AR! L } l LIVew "THE oS, || AMERICAN | TEACHER STACKS CHICAGO NUMBER BTACKS Men Teachers Union Federation of Women High School Teachers Elementary Teachers Union Board of Education | Playground Teachers | Union | | Organ of the American Federation of Teachers JANUARY, 1931 VOL. XV. No. 4 ZF 20 -l Book to Develop International-Mindedness Betty of the Consulate BY LYDIA J. TROWBRIDGE China in the Sixties. Chief characters: A consul’s two children. Plot: The struggle for possession of a mascot. Scene: Chicago Schools Journal. kling with humor. The Midland. Richly imaged experiences . . . un- usually well written. New York World. youngsters. Pleasant style, often twin- A blithe record of two happy Chicago Evening Post. Those who have a little geography and history will enjoy (it) for the back- ground; the littler ones for the adventure. Sound psychology books would help Saturday Review of Literature. of race and country . . . Such to make the coming generation international-minded. Pittsburgh Press (Mary E. Foster, of Carnegie Li- brary). You will enjoy reading “‘Betty’”’ to your 6, 7 and 8 year olds. It should interest them in China. And interest is the basis for later international understanding. Price $1.50 DOUBLEDAY, DORAN AND COMPANY Garden City, N. Y. ARE TEACHERS WORKERS? Progressive Teachers Are Reading Labor’s News The News Magazine of the Labor Movement to find out. Once a week, in 8 small pages, LABOR’S NEWS brings you a comprehensive survey of the American labor scene, with high- lights on working class movements of Europe, Asia, and Australia. Written by 60 Federated Press correspond- ents all over the world, and edited by trained FP staff men, LABOR’S NEWS fairly seethes with human interest. Published by the largest labor newsgathering agency in the Western hemisphere, authorities agree that it stands alone as a reliable source of labor facts. Send for Your Free Sample Copy Today! The Federated Press, 112 E. ivth St., New York, N. Y. CT Please send me a free copy of LABOR’'S NEWS. OD Enter my subscription to NEWS for one year. LABOR’S I enclose $2. Name ee Ce CONTENTS Page PS BN I sg avcccddvcadcocsdeses 1 Women in Cook County Office........... 3 Mrs. Edward J. Fleming. Mrs. Glenn E. Plumb. ii ease eca dé thle wkews 4 Dr. B. M. Squires. Reorganization Plan of University of be eRe chs chhedlew die oun saades 6 History of the Playground Movement..... 7 Kate Krauel. Special Features of Chicago Schools...... 8 PD PIIIIEE icc eacecacns svvmducevecs 11 The Teachers’ Credit Union.............. 15 T. J. O'Sheughnessy. White House Conference on Child Health ire a ccaweaes oereisnen Selma Borchardt. Southern School for Women Workers.... 19 Lillian Herstein. te ES ee ren 23 I ili ko pclae patra s gp alew ok wales deat 26 a ra i i 28 News of Our Members................... 32 Index of American Teacher.............. 33 September 1926-May, 1930 Have You Changed Your Address? If you have changed your address recently and have not notified The American Teacher, write your name, Local number, former ad- dress and new address on the lines below, clip this form and mail it at once to The American Teacher, 506 So. Wabash Ave., Chicago, IIl. NR aid ene ae ea ee eae (If holding office in Local, give title) I Sm I i cael al OLD ADDRESS ee BB ee NEW ADDRESS ee In suffic syste! diffict a sta is lat At last Teac tion state state the « visio and TI men amo the an mus of t ban give met met the the rey abl we law the pla sta noi The American Teacher Entered as second class matter Oct. 27, 1926, at the post office at Chicago, Ill, under the Act of March 3, 1879. Acceptance for mailing at special rate of postage provided for in Sec. 1103, Act of Feb. 28, 1925, authorized Nov. 3, 1926. Published monthly except July, August and September by American Federation of Teachers, 506 South Wabash Avenue, Chicago, III. ———— — ——————— Volume XV, N 0. 4 JANUARY, 1931 Two Dollars a Year Taxation in Illinois The Teacher Unions of Chicago have long been vitally interested in taxation in the State, and for years have been among the groups struggling with the problem. In practically all states the problem of raising sufficient revenue for an adequate public school system is difficult, but Illinois has a few extra difficulties in that she has rapidly changed from a state predominantly rural to one whose wealth is largely commercial and industrial. At a special session of the Legislature called last spring to deal with a revenue crisis, the Teacher Unions joined with the State Federa- tion of Labor and other forces that asked the state legislature to submit to the voters of the state an amendment to the revenue section of the constitution, without which no adequate pro- visions could be made for changing conditions and increasing demands on public revenues. The unions campaigned actively for the amend- ment. It failed. But the unions will be found among the forces which will strive to educate the people of the state to the necessity of such an amendment, during the four years which must elapse before an amendment to this section of the constitution can be submitted again. On October 25th the four unions united in a banquet in which three thousand people were given the opportunity of hearing Governor Em- merson present his arguments for this amend- ment. Very clearly were his hearers shown that the people of the state must “give the Legislature the power to undertake a thorough revision of revenue laws in order to distribute more equit- ably the burden of taxation and force hidden wealth to pay its just share.” The Governor reviewed the history of revenue laws of the state and explained the working of these laws under present conditions. He ex- plained that the present revenue section of the state constitution was adopted in 1870 when IIli- nois was largely agricultural. Large cities with their wealth concentrated in intangibles were un- known. These intangibles which now constitute nearly one-half of the wealth of Illinois, pay only a very small part of local and state taxes. This is due to the fact that, were these intangibles re- ported for assessment, under the present revenue provisions, the taxes on them would be prac- tically confiscatory. The result is, according to Governor Emmerson, “concealment of property to such an extent that only an inconsiderable percentage of it is taxed at all.” As a result of this concealment real estate which comprises approximately forty-three per cent of the wealth of the state of Illinois, is forced to bear three-fourths of the cost of government. Governor Emmerson quoted from the official assessment statement of Cook County and made some comparisons with downstate counties to show the folly of expecting anything like equality of taxation or efficiency of assessment under our present system. For instance, “The assessment of money of bankers and brokers was greater in Vermilion County than in Cook County, and al- most as much in Ogle and Sangamon counties. Telegraph and telephone companies were assessed at nine times as much in Winnebago County as in Cook County. As compared with 15,960 auto- mobiles and trucks assessed in Cook County, 18,000 were assessed in Kane County anl 17,000 in Sangamon County.” Astounding figures were also quoted from the records of personal property assessments in Cook County. “Stocks and bonds are valued at $1,130,887. Telegraph and telephone companies are assessed at $198,977. Shares of capital stock of companies not of this state are valued at $20,680. Only $156,782 worth of diamonds and jewelry were listed for assessment. The assessors were able to find only thirteen steamboats, sail- ing vessels, wharf boats, barges and other crafts, although there must be many times that many in 2 THE AMERICAN TEACHER Belmont Harbor alone. There are only 373 melodeons, organs, radios and phonographs in Chicago, according to the assessment figures, and 4,446 watches and clocks. There are only 15,960 automobiles, trucks, and motorcycles in the coun- ty, but one can see more than that at any large gathering at Soldier Field.” These figures and many others quoted by Gov- ernor Emmerson show clearly the impossibility of equitably enforcing tax laws in Illinois. A very interesting survey of the Probate Court Records of three representative downstate coun- ties was reported by Governor Emmerson. The counties studied were Winnebago, which is 85% industrial, Ogle, which is purely agricultural, and Boone, having a small population, one-half of which is industrial and the other half agricultural. This survey showed that intangibles constitute more than one-half the entire wealth of these counties. However, so little of this intangible property had been reported for assessment during the ten years the survey covered, that the owners of real estate in these counties carried a tax burden which was nearly twice as large as its value would justify. The owners of intangible property escaped taxation on that property al- most entirely. It was found in this survey that intangibles represented more than fifty per cent of the wealth; real estate represented something like forty-three per cent; and chattels, something like six or seven per cent. The chattels were paying about fourteen per cent of the taxes; the intan- gibles, representing about one-half the wealth, were paying about six per cent of the taxes; and real estate was paying about eighty per cent of the taxes although representing only about forty- three per cent of the wealth. Governor Emmerson sketched the history of tax reform in Illinois to show that while a num- ber of people believe that something should be done about amending the revenue section, getting enough people to vote in favor of such amend- ment is a difficult matter. Efforts at tax reform were started as early as 1886, and after being renewed in 1896 have been continued under the last five Governors. In order to amend the Constitution of the Stay cf Illinois it is necessary that the number of vote cast for the amendment be equal to a majorip of all the votes cast in the election. This make it very difficult to amend the Constitution fh cause many voters mark their ballots for canéj dates but do not cast a vote either way on th question of the amendment. This is equivaley to a negative vote. An examination of the tot, votes cast for and against the tax amendmer in the last election will show that this total ; far below the total of all votes cast in the election As the present Constitution provides that “ proposal to amend the same article of the Con. stitution can be submitted only once in fow years” some other sort of relief must now k sought in order to prevent any increase in the already disproportionate share of the tax burden that is now borne by real estate. The Governor informed his audience that the present constitution empowers the Legislature tu raise revenue by other means and he intimated that, if the tax amendment failed, these other means might be employed in order to provide sufficient revenue without adding to the burden of the real estate owners of the state. THE SCHOOL REVENUE PROBLEM “1. The methods of taxation and the financing oi the school system were never in such need of a thor- ough revision as now. “2. Since the educational groups have intimate knowledge of the needs of the schools, their advice and counsel should be used in any revision of the rev- enud¢ and other laws affecting the school. “3. Sources of revenue other than taxes on red estate must be found. if the schools are to function as an intelligent, progressive city demands. “4. No school system can function as it should whik on account of lack of adequate financial support the teaching load and the administrative load are increase from time to time by putting more pupils into a room and by reducing the amount of administrative assistanct Chicago now imposes a larger teacher and administre tive load than any other city of over 100,000 inhabitants in the United States. “5. No school system can progress on salary sched ules significantly lower than those paid for advanced school systems.” Joint Conference of Principals and Teachers of Chicago Schools. Beir ful eX] womet —my thousa Atl in thi: Schoo trainin most \ for st home | fortun great | Cartes rence, passec of tin revere to the Wi careel This rearir them Schoc every Du plishe erm: activi tory and « with ness move ultim lic o Coun Th been other upon far-r sums tratic latte Cou Stat "Vote Orit) make; n be cand; mn the valen: total Imen: tal i ction at “y Con- four w be 1 the rden t the re to lated yther vide rden g ol thor- mate Avice rev- tion rhile ased 00m nce. tra- ants iced FORMER TEACHER ELECTED COUNTY COMMISSIONER Mrs. Edward J. Fleming, County Commissioner-elect Being elected to public office is the most color- ful experience that has come into my life. Happy women, like happy countries, have little history _my life has been quite uneventful, like that of thousands of women throughout the land. A third generation Chicagoan, I was educated in this city and taught in the Chicago Public Schools. May I say here that I consider the training and experience acquired by teaching the most valuable of all assets and largely responsible for such success as has been mine both in my home and in public service. It was my rare good fortune to come under the guidance of two really great principals, Emma Church Greenleaf, of the Carter Harrison School, and William M. Law- rence, of the W. H. Ray. Both have long since passed beyond the Great Divide but after a lapse of time and across a span of years it is with reverence and affection that I offer this tribute to their memory. With my marriage in 1902 my professional career ended and the domestic regime began. This involved, among many other duties, the raring of our son and our daughter—teaching them myself at home until they entered High School, and keeping in close touch always with every stage of their education through college. During the World War my “bit” was accom- plished through the medium of the various gov- ermmental Speakers’ Committees and out of this activity came an intensive interest in current his- tory involving the United States in its political and economic relation to the world. Coincident with this interest came an awakened conscious- ness of civic duty and a desire to participate in movements leading to better government. The ultimate result was a call to actual service in pub- lic office—nomination for membership on the County Board of Cook County. The campaign has just ended. My election has been won and I am about to enter upon an- other professional career. The duties attendant upon a County Commissioner are manifold and far-reaching involving the expenditure of huge sums of money for public works and the adminis- tration of the County Institutions. It was in this latter capacity that the need of women on the County Board became manifest and led to the THE AMERICAN TEACHER 3 Democratic Party’s placing four women on their ticket. It is presumed, that the four women on the Board will constitute a bloc that may be counted upon to function with effectiveness as well as deep human understanding. For myself I ap- proach the duties of the office with genuine humility, somewhat appalled at the magnitude of the task that confronts me, yet hopeful withal that Providence may endow me with the requisite qualifications to measure up to the faith and hope registered in the votes of my fellow citizens. WOMEN—AS POLITICAL HOUSEKEEPERS By Mrs. Glenn E. Plumb, County Commissioner-elect For years I have believed and said that govern- ment is largely a problem of housekeeping on a national scale. True, in the beginning our con- cept of government dealing with wars, taxes, and the actual protection of the home, was the prov- ince cf men. Now, however, we have broadened the functions of government to embrace the actual well-being of its citizenry as to health, education, and even recreation. The welfare of our own household is dependent upon the proper functioning of the government under which we all live. Government has assumed the responsi- bility cf the care of the nation’s family in making life a finer thing. Women seem to have inherited their skill as home makers. As the nation’s housekeepers we must utilize our inherited traits in family care and protection, and in our widened sphere as en- franchised citizens, assume our obligations to the fullest. We must no longer pull our skirts aside from partisan politics, criticize, and ignore. We must work shculder to shoulder with the men in effecting new avenues for our service, The work of the Cook County Board, dealing as it does with the very lives of thousands of our County “wards,” presents a fertile field for the services of women. Four women have been clected to membership on that Board. The many- sided social problems of the County’s sick and destitute will test.their ability to serve. It has often been said that women are the humanizing agency in government. As one of those elected, I hope we may help awaken the latent power of women and enlist them in the humanizing. Unemployment is the scourge of our indus- trial system. It has been characterized by Presi- dent Hoover as our greatest economic waste. Yet we have made little pregress in preventing it. Each recurring depression gives birth to a flock of suggestions, panaceas and specifics which are speedily forgotten when times become better. We were as completely unprepared for the pres- ent depression as for any previous business slump. The committee on unemployment ap- pointed as a result of President Harding’s Con- ference on Unemployment in 1921 made specific reccmmendations designed to prevent a recur- rence of business depressions but not one of the recommendations was put into effect. Again, scarcely eight years later, another de- pression is upon us and committees all over the land are heavily burdened with relief programs. Until recently the administration at Washing- ton and the Press have put out propaganda de- signed to disguise the true situation in an effort, ne doubt, to prevent hysteria and stimulate busi- ness. The effect appears to have been to make for complacency and to slow up business re- covery. Now, we are girding ourselves to face the problem, to give employment wherever pos- sible and prevent suffering. One may well ask: “How long must this mopping up process go on before we turn cur attention as intensively to the prevention of an industrial crisis as to the al- leviation of distress resulting therefrom?” Probably because of the duration and intensity of the present depression, more people are giving serious thought to means of prevention than at any previous time. All over the ccuntry groups and associations are considering programs of stabilization designed to have a long-time effect. Strangely enough we have been able to stabilize the return to investors. Most industrial con- cerns meet their dividends in times of depression and take care that reserves are available to pro- vide for a regular return te investors. But in this matter of stabilizing purchasing power through stabilizing employment we seem to have made little headway. And yet labor is a large factor in production. There seems no good rea- THE AMERICAN TEACHER UNEMPLOYMENT By Dr. B. M, Squires, Executive Secretary, Governor Emmerson’s Commission on Unemployment and Relief son why reserves should not be set aside to stabil. ize employment as they are to stabilize dividend Again, in the matter of labor supply and & mand and a preper clearing of jobs we hay made little progress. At the first sign of hari times, workers are laid off in wholesale lo; and compelled to go from gate to gate seekix employment and eventually to become recipieuts of charity. For the worker who is jobless by not yet helpless, whose pride will not permit him to ask for charity or accept it, the community is poorly prepared, to say the least, to help There is a “no man’s land” of unemploymen which presents one of the big problems to indus. try, to society, to the community, and is a sever indictment cf our industrial system. The com munity, the nation take pride in reducing infant mortality, in safeguarding health, in medical and hospital service, in protecting the worker while he is on the job. In all of these there is super- vision, counsel, direction. But the worker out of a job is pretty much on his own until he becemes a charity case. Then there are soup kitchens for him, lodging houses, financial aid, intelligent advice, and consideration of other suitable em- ployment. More provision is made, more money spent in dealing with destitution as an effect of unemployment than in dealing with the worker capable cf employment but unable to find it Between one job and the next or between the job and the social agency is the community's “no man’s land” for the worker. The system is wrong. We must stabilize em- ployment, and industry must feel its responsibility to workers trained in it. The products of mills and of factories are not dumped on the market indiscriminately. Nor shculd workers be dumped on the labor market. Factories are not built; raw materials are not purchased without a care- ful weighing of market opportunities and ex- pectation of continued use. Labor should b given the same consideration. Research enters into all the processes of manufacture and market- ing. There should be the same amcunt of tt search in connection with personnel and employ- ment problems. Depreciation and obsolesence for plant labor ficier no | goin} plant ture end esses only devo and | conc stabi to O' of tl press table scho pres: neig! poor unite and and cipal mem func who or tl fittec Aid need oper by t to-d tabi) ends 1 de. have hari lot ; but anity help. nent dus- vere yhile per: It of mes nens ent ney t of ker | it ty’s lity alls rket iilt; THE AMERICAN TEACHER 5 plant and equipment are equally vital for the labor factor. We must have adequate and ef- ficient clearing offices for labor so that we shall no longer be faced with the spectacle of men going frem gete to gate in search of a job. We can no longer think in terms of the individual plant in assessing responsibility for industrial chaos. The whole industrial and financial struc- ture must be integrated and coordinated to the end that the productive and distributive proc- esses shall be stabilized. There should be not only a state-wide but a nation-wide organization devoted to the preblem of stabilizing industry and employment. When the same intelligent and concerted thought is given to the problem of stabilizing purchasing power as has been given to other industrial problems we shall be freed of the ever recurring menace of industrial de- pression. CHICAGO TEACHERS ASSIST IN UNEMPLOYMENT CRISIS Because of the excessive demands upon chari- table institutions this year many of the Chicago schools have undertaken to relieve the most pressing needs in their own communities. The schools in the more economically prospercus neighborhoods contribute to the schools in the poorer districts. The pupils, the teachers, and the principals unite in this relief work. Outgrown clothing and shoes are brought by the children. Clothing and meney are contributed by teachers and prin- cipals. The teachers in many schools elect a member or a committee to take charge of the funds and dispenses the clothing to the needy who are reported by either the Visiting Teacher or the Truant Officer. Deserving pupils are out- fitted from the stock of clothing the schoc] has on hand, or they are sent to the School Children’s Aid Society if the school cannot meet the child’s needs, The Union teachers are showing splendid co- operation in this worthy cause, as is shown by the following case. Clothing was badly needed by the children in the Juvenile Detention Home. One of the Union teachers at that school tele- phoned to another Union teacher at the Barry school. The Barry school is located in a well- to-do neighborhood. They had a large stock of clothing that had been contributed by their own boys and girls. Within three hours this school, a 100% Union Elementary school, had sent suf- ficient clothing to the Juvenile Detention Home to meet the immediate needs cf the pupils there. This is but one example of the many cases of co-operative relief given by the schools. In addition to this kind of relief, the teachers are voluntarily increasing their annual contribu- tion to the School Children’s Aid Society, an or- ganization that supplies new clothing to deserv- ing children. By attending tc the relief in their own district the teachers feel that a great saving in overhead is effected and in this way a larger percentage of the money collected finds its way to the people for -whom it is intended, the destitute families of the children who attend that school. CONTINUATION SCHOOL FOR ADULTS BEING DEVELOPED IN CHICAGO A recent development in part-time schools in Chicago is the provision of short unit courses for adults, men and women, ambitious to supplement their general education or to increase their earn- ing capacity. All courses open to juniors (those under seventeen) are now available to the adults. The enterprise is proving popular, especially with unemployed office and other commercial workers. General commercial courses in Stenography, Ac- counting, Machine Calculating, and the allied sub- jects are offered. Salesmanship on a senior high school level is proving a popular course. Busi- ness Arithmetic, Penmanship, and Public Speak- ing classes, long favorites with the juniors, are sought by the adults. A project being given serious consideration -is that of assisting to employment the men and women who qualify in the courses offered. The Illinois Free Employment Agency offers assist- ance, and manufacturers of office equipment also cooperate. The success of the project, orginally planned as assistance to the unemployed, will probably result in-a permanent program of commercial courses for all adults beyond high school age. Ignorance is the night of the mind, but a night without moon or stars. —ConrFUCIUS. 6 THE AMERICAN TEACHER Reorganization Plan at the University of Chicago Since November 20th, when President Robert Maynard Hutchins announced the new reorgan- ization plan at the University of Chicago, wide- spread interest has been aroused in the educa- tional world. The reorganization, coming as it does from one of the leading universities of the country, is wel- comed by educators, who have long been discon- tented with the short-comings of their own meth- ods and aware of remedial trends in other branches of education. The new plan abolished the old organization by which a student spent four years in acquiring a degree by the “time-to-be-spent, ground-ta-be- covered- credits system.” The old type of gradu- ate school is also abolished. Under the reorganization a student enters up- on advanced work whenever he has satisfied the proper authorities of the new “college” that he has acquired the cultural background which per- mits him to do advanced work. The fundamental principles underlying the re- organization can be summarized as follows: 1. The American student, and particularly the student at Chicago, is interested in his own education. 2. The student should acquire a wide ac- quaintance in all the great fields of human inter- est before he devotes himself intensively to one. 3. Status in the university should change not at the moment the student completes two years of junior college work, or later at the moment he is granted the four year bachelor’s degree, but only at the time he is ready to move from gen- eral “cultural” studies to more advanced work in one field or another. 4. The passage of time and the accumulation of course-credits and grade points is no measure of accomplishment: and no administrative ob- stacles should bind the exceptional student to the pace of the average, or the average student to the pace of his slower contemporary. 5. Since scholarly and scientific investigations have in recent years narrowed to extreme spe- cialization, some effort must now be made to co- ordinate such work, to bring accessory results to bear on general problems. The main“divisions under the new plan are: 1. The College. 2. Four upper divisions in Arts and Sciences, 3. The professional schools. The College, which is a comparatively new entity, corresponds only roughly to the idea of a Junior College. “It is the seat of ‘cultural’ teaching, a gap-bridging agency between high school and the divisions of the University proper, Its purpose is to familiarize the student with all the principal fields of knowledge, to stimulate the natural intellectual interests which he brings to the University, to aid him in choosing his espe- cial field of interest by showing him the whol picture, and to ground him in the elements and ‘tools’ of that field.” No critical emphasis will be placed upon lec- ture attendance, upon current examinations or incidental written papers. The student will be expected—and will probably want—to attend lec- tures, write the papers, participate in the dis- cussions, and take the quizzes. Admission to the upper divisions will be determined by the stu- dent’s fitness to meet and pass a general exam- ination. The revolutionary aspects of the College or- ganization may be considered as first: its flexi- bility, and second: its method of educational measurement. The four upper divisions in Arts and Sciences are the Biological Sciences Division, the Physical Sciences Division, the Social Sciences Division, and the Humanities. Each division is in charge of a dean. These four upper divisions will take over that which is now the advanced work of the undergraduate college and the entire work of the graduate schools of arts, literature and science, and will recommend the grant of all non-professional degrees from the baccalaureate to the doctorate. New meaning will be given to the various degrees. A bachelor’s degree will be understood to represent that the recipient has acquired the ability to understand the materials and methods of one entire field and to correlate the material for himself and use it intelligently. The more advanced degrees will represent this ability at high natu: does the denc by tl vesti liter of a meth may this that can | his s In Mov by P plays mye signi Al rich phys youtl of B HAS cal e on m and | datio Or grout of G to an Visio} sand in 1§ grout nasiu no pi Th Unit Saler are: ICES, new 1 of ral’ righ per, 1 all the 5 to 10le and lec- or lec- lis- the tu- m- or- XI- nal THE AMERICAN TEACHER 7 higher levels. Upon the student will depend the nature and the amount of secondary work he does outside his chosen field. Thought is being given to a differentiation in the non-professional doctor’s degree. For evi- dence of research or scholarly ability, as marked by the completion of a substantial piece of in- vestigation the award of a doctorate in science or literature has been suggested. For knowledge of a field, plus knowledge of modern teaching methods in that field, the doctorate of philosophy may be reserved. As teachers we are especially interested in this last statement because it recognizes the fact that one must know how to teach before he can teach, regardless of how well he may know his subject matter. This reorganization is regarded by the Uni- versity of Chicago in the light of an experiment, although research and experiment have been con- ducted in that institution along the lines indi- cated, for more than ten years. From this earlier experimentation “the University believes that the American student is interested in his own educa- tion and will respond to the spirit of ‘opportunity rather than compulsion.’ It believes that gen- eral and special education can be defined, that an adequate course of study can be prepared for these, and that satisfactory measures of their attainment can be devised. The problem will be difficult. Details and even policies may change during the course of the experiment. The first advantage of the reorganization, President Hut- chins says, is that ‘it will compel us to think what we are doing’.” History of the Playground Movement By Kate Krauel, Local 209 In outlining the history of the Playground Movement we must first determine what is meant by PLAYGROUND. The literal definition of a playground is a place in which to play. But, paygrounds have had, and can have, a deeply significant part in the education of children. About a hundred and fifty years ago Fried- rich Jahn, the father of the German system of physical training, recognized the problems of youth. He called the children from the streets of Berlin and led them to the open fields, “THE HASENHAIDE.” There, by means of physi- cal exercises and games, interspersed with talks on morality, he taught them to be strong, manly, and self-reliant. Thus he laid the logical foun- dations of a patriotic, law-abiding citizenship. Our first inspiration for the American play- ground system came to us from the sand-gardens of Germany that were placed in the public parks toamuse children. These did not require super- vision. The sand-gardens consisted merely of sand piles and were first introduced in Boston in 1885. There was also another type of play- ground, consisting of an athletic field and a gym- nasium which were used as a training field, but No provision was made for children. The first playground was introduced in the United States in 1821 in a Latin School in Salem, Massachusetts. The first supervised playground was established in Northampton four years later. It was equipped and supervised by Dr. Charles Beck, a pupil of Jahn. A few years later Charles Fallen, another pupil of Jahn, opened in Boston a playground that was equipped with apparatus. This became such a target for ridicule in the newspapers that he was finally compelled to abandon the project. In 1827 the larger colleges, such as Harvard, Yale, and Brown, established gym- nasiums in their schools. Charles Beck estab- lished a gymnasium in Boston for athletics in 1889. This was the first playground of the type we have today. The need for establishing playgrounds in Chi- cago was first realized in 1891. The commercial and industrial interests were fast using up all the vacant lots and prairies in which children played. Some place had to be found where children could carry out their play tendencies without playing in the streets and alleys. The first effective organized movement for the establishment of playgrounds was made by the German Turn Vereins in 1891. The Chicago Turn Gemein appointed a committee to confer with the Lincoln Park Board. The commis- sioners were willing to set aside the necessary ground for that purpose, but the cost of the building and the apparatus was to be borne by 8 the Chicago Turn Gemein. However, this plan was not possible at the time, owing to lack of funds, A more effective method was immediately started by the Vorverts Turn Verein. Their representatives conferred with the West Park Commissioners for an open air gymnasium and natatorium. rent lence nges who here d in tent Hon, mall ruth r a THE AMERICAN TEACHER BOOKS “There is no frigate like a book To bear us lands away.” —Emily, Dickinson. |NTERNATIONAL CONTROL OF AVIATION: By Kenneth W. Colegrove. World Peace Foundation Publications, 40 Mt. Vernon St., Boston. The perfection of the airplane and the air- ship, while adding to the enjoyment of living, has complicated international relations to a great degree. No longer is freedom of the seas the desideratum of nations—it is now freedom of the air routes that is enlisting the attention of the statesmen. For the airplane has obliterated national boundaries. The development of power- ful air lines, while excellent business is dan- gerous to the defense of a nation. For this reason there is springing up quickly a set of international laws governing aviation. These laws are classed under three headings: first, the regulation of aircraft in the course of interstate journeys; second, the diplomatic ques- tions that arise from the development of air- lines and manufacture of aircraft by govern- ments as a means of promoting their trade, colonial expansion and national defense; and third, the regulation and limitation of aircraft as a weapon of war. Both the Washington Conferences of 1921 and the London Naval Conference of 1930 side- stepped the question of limitation of aircraft. Whether this question will be dealt with ade- quately at the conference of the five states to be called in 1935 remains a question. Meantime the codification of regulations continues in each country according to its particular needs. In- dividual nations enter into agreements with their neighbors on, the issue and there is little, if any, agreement as to the general conditions that should apply to all nations. This book is a thorough exposition of present conditions in aviation with complete information as to the conventions existing between countries, the regulations of aviation in the several coun- tries, and some proposed rules for the regulation of aerial warfare. Those of us interested in the continued peace 23 of the world ought to lend whatever influence we have to seeing that laws regulating the use of military aircraft be such as will reduce to a minimum the horror that can be dealt by these weapons. THE Hanpsook or Buyinc: Consumers’ Re- search Bureau, 340 West 23rd Street, New York. $2.00. Do you know CONSUMERS’ RESEARCH? It may mean dollars in your pocket to become acquainted. The fourth revision, October, 1930, has just been distributed to the members. But, as the information is for members only, one may not quote. The booklet contains authoritative in- formation on every article of interest to a con- sumer. The purpose of the organization is to “debunk” distribution merchandizing and ad- vertising by presenting reliable information to all consumer members on every article used in, or in connection with, a household. It is a non-profit corporation which undertakes to tell its members the truth about nationally advertised products and others. Its information comes from tests conducted in its own laboratories, from unbiased technical experts, such as the Bureau of Standards of the United States Government, from the American Medical Association, and from private sources. The index begins with automobiles and ends with yeast. It is extensive, correct, and impartial. CuRRICULUM PROBLEMS IN INDUSTRIAL EpDUCA- TION: By Fred C. Smith. Harvard Univer- sity Press, Cambridge, Mass. $1.00. Published as Harvard Bulletins in Education, No. 16, this study describes the cooperative ef- forts of three forces in Cincinnati, Ohio, to se- cure coordination between training in the schools and what is needed in the shops, or on the job particularly as this applies to machinists. The three groups were Union Labor, Employers, and the Schools. , “Lack of cooperation between school and in- dustry is the greatest problem confronting one who would construct a curriculum to fit for in- dustrial employment,” says Mr. Smith. The Group Conference method was regarded as the most efficient, reliable, and practical meth- 24 THE AMERICAN TEACHER od for securing material for the curriculum. Cin- cinnati, Ohio, was chosen because it is one of the recognized centers for the employment of ma- chinists and is internationally known as a ma- chine tool manufacturing center. Details of this study and proposed courses of study are given in this bulletin. It should be of interest to every teacher of Industrial Education. EDUCATION IN THE NOVEMBER MAGAZINES Nell Peterson Mary Gronert The Schoolmaster and Woman Teacher’s Chronicle, Nov. 6, 1930 This organ of the English National Union of Teachers has an article on “Doing or Thinking,” by Frederic Evans Erith, Chief Education Offi- cer, which challenges the curriculum makers to serious thought concerning the way that crafts should be used in schools if they are to have educational value. Mr. Erith questions the equality of doing and thinking, although he ad- mits that the craftsman and the thinker are both necessary to civilized society, the one no lower than the other. “But it would be a mistake to maintain that the actual making of things stands no lower in the scale of values, as far as educa- tion is concerned, than the thinking which brings power to the hands of man and harnesses the vast forces of nature to his service.” In other words, what goes on inside the ex- perience of the child who is learning a craft is of more importance than the thing made. “Not for economic,” says Mr. Joseph Hart, “but for educational, i. e., for social, moral and spiritual reasons, the modern child needs the chance to handle the world as materials and to share the world as industrial processes.” Child Study—A Journal of Parent Education, November, 1930 This entire issue of Child Study, is devoted to the discussion of Religion in the Present-day Home. Mr. William H. Kilpatrick tries to an- swer the questions, ““How shall we think about religion?” Not what we think about religion but how, he maintains, is the key to religious adven- ture. “If a man says of his philosophy, ‘TI can- not say that it has been proved true; it yet needs verification in life. Moreover it is, in fact, yet in the making. But I accept it as a program, | stake my life and all on it, to live by it, to proy it true’-—if these words be truly spoken then this man’s philosophy is a religion for him.” In “The Religion of a Scientist” in the san issue, Floyd H. Allport, a scientist and a father takes the reader with him on his search for, religion for himself and his child. In each of these articles an educator is try. ing to help create a community in which the fine life may develop. Progressive Education—A Review of the Newer Tendencies in Education, November, 1930 The editor of this journal gives a timely warn- ing: “1930 is likely to ‘stand out as a year of national studies in the field of education Workers in progressive education are vitally concerned in every one of these studies since recommendations that issue from them will largely determine whether schools in the next quarter century are to be formal, conventional, and institutional, or quickened with the spirit of a new education.” The School Arts Magazine for December contains an article on Professor Gizek’s School in Vienna which has much information for the teacher of Art. The results of Professor Gizek’s free expression methods are well worth the attention of teachers who are debating be- tween the formal curriculum and free activity during the art period. Rose Netzorg Kerr tells how she develops creative imagination through the medium of the art classes and emphasizes the fact that “crea- tive drawing is largely a matter of teacher at- titude and practice, of the teacher-pupil equa tion.” An outline of six fundamentals helps to creative work in art with grade school pupils is given at the close of the article. A socialized activity program for fourth grade is reported by Antoinette E. Arnold, Hamilton School, Pasadena, California. Teachers wishing to employ this form ‘of activity will secure many aids from the article. In the November issue of the English Journal is a very complete, authentic, and in- teresting history of the development of the s0 m, | Prove n this ather for a try- finer he arn- r of tion. tally ince will ext nal, t of THE AMERICAN TEACHER 25 called “small magazines” by Ezra Pound. The part of such magazines as Poetry, [goist, American Mercury, and the Little Review in launching young authors is entertainingly told. Mr, Pound concludes with an appeal to teachers to retain “an open mindedness toward the possible and the plausible” where budding authors are concerned. Slow Sections in English, by Ada M. Bing, isan interesting account of work with homogene- ous grouping and ought to be helpful to teachers with English classes organized on this basis. The much discussed question of large or small classes doesn’t seem to be one of size, according to Dora F. Smith. She concludes after several’ years of experimental work in English at the University High School in Min- neapolis, that effective teaching depends more upon the methods employed than upon the size of the class. This finding is in contradiction to an article in the November first number of School and Society by A. S. Pearse. Mr. Pearse says, “The most valued relation between teacher and student is probably attained in free and open oral discussions. Large classes interfere with this relation or make it impossible.” Possibly the difference comes in the interpre- tation of what is “effective teaching.” Mr. Pearse’s conclusions agree with the ideals of the American Federation of Teachers for he states the desideratum as, “Fewer and Better Students.” FROM OUR EXCHANGE TABLE By Lydia J. Trowbridge, Local 3 On the Exchange table lie periodicals from many parts of the English-speaking world. As cne glances through them one is impressed by the fact that in Australia, South Africa, Canada, the United States we are all fighting for the same things—the basic things that make teaching a de- sirable vocation, one of assured employment at fair compensation. Some groups have more, some less recognition. Scme have progressed beyond the mere bread-and-butter stage. But in general we are all attacking similar problems in similar ways. The platform of the Alberta Teachers’ Alli- ance, Inc., includes “The creation, by Statute, of a permanent consultative committee to give ad- vice and inspiration to the Minister of Educa- tion.” Last summer the Alliance passed a resolution (nct for the first time) urging the Department of Education and the University to grant the Alliance representation on all committees and bodies dealing with the subject of teachers’ train- ing. The Manitoba Teacher, reporting the Canadian Teachers’ conference in Alberta, says of the Superannuation Scheme: “Another proposal has been received whereby pensions may be converted inte joint pension, payable to last survivor,” teachers making “voluntary contribution of 1% per cent or 2 per cent into the present fund so as to increase the joint pension.” “The Com- mission views this proposal with favor, but is of the opinion that it should be made applicable te women teachers as well as men.” (The italics are ours. ) The A. T. A. Magazine of Alberta is one of the most wide-awake periodicals that come to our desk. The September number suggests that the Dominion Government, through its Research Ceuncil, give to education “what it gives to such services as agriculture, labor, mining and com- merce,” and that this is an opportune time to study the problem of examinations, now “to the fore” in Ontario and Alberta. Advocating uniformity of program, the maga- zine publishes monthly outlines for grades I te VII inclusive. This is in line with the con- stitution of the Canadian Teachers Federation which gives as objects of the federation co-opera- tion and co-ordination of all provincial teachers’ organizations, and exchange of information. It reperts the visiting Headmasters of Public Schools of Great Britain as saying that in Great Britain freedom of the educator to teach what- ever and however he chooses is held to be “axio- matic”—(a strong word, is it not?). The editor continues: “One unaccustomed to such ideas cf freedom might be inclined to urge that the final result would be anarchy, and yet ‘freedom from results’ accruing from ‘batting averages’ at outside examinations, authorized text-books, in- tensive inspection, seems to produce a type of student and type of educator second to none cn this planet.” 26 THE AMERICAN TEACHER The American Teacher Democracy in Education Official Organ THE AMERICAN FEDERATION OF TEACHERS Orcanizep Aprit 15, 1916 Affiliated With the American Federation of Labor Editorial Office: 506 South Wabash Ave., Chicago, Illinois Telephone Harrison 2950 Editors: FLorence Curtis HANSON Lucie W. ALLEN At the time of expiration, a bill will be found in the copy. Subscribers are requested to give prompt notice of changes in address. Remittances should be made in postal money-order, express order, draft, stamps or check. SUCte vent PRICE, TWO DOLLARS. FOR HE YEAR—FOREIGN $220—SINGLE COPIES, 25c Education for Democracy Published Monthly, except July, August and September _ Advertising: Rates Made Known + on | Application EEE 20 EXECUTIVE COUNCIL President Mary C. Barker, Atlanta No. 89; N. E., Atlanta, Georgia. Legislative Representative and Vice-President Sema M. Borcuarpt, Washington No. 8; 1741 Park Road, N. W., Washington, D Vice-Presidents ApraAHAM LeFrKow!Tz, New York No. 5; 10414 27th’ Avenue, East Elmhurst, Corona, New York, N. Y. Henry R. Linvi1tez, New York No. 5; 70 Fifth Ave., New York, N. Y. A. J. Muste, Brookwood No, 1895 Brookwood, Katonah, CarLotta Pittman, Memphis No. 52; 131 Clark Place, Memphis, Tenn. Fiorence Roop, St. Paul No. 28, 372 St. Peter St., St. Paul, Minnesota. W. B. SATTERTHWAITE, Seattle No. 200, 1837 12th Ave., West, Seattle, Washington. Lucie H. ScHacut, Chicago No. 3; 6714S. Union Ave., Chicago, Illinois. E. E. ScHwWarzTRAUBER, Wisconsin University No. 223; 1404 Vilas Ave., Madison, Wisconsin. W J. Scorr, Atlanta No. 89; 212 Kings Highway, Decatur, Georgia Cuartes B. StittMaAn, Chicago No. 2; 827 Ridge Ave., Evanston, Ill, Secretary-Treasurer Fiorence Curtis Hanson, Chicago No. 3; 506 South Wabash Ave., Chicago, Illinois. Associate Secretary Lucire W. ALLEN, Chicago No. 3; 506 South Wabash Ave., Chicago, Illinois. 685 Myrtle Street, IN MEMORIAM Carolina is dead. We have lost a friend. He was a beautiful character, whose rugge; honesty and unfaltering courage made possibk his able, far reaching public service. _ He hated sham and conceit. He would ng countenance crafty evasion. He was simple, gi rect, and honest. “Hammer vs. Daggenhart” now the symbol ty f the whole country of the efforts of an able county prosecutor who sought to protect the childre of the nation from exploitation in the mills, and whose valiant efforts, made in the face of bitter opposition, met defeat only at the hands of the United States Supreme Court. “Law, if it be law, in the true sense of the word,” said Mr. Hammer, once, in discussing his efforts to enforce the federal child labor law, “must protect a people, must help effect a truly social adjustment among the people of a com- munity. That’s what this federal child labor law tried to do. That’s why it was needed.” And Mr. Hammer cared not one bit about the objections of selfish mill interests. Nor could these interests defeat him for Congress; the peo- ple of his district knew him. A southerner, son of a Confederate veteran, the negro had no better friend anywhere than Mr. Hammer. “Give them a fair chance to do for themselves,” he once said when he was trying to find employment for some negroes. Yes, they came to him, not to beg, but with a pride which he helped them maintain. One of the large Power holding companies was actively interesting itself in a piece of legislation. Mr. Hammer was approached. He listened for but a few minutes, and then turning to his visitor, he said, “Perhaps if you were honest enough to come to me and tell me frankly that your holding company is interested in making more money, I'd listen to your story. It might entertain me. As it is, you and.your' company are neither honest nor interesting. I am opposed to their tactics and to yours. The program of the power trust is 4 grave menace to a free country. I shall say this on the Floor of Congress when this measure comes up.” And he did. Congressman William C. Hammer of North de ors = . th: an —— North 1ggei ssible 1 not e, di. 01 to F yunty dren _ and Ditter E the the g his law, ruly -om- law - the ould peo- ran, han do ring hey Lich ion, ing I'd est nd 3a his ire THE AMERICAN TEACHER acneneas 27 It was Mr. Hammer who introduced our bill for the eradication of illiteracy ; it was Mr. Ham- mer who led the fight in Congress for the teach- ers’ pay bill; it was Mr. Hammer who led the fight in the House for an adequate Mothers’ Pension for the District of Columbia. His labor record was uniformily perfect. His devotion to human justice never faltered. A great man has gone. We hope that the beauty of his character, the strength of his pur- pose and the effectiveness of his work will have permeated the state of North Carolina and the Congress of the United States, to such an extent that his truly noble spirit will continue to be felt, and his work be carried on. Teacher Versus “Schoolmarm” The following excellent editorial is taken from the columns of the Christian Science Monitor. It expresses so clearly the sentiments and position of the American Federation of Teachers that we take pleasure in reproducing it: The woman school-teacher today wants a chance to be human. She wants it not simply because she desires to live more like a rational being herself, but because she is deeply aware that she must have this chance if she is to inspire her boys and girls, first to reveal, then to develop their finer human qualities. There is significance in the fact that magazines like the Atlantic Monthly and the North American Review print articles on the subject with noticeable frequency. In the first place, teachers have shown true professional spirit by presenting their appeal in the better class of magazines. In the second place, teachers win a certain professional esteem by presenting their appeal with that grace, that frankness and that strength which find accept- ance with these magazines. In the third place, it is plain that the magazines recognize a primary importance in this particular appeal of the teachers. The “classroom teacher,” as she now calls her- self, does not want to be spotted as a “school- marm” when she is seen among other people, as to the manner of either her dress, her speech or her action. Rather, she longs to be recognized as “a woman who understands the heart of a child.” When with her pupils she wishes to be human and natural, and honest with herself. She wants parents and the community generally to know that her purpose is to help her boys and girls to see the beauty and attraction in right living. She sorrows at the thought that she is compelled to send many from her classes believ- ing that life is a pitiless jumble of rules, cram- ming and examinations, driven by a cold, machine-like precision. In fairness, then, to herself and to her charges, she realizes that no longer can she submit dumbly to that narrow concept of education which bur- dens her with an increase in size and number of classes that is beyond all reason, forcing her to labor like a factory hand tending so many bob- bins. She has finally been aroused to speak di- rectly to the intelligent readers of the better pe- riodicals when her employers go so far as to restrict and regulate every minutest detail of her conduct outside of school hours. At the beginning of her career she took it for granted that she comport herself in decency and honor. But it has been the habit of thousands of communities so to interfere in the private lives of school teachers that not only have many of them been unable to live in any sort of normal fashion, but some of them have actually been thus forced out of the teaching profession. Those schools are always found to be doing the best work which have teachers who live normal human lives, who are permitted to enjoy living, who teach in an atmosphere of unhampered unfoldment and who are therefore able to develop enthusiasm in their pupils. Teacher Unity We are living in a corporate age. However much we may object to this condition it is with us. We must meet its disadvantages in some way other than through talk. Teachers should meet economic corporateness with intellectual corporateness. How? Every teacher should join a teacher union in order to give unity of purpose to all teacher effort; to give the assurance of numbers to their leaders; and in order to secure for the teaching pro- fession the right to present unbiased truths and facts to the school children who will be asked by courageous teachers to face the truth and de- cide what, in their opinion, is right. As Superintendent Bogan said, “Only a free teacher can teach free children.” Mary L. Gronert, Local 3. THE AMERICAN TEACHER Local News | GRAND FORKS LOCAL 205 Mr. G. W. Crossman, Chairman of our spe- cial committee on salaries, has made a most in- teresting preliminary report of a study made of Salary Schedules applicable to such cities as Grand Forks. The study has been in progress for the greater part of the past year, and was based on reports from many sources. The investigation shows that the salaries paid to teachers of Grand Forks are slightly below the average salaries paid by cities of the same class throughout the country, although this aver- age is lowered by the inclusion of schools in southern states where salaries in many places are very low. The Committee of the National Education Association recommends that the northern states should have salaries two per cent above the average for the country on account of higher living expenses. The report further shows that the qualifica- tions of the teachers of Grand Forks schools are much above other schools of our class both in North Dakota and in the United States generally. In Grand Forks the number of teachers having higher academic degrees exceeds the number found in any city of our class in the country, according to the studies of Supt. West. Interesting reports of summer conventions have also been made to our local. Miss Grace Greenwood and Miss Viona Hansen reported on the National Convention of the American Federation of Teachers, and our president, Wal- ter M. Loomer reported on the Convention of the North Dakota Federation of Labor. Mr. Loomer introduced and the convention adopted resolutions favoring the change from an elected to an appointed State Superintendent of public instruction, the enlargement of the unit of taxa- tion for educational purposes, legislation to place the State Teachers’ Pension and Retirement Fund on a sound financial basis, and the enact- ment of a reasonable and workable State Tenure Law for teachers. The Trades and Labor Assembly of Grand Forks unanimously voted to buy twenty-five tickets to a Card Party given by the Parent Teachers Association of the Junior High School to raise funds to supply school children with needed clothing. MEMPHIS LOCAL 52 The Memphis Teachers’ Association is at pres. ent interested in publishing a monthly bulletin For some time they have held this ambition in abeyance, but now, inspired by Local 5 and others, committees are at work obtaining facts and figures incidental to launching a publication If all goes well we hope to have the first editions printed in January. Probably our most active committee in De. cember is the insurance committee, because this is the month for renewal of contracts. §o universal has been the satisfaction with ow Group Disability Plan during the two years it has been in effect, that many new members are applying for the insurance. Just here comes the thought of working, as Mr. Scott suggests in his splendid report on Professional Improvement, for conditions which will promote the health of the teacher.. Which bring us to the task of the committee on Teacher Load. Slowly but surely this committee is ac- cumulating facts of the teaching conditions in our schools. CARLOTTA PITTMAN, National Representative. CAMBRIDGE LOCAL 195 Our October meeting took the form of a din- ner in honor of Mrs. Florence Curtis Hanson, National Secretary-Treasurer. Among other guests were Mrs. Richard M. Russell, wife of the Mayor of Cambridge, and Mrs. Mary Thompson, President of the Women’s Trade Union League of Boston. Mrs. Hanson spoke to us in her usual inspiring way and answered many question from the members. Mrs. Thompson also spoke, enlightening us regarding the indig- nities working women are liable to meet and the sacrifices labor leaders are ready to make. A number of our members were able to attend some of the meetings of the Annual Convention of the American Féderation of Labor, which was held in Boston early in October. More recently a bridge and dinner has been given, netting fifty dollars for our emergency fund. Anna L. P. Cottins, Liasion Officer. THE AMERICAN TEACHER | 29 PORTLAND, OREGON, LOCAL li11 Following a long established plan of having at our Open meetings a speaker who is well in- formed upon something outside our domain, we had as “our guest artist” Miss Ethel Sawyer, of The Catlin School, a private school of this city. Without attempting to correlate ideas or to maintain sequences, I wish to report a few things that Miss Sawyer said. I shall not speak of methods of diagnosis, under conditions which encourage natural responses, nor of wholesome devices to encourage the study of the distasteful. I shall confine the report to that philosophy (for many years made practical by actual demonstra- tion in this particular school) which is a part of our beliefs concerning education, but which, be- cause of restraints of traditional teachers, is never allowed to run afield. The fundamental theory is that education is an awakening, a curiosity, a desire, an eager- ness, and finally a growth. Such an operative theory of the “educo” process finds no place in the school system for a pack of assorted facts collected by various means. of cohesion and ex- ternally attached. The objective in this growing process is clear thinking, accurate judgment, and adequate expression. To aid in this process: 1, No class numbers above ten. 2. No standardization of grades exists. Names are given to groups for the convenience of designating ten persons at the same time— for no other purpose. What one ten ac- complish, either in character of material or extent of factual information, is not the slightest criterion of what another group in school the same length of time, can ac- complish. The curriculum is of meager importance; the growth of personal power of supreme significance. . The teacher is not only a well informed instructor; she, too, is an eager learner. She is as sincerely interested as the pupils in the result of the immediate investigation. Quite likely new needs have taken her into entirely new field of exploration. . No methods to force results are used. Re- sults are awaited. The Catlin School is no longer an experiment; by educators in the West it is recognized as one of the finest “new” schools of the country. I am reporting this, not because the ideas are new to those of the Profession, but because the proj- ect, signally successful for many years, may be to us one of the harbingers of a new day. BELLE TENNANT, National Correspondent. MANUMIT LOCAL 191 It’s interesting to wonder what will be the outcome of the effort of the national office to relate the locals more closely to itself and to each other. Our little local is perhaps a uniquely isolated one. We are all teachers in the same school. It is a small community boarding school which was founded in 1924 by Bill and Helen Fincke, the founders of Brookwood Labor Col- lege, and for the same reason: to assist the edu- cational side of the labor movement. They wanted to contribute their lives, their home (this school occupies what was then their home) their utmost effort, their knowledge and wisdom— all they had and were, and that was very much— to organized labor, because they believed organ- ized labor was the hope of the world, and in par- ticular the greatest hope the world contains for peace. After one year, and a splendid first year it was, this school for workers’ children lost its resident founders, because of a slow fatal illness; and in the school’s third year Bill Fincke gal- lantly died, his last efforts being for Manumit. Nellie Seeds is now the Director. This is her fourth year, and the school is doing very well. ; Our situation is thus very different from those of which the American Teacher generally tells. Here we are, living together, our local literally being a family affair, and that in labor’s own school, where the majority of the children are the children of labor-conscious parents, and where labor’s point of view is well understood by many of them. We live, too, on a farm, and feel like fore- fathers, for we have all kinds of socially neces- sary work to do beside teaching. We must keep the classroom claims in their place, for there are many others. Perhaps some fellow-members of the Teachers’ Union will come and inspect our poultry and cows some day. SaraH M. CLeGHoRN, Liaison O fficer. 30 THE AMERICAN BUFFALO, LOCAL 39 The first meeting of the year of the Buffalo Industrial Teachers’ Association was a success. About fifty members attended a supper at the Y. M. C. A. building. Some time ago a Buffalo newspaper carried an item about an apprenticeship system which was to have the Manufacturers Metal Trades Association and the Buffalo Vocational Schools as parties. As we had no idea, how our schools were to be affected by such an agreement, we asked our Deputy Superintendent, Mr. Wing, to talk to us about this system. Mr. Wing gladly accepted, and explained that a few meetings had been attended by various industrial men and Mr. Wing, but as yet noth- ing tangible had been worked out. He saw no way in which this system would interfere with our Continuation School attendance. Our local intends to help in finding ways and means by which the schools may get more finan- cial aid from the state. This will enable the Board of Education to meet all educational de- mands of the public. We shall also sponsor a movement to make Industrial Education mandatory by state law, so that our work will not be curtailed when money seems scarce. We believe our work is as necessary to the public as the dead languages. Buffalo teachers are interested in news that an attempt may be made to change the State Tenure Law for Teachers. Any more will be carefully watched by our local, so that members will not be adversely affected by any change. We will also safeguard the interests of new teachers. Our association is about to close a group in- surance policy covering all our members. This project has been under consideration for two years. We believe, aside from personal benefits, this will have a tendency to bring in younger members and hold the older ones. We are planning to hold a Ladies’ Night, Supper and Card Party during Thanksgiving week. We expect in this way to enjoy good fellowship and at the same time put some cash in our treasury. LyMaN B. FIsHEr, National Correspondent. TEACHER NEW YORK, LOCAL 5 I The general movement for the relief of the unemployed has involved New York from the day President Hoover issued his appeal in Octo. ber. At that time Mayor Walker gave informal expression to the view that the municipal em. ployees of New York City might properly the first here to respond to the call for relie funds. The principal of the James Monroe High School immediately started his heads of depart ment on the rounds of collecting money from the 260 teachers in the school. The office of Local 5 learned of the principal’s enterprise as soon as it started. A letter was forwarded to th President of the Board of Education informing him of what was being done, protesting against the compulsory character of the levy, and in- cidentally inquiring whether in his opinion the by-law prohibiting the collection of money in the schools without the approval of the Board of Education did not apply. Copies of the letter were sent to the press in accordance with our custom of giving publicity to all our work. The next morning the “New York Times” carried our letter, and other newspapers wanted to know more. The principal tried to protect himself by sending a circular to the teachers thanking them for their cooperation, regretting the need of haste in view of his desire that James Monroe should be among the leaders, and saying that he wanied it understood that whatever contribution or pledge was made was to be voluntary. How ever, his after thought availed him nothing, for he was forced to return all the money collected, and to curb his spirit until the Board of Educe tion had taken formal action approving a plan to give teachers the opportunity to participate in the relief campaign. This principal is known to bk an inveterate politician, and evidently wanted to make use of the opportunity to prove the pos session of “initiative” in behalf of his further candidacy in the school system. II We regard our legislative service as first class but someone “slipped something over” on ow! legislative watch-dogs, apparently in the closing day of the 1930 session, by securing the passagt of a bill to pay salaries to presidents emeritu’ of the three tax-supported colleges in the City of New York. The two men who would be beneficiaries at once have pensions of nearly ten thousand dollars annually. Another future bene- feiary of the law is a personal friend and a former teacher of Mayor Walker. In this fact we may have the clue to the promotion of the welfare of the poor and needy emeriti. The Executive Board of Local 5 took action demanding that the Board of Estimate and Ap- portionment decline to appropriate the money to carry out the provision of this law. Our letter was forwarded to the Mayor, and copies given tothe press. The Board of Estimate has already postponed action three or four times. Incident- ally, the Union has asked lay bodies interested in education to join in the protest. The response to this invitation has been good. These two stories illustrate our method of work. Efforts to “negotiate” understandings are rarely successful in our political system. For that reason we don’t use that method. Henry R. LINVILLE, President. E the Yeto- SACRAMENTO LOCAL 31 Our meeting of November 6th was of especial interest, as Mr. G. M. Klinger and Mr. H. P. Dole of San Francisco Local 61, were with us and gave us a stirring account of their Salary Study Committee, the Salary Survey in San Francisco, and the splendid outcome of their courageous work. It was quite in keeping with their past record that Mr. Klinger and Mr. Dole had driven the ninety-five (?) miles from San Francisco since school hours and were returning that same night to be on duty the next morning at seven forty-five. A deeply interested group of more than a hundred gathered to listen. Our Law and Legislative Committee, with the earnest backing of our membership, is working to put over educational legislation at the next ses- sion of the Assembly. A Professional Relations Committee, similar to the Work Committee of a labor union, is being organized for the purpose of devising ways of raising professional stand- ards and of cooperating with the administra- tion in solving problems that arise. The Wel- fare Committee has been very helpful in adding eighteen to our membership this fall, and in working for good attendance at the monthly eve- | to THE AMERICAN TEACHER 31 ning meetings. One member of this committee issued five successive notices of our last meet- ing and personally took them to the various schools for distribution to each city teacher. Our Press Committee is issuing a telling monthly bulletin; I mean telling—it tells the things we want to know in a telling way. A copy of this bulletin goes to every teacher in Sacramento and to each member of the administration, not merely to Federation members. FLorENCE C, Munce, Liaison Officer. WASHINGTON LOCAL NO. 8 On Saturday, November 8, the Teachers’ Union of Washington, D. C., held its annual fall luncheon at the Lafayette Hotel. The speaker on this occasion was Mr. Paul E. Lesh, the attorney for the Union. Mr. Lesh told some very interesting facts about the legal status of teachers in Washington. It was Mr. Lesh who won the suit which makes it possible for mar- ried women to retain their teaching positions in the District of Columbia. The attendance at the luncheon was very large; all appeared keenly interested in the talk. ELIZABETH DRAPER, National Correspondent. WASHINGTON LOCAL 27 Local 27 is meeting regularly, and working earnestly toward the solution of a number of problems that confront them. Several cases of obvious injustices to members of the local are being followed persistently. Wethave had a very helpful and cordial con- ference with the Assistant Superintendent in charge of our schools about the annoyance caused us by book agents and about an attempt on the part of certain unscrupulous book firms to ex- ploit poor parents by claiming to sell a set of books demanded by the curriculum in our schools. The local is somewhat hampered by the fact that its members seem to become ever busier and busier. They have a desire, but seemingly no time, to advance their own interests. . Mary Mason Jones, President. Members too busy to work for their own interests are not unknown in other locals. To such we would like to repeat the saying, that those who are too busy to protect their own interests may soon find they have no interests to protect, 32 THE AMERICAN TEACHER News of Our Members Dr. Anna J. Cooper, with a degree from the Sorbonne, Paris, retired from the schools of the District of Columbia after rendering distin- guished service for fifty years. She received the highest commendations for her work as teacher and character builder. She did not retire to rest, however, but instead, accepted for a year the presidency of Freylinghuysen University, a school which gives opportunity to working people for training at night. Mr. Walker L. Savoy, delegate to our con- vention in 1928, has been promoted to the prin- cipalship of the Garnet-Patterson Junior High School Washington, D. C. Miss Angelo Bishop, a good member of Local 27, has received a teaching principalship at Sy- phax School. Paul H. Douglas, professor of economics, Uni- versity of Chicago, and John A. Lapp, professor of sociology, Marquette University, will repre- sent the American Federation of Teachers at the Conference on Unemployment of the Ameri- can Association for Labor Legislation to be held in Cleveland, December 29 and 30. Miss Florence Rood has been appointed by the Commission of Education of St. Paul to rep- resent the teachers on the school board. Selma M. Borchardt was invited by Pfesident Hoover to the White House Conference on Child Health and Protection as a representative of the American Federaticn of Teachers. Miss Jennie Allensworth, first vice-president of the Memphis Teachers’ Association, was elected a member of the executive council when the West Tennessee Teachers’ Association held its annual convention in Memphis, November 20-22, Miss Mary V. Little, of the Memphis Teachers’ Association, is giving two afternoons a week and most of Saturday to work in the Marguerite Walker Jordan Studio a combination gift and interior decorating shop, and is filled with rare and exquisite articles. This beautiful studio is Mrs, Lydia J. Trowbridge, one-time presiden of Local No. 3, has been made a member of the Managing Board of the School of American Re. search, Santa Fe, New Mexico. This is a re search center of the prehistoric American Ip. dian, and sister to the American Archaeologica Institute’s other academies at Rome, Athens Jerusalem, Bagdad, and elsewhere. The School of American Research is preparing to expand its work by the establishment of branches at Sa Diego and other southwest points; one has a- ready been inaugurated at Mexico City. Mrs. Trowbridge will attend the joint annua meeting of the Archaeological Institute and The American Philological Institute at Iowa City, December 29, 30, and 31. In the exhibit of the All-Illinois Society of Fine Arts is hung a picture by Florence Hall Kirkpatrick (Local 3). The art critic of the Chicago Herald Examiner says: Florence Hall Kirkpatrick, who has just returned from California with a palette splashed full of gorgeous harmonic hues, shows her older style with “Storm on the Dunes” in which the composition is strong, simple and very good. Mrs. Kirkpatrick’s work is on exhibit at the National Office of the American Federation of Teachers, Dec. 6th-Jan. Ist. Friends and fellow members are viewing these pictures with pride and admiration. A per cent of the proceeds of sales will be given to the Organization Fund. Miss Sara C. Ashby, chairman of the Eng- lish department, and Miss Nellie Godbolt, chair- man of the Social Science department in the Sacramento Senior High School, led discussion groups in an Institute of seven counties of Northern California and the city of Chico, that met in Chico in October. The Chicago Number This special number of The American Teacher, The Chicago Number, is presented to the mem- bership through the work of a committee from the teacher unions of Chicago. We wish to thank all our contributors for their cooperation. of fall the ned ple the DW de of it- he of at THE AMERICAN TEACHER No. Academic Freedom for Teachers and Pupils Academic Freedom and History Text- books Academic Freedom and Tenure—Com- ee ee ee No. AMERICAN TEACHER INDEX Volume XI Sept., 1926—June, 1927 Page Evolution and Its Implications, Vernon 14 Kellogg, American Federationist..... Failures: Basis for Treatment 12 ND B, idccncenecsdeaseon< i jecti n heir Realiz- mittee Report, R. W. Everett, Ch... 7 © 3 “ation ‘Bese A’ Tomiingon nn an Academic Freedom—Dr. Kerlin and Prof. Fincke, William Mann—In Memoriam Kinneman eo cceccccccccccccosccoooes 10-16 10-31 Gompers, First School Named After... Academic Freedom, A Neglected Aspect “ ” Pilea Good Old Days”—Editorial ......... Joseph Jablonower ............se0e: 3 G ig ig i Academy of Political and Social Sci- TouP o_o in St. Paul Locals ences, Meeting, Selma M. Borchardt. 10 25 Alice M. Hosmer ......+.-.++++. ese A. F. of T., Editorial ................ 10 22 Illinois State Fed. of Labor Convention a, Be GUEEEED GB cocccccccces 6 22 ~=—iilliteracy—The Negro’s Fight to Wipe i a a aR cae 7 15 it Out, Mary L. Mason........++.++. All Year School—Editorial .......... 3 14 Inhumanity to Children American Education Week ........... 1 13 Lydia G. Wentworth............++.- American College and its Rulers—Book Institute of Politics, Williamstown Review, J. E. Kirkpatrick .......... 3 20 Laura Puffer Morgan .......++++00- American Education, Challenge to— International Educational Conferences. Joseph K. Hart—Review, J. E, Kirk- Internationah Movement in Workers DE. «tatbecéncghdbeeteseeanandde 8 21 IO vc cccccccccctegevegesseeue Arbitration, Security and Disarmament 5 12 Junior Colleges in California, Develop- As We See Ourselves—May Darling.. 10 9 ment of, Edward I. Cook.........00- Autocratic American School System Junior High Schools, William T. McCoy (Allegemeine Deutsche Lehrer Zei- EMDOG COMEMED ccccccccccscccsccocese PE ite pit epee ceekee aad addin 2 19 Legal Status of the Teacher Baltimore & Ohio Railroad Co.,Letter Dh, iy a ccctcndhoctnaenhen from Edward Hungerford .......... 10 27 Legislative Committee’s Report: Tenth Bryn Mawr Summer School ......... 10 26 ED DEE cnescdiccasedueceese California State Federation, Samuel oe eee ee err Tt MD scctebkenkensanonene 10 3 Legislative Work Report ............ Cambridge Teachers: John M. Brewer’s Leisure, Threat of—Review ........... iii ate as acne ahs a eh alli a 10 17 Manumit, Nellie M. Seeds............. Canadian & Russian Teachers Organiza- Mexico and U. S., Frederick J. Libby.. i a ak a a a ag a ee a 7 12 Military Training in American Colleges i DE codéstcavedaseedes 2 21 and High Schools, Irving Maurer.... I se eed oad 8 Mohr, Paul J.—An Appreciation...... Chicago Number—Presidents’ Greetings Negroes, Educated and Their Fields of James A. Meade, Beulah Berolzheimer 8 3 OES SECRETE EES Ee Chicago Situation: Some Lost Spiritual “Now is the Time” by Arthur Pomson- Values, Marian C. Lyons .......... 8 5 GM. Ts Ws ncccrdcgensoosececenscess Chicago High School Teachers Council: On Beinga “Joiner”, Harold M. Groves. Its History, Ann Lord ............ 8 22 Pacific Coast Number ...........00-. RAREST 4-15 5-15 Part Time Schools in California Civil Liberty, Compiled by Edith M. Ter err ore DE eee A ike a aes es 6 19 Platform of Principles for the Class- Class, The Large, Luella B. Cook..... 9 7 DS TOD onc koe sécsuesacedasees onvention Notes, 1926 ..........+.. 2 8 Platform of Principles for the Class- Credit Union of the St. Paul Federation i, i os cee pebensee en eue of Women Teachers, Flora F. Smalley 9 8 Poison Gas Protocol...........ecceees Democracy in Education Portland Teachers Union ee oes ka cinke suai 2 12 E. E. Schwarztrauber ...........c0- emocracy in Education Portland Teachers Tenure EE i cn i uiani ee 8 8 " “3 _ 3 Democratic Goal, Book Review of His- President’s Convention Address 1926.. tory and Social Intelligence Program of Action for 1926........... I 3 30 Program A. F. T. Eleventh Convention Democratic Tendencies Illustrated Radio and Education ..........c.ccece (4) ~~ Sere mr 5 7 R. O. T. C. in High School R. E. Blount Educational Program, Our American Sabbatical Leave, Paul J. Mohr........ i 2 3 Salary Dilemma: A Way Out Education and the A. F. of L. Conven- 2 eer Tl sid niet one eeehneeuadabaten 3 19 Sayre, John Nevins: Excerpts from Education and Politics ...........eee- 4 12 Speech on Military Education....... Education Spread Thin, John W. Carey. 5 22 Schooling Your Child, A. M. Jennings. Effective Teaching: Whatis Necessary’. 8 10 Single Salary Schedule—Editorial...... meritus Service in the Chicago Schools Stecker, F. G.—An Appreciation....... oe FU on00000000 encase eres x 20 Superior Teacher as Discovered ,ay idemic of Hard Names”—Editcrial 9 18 Teachers Themselves, Florence Fish lization—What? Why? How? Tabloid Biographies — Our Executive is Uh MD stesbeeceseescoces 2 6 DTT as65660000000000r Gln 9 3-12 33 Page 6 414 34 THE AMERICAN TEACHER Tax Suits of Chicago High School Fed- erations, Charles B. Stillman........ 8 Teacher’s Bill of Rights ............. 2 Teachers’ Code of Ethics ............ 2 Teachers’ Contracts, The New ....... 10 Teacher, The Diary of a EE ee 10 Teacher Dismissal ..... 4-16 7-13 9-16 10-16 10-31 i Se: ide eee une kenbenet 4 ET eT Tere P Teachers: May They Think? Selma M. Borchardt.......cccccccses 5 Teachers Must Not Think ............ 6 Teachers Organization Movement in ee ahead a new ima ie 5 Teacher Supervision, Carolyn A. Reed. 9 Teacher Tenure—Editorial ........... 2 Teacher Tenure in Minneapolis GS a eee 7 Teachers Unions in Fascist Countries ee 7 Teachers Unions in Other Countries— Austria, Dorothy P. Gary........... 5 Teachers Unions—England A ee 3 Teaching Load and the Size of Classes I a 8 Teaching Dollars New Tricks Duane Swif i araraiank ak iii Alea sea wie aie 10 “Teaching in Secondary Schools”, Morrison, Nell W. Peterson......... 1 Volume XII Ability Grouping in New York High I ie dae eal a de 10 Academic Freedom, Frank Orman Beck 4 Adequate Support of Schools: Campaign of 89, James P. Barron.............. 7 Adult Education: Ashland School...... 9 Adult Education: Brookwood Confer- a a a i lh al 6 Adult Education: Manumit School.... 9 Adult Education versus Workers’ Edu- EO ES ea eee 3 Affiliate with the A. F. of L.: Why i ai la i ns 10 Affiliation with Labor, A. Lefkowitz... 5 A. F. of L. and A. F. of T.—Editorial 6 A. F. of T Convention Program ..... 9 A. F. of T. Eleventh Annual Convention 1 A. F. of T.: Giving and Getting—Editorial 8 A. F. of T.: Local 27, Mary L. Mason and Eleanor Robinson .............. A. F. of T.: Local 200: Its Program... 8 A. F. of T.: Think of the—Editorial.... 5 A. F. of T.: Representatives at W. F. *. i °8£4|| eee A. F. of T.: Resolutions at A. F. of L. EE SS ae A F. of T.: Why a National? I is ane eaeeeceeis 8 American Education Week ........... 1 American Federation for Dec., 1927... 5 American Federation of Teachers: A National Organization—Editorials. .. Arbitration, Move for ................ 1 Ashland School for Adult Education... 7 Atlanta Public School Teachers Associ- Ee 7 Atlanta Teachers Association: Relation of Supt. to, Willis A. Sutton........ 7 Bailey on Civil Liberty ............. 5 Black Shirt Ideals Gaining in America? 6 Bogan, William J.: Address.......... 10 Borchardt, Selma, Honored Louise D. Se 7 4-20 18 18 18 22 13 9-17 8-16 11 16 9 11 13 10 14 6 9 5 5 29 20 21 Sept., Tenure and Academic Freedom Attacked 3 Tenure: Minnesota’s Campaign, FF } }»zx eer 9 Textbooks: Increase by Members..... 10 Toronto Conference, W. F. E. A....... 10 Trade Unionists, Education for I a alee 5 Twin City Locals, Conference with ie SE MED ocsccccesvcesese 10 ee ee eee 9 Typewriting, The New Psychology of FTE Seer 10 War and Education—Editorial......... 6-14 War: “The Call of the Camps”....... 6 War: Second Conference on Cause and DE inecitiiotitdeinnenpnnesens ses 6 Wars: How They Come ............ 6 What’s the Use?—Editorial .......... 8 Who is On Trial?—Editorial ........ 4 Wisconsin University Summer School Oe re Workers’ Education, A. J. Muste....... 3 Workers’ Education, Selma M. Borchardt 3 Workers’ Education: Mutual Aid of A. F. L. and A. F. T., J. L. Kerchen. 10 Workers’ Education and Y. W. C. A... 5 World Citizenship, Education for..... 5 “World Court”, George W. Wickersham 6 Your Thinking World, H. D. Roberts.. 8 Youth Movement in China, Lydia J. EEE ink adudvacteewennwenwenes 1927—June, 1928 California Tenure Law, Jeannette Minard 8 Se CE 6 cdccedeneeesaceseese 9 GO ES O—ee eee 9 Chicago Membership Campaign ...... 9 Chicago Situation, The i ee rn 9 Child Labor and Education Ie, BR co cccakons cae awe 1 Child Labor Law 2928 ....ccccccccces 4 Child Labor Still With Us ........... 10 Cincinnati’s Salary Schedule—Editorial 6 City Retirement, O. B. Williamson..... Colorado Labor Helps Organized Teachers Colorado Sends Cheer, Earl R. Hoage. 7 Company Unions by Robert W. Dunn... 6 Compulsory School Attendance—Editorial 6 Continuing Education: An Experiment 8 Daily Program of the High School..... Danish Folk High School Pee ED dvs cvacesenenaeceees 6 Democracy Returns to the Chicago Schools, Equalization of the Teaching Load, Beulah Berolzheimer.......... 9 Democratic Education: Needs and Tend- encies, John E. Kirkpatrick.......... 2 Education: Report of A. F. of L. Com- _ 4 C nae eaerryes 4 Education Committee Report A. F. of ff a aerr 3 Education Made Field of Alleged Propa- DEE Guv@ucGaeka hase Meee ods xia cack © 10 Educational Books and Pamphlets by John E. Kirkpatrick, Review......... 6 Educational Ideals and Practices Dr. Theodore G. Soares............. 6 Educational Locarno, An ............- 1 Elementary Teachers Union: Some Ob- jectives, Agnes B. Clohesy.......... 9 Esperanto: Linguistic Bond for Human- ity, Henry W. Hetzel...........0..- 10 Ethics for Secondary School Teachers. 1 Everett, Ralph Waldo: Key Man...... 15 9.19 17 16 16 14 20 27 13 26 ll 23 22 19 23 14 14 10 11 23 ow 19 6 15 9.19 15 17 16 16 14 20 | 20 27 THE AMERICAN TEACHER Freedom in Labor Education ........ Fulton County Teachers Association Boyd Taylor .......seceseeeeeeeeees Gigantism in School Building Se Ue, EMER concecescecccccece Gemmpers Creed 2... cccccccccccccccccs Group Insurance, Mary E. Robb...... Higher Wages, Better Schools eee EMGER soccccccvccescceccesses High Schools: None of More Than 2,000 ee re ore Highway Accidents, Seven Thousand eS eon Hoare, Frank A.: Appreciation by.... Home Economics, Social Value of i i, Cin dicen sneeendeedeoses Home Hygiene Instruction............ Hume, Hedwig Hochbaum: A Tribute Ideals: Are They Bunk? ............. Ireland, Greetings from ............. Junior High Schools Join Union....... Labor and the Schools, G. W. Perkins. Labor Day, Frank Morrison........... Locarno: Conference of the New Edu- cation Fellowship, Ruth Gillette Hardy Labor Movement: Opinions of ...... Lapp, Dr. John A.: Convention Address Latin American Co-operation Invited.. Legislative Report Eleventh Convention Legislative Representative Report Seems BE. BOPEMRTEE .nnccccccvescces Libby, Frederick J.: Letter from ..... I a a ei cid lara “Light from the North”, Joseph K. Hart, The Mission of the North Coun- OM RR ere limited Certificates Eliminated nr aes Sr Oe MIE 66 ncccdcceebeseene “Makers of Freedom”, Page and Eddy. Manumit School and the Labor Move- ment, Nellia M. Seeds.......scccccce 13 | Marriage A Ban to Teaching—Editorial 2 | Mathematics: Place in the Curricula 26 Ct My dntthibb iacénneewenss 19 | McAndrew: Why He Failed .......... 11 | Memorial Tributes William Mann Fincke 23 Hedwig Hochbaum Hume 2 Genevieve Gilruth ............ 000 22 | Memphis Teachers Association........ 19 | Militarism in Public Schools .......... 5 | Military Training, Compulsory ...... 3 | Murphy, Daniel C.: An Appreciation PE i; SE icnn cennions 66s sees 7 | Napoleon as a Correspondent a 4 ee .. E. C. Inauguration of Dean Russell 3 | New Education: Locarno Conference kuth Gillette Hardy .............0. 4 0 Government in Business”: Cry of No. 61: Retrospect ..........ssceseees ) Nursery School at Vassar College Lovisa C. Wagner ...........s.eceee | | New York Teachers Auxiliary: An Esti- mate eee eee eee eee eee ee ee eee eeeeeees } | Objectives of No. 52: Present and Future Mary V. Little and Elizabeth E. Dix. 10 Teachers Resent Political Control ie mA a as RE nc RR Pportunity School, Denver, Colo..... Organized Labor and the Public School LSTA GAL A ALL Owen, William Bishop: Tribute to William J. Bogan ............ canes 10 8 10 2 9 24 15 24 26 22 24 16 26 13 23 24 23 13 12 10 18 26 15 10 9 Pacific Coast Number .........+-+ee0- Pensions and Politics, Mabel L. Rees.. Pioneer Youth of America ........... Pitfalls in Education, A Trinity of, , fa eee oe ee Policies: Report of Com. 1927 Conv... Possibilities of Public School Education in Chicago, Charles B. Stillman...... Power, Cost GE cccccccsescccccccccscs Power Trust: Is There One? ........ Presidents Eleventh Convention Address Propaganda, Education Field for...... Public Opinion and the, Teaching of History, Bessie Louise Pierce. Review by Lucie H. Schacht ...........+-+4- Public Schools as Factory Feeders.... Public School Teachers Association and Board of Education, W. W. Gaines.. Public School Teachers Association and Organized Labor, Jerome Jones..... Research: A, Department for Selma M. Borchardt..........0..e0- Resolutions—Report of Com. 1927 Conv. Russia, Discovery Of ....cccccccccccce Sabbatical.. Leave of Absence ....... Salary “Raise” (Seattle) ..........+s. School Who—or Which?—Editorial ... Seattle High School Teachers Union: The Attitude Toward It .......... Seattle: No. 200 Chartered ........... Seattle: Teaching Not a Profession in Seattle: Union Movement in ..... “a Sec’y of Labor Davis Writes A. F. T... Seeing Ourselves—Editorial ........... Service of Workers’ Education to Labor’s Cause, F. L. Kerchen....... Shall We Fight On? From Union TEE ncocdaks0e0eknnsseeeeesseess Shorter School Days—Editorial ...... Social Adjustment at the World Con- ference, Jennie A. Wilcox........... So This is Education—Editorial ....... Starting the School Year Right ee oe , . cackeebnneenees State Educational System of Work, A i We WEE nu ccususdndeséses cess Sate Ge UO BE cccscccccagescscecs Struggle for a Living Wage, The i, EL