~~ OCTOBER, 1929 VOL. XIV. No. 2 The American Teacher THE ORGAN OF THE AMERICAN | FEDERATION OF TEACHERS ~ REFERENCE DO NOT LOAN Education for Democracy Democracy in Education bat SERVICE me Tveree 11 lu WL HONESTY, AND,TRUTH 4, | LIBERTY:-OF.T HOUGHT, AND, SPEECH - DEMOCRACY: IN-EDUCATION-EDUCATION-IN-DEMOCRACY | Office of Publication: Editorial Office: H. G. Adair Printing Company 06 Qeuts Weleda hs 107 N. Wacker Drive GZS» 20 u abash Avenue Chicago, Illinois Chicago, Illinois Single Copy 25c—Yearly Subscription $2.00 EXPERIENCE IS BEST EDUCATOR By Gustave Geiges, President American Feder- ation of Full Fashioned Hosiery Workers There is no better way of educating oneself in the practical problems of psychology, sociology, economics, publicity, public speaking and a host of other subjects than to engage in real work of organization. And intelligently conducted agi- tation for improved conditions and better rela- tions in industry is the most effective form of mass education we can engage in today. Our principal job first, last and all the time is to organize the unorganized. Practically every- thing we do is, or should be, a means to that end. We must put new fire and zeal into this work, because each year we see more clearly that the only practical possibility we have of meeting the newer problems of large scale production is through complete organization of all key in- dustries. We can not master the problems of the replace- ment of workers by machinery unless we have organization. We can not do anything useful about the problem of unemployment, seasonal unemployment, child labor, night work and the danger of southern competition. DO YOU BELIEVE 1. A voice and a vote in the management of your school ; Independence of thot, freedom of expression and ex. ercise of initiative ; 3. Working conditions that are sanitary, inspiring. A promotion in rank based on merit only; A salary commensurate with the dignity and jm. portance of your office? IF SO JOIN THE HOST OF READERS OF The American Teacher Published by teachers for principle; not for profit THE AMERICAN TEACHER is the only teachers magazine whose sole excuse for existence is the desire to improve the working conditions of the teachers, and to raise teaching to the dignity of a profession. nN cheerful and wn > SUPSCRIPTION PRICE TWO DOLLARS FOR ONE YEAR Send In Your Subscription Today THE AMERICAN TEACHER 506 South Wabash Ave. Chicago, Il CONTENTS Page Address to The Thirteenth NI i ok a i ae ca 1 President's How Uncle Sam Treats His Teachers.... 3 Michael B. Scheler Editorials Teaching the A B C’s in Hawaii.......... 10 Dorothy Dell Kirk A Comparison of the Philosophic Concept of the N. E. A. and the A. F. T........ 14 M. J. Jacobs Resolutions of the W. F. E. A............ 18 eR eae ne. RN I, css a canesabadeaseers 24 DE ik SnGbeicédnbisastadcbousnerien 26 nit Din cal innaebenecenadewh 30 Orders - Inquiries and Mailing List Catalog Gives counts and prices on over 8,000 different lines of business. No matter what your business, in this book you will find the number of your prospec- tive customers listed. Valuable information is also given as to how you can use the mails to secure orders and inquiries for your products or services. " Write for Your FREE Copy R. L. POLK & CO., Detroit, Mich. Largest City Directory Publishers in the Werld Mailing List Compilers—Business Statistics Producers of Direct Mail Advertising RS SNS As of the ftting matter ization needec Int Federe it has 4 mos under the ol educat fact 1 educat a squ: the b prom condit activit we be ie to and ir in loc condi organ dition Fre Feder sary those able i eratic tions detail We 'E your d ex. | and fit hers’ esire and Ii a The American Teacher tered as second class matter Oct. 20, 1926, at the post office at Chicago, Ill., under the Act of March 3, 1879. Ac- tance for mailing at special rate of postage provided for in Sec. 110%, Act of Feb. 28, 1925, authorized Nov. 3, 1926. ——= Volume XIV, No. 2 OCTOBER, 1929 Two Dollars a Year — As we inaugurate this Thirteenth Convention of the American Federation of Teachers it seems ftting and appropriate to call attention to some matters connected with our program as an organ- iation, in order that such matters may have needed consideration and emphasis. In the first place the program of the American federation of Teachers is a teacher’s program and ithas to do with the spirit of education. We lay amost particular emphasis upon the conditions uder which teachers and pupils work, and upon the objectives in the processes and practices of education as a social function. We recognize the fat that the two principals to the process of education, the teacher and the pupil, have not had asquare deal as it were. We believe that it is the business of teachers to exert themselves to promote the development of just and favorable conditions under which to carry on the mutual ativities of pupils and teachers. It follows that we believe the teachers of America should organ- ie to accomplish this purpose. Hence our major ad immediate concern is to organize the teachers in local communities to work for desirable local conditions and to cooperate through the national organization for the development of desirable con- ditions everywhere. Freedom for Teachers and Pupils From the foregoing viewpoint, the American Federation of Teachers is demanding the neces- sty freedom for teachers and pupils to develop those qualities of citizenship that are most desir- able in a democracy. The literature of the Fed- tration and the enactments of its several conven- tions have set forth these matters in more or less detail during the twelve years of our existence. We are insisting upon housing conditions that are physically safe and that may be expected to produce socially sound reactions in the young people who inhabit our school buildings. We are ‘posing the practice of overcrowded classes, President’s Address to the Thirteenth Convention of the American Federation of Teachers July Ist-6th, 1929 overworked teachers and factory standards of production for the school. We are insisting upon just compensation for teachers and upon oppor- tunity for every child to receive adequate educa- tional advantages. We are placing emphasis upon social values in education. All of these things likewise have been set forth in varying degrees of detail in our literature and the enactments of former conventions, and it is not expected that this convention will be an ex- ception to our custom in this respect. Overcoming Difficulties Now the difficulties to be overcome in bringing about the conditions for which we strive have their roots in traditions and habits of long stand- ing. They take their rise in ignorance or un- awareness concerning the significance of existing conditions and in misconceptions concerning what it is that we need and demand. They have their source in the failure of people to evaluate properly the costs of education, or in the greed of those who can appreciate only their own selfish interest. To overcome the difficulties requires action and education. Teachers must begin with themselves and must not fail to enlist the interest of their public. The only method for making headway against such a collection of adverse sentiment is by collective effort on the part of those who have the vision of something better. This is the pro- gram of the American Federation of Teachers. Organizing Major Business Our major business then is the organizing of teachers to promote this program, and the means for advancing organization should be the first con- sideration of this convention. The experience of the past year gives renewed evidence that there is a large and increasing num- ber of teachers throughout the country who need only the necessary contact to become a part of our body. There are many others floundering helplessly in a sea of discontent and uncertainty 2 THE AMERICAN TEACHER to whom our program would be the coming of vision and hope and a way out of helplessness if they but knew anything of our plan. We have organized during the past year in some places that are key positions. Considerable follow up work in these neighborhoods another year we believe would be very fruitful both in re-enforcement and the cultivation of a larger field where we might expect early organization. Since the one problem is that of finance, may we not take up this matter at once and very di- rectly ? In the president’s message to the Twelfth Con- vention last year was the statement, “The Eleventh Convention called upon the membership to begin the accumulation of a fund to be used specifically for organizing purposes.” Then following a re- view of what we were able to accomplish through the gratifying response of the membership to this appeal, the president used these words: “The same course pursued for another year or two ought to place the Federation in a position where it could begin to plan for an extensive campaign, a field campaign that should bring into the organ- ization a much enlarged membership - The Twelfth Convention evidently overlooked the significance of what had been accomplished the previous year under a new and very definite money raising policy. We allowed ourselves to launch once more upon a plan of divided responsi- bility for securing funds in an indefinite field of uncertain productiveness. The result is that we have brought into the organizing account during the past year less money than we had the year before. I am satisfied that if you place upon your exe- cutive officers the responsibility for developing an organizing fund and place upon the membership the responsibility for financing organization the method will become increasingly effective. no faith that any other method will be effective. Additional funds may be sought elsewhere, but after all, this is the business of the American Federation of Teachers, and the American Fed- eration of Teachers must finance its business. If the Convention desires that other sources in addition to the membership be called upon it would be well for a definite statement to be made so that when the matter comes to the Executive Council and your executive officers, there will be no possibility of confusing the channels I have - through which we work; no possibility of failure of a clear contact and understanding between th. national office and the locals. Multiplying ma. chinery will tend to confusion and consequen: ineffective response in the locals. Please understand that this is not a question of personnel. It matters not who the helpers are It is a question of effective organization. Peopk in the locals do not have time to make even th necessary mental adjustments to plan with an act with several different persons or groups oj persons. We all know the pressure under which we work locally. In some far-off hoped-for day when teachers shall have attained reasonable con. trol over the practice of their profession we shal] not work under the harassing schedules of today, but in the meantime our national office shoul be manned and financed to transact our business, and its responsibility should not be obscured. Opportunity for Service I believe that there is no better way to assure continuing and augmented progress for another year than for every delegate present to go back to his local to make contagious among his men- bership the enthusiasm that is always generated by our conventions, and to impress his people with the great opportunity for service available to each member by the dedication of just a smal portion of his means to our special organizing fund. Then let the national office follow up this good work in the fall and during the year.. Moreover, there is much more to be gained than the mere money by this method. There is an interest which can come in no other way and which we ought by all means to cultivate. Passing from our more direct program as an organization of teachers let us consider for a mo- ment our policy as an organized group in the community, our wider social responsibility. Social Program The improvements that we are working for must come as a part of a social program to which the public interest subscribes. Some of the cot ditions that we seek are such as should be the common heritage of all people. It is natural and imperative therefore that as an educational group we cooperate with other groups in furthering the interests that we have in common. It has always been our policy to do this, so that we often find ourselves in sympathetic relationship with such organizations for instance as the League of and v up in for t to of body attair for t is ou today by th W Ev upon child welfz natio comy men- child allure N the > Ma- quent estion S are, eople n the 1 and PS oj which r day - COn- shal] oday, nould ines, ssure other nem- rated 2ople lable mall zing this ined re is and 3 al mo- the THE AMERICAN Wemen Voters, and in more direct affiliation with gme others whose programs overlap or extend wr own, as the National Women’s Trade Union League and the National Council for the Preven- tion of War. We are one of the constituent groups making up the World Federation of Education Associa- ions, the third biennial meeting of which con- yenes in Geneva, July 25th-August 3rd. Our delegates will participate and report proceedings us. You are familiar with the program through THE AMERICAN TEACHER. Through such means as are available and to the extent of our ability it is our policy to exert our influence to bring about that social progress to which we are professionally committed. But the things that we do as an educational group do not cover our program. There is an- other half. We are in a real sense a labor or- ganization. We are one of those hundred or more national and international unions that make wp the larger part of the American Federation of Labor. We are a part of the labor movement, aid we are so organized because we believe that the principles of Organized Labor are sound, that organization of workers into unions is a necessary part of the human machinery that has been set up in the world to promote human progress. Debt to Organized Labor We acknowledge our debt to organized labor for the conditions that make it possible for us to operate in this way. Through struggle of body and of soul the workers of the world have attained or are attaining their right to associate for the advancement of their just interests. It is our privilege along with all other workers of today to build upon a foundation that was laid by the struggles of those who have preceded us. We realize that the building still calls for a TEACHER 3 large degree of struggle and sacrifice, and we hope that we may be worthy of the best traditions and true to the best ideals of the labor movement. We know that the labor movement is not just a selfish demand on the part of a particular group for something that it does not have but wants to possess. It is a humanitarian movement whose watchword could be stated thus: Help yourself to attain the conditions necessary for you to func- tion as a human being, as a worthy member of your community. Help others to help themselves. Overcome the obstacles to your aspirations by cooperating with your fellow workers to get the necessary power to bring about desirable condi- tions. Thus labor’s program is our program, labor’s interest is our interest, for what labor wants is that the interest of no group shall be subservient to the interest of any other group, that all shall share justly in the good things of life. The past year has not been without manifesta- tions of the perennial abuse that is heaped upon the schools for their excessive costs, for their inefficiency, for the worthlessness of much of their program, or for the omissions in their pro- gram, according to the viewpoint of the particular critic. These things should not unduly excite us, but they should emphasize the necessity for teachers to assume greater responsibility for the scientific interpretation of the practices and prob- lems of education and for effective publicity for a scientifically valuable teacher viewpoint. We trust that the deliberations of this Thir- teenth Convention may be characterized by that high order of judgment, wisdom, courage and sincerity that has marked the work of former conventions, and that from our councils may emanate a social contribution worthy of the American Federation of Teachers. How Uncle Sam Treats His Teachers By Michael B. Scheler Every intelligent person would concede that upon the proper development of the American child depends the immediate and the ultimate welfare of the nation at large. After all, a tation is nothing else but the sum total of its component parts, its individual citizens, adult men-children and women-children. What its children are is the nation in the last analysis. If the children, as a rule, are physically fit, the same condition will prevail in the nation. If the children are illiterate, defectively trained, morally lax, the same conditions will express themselves in the nation’s rulers: in its execu- tives, administrators, legislators, teachers, etc. An apple does not fall far from the tree... . . In Czarist Russia, for example, there was a 4 THE AMERICAN widespread illiterate mass. What was the con- sequence? The rulers, with extremely rare exceptions, were as rustic, rude, illiterate and unprogressive as the downtrodden masses. And in every other European country the rulers, in- variably, reflect the thoughts, the aspirations, the likes and dislikes, the cultural and psychological states of their subjects. In our own United States our elected and appointed functionaries gen- erally personify the type characteristic of the average American. For instance, the average Yankee has almost an insane love for sport, and how many of our legislators and statesmen are not addicted to the same hobby? The pro- vincial and the urban characteristics of Ameri- cans, their psychology, their ideas, their preju- dices and caprices, are unmistakably photo- graphed in their representatives. If our system of education is defective, if it has serious shortcomings either in the cur- ricula or in its personnel, the evil effects are bound to express themselves in the student body, and subsequently in the activities of our business and government circles. Rightly or wrongly, there is a widespread notion in in- TEACHER tellectual circles of European capitals and eye, among the intelligensia of South America, countries that our legislators and administra. tors do not live up to their tasks, either culty. ally, psychologically or morally. Whethe or not this serious charge has any found. tion of truth is not our concern at the moment. The truth of the matter, however is that our nation relegates education to a posi. tion of secondary, if not, minor importance and that in spite of the seemingly high figure; of our educational expenditures, education re. ceives a relatvely small share in our State and Federal budgets. While our representatives in all halls of legislature get themselves hoarse in proclaiming to the world the peaceful in- _ tention of our Government, the non-imperialist designs of our country, the fact remains that the United States is one of the greatest mil- tary and naval spenders in the world, tha our budget for army and navy purposes at the present time leads relatively and absolutely the civilized world, and that we are sorrowful laggards in matters of educational expendi- tures, as will be seen from the following il- luminating and thought-provoking table: WHAT OUR COUNTRY AND OTHERS SPEND FOR NATIONAL DEFENSE AND EDUCATION (Table recently published by the League of Nations) National Defense Year Country Total ec i eee wn ei diaginete L 4,693,000 '26 cee area khl's oa diinhceg es apace aw eo 1,960,000 '26 I iS el oe a acer 3,716,000 '26 n.d cc nisedea asd renee cwwea saa 8,138,000 SRS NEST ASS OSE Sy Ree ener eee 1,835,000 26 ee eee 11,697,000 TE PE ovis cacttnceeedead cokes 3,191,000 26 Dt Sth of ctivecauhauesGew aktoeu 3,076,000 26 SEL <0iei ed pedo tie eae waaenibe 31,510,000 I ins ais diniendnwh oweebin 33,063,000 a i cous shesdiniweadade 104,420,000 reer err ret ore 5,370,000 DE wiwitabdbescnrudcieesewenss 34,952,000 ED Win cs ceevhabueakawnbibeeneen 38,734,000 IL, ‘nnd 6 od ae enatee en ewes 44,216,000 26 a a putea aides ai 8,571,000 I oh i io ie ine ind a wn ls 2,300,000 I i 3,348,000 ’26 SID, iin darmnacwintna wd weiaewec as 5,277,000 aie tend aka aneed wees 23,777,000 a ie a at 7,745,000 Dt, Mh. bcstetcébecasdenabuusune 119,236,000 Even such countries as Bulgaria, Japan and Roumania lead the United States in per capita expenditure on education, and yet we often choose to assume a condescending attitude toward the nations enumerated. In one re- National Education Defense Education Total Per Head Per Head Sere 17/2 neRiG L 1,169,000 5/10 3/7 2,410,000 10/ 6/5 332,000 5/5 /2 1,004,000 7/7 4/2 4,363,000 17/2 6/5 3,910,000 19/7 24/ 1,798,000 18/ 10/7 9,158,000 16/ 4/7 766,000 11/ /2 53,338,000 44/10 22/10 1,076,000 19/5 3/10 276,000 2/2 0/1/5d 11,803,000 20/ 6/ 13,552,000 15/10 4/10 11,610,000 25/ 33/10 2,963,000 17/5 22/5 946,000 11/ 3/2 2,781,000 6/ 3/2 5,199,000 22/2 4/10 6,941,000 26/2 23/7 2,236,000 22/7 /5 spect, at least, and a very important one, if deed, some so-called backward countries caf proudly point to the fact that they are superior to the United States—the most progressivt and wealthiest country in the world! And logicall municl) work. United in ever shown eral G tures ti on roa ship cc tially t partme activiti staffs status practic: showin fession still re and rez fnanci to attr the na also act 000 tee are des turning comper COMP/ WITT All gai Worke: Trade Routin: High C U.S. C Teache Publ Does rant th incessa to the ; when a attaine: tis tea ‘ecures two ye itis lar THE AMERICAN TEACHER 5 ve. # And what applies to the national policy, can ff logically applies to the local policies of all our tra. Fnunicipalities with respect to educational ur- york. During the past quarter century the her | United States has made tremendous strides da- Hin every field of activity. Our industries have the fhown unprecedented expansion. The Fed- ver, Feral Government has increased its expendi- wres ten-fold, in many cases, a hundred-fold, ce, Hon road-building, air service, postal service, res | ship construction. It has increased substan- tt- [tially the salaries of its employees in all de- and fi partments. It has enlarged and expanded its sin Fctivities in many fields. Its bureaus and re Fstaffs have multiplied materially. But the in- #status of the American teacher has remained list I practically stationary, in some localities only hat § showing a slight improvement. Of all pro- ili F fessional pursuits, the teaching profession hat §still remains unattractive to the ambitious the f and really capable young man or woman. Its ely financial and social rewards are too meager ful f to attract the best talents and best minds of di- F the nation, and this condition, incidentally, i: $ also accounts for the fact that more than 100,- 0 teachers—16% of the entire profession— on we deserting the profession annually and are tuning to other lines that offer more lucrative compensation and better social opportunities. | § COMPARISON OF TEACHERS’ SALARIES WITH EARNINGS OF VARIOUS GROUPS, YEAR 1926 Average Income All gainfully occupied................. $2,010 Workers in 25 manufacturing industries 1,309 @ o 4 2. Trade Union Members...............- 2,502 Routine Clerical Employees........... 1,200 High Grade Clerical Workers.......... 1,908 U.$. Government Employees.......... 1,809 Teachers, Principals, Superintendents in DEE cncubecatnesaesseenes 1,275 Does such a miserable compensation war- ant the expenditure of energy, the years of meessant work, the invested capital requisite to the acquisition of the right to teach? And when a person is already fortunate in having i Bittained his desired goal and is in receipt of an lis teacher’s certficate, he is fortunate if he lof F cures a position within a period of one to ve f'wo years. And when a position is secured, tis largely a substitute position at first, which is both temporary and scandalously under- paid. If the teacher-candidate is at last for- tunate in securing a regular, a_ full-time teacher’s position—then what? Is the teacher certain of the position? Is the assignment permanent? In 26 States his or her position is continuously in peril. It is neither perma- nent nor lucrative. A change in the political physiognomy of the State or municipal gov- ernment, a change in the composition of the educational boards may favorably or unfav- orably affect the teaching personnel. in- age. rece. high high Tate wth War blic 0 j unt: Own rom The rose "ae ent Dent 1 of ited t al. ther yuilt ach the ra! vht > elt THE AMERICAN ilest attainment because of undemocratic adminis- ration, adherence to tradition, and lack of respon- gveness to the needs of the community; and that the uschers must find the remedy, if it is to be Found. The author continues: “Without background or tradition other than iikway and a perishing ancient dogma,’ writes Mr. fyerett Dean Martin, ‘and with quantity produc- jon methods devised to pamper to its fancy, this gultitude tends to cheapen the quality of everything tcomes near, while it parades its material prosperity fore the world as evidence of superior American virtue. Education has not yet taken root in our soil.’ ‘Dean Berry, of the John Hopkins University, de- cares that our secondary schools, for the most part, povide mere ‘diluted doses of what our colleges of- fr’ and ‘in the colleges there is too much standard- iation.. School superintendents answering a recent questionnaire agreed that ‘the teachers being turned ot by our present-day normal schools are them- elves woefully uneducated.’ Another survey convinces Dr. Manly H. Harper that, ‘with rare exceptions, American educators have done but little fundamental thinking relative to our more vital social problems’ and that the larger part if them are ‘super-conservative and reactionary.’ “In America,’ says President Pritchett, of the Carnegie Foundation, ‘the boy or girl who has fin- ished the secondary school and entered college in many cases is unable to write or speak good idio- matic English. He has not learned to enjoy good books.’ And in conclusion a little more hopefully : “Criticisms such as these abound. They are evi- dence of the immensity of the task which its ideal las imposed upon education in America rather than tany loss of faith in the ideal itself.” WELL, WHAT ARE WE GOING TO DO ABOUT IT? For it is incontrovertible that “the teachers must find the remedy, if it is to be found.” Power Trust Propaganda If there are still those who doubt that the public utilities have sought to use our educa- tional system for spreading their propaganda throughout the nation, they can learn a lot by tading the latest bulletin of the National Pop- tlar Government League, Washington, D. C. The bulletin, by Judson King, director of the League, is entitled “The Challenge of the Power investigation to American Educators.” King Jhas fone a thorough job of reporting in his bulletin. The facts as he gives them are all matters of réc- md, the evidence having been provided by the Utilities themselves for the investigation of the TEACHER 7 Federal Trade Commission. From the evidence, he draws the conclusion that the utilities have de- liberately planned to control in their own eco- nomic interest our entire educational system from the universities to the graded schools. The bul- letin presents an amazing picture of what Mr. King charges is the first attempt of its kind in American history. Utility apologists and defend- ers will of course attack Mr. King’s conclusions and attempt to refute them. But they will have a hard time explaining utility activities, which were “most peculiar,” to say the very least. The utilities furnished the exhibits which have aston- ished the nation since the utilities investigation has been on and their case must stand or fall on these same exhibits. A Critic The following statement was carried by the Chicago Tribune: “The federation (A. F. of T.) delegates, by unani- mous vote, agreed ‘to oppose not only the establish- ment of R. O. T. C. units in our high schools but any attempt to militarize the mind of America.’ They also commended the Kellogg anti-war pact, the league of nations, and the world court. “*We are greatly distressed by the federation’s posi- tion, for we believe it indicates the communistic teaching which our children are receiving in some of the public schools’,” Mrs. Charles Holmes, 1519 Sun- nyside Avenue, head of the National Patriotic Asso- ciation stated. “The junior committee of the patriotic association will meet tomorrow afternoon at the home of Jane Weil, 516 Roscoe street, to act on a resolution calling upon other patriotic organizations to be more alert to the spread of communistic tendencies in the schools.” If all our critics were of this caliber, how smooth our path would be. Commending the Kellogg anti-war pact is not communism; it is free love. And endorsing the League of Nations is birth control and supporting the world court is atheism. Do let us get these things clear. School Teachers’ Salaries In recent years there has been an organization of those engaged in the teaching profession seek- ing to influence a more adequate return for their services. Their success in obtaining legislative aid to establish minimum salaries was encourag- ing, and since then many districts have adopted the schedule of the association and with them the question of what payment the teachers shall 8 THE AMERICAN receive is no longer in dispute. Notwithstanding this improved monetary return for teachers it is a fact that the profession no longer is able to hold the best and brightest men and women, who see opportunities to do better in other walks of life. The Minister of Education for Ontario summed up the situation tersely in these words: “If you don’t make the teaching profession attractive enough to keep young teachers at it long enough to become thoroughly experienced and give the best they have, the whole educa- tional system will suffer. Some time ago a rural trustee mentioned that his board was paying a teacher $1,000 a year and considered it enough. Why, I haven’t a stenographer on my whole staff that is not paid $1,000 a year. And yet that stenographer has not the same educational quali- fications as a teacher; that stenographer only takes and carries out orders from others, while a teacher, on his own, takes the full responsi- bility for the training of 20 or 30 children.” Increases in teachers’ salaries means increased taxation of course, and that is always unpopular. While our free schools have been, in operation fifty-eight years there is still the same disinclina- tion in many rural sections to pay for the educa- tion of other people’s children. Yet, even those who so object would hesitate to stop the progress of education. We cannot have the best without paying for it, and cheap instruction is the dearest in the end. In this province we have made some improvement in payment of teachers. The gram- mar school teacher who was paid on an average $1,332 per year in 1918 now gets $2,152, with- out the Government allowance; superior school teachers are paid $506 more; first class male $167; second class male $239; first class female $377 and second class female $298. Even these increases bring all salaries, except grammar, superior and first class male teachers below the $1,000 mark, which is the minimum stenog- rapher’s salary in governmental departments in Ontario. —Telegraph Journal, St. John, N. B. Few Basic Thinkers Found in Educators The majority of American educators are “superconservative and reactionary in their social and political views,” according to Dr. Manly H. Harper in an educational research project of Teachers’ College. TEACHER Most school teachers are anything but |jp. eral, and they cling to antiquated doctrines, h. declares. “The survey shows that, with rare excep. tions, American educators have done but littl fundamental thinking relative to our mor vital social problems,” Dr. Harper asserts “With a frequency and definiteness compel. ling monotony of reiteration, the study has shown from many angles that, other thing; being equal, the greater the conservatism the less stable, the less independent, the less cop. sistent, the less scientific in attitude is the thinking on problems involved in the test.” Conservatism is characterized “not by cau- tious and alert inquiry, but by dangerous and satisfied blindness.” This attitude can “neither create nor conserve,” said Dr. Harper. Illiteracy It is alarming to consider that there are 5,000, 000 men and women in this country who cannot read or write. Almost a million and a half children of school age do not attend school. Now the National Congress of Parents and Teachers is conducting a campaign to eliminate illiteracy. They hope to make real strides by 1930. If this association brings home to people the importance of education and literacy, a great deal will have been accomplished. _ Iiliterates are never “free.” They are the exploited and oppressed at all times. There should be a mini- mum of illiteracy in a country such as America, dedicated to the ideal of democracy. European Conferences The outstanding educational events in the world this summer were the three great confer- ences in Europe, the World Federation of Ed cation Associations in Geneva, the New Educa tion Fellowship Conference, in Elsinore, Det- mark, and the World Conference on Adult Edu cation in Cambridge, England. The Americat Federation of Teachers participated in all of these conferences. The resolutions of the W: F, E. A. appear. elsewhere in this magazine and a more complete account of the conference by Miss Selma M. Borchardt, A. F. T., Legislative representative and member of the W. F. E.4 Executive Council, will be published next month We expect to have a delightful surprise for you in t ship Co In the of the | a report cation. in this causes educatio Federat with the We are exploita co-opere ing to f cated p The € realizin: Dewey atwo d $th an day anr The « of his Nth.” devoted tions in sioner Jesse H iessor ] cond, to philo Ralph | Profess: Schneic luncheo \stor, ing, at 1 James wely P tal wel AN tundres the var ‘preci he cel jatrick Secreta: tes THE AMERICAN ou in the report of the New Education Fellaw- sip Conference by an old friend. In the same issue Spencer Miller, Jr., secretary of the Workers Education Bureau, will present , report of the World Conference on Adult Edu- ation. Our readers will be especially interested ‘n this report. Adult education is one of the causes in which we believe, and one that all ucationists should support. The American federation of Teachers should associate itself with the World Association for Adult Education. We are organized to oppose propaganda and the «xploitation of the partly educated and should w-operate to the utmost with an association seek- ing to meet the need of an intelligent and edu- ated people. TO HONOR JOHN DEWEY The educators and social leaders of America ralizing that when they honor Professor Dewey they honor themselves have arranged atwo day meeting in New York City, October sth and 19th to celebrate his seventieth birth- day anniversary. The celebration will be held just in advance of his birthday, which falls on Sunday, the Mth. The Friday evening preceding will be devoted to the presentation of his contribu- tions in the field of education, with Commis- soner Frank P. Graves presiding, and Dr. Jesse H. Newlon, Professor I. L. Kandel, Pro- issor E. C. Moore, delivering the addresses; cond, on Saturday morning his contributions philosophy will be discussed, with Professor talph Barton Perry of Harvard presiding, and Professor George H. Mead, Professor Herbert Schneider, delivering the addresses; third, a ancheon will be held on Saturday at the Hotel ‘stor, with President Angell of Yale presid- ng,at which Miss Jane Addams and Professor lames Harvey Robinson will discuss respect- tly Professor Dewey’s contributions to so- tal welfare and to liberal thought. A National Committee composed of one undred promnient citizens representative of te various interests of our country in their *preciation of Professor Dewey is sponsoring ie celebration. Professor William H. Kil- jatrick is Chairman and Dr. Henry R. Linville, ‘eretary. TEACHER 9 How Uncle Sam Treats His Teachers Continued from page 5 poor house or suicide are the only two alternatives. Is it not a pity, nay, a scandal that a group of people who are individually and collectively performing a function that is priceless to the welfare of the nation, should be so heartlessly neglected at a period in their lives when they need most urgently our sympathy and cooperation? Only 22 States have thus far recognized the signifi- cance of this problem and have adopted state- wide retirement systems for the members of the teaching profession. Forty per cent of the teaching profession are still facing the help- lessness and hopelessness of an unprovided old age. How soon will the other States recog- nize their sins toward the teaching body of noble and sacrificing men and women? From what we have seen the position of the teacher in modern American society is far from being enviable and scandalously dis- proportionate in rewards and social status to the strategic services rendered and sacrifices made. The training of the young genera- tions is the most important duty of a State, of a government. Upon the physical and men- tal caliber of our youth depends the weal or woe of the entire nation—can we afford to gamble with such a vital element? Can we afford to mistreat a group of people who are in daily contact with and who are in control of the major period of our children’s lives? The teachers are the heart of the nation— and like the heart they must be treated ten- derly and carefully. Unquestionably, our position toward the teaching profession calls for a radical revision. Changes in the methods of employment, in the scales of compensation, in the tenure of employment, etc., etc., are obvious. The status of the teacher must be elevated to an economic and social position befitting his importance and value to the body politic. Our claim to being progressive cannot and is not taken seri- ously by the cultured elements of the civilized world unless and until the conditions of our teaching profession are reformed in harmony with the advanced principles of pedagogy and labor compensation. Teaching the A B C’s in Hawaii By Dorothy Dell Kirk One day last week, I had luncheon with several friends whom I had not seen for some years. After the usual discussion of new clothes, and the ever important subject of calories, our conversation drifted from one theme to another, when one of the girls turned to me and said, “I never have heard about your experiences in the Hawaiian Islands. Weren’t you afraid to live down there among all those black natives?” Before I had time to answer, another one at the table rolled her large brown eyes at me, and whispered, “Did you find the Hawaiian men attractive?” And a third asked, “Did you have any trouble getting through the cus- toms?” A college graduate she was, too. I sipped some water to conceal my amusement at the questions that had been asked, and one by one, I tried to answer them. I never realized until after I returned from spending two years in the islands, as a teacher in the public schools, just how little is gen- erally known concerning Hawaii. Thousands of American tourists come to the islands every year, and there are many who think they are visiting a foreign country. The officers on the ships are continually being asked questions regarding the rate of exchange, and the amount of duty collected on articles bought in Hawaii. There are always those who expect to find nothing but rows of grass houses in Honolulu, and think that the natives, as they call them, still depend upon grass for their chief clothing. It has been my observation that the major- ity of sightseers arrive in Honolulu unin- formed and superior. In other words, they feel that their coming marks an event in the secluded lives of the poor unfortunate ones who live there. They aren’t able to think of Hawaii in any terms save that of a partly civilized country, set in the center of the great Pacific, where life is just a quiet existence, composed of long, lazy hours spent in drows- ing under the shade of a cocoanut tree. This attitude is, of course, very ludicrous for, in reality, Honolulu is as modern in many respects as any city on the mainland. Its streets are lined with fine office buildings, sup- erbly appointed hotels, modern libraries schools, and palatial homes. The people who reside there are traveled and well educated and live as busy lives as any one could imag. ine. Soon after the advent of the American mis. sionaries in 1820, the first laws of the land were drawn up, and centers of religious work and schools were established. It might be sur. prising to some to know that the early settlers of California sent their children to the islands to be educated, and that newspapers were be. ing printed there when the greater part of the United States was only a wilderness, dotted with Indian villages and straggling white set- tlements. I will always remember a very amusing in- cident which occurred soon after I had begun my work on the island of Maui. I was asked to attend a luau, or feast, to be followed with an evening of Hawaiian songs and dances, given in honor of the members of the Los Angeles Chamber of Commerce and their fami- lies, who were making a tour of the islands. I decided to wear one of my newest sport er- sembles that I had bought in the east just two months before and of which I was exceed- ingly proud. I was eager to be at my best as all new teachers from the coast are given a very thorough inspection. I was suffering from no inferiority complex when my escort, a tall, handsome young American, educated at Harvard, called for me in his Cadillac car. When we reached the Kahului fair grounds, automobiles were parked in every direction and people were swarming in and out of the large white frame buildings. We met some friends who joined us, and together we went into the building where the luau was being held. We were a little late, and consequently were seated at a table with some of the tour ists from Los Angeles. I sat next to a tall, thin woman with tor toiseshell glasses, who kept staring at me, well as at my companions. I soon forgot her, however, and interested myself in the unusual table decorations of leaves and ferns, and in the native food that had been prepared. There 10 was poi round t wo fins out acci potatoe escort < were €z ing and more fo anythin oughly | have said, “ remark Americ couldn’ States, I wa My sel sport s flushed | was in Miss and the “Well, tmued, Man: ing the procure plicatic partme to the. Honolt to sect thousay demanc and le: School of teac Cott except there where Tate, located tural places tages are co! tive, ’ dining es, rho ed, the THE AMERICAN yas poi, a thick grayish looking paste, in small und bowls, to be eaten by dipping in one or wo fingers and bringing it to the mouth with- wt accident. There was roasted pig and sweet statoes, and various kinds of small fish. My «sort and friends, all of whom lived on Maui, were eating poi in the native manner, laugh- ing and sometimes speaking in Pidgin-English, nore for the entertainment of the visitors than mything else. I was enjoying myself thor- oghly when this person on my right, whom [have previously described, turned to me and aid, “Pardon me, please, but I can’t help remarking that you look almost like an American, although of course, I know you couldn’t be. Have you ever visited the United States, may I ask?” I was too stunned to answer immediately. My self-confidence had vanished and my new ort suit looked hopelessly out of date. I fushed and, stammeringly, assured her that Iwas an American, and that my home was in Missouri. She was incredulous for a while, ad then full of apology, and more questions, ‘Well, the young man with you,” she con- tmued, “he is a native, isn’t he?” Many questions have been asked concern- ing the school system in Hawaii, and how one procures a position to teach over there. Ap- jlications may be made through the War De- partment at Washington, D. C., or by writing tothe Superintendent of Public Instruction in Honolulu. However, it is extremely difficult fo secure a position there now, as there are thousands of applications every year, and the demand for mainland teachers is becoming less aid less. Honolulu boasts of a fine Normal School which very nearly supplies the number of teachers needed. Cottages are provided for all the teachers except those in Honolulu. It is not necessary there as one may find many small hotels where lodging can be secured at a reasonable rate. On the other islands the schools are cated on large sugar plantations, and in tural districts where there are no hotels or laces where the teachers could live. The cot- lages are simply constructed, although they we comfortable and can be made quite attrac- tive. There is usually a large living room and dining room combined, bedrooms, two bath- TEACHER 11 rooms and a kitchen. Most groups of girls living together procure the service of a Japan- ese maid who does the cooking and takes care of the house. In our case, we rented a piano, painted some of the furniture, hung gay printed material at the windows, contrived a lamp shade out of a Chinaman’s hat, and con- verted our little cottage into quite a livable place. There were eight of us, all from the main- land, although some had been in the islands for several years. We represented seven states—California, Utah, Washington, Texas, Kansas, Missouri and Michigan. You may be sure that various opinions and ideas were ex- pressed, but altogether we lived harmoniously. We at least had our work in common and mutual interest in the school children. It always becomes the duty of those who have taught in the islands before to educate, as it were, the newcomers. In the first place, we were told to pronounce Hawaii as Ha-wi-i, instead of the usual Ha-wah-ya, and that Hon- olulu is pronounced—H6-n6-lu-lu, rather than the careless Hon-a-lu-la. We soon found that it was absolutely nothing at all to have lizards peeping at you on the window screens, or running across your floor, sometimes losing a tail if they became frightened ; that it is foolish to be alarmed if a black spider, the size of a saucer, selects the wall next to your bed for a favorite reclining spot for, in reality, he is your best friend and will try to eat all the mosquitoes that nightly buzz over your head. We learned that it is just an old Hawaiian custom to have cockroaches jump at you when- ever a drawer is opened, and that they are really quite harmless. We were forced to ac- cept showers instead of bath tubs and cold water in the place of hot. The kamaainas, or old timers, said they loved the cold baths, and felt greatly refreshed afterwards, but I never really believed them. We were warned against trying to talk to any music boys, who might come to sing and play their guitars beneath our windows in the moonlight, since it was decidedly the thing not to do. I found my pupils ever a source of interest and delight. I taught the first grade, and my class was composed of Japanese, Chinese, 12 Portuguese, Filipino, Korean, Porto Rican and Hawaiian children. The majority of my pupils were Japanese, the Portugese were next in number, then the Filipinos, and there were just a few of the other nationalities. You may be sure that it was a task to learn to pro- nounce their names. Instead of calling on Mary and John and Tom to recite, one had to say such names as Yushimitsu, Allehandro, Rufu, Tadao, Setsuyo and Tsuruko. The children all wore American clothes, but there was always a touch here and there that expressed their own nationality. The little Jap- anese girls wore straw sandals, held on the foot by a colored cord which fitted next the big toe. I was amazed to see them run and play in these sandals, but they seemed to be incumbrance at all. The Filipino girls invariably wore gold earrings, their ears hav- ing been pierced when they were no more than babies. The Portugese were differentiated by their love of bright colors, and the Hawaiians by their fondness for flowers and seed beads. Shoes are never worn by the smaller children, except on great occasions. The County Fair is one exception, at which time they come dressed in their best clothes and shiny shoes. This touch of elegance can not be endured for any great length of time however, and it is an amusing sight to see them running everywhere carrying a shoe in each hand. They have a queer sense ef carrying out in- structions, although they are always eager to please. It is customary for each teacher to take her class on a picnic at the close of school. When I asked my pupils where they would like to go, they excitedly answered, “Sea beach —sea beach.” When I asked why, they re- plied, “Swim—swim.” Having heard stories of previous picnics when some of the children proved a bit unconventional concerning the proper bathing apparel, I lectured for weeks in advance on the necessity of all bringing bathing suits. To make sure that everyone understood what I meant, I would ask in the following manner, “Now what are we all go- ing to bring to the picnic?”’, and they would say, “Bathing suits.” Feeling confident that there would be no difficulty, we set out early one morning for the beach at Kahului. It was almost a two no THE AMERICAN TEACHER mile walk, but none of them appeared tired when we finally reached our destination, | went with the little girls to help them get int the garments they had brought for swimming giving the boys a chance to get into their suits, as I supposed. When we emerged a fey minutes later, we found the boys already jn the water, splashing and shouting to each other. I noticed nothing unusual until | walked up the beach and found rows of small bundles, securely wrapped in newspapers, They didn’t resemble lunch boxes, and being overcome with curiosity, I opened one and found a small red bathing suit. After investi- gating further, I discovered that all had brought suits as I had instructed, but they had left them on the shore, and were swimming according to their own taste. Knowing the children as I did, I realized that they meant no offense, but felt that they had fulfilled all requirements. This same trait is also reflected in the par- ents. There was a public bath house, located in one of the camps, where it was said that men, women and children shared the same pool. Some of the white people objected tb this custom, and the Japanese minister was told that in the future the men and women would have to take their baths separately. After a conference the Japanese men in the camp bought a large rope which they had put up in the center of the pool, and the men bathed on one side, the women on the other. A great many of the children’s parents work in the cane fields, while some of them own shabby little stores, which usually offer any- thing from fresh fruits and vegetables to sew- ing machines and coffins. They live in small houses, built and owned by the plantation, and often a family of twelve or more will live in two rooms. The children all love to come to school, for there they have a good time, and when school is out, they must go home and take care of the baby, clean the house, and wash the clothes. It has been a long struggle to teach them | how to play. They didn’t know how and weren’t interested in learning. Now they are enthusiastic over baseball and various kinds of games with a great deal of action. The smaller children particularly delight in singing games. day II girl off have, @ ittle gi who ha game C The respect, many ‘ ticular constru frame | ceiving garten, oom, < were O three t in per races a The | ability. Chinese alert ar tireless ilthoug The F pecially gowth ad H ested it # high The lunch, from tl domest meal c The Jay trough n gaily in the wurpose ndelice 0 one’ tolored Scho was di: lf ho ten mi The u tound THE AMERICAN TEACHER 13 es. London Bridge is a favorite, and one fay 1 heard a leader of one side take a little irl off and ask her which she would rather iave, a gold ring or gold teeth. When the ttle girl chose the latter, she got behind those yho had expressed a similar choice, and the me continued. The school buildings were modern in every respect, and offered better equipment than nany schools on the mainland. In our par- cular school, there was one large building onstructed of cream colored stucco, a small fame building which accommodated the re- eiving grades that correspond to our kinder- grten, a domestic science cottage and lunch oom, and a manual training cottage. There were over seven hundred pupils and twenty- three teachers, all of whom worked together m perfect harmony, although of different races and creeds. The children varied greatly in their mental bility. Speaking in generalities, I found the Chinese the most brilliant. They were quick, iert and eager to learn. The Japanese were tireless workers, and possessed great ability, though they were lacking in imagination. The Filipinos were exceptionally bright, es- yecially the boys, but they reach their mental gowth at a very early age. The Porto Ricans and Hawaiians were not particularly inter- sted in books and consequently did not stand s high in scholarship. The majority of the children brought their unch, as some of them lived quite a distance tom the school. Others bought theirs at the lomestic science kitchen, where a nutritious neal could be had for five and ten cents. The Japanese ate cold rice and fish, which they iought to school in small tin boxes wrapped ngaily colored cloths. Chop sticks were kept ithe top of the box in a holder made for that wirpose. The Japanese believe that it is very ndelicate to disclose the contents of a package 0 one’s neighbor and for this reason use the wlored cloth as a covering. School began at eight-thirty o’clock, and as dismissed at two o'clock. There was a lf hour recess at noon for lunch, and a fif- ten minute recess during the morning session. The upper grades held opening exercises wound the flag pole before going to the va- rious rooms for classes. Patriotic songs were sung, usually beginning with “America,” and ending with “Hawaii Ponoi,” the Hawaiian national anthem. The American flag was sa- luted, and the children offered a pledge of al- legiance to the flag and to the republic for which it stands. The lower grades held sim- ilar exercises in their respective rooms. A rainy day, and there were many in Ha- waii, offered an interesting picture to any new teacher. All the children came barefooted, and carried with great dignity enormous oiled Jap- anese parasols. My first experience with rain on Maui came soon after school had opened when a severe kona storm broke in all its fury. Such storms come from the south, and rain poured in torrents for several days. When I reached school this particular morning, a great many of my pupils were already waiting in our room, although it was a half hour or more be- fore time for school to begin. I was wearing a red slicker and rubbers and, of course, carry- ing an umbrella. There was a hush through- out the room when I entered, and said “Good morning.” They all giggled behind their hands, and when I asked the reason for the laughter, one brave little Japanese boy finally admitted that it was because of my “funny kind of shoes.” He meant my rubbers, and the class would not be satisfied until I took them off and passed them around so that every one could have a look. When I made some re- mark concerning the weather, they all replied, “Plenty watah, plenty watah.” On another occasion, I wore a very com- fortable pair of black oxfords, and when the children saw them, they immediately cried out, “Men’s shoes,” after which I never wore them again. They were just as quick to express their ap- proval, and always admired any new dresses or pieces of jewelry that the teachers wore. Many times my pupils would slip up to my desk and tell me that I looked “just like wan doll,” because they said, I had “nize face, nize hair, nize hands and plenty nize dress.” Every Japanese child must attend the Jap- anese school after the public school is dis- missed. There they learn to read and write in their own language. I know of several teach- ers from the mainland who attended these 14 THE AMERICAN TEACHER schools hoping to learn to speak Japanese, but they gave up in despair as it was decidedly too difficult. Spanish and French seemed as easy as the A B Cs in comparison. The moving picture shows are an interest- ing place to go if one is looking for local color. In one particullar theater on Maui, the white people sit in the center section, and the Orien- tals, Hawaiians and Filipinos sit on the side seats. Japanese women dressed in kimonas, with babies strapped to their backs, trotted proudly down the aisle beside their husbands dressed in American clothes. Filipino ladies in draped skirts and enormous sleeved blouses saunter in, serenely smoking large cigars, while a Chinese woman in black sateen trou- sers and a blue coat may quietly slip into a seat just across from you. Smoking is allowed, and almost all the men indulge, as well as the Filipino women, at least it seems so from the amount of smoke that collects during an eve. ning. An electric piano supplies the music and a great deal of candy and peanuts is on. sumed. Tom Mix is the idol of the children, and his pictures invariably receive shouts of appreciation and much stamping of the feet, Life on the island of Maui is very colorfy! and always interesting. The climate is de. lightful, and swimming and all outdoor sports may be enjoyed the entire year. A diversity of scenery may be found, ranging from tropj- cal lowland regions, to the tall stately moun- tain of Haleakala, whose peak, hidden among the clouds, is often snow capped during the winter months. All the islands are beautiful and afford rare attractions. One has only to visit Hawaii, to appreciate Mark Twain’s de- scription—“The loveliest fleet of islands ever anchored in any ocean.” A Comparison of the Philosophic Concept of the N. E. A. and American Federation of Teachers By Manuel Joseph Jacobs, San Francisco, Local 61 Organizations like words are symbols or ex- pressions representing acts or functions. For example, the word give implied taking or re- ceiving, give is efferent, receive is afferent. This law affords the ruling principle for sci- entifically dichotomizing all the words of the vocabulary. This law is also true in organizations. In some organizations the members are efferent, and the organization is afferent. In other or- ganizations the reverse is true. Many times the organization itself is true to its original ideas and ideals but the action of the member- ship itself makes the principle of efferent and afferent very apparent. The N. E. A. is hewing along the original ideals, but the rulers of the administrators are driving a wedge between the administrators and the classroom teachers. The gap is con- stantly widening. The real leaders of the N. E. A. see this and feel the approaching dan- ger, as evidenced by the following resolution. (In October Journal of the N. E. A.): “Teachers participation—The Association appreciates the growing practice of school authorities in making provision for organizations, officially organized, through which the special knowledge of the classroom teacher may be utilized for the improvement of the schools. “The Association believes that the best fruits of teacher participation are obtained and the sense of re- sponsibility among teachers is best developed when this participation is provided for in groups small enough for deliberative discussion and composed entirely of classroom teachers.” Note the pleading tone as though they fear trusting the teacher not to bungle up the school system or merely the “system,” ! am not certain which. I fear the latter, for the former is already bungled because the teacher has not been taken into confidence. Thus the classroom teachers who belong to the N. E. A. are efferent, while the administra- tors who control the N. E. A. are afferent. The American Federation of Teachers is efferent, the teachers and administrators are afferent. The National Educational Association suc ceeded The National Teachers Association which was organized in August, 1857; in 1870 the name had been changed to the “National Educational Association.” In July, 190, it was | tiona Th at A show A. is Th orgar the A a pai Pu Mant Sect corpot vance to pre States Counc’ and st ganiza ments, Schoo’ Highe: of Art tion; ¢ ary E enth, thirtee of Sch partme teenth, and tl and of change tion, a The Teach the Ci 1. lation. 2, they a 3, fessio the be 4. school pupils and pe The ployee admin tation ve. SiC, ren, of rful de- rts ity )pi- un- ng ful to de- ‘ar he he er THE AMERICAN was changed to the present name of the “Na- tional Education Association.” The N. E. A. Secretary’s report as presented 3t Atlanta, Georgia, June 28-July 4, 1929, shows that the total membership of the N. E. A. is 193,145. The American Federation of Teachers was organized April 15, 1916, and is affiliated with the American Federation of Labor, which has , paid up membership of over 4,000,000. Purpose and Departments. (p. 72, Official Manual for delegates of N. E. A.) Section 2. “That the purpose and object of the said corporation shall be to elevate the character and ad- vance the interests of the profession of teaching and to promote the cause of education in the United States. This corporation shall include the National Council of Education and the following departments, and such others as may hereafter be created by or- gnization or consolidation, to-wit: The Depart- ments, first, of Superintendence; second, of Normal Schools; third, of Elementary Education; fourth, of Higher Education; fifth of Manual Training; sixth, of Art Education; seventh, of Kindergarten Educa- tion; eighth, of Music Education; ninth, of Second- ay Education; tenth, of Business Education; elev- enth, of Child Study, twelfth, of Physical Education; thirteenth, of Natural Science Instruction; fourteenth, of School Administration; fifteenth, the Library De- partment; sixteenth, of Special Education; seven- tenth, of Indian Education; the powers and duties and the numbers and names of these departments and of the National Council of Education may be changed or abolished at the pleasure of the corpora- tion, as provided in its by-laws.” The object of the American Federation of Teachers is clearly explained in Article II of the Constitution : 1. To bring associations of teachers into re- lations of mutual assistance and co-operation. 2. To obtain for them all the rights to which they are entitled. 3. To raise the standard of the teaching pro- fession by securing the conditions essential to the best professional service. 4. To promote such democratization of the thools as will enable them better to equip their pupils to take their places in the industrial, social ond political life of the community. Membership The N. E. A. accepts employers and em- ployees of the school department, i. e., teachers, administrators, and members of Boards of Edu- tation. TEACHER 15 The membership of the Federation is lim- ited to classroom teachers. Philosophy of Education Needed. (P. 4, N. E. A. Secretary’s Report, 1929.) “Such rapid changes as civilization now faces con- stitute a challenge to education. The very existence of a family, or a community, or a nation, or a race, depends on the soundness of its educational ideals. America needs as it faces the new world ‘A Philoso- phy of Education.’ It needs understanding of the values of human life. It needs dedication to the higher values. It needs determination to build its life around these higher values. It needs to empha- size the constructive phase of life rather than the pathological phase. The fundamental values are not new. They are as old as the race itself. Whatever forms our government may take, whatever form the material aspects of our civilization may assume, the underlying challenge of civilization is for conquest of self, for beauty, for power, for freedom, from the things that keep man down—for excellence and hap- piness of life.” The American Federation of Teachers de- sires to establish a community contact and effective co-operation between the teachers and the other workers of the community. The American Federation of Teachers de- sires to co-operate with all civic organizations for improved civc Ife. The American Federation of Teachers in- vites the affiliation with its national organi- zation of all classroom teachers for mutual as- sistance, improved professional standards, and the democratization of the schools. The American Federation of Teachers has for its slogan: “Democracy in Education ; Education for Democracy.” The N. E. A. Journal of October, 1929, under “Ideals and Purposes,” adopted 11 planks in its platform of ideals. I am quot- ing numbers 3, 6, 10, and 11: “Ideals and Purposes.—The National Edu- cation Association reaffirms its abiding faith in the schools and pledges its continued efforts on behalf of a fair start in life for every boy and girl. It adopts the following platform of ideals and purposes which have been estab- lished by repeated action of the Association”: “3. Such an interpretation of education as will awaken the people to a realization of the importance of the schools, elevate the profession of teaching to a higher plane of public esteem, and insure just com- 16 THE AMERICAN pensation, secure tenure, and provision for retirement on the basis of efficient service.” “6. The unification of the educational forces of the country in one all-inclusive organization, devoted to the advance of the teaching profession with every teacher an informed and participating member of local, state, and national associations.” “10. Co-operation with other organizations and with men and women of vision who recognize that only through education can be solved the major problems of our changing civilization.” “11. The National Education Association is com- mitted to a program of service—service to the teacher, service to the profession, and service to the nation. Its supreme purpose is the welfare of the childhood of America.” The Federation of Teachers similar aims and has the backing of the American Federation of Labor, the successor of the more loosely organized national unions of the 60’s and the 70’s, which has inherited all the zeal for education which so conspicuously marked the earlier labor movement and its organiza- tion; and, as Professor John Dewey, a member of New York Local No. 5, said: “Organized labor has power, experience, and an immediate investment in the nation’s schools. The trade union movement is no longer an ovscure move- ment, but rather as Henry Linville says, ‘a significant social force, not merely the private possession of its leaders.’ The American Federation of Teachers, affili- ated with the American Federation of Labor, has 13 years of organization and steadily becomes a sig- nificant educational force. Education has been well described as suffering from divorce between the head and the hand, between work and books, between action and ideas, a divorce, symbolized in the segre- gation of teachers from the rest of the workers wnwu are the great mass of the community. Because of the trade union experience of its members plus their teaching experience, the American Federation of Teachers is an organization admirably fitted to bridge the gap between the schools and the workers, and to do it without officious meddling and to do it in the name of but one special interest, the best interest of childhood. “Working men and educational leaders together gave us the free, tax-supported school. These two classes of workers are today an ideal combination to has guard this great social institution—America’s hap- piest adventure in collective good sense’ and good will.” The N. E. A. holds two annual conventions ; one in the winter time exclusvely for the De- partment of Superintendence, and one in the summer presumably for the classroom teach- ers but dominated by administrators. This is TEACHER exemplified in the case of the resolution pre. sented at the Minneapolis convention lag year expressing sympathy for Seattle teacher; who were forced to sign a “yellow dog” contract This resolution was presented by the only class. room teacher on the Resolutions Committee, ang was overwhelmingly defeated. At the 1929 At. lanta meeting out of 508 participants there wer but 29 classroom teachers. The Chicago Convention of the American Federation of Teachers occupied the atten. tion of each delegate every minute of at tendance to problems affecting the school teacher, the child, the community, and the na- tion. It sidestepped nothing. The convention faced everything that came up to it. The dele. gates were aware of the fact that as teachers they have a big job before them. It was not a question of doing, the question was how to do it so as to be more effective, to accomplish results in the quickest way possible. The American Federation of Teachers is in- terested in the teachers’ welfare whether the teachers are members of the Federation or not. When the Seattle situation came up where the teachers were forced to sign what is con- monly known as “The Yellow Dog Contract,” the Federation did what it could. There was no sidestepping. The American Federation of Teachers is aware that yesterday the world was riding in wagons, plowed with oxen, harvested with the cradle, threshed with the flail, and read by candlelight. Today the world is riding in automobiles and airplanes, upheaves the field with tractors, harvests and threshes with ma- chines, is reading and acquiring knowledge by electric light and the radio; all this was done through education in our public schools. Tomorrow’s School is the foundation of progress, the backbone of morals, the enemy of crime, the conservator of the home, the em- bryo of citizenship, the capital of livelihood, the inspiration for living, and the guardian of our national life. The American Federation of Teachers real- izes that there is nothnig under the stars and stripes dearer to the heart of the average American citizen than our public schools, col- leges, and universities, no other agency in the socia being Th gard: whic jshes ple. schot welf: spon guar syste In can jr shov natic toilit ticul Ef Fede Cons can may cour tions offic: part a tre adva coul It is and valu chile it is it is bers A cony upor of d the ther at Mor lic wou lect hap} devi hool tion lele. ers not y to lish . THE AMERICAN social order is so vital to our national well peing as our public school system. The American Federation of Teachers re- gards the school system as the arteries through which circulates the very blood that nour- ishes the mind and consciousness of our peo- ple. It is logical, therefore, to declare that the school teachers are duty bound to watch the welfare of our national government and be re- sponsible for the training of our youth, and guard their advancement through the school systems of the several States of our Union. ‘In keeping with these policies, the Ameri- can Federation of Teachers has passed some 25 resolutions covering a variety of things: showing its interest in the activities of our national life in general, the welfare of the toiling masses, and the teaching group in par- ticular. Efforts are being made by the American Federation of Teachers to introduce a bill in the Congress of the United States that any Ameri- can teacher who desires to study in Europe, may use the National Transport Service. Of course you understand the benefits of the Na- tional Transport. At the present time certain officials and certain members of the War De- partment may travel to Europe for $1 a day on atransport. One can see at a glance what an advantage that would be to teachers if they could avail themselves of the same privilege. It is well known that the more teachers travel and see and study foreign countries the more valuable they are to the schools and to the children, and the government should realize that itis just as important for teachers to travel as itis for some of the foreign diplomats or mem- bers of the War Department. A favorite theme with orators at educational conventions is that a great responsibility rests upon the public school teachers in the matter of developing leaders in America. However, the majority of public school teachers are themselves decidedly timid followers, usually at a safe distance behind public opinion. Moreover if they busied themselves forming pub- lic opinion on certain important matters, they would find themselves without positions, and the lecturer far away, and unmindful of their un- happy plight. This sacred responsibility for developing leaders was laid upon a group of TEACHER 17 western teachers during the 1928 presidential campaign but the speaker had been forestalled a few weeks by the city superintendent who had cautioned his teachers to keep silent on the issues of the campaign, and a year or two previous had advised them as to an accept- able part in all anti-evolution differences. Yet America does lack leaders who think clearly in politics and who see the need of hastening the application of scientific truth to life. (Labor and the Public Schools, p. 12-13.) Teachers, is it not plain to see that if we are to maintain our national life as a democratic form of government we must organize the teaching groups and in order to make our- selves heard we should affiliate with the American Federation of Teachers, an organi- zation of classroom teachers? It is proper that the American Federation of Teachers should co-operate with the American Federation of Labor for the American Federa- tion of Labor has always been the friend of edu- cation and of the teachers. The American school system owes its origin to the labor movement. The teachers should have a better understand- ing and closer contact with the parents whose children they are teaching. I believe in all teacher organizations. There is no organization which has a patent right on justice and virtue, those patents have long ex- pired and are now public property. Proclaiming ideals and practicing them are very different things. Many teachers’ organi- zations have very ideal preambles, express very helpful thoughts on the public platform, but in practice the teacher finds himself in a very sad plight. Teachers, let us not be unmindful of the fact that we are training the youth of today to be the citizens of tomorrow. Let us re- member that a great majority of the children who are in our care today will be wage earn- ers tomorrow. Of the 30,000,000 school. chil- dren that our 915,000 teachers come in daily contact with 29,500,000, or more, will have to find some place in this great country of ours, and somewhere have to earn a living. It is up to us, “The Leading Citizens,” of the child republic of 30,000,000 whose sen- ators and congressmen we are. “We are charged,” as Dr. Lange said, “by the adult 18 THE AMERICAN TEACHER state to train the miniature state to take their places as citizens of tomorrow in the adult state.” Let us, teachers, unite as citizens of the adult state and make the adult state a safe place for our young Americans of today to enter tomorrow. Teachers should join the American Federa- tion of Teachers, which is affiliated with the American Federation of Labor. (Reprinted from the Sierra Educational News) FIGHT CENSORSHIP CLAUSE IN TARIFF ACT Opposition to the section of the new tariff act which gives customs officials the power to exclude from the United States foreign literature regarded as “revolutionary,” is voiced by the American Civil Liberties Union in a circular to “friends of free speech.” ' The section, which has already been reported out by the finance committee of the Senate and may be voted on any day, bars from the United States any printed matter “advocating or urging treason, insur- rection, or forcible resistance to any law of the United States, or containing any threat to take the life of, or inflict bodily harm upon the President of the United States or any person.” The section is an extension of powers granted customs officials as long ago as 1843 to bar “obscene” literature. Under the proposed new section, customs officials can exclude all the classic revolutionary works, collections made by libraries of revolution- ary literature, and even anti-revolutionary works which quote revolutionary sources. A single quo- tation would be sufficient to put a book on the cus- toms’ black list. As no court review of the customs officials’ decision is provided, their rulings will be final. The provision was opposed in Congress by the National Popular Government League and by Prof. Zechariah Chafee, Jr., of the Harvard Law School. Prof. Chafee calls it a “kindergarten measure which assumes that the American people are so stupid and so untrustworthy that it is unsafe to let them read anything about revolutions because they would im- mediately become converted. If this legislation is to be enforced with any impartiality, it must neces- sarily cut us off from the economic and _ political thought of Europe and the rest of the world in our own time.” -’ Kronborg Castle, the famous scene of Shakespeare’s Hamlet, was graciously lent to the International Con- ference of the New Education Fellowship for its meet- ings. Built in 1575 and recently renovated, it is a fine example of renaissance architecture. Its main hall, seating about 2,000 persons, overlooks the sea and is a perfect setting for lectures. RESOLUTIONS OF THE W. F. E. 4. OBJECTS OF THE FEDERATION The W. F. E. A. reaffirms its allegiance to the ideals and program of service developed at the World Conference at San Francisco in 1923, and at subsequent biennial conferences. It recognizes that the teachers of the worl have it in their hands to promote the cause of international understanding and world peace by bringing their influence to bear upon the chil- dren and youth entrusted to their charge in the direction of ideals of mutual good will and sery- ice in the common interest. Further, it holds that every child ought to re. ceive an education which not merely aims at the training of the intellectual faculties and the ef: fective use of the instruments of learning and culture, but also seeks to develop physical health, vocational efficiency, the spirit of good citizen- ship and all that goes to the building up of the character. TEACHERS’ ASSOCIATIONS AND TENURE 1. The W. F. E. A. recommends that the formation and strengthening of associations of teachers, both local and national, should be en- couraged to the end that they may ultimately control entry to the profession, and set up stand- ards of professional attainment, aptitude and character which will be recognized by appointing bodies. 2. (a) That the Report of the Teacher Ten- ure Committee, presented by the British Colum- bia Teachers’ Federation be received, and that the Federation be thanked for its valuable work. (b) That a committee be appointed consist- ing of one official representative of each Teacher Association represented at Geneva to prepare a further report upon Teacher Tenure throughout the world, and, in addition, to investigate the nature and circumstances of the various teachers’ associations, and to present a report on both subjects to the next conference. ScHoo, LIBRARIES The W. F. E. A. recommends the appointment of a small committee on “Education for School Library Work” to confer with the appropriate committees of the International Federation of Library Associations and to report at the next Congress. Pictu: attem. ternat Th of th childs creed oppor Th ent C for f callin feren tific, to pr (1 arati( Book inter solut furth tion prep Clas: tiong meal into of u clud A. > the t the 923 orld e of THE AMERICAN TEACHER 19 Cinema Fitms That the W. F. E. A. offer to the Motion Picture industry its fullest co-operation in the attempt to prevent the display of such cinema flms as would jeopardize the promotion of in- ternational friendship. EDUCATIONAL OPPORTUNITY The W. F. E. A. recommends the recognition of the absolute equality of opportunity of all children in the schools, irrespective of race, creed, color or social position, that their individ- yal endowments may have the fullest possible opportunity for development. CALENDAR REFORM That the W. F. E. A. believes that our pres- ent calendar has become a defective instrument for modern requirements, and recommends the calling, at an early date, of an International Con- ference, at which religious, commercial, scien- tific, and educational authorities are represented to provide for the improvement of the calendar. LipraARY SERVICE (1) That the W. F. E. A. approves the prep- aration and publication of an International Year- Book of Education on the plan outlined by the International Bureau of Education. (This re- solution was referred to the Board of Directors.) (2) That the W. F. E. A. approves of a further study of the problem of the classifica- tion of Pedagogical Science with a view to the preparation of a revised form of the Decimal Classification on this subject. INTERNATIONAL UNDERSTANDING l. The W. F. E. A. recommends that educa- tional authorities throughout the world provide means for bringing Eastern and Western cultures into closer contact with a view to the removal of ultra-nationalistic bias. The means might in- dude, e. g., (a) The foundation of additional chairs on Eastern culture in Western Universities, and vice versa; (b) More extensive exchange of pro- fessors between Eastern and Western Uni- versities : (c) The exchange of educational visits and publications between the East and the West ; (d) The holding of cultural conferences at regular intervals between the East and West, etc. 2. The W. F. E. A. recommends that the study of the efforts made throughout the world for inculcating in the youth, in schools the spirit of world understanding and friendship should be continued and pursued methodically with a view to completing and keeping up-to-date the different studies and investigations which have been instituted on the subject. HEALTH SECTION The W. F. E. A. recommends: 1. That in view of the fact that health is one of, the aims of education, and that school pro- grams which sacrifice the health of the pupil for the acquisition of knowledge cannot be justi- fied it is desirable that— (a) Frequent brief rest or relaxation periods during schools hours should be provided for in arranging class schedules in schools. (b) The study should be further developed of the continuity and cessation of growth in school children as an indication of Health Status, more particularly in the direction of instituting other tests than those of weighing and measur- ing. (c) A greater continuity should be main- tained in the Health Records of children be- tween the pre-school and school periods. (2) (a) That Physiology and Hygiene should form part of the instruction in the schools of every country; and that in particular this should be made universal for girls of adolescent age in respect of Home Hygiene and Infant and Child Care. (b) That school medical and nursing serv- ice has so clearly proved its value that such service should be provided for schools through- out the world. (c) That there is need for further training of teachers in active service in methods of Health Education, especially in rural and village com- munities, and that more extensive use of travel- ing instructors for this purpose is worthy of further consideration and development. 3. That publishers be encouraged, where this is not done, to print our text-books for chil- dren in large types in the interest of the eye- sight of the pupils, and that the size of the type be considered by educational authorities in ac- cepting or rejecting the books. 4. That each University and teacher training institution provide an adequate health service. 20 Computsory EpuCATION 1. The W. F. E. A. recommends that early steps be taken to make education free and com- pulsory in schools of those countries which have no system of compulsory education at pres- ent. Officers to have authority to change. 2. That compulsory education should cover a period of not less than eight years, and should be followed by some kind of continued educa- tion. 3. That the school-leaving age should be raised to 15 as soon as possible in all countries which have not already adopted such a measure. 4. That in countries which have a higher standard than that laid down, that standard should on no account be lowered. 5. That the question of the reorganization of the school (primary and secondary periods) should be carefully considered. INTERNATIONAL EDUCATIONAL EXCHANGE The W. F. E. A. recommends that the fullest possible support be given to all schemes for the interchange of scholars, students and teachers in schools and universities throughout the world, in which there exist proper safeguards for ef- fective working. INTERNATIONAL LANGUAGE The W. F. E. A. recognizing the need for a common linguistic medium to facilitate the direct exchange of ideas among the different peoples of the world, records its interest in the work of the I. A. L. A. (International Auxiliary Language’s Association of the U. S. A., Inc.), and especially in its research activities in the edu- cational values of an auxiliary language. ILLITERACY The W. F. E. A. asserts that inability to read or write is a barrier to national and international good will among nations, and urges all Govern- ments to take immediate steps to eradicate il- literacy. INTERNATIONAL PHONETIC ALPHABET The W. F. E. A. is of the opinion that it is desirable to use the alphabet of the International Phonetic Association where possible or neces- sary as an auxiliary in the elementary schools of the world. RESOLUTIONS FROM THE HERMAN- JORDAN COMMITTEE Herman-Jordan Committee, No. 1 The W. F. E. A. endorses the recommendation THE AMERICAN TEACHER of this Committee—That the resolutions adopted by the Toronto Conference, being comprehensive and practical, should remain as the program of the Committee in order to secure continuity of policy. Herman-Jordan Committee, No. 2 History TEACHING 1. The W. F. E. A. approves the formation of an international advisory board of history scholars, for the purpose of referring to such board any differences of opinion which may arise as to the presentation of historical facts. 2. The W. F. E. A. endorses the opinion of the Committee, which it has formed as a result of its investigations, that the historical text-books of a nation reflect the attitude of the public and teachers towards other nations as well as on internal questions, and that no change can be se- cured in such text-books until there is a change in the attitude of public and teachers, and au- thorizes the Committee to work out a publicity campaign, through school journals and other opportunities which may arise, for the purpose of attempting to bring about this change of at- titude. Herman-Jordan Committee, No. 3 ForEIGN TRAVEL The W. F. E. A. recommends that in order to encourage foreign travel, especially among the poorer countries and for the mass of the people— (a) Houses should be established in every country on the lines of the Jugend herbergen in Germany. (b) Governments should be asked to waive the need for passports and visas for children and teachers. (c) Railway and steamship companies should be encouraged to reduce fares for such travel. Herman-Jordan Committee, No. 4 Miuitary TRAINING IN EDUCATIONAL INSTITUTIONS The W. F. E. A. recommends: 1. That an endeavor be made to secure that systematic military training shall not be given in civil education institutions, but where such in- stitutions undertake military training it shall in no case be a compulsory subject of the curricu- lum; 2. That every endeavor be made to secure the substitution of physical training, of exercise | and 0 now § so to and ¢ the W the re citizer 3. conne resolu institt izatio’ Herm Th Pact on At are pl natior of int Cor count cies public disart tion ; may Th dren ing t struc form: putes the 2 bodie (a study tion, as th tellec (b for t natio other inter ited sive | of "of i0n ory uch rise sult es ch at - in 1- THE AMERICAN TEACHER 21 and of sports for the military training too often sow given in civil educational institutions, and to ensure an adequate training in character and citizenship, and thus to lead the youth of the world to a better and wider appreciation of the real meaning of patriotism and the duties of citizenship ; 3. That steps be taken by the organizations connected with the Federation to carry out these resolutions as far as possible in the educational institutions of the country to which each organ- zation belongs. Herman-Jordan Committee, No. 5 1.—Tue Paris Peace Pact The W. F. E. A. cordially welcomes the Peace Pact for the outlawry of War, signed at Paris on August 27, 1928, by which the signatory States are pledged to renounce war as an instrument of national policy and never to seek the settlement of international dispute except by pacific means. Congress further urges educationists in all countries to work in co-operation with all agen- cies which are attempting to develop a sound public opinion on the problem of security and disarmament, so that at an early date reduc- tion and limitation of all forms of armaments may be achieved by mutual consent. 2.—INSTRUCTION IN SCHOOLS The W. F. E. A. being convinced that all chil- dren and young persons should, before complet- ing their formal education, receive definite in- struction in the aims and work of all existing forms of machinery for settling international dis- putes without recourse to war, recommends to the affiliated organizations and other interested bodies— (a) To continue to encourage the scientific study of the best means for giving such instruc- tion, on, the lines suggested by such publications a those of the International Committee on In- tellectual Co-operation ; (b) To advocate the provision of facilities for teachers to study the recent growth of Inter- tational Co-operation, by means of refresher and other lecture courses, visits to Geneva and other international centers, and by making available a sufficient supply of suitable literature; (c) To give serious consideration to the value of school journeys, debates and model Assem- bles, and other suitable means for developing world loyalty and promoting the spirit of inter- national understanding. 3.—TRAINING OF TEACHERS The W. F. E. A., recognizing the vital part to be played by Training Colleges and University Training Departments, recommends— (a) That students should receive adequate training in the theory and practice of instruction on the work of all agencies which provide ma- chinery for international co-operation ; (b) That the attention of training college authorities be called to the facilities offered by these agencies for the supply of reference books and other material relating to international af- fairs, and that these publications be made avail- able for the students; (c) That having regard to the great import- ance of persuading students to study these ques- tions for themselves and the benefit to be derived from an exchange of ideas with students in other colleges and in other lands, the authorities of training colleges should encourage the formation of international study circles and discussion groups ; (d) That lecturers in history and geography in training colleges and university departments should be thoroughly conversant with the main features of international co-operation. MILITARY TRAINING The path of the professional war mongers is be- coming thornier and thornier each year. The World Federation of Educational Associations representing the teachers of the world at their last session at Geneva, unanimously adopted resolutions urging the abolition of systematic military training in civil edu- cational institutions as well as resolutions welcom- ing the Kellogg Treaties and the introduction of peace teaching in the public schools so that all differences between nations may be ultimately settled by arbitration. An even more vigorous anti-war, anti-militaristic and anti-armament stand had _ been taken by the American Federation of Teachers at its Convention held at Chicago, June 30 to July Sth. In August the Convention of the New York State Federation of Labor adopted resolutions opposing the establishment of R. O. T. C. units within the public schools. Everywhere people are awakening to the menace of war and the danger in militarizing the mind of the youth of the world. It is fitting and proper that in this forward movement to substitute arbitration for war as a method of settling inter- national difficulties, the teachers should take a de- cisive if not a leading part. Incidentally, boards of education should beware of the propaganda of the war-crowd that demands mili- tary training in the schools —The Union Teacher. 22 THE AMERICAN ASHLAND COLLEGE Its Second Summer The second venture in “Self-Education” at Ashland College has been completed and we are now far enough removed from it to make ap- praisal. First, we may nove that the term “Self- Education” could be used still more fittingly this year than last for the lines between teacher and student were even less noticeable. Indeed they have almost wholly disappeared. There was, it is true, what we called a “staff,’”’ but it did its share of kitchen and furnace room work, paid its share of all expenses and submitted all important ques- tions which concerned the conduct of the sum- mer session, to the “students.” The terms, “stu- dent” and “teacher” simply do not apply to the Ashland summer school community. We should notice too that there were many differences in this second summer term as com- pared with the first. So marked were they that when inclined to idealize the earlier experience, one was likely at a few points to make an un- favorable comparison. Again, when considering the necessity of change, if standardization and stagnation are to be avoided, the differences seemed fortunate. In any case we may now confidently say that this Ashlalnd experiment in adult education is well established. With the experience thus far gained, with the hearty and even enthusiastic support of the hundred or more people who have been members of the two ses- sions, not to mention many local people who were not formally connected with the school, and with the staff members already definitely committed to the work for the winter, Mr. and Mrs. Gra- ham, Aage Moller and Helen Paulsen, we may even say that Ashland College is well established. The interest of the local people, both those of the Danish parish and of the nearby village, con- tinued this year as last. There is now a better understanding of what is in prospect and every reason to believe that the college will be regarded by most people, not merely as an institution in their midst which is to attract people from the outside and deal with subjects only remotely and incidentally related to life, but a school which is first interested in the vital things which concern the community and in the subjects which have to do with the major and practical interests of life. In a word, they have discovered that Ash- land College is not academic and theoretical, but TEACHER practical and inspirational. As such they wish to be a part of it. At least three times each week the neighboring people were present this sum. mer in comparatively large numbers—Sunday mornings for worship, Sunday and Thursday evenings for play, singing and lectures. The “Cof. fees” on Thursday and Sunday evenings at the close of the programs became community events with a very appreciable social value. Another development of importance is the |o- cating near the college of people actively or vitally interested in the venture. First should be men- tioned the Graham family, already located here and next other staff members who hope soon to be also members of the immediate college com- munity. Then too, Al and Ellen Holst are mov- ing their home from Detroit and locating in one of Mr. Kjolhede’s nearby houses. The spirit of the community is attracting other families and individuals who are hoping to find it possible to make their homes here for at least a part of the year. One feature perhaps peculiar to this year’s ses- sion should be mentioned: the intimacy, serious- ness, importance, even delicacy of the questions which arose and which were dealt with in an un- usually frank and decisive manner. Questions which would be strictly avoided in the ordinary community group were here faced and settled in a mutually agreeable way. This seemed to be possible because of the unusual freedom, toler- ance and creativeness which mark this group. What at one time threatened to be a very danger- ous move on the part of the majority, was recon- sidered within a few days, reversed and the ex- perience remained a profitable asset. People felt free also to bring forward their own per- sonal problems and to seek for understanding and help. Even more than last year this school proved to be a place for frankly reviewing life and courageously undertaking its renewal. It was a place also where ultra-strangers, “for- eigners” we usually term them, speedily found themselves at home and ready to join heartily in the college activities and to go out into our “Main Streets” again determined to make themselves at home even there. “And here is hoping” that some one will write a story entitled, say, “Where the Foreigner Is at Home,” relating the experiences of several members of this summer’s Ashland group. Un to ret Dr. | princi tor of to my appen define duties he ca Mr of D1 direct land a boa of wl the tt It Colle; mer § Besic made colleg to ab urer. kitch asset: of ak a par of tt givin durir ised. move Th John of h to re catio is th 25 ish “ek m- lay lay of. he its se — ws THE AMERICAN Unhappily, J. E. Kirkpatrick has been obliged to retire from active connection with the College. Dr. Kirkpatrick has adhered absolutely to his principles and declined to be an absentee direc- tor of the College, “that office,” as he says, “which to me is the sensitive and inflamed ‘vermiform appendix’ of the average American college.” He defines a college “trustee” as an official who has duties he can in no wise discharge, responsibilities he cannot possibly meet. Mrs. Graham has been made “chief” in place of Dr. Kirkpatrick and Ellen Paulsen is the fifth director and matron for the winter term. Ash- land College now has something very unusual, a board of directors, “trustees” of a college, four of whom are members of the staff, with the fifth, the treasurer, a next door neighbor. It will be of interest to all friends of Ashland College to know what has been done by the sum- mer session for the financial support of the school. Besides paying for all of its own expenses it has made a substantial contribution to the regular college funds. First, maintenance fees amounting to about $200 have been paid to the college treas- urer. Also a new range was purchased for the kitchen, which, with the cash on hand and other assets available for college use, amount to a total of about $500.00 already available. In addition, apaper was circulated during the last day or two of the session, when only a few were present, giving an opportunity for subscriptions to be paid during the coming year. $239.00 was then prom- ised. All friends of this progressive educational movement are invited to participate. The many friends and admirers of Professor John E. Kirkpatrick will learn with great regret of his failing health which has compelled him to retire, it is hoped temporarily, from active edu- tational work. A complete and speedy recovery is their wish for him. 25 YEARS OF MARKED PROGRESS MADE IN CHILD LABOR LAWS Contrasting child labor conditions in 1904 when the committee was organized and at the present time, the National Child Labor Committee in a teport issued recently reviewing the work of the lat quarter of a century, points out that there has been a remarkable degree of progress in se- curing protective legislation and reducing the tumber of child laborers. “It is,” the report TEACHER 23 states, “a record of achievement. The goal set forth in 1904 is well on the way to realization. Few lines of social endeavor can show such a record.” According to the report, in 1904 only 17 states were attempting to keep children under 14 out of factories; by 1929 each state has some kind of a 14-year age limit and in 39 states no chil- dren under 14 can work in factories under any circumstances. In 1904 five states prohibited the employment of children under 16 in factories at night; by 1929 thirty-one other states have followed suit. In 1904 only two states had estab- lished an eight-hour day for children under 16 years in factories; by 1929 the number had in- creased to 36. Notwithstanding this progress, the child labor problem is not yet a closed chapter of American industrial life in the opinion of the National Child Labor Committee. “There still remains a good bit to be done before child labor, even in the early usage of the term, is eliminated. There are still loopholes whereby children under 14 can work in factories in some states; the eight-hour day for children is not universal; night work, especially outside of factories, is still possible ; health and educational standards for entering in- dustry, while in most states far beyond the stand- ards of 1904, in some states have not yet been written into the law—and in others are not en- forced. And certain fields of employment still constitute a baffling problem—notably canneries, street trades, tenement home work and agricul- ture.” The committee announces its intention of con- tinuing its fight to raise child labor standards in states where they are low, and its study of those types of industries and agriculture which still utilize small children, until some effective plan of control is found. At the same time it an- nounces the importance of studying new aspects of juvenile employment relating to the fields of education, health and welfare. No man ever sank under the burden of the day. It is when tomorrow’s burden is added to the burden of today that the weight is more than a man can bear. Never load yourself so. If you find yourself so loaded, at least remember this; It is your doing, not God’s.—MacDonald, 24 THE AMERICAN TEACHER New York, N. Y.—With a miniature emblem to be pinned to the coat lapel or dress collar, which will sell for a quarter a piece, the United Textile Workers of America launched a nation- wide campaign, directed es- pecially to the millions of wage earners all over the United States interested in maintaining decent stand- ards in industry, in an effort to raise funds for a bigger and more forceful drive than has ever been made be- fore, to organize the South- ern textile mills. In India a few years ago, Ghandhi swept that vast Empire with a spinning wheel as an emblem of the revolt of millions of poor wage slaves. The emblem of the revolt of the wage slaves of the Southern United States is also a little spinning wheel. The little pin carries beneath the spin- ning wheel design the three words “Organize the South!” Thomas F. McMahon, President of the United Textile Workers of America, stated before leav- ing for South Carolina where mill-village strikes continue to break out and where there has been a sensational landslide toward organization in recent weeks, that the opportunity for securing real returns on money spent in organization work in the South, in his opinion, was never better. “The Southern textile worker is coming to the American Federation of Labor ‘for keeps’ this time, I sincerely believe,” says Thomas F. Mc- Mahon, who also announces the formation of some 60 odd new local unions in various parts of the Southland since the new rebellion started in Elizabethton, Tennessee, early in March. “This wave of sentiment for trade unionism in the Southern mill country means the possi- bility of the restoration of our great textile in- dustry to prosperity and it means the possibility of holding up the standards of living for millions of Northern workers menaced by long hours and starvation wages paid to the white workers of the great Southland,” says President McMahon. If the United Textile Workers can succeed in permanently improving conditions in the prin- cipal textile districts of the South, all wage earners, all business and industry, will benef; to some extent. “The organization of the Anglo Saxon mil hand is a crusade for human betterment of the greatest social importance. No other white peo. ple in America as a class have suffered the same indignities and constant bitter and senseless ex. ploitation as the Southern whites. All those in. terested in the advances of social condition in our America must become part of the drive to organize the South. The time is ripe and the hour is at hand. “No matter how economically this campaign is conducted, it will take far greater sums than the United Textile Workers can raise by merely assessing its own membership, which has con- tributed splendidly to this cause for months past. “The idea of selling pins was suggested by the Pennsylvania Women’s Trade Union League. Mr. William Casey, Business Representative of the Upholstery Weavers’ Union 25, Philadelphia, suggested the spinning wheel design in place of the loom originally planned on. “The pins can be secured from the Pennsyl- vania Women’s Trade Union League, 929 Chest- nut Street, Room 210, Philadelphia. All moneys for the sale of the pins will be paid to Edith Christenson, Secretary of the League at the above address, who will in turn make all pay- ments to the United Textile Workers, minus the actual cost of the token. The contribution rep- resented by the sale of the pin is so modest that almost any worker can spare this amount for so important a cause. This is a project in which almost unlimited numbers of wage earners can participate. The idea should sweep the country. “The funds realized from this sale will be ex- pended immediately for relief work in Elizabeth- ton, Tennessee, where distress still exists owing to the fact that hundreds of the workers have still to be returned to work after the strike. The plants were unable to resume for a long time after the shut down. We have strikes in South Carolina and elsewhere in the South. We plan well designed ‘enterprises in mass education, such as a labor Chautauqua, perhaps, and the publica tion of special literature bringing the message of unionism to the most remote mill village. We need more organizers and more of all the sinews of wal vast fi workin behalf blighte peal fo ducted ica.” PLA Worc labor a! ng rol be hele auspice: England to addr Young, Green | order. Five federati governo nent | official s displace and OV which wages | Powe industr: cussed a prog! ized, e: its corr Englan ng of TE Som est te ‘Goose Pittsbr the Lit Dowel. we Woltm tensibl Moone sor Hi il] he ne e if f THE AMERICAN of war to keep our army of unionism in this vast field. On behalf of the young children working nights in the Southern textile mills, on behalf of the young people whose youth is being blighted in the great plants of the South, I ap- geal for cooperation in this movement being con- ducted by the United Textile Workers of Amer- 1Ca. PLANS DRAWN FOR NEW ENGLAND LABOR CONGRESS Worcester, Mass.—(F P)—Leading dignitaries of the bor and employing world are expected to take lead- ng roles in the New England Labor Congress, to be held in Worcester, October 25-27, under the auspices of the Workers Education Bureau and New England labor bodies. President Hoover is expected to address the congress over the radio and Owen D. Young, General Electric, is to be present. President Green of the A. F. of L. will call the congress to order. Five hundred delegates from New England state federations, city central bodies and local unions, governors of the six states of the section and promi- nent business executives, economists and _ public oficials will attend. They will consider the machine displacement of men, the shifting of industries south aid overproduction, all serious economic problems which have resulted in joblessness and reduced wages for tens of thousands of workers. Power, textiles, building trades, shoes, theatrical industry, metal industries and railroads will be dis- cussed by labor and employers’ representatives and a2program mapped out for organizing the unorgan- zd, establishing the organized labor movement in its correct economic position, and assuring that “New England labor may lead and not follow in the build- ing of future New England.” THE GOOSE STEP IN COLLEGES Some American colleges seem to be doing their st to give Upton Sinclair material for a new ‘Goose Step.” Here are 4 few illustrations. In Pittsburgh University, after considerable friction, the Liberal Club is disbanded, Albertson and Mac- Dowell two of its five responsible student officers ae expelled without hearing and _ instructors Woltman and Nunn lose their jobs. Why? Os- tnsibly because the club insisted on holding a Mooney-Billings protest meeting at which Profes- r Harry Elmer Barnes spoke but for which a eaker was originally advertised who did not meet the approval of the Chancellor, which worthy gentleman needs Mellon money not only to finance tis school but to build his famous cathedral of taming. Woltman and Nunn were also un- TEACHER 25 popular with the Trustees because of their general civil liberties activities. In Maryland following a very “respectable” intercollegiate liberal conference the Dean of Washington College expressed doubt that his institution would countenance a liberal club. The Dean of Men of Western Maryland College made the childish remark that students “who wear wide trousers, emblems and open shirt fronts” are few in his institution and don’t need a club. At the University of Maine an honor student is to be denied his diploma because he was con- scientiously opposed to taking military training. In Boston University a very serious case of interference with academic freedom which has not yet received publicity is that of Miss Eliza- beth Nutting of the school of religion who was dropped without fair notice near the end of the academic year by President Marsh on the pretext of a reorganization of the school. As a matter of fact, all the courses taught by Miss Nutting were kept and it is clear to her own students and to inquirers that she was dropped for her social opinions. She was the only member of the faculty who voted for Thomas and Maurer in the faculty straw vote. She opened her classes to occasional discussions from the point of view of Socialists and labor men and finally she organized a social club among the students which included both whites and Negroes. It is quite obvious that so dangerous a person as that should not be allowed to teach religion in Boston. What Boston Uni- versity would do to the Sermon on the Mount or its author if the centuries had not made thein both vague and respectable, one trembles to think. These are only samples. Yet on the whole in- terest in student liberal clubs or forums is grow- ing. In Brown University, Massachusetts Agri- cultural College and Colgate, all of them com- monly regarded as conservative institutions, lib- eral clubs are in process of formation. There is also some healthy opposition to compulsory mili- tary training, notably in Ohio State University where things are likely to come to a head next fall. Pretty girls and polo ponies are, however, tending to make military training more palatable in many institutions. If on a journey thou canst not find thy peer or one better than thyself, make the journey stoutly alone; there is no company with a fool.—Gautama, 26 THE AMERICAN TEACHER BOOKS “There is no frigate like a book To bear us lands away.” —Emily, Dickinson. BRITISH GENERAL STRIKE IS HIGH- LIGHT IN NEW LABOR NOVEL By Esther Lowell, Federated Press Any American worker who was thrilled by the demonstration of workers’ solidarity in the Brit- ish general strike of 1926 will enjoy “Clash,” a novel by Ellen Wilkinson, Labor party member of parliament.* Through the experiences of a young woman trade union organizer, a brief panorama of the great walkout is given. The reader lives, with Joan Craig, through the preliminary conferences where the trade union chiefs parried to avert the strike and had their hand forced. Then the strike itself, with the government partially pre- pared, using blue-blooded strikebreakers; and the labor movement hastily putting into action every possible volunteer, organizing only when the fight was on. Then the sudden termination, which several of Miss Wilkinson’s characters call an “uncondi- tional surrender.” The cry raised by the workers in self-defense: “All back or none.” Victimiza- tion, despite it. Joan does a clever bit of “buccaneering,” as her union head calls it, to force the return of a group of chemical workers. The boss wanted to “rationalize” his plant by firing the old skilled workers, reorganizing with girls. Later the young heroine is sent into the mining area to organize relief, and the terrible conditions of Britain’s coal diggers are vividly sketched. Throughout the novel run Joan’s two romances, her struggle to choose a mate and yet not yield up her career as a labor organizer and possible member of parliament for a metal district. The clash of classes so strongly evident in the general strike dims a bit for the girl in the company of her wealthy, liberal friends. The union superior warns her in friendly fashion that giving in to the fleshpots means losing the feel of poverty that puts fight into labor leaders. ~ * Clash, by Ellen Wilkinson. George C. Harrap & Co., Ltd. 41 Parker St., Kingsway, London, Eng- land, W. C. 2. Price 7/6—or $2 postpaid. Ellen Wilkinson’s novel is exceedingly wel built. It is distinguished by exceptional clarity, both as to the labor movement and as to modern woman’s position. It frankly challenges the more conservative leaders of British labor, but the author does not clog her swiftly moving, dramatic story with extraneous berating of them. “Clash” well deserves reading by those in the American labor movement. Let’s hope it will be published here. 1929 LABOR YEAR BOOK* A Book Review by Horace B. Davis Federated Press Nobody who expects to do much speaking or writing on labor topics can afford to be without the tenth American Labor Year Book, recently published by the Labor Research Department of the Rand School of Social Science under the direction of Solon de Leon and Nathan Fine. Change is so much the order of the day that trends and statistics dating from even two years ago become antiquated in the interval. Continual reinterpretation and reanalysis is necessary. Who- ever continues repeating formulae will simply be laughed out of court. Authoritative statistics in- dustriously collected by the editors of the Year Book are here presented in a form that is simple and at the same time telling. While the sources used are most often official, the authors do not hesitate to draw freely on the findings of such bodies as the National Association of Manufac- turers and the National Industrial Conference Board. Interpretation in such cases is the au- thors’ own. The catholicity of sources used is a strong point of the manual. The foreword points out that while industry has turned out more wealth than ever before and profits have set new high records, the worker's proportionate share of the new wealth created has never been so small. The pace of work is faster and the number of industrial accidents greater than at any previous time. The 15 chapters deal with industry, commerce, finance, agriculture, labor and social conditions; trade union orgarization; strikes and lockouts; labor legislation; court decisions affecting labor; civil liberties, workers’ education; international *The American Labor Year Book, Volume %; 1929. By the Labor Research Department of the Rand School of Social Science. 302 pp. $2.50. relation gamphl dition tl for 192 Whil bring v tions O in spot pecially authors Americ pressio may bi nostrut of larg ing—O! the gre Whi errors ment. of chi! chapte: too he tions, velopn (whicl cooper No at membe the we The not gi leader Hoan. follow wauke Toc worke hevert the Work tions of ors tional labor, better cultur tion { Edu to ens el] Tn Te tic h” ed THE AMERICAN TEACHER 27 lations of labor; labor abroad; new books and samphlets ; international labor directory. In ad- jition there is prefixed an international labor diary for 1928. While the chapters for the most part simply bring up to date similar sections in previous edi- tions of the Year Book, certain interesting and in spots original interpretations are included, es- pecially in the first three chapters. Thus the withors challenge the current conception that American agriculture is suffering from a de- pression which is merely temporary and which may be handily relieved by some governmental nostrum. They present data showing the entry of large-scale operation of farms—factory farm- ing—on three different models, and foreshadow the growth of an American peasantry. While full of merit the compilation has serious erors of omission, proportioning and arrange- ment. The problem of migratory labor, especially of children, receives insufficient attention. The chapter on trade union organization concentrates too heavily on the fortunes of several organiza- tions, so that we get no clear picture of the de- velopment of such activities as labor banking (which is not even indexed), union-management cooperation, and the growth of benefit features. No attempt is made to estimate total trade-union membership for the United States, much less for the world. The program of the British Labor Party is not given, but a page is devoted to Milwaukee’s kadership of the world as depicted by Mayor Hoan. This eulogy includes such guff as the following: “There is less unemployment in Mil- waukee than elsewhere.” Too much space is devoted to our embryonic workers’ education movement, but this discussion nevertheless unaccountably omits a description of the Wisconsin Summer School for Women Workers. There is a list of the labor organiza- tions which endorse Manumit School, but no list of organizations affiliated with any of the interna- tional trade union federations. Data on farm labor, and on child labor in agriculture, might better have been included in the chapter on agri- culture. The founding of the American Associa- tion for Old Age Security is not mentioned. Education makes a people easy to govern but hard to enslave—Brougham. THE CHILD CENTERED SCHOOL. By Harold Rugg and Ann Shumaker. Pub- lished by The World Book Company, New York, 1928. To teachers who handle classes of from forty to fifty or more pupils this book will seem like a fairy tale for the classes in the Lincoln School are never larger than twelve or fifteen. This study shows what splendid work can be accom- plished with small groups of children who are permitted free and unhampered self-expression. This is especially true in music, drawing, and poetry. All activities in the programs presented in this book are built around the principles advocated by Dewey. There is a new note introduced with Dalcroze Eurythmics, a subject quite well known in Europe but only little known in this country. The underlying principle of the Eurythmic sys- tem, as set forth in this text, is that each individ- ual learns at his own rate of speed and, therefore, all learning in the school program should be adapted to the particular needs of each child. . It is well worth the time of teachers and par- ents to read this book even if our children have to attend school in classes of large size. By learning what can be accomplished with children in classes of small numbers both teachers and parents will be stimulated to interest themselves in the reduction of the numbers in classes in our schools. Some day Boards of Education will re- alize that it is the poorest economy possible to increase numbers in classes in order to save money. Money may be saved but opportunity for many boys and girls will be sacrificed. Robots will continue to be turned out where artists might have developed. —M. L. G. A NEW BOOK ON THE SOVIET SCHOOLS Speaking of the American visitor to Soviet Russia, Prof. John Dewey recently wrote (p. 107 “Impressions of Soviet Russia”). “. , . if his experience is at all like mine he will deeply regret those artificial barriers and that barricade of false reports that now isolates American teachers from that educational system in which our professed progressive democratic ideas: are most completely embodied and from which accordingly we might, if we would, learn much more than from the system of any other country.” 28 THE AMERICAN TEACHER In the same spirit the veteran British educa- tionist, Prof. W. T. Goode, M. A., introduces by his foreword “Schools, Teachers and Scholars in Soviet Russia” just issued by Williams and Worgate (postpaid 60 cents, from 9 Eastbourne Road, London, W. 4, England). It is a well il- lustrated descriptive account of visits made to the Soviet Schools by the radical British Teachers Labor League supplemented by the investiga- tions of an individual member who spent six months collecting information and examining schools. While not so well presented as in Lucy L. W. Wilson’s “New Schools of Soviet Russia,”’ its detailed information is more up to date and is less impressionistic and philosophic than Prof. Dewey’s book mentioned above. The Soviet education system still remains a laboratory intensely interesting to all teachers. Anyone who has faced, personally the eager ques- tioning of the enthusiastic teachers and _ their pupils cannot doubt that finally illiteracy will be swept away. Dangers of vocational education do not exist there because the school is intimately linked with life. The teachers are well organ- ized and run a weekly organ with 100,000 circula- tion in addition to other widely read publications. The various types of schools, their methods and problems, are all described and compared to those faced in other countries. Surely a book worthy of attention to all interested in education apart from their views of general Soviet policies. —MarkK STARR. PROGRAMS FOR SPECIAL DAYS Programs suggested for use in celebrating Armistice Day, Goodwill Day and Memorial Day, which have the focus of attention placed on heroes of Peace and avenues for world cooperation, rather than military achievements, have been com- piled by the Education Committee of the Women’s International League for Peace and Freedom, and are available upon application to the WOMEN’S INTERNATIONAL LEAGUE FOR PEACE AND FREEDOM Pennsylvania Branch 1924 Chestnut Street PHILADELPHIA, PENNSYLVANIA Songs, poems, plays, pageants, folk dances, selections from the writings of famous men, and topics for short talks and essays, are included, classified according to the age of the pupil. OUR PEDAGOGIC PANORAMA THE TREND OF THE AMERICAN UNIVERSITY. By David Starr Jordan. Stanford University: Stanford University Press. Edition of 25 Autographed Copies, $7.50. Have WE Kept THE FaitH: AMERICA AT TH CrossroaDs IN Epucation. By Charles 4 Prosser and Charles R. Allen. The Century Company, New York, $2.75. The first of these volumes consists of three ad. dresses by the well known scientist and educator, They furnish an excellent panoramic view of our higher educational development during the past half century. In 1887 Dr. Jordan was very op timistic. He thought the “old forms in educa- tion” were “passing away” and that not far in the next century the bachelors degree would “cease to be regarded ; and its kindred, the degree of the Master and the Doctor,” might not “sur- vive long.” He thought too that the “traditional” four years college course would disappear with “the cap and gown” which belong to “the baby- hood of culture.” By 1898, Dr. Jordan was offering “An Apol- ogy for the American University.” If the college of the past had “dealt chiefly with records and traditions” the university was now “alert to all the problems of political and social develop- ment,” thoroughly devoted to the higher inter- ests of the nation. He quoted Lord Bryce to the effect that America was boasting little of her universities though she hada greater right to bk proud of them than anything else. He empha- sized the democracy, effectiveness and _ idealism of the university. If it had not yet arrived, it would at no distant day. Viewing these institutions thirty years later, 1927, Dr. Jordan is not nearly so optimistic. He is quite realistic and critical. They begin too far down and have too many “rah-rahs” in them. The “dead hand” still lingers as “tradition and inertia,” “influences felt by student and teacher alike.” He discusses at length “Standardization, Information-giving and Routine” as prevalent in the universities. Even the sciences are being handled now, in the same deadening way that is too frequently employed with the humanities. They are “deluged with mediocrity” and afflicted with our urban malady, “gigantism.” However, Dr. Jordan does not despair. On the whole the “trend” of university education is toward “sane THE AMERICAN TEACHER 29 nd moral life” and the erection of a “Spiritual wuperstructure.” It will yet fulfill its true func- jon which is to “umpire, not to advocate—not to rovide students with sound opinions” but to “put 4em in position to form opinions.” In the second of these volumes we have not nly a panoramic view of a large part of the ducational field but also a very comprehensive nd exhaustive study. Historically, theoretically, sactically, statistically and graphically, quoting atensively from many authorities past and pres- at, stating their own “progressive” views at- actively and convincingly; these two very able ducators have rendered a valuable service to the ause Of school reform and advancement. The gmpathetic reviewer has one major concern: who vill read, consider and profit by these 429 pages? Could not the message have been put over better an less space and perhaps with less of repetition? Certainly, students in the normal school and xdagogy classes of colleges and universities can- wt be expected to read this book, even as a “re- wired” reading. The “typical American teacher” vill not have time to read it. She—(85% of our achers, we are told, are women)—serves only ree years in the schools, from her twenty-third her twenty-sixth year. Nor can he, the “con- etvative school man,” be expected to read it. Be- ging to the 15% minority and mostly in the ministrative service, “with his back to the wall,” werwhelmed with routine, constantly subject to te pressure of conflicting demands from every warter, the “school man” is either by nature or y habit an ultra conservative. Moreover, as wr authors suggest, he belongs to a “huge mili- uy organization of educators all of whom are maged in the set task of putting an infinite wtiety of youth through a standardized process aried on by a standardized teacher trained in ‘standardized way to give all of them a stand- wdized educational experience.” If our “standardized,” “conservative,” “mili- wized” school man is ever to do anything worth while for school reform, he must have efficient id from outside the system which is now “fol- owing an outworn psychology, clinging to tradi- tonal educational aims and policies, and practicing iiseredited methods of instruction—worshipping te past, ignoring the present and burying its head athe sand against the inevitable future.” When te “amazing contrast between our rapidly chang- ” <6 ing social order and the inertia of the schools is brought to his attention, the ultra-conservative educator answers that the schools can only move slowly,” and “talks vaguely about ‘fundamental knowledge’ and ‘scholarship’.” The “fathers” dreamed of schools “wherein the citizen would be trained in those desirable habits of thinking and doing which are necessary to his efficiency in democracy.” We have not kept faith with the fathers because we have de- veloped a system “which may be called a school factory,” turning out a standardized citizen, not a thinking, creative man and woman. We stand now at the “crossroads.” Shall we follow the aristocratic, Hamiltonian theory and aim to “pre- pare ‘superior persons’ for the enjoyment of leisure,” or the democratic, Jeffersonian program to train “everybody for service of some kind to the nation.” Again, our authors suggest, “the most import- ant problem in a democracy is to get intelligent leaders and intelligent followers through the util- ization of wise teachers.” We have failed to solve this problem, having developed instructors and research people at the expense of “wise teachers.” Indeed, “we have gone to seed in this country on the development of the first mentioned school people to the neglect of real teachers and leaders.” Like Dr. Jordan, the authors of Have We Kept the Faith are hopeful that schools will yet be “service agencies to life experience—in- terpreting and enlarging what life teaches. In- stead of masters isolated from human affairs, they will be servants of life.” “They will be dynamic, no longer static institutions.” They will give not a “preferential but a universal service. Only in these ways will any system of education realize the dream of the fathers or justify the faith of this citizenship in that system as the chief agent for the perpetuation of this Republic.” J. E. Kirxpatrick, In “Books,” N. Y. Herald-Tribune. A\ biography of John Mitchell, the labor chief who led one of the greatest strikes in American history, has been written by Elsie Gluck and was published in April by the John Day Company. The book, entitled John Mitchell Miner, is built in great part from first-hand research, including hundreds of interviews with men who worked with or against Mitchell. LOCAL NEWS This section of Local News the editor is confident will in the future be more complete and interesting. The Executive Council has instructed the secretary to send out to locals on the first of the month a news letter. Courtesy requires that a letter should be answered; the answers will fill this section with worth- while material. CHICAGO, LOCALS 2, 3 and 199 The October meeting of the Chicago Federa- tion of Men Teachers was held the evening of October 11. As usual there was a large at- tendance, evidencing that the many new members are truly interested working members. The program included: Teachers’ Councils. Adult Education. Teaching Conditions Schools. Special Report on the Overtime Problems in Senior High Schools. Roll Call of the Schools on the Membership Situation. Music by the Federation Male Quartet. The Federation of Women High School Teachers is continuing to increase its member- ship. New members are coming in because of the splendid legislative accomplishments of the Unions last year. All the committees are actively at work. The Education Committee, Miss Clark, chairman, is about to complete its work of the study of the teaching load. The Teaching Conditions Com- mittee, Mrs. Williams, chairman, is collecting data in regard to the closing and beginning of semesters with a view of making a recommenda- tion for improvement of method. The other active committees are: Membership, Mrs. Mendelstein, chairman; Finance, Miss Tag- gart, chairman; Insurance, Miss Robb, chairman; Legislation, Miss Hursen, chairman; Radio, Miss Crum, chairman. Miss Wilson will act as assist- ant secretary in charge of the distribution of literature. A special committee in charge of Miss Crum is investigating the number of temporary certificates. The Elementary Teachers’ Union, Local 199, held an open meeting at the City Club, October 4th. The subject of discussion was How the Unions Are Solving Teachers’ Problems. The presidents of the three unions, Miss Agnes in the Junior High THE AMERICAN TEACHER Clohesy, Mrs. Lucie H. Schacht, and Mr. Jamy A. Meade led the discussion. Mrs. Florence Curtis Hanson reported on th World Federation of Education Associations Cop. ference at Geneva, Switzerland. NEW YORK, LOCAL 5 The Sixth October Conference of the Ney . York Teacher’s Union was held October 4 § ‘and 6 An account of this meeting will be given next month. The Union is continuing successfully it membership campaign. The teachers of New York are realizing where they and the school get their protection and are waking up to: sense of the cheapness of accepting protection without giving support. The Union Teacher is published monthly during the school year and is sent to all the locals of the A. F. of T. If you are not receiy- ing yours let the Union know at its office, 70 Fifth Avenue. You assuredly should not miss the September number which has some splen- did articles, notably “Shall We Terminate Dangerous Conservatism?” “The New Field of Mental Hygiene,” and “Teacher Training and Progressive Education.” SACRAMENTO, LOCAL 31 The officers of the Sacramento Federation for the coming year are: ~ President—O. B. Williamson, Main High School. Vice-President—Miss Nelle Flanders, Wil- liam Land. Recording Secretary—R. H. Thurmond, Main High. Corresponding Secretary—Mrs. Alice Noor- an, McKinley. Treasurer—H. G. Baugh, Main High. Delegates to Federated Trades: A. S$ Loomer, Main High; C. H. Nielsen, William Land; R. S. Blackden, Main High; O. G. Cun- mins, Special; J. N. Gardner, Main High. Delegates to Women’s Council—Miss Lat retta Ferguson, Main High; Miss Louise 6 Flaa, Main High. Delegate to Chamber of Commerce—Miss Lottiellen Johnson, Sutter. The sonduct maign. oubled 3 brigh Mr. . en's S: if Edu ficial | dl, and iressed 3. The wing gesider iss M recordit o the | Dupuy ATL/ The Atlanta ificers Plans nonthl welatio the edu anew | experie: who fo Red Cy organiz tion fo The the Ass ment p Preside Scier First \ lish . Second sista: Higt Third cipal ames 1 the Con. niss len- ate eld ing $$ THE AMERICAN TEACHER SAN FRANCISCO, LOCAL 61 The San Francisco Federation of Teachers is mnducting a most successful membership cam- gign. In September the membership was nearly jubled. The goal set is 100% and the prospect i bright. Mr. James W. Mullen, chairman of the Citi- yn’s Salary Committee (appointed by the Boara if Education), editor of the Labor Clarion, the *E ficial journal of the San Francisco Labor Coun- jj, and one of the outstanding labor papers, ad- essed the Federation at its meeting September 3. The following officers were elected for the en- ging year: president, Mr. P. J. Mohr; vice- wesident, Mr. H. P. Dole; financial secretary, Wiss M. C. Glazier; treasurer, Mr. C. A. Davis; cording secretary, Miss M. G. Roddy; delegates o the San Francisco Labor Council, Mr. E. J. Dupuy and Mr. M. J. Jacobs. M. GERTRUDE Roppy, Recording Secretary. ATLANTA PUBLIC SCHOOL TEACHERS’ ASSOCIATION, LOCAL 89 The Public School Teachers’ Association of Atlanta is entering upon a new year with new ificers and a full program of work ahead. Plans are in the making for the issuing of a nonthly magazine to cover the work of the as- wiation as well as general news of interest to the educational world, and with this end in view anew secretary has been appointed who has had xperience in magazine work. Mrs. S. D. Halley, who formerly directed the publicity of the Junior Xed Cross in Atlanta as well as that of other wganizations, has been elected to hold this posi- tion for the coming year. New Officers The following are the newly elected officers of the Association, each one of whom holds a prom- ment place in the teaching profession in Atlanta: President—Miss Allie B. Mann, who heads the Science Department of the Girls’ High School. First Vice-President—W. J. Scott, of the Eng- lish Department of Tech High School. Second Vice-President—Miss Lamar Jeter, As- sistant Principal of Joseph E. Brown Junior High School. Third Vice-President—Miss Lucile Nolan, Prin- cipal of Adair (Elementary) School. 31 Recording Secretary—Miss Ira Jarrell, Principal of McLendon (Elementary) School. Financial Secretary—Mrs. R. B. Whitworth, Principal of Fair St. (Elementary) School. Treasurer—Mr. E. L. Floyd, Assistant Principal of Boys’ High School. Educators in Atlanta and Fulton County have been much interested in a Bill which was passed at the recent session of the State Legislature which provided for a merger of the county and city school systems. This Bill was introduced into the legislative body without notification to the school department and apparently without con- sultation with any of those most to be affected. The action came in the nature of a complete sur- prise. A special meeting of the Public School Teachers’ Association, Local 89, was called by Miss Mann as soon as the school season opened. More than 600 teachers responded to the call and a report of the proposed merger was presented by the executive committee of the organization. This report covered opposition to the merger on the part of the committee as well as a review of the Bill with reference to its effect on the legal and professional rights of the teachers. Many of the teachers were not in Atlanta dur- ing the session of the Legislature as they were attending special courses of study elsewhere dur- ing that time. The comprehensive review of the situation offered by the executive committee of the association was, therefore, of real value to the members of the organization. The Bill as passed provided for a referendum election to be called at such time as the county board might appoint, but to the present date (Sept. 27) no election has been called and educa- tional workers are giving careful attention and consideration to the entire question with a view to arriving at the most practical solution of the problem. Mr. George Powell, who has served the Atlanta Board of Education as its President for the past three years was forced, by a change of business residence, to resign this post and Dr. McIntosh Burns, Vice-President of the Board was elected to fill the position of President. Mr. Powell was held in highest esteem by the teachers of Atlanta and by the administrative body of the schools. As an evidence of this re- 32 THE AMERICAN TEACHER gard a beautiful dinner was tendered Mr. Powell by the teachers of the city and he and Mrs. Powell were presented with handsome gifts as evidence of the gratitude and regard of the Atlanta teach- ing body. Autre B. Mann, President, Local 89. COMMONWEALTH, LOCAL 194 Commonwealth Retains Non-Propaganda Ideal Unique College remains true to aims and methods of its founders. Mena, Ark.—“‘Commonwealth as a labor col- lege, will never become the instrument of any faction within the labor movement,” declared Clay Fulks, instructor in law at Commonwealth Col- lege, in discussing recent events within the Amer- ican labor movement. “The founders of Commonwealth,” he con- tinued, “wished to establish an institution where every faction could have its representative and get a hearing; where every idea or notion of in- terest to labor could be presented by its adher- ents; where the best ideas might win out by their intrinsic merit. “While every teacher and student at Common- wealth,” he added, “is free to ally himself with any group or faction, and while it is probable that some of our teachers and students will join up with the recently organized Conference for Progressive Labor Action, Commonwealth as an educational institution for workers will ‘not ally itself with any faction, it will not become the seminary of any sect.” SAN DIMAS, LOCAL 210 A new local has been chartered at San Dimas, California. It has started off with real enthusi- asm and faith in the value and effectiveness of our movement. H. J. Voorhis is the secretary. VACATION BAIT FOR TEACHERS Editor, The American Teacher: I have just returned from a summer’s vacation— and broke. On my desk I found a heap of second class mail and sundry circular letters. The latter I glanced through first and I was struck by the fact that four different financial institutions knew, evi- dently, that I was broke for they were all inviting me to borrow money of them at attractive terms. For instance, one of these beneficent loan companies solicitously begins its letter to me as follows: “Are You in Need of Financial Assistance to Complete the Vacation Period, to Pay Other Bills, or Any Other Purpose?” (Capitals theirs.) All of them promise strictly confidential arrangements. Had those letters come to me singly I might haye passed them by. But to have four of them on my desk at one time staring me in the face and proclaim. ing to me my financial predicament set me thinking, I recalled that last May and June I had received g similar number of letters offering to help me enjoy a pleasant vacation. One had come from far of Rhode Island and it had assured me that I could secure a loan without the embarrassment of refer- ence to my employer or friends. All I had to do was to fill out the blank spaces with the desired informa- tion and the money would flow in my direction. The above observations were to preface a ques- tion put to readers of the American Teacher but as I write I begin to consider the question foolish for I think I already know the answer. However, would it not be interesting for teachers to compare notes on the extent to which loan companies are, wolf-like, hounding us? It might also be pertinent to ask if loan companies assume a similar fruitful field of exploitation existent among the other professions, e. g., law, medicine, etc. If teachers generally are recipients of letters such as have been indicated, it is probably safe to assert that the practice indicates an interesting attitude toward teachers, namely, an assumption that the teacher's wage is not a saving wage, that teachers as a class are likely to need financial assistance during the sum- mer period of unemployment or a similar assistance until the first pay day. It is true that such conclu sions may be weakened by the assertion that teach- ers, by reputation and calling an honorable class cer- tain to meet all obligations, are a desirable and safe tisk and are therefore pestered more than are other professions. But being a teacher and knowing the teacher’s usual financial status, I incline to the for- mer of the two positions. But whatever the motive which actuates loan companies to pounce upon us each summer, the results expressed in the desire to profit by our misfortune is an insult to the teaching profession. And the pity of it is that perhaps teachers generally do not recoggnize the sting of the insult. —E. E. SCHWARTZTRAUBER. The greatest foes of accomplishment are waiting for unpunctual people, listening to people who have nothing to say, and letting people take ten minutes to say what might be said in two.”—Professor James Moffat. You can tell by the way nature hung man’s arms that she didn’t expect him to pat himself on the back.—Royal Arcanum. Confidence is of slow growth in an aged bosom— William Pitt, Earl of Chatham. Clol Id —— A World Record of Labor The American Labor Year Book 1929 Covers Every Aspect of Working Conditions, Labor Struggles, and the Labor Movement in America and Abroad. ACCURATE BRIEF INCLUSIVE UP-TO-DATE The Only Reference Book of Its Kind Cloth Bound $2.65 Post Paid 320 Pages RAND BOOK STORE BOOKSELLERS TO THE LABOR MOVEMENT 7 East 15th Street New York, N. Y. PROGRESSIVES ARE READING LABOR’S NEWS The factual news weekly of the labor movement. Trained correspondents and staff writers of The Federated Press report and interpret week by week the significant events and trends in eco- nomics, finance, politics and_ social change as they bear upon the labor and progressive movement. Labor's News is an expansion and improvement of the Federated Press Labor Letter and its predecessor the Federated Press Bulletin TWO DOLLARS A YEAR The Federated Press 799 Broadway New York City The UNION LABOR Life Insurance Company WASHINGTON, D. C. American Federation of Labor OWNED BY TRADE UNIONS AND TRADE UNIONISTS A non-profit making Corporation—All Policies PARTICIPATING LIFE INSURANCE FOR INDIVIDUALS at Low Premium Rates Usual LIFE and ENDOWMENT Policies Policies maturing at ages 60, 65 and 70, helpful for retirement purposes GROUP LIFE INSURANCE. Protects all members of a Trade Union for the same amount without regard to age and whether employed or not ENERGETIC SALESMEN NEEDED WRITE FOR INFORMATION TO MATTHEW WOLL, President THE UNION LABOR LIFE INSURANCE COMPANY WASHINGTON, D. C. American Federation of Teachers 506 South Wabash Avenue CHICAGO, ILL. al The American Federation of Teachers desires to estab- lish an intimate contact and an effective co-operation be- tween 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 sub scription price is $2.00 per year, 25 cents per copy.