it would be a 
statesman, its best chance lies in developing mag- 
netic leading powers, rather than in becoming a 
teacher. It makes no difference whether the 
governed have an understanding of the issue, just 
so they consent to it. How many historians have 
gone forth among the masses and gathered data 
from them as to their views on great questions? 
Few, if any. They have been content merely to 
quote the individual views of an occasional so- 
called statesman. Just so long as great issues 
are determined solely by the viewpoints of in- 
dividuals, just so long will there be uncertainty in 
law respect. Let the schools teach, that the first 
duty of every citizen to -his government is active 
participation as a mere citizen, rather than am- 
bition for office holding. Let them teach, that 
the common mass is at all times the determining 
Power, and that it is not necessary for them to 


How much more_ 


continue detrimental laws in effect indefinitely. 
Let them teach that no law is-above the will of 
the ‘people and that even though a law of yester- 
day may have been highly beneficial, today it 
may be just as highly detrimental. Let them 
teach, over and over, the principles laid down by 


“ the great democrat Thomas Jefferson, “That the — 


people have a right to change their government 
any time they desire.” Above all let them teach 
that the greatest bane that can befall any govefh- 
ment is to try to continue under ancestral laws 
that have become obsolete. Old and inapplicable 
laws which we have grown to worship fanatically 
and almost religiously, are causing us untold 
misery. Let them teach every child how actu- 
ally to make laws as needed, rather than depend 
on those already made. Let them also teach every 
child how to repeal umpopular laws. Let them 
teach the child how to write laws that it will 
not take lawyers to interpret. Let them burn 
deep into the mind of every child that when man 
surrenders liberty, he shackles himself in the 
chains of slavery. Let them teach with all their 
might that liberty is a real, live, and vital thing 
to be desired above all, and that without it, life 
is not worth living. Let them teach that man, 
in order to enjoy liberty must also grant liberty. 
Teach them these things and the future of society 
is secure. Fail to teach them, and destruction 
will sooner or later come upon us. 

The greatest organization in the world has 
truly said, “Give me the child until it is seven 
years old and you may have it the rest of its 
life.” It will be well indeed for the organized 
labor movement of this country to pattern after 
this great body. If trade unionism is worth 
maintaining, surely it is worth teaching to our 
children. Let us see to it that our children have 
this training while their little brains are in the 
susceptible period. Let us, as trade unionists, 
rise up in all our might and demand that our 
children be taught knowledge instead of the fol- 
derol they are being taught today. They are our 
children and-we have the right to say what they 
shall or shall not be taught. It is a sorry state 
that we have arrived at, when it is necessary 
for our children to unlearn most.of-what they 
have learned in thie public schools today, before 
they can really say they have acquired knowledge, 
and before they can be of any real value to the 
cause of trade unionism. 





THE AMERICAN TEACHER 


MAN’S INHUMANITY TO CHILDREN 
Lydia G. Wentworth 


The problem of child labor is always with us. It 
is not held unceasingly before the public as it should 
be, for its claims to immediate and continued atten- 
tion are increasingly urgent.’ \ . 

It is to the credit of labor that its organizations 
have taken a decided strong stand against the abom- 
ination of child labor and are upholding the enactment 
of a Federal amendment to abolish it. For it is 
axiomatic that upon this issue the welfare of the race 
depends. There is no possible way of estimating how 
great a proportion of crime may be due to the ill- 
effects in later years of the hard and pitiless conditions 
under which so many thousand children are reared to 
a life of drudgery and deprivation utterly incompat- 
ible with the requirements of normal, happy child- 
hood. And certain’ it is that the starved, warped 
and unhealthy bodies of children whose years 
given over to enforced labor instead of to the nat- 
ural activities of recreation that develop strength 
and health cannot serve as a proper medium for 
transmission of either normally healthful bodies or 
brains to the coming generation. Even on slight 
consideration of points of such extreme importance 
as these the short-sightedness of the general com- 
munity in its indifferent attitude toward child labor 
appears phenomenal. 

Several months ago a report was made by the 
National Industrial Conference Board, whose object 
was to ascertain facts and to place the truth as to the 
amount, the causes and the effects of child labor in 
the country. One of their-findings was that the ex- 
isting data were “either too old, too general or too 
fragmentary to justify conclusions of wide current 
. application.” Also, that “the outstanding require- 
ment is the securing of more comprehensive and up- 
to-date information concerning the facts, extent, char- 
acter and effects of the employment of young people 
under existing conditions and regulations.” So the 
board gave no definite conclusion, but advised that 
information now lacking should be obtained. 

It seems to me that many useless words are em- 
ployed in the discussion of this problem. The fact 
remains that child labor exists in factory, mine and 
field. Child labor under such circumstances is 
wrong; therefore should be stopped. The wrong 
to the growing child includes physical, mental and 
spiritual growth. Development of all three is re- 
tarded. Why waste words over the matter? And 
why waste time and money in ascertaining “compre- 
hensive and up-to-date” statistics? Why not go to 
work, everyone who has intelligence enough to see 
and acknowledge the wrong, with an enthusiasm born 
of love of justice and of that equality of opportunity 
which is one of our boasted conditions in the United 
States, and right the wrong under which children’s 
health, happiness and -even lives are paying the 
penalty of the greed of men? We have advanced a 
step or two in the right direction since the colonial 
times, when children were “bound out” as appren- 


tices, but, to the shame and disgrace-of our so-called 
civilization, it can still be said: 


“No fledgling feeds the father bird, 
No chicken feeds the hen, 

No kitten. mouses for the cat— 
That glory is for men. 


We are the wisest, strongest race, 
Loud may our praise be sung! 
The only animal alive 
That lives upon its young!” 


With what cunning was circulated last fall among 
the voters of Massachusetts the false and stupid 
propaganda against the proposed Federal law for 
regulating child labor! How our voters fell before 
“the bugaboo will catch you if you don’t watch out!” 
What a shock to realize that people of maturity— 
supposedly level-headed and of sufficient shrewdness 
to distinguish sense from nonsense—could be so in- 
fluenced by such palpable perversions of fact! It is 
to the everlasting disgrace of Massachusetts that the 
referendum vote failed to support the measure which 
would have brought such direct benefit to the work- 
ing classes. In fact, the removal of an evil so great 
and so widespread would react to the benefit of every 
class. 

No one with a modicum of common sense will con- 
fuse child labor for wages in any industrial occupa- 
tion with simple forms of household duties or regu- 
lated by parents. No «onnection exists between the 
two. The former is anathema, while the latter is 
desirable as an-essential part of education and can 
be made thoroughly enjoyable to children, if parents 
are wise and loving and know how. In truth, a child 
is to be pitied whose parents, on account of wealth 
or false notions about work with the hands as menial, 
do not require the performance of a certain amount 
of simple tasks relating to orderliness in the home, 
cooking, and even dishwashing. If rightly trained, 
normal children get real-thrills of enjoyment in the 
performance of such duties. 

A wise mother will have not merely cheerful obedi- 
ence from her children, but a spirit of eager helpful- 
ness will be manifested by them when help is needed 
for household tasks. And there is no good reason 
why boys should not share in household tasks as 
well as girls. Boys make beds and keep their sleeping 
apartments in order when in camp, and young men 
do their share of cooking when camping out for 4 
summer vacation and find pleasure in it. 

If a man is drowning, do the spectators who see 
the danger try to find out how long he has been in 
the water, what his reason was for going in, and 
what the cause is of his immediate predicament before 
starting to save him? It would seem to me that, 
instead of waiting for months, or perhaps even @ 
year or more before obtaining complete data, the way 
of wisdom would be to forge ahead and put a stop 
to child labor as quickly as- possible, for meanwhile 
the victims are suffering—perhaps dying. All of them 





THE AMERICAN TEACHER 


are being deprived of the simple rights of childhood, 
and with bodies; brains and souls stunted and warped 
are on the way to become indifferent citizens if they 
live, even possible criminals, instead of the intelligent 
and law-abiding ones that would be a credit and an 
honor to the nation. 


When those who utter the platitudes about the 
manifold advantages to young people from being 
obliged to battle against poverty are willing to put 
their own children to work under similar conditions 
to those now awaiting full investigation by the. Na- 
tional Industrial Conference Board, it will be time for 
their hearers to believe that the speakers believe what 
they proclaim with unction. They who are re-. 
sponsible for the continuance of this inhuman 
custom, whether they be lords, or legislators, or 
ignorant and poverty-stricken parents, will have°much 
to answer for—especially those who, for the sake of 
extra profit, deprive children of their chance to en- 
joy nature’s beauties, acquaint themselves with nature’s 
wonders and gain the health and education which 
should be a basis for future honorable citizenship. 
When the iniquity is stopped, investigations as thor- 
ough as possible will be in order to prevent any 
possible repetition of such practices. What is needed 
now is sincerely interested effort that this inhuman 
and uncivilized custom shall be wholly abolished in 
short order. To quote Charlotte Perkins Gilman 
again, “Thereyis a time when patience ceases to be 
a virtue. That time is—long ago.”—Official Bulletin, 
Newport, Ky. 








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another. 


THE INSTITUTE OF POLITICS AT 
WILLIAMSTOWN 
’ Laura Puffer Morgan, Associate Secretary, 
National Council for Prevention of War 

The keynote of the sixth session of the Institute of 
Politics was struck by Dr. Harry A. Garfield, presi- 
dent of Williams College, in his opening address, 
when he characterized the Institute as “a laboratory 
for the finding and testing of facts and a school of 
thought.” 

“During this session of the Institute,” he said, “I 
venture to suppose that there will be much enlighten- 
ing discussion upon matters concerning which gov- 
ernments will take one position and the people 
It is the business of the Institute of Politics 
to bring together the fwo views thus developed. . 
The Institute of Politics serves a useful purpose in 
bringing about this mutuality of understanding, not 
only between our own government and people, but 
between our nationals and other nations, between our 
government and other governments.” 

And so we find the real interest and work of the 
Institute during its four weeks’ session centering not 
in the brilliant courses of public evening lectures, 
delivered by foreign statesmen and scientists, but 
in the round-tables and general conferences, which 
filled the mornings, to which only members were 
admitted, and in which all sides of the subject dis- 
cussed were scrupulously presented. 

This year for the first time the importance of these 
round-tables and general conferences was recognized 
by issuing a report of them in mimeographed form at 
the close of the session, including a brief resumé of 
the discussions and bibliographies, with an introduc- 
tion by Dr. Henry M. Wriston, president of Law- 
rence College, tracing the development of the Institute 
in respect to conduct and programs. In the round- 
tables, limited to active members, the discussion 
rather than the seminar method has been adopted 
and the membership is divided into two groups, one 
composed of those whose training and experience fits 
them to contribute to the discussion, and the other 
of those who aré fitted to follow it. The latter is 
chosen from among those whose professional work 
affords an opportunity for dissemination of the points 
of view developed. That it is chosen with care is 
evident from the fact that the four hundred members 
of the Institute were culled from a list of applicants 
which runs up into the thousands, if report is correct. 

The round-tables and general conferences con- 
ducted during the present session covered the topics, 
Mineral Resources in Their Political Relation, New 
Aspects of the World Economic Situation, Chemistry 
in World Affairs, International Problems Arising 
from the Diversity of Legal Systems, The Chinese 
Republic and the Powers, Limitation of Armaments, 
Inter-American Problems in the Foreign Policy of 
the United States, A Survey of the International 
Situation in the Far East and Public Opinion in 
World Affairs. 

If some of these discussions have seemed highly 





10 | THE AMERICAN TEACHER 


technical and remote from politics, Dr. Wriston has 
shown their bearing on the main problem in his con- 
cluding paragraphs: 

“There has been a gradual transition and emphasis 
from an approach largely, though not exclusively, 
political to one which takes more active account of 
economic and intangible forces These de- 
velopments in Institute programs are significant of 
the growing recognition that the problem of peace 
involves the readjustment of the whole of our habits 
of international life rather than the adoption of 
measures designed merely to outlaw war or to find 
any other legislative panacea.” 

As a speaker in one of the conferences put it: 

“There is certainly not much point in dealing with 
national or international affairs if you are going to 
confine yourselves to the ethics of humanity alone. 
What is the use of finding your fundamental con- 
cepts, if in their application they are to be upset by 
purely material conditions?” - 

The round-table on limitation of armaments, on 
which pacifists sat with Army and Navy officers, 
under the leadership of a professor of International 
Law, afforded an excellent example of Dr. Garfield’s 
laboratory. No attempt was made to arrive at any 
conclusion, but the conference undoubtedly resulted 
in a better understanding and an increased respect 
for the other point of view on the part of both the 
progressional military men and the constructive 
pacifists. On one point at least they were in com- 
plete agreement—that the abolition of the compulsory 
service system would do more to limit armies and 
make wars unlikely than any other method of limita- 
tion proposed. It is equally certain that such a 
proposition will not at present be considered by the 
European powers because of the increased expense of 
maintaining a volunteer military force. 

In the other fields the same methods were em- 
ployed. At the China round-table, as it was called, 
both business men and missionaries had their day in 
court, and the Chinese themselves were represented 
by no less a person than a direct decendant of Con- 
fucius. At the ‘conference on the»Far East a high 
light of the Republican party was answered by a 
Filipino. Mexico had an opportunity to present her 
case in reply to the plea for enforced development 
of national resources. If hy the end of the month 
the serious member of the Institute did not have a 
broad foundation for further study, it was at least 
his own fault. 

The question of disarmament with respect to poison 
gas—which will come up for discussion in the Senate 
in connection with the Poison Gas Protocol—was 
given an important place in the Institute program, 
being considered not only in the round-tables, and 
in a special opén conference presided over by the 
chemists, but in the course of lectures on The Role 


of Chemistry in World Affairs, delivered by Sir | 


James Irvine, principal of St.. Andrews University. 
Sir James, who had charge of chemical research for 
the British government during the World War, took 
direct issue with the American chemists at the In- 
stitute representing the American Chemical Society, 


which seems to have been completely dominated by 
the Chemical Warfare Service of the War Depart- 
ment. While the Americans found the use of poison 
gas so humane that, as was facetiously pointed out, 
they almost proved it a cure for tuberculosis, and on 
the other hand were so convinced that it would be 
used in the next war in spite of all agreements to 
the contrary that they considered further experi- 
mentation and even production essential, Sir James 
characterized its use as 4 prostitution of science, and 
though equally skeptical of treaties between nations, 
called upon the chemists of the world to bind them- © 
selves not to produce it for the destruction of man- 
kind. In conclusion, he said: 

“But I recognize that, as matters stand, no nation 
can afford to stand aside and develop purely pro- 
tective measures. In order to protect, it is necessary 
to know what the attack will be, and consequently 
offensive and defensive chemical warfare must ad- 
vance side by side. I ask if this is something which 
can be avoided. and my answer is that only in one 
way can we attain this desirable end. It is by the 
creation of the feeling that all warfare is hateful and 
must cease and this in turn cannot be done exclusively 
by the creation of public feeling, but will find its 
strongest support in the removal one by one of the 
factors which one by one are being explored in the 
Institute of Politics and from this place are radiated 
to the four corners of the earth.” 


FREE SPEECH IN WASHINGTON 


Major General Amos A. Fries, head of the 
Chemical Warfare Service, is quite a fire-eater, a 
qualification that fits him for his job, or at least 


advertises it well. In his spare time, he keeps 
an eye on all movements that may in time .inter- 
fere with his trade of preparing for the next 
war. That is good business. 

Recently a teacher in the Washington, D. C.. 
schools took part in a contest conducted by the 
Forum magazine, and received $5.00 as a prize 
for a definition of Socialism. In our opinion, 
the definition was not worth $5.00, but General 
Fries decided that it was capable of doing far 
more than that amount of damage. So he de 
manded that Mr. Henry Flury, the teacher, be 
dismissed. Then sométhing happened that is 
worth more than the definition or the possible 
damage it might do, and that is the delivery of a 
judgment by Superintendent Ballou. The fol 
lowing appeared as part of a news despatch: 

“In declining to discharge Mr. Flury. Superit- 
tendent Ballou pointed out that he voluntarily et- 
listed in the, Army during the World War, that his 
school room utterances were above reproach, that 
he was an efficient teacher and that he had every 


right to express personal views so long as they 
did not affect his work:”—The Union Teacher. 








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THE AMERICAN TEACHER 11 


TEACHER ETHICS 


A nationwide interest in teacher ethics is 
shown in a sixty-one page pamphlet on the sub- 
ject prepared by an N. E. A. committee. It 
plans to continue the study this year through a 
compilation of reports on cases of unethical con- 
duct sent in by any-teacher or school official. 
These will form the basis of a code to fit actual 
conditions. 

Among other items in the pamphlet are the 
following: Criticism is unprofessional, except as 
a constructive agent and under constructive con- 
ditions. 

Teachers should guard against a dictatorial 
attitude toward their pupils. 

Pupils should be considered as deserving as 
much consideration as adults where their rights 
and privileges are involved. 

The Committee on Ethics, Department of Class- 
room Teachers, co-operating with the faculties of 
normal schools and teachers colleges asked the 
presidents of sixty different teacher training insti- 
tutions for a citation of at least one vital, outstand- 
ing principle which, in their opinion, should be 
embodied in any code of ethics for teachers. The 
Yearbook of the department publishes a few typi- 
cal responses. 

A teacher’s contract is a mutual affair between 
school and teacher, it is not merely to protect the 
teacher against the school, allowing the teacher 
all the liberty she may desire.—G. C. L. Riemer, 
Principal, State Normal School, Bloomsburg, Pa. 

(To) so live that my life can be safely emu- 
lated by growing boys and girls—George Willard 
Frasier, President, Colorado State Teachers’ Col- 
lege, Greeley. 


1. A professional attitude. To be proud of 


the fact that they are teachers, and to ever act . 


as any other professional man or woman would 
act. 2. Sincerity-—-George West Diehl, Presi- 
dent, Concord State Normal, Athens, W. Va. 
The obligation: 1. of loyalty to the funda- 
mental principles of the American government 
and good citizenship in community, state, and 
nation; 2. of service to the children and the 
community; .3. of loyalty to the highest stand- 
ards of the profession before loyalty to in- 
dividuals; 4. of continuous growth in service by 
study and travel —Amy W. Jennings, Dean of 
Women, State Normal School, New. Haven. 


As broad and thorough a preparation for this 
profession as for that of law, theology, or medi- 
cine—Emma L. Johnston, Principal, Maxwell 
Training School for Teachers, Borough of 
Brooklyn, New York City. 

A continuous program of personal and pro- 
fessional growth—Charles W. Hunt, Dean, 
Cleveland School of Education, Cleveland, O. 

Every educator should familiarize himself with 
the progressive, authoritative literature of the 
profession.—Maine Teachers’ Association. 

Withholding public criticism of colleagues. 
Loyalty to teaching. Insisting upon due recog- 
nition for expert opinion—C. L. McLane, Presi- 
dent, State Teachers College, Fresno, California. 

To be willing to accept real responsibility for 
every untoward condition found along the way. 
—Homer H. Seeley, President, Iowa State Col- 
lege, Cedar Falls, Iowa. 

To have sympathy for and interest in all 
grades from kindergarten through high school. 
—Emma Wesley, President, Normal Training 
School, Atlanta, Georgia. 

Improved citizenship is the justification for 
public education. Citizenship and morals are by- 
products of all we do-~—-Robert H. Wright, 
President, East Carolina Teachers College, Green- 
ville, North Carolina. 

Ai recognition and living up to the fact that 
verbal, written or other acceptance has the valid- 
ity of a duly executed contract—John L. 
Dunkle, President, State Normal School, Frost- 
burg, Maryland. 





PRESIDENT OF HOWARD UNIVERSITY 
POINTS OUT FIELDS OF USEFULNESS 
FOR EDUCATED NEGROES 


Leadership of Race Devolves on College Men, Dr. 
Mordecai W. Johnson Tells Student Body 
President Mordecai W. Johnson, in his opening 
address at Howard University September 29, warned 
members of the negro race against adopting “isms 
which offer salvation in return for servitude of mind 

and soul.” 

This is a period, Dr. Johnson said, in which many 
such propositions are being placed before the negroes 
of America. 

A plea for individual contributions to the world’s 
knowledge was directed to the students assembled in 
the university chapel. These students, he said, were 
looked toward as the ultimate leaders of their race. 

Howard University was founded in 1867, to emanci- 
pate the minds of the negroes, of late made physically 









































































































































12 THE AMERICAN TEACHER 


free. Its graduates number 6,708, “at work in all 
states of the Union, in foreign countries and in all 
departments of life; a faculty of some eight score pro- 
fessors, assistants and imstructors, a student body of 
more than 2,000 young men and young women of uni- 
versity calibre.” 

Welcoming the students, President Johnson showed 
a keen perception of the real purpose of education. 

“The members of the faculty and the entire univer- 
sity community are interested in you as individuals. 
There is much routine and apparent machinery here, 
but it is not our purpose to be an efficient mass produc- 
ing factory of mediocre minds: We are interested in 
having each individual of you discover his own powers, 
and in having you develop them to their uttermost 
capacity. 

Many of you have come to prepare yourselves for 
definite professions. We are interested in having you 
become as efficient as possible in these professions, so 
that in your services the people may be blessed and 
your friends and your country may take justifiable 
pride. 

We are interested in having all of you become as 
thoroughly acquainted as possible with the kind of 
world in which you live, with the rich possibilities of 
human life, with the direction in which mankind must 
move to fulfill itself, and with the origin, development 
and nature-of the institutions with which you have to 
deal. 

We are interested in having each one of you become 
masterfully acquainted with some one field of knowl- 
edge, so that in this field you may give the most effi- 
cient possible expression to your desire to be of serv- 
ice to the common good. 

To see this understanding of the world, developing 
in you, to see you more and more discovering your 
own powers and developing them with strength, and at 
last to see you expressing yourselves in the work about 
you with intelligence, economy of effort, and power, js 
a part of the great gladness of our work. We are 
interested in you as individuals and as ends in your- 
selves. : 

In this call to leadership, with its warning against 
pitfalls, is the essence of scholarship. 

But the negro race is in a very critical period of its 
life. It is rapidly coming to self-consciousness, reach- 


ing out in every direction for avenues of self-expres- 


sion, for the establishment of self-respect, and for the 
building of a working fellowship between itself and 
the other elements of American life. 

All manner of programs and “isms” already are 
being dangled before its eyes, offering some form of 
salvation in exchange for servitude of mind and ulti- 
mate abortion of effort. In such a time as this the 
race must depend more than ever upon men who pos- 
sess the habits of mind which our community seeks to 
develop—men accustomed to examine opinions and 
programs with critical intelligence, to arrive at conclu- 
sions after a patient examination of facts, to be guided 
by an imagination disciplined by reason, and who are 
defended by their wide perspective from devotion to ill- 
founded enthusiasms and blind-alley efforts. 


Leadership of Race 

It is men and women such as yourselves who must 
be the vehicles through which the aspirations of the 
people may come into intelligent expression, through 
whom their habits and programs must be criticized 
and their energies directed from within. We deeply 
believe that it is under the leadership of men and 
women like yourselves that this eager people, still poor 
and still but rudely organized and directed, may be 
transferred into an indispensably constructed element 
of the American population. 


EDUCATION AND*POLITICS 
Condensed from an Article in the Pasadena 
School Bulletin 

The bulletin believes that there are powerful 
political forces at play in modern education and 
that this ugly fact should be squarely faced by 
every teacher. The bulletin finds politics at work 
in the university, especially in those educational 
departments which are trying too hard to put 
themselves over with the public generally. , They 
have tried to introduce the scientific method into 
education and in some cases much good has been 
accomplished. . 

However, some enterprising, superficial persons 
have rushed into print, with a vast mass of pro- 
duction of mental tests and scores, in many cases 
tending to convince people that much is now 
certain which in fact is barely tentative. The real 
work being done by students in the universities, 
as well as this pseudo science, demands that 
teachers take courses in specialized pedagogical 
work and that pupils be tested for a great variety 
of things. All this calls for appropriations, and 
here is where politics enters. The college presi- 
dent and other professors resort, or feel they 
should resort, to high powered salesmanship to 
sell this new. educational advance to the public, to 
the school boards, and to the legislature. 


In considering various departments of a uni- 


versity, how many teachers taking work in edu- 
cational lines as well as in classical or scientific, 
feel that it measures up to the others in what it 
has to give the student? 

In the city and country, where there is election 
of school officers or of officials having power to 
appoint school officers, someone connected with 


the schools must be constantly campaigning 10 


convince the voters that the schools are ecoriomi- 
cal, in safe conservative hands, and that so-and-so 
ought to be re-elected or reappointed. Much of 
this necessarily limits the time which superif- 


tendent and principal can put on real educational — 


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THE AMERICAN TEACHER 


work. It hampers the finest school men and 
ruins the cheaper, type who grow to rely wholly 
on political power. 

Schools, like automobiles and cosmetics, are 
costing more millions every year, and few school 
men have the courage to tell the public that it is 
the relative cost not the absolute cost that must 
be considered, and that education must constantly 
cost more. 

Expenses may be cut by clever boards or super- 
intendents who refuse to allow teachers tenure of 
office, and fail to rehire the teachers on the higher 
salaries, giving preference to young teachers at 
the bottom of the schedule. If such a practice 
is possible through lack of tenure, almost no 
teacher will undertake independent professional 
action. 

Politics“ contaminates the ‘teacher by causing 
him to feel that wire-pulling nets greater results 
than faithful service. It contaminates teacher 
organization by making many members hopeless 
and bitter so that they advocate destructive meas- 
ures or it encourages a teacher organization to 
try to best politicians at their own game. Such 
action naturally turns public opinion against all 
teacher organizations. 

The net results of politics on the teacher is to 
make him feel that his watchwords should be, 
not “courage, optimism, and progress” but “cau- 
tion, obedience, sterility.” 

The tragedy of it all is that no one seems to 
care but the conscientious teacher. 

The bulletin, in spite of its melancholy survey 
of conditions, ends with a plea to teachers to seek 
the truth first and then publish it, trusting to the 
“abiding common sense of the people.” 

* * * 


Most of the readers of the. American Teacher 
have suffered under the political contamination 
described and agree that its menace is a terrible 
one. Terrible especiall¥ because it is difficult for 
teachers to get the facts and almost impossible 
to convey them to the public as most newspapers 
are political agencies and most- broadcasting man- 
agements refuse to allow this public to be fed a 
diet of facts. The only hope, as The American 
Federation of Teachers sees it, lies in the faith 


- and courage of those classroom teachers who 


have the vision of an education that shall_make 
its possessors free and intelligent. 


EXECUTIVE COUNCIL 
Tabloid Biographies 
R. W. Everett 

Educated Sutter Union High School, Cali- 
fornia, and Leland Stanford Junior University. 
Taught in California high schools twenty-one 
years. 

Principal Trinity County High School, 1911- 
1918, and of Armijo Union High School, 1919- 
1921. 

Teacher Social Science Dept., Sacramento 
High School. In charge of student debating 
work. 

\ President Central California Public Speaking 
League, 1924-1926. 

President Sacramento High School Chapter, 
No. 31, 1923-1924. 

Secretary California State Federation, 1924- 
1926. 

‘President Sacramento City Teachers’ Associa- 
iton since 1925. 

Member of local committee on law 4nd legis- 
lation, 1921-1923. 

Chairman of local and state committees on law 
and legislation, 1924-1927. 

Member of National Committee. Delegate of 
California Locals to American Federation of 
Teachers. 

Chairman of Committee on Academic Freedom 
and Tenure of the American Federation of 
Teachers. “ 

Vice-president of the American Federation of 
Teachers. . 

Mr. Everett is devoted to the welfare of his 
pupils and the school. This devotion with his 
unusual kindliness has made him respected and 
admired by both students and teachers. He has 
done much for the teachers and for education in 
California. 





THE ORGANIZED LABOR MOVEMENT 

What we aim to do is not, as some people attribute 
to us, the overthrow of government or anything that 
is worth while maintaining. The movement of Amer- 
ican organized labor is constructive, not destructive. 
It is to make today a better day than yesterday, to- 
morrow a better day than today and tomorrow’s to- 
morrow, each of them a better day than. the one that 
is gone before, not by tactics or policies that are de- 
structive, but by a constructive, rational, natural policy. 
If error occurs during this great, inspiring and con- 
structive work, who will throw the first stone ?—Samuel 
Gombpers. 








14 THE AMERICAN TEACHER 








The American Teacher 


Democracy in Education Education for Democracy 
Published monthly, except July and August, by - 
THE AMERICAN FEDERATION OF TEACHERS 
327 South La Salle Street, Chicago 
Frorence Curtis HANSON 
Sec.-Treas. and Editor 


At the time of expiration, 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 (Chicago ex- 
change). 

SUBSCRIPTION PRICE, ONE DOLLAR FOR THE 

_YEAR—FOREIGN, $1.10—SINGLE COPIES, 15c 


Advertising rates made known on application. 


I 20 
“This movement they call organized labor is the uni- 


versal, vital problem of the world.” 
. —Thomas Carlyle. 






































I wholly disapprove of what you say and will 
defend to the death your right to say it—V oltaire 
to. Helvetius. 

WHO IS ON TRIAL? 

Dr. Lefkowitz, teacher of history in the High 
School of Commerce, legislative representative of 
the Union, and delegate to the Central Trades 
and Labor Council, ever since the Union was 
organized in 1916 has been the champion of 
advanced educational measures in the legislature, 
in teachers associations and in labor organiza- 
tions and the stalwart opponent of bills and 
regulations regarded by the Union as inimical to 
progress. In the course of these activities Dr. 
Lefkowitz has frequently incurred the displeasure 
of the superintendents, chiefly of Mr. Edward 
Mandel. who sponsored the “Spoils Bill,” affect- 
ing the organization of the Board of Exarviners, 
and a bill modifying the pension law that would 
have weakened tenure rights had it passed. Al- 
thotigh endorsed by Dr, O’Shea and two other 
superintendents, the majority of the board voted 
against appointing Dr. Lefkowitz, whose name 
appeared at the head of the eligible list for first 
assistants in high schools in the department of 
history. 

Assistant Superintendent Mandel in conduct- 
ing the hearing on Dr. Lefkowitz’s promotion 
said, 

“A teacher may not have one set of opinions for 
the classroom and another for the public platform. 
As a school teacher he has not the same rights as 


other citizens to print, publish or declare his thoughts 
and opinions. He is no longer at liberty to ‘freely 


‘the common interests advanced by the union. 








* 


write, speak or publish.’ This is not an interference 
with his rights as a citizen. His rights are as ‘free 
and untrammeled as they ever were.’ (!) He may at 
any time ‘emancipate himself from the shackles of the 
department and exerciseshis full rights as an Ameri- 
can citizen’ by resigning his positiop. As was said in 
the Clifford case: ‘It is, therefore, erroneous to say 
that his right of citizenship is abridged in any par- 
ticular, and the courts have so held.’ In determining 
whether or not a teacher shall be promoted, the 
Board of Superintendents is obliged to take into ac- 
count the history of the teacher, his public opinions, 
the persons with whom he associates, and his atti- 
tude toward governmental questions.” 

A candid public may judge who is guilty of 
un-American, unconstitutional, unpatriotic utter- 
ances: Dr. Lefkowitz who is denied the right of 
freedom of speech, and the right to express his 


convictions when they do not coincide with those 


of officials who happen temporarily to be his 


employers, or Superintendent Mandel who denies 
the right of freedom of speech to teachers, sup- 
porter of the views of Senator Lusk, promoter 
of the nefarious Lusk bills. 

The dismissal of Dr. Henry Flury, teacher in 
Washington, D. C., was recommended by Gen. 
A. A. Fries, advocate of poison gas in war. Dr. 


.Flury’s sole offense is that he asked some perti- 


nent questions in a definition of Socialism in the 
Forum. Gen Fries asked the dismissal of Dr. 
Flury on the ground that these questions were an 
attack on the Constitution of the United States. 
Either Dr. Flury or Gen. Fries is guilty, Which? 
Why does not Gen. Fries answer the questions, 
expose this offender, and see that he receives his 
proper punishment for untruthful, unpatriotic 
utterances? Or is Gen. Fries the guilty party, a 
thought-suppressor, a . militarist -dictator, un- 
faithful to the United States Constitution, care 
less and ignorant of the principles of the Declara- 
tion of Independence? 
Who is on trial? 


EX-PRESIDENT ROOSEVELT 

If I were a factory employee, a workingman 
on the railroads, or a wage-earner of any sort, 
I would undoubtedly join the union of ‘my trade. 
If-I disapproved of its policy, I would join in 
order to fight that policy; if the union leaders 
were dishonest I would join in order to put them 
out. I believe in the union and I believe that all 
men who are benefited by the union are morally 
bound to help to the extent of their power if 








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CHILD LABOR 

The statements as to the decrease in child labor 
in recent years made by the National Association 
of Manufacturers, as shown in the press reports 
of the proceedings of the recent convention of 
that organization, are based chiefly upon a com- 
parison of the census figures for 1910 and those 
for 1920. The 1920 census gives the latest figures 
for the entire country, and this census was taken 
when the second Federal child labor law was still 
in force and decidedly discouraging the employ- 
ment of children, not only because it in effect 
prohibited the employment of children under 14 
in manufacturing and under 16 in mining opera- 
tions, but also because it imposed on the manu- 
facturing industries an 8-hour day and a pro- 
hibition of night work—a protection which a 
number of States still withhold. Although no 
country-wide statistics are available as to the ex- 
act extent to which the Federal laws discouraged 
the employment of children, some indications of 
their effect are shown in the reports of inspec- 
tions made after these laws were declared un- 
constitutional. After the first Federal law was 
no longer in effect nearly three times as many 
violations of the Federal child labor standards 
were found in 10 States as were found in 25 
States while the law was in force. After the 
second Federal law was declared unconstitutional, 
inspections in 39 factories in one State showed 
violations of the Federal standards in all except 
three of the establishments and violations of the 
State child labor standards in all except seven— 
a total of 560 violations of Federal standards and 
149 violations of the standards of the State child 
labor law. 

Moreover, much of the decrease in the number 
of children reported as employed in 1920 is 
Stated in the United States census reports to be 
apparent rather than real, due primarily to a 
change in the census date from April 15 in 1910 
to January 1 in 1920, a circumstance which largely 
explains the smaller number of children reported 
in 1920 as engaged in farm werk and other sea- 
sonal occupations in which fewer children are 
employed in January than in the spring. This 
census was taken also at the beginning of a 
Period of industrial depression.. These facts un- 
doubtedly resulted in a smaller number of children 
being reported by the census enumerators as em- 


THE AMERICAN TEACHER 





15 


ployed than would be the case in times and sea- 
sons when conditions of employment are more 
normal and seasonal work is in progress. 

It is true that in the non-agricultural occupa- 
tions much of the decline in the numbers of 
children reported by the census as employed in 
1920 represents a real decrease, attributable in 
large part to the strengthening of legal regula- 
tions, both State and Federal. (See U. S. Child- 
ren’s Bureau Publication 114, “Child Labor in 
the United States, Ten Questions Answered,” pp. 
11-12.) The Federal regulations are, however, 
no longer in effect. Even in 1920, when they - 

ere operative, the census reports show nearly 
half a million (413,549) children between 10 and 
16 years of age in industrial, commercial, and 
other non-agricultural pursuits—over 185,000 in 
manufacturing and mechanical industries alone. 
Moreover, since the last Federal child labor law 
was declared unconstitutional there has been little 
tendency toward such an improve.went in State 
legislative standards for child labor as would 
effectively discourage Child employment. Only 
one of the 30 States which at that time failed to 
come up to the Federal standard as regards the 
work of children in factories alone has since 
brought its law up to that standard, and in gen- 
eral, State advances in child labor legislation have 
been much fewer than while Federal legislation 
was in existence. (See Majority Report of the 
Judiciary Committee of the House of Representa- 
tives on the Child Labor Amendment, pp. 13-16.) 

As to the increase in 1920 in the proportion of 
children employed in the District of Columbia, 
under Federal control, which is emphasized in 
the literature of the ‘Manufacturers Association, 
it should be noted that the District of Columbia 
is unimportant as a child-employing center. ‘lhe 
actual numerical increase was very small (from 
1,345 in 1910 to.1,871 in 1920), an increase of 
only about 500 working children during a period 
when there took place an increase of over 
100,000 in the total population of the District of 
Columbia—from 331,069 to 437,571. 


Board of Education, New York City, has created the 
position of supervisor of thrift in the city public 
schools. 

The supervisor will receive $4,000 annual salary. His 
duties will be to stimulate thrift activities among the 
pupils and co-ordinate the work of savings banks with 
the schools. . 























































































































































































































16 


TEACHER’S SOCIALIST VIEWS AROUSE 
STORM AT CAPITAL 


Aid of American Legion Sought to Oust Pedagogue 
Who Has Radical Opinions—Said 
Workers Were “Slaves” 

Washington, D. C., December—Major Gen. Amos A. 
Fries, chief of chemical warfare, will enlist the aid of 
the American Legion in his fight to compel dismissal of 
Henry Flury, local high school teacher, for alleged un- 
patriotic utterances, he declared. 

Flury won the opening skirmish with his military op- 
ponent when the Board of Education refused to dismiss 
him for his article in a current magazine defining So- 
cialism as “the big question mark,” and calling workers 
“slaves.” 

It was this article which aroused the ire of Gen. 
Fries, who denounced it as an attack on the U. S. 
Constitution. 

In refusing to dismiss Flury, the board ruled that the 
teacher was entitled to his “private views” and that 
“the views or beliefs expressed in the article have 
found no place in his classroom teaching.” 

Will Appeal to Legion 

This brought a hot retort from Gen. Fries, who said: 

“Does the Board of Education believe that opinions 
publicly expressed in a magazine, that any school child 
in Washington may buy, are ‘private’ ?” 

“I shall lay the facts of this case before officials of 
the American Legion.” 

Meanwhile Governor George W. P. Hunt, of Arizona, 
and Senator Edward I. Edwards, of New Jersey, have 
rushed to the ‘defense of Flury. The committee of 100 
for the intellectual freedom of teachers, of New York, 
is also prepared to enter the battle on the teacher’s side, 
it is understood. 

Flury Explains Views 

Asked to explain his views by Dr. Frank W. Ballou, 
superintendent of schools, Flury said. 

“I had, of course, a perfect legal right to offer a 
definition of Socialism, as I have the same right to 
offer one on prohibition, the protective tariff, the single 
tax, the Ku Klux Klan, Catholicism, Judaism or the 
principles of Thomas Jefferson. 

“I cheerfully comply with your request that I make a 
statement regarding my patriotism. I am a staunch 
patriot. I am a firm believer in the enforcement of all 
laws, both those that I dislike and those that I like, 
and I consistently obey them, b 

“I believe that Socialists should obey . anti-Socialist 
laws; that anti-prohibitionists should obey the prohibi- 
tion laws and vice versa, and that if Socialism ever 
be adopted in this country, anti-Socialists should ‘obey 
Socialist laws as readily as they expect Socialists to 
obey anti-socialist statutes.” 

Calls Issue Question Mark 

Flury’s magazine contribution, which started the con- 
troversy, was: 

“Socialism is a big question mark. 


It asks why, 
with all the wonderful productive machinery and im- 
proved methods of organization, the workers are still 


slaves. It asks why little children still toil in factories. 


THE AMERICAN TEACHER 


It asks why those who create do not enjoy the advan- 
tages of what is created. Why those who build auto- 
mobiles walk. Those who build pullmans ride in box 
cars. Those who build palaces live in hovels. It asks: 
is not the industrial civilization we have created a 
Frankenstein that has made itself our master?”—New. 
port, Ky., Official Bulletin, Trades and Labor As. 
sembly. 

R. W. Everett, chairman of Committee on Academic 
Freedom and Tenure, has his committee functioning, 
It comsists, besides the chairman, and secretary 
Ethel L. Battellee, Sacramento, Cal., of Amy A. Fox, 
Minneapolis, Minn.; Arthur W. Calhoun, Brookwood, 
N. Y.; Jas. P. Barron, Atlanta, Ga.; A. Lefkowitz, 
N. Y. City; May Darling, Portland, Ore.; May V. 
Little, Memphis, Tenn.; S. G. McLean, Oakland, Cal, 
and one member still to be appointed from Washing- 
ton, D. C. " 

The committee met November 13, at the Chamber 
of Commerce Bldg., Sacramento, Cal., and formulated 
plans for an intensive study of the tenure situation, 
Each local is asked to report to the committee cases 
that have arisen concerning academic freedom, and to 
explain how such cases have been handled. A copy of 
the resolution adopted by the convention of the Fed- 
eration of Teachers, State of California, was sent to 
the State Federation of Labor in Washington. This 
resolution follows: 

Whereas, The American’ Federation of Teachers 
“holds, as one of its fundamental principles, that teachers 
and school administrators should not be removed for 
personal or political reasons; and, 

Whereas, Dr. Henry A. Suzallo appears to have been 
removed from the Presidency of the University of 
Washington for reasons entirely apart from his schol. 
astic or administrative action; 

Therefore be it resolved by the California State 
Branch of the American Federation of Teachers - that 
we unreservedly condemn the action of the Board of 
Regents of the University of Washington in arbitrarily 
removing President Suzallo, and heartily commend the 
Washington State Federation df Labor in_their efforts 
to recall Governor Hartley, to the end that it may be 
seen that our schools are not to be made the foot-ball 
of politics; and ; 

Be it further resolved that this organization will use 
its influence to resist any attack on the tenure of com- 
petent teachers and school administrators. 








Unity of action means more thorough organ- 
ization and advancement. Attend your meetings 
and help bring about results. Do not stay at 
home and say, “Why doesn’t the Federation do 
something about this or that!” Get out to the 
meetings yourself and see that it is done. 

A. J. Muste, chairman of the faculty of the Brock- 
wood Labor College, vice-president of the* America 
Federation of Teachers, spoke on workers’ education 
before the New York University Philosophical Society 
on November 17. 











THE AMERICAN TEACHER 7 17 











BE TER ak, Marae | 
WOMEN OF TODAY 


Woman’s World Year Book Ida Clyde Clarke, Editor 
~ YOUR SCHOOL LIBRARY INCOMPLETE WITHOUT IT 


Bouquets on WOMEN OF TODAY] 


q 


“Women of Today” of great value in my work 
at the University.—G. R. Hebard, University of 
Wyoming. 





The Wall Street Woman’s Club wishes to go on 
record as being fully in accord with the work 
being done in bringing out the publication 
“Women of 1923.’—Mary R. Frazer, Secretary. 





Please accept my compliments on the excellence 
of this valuable publication—Dr. A. Z. Stangler, 
Szechoslovak Legation, 


“Women of 1923” is a pioneer work of which all 
women may be justly proud.—Thyraa W. Amos, 
Dean of Women, University of Pittsburg. 


If “Women of 1923” is an annual publication, 
please enter our order for all subsequent editions. 
—C. L. Cannon, Chief of Acquisition Department, 
New York Public. Library. 


“Women of 1923” has come—an astonishing 
piece of work! Hearty congratulations.—Helen 
M. Winslow, HEHditor, The Annual Register of 





























Women’s Clubs. 








This Book is More than a “Who’s Who’. It is a 
“What's What” about Women 


It contains complete data relative to the progress, status, and activities of women in 
all fields and professions. 

If you want to lecture, write or debate on any subject relative to human progress or 
woman’s especial part in that progress. 


You will have to have this Book 


In no other volume in existence will you be able to find so concise and clear a presenta- 
tion of such questions-as Child Labor, Birth Control, Women in Government, Politics and 
all branches of Public Life, Art, Music, Literature and other Professions, Business Op- 
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Are you or any of your friends eligible for any of the Awards, Scholarships, etc., 
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18 


THE UNION LABOR LIFE INSURANCE 
COMPANY PLANS FOR OPENING OF 
CAREER AROUSE INTEREST 


Washington, D. C., November.—Plans of The Union 
Labor Life Insurance Company for its entry into the 
field of insurance about Jan. 1 are the subject of deep 
interest everywhere. This interest is by no means con- 
fined to labor circles, according to officials of the com- 
pany here. Each day inquiries from men in all walks 
of life are answered concerning every phase of the 
company’s plans. It is interesting to note that many 
inquiries come from insurance men. 

Work of gathering an expert staff is 3 proceeding 
actively under the personal direction of President Mat- 
thew Woll. “This work is moving along steadily and 
satisfactorily,” said President Woll here this week. 

Sales of stock continue. An examination of the 
record reveals the fact that there is scarcely a city or 
town of any size in the United States that is not repre- 
sented in the list of stockholders. Stock sales are taken 
as an excellent barometer showing the spread of interest 
in the company and these show an interest spread al- 
most evenly over the country. This is also an excellent 
indication pf prospective business. 

The period of stock selling is drawing rapidly to a 
close and what may well be termed the last minute rush 
is under way. An exceedingly brief period of time re- 
mains in which stock in this new labor enterprise may 
be had. There is every indication that when stock 
sales are closed there will be a waiting list whose 
desires cannot be satisfied until stock is availabie by 
transfer. Officers of the company advise those who 
with stock not to relay longer in making application. 





A. J. Berres, secretary-treasurer of the Metal Trades 
Department of the American Federation of Labor, has 
been appointed by the commissioners of the District of 
Columbia to the Board of Trustees of the public 
library of the District of Columbia. The appointment 
runs to 1930. 

Mr. Berres’ appointment was recommended by Wil- 
liam Green, president of the American Federation of 
Labor, and Dr. Bowerman, librarian of the public 
library. This is the first time that organized labor has 
had representation on the Library Board of Trustees. 


THE CHILD ON LABOR DAY, 1926 
By E. H. H. Holman, Federated Press 


(Clearly, if economic waste is reprehensible, waste 
of child life, whether viewed economically or in terms 
of common and universal betterment, is a blight that 
in its measure is more deplorable than war.—Herbert 
Hoover.) 


Be still my heart. Let nought disturb thy calm! 
The flowers are bright. The murmuring brook a balm 
To charm thy thought away from sordid things, 
To blind thy eyes. The singing birds on wings, 


THE AMERICAN TEACHER 





The flaming sky, the hoary hills piled high, 
The sounding waves, let these crush down thy sigh, 
Which starts as wretched children in the mills 

Lift helpless hands for thee with joy to fill. 


Go! Mind of mine! and hide behind the trees 
Where zephyrs play and shady bowers give ease! 
Think not of those whom stern and heartless greed 
Drives to their toil, those stunted waifs of need! 
Yes, Soul of Mine, in God’s own image made, 
Crush down that spirit, let God’s image fade! 


For, should the plight of tender workers crushed 
Beneath the heavy load of toil, their laughter hushed, 
Their play forsook, their education lost, 

Their forms half-starved like flowers touched by frost, 
Should all the meanings of this pagan wrong to youth 
Once fire thy soul and draw the screen from truth, 
Henceforth thy heart would flame in righteous ire, 
Thy soul would catch once nore its innate fire. 


And to make right this grievous social wrong 

You'd cease to trifle with some petty song, 

Would cease to chant sham poet’s thoughtless verse, 
Which shallow minds in stately halls rehearse, 
Would cease to act the craven coward part 

And for pretense claim all the gifts of art. .- 


Man needs the beauty of the arts, I know, 

And needs the joy that springs from beauty’s show. 
But first, let’s take the children from the mills, 
Then wander joyful where the spirit wills. 





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THE AMERICAN TEACHER 


Book Reviews 


The New Republic on Children’s Books 

We cannot too highly commend to teachers Part II 
of the New Republic of November 10, on “Children 
and Their Books.” It is the sanest presentation of the 
subject we have seen in such bulk. We quote briefly 
from one or two articles: 

“Trends in Children’s Books,” as seen by Ernestine 
Evans, presents these outstanding ones: 

Certain general trends in children’s books can be 
observed in the fall list. We are in for more and 
more anthologies. A new edition of Modern Biography, 
edited by Marietta Hyde (Harcourt), introduced as a 
school book last year, offers a rare chance to let chil- 
dren browse in biography. Chapters “describing Mark 
Twain’s life on a Missouri farm, Emily Dickinson's 
school days, Edison’s first workshop, and Queen Vic- 
toria’s marriage are among the eighteen. I am not at 
all helped by the editor’s notions of: “inborn greatness” 
as expressed in the introduction, but the chapters from 
Strachey and Sandburg are extraordinarily well chosen. 
Modern Great Americans, by Frederick Law (Century), 
The Story of the Williams, by Grace Humphrey 
(Penn), Little Stories of Famous Explorers, by Laura 
Large (W. A. Wilde Company) all offer variety in 
subject, but little distinction in style. Last year’s 
Microbe Hunters and Rebel Saints still overshadow 
other studies in biography and should go hand in hand 
to make a balanced story of science and religion. Be- 
lieving, as I do, with Mary Heaton Vorse, that it is 
the spirit of P. T. Barnum, and not Abe Lincoln’s that 
broods over America, I welcome The Boy’s Life of 
Barnum by Harvey W. Root (Harper’s), and I shall 
buy three copies of A Magician of Science (Century), 
though the title is rather Barnumish, becatise here is a 
record of Charles Steinmetz, “who never took staté- 
ments on hearsay,” a great mathematician, a courage- 
ous and wise man, 

Children have their “Outlines” as well as their 
biographies, following the fashion of adult books. Mrs. 
Mitchell’s book on horses is the best. Lady Erleigh’s 
In the Beginning (Doubleday), a first history for little 
children and The Adventure of Man, a brief history 
of the world by F. C. Happold, of the Perse School, 
Cambridge, supplement but do not supplant Van Loon’s 
The Story of Mankind. . 

Mary Austin estimates elsewhere the new books from 
Indian life. 
adult lists, have quietly moved over and announced them- 
selves as “juveniles.” Paul Bunyan and His Great Blue 
Ox, retold by Wallace Wadsworth, with Will Craw- 
ford’s illustrations (Doran), Paul Bunyan by James 
Stevens, with woodcuts by Allen Lewis (Knopf) and 
Tall Tales of the-Kentucky Mountains by Percy Mac- 
kaye, with decorations by Miss MacKinstry. Language 
and tales are salt and native, North American Hercules 
and Munchausen. Reginald Wright Kauffman’s Sev- 
enty-Six (Penn), The American Twins of the Revolu- 
tion by Lucy Fitch Perkins (H ton Mifflin), Elsie 
Singmaster’s Book of the United States (Doran), are 


Three other native tales, formerly on. 


notable additions to the history shelves. But I presume 
it will be years before the young get any taste of the 
history debunked that is now permitted to their elders. 

The best of the fall “busy books” is Your Workshop 
(Macmillan) by Edna Plimpton, teacher of manual arts 
in the Brooklyn Ethical Culture School. It is a beauti- 
ful and practical little volume for child carpenters, and 
is a promise that from the new schools, where children 
“do” things in shops and laboratories, a whole wealth 
of books is yet to come helping the child to order its 
activities. The Complete Playcraft Book by Patten 
Beard (Stokes), will make for quiet in the home and 
noise in the barn, but is not so interesting from a 
teacher’s point of view, nor such an attractive example 
of book-makiny. , 

Of the need for cheaper juveniles, Miss Evans has 
this hopeful forecast: Perhaps the National Committee 
for Juvenile Reading in Madison Square Tower which 
for many months has been studying children’s books 
and magazines quietly and mysteriously, perhaps some 
Junior Golden Book possessed of second serial rights, 
perhaps Geneva where more than one official of the 
League of Nations can be heard murmuring, “Some- 
thing must be done about books for children,” perhaps 
Russia, where paper-covered works for young readers 
about newspapers and wireless and economics and coun- 
try life, with imaginative illustrations by the best 
artists are reproduced by a color printing technique far 
superior to our own, will give the lead in cheaper edi- 
tions of both old tales and modern ones. 


Indian Tales for Children 


Skunny Wundy and Other Indian Tales, by Arthur 
C.- Parker. New York: George H. Doran Company. 
$3. 
The Seven Cities of Cibola, by Aileen Nusbaum. New 
York: G. P. Putnam’s Sons. 

The Pueblo Boy, by Cornelia James Cannon. Bos- 
ton: Houghton Mifflin Company. $2. 

Kootenay Why Stories, by Frank B. Linderman. New 
York: Charles Scribner’s Sons. $2. 

Summarizing her conclisions about them Mrs. Austin 
says: 

“What is especially pleasing in this season’s books, 
and in the illustrations in particular, is the good faith 
that is shown toward the tribal selection. In neither 
text nor illustration is there any of that scrambling to- 
gether of totally unrelated items of custom or costume 
of which writers about Indians in the past have been 
so often guilty. In the Skunny Wundy tales, Will 
Crawford does not even find it necessary to revert to 
the romantic pre-history of Indian dress; and Miss 
Finnan has given to the Cibola myths an accuracy al- 
most meticulous. The other illustrators have conformed 
equally to the fact of animal life and Indian environ- 
ment; so that the way may be said to be cleared for 
that final rendition of our own folk tales which will 
place them alongside the classic myths of other coun- 
tries.” 





20 


The Decroly Method 


It was Dr. Ovide Decroly of Belgium who first 
among Europeans gave to these changes—liberation of 
the child’s body in the school, that recognition, of his 


‘physical personality and independence, that respect for 


his nervous system—a deeper meaning. He was the 
first to originate and put into practice a logical cur- 
riculum, designed to absorb and direct the energies 
of the children which the new school mode released 
and to build up a unity of subject matter and interest. 

The Decroly method, however, does not depend for 
its success on the setting of the modern private school. 
To see some of the Decroly classes in the public schools 
of Brussels’ as well as in the charming little Ecole de 
l’Ermitage, was to realize that what is most vital in 
education does not depend, after all, orf such questions 
as those of fixed desks versus small tables. It was to 
realize, too, how much life can be infused into a class, 
even within the public school system of a big city, by 
an active, fresh-minded and liberty-loving teacher. The 
biggest problem which Decroly has to face is, of course, 
that of finding and creating such teachers. The old 
education and especially that of the old-normal schools 
does not produce them. 

From the first the Decroly child learns to think in 
terms of the common tasks of mankind. He learns 
how he is clothed and fed and sheltered and taught and 
how his fellow creatures, animal and vegetable, also 
nourish, clothe and protect themselves. He learns, too, 
how men have done this in the past, and the long and 


THE AMERICAN TEACHER 


C74 


ar. 


painful process of trial and error by which they haye « 
improved on their first crude attempts in every field. 

It was in a Decroly Public School class that I saw 
for the first time guch dynamic teaching’ of history as 
seemed to me to approach the ideal which H. & 
Wells has expressed in The Undying Fire: “To make 
the pupils feel in one living story with the reindeer 
men and the Egyptian priests and the soldiers of Czsar 
and the alchemists of Spain, so that nothing was dead 
and nothing was alien.” To make them feel that “dis. 
covery and civilization was their adventure and the 
whole future their inheritance.” 

In the Decroly class the child lives history and knows 
that he is living it. And it is this dynamic quality, this 
thread of continuity and meaning which pervades all 
its teaching and so profoundly affects the spirit of the 
child, that makes Decroly’s contribution the vital and 
constructive one it is, not only to educational method, 
but to educational philosophy. 

“The Decroly method does, however, to a large ex- 
tent substitute creative expression for more passive 
absorption. The Decroly child does largely make his . 
own texts, maps, charts, exhibits and synposes and his 
work is not only accurate and informational, but fre- 
quently charming, poetic and imaginative. Sometimes 
as in the case of the Chain of the Past, it is on an 
almost heroic scale. But his creative impulse is not 
confined to such documentation and illustration, but 
expresses itself freely also in composition, dramatics 
and music.”—Martha Gruening in The New Republic 
of Nov. 10. - 








that have come to us: 

From E. E. Schwartztrauber, Lincoln High School, 
Portland, Oregon; Vice President, American Federa- 
tion of Teachers: 


“For the first time in all my experience with current 
events magazines for history students, I have found 
what I want. The Weekly News Review is a challenge 
to open-minded study of national and international 
problems. Well-written articles on vital issues—as 
many as students can digest in a week, thought-provok- 
ing editorials, timely magazine reviews and excellent 
monthly tests make the Weekly News Review ideal.” 


address. Single copies, sixty cents. 


decided upon. 








their classes as a text for the study of current history, and they have expressed a 
fair-minded and liberal attitude on the issues of American life. 


Federation Leaders Endorse the Weekly News Review 


Many members of the American Federation of Teachérs are using the Weekly News Review in | 


iation of its 


Here are some the comments 


From Mr> Charles B. Stillman, Lane Technica! High 
Chicago, former President, American Federa- 
tion of Teachers: 
“I am still finding your paper by far the best current 
events periodical for class room use I have ever run 
across.” 


From Miss Lucie W. Allen, Lakeview High School, 
Chicago, Vice patent, American Federation of Teach- 
ers: 

“I am liking the paper-‘more and more. Other teach- 
ers are epeaitinn highly of it to me. The clear presen- 
tation of, differing views, + om occasional daring, the 
explanation of involved ‘situations have pleased the chil- 
dren and have stimulated thought.” 


SUBSCRIPTION PRICE 


Subscription price per semester, fifty cents each if taken in clubs for class use, all goin 
Subscriptions may start at once at the semester rate. 
send tentative order and revise it after your classes are organized, paying only for the number finally 
We shall gladly send samples upon request. 


ADDRESS: 


WEEKLY NEWS REVIEW 


to one 
ou may 


Lock Box 1915 
WASHINGTON, D. C. 











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at -40c each.) 
SOCIAL SCIENCE CLASSICS 

_.._RUSKIN’S VIEWS_OF SOCIAL 
JUSTICE. John Ruskin. [Edited 
with Introduction by James Fuchs. 
_..WAR — PATRIOTISM — PEACE. 
Tolstoi. Edited with Introduc- 

tion by. Scott Nearing. 
ay: ) SSENTIALS OF MARX. 
Karl 9 i Edited with Introduc- 

tion 

_c IMPERIAL ESM THE STATE AND 


REVOLUTION, _ Nikolai 
_.. THE CONQUEST OF BREAD. Peter 


_.. KROPOTKIN’S REVOLUTIONARY 
PAMPHLETS. Peter Kropotkin. 
ited with Introduction by Roger 

N. Baldwin. ye 4 Feb., 1927. 
_. LONDON’S ESSAYS OF REVOLT. 
Jack London. Edited with Intro- 

uction by Leonard D. Abbott. 

OCIAL ANTICIPA- 
NS. H. G. Wells. Edited with 
Introduction Harry W. Laidler. 


Ready as ior 
_..THE SOCIALISM OF SHAW. 
George Bernard Shaw. Edited with 
Introduction by James Fuchs. 
ee oh COMING OF AGE. 
Ww: 
eabal THE THEOR 
CLASS. Thorstein Veblen. 
vie THE STATE. Fratz to a 
—_ =: ROGRESS ae 7°: TY. Henry 
....INDIVIDUAL LIBERTY. Benjamin 
R. Tucker. Edited with Introduction 





CURRENT SOCIAL SCIENCE 
STUDIES : 
_..NEGRO LABOR IN THE UNITED 
STATES.. Charlies H: Wesley. 


Rea an., “1927. 
at AGGRESEIVE ACTION FOR CIVIL 
RIGHTS. Clement Wood, in collab- 
oration .with ‘Arthur Garfield Hays 
and the staff of the Civil 
Liberties Union. Ready Feb., 1927. 
_...OUT OT THE PAST. R. W. Post- 


TIFIC SOCIALISM. A: S. 





Membership and 1 free book. 


ter. ‘ 
OF THE LEISURE 


te. 
- BASIC PRINCIPLES OF. SCIEN- 
Sachs. 


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—..NEW TACTICS IN SOCIAL CON- 
FLICT. Symposium. ited by 
Harry W.. Laidler 

Thomas. 

_..THE BRITISH GENERAL STRIKE. 
Scott Nearing. : 
OUTLINES OF SOCIAL 
PHILOSOPHIES 

Clarence 


__.WHAT IS MUTUALISM? 
wartz. wis Feb., 1927. 
_...WHAT IS CO-OPERATION? James 
Peter Warbasse. Ready Feb., 1927. 
——WHAT IS SINGLE-TAX? Louis F 
‘ost. 


(In preparation: COMMUNISM. - COM- 
MUNIST-ANARCHISM. SOCIALISM.) 


RADICAL FICTION 
—.-_LOOKING BACKWARD. Edward 


Bellamy. 
NEWS FROM NOWHERE. William 


orris. 
_...THE JUNGLE. Upton Sinclair. 

_.YERNEY’S JUSTICE. | Ivan Cankar. 
Translated by Louis Adamic. 
EDUCATIONAL OUTLINES 


.._THE -A_B C OF EVOLUTION. 
Vance Randolph. 
—___THE A B C.OF PHYSIOLOGY. 


Vance Randolph. Read: 1927. 
rn Be Or "ASTRONOMY. 
oy L. B. Taylor, 
——t% A_B OF CAEMISTEY. 
‘ance f° 
THES BOOT PHYSIC . Jay L. 
B. Taylor. Ready Jan., 1927. 
GREAT BOOKS MADE EASY 


_.THE DESCENT OF MAN. Charles 
Darwin. Summarized by Newell R. 


Tripp. 
sia __THE RIDDLE OF THE UNIVERSE. 
Ernst Haeckel. Summarized by 


Norman 












Vance Randolph. 

_...HISTORY OF CIVILIZATION IN 
ENGLAND. | Henry Thomas Buckle. 
Summarized by Clement Wood. 

semen Tie ty OF EUROPEAN 
MORALS. ' W. E. H. Lecky. Sum- 











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22 THE AMERICAN TEACHER 


PAN-AMERICAN CHILD CONGRESS 


Is any member of the American Federation 
of Teachers going to Cuba in February? If so, 
will you let us know so that we may accept the 
‘following invitation and send you, as our regu- 
larly accredited delegate? 


Unitep States DEPARTMENT OF THE INTERIOR 
Bureau of Education 


Washington, September 23, 1926. 


President Mary C. Barker, ° 
American Federation of Teachers, 
123 Myrtie St., Atlanta, Ga. > 


My dear President Barker: 

I am writing to advise you that a Fifth Pan-American 
Child Congress is to be held in Havana, Cuba, Febru- 
ary 13-20, 1927. An invitation to attend the Congress 
has been extended by the Government of Cuba, through 
the Department of State, to such organizations and 
persons in the United States as may be interested in 
the subject matters to be considered. 

The Congress will be devided into six sections, in- 
cluding Medicine, Hygiene, Sociology, Education, Psy- 
chology, and Legislation, with special reference to the 
care and training of children. Inasmuch as ‘education 
is one of the sections of the Congress, I am calling the 
matter to your attention. In case you may wish to 
attend or to send a representative, further information 
regarding the program, etc., may be obtained on applica- 
tion to this bureau. 

Sincerely yours, 


Jno. J. Tigert, Commissioner. 





HISTORY AND THE PESSIMIST 


The study of history is the best cure for the cynic 
and pessimist in our midst. It gives us a perspective 
on our present day problems. For every problem and 
difficulty that the human race has to face, there is some 
experience in the past, if it is not identical, at least 
suggests a similar problem. And the inference is always 
to be drawn that as man overcame these past troubles, 
so will he overcome his present difficulties. 


The National Education Association is keenly inter. 
ested in the case of Henry Suzzalo, removed from the 
presidency of the University of Washington, and js 
seeking his return to that position. This action is 
line with that taken two years ago when President 
Lindley was dismissed from the University of Kansas 
for political reasons. We are, however, much interested 
in the attitude and action of the National Education 
Association in the cases of J. E. Kirkpatrick, Scott 
Nearing, Dr..Henry Flury, Ruth Gillette Hardy, Dr, 
Jessie Wallace Hughan, Dr. Abraham Lefkowitz, ete, 
etc., etc., who are classroom teachers. 


We agree absolutely with the N. E. A. in their state 
ment, “Cases like these in Kansas and Washington in- 
volve the integrity of the entire teaching profession, 
The schools are for the children and belong to all the 
people. To let partisan or selfish personal considera- 
tions enter into school management is to weaken the 
status of all teachers. Tenure in return for faithful 
service is the only foundation upon which the teaching 
profession can be built. In their battle for that prin- 
ciple the people of Washington will have the support 
of educational workers everywhere,” but we hold that 
the teaching profession includes the classroom teacher 
as well as the administrator. 





There is a chance for you to do a real work of 
social and professional service before the final 
day of this year; it all depends on yourself 
whether you will enjoy the pleasing satisfaction 
of having converted one teacher to the principles 
of the American Federation of Teachers. Such 
conversion in most cases requires only informa- 
tion regarding the organization, its policies and 
purposes. Just make up your mind to finish the 
year 1926 with the consciousness of having pet 
formed your duty to yourself and your union, 
and make sure that your definition of duty done 
means one teacher taken from the apathetic, ineft 
ranks and added to the forces of progress. 








taken 








SDeene the Holiday Season a limited number of Chicago Teachers will be 
Oo 


r an educational trip to ‘‘ The Garden Spot of the South.’’ 
( Reservations should be made not later than December 20th. 
( For full particulars communicate with Mr. Beamer or Mr. Richardson at 


De Luxe Trip to Muscle Shoals 





Central 6987-8-9 or Room No. 607, 5 North Wabash Avenue. 























RESPIR See PUSS EB Asa & 





THE AMERICAN TEACHER 23 


Our Locals 


Washington Local No. 8 has increased its member- 


ship 124% this month. Would it be more correct to’ 


say that Gen. Fries has increased the membership of 
the Washington Local? 

Paterson Local No. 92 heads the list in growth this 
month. Its increase is over 200%. Hurrah for Pater- 
son. We may look hopefully to Paterson for advance- 
ment of the teaching profession and the work that it 
undertakes to do. On November 26, the secretary, Mrs. 
Hanson, was entertained at the Alexander Hamilton 
Hotel in Paterson by a representative group. She was 
pleased with the spirit of co-operation and sanguine 
for the future usefulness of the Paterson Teachers’ 
Union. 

Sacramento High School Local No. 31 is runner up 
with Paterson. It shows a growth of 64%. We con- 
gratulate ourselves and Sacramento. 

Many locals have shown considerable gains. Chi- 
cago Men No. 2 and Chicago Women No. 3 have had 
increases in membership of about 10% and 20% re- 
spectively. Minneapolis No. 59 is on the list. San 
Francisco reports a healthy growth. 


The N. Y. Union No. 5 had a luncheon meeting for 
heads of social and civic associations on the three- 
teacher case Thursday, Dec. 2. There were thirty-two 
people present, representing unofficially twenty organiza- 
tions. It expects to organize in the same way that it 
did during the Lusk fight. Some of these organizations 
have already pledged themselves to protest as organiza- 
tions and as individuals to the Board of Superintendents. 
On Thursday night of this week the union will have 
its trade union representatives’ meeting on the same 
question. Over thirty unions have already sent in 
credentials for their delegates. Joseph P. Ryan, Presi- 
dent of the Central Trades and Labor Council, is to be 
the chief speaker. 

Publicity continues in the same splendid vein. The 
Sunday World had a feature article on Mr. Lefkowitz 
with a huge caricature of him. 


The joint meeting of Chicago Men No. 2 and Chi- 
cago Women No. 3 on the evening of ‘Friday, Novem- 
ber 19, at the City Club, which began with music and 
ended with doughnuts and cider sandwiched with 
spirited talks, was one continuous inspiration towards 
organization. Prof. Frederick F. Deibler of North- 
western University spoke of the part organized labor 
has played in the establishment of our public school 
system; of the changing conditions which make it im- 
Possible for the employees of large concerns to talk 
over their grievances with stockholders or administra- 
tive officers; of the fact that since loss of wages means 
so much more than loss of labor to the firm, organiza- 
tion is absolutely necessary for effective collective bar- 
gaining, 

Atty. Henry M. Ashton explained the progress of the 
Federations’ suits against fifteen corporations. 

The Federations voted to support the Emeritus suit, 
being taken to the Supreme Court. The Tenure Law 
's involved in this case. 


. 


EDUCATIONAL CONFERENCE, CALIFORNIA 
STATE FEDERATION, BRANCH 
OF THE A. F. OF T. 


The’ California Federation of Teachers held its an- 
nual convention at Sacramento, November 13, 1926. 
The Federation favored a provision for sabbatical leave 
as part of the Tenure Bill. The present Tenure Law, 
with some of the objectionable features removed, was 
endorsed. 

Sacramento Local No. 31 entertained the delegates 
at luncheon at the Hotel Senator. Rev. B. B. Blake 
of the Unitarian Church spoke on Adult Education. 

A resolution (printed elsewhere) condemning the 
action of the Board of Regents of the University of 
Washington in summarily dismissing President Suzzalo 
was passed. 

Mr. Paul J. Mohr, San Francisco No. 61, was 
elected president, Miss Olive Wilson, Vallejo No. 26, 
first vice-president, and the other officers were re- 
elected. 








The Teachers’ Federation of Minneapolis Local No. 
59 introduced a resolution at the Minnesota State Fed- 
eration of Labor convention requesting the Federation 


‘to lend its support in the next legislature to the estab- 


lishment of a permanent and equitable teachers’ retire- 
ment fund to replace the present law and that it 
endeavor to have passed a law whch will embody the 
principles and provisions of the proposed revision as 
presented by the trustees of the Retirement Fund. The 
principles of the resolution with amendment instructing 
the executive officers to obtain approval of all teachers’ 
locals were endorsed and when approved, assistance in 
the passage of such a measure was pledged. 


Dr. George A. Coe, professor of religious education 
at Teachers’ College, Columbia University, and a promi- 
nent member of the N. Y. Teachers’ Union, Local No. 5, 
will retire from active service on February 1. 


The labor press very generally gave the A. F. of T. 
Education Week program fine front page publicity with 
such comments as the following from The Dubuque 
Leader: “The entire program is marked by strong 
patriotism entirely free from Jingoism and by a keen 
appreciation of the problems of this industrial age.” 

President William Green of the A. F. of L. has sent 
us this commendation : 

“The Education Week Program of the American 
Federation of Teachers presents an outline for thought 
and study that would promote broader understanding of 
civic ideals and higher standards of citizenship. 

“This program is commended to members of the 
labor movement, all. wage earners, and citizens con- 
cerned for progress for the whole social group.” 

These comments are particularly gratifying at this 
time since the Education Week Program was-so largely 
the work of Dr. Lefkowitz of New York, whose pro- 
motion to first assistant in history in the Textile High 
School has been held up, temporarily we believe, by 
the Board of Superintendents because of charges of 
lack of “sympathy with some of the fundamental prin- 
ciples upon which our government is founded.” 





THE AMERICAN TEACHER 








— — 
— a 








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for Teachers aaae 


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‘ Muscle Shoals 
F lorida 3 sry Ala.) 


























See one of these two great centers of interest for iciuivelf on personally 
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American Federation of Teachers 


327 SOUTH LA SALLE STREET, CHICAGO, ILL. 
Affiliated with the American Federation of Labor :: Organized April 15; 1916 


a 

The American Federation of Teachers desires to establish an intimate contact and ; an effective _ 
cooperation between the teachers and the other workers of the community. 

The American Federation of Teachers desires to co-operate with all civic organizations for i im- 
proved civic life. 

Groups of. seven or more public school teachers are invited to affiliate with this National 
Organization of Classroom Teachers, for mutual assistance, improved professional standards and 
the democratization of the schools. 























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