AMERICAN TEACHER 


THE ORGAN OF THE AMERICAN FEDERATION OF TEACHERS 














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OBJECTS 


The objects of this organiza- 
tion shall be: 


1. To bring assocaitions of 
teachers into relations 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 profession by secur- 
ing the conditions essential to the 
best professional service. 


4. To promote such a demo- 
cratization of the schools as will 
enable them better to equip their 
pupils to take their places in the 
industrial, social and political life 
of the community. 






































DEMOCRACY IN EDUCATION EDUCATION FOR DEMOCRACY 


PUBLISHED BY THE AMERICAN FEDERATION OF TEACHERS, CHICAGO 
NOVEMBER, 1929 VOL. XIV. No. 3 





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CONTENTS 
Page 
Freedom of Discussion Through Or- 
en oe cece aula ga are 1 
Paul H. Douglas 
gE ee 6 
The Dewey Luncheon.................. 1] 


Mabel L. Rees 


Impressions of the Thirteenth Annual 
Convention of the A. F. of T......... 12 
A. Lefkowitz 


Report of Committee on Education, A. 
a le Mis IIS cnccccccccccocdes 15 


“Organize the South”; Ethel Barrymore; 
Fatigue; The Teachers’ Business; 


PEE re 20 
EE Re Pee ey 26 
ae Oa 30 











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The American Teacher 


Entered as second class matter Oct. 20, 1926, at the post office at Chicago, Ill., under the Act of March 3, 1879. Ac- 
ceptance for mailing at special rate of postage provided for in Sec. 1103, Act of Feb. 28, 1925, authorized Nov. 3, 1926. 





Volume XIV, No. 3 





NOVEMBER, 1929 | 


Two Dollars a Year 








Freedom of Discussion Through Organization 
Excerpts from Address Before Convention of 


American Federation of Teachers 


By Professor Paul H. Douglas, 
University of Chicago 


Like many of you, I have been reading this 
spring a book which has interested me very 
much, “Middletown,” which is a description of 
life, as you know, in a small middle western city of 
about 40,000 population, and where two rather 
inquisitive and intelligent people went to spend 
two years to observe the life of the Middle- 
tonians in the same fashion that one would go 
to Australia to study the habits of the Australian 
black fellows. 

The picture which one gets of Middletown 
is, I think, a very faithful picture of life as it 
goes on in most of the United States. Amongst 
many things which interested me was the pic- 
ture of the position of teachers and of the state 
of thought in this city of Middletown, which is 
Muncie, Indiana. 

Apparently the teachers counted for nothing 
in the so-called intellectual and social life of the 
city. Their incomes were slightly less than the 
incomes of the more skilled mechanics in the fac- 
tories of the city. They lived in lower middle class 
sections of the city. They played very little part 
in the discussion of public issues. They were not 
invited to the more elegant occasions of the 
Woman’s Club, and in general they seemed to be 
regarded as semi-skilled factory operators turn- 
ing out rather mechanized products. That is 
one side of the picture. 

On the other side of the picture was the com- 
plete intellectual flatulence, if I may use that 
term, of life in Middletown, the only standards 
apparently being money standards, no intellec- 
tual curiosity, people not doing things for them- 
selves, women’s clubs listening to lectures about 
literature but seldom reading books, musical clubs 
listening to recitals but seldom playing them- 
selves, the spirit of amateurishness completely 


departed, a town of dull conformity, where the 
mere mention that two or three people intended 
to vote for LaFollette in 1924 was sufficient to 
arouse the elders of the tribe to a state of almost 
complete fury. 

As I read Middletown, one of the questions 
which came up in my mind was whether the in- 
tellectual state of the city was in part a con- 
sequence of the attitude toward public education 
and the position of the teacher which was quite 
evident, or whether the attitude which was taken 
toward education and the position of the teacher 
was caused by the general spirit of the town, or 
whether both the spirit of the town and the spirit 
of education were not functions, in mathematical 
language, of the general nature of American 
life. 

What is true of Middletown, of Muncie, Ind- 
iana, is, I suspect, true of most of the United 
States and in many sections of the United States 
to an even worse degree. 

Americans, if they cannot practice virtues them- 
selves, like to impose so-called virtues on thei~ 
public servants, and ministers and school teachers 
are fair game for all the idle but respectable 
degenerates who mould public opinion in country 
protestant communities. Ministers’ daughters 
have suffered for untold decades from the busy- 
body control of the various Mrs. Grundys. But 
the domination of ministers’ daughters is nothing 
compared to the domination which the Ladies’ 
Aid exercises over the domestic habits, conduct, 
thoughts, dress, behavior and opinion of school 
teachers. They are women, they are young, they 
are poor, they are helpless, they want to get mar- 
ried, and as a result over the country you have 
the petty tyrannies of the Ladies’ Aid holding 
school teachers in subjection, holding them to. 





2 THE AMERICAN TEACHER 


as I say, a standard of conduct which most people 
do not practice themselves, and since they do not 
practice it themselves they feel it absolutely nec- 
essary that they should make somebody else 
practice it in order to compensate for any de- 
ficiencies in their own lives. _ 

The net result of the whole situation is that 
not only is the economic position of the teacher 
low, but the social position of the teacher is 
extremely low. 

I have spent the better part of eight years try- 
ing to find out about the movement of real 
wages in various occupations. I must confess 
this, that so far as relative gains are concerned 
the teachers have done very well. You may not 
believe it, but the average teacher in terms of 
purchasing power can buy about ninety per cent 
more with a year’s work than she ( I will have 
to refer to teachers as she, even refer to the 
American Federation of Teachers as she) could 
during the nineties, whereas the increase for all 
labor as a whole has been only about thirty-five 
per cent. But part of that is due, of course, to 
the increase in the length of the school year 
which has risen from about 133 days to 167 
days, so if you take a daily basis the increase 
for the teachers is not much greater, though 
slightly greater, than for industry as a whole. 
However the disparity between the earnings of 
teachers and the earnings of other people of 
semi-professional status is still very great. As I 
remember, the average for teachers in public 
schools of the country including principals and 
superintendents during this last year was about 
$1,275, which is not a wage sufficient to maintain 
teachers upon that standard which is expected of 
them in order to be efficient. 

Then, secondly, this social tyranny prevents 
many women from being free. Moral choices 
after all should be made by one’s self and not 
imposed from without, and certainly the tend- 
ency of small cormmunities to regard the husks 
of life as more important than the essence, to 
make people timid conformers on things which 
don’t matter, such as smoking cigarettes or wear- 
ing short dresses or using rouge or things that 
do not matter in the moral life after all, has a 
depressing effect upon the spirit of people. 

Then, perhaps even more important than that, 
is the, attitude which the American public takes 
toward the function of education and toward the 


schools. The primary purpose of American pub- 
lic education, it seems to me, is not merely to give 
students or children the elementary ability to 
read and write and compute, which will save 
them from being run over by automobile or train 
or enable them to read directions or to read the 
Hearst newspapers or the Chicago Tribune or 
all the other possibilities of culture which we 
present to them, but its primary purpose is to 
indoctrinate children with the customs and pre- 
judices and beliefs of the generation which is 
adult. I suppose that is true of every system of 
education; it is certainly true of the Russian 
system of education. The primary purpose of 
the Russian system of education is to make com- 
munists. The primary purpose of the system 
of education in Great Britain is to make people 
love the king and country and to be proud of 
the fact that the sun never sets on the British 
Empire even though it never rises on the par- 
ticular street on which they happen to live. 

Education is primarily designed by the group 
that is in power to indoctrinate people in their 
own prejudices and passions. One reason that 
Americans are at once compliant socially and 
timid intellectually is, I think, our public school 
system. I am always impressed with the differ- 
ence in, ardor between the way in which people 
will sing a hymn, let us say, at the present time, 
and the way in which school children will sing 
the National Anthem. You can tell pretty well 
by the amount of lung power which people put 
into a song just what their emotions are, and 
with the exception of some fundamentalist groups 
with whom I have associated at various times 
in my life, unwittingly to them and unwittingly 
to myself, I have never heard such enthusiasm, 
such tremendous enthusiasm, as you get from 
a group of public school children singing Amer- 
ica or the Star Spangled Banner. 

The cross, which was formerly the symbol 
which bound man together and gave the impres- 
sion of the universality of the human family, does 
not arouse in people today one moiety of the 
enthusiasm and loyalty which the flag arouses. 
I think our schools are our churches, churches of 
nationalism, and the chief worshipers, of course, 
are the children, and the teachers are the under- 
paid priests. 

We have developed a very excellent tech- 
nique of symbol worship, orations on the flag, 














al 


— eee er 








sponsored by patriotic papers, school boy orators 
in true Daniel Webster fashion making the welkin 
ring up and down the country. I am convinced 
that the stock of Daniel Websters will not soon 
run out. The ability to develop magniloquent 
language, which means nothing, which is the first 
requisite of a politician, is still an innate trait of 
Americans fostered by the public school system 
as well. 

Added to nation worship is constitution wor- 
ship, only a constitution with the amending 
clause. The constitution is perfect except for the 
provision that it can be amended, and then if 
you propose to obey the spirit of the constitution 
by amending it and making it possible for Con- 
gress to prevent children under fourteen from 
working or children under sixteen from working 
at night, or children at eighteen working in mines 
or quarries or around dangerous machinery, that 
is against the spirit of the constitution. I shall not 
introduce the vexatious question of whether we 
should drink or not drink, but certainly some of 
the opposition to the prohibitory amendment is of 
much the same stamp—our constitutional fathers 
did not prevent it and therefore it was a sin 
to put it in. On the other hand the W. C. T. U. 
finds the constitution worship handy because once 
it is in, then it becomes part of the accepted code 
of belief and you can appeal to worshiper there. 
Just as the flag has its orators, so the American 
Constitution has its orators, and all up and down 
the country school boys write essays in behalf 
of the great and glorious constitution. 

All this is fairly obvious, I take it. Somehow 
the spirit of American life creeps into the schools 
in still another way. It is good form to go along. 
I do not suppose that is ever consciously taught. 
I do not suppose there are courses in good form 
or courses in conformity or instruction in the 
technique of agreeing with your local newspaper. 
It is never quite as explicit as that, but the 
spirit is taught. People do not like to be queer. 
School children hate to be queer. They go along. 
College students go along. 

I suppose in the last sixty years that one mil- 
lion students have studied economics in our col- 
leges. It is really an appalling thought, but they 
have, and 99 44/100 per cent of all the teachers 
of economics in our colleges teach free trade. 
They teach free trade, on the whole, fairly well 
and fairly intelligently. Indeed, I think the 


THE AMERICAN TEACHER 








3 


economists rise to the highest intelligence. You 


have had one million students, men and women, 
studying free trade and a good many of them 
getting A’s in the courses of economics, and I 
suppose answering these questions very well. 

Then you look around you in American life 
after one million people have been exposed to 
the law and the truth and you see not only the 
Republican Party, from whom intelligence was 
not to be expected under any consideration, ad- 
vocating the protective tariff, but you also see the 
Democratic Party very proud of the fact that it 
is giving up the doctrine of free trade and is just 
as respectable as the Republican Party, so that the 
curious situation as a matter of fact is, that at 
the very time the protective tariff is hurting a 
great majority of people more than it ever did 
in the history of the United States, you have 
both historic parties defending protection and no 
articulate voice is raised against it, and these lead- 
ers, these college graduates, supposedly the 
leaders of their communities, I suppose 99 44/100 
per cent of them are advocating protection. They 
have caught the spirit of conformance as they have 
gone along. I sometimes think that one reason 
we emphasize individualism, the necessity of pri- 
vate property in order to express our personality, 
is that we are not allowed to express our per- 
sonality in any other way except through prop- 
erty. Weare so unfree in virtually every channel 
of life that we insist on being free or think we 
want to be free in property relations. That, I 
think, acccunts for the tendency of the middle 
class to emphasize individualism in property be- 
cause they have been so thoroughly communized 
in action. Personally I believe in individualism, 
and I should like to see individualism come into 
play in those branches of life which seem to me 
most important; namely, human conduct, human 
actions, testing each set of circumstances by them- 
selves and working out the more or less coherent 
philosophy of life which is your own and is not 
borrowed or put on as you would put on a suit 
of Hart, Schaffner and Marx clothes. 

All of this may seem rambling, but I think 
the teaching profession as a whole has a good 
deal of responsibility to bear for it. As long 
as people allow themselves to be tyrannized over, 
they will be tyrannized over. They can only be- 
come free through their own efforts. We get 
freedom in our individual lives only when we 








4 THE AMERICAN TEACHER 


want to be free. Men, I suppose, are by nature 
tyrants over other people. We want to be free 
ourselves, but we want to.dominate others. Cir- 
cumstances have contributed to make teachers 
singularly helpless, and the pressure for economy 
on the part of school boards, the attempts of the 
elders of the tribes to dominate, have encountered 
very weak resistance. Yet, if America is not to 
degenerate into or continue to be a nation of Mid- 
dletowns, the schools must make a tremendous 
change. 

I suppose all of us take the view that the 
schools may not be merely passive transmitters 
of the culture and thought of_the times but that 
they may be also in a sense, cells within an old 
society, aiming to transform that old society in 
the ways in which it should be transformed, 
helping society to change itself slowly and peace- 
fully but properly. If we take that view that the 
schools are dynamic agencies for the creation of 
a better life, then our whole work in the Ameri- 
can Federation of Teachers, it seems to me, falls 
within its proper scope. Of course, we must have 
a proper economic basis. I think that calls for 
an increase in salaries probably pretty well along 
the line. 

We want personal freedom and we want free- 
dom to teach in the schools as we think subjects 
ought to be taught. We never will get good 
teaching until we get free teaching. A person 
who is afraid constantly, who is timid and timor- 
ous, cannot win the respect of even primary school 
children. Freedom in our lives, freedom as 
workers—these’ are essentials. Any civilized so- 
ciety will provide them. But we do not live in 
civilized society. I get driven more and more 
to the feeling that the only agency which can 
accomplish this thing is a union such as our own. 
Certainly with the pressure for low taxes, the 
tendency of Americans to think that their job 
is done when they have built school buildings, 
you do not get increased salary appropriations 
until the teachers as a body combine, not only 
combine individually but strike alliances with 
other groups. You know that. The teachers 
have as much right to do that as lawyers have to 
prescribe that no one shall enter the legal pro- 
fession who has been a graduate of a night law 
school, as many bar associations have attempted 
to do. Every profession is struggling to im- 


prove the economic position of its members, and 


I do not need in this company, at least, to justify 
that. 

An individual teacher is in a perfectly helpless 
position, but if in one attempted case of tyranny 
the remaining teachers stand behind this person 
who is being unjustly singled out or singled out 
for some non-essential cause, then a school super- 
intendent or a school board, since the only thing 
they respect generally is power and pressure, will 
be inclined to think twice and three times and 
four times before they unjustly punish this in- 
dividual. 

We will never get protection until we combine 
to see to it that individuals are not discriminated 
against. That is true in factories. Even the 
employers have recognized that in the formation 
of shop committees which does remove some of 
the dangers of tyranny by foremen. Teachers 
need it as well. That immediately points to the 
necessity of at least teachers’ councils, which is 
the equivalent in the school system of the shop 
committee system in industry. That is the very 
minimum that is needed. I would say that teach- 
ers’ councils should not merely exist within a 
particular school system but should tie up with 
the school systems of other cities, and when they 
do that they have unionism. 

I would go even further. Why is it that peo- 
ple outside the teaching field determine educa- 
tional policies? Why is it that we allow educa- 
tional policy to be determined by vaudeville pro- 
moters and real estate agents and lawyers and 
bankers, every interest in the community gen- 
erally sitting on school boards, except teachers? 
I am not thoroughly acquainted with the legis- 
lative program of this body to which I belong. 
but if you have not already such a plank, and 
judging by your program you have planks on 
almost every subject to reform the world with an 
even and impartial hand, I should like to see 
us demand representation on school boards. Who 
should know more about teaching than teachers? 
I would not become a complete syndicalist and 
turn over the whole business of teaching to 
teachers, because I see the occupational hazards 
whichi are present, but certainly there should be 
representation. 

I do not see any prospect whatsoever of the 
N. E. A. doing anything; if it does do anything 
it will take action because it is afraid of this 
Federation. [ was once sentenced for a week 








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THE AMERICAN TEACHER 


to read the proceedings of the N. E. A. and I 
read the proceedings from 1860 to about 1917, 
that is I sampled here and there judiciously. I 
have a pretty fair opinion of what the N. E. A. 
was before the War. It was primarily an as- 
sociation of school superintendents which met 
once a year and elected officers so that the par- 
ticular school superintendent who was elected 
president or vice-president or what-not could 
then go back home and pose as a national figure 
and repair his political fences. That may seem 
to be exaggerated but I think that is about what 
the N. E. A. was. During the war you organized, 
and the N. E. A. was for once galvanized into 
life and did take on more of the elements of a live 
organization. While I have not been a close bed- 
fellow to the N. E. A. I have observed it through 
spy glasses for the last eight or nine years, and 
it still seems to me to be dominated by these 
same superintendents. Any thought of the school 
teachers that they are going to get aggressive 
representation, which I think is what we need, 
from the N. E. A., is, I thipk, perfectly futile. So 
I am for a more militant organization, such as 
our own is, and when I see us getting less 
militant from time to time cold shivers run up 
my back. I hope we do not get less militant. 
I hope we get more militant. I get exasperated 
not only with the N. E. A. but with the American 
Associafion of University Professors, of which 
I happen ta be a member, whose chief function 
happens to be, when any man is discharged be- 
cause he offends the power trust or the local 
W. C. T. U. or the Methodist Bishop or some 
other high functionary, to then proceed to in- 
vestigate the subject three months after the man 
has been discharged, produce a report nine 
months after the man has been discharged that 
he ought not to have been discharged ; but he is 
discharged and out of a job. That is an organ- 
ization which, it seems to me, largely cumbers 
the ground. 

I think there is room in America for a militant 
organization, not necessarily carrying a chip on 
your shoulder, but resolutely determining that 
we are going to have an economic foundation 
underneath ourselves, that we are going to have 
tenure laws which will prohibit a person from 
being thrown out at the whimsy of the individual 
in power, that in order to get those tenure laws 
so people cannot be discriminated against, we 


5 


will strike alliances with labor and farmers whose 
children have all gone to the public school.’ Only 
through organization are we going to get free- 
dom. Incidentally, may I say that I think we 
shall be a very salutary influence upon the labor 
movement itself. Every organization develops 
its high priests and its petty tyrants, and the 
American labor movement develops its tyrants 
and high priests, orthodox repeaters of the creed. 

It would be a ludicrous situation if labor, after 
trying to get public schools in this country and 
supposedly standing for freedom of discussion 
as it historically has stood in the main for the 
last one hundred years, should try to suppress 
freedom of discussion within its own ranks. 

I happen to be one of those people who does 
not believe much in doctrination. I would start 
on just a few fundamental things. We have to 
be competent technicians. We have to do our 
technical jobs thoroughly, but we do not know 
very much about the world: 

I would say there are three things you can give 
people that are enough. The first is to give them 
a sense of loving kindness. It immediately 
sounds mamby-pamby, but I think it is the 
foundation of life after all. A sense of active 
pity, if one may use that term, not limited to 
the people of one’s own country. 

Second, a sense of curiosity. That is how I 
think the great scientific discoveries have come 
and that is how I think truth is found, not 
through saying, “I am going to be fair-minded ; 
I am going to weigh all sides of this issue; it is 
my duty to be so; I am going to do it.” Like 
nearly everything else, if you strain at being 
good the spontaneity is lost. I do not think the 
great advances of science have come that way; 
the great advances in science have come through 
curiosity, through just an interest in seeing how 
the wheels go round, and if we can get people 
curious, curious about the processes of life, curi- 
ous about nature and human relations, curious 
about the quirks within ourselves, which are 
many, then life would not seem stale and flat. 
Even Middletown would become a very extra- 
ordinarily wonderful place. Middle age would 
not have the terrors which it does have for some 
of us. Life would be eternally fresh. It pains 
me to see our educatiorfal system grind on, to 
see children being fed into the hopper, marvelous 


Continued on page 24 











6 THE AMERICAN TEACHER 





oe 
The American Teacher 
Democracy in Education Education for Democracy 
Published Monthly, except July and August 
Official Organ 
THE AMERICAN FEDERATION OF TEACHERS 
OrcANnizep Aprit 15, 1916 
Affiliated With the American Federation of Labor 
Editorial Office: 
506 South Wabash Ave., Chicago, Illinois 
Fiorence Curtis Hanson, Secretary-Treas. and Editor 











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EXECUTIVE COUNCIL 
President 
Mary C. Barker, Atlanta No. 89; 685 Myrtle Street, 
N. E., Atlanta, Georgia. 

Legislative Representative and Vice-President 
Setma M. Borcuarpt, Washington No. 8; 1741 Park 
Road, N. W., Washington, D. C. 
Vice-Presidents 
Frorence Fisu, Minneapolis No. 59; 3301 First Ave., S., 
Minneapolis, Minnesota. 

ABRAHAM LeFrKow1Tz, New York No. 5; 10414 27th 
Avenue, East Elmhurst, Corona, New York, N. Y. 
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New York, N. Y. 

A. J. Muste, Brookwood oy 189; Brookwood, Katonah, 























CarLoTta Pitrman, Memphis No. 52; 151 Clark Place, 
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West, Seattle, Washington. 
Lucire H. Scuacut, Chicago Women No. 3; 6714 S. 
Union Ave., Chicago, Illinois. 
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Box 68, Portland, Oregon. 
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Decatur, Georgia. 

Cuartes B. Stmiman, Chicago No. 2; 827 Ridge 
Avenue, Evanston, Illinois. 
Secretary-Treasurer 
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Telephone Harrison 2950. 








LIBERTY 
“If there be anything of value, it is liberty. Liberty 
is the air of the soul, the sunshine of life. without 
which the world is a prison and the universe an 
infinite dungeon.”—Robert G. Ingersoll. 





The school master in the modern world is seldom 
allowed a point of view of his own. He is appointed 
by an education authority and is sacked if he is 
found to be educating.—Bertrand Russell. 


{Freedom for Teachers | 

The position of the American Federation of 
Teachers on the subject of freedom for teachers 
appears to have been a matter of considerable 
comment and also considerable misunderstand- 
ing. It is gratifying that two such outstanding 
newspapers as the New York World (Teachers 
and Independence, reprinted on page 7) and the 
Baltimore Sun should have given such intelligent 
interpretations of our statements on the right of 
teachers to be human beings. 

Not all comment, however, has been so intel- 
ligent and understanding, and in many cases it 
seems to have been actuated by animus and 
prejudice. To such commentators it is futile to 
attempt to reply, but to those of open mind who 
are interested in honest efforts to improve the 
economic and social status of teachers and to see 
them raise themselves to a true profession, we 
desire to address ourselves on this misunder- 
standing and misinterpretation, due we believe 
to some newspaper comment which emphasized 
the illustrations of oppression and repression of 
teachers rather than the principle for which we 
stand. 

What is the peculiar mental quirk which trans- 
lates a statement that teachers must have a voice 
in determining their own status, terms of con- 
tracts and qualifications in order to be free and 
professional, followed by illustrations of the non- 
essential (non-essential from the point of view 
both of teaching and morals) and “freak” regula- 
tions concerning the conduct of teachers, regula- 
tions which make the status of a teacher today 
undefinable, into “The American Federation of 
Teachers demands that every teacher, male and 
female, shall smoke,” “The American Federation 
of Teachers stands for short skirts and rouge.” 
And what is the mentality of teachers who accept 
these statements unquestioningly and send in 
anonymous letters of vituperation? 

One of these critics has in her communication 
unwittingly expressed our exact position when 
she says, “Lawyers and actors put themselves 
under punctuality regulations.” “Put them- 
selves.” Exactly. Q 

Again we insist that Gf teaching is to be a pro- 
fession, teachers must be organized in such 
strength that “they may set up standards of pro- 
fessional attainment, aptitude and character 
which will be recognized by appointing bodies.” 








THE AMERICAN TEACHER 7 


The standards of the teacher must be determined 
by the teacher. Only in this way can the teacher, 
individually and collectively, be raised to that 
professional status which America needs for its 
teachers, and the best young men and women be 
attracted to the teaching profession. We are 
seeking high standards and qualifications and we 
believe the way to get them is through the teachers 
themselves, not by imposing rules and regula- 
tions. The discipline must be self-discipline] 
“The way to fit a man for liberty is to give 
him liberty.” 
\ “We believe that questions of personal con- 
duct should be determined by the teaching pro- 
fession and not by lay persons.” The good 
taste and character of the teacher should con- 
trol his personal conduct, not imposition by out- 
side groups. | If the good taste and character are 
non-existent, they will not be developed by re- 
strictive rules. The American Federation of 
Teachers, however, has faith in the American 
teacher. 





Teachers and Independence \ 

‘\The American Federation of Teachers, about 
to convene in Chicago, has let it be known that 
it will take up the question of “academic free- 
dom,” particularly the freedom of woman to 
continue as a teacher after she has married. 


Tt is to be hoped that it gets somewhere with 


its program, not only with regard to freedom 
for the teacher who is married, but with regard 
to freedom for the teacher in general. (For it 
becomes increasingly evident that one of the 
things that ails education in America is this 
very lack of freedom for the teacher, the notion 
of American communities that they own the 
teacher and can tell her what she can do and 
what she cannot do, down to the minutest de- 
tails of her dress, speech and conduct.) 

This scheme of things, of course, is very hard 
to indict ; you cannot say that the children would 
be taught better if the teacher were free to do 
this or that thing in her personal life that now 
she is not free to do. But this much, certainly, 
can be said about it: it tends to drive away from 
teaching all but mediocre persons. An analogy 
might be made between it and the effect of the 
talkies on the theatrical business. “People talk 
about the effect of the talkies on the legitimate 
theater,” said a producer not long ago, “and 


they are right, but they only know the half of it. 
They think the talkies have hit the theater in 
the front door, by taking customers away from 
the box office. And they have to some extent. 
But they have hit the theaters still harder in 
the back door. That is, they have drawn off all 
the theater’s best actors, technicians and writers. 
None of these people have time for the theater 
any more. They are all out in Hollywood, work- 
ing for the talkies. So the talkies hit us two 
ways. They take our customers away from us, 
and then they take our staff away from us, so 
we can’t get our customers back.” 

Similarly with{Curtailment of liberty for the 
téacher. It drives first-rate people out of the 
teaching profession, because first-rate people will 
not stand for such meddling as towns, cities and 
even whole states now indulge in| And when a 
profession begins to lose all its best members, 
the situation has begun to be serious. > 

—New York World. | 





Professional Standards 

In the early Middle Ages merchants and 
craftsmen formed guilds for their mutual aid 
and protection through the establishment of 
standards of workmanship, wages, and prices of 
the finished products. Before one was permitted 
to become a member of a guild he had to satisfy 
certain requirements as to character and family 
connections and serve a long apprenticeship. 
The modern descendants of the guilds are the 
various trades unions and the professional and 
occupational associations. The majority of these 
still maintain their, standards through rigid rules 
and regulations governing admission and conduct 
after admission. Notable -are the printers, 
plumbers, mechanics, locomotive engineers, elec- 
tricians, bricklayers and plasterers. Business 
men have their local and national associations 
and chambers of commerce, and bankers, manu- 
facturers, and professional men have correspond- 
ing organizations. 

The highest standard, measured by the ad- 
mission requirements, is maintained by the med- 
ical profession. One may not hang out his 
shingle in this profession until after he has taken 
an academic degree, followed by four years in 
a medical college and generally one or two years 
in a hospital in addition to passing a state board 
examination. In other words, from eight to ten 








8 THE AMERICAN TEACHER 


years of preparation are required for the pros- 
pective physician. This fact should be borne in 
mind when the impulse is felt to criticize the 
doctors for their fees and close corporations. 


Next to the doctors are the lawyers, ministers, 
engineers, and accountants. Strangely enough, 
one of the oldest professions, that of teaching, 
has the lowest standards, and in some state col- 
leges and universities no standard at all. Many 
hypertrophied institutions employ June A. B.’s 
to teach the September freshmen classes in 
English, mathematics, and other required sub- 
jects. Seldom does a freshman or sophomore 
come within hailing distance of a full professor 
in these institutions. Far worse, however, is the 
appointment of men without academic or profes- 
sional degrees and without a single day’s teach- 
ing experience to professorships. The posses- 
sion of political influence or a friend at court 
may prove more important than years of train- 
ing and experience. It is unthinkable that one 
should enter the medical, legal, or engineering 
professions through mere “pull,” but it is a mat- 
ter of too frequent occurrence in the higher 
levels of the teaching profession. 


There are doubtless many reasons for this 
anomalous situation. One, at least, is the lack 
of a self-determining and regulating organiza- 
tion, such as the other professions have. To be 
sure, there are local, state, and national teach- 
ers’ associations, but these concern themselves 
almost exclusively with teaching methods and 
curriculum standards. Such professional stand- 
ards as obtain have been imposed by school 
boards, trustees, and legislatures; seldom by the 
teachers themselves. Nor have they seriously 
endeavored to obtain a voice in their own gov- 
ernment. They may be hired and fired by school 
boards, superintendents, presidents, and even 
governors, without a hearing or redress of any 
sort. No other group is so impotent and de- 
fenseless, unless it be the unorganized farmers. 
So long as such conditions‘ obtain the better 
young men and even those of average ability will 
give the teaching profession a wide berth when 
choosing their life’s work. The interests of so- 
ciety as well as of the teaching profession require 
that its professional standards be raised and 
strengthened approximately to the level of the 
other learned professions. 

—Columbia, S. C. “State.” 


The “State” has given in this editorial very 
forcefully the position of the American Federa- 
tion of Teachers. If the article had been written 
for and by us, it could not more definitely have 
stated the policy of our organization and of or- 
ganized labor in the matter of making teaching 
a profession. Until teachers are organized in 
such strength that 
“they may control entry to the profession, and set 
up standards of professional attainment, aptitude 
and character which will be recognized by appoint- 
ing bodies (W. F. E. A. resolution) 
or that 
“they may be in a position to determine their own 
status, questions of professional conduct and terms 
of contract, and exercise fully their rights as citizens 
as well as teachers, thereby attaining the place of 
leadership to which they are entitled in order that 
the best and strongest may be attracted to the teach- 
ing calling and as free men and women may be fit 
builders of the citizens of tomorrow in a free re- 
public” (A. F. of L. platform) 
they cannot be classed as members of a profes- 
sion. 

The quoted editorial needs in our opinion this 
statement: “This is the position of the Ameri- 
can Federation of Teachers. Teachers, ally 
yourselves with the organization which is seek- 
ing to professionalize your calling and to bring 
to you greater freedom and self-respect.” 





Teachers and Loan Sharks 

The letter of E. E. Schwarztrauber in the 
October AMERICAN TEACHER has called atten- 
tion to a very important matter. Are teachers 
the special prey of loan agencies? And if so, 
why? If it be the case that teachers are likely 
to need financial assistance, if it be recognized 
that teachers are poorly paid, why is not some- 
thing done about it? If this solicitation on the 
part of loan companies indicates, as it surely 
does, that teachers are a class open to exploita- 
tion because of their inadequate incomes, is it 
not time to start a campaign for salary increases? 
The first basis of a profession is adequate com- 
pensation for services rendered. The loan com- 
panies evidently do not regard teachers as in the 
professional class. 

The American Federation of Teachers has 
called attention to many oppressions and repres- 
sions, rules and regulations, to which teachers 
are subjected, but this particular exploitation we 
seem to have missed. However, we now propose 





etre wm 4 @ = 





THE AMERICAN TEACHER 9 


to remedy that. It is hoped that teachers will 
give us any information they may have. It is 
time for an investigation of this particular ex- 
ploitation of teachers to determine to what extent 
and to what degree it is carried on. This is im- 
portant not only as a protection to teachers, but 
to ascertain in just how deplorable a state the 
teachers may be. 

This story of Mr. Schwarztrauber is another 
evidence of the low state of the teaching “pro- 
fession” and of the tremendous need for the 
teacher to be about his business, that is building 
a profession through his own efforts. We agree 
with Mr. Schwarztrauber entirely that “the re- 
sults expressed in the desire to profit by our mis- 
fortunes is an insult to the teaching profession.” 
But we hope he is mistaken when he says, “The 
pity of it is that perhaps teachers generally do 
not recognize the sting of the insult.” We also 
hope that teachers will show their resentment for 
there are too many who say that the teacher 
gets what he is worth and the treatment that 
is coming to him. 

May we repeat again, “The teachers must find 
the remedy, if it is to be found”? 

You will hear more and yet more about this. 





The A. F. of L. Convention 

American trade unionists were decidedly 
heartened by the A. F. of L. Convention in 
Toronto. There was a vital, forward-looking 
spirit most encouraging. President Green’s 
opening address, which gave the keynote of the 
convention, was probably the best speech he ever 
made, and this is saying much. 

Every issue was faced and new conditions 
were met with constructive action. The legis- 
lative demands included foremost, relief from 
labor injunctions and old-age pensions. Unem- 
ployment and the widespread discharge of work- 
ers at 40 and 45 years were carefully considered 
and will be studied by the Executive Council for 
remedial measures. 

The need for world peace was eloquently 
voiced by Ramsay MacDonald, strongly seconded 
by President Green, and resoundingly echoed by 
every delegate. 

The situation in the South aroused the old 
time aggresive spirit of the A. F. of L. and its 
officials were instructed to call a conference of 
national and international representatives to plan 


an organizing campaign throughout the South. 
The spirit with which the delegates responded to 
the cry, “Organize the South,” presages that it 
will be an effective campaign. 

Important as these matters are and outstand- 
ing as they are in the proceedings of the con- 
vention, they are not the really significant feature. 

This is found in the challenging spirit with 
which Labor’s affairs were met. Labor is awake 
to the conditions of this changing social order 
and is alert to make its contribution to the 
solution of vexed social and economic problems. 
The inspiration of the Toronto convention will 
carry far. 

4 





Block That Radio Monopoly 

No thinking man will deny that a radio 
monopoly—control of the air—is being con- 
sidered by private interests. 

The A. F. of L. convention at Toronto called 
attention to this probability, and demanded that 
labor’s station WCFL, Chicago, be given an un- 
limited wave length. These privileges are dis- 
tributed among select corporations and metro- 
politan newspapers that use them for their pri- 
vate interests. 

The fight for freedom of the air should be 
waged now. It is unwise to wait until privilege 
is entrenched, when they can set up their usual 
claim of “property rights.” 

Radio communication is yet in its infancy. 
Far-sighted trade unionists realize this fact and 
their fight will be appreciated by future gen- 
erations. 

Every lover of freedom should protest to Sen- 
ators and Congressmen at Washington, D. C., 
against monopolization of the air. 

An influential group of Senators is alert to 
this danger. They should be upheld, and this 
can be done by developing a strong public opin- 
ion against the latest privilege seekers. 





Feeding Taffy to Workers 

The Assistant Secretary of Commerce is jubi- 
lant over employe-stock ownership. 

Writing in the Magazine of Wall Street, he 
says this system “is bringing the voice of labor 
directly into the deliberative councils of those 
shaping the policies of industry.” 

It is unfortunate that even a few of such in- 
dustries are not listed. It would be interesting, 








10 THE AMERICAN TEACHER 


especially to trade unionists who note that labor 
has no voice in such basic industries as steel, 
petroleum, copper, lumber, autos and farm ma- 
chinery. 

Employe-stock ownership is not intended to 
give labor a voice in industry. The system is 
used to “get the money” and to “keep labor 
contented.” . 

The public utilities, following the war, dis- 
covered that if each customer owned one or two 
shares of stock this was an inexhaustible money 
source and it also lessened public hostility if 
rates were to be raised. 

The scheme, later, was applied to industry. 

To say it gives labor a voice in industry is to 
feed taffy to workers. The name of this taffy 
is continually changed as workers discover the 
sham. 





TEXT TRUST IS GOUGING PARENTS 
Boss, Poison Put in Books 


Indianapolis—(FP)—The Intl. Typographical 
Union is on the warpath against the schoolbook 
trust, particularly the American Book Co. Since 
workers’ children are almost 90% of America’s 
school population the struggle is significant to 
all labor. 

Pres. Charles P. Howard of the typos sketched 
the following situation to the Federated Press 
and requested FP assistance in bringing the issue 
before the labor public: 

The American Book Co., chief beneficiary of 
the universal need for text-books, has deeply 
intrenched itself in many states by all sorts of 
methods. At the same time it is levying a 
heavy tax on the parents of school children by 
exacting high prices for its books. Many of 
these books are made in non-union shops where 
low wages are paid and working conditions are 
far under the union standards. Thus workers 
are allowing anti-union profiteers to exploit 
them. In addition the books are sometimes in- 
ferior not only in physical make-up but in qual- 
ity of contents to union made texts. 

Anti-labor prejudices are allowed to poison 
the minds of the school children in the trust’s 
books so that a further injury is done parents 
who must see their children picking up in school 
sentiments that place under suspicion the union 
organization by which the parents are able to 


maintain their standard of living and send the 
children to school. 

There is some evidence, Howard added, that 
in certain states the American Book Co. and 
related book interests carry on their own pay- 
roll certain members of the textbook commis- 
sions, boards of education or other bodies that 
designate the schoolbooks every child in their 
jurisdiction must buy. 

Where textbooks are supplied to children by 
the city or state without charge the burden of 
supporting the anti-union trust is merely shifted 
from the individual parents to the taxpayers in 
general, most of whom are workers, Howard 
further pointed out. 

The Typographical Union is asking the A. F. 
of L. to take a stand on this subject, use its 
publicity channels and streams of influence aad 
help in the election or appointment of labor men 
and women to the school boards and commis- 
sions in order that whatever scandal exists may 
be exposed and rooted out and so that the filter- 
ing of anti-labor poison into the minds of the 
children may be stopped. 

Regarding the action of his union in its Seat- 
tle convention on the resolution to censure Pres. 
William Green of the Federation for speaking 
over the radio of Colliers’, the scab weekly, con- 
flicting reports had been received but Howard 
cleared up the matter by stating that he ‘had ex- 
plained to his delegates that Green would not 
have spoken over the Collier radio had he been 
aware of the state of affairs. The convention 
then unanimously voted down the resolution of 
censure by concurring in the adverse report of 
the committee. The conflict in dispatches arose 
over a misunderstanding at the press table, 


Howard added. 





American prosperity is a myth, according to Lewis 
Corey and George Soule of the New Republic, who 
showed that the workers’ share of the national in- 
come is only 38 per cent (slightly less than before 
the war) though they constitute 60 per cent of the 
population, while the farmer’s share has dropped from 
17 to 10 per cent in that period. Of the 30 million 
wage earners, 3 million received between $40 and 
$65 per week; 11 million receive $25 to $40, and 16 


million, less than $25 per week. 





Be at war with your. vices, at peace with your 
neighbors, and let every new year find you a better man. 
—Franklin. 





45 wm re 9 


a a a ee ee ee ee 


fi tt tte aetlUlUCUC CUFF 





Resolution to Dr. Dewey 
WHEREAS, Professor John Dewey is recognized among educators as 
the leading teacher and philosopher of America, and 
WHEREAS, Professor Dewey, is nearing the traditional age mark of 


three score years and ten, and 


WHEREAS, Within this period the world has benefited by his fifty years 
of productive scholarship in new fields of education and philosophy, and 


WHEREAS, There is a national movement under way to celebrate Pro- 
jessor Dewey's seventieth birthday anniversary on a scale commensurate with 
the pride all teachers feel in the splendid career of John Dewey; therefore be it 

RESOLVED, That the American Federation of Teachers, in national 


convention assembled, pledge its support in this tribute of honor and affection 
to its most distinguished member; and be it further 


RESOLVED, That the American Federation of Teachers urge upon all 
its locals their participation in this celebration; and be it further 

RESOLVED, That a copy of these resolutions be signed by the National 
officers, engrossed, and sent to Professor Dewey, and that copies be sent to the 
officers of the American Federation of Labor and to all affiliated locals of the 


American Federation of Teachers. 


This resolution to Dr. Dewey was adopted at 
the convention of the American Federation of 
Teachers in Chicago, July 1-5, 1929. It was 
beautifully engrossed and framed and was pre- 
sented to Dr. Dewey by President Mary C. Barker 
at the luncheon at the Hotel Astor, New York 


City, in celebration of Dr. Dewey’s birthday an- 
niversary. A photograph of the original engross- 
ment hangs in the National office. Dr. Dewey’s 
charming letter expressing his feeling about the 
resolution, framed with his photograph, also 
adorns the office. 


The Dewey Luncheon 


By Mabel L. Rees, New York Teachers’ Union 


Unique among countless testimonial luncheons 
stands the Dewey luncheon, attended by twenty- 
five hundred persons, in the grand ball room of 
the Hotel Astor, New York City, on the nine- 
teenth of October, on the occasion of the seven- 
tieth birthday anniversary of Dr. John Dewey, 
professor of philosophy at Columbia University, 
world renowned author and educator. The 
luncheon came as a fitting climax to a series of 
three meetings held in honor of the man ac- 
claimed by so many scholars as the master mind 
of the present generation. 

Many a testimonial luncheon has been as well 
attended as this one, but the distinction lies in 
the nature of the achievements of the honored 
guest. Dr. Dewey’s claim upon the affection and 
admiration of the large assemblage. of progres- 
sive educators, enthusiastic students and devoted 
welfare workers present at his birthday celebra- 
tion cannot be measured by mere material stand- 
ards. Not that tangible evidence of his efforts 


11 


is lacking, for the modernized school room with 
its newly acquired equipment is incontrovertible 
proof of the far-reaching effects of his teach- 
ings, but back of all such practical results lies 
the motive power of Dewey’s original concep- 
tions of educational values and his scientific ap- 
plication of philosophic theories to the worka- 
day world that made these reforms possible. Not 
only at the luncheon but also at the preceding 
Dewey meetings and through congratulatory let- 
ters and telegrams from many educational au- 
thorities both here and abroad, who found it im- 
possible to be present at any of the special gath- 
erings called to honor Professor Dewey, there 
was shown an appreciation of a leader in the 
realm of thought such as heretofore has been 
exhibited in so striking a way only for cham- 
pions in other fields of activity. The statesman, 
the general, the athlete, the inventor and the ex- 
plorer have each and all had their rightful mead 
of praise, but it remained for Professor Dewey 








12 THE AMERICAN TEACHER 


to be the recipient of an ovation paid to a 
philosopher. History teems with demonstrations 
against those enlightened souls who in ages past 
dared to think ahead of their age, so that it is 
indeed a pleasure to record the Dewey luncheon 
as a splendid example of the reversal of this 
practice and a tribute to» one of the foremost 
thinkers of the day that will live in civic and 
educational annals. 


While feelings of respect and gratitude dis- 
played at the luncheon were genuine, verging on 
the profound, this did not prevent an atmosphere 
of festivity and geniality from pervading the 
entire assembly. College presidents and welfare 
workers can be gay as well as sincere; humor 
and philosophy can be made to mix if properly 
shaken together: on this occasion due propor- 
tions were observed. A picturesque, even a 
dramatic moment in the program was furnished 
by the presentation of a huge three-tiered candle- 
bedecked birthday cake, while, with other lights 
in the room lowered, Professor Dewey himself 
lit the seventy pink candles, symbolical not only 
of his span of years but of the illumination that 


he has radiated in the educational sphere. And 
who indeed can foretell over how vast an area 
the Dewey educational torch will yet throw its 
bright beam into the night of the confused efforts 
that have hitherto marked our gropings in the 


academic world? 


The two formal addresses of the day were de- 
livered by Miss Jane Addams, on “John Dewey 
and Social Welfare,” and James Harvey Robin- 
son, on “John Dewey and Liberal Thought.” 
Professor Dewey himself replied in an informal 
address which contained many expressions of 
appreciation as well as some valuable thoughts 
on happiness in work. 

Seated at the speakers’ table were a notable 
array of prominent personages, the presiding 
officer of the day being Dr. James Rowland 
Angell, president of Yale Unniversity, a former 
student of Dewey’s at the University of Mich- 
igan. 

It is a cause for congratulation to know that 
all eight addresses delivered in the three pro- 
grams of the Dewey Birthday Celebration on 
October 18th and 19th will be published in book 
form in the near future. 





Impressions of 13th Annual Convention of 
the A. F. of T. 


Report of Delegate A. Lefkowitz to New York Teachers’ Union, Local 5 


The thirteenth convention of the A. F. of T. 
has passed into history! Will it prove a land- 
mark of progress and lay superstition low, or 
will it mean the inauguration of a policy of re- 
spectable conventionality ? 


My two outstanding impressions of the con- 
vention are the following: First, a feeling that 
the A. F. of T. had arrived, was making the 
grade, and that the psychological moment for 
organization must be taken advantage of so that 
the tide, taken at the flood, may lead to fortune. 
Hence the convention carefully formulated com- 
prehensive plans to raise an organization fund, 
to appoint a secretarial assistant to do research 
work for standing committees and to relieve the 
secretary-treasurer for field organization work; 
and provided for the increased use of volunteer 
sectional organizers. 


Organization 


The writer hopes Local No. 5 will do more 
than its share to contribute to the organization 
fund and help bring the message of unionism 
to the million long suffering, timid and depressed 
teachers who seem frightened and almost crushed 
under a system which makes it possible for 
boards of education to change terms of con- 
tracts at will; to dismiss teachers when fancy 
pleases; to lower their salaries to make them 
more humble; to dictate their social and even 
their private habits to such an extent that even 
«a lowly worm would instinctively turn. The 
educational tragedy of America lies in the fact 
that so many of our fellow teachers have even 
had that instinct crushed out of them! In the 
face of these facts how can conscientious, intel- 
ligent and liberty loving Americans, loyal to the 





ts 
is 
e 





THE AMERICAN TEACHER 13 


ideals of Jefferson and Lincoln, stand idly by 
and permit the perpetuation of conditions which 
ultimately transform even independent teachers 
into conformists and willing slaves? 

Not only are teachers lacking in social idealism, 
but where that still lingers, the possessors lack 
not only the courage to proclaim their beliefs 
but especially the willingness to actualize them. 
The task of the A. F. of T. is to organize th®se 
teachers and so to improve teaching conditions 
that a more courageous and idealistic type ‘will 
not only be attracted to teaching, but also be in 
a position to work for professional and sociai 
good. 

Legislative Program 

The Legislative Report adopted by the con- 
vention lays down a comprehensive program by 
which the teachers of America can be liberated 
and fitted for their task of educating young 
America to take a constructive part in achieving 
not only the liberation of the spirit of America 
but also in making the Kellogg Pact a reality. 

The program calls for adequate tenure laws, 
sound and comprehensive local and state-wide 
pensions, a cultural wage, a sabbatical leave, lib- 
eral absence deductions, humane consideration, 
proper teaching conditions, representation of 
teachers on boards of education, teachers’ coun- 
cils and boards of education democratically 
selected; replacement of the glorification of war 
by education for peace and all this implies—op- 
position to R. O. T. C. units in schools, opposi- 
tion to compulsory military training, the control 
of education by the war department ; the indorse- 
ment of a program calling for reduction of arma- 
ment leading to its ultimate world extinction; 
the codification of international law to be applied 
by judges of the World Court in the settlement 
of international disputes; the prohibition of the 
export of arms to aggressor nations; the publica- 
tion of treaties and state department reports and 
the allocation of economic resources to strike at 
imperialism and the wars it engenders. 

The convention not only approved measures 
which make for better teaching and teacher lib- 
eration but they also assailed activity based upon 
the false assumption that teachers lack devotion 
to the state or to their profession. Hence the 
convention condemned all efforts of bodies, 
whether legislative or boards of education or 
boards of: trustees, which seek to take from 


teachers the professional right to determine the 
content of the social or biological sciences ; which 
seek to interfere with academic freedom in pub- 
lic institutions, or which seek to prevent the 
teaching of any theories which strengthen or 
undermine the established order of things or 
which attempt to force the distortion or per- 
version of truth to strengthen the beliefs of 
those in control of the social order. The 
A. F. of T. is definitely committed to the 
philosophy of change and progress. Its prog- 
ress demands that teachers must be loyal to truth 
as they see it as well as to its social meaning 
and not to the beliefs of those who happen to 
control the educational machinery of our public 
schools. 
Social Program 

From the point of view of humanitarian legis- 
lation the A. F. of T., with characteristic vigor, 
severely criticized those in control of the Ku- 
Klux Klan, the American Legion, the D. A. R., 
the National Security League, the American 
Defense Society, etc. Their leaders, because of 
ignorance, misinformation or because of intoler- 
ance, have usurped the right to determine what 
constitutes patriotism. With an arrogance rarely ° 
surpassed, the leaders of these organizations 
stigmatized the advocates of humanitarian legis- 
lation as un-American, as subversive of the Con- 
stitution, as paternalistic, anarchistic, socialistic 
or communistic, as if these terms were synony- 
mous. Guided by Gen. Amos Fries of the War 
Department, they characterized the supporters 
of the Child Labor Amendment as communistic 
and abused the frank of the War Department to 
malign outstanding leaders for social betterment. 
Hence the supporters of legislation for the pro- 
tection of motherhood and childhood, including 
such leaders as Jane Addams, Rabbi Stephen S. 
Wise, Carrie Chapman Catt and a host of others, 
were branded as un-American. To add to the 
irony and humor of the situation, the Industrial 
Defense Society called President William Green 
the leading communist of America. 

The convention vigorously assailed the efforts 
of those organizations which, behind the cloak 
of patriotism and Americanism, sought to dis- 
credit socially necessary legislation or to sow 
hatred, suspicion and distrust by seeing the 
“hand of Moscow” in every progressive measure. 
Such a policy must defeat its own end for, if it 








14 THE AMERICAN TEACHER 


succeeds, all meritorious legislation will become 
synonymous with “red radicalism and com- 
munism”—a social tragedy. 

A New Spirit 

The second dominant impression your delegate 
carried away was the faint but yet persistent 
emergence of a new timid and narrower spirit. 
If this spirit continues to grow and becomes 
more effective, it will slowly but surely force the 
progressive and pioneering A. F. of T. along the 
path so willingly and determinedly being trod by 
the conventional company union supervisor- 
dominated teacher organization—the N. E. A. 
Was the “timid and play-safe” attitude which 
bobbed up like a ghost through the proceedings 
of the convention, due perhaps to an isolated 
local leadership or to the presence of new dele- 
gates who have not yet been seared by the spirit 
and purpose of our movement? Was it but a 
reflection of the general manifestation of the 
spirit of post-war reaction which has gripped 
the world and the American labor movement in 
particular; or was it the offspring of a desire 
to become big by pussy-footing so as not to 
frighten away the timid and crushed souls who 
must be won over if they are to be infected with 
the virus of the A. F. of T.? Possibly it may 
have been the result of a growing conviction 
that we are already too far in advance to over- 
come successfully the prejudices of the rank and 
file. At any rate, whatever the explanation, 
throughout the convention but, especially in com- 
mittee meetings, attempts were persistently, 
though haltingly and fortunately unsuccessfully, 
made to keep the convention strictly confined to 
teacher business and not, as one Pacific Coast 
delegate expressed it, “to cure the ills of the 
world” even if that ill were the curse of war 
with its menace to civilization. This attitude was 
more than offset by the growing liberalism and 
militancy of our southern delegates. 

This attitude cropped up persistently on ques- 
tions affecting teachers not as educators but as 
citizens ; that is on such questions as the Mooney 
and Centralia miscarriages of justices, on resolu- 
tions protesting the denial of citizenship to 
Rosika Schwimmer and Prof. McIntyre of the 
Yale Divinity School, on questions of disarma- 
ment and the like. 

Future Policy 
‘The convention was still essentially harmoni- 


ous; the hospitality of the Chicago locals and 
the Congress Hotel without a parallel; the reso- 
lutions and achievements still worthy of the best 
traditions of the American Federation of Teach- 
ers. The outstanding speaker-guests of the con- 
vention, John Fitzpatrick, President of the Chi- 
cago Federation of Labor; Dr. Morrison, editor 
of the Christian Century; Professor Paul Doug- 
las of the University of Chicago, and others, de- 
livered stimulating and inspiring addresses fit to 
be broadcast to the nation. 

The officers and members of the Executive 
Council, with a few exceptions, were re-elected 
so that our movement will still be led by such 
tried and true leaders as Mary Barker of Atlanta 
and Florence C. Hanson of Chicago. Note- 
worthy additions to the council are Dr. Henry 
R. Linville of New York, Carlotta Pittman of 
Memphis, Lucie H. Schacht of Chicago and E. 
E. Schwarztrauber of Portland. Your repre- 
sentative regrets the loss of experienced and 
devoted members from the Executive Council, 
especially Florence Rood of St. Paul, a former 
president of the A. F. of T.—a pioneer and pro- 
gressive who could not attend the convention. 

It is my earnest hope that Local No. 5 will 
dedicate itself anew to the American Federation 
of Teachers and to its organization drive; that 
the spirit of timidity which raised its head in this 


convention is but a temporary reflex of post-war’ 


reaction. The A. F. of T. must continue its 
aggressive and progressive policy of enlighten- 
ing the teachers. It must grow, but not at the 
expense of courage and idealism, until it is 
powerful and capable of uniting and inducing 
teachers to emancipate their profession and to 
participate in social responsibilities. Not until 
that is achieved will the teachers be able to do 
their share in helping to usher in a society in 
which citizens will co-operate for the benefit of 
all, rather than for the exploitation of the many 
by the few. Such a task is worthy of our great- 
est sacrifices and best hopes. 


f. 





We little know our own limitations. Our duty is to 
work without turning our eyes to the right or to the 
left from the ideals which alone can light up our 
paths—Lord Haldane. 





Small is the use of those people who mean well, but 
who mean well feebly.—Roosevelt. 





nn ee ~~ eee 





Report of Committee on Education 


American Federation of Labor Convention, 
Toronto, Ontario, October 7-18, 1929 


The American Federation of Labor now as in 
the past maintains its advanced educational out- 
look and continues its interest in education. It 
repeats its declaration for the support and protec- 
tion of the public school of all grades and of 
Adult Education. It reasserts the demands of its 
educational platform: 

Better enforcement of the —— laws. 

Wider use of the school plant. 

Reduction in the size of classes. 

Revision of teachers’ salary schedules upward. 

Increase of school revenues to maintain and de- 
velop public schools. 

Cooperation between boards of education and sup- 
erintendents and committees representing the teach- 
ing body in all cases of controversy between school 
authorities and teachers. 

Tenure of position for teachers during efficiency. 

Sound pension laws. 

Protection of the schools from propaganda and 
all forms of exploitation. 

Labor representation on school boards. 

Organization of teachers in such strength that they 
may be in a position to determine their own status, 
questions of professional conduct and terms of con- 
tract, and exercise fully their rights as citizens as 
well as teachers, thereby attaining the place of 
leadership to which they are entitled in order that 
the best and strongest may be attracted to the teach- 
ing calling and as free men and women may be fit 
builders of the citizens of tomorrow in a free re- 
public. 

Opportunity for every child to receive adequate 
educational advantages. 

Labor’s Significant Days 

The first matter referred to your committee 
by the Executive Council was under the caption 
Labor’s Significant Days. The increasing ob- 
servance of labor’s special day, Labor Day, the 
first Monday in September, is a matter of great 
gratification. The growing observance of Labor 
Day is very significant. It was a great moment 
when the pioneers of the labor movement secured 
acceptance by the federal and state governments 
of the first Monday in September as labor’s own 
holiday. It is urged that the members of organ- 
ized labor recognize increasingly the significance 
to the labor movement of this day and in this 
recognition and in tribute to the memory of the 
pioneers whose efforts established it, observe this 
great day fittingly according to the original mean- 
ing of holiday, that is holy day. 


Your committee urges the reverent observance 
of Labor Sunday, the Sunday preceding Labor 
Day, and Labor’s Memorial Day, the fourth Sun- 
day in May, being ever mindful of the spiritual 
purposes and idealism of the labor movement. 
To labor’s sacred dead labor will not fail to 
remember to pay tribute when it joins with other 
citizens in loving tribute to the nation’s honored 
dead on the Nation’s Memorial Day. 

The American Federationist 
“Your committee commends highly the educa- 
tional work of the past year. It desires to quote 
from the Executive Council’s report, “We 
believe that the facts of labor problems are 
convincing and that a major factor in effec- 
tive work is to know what the facts are and 
to prepare them for most telling use.” A 
most valuable medium in this particular is 
THE AMERICAN FEDERATIONIST, the official 
organ of the American Federation of Labor. In 
form and content it is the equal of any maga- 
zine in the commercial field. Its educational 
value is immeasurable; through it workers are 
kept informed of trends and developments in 
the field of labor, and the labor movement is in- 
terpreted to employers, business men, and all 
persons interested in economic and social prob- 
lems. To those earnestly seeking to promote our 
great cause, it gives the inspiration of great 
minds, and the practical information which 
points the way. Your committee again urges 
that members subscribe to and read THE AMER- 
ICAN FEDERATIONIST and especially recommends 
that local officers see that the magazine is placed 
in the public and school libraries of their com- 
munities in order that students may have the 
opportunity for scientific study of the labor 
movement. Labor editors are urged to review 
the magazine in their columns as it appears each 
month and to make the fullest possible use of 
the current articles in their publications. 
A. F. of L. Weekly News Service 

Outstanding among the services of the Amer- 
ican Federation of Labor is the publication of 
the American Federation of Labor Weekly News 
Service. This service consisting of 3,300 copies 
printed each week is highly commended. The 


15 








16 THE AMERICAN TEACHER 


service is prompt, accurate, and comprehensive ; 
it enables the labor press, official magazines, 
trade union officials and American Federation of 
Labor organizers to keep well informed on de- 
velopments in the organized labor movement and 
related subjects. The articles are marked by 
clearness, fairness, good literary style as well 
as interest. The labor press and members of the 
trade union movement are greatly indebted to 
the American Federation of Labor and the editor 
of the American Federation of Labor Weekly 
News Service for this splendid and helpful pub- 
lication. 
Survey of Business 

A new service which is already recognized as 
valuable is The Monthly Survey of Business 
which began with the month of July. The Presi- 
dent of the American Federation of Labor is 
to be complimented for inaugurating this service 
which is thoroughly up-to-date in its conception 
and method, and will be of assistance to every 
union executive in keeping posted on the trends 
of business and their effect on labor. 


Statistical and Information Service 

A Statistical and Information Service, very 
valuable to members, has been maintained. Spe- 
cial studies on, request of member organizations 
have been made. “A Scientific Basis for Shorter 
Hours of Work” and “A Comparison of Wages 
North and South” are available for distribution 
and your committee urges affiliated organizations 
to disseminate this information among their 
members. The Federation’s plan for extension 
of this service is highly approved and it is urged 
to continue and develop its Research Work on 
the plan already inaugurated in order that it 
may become more helpful and useful in meeting 
the ever-changing problems. 


Library 

The American Federation of Labor Library 
is growing gratifyingly in importance and value 
to the movement. It has been brought up-to-date 
by the more important recent books on labor sub- 
jects and the addition of all publications of fed- 
era] and state bureaus containing material of 
labor interest. These valuable sources for figures 
on wages and hours are at the service of trade 
unionists. The Library is seeking to complete 
its files of trade union publications. Your com- 
plete cooperation is asked. 


Organizing Literature 

The organizing literature, at the disposal of 
all members, is better than ever before. It is 
more complete, more appealing, more valuable. 
The pictures and cartoons are timely and forceful 
and your committee believes that this method of 
placing labor’s cause before the public is highly 
effective and that this procedure should be con- 
tinued and their use extended. The value of union 
membership as a business proposition as well as 
a humanitarian movement is clearly and logically 
demonstrated. It is urged that central bodies 
and affiliated local unions needing special help 
make use of the pamphlets, folders and fliers. 
Affiliated unions should cooperate in this service 
by compiling and forwarding to the Americar 
Federation of Labor office facts of the service 
which they render such as union gains in wages, 
reduction of work time, better conditions of 
work and improvement in work status. 

Labor Literature and Public Libraries 

The response to the Federation’s request that 
local organizations see that labor’s publications 
are on the shelves of public libraries has been 
general and gratifying. It is urged that this 
effort be continued and that the responsibility 
for this distribution be placed with the Educa- 
tion Committee of each Central Labor Union 
and that attention be called through the Labor 
Press and any other. available medium to the 
fact that this labor literature can be found in 
the community libraries. 

Legal Information Bureau 

The report of the Legal Information Bureau 
should be mentioned with special emphasis and 
approval. The Legal Information Bulletin with 
approximately fifty decisions was published 
monthly from January through June. The 
Bureau has maintained a wide field of activity. 
Comparatively the injunctions issued against our 
organizations and brought to the attention of our 
Bureau have been few. This is no doubt due in 
large measure to the wide-spread publicity given 
to this matter by the American Federation of 
Labor through the service of the Legal Informa- 
tion Bureau. Through the cooperation of urtion 
executives, the Federation’s file of injunctions is 
constantly growing and it is urged that this co- 
Operation be continued in full measure in order 
that this file of injunctions may be as complete 
as it is possible to obtain. This material is in- 


4 





a mn «as @f 2 2m 2 re ee ee ee | 


— ae Oe le 





THE AMERICAN TEACHER 17 


valuable to trade unionists and it is strongly 
urged that they secure regularly the bulletins 
issued by the Legal Information Bureau and 
familiarize themselves with the decisions in these 
labor cases. Complete records of the decisions 
that have been rendered are in the files at Amer- 
ican Federation of Labor headquarters. The at- 
torneys of trade unionists or organizations should 
have their attention called to this collection of 
material on these all important subjects. Among 
the more important decisions published this year 
are cases covering workmen’s compensation, 
property rights of Japanese residents, price fix- 
ing, license to cooperatives, Canadian labor and 
immigration, naturalization, death benefits, in- 
junction, employment and damages. 


Committee on Education 


The permanent Committee on Education is 
congratulated on the completion of its survey of 
text books in the social sciences. It is recom- 
mended this year as last that the permanent Com- 
mittee on Education investigate to what extent 
the history of the labor movement and the move- 
ment for industrial and political equality for 
women is included in American history texts. 

Your committee recommends independent 
study and cooperation with other organizations, 
educational and social, which are making a study 
of the text book problem with reference to propa- 
ganda influence and favored and eliminated texts. 
It is recommended that the findings of the perma- 
nent Committee on Education be made available 
to educationists and trade unionists. 

Your committee commends highly the work 
that has been done toward securing labor repre- 
sentation on boards of libraries, boards of educa- 
tion and commissions of vocational education 
and urges an ardent continuation of this program 
and work. 


Commission on Workers’ Education 


Your committee is well satisfied that the Com- 
mission on Workers’ Education authorized by 
the New Orleans Convention, 1928, is making 
good progress. It recommends that this com- 
mission be enlarged to at least five trade union 
members, one of whom shall be some one from 
the Teachers’ Union with command of teaching 
technique and who has had experience in the 
workers’ educational field, preferably in the 
schools for Women Workers in Industry. 


Illiteracy 

The need for work in eliminating illiteracy 
has recently been emphasized in public attention 
by President Hoover’s statement. 

Your committee urges cooperation with all or- 
ganizations and agencies seeking to wipe out 
illiteracy, since the inability to read and write is 
a handicap to the development of individual 
character and a barrier to the development of 
sound democratic government, sound industrial 
and economic conditions and international under- 
standing and world peace. 

American Red Cross 

Your committee desires to repeat the statement 
of the Executive Council on the American Red 
Cross and quotes it in full for your adoption: 

“As the agency upon which our government 
and our people rely for sympathetic, highly 
trained, effective aid and help in every national 
disaster where the health and lives of our citi- 
zenship are threatened, the American Red Cross 
maintains a position in our body politic to which 
none other is comparab.v. Not only is its unique 
service nationally extended but in times of great 
world disaster it functions as an international 
source of succor and relief.” 

Child Labor 

Your committee wishes to repeat with the 
greatest possible emphasis the statement of the 
Executive Council. “The child labor amendment 
to the constitution is still a live issue.” Resolu- 
tions have been introduced in the state legisla- 
tures of Nebraska, Colorado, Connecticut, Kan- 
sas, Nevada, New York, Oregon, Tennessee and 
Utah, and the hope of adoption for the amend- 
ment was never better if the supporters of this 
action unite in whole-hearted endeavor. Recent 
disclosures have made more evident the horrors 
of child slavery which exists in our country as a 
stain upon our national honor. 

The American Federation of Labor reiterates 
again its stand against child labor and for the 
child labor amendment, a stand in which it has 
never weakened. It is urged that every national 
and international union, state federation of labor, 
city central body and local union pledge itself 
to ardent and active support of this measure and 
to sincere work in state legislatures to the end 
that the exploitation of children in industry may 
cease. Let us engage in an aggressive and per- 
sistent crusade to rouse the conscience of Amer- 








18 THE AMERICAN TEACHER 


ica against the evil of child exploitation and to 
obtain justice for the protection not only of the 
children but of the nation itself. 

Your committee also recommends that the 
school leaving age be raised in all states that 
have not yet attained the highest standard 
achieved. , 

Child Health Day 

The observance of Child Health Day is most 
pleasing. The cooperation of the American 
Child Health Association is very welcome and 
its continuance is urged. The recommendations 
of the Executive Council that fitting observance 
be made, that state federations of labor, city 
central bodies and local unions urge the recogni- 
tion by public officials of May 1 as Child Health 
Day by the display of the American flag, that 
state legislatures be urged to adopt resolutions 
declaring May 1 Child Health Day, that a world 
wide effort be made for all governments to set 
aside May 1 as Child Health Day are concurred 
in. 

The establishment of Child Health Day is in 
line with the tradition of the American Federa- 
tion of Labor and with its constant recognition 
that the first duty of mankind is to care for its 
children. 

Workers’ Education Burean 

Continued support and cooperation with the 
Workers’ Education Bureau is recommended. 

Your committee congratulates the Workers’ 
Education Bureau on the substantial progress 
made, on its successful convention in Washing- 
ton and the policy outlined. It commends the 
field activities of the Bureau, notably in the 
South. It recommends the interest and coopera- 
tion of all affiliated groups in the Congress of 
Labor to be held in Worcester, Mass., October 
25, 26 and 27 under the joint auspices of the 
New England labor bodies and the Workers’ 


Education Bureau. 
Correspondence Instruction 

Your committee notes with pleasure the action of 
the Executive Committee of the Workers’ Educa- 
tion Bureau in authorizing the development and ex- 
tension of the service of correspondence instruction 
which was initiated by the Bureau in a modest way 
five years ago. Correspondence tuition or home 
study instruction in the field of adult education has 
increased to a great extent in the past few years; it 
enables the individual to continue his study of a 
particular subject at a time and in a manner which 
is most congenial to himself. It combines also con- 


centrated study and careful supervision and correc- 
tion of results that are most helpful. To the mem- 
bers of labor the development of a correspondence 
service under capable direction and related function- 
ally to the educational policies of the American Fed- 
eration of Labor should be of great value. The de- 
cision of the executives of the Bureau to develop 
such a service is a splendid step forward. 

Your committee commends this decision and urges 
the members of the Federation of Labor to avail 
themselves of this service as soon as it has been 
set up on a practical basis. 

Policy on Workers’ Education 

During the months that have elapsed since the 
New Orleans Convention, attempts have been made 
to misrepresent the policy of the Federation on 
workers’ education. Your committee is persuaded 
that it is wise to re-state briefly what this policy is. 

The trade union was “born of necessity”; it is the 
instrument of the workers, created by the workers 
in their behalf. The trade union is the household of 
the wage earner; it is his device; he is responsible 
for it and to it. For this reason the trade union 
movement has laid it down as a fundamental prin- 
ciple that the development of the policy of the trade 
union is a trade union function; it will not surrender 
the policy making function to any outside agency. 

The Federation in the second place attaches great 
importance to the development of adult education 
opportunities for its members. It is in line with its 
century old championship of educational opportuni- 
ties for all. The Federation and its affiliated unions 
have given genuine support to workers’ education 
undertakings that have been guided by educational 
aims. It has opposed the propaganda tendency oi 
some of these undertakings. It has at all times re- 
fused to yield its primary function in the execution 
of policy to any agency. 

We find further justification for union control of 
educational policies in the recent formation of a 
movement under the leadership of a group to revo- 
lutionize the aims and practices of the Federation. 
This so-called progressive movement seeks to dic- 
tate not only educational but also trade union policy. 
Such an effort by unauthorized groups reverses the 
very theory of the inherent rights of trade unions 
to determine their own policy. 

This is, in brief, the Federation’s position. We 
shall go forward; we shall not be swerved from 
our purpose. 

Workers’ Education 

Workers’ education symbolizes the coming of 
the time when there shall be unlimited educa- 
tional opportunity for all of the people all of 
the time. 

Workers’ education symbolizes the passing of 
the old notion that education is the preparation 
for life and the notion that life consists mainly 


in making a living. 








| all ar Es an EE * Ei on oll 








THE AMERICAN TEACHER 19 


Workers’ education suggests the coming of a 
time when life will not consist chiefly in making 
a living, and when therefore, the educational 
process will not begin at any particular point and 
certainly will not end at any particular point, 
but will be a continuous process. 

Workers’ education symbolizes the passing of 
the old notion that there is a line between those 
who work with their hands and those who are 
cultured and educated. 

Workers’ education symbolizes the coming of 
a time when we are all going to share in doing 
the necessary work of the world and when we 
shall all have unlimited access to cultural educa- 
tional opportunity. 


Proposing a National Labor College for 
Workers’ Education 

Resolution No. 84—By Delegate Harry W. Fox 
of the Wyoming State Federation of Labor. 

WHEREAS, There is a need for the operation 
and maintenance of a National Labor College, or 
colleges, wherein men and women of the labor move- 
ment may be educated and afforded a training that 
will enable them to carry on Workers’ Education in 
their own or other communities; and 

WHEREAS, It is essential that such college or 
colleges shall conform in their teachings, concerning 
the labor movement, with the recognized code and 
practices as accepted and endorsed by the American 
Federation of Labor and its affiliated organizations, 
in order that uniformity may prevail; and 

WHEREAS, Such college or colleges will only be 
possible when they are inspired, established, financed 
and conducted through the regular channels of the 
labor movement and under the direct supervision of 
the President of the American Federation of Labor; 
and 

WHEREAS, With the ever changing aspects of 
our economic life, with their problems of mass pro- 
duction, substitution of the machine for manpower, 
with increased unemployment; the development of 
giant power, all bringing with them new problems, 
necessitating an intimate study of these as well as 
of more effective means for combating company 
unionism; and of better equipping our members for 
the active organizing work that is being demanded 
from us if we are to maintain even our comparative 
position and influence; therefore, be it 

RESOLVED, By the delegates to the Forty-ninth 
Annual Convention of the American Federation of 
Labor, that we authorize our incoming Executive 
Council to give such consideration as is necessary 
to the above proposal, to devise ways and means for 
the establishment of such institution or institutions 
and, if necessary for the success of the movement, 
that they be empowered to levy an additional one 
cent per member per month on the affiliated member- 


ship for such period as may be necessary to carry 
out the objects of this resolution, such levy not to 
be for a longer period than one year. 
Referred to the Executive Council. 
A. O. WHARTON, 
Chairman. 
FLORENCE CURTIS HANSON, 
Secretary. 
JOHN H. WALKER, 
L. P. LINDELOF, 
ALEXANDER KELSO, 
M. C. GRIFFIN, 
HENRY F. SCHMAL, 
THOMAS E. BURKE, 
WM. R. TROTTER, 
JOHN P. HAGGERTY, 
IRA F. THOMAS, 
o LEO E. GEORGE, 
ROBERT McCOY, 
GEO. R. BRUNET. 


Labor Representation On Text Book 
Commissions 

Another resolution of interest to teachers, 
passed by the A. F. of L. convention, was one 
urging campaigns to secure representation of or- 
ganized labor on text book commissions. 

Resolution No. 77—By Delegates George L. Berry, 
International Printing Pressmen’s and Assistants’ 
Union; John B. Haggerty, International Brother- 
hood of Bookbinders; Edward J. Volz, International 
Photo-Engravers’ Union; Winfield Keegan, Inter- 
national Stereotypers’ and Electrotypers’ Union; 
Charles P. Howard and William Reilly of the Inter- 
national Typographical Union. 

WHEREAS, The International Allied Printing 
Trades Association in conducting an extensive cam- 
paign to have text books used in public schools pro- 
duced under conditions which recognize proper 
standards for the men and women engaged in pro- 
duction of such text books; and 

WHEREAS, Adoption and use of text books pro- 
duced under non-union conditions do not give such 
guarantee; and a 

WHEREAS, Concerns whose text books are pro- 
duced under non-union conditions use high-powered 
and expensive sales methods to have their text books 
adopted, the cost of which is ultimately borne by the 
public; therefore, be it 

RESOLVED, That the American Federation of 
Labor calls upon state, city and central bodies to 
enter upon active campaigns to secure representation 
upon commissions or other agencies empowered to 
approve and adopt text books for use in the public 
schools. * 





Through organization one climbs upward. Organ- 
izing is a difficult job. 

Why? Because ignorance thinks of self, and intel- 
ligence of many. 





“Relief from Labor Injunction!” 
“Organize the South!” 


A. F. of L. Battle Cry 


Relief from the labor injunction and organize 
the South are outstanding declarations by the 
A. F. of L. convention at Toronto. 

Their fulfillment will call for unusual effort 
and a sacrificial spirit. 

The evils of the labor injunction are too well 
known to discuss the need for correction. The 
Executive Council is authorized to make any 
change in the bill that further study and de- 
velopments warrant. The Council may propose 
changes or repeal, or both, of the anti-trust laws 
which are used to fasten “conspiracy” charges 
on labor. 

To organize the South is a gigantic task that 
»should—and must—attract every trade unionist 
and sympathizer. This vast area is being in- 
dustrially developed. Herein is the latest ex- 
ploitation of wage earners, and many sections, 
necessarily, are unacquainted @with the purposes 
of organized labor. 

The Executive Council has been instructed to 
call a conference of national and international 
representatives to inaugurate this campaign, that 
will include every craft and calling. 

Never before has a trade union convention 
taken on such a large order. 

For workers in better-paid sections of the 
country to ignore this situation is to invite com- 


petition with a new low-wage element that is 
being mobilized from mountain areas and farm 
lands. 

Trade unionists should have no illusion on the 
task that confronts them. Education and agita- 
tion is the one force that can break down preju- 
dices and viewpoints that have no place in pres- 
ent-day orders. These prejudices and view- 
points are the logical result of a strict individ- 
ualism that fitted into the lives of former moun- 
taineers and agriculturists. 

These men and women, to whom a community 
and “team-work” spirit is unknown, face a new 
world in the mill village and other centers. 

The new feudalism must be met by courage, 
patience and intelligence. It is too much to ask 
these new industrial workers to discard immedi- 
ately prejudices and viewpoints that were a part 
of former environments. 

Trade unionists will find in the South an ever 
widening circle of sympathizers. This circle 
will grow in proportion to the energy and intel- 
ligence which labor throws into one of its great- 
est tasks. 

The interests of labor, regardless of section, is 
identical. The men and women of the North, 
East and West must aid those in the Southland, 
just as the men and women of Dixie would serve 
if the situation were reversed. 





FIGHT ON CUSTOMS CENSORSHIP 
GROWS 

With Senator Bronson Cutting of New Mex- 
ico prepared to fight in the Senate against the 
entire section of the new tariff bill which forbids 
importation of books which customs officials con- 
sider “obscene” or “seditious”, the American As- 
sociation of University Professors has just joined 
other national organizations in a vigorous opposi- 
tion to this latest extension of censorship. 

Senator Cutting in a letter to Roger N. Bald- 
win of the Civil Liberties Union declares that he 
will endeavor to effect the “repeal of the entire 
section,” which was first passed in 1843 to ex- 
clude books deemed obscene. “If that should 


‘prove impossible,” Senator Cutting wrote, “I 
hope at least to have cut out the new clause 
dealing with seditious literature.” 


FREE SPEECH UPHELD; 
POLICE REPRIMANDED 

Boston—City police were advised that “free speech 
is an American institution” by Judge Charles J. Carr 
in Municipal Court in releasing two men who were 
arrested for speaking without a permit. 

The meeting was addressed by the two men on the 
second anniversary of the execution of Sacco and 
Vanzetti. The chief of police testified that he re- 
voked the permits and arrested the orators when they 
referred to that case. 

“The police must not forget that free speech is 
an American institution,’ said Judge Carr. “In 
times of peace the right is reserved to the people 
to bring about reforms by public discussion, even 
if such discussion involves some criticism of their 
representatives in the executive, legislative or judicial 
branches of the government.” 





The genius, wit and spirit of a nation are discovered 
in its proverbs.—Bacon. 








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THE AMERICAN 


GIFTED ACTRESS PROUD OF HER 
UNION CARD 

Ethel Barrymore Helped Actors’ Equity Win 

Its Fight and Now Appears in Play that 

Pleads for Social Justice 
By Margaret Keating 

The following article, descriptive of the organized 

labor activities of one of the most beloved figures on 


the American stage, is reprinted from a recent issue 
of “Labor.” 


Ethel Barrymore is a member of a labor 
union ! 

This charming and gifted actress, with the 
blood of two of the “first families” of the stage 
(the Drews and the Barrymores) flowing in 
her veins, carries a card in her pocket and is 
vice president of Equity, the actors’ union. 

I was reminded of this when I saw the 
“ticket line” extending for a block and a half 
from the entrance to the theater where she ap- 
peared recently in Washington. 

The first morning tickets are on sale for a 
performance in which this popular actress ap- 
pears alarm clocks are tinkling all over town 
and her admirers are clamoring early for 
choice seats. 

I wondered as I watched the throng how 
many knew what a “brick” she is and how 
it happened that she aligned herself with her 
fellow Thespians in the labor movement. The 
story is interesting. This is how it happened: 

In 1919, in New York City, conditions for 
the average player became so bad that the 
actors “went on strike.” Every theater in the 
city was closed and producers were desperate. 
Then it was that Equity came to the assist- 
ance of its members. 

Lexington theater was secured and day and 
night the “unemployed” did their stunts. Their 
public was in sympathy with them and they 
played to capacity houses. 

Stars of the first magnitude twinkled bril- 
liantly—among them Ethel Barrymore. Now, 
everyone knows that “the Barrymore” did not 
have to join a union for self-preservation or 
protection. 

The grand daugiter of Mrs. Drew, who in 
the eighties danced the minuet at the age of 
75, in “The Rivals,” with “Joe” Jefferson and 
“Billy” Florence, and the niece of the inimita- 
ble John Drew, did not find it necessary to 
demand justice for herself. 


TEACHER 21 


She gamely lent a hand to the less favored. 

One of the headliners at the Lexington on 
the volunteer bill which intrigued the theater- 
loving New Yorkers was the balcony scene 
from “Romeo and Juliet” with Conway Tearle 
and Ethel Barrymore in the title roles. 

The applause for this act was so insistent 
that Miss Barrymore was forced to respond to 
a curtain call. 

This is what she said: “I have always 
wished to play Juliet; I have always felt I 
could play the part; but the managers wouldn’t 
permit me. I had to go on strike to do it!” 

Marie Dressler also participated in this re- 
volt of theatrical folk. When one of the pro- 
ducers secured a group of chorus girs and put 
them on in another theater, Marie walked in 
at the stage door when he wasn’t looking, kid- 
napped his chorines, took them over to the 
Lexington and put them on there to do a turn. 
A famous comedian, who had signed a con- 
tract not to appear on any stage except the 
one mentioned in the contract, arose in the 
parquet of the Lexington to express regret 
that he could not appear on the “stage” on 
account of his contract, and then proceeded to 
entertain the audience from the floor. 

The strike was won and ever since Equity 
has been a force with which producers must 
reckon. 

The day has passed when the “white collar” 
workers consider the union card something to 
be concealed. Times have changed and it is 
now recognized as a badge of independence 
and a certificate of protection. 

It is an interesting coincidence that the 
play, “The Kingdom of God,” translated from 
the Spanish, in which Ethel Barrymore ap- 
peared in the role of “Sister Gracia” last week 
in Washington, contains a number of stirring 
appeols for economic justice. 

The first act takes place in an asylum for 
poor old men; the second in a maternity 
home; the third in an orphanage. In the first 
act “Sister Gracia” is 19, in the second 29, and 
in the third she is 70. 

In the last act, while in charge of the or- 
phanage, she is confronted by a group of boys 
enraged because they have not sufficient food, 
grafting officials having permitted the funds of 
the institution to run low. 








22 THE AMERICAN TEACHER 


They are in wild revolt against exsting 
conditions and determined to break away from 
restraint and to secure by force the necessities 
denied them. 

They plan to hurl their defiance with stones 
through windows where food is displayed. 
The situation is tense when the calm voice of 
the aged Sister, the only mother they have 
ever known, quiets them. Then with hands 
outstretched toward the young rebels, “Sister 
Gracia” appeals for sanity. 

“Stones may be answered with bullets,” she 
warns in a voice which sends a thrill through 
every listener. 

“Promise me,” she continues, “that when 
you grow to be men and go out into the 
world, that you will dedicate your lives to 
bringing about conditions which will make it 
unnecessary for little children to go hungry. 

“Remember, God never smiles on injustice!” 

The leader of the revolt, weeping, lingers 
behind the others when they leave the table 
and its scanty fare, to tell the Sister how sorry 
he is for his part in the disturbance. 

She puts her arm tenderly about his shoul- 
ders and with a voice trembling with emotion 
says: “Men never cry, men never complain, they 
work and fight to make the world a better and 
happier place for human beings.” 

“T was just thinking,” said the trade union- 
ist who sat next to me, “How that speech 
would have warmed the heart of President 
Gompers if he could have heard it as delivered 
by Ethel Barrymore.” 





FATIGUE—HEALTHY AND 
UNHEALTHY 
By Elizabeth Cole 

Every healthy person really likes to be active. 
Energy is constantly being produced in the body 
and must be expended. Nothing is more pleasant 
than the realization that a good job has been 
well accomplished and the normal fatigue that 
was thereby induced will disappear with a re- 
freshing night’s sleep. 

It is only when the body and mind are over- 
worked over a prolonged period of time that 
the dangerous sort of fatigue results. This is 
a chronic fatigue which creates poisons in the 
body and renders it susceptible to serious sick- 
nesses. Fatigue is due to a chemical waste that 


circulates in the blood. Scientists have shown 
that certain chemical fatigue substances, when 
injected into animals, produce all the symptoms 
of fatigue. A tired person is a poisoned per- 
son. As long as there is a balancé of rest, dur- 
ing which time the blood has a chance to purify 
itself, (and nature has arranged for this), all is 
well. But when this chemical poisoning is al- 
lowed to continue for a period of time it will 
poison the muscles, the brain, the heart, the 
blood, the whole body. Fatigue, therefore, may 
be called a warning signal and is really nature’s 
way of protecting against overwork. When sleep 
will not refresh and when the hard working or 
hard playing man or woman can no longer awaken 
in the morning ready and eager to take on new 
duties, then is the sign that chronic fatigue is 
setting in. 

The symptoms of fatigue may be either physical 
or mental or both. For example, it has been found 
from experiments performed on animals that the 
nerve leading to certain muscles will be exhausted 
although the muscle will be able to work per- 
fectly. When this happens there is a lack of co- 
ordination, a very serious situation in certain 
forms of industry. The working man whose 
brain and muscles do not work in harmony is 
in danger of sustaining a severe accident. This 
is especially true in running machinery which 
demands mental as well as muscular action. 

Heavy physical work can be done more effi- 
ciently by comparatively younger men. Chronic 
fatigue is bound to attack the older men in such 
groups as coal miners, iron, steel, and tinplate 
workers sooner or later and this creates an in- 
dustrial problem that may well be faced. Na- 
turally the older the man becomes the more wages 
he should be worth and is entitled to, yet the 
fatigued man from 40 to 50 years will undoubt- 
edly be scrapped at the age period when he should 
be feeling more settled in life. In time it may 
be possible for these men to learn an alternate 
trade and then the problem of chronic fatigue 
can be abolished in these trades. 

In thinking about fatigue it is interesting to 
note that experiments performed on dogs have 
shown that diet greatly influences their suscepti- 
bility to fatigue. Dogs at Cornell Clinic in New 
York City were made to run on revolving plat- 
forms. When they had run for one mile, they 
were allowed to rest for one hour. This was 





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THE AMERICAN TEACHER - 23 


repeated until they had run four miles. When 
they had been fed on carbohydrates and fats they 
could run on their reserve strength over a period 
of 28 days with no food, only water. They were 
exercising at the expense of their body fat and 
the fatter ones could run much better than the 
excessively thin ones. 


Athletes training for races have also been fed 
on different diets to find out which kinds of foods 
gave them the longest endurance. The carbohy- 
drates were used up first while the fats were 
more slowly absorbed. Long standing fatigue 
cannot be helped except temporarily by food, but 
a physically tired person often can be pepped up 
for the time being by taking sugar. 

The present fad for dieting then would cer- 
tainly seem to be.a foolhardy one to pursue for 
the person who does a great deal of muscular 
work or play. It is foolhardy anyway without 
the doctor’s orders. 

While fatigue is seldom a direct cause of death 
its presence brings about a rundown condition 
that may lead to frequent colds, grippe, and 
sometimes to more serious illness. Fatigue is 
also a common symptom of tuberculosis and is 
regarded by the physician as one of the early 
danger signals of that disease. This fatigue, 
however, is not the same as that which is the 
result of overwork. 


To combat fatigue doctors urge the use of 
soundproof devices, modern improvements in 
factories and work shops, and mechanical fatigue 
abolishers, but above all they urge the intelligent 
pursuit of health habits, the most important of 
which is sufficient rest. Take time out once in 
a while to relax the whole body, open the win- 
dows, take a walk in the sunshine during your 
noon hour, eat nourishing and well balanced 
meals, stop worrying, keep yourself physically 
fit by consulting your doctor regularly once a 
year before sickness can attack you instead of 
after it has. 

This is the sort of advice given by the National 
Tuberculosis Association and its affiliated associ- 
tions in their educational campaign to prevent 
such sickness forerunners as fatigue. Their work 
is supported by the penny Christmas seals sold 
in December. 


‘THE TEACHERS’ BUSINESS 

“The schools are the teachers’ business and 
whatever is wrong with the schools today the 
responsibility is theirs.” 

—The American Teacher. 

This statement is striking and commands close 
scrutiny but the more one looks and thinks about 
it, the more apparent is the truth and the more 
pertinent the inference. 

If it be not true that “the schools are the 
teachers’ business” then the blame and reproach 
is ours. They certainly ought to be, even though 
noisy would-be-Solons, who know nothing about 
the standards which should govern teaching and 
the schools, parade like ganders leading the flock, 
hissing: “The teachers want to boss the whole 
show,” or “I’d like to know what right have 
these people, paid by us to serve us, to show 
what and how to do it,” or echo other “throw 
backs” to senile arrogance, divine right of ignor- 
ance and the “big stick.” 

As the doctors lead or develop public opinion 
on medical and health matters, as every other 
body of technicians are looked up to and ex- 
pected to safeguard and advance their own par- 
ticular fields so far as the interests of the public 
are involved, so surely should the teachers face 
and assume their moral and logical responsibility 
in regard to affairs educational. Teachers who 
merely perform ‘the “spade work” of the school, 
who just work hard to give their best of demon- 
strative ability, etc., to enable students to get 
through the year’s work with credit, are com- 
parable to the doctor who, when a patient suffer- 
ing from an infectious disease is placed in his 
care, prescribes remedies and uses all his medical 
skill to win back his patient to health and 
strength and then leaves it at that. Surely the 
ethical professionally-minded doctor would go 
much further than diagnose the complaint and 
prescribe the remedy; he would trace the source 
of infection or contagion, possibly analyze the 
drinking water, milk and other foods absorbed by 
his patient at and prior to the period of incuba- 
tion of the disease and generally set himself to 
protect the public from spread of the disease; 
he studies what outstanding medical authorities 
advise with respect to prevention as well as cure 
and instructs the public in regard to rendering 
themselves immune by sanitation, methods of 
living, avoidance of infection, etc. The doctor 








24 “THE AMERICAN TEACHER 


who is merely a “doctorer” whose whole ‘course 
of life is devoted solely to diagnosis and treat- 
ment is only half professional—the other half 
involves a knowledge and enthusiasm for pre- 
ventive medicine and public health generally: 
also constant interchange of opinion with lead- 
ing medical thought. 

So the teacher whose whole thought, energy 
and ambition concentrates on teaching itself only 
is but half-educationist—the other half involves 
interests indirectly connected with the class- 
room and the pupil. The other half is the urge 
to interchange thought with others and keep 
abreast of the times with respect to evolving sys- 
tems of, administration, curricula and the science 
of education, and the urge to assist his profes- 
sion in giving the public the benefit of its ac- 
cumulated, technical knowledge, skill and experi- 
ence, to the end that public opinion may be 
moulded and directed in proper channels and the 
way paved for a receptive attitude on the part 
of the public when changes are necessary for 
the advancement of educational reform. 

A profession is a public body; if not, it has no 
right to parade itself before the public as a pro- 
fession; it has no right either to public protec- 
tion or privileges. 

—Alberta Teachers’ Alliance Magazine. 





POWER TRUST EXPLOITS EDISON 
By Laurence Todd, Federated Press 

Washington—(FP)—President Hoover, in 
doing honor to Edison’s invention of the electric 
lamp half a century ago, has made himself a 
headliner in the biggest publicity program ever 
staged by the power trust. Washington corres- 
pondents who have paused from their work of 
reporting tariff lobby scandals and the selection 
of big navy men to represent Hoover at the Lon- 
don Conference have found the radio loaded with 
material which is designed to plant a Schwab 
halo on every power company in the land. 

It is noticeable that these eulogies of the power 
‘ industry, these paeans of thanksgiving to the men 
who “gave” the American people their electric 
lighting and electric power facilities, have stayed 
far aloof from the sordid themes of rates or 
stock-watering or mergers or dividends. Not a 
chilling breath of criticism of power companies’ 
secret propaganda in schools and the press and in 
government circles, to prejudice the people 


against public ownership and operation of this 
utility, has been breathed. 


The aged Edison has been exploited once more 
—this time to rehabilitate the soiled reputation of 
the whole brood of economic birds of prey which 
now dominate the production and distribution of 
electricity, electrical equipment, radio broadcast- 
ing, wireless transmission, and allied industries. 
Fortunately for the dignity of the show, the 
Federal Trade Commission is not at this mo- 
ment exposing any new intrigues by these self- 
styled Aladdins. 





The American Association to Promote the Teach- 
ing of Speech to the Deaf is a philanthropic organiza- 
tion established in 1890 by Alexander Graham Bell. 
The association controls “The Volta Bureau” which 
is for the increase and diffusion of knowledge re- 
lating to the deaf. The association publishes “The 
Volta Review,” an illustrated monthly magazine for 
educators of the deaf and for the hard of hearing. 

The association headquarters are at 1601 35th 
Street, Washington, D. C., with Mrs. Laura Stovel 
in charge. 





Professional Freedom Through 
Organization 
Concluded from page 5 


creatures in their curiosity, coming out insecure. 
You see freshmen entering colleges and you see 
them coming out seemingly blasé. Somehow 
along the way you have crushed out the spirit 
of growth; that is, the most precious thing of 
all is gone. I would prefer a curious illiterate 
to a listless Ph.D. There is hope in one; there 
is not any hope in the other. 

Loving kindness and curiosity, and then third, 
the willingness to co-operate, not a forced co- 
operation, not an order coming down from the 
chamber of commerce or the community chest 
that everybody has to contribute to, which is the 
general type of co-operation which is thought 
of, but a co-operation which radiates outward 
from individuals so that they just have to com- 
bine together. 

Whatever our membership I should like to see 
us about ten times that number. I shouwid like 
to see us, incidentally, replace not only the N. E. 
A., but the American Association of University 
Professors. 





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THE AMERICAN TEACHER 25 


MRS. FRANCES SMITH WHITESIDE 

WHEREAS, Mrs. Frances Smith Whiteside, 
past president of the Atlanta Public School 
Teachers’ Association, completed on August 5, 
1929, a life of distinguished service; and 

WHEREAS, Mrs. Whiteside filled for many 
years the office of principal of the Ivy Street 
School, instilling high ideals of life into pupils, 
who, leading citizens of Atlanta today, at- 
tribute their successful careers to her guidance; 
inspiring with the courage of her character 
teachers who have since become prominent in 
the teaching profession, and weaving into the 
educational fabric of Atlanta the attainments of 
her superior intellect and culture; and 

WHEREAS, In the personality of Mrs. 
Whiteside were combined an unusual degree of 
success, the career of an educator and that of 
wife and mother; and 

WHEREAS, Carryirig on the traditions of an 
illustrious family which has made outstanding 
contributions to the cause of education in 
America, Mrs. Whiteside has encouraged the 
talents of her daughter, Mary Brent Whiteside, 
a poet of international fame whom the South 
is proud to claim as her own; and in the life 
of her other daughter, Margaret Whiteside Ellis, 
has bequeathed her own ideals of wifehood and 
motherhood, and through her children is realiz- 
ing immortality; and 


WHEREAS, Many civic, patriotic and social 
organizations in Atlanta have been guided by 
the executive skill of Mrs. Whiteside who was a 
pioneer in the cause of suffrage for women; 
therefore, be it 

RESOLVED, By the Atlanta Public School 
Teachers’ Association, that these resolutions be 
passed in honor of its distinguished past presi- 
dent, whose interest in education increased with 
the years, and that these resolutions be incor- 
porated into the minutes of the association; and 
that copies be sent to the family of Mrs. White- 
side, to the daily papers of Atlanta and to the 
journals of the Georgia Education Association, 
of the National Education Association and of 
the American Federation of Teachers. 

(Signed) Lura L. Krinocspvry, 
Litt1E WurM, 
ADELAIDE CUNNINGHAM. 

The National Office of the American Federa- 
tion of Teachers regrets very much this great 
loss sustained by the Atlanta Public School 
Teachers’ Association and the public schools 
and community of Atlanta and extends sincere 
sympathy to them and to the family of Mrs. 
Whiteside. This loss is more than a local one; 
the national organization is deeply appreciative 
of the services of Mrs. Whiteside and of the 
loss which it sustains in the passing of this truly 
distinguished teacher. 





EDUCATION FOUND CUTTING SALARIES 


The thousands of young men and women grad- 
uates will discover that their education does not 
bring them high economic returns, according to a 
survey by the Teachers’ College of Columbia Uni- 
versity. 

The report, made several months ago, shocked the 
nation’s educators by its figures which show that 
universities are flooding already overcrowded pro- 
fessions and sinking salaries of teachers. 

“If colleges continue to send people into over- 
crowded professions they are going to hurt the 
economic life of the country,” said Dr. Harold’ Flor- 
ian Clark, professor of education at Teachers’ 
College. 

“The idea that education will help people to help 
themselves is false,” he said. “It may send them to 
heaven, give them cultural life for their souls, but 
we must be honest and admit that we expect no 
economic return from education. 


“Many of the youth in America go through college 


,99 


merely to be considered ‘respectable’. 


THE NEW STUDENT, an intercollegiate maga- 
zine that circulates in every college of the country, 
has discontinued publication because of lack of finan- 
cial support. 

The passing of THE NEW STUDENT marks 
the last of a unique venture in the publishing field. 
For seven years the magazine, edited by college 
students and recent graduates, has held a mirror to 
college life; the files for those years are a complete 
history of higher education in a changing post-war 
era. In addition to news, the magazine attempted to 
shape educational policy in the direction of more 
student freedom and initiative and against the goose 
step methods. It succeeded in making ardent friends 
and bitter enemies among professors, administrators, 
and alumni by its forthright championing of pro- 
gressive educational methods on every occasion. 





The idea of speaking the truth to children is entirely 
novel; hardly anybody did it before the present genera- 
tion. I greatly doubt whether Eve tald Cain and Abel 
the truth about the apples.—Bertrand Russell. 





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26 THE AMERICAN TEACHER 





BOOKS 


“There is no frigate like a book 
To bear us lands away.” 
* —Emily, Dickinson. 











JOHN MITCHELL: MINER* 
Labor’s Bargain with the Gilded Age 


This is the biography of the labor leader whose 
rapid rise to power, whose dealings with Roose- 
velt, Hanna and Morgan, whose leadership in 
one of the most important strikes in the history 
of the country rank him among the great 
dynamic figures of America. 

Not a revolutionist or a dictator, conciliatory 
rather than aggressive, John Mitchell built the 
strongest industrial union in the country and 
won nctable victories for the cause of collective 
bargaining. To weld the scattered mine-workers 
into one organization strong enough to combat 
the powerful mine-operators, demanded remark- 
able leadership. This he had, and with it a 
sympathy and kindliness that made him beloved 
as well as powerful. 

This book is built in great part from first-hand 
research, including hundreds of interviews with 
men who worked with or against Mitchell. Miss 
Gliick gives an honest portrait and an illuminat- 
ing study in leadership and democracy. 

“This book is more than a biography—it is a 
useful lesson in leadership and democracy.”— 
John R. Commons. 

*John Mitchell: Miner, by Elsie Gliick. The John 


Day Company, 386 Fourth Avenue, New York City. 
Illustrated. 261 pp. Price, $3.00. 





ACTORS’ STRUGGLE FOR UNION IS 

LABOR EPIC 

By Harold Z. Brown 

Federated Press 
New York—(FP)—“The Revolt of the Ac- 
tors’* is an epic of solidarity. It is doubtful 
whether Author Alfred Harding realized this 
fact, as he chronicled in competent journalese 
the rise of Actor’s Equity Assn., from an isolated 
little group of 112 players to a powerful A. F. of 

L. union with more than 10,000 members. 

But it is nevertheless true that his 550-page 
book just published is a monument to that basic 
unity of interest which—going far deeper than 


mere slogans, doctrines, or theories—links all 
those who live by labor in opposition to all those 
who live off labor. 

When Equity was founded in 1913, America 
probably held no group of “unorganized” white 
collar workers more removed from organized 
labor in sympathies, traditions, and outlook than 
the actors. To the usual superiority feeling of 
the brain or professional worker, actors added the 
aloofness of the artist who feels that he sells 
his genius, not his labor, and who is insulted by 
any attempt to value it in terms of mere money. 

Yet the iron logic of economic exploitation 
forced this group into as open a revolt as was 
ever displayed by a bunch of bricklayers, print- 
ers, or street car men. The issues were the 
same as those in any labor fight; low wages, 
unlimited hours, bad working conditions, dis- 
crimination. The tactics of the battle were the 
same: Actors’ Equity got nowhere at all until 
it definitely abandoned kid-glove procedure, 
sought its place in the ranks of organized labor, 
and adopted the strike, the picket line, the “un- 
fair” list, the closed shop, and the unionist’s 
wholehearted contempt for the scab. 

Having done these things, the actors won out 
—mainly, in their initial battles, through the 
solidarity of their fellow workers, the union 
musicians, stage hands, and other theatrical em- 
ployes. That such solidarity is still essential to 
their success is amply attested by Equity’s recent 
brush with the “talkie” producers, where lack 
of support from other organized studio crafts, 
plus “defeatism and some downright treachery 
in its own ranks,” brought Equity what Harding 
calls “the most severe defeat in its history.” 

Today Equity—for Author Harding is editor 
of Equity’s monthly magazine and at least a 
semi-official spokesman—proudly points to a his- 
tory which shows it to be a fighting union. Not 
a belligerent union; not, certainly, a union 
founded on any abstract social theory of class 
struggle; but beyond doubt a union which has 
repeatedly shown its disposition to hit back and 
hit hard when the economic interests of its mem- 
bers are disregarded or endangered. 

And Equity’s gains, counted after 16 years of 


‘battle, are almost without exception the same 


kind of gains sought by miners and textile work- 
ers. Equity points with pride to the fact that 
actors are now paid every Saturday,—not as in 








THE AMERICAN TEACHER 27 


pre-Equity days, the following Tuesday or 
Wednesday, or maybe not at all. Companies 
stranded by managers on the road, formerly a 
commonplace, now are few; when a stranding 
actually occurs, Equity pays transportation back 
to the home town. The 8-performance week, 
with pay for overtime; the Union shop, diplo- 
matically called the Equity shop; the Equity 
standard contract; a minimum wage for chorus 
girls and men; limited instead of unlimited free 
rehearsals; pay instead of no pay for radio per- 
formances ; pay for short layoffs; all these, merely 
fond dreams in the pre-union era, are now reali- 
ties. And half pay for holiday weeks when 
business is bad but work is as usual; actors 
costumes at their own expense; firing, layoffs, 
and pay cuts without notice: all these are things 
of the past. 

That Equity, “hard and fit for strenuous cam- 
paigning,” will take another shot at organizing 
the “talkies” before long is an inevitable con- 
clusion from Harding’s book. The union’s re- 
treat from Hollywood, after its mere presence 
had scotched a pay cut and improved working 
conditions, he says was “in good order.” 
“Equity’s star is still rising,” are the final words 
of the book. 

*The Revolt of the Actors, by Alfred Harding. 
Wm. Morrow & Co. $3.50. 





BETTY OF THE CONSULATE 


Perusal of “Betty of the Consulate”* leaves 
one with the rare feeling of wishing there were 
more of it. The father of the author, besides 
being prominent in the founding of Northwest- 
ern University, was one of Mr. Lincoln’s con- 
suls in China, and this true story has lain in 
her memory all these years. 

The first chapters of the start and trip over 
do not go so well. There is somewhat of fam- 
ily doings and the machinery creaks a little in 
getting under way. The ceremony at the In- 
ternational Date Line means that the ship 
rounded the Horn to cross the Pacific (the Suez 
Canal not built then) and an adult will have 
some explaining to do about why there is such 
a thing, and some imagining about the details 
of the trip. One wishes that the author had put 
in more. Rounding the Horn was a feat that 
one’s descendants would tell of with pride. 


Once arrived in China delight begins, first in 
Macao, then in Amoy. Here the book has inner 
unity and coherence lacking in many books for 
children. The Buddha mascot is not a mere 
device of the author; it is a genuine contribu- 
tion toward putting into the void of a child’s 
mind interesting and pleasing information about 
an important nation. 

Since it is for children they should be the 
judges. It was tried out while still in manu- 
script on the children of various members of 
“The Scribblers’ Club” to which the author be- 
longs and “went big” with them. 

*Betty of the Consulate, by Lydia J. Trowbridge. 


Doubleday, Doran and Company, Inc., Garden City, 
New York. Illustrated. 205 pp. Price, $1.50. 
The author, Mrs. Trowbridge, is a member and t 


president of the Chicago Federation of Women High 
School .Teachers, Local 3. 


TOWARD EQUAL RIGHTS FOR MEN 
AND WOMEN 
By Ethel M. Smith 

Modern trends in the woman movement as it 
is reshaped through the achievement and use of 
the vote supply the theme for the most recent 
publication of the National League of Women 
Voters, “Toward Equal Rights for Men and 
Women,” by Ethel M. Smith*. The relation of 
the “equal rights” theory to the early doctrine 
of individualism and the more slowly develop- 
ing doctrine of social justice, the legal status of 
women today, and the present philosophy of the 
movement are dealt with in a timely and compre- 
hensive study. The publication has been made 
possible with the assistance of funds from the 
Leslie Commission which was established under 
the administration of leaders of the National 
American Woman Suffrage Association for the 
promotion of woman suffrage and immediately 
related objects. 

The figure of the feminist demanding “rights” 
is pictured by Miss Smith as yielding to that 
of the responsible woman voter, confronted by 
a conflict of interests and principles and forced 
to consider many factors in the application of 
her new powers. An arbitrary theory of “equal 
rights,” she contends, is sufficient to meet the 
problems raised in legislation differentiating be- 
tween men and women. She classifies the dif- 
ferences in law that exist at present—those which 
are definitely adverse to women, those which 
accord special benefit or consideration, and the 








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28 THE AMERICAN TEACHER 


large field of law in which the determination 
of what constitutes equality of right is not easily 
agreed upon. The latter includes the division 
of property after marriage, the reciprocal rights 
and duties of husband and wife, penalties for sex 
offenses, age of majority and marriage, and par- 
ticularly the regulation of hours and conditions 
of labor. 


Miss Smith’s arguments in favor of special 
legislation for women in indrstrial occupations 
are of particular interest because of her long ex- 
perience in the trade union movement. During the 
suffrage campaign Miss Smith was secretary of 
the Congressional Committee of the National 
American Woman Suffrage Association and 
later became legislative secretary for the Na- 
tional Women’s Trade Union League and also 
for the National Federation of Federal Em- 
ployees. For five years she served as labor mem- 
ber of the Minimum Wage Commission of the 
District of Columbia under the federal statute 
which was declared unconstitutional in 1923, and 
she is at present a member of the Executive 
Board of the National Women’s Trade Union 
League. 


Miss Smith draws upon abundant testimony to 
show that under present conditions the general 
effect of laws limiting hours of labor of women 
in workshops, factories, and stores is in gen- 
eral to lessen the existing inequality between 
women’s hours and those of men. “With re- 
stricted hours comes restricted competition and 
thereby increased bargaining power, the most 
vital thing in the world to the man or woman 
who works for wages. It is for that the trade 
unionist exchanges his freedom of contract, it 
is that consideration which makes legal freedom 
of contract a myth in his eyes, and hers.” 

“Who shail decide whether there shall be la- 
bor laws for women?” is the question pointedly 
raised in this chapter of Miss Smith’s pamphlet. 
Her plea is against the arbitrary application of 
theoretical “equality” and for more heed to the 
development of a substantial equality as defined 
and sought by organized working women them- 
selves. 

For the attainment of equal rights for men 
and women generally, Miss Smith contends, a 
pragmatic, not a dogmatic approach, is necessary. 
“The final end is not equality, but justice and 
human happiness, to which equality is a means.” 

The interest of the pamphlet is heightened by 


its survey of important recent changes in the posi- 
tion of women in other countries and the newer 
philosophy developing in women’s organizations 
wherever enfranchisement has brought increased 
responsibility. It states fully the objections to 
proposals of the “get-equal-quick” variety repre- 
sented by the proposed “equal rights” constitu- 
tional amendment in the United States and equal 
rights treaties of universal application. 


*Toward Equal Rights for Men and Women, by 
Ethel M. Smith. Published by the National League 
of Women Voters, Washington, D. C. Paper. 138 
pages. Price, 50 cents. 


A CHARMING NEW MAP 

One of the most delightful things that has 
come to our desk in a long time is A Map of 
Children Everywhere,* by Ruth Hambidge, an 
entertaining and educational map depicting the 
children of the principal countries of the world. 

It is intended primarily as a decoration for 
the wall of the nursery, but will be found help- 
ful in teaching the customs, characteristics and 
costumes of children everywhere. 

It must be remembered, however, that it is a 
map of children, not of political divisions. For 
that reason, geographical accuracy has been a 
secondary consideration when it conflicted with 
the major purpose—to present the children of 
the different countries in characteristic costumes 
and activities. Thus it has been necessary to 
exaggerate the size of Europe at the expense of 
the surrounding waters. And in certain crowded 
regions the names of several countries have been 
grouped under a general head—as in Central 
Europe, where Austria, Hungary, Czecho-Slo- 
vakia and the Balkan countries are given the 
general designation “Austria and the Czech 
countries.” 

*A Map of Children Everywhere, by Ruth Ham- 
bidge. 22x37 in. Folded in envelope or rolled in 
mailing tube. Lithographed in 6 colors. $2.50. The 
John Day Company, Publishers, New York. 

GEOGRAPHY 

“Material on Geography,” by Mary Josephine 
Booth, is a book that we recommend to every- 
one who is interested in securing suplementary 
material in geography. This book lists educa- 
tional exhibits as well as printed material. It 
contains 101 pages and costs fifty cents, postpaid. 
It can be secured from Mary Josephine Booth, 
Librarian, State Teachers College, 1536 Fourth 
St., Charleston, III. 











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38 





THE AMERICAN TEACHER 29 


TWO INTERESTING PAMPHLETS 

Two pamphlets, “Why a Labor Party” and 
“The Marion Murder,” the first to come off the 
press in the Progressive Labor Library series are 
available for distribution, it is announced by the 
publishers, the Conference for Progressive Labor 
Action, with headquarters at 104 Fifth Avenue, 
New York City. ‘ 

Pamphlet No. 1, written by A. J. Muste, dean 
of Brookwood Labor College and chairman of 
the Conference for Progressive Labor Action, 
shows the folly of the American Federation of 
Labor’s non-partisan policy and presents strong 
arguments for a labor party. It takes up in de- 
tail points in President William Green’s recent 
defence of the A. F. of L.’s political policy, and 
after exposing the failure of non-partisanship, 
shows why a Labor Party is needed in America. 

While the booklet is of value to everyone in- 
terested in a Labor Party, it is intended primarily 
for active trade unionists, who will find therein 
arguments for use at union meetings in behalf 
of the Labor Party idea. 

Quite appropriately the pamphlet contains as a 
foreword a quotation by J. Ramsay MacDonald 
on. J. Keir Hardie and the early struggles to 
fownd the British Labor Party. 

Pamphlet No. 2, “The Marion Murder”, tells 
the story of the tragic day of October 2 when 
six textile workers were killed—shot in the back 
—by officers of the law at Marion Manufacturing 
Co.’s gates. It contains the funeral addresses 
delivered by Francis J. Gorman, vice-president 
of the United Textile Workers of America, Tom 
Tippett, extension director of Brookwood Labor 
College, and A. J. Muste. 

R. W. Baldwin, president of the company, is 
charged by Tippett with the responsibility for the 
massacre. Answering the suggestion that the 
workers should forgive and love their enemies, 
he declares, “There can be no love, no peace in 
this community until the conditions out of which 
this horrible catastrophe grew are abolished 
foreever.” 

In a moving speech, the head of Brookwood 
Labor College asserts that the death of the six 
strikers is a challenge to the American Federa- 
tion of Labor. As an answer to the outrages 
not only in Marion but in Gastonia he calls for 
an immediate, persistent large scale campaign to 


organize the South, so that “these martyrs of 
Marion shall not have died in vain.” 

Vice-president Gorman, in his address, declares 
“This labor funeral marks the beginning of the 
end of industrial slavery in the South.” 

Both pamphlets can be obtained from the Con- 
ference for Progressive Labor Action, 104 Fifth 
Avenue, New York City, at 10 cents a copy. The 
price for quantity lots is at 6 cents a copy. 





LEGION’S PROPOSED LOBBY INQUIRY 
SCORED 

Vice-President Curtis has informed Harry F. 
Ward, chairman of the American Civil Liberties 
Union, that he will “present to the Senate and 
have referred to the committee investigating lob- 
bies” the Union’s reply to the American Legion 
resolution demanding an investigation of the 
Union and nine other organizations which the 
Legion declares are weakening our “national de- 
fense.” ; 

Dr. Ward informed the president of the Senate 
that the Civil Liberties Union welcomes “any 
investigation of our activities and finances by the 
Senate or any public authority” and offered to 
send full information about the Union and the 
other organizations named. At the same time 
Dr. Ward characterized the Legion’s demand as 
“ridiculous” and the investigation “unnecessary.” 

Dr. Ward’s letter which was also signed by 
Roger N. Baldwin and Forrest Bailey, directors 
of the Union, calls the ten organizations cited 
by the Legion “a random list thrown together in 
ignorance of these organizations’ aims and activi- 
ties. None of these organizations is subsidized 
from foreign sources or from sources in the coun- 
try with private ends to serve. No such charge 
can be sustained, based on any evidence what- 
ever.” 

Writing from U. S. Veterans’ Bureau Hospital 
98 at Castle Point, N. Y., 257 uncompensated 
veterans protested against the Legion’s resolution. 
In a letter signed by Raymond E. Armstrong, the 
veterans declare: “We protest against the reso- 
lutions passed by the American Legion conven- 
tion at Louisville demanding an investigation of 
the American Civil Liberties Union’s methods 
and activities. It would have been far better for 
them to have confined their energies to problems 
of benefiting the disabled veterans.” 





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30 | THE AMERICAN TEACHER 


LOCAL NEWS 


CHICAGO, LOCALS 2, 3, 199 AND 209 


THE TEACHER UNIONS OF CHICAGO are cordially 
inviting the Public School Teachers and all other 
friends of Public Education in Chicago to be 
present at a dinner in honor of the recently or- 
ganized PLAYGROUND TEACHERS’ UNION, to be 
held in the Grand Ball Room of the Palmer 
House on Monday, December 2nd, at 6 o’clock. 

President Robert Maynard Hutchins, of the 
University of Chicago, will be the main speaker. 
Brief addresses will be made by Mr. H. Wallace 
Caldwell, President of the Board of Education, 
Superintendent William J. Bogan, and Attorney 
Thomas V. Sullivan, of the Board of Education. 

The Chicago Federation of Men Teachers, 
Local 2, held its regular monthly meeting No- 
vember 8. The topic of discussion was, “How 
Will the Board of Education Meet the New 
Financial Crisis Confronting the Schools?” 

Attorney Thomas V. Sullivan, of the Law 
Department of the Board of Education, was the 
guest of honor, and discussed the financial crisis 
of the Chicago Board of Education. Mr. Sulli- 
van rendered valuable service in behalf of House 
Bill 633 last spring, and at the present time is 
striving to secure increased revenue for the 
Board of Education. He is thoroughly informed 
on the relation between the revaluation of prop- 
erty in Chicago and the present critical situation. 

Other matters before the meeting were: 
School Councils: When? What Kind?; Report 
of Education Committee; Roll Call of Schools 
on the Membership Campaign ; Report of Special 
Committee on All Day Meeting of High Schoo 
Teachers. ' 

Music was furnished by the Washburne Ap- 
prentice Choral Club, and Miss Gladys Easter, 
Teacher of Music at the Washburne School. 

A very attractive four-page folder invited all 
new teachers to attend. The fourth page of the 
folder contained this very pertinent bit of his- 
tory, which is reproduced for its possible sug- 
gestion and value to other locals: 


Chicago Federation of Men Teachers 


The Chicago Federation of Men Teachers was or- 
ganized in January, 1912, chiefly through the efforts 
of the late Herbert Miller. It was chartered by the 
American Federation of Labor, March 1, 1912, as 


A. F. L. Local No. 14,221. There were 31 charter 
members. 

As an answer to the “Loeb rule” which the Board 
of Education sought to establish in 1915 (long since 
repealed), forbidding the organization of teachers in 
affiliation with labor, the Federation of Men Teach- 
ers took the lead in organizing the American Fed- 
eration of Teachers, April 15, 1916. 

At the present time and for many years past, the 
teachers’ unions in Chicago have been given recog- 
nition by the Board of Education. Among many im- 
portant results secured for teachers by the Chicago 
Federation of Men Teachers was the rule for the 
promotion of Limited Certificate Teachers by means 
of university credits instead of by examination. 





ST. PAUL, LOCALS 28 AND 43 

A Joint Charter Committee representing the 
Federation of Women Teachers and the Federa- 
tion of Men Teachers has been at work for two 
years studying charters. The school section of 
the proposed charter is considered very poor by 
the committee. Both organizations have gone 
on record as opposed to the charter as a result. 
The committee has published its report in a letter 
which has been widely circulated, reaching all 
teachers and at least 100 clubs. 

Non-members are being circularized with ma- 
terial on the club rooms, the Credit Union, Group 
Insurance and various other organization activi- 
ties. This effort with the personal work done 
by building representatives will bring the ad- 
vantages of Federation membership before all 
teachers. 

A well-attended dinner combining business and 
social functions was given at the club rooms for 
building representatives. 

FLORENCE Roop, 
, General Welfare Committee. 





ATLANTA, LOCAL 89 

The Atlanta Teacher, published by the Atlanta 
Public School Teacher’s Association, Local 89, 
made its bow to the public in October. The As- 
sociation is to be congratulated on this under- 
taking. The appearance and subject matter are 
most commendable. 

We ask every member to read with special care 
and reread the “Greetings of President” (Miss 
Allie B. Mann). 


“When I was asked to allow my name to be sug- 
gested for the president of the Teachers’ Associa- 
tion, the task of that office seemed an impossible one, 
entailing much work, consuming much time, and 





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THE AMERICAN TEACHER 31 


making demands of talent that I did not possess. 
But when I thought of the benefits that I had en- 
joyed and do now enjoy from the Teachers’ Asso- 
ciation due to the efforts of others, I could not re- 
fuse. The organization and the work it has done 
for the school system of Atlanta is an expression of 
the sacrifice of many loyal members over a long 
period of time, and I would have been entirely with- 
out grace of character to have refused to do my 
share. 

“We have accomplished much measured in terms 
of what we did not have, but we have accomplished 
little measured in terms of what we desire for our- 
selves and our profession. It is my earnest wish 
that this paper may help us to travel along the 
Road of Understanding of each other and each 
other’s problems, and that it may be a vital force 
in welding us into a more unified body with militant 
determination.” 

If this does not inspire to greater devotion, 
what will? 

The Atlanta Teacher will be sent to all locals 
of the A. F. of T. and desires to exchange publi- 


cation with those who issue a periodical. 





SACRAMENTO, LOCAL 31 

The Sacramento Federation has started the 
year in full force with committees appointed and 
working. Fifteen new members have been added 
this month and the Welfare Committee is carry- 
ing on an active membership campaign. 

The annual Federation reception was held with 
its usual success. 

R. H. THurwoop, 
Secretary. 





PORTLAND, LOCAL lll 

The Portland Teachers’ Union has recently lost 
two of its ablest and most active members, Maud 
Hill and Harry Director, to Chicago. The mem- 
bership campaign being conducted will more than 
restore the quantity but the quality will be diffi- 
cult to replace. 

Sabbatical leave again this year occupies first 
place in the program of the Union. The admin- 
istration frowns upon even the very conservative 
plan of giving a teacher on sabbatical leave the 
difference between substitute and regular salary, 
arguing that the taxpayers should have the bene- 
fit of this in reduction of taxes. The campaign 
nevertheless continues. 

The Portland Union Teacher will not be 
printed this year. 

The Union’s Book Club meets once a month. 


Two delegates represented the Union at the 
Oregon State Federation of Labor convention 
and did effective work on the Legislative and 


Education Committees. 
HitmMA ANDERSON. 





BROOKWOOD, LOCAL 189 

Brookwood Labor College opened for its 
eighth year on October 14 with a capacity enroll- 
ment of 37 students—19 men and 18 women 
representing 16 trades and coming from 15 states 
and Canada. Southern textiles, the hot spot in 
American industry just now, is well represented 
by three young men from Martyrs’ Local 1659 
in Marion, N. C., and three young women from 
Georgia, Tennessee and North Carolina respec- 
tively. Six other textile workers come from 
various branches of the industry in Salem and 
New Bedford, Mass., Milwaukee, Wis., and 
Woonsocket, R. I. 

Other trades represented include railway 
clerks, railway carmen, machinists, longshore- 
men, laundry workers, miners, carpenters, work- 
ers on men’s and women’s clothing, millinery 
workers, radio workers, hodcarriers and paint- 
ers. Georgia and Texas, Michigan and Canada, 
Washington and Colorado, Ohio and _ Illinois 
have added their quota to the nearer eastern 
states of New York, Pennsylvania, Massachu- 
setts and New Jersey. 

Sinclair Lewis, author of “Babbitt” and 
“Main Street” will be on the lecture staff of 
Brookwood this year. Faculty members include 
A. J. Muste, dean and instructor in foreign labor, 
history and public speaking; Josephine Colby, 
English and parliamentary law; David J. Saposs, 
American labor history and trade union strategy ; 
Helen G. Norton, journalism; Mark Starr, eco- 
nomics; Tom Tippett, extension director. An- 
other instructor will be added the first of the 
year when a short course for union officers and 
organizers will begin. Correspondence courses, 
a new feature of the Brookwood curriculum, are 
in charge of Miss Katherine Pollak of the Bryn 
Mawr summer school. Miss Cara Cook, on leave 
last year studying workers’ education projects 
abroad, will assist in extension and tutorial work. 

Brookwood offers a 7-months basic course in 
the fundamentals of organized labor and an ad- 
vanced course for research and the study of 
special problems. 














32 





“The opposition of certain elements in the A. 
F. of L. to Brookwood seems only to have 1n- 
creased interest in the school. We have had 
more applicants than ever before,” said A. J. 
Muste, chairman of the faculty. ‘We look for 
ward to this, our eighth year, as one of increased 
activity and usefulness. The spontaneous strikes 
of the textile workers in Marion and Flizabeth 
ton are symptomatic of a general revolt against 
intolerable conditions in the South. With only 
a pitiful fraction of the 30 million American 
workers organized, a labor school like Brook- 
wood can play an important role in training or- 
ganizers and in educating workers to the larger 
needs and implications of trade unionism in the 
modern industrial world.” 





MANUMIT, LOCAL 191 

Kducation at Manumit” was _ the 
topic of the Sixth Annual Conference held at 
Manumit School, Pawling, N. Y. 

The conference opened with a pageant pre- 
pared and presented by the the 
school. 


“Creative 


children of 


The main feature, a Japanese operetta, fol- 
lowed immediately after the procession of the 
children in costume to the Woodland Theater, 
where the performance was held. A dozen or 
more country dances of different types served as 
interludes and postludes to the play. The chil- 
dren and guests then returned to the barnyard, 
where Esperanto plays about the animals, and 
exhibitions of horses, cows and sheep followed. 

The first session of the Conference took place 
in the evening, with Lucy Sprague Mitchell 
speaking on “Creative Geography,” Sarah Cleg- 
horn on “Creative Writing,” 
on “Creative Activities 
Garden.” 

Discussion followed on the general topic of the 
session “Environment—What Can be Done in a 
Country Setting?’ Henry R. 
chairman. 


and Anne Gifford 


with Animals and 


Linvilie was 

The following morning the annual business 
meeting of the Manumit Associates was held with 
A. J. Muste in the chair. In the afternoon ad- 
dresses were given by Professor Harry A. Over- 
street of the College of the City of New York, 
and J. Milner Doney, secretary of the Progres- 
sive Education Association. We regret that we 
cannot here present the report of this successful 


THE AMERICAN TEACHER 






contribution to progressive education and to 
labor movement. However, the account of ¢ 
very interesting conference with the directo 
report in full has been published in an attraggj 
booklet, which may be obtained on request fr 


the School. 


GRAND FORKS, LOCAL 205 
The Grand Forks Teachers’ Federation }y 
inaugurated a membership drive with a 10) 
A ve 
successful general meeting was held October | 
with a large, enthusiastic attendance. Dr. Lib 
of the University of North Dakota spoke on 
problems that are being met by the Ameri 
Federation of Labor and how the Grand Fo 
Teachers’ Federation might best serve its pu 
pose. A live interesting program had bea 
Viona C. HANSEN, 
Recording Secretary. 


goal and achievement already in sight. 





arranged. 


SAN DIMAS, CALIF., LOCAL 210 

Local 210 has started out with splendid spiri 
and ambition. It held two meetings in Septen- 
ber at which school and individual problems wer 























handled. Every teacher in the Voorhis School 
is a member. The Union is working out plans 
for spreading the union message throughout al 
southern California. 


THE RIGHT SORT OF TEACHERS 

Sometime ago we commented upon the attitude 
teachers to conventional, patriotic, economic and re 
lizious ideas and the danger that their opposition | 
propaganda would be effective, if effective at all, onl 
in excluding from the pupils’ minds any real know! 
edge of the vital social questions of our times. 

Emphatically that would not be the case if teachers 
would join the American Federation of ‘Teachers and 
catch its spirit. I have just received the printed legis 


lative report and the report of the Committee om 
Academic Freedom and ‘Tenure. It is a_ stirring 
document. Sentence after sentence invites quotation 
Here is one passage: 

“The American Federation of Teachers believes 


that a true picture of the past with due regard t 


the age of the pupils should be given; that under 2 
1 or distorted: 


should re 


circumstances should truth be perveri 
that both sides of controversial] questions 
ipartial consideration so as t 


dition to pro- 


ceive adequate and it 


develop the spirit of tolerance and in ac 


vide proper material for thought Truth can 


be neither loyal nor disloyal. Teachers must ne 

' . tail 
only be loyal to truth but what is becoming dail 
more significant: they must be loyal to its social 


meaning.”—Norman ‘Thomas. 








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A World Record of Labor 


The American Labor 
Year Book 


1929 


Covers Every Aspect of Working 
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The Only Reference Book of Its Kind 
Cloth Bound $2.65 Post Paid 320 Pages 


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PROGRESSIVES ARE READING 


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movement. Trained correspondents and 
staff writers of The Federated Press 
report and interpret week by week the 
significant events and trends in eco- 
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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 


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Buy Union Stamped Shoes 





We ask all members of organized labor to pur- 
chase shoes bearing our Union Stamp on the 
sole, inner-sole or lining of the shoe. 
you not to buy any shoes unless you actually 


see this Union Stamp. 








GE &S 
WORKERS UNION 
union oan 


Factory 





We ask 


Boot and Shoe Workers’ Union 


Affiliated with the American Federation of Labor 


246 SUMMER STREET, BOSTON, MASS. 


COLLIS LOVELY 


General President 


CHARLES L. BAINE 


General Secretary-Treasurer 















































American Federation 
of 
Teachers 


506 South Wabash Avenue 
CHICAGO, ILL. 


>_> 


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.