JANUARY, 1928 


<< 


The 


VOLUME XII, No. 5 


Democracy in Education Education for Democracy 


American Teacher 





THE ORGAN OF THE AMERICAN FEDERATION OF TEACHERS 















































































































































Why I Am a Member 
of the Teachers Union 


John Dewey 


Professor of Philosophy 
Columbia University 





























































































































































































































a 





Office of Publication 
Leader Building, : ee 99 
ma City, Oklahoma 








Single Copy 25c—Yearly Subscription $2.00 


Editorial Office 
827 South La Salle St. 
Chicago, Illinois 















THE AMERICAN TEACHER 





AN APPEAL 


Robert Underwood Jobnson in the New York Times 


Heirs of great yesterdays, be proud with me 
Of our most envied treasure of the Past; 
Not wide domain; not doubtful wealth amassed; 
Not ganglia cities—trival worlds to be!l— 
But great souls, servitors of Liberty, 
Who kept the State to star-set Honor fast, 
Not for themselves alone but that, at last, 
No nation should to Baal bow the knee. 


Are we content to be inheritors? 
Can you not hear the pleading of the sod 
That canopies our heroes? Hasten, then! 
Help the sad earth unlearn the vogue of wars. 
Be just, and earn the eternal praise of men; 
Be generous, and win the smile of God. 











NATIONAL CAMPAIGN FOR RELIEF OF 
PENNSYLVANIA AND OHIO MINERS 
AND FAMILIES 
C O N T E N T S The lockout of the Pennsylvania and Ohio coil 
miners, now in its eighth month, has brought about 
a very serious situation in many of the mining camps. 
The miners are reduced to the barest necessity, and 
in many cases are actually in want as winter comé 
Why I am a Member of the Teachers on. The thousands of evictions have left <_ 
. without shelter, except for tents or the rough w 

soonthcendeumnl en barracks hastily being erected. Food and clothing 
; for almost half a million men, women and children 
Labor and the Schools—G. W. Perkins___ 7 must be provided. 
: To meet this need, the Emergency Committee for 
Affiliation with Labor—A Lefkowitz___10 Strikers Relief, established by the League for Indus- 
trial Democracy and the American Civil Liberties 
: . Union, with Norman Thomas as chairman and For- 
Report of the Committee on Resolutions_11 rest Bailey, treasurer, has been called into activity. 
The committee is preparing to rush supplies of food 
and clothing to the neediest districts, to be distribut- 
ed through the local relief committees of the miners 
union. - 

Donations should be sent to the New York head- 
quarters of the committee, Presbyterian building, 
156 Fifth-av., Room 1027. 











The great deed never grows small. 











The American Teacher 


Entered as second class matter Oct. 1, 1927, at the post office 


Okla., under the Act of March 3, 1879 


at Oklahoma City, 
Acceptance for mailing at special rate of postage provided for is in Sec. 1103, Act of Feb. 28, 1925, authorized Nov. 3, 1926. 








Volume XII, No. 5 


JANUARY, 1928 


Two Dollars a Year 





Why I Am a Member of the Teachers Union 


Joun Dewey 
Professor of Philosophy, Columbia University 


I think you will all agree with me that Miss 
Blake may be technically retired as a teacher or prin- 
cipal, but she is not retired’either from the Union or 
from interest in everything that is progressive and 
straightforward that concerns teachers. I thought, 
as she was speaking, about who the really retired 
teachers are. At least, the really “tired” teachers, 
and the retiring ones. I came to the conclusion that 
they were the ones who are not the members of the 
Teachers Union, that they were so tired that they 
are willing to get behind the shelter of the teachers 
who do band themselves together to do the actual 
work; they are too retiring to come forward and 
take any active part in it themselves. 


Now, as to why I am a member of the Teachers 
Union, the query that comes naturally to my mind 
is why should I not be? Why should not every other 
teacher be? But there is one personal element in 
the situation that I would like to mention. I have 
found that the spirit of courage, of straightforward- 
ness, of energy, of practical idealism, a sense of jus- 
tice for all who are in any way wronged or in danger 
of being wronged, which animates our president, is 
the animating spirit of the Union; and I have been 
proud, if for no other reason, to be a member of 
the Union, so as to be associated with the men and 
women who are conducting its affairs. 

I suppose in raising the question, why be a member 
of the Teachers Union, the emphasis falls upon the 
fact that it is a union in the familiar sense of the 
word, and is affiliated with the American Federation 
of Labor. One would hardly raise the question today 
of why be a member of a teachers’ organization, 
like the National Educational Association or an 
Association of English Teachers or History Teach- 
ers or Mathematics Teachers. We don’t have to 
have meetings to discuss the why and the wherefore 


Address delivered at the Membership Meeting 
of the Teachers Union of the City of New York, 
Local No. 5, American Federation of Teachers, on 
November 18, 1927. 


of that question. So I suppose the point of this par- 
ticular question is: Why be a member of a labor 
union which is affiliated with other labor unions, 
which is federated with them? And, in earlier days, 
at least, that was the stark objection. As Miss 
Blake has already said it was lowering the dignity 
of a profession. It was bringing it down to—just 
think of it—the level of work. 


That reminds me that some years ago when there 
was a proposal to introduce a Department of Social 
Work in Columbia University, one of my colleagues 
objected on the ground that he thought it was a very 
bad precedent to have “work” in the title of any uni- 
versity department. 

When Mr. Linville was speaking last, relative to 
past discussions in the American Federation of 
Teachers on the question of admitting educational 
officials to membership, I was reminded of a very 
similar discussion in connection with the organiza- 
tion of the American Association of University Pro- 
fessors, which I regret to say has not yet advanced 
to the point of being affiliated with the Federation 
of Labor, but which at the same time, is a working, 
and a somewhat militant organization, not one for 
purely academic discussion. The same question arose 
in considering whether the college president should 
be admitted into the Association. By some coinci- 
dence which I don’t undertake to explain, the pro- 
fessors present came to the same conclusion that you 
came to in your organization. And while there 
was an active minority that thought presidents ought 
to have the benefit of education by contact with the 
workers of the Association, the views of the majority 
were decidedly to the contrary. I expect the time 
will come when the professors’ association will be 
sufficiently large and sufficiently powerful so that 
it will feel safe to admit them. They have not reach- 
ed that point yet, I think. 

Well, as to why one belongs to a teachers’ organ- 
ization of this type instead of simply to the other 





THE AMERICAN TEACHER 


type, it seems to me the answer is obvious. There 
are plenty of grounds for the meeting of teachers 
together both in general and in particular branches, 
for the discussion of topics of academic interest; 
discussions of improvement in subject matter taught 
and in methods of teaching. That is all to the good! 
But there is also room, plenty of room, and need, 
for an organization which has in view something 
more than academic purposes. There is need for a 
working, aggressive organization that represents all 
of the interests that teachers have in common, and 
which, in representing them, represents also the pro- 
tection of the children, and the youth in the schools 
against all of the outside interests, economic and 
political and others that would exploit the schools 
for their own ends, and in doing so, reduce the 
teaching body to a condition of intellectual vas- 
salage. 

If the teachers today especially in our larger cen- 
ters, are not in the position of intellectual serfs, it 
is due more, I am confident, to the energetic and 
aggressive activity of the teachers unions than to 
any other cause. 


In how many of the important, practical issues of 
the day have these other worthy organizations taken 
an active part? In the document in preparation 
which our president has spoken of and of which he 
was kind enough to send me an advance copy, he 
mentions the fact that the Teachers Union was the 
first teachers’ organization to protest against the Lusk 
Law. Probably there were others that did it after 
the way had been blazed, and it did not require so 
much courage. It was again the first organization 
to protest against the bills introduced in the Legis- 
lature which would involve a censorship of history 
teaching and which would have made New York as 
ridiculous in the eyes of the civilized world as is 
now a city in the middle west that I won’t mention. 
(I used to live there and I have an affection for it). 
It was the first teachers’ organization to protest 
against the prostitution of American Educational 
Week to militaristic purposes. 

Now, these are samples of the kind of thing that 
a Teachers Union organized for definite practical pur- 
poses, and strong in its affiliation with the American 
Federation of Labor, will undertake in meeting cour- 
ageously the kind of question that academic organ- 
izations are likely to dodge. 

What would be the condition of the laboring men 
and women today if there were no labor unions? I 


don’t mean simply the condition of the people who 
are in these unions, but the condition of labor gen. 
erally. One has only to ask the question to know 
that we should be then contemplating a great tra- 
gedy. 

Now, the very existence of teachers’ unions does a 
great deal more than protect and aid those who are 
members of it; and that by the way, is one reason 
the Teachers Union is not larger. It is because there 
are so many teachers outside of it who rely and de. 
pend upon the protection and support which the 
existence and the activities of the union give them, 
that they are willing to shelter behind the organiza- 
tion without coming forward and taking an active 
part in it. 

And if there are teachers here tonight—especially 
if there are any college teachers, but I am afraid 
there are not—who are not members of the union, 
I should like to beg them to surrender the, shall | 
call it, cowardly position, and come forward and 
actively unite themselves with those who are doing 
this great and important work for the profession 
of teaching. 

It is said that the Teachers Union as distinct 
from the more academic organizations over-empha- 
sizes the economic aspect of teaching. Well, I never 
had that contempt for the economic aspect of teach- 
ing, especially not on the first of the month when 
I get my salary check. I find that teachers have to 
pay their grocery and meat bills and house rent 
just the same as everybody else. I find that the 
respect in which they individually and collectively 
are held in the community is closely associated with 
the degree of economic independence which they 
enjoy. I find that teachers, more than some other 
members of the community are expected by the com- 
munity to maintain a certain fairly high standard 
of living. And I find that in the end, those who 
control the money that is behind an institution ge 
erally control the rest of the institution as well. % 
I make no apology for saying that one reason fot 
being a member of the Teachers Union is the fact 
that it does emphasize the economic aspect of th 
teaching profession as these other organizations 
not, though they have been known, I think, wher 
salary bills were up in Albany to send represents 
tives there. But these other organizations do n0t 
persistently and consistently maintain the economic 
independence of the teacher in all its phases. 

It was not the Teachers Union that introduced 





THE AMERICAN TEACHER 5 


the idea of a business administration of the schools 
in the great cities of this country, meaning by a 
business administration one which subordinates the 
educational management of the school to the group 
of the largest taxpayers and tax dodgers. It was 
not the Teachers Union that introduced the econ- 
omic factor in education by attempting to keep the 
teachers’ mouths shut on all questions that were of 
economic interest to all excepting a numerically 
small group of big business concerns. No, my 
friends, it was not the teachers or the Teachers 
Union that introduced these economic elements into 
the schools, and the problems of their right man- 
agement. 


We live in an industrial age and it is academic 
folly and mere phantasy to suppose that the conduct 
of public education can be divorced from the prom- 
inence which economic, industrial and financial ques- 
tions occupy in all other phases of our social life. 

The Teachers Union has also been a constant and 
aggressive force in combatting the efforts of various 
organized interests (that do not meet simply for 
academic discussions) to exploit the schools for their 
own ends. These outside forces that like to use the 
school for their own purposes are both more nu- 
merous and better organized than the general public 
is aware of. Some reference was made by Mr. Lin- 
ville to the matter of militarism. Now, as many 
of you probably know, there has been an active 
movement in many parts of the country to eliminate 
compulsory military drill as a part of the curriculum 
of high schools and colleges, where it does not stop 
with drill. But there has long been a very determin- 
ed effort in these institutions to inculcate a warlike 
spirit, a kind of wild, red-eyed patriotism. (The 
Bolsheviks don’t monopolize all the red there is in 
the world. Some of these conservative citizens are 
very red under cover.) 

There is also a very well organized and apparently 
well financed movement which is not contented with 
putting its case before the public, but which pro- 
duced a document holding up all people who spon- 
sored this movement, as very dangerous citizens. 
Miss Jane Addams of Chicago, her name beginning 
with “A”—headed the list as “the most dangerous 
woman in the United States.” And so they went 
down through the list. It was really quite a roll of 
honor, but was a personal attack on each one of 
these persons made to intimidate them. And it may 
interest you to know that what caused some of these 


persons to be mentioned as dangerous citizens was 
that they favored the repeal of the Lusk Law, and 
a still more damaging charge was that some of them 
were said to be members of teachers unions. And 
another proof of dangerous, red radicalism controll- 
ed from Moscow was in several cases that the person 
named had been friendly to organized labor. 


Now that is not a laughing matter. It is ridicul- 
ous enough; but these people are organized. Not, 
as I said before, merely for academic discussion, but 
to control American education in the interest of 
militarism which is rapidly becoming a vested eco- 
nomic interest in this country. There are some 
3,000 jobs at stake in this matter, among other 
things. And yet, some persons ask why teachers 


‘should organize to carry out a definite program of 


work, instead simply for academic discussions of 
subject matter and methods. It was not teachers, 
and it was not the American Federation of Labor, 
that recently proposed (with the nerve to do it 
under the name of progress and advancement) a 
program of child labor which would reduce condi- 
tions below the level now maintained by the statutes 
of a very considerable number of the states in the 
Union. It was another organized body, the National 
Association of Manufacturers, that made this pro- 
posal. Are the interests of teachers in their pupils, 
not merely the children but also the youth of the 
country, to be confined to the teaching of text- 
book subjects and the improvement of methods? Or 
have the educators of the country at least as much 
interest in maintaining proper standards of child 
labor; in keeping reasonably high the age at which 
they may go to work; in protecting the number 
of hours per week, and in discriminating between 
safe occupations and those which are unsafe—as 
much real interest in this question as the manufac- 
turers have? And have not the teachers an interest 
which is possibly less pecuniary and economic, a 
broader and more humane social interest? If they have 
why is it not merely their right, but even their 
duty and responsibility to organize to make them- 
selves effective in securing the interests which should 
be closest to their hearts? 


Now, Mr. O’Hanlon has told you.something of 
the educational record of the American Federation 
of Labor. A few years ago I went over a good many 
of the documents in that field and I say without 
any fear of contradiction that there is no organiza- 
tion in the United States—I do not care what its 








6 THE AMERICAN TEACHER 


nature is—that has such a fine record in the program 
of liberal progressive public education as will be 
found in the printed records of the American Fed- 
eration of Labor. 

_I won’t say much about the desirability that teach- 
ers should get away from a kind of academic snob- 
bery, for there is academic snobbery as well as finan- 
cial and social ‘snobbery. And I long ago came to 
the conviction that this snobbery is back of a con- 
siderable part of the objections to teachers unions 
and to their federation with other bodies of working 
men and working women. I think that is one reason 
why their arguments are weak. They can’t put that 
reason in print very well; it has to be left as a kind 
of tacit emotional appeal. I should like to say a 
little more, however, about the fact that our whole 
educational system suffers from the divorce between 
the head and the hand, between work and books, 
between action and ideas, a divorce which is symbo- 
lized in this segregation of teachers from the rest 
of the workers who are the great mass of the com- 
munity. If our programs of study in our schools 
are still too academic and too pedantic, too remote 
from contact of life, it is largely because the edu- 
cators, administrators and the teachers are themselves 
so far remote from the actual problems of life as 
they are met by the great mass of the population. 


If all teachers were within the Teachers Union 
and if they were not merely—like myself—here I 
am making a confession which is not in my subject 
—somewhat nominal members who try to keep their 
dues paid, but active working members who came 
into contact with the labor unions, with the working 
men of the country and their problems, I am sure 
that more would be done to reform and improve 
our education, and to put into execution the ideas 
and ideals written about and talked about by pro- 
gressive educators and reformers than by any other 
one cause whatsoever, if not more than by all other 
causes together. 

Teachers are too far remote from the work of the 
world; not too close to it. I repeat that is one 
of the fundamental causes for the perpetuation of the 
weaknesses in our traditional education. 

Let me in conclusion say that the time will come 
—I am not sure that I will live to see it—when the 
question will not be, Why should I join the Teachers 
Union? It will be, Why should I not, or why has 
not this person and that person done it? The time 
will come when the principle of organization and 


co-operation and the recognition of common inter. 
ests of all of those who work in any way, whether 
mostly with their head or with their hands, or mostly 
with their voice, will be so clear that the explan:- 
tions and the apologies and arguments will have t 
come from those who are not members of the Teach. 


ers Union. 


EMOTIONAL TRAINING 

Everyone knows that the well-educated person 
must have a trained intellect. Even those who do 
not care for mental activity and find no joy in such 
exercise realize that the life of culture can be attained 
only through an ordered development of the intellec- 
tual powers. The part which feeling plays in the 
rounding out of a personality is not so well under- 
stood. One who declares that the emotions as well 
as the intellect need to be carefully trained and ex- 
ercised is under the necessity of explaining himself. 
Yet one cannot live on a high plane of culture unless 
he has fine sensibilities and appreciations. He cannot 
even think well unless he has experienced a wide 
range of emotions. One may be shrewd and at the 
same time unfeeling but he cannot be wise, he cannot 
understand life and its problems completely, until he 
has come to sympathize broadly. One who has felt 
a deep sorrow, who has thrilled with a refined joy, 
who has come to appreciate beauty, who has known 
the grandeur of spirit that the music lover feels, who 
has loved unselfishly, who has experienced justified 
indignation—such a one simply knows things about 
life that the cold, unfeeling person, however pene- 
trating his intellect, can never comprehend. And 
these emotional experiences clear the mind. As the 
furrowed land brings forth its abundance of vegeta- 
tion, so the mind plowed with stirring emotion 
blossoms with ideas which would wither in the barren 
soil of pure reason. Literature, music, art, religious 
devotion—these play as great a part in education 4 
do the exercises which are more definitely and ad- 
mittedly intellectual—Weekly News Review. 








ERROR 

The report of the World Federation of Education 
Associations at Toronto this summer, which appeat- 
ed in the November issue of The American Teachet 
was the official report of our delegate, Selma M | 
Borchardt, and was signed by her. Through a pub- 
lisher’s error the signature was omitted. We regret 
this, especially since this report was so ably prepared 
and showed so well the constructive program 
the W. F. E. A. 





THE AMERICAN TEACHER 


Labor and the Schools 


By G. W. PERKINS, Vice-President of the Union Labor Life Insurance Company 
Address at Dedication of Samuel Gompers School, Chicago, Ill. 


In paying tribute to Samuel Gompers we honor 
the memory of one whose devotion, untiring activity 
and service to the cause of education stand second 
to none. He thoroughly knew the need of educa- 
tion, especially for the masses. He fully realized 
that: 

True knowledge is mankind’s greatest benefactor. 

False teaching is civilization’s greatest handicap. 

Education and the problem of civilization are one 
and inseparable. A substantial, true and indissolv- 
able civilization requires broadness of mind and depth 
of vision, which should conserve the interests of all 
regardless of class or classes, and that will develop 
a condition in life out of which the great masses 
may advance mentally, physically, morally and spir- 
itually, along scientific lines. 

The trade union movement through increased wa- 
ges, shorter hours, and better working conditions, is 
developing the physical well-being of the masses and 
in a measure is also developing the mind towards a 
broader and more comprehensive view of economic, 
social and political conditions. 

It is becoming more and more the duty of the 
state to assist in the proper educational development 
of the masses, We are approaching a serious condi- 
tion of affairs, both economic and political, that 
will require the combined judgment and united 
action of all of our people to avert a danger to our 
advancing civilization. 

During Samuel Gompers’ long, active life devoted 
to service, he never lost sight of or relinquished 
efforts to bring to active life a full realization of 
the foregoing fundamental truths. It is just and 
fitting that this great temple of learning should be 
named The Samuel Gompers School. 

True knowledge is the world’s greatest asset. How 
| to develop that asset to further the best interest of 
mankind is the world’s greatest problem. 

I do not profess to be a trained educator. Labor 
Knows what it wants in the line of education, and 
on that I shall speak. We train men in surgery, 
medicine, theology, finance, etc. We should train 
our educators to develop in the minds and hearts of 
all of our people the highest degree of freedom, 
Justice and righteousness. Labor declares that more 
and more attention must be paid to the development 


of the spiritual training of the young and growing 
minds or civilization will fall short of doing what 
we expect and rightfully deserve. Big interests hire 
the best brains and experience they can get to develop 
their assets and convert them into increasing bank 
accounts and material wealth. True knowledge is 
our asset, it belongs to mankind, to society as a 
whole. 

It becomes our duty to hire the best educational 
brains and experience available in order that this 
great asset may be developed for the enrichment, 
the happiness. and material welfare of all of our 
people. 

Our teachers should be among the highest paid of 
all of our public officials instead of as now being 
among the poorest paid. Reliable authorities esti- 
mate that a teacher creates more social wealth than 
any other living person. And yet they are among 
the poorest paid. 

Ic is our duty to constantly broaden the mass 
scope of intelligence, to instill a deeper spiritual 
understanding in the minds and hearts of growing 
children to the end that there may be a growing 
golden stream of the sunlight of happiness and right- 
eousness which, together with a true sense of justice 
and freedom, may be the heritage of our children 
and our children’s cisildren. Children, regardless of 
age, have ideas and ideals and an individuality of 
their own which should not be overlooked. It bodes 
evil to stand over children and by threat or other- 
wise compel them to. accept what the book says 
without explanation. A book in one hand and a 
threat in the other often does more harm than good. 
Freedom of thought, movement and action is inborn 
in us all and never should be disregarded; it of course 
becomes necessary to teach that freedom of action 
carries with it an obligation that they may not tres- 
pass upon the rights of others or ignore statutory 
limitations. 

Independence is obtained through and by the 
ability to do things well with successful results. To 
become truly independent requires early and persist- 
ent educational training. 

Freedom, justice, religious liberty, individuality and 
independence are not old-fashioned. They are up to 
date, ever-living, fundamental true issues and always 








8 THE AMERICAN TEACHER 


must be or progressive, occidental civilization will 


perish. 

Labor believes that good suggestion and the dev- 
elopment of a higher spiritual understanding are bet- 
ter than unlicensed, uncontrolled liberty. 

We are proud of the fact that the public school 
system is an American product. We also take jus- 
tifiable pride in the fact that the organized labor 
movement of America was one of the first organized 
forces to endorse and actively promote our public 
school system. Samuel Gompers was one of the ablest 
living exponents of the organization of labor and 
stood second to none in his advocacy of compulsory 
education. 

The first convention of the American Federation 
of Labor in 1881 declared: 


““We are in favor of the passage of such legislative 
enactments as will enforce by compulsion the edu- 
cation of children; that if the state has the right to 
exact certain compliance with its demands then it is 
also the right of the state to educate its people to 
the proper understanding of such demands.” 

Public schools are promoted by the public and 
maintained by public funds raised by taxation. Tax 
funds are raised from the created wealth of labor. 
Labor power is furnished largely by the masses who 
indirectly carry the great burden of taxes. Labor 
has a moral and legal right to some say in the kind 
of education our public schools shall furnish. 

I can best convey to your minds some of the 
thoughts, hopes and aspirations of our great leader 
whose name adorns this magnificent temple of learn- 
ing by quoting some of his spoken and written de- 
clarations. He said: 

“I believe that the welfare of labor depends to a 
very large extent upon the development of industrial 
education, and that the welfare of the employer and 
of the community is equally involved with that of 
the workingman. 

“The problem of the labor movement is to protect 
those who work against those who desire to exploit 
and to give them constantly better opportunities for 
life and work. This discloses how vital is the interest 
of the labor movement in the maintenance of public 
educational institutions and in securing in these in- 
stitutions training and education of a nature that 
will develop in boys and girls those qualities that 
make for energy, initiative and intelligent independ- 
ence, coupled with economic interdependence and 
solidarity. The wage-earners are more vitally inter- 


ested in securing the right kind of instruction in 
public schools than any other group of citizens. The 
public schools are the only educational institutions 
available for their children and for them.” 

On opportunity he said: 

“The labor movement has insistently and _persist- 
ently demanded that education shall mean opportun- 
ity for freedom, opportunity for larger and better 
lives for all. Opportunity for freedom and oppor- 
tunity for larger and better lives can only result 
when man has control over his environment, his own 
personal faculties and his power to produce, and is 
able to use and adjust these to the best advantage. 

On applied mentality and applied personality, he 
wrote: 

“The labor power of wage-earners expressed in 
their work is applied mentality, applied personality. 
The lahor of a human being cannot be a commodity 
or article of commerce; it cannot be the property of 
any one. It is inseparable from the mind and the 
body of the human being. An education that glor- 
ifies the creative ability of the individual—his labor 
—is injecting a revolutionary idea into all our phil- 
osophy of life. Such a plan of education will bring 
into the spirit of our nation a force that will make 
for larger freedom, for greater progress and effect- 
iveness. It will be in direct opposition to that edu- 
cation which promotes docility, submissiveness, con- 
formity. It will make possible for each to stamp bis 
life work with all of the artistic imagery of which 
his nature is capable. 

“Education must respond to the call of life. It 
must perform its work with understanding necessary 
to progress in every relation of life, necessary to de- 
mocracy and to freedom. As there is no separation 
between the world of thought and the world of 
action outside schools, there must be no artificial 
separation within the schools.” 

He says: “Books assist but they are not the ends 
of education. 

“In addition to the schools being a preparation 
for life, they are life itself to the children who must 
attend them. The children must learn from the 
world itself their life and work. Books are 
agency, helpful in the degree that they assist to at 
tain the larger purpose. They are not the ends of 
education.” 

His reasons for maintaining public schools by pub- 
lic funds are well stated: 

“Education can inculcate the attitude of mind 





THE AMERICAN TEACHER 9 


that regards a human being as sacred, created for the 
joy of living, for co-operation in production and for 
action in all affairs of life as well as fortify each boy 
and girl with information to realize the ideal. Pub- 
lic schools nourish the fountain head of democracy— 
if they are corrupted then the cause of freedom has 
suffered a mortal injury. It is therefore fundamental 
that money for public education should come from 
public funds. Money from any other source or un- 
der private control has bred and must inevitably 
breed suspicion and poison the well and source of 
information. Public schools of a democracy serve a 
great function—we want to keep them free from 
domination by big business—free to serve humanity, 
freedom, truth—free to make of the cosmopolitan 
masses within our country a united, effective nation 
capable of doing great deeds and living greatly.” 

“His views on individuality are worthy of repro- 
duction. He says: 

“The most conspicuous error of our educational 
system has been the sacrifice of individuality to a 
a system. Until late years our schools have had the 
forms of democracy rather than the spirit. The at- 
tempt to force upon uninterested and unwilling pu- 
pils educational ideals that had been evolved for 
certain classes or professions failed. 

“Modern educational leaders have endeavored to 
democratize educational theory and practices, and to 
afford to every child such training and help as will 
stimulate his initiative, develop his mentality and 
make him a resourceful independent participator in 
the affairs of life. They are doing this by conceding 
that the truths and data used for mental training 
are not necessarily found in books, but may be de- 
duced from the conditions, facts and relations of 
present-day life, and that culture is not acquaintance 
with certain writings sanctioned by tradition, but is 


a habit of mind alert and able to detect the genuine, 
aware of what things are vital, and able to under- 


stand and test relations between forces. This train- 
ing may be acquired by considering materials of 
present-day life, as well as those embodied in books. 


“Public schools are now assuming the duty of 
helping the individual to find himself and to be 
teady and able to do his work in the world. The 
working people have urged the need of this éduca- 
tional ideal and will continue to press upon public 
attention the right of every child to the stimulation 


~ development of its powers of body, mind and 
eart,” 


Samuel Gompers, one of the world’s foremost advo- 
cates of universal education and true knowledge, 
possessed the rare faculty of combining sympathy 
and idealism with practicability. He never let his 
intense sympathy and idealism interfere with prac- 
tical action. His vision and desire was to help create 
better and richer living conditions for all workers 
through the peaceful evolutionary process of edu- 
cation and orderly organization. Nothing could 
swerve him from his ideal. Education and more 
education scientifically administered with sympa- 
thetic understanding was his unalterable purpose. 





ARE THE LAWS ADEQUATE? 


When Senator James W. Wadsworth explains his 
reasons for having voted against the Federal Child 
Labor Amendment on the ground that it is a matter 
for state legislation, we are not surprised nor do we 
criticize, for such is the sincere view of many in the 
country. But when the Senator goes on to state that 
“An examination of the child labor laws of the 
states shows that all but two or three states in the 
Union are taking care of the children by their laws 
and in those two or three important beginnings have 
been made,” we conclude that the Senator is misin- 
formed as to the present status of child labor legis- 
lation. It is difficult to reconcile his statement with 
the following facts: 

1. In seven states children are not required to 
attend school after they reach the age of 14. 

2. In eight states it is not unlawful for children 
under 14 to work in factories and mechanical estab- 
lishments outside of school hours, and in four other 
states, in case of poverty. 

3. In 12 states, it is not unlawful to employ 
children under 16 for more than eight hours a day. 

4. In 18 states the law does not require a certifi- 
cate of physical fitness by an authorized physician 
as 2 condition of employment for children under 16. 

5. In 17 states there are no laws prohibiting chil- 
dren of 14 to 16 from oiling, wiping and cleaning 
machinery in motion.—The American Child. 





OKLAHOMA GIRL WINS WORLD PRIZE 

Miss Florence McNeil, student in Central State 
Teachers College, Edmond, Okla., has won the $50 
prize offered by the World Federation of Education 
Associations for the best “‘illiteracy poster.” 

The award was made over many contestants from 
America and other countries. The theme of Miss 
McNeil’s poster was “Illiteracy Defeats Democracy.” 
The presentation of the prize was made recently by 
Dr. Augustus O. Thomas, president of the World 
Federation of Education Associations. 





THE AMERICAN TEACHER 


AFFILIATION WITH LABOR 


A prominent associate superintendent who regards 
himself as a liberal said to the writer: “I have 
nothing against labor unions. They have their place. 
But they have no place in our profession. Such 
affiliation is undignified and un-American.” 

Being neither undignified nor un-American, why 
do I pride myself on my affiliation with organized 
labor? Why do I prize it so highly that I am will- 
ing to suffer denial of promotion, if need be, to 
maintain that affiliation? 

First, I am a social being. I believe in justice for 
the people who toil and who make progress and 
prosperity possible. I know that neither justice nor 
prosperity come of their own accord. They must be 
fought for in an organized and intelligent manner. 
I want to do my share, however small, in securing 
both justice and prosperity for my fellowmen. In 
doing my humble share, I lose my aloof attitude, my 
non-social reactions toward life. My close contact 
with such a virile dominant force like labor and its 
practical and vital problems makes me human, 
humane and socially intelligent. 

Second, I am a teacher who believes real progress 
can only be brought about by a saner educational 
outlook through more creative educational institu- 
tions. Who has been the friend of education? Who 
has supported all attempts to further educational 
progress? Organized labor made possible the estab- 
lishment of schools supported by public funds. 
Organized labor’s support made possible the modern- 
ization of the curriculum, compulsory education, 
kindergartens, health education, state scholarships, 
etc. Organized labor supported all measures for the 
improvement of teaching such as better salaries, 
tenure, academic freedom, creative schooling and the 
like. It is the children of the workingmen we teach 
and their support that makes our creative educa- 
tional service possible and worthwhile. 


Third, I am a teacher. As a teacher I must eat, 
dress, and have recreation and the normal pleasures 
to which every individual is entitled. I need a 
cultural wage, a sound pension system, decent work- 
ing conditions. I know teachers must depend for 
these rights upon state or local legislation. Politi- 
cians generally recognize power, and organized labor 
has that power and has consistently used it to sup- 
port the teachers in their demands. Organized labor 
has welcomed the teachers. Because I seek the help 
of labor and have profited by it, because I am not 


a parasite, I desire to do my bit to help labor in the 
attainment of its ends. 

Fourth, I regard war as both stupid and suicidal, 
Civilization will destroy war or it will be destroyed 
by it. I shudder when I think of thousands of inno- 
cent men, women and children destroyed by disease 
germs, gases or death rays to satisfy the lust of 
economic imperialism. Organized labor has con. 
sistently opposed aggressive war. It has supported 
conciliation and arbitration. It has been an out- 
standing advocate of international co-operation and 
has opposed militarism and imperialism. When war 
with Mexico was imminent, labor’s outspoken op- 
position prevented it. Labor’s opposition will help 
prevent an aggressive policy towards China. As an 
ardent advocate of peace and international brother- 
hood, I want to do my part through labor in bring- 
ing peace on earth and good will toward mankind. 

Fifth, I believe in a better social order founded on 
the principle of service rather than upon greed or 
gain. From its inception labor has had a social out- 
look. It has not only fought for the betterment of 
the conditions of its own members but it has also 
fought to secure legislation for the betterment of 
the general public. It has truly sought to actualiz 
its salutation of “Brother.” It acts upon the prin- 
ciple “I am my brother’s keeper.” In harmony 
with that concept, it has favored woman suffrage, 
advocated child labor legislation, consistently sup- 
ported freedom, advocated social legislation, sound 
educational legislation, the direct primary, the ini- 
tiative, the referendum, the recall; it has opposed 
efforts to curb freedom, to limit human rights; it 
has sought to curb the trust; it has furthered purt 
food legislation, and hundreds of measures for the 
benefit of the people. I take pride in that record, 
in that social outlook, in the fact that its idealism 
is fully in harmony with the highest ideals of social 
progress. 

Sixth, if a new order is to be ushered in, it wil 
come only through the efforts of organized labor 
and not through the efforts of the Chamber of 
Commerce, National Manufacturers’ Association o 
any similar organization. If labor is to act m# 
still more intelligent manner, it must be given a stil 
broader vision through education. Here the teachers 
of America can render a great service to labor and 
to progress and in the rendering of that service havt 
their own vision enlarged and opportunities fot 


(Continued on Page 17) 





THE AMERICAN TEACHER 


Report of the Committee on Resolutions 
Eleventh Annual Convention, American Fed eration of Teachers, June 25-July 1, 1927 


The report of the Permanent Committee on Edu- 
cation presents six recommendations for considera- 
tion and action by the convention. They are sub- 
mitted by the Resolutions Committee in the order 
in which they appear in the report of the Educa- 
tion Committee. 

1. INsTITUTES OF RESEARCH. 

The inquiry of the Committee on Education in 
this instance is directed toward the institute con- 
ducted by Dr. Richard T. Ely in association with 
Northwestern University. 

In dealing with this section of the report of the 
Committee on Education, the attention of the dele- 
gates is especially directed toward the significant 
comment on this peculiar form of association of an 
education institution and a research institute which 


follows. 

“We gladly grant that scholars of high integrity 
may and do legitimately serve private foundations. 
But the issue is one of a masquerade under false 


We have an institute affiliated with North- 
western University as a genuine Institute of Re- 
search. This institute is largely supported by private 
groups, and it is obvious that much of the support 
would cease the moment the announced results of 
the research ran counter to the economic interests 
of those groups. The laws of self-preservation may 
be presumed to operate in the case of institutions 
and even institutes. Certainly with the handicap of 
so equivocal a position, research cannot gain and 
maintain the confidence and respect of the public. 
And this unnatural union of university and research 
in the interests of supporting groups must react 
disastrously on the university. It seems to your 
committee an acute and insidious form of a dis- 
guised control of higher education.” 

The Education Committee asks that all available 
means be used to secure adequate publicity for its 
report. 

The Resolutions Committee moves concurrence in 
the recommendation of the Education Committee. 
It further moves that publicity be given through 
this organization and that copies of this section of 
the report be forwarded to the Education Committee 
of the American Federation of Labor. 

( (Motion carried), 


colors. 


2. Junior HicH ScHOOLs. 

The position of the Committee on Education 
in the matter of junior high schools is to be com- 
mended for the fairness and moderateness of its atti- 
tude. The Resolutions Committee is in cordial agree- 
ment with the position of the committee as it is 
stated. 

“The federation recognizes that the junior high 
school is still an experiment. It believes, however, 
that it is an honest effort to meet justifiable and 
searching criticism of the traditional school organiza- 
tion. 

“It believes, moreover, that this type of school is 
not inherently dangerous or undemocratic, and that 
it can be made a factor of high effectiveness in the 
training of our youth. But it recognizes that there 
is a danger that this type of schools can and may be 
used to the injury of democracy, and that in some 
cities it has been so misused. 

“Ie recognizes that in. too many junior high 
schools there are the same undesirable features which 
are common to the elementary and to the senior high 
schools, and against which the federation has pro- 
tested and still protests, i. e., over-crowding of shops 
and classrooms, over-large classes, over regimenta- 
tion, 

“The federation holds that it has an imperative 
duty to watch the development of the courses of 
study of these schools, and their administration, in 
order to give warning of the beginning of any 
dangerous tendency, if, any should appear.” 

The Resolutions Committee moves concurrence in 
this section of the report and recommends that it 
be placed before the Education Committee of the 
American Federation of Labor. 

(Motion carried). 

3.. INTELLIGENCE TESTs. 

The question of intelligence tests is one which 
has occupied the attention of preceding conventions 
to a considerable degree. The Resolutions Com- 
mittee submits that portion which contains the sum- 
mary for your consideration, 

“The committee recognizes that some value may 
be derived from dividing pupils into groups based 
on ability in doing certain types of work but feels 
that the reliability of. tests so far devised is an open 





12 THE AMERICAN TEACHER 


question. It feels that if such classification be made 
on the basis of intelligence tests, great flexibility in 
passing from group to group should be preserved and 
that the experience of the teachers with the pupils 
should be the ultimate deciding factor. 

“The American Federation of Teachers through 
its educational committee and its locals should be 
on guard against the introduction of methods which 
either unconsciously or by design lead to mechaniza- 
tion, regimentation and limitation of opportunity to 
individual children, or groups of children.” 

Concurrence is moved in this conclusion of the 
Committee on Education on intelligence tests with 
the recommendation that a copy be forwarded to 
the Education Committee of the American Federa- 
tion of Labor. 

(Motion carried). 

4. THe CrippLtep CHILD. 

This section of the committee’s report is directed 
toward the securing of legislation which shall provide 
for the crippled child such educational facilities as 
seem most likely to offer him the opportunity to 
fit himself for eventual economic independence. The 
committee’s position is explained in its own words. 

“The committee’s study has been convincing that 
education and vocational training for the crippled 
child is humanitarian and can, in many cases, make 
tax producers out of potential consumers’. 

“The committee is also convinced that the neces- 
sary education for these handicapped children re- 
quires that provision be made for medical, surgical 
and institutional care. 

“Hence, it desires to recommend that the Ameri- 
can Federation of Teachers and its various locals 
strive to bring the matter before the legislatures of 
the respective states, and to interest labor and other 
local groups and other local and national organiza- 
tions in securing the legislation necessary to adequate 
educational opportunities for this class of children.” 

The decision of the Committee on Education in 
this matter is based in large part on the work of the 
Research Bureau of the American Federation of 
Teachers. With a keen desire that the excellent 
work of the bureau and the committee result in 
action, concurrence in the committee’s report is 
recommended, with a further recommendation that 
the permanent Committee on Legislation, in co- 
operation with the secretary, be instructed to begin 
a campaign in states where locals of the American 
Federation of Teachers are in existence to secure 


such legislation. 

In order that there may be a beginning of a cam- 
paign of general education on the question, it is also 
recommended that the Legislative Committee take 
steps to acquaint the secretary of the State Federa- 
tion of Labor in each state as to his local situation. 

(Motion carried). 

5. Ruraw ScHOOLs. 

Previous pronouncements of the American Federa- 
tion of Teachers on the professional preparation of 
teachers explicitly state that it stands for a fully 
qualified teacher in every schoolroom. 

The Committee on Education, on the very proper 
basis of injustice to the children and the menace to 
the nation in entrusting the education of such num- 
bers to unqualified teachers, found only too often in 
rural schools, recommends as follows: 

“The American Federation of Teachers, though 
largely composed of city locals, should not be in- 
different to this injustice to children and the menace 
to our nation, but should urge upon its locals that 
they inform themselves on the condition in their 
several states and seek to interest all forces in their 
several states in the matter of improving the rural 
schools.” 

In view of the complications resulting from the 
varying conditions in 48 states, in the opinion of 
the Resolutions Committee, the Committee on Edu- 
cation has about covered the possibilities of action. 

Concurrence is moved in the recommendation of 
the Committee on Education with a further recom- 
mendation that a copy of this section of the report 
be forwarded to all secretaries of state federations of 
labor. 

(Motion carried). 

6. OPEN MINDEDNESS. 

The Committee on Education, in conclusion, urg*s 
a continuation of the scientific attitude of mind 
which has heretofore characterized the actions and 
decisions of the American Federation of Teachers. 

The Resolutions Committee especially commends 
this section of the report and takes occasion to note 
that the committee which is to set forth those atti- 
tudes of mind, attributes of character and governing 
principles of conduct toward which all teachers may 
strive as an ideal will find it worthy of study. 

“The committee recognizes that teachers also af 
subject to the common faults of humanity, among 
the most disastrous of which are suspicion of that 
which is new, fear of that which disturbs the estab- 





= «CU OCU Ol li ele 


THE AMERICAN TEACHER . 13 


lished order and disinclination to study faults in 
that which is and possibilities in that which might 
be. 

“It therefore recommends to the sympathetic but 
critical study of individual members and of educa- 
tion committees, of such modifications of traditional 
curricula, subject matter and methods as tend to- 
ward allowing the child more individual develop- 
ment and toward developing in him social awareness 
and civic conscience.” 

The Resolutions Committee believes this conven- 
tion and the general membership of the American 
Federation of Teachers are indebted to the Com- 
mittee on Education for a report of high type, char- 
acterized by the carefulness of its investigations, the 
impartiality of its judgments, the moderateness of 
its statements, the soundness of its conclusions and 
the frankness with which it has stated its positions. 
RESOLUTION 2. (Amended. Approved as amended). 

Whereas, Certain tests of the mechanical skills 
and achievements of pupils have been used to prove 
the statement that the size of the class does not affect 
the progress or development of the pupils; and 

Whereas, These measurements test only the most 
objective phases of education; and 

Whereas, The purposes of education include such 
“overtones” as. development of character, of per- 
sonality, of a sense of social responsibility, of con- 


trol of the will; and 

Whereas, We know that as yet no successful tests 
have been devised to measure these qualifications of 
character growth; therefore be it 

Resolved, That the American Federation of 
Teachers request all its members who are able to do 
so to initiate experiments to determine in which 
subjects size of classes makes no differences in prog- 
ress or retardation of pupils, and in which subjects 
small classes are imperative if we are to achieve the 
real ends of education. 
RESOLUTION 3. (Approved). 


Whereas, Certain schools of education which speak 
with the voice of authority to the American public, 
are now carrying on curriculum making based on 
the principle of “social utility,” whereby the place 
and alleged importance of the various studies in the 
curriculum are to be determined by the results of 
investigations of the parents’ average daily use of 
subjects studied in school; and 

Whereas, Curricula based on such investigations 


do not allow for school objectives based on higher 
intellectual and ethical conditions and better social 
adjustment of individuals than are prevalent in a 
community investigated; and 

Whereas, Although the American Federation of 
Teachers recognizes fully that there is much material 
now in the public school curricula which should be 
eliminated, nevertheless, it believes that the elimina- 
tion of old subject matter and the choice of new 
should be carried on the basis of principles which 
include preparing pupils not only for what is but 
also for what ought to be; therefore be it 

Resolved, That the American Federation of 
Teachers bring this so-called “social utility” curri- 
culum making to the attention of its members, point 
out its dangers and ask them to study any such proj- 
ect in neighboring universities, and be it further 

Resolved, That the proper standing committee of 
the American Federation of Teachers be asked 
to get in touch with those professors and 
teachers using this method of curriculum making 
and lay before them the danger of thus limiting the 
educational opportunities of young people and there- 
by circumscribing their fields of advancement. 
RESOLUTION 4. (Approved as amended). 

Whereas, The American school method of handl- 
ing clerical work of all kinds is to place it upon the 
regular class teacher whose time for educational en- 
deavor is thereby decreased; and 

Whereas, Reports credit foreign countries with 
hiring clerical workers to do clerical work; therefore 
be it 

Resolved, That the American Federation of 
Teachers through an appropriate committee gather 
information as to the methods in use in two or more 
European countries and have it published in The 
American Teacher. 

RESOLUTION 8. (Approved as amended.) 

Whereas, The junior college is rapidly becoming 
an integral part of the free public school system, 
and will furnish college experience to thousands of 
high school graduates; be it 

Resolved, That the American Federation of Teach- 
ers authorize its standing Committee on Education 
to carry forward an early study of the junior col- 
lege and its general trend in education. 
RESOLUTION 9. (Approved as amended.) 

Whereas, Much of the character of the teaching 
done in the future in American public schools de- 
pends upon the quality of the’ present instruction 





14 THE AMERICAN TEACHER 


provided by the various university schools of educa- 
tion, and 

Whereas, Reports upon the quality of the in- 
struction in some of them charge that it is unscien- 
tific, uninspiring and unprofessional in tone; hence 
unlikely to develop professional self-respect in teach- 
ers; and 

Whereas, Many members of the American Feder- 
ation of Teachers attend classes in various schools 
of education during the year, and therefore, possess 
first hand information as to the quality of the in- 
struction given; therefore be it 

Resolved, That the American Federation of Teach- 
ers draw upon this fund of information to the end 
that the Federation may be able to furnish to its 
members, to the American Federation of Labor, and 
to others interested, a report upon the quality of 
the courses given at the various schools of educa- 
tion, pointing out which ones are most likely to stim- 
ulate and develop in teachers the qualities of mental 
alertness, social-mindedness, courage, initiative and 
professional self-respect. 
RESOLUTION 10. (Approved as amended). 

Whereas, For the past four years annual confer- 
ences of teachers engaged in workers’ education have 
been conducted at Brookwood Labor College 
by Local 189 of the American Federation of Teach- 
ers; and 

Whereas, These conferences, in the opinion of 
those present and many others who have read the 
published proceedings, have been most beneficial in 
bringing together to discuss their mutual problems 
those actually teaching in workers’ classes; and 

Whereas, The field for subjects of discussion at 
these conferences is extremely broad and complex; 
and 

Whereas, The American Federation of Teachers 
commends the effort of any local to try out educa- 
tional experiments: be it 

Resolved, That Local 189 is commended and con- 
gratulated by the delegates of the eleventh annual 
convention of the American Federation of Teach- 
ers on the success of its experiment. 
RESOLUTION 11. (Approved as introduced.) 

Whereas, Brookwood Labor College, in addition 
to its regular school term, is attempting to work 
out in connection with a number of important un- 
ions, summer institutes running one or two weeks 
and dealing with the problems of particular indus- 


tries; and 


Whereas, Successful institutes have now been con- 
ducted for three summers, covering the railroad, 
textile, and electrical industries, supplemented by 
general labor institutes, and, this year, an institute 
for the Women’s Auxiliary of the International 
Association of Machinists; and 

Whereas, Those who have attended these insti- 
tutes, including members of the American Federa- 
tion of Teachers, believe that they provide valuable 
training for both teachers and leaders in the labor 
movement; be it 


Resolved, That this convention especially call the 
attention of the delegates to these summer institutes, 
and urge them to do all they can to aid in their 
successful development by disseminating information 
and, where possible, by attending the institutes. 
RESOLUTION 12. (Approved as amended). 

Whereas, Academic freedom is being more and 
more menaced, as evidenced by punishment by dis- 
missal of, or refusal of promotion to, to increasing 
numbers of teachers for criticism of superiors, for 
teaching the facts of science or for holding min- 
ority economic or political views; and 

Whereas, With frequency, preference in secur- 
ing positions is given on a basis of political, religious 
or economic convictions or affiliations rather than 
on the candidate’s professional qualifications and 
fitness for the job; and 


Whereas, Dismissals or penalties, when found to 
be of the nature set forth, and appointments. decided 
on the basis noted, gravely endanger the entire edu- 
cational system; be it 

Resolved, That the American Federation of Teach- 
ers go on record as opposed to dismissals or punish- 
ments, when found to be of such nature, and to any 
attempt to curtail the full academic and professional 
rights of teachers and their rights as citizens. 
RESOLUTION 21. (Approved as amended). 

An independent, constructive citizenship can not 
be furthered by a public school that is itself limited 
in its expression. The voice of the free school is 
the voice of the free teacher. We therefore de- 
mand for teachers the full right to fulfil all their 
duties and privileges as citizens, both in the 
classroom and beyond its confines, We hold that 
restrictions of the fundamental rights of teachers 
to free speech, free assembly, and. free publication 
amount to a conspiracy against the welfare of the 
people of the United States, and we will resist with 




















lera- 
able 
abor 


utes, 
heir 
tion 


Seb EGcES CEE 





all our strength the perpetuation of existing, or the 
imposition of mew, restrictions. 
RESOLUTION 22. (Approved as amended.) 

Whereas, Niccola Sa¢co and Bartolomeo Vanzetti 
have been sentenced to death in the state of Massa- 
chusetts after conviction on a charge of murder in 
connection with attempted robbery committed short- 
ly after the close of the war; and 

Whereas, From the moment of their arrests intense 
feeling was stirred against these two defendants as 
being foreigners and holding radical opinions; and 

Whereas, There are many indications that this 
feeling exercised an undue influence upon the trial 
and its outcome, so that there exists the most serious 
doubt as to the fairness of the trial; and 


Whereas, The conviction of men in a criminal 
case for opinions having no bearing upon the case 
is an utterly un-American procedure, tends to un- 
dermine faith in our courts and fosters bitter class- 
feeling; therefore be it 

Resolved, That the American Federation of Teach- 
ers, in annual convention assembled, commend Gov- 
ernor Alvan T. Fuller of Massachusetts for his cour- 
ageous action in the appointment of a committee 
of citizens of the highest standing to advise with 
him on the course to be taken in this most critical 
situation; and be it 

Resolved, That we call upon Governor Fuller to 
relieve the intense anxiety felt by millions of citi- 
zens as the date set for the execution of these men 
draws near to take steps at the earliest possible mo- 
ment to secure a just disposition of this case; and 
be it 

Resolved, That this action of the American Feder- 
ation of Teachers be forthwith communicated to 
Governor Fuller. 

RESOLUTION 27. (Approved as amended.) 

Whereas, The American people have at all times 
expressed their sympathy for the struggle for ‘inde- 
pendence on the part of oppressed people and na- 
tions; and 

Whereas, The Chinese nation is now engaged in a 
struggle to free its people and the Chinese govern- 
ment from the domination and control of foreign 
nations; and 

Whereas, The presence of foreign troops for the 
Purpose of maintaining such domination presents a 
gtave danger and misunderstanding and a possible 
conflict between the Chinese people and the govern- 
ments which these troops represent; therefore be it 


THE AMERICAN TEACHER 15 


Resolved, That we, the American Federation of 
Teachers, are in full sympathy with the national 
aspitations of the Chinese to become a nation free 
from foreign control; and be it further 

Resolved, That we earnestly urge upon the gov- 
ernment of the United States through the proper 
agencies the use of all known methods of peaceable 
settlements of international disputes in its dealings 
with the Chinese situation. 

RESOLUTION 28. ( Approved). 

Whereas, New York Local 5 of the American 
Federation of Teachers is conducting during the pre- 
sent summer on the grounds of Manumit School at 
Pawling, N. Y., an experimental school for 65 child- 
ren and a training school in the methods and aims 
of experimental education for 25 student-teachers; 
and 

Whereas, This experiment in in charge of highly 
competent educators including Dr. Henry R. Lin- 
ville as director, and Dr. Joseph K. Hart and Miss 
C. Elizabeth Goldsmith as associate directors; and 


Whereas, The American Federation of Teachers is 
deeply interested in all movements looking to the 
development of free, critical, creative education and 
in the training of teachers in such educational pro- 
cedure; therefore be it 


Resolved, That we heartily congratulate Local 5 
on its vision and courage in launching this experi- 
ment, extend our good wishes to the directors, and 
express the hope that the results of this significant 
experiment be given wide publicity especially among 
the members of the American Federation of Teach- 
ers. 


RESOLUTION 29. (Approved as amended.) 

Whereas, Manumit. School for the children of 
workers, at Pawling, New York, has recently suffer- 
ed a great loss in the death of its co-founder, Wil- 
liam Mann Fincke; and 

Whereas, It has successfully met the serious diffi- 
culties created by this loss and is prepared to carry 
on its work during the new school year which opens 
in September; and 

Whereas, Such schools as Manumit are capable of 
serving as valuable experimental stations for our 
public school systems and of exerting a great influ- 
ence on furthering education: be it 

Resolved, That the American Federation of Teach- 
ers, in annual convention assembled, urge upon its 
membership their sympathetic interest in the efforts 
of the Manumit school organization and a thought- 





TUIT ALLO DICART TRAMLIC YD 17 





and dealing with the problems of particular indus- 


tries; and 


amount to a conspiracy ageinst the welfare of the 
people of the United States. and we will resist with 














16 THE AMERICAN TEACHER 


ful consideration of the activities and accomplish- 

ments of the school. 

RESOLUTION 30. (Referred to the Permanent Com- 
mittee on Education for a year’s observation and 
co-operation. ) 

Whereas, Science is today devoting great and in- 
creasing attention to human development during 
early life; and 

Whereas, Nursery Schools for children, two to 
five years of age, are already being introduced into 
the public school systems of Chicago and Winnetka, 
Ill., Grand Rapids, Mich, Los Angeles, Cal., and oth- 
er cities in addition to the many private co-opera- 
tive and philanthropic groups already established; 
and 

Whereas, Methods are rapidly being perfected 
which make possible almost complete control of the 
child’s mind and personality during those most im- 
pressionable years; and 

Whereas, This pre-school movement is of signi- 
ficance for many reasons to labor and in particular 
to the organized teachers of the country, who are 
in a position to make their influence felt, at the 
present stage, when there is as yet little standard- 
ization of either aims or methods; and : 

Whereas, The Workers’ Nursery Association has 
been organized to conduct a first labor-owned nur- 
sery school and research center in Chicago, with ex- 
tension service (speakers, bulletins, study-group lead- 
ers, etc.) to affiliate labor groups; therefore be it 


Resolved, That the American Federation of Teach- 
ers endorse the Workers’ Nursery Association and 
give the movement its support. 

In regard to Resolution 30 on pre-school educa- 
tion and research, the Resolutions Committee feels 
that the movement is so new that neither the mem- 
bers of the committee nor the delegates are suffi- 
ciently informed to intelligently evaluate it. It 
therefore seems inadvisable, in our opinion, to en- 
dorse the work of the Workers’ Nursery Association. 
All such efforts, however, are in line with the gen- 
eral thought of our organization—that education 
must be in a continual process of experimentation 
if it is to meet changing and developing social needs 
and conditions. 

The committee recommends that the matter be 
referred to the Permanent Committee on Education 
for a year’s observation and co-operation, the com- 
mittee to report at the next annual convention. 













































We note with regret the absence from the eleventh 
annual convention of the American Federation of 
Teachers of Miss Mary Little, of Memphis, Miss 
Isabel Williams, of St. Paul, and Mr. Ed Sutton of 
Atlanta, former vice-presidents and active workers; 
and that of E. E. Schwarztrauber, of Portland, Ore, 
Miss Carlotta Pittman, of Memphis, and Dr. Henry 
Linville, of New York, vice-presidents, absent be- 
cause of duties elsewhere. 

We ask that the secretary be instructed to con- 
vey to them at an early date the greetings of the 
delegates here assembled and to express to them our 
hope that they may be with us at some future time 
for a renewal of friendships and re-association in 
work, 

RESOLUTION 33. (Approved.) 

We, the delegates to the eleventh annual con- 
vention of the American Federation of Teachers, feel 
that this has been one of our most successful con- 
ventions. It has been harmonious in spirit, definite 
in its positions in matters pertaining to real educa- 
tion, and fearless and forward-looking in its pol- 
icies. 

We wish to make a statement of our appreciation 
of the outstanding factors that have been largely 
responsible for such satisfying progress. 

The calm deliberation, the simple dignity, the ser- 
ious purposefulness and the magnetic graciousness of 
our president have contributed immeasurably to the 
spirit of harmony, good feeling, and fraternity that 
has characterized this convention from its beginning. 

To our most efficient secretary-treasurer we wish 
to extend our appreciation of the thoroughness with 
which the plans for this convention were made and 
the effectiveness of their operation. Especially do we 
feel grateful for the splendid addresses which she 
provided for our inspiration and enjoyment. No 
delegate who has heard these men and women will 
return to his or her work without broader outlook, 
refreshed attitudes, and fuller understanding of the 
problems facing the American teachers in providing 
the right kind of educational opportunities for Am- 
erican youth. 

We desire to extend to the newspapers of Chicago 
our grateful thanks for their cordial support. 

To the management of the Webster hotel we wish 
to express our appreciation of the courtesies and 
privileges that have been shown us during the cours 
of the convention. The delightful location, cout- 
teous consideration, and unrestricted privileges have 


Vw 


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t be- 
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, feel 
con- 
finite 
luca- 


ation 


rgely 


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Ct Between the Chinese people and the govern- 
ments which these troops represent; therefore be it 


membership their sympathetic interest in the efforts 
of the Manumit school organization and a thought- 





been important factors in making the convention 
pleasant. 

We like to come to Chicago. One of the most 
significant reasons for this feeling is the fact that 
Chicago is the home of Locals Two and Three. We 
know of no other locals that exemplify so well the 
fraternal spirit of the A. F. of T. The sincerity of 
their hospitality, the cordiality of their entertain- 
ment, the generosity of their hearts, the beauty and 
simplicity of their fraternal affection overwhelm us 
beyond our power to express our feelings of gratitude. 
We wish for them success in the struggles in which 
they are engaged in the interest of the children of 
this city. 

Respectfully submitted, 
FLoRENCE Roop, Chairman, 


Committee on Resolutions. 





We live in deeds, not years—in thoughts, not 
breaths— 
In feelings, not in figures on a dial; 
We should count time by heart-throbs. 
He most lives 
Who thinks most, feels the noblest, acts the best. 
—Bailey. 


THE AMERICAN TEACHER 17 


Special attention is called to the advertisement of 
the Dinkler Hotels in this issue as the Ansley Hotel 
has ‘been the meeting place of the committees of 
Local 89, of Atlanta, for the past three years. The 
Ansley and Piedmont are two of the finest and most 
modern or Atlanta’s numerous downtown hotels, 

Local 89 has rented a downtown office and is 
using this method of expressing its appreciation 
to the management of the Ansley Hotel for the 
many courtesies shown to their officers. 





AFFILIATION WITH LABOR 
(Continued from Page 10) 


further service enhanced. It was such co-operation 
that made possible the Educational Program of the 
New York State Federation of Labor—the most 
forward looking program in the country with the 
possible exception of ‘our own. With labor’s help 
that program will some day be actualized, otherwise 
it will be nothing but a program. By joining hands 
with labor we become part of the greatest movement 
for good the world has ever known. That oppor- 
tunity by service to my fellow men is all the 
Americanism I need. 
ABRAHAM LEFKOWITZ. 





Buy 


Union Stamped Shoes 





We ask all members of organized labor to 


purchase shoes bearing our Union Stamp on 
the sole, inner-sole or lining of the shoe. We 


i 





ask you not to buy any shoes unless you 


actually see this Union Stamp. 


Boot & Shoe Workers’ Union 


Affiliated with the American Federation of Labor 


246 SUMMER STREET, BOSTON, MASS. 


COLLIS LOVELY 








18 THE AMERICAN TEACHER 


The American Teacher 


Democracy in Education Education for Democracy 
Published Monthly, except July and August 
Official Organ 
THE AMERICAN FEDERATION OF TEACHERS 
Office of Publication, Leader Building, Oklahoma City, Okla. 
Editorial Office: 
327 South LaSalle Street, Chicago, Illinois 
Firornrence Curtis Hanson, Secretary-Treasurer 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. 


SUBSCRIPTION PRICE, TWO DOLLARS FOR THE YEAR 
FOREIGN $2.10—SINGLE COPIES, 25c 








Advertising rates made known on application. 


A handful of common sense is worth a bushel of 
learning.—SPANISH PROVERB. 








THINK OF THE A. F. OF T. 

Teachers are busy people. They are so absorbed 
in their daily work, that they never see the glories 
about them. That, to some extent, is true of some 
members of the most active locals affiliated with 
the A. F. of T. 

Even in our dynamic local one member naively 
asked: “What is the A. F. of T.2 Why do you make 
such a fuss about it? Why do you put its requests 
in the foreground of your agenda?” 

No educational progress can ever be far-reaching 
merely through the act of a single locality. If any 


local has a real contribution to make to education 
or to the teachers of America, it must be made 
through some national agency. That agency is the 
American Federation of Teachers. If the A. F. of T. 
is to revolutionize the narrow or provincial educa- 
tional outlook of the teachers of America, it must 
have the active support of its affiliated locals. 
Hence the importance of its requests. 

The A. F. of T. has for its purpose the bringing 
of the message of unionism or labor affiliation and 
the social advantages that go with it, to thousands 
of our profession who still live, intellectually, in 
the dark ages. . 

The forward looking legislative program of the 
A. F. of T. which vitally effects every teacher of 
America; its fighting, courageous and educationally 
progressive attitude on tenure, academic freedom and 
teacher participation; its opposition to war and its 


advocacy of a broader patriotism and sounder nj. 
tionalism; its efforts to further humane and social 
legislation for all—are worthy of the fullest local 
support. 

A local which fails to give that support to the 
A. F. of T., except when confronted with a local 
crisis, it not loyal to its international and is disloyal 
to its own idealism. Only as the union message of 
the A. F. of T. reaches the teachers can educational 
progress be achieved. Let our locals think more of 
the A. F. of T. By losing themselves in its demands 
they will more quickly attain the educational goal 
for which they are so earnestly and __ heroically 
striving. 

ABRAHAM LEFKOWITZ. 





THE AMERICAN FEDERATION OF 
TEACHERS, A NATIONAL 
ORGANIZATION 

The teachers of the United States need & national 
organization in which they can partake democrati- 
cally, for education is not just a local affair as we 
are so prone to regard it, but is a social problem 
common to the whole nation. As Dr. John Dewey 
says: 

“Free schools were not established for the sole 
purpose of teaching reading and writing, but to pef- 
petuate the democratic form of government. 

The American Federation of Teachers offers the 
teachers the best, in fact the only, means of par- 
taking democratically in a national teachers organi- 
zation. The A. F of T. is organized in local groups, 
that is, the national organization is composed of local 
groups; the local groups derive their existence from 
the national. They are one and inseparable. Each 
local is as the name implies a local organization, but 
it is also a part of the national movement. 

It does not stand alone. In the national organiza- 
tion, locals have a connecting body, a clearing house. 
The A. F. T. conducts its affairs democratically 
through annual delegate conventions, absolutely 
without dictation or interference of any kind. Such 
method tends to unite and nationalize rather than t 
isolate and localize. And this is tremendously im- 
portant. 

The American Federation of Teachers is bettef 
able to conduct the fight against repression in the 
freedom of teaching than is any other organization 
in the field. It was the only teacher organization 
that took cognizance of the Connery bill presented 





THE AMERICAN TEACHER 19 


at the last Congress and that was able to take effec- 
tive action against it. What is done in Kansas to- 
day may be done in Illinois tomorrow! If a teacher 
is dismissed at a moment’s notice for his political 
views in Pennsylvania, what will prevent the same 
procedure in Maryland? 

Germs of this nature spread rapidly. The general 
establishment of teachers” tenure, of fair contracts, 
of real citizenship, can be accomplished only through 
the right kind of a national organization. The 
American Federation of Teachers, and the American 
Federation of Labor, with which it is affiliated, pre- 
sent a social and educational program more prog- 
ressive than that of any other organized body. 

These two groups of organized citizenry propose 
to release all teachers from a condition of practical 
serfdom to a condition where they will partake 
democratically in the administration of the schools. 
They propose to do for all teachers what they have 
already done for the teachers who have unionized. 





BAILEY ON CIVIL LIBERTY 

Taking “Civil Liberty” as his subject, Forrest 
Bailey, director of the American Civil Liberties Un- 
ion, addressed the Social Problems Club of Columbia 
University recently. 

In discussing freedom of assemblage and freedom 
of speech, Mr. Bailey said: 

“The founders had behind them not only the 
English tradition of the right of assembly to discuss 
grievances and criticize the government, but also a 
long experience of meetings for this purpose. 

“Those who seek today to limit freedom of assem- 
blage and freedom of utterance when the purpose is 
to criticize the government forget our revolutionary 
beginnings. The founders certainly had in mind the 
things they themselves had practiced. The question 
of freedom is not involved when the thing uttered 
is merely the obvious and acceptable thing. 

“Freedom of speech means the right to say the 
new thing, the unorthodox and unacceptable thing 
—the thing which protests the existing fact and 
calls for change. Insistenice on this right is a de- 
fense of culture and civilization. 

“A society which approves only the old and bans 
criticism of the status quo makes no provision for 
Progress. Culture requires that new ideas should 
find utterance and win their way, if good, in open 
Competition with whatever happens to be the current 
and accepted mode of thought.” 


In the highest civilization the book is still the 
highest delight.—Emerson. 





WHY I AM A MEMBER OF THE TEACHERS 
UNION 

Géorce A. Coe, professor of education, Teachers 
College, (retired) : 

I am a member of the Teachers Union because: 

(1) It openly discusses educational interests that, 
by reason of official connections and habits of self- 
repression, come to full utterance in no other or- 
ganization. 

(2) It puts the public interest—that of the child- 
ren—ahead of self-interest and ahead of administra- 
tive machinery. 

(3) It gives a hearing to new ideas before they 
are popular and before they are considered by public 
school officers. 

(4) It is on the watch against dangerous educa- 
tional legislation and for needed laws, and has effec- 
tive organs for making its ideas felt by legislators. 

(5) It resists administrative abuses and injustices 
by marshalling against them both its own united 
force and that of fearless publicity. 

(6) A spirit of good cheer and comradeship pre- 
vails. 

JoHn HERMAN RANDALL, Jr., assistant professor 
of philosophy, Columbia University: 

I am a member of the Teachers Union because: 

(1) I believe that every one should be a member 
of a democratic professional organization, and face 
the problems of his profession as a whole. 

(2) I believe in the American labor movement, 
and judge that effective criticism must come from 
those working in it. 

(3) I believe that by active participation teachers 
and other intellectual workers can contribute much 
to the success and the guidance of organized labor. 

(4) I have the highest respect and sympathy for 
the aims and the achievements of the Teachers Un- 
ion, especially in the American public school situa- 
tion. 

GARDNER MuRPHyY, instructor in psychology, 
Columbia University: 

To me the labor movement, under genuinely hu- 
manitarian and intellectual leadership, is emphatically 
the most effective existing instrument towards eco- 
nomic and social reconstruction. ‘The activities of 
the Teachers Union seem to me to represent an ex- 
traordinarily intelligent and courageous application 
of the best labor-movement philosophy. No money 
spent in a year yields me greater satisfaction than 
my Teachers Union dues, 

Once we thought work was a curse; then it came 
to us that it was a necessary evil; and yesterday the 
truth dawned upon us that it is a blessed privilege.— 
Elbert Hubbard. 








20 THE AMERICAN TEACHER 


WILL ROGERS AND SYNTHETIC CHILDREN 

I am mighty glad so many people in America are 
taking up the children work. I used to think there 
might be some chance of getting our government 
interested in it, but that’s hoping too much. Being 
a ranchman and farmer and also a child owner, I 
have often wished that when one of my children got 
sick I could wire or call up some government expert 
and have him come look after them. Like I can do 
if one of my cows, or pigs get some disease. 

If your fertilizer is not agreeing with your land 
the government will send a specialist, but if the food 
is not agreeing with the baby, why we have to find 
out what’s the matter ourselves, and lots of times 
parents mean well but they don’t know much. 

So I am glad that you people are interested in 
children. ’Course they are a lot of trouble, but we 
just don’t seem to be smart enough to find some- 
thing that would be less trouble that would replace 
them. 

That’s the only thing we are shy now is syn- 
thetic children. 

It’s not a bad idea whoever thought of doing 
something for the children. 

If it works and you improve them, I will send 
you mine. 

Yours, 
WILL ROGERS. 

—From The Sacramento Chronicle, official publi- 
cation Sacramento Parent-Teacher Council. 





TEACHERS THREATEN STRIKE 
Mexico City.—All the teachers in the state of 
Vera Cruz, threaten to strike unless their back pay 
is forthcoming at once, they say. They are sup- 
ported in their demand by the organized workers.— 
The Illinois Miner. 


“BROADWAY” BREAKS RECORD AT 
SELWYN THEATRE, CHICAGO 


With its mingled elements of comedy, tragedy, 
girls and music, “Broadway” has literally swept Chi- 
cago off its feet during its long run at the Selwyn 
Theatre. Jed Harris’ colorful drama of the cabarets 
is now in its fifth month at the Dearborn-st play- 
house and in the matter of average weekly receipts, 
Chicago heads the list of cities where the play is now 
on view, including New York, Philadelphia, Boston, 
San Francisco, Berlin, Vienna, Budapest and Sofia. 
London gave it thirty-five profitable weeks last 
season. 

The world-wide success of “Broadway” has been 
variously ascribed to its unique blending of comedy 
and tragedy, its splendid stage direction and its nov- 
elty of theme and atmosphere but with the rank and 
file of playgoers its absorbing and well-acted story 
is probably the strongest factor in its success. How 
Roy Lane, an egotistical but likable young “‘hoofer” 
in a New York night club makes love to Billie 
Moore, a beginner in the chorus, and rescues her 
from the clutches of a vicious gang leader, is told in 
colorful, swift-moving scenes in which gay humor 
is intersperced with grim tragedy. All the action 
takes place “back-stage” in the club and there is a 
bevy of sprightly chorus girls to add realistic mu- 
sical comedy atmosphere. A jazz orchestra also 
lends pep to the performance. 

Despite the heavy attendance at the Selwyn Thea- 
tre, good seats can be bought at the box office for 
any performance, including the regular matinees on 
Thursday and Saturday. Shoppers who plan.to visit 
Chicago can order seats by mail or obtain additional 
information by telephoning the box office, Central 
3404. Night performances begin at 8:25 and mat- 
inees at 2.25. 





Tomorrow is the day on which idle men work 
and fools reform. 


—— 








WORLD 


Great Britain 
Scandinavian Countries 
Central and Eastern Europe 


American Teacher, 
327 S. LaSalle St., Chicago Ill. 
Charlotte Merrill, Chicago Representative 


Acquaintance — Study — Pleasure 


EUROPEAN TRAVEL FOR RECREATION AND EDUCATION 
June 30—September 3, 1928 


Opportunities for Informal Conferences with Eminent Educators. 
For Information Address 


TOURS 


NEW EDUCATION program under direction of 
DR. PETER MANNICHE, 
International College 
Elsinore, Denmark 
Study of Folk High School. Movement. 


World Acquaintance Travel, Inc., 
51 W. 49th St. 
New York City 

















THE AMERICAN TEACHER 


SEATTLE TEACHERS HAVE ORGANIZED 

School teachers throughout the country are at 
last beginning to wake up to the fact that there is 
really only one way to secure the conditions that 
they are entitled to, and that is by organization; 
promises of politicians and others that those en- 
gaged in the work will be cared for properly if they 
trust to the interests have been so long ignored that 
members of that very necessary and honorable pro- 
fession have become disgusted. 

The American Federation of Teachers, affiliated 
with the A. F. of L., has been urging teachers to 
align themselves with the organization, which has 
accomplished much for the membership in the past 
few years, for a long time. Last week, in Seattle, 
the high school teachers came together and organized 
High School Teachers Union No. 200, with over 40 
per cent of the 500 teachers enrolled, and many more 
coming in. They are to affiliate with the central 
body of the northern city. Los Angeles teachers, 
that complain so frequently of failure to be justly 
dealt with by the Board of Education, should make 
a note of the action and act accordingly.—The Los 
Angeles Citizen. 





Coach—“Win this game in a businesslike man- 
ner today, men—there’s a scout from a big New 
York bond house in the stands.”—Life. 


EDUCATIONAL PROGRESS 


There is certainly a new spirit among women. A 
recent striking example in the educational field was 
given by Miss Rena Rockwell, head of the depart- 
ment of history in Elmira City High School. The 
Board of Education allowed a larger salary to a man 
teacher in her department, whereat she obtained a 
peremptory order of mandamus compelling equal- 
ization. The judge held that the case showed dis- 
crimination on account of sex and granted her peti- 
tion.—Exchange. 





SHOULD ORGANIZE 


Teachers, principals and superintendents in public 
schools in America receive annual salaries averaging 
less than those paid to workers in manufacturing in- 
dustries, according to figures just made public in a 
bulletin of the research division of the National 
Education Association. 

The report shows that while the average salary 
paid to educators is $1275, workers in 25 manufac- 
turing industries had average earnings of $1309 a 
year. The average salary paid to members of trade 
unions is $2502; to high grade clerical workers, 
$1908; to routine clerical employes working under 
supervision, $1200; and to United States government 
employes, $1809.—Los Angeles Citizen. 








Ss RRS aes oe ae 





THE AMERICAN TEACHER 





BOOKS 


Books are the legacies that a great genius 
leaves to mankind.—Addison. 





TWENTIETH CENTURY AMERICAN NOVELS 
By Wimu1am Lyon PHELPs 
American Library Association 

The foreword to ““I'wentieth Century American 
Novels” entitled ““The Author” is the keynote to the 
little volume, which is characterized by conservatism, 
sanity and above all, judgment, acquired through 
wide experience in life and literature. 

The authors whom Phelps considers are Edith 
Wharton, Anne Douglas Sedgwick, Dorothy Canfield, 
Booth Tarkington, Willa Cather, Zona Gale, Edna 
Ferber, Sinclair Lewis and Joseph Hergesheimer with 
a passing mention of Theodore Dreiser, Robert Her- 
rick and a few others of both sexes. 

The list is indicative for Mr. Phelps is impressed 
with many salient features of the American novel. 
In graphic manner, he arrays the names of contem- 
porary English writers all of whom live within a 
space as large as Michigan or North Carolina, and 
goes on to mention that considering the age of Am- 
erica and its geographical extent, it is not surprising 
that American literature is inferior to British, but 
that it is as good as it is, for writers have ceased to be 
imitative, and every section has its representatives, 
so that twentieth century American fiction is a so- 
cial history of our country. 

He accounts for the long list of women by the 
statement that fiction is largely imitative and rep- 
ortorial. The rest of the brochure is consumed by 
comments on the representative works of the authors 
above mentioned, and passing remarks on many 
-writers like Dreiser and Sherwood Anderson whom 
he dismisses as crude and awkward, and James Branch 
Cabell as lacking in simplicity and straight-forward- 
ness. 

These statements are frank and wholesome but 
Jack the flavor of the opening pages. However, the 
brochure purports to be a guide to readers and as 
such it fulfills its purpose well by directing the unin- 
itiated reader toward works of literary standards and 
away from experiments in pathology. 

Epa D. OHRENSTEIN. 





If faith is the ability to believe what we know isn’t 
true, what is it that enables us to deny known facts? 


THE THEORY OF THE LEISURE CLASS, by 
Thorstein Veblen, New York, the Vanguard Press, 
1927. 50 cents, 

Of course if a tapeworm had intelligence, speech 
and pride, it would do its best to conceal the fact 
that it really is a parasite; it would also do what it 
could to “show off” in such manner as to give itself 
improved social standing. To this end, for illus. 
tration, it would no doubt, prefer to live in the in- 
testines of a senator, a banker, or a cosmopolitan 
bootlegger, rather than in the humbling digestive 
tract of a village alderman or bricklayer. 

Human beings are like that—especially the privi- 
leged loafers of the human species, everywhere on 
earth. For many thousands of years, these social 
parasites, the tapeworms, in the body of human s0- 
ciety, have turned a thousand tricks, have indeed 
developed a thoroughly interesting—and amusing— 
technique to get themselves so perfectly embellished, 
so conspiciously ornamented, so obviously eminent 
as social tapeworms, that their very social distinction 
will conceal the fact that they are indeed what they 
are, social tapeworms, and will also make them ap- 
pear to be admittedly superior to their host, the 
social class upon which they feed, ride and revel. 

Thorstein Veblen’s Theory of the Leisure Class 
elaborately presents this whole matter in a manner 
that is profound, amusing, biting, almost bitter, and, 
to the social parasites, embarrassing. He skins them 
alive, tears to rags their mocking hypocrisies and 
holds them high to be easily seen, clearly understood, 
laughed at and despised. Accordingly, the parasitic 
class has hated and hounded Dr. Veblen ever since 
this book was first published. Happily this inval- 
uable work has just been issued in very inexpensive 
form by the Vanguard Press. 





AMERICAN FEDERATIONIST 
FOR DECEMBER 


The December issue of The Federationist is of 
especial interest to officers and members of labor 
unions because it features discussion of one of labor's 
fundamental problems—the abuse of the injunction 
in industrial disputes. 

President Green begins his editorials with a dis- 
cussion of the union and human freedom. He mait- 
tains that the union is necessary for freedom and 
development among wage earners and that the em- 
ployer’s practice of requesting an equity court 
restrain unions from carrying out their functions, 





THE AMERICAN TEACHER 23 


constitutes the building up of a government by ju- 
dicial discretion in place of government by law. 

He supplements his discussion of the general prin- 
ciples involved in this abuse of the injunction with 
comments on the injunction against the miners 
unions and the injunctions asked for by the Inter- 
borough Rapid Transit Company against all mem- 
bers of the American Federation of Labor and the 
Amalgamated Association of Street and Electric 
Railway Employes of America, to prevent their sug- 
gesting in any way that the employes of the Inter- 
borough, who are required to belong to the company 
organizations of employes, should become members 
of trade unions. The main points in the injunction 
against the miners are summarized in the legal in- 
formation division of the magazine. 

Andrew Furuseth, president of the International 
Seamen’s Union, discusses equity power and its abuse, 
and relates the development of economic power from 
the time of the Roman Empire down to the present. 
Mr. Furuseth has been a close student of history and 
is an authority on the injunction abuse. 

Mr. Furuseth believes that abuse of the injunc- 
tion destroys freedom for workers. He says: “To 
transform a free man into a bondman whether it 
be done by brute force, legislation or judicial de- 
cree, is a crime against humanity and a reversal of 
American ideals.” 


A most timely article by Oscar E. Kiessling, an 
American mineral economist, entitled “The Price 
of Pillage” is a strong indictment of the industrial 
waste for which management in the oil industry 
is responsible. This is an article that should be read 
by all interested in conservation of our natural re- 
sources. 

Both union members and management represen- 
tatives will find valuable material in an article on 
union-management co-operation by P. J. McGrath, 
vice-president of the Amalgamated Association of 
Street and Electric Railway Employes of America, 
and assistant financial secretary of Division No. 85 
of Pittsburgh. 

The article describes how union management co- 
Operation is being carried out successfully by the 
Pittsburgh Street Railway System. For about a year 
and a half the street car men and the management 
have appointed representatives to get together in 
joint sessions to consider problems of the industry 
and to work out improvements. 

The joint committee has considered such problems 


as additional service at peaks on congested routes and 
loss of time in dropping trailers. Mr. McGrath 
stresses this point: 

“That there cannot be a true spirit of co-opera- 
tion without you yourself being thoroughly co-oper- 
ative in your own organization, for it is through 
the fact of your thorough organization that you will 
be sought as a necessity for co-operation.” 

An article on the work of women in Tennessee 
is of especial interest to women. This article inter- 
prets and summarizes a study of women in industry 
in Tennessee recently made by the Federal Women’s 
Bureau. The average wage for white women in 
Tennessee is only $11.10 a week, while the negro 
women get $6.95. 

Rennie Smith of the British Labor party and a 
member of Parliament, describes the Edinburgh 
Trade Union Congress, which terminated its policy 
of co-operation with the Russian trade unions and 
declared for a program of co-operation and peace 
within the industries. 

An article on “Managers as Workers,” by Willis 
Wissler, of Ohio State University, is interesting, 
especially to employers of union labor, because it 
gives an analysis of the functions and problems of 
management, showing that the purpose, ideals and 
methods of management are essentially the same as 
those of workers. Mr. Wissler shows how the man- 
ager works, making the most of his skill to promote 
himself, and is paid commensurably as is the work- 
man. 

American architecture is discussed by Lewis Mum- 
ford, a distinguished American architect, who makes 
a strong plea for adaption of architectural plans to 
the needs of those who live in the house, and for 
regional planning so that there may be definite plan- 
ning among houses in any residential unit. 

The section of the “American Federationist” enti- 
tled “Economic Statistics” has attracted wide at- 
tention in this country and abroad. Union execu- 
tives and union members will find the index of 
labor’s share of value in supporting the policy of in- 
creasing wages in proportion to productivity and 
prices. 

The index of labor’s share in production and in 
consumption declined for the month of September. 
In addition to statistics for the industry as a whole, 
labor’s share is computed for food and kindred pro- 
ducts, such as bread and other bakery products, can- 


(Continued on Page 29) 





THE AMERICAN TEACHER 





Local News 











CHICAGO FEDERATION OF MEN TEACHERS, 
LOCAL 2 

The Chicago Federation of Men Teachers held its 
regular meeting November 18. 

School revenue, group insurance and teaching con- 
ditions, with special reference to time sheets and 
councils, were discussed. Good progress has been 
made in recent months, especially along lines of pro- 
motion from limited to general certificates and in 
technical education teaching conditions. 

Membership shows a steady growth. Thirty- 
eight new members joined in November. 

On December 9, Alderman Oscar F. Nelson, vice- 
president of the Chicago Federation of Labor, talk- 
ed on organization. 





CHICAGO FEDERATION OF WOMEN HIGH 
SCHOOL TEACHERS LOCAL 3 

Regular meeting, November 18, at 4:15, at 
Women’s City Club. 

A complaint against the Board of Review has been 
filed in order to make the capital stock suit con- 
tinuous. A decision on the mandamus suit is 
expected during the December term of the Supreme 
Court. 

Reports are coming in concerning a shortage of 
American history texts. A survey is being made to 
ascertain if there are classes without books. 

Miss Lillian Herstein was the speaker of the after- 
noon and gave a most interesting report on her visit 
to Palestine and Russia. She visited schools in both 
countries and found both greatly absorbed in de- 
veloping a new social order. 

Mrs. Florence Hall-Kirkpatrick, who is well 
known in artistic circles, gave an exhibit of her 
paintings at the A. F. of T. national office, Novem- 
ber 26 to December 10. Forty per cent of the 
returns from sales went to the joint tax fund. 

The Chicago League of Women’s Voters Forum 
all-day meeting in the Florentine room of the Con- 
gress hotel, Saturday, December 10, took up the tax 
proklem for discussion at the afternoon session. Miss 
Haley presented the elementary teachers’ program 
and Mr. Stillman explained the capital stock suit of 
the two high school federations. 

A joint bulletin on the Chicago revenue situation 
was published by Locals 2 and 3 and distributed to 
12,000 teachers. 

The membership of the Federation of Women 
High School Teachers was increased by 32 new 
members in October and November. 


TEACHERS UNION OF THE CITY OF NEW 
YORK LOCAL 5 


One hundred and seven new members in the 
month of November! 

The banner record! And how was it done? By 
organization and hard work. 

In every school was posted a notice—and a big 
one—headed “Why Teachers Should Join Their 
Union,” and advertising an organization meeting at 
the Ethical Culture Society meeting house, Novem- 
ber 18, at 8:15 p. m., with Dr. John Dewey, pro- 
fessor of philosophy, Columbia University, and Miss 
Katherine D. Blake, former principal, P. S. 6, Man- 
hattan, and Mr. John M. O’Hanlon, secretary-treas- 
urer, New York State Federation of Labor, as 


speakers. 

Eighteen teams of from five to nine members 
covering the entire city were formed through the 
following invitations: 

DEAR MEMBER: 

You have, no doubt, heard whispers of the membership 
drive which the union is planning. It will open on the night 
of November 18, when John Dewey will address us and our 
non-union friends on “Why I am a Member of the Teachers 
Union.” Thirty-two outstanding educators and teachers have 
sent us statements on the same subject. These will be re- 
leased shortly. 

All this to tell you that we need your help. We must bring 
into the union every progressive New York City teacher who 
possesses backbone as well as intellect. We will have a team 
captain who will work in your school district. Will you serve 
on her crew? The work will be so well organized that you will 
be responsible just for your school. We'll lend active support— 
speakers, literature, technic, etc. 

All you have to do now is fill out the enclosed card saying 
you will serve and come to the captains and teams meeting 
on Friday, November 4, at 4 o’clock, at the Civic Club, 18 
E. 10th-st. Don’t stop for tea. We'll have it together at the 
club. 

Cordially yours, 
TRUDA T. WEIL, 
Executive Secretary. 

P. S.—Boost the November 18 meeting. Get your non-union 

colleagues to come! A notice is enclosed for posting. 





Circulars and announcements followed in system- 
atic order. A circular, “Why I Am a Member of 
the Teachers Union (testimonials of 37 outstand- 
ing New York educators) was announced one week 
and published the next. The same with “A History 
of the Union Since Its Inception.” 

Each member was furnished with a blank for the 
names and addresses of six teachers of his acquaint- 
ance most likely to respond favorably to an appeal 
to join the teachers’ union, and received the follow- 
ing letter from the union’s president, Dr. Linville: 


DEAR MEMBER: 

On November 18 we will inaugurate our membership driv 
with an organization rally at which Professor John Dewey, 
Miss Katherine D. Blake and Mr. John M. O’Hanlon will speak. 
It is to be a month’s campaign with a “commencement” suppét 
about December 19 at which new members will be feted and 
welcomed into the union. 





THE AMERICAN TEACHER 25 


The drive has not yet opened but already 25 new applica- 
tions have been received. Will you not help us make our drive 
a thorough-going success? Surely there are teachers with whom 
you rub elbows in the course of the day’s work who are in- 
terested in the union and who sympathize with what we are 
trying to do, but who have not joined simply because they 
have never been “asked.” Will you not use the enclosed slip 
to give us the names and addresses of these potential members 
so that we may make an effort to bring them into our ranks? 
Don’t list those who “ought to be in,” if they are antagonistic 
or unsympathetic. It would be a waste of time. 

We shall make contacts either by telephone or in person 
with everyone whose name you suggest. ; 

May I take this occasion to thank those of you who have 
already done much to launch the drive? 

Fraternally yours, 
HENRY R. LINVILLE, 
President. 





In each school invitations similar to these printed 


below were extended. 
TO OUR COLLEAGUES IN THE ETHICAL CULTURE 

SCHOOL: 

On Friday evening, November 18, the Teachers Union of 
the City of New York, will hold a meeting in Ceremonial 
Hall at which the following will deliver addresses: 

Prifessor John Dewey, of Columbia University, Miss Kath- 
erine D. Blake, former principal of P. S. 6, Manhattan, on the 
subject, “Why I Am a Member of the Teachers Union.” 

Mr. John M. O’Hanlon, secretary-treasurer of the New York 
State Federation of Labor, on the subject, “Why Organized 
Labor Welcomes the Teachers.” 

The undersigned, members of the teachers union, venture 
to call your attention to this meeting and to express the hope 
that you will find it convenient to attend. 

While the teachers union is composed mainly of teachers 
working in the public school system, we believe that the work 
of the union is of interest to all members of the teaching 
profession and that this work deserves the co-operation of all 
who are interested in making the teacher’s work socially signifi- 
cant and effective. 

Very truly yours, Algernon D. Black, Elinor Goldmark, 
James Gutmann, Joseph Jablonower, Willys P. Kent, Katherine 
Pollak. 














Jamaica Training School, 
Jamaica, N. Y. 
DEAR COLLEAGUE: 

Less than two years ago I joined the Teachers Union, and 
my brief experience as a member has been most pleasant and 
helpful. The Union has a past record of substantial accom- 
Plishment and a practical program for the present and future. 

Five union members are members of the joint salary com- 
mittee of 15, which has done such good work in promoting 
the financial interests of teachers; but teachers have interests 
other than those which attach to salary schedules—interests 
relating to the conditions which help or hinder them in their 
efforts to accomplish the ends of education as these ends are 
modernly conceived. The Teachers Union is organized and 
equipped to promote these interests also—to foster in teachers, 
a professional spirit and outlook, and to secure conditions in 
which professional knowledge and skill may be fully utilized 
and professional ideals and aspirations more freely expressed 
im terms of service to young 

But it is not my purpose to explain in detail “why I am a 
members of the Teachers Union,” but to invite you to bear 
4 very distinguished member of the Union answer this question, 

Professor John Dewey. 
Topic: Why I am a Member of the Teachers Union. 
Place: Ethical Culture Society Meeting House, 2 West 
S4th-st, New York City. 
Time: Friday evening, November 18, at 8:15 p. m. 


I sincerely hope you will find it possible to attend this 
meeting, for I am confident that the spirit and purposes of the 
teachers union are such as to appeal to a liberal and progres- 


sive mind. 
Very cordially, 
WILLIAM F. ROANTREE. 





High School of Commerce, 
FELLOW COMMERCE-ITE: 

Do you believe that teachers need a full-time organization 
with an office and staff, functioning all the time so that 
every situation can be met promptly; so that teachers can 
secure the advice, the help and the service they need. when 
they need it? 

Do you believe that teachers need an organization having a 
constructive, aggressive and enlightened leadership not subject 
to official control or censorship, and winning from the public 
and school officials the respect our calling deserves? 

Do you believe that teachers need an organization that can 
fight for better salaries, pensions, tenure, and for other teacher 
rights from the viewpoint of the teachers, and resist, whenever 
necessary, administrative abuses and injustices, by organizing 
intelligent public opinion effectively on the side of the teachers? 

Do you believe that teachers should participate, to a greater 
degree than at present, in the determination of educational 
policies, methods and matters which vitally affect their daily 
life and happiness? 

Do you believe that teachers should have a more concrete 
touch with realities, and a sense of craft solidarity which only 
unionization and labor affiliations can make fully possible? 

Do you want organized labor, which made possible our 
public school system, and which has consistently and loyally 
stood by the teachers and the public schools, to work more 
efficiently and more intelligently for the cause of public 
education and to help secure for our demands the respect and 
the public attention they deserve? 

If you do, then ATTEND OUR MEMBERSHIP MEETING 
on Friday evening, November 18, at the Ethical Culture 
Society Meeting House, 2 W. 64th-st., and hear America’s fore- 
most educator and philosopher, Professor John Dewey, Miss 
Katherine D. Blake and others tell why they JOINED the 
TEACHERS UNION. 

Remember, the annual increase which you will receive for 
1928 alone, an increase in which the UNION was a vital 
factor, will pay your UNION DUES for 80 years!!. Can 
you afford not to do it? 

Won’t you, my fellow teachers, attend our meeting on 
November 18, to hear Professor Dewey, and then join hands 
with him and his group of constructive, socially-minded, prac- 
tical and aggressive educators and teachers and thus help to do 
your share in making teaching a profession? 


y yours, 
ABRAHAM LEFKOWITZ. 











The following press release was sent to all the new 
York dailies for publication the week of the meeting: 
“Why I Am a Member of the Teachers Union,” is to be the 


addresses by Professor John Dewey and Miss 
Devereaux Blake at the membership rally of the 
Teachers Union, on Friday evening, November 18, in Cere- 
monial Hall, the Ethical Culture Society Meeting House, 2 W. 
64th-st. John M. O’Hanlon, secretary~tr of the New 
York State Federation of Labor, will also speak on “Why 
Organized Labor Welcomes the Teachers.” The evening is to 
be the opening shot of a month’s membership drive which the 
Union will conduct. 

Dr. John Dewey is professor of philosophy at Columbia 
University and has held that post since 1904. Professor 
Dewey, recognized by all as America’s greatest philosopher, 
and by many as the world’s leading educator, has been 2 
member of the Teachers Union for seven years and was its 
first vice-president for three years. He is the author of such 
educational classics as “Critical Theory of Ethics,” “Democracy 


subject of 
Katherine 








26 THE AMERICAN TEACHER 


in Education,” and “Human Nature and Conduct.” 

Miss Katherine D. Blake was recently feted upon the com- 
pletion of 50 years in the school system. Miss Blake was a 
classroom teacher for 18 years and became principal of P. S. 6, 
Manhattan, in 1894, and held that position until her retire- 
ment. When she retired she had been in the system ten days 
short of 51 years. Miss Blake was active in the suffrage move- 
ment even as a child, and remembers counting collections when 
her distinguished mother, Mrs. Lillie Devereaux Blake, carried 
on meetings. Miss Blake is still very active, especially in peace 
work. She gave a radio address on peace on Armistice night 
over WSYR. 

Mr. John M. O’Hanlon, beside being secretary-treasurer of 
the New York State Federation of Labor, is chairman of its 
legislative committee, and has served as a member of that 
committee for various periods covering 20 years. He is the 
author of “Sketch History of the New York State Federation 
of Labor from 1864 to 1923” and “Legislative Achievements 
from 1864 to 1919.” He is a member of the Troy Typo- 
graphical Union and a life member of the International Typo- 
graphical Union. He was the delegate from the New York 
State Federation of Labor to the American Federation of Labor 
Convention at Detroit in 1926. Mr. O’Hanlon is recognized 
as one of the most effective workers for the interests of or- 
ganized labor in the country. 

And then the meeting; many joined then and 


there; many joined later. And .they still are com- 
ing. All of which proves that all that is needed is 
opportunity to present our program. 

This effective campaign continued for one month, 
during which Dr. Linville spoke at many school 
meetings. 

You have been told in considerable detail about 
this drive for you will want to go and do likewise. 
If you wish to know further particulars, write in 
for them. ; 

As the announcement says: 

“We expect the messages of these distinguished 
union teachers to reach far out and ultimately to 
convince thousands.” 

The drive closed December 18 with a 
mencement supper.” 


*“com- 





THE TEACHERS UNION OF WASHINGTON, 
D. C., LOCAL 8 


The Teachers Union of Washington, D. C. had 
an immediate result of an increase in membership 
of 40 as a result of the following letter: 


FELLOW TEACHER: 

Do you realize what the Teachers Union has done and is 
doing for you? 

During the past year the Teachers Union worked towards 
securing the sabbatical year with part pay. The plan for 
the financial adjustment of a sabbatical year used by the Board 
of Education in its bill was first suggested by the Union. 
Further work on the sabbatical year will be done by the Union 
during the school term. 

Plans are being made for a campaign to secure the single 
salary schedule (equal pay for equal qualifications) for Wash- 


ington 

As a result of the protest made by the union against Superin- 
tendent’s Circular No. 60, issued last spring, a further circular 
was issued, Superintendent’s Circular No. 97, assuring teachers 
that there was no intention of denying them the right of trial 
as guaranteed to them in the Organic Act of 1906, and upheld 
by numerous court decisions. 












The Union has made a study of the legal aspects of the 
pension options. As a result of this study, the Union has 
forwarded to the Teachers’ Council a series of questions relative 
to the options. These questions will be considered by the 
Council shortly. 

The Teachers Union protested against the duplication of 
effort in preparing the blue census cards required by the de 
partment of school attendance and work permits. As 2 result 
the work required of the teachers was reduced to a minimum, 


Did you know that Frederick William Wile, one of the best 
known newspaper correspondents, spoke at the union luncheon 
on Saturday, November 5? 


If you are already a member, have you paid your dues to 
support these activities? If you are not a member, pay your 
dues and pay your share. 

Pay dues to your building representatives or direct to the 
treasurer, Mrs. Elizabeth Draper, 1521 35th-st., N. W. 

Fraternally yours, 
ELIZABETH HAWXHURST, 


This 40 is but the beginning. Such a record and 
such efforts as this together with much individual 
work will bring, in the not remote future, the day 
which Dr. Dewey prophesies: 

“The time will come when the principle of 
organization and co-operation and the recognition of 
common interests of all of those who work in any 
way, whether mostly with their head or with their 
hands, or mostly with their voice, will be so clear 
that the explanations and the apologies and argu- 
ments will have to come from those who are not 
members of the teachers union.” 

The union members of one junior high invited all 
junior high teachers to a tea, where organization and 
affiliation were the topics of conversation. 

ELIZABETH DRAPER. 








































ST. PAUL FEDERATION OF WOMEN 
TEACHERS, LOCAL 28 


Announcement was made at the meeting Novem- 
ber 28 of the Federation of Women Teachers union 
that arrangements had been concluded with the 
President theater for the staging of “The Judge's 
Husband” at that theater the week beginning De- 
cember 11 for the benefit of the teachers’ sick fund. 

This will be the first showing in St. Paul of th 
play, written by William Hodge. Teachers will te 
ceive a percentage of tickets they sell to all pet- 
formances for one week, with the exception of Mon- 
day performances. 

Alice Hosmer of Central High School reported 
that nearly $2000 has been paid to teachers in bent 
fits from the group insurance plan, which has beet 
in operation for two years. Renewal of the mastet 
policy was discussed, but action was deferred. 

An increase of members in the Teachers’ Credit 
Union was reported by Miss Flora Smalley of th 
Hill School. 

Re-establishment of the former school libraty 































SHEEGe FTE 


ae 8 


& 828 FRaeck¥ 


& 


a 


THE AMERICAN TEACHER 27 


service with special librarians in charge was unani- 
mously advocated. 

It was the unanimous opinion of the meeting, at 
which 85 schools were represented, that this econ- 
omy measure has greatly curtailed the effectiveness 
of the library service. One teacher reported that 
circulation of books at one school had dropped from 
500 volumes per week to 500 per month. 

Formation of a joint committee, composed of 
five representatives each from the Principals’ Club, 
the Men Teachers and the Federation of Women 
Teachers, to assemble facts with a view of suggest- 
ing a new teachers’ salary schedule was reported to 
the meeting. 

Genevieve Hopkins, president of the federation, 
was authorized to appoint a committee to enumerate 
the odd jobs assigned to teachers, such as caring for 
school milk stations, weighing children, keeping a 
record of their weights and census taking, and to 
report on the amount of the teachers’ time taken up 
in performing such work. 

Mabel A. Colter of Mechanic Arts High School, 
vice-president of the federation, presided as a sub- 
stitute for Miss Hopkins, who was one of the hos- 
tesses at a dinner served in connection with the 
meeting. 





ST. PAUL FEDERATION OF MEN TEACHERS, 
LOCAL 43 


The St. Paul Federation of Men Teachers held one 
business and one social meeting in November. Sen- 
ator Henrik Shipstead was the speaker at the social 
meeting. He urged that the people of the world 
put a check on their foreign offices to prevent the 
international game they are playing for raw materials 
from resulting in another world war. He urged 
against being deceived by those who talk peace while 
actually sowing the seeds of war. 

Senator Shipstead pointed out the relation between 
war and its resultant mass production to the de- 
pressed condition of northwest agriculture. 

“Possibilities of future wars,” the senator said, 
“concern us all. Democarcy is being pushed off the 
boards and government is slipping into the hands of 
detectives, 

“World markets cause war and raw materials are 
now in greater demand. Diplomats are pulling 
strings to get control of raw materials and when 
their lines snarl conflict is bound to result. 

“Haiti is an example. That nation overthrew two 
foreign invasions which sought to capitalize on its 
t resources. When that country established 
its independence a clause was put into its constitu- 
ton prohibiting foreigners from owning land 


to protect the native whose only livelihood was de- 
rived from that land. 

“When a revolution occurred in 1916, the United 
States sent troops there to restore order. We decided 
to stay. A new constitution for Haiti was drawn 
up in Washington, which permits foreigners to own 
land and efforts are being made to introduce mass 
production into that country. The Haitian govern- 
ment, which supports that constitution, could not 
exist 15 minutes except for the armed forces of the 
United States. 

“Germany organized an enormous army, France 
did likewise and Great Britain built a great navy— 
all in the name of peace, their leaders told the people. 
You have all seen the result of those peace moves. 

“When the World Court was discussed in Congress 
people from all parts of the country came to Wash- 
ington to influence senators in its behaif. 

“When the United States sent an armed force 
into Nicaragua they were not there to plead the 
cause of peace for that nation. Neither did they do 
it for Haiti.” 

The business meeting was very important and 
covered the following points: 

(a) “Endorsement of start of long campaign fot 
salary increase of all teachers. 

(b) Working for changes in school section of 
proposed city manager charter. 

(c) Explanation of workers’ education program. 

Seven new members were received. A joint com- 
mittee from the St. Paul Federations Locals 28 and 
43, Mrs E. J. Harrell, president of Local 43, chair- 
man is studying the school provisions of the proposed 
city manager plan charter. 

Some months ago the joint committee for the 
teachers’ organizations submitted to the sub-com- 
mittee of the charter commission, certain provisions 
which they felt should be incorporated in the draft. 

The teachers’ committee has been making research 
on the school phases of the city charters and is ready 
to consider and pass on the school features of the 
new charter. 

S. S. Tuncte, 
Vice-President. 





SACREMENTO ELEMENTARY ‘TEACHERS’ 
FEDERATION, LOCAL 44 

The Sacremento Elementary Teachers’ Federation 
sent its quota of delegates to the meeting of the 
California State Federation in San Francisco and 
plans to take an active part in the state and local 
program. Three mew members were received in 
October. 


HENRIETTA MERRILL, = * 
Treasurer. 





MEMPHIS TEACHERS’ ASSOCIATION, 
LOCAL 52 
The Memphis Teachers’ Association held two 
meetings in November at which candidates in the 
municipal election were discussed. A questionnaire 
was sent to all candidates to determine where they 
stood on teachers’ salaries and teaching conditions. 
Favorable replies were received. 
The association is launching a salary campaign and 
inviting all non-members to join the organization 
and participate. 
There has been a steady increase in membership 
this year. Twenty-seven new members were ad- 
mitted in September and October. More are coming. 
CARLOTTA PITTMAN, 
President. 
























SAN FRANCISCO FEDERATION OF 
TEACHERS, LOCAL 61 
Program of Action for the Year 1927-8 

1. Course of study—Junior and Senior High. 
Paul Silvey, Miss Muriel Pettit, Russell P. 
Marble, Earle W. Barker. 

2. Salaries—Readjustment and Upward Revision. 
Miss H. Revoy, Miss D. L. Prioleau, Miss Anna 
Anderson, C. A. Colmore. 

3. Pensions—Survey of State and City Systems. 
M. J. Jacobs, Miss Eleanor B. Smith, Mrs. 
Shirley Williamson. 

4. Tenure—Local provisions for those teachers 
occupying administrative positions. 

E. J. Dupuy, Miss Delight Rice, E. Salzmann. 

5. Sabbatical Leave. 


6. Complete Independence of Board of Education. 
H. P. Dole, Miss Anna May Quirk, George H. 
Learned. 

7. An Administrative Building for the Depart- 
ment of Education. 

Deputy Superintendent David P. Hardy, U. 
Graff, H. H. Wall, Richard Zeidler. 

8. ‘Teacher Load. 

Con. Davis, A. O. P. Taylor, Miss Myra 
Gibson, Mrs. Pearl R. Constantine. 

At its regular meeting on November 14, the 
federation heard Professor Fletcher Swift of the De- 
partment of Education on “School Finance.” 

An increase of interest has been manifest, due to 

Dr. Swift’s inspiring talk, with a resultant growth 

in membership. 

GERTRUDE Roppy, 

Recording Secretary. 





PORTLAND TEACHERS UNION, LOCAL 111 
All will be interested to know, if the news has 


THE AMERICAN TEACHER 


P. J. Mohr, W. J. Graham, Miss Mae L. Johnson. 


not already gotten around, that Seattle teachers haye 
organized and are recorded as Local 200 in the 
American Federation of Teachers. Mrs. Hanson 
carried the application for the charter home with 
her as she had hoped to. 

It was the privilege of the writer of these notes to 
be present at a small meeting of representatives of 
the unionized school teachers of Seattle a week ago 
Saturday. It was an enthusiastic group and of the 
stuff which will make a success of the Seattle 
Teachers Union, Local 200. Fine that they had 
adopted frankly the name “union.” Best wishes to 
our sister local in the northwest. May we now be 
on the road to a Northwest Federation of Teachers 
Unions. Bellingham ought to be next. Everett 
teachers are badly in need of organization. The big 
mills there own the town and teachers can scarcely 
call their souls their own. But Everett teachers are 
not alone in that regard. We have teachers much 
nearer home who scarcely know that they as much 
as possess souls. It is a sad fact, but true, that ina 
near-by school district where there was a real en- 
thusiasm for a time in unionization, ardor cooled 
when teachers went home and talked matters over 
with family and friends. 

In practically all cases the causes in the opinion 
of a careful observer and friend of unionization wert 
fear and ignorance. What a cowed lot we are and 
how little we know it. Most teachers would hotly 
resent the charge that they are the victims of fear. 
However, they would in most cases do many things 
—if they did not fear. One of those things they 
would do would be to organize in the only manner 
that can in the long run prove effective. 


Considerable progress has been made on the union 
committees’ work on sabbatical leave. The com- 
mittee met with Mr. Thorne last Thursday and sub- 
mitted its report to him. Further action on the 
part of the committee will be announced later. Full 
report will be given at the coming regular meeting 
of the union. 

It was a great pleasure to all of us to have had 
Mrs. Hanson of the national organization with us the 
week of October 17. The word “inspiration” is 4 
worn one but it expresses what Mrs. Hanson’s visit 
meant to us. We on the coast get so few of these 
contacts with our fellow workers from other fields. 
Distance are so abominable. Easterners, particularly 
in the large cities, can scarcely realize our isolation 
What is true of us is no doubt true of scores of locals 




















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isit 


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scattered throughout the United States in isolated 
spots. All of which is argument in favor of some 
method of financing a field secretary or an occa- 
sional visitor to new and old locals. 

All will be interested to know that Mr. Rice in- 
vited Mrs. Hanson and Mr. Schwarztrauber to ac- 
company him on an inspection tour among the 
platoon schools. The Buckman and Couch schools 
were the only ones which time permitted visiting, 
but it was a profitable morning for all concerned, 
which includes Mr. Rice, we hope. Some fine work 
is being done if a cursory view of things can be a 
basis of judgment. But the question would not 
down as to the effect upon the.teacher of the enor- 
mous increase in clerical work. 

One teacher frankly admitted in front of visitors 
and principal that the size of classes was such that 
placing a measure on a student’s accomplishment was 
merely guesswork and “insincere.” One got the im- 
pression also that what is heard as a rumor is in fact 
truth, i. e., that criticism by the teachers of the 
platoon system is not very greatly desired, to say 
the least. When the principal was not near teachers 
admitted their doubts about the system. Of course 
such criticism has to be discounted somewhat for 
are not teachers usually averse to new experiments 
in education and would they not be to this latest 
one? Anyway, so we are told, we should not criti- 
cize the system in its initial stages, but rather give 
it a chance to prove itself. In the meantime the 
system is being rapidly introduced throughout the 
city. What good will criticism do when the system 
is once thoroughly established? 

The chief appeal of the system to Chamber of 
Commerce minds is that it is economical from the 
building program standpoint. To parents and 
teachers the chief argument in favor of the system 
is that it makes possible specialists in teaching and 
therefore better teaching. But what good is speciali- 
zation if the size of the classes increases as they are 
bound to do in the present demand for economy and 
more economy. Specialization isn’t saving the high 
schools with the average size of classes gradually be- 
ing pushed upward. Mediocrity is the chief product 
of the high schools. Can the grades do any better? 
We doubt it. The solution in our opinion is better 
trained teachers, smaller classes, and experimentation, 
and that means more, not less money spent with em- 
Phasis on teachers and pupils, not on buildings.— 
Portland Teachers Union Bulletin. 


THE AMERICAN TEACHER 29 


The regular meeting of the Portland teachers 
union was held November 19 at the Congress hotel 
at 12:15 p. m. 

The question of sabbatical leave was discussed and 
a report made to the superintendent’s office, which 
was favorably received. Co-operation for publicity 
of sabbatical leave move is being established with 
other teacher organiations. An organizing commit- 
tee of one from each school has been established. 
Good results are expected. 

E. E. SCHWARTZTRAUBER, 
Organizer. 





FULTON COUNTY PUBLIC SCHOOL 
TEACHERS ASSOCIATION, LOCAL 101 

W. F. Dykes, Fulton High School principal and 
former superintendent of Atlanta public schools, was 
elected president of the Fulton County Teachers 
Association at the first general meeting of the school 
year, held at Fulton High School. 

The other officers, who were reelected, are Robert 
H. Lamkin, vice-president; Miss Lydia Guice, secre- 
tary, and Mrs. Lena H. Cox, financial secretary. 

Boyd Taylor, whom Mr. Dykes succeeds, was 
president of the association for two years, but re- 
signed in order to continue a journalistic career on 
the editorial staff of an Atlanta newspaper, which 
he began prior to entering the teaching profession. 

The association comprises 300 teachers of Fulton 
County, East Point and College Park, and is affiliated 
with the Atlanta Federation of Trades and the 
American Federation of Teachers. East Point and 
College Park have been added to the county system 
this month. 





AMERICAN FEDERATIONIST 
FOR DECEMBER. 
(Continued from Page 23) 

ning and preserving, confectionery, flour, feed and 
other grain mill products, slaughtering and meat 
packing, and for stone, clay and glass products. In 
the cement industry, the decrease in labor’s share 
is startling. Labor’s share in the marble, slate and 
stone industry has declined since 1921. — Labor’s 
share in the clay products industry increased slightly 
since 1923. Labor’s share in the glass indistry de- 
clined sharply between 1921 and 1923, increasing 
slightly in 1925. 

The American Federationist, Washington, D. C., 
William Green, editor. Subscription price $2.00. 


THE AMERICAN TEACHER 31 











30 


ELEMENTARY TEACHERS UNION OF 
CHICAGO, LOCAL 199 


The Elementary Teachers Union of Chicago has 
organized and affiliated with the American Federa- 
tion of Teachers. Agnes B. Clohesy is president and 
Florence B. Green is secretary-treasurer. 

The program of action adopted by the new or- 
ganization follows: 

1. The reestablishment and official recognition 
of self-governing teachers’ councils, meeting on 
school time, for the purpose of utilizing the ex- 
perience and initiative of the teachers in the conduct 
of the schools, the recommendation of such councils 
to be made a matter of official public record. 


2. Adequate upward revision of salary schedules. 

3. Maintenance and protection of the present 
pension system. 

4. Alert vigilance in the protection of security 
of tenure during efficiency. 

5. Reduction in size of classes to make possible 
effective personal contact between teacher and pupil. 

6. Equitable enforcement of present tax laws, 
combined with persistent effort to secure moderniza- 
tion of our revenue system. 

7. Revision and modernization of the taxing 
system to provide adequate school revenues and prac- 
tical effort to provide revenue under provisions of 
the present law pending permanent revision of the 
present taxing system. 

8. A reversal of the tendency toward mechaniza- 
tion in school procedure. 

9. The freeing of teachers from the increasingly 
intolerable burden of red tape and clerical work for 
what should be their main function, teaching, 
through the simplification of records and procedure, 
and the placing of transferable clerical work in the 
hands of clerks. 

10. The placing of supervision on a constructive 
co-operative basis. 

11. Prevention of legislation tending to restrict 
truthful teaching in the social and natural sciences. 

12. Endorsement of the spirit and principles of 
the American Federation of Teachers as exemplified 
in the Preamble to its Constitution: 

“We believe in democracy, and in the schools as 
the chief agency of democracy. 

“We believe that the schools have failed in their 
fullest attainment because of undemocratic adminis- 
tration, adherence to tradition, and lack of respon- 
siveness to the needs of the community; and that 


THE AMERICAN TEACHER 













































the teachers must find the remedy, if it is to be 
found. 

“We believe that servility breeds servility, and 
that if the schools are to produce free, unafraid men 
and women, American citizens of the highest type, 
the teachers must live and work in an atmosphere of 
freedom and self-respect. 

“We believe that the teacher is one of the most 
highly productive of workers, and that the best in- 
terests of the schools and of the people demand an 
intimate contact and an effective co-operation be- 
tween the teachers and the other workers of the 
community—upon whom the future of democracy 
must depend.” 


cess 
to | 





If you believe in the social and educational pro- S 
gram of the Elementary Teachers Union as outlined 
above, you are invited to become a member and to 7 
co-operate in its promotion. By joining you will in- “et 
crease further the work done to advance our pro- Now 
fession. kin: 
The new local has been enthusiastically received 43 
by the teachers, the Chicago locals, and by labor ne 
sry Pro} 
A brilliant future of usefulness to the Chicago “? 
schools, teachers and community is before the he 
Elementary Teachers Union of Chicago. x 
SEATTLE HIGH SCHOOL TEACHERS UNION, ff 
LOCAL 200 T 
Nearly 200 of the 467 high school teachers of Jour 
Seattle, have joined a union, which will be known this 
as Seattle High School Teachers Local Union No. odm: 
200, of the American Federation of Teachers. The Supe 
new union will affiliate with the Seattle Central La- prog 
bor Union. A similar organization has been formed at PA 
Rock Springs, Wyo. Mrs. Florence Hanson, national secre 
secretary, established both organizations. 
Tue Lasor HERaLp, 
Kansas City, Mo. 
Quite a distance from Seattle, Wash., to Kansas 
City, Mo., but they think in Kansas City that this 
is good news. The secretary of Local 200 is W. E. 
Milliken, 1815 Fourth-av, West, Seattle, in case you 
want to write to him and find our just how it is 
done. The Seattle union has a good hard year’s work 
before it to meet its own program. 
“The welfare of the Seattle youth and your ow! 
economic betterment demand that this organization Ev 
begin functioning this month,” is the way Local 200 of th 
IS WO 


makes its first public announcement. 


oe 


ROCK SPRINGS. TEACHERS UNION, 
LOCAL 201 

The Rock Springs Teachers Union is not yet one 
of our 100 per cent locals in membership, but it is 
going to be for itis now fast approaching that goal. 
One hundred per cent in membership follows 100 
per cent in spirit which the Rock Springs Teachers 
Union has. Harry W. Fox, president of the Wyom- 
ing State Federation of Labor and Dr. Roy E. Burt, 
director of workers’ education, Rock Springs, have 
been greatly interested and to them is due the suc- 
cess of this movement. All we have to do now is 
to watch the locals in Wyoming grow. 
























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SUPERIOR FEDERATION OF TEACHERS, 
LOCAL 202 


The Superior Federation of Teachers organized as 
Local 202 of the American Federation of Teachers 
November 9. Florence Rood and Genevieve Hop- 
kins, St. Paul Women 28, S. S. Tingle, St. Paul Men 
43, and Secretary Hanson conferred with an inter- 
ested group and found them enthusiastic for the 
program of the American Federation of Teachers 
and conscious of the social significance of the Labor 
movement. 

With such a background the value of Local 202 
to the educational and civic life of Superior is a cer- 
tainty. 

To M. M. Krieps, editor of The Superior Labor 
Journal, is due in large measure the establishment of 
this new group. The interest and sympathy of the 
administrative officers and Board of Education of 
Superior with the progressive social and educational 
program of the new organization is very gratifying. 
P, A. Baechle, is president and Maurice Hennessey, 
secretary. 


"DS ay 


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= S 





WHAT TIME Is IT? 
The time of day I do not tell 
As some do, by the clock. 
Or by the distant chiming bells 
Set on some steeple rack, 
But by the progress that I see 
In what I have to do. 
It’s either Done o’Clock to me, 
Or only Half-Past Through. 
Jobn Kendrick Bangs. 


eee ™ & & 


) 





Every day in school increases the economic value 
of the individual pupil by $9. Every day in school 
is worth $9 to every one there but the teacher. 


FEBRUARY, 1928 


THE AMERICAN TEACHER 31 


WORLD HERO CALENDAR DEPARTMENT 


CALENDAR OF WorLD HEROES FoR 1928 
PoRTFOLIO OF WorLD HEROES 


Dear Friend: 

Who are the twelve figures of human history most 
worthy to be remembered because of nobility of 
character, fearless and self-sacrificing devotion to a 
great cause, and constructive work for humanity of 
a permanent character? Probably no one lives who 
is well enough informed or wise enough to deter- 
mine. 

The opinions of approximately 282,000 students, 
in 195 high schools in the United States of America 
and 368 schools of comparable grade in more than 
thirty other countries of the world, would, to say 
the least, be very interesting. The twelve best essays 
on the twelve heroes they chose and the portraits of 
those twelve heroes are beautifully printed in a two- 
color calendar of 13 sheets, 11 by 18 inches, bound 
together at the top and provided with a cord for 
hanging against the wall, 

You and your young people will want some of 
these calendars for the year 1928, especially if you 
had the calendar for 1927, of which an edition of 
10,000 was sold in 12 weeks. The new calendars have 
just come from the printer’s and are being furnished 
for 50 cents apiece, or three in one package for one 
dollar. As the present egition is small, I would advise 
your posting your order today—one calendar for 
your home, one for the office and one for the com- 
munity school. This will make just a dollar. It would 
be a still better plan to wire your order right now 
and send the money in a letter later. Anyhow, do not 
delay. Please tell your neighbors about it, too. 

Faithfully yours, 
ARTHUR CHARLES WATKINS, 
Associate Secretary. 


No More Illiteracy! 


Send your address by postcard, 
to receive a sample copy 
to : 


MR. LOUIS TESSON, 
50 Batavia Street Boston, Mass. 




















VOLUME XII, No. 6 





32 


THE AMERICAN TEACHER 

















American Federation 


of 


Teachers 


327 S. La Salle Street 
CHICAGO, ILL. 


Affiliated with the American Federation of Labor 
Organized April 15, 1916 
aR 


The American Federation of Teachers desires to 
establish an intimate contact and an effective co-opera- 
tion between the teachers and the other workers of the 
community. 


The American Federation of Teachers desires to 
co-operate with all civic organizations for improved 
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. 

Our Slogan Is: 
Democracy in Education: Education for Democracy 


“The American Teacher” is published monthly by the 
American Federation of Teachers. Membership dues 
carry subscription to the magazine. To all others the 
subscription price is $2.00 per year, 25 cents per copy. 























FE 


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