MARCH, 1928 VOLUME XII, No. 7 






Democracy in Education Education for Democracy 


The “~'" 
[American Teacher 


THE ORGAN OF THE AMERICAN FEDERATION OF TEACHERS 





nan 

















) SOUTHERN 
NUMBER 














| MBITION is the emphatic demand of the human 
oF _ spirit for self-expression and self-realization by 
achievement; therefore, we severally aspire to 
excel in Art, Science, Letters, Business, Sport, Poli- 
tics and Pleasure. 
Whether we appear to succeed or fail, the object o 
Nature—self development—is served. » 
And when the excellence attained is dedicated 
| unreservedly to the service of humanity, achieve- 
ment has reached the peak of its possibilities. " 


b; 











— —_— = - 

“Tender ein io SP 99 ‘en aewth tanaie 
| Oklahoma City, Oklahoma : ) Chicago, Illinois — 
= Single Copy 25c—Yearly Subscription $2.00 








en sn 











bd. 





THE AMERICAN TEACHER 





A VISION OF THE FUTURE 


Awake! Awakel The stars are pale, the East ig russet gray; 
They fade, behold the phantoms. fade that kept the gate of, 


day; 

Throw wide the bufning valves. and‘let: the golden streets be 
free; 

The morning watch is past, the watch of evening shall not be. 


Put off, put off your mail, ye king, and beat your brands to 
dust; 

A surer grasp your hands must know, your hearts a better 
trust; 

Nay, bend aback the lance’s joint, and break the helmet bar— 

A noise is on’ the morning winds, but not the noise of war. 


yh the Dd Mountain paths the glittering trap 


They at they oni! How fair their feet—they come tins j 
publish peace! . a 


Yea, victory! fair aeep—-ee enemies ond ours, 


And all the clouds are clasped in light, and all the earth with | 


flowers. 


Ah! still depressed and dim with dew, but yet a little while, 

And radiant with the deathless rose, the wilderness shall smile, 

And every tender living thing shall feed by streams of rest, 

Nor lamb shall from the fold be lost, nor nursling from 
the nest. 


For aye, the time of wrath is past, and near the time of rest, 
And honor binds the brow of man, and faithfulness his 


breast— 


Behold the time of wrath is past, and righteousness: shall be, 

And the wolf is dead in Arcady, and the dragon in the sea. 

—(Written by John Ruskin in 1865, but not published 
until many years later.) P 











CONTENTS 


Page 
ATLANTA 89— 
A Message to the Teachers of America_____----- 3 
C. E. Phillips 
Public School Teachers Association-._.......-~-~- 4 


Mary C. Barker 
Public School Teachers Association and Organized 
OS OEE LE OE ae Ge ee 6 
Jerome Jones 
Public School Teachers Association and Board of 
Edueotiodd 9 tie oi. sonics dasinpepe ci —ee ies 8 
W. W. Gaines 
Relation of Superintendent to Teachers Association 9 
Willis A. Sutton 
The Technique of the Job-_.______------------- 10 
W. J. Scott 
Campaign of 89 for Adequate Support of Schools.. 12 
James P. Barron 


Fulton County Teachers Association 183-.-...-~--- 14 
Boyd Taylor 
MEMPHIS 52— 
The Memphis Teachers Association___.-.....---~ 16 
Carlotta Pittman 
Present and Future Objectives of 52-..--~_-~--- 18 


Mary V. Little and Elizabeth E. Dix 
WASHINGTON 8— 


A Department for Research__________-..-~----- 20 
Selma M. Borchardt 
Selma Borchardt Honored____.___.____-__-__---- 21 


Louise D. Mickey 





Local 27 of the A. F. T. ee 
Mary L.. Mason and Eleanor Robinson 
EDITORIALS— 
Ashland School for Adult Education______---~-~- 29 
J... Kirk patrick 
OSE RS ND ie CS ra te 30 











A WORD OF CHEER FROM COLORADO 
LABOR 


Denver, Colorado, January 26, 1928. 
Mrs. FLorENcE Curtis Hanson, Sec-T reas. 


AMERICAN FEDERATION OF TEACHERS, 
CHICAGO. 


Dear Mrs. Hanson: 


Permit me to congratulate you on the splendi 
appearance of the AMERICAN TEACHER, partic 
the January issue. The leading article by John D 
can well be considered one of the strongest argumet 
for union membership ever presented. 


The labor movement is gradually coming to t 
realization that teachers’ unions are a valuable a 
to the movement, and through the AME 


TEACHER this fact is being driven home with forcel 


editorials and news matter. 
More power to the AMERICAN TEACHER. 


With best wishes for the success of your m0 
ment, I am 


Sincerely and Semnatily, 


Ear_ R. Hoace, President, 
Colorado State Federation of Labor. 











two 
und 
to | 
any 
and 
figh 
in s 
as a 


add: 





arou 
yet, 

into 
taxe 














Volume XII, No. 7 


The American Teacher 


Entered as second class matter Oct. 1, 1927, at the post office at Oklahoma 
Acceptance for mailing at special rate of postage provided for in Sec. 1103, Act of Feb. 28, 


MARCH, 1928 


City, Okla., under the Act of March 3, 1879. 
1926, authorized Nov. 3, 1926. 


Two Dollars Year 











*00ps 
ve thar. | 


h with }} 





Though I left the somewhat “Select Few” nearly 
two years ago, and though I am now doing business 
under a shingle of “Real Estate Investments,” I claim 
to be neither a “tired” nor a “retired” teacher. If 
anything, I am studying the game more closely now, 
and from more angles, than ever I did when I was a 
fighter in the ranks. with you. While still a teacher 
i in spirit, it is as a patron of the Public Schools and 

i as a member of the great big economic world that I 
address you. I am one of those “City Boosters,” and 
one of those fellows who, when the. time comes 

. around, wish that they didn’t have to pay taxes; and 
yet, I am one of those fellows who would not move 
into a community where they didn’t have to pay 
taxes. I believe in. the great Industrial World and 
all that it means.. I believe in the great and liberal 
Duke University—the foundation of which was my 
Alma Mater. But our hearts and souls are in that 
greatest, biggest and best of all our public institutions 
—the Public Schools. Here lies our salvation or the 
reverse. Left to us (the public) alone they might 
prove our destruction. Left to us with wise leader- 
ship, they are sure to prove our salvation. When 
School Boards ask us for bonds for new buildings and 
expensive equipment, we vote them almost without 
murmur or complaint. Then we take great civic 
pride, whatever that means, in pointing out and 
boasting of our fine system of schools. Yes, we even 
vote our superintendents large salaries, and boast of 
the fact that we have a “large” man. All of these 
things are necessary, 

But what about those “large” teachers—even that 
"$2,000 minimum,” which I hear you talking about? 
The public is finding that too-much, of the emphasis 
is being put at. the wrong place. These fine physical 
plants are only shells to be used or abused, We are 
becoming more and more interested in the program 
of our schools. We want something that we are not 
ogg eng. What that. something is, you know. better 
; than we. We want a: little education ourselves, an 
education that comes not so much’ from Boards of 


while, 

smile, 

f rest, 
from 


\DO 


1928. 





{ERICAN 
forcelt 





Message To the! Teachers of America 
By C. E. PHILutrs 
A Former President of Atlanta Local 89 


Education and from Administrators—for they are 
not of us a part—but an education and leadership that 
comes from the genuine work-a-day experiences of 
those who actually use our buildings and our equip- 
ment. We want to hear from you because our chil- 
dren live with you, and because you are trying to do 
for them what we ourselves can not do. There is 
something that we would do for you, but you must 
show us the way. We would rather put more in you 
for a while, and less in elaborate materials, if neces- 
sary, for, as a2 wise Southern leader, who was con- 
gratulating his Alma Mater upon being the recipient 
of a Million Dollar addition to its Endowment Fund, 
said: “I thank God that not one cent of this money 
can be put into buildings and equipment, for after 
all, it is far better to have one real teacher teaching 
in a cow-shed than to have a thousand pigmies prat- 
tling in a palace.” 

Yes, in my new business, I am feeling the pulse 
of the public as it never came to me before, and I 
can most assuredly say that the large majority of the 
people are willing to pay the price if the situation 
were presented to them in the right way. This means 
that we need a new and more vigorous type of leader- 
ship in the educational world. And from my own 
observations and experiences as a school man and as 
a man in business, I may say that I am convinced, 
beyond shadow of reasonable doubt, that this new 
leadership can come only through proper educational 
programs conducted by Teachers’ Organizations. 
They are doing it in New York. They aré doing it 
in Atlanta. They are doing it in St. Paul. It can be 
done anywhere where the classroom teachers are will- 
ing to clothe themselves with a definite program of 
truth, quit being “fraid cats,” and acknowledge 
themselves the workers, or laborers, they surély are. 
The powers ‘that be, or that) (may) be, may fight 
you in the beginning, but if you are right and you 
work along the right lines, using a reasonable amount 
of tactful: determination and perseverance, the time 
will soon! come when they will say, “Me too.” | But 
you will have to take the) initiative and bring this 








thing to pass. You will-have to reverse the idea so 


many teachers have, that “Flattery sits in the parlour, 
when plain-dealing is kicked out of doors,” and bring 
about the time when plain-dealing will sit in the par- 


THE AMERICAN, TEACHER 





lour. When that time does come the children of th 
land will come into their own, you will come ‘int 
your own, and the public will come into its own 
What will you do about it? 









In December, 1905, the white teachers of the 
Atlanta public schools organized as the Atlanta Pub- 
lic School Teachers The objects set 
“first, the promotion of the cause of 


Association. 
forth were: 
education, second, the protection of teachers’ inter- 
ests, and third, the cultivation of social intercourse 
among the members.” Since then our constitution 
has been revised three times, but those “objects” still 
comprehend the purpose of the Association as a pro- 
fessional group. _ Our rules state those purposes now 
in greater detail, and. important additions to our 
interests and objectives have come through later 
affiliations. 

This organization formed in 1905 was not the first 
effort the teachers of Atlanta had made. Several 
times they had tried to organize and had failed. A 
few years previously they had formed a society the 
chief purpose of which was to begin to accumulate 
a retirement fund. It soon became evident that this 
undertaking was too great for such a small, poorly 
paid group, so they disbanded, the money in the 
treasury being prorated back to the members. 

But the feeling persisted that the teachers ought 
to have an organization through which they could 
work collectively for the improvement of school con- 
ditions. The result was the action of December 
2, 1905. 

In 1911 the constitution was revised in two 
important particulars: a statement concerning pro- 
fessional ethics was adopted, and provision was made 
that 60 per cent of the one dollar dues should be 
set aside as a “Sick Benefit Fund,” which is now 
called the “Relief Fund.” 

In January, 1919, the constitution was again 
revised in the interest of more democratic procedure 
in the Association itself. Members generally had 
become interested in the affairs of :he Association and 
wanted to take a hand in directing its activities. 

The next year found us affiliated with the Amer- 
ican Federation of Teachers and with the Atlanta 


The Atlanta Public School: Teachers: Association 


By Mary C, BARKER, 
Formerly President of Atlanta Local 89 and President of the American Federation of Teachers 








Federation of Trades, necessitating another revision 
of the rules. 
FAITH, COURAGE AND VISION PERSIST 

Up to the period of the World War and the yeas 
immediately following, the Association was not a 
altogether popular institution among the teacher, 
but there was a group of people of faith and courage 
and vision who continued to cultivate the idea, and 
through those first ten years the idea was steadily 
making progress. 

From time to time the Association asked the Board 
of Education or City Council or both, as the cas 
might be, for specific improvements in working con- 
ditions, in salaries, in educational standards, in teacher 
training. Sometimes the effort was successful, some. 
times not. Letcturers were brought to the city t 
give us the best in educational thought. The Asso 
ciation was building up standards, was developing 
morale and professional pride and recognition, with- 
out which later and more spectacular accomplish 
ments would have been impossible. 

Our affiliation with Labor was an interesting 
episode. The Labor people in Atlanta had advocated 
it for years. Back in 1910 when the salaries of 
teachers were less than they had been in 1871 (st 
the records) the Journal of Labor had this to say: 
“In suggesting to the Atlanta public school teachen 
that they affiliate with the Atlanta Federation 
Trades we offer them something more than a friendly 
interest, for we offer to them the earnest and digni- 
fied effort of the very people who are more inter 
ested in a well taught school by a well paid corp 
of teachers than any class of people in the city. - -: 
The Atlanta Federation of Trades believes in su 
ficient pay for efficient work. But it believes th 
the trend of the times makes it impossible to met 
present day conditions single handed, and thus it 
organizes—and holds out a helping hand to other 
who organize. . . . Should the teachers form # 
organization and seek affiliation with the Atlant 
Federation of Trades the salary question will & 
greatly simplified.” 








































































do 
for 
ors 
ing 
cit 


the 








71 (eet 
to say: 
eachers 


rion of 


| dighi 
. inter: 
1 corps 
in suf- 
es that 
‘o meet 
thus it 
] others 
orm ai 
Atlanta 
will be 


At this time the Federation of Trades was waging 
a tireless but difficult campaign for.an increase in 
teachers’ salaries, Another editorial said: ““No one 
realizes any more the, truth of the old adage than 
does the laboring man, ‘A thirty dollar teacher—a 
thirty dollar boy, a hundred dollar teacher—a hun- 
dred dollar boy’.” 

*The Teachers Association must have done some 
good work that year itself for in December the editor 
in talking again about the salaries of teachers wrote 
this significant paragraph: “But the school teachers 


| of Atlanta are learning the value of cohesive organ-~ 


ization, of the power that lies’ in concerted | action, 
done in intelligent manner, with the) policy of ‘one 
for all and all for one’ to keep them if line. This 
organization has come out boldly and asks for 4 liv- 
ing wage. They are circulating petitions urging the 
citizens to espouse their cause. . They are enlisting 
the services of some of our most prominent citizens 
in their behalf and the work being done will bear 


fruit.” 


ScHOOL SysTEM SAVED 

During the war when everything except salaries 
came high, when teachers were answering the call 
to war work, and the increased opportunities in busi- 
ness were drawing: them by the hundreds to larger 
pay, the teachers of Atlanta became alarmed for fear 
that the system would go to pieces. They asked for 
a new schedule of ‘salaries, and later, for a consider- 
able increase in salaries. 


A new board adopted a new ‘schedule. It did not 
have the money to put it into effect except for the 
smaller salaries. The Association never stopped its 
insistence until that schedule was in effect through- 
out the system. In addition, with the board approv- 
ing but unable to supply the money, the Association 
went to the City Council and got an appropriation 
for a flat increase of ‘thirty dollars 2 month for 
elementary teachers and twenty dollars a month for 
high school teachers. 

This accomplishment followed months of activity 
during which the body was considering affiliation 
with the American Federation of Teachers. There 
is no doubt in the minds of many of us, perhaps 
the majority, that the activities of the Atlanta 
Teachers Association at this period saved the Atlanta 
school system from collapse. 


The Atlanta’ Federation of “Trades. was right by 


our side at this time, though we had not yet applied 
for affiliation .with. them,...When. Mr, Jerome Jones 




















































THE AMERICAN TEACHER 5 


spoke for us before the finance committee, of the 
council in December, 1919, asking that the com- 
mittee. recommend to the incoming council in Jan- 
uary that our request be granted, he said, “These 
people (the teachers) are near kinsmen of ours.” He 
there served notice that we were a part of Labor and 
as such Labor was backing that particular request 
of the Atlanta Public School Teachers Association, 
Local Number 89 of the American Federation of 
Teachers. Shortly our delegates took their places in 
the Atlanta Federation of Trades. 

Ever since that day in May, 1919, when we became 
a part/of the American Federation of Teachers the 
Teachers Association has, been a popular institution 
among the Atlanta teachers until today 90 per cent 
of the teaching body is included in its membership. 
The feeling of helplessness that the teachers had had 
in. years past had been overcome,” is the, way, one 
prominent member of the Association expressed it. 
They had awakened to their own responsibility, they 
had sensed the value of team work in securing better 
conditions, they had developed a stronger professional 
interest, and that interest, that same member pointed 
out, is carrying over into a widening horizon of edu- 
cational and social vision. She said further, that the 
fact that the teachers’ organization had, taken a stand 
tor higher qualifications for teaching had increased 
the professional pride of the teachers, and that, in 
turn had been an incentive, to them to, acquire 
further training and greater efficiency. 

TENURE Law SECURED 

At the annual election in June, 1921, one of our 
principals was deprived of her position without any 
reason being given for that action. The Association 
voiced its. protest. against. a teacher’s. being treated 
in that way. We asked that the principal involved 
be given a statement of charges and, that, she be 
allowed a hearing and the opportunity to defend 
herself... The board. refused the request. "We could 
not take legal actiqm because technically the teachers 
in Atlanta had no position., They were elected from 
year to year, and when a.year was past they had 
no position unless. the board chose to elect them 
again. The board claimed that in this case they merely 
failed to re-elect, and we had to accept that interpre- 
tation. 

The Association went to work immediately to get 
a tenure law. into effect. We presented to the board 
a plan and asked them to adopt it as a part of their 
rules,..In the meantime the Federation of Trades 
had pledged itself to assist us in getting such a law. 





6 THE AMERICAN TEACHER 


A charter revision campaign was on in the city and 
the Federation of Trades worked from that angle. 
The committee of the board to which our plan had 
been referred seemed unable to report favorably on 
our request without conditions to which we were 


So we dropped the matter 


unwilling to consent. 


with the board and accomplished our purpose through 
charter provision. 

In evaluating its accomplishments, the fact must 
not be overlooked that the Association has won for 
the teachers the recognition of their right to a voice 


in the conduct of the schools. This did not come in 
a day. By patient endeavors through many years 
this state of affairs has come about; and it must be 
true that Atlanta’s comparative immunity from 


’ friction betweeen the Board of Education and the 


Superintendent on the one hand and the principals 
and teachers on the other, has in large measure been 
the result of the cultivation of cordial relations and 
co-operation that the Teachers Association has 
always fostered as a desirable condition under which 
to work and as essential to the success of the schools; 





The Relation of the Atlanta Public School Teachers 
Association To Organized Labor 


By JEROME JONES 
Editor, The Journal of Labor 


That the public school teachers of Atlanta might 
recognize the natural bonds existing between them 
and organized labor and line up with labor in a com- 
mon devotion and united effort has long been the 
keenest desire of my life. I spent many earnest years 
trying to bring to fruition this fond dream. And to 
see our teachers almost unanimously organized under 
strong leadership, to see them espouse the union cause, 
pledge themselves to its ideals and join heartily in its 
fights,—tto see the teachers take their seats in the 
Atlanta Federation of Trades with all that member- 
ship in that body implies was a happy day in my life. 

It was a happy one for labor and a notable one for 
the teacher, too. The affiliation of the teachers with 
groups of workers thought to be so unlike their own 
was at first fraught with considerable misgivings. 
In fact there was no little hesitation and some oppo- 
sition. But ten years of affiliation in harmony and 
good feeling have proven false such misgivings and 
only the most conservative teacher now stays outside 
the organization on account of her opposition to the 
union. All, incidentally, accept the benefits that 
affiliation has brought. 

Vrrat PART oF LaBor MOVEMENT 

To discuss, therefore, the relation of the Teachers 
Association to organized labor is, for me, a most 
delightful privilege and I approach it with the same 
pleasure asa child recounting a beautiful dream come 
true. I must beg to qualify the subject somewhat, 
however, lest my readers get the impression that I am 
trying to discuss the relationship of two separate 
organizations. That is not the case. To be sure the 
teachers’ organization is in a sense an independent 

body making its*own constitution and choosing its 


own officials. But discussing its relation to organized 
labor is like describing the relation of a part to the 
whole. 

The Teachers Association of Atlanta is in fact, in 
spirit and in purpose a part of organized labor here 
in Atlanta. Local No. 89 has been for the last eight 
years just as much an integral part of labor as have 
the printers’ or the carpenters’ locals. Tho young 
in the movement and having many things to learn 
that only experience can teach, the teacher has ac- 
tively identified herself with labor and entered heart- 
ily into the activity of labor taking the same respon- 
sibility as any other local. The association. maintains 
a strong delegation in the Federation of Trades which 
attends regularly and enters actively into the discus- 
sions and actions of that body. 

New Bioop In LasBor RANKs 

Their affiliation with labor has meant much t 
labor. It has brought to the ranks of organized labor 
one of the largest and strongest influences in the city. 
It has in addition brought to organized labor new 
blood and new leadership. The delegates to the Fed- 
eration of Trades evidenced early not only a keen- 
ness of appreciation but ability of leadership that were 
early recognized. The Federation has come to recog- 
nize this and scarcely an election takes place but that 
some delegate from the Teachers Union is chosen 
some office. Whether vice-president of the Federa- 
tion, secretary, or committeeman the teacher has per- 
formed her part with enthusiasm and efficiency. The 
Federation’s delegate to the A. F. of L. last year wa 
a teacher. The affiliation, therefore, has brought not 
only strengthened membership and increased dues but 
has brought a ‘higher ‘morale, a splendid type of 





that 
TI 
relati 
publi 
admi, 


THE AMERICAN TEACHER 7 


worker and a high order of leadership. Their contacts 
have broadened the views and sharpened the sympe- 
thies of other members of the labor group. 

This affiliation has meant much to the teachers 
themselves. It has meant an increase of salary of 
more than 50% during the past ten years \in addition 
to many other benefits not enjoyed by. teachers in 
other cities. It has, brought dignity to the profes- 
sion. It has established respect in the community 
and it has stimulated a public interest in public affairs 
that has enabled the school department to make many 
reforms. It has enabled the schools to shape their 
educational aims more in line with the individual 
needs and responsibilities of the children rather than 
clinging to the old type of formal mass education. 
Then, too, the relationship and the contacts that have 
come from such relationship have given the teachers 
a broader view of the union movement and a deeper 
insight into its real significance. They are beginning 
to find more and more that their problems are com- 
mon to those of the worker in every field. The same 
forces that seek to keep labor unorganized, to depress 
wages, etc., are the same forces that try to keep 
down appropriations for schools. Capital is slow to 
see the economy of educating the masses and finds 
that the easiest way to prevent their education is to 
keep school appropriations at a starvation minimum. 
Teachers are beginning to sense this and are being 
drawn closer and closer to the union. This, fact has, 
in turn been helpful to labor as the teacher in her 


classroom necessarily becomes fairer in her teaching 
toward the union principle, 


‘ INTERESTS OF CHILDREN PROTECTED 


These two groups which are now but part of a 
whole group have worked together harmoniously and 
vigorously in protecting the interests of the school 
children and in other civic affairs such as bond issues, 
public improvements, civic reforms and other enter- 
prises of a public nature. 


Before undertaking a proposition or inaugurating 
a policy that involves labor or in which. it might 
become interested the teachers consult the officials of 
the Federation and together they map out a plan of 
procedure or agree upon a policy. Such was the case in 
the adoption of this year’s school budget when the 
president of the Federation largely directed the efforts 
of the teachers. 


I would not imply that all problems of relation- 
ship have been settled nor that every teacher is fully 
committed to the organized labor idea nor that every 
other member of the union appreciates fully the 
strategic position of the teacher. Time will be neces- 
sary for this. Meanwhile contacts are being increased. 
Leaders among the teachers are meeting with other 
locals and leaders from the other locals reciprocate 
by meeting with the teachers. Thus the relationship 
is being cemented through personal acquaintance, 
understanding of each other’s viewpoint. and an 
appreciation of their common problems. 





The Atlanta Public School Teachers Association and the 


Board of Education 
By W. W. Gaines, 


Formerly President of Atlanta Board of Education and For Eight Years School Commissioner 
From the Third Ward 


Our Atlanta public school teachers years ago 
organized into an association. It has: its» proper 
offices and its declaration of purpose. It is but 
natural that these teachers should organize, Not only 
that but it is exceedingly wise that they should do so. 

The public school teachers have four principal 
telationships: To themselves, to their pupils, to the 
public, and to the Board of Education and the school 
administrative officers, The teachers can serve in 
tvery one of these relationships better by being 
Organized. 

The Teachers, Association. is rendering, a. service 


to the Board in st-nding for, scholarship, efficient 
*ervice, and high moral character on the part of the 


teachers. In every stand that the Board of Educa- 
tion has taken for a higher standard of scholarship 
on the part of Atlanta’s teaching staff it has had 
the support of the Teachers Association. It has been 
one with the Board in its effort to keep unprepared 
teachers out of the system and to get rid of the 
unfitted within the system; and to see to it that 
entrance into the system is based wholly on capa- 
bility and not at all on political influence. 

The Teachers Association co-operates “with the 
Board of Education in sympathetically communicat- 
ing to the body of teachers the Board’s attitudes on 
questions that come before it. The Teachers Asso- 
ciation always has certain of its members in attend- 





8 THE AMERICAN TEACHER 


ance upon Board meetings. These members hear the 
problems discussed, become familiar with the argu- 
ments on all sides, and see the reasons which led 
the Board to its final conclusions. They are hence 
in a good position to sponsor the Board’s position 
before the teachers in their meetings. This they 
invariably do, and with good results. The teachers 
have confidence in the high purposes of the Board 
of Education; and this contact that is had between 
the teachers and the Board, as above indicated, is of 
the highest good. 

One of the greatest ways in which the Teachers 
Association aids the Board of Education is in its 
advocacy before the people of Atlanta of an adequate 
financial support for the public school system. It 
does this by means of articles in the daily newspapers, 
by addresses before parent-teacher associations and 
civic organizations, and by interviews with public 
officials and leading citizens. The Teachers Associa- 
tion, directly and indirectly, is easily the leading 
force in the city in arousing public sentiment to a 
proper support of the public schools. The beautiful 





KIND WORDS FROM ABROAD : 


18 Johns Road, 
Prospect, South Australia, 
December 13, 1927. 

The Editor, 

“The American Teacher” 

Chicago, U. S. A. 


Dear Sir: 

I have to thank your good self or some other kindly 
disposed person for a copy of the New York Num- 
ber of the TEACHERS’ JoURNAL for November, Vol. 
XII, No. 3. 

I was very pleased to get it and keenly interested 
to read the budget of news contained therein. 

Not the least interesting is the report of your 
Committee on Education, Page 10, and your Editorial 
and subsequent articles on pages 20 and 21, etc. 

I do like the buoyant spirit. It’s good to read. 
Democracy in Education and Education for Democ- 
racy. [I’m 28 years a Trade Union Secretary, and 
know good stuff when I see it. May your Union and 
its “Organ” prosper. 

My simple and sincere thanks for sending me your 
paper. Pll pass it on. 

Best wishes for a Merry Xmas and Happy New 
Year. 

Yours sincerely, 
ARCHIBALD McINNES. 


thing about this advocacy on the part of the Teach- 
ers Association is that it is not a purely selfish posi- 
tion on its part. The Association has uniformly and 
consistently argued for a proper support for the 
school system as a whole, for the maintenance and 
operation departments of the system as well as for its 
instructional department. Every forward step that 
our school system has been able to take during the 
eight years that I have been observing the system 
has been with the active assistance of the Atlanta 
Public School Teachers Association. In thus serving 
the Board of Education the Teachers Association is 
also serving the people of Atlanta. 

The Teachers Association, too, rightly interprets 
its work. It has always been co-operative and sympa- 
thetic and never dictatorial. A Teachers Association 
formed for a wrong purpose and acting along wrong 
lines would be very hurtful. Our Atlanta Teachers 
Association has every good point and no bad points. 
It is one of the greatest helpers that our Board of 
Education has or could have. 





The purpose of schools is to furnish the succeed- 
ing age with men qualified to serve the public— 
Benjamin Franklin. 





Visit } 
rat Countries 38 s 








ART CRAFTS 


GUILD TRAVEL BUREAU 

































ints. 





To say that the present Superintendent and his two 
immediate predecessors were members of the Asso- 
ciation and officials in that Association’should speak 
volumes as to the attitude of the Superintendent 
toward the Teachers Association. The present 
Superintendent had the honor of being selected as 
president of that organization. Mr. Dykes, my 
immediate predecessor, was also president of the 
Association. Two of the three Assistant Superin- 

* tendents were active members in the Association until 
their election as Assistant Superintendents. The third 
had not previously been in the Atlanta system and, 
therefore, had ne opportunity of becoming a member. 

While the Board of Education has not officially 
recognized the Teachers ,Association as a union it 
has on several occasions allowed. the Association’s 
representative to appear before it to advocate or 
oppose proposals before that body... The Board did, 
however, adopt a salary schedule submitted by the 
Association. 

RIGHT TO ORGANIZE RECOGNIZED 

The Superintendent officially and personally has 
always held the -view that teachers had a right to 
form an Association, that they had a right to bind 
themselves together to promote their own welfare 
and for other worthy interests. Since becoming 
Superintendent I haye not altered my views in this 
respect. I may. not have always. agreed with the 
officials of the organization and,I may have thought 
that some of their actions were unwise yet I have 
never felt that the teachers had: no right to express 
themselves upon) the. problems in which they are. so 
vitally interested, 

My relation as Superintendent with the Teachers 
Association has been cordial and on the whole pro- 
ductive of much good, During the present scholastic 
year while the schools are operating under. yery try- 
ing. circumstances. the Teachers '.Association _ has 
actively interested itself in upholding the school pro- 
stam and securing larger. appropriations for the 
schools. They have also done very splendid work in 
Presenting the cause of the schools to the public. 

At the beginning of every year and frequently 
during the year throughout my whole eight years of 
office as Superintendent I have urged the teachers 


THE AMERICAN TEACHER 


Relation of Superintendent to Teachers Association, 
Atlanta, Georgia, Public Schools 


By Wirus A. SUTTON, 
Superintendent of Schools 


to join the Teachers Association. I have also, at the 
request of the Teachers Association, issued instruc- 
tions ‘that no normal or general meetings of the 
teachers be scheduled so as to conflict with the gen- 
eral meeting of the Teachers Association. 

ScHOOL SuPPORT APPRECIATED 

Until a few years ago there was in our school 
system an organization known as the Advisory Com- 
mittee. This committee was made up of the super- 
visors and representatives of the teachers. The idea 
was that before any change of policy of a radical 
nature was put into effect the Board of Education 
might refer said proposal to the Advisory Committee 
for study and report. This committee rendered very 
valuable service and filled a real need, but with the 
strengthening of the Association the work of the 
committee became narrower and narrower until 
finally it became evident that both the teachers and 
the administration could function better through the 
officers of the Association itself. 

In speaking of the relation between the Superin- 
tendent and the Teachers Association I must express 
my appreciation for the influence for better schools 
support that the teachers have rendered through their 
organization. The organization has made of the 
teachers an. influential, factor in the city., It. has 
elevated the dignity of the profession. It has, through 
its contact with other, organizations and through its 
various affiliations, with the Atlanta Federation of 
Trades in particular, breught to the support of the 
schools a large and influential clientele, 

SYMPATHY WITH, ASSOCIATION 

I believe that the cordial, relationship that. has 
existed is due, first, to, the fact that the Superin- 
tendents, being former teachers and members of the 
Association, have the teachers’ viewpoint and are 
sympathetic with the Association, and second, 
because the teachers through their official represen- 
tatives have been men and. women .who have had 
the best interests of the entire school system, at \heart. 

Personally I can. hardly. conceive of a school system 
where teacher and Superintendent cannot feel per- 
fectly. at. liberty to discuss with each, other. the 
problems that affect the child provided two important 
principles are kept in’ mind; first, the teacher must 


10 THE AMERICAN TEACHER 


realize that the Superintendent is the chief executive 
officer of the school and is, therefore, responsible 
for the administration of the school and, in a large 
part, for the formulation of the policies that govern 
the school and as such the teachers are due to give 
him that measure of loyalty and co-operation that the 


highest code of professional, ethics: commands. On 


the other hand, the Superintendent must realize that 
the vital unit in a school system is the teacher and 
that the Superintendent must be loyal to her and 
grant to her the freedom that he would have her 
cultivate in her pupils. 





The Technique of the Job 


By W. J. Scorr 
Ex-President Atlanta Local 89, Vice-Pres. A. F. T. 


In a meeting of a Central Labor body a little while 
ago a delegate from one of the most powerful unions 
in that section of the country was reporting under 
the head of “‘state of trade.” He was speaking of the 
success of a recent campaign his local had been 
through to secure a slight increase in wages and im- 
proved working conditions. In the course of his 
report he made this very interesting and significant 
remark: “What we got is not exactly what we asked 
for. But we learned long ago that the safest and 
the surest way to rise is by the give-and-take method. 
The day has passed when you can force people to do 
things; co-operating is the way it’s done now.” 

“They'll never get it that way. It takes a lot of 
fuss and noise to put over a thing like that.” The 
person to whom a citizen made the remark agreed 
that success in such undertakings requires a great 
deal of clamor. The next afternoon, however, the 
two citizens might have read the story of the adop- 
tion of the new salary schedule for teachers in the 
public schools of Atlanta by the Board of Education 
without one negative vote. 

Fam AND Just To ALL 

In both of the cases cited above are illustrated the 
methods that the Atlanta Public School Teachers 
Association uses in reaching its objectives. We agree 
with the delegate quoted above that the most effec- 
tive and permanent work of the nature that the locals 
of the American Federation of Teachers find it neces- 
sary to do is not and can not be done by the use of 
coercive methods. The most lasting steps forward 
that the Labor movement has made have not been 
the result of methods involving ultimatums and 
force, but have come as the natural sequence of 
mutual understandings of the problems confronting 
the parties concerned, and the willingness of all par- 
ties to solve those problems in a manner that was 
fair and just to all alike. Local 89 does not claim for 
Atlanta teachers all the advantages that teachers in 
some other cities have, but it does believe that they 


enjoy many advantages that some other cities do not 
provide for their school employes. And these advan- 
tages, for the most part, have been secured by calm, 
peaceful methods in which we have had the support 
of practically every worth while civic body in the 
city. 

The proper place, it seems to us, foi this spirit of 
co-operation to begin is among the membership itself. 
In order that the co-operative spirit might prevail 
in the organization we feel’ that it is most essential 
that the membership feel that the organization is 
theirs and not the officers’ or the Executive Com- 
mittee’s. Soon after the officers of the Association 
are elected in October, they meet and select jointly 
the chairmen of the various committees. At a sub- 
sequent meeting these chairmen are asked to meet 
with the officers to participate in selecting the mem- 
bers who are to serve on the committees. This pro- 
cedure, it is our experience, insures harmonious rela- 
tionships within the Executive Committee the spirit 
of which leavens the whole organization. Local 89 
stresses committee work, for we believe that the more 
workers we train in the movement the stronger the 
Association becomes. In order to secure effective work 
in the committees each of the vice-presidents assumes 
the responsibility of directing and supervising the 
work of an equal number of the standing committees. 

THREE Groups UNITED 

It is the purpose of the Association to foster 4 
feeling of professional solidarity among its member- 
ship. In order that this part of the program might 
be carried out effectively it requests that the faculty 
of each school select one of' its strongest members 
who becomes a member of the board of directors. This 
body, with a membership of more than fifty of the 
most professionally-minded people in the system, 
meets bi-monthly at luncheon. A business session fol- 
lows the luncheon. The organization launches it 
best work in these sessions. The directors return @ 
their respective schools and acquaint the other mem- 





THE AMERICAN TEACHER 11 


bers with the matters considered at the meeting. In 
the general meeting of the entire membership later 
these matters are ready for final action. 

The three groups in the city that consistently back 
the public schogl system are the Parent-Teacher Asso- 
ciations, the Federation of Trades, and the Atlanta 
Public School Teachers Association. Whenever there 
is need for support of school matters it is these groups 
that usually busy themselves in supplying it. It is 
the policy of the teachers to co-operate with these 
groups and all other bodies that we feel have the 
interest of the schools and the city at heart. They 
in turn give to the teachers their support in activi- 
ties in the interest of the teachers themselves, the 
children, and the city as a whole. 

It is the policy of our organization to solicit the 
co-operation of the newspapers when a situation arises 
in which it becomes necessary to catry the facts to 
the general public. A very excellent instance of their 
willingness to give their support took place in a recent 
campaign. Local 89 had launched a movement to 
secure from the City Council a larger appropriation 
for the 1928 school budget. The schools had starved 
along for years on funds that were utterly inadequate 
to support the type of school system that the people 
of the city demanded. A committee from the teach- 
ers called upon the editors of the newspapers, placed 
before them the idea and plans of the campaign, and 
asked for their co-operation. The result was that the 
editors offered the columns of the dailies for the pub- 
lication of material on the needs of the schools, They 
went even further and emphasized with fair, forceful 
editorial comments the facts presented i in the articles 
written by our president. 

CONFIDENCE IN TEACHERS UNION 

In another article in this issue of the AMERICAN 
TEACHER, the president of our Local has told the 
story of the campaign referred to above. It is only 
necessary here to note that the success of the cam- 
paign was due not to the strength of the teachers 
organization alone, but to the co-operative efforts 
of all the forces that are interested in the childhood 
of the city.. The most significant point to the writer 
about the undertaking, as far as the teachers are con- 
cerned, is that the whole-hearted support given to 
the movement by the citizens is indicative of their 
respect for and confidence in the teachers and their 
organization. r 

In order to hold fast to this policy of co-operation 
the Association makes every effort to protect itself 
against hasty, indiscreet action. Among the. most 


disturbing factors in the work of any organization 
are the individuals who permit personal feelings to 
entet into the settlement of a situation which can 
be settled only on the basis of principles involved. 
The very nature of their cause calls for hasty, impe- 
tuous procedure which later reacts badly on the 
organization and its cause. Fortunately, however, 
these occasions are rare. When an important matter 
is to be handled, it is our practice to carry it to each 
member of the Board of Education individually, 
explain it frankly and definitely, and ask for his sup- 
port of the measure when it is presented to the Board 
for adoption. There have been few occasions when 
the matters so handled have been defeated. 

Strange as it might seem to the members of some 
of the other locals of the American Federation of 
Teachers there exists in the school system of Atlanta 
an atmosphere of freedom and sympathetic co-opera- 
tion among the Board of Education, the administra- 
tive forces, the parents, and the teachers that makes 
it unnecessary for Local 89 to employ any tactics 
other than that of sincere, frank, enthusiastic co-op- 
eration. The fact that the Atlanta teachers are more 
than 90 per cent organized might also have bearing 
on the situation. 


Qian err att annie. ects st ge pe ees ee 
The 
“Supreme Authority” 
for the Schools 


Webster’s New International Dictionary 


Constantly revised and impreved to keep abreast of mod- 

ern needs and information. 

Gecllage te ef NEW WORDS such as andion, joy stick, 
Faseisti, radiophone, Freud, saerograph, 





penn sm, ray 
Ww ver Your Question about words, Places, you 
find here a ready accurate answer. 2,700 pages; 
entries, including 408,000 vocabulary terms, 12,060 
names, 82,000 geographical subjects ; 100 tables; 
illustrations. 
One of the wisest of our school superintenden outa tome: “T 
have never yet seen a person, whether pupil or er, 
who was accustomed to the frequent use of the dic 
who was not at the same time 


work could not be found.” 
Write for 

Helps in 

Teaching the 

Dictionary, 

FREE 


G. & C. MERRIAM COMPANY 


\ Springfield, Massachusetts — j 





12 THE AMERICAN TEACHER 


Campaign of Local 89 for Adequate Support of Atlanta’s 
Public Schools 


By James P. BARRON, 
President of Atlanta Local 89 ' 


Under Atlanta’s present charter the public schools 
are entitled to a minimum of 26% of the city’s 
revenue from all sources, in addition to the state and 
federal funds. This provision, which was incor- 
porated in the charter as a safeguard, has been inter- 
preted in such a manner by city officials as to prevent 
the schools from receiving sufficient funds for their 
efficient operation. As the city council is the revenue 
raising body they have refused to give any additional 
funds to the schools above the minimum requirements 
in the charter. This has created a situation which 
has become more critical from year to year as the 
Board of Education has proceeded to spend the 
amount which they felt was necessary for the 
efficient operation of a progressive school system. 
On several occasions the teachers have had to wait 
on their salaries for several weeks while arrangements 
were made to tide over the deficit until next year. 
Finally in October, 1926, the deficit had mounted to 
the rather large sum of approximately $820,000.00 
and the banks refused to lend any funds to the city 
for the operation of the schools during the rest of the 
year unless a guarantee was made by the city that 
the deficit would be retired during: 1927 and that 
the Board of Education would be required to operate 
the schools on the appropriation made by the council. 


Under such an agreement the deficit was retired 
by council through an increase in water rates and 
the Board of Education made a desperate effort to 
operate the schools on the minimum legal appropria- 
tion regardless of the effects on the efficiency of the 
system. Not only were drastic cuts made in the 
budget adopted in January, 1927, but a shrinkage of 
the anticipated revenue of the city forced an addi- 
tional cut of $282,000.00 during the year. This 
required the elimination of over one hundred and 
fifty probationary teachers and many other hurtful 
methods of economy which have resulted in a serious 
condition of overcrowding in the classrooms and an 
overburdening of the teachers. When school began 
in September it was apparent that some change must 
be effected and that the public must be informed of 
conditions“in order that the desired results might 
be secured. . »As. the administrative officials and the 
Board of Education had attempted for several years 


without success to secure adequate funds and numef: 
ous civic organizations had made investigations in an 
effort to arouse public sentiment about the serious 
conditions prevailing in the schools, it was evident 
that only the teachers of the city could present the 
facts to the public in such a manner as to secure‘a 
change. Local 89, which numbers among its mem. 
bers over 90 per cent of the teaching body, readily 
and willingly assumed the responsibility and imme- 
diately set to work. 
Co-OPERATION WITH Civic BopiEs 

At the October meeting of the Local plans were 
presented by the Executive Committee to the mem- 
bership and were unanimously adopted. These called 
for a part-time worker, the renting of a downtown 
office, and a campaign for funds with which to 
finance the work. Each member was requested to 
contribute one per cent of one month’s salary as a 
campaign fund. Not only did the members respond 
wholeheartedly but many non-union teachers also 
asked to have the privilege of making a financial 
contribution to the campaign fund. The Executive 
Committee selected the President of the local to con- 
duct the campaign as it was felt that the responsi- 
bility would rest largely with him and that he should 
have full charge of the campaign. A conveniently 
located office was secured in 2 modern building and 
was furnished economically. 

Letters were sent to various civic organizations 
tequesting an opportunity to present the situation to 
the membership ‘of those bodies. Numbers imme- 
diately arranged an opportunity for the speaker of 
the Local to appear on their programs although 
special concessions had to be made as most of the 
programs were already full. The Parent-Teacher 
leaders co-operated heartily and many P. T. A. meet- 
ing were addressed by President Barron. Many organ- 
izations passed resolutions and appointed speakers to 
appear before the Finance Committee of City Council 
to urge the proper financial support of the schools. 

Organized labor, always in the front of any great 
civic movement in Atlanta and ever watchful over 
the interests of the schools, became very active. The 
Federation of Trades went on record very forcibly 
in demanding that the situation be corrected, after 





corre 
simil, 
artic. 
of th 
endor 
The | 
daily 
accor 
for J 
sent 

were 
to pr 
At 
mitte 
larges 
in th 


THE AMERICAN, TEACHER 13 


the delegates from Local 89 had presented the con- 
ditions of the schools, tothe central body. The 
Executive Committee was instructed to use. its 
influence with the council members. and.did its usual 
effective work. Mr. Jerome Jones, the Dean of 
Labor in Atlanta, of course lent his. powerful pen 
to the aid of the cause. and led the ‘way in first 
demanding that a threatened cut in salaries. be 
abandoned as unjust. and. unwise. When Mr. Jones 
speaks the public listens and his editorial was quoted 
and endorsed by the daily papers. The cut in salaries 
was never seriously considered by’ the Board as the 
solution of the financial dilemma of 1927, 
TEACHERS’ RIGHTS RECOGNIZED 

Not only did the daily press demand that salaries 
be paid in full and that the salary schedule for 
teachers, which had been attacked by certain inter- 
ests as too expensive and as unsound in theory, be 
maintained, but each of the three papers entered into 
the campaign vigorously after officials of Local 89 
had presented the, situation to the editors. The 


Atlanta Constitution requested President Barron to 
write an analysis of the situation and. point out how 
the budget which had been prepared for 1928 would 


correct the situation. When the other papers made 
similar requests Mr. Howell gladly agreed that the 
article should be run in the other papers, and each 
of the three not only gave it splendid publicity but 
endorsed the article in very emphatic terms editorially. 
The analysis of the budget and the editorials of the 
daily papers were reproduced in the Journal of Labor 
accompanied by a masterly editorial demanding justice 
for Atlanta’s children. Copies of the papers were 
sent to members of council and several, thousand 
were mailed by individual teachers in every school 
to prominent citizens and ciyic leaders in the city. 


At the public hearing before the Finance Com- 
mittee of City Council on the school budget the 
largest delegation ever present at any public hearing 
in the history of Atlanta packed the council cham- 
ber, the halls and the four flights of steps in the city 
hall. Many citizens who were unable to get. inside 
were forced to leave, Every interest in Atlanta was 
represented in the imposing array of speakers who 
advocated the adoption of the budget as presented by 
the School Department. When the President of the 
Board of Education introduced the President of Local 
89 he stated that no group in the city had more right 
to be heard or could speak with more authority on 
the subject of the welfare of the schools than the 


teachers through their, official. organization. . The 
hearing made a deep impression on the members of 
the Finance Committee and led to their demanding 
financial assistance from the Fulton County officials 
because of, a serious. condition in the city’s financial 
affairs. This condition. is due largely to a very low 
tax rate which could be changed only by permission 
of the state legislature which does not meet until 
1929. . 
EXCELLENT RESULTS SHOWN 

The concrete results obtained showed a gain of 
$227,000.00 more than the schools received last year 
on the basis of 26% of the collected revenue of the 
city. Since the anticipated revenue of the city for 
1928 is slightly less than that of 1927 this is a 
decided gain, especially as it has been agreed that the 
amount set up in the finance sheet is a fixed amount 
and will be subject to no reductions during the year. 
The Board has thus been able to prepare a definite 
budget which will not have to be revised. Definite 
promises were also made of additional funds in June 
to provide for additional teachers next September 
and to make possible a proper program of. repairs 
during the summer months of the school plants, In 
addition many members of City Council, have 
definitely. pledged themselves to a program of ade- 
quate financial support of the schools in the future, 
The present city administration is favorable to such 
a. policy and the prospects for the future are very 
encouraging. A still more valuable result of the 
campaign has been the arousing of public sentiment 
to.a realization of the need for a permanent solution 
of the unsatisfactory system of financing the schools 
in. Atlanta. The present. system of an independent 
School Board dependent on the City Council for the 
appropriation of funds destroys the principle of an 
independent. school board and must be abandoned. 
Many council members desire to have the Board of 
Education elected. by City Council, but that system 
was tried and abandoned several years ago. . The solu- 
tion which, the school forces. hope for is an inde- 
pendent Board of Education with the power to levy 
and collect taxes, within certain limits, for school 
purposes and to be entirely free in) the. spending. of 
such funds except in their responsibility to the people, 

‘Of course the Teachers Association was not alone 
in its effort as the administrative: officials \of) the 
schools were active and used every means at their 
command to arouse public sentiment: The Parent- 
Teacher Associations, which are large and influential, 
co-operated with the Superintendent and with Local 





14 THE AMERICAN TEACHER 


89 in making a concerted effort in which all the 
school forces were united with Labor and various 
civic groups in presenting the cause of Atlanta’s 
children to the officials of the city. In this effort 
Local 89 was, however, the central and most import- 
ant factor. The administrative officials and Board 
Members have stated publicly that they felt that the 
effort of Local 89 was a vital factor in improving 
the condition of the school finances. Not only has 
the Board of Education paid the deficit in the Decem- 
ber salaries out of 1928 revenue but has set up all 


salaries for the year in full. While all unsatisfactory 
conditions have not been corrected many improve. 
ments over last year have been possible and othe 
improvements will be possible when the promises of 
additional funds in the June finance sheet are carried 
out. The campaign of Local 89 has not yet ended 
as the membership has voted to continue it until 
June. We shall never cease in our efforts until th 


financial support of Atlanta’s school system is on an 
equal or superior to that of other cities of her clas 
throughout the nation. 





Fulton County (Georgia) Teachers Association 
No. 183 of the American Federation of Teachers 
By Boyp TAYLOR 
President 1926-1927 of the Fulton County Teachers’ Association 


Although its charter under the American Federa- 
tion of Teachers dates only from 1921, the Fulton 
County Teachers Association, 183, actually had its 
beginning several years before the national body was 
formed. 

The first organization was not strictly a classroom 
teacher body, as the group of Fulton County teachers 
who banded themselves together in 1910 chose the 
then superintendent of schools, E. C. Merry, as their 
president. For several years practically all normal 
classes of teachers were conducted by the organiza- 
tion and much good was accomplished in the meet- 
ings and through interchange of teaching experiences. 

It was not, however, until 1921, when the teachers 
were chartered formally by the American Federation, 
that Fulton County teachers were able to accomplish 
large things for themselves in a professional way. 
Effectiveness of the band was increased many fold 
by affiliation with the Atlanta central labor body, 
the Atlanta Federation of Trades. In labor, the 
teachers found a ready and powerful aid in their 
efforts toward professional recognition and higher 
standards of work and pay. 

ASSOCIATION Happity SITUATED 

In its relations to school authorities of the county, 
the Fulton association is happily situated. The present 
superintendent, Jere A. Wells, when himself a class- 
room teacher in 1921 and 1922, was president of the 
professional body. Although relations between the 
association and the executive staff are most cordial, 
the organization is quite as independent in its work 
and plans as similar professional bodies in cities where 

Due to the nature of the schools that make up 
such amity does not exist. 


the Fulton County system, the Fulton Teachers 
Association probably is different from other units 
of the American Federation. The system contains 
schools ranging from highly departmentalized and 
modern city institutions to rural schools with only 
two teachers and with a principal who divides her 
time between instruction periods of several grades. 
Therefore, the distinction between principal and clas- 
room teacher is vague. ‘This association admits t 
membership classroom teachers, principals and super- 
visors on a common footing. 

The number of men in the organization is limited 
also, as scarcely two-score of the 300 teachers of the 
system are males. Most of these are teachers of high 
school grades. ‘ 

With the recent merging of schools of two sub- 
urban systems which formerly operated indepen- 
dently, the Fulton County organization gained 3 
number of able and enthusiastic members. The schoo 
systems added to the Fulton County system wert 
those of East Point and College Park, two of 
Atlanta’s outstanding suburban cities. 

SAFE FOR ORGANIZED TEACHERS 

With teachers of Fulton County so thoroughly 
organized and working wholeheartedly with tk 
Atlanta Local 89, teachers of the nation may rest 
assured that Georgia’s capital city and county af 
safe for the organized teaching profession. Since this 
territory comprises a large percentage of the state’ 
wealth and population, it would be no exaggeration 
to say that the State of Georgia is well along the 
road to complete organization. 

Inspired by the success achieved by the larger body 
of teachers in the City of Atlanta, the county teat 





THE AMERICAN TEACHER 15 


ers are working-diligently to raise their own profes- 
sional standards. In the matter of salaries, the county 
teachers are sadly behind teachers of the neighboring 
city system. ‘The county association at this writing 
has before the board of education and the board of 
county commissioners an urgent plea for salaries in 
keeping with high standards of preparation which 
have been demanded. With the salary plea was pre- 
sented a scale of pay drawn up by the teachers as 
most suited to a system of the Fulton County type. 
Leaders and committees from the county body have 
been before the authorities repeatedly and now we 
have been assured that means will be provided for 
higher salaries in the fall of 1928. 
BROAD LEGISLATIVE PROGRAM 

Several constructive measures passed by the Georgia 
Legislature last year had their origin in the Fulton 
County Teachers’ Association and were carried to 
success largely through assistance given by the state 
and city labor bodies. 

A program of higher salaries, professional recogni- 
tion, teachers’ pensions and other constructive moves 
has been planned by the Fulton County teachers 
which will benefit teachers throughout the state when 


carried to completion. 


At the head of the organization this year is W. F. 
Dykes, principal of Fulton High School and a veteran 
educator and champion of the teacher’s cause. Presi- 
dent Dykes, 20 years ago, was president of the 
teachers’ organization which now is known as Atlanta 
89 of the American Federation, one of the outstand- 
ing units of the national body in point of years and 
number of members. 





NO MORE ILLITERACY 
By M. Louis Tesson, Boston, Mass. 

M. Tesson has prepared, with an American pho- 
netician, a short course by which illiterate adults 
in all the English speaking countries, who are unwill- 
ing or unable to go to school may learn to read and 
write at home by a phonetic system, with a very 
little help from a teacher or a friend. 

This book will provide those most interested in 
those illiterates who can not go to school, new and 
easy means of teaching them or rather of showing 
them how they can learn the elements of reading 
by themselves in their own homes. 

By this process, the majority of such illiverates 
would develop a desire for instruction in the regular 
thools, and the others would be practically out 
of illiteracy. 


CHARLES ;PALMER DAVIS MEDALS OFFERED 
. ' CURRENT EVENTS STUDENTS 

For the purpose of stimulating the study of cur- 
rent events and recognizing the good work done in 
that subject by proficient, pupils, the Board of Direc- 
tors of the American Education Press, Inc., 
announces the institution of the Charles Palmer 
Davis awards. To the student in any school who has 
the best record in the study of current events during 
the second semester (February to June, 1928), a 
bronze medal will be awarded. 

The award is peculiarly fitting in that it takes its 
name from the father of current events instruction, 
Charles Palmer Davis, who was one of the first to 
see the importance of acquainting schoolboys and 
schoolgirls with the history of their own times, Mr. 
Davis did more than suggest that current events 
should be studied: he devoted the closing years of 
his life to making it possible for boys and girls to 
understand the problems of the present. These med- 
als, given in his honor, should do much to further 
the cause upon which he labored earnestly and long. 


It is necessary for schools which wish to offer the 
Davis awards in June to make arrangements at this 
time, in order that their students may have ample 
notice and may begin the study of current events 
diligently early in the semester. Principals and Sup- 
erintendents who desire to secure the medals for 
awards in their schoo!s should write to Educational 
Department, American Education Press, Inc., 40 S. 
Third Street, Columbus, Ohio. 





WISDOM — 

The only way to keep men from agitating against 
grievances is to remove the grievances. An unwill- 
ingness even to discuss these matters produces only 
dissatisfaction and gives comfort to the extreme 
elements of our country, which endeavor to stir up 
governments to embark upon a course of retaliation 
and repression. The seed of revolution is repression. 
The remedy for these things must not be negative in 
character. It must be constructive, It must com- 
prehend that the antidote for the unrest which mani- 
fests itself is not suppression, but a deep consideration 
of the wrongs that beset our national life and the 
application of a remedy.—Woodrow Wilson. 





Put away all sarcasm from your speech, Never 
complain. Do not prophesy evil. Havea good word 
for everyone or else keep silent. 





THE AMERICAN TEACHER 


The Memphis Teachets Association, Local 52 


By CarnLoTtra Pittman, President 


Before the Memphis Teachers Association became 
local 52 of the American Federation of Teachers it 
had a brief and hectic life-span. It was born of the 
union of inadequate pay with unfavorable teaching 
conditions—a sorry pair—and like many another 
child it proceeded, with amazing speed, to go alarm- 
ingly beyond the plans and hopes of its parents and 
sponsors. 

In the spring of 1918 a large majority of Memphis 
teachers, perhaps 95%, assembled in response to the 
call of a few individuals. It was the unanimous opin- 
ion of the body gathered in solemn conclave that an 
organization of the teachers, for the teachers, by the 
teachers’ had become a necessity. Officers were 
elected, therefore, and a committee appointed to 
frame a constitution. We had invited the president 
of the board of education and the superintendent to 
give brief talks, and each of them outlined what he 
considered the purpose and program of such an organ- 
ization should be. Each discussed the educational side 
alone—the formation of. study groups, improving 
methods, and the possibility of bringing well-known 
educators to address us, But other plans and pur- 
poses were seething in the minds of the audience. 
va Waces WITHHELD 

Our first efforts as an organization were put forth 
to try to convince the Board of Education that it 
was only justice for them to reimburse us for $40,000 
which had been deducted from teachers’ salaries by a 
former board in the summer of 1925. For several 
years we had signed no contracts, but had been receiv- 
ing twelve months’ pay by resolution passed in 1910. 
In 1915, in order to meet a deficit, the board con- 
ceived the idea of withholding one month’s pay from 
each teacher, or, as we afterwards found out from 
each teacher of academic subjects. Principals, man- 
ual training teachers, and teachers of commercial sub- 
jects escaped the forfeiture. 

We were unsuccessful in collecting what we con- 
sidered a debt of long standing, and finally dropped 
the matter. Then we requested a 33 1-3% increase 
in all salaries. At this time—August, 1918—the 
maximum elementary grade salaries were $900 a 
year, except for eighth and first grade teachers, who 
were receiving the princely remuneration of $960 
and $1020 respectively. High school teachers were 
receiving a maximum of $1320. 


For nine years, in spite of ‘the steadily soaring cost 


of living and the increased wages in almost every 
other field, we had been trying to eke out ah exist- 
ence on those salaries. During this time we had mak 
many appeals for better pay. Doctors, lawyers, and 
business men had pleaded the case of the teachers 
before the board to no avail. Petitions for an increas § 
signed by thousands of citizens and taxpayers had 
been presented to them. Ministers spoke from their 
pulpits of the necéssity of “a living wage for teach- 
ers,” and preachers and laymen told us that, % 
important were our services, they could not be paid 
for “in the coin of the realm.” Apparently to us, 
however, no great effort was made to secure the coin. 
The inexorable answer from the board was always 
the same: “There are no funds available for an in- 
crease in teachers’ salaries.” 
UitmatTuM Is DELIVERED 

Finally the Memphis Teachers Association became 
hopeless, and in desperation decided to use the most 
drastic of measures. In August, 1918, after numer- 
ous futile conferences with the board of education, 
the organization notified them, that, unless they 
would promise a2 33 1-3% increase in salary we 
would not report for duty at the beginning of 
the September. term. The explosion | which fol- 
lowed our ultimatum started a conflagration which 
was. wide-spread in its effects. It consumed, first of 
all, some of the age-old fear: and timidity of which 
Memphis teachers possessed their full share. 

Of course it was inconceivable that teachers should 
dream of striking. And that we, “gentlewomen of the 
conservative South” should employ “the tactics of 
labor unions” was unbelievable. And yet more than 
90% of the teachers stood together and remained out 
of school for three days after the date set for th 
opening. During this time the spotlight of publicity 
shone with full force on our organization, although 
many of its beams were kindly and sympathetic. 
Glaring headlines, front page articles, and editorials 
in the three daily papers were ours without the ask- 
ing, although heretofore the schools, with their nec- 
essary adjuncts, the teachers, had always remained 
rather in the background in our community life. 

PaRTIAL Victory Won 

On, the second day the president of the Board of 
Education requested a conference with the teachers 
We appointed a committee, which together with ou 
lawyer held a joint meeting with the board, ith 





 & 
BS 


PBske SEER SER SS 


THE AMERICAN TEACHER 


mayor, and the City Commissioners. The result 
was only a partial victory for the teachers—a $10 
monthly increase with the promise of a further 
increase the following year. But it was the first sal- 
ary raise in nine years, and it undoubtedly served as 
the precedent for a slow—often painfully slow and 
intermittent—revision upward of Memphis schedules. 
It was also the occasion of our first contact as an 
organization with organized labor. Although we 
were not unionized at the time, the Labor Review 
staunchly supported us in its editorials, and the 
Trades and Labor Council offered financial aid as 
well as moral support should the former become 
necessary. 

In April, 1919, shortly after we learned of the 
existence of the American Federation of Teachers, we 
applied for a Charter, and the Memphis Teachers Asso- 
ciation became local 52 of the national body. About 
90% of the teachers enrolled with us under the new 
banner. And then ensued a period of calm after the 
storm. We read the literature of the American Fed- 
eration of Teachers voraciously, gloried in its courage, 
thrilled over its ideals, and endorsed its program of 
action. But looking backward we can realize ,that 
we were too inactive ourselves, Weariness, perhaps, 


and the almost overwhelming inclination of teachers 
to settle into a rut overcame us, We were willing to 
accept vicariously the achievements for which the 
national organization and other locals had battled, 
and to contribute few achievements of our own. 


SECOND INCREASE SECURED 

Our co-workers over the country will probably 
gain the impression that the teachers down in Dixie 
are mercenary when we confess that our next out- 
standing objective was to obtain another salary raise. 
But perhaps the salary schedule in the spring of 1920 
will convince our readers that it was another case 
of dire necessity. The second increase. which our 


board had promised had failed to materialize, and the | 


maximum elementary grade \salary was $1,020, the 
maximum high school salary, $1,440. 

Local 52 conducted a wide-spread publicity cam- 
Paign in the spring of 1920 :in order to secure the 
Promised money. ‘We paid for advertising space in 
the papers that we might set before the public the 
needs of the schools and the teachers. Posters appeared 
in windows and on wind-shields, and handbills briefly 
explaining the situation and the proposed remedy 
were dropped on the main streets from airplanes. The 
newspapers gave our cause much free advertising in 

articles and editorials, and several mass 


meetings were held with the Board of Education. 

As a result of the campaign we obtained a $25 
monthly increase and a bonus of $100. One effect 
of our membership in the American Federation of 
Teachers and our affiliation with labor becomes 
apparent when we compare the results of our two 
salary campaigns. As a non-unionized body, after a 
strike, we gained a $10 monthly increase. As local 
52, by arousing public sentiment, we gained $25 a 
month plus the bonus—even more than the Board of 
Education had promised. 

OTHER ACHIEVEMENTS 

When we compare what the Memphis Teachers 
Association has accomplished in ten years of its exist- 
ence with the splendid achievements of some other 
locals we almost acquire an inferiority complex. And 
yet we have done a few things in addition to securing 
increased pay, which seem worthy of mention. By 
creating favorable public sentiment for married 
teachers we accord ourselves the credit of preventing 
their wholesale dismissal from the, Memphis schools, 
At present married women already in the teaching 
corps are safe, Only those who. commit the indis- 
cretion of becoming married while they are teachers 
are penalized by loss of position, 

Our organization scored another point on the ques- 
tion of contracts, A one-sided contract. which had 
been, presented to the teachers for signatures was 
withdrawn and a fair one substituted. We can also 
claim the unquestioned credit of causing the rescis- 
sion of a resolution passed by the West Tennessee 
Teachers Association against the affiliation of teachers 
with labor. 

Carrying on true to form and necessity we are at 
present engaged in another salary campaign. In spite 
of a $60 yearly increase which the board has volun- 
tarily given for three consecutive years salaries here 
are still far below those cities to which Memphis com- 
pares herself commercially and educationally. The 
schedule at present runs: elementary’ maximum, 
$1,620, high school maximum, $1,920. We are asking 
a 20% flat increase for all teachers, with automatic 
annual. increments. The superintendent, the Board 
of Education, and the City Commission. have all 
expressed themselves as. favoring better pay. Our sal- 
ary adjustment committee.is active and. convincing, 
and we have every reason to believe, that another 
substantial salary increase is on, the way. 

ENJOYING SOLID GROWTH 

The other chief concern of our local at present is 

teacher ‘tenure. The committee working on this vital 








18 THE AMERICAN TEACHER 


matter has secured all available information on the 
subject, and will shortly make a report with recom- 
mendations to the organization. They will later con- 
fer with the Board of Education. We hope to secure 
the passage of state-wide tenure laws when the Ten- 
nessee legislature meets in 1929. 

In the meantime the Memphis Teachers Associa- 
tion is enjoying a period of steady growth which we 
believe will be permanent. The stimulus of Mfs. 
Florence Hanson’s visit in October, the present salary 
campaign, and perhaps other reasons are causing new 
members to flock to our standard and old members 
who had deserted the ranks to return. A recent 
period of depression when the membership decreased 


alarmingly in numbers and in interest is now a closed 
incident, a gloomy chapter in past history. Standing 
on the outside still, however, are some of the teachers 
with the finest professional records in the city. To 
those of us who have long since realized the inesti. 
mable value of membership in the American Federa- 
tion of Teachers their attitude is not easy to under. 
stand. It is our hope, nevertheless, that, as the schools 
and the whole teaching body reap more and more of 
the benefits gained by the battles and the labors of 
our organization, non-members will realize our power 
for good and join us. But even if they do not we 
believe that Local 52 will continue to flourish because 
it has so much work to do in Memphis. 





Present and Future Objectives of Local No. 52 
By Mary Y. LitTLe anp Euizasetu E. Dix 


Just now other objectives seem dwarfed, if not 
obscured, by the all-absorbing one of securing for 
teachers in the Memphis city schools a twenty per 
cent increase in salary to become effective next Sep- 
tember. A committee on salary adjustment was 
appointed at the December meeting. Investigation 
brought incontrovertible facts and figures showing 
the city to rank very high among cities of an equal 
or higher population in regard to bank clearings, bank 
debits, postal receipts, money spent for recreation and 
roads and in per capita wealth among eighty-three of 
the large cities of the country but to rank lamenta- 
bly low in money spent for education, for teachers’ 
and principals’ salaries, and per capita for school chil- 
dren! Charts were prepared showing in red ink the 
low educational standing of Memphis, compared with 
her high position as to money and commerce, the 
median salaries paid superintendents, principals, and 
teachers for high and elementary schools; and—in 
green ink—the improved standing of Memphis with 
the proposed increase in salaries. Armed with these 
charts and accompanied by the President of the local 
Trades and Labor Council and a young attorney who 
could speak feelingly in support of the request, the 
Salary Adjustment Committee appeared before the 
Board of Education at its regular meeting January 
ninth and presented their facts and requests. They 
requested merely that the Board go on record as 
approving the increase, provided the money therefor 
could be secured. 

The Board agreed to take the matter up promptly 
with the Board of City Commissioners from whom 
the money must come and to communicate with the 
teachers at an early date. After a few days the 


President of the Board of Education notified the 
chairman of the committee that the matter would be 
laid aside for sixty days to permit the Mayor and 
commissioners, who took office January first, to 
become better adjusted to their duties. 

The committee has not sat idly down to let the 
sixty days pass but has sent two letters to all non- 
union teachers in the system thereby securing consid- 
erably over fifty new members in the Association. 
The Committee will send a third letter within a short 
time. Copies of the chart figures are being distrib- 
uted where it is believed they will accomplish the 
greatest amount of good. 

While it would have been encouraging to have 
received a positive vote of agreement by the Board 
to the request, perhaps that was not to be expected. 
Certainly the committee is not at all discouraged but 
is busy getting ready to appear before a joint meet- 
ing of the Board of Education and the Board of City 
Commissioners at an early date. 

This requested increase is to be considered but 3 
a beginning to be followed by automatic annual 
increments, until Memphis salaries are commensuratt 
with those paid in other cities of equal size and of 
equal commercial importance. 

Witt SEEK ADEQUATE PENSIONS 

Large though this looms on the teachers’ horizon 
it is not the only subject engaging attention. A Ter 
ure Committee was likewise appointed some months 
ago. This committee, after completing investigations, 
will formulate a bill to be presented at the nem 
legislature, in 1929, looking’ toward a satisfactory 
agreement with the Board of Education, the Stat 





THE AMERICAN TEACHER 19 


and the Memphis Teachers ‘Association whereby city 
teachers may be sure of an adequate Tenure law on 
the Tennessee Statute book. 

At the present time there is an inadequate pension 
law in operation, A committee will shortly be ap- 
pointed to study and report upon this vital subject. 
It is essential that the teachers themselves, boards of 
education and the state all contribute; that the pro- 
visions fully protect the teachers; and that the fund 
be an ever-increasing one. As the Board of Education 
realizes the need of a change, it is hoped that the 
Association and the Board can heartily co-operate 
in securing satisfactory legislation in 1929 for a,well- 
worked out plan to apply first to the city teachers, 
but to be made available to all teachers of Tennessee 
eventually, with such modifications as may seem 
necessary in different localities. 

The list of sixteen objectives adopted at the 1925 
Convention of the American Federation of Teachers 
has been taken up section by section, and discussed 
in Local 52 and most of them very heartily endorsed. 
Some are beyond the scope of present activities for 
this particular group but others besides numbers 5— 
“A cultural wage with annual automatic increases;” 
8—“A pension after thirty years’ service sufficient 
to maintain the teachers’ standard of living;” and 
13—“Teacher Tenure,” already mentioned, will be 
undertaken at the earliest possible moment. It has 
seemed wise this year to limit active campaign or 
organized systematic committee work to three or 
four main objectives, bringing in incidentally such 
others as could be made to strengthen or emphasize 
the main ones. 

Thus number 9—“A maximum of 1500 pupils to a 
building and 30 pupils to a class” has been made a 
prominent feature in securing popular support for 
the present salary campaign and previously figured 
conspiciously in a questionnaire sent the candidates 
for Mayor and Commissioners. Signed statements 
advocating better salaries for teachers and not more 
than thirty pupils to ‘a class, were secured from the 
Present incumbents previous to their election. 


Broap ProGRaAM OUTLINED 


Certain evils seem to exist here which it is impos- 
sible to believe are found generally throughout the 
country, yet the experience of one community so 
often parallels that of another locality that the publi- 
cation of such abuses may lead to their removal here, 
Or may serve as an item of encouragement to some 
other struggling group. Just so soon as the strength 


of Local 52 is what it should be, the Board of Educa- 
tion will abolish its present custom of fining 
(“docking”) all teachers who are tardy without ex- 
cuse satisfactory to the principal, twenty-five cents. 
Teachers who are absent on account of illness will 
not be required to bring a doctor’s certificate in order 
that they may lose only half their salary for the time 
missed from school: A man or woman worthy of 
employment as a teacher can surely be trusted not to 
lose moré time than is necessary from the classroom. 
The present “iniquitous custom” of principals’ confi- 
dential reports will be abolished, and teachers will 
be told directly when they are not giving satisfactory 
service and in what respect they are failing to meet 
the requirements. Teachers will be elected or notified 
of their election or non-election early in the spring, 
instead of on the last day of the school term as now. 
Teachers will be free to spend the summer vacation in 
the manner which they, deem will bring greatest 
returns in increased vitality, broader outlook on life 
and on the teaching profession; in other words, in 
re-creation, A large majority will study at various 
institutions, many will travel, some may elect to do 
some summer teaching themselves, but they will not 
be required to teach one year in every three and to 
study or travel definitely with school work in view, 
one year out of every three without choice and 
without additional compensation or promotion there- 
for. The heavy burden of clerical work—the endless 
figures, report sheets, percentages, summaries—will 
be removed from the teachers who will be allowed to 
devote their best energies to the teaching which is so 
necessary, and will be taken care of more quickly 
and quite as efficiently by the office force. Teachers, 
who are so deeply and vitally interested in the moral 
and intellectual welfare of their students will be per- 
mitted to have some power in saying what shall be 
taught and how; in determining the school courses; 
and in maintaining high standards and training youth 
to seek truth fearlessly and to meet the responsibili- 
ties of citizenship intelligently and buoyantly. Other 
objectives might be mentioned, but these suffice for 
the time being. 

When all is said and done, objectives can be no bet- 
ter expressed than) in the. words of the Constitution 
of the American Federation of Teachers. For the 
next few months every energy will be exerted by 
members of Local 52 to bring home to the teachers 
in the city schools a realization of the fact that this 
organization alone can establish for them “relations 
of mutual assistance and co-operation,” “obtain for 





ie = 





ee ee eee 





20 THE AMERICAN TEACHER 


them all the rights to which they are entitled,’ “raise 
the standard of the teaching profession by securing 
the conditions essential to the best professional serv- 
ice,” “and promote such a democratization of the 
schools as will enable them better to equip their pup- 
ils to take their places in the industrial, social, and 
political life of the community,” to. a degree not even 
approached remotely by any other organization, The 
strength that comes from numbers is at this time 
essential and, surely, it does now look certain, 

With the extending of an invitation to the Coun- 


cil to hold the next A. F. of T. Convention in Mem- 
phis, Local 52 hopes she has found a new and wholly 
delightful objective—that of making the 1928 Con. 
vention a happy one and of receiving in her own 
precincts the many friends her representatives have 
made in Chicago, New York, and St, Paul meetings. 
“To know and love each other better, locally and 
nationally, to be free and joyous ourselves and to 
impart freedom and joy to those with whom we come 
in contact,” may briefly summarize the chief objec- 
tives, present and future, of Local 52. 





A Department For Research 


By SELMA M. BORCHARDT 
Legislative Representative 


A department of education for research, certainly. 
The need of a governmental agency to conduct re- 
search in all and any of the many fields and phases 
of educational work is so apparent to us teachers, 
that it is a cause which need not be argued. We real- 
ize full well that when a department of education 
with a secretary in the president’s cabinet is estab- 
lished, then, but not until then, will there be suffi- 
cient appropriation made by the Federal Congress to 
conduct this research in a manner worthy of Ameri- 
can school children. 

However, the bill of providing for a department of 
education must be very carefully worded. It must 
provide for the establishing of a department of edu- 
cation and research, but it must not provide directly 
nor indirectly for any machinery which could in 
any way attempt to administer educational affairs 
or direct or formulate educational policies for the 
several states and the private schools. Educational 
administration is, and we feel must be, a state matter. 

The Curtis-Reed Bill provides for the establishing 
of a federal department of education; the first part 
of the measure provides for a federal research agency 
in education. Of that part of the bill we most heart- 
ily approve. Unfortunately, however, the Curtis- 
Reed Bill does not stop there. But it attempts to set 
up machinery which would make a federal depart- 
ment of education a possible source of propaganda 
for any theory or whim of any departmental repre- 
sentative, and it also seeks to establish within the 
department the means for administering in the sev- 
eral states educational policies which could be pro- 
mulgated in its conferences. 

Section 7 provides for the establishing of a federal 
conference on education, which conference shall con- 


sist of one representative and one alternate appointed 
by the head of each department. We immediately ask 
what possible excuse can be offered for attempting to 
write into the substantive law the provision for such 
a conference, if it is not to give dignity to any state- 
ments produced by the conference. If the conference 
is to be but a clearing-house for educational work in 
the several departments, and the findings of the con- 
ference are not to be given out generally, why, then, 
can such a conference not be informally called, and 
disbanded when its need no longer exists? And again, 
if the functions of such a conference are in no way 
to affect the educational policies of the several states, 
the necessity of a permanent conference seems quite 
lacking. There is no such conference established ia 
any of the other departments. Surely, there are mat- 
ters affecting agriculture on which the Department 
of Labor and the Department of Commerce and the 
Department of State by way of produce treaties, 
embargoes, etcetera, could well discuss—and probably 
do discuss, But no provision for such an informal dis 
cussion is written into the organic act providing for 
a department of agriculture. So too with the Depart- 
ment of Labor. So too with the Department of Com- 
merce, It is quite evident that no permanent con- 
ference is provided. in any organic act_ establishing 
these other departments, because the departments 
recognize that their function is in no sense admin- 
istrative in relation to the several states, and they 
do not presume to attempt to acquire such powers. 
We recognize full well the great danger of estab- 
lishing such a conference which for all legitimate 
functions of the department would be quite unneces 
sary. We know that any departmental representativ 
could advance his theory on educational policies, and 





Sec 
estab! 
meml 
of Ec 
and ¢ 
and i 
any s 
the Se 
prom 
ticula 
up of 
only 
are to 
carrie 


be fe 


RatQer af 


THE AMERICAN TEACHER 21 


that the publicity given to the statement made to 
this conference would have tremendous weight, and 
to some people appear to be almost mandatory. And 
then, by experience, we know that an informal con- 
ference called by executive order functions very well 
and could in matters of education be made to func- 
tion very well also, We refer specifically to the Con- 
ference on Citizenship called by executive order, but 
never specifically authorized by legislation. 

Section 10 of the Curtis-Reed Bill provides for the 
establishment of a national council on education, the 
members of which are to advise with the Secretary 
of Education on subjects relating to the promotion 
and development of education in the United States, 
and in its possessions. Again, we ask, why? Surely, 
any state should and would feel free to advise with 
the Secretary of Education on subjects relating to the 
promotion and development of education in his par- 
ticular state. And the establishing of a council made 
up of representatives of all the states leads us to the 
only conclusion possible: that these representatives 
are to formulate educational policies which are to be 
carried into the several states. This would, indeed, 
be federal interference in state administration of 


schools. This we strongly oppose. And if these repre- 
sentatives’ of the several states called into a national 
council; are but to “advise with the Secretary of Edu- 
cation “we wonder why only administrative heads of 
the school systems make up this council? Surely, the 
teacher knows something about teaching; surely, the 
teacher could make a contribution to any conference, 
the functions of which is but “to advise with the 
Secretary of Education.” We are again forced to feel 
that the omission of any representatives other than 
the administrative heads, who very often are political 
appointees, and in no way trained ‘in education, indi- 
cates quite definitely that the purpose of this national 
council is but to establish another means by which 
the federal department could attempt to administer 
education in the several states. And this» we oppose. 
We want a federal department of education for 
research. We hope, also that sometime in the not too 
distant future that the federal government will see 
fit to help the poorer states, whose taxable property 
is not of sufficiently high value to enable the states 
to support an adequate system of education by them- 
selves. But, with all this, we insist that education 
must remain a state function, and that. no machinery 
which prevents it being such shall be established. 





Selma Borchardt Honored by Teachers Union, Local No. 8 


By Lovutse D. MickEy 


The Teachers Union of Washington, D, C., gave 
a dinner in honor of Selma Borchardt at the Women’s 
City Club on January 14th. This dinner, an out- 
growth of the spontaneous admiration of the officers 
of the Union, was a tangible expression of the grati- 
tude and appreciation which Local No. 8 feels for 
the many services Miss Borchardt has given. The 
fact that many teachers had to be turned away 
because the spacious club could not accommodate all 
who wished to come is the most indicative expres- 
sion of the regard which Washington teachers have 
for Selma Borchardt, who has been active in the local 
and national activities of the Teachers Union for 
several years, As our local legislative chairman she 
contributed largely::to the work» which resulted in. 
the securing of the present teachers’ salaty law, the 
teachers’ pension law, the ‘compulsory school: attend- 
ance law, the mothers’ pension law, and other meas- 
ures of interest to the schools and the community. 
Nationally her legislative activities have included 
work for the child labor amendment, the Shepherd- 
Towner Baby Bill, the World Court. - She is-at present 


actively at work on the very far reaching program 
of the Federation. 

Her research work for the Federation has been of 
real value to the teachers and to the labor movement. 
Her many studies include the one on teachers’ coun- 
cils throughout the country, the method of the selec- 
tion of textbooks in 150 sepresentative cities, a criti- 
cal analysis of state compulsory attendance laws, 
child labor laws, mothers’ pension laws, and. the 
accompanying legislation incident thereto, a national 
survey of the provision made for the training of the 
physically and mentally handicapped child, an inves- 
tigation into educational legislation and regulations, 
national, state, and local, to learn of the efforts that 
have been and are being made to restrict» academic 
freedom and the personal conduct of the teacher. 

And, of course, all of this research and legislative 
work is being done in addition to teaching a full 
school program and playing a major role in the 
school’s extra curricula activities; for she has at 
times been dramatic coach, debating coach, organizer 
and adviser of pupils’ social and radio clubs: 








22 THE AMERICAN TEACHER 


In the labor movement, too, her contribution has 
been significant. President of the Washington Wom- 
en’s Trade Union League, member of the legislative 
and education committees of the Washington Cen- 
tral Labor Union, Chairman of the Committee on 
Education of the Maryland State Federation of Labor 
are some of her offices. Hence the greetings and con- 
gtatulatory message from William Green, president 
of the American Federation of Labor came as a per- 
sonal recognition from the president to one of his 
ablest workers. As Mr. Edward F. McGrady, legisla- 
tive representative of the American Federation of 
Labor said, “Miss Borchardt is more than a hard and 
efficient worker. She is an idealist who if necessary 
will make great and personal sacrifices to bring to 
fruition her ideals.” 

Mrs. Florence Curtis Hanson, our national secre- 
tary-treasurer, gave a challenging address on the 
ideals and work of the American Federation of 
Teachers, and showed how Miss Borchardt typified 
the work and the ideals back of it. 

The principal speakers of the evening were Sena- 
tor Arthur Capper, chairman of the committee on 
the District of Columbia, a member of foreign affairs 
committee, and the leader of the Farm Bloc in the 
United States Senate; Dr. Frank Washington Ballou, 
Superintendent of the Washington Public Schools; 
Major William E. R. Covell, Assistant Engineer Com- 
missioner of the District of Columbia; Miss Mary 
Anderson, chief of the Women’s Bureau of the United 
States Department of Labor, and Judge Mary 
O’Toole, one of the outstanding women on the 
American bench. In brief addresses, they all told of 
their personal respect and admiration for Miss Borch- 
ardt and her accomplishments. _ 

Commendatory greetings were read from the rep- 
resentatives of organizations with whom Miss Borch- 
ardt has worked, from Miss Charl Williams, legisla- 
tive representative of the N. E. A.; Mrs. Florence 
‘Watkins, executive secretary of the National Con- 
gress of Parents and Teachers; Mrs. Raymond Mor- 
gan, legislative representative, American Association 
of University Women; and Miss Elizabeth Eastman, 
legislative chairman, National Board, Y. W. C. A. 
Miss Eastman’s message, which expressed the same 
sentiment as was voiced in the other greetings, said 
in part, “It has been a great joy to work with Miss 
Borchardt, and her expert knowledge of legislative 
and educational matters, as well as her good judg- 
ment and fine spirit make her a counsellor I have 
very. gratefully depended on.” 





One of. the finest tributes came from Dr. Augu. 
tus O; Thomas, President of World Federation of 
Education Associations, who, wrote, “Please conve 
to the guests and to Miss Borchardt my deep regret 
in not being able to be present at the happy occasion 
of the complimentary dinner in her honor. My asso. 
ciation with Miss Selma Borchardt began in 1925 
when she was seeking membership for her organizi- 
tion in the World Federation of Education Associ: 
tions. She is a good advocate and an unusually fin 
worker. It was my pleasure to appoint her to tak 
charge of the division of Education for Social Adjust. 
ment at the recent meeting at Toronto, She has; 
genius for work and an intelligent grasp of her fied 
The work she accomplished was of.the most out- 
standing nature—so much so that I am pleased w 
continue her in the important work with two yeas 
in which to get ready for even greater triumph « 
the Geneva Conference in 1928. Miss Borchardt pos 
sesses great organizing ability and executive skill; 
moreover, a fine sense of diplomacy. At Toronto 
she was elected to the Executive Committee of Fed- 
erated Education and will be able in this capacity w 
serve a much larger field and to help in shaping tk 
policies and destiny of what must eventually becom 
one of the greatest organizations for the advance- 
ment of human welfare. Miss Borchardt is splendidly 
co-operative and I am glad to be associated with he 
in this great educational movement upon which » 
much of hope for international understanding 
friendship, and justice rest.” 

As a fitting climax to the evening, Miss. Matilé 
Eiker, author of Mrs. Mason’s Daughters and Ove 
The Boatside, presented the guest of honor with: 
basket of beautiful red roses. Miss Borchardt, who 
looked almost regal in a lovely gown of white satis, 
rose happily to the occasion, and with the grace asl 
charm which are so much a part of her, expressed 
deep appreciation of the tribute which her fellor 
workers had thus paid her. 





“The races who go furthest in their intellectual 
development will be the ultimate survivors; they wil 
be masters of the earth. The least wise in those day! 
will probably be far superior to the most cultivated 
intellects of the present times. Each individual wi 
find his happiness in the happiness of his fellows, as! 
no one will try to exercise compulsion on his neigt 
bor. Then this earth will no longer be:a vale of tea 
but the paradise dreamed of by the poets.”—Vicew! 


Blasco Ibanz. 





Ti 
He | 
have 
it or 
wher 
his la 
and i 
ballo: 

Lo 
of th 
into ; 
victo! 
to g 
reach 
a you 
the n 
and t 
teache 


The 
tives ° 
Madre 

At 
a resc 
every 
the hi 
umph: 
This i 
steadil 

Alo 
27 co. 
Teach 
ers, an 

Wit 
peace \ 
in the 
minde: 
much 
to adn 
union | 
a high 
Profess 


Miss 
dent a 
frame 
transit; 

Duri 








nvey 


SRG e Les ie 





- 


THE AMERICAN TEACHER 23 


Local 27 of theA. F. of T. 


A Brief Summary of Its History, Achievements, and Goals 
By Mary \L. Mason, President ano ELeanor, Rosinson, Secretary 


This then is the high vantage ground of the Negro. 
He has labor; the South wants it. The South must 
have it, or perish. Since he.is now free, be can give 
it or withbold it, use it where be is, or take it else- 
where as be pleases. His labor made him a slave, and 
his labor can, if be will, make him free, comfortable, 
and independent. It is more to him than fire, swords, 
ballot-boxes or bayonets.—Frederick Douglass. 

Local 27 was organized in 1916. The teachers 
of the colored public schools had already organized 
into an association by which they had won a great 
victory, enabling them to be promoted from grade 
to grade in our elementary schools until they 
reached to principalships. Mr. E. H. Lawson, 
a young college graduate, had the vision to sense 
the need to introduce the union idea for teachers 
and to organize more than three hundred colored 
teachers into Elementary Teachers Union, Local 27. 

The first convention attended by our representa- 
tives was in Pittsburgh to which we sent Miss Marie 
Madre and Mr. E. H. Lawson. 

At that convention these two delegates introduced 
a resolution requesting state boards of education 
everywhere to incorporate into their history program 
the history of industrial groups and industrial tri- 
umphs along with the doings of kings and soldiers. 
This idea of the workers’ contribution to society is 
steadily growing. 

Along with the other locals of Washington, Local 
27 contributed much of weight to the fight for a 
Teachers Council, for a pension provision for teach- 
ers, and for increasingly higher salaries. 

With increased salaries, and other safeguards to 
peace of mind, some grew callous and with a change 
in the school superintendency became “culture- 
minded” rather than eternally vigilant; we also lost 
much through the promotion of very active workers 
to administrative positions. Yet Local 27 spread the 
union idea by the organization of a principal’s union, 
a high school teachers’ union and a union of Howard 
professors, 

Women DiscriminaTED AGAINST 

Miss Marie Madre Marshall became second presi- 
dent and deserves’ credit for preserving at least a 
frame work of organization through a period of 
transition. 

During this time, however, the union was able to 





contribute something to teacher welfare, one of the 
outstanding efforts being to confer with representa- 
tives on the Teachers Council, and to prevent the 
payment of exorbitant substitute rates by teachers. 

In 1925, a determined group of about a dozen 
affected a reorganization of Local 27 with Mary L. 
Mason as president. We appointed a pension com- 
mittee and membership committee, and immediately 
began work to securé an elastic standard of qualifi. 
cations for teacher-promotion, that efficient workers 
might not be barred from hope for some reward for 
their service because they had qualified by reading and 
efficient service only. In connection with this 
effort, union representatives were invited to present 
their views at a special session of the Board of Edu- 
cation. The Pension committee discovered that in 
Washington, D. C., the schedules of pension deduc- 
tions from salaries adopted by the Board of Commis- 
sioners requires that women pay one and one-half 
per cent more of their salaries in order to secure equal 
benefits with the men. This adjustment is still our 
problem. 

To Srupy Necro History 

Most cordial relations exist between Local 8 and 
Local 27. Together we won a splendid victory, safe- 
guarding the right of accused teachers to a trial, 
accompanied by counsel and one friend. 

We have been working for the passage of a bill 
providing part pay for teachers who are on leave for 
educational improvement; we have made a special 
effort to educate teachers into the operation of a 
newly established pension“ law for teachers; we have 
secured union representatives on the Teachers Coun- 
cil of this city and we have secured the attendance 
of Council members upon meetings with union 
groups to confer on measures before the council. 

We have decided to do all that we can to further 
the scientific collection and preservation of records 
about the Negro, and the collection and presentation 
of Negro history to the nation at large. Fortunately 
we have an Association devoted to this work. With 
this we are co-operating. From February 5. to 13,, 
the Union teachers asked their fellow teachers to tell 
stories from Negro history. 

In January we had the great pleasure of having 
Mrs. Florence Curtis Hanson with us; and after the. 
meeting which she addressed and after issuing a cir-. 








very. gratefully depended on.” 





Blasco Ibanz. 


24 THE AMERICAN TEACHER 


cular setting forth our aims, we are happy to report 
an increase in membership of fifty per cent. 
AN ALLIANCE OF Goop WILL 

Local 27 is seeking to make the retired teacher 
happier, and the sick teacher cheerful; we are seeking 
better conditions, better pay, larger fellowship with 
our craft, and humanity, but our great goals are 
much more spiritual: 

To educate workers to make the most of their 
lives and to get the most for their labor in physical 
and spiritual values: 

We desire to help make teaching a self-directing 
profession, which will comprise such a group of 
thinkers as will give character of highest type to the 
childhood of the nation. 

Lastly. we seek an alliance with men and women 
of good will, everywhere; we believe the American 
Federation of Teachers to be composed of such men 
and women; we hope and work that this organiza- 
tion may steadily increase in numbers, in influence, 
and in power, for through it we look forward to an 
American citizenship of men and women whose 
souls embrace all humanity—men and women who 


can think, and feel, and understand. 





NATIONAL ORATORICAL CONTEST ON 
OUTLAW-WAR. TREATIES 

Great interest is being taken in the National Ora- 
torical Contest on Outlaw-War Treaties throughout 
the country and all the States in the Union, save two 
small ones, are already participating. In these two 
contests will be inaugurated within a few days. 

About six weeks remain in which bronze-medal 
contests may be held. Silver-medal contests may be 
held on or before May 18; time in which bronze- 
medal contests may be held has been extended from 
March 15 to April 15, 1928. 

It is hoped that teachers everywhere will encourage 
their pupils to participate, particularly in the contest 
among writers of their own speeches. 

Contestants are encouraged to write their own 
addresses in competition for the bronze medals. 
Wherever a bronze-medal contest is held, whether as 
a part of this or similar peace oratorical competition 
of young people not over 19, the judges may select 
not more than two of the original speeches that they 
regard as most meritorious in point of content as 
well as form and submit them to the National Com- 
mittee before April 30, 1928.’ A National Board of 
Judges will consider all such manuscripts and award 
prizes before May 31, 1928. 

First—$500, to be used, preferably, for a summer 


trip to Geneva, Switzerland, and other points in 
Europe. 

SECOND—$300, to be used, preferably, towards the 
meeting of school or college expenses. 

THIRD—$200, to be used, preferably, towards the 
meeting of school or college expenses. 

GoLp MEDAL For STATE WINNERS 

In addition, a gold medal will be awarded to the 
writer of the best original speech in each state. 

The following pamphlets will be found indis- 
pensable: 

Arbitration and the United States. By Denys P. 
Myers. A summary of the development of pacific set- 
tlement of international disputes with special refer- 
ence to American policy. World Peace Foundation, 
40 Mt. Vernon St., Boston, Mass., 1926. 10 cents, 

International Arbitration and Plans For An Ameri- 
can Locarno. The arbitration record of the United 
States and a proposed draft treaty of permanent 
peace, this last prepared by Profs. James T. Shotwell 
and Joseph P. Chamberlain, with a commentary on 
the text. Foreign Policy Association, 18 E. 41st St, 
New York. City, 1927. 25 cents. 

Banishing War Through Arbitration. By Noel H. 
Field. A brief sketch of post-war arbitration treaties. 
Emphasizes arbitration as an alternative to war and 
presents a classified tabulation of treaties by types, 
arranged progressively as to their scope. National 
Council for Prevention of War, 532 Seventeenth St., 
N. W., Washington, D. C., 1926: 10 cents. 

The following pamphlets will be found exceed- 
ingly helpful: 

Arbitration the Only Substitute For War. One 
hundred fifty questions and answers. Committee on 
Cause and Cure of War, 1010 Grand Central Termi- 
nal Building, New York City, 1927. 15 cents. 

Proposed Arbitration Treaty. Draft treaty pre- 
pared by Prof. Francis B. Sayre, Harvard Law School; 
the resolution prepared with the assistance of Prof. 
Edwin M. Borchard, Yale Law School. Women's 
International League, 522 Seventeenth St., N. Ws 
Washington, D. C., 1927.. No charge. 

Draft Treaty of Permanent Peace Between the 
United States of America and meet: 
Prefatory statement by Pres. Nicholas Murray Butler, 
and comment by’ Prof. James T. Shotwell.» Carnegit 
Foundation for International’ Peace, 405 W. 117th 
St., New York City, 1927. No charge. 

Should Any National Dispute Be Reserved From 
Arbitration? By Jackson H. Ralston. Vigorously 
critical paper on the recourse to war preferred to legal 








metho 
613 C 
cents. 

The 
ner. 
July ¢ 
Peace 
1911. 

Dra 
Settlen 
An Ai 
United 
tratior 
other 1 
of the 
tion, I 
No ch: 

Publ 
studen: 
periodi 

App 
of loc 
should 
tee in | 
law-W; 


ington, 


The 
ger day 
timony 
fairs, ” 
bur’s oj 
bers,” ¢ 
first fiy 
$740,00 
000,000 
cluded ; 
still to 
ships an 
tenance 
required 
far estit 
and enl; 








d 


al 


ey 


methods of settling disputes. American Peace Society, 
613 Colorado Building, Washington; D. C., 1908. 5 
cents. 

The True Grandeur of Nations. By Charles Sum- 
ner. An oration before the authorities of Boston, 
July 4, 1845. A classic for peace speakers. World 
Peace Foundation, 40 Mt. Vernon St., Boston, Mass., 
1911. 5 cents. 

Draft of a Proposed General Treaty For the Pacific 
Settlement of International Disputes, Together With 
An Analysis of All the Arbitrations To Which the 
United States Has Been a Party. The analysis of arbi- 
trations is arranged alphabetically under the parties 
other than the United States and gives the substance 
of the controversy and the result. American Founda- 
tion, Inc., 565 Fifth Ave, New York City, 1927. 
No charge. 

Public librarians and teachers will gladly direct 
students to helpful articles in current newspapers and 
periodicals, 

Applications for commissions to act as Supervisors 
of local contests and all requests for information 
should be addressed to the Secretary of the Commit- 
tee in Charge, National Oratorical Contest on Out- 
law-War Treaties, 532 Seventeenth St., N. W., Wash- 
ington, D. C, 





LETTER FROM MR. LIBBY 


The Navy building program grows bigger and big- 
ger day by day, as the admirals continue their tes- 
timony before the House Committee on Naval Af- 
fairs. The $725,000,000 which was Secretary Wil- 
bur’s original estimate of the cost “in round num- 
bers,” of the seventy-one ships called for during the 
first five years of his 20-year program, soon grew to 
$740,000,000. Then Admiral Moffett added $60,- 
000,000 for 1,490 airplanes that had not been in- 
cluded in the Secretary’s figures, Other admirals are 
still to testify as to maintenance costs for these new 
ships and airplanes, and the still further cost of main- 
tenance and monthly pay of the additional personnel 
required to man the 71 new ships—a personnel thus 
far estimated at something like 27,000 new officers 
and enlisted men. 


Secretary Wilbur is to appear before the House 
Committee again on Monday, February 6. Meantime, 
it is evident that the total cost of the five-year pro- 
gtam alone will be not much less than a billion dollars 
all told. You recall; of course, that as originally of- 
fered by the General) Board of the Navy, accepted 


During this time, however, the union was able to meeting which she addressed and after issuing a cir-. 


THE AMERICAN TEACHER 25 


by the Secretary of the Nayy-end approved by Presi- 
dent Coolidge, the pending proposal was.a 20-year 
plan, ‘to cost $129,000,000 a year, or two and one- 
half billion dollars in all. The 71 ships (25 cruisers, 
9 destroyer leaders, 32 submarines and 5 aircraft car- 
riers) .were specified merely as the first needs. In the 
original proposal however, no time limit was set for 
completion and the President was specifically author- 
ized to stop building at his discretion. It was the 
House Committee — composed almost entirely . of 
“big-navy” men and desiring to show the world that 
this was “not a paper fleet, but ga steel fleet” that 
interposed a time limit for the and struck 
out the section giving the President discretionary 
power. 

The House Committee, therefore, seems to be pre- 
paring to report a bill requiring that all 71 new ships 
be contracted for within 5 years.* It is this five-year 
(or eight-year) program that will cost $800,000,000 
to $1,000,000,000. The Acting Chairman of the Na- 
val Affairs Committee estimates five billion as the 
total cost in 20 years—and he cautioned Admiral 
Moffett to talk in terms of five years only, lest the 
public take alarm at the mounting costs. 


Please use the information as widely as you can, 
and ask your local papers for editorial comment. 


And, above all— 
TELEGRAPH and WRITE your Congressman, 


. and get other people to do the same. It is important 


that he hear from his constituents every day in pro- 
test against this astounding proposal for misuse of 
the people’s money, and destruction of international 
goodwill. 
Sincerely yours, 
Freperick J. Lipsy, 
Executive Secretary, 
National Council for Prevention of War. 


P. S.—Additional copies of news releases and of 
printed material will be sent you on request and free 
of charge. 

For copies of the hearings, write to the Clerk of 
the House Committee on Naval Affairs, House Office 
Building, Washington, D. C. 

Speakers or writers will be especially interested also 
in a research report on “The International, Nayal Sit- 
uation,” published by the Foreign Policy Association, 
18 East 41st Street, New York City, as. Information 
Service Report Nos, 21-22, January 6, 1928, price 
25 cents per copy, 10 copies for $1.00. 


*And completed within 8 years. 






































oe ee oe 7 







26 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 
Frorjence 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, 25¢ 








Advertising rates made known on application. 





EXECUTIVE COUNCIL 


President 
Mary C. Barxer, Atlanta No. 89, 685 Myrtle Street, N. E., 
Atlanta, Georgia. 
Legislative Representative and Vice-President 
Seuma M. BoacHaapt, Washington No. 8; 1741 Park Road, 
N. W., Washington, D. C. 
Vice-Presidents 
Lucrm W. ALLEN, Chicago Women No. 3; 1803 Livingston 
Avenue, Evanston, Illinois. 
Amy A. Fox, Minneapolis No. 59; 2809 Park Avenue, Minne- 
apolis, Minnesota. 
ABRAHAM LeEFrKowrrz, New York No. 5; Grand Avenue, East 
Elmhurst, New York, N. Y. 
Henry R. Linvite, New York No. 5; 70 Fifth Avenue, 
New York, N. Y. 
A. J. Muste, Brookwood No. 189; Brookwood, Katonah, N. Y. 
Firorence Roop, St. Paul No. 28; 328 Cedar Street, St. Paul, 
Minnesota. 
E. E. ScHWARTZTRAUBER, Portland No. 111; 
Box 68, Portland, Oregon 
W. J. Scorr, Atlanta No. 89; 212 Kings Highway, Decatur, 
Georgia. 
F. G. Strecker, Chicago No. 2; 1618 Lake Avenue, 
Wilmette, Illinois. 
CuHartes B. StmimMan, Chicago No, 2; 827 Ridge Avenue, 
Evanston, Illinois. 
Secretery-Treasurer 
Fiorence Curtis Hanson, Chicago Women No. 3; 327 South 
La Salle Street, Chicago, Illinois—Telephone Harrison 2950. 
AMERICAN FEDERATION OF TEACHERS 
ORGANIZED Aprit 15, 1916 


Affiliated With the American Federation of Labor 


“Intelligence is not something possessed once for 
all. It is in constant process of forming and its reten- 
tion requires constant alertness in observing conse- 
quences, an open-minded will to learn and courage in 
readjustment.”—John Dewey. 


A. 3. D..5, 








Only trained and widespread intelligence will save 
the American democratic experiment. 


. 


TEACHING, A PROFESSION 

The charges that alliance with the American Fed. 
eration of Teachers is unprofessional and that “th 
teacher who joins such a union is in danger of losing 
his professional standing” are certainly inaccuray 
and based on a lack of understanding of the policy 
and program of this organization. The America 
Federation of Teachers, as no other organization, 
seeking to professionalize teaching through develop. 
ing in the class room teacher freedom and self-rte. 
spect, through placing the teachers in a position 
where they determine their own professional stand. 
ards. The tragedy of the teacher’s lot—the real trag. 
edy—is not wage, but the fact that his profession 
standards are determined by conduct and ideals that 
find favor in the eyes of those who control his job, 
those who, in many cases know nothing at all of wha 
should control the standards of the teaching “pro- 
fession.” And so long as these standards are deter. 
mined by the non-teacher, just so long will the boas 
about a profession be no more than a boast. The 
schools are the teacher’s business and he should hk 
about his business. 

It is interesting to note that these statements 
regarding the loss of professional standing come from 
administrators and not from class room teaches 
whose voice in the control of school affairs is to bk 
released. 

There is nothing the members of the America 
Federation of Teachers are so proud of as of its affilis- 
tion with Labor, which is the result of their vision, 
the spirit of social idealism which has been a valiant 
force in their movement from the beginning. The 
American Federation of Labor is an integrating, not 
a disruptive force in society. In affiliation with it 
we find 1200 of the leading scientists of the country, 
in the employment of various government bureaus, 
physicians in the health departments of some of out 
large cities, technical engineers, musicians, actofs 
and teachers in public schools, normal schools and 
universities. Surely an affiliation that draws together 
such diversified groups tends to break down the ut 
American tendency toward petty caste lines of divi 
sion between professional and artisan workers. 

The Actors Equity, the Musicians Union, the Fed- 
eral Employees, the Civil Engineers, the Physicians ia 
health departments have not found that affiliation 
with the American Federation of Labor has brought 
a loss of professional standing. Walter Damrosch, 
Ethel Barrymore, John Phillip Sousa; Dr. Franklis 
Meyer, Board of Standards, Washington, D. C., Prot. 
John Dewey; Prof. Harty A. Overstreet, Dr. Josep? 





and tl 
facult 
that i 
stood 
ciplini 

Nic 
Well, 
One y 
tation 
preside 
still f¢ 


THE AMERICAN TEACHER 27 


K. Hart, Prof. Payl Douglas, Prof, George Coe, have 
these lost their professional standing? 

The American Federation of Teachers has not for- 
gotten that Organized Labor was the major instru- 
mentality in establishing the public school system. 
One hundred years ago the courageous and far-seeing 
advocacy of education by Labor was responsible in a 
large part for the establishment of our system of 
free tax-supported schools. When teachers affiliate 
with Labor, they are allying themselves with a great 
social movement, a great constructive movement for 
social betterment, a movement in the interests of the 
humanization of life—the most vital in the world 
today. 

This is a national; mot merely a local problem. 
“An injury to one, is the.concern of all.” 





SO THIS IS EDUCATION! 

How one college president views his job is strik- 
ingly shown by a little recent history at City Col- 
lege, New York, as was related in the last issue of 
The Labor World. 


President Robinson summarily suspended two stu- 


dents who, in student meetings, had criticized the 


military drill and the alternative civilian drill, which 
is sometimes offered in its stead. 


One of them called this civilian drill “obnoxious” 
and the other referred to the “insincerity” of the 
faculty in offering it. President Robinson explained 
that it was for this harsh language that he who 
stood in the place of parents to his pupils was dis- 
ciplining them. 

Nice boys don’t say naughty words like obnoxious. 
Well, both boys apologized for their rough language. 
One was reinstated. The other, who has some repu- 
tation as an agitator in C. C, N. Y., was not. The 
president has put his academic head on a pole to in- 
still fear in the hearts of his pupils. 

So far the majority of City College has been prop- 
erly docile. The fate of Lifshutz,is more potent than 
the bland assurance of the dean. that, of course. the 
students are at liberty to discuss college matters. 

A college diploma is something of a credential to 
a job and “flaming youth,” whatever other’ chances 
it takes, on the whole knows better than to prefer 
liberty to a good job. 

But what miserable business it is for a college 
President to encourage this half fearful, half hypo- 
critical submission: This is not education; it is ty- 
tanny!—Duluth Eabor World. 


_© BUTTE TEACHERS SHOULD ORGANIZE 

“The teachers in the public schools of Seattle have 
organized a union and affiliated with the American 
Federation of Labor. Commenting, the Union-Rec- 
ord says: ! 

“ “President Smith of the school board announces 
that body will not discriminate against members of 
the new teachers’ union. That is the proper attitude 
and one that will be commended by all thinking peo- 
ple. A teachers’ union will necessarily be run on 
somewhat different lines to other unions, but it is 
the only effective. method for properly presenting 
the claims of educators to a share in the better condi- 
tions enjoyed by all classes of citizens. A corres- 
pondent suggests that too large salaries for teachers 
will tend to make them less conscious of their posi- 
tion as wage workers. We think the exact opposite 
is true. When salaries in Seattle schools were ex- 
tremely low, Seattle teachers were the backbone of 
feaction. It is only after they secured a little econo- 
mic independence that they learned they had inter- 
ests similar to those of other workers.’ ” 

“Isn’t it about time Butte teachers woke up? Or 
perhaps they are satisfied with conditions as they 
now exist. Or are they afraid?” —The Montana Labor 
News. 

Afraid of what? What has been done, what can 
be done, to teachers that they should be so fearful? 
Is there anything that is worth the loss of freedom 
and self-respect? 

This bugaboo that is set up or that teachers them- 
selves have set up, what is it? Name it. Let us 
know what this dreadful creature is that is going to 
destroy the union teacher. ‘There are several thou- 
sands who have not been afraid, who did not know 
of what to be afraid, who have not suffered any pen- 
alty or catastrophe, but who have gained immeasur- 
ably in economic status, in social position, in civic 
standing, in spiritual and intellectual freedom. 

Teachers must be free and ‘unafraid else the 
schools can not “produce free, unafraid men and 
women,” American citizens of the highest type. 

Are teachers afraid and of what? 





PLAY 


It is the great harmonizer of the human faculties, 
overstrained and made inharmonious by labor. It is 
the agency that keeps alive and in healthy activity 
the faculties and sympathies which work fails to use 
or helps to repress. Tt is the conservator of moral, 
mental, and physical health.—J. G: Holland: Plain 
Talks On Familiar Subjects. 








THE AMERICAN TEACHER 


The Ashland School for Adult Education 
“For Life by Means of Life.” 
(Preliminary Announcement) 


This school will be conducted by a group of 
“Progressive” educators for a period of six weeks 
during the summer of 1928, from July 30 to Sep- 
tember 8. The Ashland Folk High School was found- 
ed about 50 years ago, near Grand Rapids, Mich. 
It is the oldest of the several schools founded by 
Danish settlers in this country and it will be reopened 
by American educators and conducted on the lines 
of the “New Education” and in the spirit of the 
Grundtvigian schools of Northern Europe. 


The school will accept as students, high school and 
college graduates who have been disillusioned and 
baffled by a few years’ contact with actual life, and 
mentally alert young men and women over 18 years 
of age who are seriously trying to find themselves 
and the meaning of life. 


The curriculum will be based not upon the usual 
academic subjects but upon the major life problems 
or situations. These “life situations” may be stated 
as follows: 


1. Sex-marriage-home. July 30-August 4. 

2. Occupational-economic.. August 6-11. 
Community-life. August 13-18. 

4. Leisure-play. August 20-25. 

5. Educational, both in and out of school. 

August 27-September 1. 

6. Religious. September 3-8. 


At the beginning of the week devoted to each of 
these topics, students and teachers alike will be asked 
to state their own problems. These personal prob- 
lems, formulated into.a general statement for each 
field, will furnish the basis for lectures, readings, and 
formal discussions. 


THREE COMMENTS 
I think your choice of locations a fine’ stroke and your other 


plans direct and practicable. Joun Dewey. 

I have been thinking about something along that line and 
am glad to see it started. Artuur E. Morcan. 

I shall watch, with interest the development of your People’s 
College. . . . Some day soon the universities will shed two pests, 
the examination and the informing lecture. 

Davip Starr JORDAN. 


Members of the regular instructional staff will 
give lectures in their own academic fields for the 
special purpose of shedding light on the life problems 
and situations under consideration. While men of ex- 
ceptional experience will give special lectures in these 
several fields, members of the student group who 


have had significant experiences will also be expected 
to give lectures. 


It will be the aim of all lectures to inspire rather 
than to instruct, to interpret rather than to impart 
knowledge. Teachers and students alike will regard 
themselves as experimenters and learners together. 
All will be seeking not for additional knowledge but 
for a better understanding of themselves and of life, 


Discussions will be planned for as needed, or they 
may be left to informal groups which take advan- 
tage of the several unassigned hours. 


Play will occupy an important place in the college 
life. By means of professionally directed physical ex- 
ercises and singing, by field and water sports, by 
constant and close associations of all members of the 
group, by such. devotional and religious expressions 
as may spring naturally out of the ‘common life, and 
particularly by personal conferences between ‘the 
more experienced and less experienced members, it 
is hoped to free each person from the frequent and 
harmful repressions and restraints which characteriz 
our modern life, 


No one should confuse this school with the usual 
summer sessions of the college and university. It 
offers no advancement for the student toward a de 
gree. It does not offer the teacher the usual compen- 
sation. It does hope to give both student and teacha 
an opportunity to form a clinic in life problems. 


There will, of course, be no required attendance 
at any lecture or group meeting. There will be 10. 
assignment of lessons or texts, no quizzes or exami- 
nation, and NO CREDITS will be given for work 
done. Students and teachers are asked to bring with 
them a few books which have meant most to them 
in a personal way for general use, while all are asked 
to read one or more of the following books: Key- 
serling, “World in the Making”; Hart, “Inside Ex- 
perience”; Lindsey, ‘Revolt of Modern Youth”; Rus 
sell, ‘Education and the Good Life”; Hadfield, “Psy: 
chology and Morals”; Lake, “Religion Yesterday and 
Tomorrow”; Drake, “America. Faces: the Future’ 
Pupin, “The New Reformation.” 

Students may enrol for any two of the weekly 
periods. There will be an administrative charge o 
two or three dollars per week. The ‘living expen* 





THE AMERICAN TEACHER 29 


can be determined largely by the wishes of the mem- 
bers and their willingness to aid with the general 
work. But the living costs should not be more than 
$10.00 per week, since the board which controls the 
property furnishes it ready for use for only a very 
nominal rental. Since teachers and students are ex- 
perimenters and learners together, the former will 
receive no salaries during the first session under the 
new management and they will bear their share of 
the living expenses. 

The college buildings are located 30 miles north 
of Grand Rapids on the Pere Marquette railway, 
and on one of the paved highways. The dormitory 
and general purpose building will accommodate 50 
or 60 people. Camping places are available on the 
campus and at the near-by lakes, and Lake Michigan 
is within an hour’s drive. The college is in the midst 
of a Danish-American farming community, one mile 
south of the village of Grant. 

The directors are already assured of the teaching 
work and the necessary lectures by the promised co- 
operation of eight or ten people interested in the ex- 
periment here to be conducted. These people are, for 
the most part, connected with regular colleges and 


universities though some are independent students of 
education. 

The names of the teaching and lecturing staff will 
be announced early in the spring. 

Persons interested in this school for adult educa- 
tion are invited to communicate with J. E, Kirk- 
patrick, Olivet, Mich, 


J. E.. KinKPaTRIcK, 
A. P. CoLEMAN 
Directors. 





WINTER SPORTS ARE VERY OLD 
Some of Our Winter Celebrations: Came From the 
Indians 


As snow and ice are more and more likely to come 
over the landscape during these winter months, 
thoughts of winter sports are constantly in the minds 
of young people and those who somehow stay young 
in thought and spirit. The old skates are brought out 
and sharpened; the bobsled is dusted off and rejuve- 
nated; the skis are given a good overhauling; the mit- 
tens are carefully mended and ear muffs are prudently 
Placed ready for those whose ears may get nipped by 
the ever lurking Jack Frost. 

Take tobogganing, for example.. Who has not had 
the thrill of a swift slide through biting winter wind 


and the fun of a spill in the soft and harmless snow? 
As an Oriental according to the old story, is supposed 
to have remarked: ““Toboggan is. just—Swish! then 
walk a mile.” But the walk back even has its fun, 
and has been enjoyed and remembered and. talked 
about for years and ‘years. Toboggan, indeed, is an 
old Indian name—Webster’s New International Dic- 
tionary traces it from the Algonquian “odabagan,” 
a kind of sled. It is also akin to the Micmac “‘to- 
bagun,” a sleigh. 

Thus the great antiquity of at least one popular 
winter sport is substantiated.. The snow has ever 
been a source of great delight to human beings in a 
playful mood. There is the zest of the cold air plus 
the nipping joy in the snow and bits of hail or ice 
as well. 

THE PASSING OF THE PUNG 

In these days of paved highways end gangs of men 
in winter time to clear them of snow for automobile 
traffic the old sleigh ride is slowly passing out of 
existence. There are. still, a few sleigh parties here 
and there, but they ‘have to ‘be on roads far from 
traffic, The sleigh, old Dutch “lee,” together with 
the horse-drawn sled, is disappearing from our civil- 
ization. 

But our fathers and mothers—speaking of us all 
as rather young people!—knew the joy of the sleigh 
and also the box sleigh or pung, as it was familiarly 
called. The pung was earlier known as a tom pung, 
which was a corruption of the Indian name for tobog- 
gan or a similar word meaning a sleigh or sled. It 
was usually an oblong sort of box on runners. 


Hockey On Ice 

Hockey may also be played in| a summer field, but 
it is usually thought of as a winter game played on 
ice, the.players being om skates... The name hockey 
is from: the curved stick used to push the: puck or disk 
along the ice in an endeayor. to score by putting it 
through the opponents’ goal, Hockey, according to 
Webster’s New International Dictionary, comes from 
the Old) French “hoquet,” a curved. shepherd’s crook 
so often seen in pictures of old-time shepherds with 
their flocks. 

It may not seem) that the puck used in hockey is 
the same word as the puck or demon so often men- 
tioned in old folklore. But it is quite true. The puck 
in hockey may have been so named from a habit that 
human beings have of using the names of sprites, 
which are only half believed in, as rather affectionate 
nicknames for odds and ends of things featuring in 











THE AMERICAN TEACHER 





New Travel Quests 
FOR SPRING AND SUMMER 


Progressive Education Tour under leadership of | 
Mr. Chester A. Graham, M, A. 
SIGHTSEEING WITH GLIMPSES OF 
“NEW SCHOOLS IN THE OLD WORLD” 
Sailing June 80th. Rate $676 
Twelve days in International College, Elsinore, 
Denmark—Home of party during visit in Scan- 
dinavia—Program and itinerary under direction 
of Mr. Peter Manniche of Denmark and 
Dr. Paul Dengler of Vienna. 


Two International Seminar Tours—Lecture at 
Geneva by Dr. Zimmern 


TWO MUSIC FESTIVALS TOURS 


Business and Professional Women’s Tour with 
Miss Lena Madekin Phillips, President 
National Federation 


Booklets and Information 


WORLD ACQUAINTANCE 
TRAVEL, Ine. 


51 West 49th Street 
New York City 
Box A 
Steamship bookings — Specialists in Student 
Travel—Independent Tours 








Those of us who met Dr. Manniche when he was in the 
States will welcome this opportunity for spending some time 
under his inspiring personality; those who are not so fortunate 
as td know Dr. Manniche already, will be eager for that 
privilege. 








Local News 





TEACHERS FEDERATION OF DENVER, LOCAL 203 

A promising local has been formed in Denver as 
the Teachers Federation of Denver. Officers have 
been elected and committees are at work on a con- 
stitution and program of action. The local is com- 
prehensive in character, including university, high 
school and ‘elementary school teachers. Frank Haf- 
ner, formerly of Chicago Federation of Men Teach- 
ers, Local 2, is an officer of the Denver local. 

The new organization is largely due to the interest 
of Earl R. Hoage, president of the Colorado State 
Federation of Labor, in the teacher movement. 





Cuicaco Locats 2, 3 AND 199 
On.,March 2. the Federation of Women High 
School. Teachers, No. 3, and the Federation of Men 
Teachers,. No.2, gave a reception and banquet in 


honor of the officers and members of the new local, 


the Elementary Teachers Union of Chicago, No. 199, 
at the City Club. This was one of the big occasions 
in the lives of the Chicago locals. Several hundred 
guests were present, among them the leading labor 
men of the city and state and many prominent school 
men. It was a delightful introduction of the new 
union to the civic world of Chicago. The Elemen- 
tary. Teachers Union has been enthusiastically re- 
ceived and has a rapidly increasing membership. Its 
advanced social and educational program and its 
capable leadership insure a bright future. 

The Federation of Women High School Teachers 
No. 3 gave a theatre party on January 27 at the 
Goodman Memorial Theatre for the benefit of the 
organization fund of the A. F, T. The occasion 
was a social success and netted the National an appre- 


ciable sum. 
Miss Marion C. Lyons, ex-president of Local 3, 


has a very interesting letter on Mass Education in the 
January Aélantic and a very enlightening one on the 
Chicago situation in the March Survey. ; 





New Yorx Loca 5 
The gain in membership of the Teachers Union 
of the City of New York is 195. And they still are 
coming. Dr. Henry R. Linville, president, is serving 
on the Permanent Committee on Education of the 
American Federation of Labor. 





WASHINGTON Locals 8, 27 AND 198 

Washington Teachers Union No. 8 has an increase 
in membership of 72. Local 8 is co-operating with the 
other Washington locals for Sabbatical Leave an im- 
proved Retirement Law. 

Washington Teachers Union No. 27 has 25 new 
members this month. Circular letters outlining the 
union’s program and inviting co-operation were sent 
to all eligible teachers. Careful work is being done 
on Sabbatical Leave and Teachers Retirement Law. 

Washington Educational Union No. 198 has 
opened an office at 316 Union Trust Building. The 
officers are Richard S. Harvey, Georgetown Uni- 
versity, president, Allan Davis, principal of Business 
High School, vice president, Saida L. Hartman, Y. 
W. C. A. secretary, secretary, and Minnie Sandberg, 
treasurer. The following invitation was sent out 
pe professors and other members of educational 
staffs: 


My Dear Mr. ; 
As members of the staff of instructors of the higher inst 

tutions of learning of the District of Columbia, every one 

us is eligible to membership in the “American Association o 





the « 
part} 
Nati 
paigr 
tivel 
TI 
Teac! 
years 
Grou 
an ef 


THE AMERICAN TEACHER 31 


University Professors” .and.to like..membership in numerous 
other professional bodies. 

But however satisfying such connections may be in general, 
many of us would like to form an immediate working contact 
with a professional organization that will provide the added 
feature of connection with the bona fide labor movement of 
America—the recognized medium through which we educators 
may join forces with instructors in the nation-wide 
movement to effect or encourage others to effect constructive 
change and social and economic betterment. 

We have now at hand a very direct means by which we can 
do this—join the Washington Educational Union, the Wash- 
ington local for university professors. 


To accomplish this desired end and to provide access to. 


other educators who are confronted with problems akin to our 
own, a charter has been granted by the American Fedération of 
Teachers, which, in turn, is affiliated with. the American Fed- 
eration of Labor. To Washington Educational Union No. 198 
has been granted jurisdiction over all educational workers in 
Washington who are not eligible to Local No. 8 or to Local 
No. 27. ' 

The true teaching of history, the development of a system 
of national and international exchange of instructors, creative 
activity in education and: in industry,—in’ short, education as a 
cross-section of life and not mere formal schooling is our inter- 
est, and persuasion by reason and progressive thought is our 
motto. In the record of the American Federation of Teachers 
moral suasion founded on the recognition of mutual interest is 
the propelling force which has made for progress, and the 
employment of strikes is not permitted,—advancement of edu- 
cation by enlisting public sentiment is a process which has been 
found sufficient to fit every reasonable need. 

We should be pleased to have your co-operation, and invite 
you to join with us in this: movement. 


Mr. Charles F, Carusi; of the National University 
Law School, chairman of the Board of Education, is 
among those who responded and is enthusiastically 
supporting the movement. 





St. Paut LocaLs 28 AND 43 
The Federation of Women Teachers No. 28 is 
carrying on a successful membership campaign under 
the chairmanship of Miss Mabel Colter, A theatre 
party benefit for the organization fund of the 


National was a successful venture. The salary cam- 
paign and the work on. the city charter goes effec- 


tively on. 

The regular January meeting of the St. Paul Men 
Teachers No. 43 was the largest it has. had in. two 
years. There has been an increase in membership. 
Group insurance and the salary campaign have made 
an effectively busy month. 





Mempuis Local 52 
The Memphis ‘Teachers Association is co-operating 
in this special issue of THE AMERICAN TEACHER. 
The increase in membership is 134. An intensive mem- 
bership and salary campaign is being carried on. Lo- 
cal 52 has extended a cordial invitation to the Amer- 
ican Federation of Teachers to hold its next con- 


vention in Memphis. 


MiNNEAPOLIS, Minn., LocaL 59 
The Minneapolis Federation of Teachers has elected 
the following new officers for the ensuing year, 
president, Amy G. Edmunds; secretary, Margaret 
West. Lettie Hunt continues a financial secretary. 
‘Miss Amy A. Fox, this year’s president, and Miss 
Carolyn A. Reed, will have a sabbatical semester in 

Europe. The salary campaign is progressing. 





San Francisco Loca 61 
San-Francisco Federation of Teachers reports an 
increase of interest inspired by the stimulating talk 
by: Professor Fletcher Swift of the Department of 
Education on “School Finance.” This increase of 
interest has materialized in increased membership. 





PATERSON, N. J., Locat, 92° 
The ‘Paterson School News edited by the Paterson 
Teachers Union made its initial appearance in Decem- 
ber. Every teacher is receiving the News and it is 
effectively spreading the gospel of unionism. The 
local has revised its\constitution and systematized its 


business methods; _ The committeer working on Sab- 
batical Leave gives an encouraging report. 





PORTLAND, Or®., Locat 111 

Portland Teachers. Union is also working on Sab- 
batical Leave and has received the promise from the 
superintendent’s office to consider it in the budget 
of next year. Local 111 realizes perhaps more fully 
than most the need of an organization fund for the 
national office since many calls are coming from the 
Northwest, and is working on ways and means to 
increase that fund. It will co-operate in publishing 
the Pacific Coast number of THE AMERICAN 
TEACHER in April. . 





SEATTLE, WasH., LocaL 200 

The \Seattle High School Teachers Union: held one 
regular business and one special educational meeting 
in January. It has completed its organization, elected 
its permanent officers and systematized its procedure. 
Interest and support of the new local is continuously 
increasing. A salary campaign has been launched. 

Taxation and Tenure Committees are at work. Six- 
ty-five new members were added in January. Interest 
is not confined to Seattle; inquiries are’ coming in 
from all over the state. 





Men’s best successes come after their disappoint- 

















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 
oer 


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. 




















APE 


| | "sS,