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AMERICAN 
TEACHER 












RCH - 
APRIL 
1938 











J 


PRESIDENT’S COMMITTEE RECOMMENDS: 
By Charles H. Thompson 


TEACHERS IN HAGUE TERRITORY - - By One of Them 
RADIO EDUCATION 
WILL RADIO REPLACE THE TEACHER? - - - ------ - I. Keith Tyler 
RADIO EDUCATION IN CHICAGO- - - ---------- Kermit Eby 


ON TACKLING A BASIC PROBLEM - - 


National Educational Policies Committee 


CLASS DISTINCTIONS IN ENGLISH EDUCATION - - 
G. C. T. Giles 


A MODEL BILL BUREAU- - - - - - Ross Thalheimer 


WHAT PRICE SCHOOLS? 
A Tax Symposium 


OFFICIAL ORGAN of the AMERICAN FEDERATION of TEACHERS 














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On A Dangerous War Measure 


Congressman Maury Maverick 
House Office Building 
Washington, D. C. 


Dear Congressman Maverick: 


On behalf of thirty thousand American teachers and professors from every state in the Union | 
wish to protest vigorously against the new “War Profits" industrial mobilization bill. This, it seems to 
us, is not only highly dangerous in its provisions but is misleading and hypocritical. 


It purports to take the profits out of war while it actually does nothing of the kind. It does go 
far towards setting up a dictatorship in the United States. I gives the President power to control 
prices, to draft men Chenen the ages of twenty-one and thirty-one for military service overseas, to 
control the organs of public opinion, including the radio and the press. It also attempts to control 
wages and unions and the prices which the farmers can secure for their products. Any one who dis- 
obeys a rule or regulation promulgated by those who are administering the act can be fined $100,000 
or imprisoned for one year or both. 


In short, it is probably not too strong to say that this bill virtually sets up an American brand of 
Fascism. The Japanese Diet is struggling hard to defeat a similar measure in Japan. We had not sup- 
posed that any of our organized parties really believed in the dictatorial program of the Japanese 
military clique. 


We do not believe that patriotic, peace loving, democratic Americans will be fooled by the 
specious patriotic slogans which the measure contains. Certainly the teachers are not deceived. They 
wish to register through you their strongest opposition to the passage of any such measure. 


We feel sure that when Congress really stops to consider the genuine meaning of this bill it will 
be decisively defeated. We believe that Congress should now devote its attention to constructive 
methods of building a happy, prosperous and intelligent nation in peace time. After defeating this 

oposed measure we hope that Congress may give careful consideration to an adequate program of 
eral aid to our schools. By raising the intellectual level of all the people we would have far greater 
guarantees against foreign military aggression than we could ever have from the proposed military 
dictatorship bill. The defeat of the May Bill will help us retain our heritage of liberty, equality and 
democracy. 
Jerome Davis 


CONGRESS OF THE UNITED STATES 
House of Representatives 
Washington, D. C. 
Hon. Jerome Davis, Pres. 
American Federation of Teachers 
489 Ocean Avenue 
West Haven, Conn. 


Dear Mr. Davis: 


Thank you for your letter of March 3rd concerning the May Bill. Your views and comments are 
parallel with mine which | have incorporated in the enclosed Minority Report. | believe that this bill 
is vicious and misleading in intent as well as in nature, and that all the American people ought to join 
together to urge its defeat. 


With best wishes, | am, 
Very truly yours, 
Maury Maverick, M. C. 



























































— =—_ — a — fr 


























The public school system in the United States greatly needs 
improvement. Glaring inequalities characterize educational op- 
portunities and expenditures for schools throughout the nation. 
The level of educational service that can be maintained under 
present circumstances in many localities is below the minimum 
necessary for the preservation of democratic institutions. Fed- 
eral aid is the only way in which the difficulties in this wide- 
spread and complex situation can be adequately corrected. 


Thus begins the official summary of the general con- 
clusions of the President’s Advisory Committee on Educa- 
tion. These are stirring and heartening ideas, immensely 
encouraging to those who have long felt that Federal aid 
is indispensable if the severe crisis in education is to be 
relieved, and if the unjustifiable inequities are even to be 
partially corrected. 

There are many enemies of Federal aid to education. 
Some are deluded, some hypocritical, some misinformed. 
At the moment of writing, they have not yet become ar- 
ticulate, but the brass bands of the parade of opposition, 
honest and otherwise, will soon be blaring. It is of prime 
importance that every AFT member memorize certain 
minimum facts about Federal aid, and utilize the present 
situation for spreading knowledge about the proposal. The 
excellent analysis by Charles H. Thompson appearing in 
this issue gives all the important data. The administration 
in Washington is distinctly favorable to the whole idea. 

It is particularly gratifying that the committee’s pro- 
posals on Federal aid parallel in so many respects the pro- 
visions of the O’Day-Scott Bill, introduced at the instance 
of the AFT. 

The Committee recommended not merely Federal aid, 
but educational equalization. By adequate safeguards it 
would be made certain that Negro education and rural 
education receive sufficient assistance to bring them closer 
to equality with white and urban schools. The Committee 
recommends state control of planning and supervision of 
instruction, thus overcoming that old bogey of Federal 
interference with state rights. 

The general problem of the education of youth received 


MARCH-APRIL, 1938 


Federal Aid Moves Forward 





the attention of the Committee. In this connection, it 
recommended that the CCC and the NYA be combined, 
and that the new agency take over control of the CCC 
camps because long-continued use of the army to administer 
a civilian educational enterprise was not in the American 
tradition. 

One aspect of the Federal aid proposal has already 
aroused much discussion. It is the recommendation whereby 
the states would be permitted to allocate limited funds 
to non-public schools, to be used for transportation of 
students, textbooks, scholarships for pupils 16 to 19 years 
old, and for health and welfare services. Such a recom- 
mendation is questionable, since it violates the principle 
of separation of church and state. In evaluating this pro- 
posal, however, the following points must be remembered: 
1. the expenditure of such funds is permissive, not obliga- 
tory; 2. 43 of the 48 states have laws or constitutional 
clauses (or both) whereby such distribution of funds to 
non-public schools is impossible. Under the circumstances, 
it would seem wiser to get the Federal aid law on the books 
now, and to fight against distribution of funds to non- 
public school groups in the few states where such a pos- 
sibility arises. To center attention exclusively on this fea- 
ture of the bill would endanger the possibility of any Fed- 
eral aid at the present time. 

Warm congratulations are due to Professor Floyd W. 
Reeves, Chairman, and to the other members of the Com- 
mittee for a thoroughgoing, realistic, and progressive report. 
The next job is to whip their recommendations into proper 
form for introduction into Congress. This is now being 
done by combined NEA and AFT agencies. 

Congratulations are also in order for the hardworking 
AFT National Legislative Committee and National Legis- 
lative Representatives. However, their job is still largely 
ahead of them, in spite of much spadework accomplished. 
Each union member has an urgent task to perform in this 
connection. Write to your Senator and your Congressmen. 
Tell them what you think of Federal aid to education. 





































The AMERICAN TEACHER 


MARCH-APRIL, 1938 








VOLUME XxXil NUMBER 4 
IN THIS ISSUE: 
Federal Aid Moves Forward—An Editorial.................... 3 
A Service to Academic Freedom—An Editorial.................. 6 
Teachers in Hague Territory—ONeE oF THEM.................. 7 
Radio Education 
Will Radio Replace the Teacher ?—I. Kerrn Tyier.......... 10 
Radio Education in Chicago—Kermit EsBy................ il 
A Model Bill Bureau—Ross THALHEIMER..................... 12 
The President’s Committee Recommends:—Cuar.Les H. THompson 13 
Went Price Schecle—A Symes. ..o ono. cccccccvcccvcsccsess 18 


The Financial Situation in Ohio—Tax Problems in Indiana— 
Birmingham’s School Crisis—Philadelphia’s Financial Emer- 


gency—The Tax Situation in Trenton. 


I ais alia wp bear nisin Sew ox a welled 20 

Class Distinctions in English Education—G. C. T. Gmgs......... 21 

ge ee 24 
National Educational Policies Committee 

Shall We Affiliate?>—The CIO-AFL Forum..................... 26 


Drawings by Arlis, Ellon, Hunt, Leboit, Tric 


DEPARTMENTS: 

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President’s Page—Educational Kaleidoscope. ................... 9 
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The January per capita report presents an 
Growth of Ag : 
the AFT encouraging picture. The total paid up mem- 
bership in January, 1938, represents a 58 
per cent gain over the same month in 1937, is more than twice 
the membership of the same month in 1936, and is more than 
three times the membership reported for December, 1934. 
By way of comparison, it is interesting to note that at the 
time of the A.F.L. convention at Denver only three unions 
out of approximately one hundred showed a greater gain 
in convention votes since 1929 than the American Federa- 
tion of Teachers. . . . It is a significant fact in education 
in America that thousands of teachers are awakening to 










4 


the need for organization and united action. In the cities 
of New York, Chicago, and Cleveland more than 15,000 
teachers have joined the ranks of the American Federation 
of Teachers. In such representative American cities as 
Atlanta, Ga.; Springfield, Ohio; Bloomington, Illinois; 
Parkersburg, West Virginia; and Butte, Montana, from 
80 per cent to 100 per cent of the teachers are AFT 
members. Locals from coast to coast are experiencing 
splendid growth in membership. . . . Teachers are rapidly 
becoming cognizant of the fact that superintendents alone 
are helpless in withstanding the pressure of organized 
groups which are actively attempting to curtail school pro- 
grams. It has become obvious that teachers themselves must 
unite to protect educational standards and to solve their 
own economic problems. . The present rapid growth 
of the American Federation of Teachers indicates that 
teachers of America are taking a serious interest in the task 
of building a citizenry for a democracy in the richest nation 
in the world. 


In their articles on “Big Business 
Finds its Voice” in Harper’s for Jan- 
uary and February, S. H. Walker and 
Paul Sklar point out that while big business was demoralized 
by the depression and since 1929 has been scorned by the 
public and attacked by the politicians, big business has not 
capitulated. Instead, it is determined to sell itself as suc- 
cessfully as it sells its products. In selling itself, big busi- 
ness stresses that the prosperity of all of us is dependent 
on the prosperity of business, that America has the highest 
standard of living in the world, and that capitalism has 
made such a high standard possible. . . . Every avenue 
of propaganda—advertising, radio, speakers, and movies— 
is used to sell the virtues of business. Backed by General 
Motors, the du Ponts, Ford, and U. S. Steel, the message 
of business is entering every home and every school. Par- 
ticularly successful has been the penetration into the public 
schools of business propaganda in the guise of scientific 
films. Teachers, seldom critical, and anxious to take ad- 
vantage of these films, rarely question their point of view. 
Few teachers realize that the philosophy and the program 
of big business are influencing their thinking and the think- 
ing of their students. Under numerous slogans to the 
effect that what is good for business is good for the people, 
the propaganda of big business has as its aim to discourage 
the growing conception that government is a legitimate 
agency for remedying the maldistribution of wealth through 
use of the taxing power to pay for social legislation, such 


Big Business Finds 
Its Voice 








THE AMERICAN TEACHER 


ENTERED as second class matter SUBSCRIPTION: $1.00 for the year 
October 18, 1933, at the post office _ —Foreign $1.10—Single copies, 25c. 
at Chicago, Ilinois, under the act | Published bi-monthly except July- 
of March 3, 18 nce for | August. Subscribers are requested to 
mailing at ‘aoaied rate of postage pe prompt notice of changes of ad- 
provided for in Section 1103, Act ress. Remittances should be made in 
of oy = 1925, authorized , postal or express money orders, draft, 
November 926. stamps, or check. 


Be 
THE AMERICAN TEACHER 








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as the Social Security Act, the WPA, Federal aid to 
education. It seeks to build up opposition to such govern- 
ment checks on the excesses of industry as the Wagner 
Labor Relations Act and the La Follette investigation. By 
accomplishing these aims, big business hopes once more 
to dictate the pattern of American life. Teachers should 
refuse to permit the classroom to be used for such pur- 
poses, purposes which would soon deprive the children of 
the best fruit of education—a free and inquiring mind. 


Teachers everywhere 
are watching Penn- 
sylvania with intense 
interest. It is the current battleground for real tenure. . 

Pennsylvania adopted an excellent tenure law one year 
ago. That tenure law is now being attacked on several 
fronts with an intensity that is making teachers realize un- 
erringly that getting the law on the books was but the first 
phase of real tenure. It is just as important to get a fair 
interpretation of the law from school boards and from 
the courts. And it will be just as difficult to keep hostile 
legislators at the next session from amending the law into 
virtual nothingness. . . . Two high hurdles have thus far 
been negotiated successfully. Several school boards brought 
the tenure law into the courts, but it has been finally ruled 
by the Supreme Court of Pennsylvania that the law is 
constitutional. When that decision was announced, Penn- 
sylvania teachers drew a deep breath. . . . In Philadelphia, 
the school board attempted to circumvent the plain intent 
of the law by issuing tenure contracts calling for possible 
12-month service without additional compensation. The 
Supreme Court spoke against such a practice, and as a 
result Philadelphia contracts are being reissued on a 10- 
month basis. Philadelphia teachers drew a second breath. 


Pennsylvania: Current Battleground 
for Real Tenure 


Pennsylvania teachers are making no 
mistake, however. School boards 
are making ready to press the legis- 
lature into changing the three provisions which are re- 
garded by teachers as their most important safeguards. 
The first is the provision whereby an adverse decision of 
the school board may be appealed to the courts. Several 
school boards are objecting to this. Have they no faith in 
the courts, that they wish to deny teachers recourse to 
them? . . . Several school boards also want to alter the 
provision whereby teachers may not be discharged merely 
because of their marital status. Should that objective be 
achieved, certain communities would at once discharge 
every married woman teacher. Do these school boards 
think that marriage is a privilege to be denied to teachers? 
Can they indeed think in modern America that the place 
of the woman is in the home? . . . Lastly, certain school 
boards want to insert into the law a provision for a “pro- 
bationary period”, during which they could discharge a 


The Future of 


Pennsylvania Tenure 


MARCH-APRIL, 1938 





teacher without having to establish cause. Are these school 
boards forgetting that under the present lew they can dis- 
charge a teacher if they can prove incompetence, regard- 
less of how long that teacher has served? Or do these 
school boards want a “probationary period” so that they 
can do as is done in New Jersey? In that state, with a 
three-year probationary period, wholesale dismissals take 
place several days before the three-year period expires. 
Several days later, the same teachers are rehired. The 
teacher never secures tenure, and never secures his salary 
increments. . . . Victory in Pennsylvania will show teach- 
ers elsewhere that they can put an end to such abuses. 


A group of educators term- 
ing themselves ‘“Essential- 
ists” recently launched an 
attack upon progressive education, charging the latter with 
the failure of American schools to measure up to European 
contemporaries. They criticised the “activity” program, 
and inferentially held progressive education responsible 
for much of our crime. The political bias of the “Essen- 
tialists” is indicated by their reference to a phase of pro- 
gressive education as being “a pernicious movement to 
indoctrinate immature learners in the interests of a spe- 
cific social order.” . . . The statements of this group are 
full of generalities. One answer was given by John Dewey, 
who said that the “traditional school never succeeded in 
giving more than a small number of pupils either discipline 
or any command of organized subject matter” and that the 
failure of American schools is “a criticism of the traditional 
methods which are still largely in use.” Essentialism means, 
in essence, a return to formalism and the 3 R’s. This pro- 
gram comes to the fore at a time of recession and retrench- 
ment. It serves as a philosophical and pedagogical justifi- 
cation for limiting school equipment, cutting down the 
number of teachers, and eventually slashing salaries. 


Essentialism: A New 
Justification for Retrenchment 


The Editors wish to call your atten- 
tion briefly to two new tasks under- 
taken by agencies of the AFT. In the 
legislative field, teachers will welcome the Model Bill 
Bureau, a subcommittee of the National Legislative Com- 
mittee of the AFT. Its work is described on another page 
by its chairman, Dr. Ross Thalheimer. . . . In the field 
of educational policy, the National Educational Policies 
Committee has been set up by the National Executive 
Council. Miss Wanda Taeschner is chairman. Its first 
deliberations and actions are described on another page. . . . 
In these two fields much of the work of the AFT for the 
next few years will be concentrated. In this connection it 
is a pleasure to be able to report that Professor Floyd W. 
Reeves, chairman of the President’s Advisory Committee 
on Education, has become a member of the National 
Educational Policies Committee of the AFT. 


Two New AFT 
Projects 













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I De OD il Pu ees 








Help is 
Needed 


ginia, and at Flint, Michigan, need the moral 
support that teachers from all over the United 
States can give them. Since the dismissal last June of two 
Monongalia teachers, Messrs. Donald Chesrown and Owen 
Hamilton, because of their labor views and activities, a 
concentrated attack has been made upon teacher organi- 
zation. Furthermore, at a Parent-Teachers Association 
meeting late in January, Dr. Charles Ambler, chairman of 
the Board of Education, tried to conceal the true amount 
of taxes derived from the state by the School Board and, 
after sharp questioning, was forced to admit that the School 
Board had illegally borrowed $87,000. In Flint, Michigan, 
where three active teachers were dismissed last January, 
salaries have been traveling downward, the school term has 





The teachers at Monongalia County, West Vir- 


been progressively cut, and liberal and pro-labor library 
books have been quietly withdrawn from the shelves. ]j 
the school systems of these two areas are not to suffer 
further attack, and some sense of security and freedom js 
to return to the teaching forces, the voices of teacher and 
labor organizations from every corner of the United States 
must be heard in these communities to stop the financial 
forces in their destructive work. Resolutions asking the 
reinstatement of the ousted teachers and protesting against 
the weakening of the school systems should be sent to the 
following: 

Dr. Charles Ambler, President, Monongalia Board of 
Education, Morgantown, West Virginia; 

Ralph M. Freeman, Secretary, Flint Board of Education, 
1103 Union Industrial Bank Building, Flint, Michigan. 


A Service to Academic Freedom 


In exonerating William A. Schaper, professor at the 
University of Minnesota, who was discharged from that 
institution in 1917 for alleged disloyalty to the United 
States government, the regents of that institution on Jan. 29 
last performed a service to the causes of academic freedom, 
of justice, and in a larger sense to the cause of peace. 

Furthermore, in sending him a check for $5000, in giv- 
ing him his title of professor emeritus at Minnesota, and 
in expunging the 1917 incident from their records, the 
regents, in so far as is possible now, have made amends 
and removed a serious stain from their own escutcheon. 
Their integrity was at stake, not Professor Schaper’s. 

For Professor Schaper is now established as entirely 
within his rights as a citizen in opposing the entry of the 
United States into the war. After war was declared, how- 
ever, he is shown to have complied with the law and sup- 
ported the action of the government. 


The fact is that as head of the department of political 
science he functioned as an authority in various fields which 
brought him into sharp disagreement with interests whose 
purposes were not always in accord with the public weal. 
It is these reactionary forces which are charged with his 
“star chamber” trial and summary dismissal. 


It was at the request of Elmer Benson, farmer-labor 
governor of Minnesota, that the board reconsidered its 
former action, taking the step at the governor’s plea for 
“academic freedom”. 

Acting for the executive council of the AFT, Mr. Irvin 
R. Kuenzli, secretary-treasurer, sent the following wire 
to Governor Benson and the board of regents from Chicago: 


The Executive Council of the American Federation of Teach- 
ers, meeting in Chicago December 30, 1937, voted to urge that 
Professor William Schaper be given an opportunity to return to 






his position at the University of Minnesota from which he was 
dismissed during the heat and fever of the World War days. The 
American Federation of Teachers believes that academic freedom 
is absolutely essential in protecting the nation from war and that 
the return of Professor Schaper to his former position will be an 
indication that the state of Minnesota desires peace rather than 
war. Your assistance in righting what we believe to be a serious 
wrong will be greatly appreciated by the union teachers of 
Minnesota and of the nation. 


This action was followed by similar pleas from various 
organizations throughout the country, among them the 
University of Wisconsin Teachers Union, Local 233, the 
Minnesota Federation of College Teachers, Local 444, and 
the Minneapolis Federation of Women Teachers, Local 59, 
and, when Professor Schaper was finally exonerated, by 
expressions of gratification from all over the United States. 

Anticipating favorable action on the case, Charles A. 
Beard, in “Mine Eyes May Behold,” in the New Republic 
of Jan. 19 said: 


Professor Schaper was not a traitor to his country. He was not 
guilty of sedition. He gave no aid or comfort to the enemy. Be- 
fore the United States entered the war, he exercised his rights. 
After that event, he discharged his duties. But personal enemies 
took advantage of the occasion to penalize him. The offense of 
the university lay in its failure to grant a fair hearing to Pro- 
fessor Schaper, to follow the proceedings of deliberation, to act 
upon evidence as distinguished from allegations. That similar 
offenses were committed by other institutions of learning was no 
excuse of this lapse from the plain mandates of correct procedure 
in such instances. By acknowledging its fault the university will 
pass no judgment upon the merits of the World War. It will do 
justice to a man. It will do more. It will erect a monument to 
freedom of inquiry. 


Professor Schaper expects to remain at the University 
of Oklahoma where he was received after a long enforced 
vacation from the exercise of his profession; he is quoted 
as being “grateful” for the board’s step. 


THE AMERICAN TEACHER 








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Teachers in Hague Territory 


HEN ONE SPEAKS of Jersey City, it must be re- 
W tree that he has reference to the individual 

city and also to the county seat of Hudson, heart 
of the Hague-controlled political machine. 

Many are the gifts that Hague has showered on Hudson. 
Corrupt courts, padded payrolls, bankrupt municipalities 
and “Simon Legree” poormasters, driving relief clients to 
murder, are but minor gratuities forced on its citizens at 
a wave of “Frankie’s” magic wand. Making two votes 
count where only one was cast must be a manifestation of 
the supernatural. 

The criterion of this benevolence, of course, is found in 
Jersey City. By the modest reports of Hague, himself, 
of all the municipalities in the United States, Jersey City 
has the finest police department (at twice the cost, ap- 
proximately $9.00 per capita), the finest fire department 
(for arriving late at fires and collecting “Kiddies Christ- 
mas Funds” for the benefit of the most mature appearing 
kiddies anyone ever saw), and the finest medical center 
(smack up against the finest garbage dumps), and the 
finest water system (only slightly more costly than beer 
would be). What, then, is the loss of such unimportant 
things as Freedom of Speech, Freedom of the Press, Right 
to Peaceful Assemblage and other civil liberties. 

Being part of this wonderful machine (and of course 
well aware of who its directing genius is) it is astounding 
that the teachers of Hudson County and particularly of 
Jersey City could be so ungrateful as to rebel against 
illegal pay-cuts. It is quite evident that the teachers do 
not understand Hague’s honorable intentions toward them 
as reported from his speech to the New Jersey School- 
masters’ Club at Newark on January 16. In the speech 
he said, 

I know why radicalism is creeping into the educa- 

tional system. The compensation is inadequate. I 

put you as professionals above engineers, lawyers, or 

any other such group. You have my personal word, 

should I ever have the power, to make you the highest 

paid people in the nation. 
Alas, he had so little power in Jersey City that the 
teachers were subjected to a pay-cut scaled from 25 per 
cent to 35 per cent. He could not prevent boards of educa- 
tion in Hudson County from evading the New Jersey 
Tenure Law by designating teachers as “permanent sub- 
stitutes” and “teachers in training”, paying them as little 
as $4.00 per day for as long as seven and eight years. 


MARCH-APRIL, 1938 








@ By ONE OF THEM 


Jersey City was and still is a notorious offender in this 
respect. 

When teachers under the sponsorship of the Hudson 
County Teachers Union, New Jersey State Federation of 
Teachers and the Progressive Teachers League, formed the 
“Anti-Waiver Committee” to acquaint teachers with their 
legal rights concerning salaries and so-called voluntary 
waivers and notified teachers that a room would be avail- 
able in the Jersey City YWCA building, the Hague-con- 
trolled machine swung into action. George O’Brien, Presi- 
dent of the Jersey City Teachers’ Association, and Dr. 
Thompson, Associate Superintendent of schools, made 
charges that invited speakers were “reds” and the Anti- 
Waiver Committee was an “undesirable group”. Acting 
on their advice the YWCA repudiated its agreement to 
rent a room for their meeting. After being transferred to 
the Fairmount Hall, the only meeting place available to 
so-called undesirable groups in Jersey City, the meeting 
was further attacked by notices appearing on the bulletin 
boards in most of the schools bearing in a good many cases 
the principal’s signatures, of which the following is an 
example: 

12/20 

To Teachers: 

Word has been received that there will be no “Teach- 
ers” Mass Meeting tonight. 
J. M. Kerwin 


In spite of these attacks over one hundred teachers 
gathered in Fairmount Hall to hear Herbert C. Cole, 
President of the New Jersey State Federation of Teachers, 
Clarence Smith, Chairman of the Anti-Waiver Committee, 
and Edward Carroll, candidate of Progressive Teachers’ 
League, explain teachers’ legal salary rights. A handful 
of administration stooges reluctantly attacked these rights 
but could not prevent the passage of a resolution opposed 
to the signing of waivers. Headlines in the local papers 
next day were as follows: “YWCA Bars Protest Meeting 
of Teachers”, “YWCA Closed to Teachers Unit—Com- 
munist Hint Cancels Permission.” 

This meeting started a wave of opposition to waivers 
throughout the country that resulted in restoration or 
partial restoration in many of the municipalities. Jersey 
City held up waivers and the Jersey City Teachers Asso- 
ciation scheduled a meeting to discuss signing of waivers. 
The Anti-Waiver Committee held its second meeting. On 
the same night Mayor Hague held his Anti-Communist 


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Rally and the Superintendent of Schools in Jersey City 
sent the following letter to Jersey City Schools. 


Office of the Superintendent of Schools 
Jersey City, New Jersey, Jan. 4, 1938 
To the Principals: 
Your attention is called to the proclamation of 
Mayor Hague, published in today’s local newspapers. 
The press today discloses that Roger N. Baldwin, 
the leader of the Communist elements who are at- 
tempting to invade Jersey City, directed his followers 
to make a special appeal to the school teachers in their 
campaign against Mayor Hague. Because of this, it is 
important that the teachers of Jersey City demon- 
strate their loyalty to our Mayor and the principles 
for which he stands; and it is, therefore, imperative 
that every teacher, able to do so, should attend this 
patriotic rally. 
Very truly yours, 
James A. Nugent 
Superintendent of Schools 


First evidence of the change in attitude of the press 
came the day following the second meeting when a re- 
porter made the assertion that he could only write up 
the report on the meeting but couldn’t tell what would 
happen to it inside. No word of the meeting appeared in 
the papers for one week and then one badly mangled 
paragraph in only one of the County’s papers. 

Shortly after the Jersey City Teachers Association held 
its meeting to discuss signing of waivers, and though 
Controller Greer of Jersey City made a most appealing 
plea to teachers, and Superintendent of Schools James A. 
Nugent advised President George O’Brien to secure name 
and school address of every teacher who rose to discuss 
or question Greer’s report, the teachers voted eight to 
one to defer signing of waivers until a further meeting 





could be held. 

After a month of petty persecutions that had the teach. 
ers whispering in private and assuming a clam-like silence 
in public on the subject of waivers, the Jersey City Board 
of Education realized that direct action would be necessary 
to crush the rebelling teachers. Waivers were immediately 
presented and the heat was turned on. Policemen met 
teachers on street corners and heckled them to sign 
waivers. Principals told teachers it would be suicide to 
refuse to sign and that any teacher refusing to sign would 
have to take his waiver personally to the Superintendent 
and make his own explanation. Superintendent Nugent 
released a report to the papers that teachers were rapidly 
signing waivers, claiming that some schools had signed 
one hundred per cent when there was definite evidence 
that his claims were false. He also accused underground 
elements of influencing teachers to refuse to sign. The 
press ignored an answer by the Hudson County Teachers 
Union and did not mention the subject of waivers for four 
days. Finally on the day before the scheduled meeting 
of the Jersey City Teachers Association to discuss waivers, 
the Jersey Observer made a vicious attack on Jersey City 
teachers who lived out of town, accusing them of being an 
underground element interested only in getting their full 
legal salary, and advised teachers “that in view of the 
facts stated the Jersey City Teachers Association should 
vote unanimously to sign waivers.’”’ Approximately twenty 
teachers, mostly Union members, voted against signing of 
waivers and Jersey City teachers with possibly one ex- 
ception signed “voluntary waivers”. 

Hague’s answer to this cooperation was to accuse teach- 
ers of being responsible for juvenile delinquency and to 
characterize education as standing still. Of course not 
through any fault of his. This benevolent treatment of 
teachers should make them well able to cope with any 
situation. 
























































THE AMERICAN TEACHER 








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Educational Kaleidoscope 


EACHERS are being arrested in Japan. On a single 

day it was reported that in Tokyo fifteen government 
and private university professors had been arrested and 
that throughout Japan three hundred and seventy-five 
others had been taken into custody. “Documents seized 
were said to show a program calling for opposition to 
Fascism and war and cooperation in world wide democratic 
movements.” One or two fearless presidents of Japanese 
universities have resigned, the others remain silent. Two 
American teachers return to the United States rather than 
remain silent and impotent while the rape of China con- 
tinues. In China American schools are being destroyed 
with American scrap iron fired by Japanese soldiers. 

In Brazil we find illiteracy, poverty, disease, and dic- 
tatorship. In Spain schools are being destroyed and chil- 
dren forced to fight almost before they become old enough 
to bear a gun. Meanwhile our government refuses the 
right to trade with Loyalist Spain. Apparently the world 
is not yet safe for free public school education dedicated 
to truth and the common good. Even in our own coun- 
try in spite of all our educational heritage only about 
twelve per cent of our adults graduate from high school. 
In some states the appropriation for Negroes actually 
sinks as low as $5.20 per year... . 

Believe it or not, at present in America we are not 
even teaching what democracy is, much less defending it. 
Professor Fraser of the University of Michigan has proved 
from an exhaustive examination of our text-books that 
our schools neither explain nor defend democracy. The 
result is that a child might easily think that even the 
Ku Klux Klan program, disguised as it often is under 
slogans such as “patriotic liberty and the right of pri- 
vate property” was democratic. No wonder many adults 
continue to fall victims to muddled thinking when it comes 
to the great issues confronting this nation. Some school 
boards would even penalize or expel an outstanding demo- 
cratic teacher who joined the American Federation of 
Teachers movement while promoting or rewarding any 
nonentity who supports the status quo. . . 

President Conant of Harvard recently reminded us that 
today eighty per cent of the families of the country re- 
ceive no more than $2,000 a year and cannot afford to 
send their children to college. The United States there- 
fore has a vast untapped reservoir of ability and brain 
power which is probably worth far more than all our 
untapped natural resources. To remedy this situation 


MARCH-APRIL, 1938 





@ THE PRESIDENT'S PAGE 


we should provide public scholarships to college and uni- 
versities sufficiently generous to pay all expenses, and open 
on equal terms to the best brains of the rising generation, 
regardless of class. We need the conservation of human 
resources even more than natural resources. . . 

The President’s Advisory Committee on Education has 
recently spoken. At last as a nation we are beginning to 
recognize that education needs national support. Else- 
where these proposals are commented on at length. Of 
course, the amounts proposed (only seventy million dol- 
lars next year) are inadequate as the committee itself 
recognizes, but this is a beginning. We do not approve 
of all the provisions but we do believe that on the whole 
the proposed program should have the enthusiastic back- 
ing of those who desire to see educational progress. 

America hardly flickers when a billion dollar naval pro- 
gram is proposed. Yet in reality educational appropria- 
tions are of far more value. An intelligent, informed elec- 
torate, geographically situated as we are, can always pro- 
tect itself. Ignorance is far more dangerous to America 
than hostile armies. Conversely, education is the very 
basis of peace, prosperity, and defensive power. . . . 

The American Federation of Teachers is engaged in a 
patriotic quest to build the best of possible educational 
systems. Already we are cooperating with the National 
Education Association and the Progressive Education As- 
sociation. We also have a joint committee with the 
American Association of University Professors. We have 
long been actively working to promote Federal Aid to 
Education. We hope in the near future to call a great 
national conference at Washington to advance this cause. 

Every member of our organization can well rejoice in 
the fact that from New York to Chicago, to Atlanta, 
and to the Coast we are going forward in the enroll- 
ment of public school teachers. By the time you read 
these words we shall have made a one hundred per cent 
gain in membership within a two year span. Chicago has 
become one of the three largest local unions of teachers 
in the world. The New York College Teachers Union 
has become the largest in its field. Yale and Harvard 
have long had locals. We welcome with this issue a new 
local at Princeton University. But the times require us 
to double and quadruple our efforts. Let us build a 
greater Federation, one in which we are promoting justice 
and unity, both within our own ranks and within the 
world of labor. Jerome Davis. 




































Radio Education 


Will Radio Replace the Teacher? 
|. KEITH TYLER 


HE USE of radio by teachers in the classroom under- 
lew attack from time to time by those who should be 
its best friends. Teachers who call themselves progressive 
and those who profess an interest in democracy in edu- 
cation should be the very ones who are most enthusiastic 
about the opportunities which radio affords for the educa- 
tion of children. Yet many teachers who pride them- 
selves on their progressive educational practices turn a 
cold shoulder to radio education and a number of lead- 
ers in the American Federation of Teachers have taken 
up cudgels to attack it. Such is the unfortunate situa- 
tion with regard to an educational tool which in itself is 
neither good nor bad! Like books or films, the radio can 
be used either for worthy or for unworthy ends. 

Many of us who have devoted our time to a study of 
the field of radio education have thought that the old 
bugaboc “Radio will displace the teacher!” had long since 
been laid to rest. Direct teaching by radio, which comes 
nearest to taking over the functions of the teacher, has 
become less and less important in the thinking of most 
radio educators and broadcasts of this type occupy smaller 
and smaller proportions of time. Yet, in the epidemic 
emergency in Chicago, when the radio was used in make- 
shift fashion to do a small fraction of the job that the 
schools had been doing, some teachers raised the cry 
that their positions were endangered by this modern in- 
vention. They felt it their duty to attack radio education 
in the cause of teacher freedom. 

This would be ridiculous if it were not so tragic. Sellers 
of soaps and mouthwashes, politicians and statesmen, 
demagogues, musicians and preachers, turn the radio to 
their own ends. But a few presumably enlightened teach- 
ers see in it only a threat to their own security. As though 
a mechanical invention in itself could ever nurture the 
young with that fine combination of artistry and scien- 
tific technique which represents teaching at its best. 

Now that the Chicago schools have re-opened and the 
hue and cry has settled down, it ought to be possible to 
examine the radio as an aid and asset to the teacher with- 
out any one drawing the implication that the whole move- 
ment is an attack upon the security of teachers. What- 
ever may have been the hasty conclusions drawn by the 
Chicago school authorities as a result of their naive expe- 
rience with emergency broadcasting, time and wise counsel 


@ITS POTENTIALITIES 


AND ITS DANGERS 


have already sobered their thinking along modest lines. 
The newly organized Radio Council of the Chicago schools 
is trying to find out what broadcasts have to offer to aid 
education. I am sure that no one any longer believes, if 
he ever did, that a complete educational job can be done 
through broadcasting. 

Let us understand at the outset just what radio edu- 
cation is. The radio is nothing more than a means of 
communication with certain potentialities greater than 
sight, reading, or direct experience, but at the same time 
with very definite limitations. The radio can provide ex- 
periences for children in the classroom but it cannot ob- 
serve the results. It can take but little account of the 
individual needs and interests of children and it certainly 
cannot in itself provide either diagnosis or remedial treat- 
ment. In itself it is as purposeless as a book or a film. 
It becomes helpful and educational only when used judi- 
cially in the accomplishment of desirable objectives by a 
teacher who knows the needs and interests of her par- 
ticular group of children. 

Democracy, to be effective, must rest upon the intelli- 
gence and understanding of those concerned. Provin- 
cialism, narrow textbook teaching, one-sided presentation of 
controversial issues, and preoccupation with skills and un- 
related information, are all enemies of democracy because 
they tend to prevent the development of critical intelli- 
gence and social sensitivity on the part of children. The 
frequent use of the radio can do much to overcome 
provincialism, to supplement the textbook, to bring in all 
sides of controversial issues, to develop a concern with 
current problems and to educate emotiors as well as in- 
tellect. For this reason, I believe that if the radio is 
used intelligently, it can make a tremendous contribution 
to the classroom. How can children be concerned only 
with their own neighborhood when they hear frequent 
dramatizations of life in other communities, when they 
follow the news via radio and when they witness by mean 
of a radio commentator stirring events that occur in other 
parts of the world? And especially when a school does 
not have a good library nor adequate enrichment material 
the teacher can still supplement the textbook by bring- 
ing children into contact with great personalities, with 
fine music, with discussions of current problems, with 
dramatizations of folk tales and with various interpre- 
tations of history and geography. 

In a similar way, I cannot understand why teachers 
who call themselves progressive are not among the fore- 
most users of the radio. No doubt the reason is largely 


THE AMERICAN TEACHER 









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historical. In the early days of school broadcasting, it 
was conceived as a means for bringing the master teacher 
into every classroom. Thinking, planning and even evalu- 
ation was done at a central office by the broadcaster and 
the teacher’s job was that of seeing that the children 
listened and that they did those tasks which the radio 
teacher set before them. That, however, is not the sig- 
nificant function of radio in the classroom. Such a pro- 
cedure may help in a pinch. Professor Joseph Maddy 
made music lessons available by radio to thousands of 
rural children in Michigan who could not have had them 
otherwise. That was direct teaching by a master teacher. 
Yet the result of these broadcasts was not displacement 
of music teachers. Instead interest in public school music 
was so aroused in countless communities that the de- 
mand for music teachers in Michigan increased by leaps 


and bounds. 
There are many broadcasts on the air which are planned 


for use in the classroom. Most of these are of the en- 
richment type. Both the National Broadcasting Com- 
pany and the Columbia Network have regular series in 
various subjects. In addition there are regional broadcasts 
available such as the Wisconsin School of the Air, and 
the school broadcasts over WLW in Cincinnati. Many 
local communities have broadcasts of their own planned 
particularly to supplement the local curriculum. Teach- 
ers have a wide variety of school broadcasts from which 


Radio Education in Chicago 
KERMIT EBY 


HE CHICAGO TEACHERS UNION has found that it must 

be constantly on the alert to oppose the misuse of sound 
educational innovations by a corrupt political machine 
working through a politically controlled board of educa- 
tion. One of the most recent examples of such misuse 
was the substitution of education by radio in place of the 
regular educational program in the schools last Septem- 
ber when the public schools were closed because of a 
poliomyelitis epidemic. Chicago teachers suspected that 
the epidemic was exploited for all it was worth by Dr. 
Bundesen in order to regain the public favor that he had 
lost when the amoebic dysentery epidemic was covered up 
for fear World Fair attendance would decline if the facts 
were published. Mistrust was furthered by the knowl- 
edge that the radio education program was being substi- 
tuted by a board of education that previously had sacrificed 
such modern educational aids as junior high schools and 
vocational guidance; by the same board that allowed teach- 
ers to go unpaid for months during the payless pay days 
of 1933 and 1934; by the same board that in September 
1937, was spending more for maintenance of school build- 
ings than any other comparable city, while expenditures 
for instruction ranked thirteenth; by the same board that 





MARCH-APRIL, 1938 


to choose. 

But school broadcasts are not the whole of radio edu- 
cation. There are many other broadcasts on the air during 
school hours which may be brought into the classroom. 
These include special-events broadcasts, music, drama and 
talks to name but a few. The out-of-school hours— 
evening and late afternoon—are full of valuable broad- 
casts to be discussed in school and assigned as home 
listening. Even those programs which seem biased and 
propagandistic can be discussed in terms of their influ- 
ence on public opinion and pupils can be helped to de- 
velop critical standards for evaluating such programs. 
The social studies classroom can afford children the op- 
portunity to discuss the news broadcasts, the speeches and 
the round-table debates which they heard the preceding 
evening. Similarly drama can do much to aid the Eng- 
lish teacher. As for music, children today have readily 
available the finest music performed by accomplished musi- 
cians—an opportunity which previous generations never 
had, unless they were located in the largest cities and 
were economically favored. 

How can one dismiss all these potentialities because radio 
in the wrong hands may be used in a way inimical to 
the freedom of teachers? If we are really concerned with 
the enlargement of the horizon of our students and with 
the enrichment of their experience, let us not neglect a 
tool so valuable as the radio. 


permitted fraudulently conducted principals’ examinations; 
by the same board that overburdens teachers with record 
keeping to the detriment of the children’s welfare; by 
the same board that permits the superintendent to con- 
duct a well-oiled spy system and to threaten principals 
and teachers with loss of jobs if they oppose him. (Already 
one principal and two normal college teachers have been 
demoted.) 

Intelligent people realize that the radio can be a mighty 
force in regimentation and the breakdown of democracy. 
A German friend recently said that Hitler would have 
been impossible without the radio. And like the German 
masses, pupils taught by radio cannot interrupt, cannot 
ask questions, can only listen. The radio teacher always 
has the last word. Dr. George Axtelle of Northwestern 
very aptly argues that radio lends itself to indoctrination 
and cripples critical, reflective capacities. 

Radio education has no provision for actual social par- 
ticipation and interaction. It destroys the exchange of 


ideas made possible by contact between teacher and pupil. 
There is no opportunity for proposing, planning, execut- 
ing, and evaluating on the part of the students; there- 
fore much of the good for which education is intended 
would be lost. No greater catastrophe could befall Ameri- 
can education than for radio to become a substitute for 



















































group life activity, planning and reflection. 

The Chicago Teachers Union does not wish to be mis- 
understood in its opposition to education over the air. 
Radio may be a supplement for formal education. As 
such it plays and will continue to play an increasingly 
important part in the instruction and welfare of the schools 


A MODEL BILL BUREAU 


mittee of the AFT, convening at the instance of 

its energetic chairman Mary F. Grossman, the Leg- 
islative Committee of the Baltimore Teachers Union was 
appointed to act as a subcommittee on state legislation. 
As its first undertaking, it was asked to draw up a series 
of “model” bills designed to serve as guides to the AFT 
locals throughout the country in the drafting of measures 
to be introduced in their respective state legislatures. In 
its capacity as a subcommittee on state legislation, and en- 
larged so as to include certain advisers and assistants, the 
Legislative Committee of the Baltimore Teachers Union 
has apparently acquired the somewhat imposing title of 
“The Model Bill Bureau”. 

To date the Bureau has completed two model bills, one 
on sabbatical leave and one on certification. In addition, 
the Bureau has endeavored to render such supplementary 
legislative assistance as its as yet somewhat limited re- 
sources have enabled it to provide. 

During the brief period of its existence the Bureau has 
received requests for legislative aid from locals in nearly 
half the states of the country. The character of these 
requests has made two points abundantly clear. 

In the first place, it has become plain that there is a 
genuine need among the AFT locals for an agency which 
will perform the functions for which the Model Bill Bureau 
has been created. It has become plain, that is to say, 
that there is a real need for the legislative guidance which 
the drafting of model bills can provide. It is, of course, 
an obvious fact.that no model bill can serve as an equally 
adequate guide in each of the forty-eight states. Differ- 
ences in legal terminology, differences in administrative 
organization, differences in educational conditions, and, 
finally, differences in political sentiment among the sev- 
eral states will make some changes in every model bill 
imperative if it is to be appropriate for local use. But 
fortunately these legalistic, administrative, educational, and 
political differences are in most cases of such a character 
that the changes required will relate to details in the bills 
rather than to essentials. They thus do not seriously mili- 
tate against the usefulness of model bills as legislative 
guides. 

It has, however, become evident, and this is the second 
point, that the duties of the Bureau should not stop at 


A T A RECENT meeting of the National Legislative Com- 





and students. As an aid to active social education, it has 
untold possibilities. The potentialities of radio are tre. 
mendous, for good and for evil. The Chicago Teachers 
Union, because of its unique position and high standards, 
felt it should assume the responsibility of calling the atten- 
tion of the public to the inherent dangers in radio. 


@ ROSS THALHEIMER 


drawing up a series of model bills, but should be extended 
to include the rendering of legislative assistance to locals 
in every manner possible. True, it has become clear that 
the Bureau should write full-length briefs in support of its 
model bills, that it should prepare up-to-date and de- 
tailed bibliographies, that it should acquire a large collec- 
tion of circulars and pamphlets so that it will be able to 
give, or at least lend, material upon request, and that it 
should equip itself to render such additional bill-drafting 
and advisory assistance to locals—even to the extent of 
presenting practical suggestions for the conduct of legisla- 
tive campaigns—as it may from time to time be called upon 
to give. The Bureau has already made a beginning in these 
undertakings; it is hoped that in the near future its work 
in these directions will be well advanced. 

As the sphere of activity of the Bureau expands, it 
will doubtless become necessary to secure the active co- 
operation of an increasing proportion of the AFT mem- 
bership. Indeed, it seems to me that such a step should, 
in the interest of genuine democracy within the Federa- 
tion, be taken as quickly as possible. I think that per- 
haps the best way to achieve this democratic ideal, with- 
out relinquishing the centralized control which is obvi- 
ously necessary, would be to set up a dozen or more Ad- 
visory Committees composed of interested union members 
throughout the country. Thus, there might be set up an 
Advisory Committee on Sabbatical Leave, an Advisory 
Committee on Certification, an Advisory Committee on 
Salary, an Advisory Committee on Tenure, and so forth. 
Such Advisory Committees, consisting, perhaps, of some 
fifteen to thirty members each, could aid the Bureau, not 
only in its various research activities, but in the actual 
preparation of model bills as well. Under such an organi- 
zational set-up, e.g., a preliminary draft of a model bill 
could, prior to its final adoption, be submitted to the 
appropriate Advisory Committee for detailed comment 
and criticism. Or such an Advisory Committee might 
even take the initiative in formulating such a bill. 

There are perhaps some who are reading this report who 
would care to make further recommendations as to the 
work of the Bureau. Such suggestions, as well as all 
other communications intended for the Bureau, should be 
addressed to me at 2311 N. Charles Street, Baltimore, 
Maryland. 





THE AMERICAN TEACHER 









1érs 





President's Committee 


A critical summary of the re- 
port of President Roosevelt's 
Advisory Education Committee 











rds, 

. Recommends: By CHARLES H. THOMPSON 

ER FTER INTENSIVE study of the relationships of the Proposed and Existing Grants—Table I presents a sum- 

A Federal Government to state and local conduct of mary of the proposed and existing Federal grants for educa- 

led education in the United States, the Advisory Com- tional services in the several states. First, the Committee 

als mittee on Education has transmitted its Report to the proposes that, beginning July 1, 1939, $70,000,000 be ap- 

nat President who, in turn, transmitted it to the Congress on propriated for general aid to the states for a. the support 

its Feb. 23, 1938. The purpose of this paper is to present a of elementary and secondary schools; 5. improved prepa- 

le- brief summary of the recommendations of the Report; to ration of teachers; c. construction of school buildings; d. 

a. compare its provisions with those of the pending Harrison- administration of state departments of education; e. educa- 

to Black-Fletcher Bill, and the O’Day-Scott Bill (sponsored by tional services for adults, and f. library service for rural 

it the AFT); and to give a brief critical appraisal of the areas; and that the appropriation be annually increased 

ng Report in general. until 1944-45 when the grants will total $199,000,000. 

of Federal Grants for Educational Services in the States Second, the Committee proposes that beginning July 1, 

a- The sections dealing with this aspect of the Report are 1938, an additional grant of $1,250,000 be given to the 

” probably the most far-reaching as far as the relationship U. S. Office of Education and be increased annually until it 

se of the Federal government to education is concerned. The reaches $3,000,000 in 1939-40, continuing until 1944-45, 

rk Committee proposes that the Federal government adopt for the purpose of subsidizing cooperative research projects 

; the policy of general Federal aid to the states for an ex- carried on by both “public and private non-profit institu- 

. perimental period of six years, at the end of which it should tions or other agencies approved by the Office of Educa- 

D- be determined whether it should become permanent. The tion.” 

n- basis of this proposal is the rather obvious, certainly uncon- 

d, troverted, fact that the states are far from equal in their Third, it will be observed that the present existing grants 

a- ability to support an adequate minimum program of pub- to the states total $53,594,000 for the fiscal year beginning 

r- lic education. Hence, it is the obligation of the Federal July 1, 1938, and will reach $54,873,000 by 1944-45. The 

1- government to provide the means of equalization. Committee recommends that these grants be continued and 

l- 

. 

" TABLE |. PROPOSED AND EXISTING FEDERAL GRANTS FOR EDUCATIONAL SERVICES 

n (In thousands of dollars) 

y 1938-39 1939-40 1940-41 1941-42 1942-43 1943-44 1944-45 

n 1. Proposed Grants to States 

q General aid to elementary and secondary education... $ 40,000 $ 60,000 $ 80,000 $100,000 $120,000 $140,000 
Improved preparation of teachers... based 2,000 4,000 6,000 6,000 6,000 6,000 

e Construction of school buildings to facilitate district reor- 

t ganization _..... — 20,000 30,000 30,000 30,000 30,000 30,000 
Administration of State departments ‘of education... es 1,000 1,500 2,000 2,000 2,000 2,000 

l Educational services for adults... iecesisnab censiebieiiobiiovimabines “etnias 5,000 10,000 15,000 15,000 15,000 15,000 


SI 


2,000 4,000 6,000 6,000 6,000 6,000 





Total proposed grants to States... saa 


$ 70,000 $109,500 $139,000 $159,000 $179,000 $199,000 





ll. Proposed Grants to U. S. Office of Education 
For cooperative educational research, planning and dem- 





“Se! ee $ 1.250 $ 2,000 $ 3,000 $ 3,000 $ 3,000 $ 3,000 $ 3,000 





Ill. Existing Grants to States 
























I sensitised $21,785 $ 21,785 $ 21,785 $ 21,785 $ 21,785 $ 21,785 $ 21,785 

| Vocational rehabilitation ee 1,983 1,983 1,983 1,983 1,983 1,983 1,983 
Land-grant colleges 

Resident instruction —.....0.0..0...... 5,030 5,030 5,030 5,030 5,030 5,030 5,030 

Agricultural research SEPM E Mete en eae > 6,860 7,477 7,500 7,512 7,525 7,537 7,542 

Extension service _.......... es 17,936 18,333 18,373 18,413 18,453 18,493 18,533 

Total existing grants to States a a $53,594 $ 54,608 $ 54.671 $ 54.723 $ 54.776 $ 54828 $ 54,873 








GRAND TOTAL $54,844 $126,608 $167,171 $196,723 $216,776 $236,828 $256,873 








MARCH-APRIL, 1938 
































the legislation authorizing their appropriation be revised as 
indicated in a subsequent section of this summary. 

Fourth, the total amount of Federal aid including both 
existing and proposed grants will amount to $256,873,000 
for the fiiscal year 1944-45, or $202,0000,000 in addition 
to the sum normally expected. In general the Committee 
recommends that some $800,000,000 in addition to existing 
grants be made available over a period of six years for 
Federal support of education in the states, with the pro- 
vision that at the end of that period the work be reviewed 
as a basis for determining whether the policy should be 
continued. 

Administration of Proposed Grants.—In the administra- 
tion of the proposed grants it will be observed, first, that 
unlike the pending Harrison-Black-Fletcher Bill (S. 419, 
H.R. 5962), which used merely the number of pupils as a 
basis of allocation, but very similar to the provisions of the 
O’Day-Scott Bill (H.R. 5413) sponsored by the American 
Federation of Teachers, the Committee recommends that 
the Federal funds be allocated to the states on the basis 
of both educational load and financial ability. This princi- 
ple applies in case of each fund, except that aid to state 
departments is conditioned on a flat grant of $5,000 to each 
state with the remainder of the appropriation following the 
general principle, and except that aid for adult education 
and rural library service is allocated on the basis of the 
adult and rural populations, respectively, of the several 
states. 

Second, unlike several existing grants, matching by state 
or local funds is required only in the case of aid for con- 
struction of school buildings. 

Third, with the one exception of aid to state departments 
of education, joint planning is required to cover the method 
of distribution of funds within each state. Such joint plans 
will be made by the state department of education rep- 
resenting the State and the U. S. Office of Education rep- 
resenting the Federal Government. Moreover, it is spe- 
cifically recommended that these plans do not include pre- 
scriptions of what is to be taught or how; but rather be con- 
fined to purposes of safeguarding their use for the general 
ends for which they are appropriated. 

Fourth, in view of the discriminatory treatment re- 
ceived by Negroes in separate schools, the Committee specif- 
ically recommends “that for all states maintaining separate 
schools for Negroes, the proposed grants be conditioned 
upon the formulation of joint plans that will provide for 
an equitable distribution of the Federal grants between 
white and Negro schools, without reduction of the propor- 
tion of state and local funds spent for Negro schools.” 
Moreover, the Committee further recommended that “In 
the case of States maintaining separate schools for ' Ne- 
groes, information should be reported and published sepa- 
rately for white and Negro schools.” 


Administration of Existing Grants.—In the administra- 


14 





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tion of existing grants, which include funds for a. voca- 
tional education, 5. vocational rehabilitation, and c. land- 
grant colleges—resident instruction, agricultural research 
and the extension service, the Committee recommends radi- 
cal revision of present legislation governing them. The 
main criticisms which such revision is suggested to elim- 
inate are a. encroachment of the Federal government upon 
local conduct of schools; 5. a too narrow interpretation of 
vocational education; c. lack of coordination of the vari- 
ous Federal agencies working in the same field; and d. unjust 
and discriminatory treatment of Negroes in those states that 
maintain separate schools. 

Moreover, the Committee specifically recommends that 
“The provision of the George-Deen Act with respect to 
plant-training programs should be continued and extended 
to apply to all Federal aid available for vocational educa- 
tion. The grants for vocational education should be con- 
ditioned by law upon the inclusion in the joint plans of 
provisions with respect to the maintenance of adequate 
protection against the industrial and commercial exploita- 
tion of children and youth in connection with vocational 
education for gainful employment, and in connection with 
employment in business or industry as a part of public 
vocational education.” 


Reorganization and Coordination of Existing Federal 
Agencies 

Without doubt the most important recommendations of 
the Committee which fall under this caption have to do 
with the conservation of youth. They are discussed un- 
der the more euphonious title, “The Education and Ad- 
justment of Youth”. The Committee recommends the 
organization of the National Youth Administration and 
Civilian Conservation Corps into one administrative unit, 
designated the National Youth Service Administration; and 
that definite legislative provision be made for its main- 
tenance until 1945, when its further existence will be de- 
termined. 

Education and Adjustment of Youth.—More specifically 
the Committee recommends, first, that the student-aid pro- 
gram of the NYA, with some minor modifications, be given 
statutory authorization for the experimental period ending 
in 1945. 





THE AMERICAN TEACHER 









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Second, it is recommended that the Bureau of Labor 
Statistics be assigned the task of carrying on an “occupa- 
tional outlook service”. The Committee suggests that an 
initial appropriation of not less than $50,000 should be 
provided for this purpose. 

Third, the Committee recommends that provision be 
made for the permanent establishment of a counseling serv- 
ice in the public employment offices, and that the Junior 
Placement Service of the NYA be transferred to the U. S. 
Employment Service and the affiliated state services. Some 
$500,000 is estimated to be needed for these purposes. 

Fourth, it is recommended that “the existing program for 
the revival of apprenticeship now being promoted by the 
U. S. Department of Labor with the assistance of the Fed- 
eral Committee on Apprentice Training and several hun- 
dred state and local Committees on apprentice training, 
should be pushed forward as rapidly as possible.” “.... at 
least $135,000 should be provided for the purpose during 
the next fiscal year.” 

Fifth, work camps of the CCC and the work projects 
of the NYA are to be continued; and their administration 
placed under the proposed National Youth Service Ad- 
ministration. 

Sixth, the administration of the CCC is to be placed 


entirely upon a civilian basis. 





“All personnel stationed 
in the camps should be placed upon a civilian status, edu- 
cational factors should be given major consideration in their 
selection, and their tenure should be placed upon a more 
regular basis.” 

Education in Special Federal Jurisdictions.—First, the 
Committee, after a very searching investigation of public 
education in the District of Columbia, found that the un- 
coordinated machinery consisting of the District Board of 
Education, the District Commissioners, and the Congress 
complicated the operation of the schools. They suggested 
that “The Board of Education would unquestionably be 
able to provide a considerably more flexible and modern 
program at a reasonable cost if it were given more discre- 
tion over educational policies.” Moreover, the Commit- 
tee recommended that “. . . . the District of Columbia be 
included so far as feasible in all educational grants on the 
same basis as a State.” This is not true now, except in 
the case of the George-Deen funds. 

Second, “The provision of suitable educational facili- 
ties for all the inhabitants of the several territories and 
outlying possessions should be encouraged, and these facili- 
ties should be organized and administered through pro- 
cedures as democratic as may prove feasible in the various 


TABULAR ANALYSIS OF THE MAIN PROVISIONS OF THE ADVISORY COMMITTEE'S REPORT, 
THE HARRISON-BLACK-FLETCHER BILL, AND THE O'DAY-SCOTT (AFT) BILL 






















































































va Harrison-Black-Fletcher Bill O'Day-Scott Committee 
Provisions (as amended) (AFT) Bill Report 
1. Principle of general Fed- 
eral aid adopted Yes Yes Yes 
2. Principle of equalization No Yes Yes 
adopted 
3. Basis of allocation to the School School population School population 
States, D. C. and Terri- o-~ and — and financial 
tories only ability ability 
o Federal control limited to Yes Yes os 
administration 
5. Amount of additional 
funds available at begin- $300,000,000 $500,000,000 $202,000,000 
ning of the 6th year 
: : Permanent Permanent Six-year experiment, permanent 
6. Duration of aid policy policy thereafter if found desirable 
1. Method of distribution | Left to State generally; except thet cn pa ‘van 160 | Joint plans by U.S. Office of 
i lg + that every school must run 160 : . . Education and State Depart- 
within States d days; and have increasingly f Educeti 
ays improved attendance of pupils ments of Education 
8. Participation of private Yes Yes Yes 
schools permissible (By implication) (By implication) (Within certain funds only) 
9. Definition of public 
schools left to States Veo ” Yes 
10. Equitable distribution to . : . 
sc separately main- Indirectly Specifically Specifically 
tained for racial groups Yes Yes Yes 
required 











MARCH-APRIL, 1938 





















situations.” Moreover, they “. . . should be included so far 
as feasible in all of the existing and proposed new Federal 
grants on the same basis as the various states.”’ 

Third, “The Congress should establish a permanent policy 
by which every child residing on a Federal reservation or 
foreign station will be assured the right to an education.” 

Fourth, “The policy of the Office of Indian Affairs to 
educate the Indians to develop their own social and eco- 
nomic resources, to the end that they may become socially 
competent and economically self-sufficient, should be con- 
tinued, and adequate facilities should be provided to main- 
tain a program for the attainment of the objectives.” 


A Critical Appraisal of the Report 


Probably the most concrete approach to a critical ap- 
praisal of the Committee’s Report is a comparison of its 
provisions with those of the amended Harrison-Black- 
Fletcher Bill (S 419, H.R. 5962) and the AFT-sponsored 
O’Day-Scott Bill (H.R. 5413), both of which were intro- 
duced in the first session of the present Congress. The 
following tabular summary presents a comparative analysis 
of the main provisions of these three documents: 

First, it should be observed that while the provisions of 
these three documents are generally very similar, yet the 
Report and the O’Day-Scott Bill are more nearly alike 
than the Harrison-Black-Fletcher Bill is like either. And 
this is due primarily to the fact that both the O’Day-Scott 
Bill and the Report are definitely committed to the prin- 
ciple that general Federal aid should be given unequivocally 
on the basis of need; while the Harrison-Black-Fletcher 
Bill obviously sacrifices the principle of need for ex- 
pediency, by permitting distribution of Federal aid on 
the basis of school population alone. There is absolutely 
no doubt about the fact, however, that the Report recom- 
mends general Federal aid on the only defensible basis 
upon which it should be given, despite the fact that it is 
probably going to be much harder to enact legislation em- 
bodying this principle. 

Incidentally, it might be added here that the O’Day- 


















Scott Bill and the Report are specific and unequivocal on 
the issue of equitable distribution of funds to schools 
separately maintained for racial groups. The Harrison- 
Black-Fietcher Bill, while amended to cover this point, 
does so by indirection. 

Second, it should be pointed out that all three of these 
documents agree that a. general Federal aid should be 
made available to the states; 5. Federal control should 
be limited to such administration as is necessary to safe- 
guard the use of the funds, but should have nothing to do 
with what is to be taught or how; c. the participation of 
private and parochial schools is to be determined by each 
State; and d. the definition of public schools should like- 
wise be left to the States. 

Third, on at least two points the Report differs from 
the two Bills. While the Bills would provide for Federal 
aid as a permanent policy, the Report recommends that we 
set up a six-year experiment at the end of which it should 
be determined whether or not it should be made permanent. 
This recommendation is sound and appears to be an im- 
provement over both of the Bills. The second point has 
to do with the method of distribution of funds within a 
State. The Report proposes that joint plans be worked out 
by the U. S. Office of Education and the various State 
Departments of Education, while the two Bills require cer- 
tain definite objective requirements be met; the Harrison- 
Black-Fletcher Bill requires that each school shall be run 
at least 160 days, and the O’Day-Scott Bill requires not 
only that each school be run at least 160 days but also 
that pupil attendance be increasingly improved. It ap- 
pears here that the Bills (and particularly the O’Day- 
Scott Bill) are superior to the proposal of the Report. 
There ought to be some more definite assurance than ap- 
pears in the Report that States will use additional funds 
to lessen inequalities within their borders. It appears that 
Mr. Thomas, the member of the Committee who presented 
a minority report indicating this issue, among others, has a 
point here at least. 

After a thorough study of the Report, the writer is 





THE AMERICAN TEACHER 








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convinced that it constitutes the most fundamental and 
forward-looking statement on Federal relations to educa- 
tion that he has seen—despite the Report of the Hoover 
National Advisory Committee on Education (1929-30). 
While one may question certain details such as the amount 
of money recommended, or the length of the experiment 
and the like, certainly there is little occasion for funda- 
mental criticism of the basic philosophy underlying the 
recommendations or of the general recommendations them- 
selves. I say “little occasion”, because there is one excep- 
tion to this statement which should be given attention in 
this general appraisal. That exception has to do with the 
Committee’s recommendation that participation of private 
and parochial schools in the benefits of these grants shall 
be permitted if any State desires it. 

Without doubt there is considerable honest difference of 
opinion on this issue. Personally, I should prefer to see 
all of these Federal monies restricted to the support of 
public schools, not so much because J fear the re-union of 
“Church and State” in education in this country (as many 
critics profess to dread) as for the very simple reason that 
there just isn’t enough money to go to both. Quite obvi- 
ously, however, the main, if not the only, justification for 
using public funds for the support of private and parochial 
schools is that such schools actually perform a necessary 
supplementary function of public education. In some States, 
private and parochial schools provide educational oppor- 
tunity which otherwise would not be available because of 
fhe inadequate provision of public school facilities. In 
still other States, private and parochial schools are an 
unnecessary duplication of existing public school facilities. 
There may be considerable justification for allowing the 
States to, designate the first group of schools as public 
schools for the purposes of distributing these grants, but 
no such justification obtains in the case of the second 
group. It would appear, therefore, that when the Com- 
mittee recommends the participation of this second group 
of schools, it is on very questionable grounds to say the 
least; and the recommendation certainly needs much more 
justification than is given in the Report. One is forced 
to wonder whether Time (March 7, p. 42) was correct in 
its insinuation that this recommendation was born of ex- 
pediency rather than principle. 

On the other hand, the writer feels that this issue has 
been terribly distorted and exaggerated out of all propor- 
tion to the importance of the Report as a whole. One 
would be almost led to believe that the Report stood or 
fell on this issue alone, judging by the amount of space 
and emphasis given to it. And yet nothing is farther from 
the truth. The writer, after discounting this issue entirely, 
can still assert that the Report is the most fundamental 
and forward-looking statement on Federal relations to edu- 
cation that he has read. It is to be hoped-that it can 
be translated into legislation and practice without the loss 
of any of its spirit and basic philosophy. 


MARCH-APRIL, 1938 





YOUR MONEY'S WORTH 


Consumer and Cooperative News 


M™" than half of the population of Great Britain 
is reported by Cooperative League News Service as 
enrolled in the cooperative movement. Last year goods 
produced in factories owned by cooperatives totaled $190,- 
000,000. During the year the Cooperative Wholesale So- 
ciety invested $12,000,000 in new buildings. 


*Cod-liver oil from Newfoundland is likely to be of bet- 
ter quality than Norwegian brands. In the imported 
brands, the taste is sometimes less agreeable because of 
partial spoilage of the tissue, whereas the Newfoundland 
oil ordinarily is extracted at nearby plants while the fish 
livers are still fresh. 

The strength of the Newfoundland brands is also likely 
to be greater, for Norwegian fishermen sometimes mix the 
livers of other kinds of fish with those of the cod.—(Con- 
sumers Union) 


*The Cooperative League of the U.S.A. has scheduled 
two $60 13-day tours to Nova Scotia for next August 
to visit cooperatives in mining, fishing, and farming com- 
munities. 


*Four cooperative health associations are in the process 
of formation in and around New York City, the Bureau 
of Cooperative Medicine announced recently. 

These associations are located in Brooklyn, Manhattan, 
and Nassau County. Plans of these organizations are 
unique in that preventive medicine and health education 
are to be stressed. 


*Women may pay from 5 cents to 80 cents a gram (1/28 
of an ounce) for lipstick, depending on whether they use 
the 10-cent Irresistible brand or the $1.50 product of 
Elizabeth Arden. But there is very little difference in 
quality among most brands; the wide variation in price is 
chiefly due to the renown of the distributor and, to some 
extent, to the type of container. Ruth de Forest Lamb 
has shown that one lipstick selling for $1.25 costs less than 
8 cents for both stick and case. 

Of the 45 brands tested by Consumers Union, only one 
(Helena Rubenstein) was found irritating. About half of 
the persons who used it complained of an astringent effect 
or a stinging sensation —(Consumers Union) 








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ADNERTISED ‘eS 





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The Financial Situation in Ohio 


The Ohio State Federation of Teachers is now strug- 
gling with two financial problems of major significance to 
teachers and to the schools of the state. 

The Anti-Sales Tax League has initiative petitions in 
circulation which provide for an amendment to the state 
Constitution forbidding the levying of sales taxes. Of 
course, we are opposed to taxes on sales because they are 
regressive and bear most heavily upon those least able to 
carry the burden. However, the School Foundation pro- 
gram, passed in 1935, provides state support for educa- 
tion of approximately $48,000,000 a year. Almost seven- 
eighths of this amount is derived exclusively from sales 
taxes of various kinds. If these taxes are repealed without 
the previous enactment of replacement taxes, many districts 
would have their school terms cut from one-half to one- 
third. With such a situation in the offing there is but one 
stand that can be taken to protect the future of our schools 
—fight against the constitutional amendment and at the 
same time fight for a state income tax. 

Another problem is to provide adequate retirement al- 
lowances to superannuated teachers. Boards of Education 
are passing rules retiring teachers at 65 instead of 70 as 
provided for in the retirement law; while the Secretary of 
the Retirement System is requesting a reduction in the 
interest rate from four per cent to three per cent. We have 
begun an active campaign among teachers calling their 
attention to the need for legislation to offset these threats 
to their security and we will be prepared with constructive 
legislation to correct this condition when the Legislature 
meets in 1939. 


M. J. Eck, Executive Secretary, 
Ohio State Federation of Teachers. 


Tax Problems in Indiana 


Indiana, during the period of depression, kept its schools 
open, paid its teachers, and maintained full length terms. 
The Gross Income Tax provided source of the funds, and 
local taxation provided the other portion. In 1938 the 
Gross Income Tax provides $700.00 for each teaching unit 
in the state. This part of school financing looks easy and 
seems quite desirable. But the additional financing is not 
always so easily attained. 

The County Tax Adjustment Board must approve a 
local budget for schools. This Board is composed of political 
appointees. In numerous cases the appointees are men 
from big industries whose sole qualification is their ability 
to keep down taxes for the “interest”. This Board is also 
subject to minority pressure groups interested mainly in 









WHAT PRICK 


small school budgets, not in efficient democratic schools. 


The State Tax Adjustment Board must also review the 
local school budget. The feat of not getting budgets ap- 
proved by these two Boards tends, too much, to hold budgets 
to lower levels of school financing. Often this results in 
overcrowded classes, in improper school housing, and in 
inadequate salaries for class room teachers. 


These Tax Adjustment Boards are unduly influenced by 
minority pressure groups. Unless one pressure group is 
checked by another, a good cause may suffer. Usually 
educational budgets suffer. 

Jesse STUTSMAN, 
Anderson, Indiana. 


Birmingham's School Crisis 


Early in 1937 a special session of the Alabama legisla- 
ture imposed a 2 per cent sales tax throughout Alabama 
“to solve the school crisis.” Sixty-five per cent of the pro- 
ceeds was earmarked for school purposes. These funds go 
to form the Minimum Program Fund and are appropriated 
to the various counties in such proportion as tend to equal- 
ize educational opportunities throughout the state. The 
poorer counties have been able to improve their schools 
and extend terms substantially. Those counties, however, 
in which educational opportunities were already above the 
state average receive proportionately small contributions 
from the sales tax. 


Since 1929 ad valorem assessments have been declining. 
Taxes based upon these assessments had always formed 
the major portion of school revenue throughout the state. 
Even at this time in the city of Birmingham, 85 per cent of 
school revenue is derived from this source. The constant 
decline in revenue from ad valorem taxation and the 
division of the sales tax for purposes of equalization of 
educational opportunities have resulted in a school crisis in 
Birmingham which threatens to close the schools on April 
15 of this year. 


The Birmingham Board of Education entered the de- 
pression period with a reserve fund of $715,000. Economies, 
including two 10 per cent reductions in teachers’ salaries, 
abandonment of annual increments, etc., along with con- 
tributions from the reserve fund have been sufficient to keep 
the Birmingham schools running full nine-months’ terms. 





THE AMERICAN TEACHER 











AND SCHOOL FINANCING 


CSCHOOLS? 





During 1936 the publicity campaign proving “a return of 
prosperity” contrasted so sharply with the depression sal- 
aries still paid to the teachers that the Board of Education 
placed the teachers “back on schedule,” which meant that 
annual increases were begun again. Neither the salary 
cuts nor the increases lost during the depression were 
restored. 


Ad valorem assessments in Alabama are fixed by law at 
60 per cent of the fair value of the property. Assessments 
have never averaged more than 35 per cent. During the 
depression years assessments, especially on industrial and 
business property, were drastically reduced, and no gesture 
has been made towards the restoration of assessments dur- 
ing the period of improved conditions. “Revenue from 
other forms of taxation” (meaning the sales tax) was used 
as an excuse in a recent statement by the tax assessor of 
Jefferson County for not enforcing the ad valorem tax law. 
The same reasoning is prevalent throughout the state. 


Various “solutions” have been offered for the Birming- 
ham school crisis including a $200,000 appropriation from 
the city along with a $160,000 cut in teachers’ salaries. The 
teachers have lodged a strong protest against further salary 
reductions. The Board of Education did nothing besides 
maneuver the teachers into demanding a local sales tax. 
This support for a sales tax was later withdrawn. 

The City Commission called off the vote on a sales tax 
and substituted a vote on a $250,000 bond issue to supply 
part of $400,000 needed. 

STANTON E. SMITH, 
Regional Vice President. 


Philadelphia's Financial Emergency 


Philadelphia schools are now in the clutches of a man- 
made financial stringency. The big real estate operators, 
extremely well organized in this city, have for years been 
demanding tax reduction. In 1932 and again in 1935 the 
Philadelphia Board of Education reduced the school tax 
Y% mill. More serious, assessed values of Philadelphia 
property have fallen one billion dollars since 1931. Last 
fall the Board of Education began to weigh the necessity 
for a tax rise. The real estate interests swiftly cracked 
down through a court fight led by Mayor S. Davis Wilson. 
The Supreme Court forbade the tax rise. Now Philadel- 


MARCH-APRIL, 1938 


@ TAX DIFFICULTIES 








phia schools face annual deficits of $7,500,000. The Board 
cut the budget $1,750,000 this year and threatens an addi- 
tional slash of $6,000,000 for 1939. The Union is exerting 
every effort to organize the teachers and the public in a 
Save Our Schools Campaign. On a local scale we seek the 
revision of assessments, which are inadequate in the case 
of large properties. We seek increased state aid, or a rise 
in the real estate tax rate if necessary, through the calling 
of a special session of the Legislature. We are active in 
the drive for Federal aid. 

SAMUEL Drasin, Chairman, 

School Finance Committee, Local 192 


The Tax Situation in Trenton 


The city has reached its limit in bonded indebtedness. 
Most of the bonds yield a fairly high rate of interest and 
are non-callable. A large part of these bonds are in the 
hands of banks and insurance companies. They have not 
been refunded and the city continues to pay a higher rate 
of interest than current conditions warrant. The interest 
on the bonds has been paid regularly and the bonds are 
being redeemed as they fall due, thus reducing the total 
outstanding. A large part of the tax monies collected is 
ear-marked for these payments. 

There is a high percentage of delinquent taxes extending 
for years back. Some of these are being collected slowly. 
Some of the means used have been attaching the rents col- 
lected and encouraging the tax-payers to make small in- 
stallment payments on tax bills. A tax sale was postponed 
for years and finally resorted to. The city took over many 
properties for lack of purchasers. 

The city is being run on a minimum budget for schools, 
salaries of city employes, but maximum otherwise. City 
has purchased radio cars, garbage trucks, addressograph, 
etc., etc. For five years the public employes suffered a 
20 per cent reduction in wages and have had no incre- 
ments. This cut was reduced to 15 per cent for the current 
year. 

A high percentage of the taxes collected is on the basis 
of assessment of real estate. The public employes and 
teachers have made an attempt to increase the assessed 
valuation on personal property. Wealthy people are as- 
sessed for almost nothing for personal property; e.g., one 
man reported to be worth a million (or more) is assessed 
for $7500. His wife’s jewels are insured for $100,000. The 
city has lost heavily through reduction of assessments on real 
estate. The assessments are high (in many cases more 
than the cost or market value) and also unequal, especially 
on the more valuable properties. The owners of these have 
secured large reductions in their assessments. The Coun- 


19 








































try Club has been reduced to one-fourth of its original 
assessments. Rider Business College claims it is a non- 
profit organization and has been exempted, although it 
made a “contribution”! 

Between 1932 and 1937 the school budget was reduced 
nearly 32 per cent. This was accomplished in several 
ways. A 20 per cent cut in salaries was instituted. Six 
schools were closed. The positions of five principals and 
eighteen supervisors and administrative workers were abol- 


A Letter to 


The Cambridge Union of University Teachers, at a meeting held 
February 14, discussed President Conant’s Annual Report to the Board 
of Overseers, published January 23; and voted to send to Mr. Conant, 
and to the press, the following statement in reply: 


In his recent Annual Report President Conant says: “No 
one knows how serious is the unemployment of university 
men, but it seems to me highly probable that a diminution 
in the total number of students in the universities of this 
country is desirable.” The Cambridge Union of University 
Teachers, AFT, Local No. 431, wishes at this point to ex- 
press strong dissent. 

With certain parts of the Report we heartily agree. Mr. 
Conant’s emphasis upon recruiting for the learned profes- 
sions “from all economic levels of society” by means of 
scholarships appears to us to be democratic and sound. He 
also seems to us right when he urges improving the quality 
of educational facilities, and making such facilities available 
to those students who can use them best. 

But when he states that the country is in no pressing 
need of “a larger annual supply of graduates of liberal arts 
colleges and graduate schools,” he is joining the advocates 
of an economy of scarcity. His “policy of limitation” of 
the number of educated men is in effect a ploughing under 
of human brains. This is thinking in terms of a static 
society, in which only a comparatively few doctors, teach- 
ers, engineers, etc., can be supported, because so many of 
the people haven’t enough money to pay for professional 
services. This is mistaking education for a commercial en- 
terprise—to be justified only by the profitable sale of the 
product in the existing market. But what of the actual 
human needs of our whole democratic society? Great num- 
bers of families receive little or no medical care. Many of 
them are ill housed, ill clothed, ill fed; many of them have 
only a caricature of an education. To meet the actual 
needs of our whole people it is perfectly clear that we are 
not producing nearly enough trained professionals. 

And what of the thousands of young people who are eager 
to get and entirely capable of profiting by a higher educa- 
tion so as to equip themselves for life in an increasingly 





ished. The positions of thirty-one teachers, nurses, and 
attendance workers were done away with. The budget for 
textbooks and supplies was cut 60 per cent. Summer 
schools, night schools, and summer swimming pools were 
discontinued. Building maintenance was cut 46 per cent. 
These and other curtailments were the effect of the tax 
situation on the school budget of the city. 

Apprz WEBER, 

President, Mercer County Local 


Dr. Conant 


complex civilization? A few of these Mr. Conant would 
take in to replace “those who stand in the bottom quarter 
of the class.” But what about the rest? Are thousands 
of competent young people to be told that they are not 
needed, that the potential wealth of this country is not to 
be developed by them and for them? This restricting of 
liberal education was one of the first changes made by the 
Nazis in Germany. It follows a principle characteristically 
approved by fascist governments; for only an uneducated 
people can be submerged and exploited. We cannot agree 
to this as sound; all of our best traditions in education are 
to open the doors of opportunity; not to close them. 

We do not ask that Harvard or other universities enroll 
students beyond the capacity of the institutions. Nor do 
we want young people going to college only to find them- 
selves in an economic trap—with no jobs when they gradu- 
ate. But unemployment is not the result of education. And 
Mr. Conant’s proposals would only transfer a few of the 
unemployed from the ranks of the educated to the ranks of 
the uneducated. What we urge is that the fundamental 
problem be faced. The present chaotic economy in America 
may not “need” more educated men and women. There are 
economic systems abroad which “need” fewer and fewer 
educated men and women. It is precisely in the coun- 
tries where “a diminution in the total number of students 
in the universities” is now deemed desirable, that democracy 
is being destroyed. 

Harvard has long fostered a strong current of liberal tra- 
dition, which has caused many people to expect real leader- 
ship from her. And President Conant has on various occa- 
sions been a spokesman for this liberal tradition. His ap- 
parent acquiescing in the present dilemma in the learned 
professions, instead of looking for either causes or reme- 
dies, thus appears to us a danger signal. Any genuine faith 
in education is a faith that education can solve such prob- 
lems. Mr. Conant’s statement that it is highly probable 
that “a diminution in the total number of students in the 
universities of this country is desirable” would have been 
profoundly shocking to those Americans who founded and 
fought for democratic education in America. 


THE AMERICAN TEACHER 















Class Distinctions 


in English Education 


outstanding characteristic of English education to- 

day. Indeed, to an American, the intricate and 
complicated gradings and hierarchies must be almost in- 
comprehensible. 

We have still our “public” schools (Eton, Harrow, 
Winchester, etc.) over which there is no public control 
whatever and which remain the closed preserve of the 
sons and daughters of the well-to-do. We still have a 
sharp division between elementary and secondary schools. 
Thirty pupils is the normal size of class in the secondary 
school: it is an apparently unattainable ideal in the 
elementary. Playing fields, gymnasiums and laboratories 
are still denied to the elementary school, save in a few 
rare cases. We still have a profession sharply divided into 
grades with marked differences of salary and conditions. 

After sixty years of universal and compulsory educa- 
tion, 90 per cent of the population still finish their educa- 
tion at the age of 14, while a bare 1 per cent ever reach 
the University, and of this 1 per cent not much more than 
half started in the elementary school. 

The table below sets out the facts: 


Te MAINTENANCE of class distinctions is still the 


The Student Population of England and Wales 
in 1934. (Approximately) 
































per cent 
Thousands of total 
i I TI ccctctereccse creer rescenenencteeernenesnnnemnetin 5,635 89 
In Special Schools for Defectives.............................. 52 
CE EE 45 
in Junior Technical Schools... -nnnneneeeene 25 
ta other Junior Schoobe. nn. .n-n-n-cececnseceenseeeeoeee 7 
5,724 90.5 
In Grant-earning Secondary Schools... 448 
In Inspected, but not Grant-earning Secondary 
leaded ita ihnincitigesctneenecin 68 
In Inspected Preparatory Schools............................ 20 
536 8.5 
In Teachers’ Training Colleges (Not Universities)... 12 
In Technical Colleges (Full time only) ........................ 15 
TY Valeieinteimniitantcinntiliindihaasiestninntnianttipionianiianens 40 6 
67 I 
Total Lower : ‘5,724 90.5 
IID csessincessieteiensininnianntiesnniniatiacnabahemimanciamtiecentontan 603 9.5 
Total 6,327 100.0 









MARCH-APRIL, 1938 





A report on Britain's undem- 


ocratic schools, in our survey 
of education in other lands. 


By G. C. T. GILES 


From a democratic standpoint such distinctions are quite 
inexcusable. They are not even intelligible without a 
knowledge of the still brief history of popular education. 

Up to 1870, education of the children of the masses was 
voluntary and controlled entirely by religious bodies. 
The Act of 1870 made it compulsory on local authorities 
to provide school places for all children. 

In 1876 school attendance was made compulsory and 
in 1891 fees in elementary schools were abolished. Exemp- 
tions at the age of 10 and upwards were still frequent, 
while access to secondary education was practically 
barred. Up to the beginning of this century the bulk of 
the child population had to be content with a bare ground- 
ing in the three R’s, given in buildings which were often 
quite unsuitable, in classes so large as to prohibit any- 
thing but mass instruction, and by teachers meagerly 
trained and poorly paid. 

The last thirty years, however, has seen a gradual but 
extensive improvement in the character of the elementary 
school and some development of the facilities available for 
the children of poor parents to climb the educational 
ladder. An Act of 1902 enabled local authorities to do 
what had hitherto been denied them: to start secondary 
schools of their own or to subsidize existing schools. Later 
modifications included provision of scholarships and free 
places in secondary schools. As a result, by 1936, the 
number of pupils in grant-aided secondary schools had 
grown from 90,000 to 464,000, of whom about 50 per 
cent were “free-placers”, i.e., did not pay fees. 

The post-war reconstruction period produced sweeping 
proposals for the democratization of the educational sys- 
tem, some of which were implemented. The most far- 
reaching were based on the report of the Hadow Com- 
mittee of 1927, blessed with the title of “Reorganization 
of the Primary School”. According to this scheme, the 
whole of the primary system was to be reorganized on 
the basis of Junior Schools for children from 7 to 11 and 
Senior Schools for children of 11 to 16. The school- 
leaving age was to be raised immediately to 15 and even- 
tually to 16. All Senior Schools were to be secondary 
in type and status and of varying bias. The report en- 
visaged, in fact, secondary education for all and would 
have meant, had its intention been carried out, a fatal 
blow at the class system of education. Actually the re- 
sult was not reorganization, but rationalization. The 
leaving age has not yet been raised. The great gulf be- 





21 



























tween the primary and the secondary school remains un- 
bridged. The post-war dreams of a democratic educational 
system have faded under the grim realities of economy. 

It was not until 1936 that an act was passed to raise 
the leaving age to 15. The act does not come into force 
until September 1939 and the exemptions allowed for 
“beneficial employment” are likely to make it of little 
real value. 

In the light of events, it is difficult to be optimistic 
about the prospects of a really democratic system of educa- 
tion in England. The considerable developments and im- 
provements which have been recorded in the last twenty 
years have not seriously affected the essentially undemo- 





Cutting the School 
Budget: Detroit 

RUNNING true to la- 
bor’s pre-election estimate 
of him, Mayor Reading of 
Detroit has slashed into 
the school budget re- 
quested by the Board of Education. In the face of a 
serious condition of overcrowding and understaffing in the 
schools, Mayor Reading removed six million dollars from a 
30 million school budget. As a result only 200 new school 
teachers may be hired; the Board’s minimum demand was 
for 360. The building program needed in the overcrowd- 
ing situation cannot be met by the $1,484,000 left for this 
purpose in the budget. Appropriations for direct relief 
also have been cut from a request of $4,700,000 to $3,- 
000,000 by Detroit’s business-minded Mayor. 


Short Short Story 
Cart Oxum entered the United States legally in 1929. 


He came from Germany as an anti-Nazi and took part in 
anti-Nazi organizations in New York. When he was ar- 
rested in a demonstration in New York in 1932, the Labor 
Department ordered his deportation to Germany. But the 
Committee for the Protection of the Foreign Born took 
up Ohm’s plea not to be sent back to Germany, and for 
five years helped him fight his case back and forth through 
the Federal courts. And at the last rehearing, the Labor 
Department has dropped the charges. Carl Ohm no longer 
lives in the shadow of the chopping-block, and the Com- 
mittee goes on in its untiring efforts to preserve in America 
asylum for those who are persecuted for their beliefs. 





22 








cratic class character of the system. Indeed there are 
indications, not yet very marked, that access to secondary 
and university education is becoming not less but more 
difficult for the child from the elementary schools. 

In the last three years admissions to secondary schools 
have shown a decline, while entrants from grant-aided sec- 
ondary schools to the Universities also show a decrease. 
In spite of lip service to educational advance, the National 
Government shows no signs of willingness either to en- 
courage the local authorities to go ahead or itself to sanc- 
tion the expenditure necessary to construct a genuinely 
national and democratic system. 


E's Happen ing Now 


Comparative Wage Levels for Negroes in Virginia 

A SURVEY OF the wages paid to Negro school teachers 
in the state of Virginia made by Professor Doxey A. Wilker- 
son of Howard University showed that on a yearly basis the 
Negro teacher gets a lower wage than the tobacco worker 
in the same state. The male tobacco worker in a typical 
year of work in a “high-pay” plant receives $552 and the 
women workers in the same type of piant can expect to 
get $472. A male Negro teacher receives $548, a woman 
teacher $417 as yearly wages. Dr. Wilkerson also pointed 
out that the formation of a tobacco workers’ union in “low- 
pay plants brought the wages of these underpaid work- 
ers almost up to the level of the teachers’ wages.” In the 
light of these comparative figures, as Dr. Wilkerson points 
out, the Negro teacher needs to emphasize to the students 
the value of an understanding of collective bargaining and 
affiliation with organized labor. 


The Persecutions Continue 

ABROAD THE Catholic Church has well nigh irreconcila- 
ble difference with the Nazis. Cardinal von Faulhaber, 
Archbishop of Munich, on February 13 cited a mass of 
evidence from Germany which proved the fact of Catholic 
persecution, always denied for public effect by the Nazis 
themselves. He also called attention to the “red-scare” 
tactics used by the Nazis against the Catholics’ natural 
demand for control of religious matters. In Spain the long 
brown arm reaches out to prohibit the reading in Spanish 
churches under General Franco’s control of the Papal Ency- 
clical which condemned the persecution of the church in 
Germany. 


THE AMERICAN TEACHER 










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The Adventures of Mr. Kunze 

Ear ty IN February, G. Wilhelm 
Kunze, a leading officer in the 
German-American Bund took a 
barn-storming trip across New 
York State which became a plain 

by 2 rout by the time he reached Buf- 
_- £. ; falo. At Syracuse and Buffalo, his 
— s "Ml - meetings were visited by members 
of the American Legion, who took the liberty (to Mr. K. 
probably a very strange thing) of asking him questions 
about his organization, especially his purpose in wanting to 
establish units in théir towns. At Buffalo there was a fracas 
on the floor, but the “putsch” in New York State has 
definitely failed. Perhaps Mr. Kunze should revise his tac- 
tics. His meetings begin with the marching and stomping 
of gray-uniformed SA men; then the American flag is 
given the Nazi salute; after that Mr. Kunze usually delivers, 
in his spech, a vicious attack on the CIO. 





WPA Serves the People 

THat THE WPA Education Projects are carrying on 
work for which there is a vital need and which is an integral 
part of a program of expanding educational opportunities 
is shown by figures released in February by the WPA. More 
than 190,000 individuals were enrolled in literary classes 
last October; 159,430 were taking classes in vocational 
work; enrolled in general education courses were 271,308; 
in workers’ education courses there were 26,726 persons. A 
total of over a million Americans are taking WPA courses, 
and tens of thousands of teachers who otherwise might be 
unemployed are active in their profession. 


Notes from Washington 

SENATOR BuRKE’s resolution for a Senate investigation 
of the National Labor Relations Board backfired on him 
in February; after preliminary testimony by Board mem- 
bers, action was postponed indefinitely by the sub-com- 
mittee of the Senate Judiciary Committee. In the mean- 
time, the LaFollette Committee is preparing to begin its in- 
quiry into the activities of the National Manufacturers’ 
Association in behalf of anti-union organizations, citizens’ 
committees, vigilante groups, etc. 


Military Research and 
Conclusions 

A Fesruary dis- 
patch from Washing- 
ton tells us that our 
army’s leading strate- 
gists have decided 
against the bombing of civilians and non-military targets 
by airplanes on the basis of their study of the effects of 
such bombings in China and Spain. As a military tac- 
tic, it doesn’t pay, they say, and hasten to assure us that 








MARCH-APRIL, 1938 








humanitarian motives have nothing to do with this deci- 
sion. How comforting to know that the military heart has 
not taken the place of the military head! 


Classroom Teachers Active in Oklahoma 

In the February conventon of the Oklahoma Education 
Association, at which there was a record attendance of 
13,000, the demand of the classroom teachers for greater 
participation in the school system and for greater democracy 
in the Association itself came out as the foremost problems 
of the convention. An acute interest in the economic status 
of the teacher was shown by the resolutions of the class- 
room group—for payment of salaries on a 12-month basis 
to give a true picture to the public of teachers’ salaries; 
for a demand to the state legislature that a provision be 
made by law that 80 per cent of state school funds be used 
for teachers’ salaries. 


American Outposts of Fascist 
Propaganda 


THE FOREIGN language depart- 
ments of our schools and universi- 
ties are tempting bait for the fascist 
propaganda networks in their 
search for footholds in American 
education. A book of readings 
and even a grammar can easily be 
colored by a teacher with the “proper” views. Is an essen- 
tial to the successful teaching of Italian to be found in 
the words and music of Giovinezza, published in Russa’s 
First Year Italian Grammar (D. C. Heath & Co., 1937)? 
And what about the vacations arranged for German teach- 
ers in Germany with expenses paid? And the subtle at- 
tempts to influence German departments against the hiring 
of men who have been exiled from Germany? Rather our 
German departments should be encouraged to give em- 
ployment to the many exiled teachers who had the courage 
to cling to democratic ideals and as teachers to renounce 
the kind of education which prefers to burn books rather 
than to have them read. 








CORRECTION 


In the article Bright, Normal or Dull which appeared on page 13 
of the last issue of Tue AMERICAN TEACHER, the chart indicating the 
proposed path of the three groups was printed in the wrong part of 
the article. It was thereby made to seem that the chart represented 
the plan of the Professional Problems Committee of Local 192, but 
the chart is actually a facsimile of the one appearing in the report 
submitted to the Board of Education by its survey committee. 

On page 11 of the supplement which appeared with the last issue, 
the International Typographical Union is mistakenly listed as being 
affiliated with the CIO. It is affiliated with the AFL. The presi- 
dent of the International Typographical Union, Mr. Charles P. 
Howard, is an officer of the CIO. 






































To the Secretaries of all Locals: 
This is one of the most important communications that 
you will receive this year. All over the country a strong 


On Tackling 


a Basic Problem 


@ AN URGENT CALL FOR 
IMMEDIATE LOCAL ACTION 


with outworn metaphysical concepts and to insist that the 


proper place of the professor is in the ivory tower. 
In face of such a threat the school system is very vulner- 


attack is developing on the American system of free pub- able. In too many places it fails to respond to present 


lic education. This attack is not based, as was the similar 


onslaught in 1931, purely on 
the specious cry of economy. 
It is rather based on the con- 
viction that a democratic sys- 
tem of education is developing 
a democratic people, able to 
think, to vote, to act in its 
own interests. Such an edu- 
cated, alert populace might be 
disastrous to certain vested in- 
terests in the nation. There is 
a strong movement therefore on 
foot to limit, narrow, and re- 
direct American education. The 
attack is taking and will take 
different forms at different lev- 
els of the educational system. 
In the elementary schools, 
there is the cry for fewer frills 
—to reduce education to the 
three R’s. In the high schools, 
under the specious cry that edu- 
cation does not fit people for a 
job, there is a movement to re- 
place general education with a 
narrow kind of vocational train- 
ing. The American Federation 
of Teachers is of course strongly 
in favor of a real vocational edu- 
cation but feels that it should 
not be substituted for but 
should be in addition to that 
kind of education which helps 
the student to understand him- 
self and his world. In the uni- 
versities an attempt is made to 
revive an outworn intellectual- 


istic approach, to toy again 


Recognizing a gap between education as the people in a 
developing democracy need it, and education as the people 
in our country commonly receive it, the delegates to the last 
AFT convention took a new and important step when they 
ordered the setting up of a National Educational Policies 
Committee, and instructed it to 

. conduct a study of curricula to determine their fitness 
for the present needs of the large masses of people, and to 
formulate a comprehensive program, embracing: 

1. teaching of practical democracy; 

2. teaching the place that organized labor has held in the 
political and economic life of America; 

3. the development of a people's culture and the studying 
of and making recommendations for curricular revision 
and extracurricular activities in conformity with these 
principles. 

The National Educational Policies Committee was selected 

by the National Executive Council at its meeting in Decem- 


ber, 1937. 
MEMBERS OF THE COMMITTEE 

Miss Wanda L. Taeschner, Riverside, Ill., Chairman. 

Mr. Russell Babcock, Winnetka, Ill., Secretary. 

Dr. George Axtelle, Northwestern University. 

Dr. Frank Baker, State Teachers College, Milwaukee. 

Mr. Samuel Barth, Chicago. 

Dr. George S. Counts, Columbia University. 

Dr. Eugene Lawlor, Northwestern University. 

Dr. James Mendenhall, Columbia University. 

Mr. Spencer Miller, Workers Education Bureau of America, 
New York. 

Prof. Floyd W. Reeves, University of Chicago, Chairman of 
President's Advisory Committee on Education. 

Mr. Charles H. Thompson, Howard University, Editor, Jour- 
nal of Negro Education. 

Dr. Alban Winspear, University of Wisconsin. 

The first meeting took place in New York on February 22, 
at which time the committee drafted a letter to be sent to 
the secretaries of all locals. To the editors of The Ameri- 
can Teacher the letter seems of such importance that it is 
a pleasure to reprint it in full herewith, as requested by the 
committee. (Accompanying the letter the committee sent to 
each local a copy of Dr. Studebaker's talk on the crucial 
issues of American life, posing the question as to the extent 
a < American education is preparing students to meet 
them. 

The next meeting of the committee will take place in Chi- 
cago on May 28-29-30. AFT teachers will observe with keen 
interest the work of this committee, and should give full sup- 
port to the local work necessary, as outlined in the letter. 
Only by such active support can the second meeting of the 
committee be fruitful; only so will the next convention be able 
to take further steps as necessary. 

The American Federation of Teachers is tackling here a 
major and basic problem. To the extent that success is won, 
we may say that we have helped Education for Democracy. 


social needs. It is too often a nexus of outworn subjects, 


methods and points of view; a 
gigantic cultural lag. 

There can be only one an- 
swer in such a crisis. The cure 
for the ills of democracy is more 
democracy. The cure for the 
ills of our educational system is 
more democracy in education. 
We must make education more 
and more responsive to the 
needs of the people. We must 
implicate the people and excite 
their interest in the problems 
of democratic education. 

In accordance with the reso- 
lution passed by the 21st Con- 
vention of the American Federa- 
tion of Teachers the Executive 
Council at its December meet- 
ing set up a national educa- 
tional policy committee. 

1.To clarify the principles 
upon which trade union 
members of the teaching 
profession should have a 
program of education. 

2. To prepare specific princi- 
ples of curriculum build- 
ing and a general outline 
for curricular revision with 
a view to making our 
schools meet more realis- 
tically the needs and prob- 
lems of a democracy. 

3.To lead and to guide lo- 
cals in a nation-wide cam- 
paign to protect and ex- 
pand democratic education. 


THE AMERICAN TEACHER 

















The National Educational Policy Committee of the 
American Federation of Teachers therefore sends out a call 
to all locals urging them to launch in their community a 
popular campaign to extend and enrich democratic edu- 
cation and to widen educational opportunity. Your com- 
mittee feels that educational and curricular policy should 
not be regarded as the private preserve of a few experts; 
that educational change should be the concern of the whole 
people. Therefore your committee urges the following pro- 
cedure: 

a. That each local set up a committee on educational 
policy. 

b. That under the direction of this committee should be 
established a speaker’s bureau to discuss the problems 
of democratic education before all civic groups, labor 
unions, Parent-Teachers Associations, service clubs (Ki- 
wanis, Rotary, etc.), American Legion, church organi- 
zations, and student groups, etc. 

c. That speakers should in meetings with these groups 
invite discussion, criticism, suggestions, rather than lay 
down a program. The ten crucial issues raised by Com- 
missioner Studebaker in the enclosed speech should 
serve as an excellent basis for discussion. 

d. That radio, press, and all other means of popular edu- 
cation should be utilized. 

e. Wherever possible other educational organizations 
(State Educational Association, American Association 
of University Professors, etc.), should be involved in 
the campaign. In some states an agreement for joint 
action has already been reached. 

f. Complete and detailed written reports of all such meet- 
ings involving all concrete suggestions and criticisms as 
well as a summary of the discussion should be for- 
warded immediately to your regional vice-president 
who will summarize these and send them to the Na- 
tional Educational Policies Committee. The NEPC 
will use this material as a basis for their report at the 
National Convention. 

g. All these meetings should culminate in a state-wide 
conference on education for democracy to which every 
possible organization should be invited to send dele- 
gates. The mechanism for such conferences has already 
been suggested in the Washington Relay of Jan. 31. 

h. The report of the President’s Advisory Committee on 

Education has been released. The summary of this 
report should form the basis for discussion for such 
conferences. Copies of this report will be sent to each 
local as soon as they can be obtained. 
. Specifically your committee wishes you to raise in your 
community the following questions and formulate your 
own answers: 1. What are the crucial issues in Ameri- 
can life? 2. Are the schools meeting these issues? 3. 
What could the schools do to meet these issues more 
effectively? 


MARCH-APRIL, 1938 


Your committee seriously and strongly feels that the 
whole future of democratic education in American may very 
well depend on your immediate, wholehearted and enthusi- 
astic response to this appeal. 

If at all possible, this campaign should be the subject 
of discussion for the whole of your next union meeting. 
First reports must be in to your regional Vice-presidents 
by May 1. 

National Educational Policies Committee, 
WANDA TAESCHNER, Chairman 
RUSSELL Bascock, Secretary 





Welcome to New Locals 


No. 543 Winnebago County, Illinois, Federal Teachers 
Union. 


No. 544 Winnipeg-Manitoba, Canada, Hebrew-Jewish 
Teachers Association. 


No. 545 Springfield, Illinois, Men Teachers Federation. 
No. 546 Daytona Beach, Florida, Federation of Teachers. 
No. 547 Erie County, N. Y., Adult Teachers Federation. 


No. 548 Arnold-New Kensington District, Pennsylvania, 
Federation of Teachers. 


No. 549 Farrell, Pennsylvania, Federation of Teachers. 
No. 550 Lucas County, Ohio, Federal Teachers Local. 


No. 551 Area No. 14, Pennsylvania, Federation of Federal 
Teachers. 
No. 552 Princeton and Mercer Co., N. J., College Local. 


No. 553 Washington, D. C., Private School Teachers 
Union. 


No. 554 Alexandria, Virginia, Teachers Association. 
No. 555 Lawrence, Kansas, Local. 


No. 556 Hartford County, Connecticut, Federation of 
Teachers. 


No. 557 Kenosha County, Wisconsin, Teachers Union. 


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Note: In the first issue of this school year, the editorial committee an- 
nounced the forum and urged wide participation. We have 
printed every letter sent in—except one for affiliation with the 
CIO for which there was no room in the previous issue. We take 
this opportunity to urge our readers once more to send letters 
to this forum. We should like to see all points of view and 
every part of the country represented. Letters should not exceed 
500 words. Communications running beyond 500 words will be 
returned to contributors for cutting. 

The Editors 


FOR THE AFFIRMATIVE: 


If the A. F. of L. vs. CIO issue comes to a vote in our union, I 
shall vote for affiliation with the CIO. 

Perhaps I am influenced in this choice by local conditions in the 
Northwest Movement. For the past year, teamster czar Dave Beck 
and his teamster “goon squad” racketeers have waged merciless war 
on the CIO and all unions that stand for democratic unionism and 
for unity in the labor movement. When the lumber workers’ union 
voted to go CIO, an A. F. of L. boycott was placed on all CIO 
lumber mills, and was supplemented by bombings and violence. In 
Portland this resulted in the closing of large mills, and the whole 
labor movement was laid open to an attack by the reactionaries. 

In Seattle, Beck and the Chamber of Commerce, with the help 
of Beck’s Mayor Dore and the Seattle police, have organized em- 
ployers into “protective associations”. These have forced many small 
business men out of business. CIO workers have been forced into 
A. F. of L. unions, regardless of the Wagner Act, by teamster 
threats of refusal to haul goods for the employers. Five Seattle ware- 
houses were closed down for several months by Beck’s professional 
pickets when the workers refused to abandon theit CIO warehouse- 
men’s union and join the teamsters. And when the teachers’ union 
and several other unions refused to support Beck’s Mayor Dore for 
reelection, early in 1938, they were threatened with reprisal and 
assured of the opposition of the teamster-controlled Central Labor 
Council. 

Thus it can be seen that a union that is dedicated to democratic 
principles as is the American Federation of Teachers has nothing 
to lose by leaving the A. F. of L. in a city like Seattle. And there 
are many other cities where a similar situation exists. 

Aside from these factors, the important things in the CIO-A. F. of 
L. situation seem to be: 

1. The A. F. of L. has failed to build the labor movement in the 
period since the World War, because of its outmoded craft 
unionism and its backward and corrupt leadership. 

2. The CIO has, in the two years of its existence, brought 
3,000,000 new members in the basic industries into unions. 

3. The CIO has shown its willingness to re-join the A. F. of L. 
if it could do so without abandoning the new industrial unions 
it has built. The A. F. of L. has sabotaged the move to create 
a united labor movement of 8,000,000 members. 

4. The CIO represents stream-lined, democratic unionism. It rep- 
resents the labor movement of the future. Teachers had best 
cast their lot with it. 

Sevpen C. MENEFEE 
Local 200, Seattle 


There are many considerations which should lead AFT into CIO. 
Only a few can be mentioned here. 

First, industrial unionism, as represented by CIO, constitutes the 
only sound basis upon which a powerful labor movement can be 
built. The necessarily restrictive craft unions of the A. F. of L., be- 
cause of their horizontal structure, could never suffice to organize 
the masses of American workers. Their notable failure in this respect 
is a matter of record. By contrast, the all-inclusive industrial unions 
of the CIO, because of their vertical structure, constitute just the 
type of instrument necessary to forge a broad mass-organization of 
American workers. The phenomenal growth and remarkable collec- 
tive bargaining achievements of CIO are convincing evidence in this 
regard. CIO now represents, and may be expected increasingly to 
become, “the main body of American labor”. Hence, self-interest 
alone should impel AFT to seek affiliation with CIO. There—now, 







SHALL WE, 







and progressively in the future—lies a source of much more effective 
labor backing than AFT has ever received from the A. F. of L. 

Second, contrary to the assertions of some contributors to this 
forum, the union of the two major branches of organized labor can 
best be furthered by strengthening the CIO. Our affiliation to CIO 
would contribute toward that end. Many true friends of labor, in- 
cluding AFT, have sought vainly to heal the breach between CIO 
and A. F. of L. Now, from the persistent splitting tactics of the 
A. F. of L. Executive Council—illegal suspension of CIO unions, 
expulsion of their affiliates from state and local federations, the delib- 
erate chartering of “company unions”, efforts to break CIO strikes 
—it has become quite clear that the entrenched leaders of A. F. of L. 
prefer a divided, and hence weakened, American labor movement, 
and not a unified, progressive movement which might threaten their 
autocratic (and personally profitable) control. To hope that they 
will agree voluntarily to any reasonable basis of rapproachment is 
now unrealistic. The most effective approach to unity is to further 
the continued triumph of CIO. 

Finally, more than any other single factor, the interest of AFT in 
building a more democratic America calls for affiliation with CIO. 
The temporizing, and even reactionary, program of the A. F. of L. 
bureaucracy—e.g. sabotage of the wages-and-hours bill; red-bait- 
ing; political chicanery with the enemies of all labor—is most dis- 
heartening to all who view organized labor as America’s one demo- 
cratic means of social reconstruction. In marked contrast is the con- 
sistently forthright, progressive program of CIO. At two conven- 
tions now, has AFT condemned the reactionary policies of A. F. of L. 
and lauded the forward-looking policies of CIO. The latter, surely, 
offer most for the attainment of industrial and political democracy, 
and hence, of “Democracy in Education”. In view of these facts, 
it ill becomes a teachers’ union, committed to very definite social 
ideals, to give mere lip-service to the program of CIO. Its proper 
place is within the ranks of America’s progressive labor movement. 
Doxey A. WILKERSON 
Howard Teachers Union No. 440 
Washington, D. C. 


Unity in the labor movement today is essential, if reaction in 
America is to be defeated. Yet such unity does not exist. Why? 

Unity does not exist because there are some A. F. of L. leaders 
who prevent it. Specifically, at its Atlantic City national conven- 
tion in October, the CIO called for a conference of 100 to discuss 
terms of peace and unity. The A. F. of L. leaders meeting in 
Denver at this same time refused at first, but finally agreed to a 
meeting of three from each side. Here, the CIO called for peace 
and unity—a unity of all workers—the A. F. of L. leaders desired 
peace, without unity. In effect, they would take back into the fold 
the ten original dissident unions. The other twenty-two or more 
internationals (comprising over 2,000,000 members) would have 
to make individual application. This would tend to split rather 
than unify the labor movement. 

It is my conviction that the rank and file membership of all 
unions must establish the unity that some labor leaders have aban- 
doned. This can be done in several ways. 

1. Let all A. F. of L. union members deluge their leaders with 

letters calling for a real unity in the labor movement. 

2. Let A. F. of L. and CIO locals undertake joint action on 

common issues. 

3. Help the CIO become so large and powerful an organization 

that the next call for unity will become a demand. 

This brings me to my last point—the AFT should help make 
the CIO such a powerful organization—by joining it. By this action 


THE AMERICAN TEACHER 





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_ 








AFFILIATE? 


we can do our share in creating unity in the labor movement. By 
this action we can become a part of the progressive trade union 
force in this country. . 
Jutius Jacoss 

Local 5, New York 


FOR THE NEGATIVE: 


Both by persistent education, and the force of events, teachers 
and public are gradually becoming convinced that the affiliation 
of teachers with the A. F. of L. is advantageous to teachers, pupils 
and public, and fits into the pattern of American social progress. 
A steady growth in the A. F. of L. has resulted. This has been 
and is made possible by the general conviction that the A. F. of L., 
while making mistakes, is a stabilizing evolutionary force, and not 
a disruptive would-be revolutionary force in American life; by a 
long term demonstration that the A. F. of L. in all of its units 
from local, through city, state and national bodies, takes a con- 
structive and effective interest in the protection and development 
of the public schools. Added to these as an indispensable require- 
ment for teachers and public approval is the unbroken respect of 
the A. F. of L. for the complete autonomy of the affiliated teachers, 
and a clear record of freedom from any attempt to secure the intro- 
duction of propaganda into the schools, a record all the more con- 
spicuous in comparison with that of certain special interests. 

It seems as strange as it does tragic that some teachers in certain 
areas, who might not be enthusiastic themselves for one organization 
of all public school employes, including teachers, janitors, window 
washers, etc., appear anxious through raising the question of seces- 
sion from the A. F. of L., to plunge us into the bitter controversy 
in the labor movement involving personalities, classifications of 
workers, and types of organization not directly concerned with our 
major task of organizing the teachers of the nation. 

Judged from the standpoint of devotion to the recognized legiti- 
mate objectives of the AFT, it seems incredible that we should dis- 
card the foundations for growth which have been effectively built 
up, and built on, and inject the bitterness of secession and of dis- 
union into our national organization. Let us build up a greater 
surplus of strength before we squander what we have in suicidal 
internal strife. 

CHARLES STILLMAN 
Local 1, Chicago 
€ 


It was with considerable disappointment that I read the articles 
in the last issue of THe AMERICAN TEACHER on the question of 
affiliation with the CIO. A “Forum” should present both sides of a 
controversy, yet neither of the articles offered arguments for re- 
maining within the A. F. of L. It is possible, of course, that no 
communications were submitted taking this side of the question, yet, 
surely, the editors would have had no difficulty in securing such an 
article had they so desired. It hardly is in keeping with the demo- 
cratic traditions of our organization to suppress opinions even though 
they may be those of the minority—and it is yet to be proved that 
continued affiliation with the A. F. of L. is the wish of only a 
minority. 

Many of the members of the Portland local are convinced that 
affiliation with the CIO would mean the death of our local—a local 
which, incidentally, is almost as old as the Federation and which, 
while it has never had great numerical strength, has a record of 
achievement of which it is justly proud. These accemplishments 
would have been impossible except for the generous support given 
to us by the A. F. of L. labor movement of Oregon. Had it not 
been for assistance of organized labor, we should probably not now 
have a tenure law which is admittedly one of the best in the nation; 


MARCH-APRIL, 1938 


the right of married women to positions in the Portland schools 
would not be recognized; salaries would have suffered even more 
than they have, and there would not now be on the statute books 
of Oregon a law making $75 a month the minimum salary for 
teachers throughout the state. 

If for no other reason, our sense of gratitude to the Oregon labor 
movement will prevent many of us from voting to leave an organi- 
zation to which we owe so much. 

As for affiliating with no labor group, as was suggested by Mr. 
Granbery, that would seem the height of folly—that is, if we believe 
that teachers should affiliate with other workers. And why another 
independent, self-sufficient organization when there is the NEA and 
all its local associations ? 

Dary.t Beat 
Local 111, Portland 


We as union teachers, it seems to me, have two main purposes 
and obligations: 1. to maintain and extend the American Federa- 
tion of Teachers, and 2. to help restore unity in the labor movement. 
These objectives should be kept foremost in mind when we consider 
the momentous subject of a change in our affiliation. 

Our first obligation, of course, is to the American Federation of 
Teachers. Some members would have us go over to the CIO with 
the expectation of thereby enrolling larger numbers of teachers 
throughout the nation in the A. F. of T. They would do this regard- 
less of the fact that such action would likely disrupt the teachers’ 
unions of many states and communities, and jeopardize their affilia- 
tions with state federations and city central unions. Such would 
be the case in W: consin, Illinois, and in other states of the Union. 
These union teachers apparently would be willing to sacrifice a large 
part of the present membership and the prospect of a steady but not 
spectacular growth to gamble on a mythical membership that they 
predict will materialize immediately upon affiliation with the CIO. 
In short, in the hope of organizing the unorganized among the 
teachers they would run the risk of disorganizing the organized. 

That by joining the CIO it would be possible to unionize any 
great number of the teachers of America seems very problematical, 
despite the glowing pictures of sure-fire success painted by some 
of the enthusiastic delegates last summer at the Madison convention. 
We have no guarantee that the American Federation of Teachers 
would grow by leaps and bounds as a CIO affiliate. In fact, the 
whole CIO organizing campaign has recently slowed down to a walk, 
and some of the unions are having difficulty in holding their own 
in membership. The A. F. of L. in Wisconsin has increased its mem- 
bership far more rapidly than the CIO, its gains alone last year 
being more than the entire membership of the CIO. 

If unity in the American labor movement is to be restored, it is 
almost self-evident that it must be done through the merging of 
the two hostile groups into a new federation or through the suspended 
unions being reinstated in the A. F. of L., since it is almost unbe- 
lievable that the youthful CIO will eventually absorb the Federation 
of fifty years’ standing. In that case, we of the teachers’ unions can 
best serve the cause of labor unity among craft, industrial, and pro- 
fessional workers by remaining within the A. F. of L. and joining 
with all other liberal forces within the Federation in working out 
methods of getting the suspended unions back into their proper rela- 
tionship with the least possible delay and the least possible hard 
feeling. At least we should delay action on withdrawal until all 
hope of reconciliation is lost. 

At the present time, the CIO-A. F. of L. contest is beginning to 
assume more and more the aspects of a personal feud between John 
L. Lewis and William Green. There are also rumblings of dissatis- 
faction within the CIO over its leadership and procedures that may 
prove to be as serious as the past difficulties within the A. F. of L. 
While these disquieting and disrupting situations exist it would hardly 
be the part of wisdom for teachers to try to escape the Scylla of 
an undemocratic executive committee of the A. F. of L. only to 
become the victims of the Charybdis of a dictatorial leadership of 
the CIO. We can best serve the cause of democracy in labor and 
democracy in education by refraining from immediate and hasty 
action in changing our affiliation. 

James L. Fitzpatrick 
Local 252, Milwaukee 


27 




















from 


NEWS LOCALS 


Atlanta Teachers Want School Buildings But Not 
Reduced Salaries 


The report of the survey of the governments of Atlanta 
and Fulton County, Ga., made by Dr. Thomas H. Reed, 
Consultant of the National Municipal League, has re- 
ceived close attention of the Atlanta Public School Teach- 
ers Association, Local 89, AFT. In regard to a pro- 
posed school building program, the report states: “Either 
the Atlanta high school children must continue their edu- 
cation in portables, or the charter tax limit must be raised, 
or the teachers’ salaries must come down.” According to 
the Atlanta Teacher, official organ of Local 89, the teach- 
ers support the building program, but feel that they are 
not the ones who should be expected to pay for the new 
schools. 





Labor Supports New Orleans Teachers in Defense of 
Tenure Law 

Following an address by delegate Myrtle H. Rey, presi- 
dent of the New Orleans, La., Class Room Teachers Fed- 
eration, Local 353, the New Orleans Central Trades and 
Labor Council reaffirmed its previous endorsement of the 
teacher tenure law and voted to ask similar action of the 
Louisiana State Federation of Labor at its next Conven- 
tion. This defense action has been necessitated by at- 
tacks on the law at the parish school board convention. 


Chattanooga Local Sues for Salaries 

In 1934 Local 246, Chattanooga, Tenn., succeeded in 
having the state legislature enact a salary scale for an in- 
crease in wages. With the failure of the city of Chatta- 
nooga to meet this scale, the union entered suit. 

In what appeared to be an attempt to split the union by 
winning support of the older and more influential teachers 
to his side, the mayor offered salary increases based on 
length of service in the schools regardless of educational 
qualifications. Subsequently he circulated a petition and 
claimed to have a majority of the teachers in favor of 
dropping suit. A claim which he has failed to substantiate. 
Meantime the suit remains in the courts. Stanton Smith, 
president of the local, has repeated the stand that while 
the membership is willing to accept a reasonable settlement, 
one of the requirements being a schedule based on training 








The Teachers Union in fiction 


as well as length of service, it does not like to be blud- 
geoned into submission. Recently, at a conference held 
by the mayor, a union committee, and representatives of 
the Central Labor Union, the mayor signified his willing- 
ness to accept a schedule which includes both training 
and length of service providing the city can meet the cost. 


Bremerton Local Organizes in Nearby Towns 

With a membership amounting to 75 per cent of the 
eligible teaching force, Local 336, Bremerton, Wash., is en- 
gaged in helping to organize new groups in nearby towns. 
The organization committee has made promising contacts 
in Port Angeles, Port Orchard, and Silverdale. The Cen- 
tral Trades Council of Bremerton cooperates with the 
union. At the last school board election, a labor candidate 
was elected. 


St. Paul Teachers Sue for Full Restoration 

The St. Paul Federation of Women Teachers and the 
St. Paul Federation of Men Teachers, Locals 28 and 43, 
have taken the lead in a campaign to secure full salary 
restoration for the teachers of St. Paul, Minn. The lo- 
cals have succeeded in getting seven per cent of a ten 
per cent cut for the year 1938 and are now suing the 
city for the ten per cent withheld in 1937 and for a 
day or two of salary withheld in previous years. There 
is a balance of $49,000 in the city treasury which was 
earmarked for teachers’ salaries, but which has not been 
paid out. The teachers have won an injunction pre- 
venting the city from using this money for any other 


purpose. 


Spokesman of Chicago Local Urges Political Action 


In a recent radio address, Kermit Eby, executive sec- 
retary of the Teachers Union, Local 1, Chicago, declared 
that the organization is ready to accept the responsi- 
bility associated with its size and power, and campaign 
to bring educational and political reform to the city: 
“It seems to the Union that the answer is obvious. Let 
every teacher unite with parents and civic groups through- 
out the city for political action. The time has come for 
Chicago to clean its Augean stables. Reform is in the 
air. Education, housing, and the merit system are the 
issues. . . . The Chicago Teachers Union accepts its task. 


THE AMERICAN TEACHER 






















Together with the public we can restore the morale of 
the teachers, discredit the politicians who have usurped 
the educators’ position, and preserve the democracy we 
cherish.” Mr. Eby also urged the revision of the anti- 
quated tax structure established by the Illinois constitution 
which makes no provision for a graduated income tax. 


Local 5 Holds Joint Conference with PEA 

The final session of the week-long National Conference 
of the Progressive Education Association was held _ jointly 
with Local 5, on Saturday evening, Feb. 26, in New York 
City. The subject of the session was: “Overcoming Ob- 
stacles to Progressive Education.” Jerome Davis was the 
principal speaker. 


Trenton Teachers Score "Hagueism™ 

In a resolution recently issued to the New Jersey State 
Federation of Labor, the Mercer County Central Labor 
Union, and the press, the Mercer County Teachers 
Union, Local 437, has called upon Louis Marciante, presi- 
dent of the New Jersey State Federation of Labor, to 
repudiate the activity of Mayor Frank Hague of Jersey 
City. Mr. Marciante recently appeared upon the same 
platform with Mayor Hague and issued a statement sup- 
porting Mayor Hague’s campaign against the CIO. The 
Teachers Union brands “Hagueism” as un-American and 
anti-labor and charges that Mayor Hague is opposed to 
the basic rights of workers to organize. 


Lowell Local Wins Partial Restoration 

Determined action on the part of Local 495, Lowell, 
Mass., has succeeded in winning restoration of all but two 
days’ pay lost in December when the school department 
funds became exhausted. Threatened with a cut of ten 
days at Christmas time, many teachers of Lowell appealed 
to the union local and joined its ranks. Action of the 
Lowell Central Labor Union, the Massachusetts State Fed- 
eration of Labor, and the Massachusetts State Council of 
Teachers Unions in support of Local 495 stimulated the 
city administration to find money for four of the ten days. 
Continued negotiations have now resulted in the inclusion 
in the 1938 school budget of all unexpended 1937 bal- 
ances of other departments. This creates a fund suffi- 
cient to restore four of the six days cut. The tireless 
services of the president and other officers of the Lowell 
Central Labor Union have been a major factor in this 
victory. 


Largest College Teachers Union Formed in New York 
More than 850 college teachers in the New York area 
have united to form the New York College Teachers 
Union, Local 537, largest college teachers union in the 
United States. Professor Edwin B. Burgum of New 
York University is the first president. The new local is 
carrying on an intensive drive for reform in the New 





MARCH-APRIL, 1938 





York municipal college system. The Labor Relations Com- 
mittee of New York University has already agreed that it 
will recognize the union as the bargaining agent of the 
non-instructional staff as soon as it can demonstrate that 
it represents “a substantial proportion in any school.” 


100 Per Cent Membership in Floodwood Local 

Local 506, the Floodwood, Minn., Federation of Teach- 
ers, reports 100% organization. Through negotiations with 
the school board and the administration several adjust- 
ments satisfactory to the teachers have already been made. 
The union hopes to achieve a salary schedule based on 
training and experience rather than on grades taught, a 
just provision for sick leave, and a lightening of teaching 
and extra-curricular load. Mr. L. E. Lewis, superintendent 
of schools in Floodwood and president of the State Board 
of Education, recently told the Minnesota State School 
Board Association: “Underpaid community and rural 
teachers are going to take the low salary situation into 
their own hands. Having grown impatient waiting for 
what they feel is their just compensation, they will make 
a fight of it through unions which are gradually gaining in 
strength throughout the state.” 


Minneapolis Locals Hold Out for Full Restoration 

As against the action of other teachers organizations, 
the Teachers Federation, Locals 59 and 238, Minneapolis, 
Minn., have requested full salary restoration. In a ref- 
erendum which was issued by the Central Council of 
Teachers, and which carried a note of warning against 
voting to request full restoration, the teachers of Min- 
neapolis voted to request a six per cent cut, an action 
which Federation News, organ of Locals 59 and 238, de- 
scribes as “carrying coals to Newcastle”. Before the result 
of this referendum was made public, school board mem- 
ber Roy Weir from the Central Labor Union, on behalf 
of the Building Employees Union and Teachers Federations, 
requested full scheduled salaries for all school board em- 
ployees. 


Paterson Teachers Seek Increments 

Citing the fact that Paterson policemen have received 
two salary increments since October and that teachers in 
other New Jersey cities are receiving increments, the Pater- 
son Teachers Union, Local 482, is demanding full salary 
schedule through payment of increments. Though he 
recommended that such restoration be made, Commis- 
sioner James E. Torrey, president of the Board of Edu- 
cation, warned the union’s spokesman against teachers 
holding “membership in any organization controlled by 
outside influences . . . regardless of what may be going 


on in Moscow, Tokyo, or any other remote point.” This 
attack on the Teachers Union has been protested by out- 
standing labor leaders of New Jersey. 





























































2 “ 














Missoula Teacher Elected President of Central Trades 
Mr. E. A. Atkinson, secretary of Local 497, Missoula, 
Mont., has recently been elected president of the Central 
Trades and Labor Council. Mr. Michael Mansfield, an- 
other member of the local and of the faculty of the Uni- 
versity of Montana, has been named chairman of the Com- 
mittee on Legislation of the Central Council. Restora- 
tion of salaries and a retirement plan for university in- 
structors are the immediate legislative aims of the local. 


Partial Restoration in Oshkosh 

Local 379, the Oshkosh, Wis., Federation of Teachers, 
reports that the Oshkosh City Council has appropriated 
$40,000 for partial salary restoration. This amount will 
give each teacher an increase of two-fifths of the differ- 
ence between what the teacher has been receiving and 
what he should receive under the schedule. Some grade 
teachers have been receiving salaries as much as 40% to 
50% below schedule. In working for restoration, the local 
contacted each member of the City Council directly or 
by letter and it is felt that this method contributed to 
the success. The Oshkosh Trades and Labor Council and 
all the affiliated locals have given invaluable support. 


Sabbatical Leave Proposal in Madison 

On the recommendation of the Teachers Union, Local 
223, Madison, Wis., a faculty meeting of the University of 
Wisconsin created a special committee to consider the 
advisability of establishing a system of sabbatical leave for 
faculty members. The committee was urged to study the 
Pennsylvania sabbatical leave act, which provides for leaves 
for study and research, teachers on leave receiving the 
difference between their salaries and those of the substi- 
tutes who temporarily fill their positions. 


Joint Campaign Proposed to Wisconsin Teachers 
Association 


The Executive Committee of the Wisconsin Federation 
of Teachers, State Branch of the AFT, has proposed to the 
Wisconsin Teachers Association a joint campaign to rally 
support of the people of the state behind the schools. 
The Madison Teacher, organ of Locals 223 and 35, re- 
ports that a meeting of the two committees to discuss 
the Federation’s proposals will probably be arranged in 
the near future. 


Cleveland Local Fights Compulsory Retirement Proposal 

Countering a campaign to pension teachers at sixty- 
five years of age instead of seventy, the Cleveland, O., 
Federation of Teachers, Local 279, recently informed the 
Cleveland Board of Education: ‘The retirement allowance 
of teachers of 65 is not nearly sufficient to assure even 
minimum living standards. With only one year of nearly 
normal salaries, these older teachers have not had time 


to recover from the losses of the depression; yet another 
depression now engulfs the country. .. .” The saving to 
the city would amount to only 22 cents per capita annu- 
ally, a saving which the union feels “is not commensurate 
with the loss in the educational repute of Cleveland.” The 
union brands the proposal as “a major surgical operation 
to cure a temporary ailment.” 


Joint Action in Washington 

The state board of the Washington Federation of Teach- 
ers, branch of the AFT, recently met with the tenure 
committee of the Washington Education Association to 
work out a joint approach to the problem of tenure. 
There are some differences between the organizations as 
to whether a tenure law should include teachers in third 
class country school districts. The AFT groups favor such 
inclusion. If the cooperation of the two groups is suc- 
cessful, the AFT will bring to the support of a tenure 
bill the forces of organized labor, and the Association 
will bring strong educational support especially among 
school officials. 


Detroit Teachers Circulate Petition for School Improvement 

A four-point petition is being circulated by the De- 
troit, Mich., Federation of Teachers, for signature by 
all citizens. The petition calls for employment of 363 
additional teachers to reduce the present excessive class 
size, restoration of ten days’ sick leave per year for 
teachers, raising the city’s contribution to teachers’ re- 
tirement fund, and relief for over-crowding in the high 
schools, where 42,000 students are herded together in 
schools built to house 31,000. 


Elyria Local Wins Sick Leave Program 

The Elyria, O., Board of Education recently adopted 
a sick leave program which was proposed by the Elyria 
Federation of Teachers, Local 334, after nearly a year of 
study. The bill provides for ten days’ sick leave with 
pay in any one year, the benefits to be cumulative to a 
maximum of 30 days in three school years. Teachers 
may take three days of sick leave with pay without the 
requirement of a doctor’s certificate. There is also pro- 
vision for three days of absence due to death in the im- 
mediate family. 


Parkersburg Schools Confronted by Eight Month Term 
According to an article in the news bulletin of Local 
382, Parkersburg, W. Va., next year may see the school 
term of Parkersburg reduced to eight months. The county 
will lose $15,344 due to elimination of important utility 
and corporation properties from the tax rolls. Other 
causes are the need for purchasing new school buses and 
creating new buildings to eliminate over-crowding. 


THE AMERICAN TEACHER 


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Welcome 

It is indeed a pleasure to welcome to the ranks of or- 
ganized labor a new professional group, the American Guild 
of Musical Artists, an AFL affiliate. It is particularly en- 
couraging to contemplate the new union as an indication 
that professionals and white collar workers continue stead- 
ily, if slowly, to move toward the realization that their true 
place is with organized labor. President of the A.G.M.A. 
is baritone Lawrence Tibbett, and the membership roll in- 
cludes Kirsten Flagstad, Friedrich Schorr, John Brown- 
lee, Natalya Bodanya and other top-flight names among 
the opera singers. Their demands are for “a Guild shop”, 
and for modification of the opera company’s control of 
their radio, cinema, and concert stage work. 


Fugitives 

A decision important to labor was recently handed down 
by the Pennsylvania Supreme Court. The decision states 
that a company holding a contract with a labor union may 
not abrogate its contract by removing from a particular 
locality. The case involved a clothing manufacturing con- 
cern which had moved its factory from Philadelphia to 
Johnstown. While its own contract with its employes had 
expired several days prior to the removal, the court held 
that the company was still bound by a blanket contract 
between the union and the manufacturers’ association of 
which the company was a member. The only alternative 
permitted the firm was the privilege of closing down com- 
pletely. The last concession was a reversal in part of an 
even more liberal decision by a lower court which ordered 
the manufacturers to return to Philadelphia and resume 
business. This decision, which may be expected to serve as 
a precedent in at least one state, is particularly important 
at the present time because of the extensive movement of 
industrial plants to cheaper labor markets. A conjunction 
of such favorable court decisions with a greater degree of 
uniformity in wages and hours 
realizable as a result of Congres- 
sional legislation and universal 
organization would effectively 
solve the problem of the runaway 
industry. 





The Attack on the Seamen 

An earlier issue of THe AMER- 
ICAN TEACHER carried a Labor 
Note on the Copeland Safety at 
Sea Law enacted last year, which 
contained several vicious pro- 
visions aimed at the maritime 


MARCH-APRIL, 1938 




















unions. Since that time, the baiting has gone systematically 
and merrily on in an effort to crush the seamen’s organiza- 
tions. A series of outrageous charges dovetails neatly into 
a pattern of conspiracy at the heart of which once again 
is Senator Copeland, long and well known as the errand 
boy of the shipping interests. The conspiracy reached its 
climax in the treatment of the Algic strike. The starting 
point of the strike was the refusal of members of the crew 
to work with scab longshoremen in a South American sea- 
port where a strike was in progress. When the Algic re- 
turned to the United States, the striking seamen were 
arrested and later found guilty on charges of mutiny. 
There followed the investigation by the Maritime Com- 
mission under Chairman Joseph Kennedy. The Commis- 
sion brought in findings of poor working conditions, low 
salaries, and long hours. The conclusions and recom- 
mendations, however, bore no logical relationship to these 
findings. Mr. Kennedy’s statements issued for publication 
were clearly biased against the seamen. He charged them 
with lack of discipline and presented a plan for government 
training of young men for seamen, which boils down to 
an out-and-out plan to turn the government into a scab- 
bing agency. Senator Copeland and the Senate Commerce 
Committee proceeded to carry the plot further with secret 
hearings. The chief feature was the “testimony” of a 
mysterious “Captain X” who refused to permit his name 
to be revealed. Not only were his blood-curdling accusa- 
tions against the marine workers unsubstantiated, but 
charges of misconduct on the part of the crew members on 
the foundered S.S. President Hoover were indignantly 
refuted by passengers. Senator Copeland and other re- 
actionary forces immediately raised a vociferous clamor 
for repressive legislation, and are pressing specifically for 
a compulsory arbitration law for seamen. In a forthright 
letter to Senator Copeland, John Brophy, director of the 
CIO, forcefully exposed the committee’s bias, the dishonesty 
of the hearings, and the motives 
behind the entire business. “The 
basic issues confronting American 
seamen and the merchant ma- 
rine,” he declared, “are wages 
and hours—nothing more— 
nothing less.” He went on to 
say: “Instead of conducting an 
open investigation into working 
conditions on board ships... . 
the committee appears to be using 
these hearings as a forum for 
attacks against the maritime work- 
ers and their organizations.” 








i} 




















Among the New Books 


Two Reports on Contemporary China 


RED STAR OVER CHINA, by Epcar Snow, Random House, N. Y., 
1938. 


WHEN CHINA UNITES, by Harry Gannes, Alfred A. Knopf, 
N. Y., 1937. 


Here are two books of the sort we have been looking for. Both 
are excellent backgrounds for an understanding of the Chinese Revo- 
lution and the Sino-Japanese War. 

By far the more exciting is Snow’s first-hand account of the Chinese 
Soviets. It has the exotic quality of “Messr. Marco Polo” and yet 
it also makes history in that Snow (of the London Daily Herald) 
was the first Occidental reporter to pierce the battle lines which have 
surrounded the Soviet regions for the past ten years, and to return 
with the story. He arrived just in time to see the Soviets of Shensi 
province before their name was changed to “Special Area Govern- 
ment,” and to witness the growing united front cultivated by the 
Reds with the Central Government. 

Gannes’ book supplies the historical material necessary for under- 
standing modern China. The story of Chinese resistance to imperial- 
ism goes back to the Opium Wars of 1840-42. Britain went to war 
to force the unwilling Manchu government to accept opium from 
India as a medium of exchange. First they doped China, then they 
shot her into submission. 

Dr. Sun Yat-sen was the first great national leader to emerge, 
after the revolution of 1911. His three principles of Nationality, 
Democracy and Economic Livelihood are still an inspiration to 
Chinese patriots. The Civil War of 1925-27 was a hopeful period 
of the revolution, but once Dr. Sun’s protege Chiang Kai-shek got 
into power he turned upon the Communists who helped him, and 
for ten years thereafter waged a constant but futile war against 
them. Meanwhile, time after time he submitted to Japan’s demands 
while Manchuria, Jehol, Chahar, Hopei were cut away from China 
without resistance. Under the leadership of the Reds, the people 
of the Northwest began to chafe at Chiang’s policy of endless civil 
war and disunity. 

Snow in fascinating style tells the romantic story of Mao Tse-tung, 
son of a peasant and chairman of the Soviets. First a librarian and 
then an army officer, Mao took to the hills and began organizing the 
peasants when Chiang abandoned the revolution in 1927. Together 
with military commander Chu Teh, formerly a wealthy general with 
eight wives and the opium habit who had quit his dissolute way 
of life to help make the revolution, Mao forged large Soviet areas 
out of rural Hunan and Kiangsi. There the Soviets abolished opium 
smoking, prostitution, compulsory marriage and child slavery, edu- 
cated the nine-tenths who were illiterate, divided the landlords’ land 
among the peasants and held cut against the superior forces of the 
Central Government for seven years. Their superior maneuvering 
and propaganda turned the nationalists’ forces into “munitions car- 
riers” for the Soviets. Finally, however, the great offensive of 1934 
threatened to crush the Reds. 

Then the unforgettable tale of the “long march” of 6,000 miles, 
largely across unmapped territory, by which virtually a whole Red 
nation migrated in a round-about way through Tibet to Shensi 
province in the Northwest. There they were in a position to oppose 
Japan’s encroachments, and they quickly won the support of Marshall 
Chang and Hsueh-liang’s homeless Manchurian army for their united 
front policies. 

The kidnapping of Generalissimo Chiang was the final act in the 
romantic tale. This was the only way the rebellious northerners 
under General Chang and Yang could reach him with their plea for 
peace at home and resistance to Japan. The Soviet leaders insisted 
on their keeping Chiang’s life safe, knowing that his death would 
mean chaos to the nation, and he listened to the Reds for the first 
time in ten years. The Soviets abandoned their name and their 


land redistribution policies in return for peace and national unity 
and the promise of democracy. The stage was set for the war which 
both Snow and Gannes accurately predicted before its start. 


Gannes, a Marxian in philosophy, predicts the eventual defeat of 
Japan by guerilla tactics to be introduced to the Nationalist Army 
by the Reds, and by Japan’s internal weaknesses. Snow, who picked 
up a Marxian way of thinking in his Soviet journey, predicts that 
once the population is armed in the war against Japan, Chiang 
Kai-shek will never be able to go back to fascistic policies and 
persecution of the Reds. Rather, the growth of democracy after 
the war will lay the basis for socialism in the future. 


Read Gannes for Chinese history. But for sheer exciting drama 
and current information, don’t miss Snow. 


Setpen C. MENEFEE 


A Historical Novel about the Great Hunger 


FAMINE, by Liam O’FLAHERTY. Random House, New York. 466 

Pp. $2.50. 

There has been a distinct change in Irish literature in the past few 
years. When the older writers were more prolific, it seemed that the 
poetry, drama, and novels which emerged were rather formalistic and 
suggestive of the confines of a certain genre. Synge, Lady Gregory, 
Yeats, AZ, and Joyce were the bright stars in this firmament. This 
late change in Irish literature is a phenomenon we have been expect- 
ing, for the younger writers who have come to the fore see and 
understand a different Ireland, a colonial nation of struggle and 
revolutionary traditions. Their work is of an even value but it is 
significant that all of these writers feel the necessity to write of 
Ireland’s great historical and political events and figures. Miss 
Haslip’s Parnell, Ernie OMalley’s /.R.A., Frank O’Connor’s Pearse, 
Brian O’Neill’s O’Connell, Montagu Slater’s Connelly, Shaw Des- 
mond’s Sinn Fein all present the graphic detail of Irish revolutionary 
struggle. And now with O’Flaherty’s Famine we have the best of 
them all, a historical novel on the grand scale depicting the Great 
Famine of 1845. 


In the hands of O'Flaherty, the author of The Informer, the his- 
torical novel achieves stature as a high example of literature and 
historical composition. The minutest details are employed to describe 
the “great hunger” and its effect on the lives of the peasants of Crom, 
Black Valley and Glenares. Nothing is redecorated and nothing is 
overdone. The author seldom intrudes his own personality. He 
merely brings out the fullest content of the drama of their lives when 
they are brought face to face with dread famine, hunger and the rank 
exploitation by British imperialism. Here is a masterpiece of historical 
novel writing showing the struggle of the “people against the tyrant”, 
the taking up of cudgels “against the great hunger”. 

This is the story of the Kilmartins and their neighbors, of the 
valley priests, the agents, the merchants, and the coming of the potato 
blight. It is a story of famine, decay and death, gouging exploitation, 
insanity, and hatred. O’Flaherty omits very little from his canvas. 
Here is the unforgettable picture of nineteenth century Irish peasant 
life, with its gombeen men, wakes, dung hills, thatched roofs, Young 
Irelanders and Fenians. The priests and Protestant clergy are arrayed 
against each other; and the curate, Tom Geelan—very much like 
Don Benedetto in Silone’s Bread and Wine—emerges as a revolu- 
tionary priest. The fight against absentee landlordism becomes 
heightened into the struggle of all the peasants and their revolt 
against hunger. And when the story ends, the hero and heroine, 
Martin and Mary Kilmartin, with their infant son are escaping to 
America. 

Everything is important to this novel. The characterization is 
outstanding. The beauty of the Irish dialect, the simple religious 


THE AMERICAN TEACHER 


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MARCH-APRIL, 1938 


faith, the terrible ominousness of the plague, the expressiveness of 
the folk, are all integrated into the scene. The hunger changes the 
people and their ideas. They reject the “peace at any price” policy 
of Father Roch and the capitulating politicians. The change in the 
people is typified in Tom Geelan’s observation that “there is nothing 
holier than to fight in defense of liberty, to die for it, for the freedom 
of the earth that bore you and the happiness and prosperity of those 
you love.” We believe this priest when he says, “The people are 
always right in the mass. In the long run they are right.” The final 
note is one of hopefulness, despite the atmosphere of decay and 
tumescence and the dying away of the village Crom, and that is 
because the strength of the people is in their “rightness” and in their 
indestructible energy. That hopefulness is also a promise of Irish 
liberation and a reflection of our hope that O'Flaherty will continue 
the story of the Kilmartins and the fight for liberty. 

Evucene Ho_MeEs 


Great Wealth Against the People 


AMERICA’S SIXTY FAMILIES by Ferprvanp Lunpserc. Van- 
guard Press, 1937, New York. 544 pp. $3.75. 

Lundberg has written an important work which has already made 
a profound impression on America. In such a voluminous factual 
record many minor mistakes can no doubt be found but this does not 
invalidate his fundamental analysis regarding the heavy concentration 
of wealth and its unfortunate consequences for the American people. 

Teachers particularly need the message of this book. For the most 
part we are sheltered within scholastic walls, immersed in a world 
of ideas. How often do teachers really dig down underneath the vexa- 
tious questions of salary cuts, shortened school terms and lack of 
security to the big underlying forces and factors which undermine our 
civilization and produce these unfortunate consequences ? 

This volume will help us as teachers to comprehend some of the 
fundamentals of the world we live in and why our salaries are so 
often reduced and educational budgets impaired every time a depres- 
sion rolls around. 

Mr. Lundberg cites “chapter and verse” to show that the bulk of 
private wealth is concentrated into approximately sixty family groups 
in America. These are, in effect, our ruling oligarchy. In general 
they inter-marry and their wealth is handed on from generation to 
generation. 

It is true Lundberg does not differentiate sharply between different 
forms of wealth nor does he indicate that this plutocracy is an inherent 
factor in modern capitalism. Lundberg is sometimes led into making 
assumptions that almost every important political action is taken 
because the economic power of these “sixty families” dictates that it 
shall be done. The process is neither so simple nor direct as this 
implies. In reality American politicians themselves grow up in an 
atmosphere where wealth is often assumed to be a badge of honor. 
The capitalistic system is considered the only “patriotic” system. 
Hence the undertones and overtones of our society are charged with 
individualism, materialism, and a profit philosophy. Growing up in 
such a cultural environment it is not strange that politicians should 
act on behalf of capitalists. Fortunately, with the depression came 
an awakening awareness of injustice and exploitation and as the 
workers and farmers organize effectively, the politician may actually 
become the servant of the people in his votes as well as in his oratory. 

Lundberg shows conclusively the unethical, anti-social effects of 
great wealth on our cultural life. We should realize that the only 
way we can meet this era of “corpocracy” and plutocracy is through 
organization. As teachers we should take to heart the great message 
of this book. 

Jerome Davis 


The Growth of Fascism 


GERMANY SINCE 1918. By Frepericx L. Scuuman. New York. 

Henry Holt & Co. 1937. 

Because trade unions were destroyed in every fascist state the study 
and understanding of the theory, development, and day to day 
manifestations of Fascism are the bounden duty of trade unionists. 
A judgment of the subject presupposes a knowledge of the environ- 
ment in which the system sprouted and how it grew. Such growth 


is described in a clear, succinct, straightforward manner by Professor 
Schuman in 140 peges. The book speaks highly for our profession 
and for Williams College whence it comes. For those of us who run 
but do not read, these views may serve as a characterization: 
Fascism is a product of economic-social disintegration. As a political 
conspiracy and a state form it is the product of monopolistic capi- 
talism and feudalism. The results of Hitler’s techniques of super- 
salesmanship, ultra-patriotism, and mass pageantry were to be “the 
destruction of the Weimar Republic and the erection of a Totalitarian 
State, dominated by Junkers and industrialists but ruled nominally 
by the new Savior and his coterie of Party followers.” For a sane 
summary and a guarded prophecy turn to the final chapter. 
Lyman R. BrapLey 





Recent Plays in Book Form 
GOLDEN BOY, by Cuiurrorp Opets. Random House, 228 pp. $2.00. 


“Golden Boy”, Odets’ most successful play, and one of the brightest 
on Broadway this season, reads as excitingly as it plays. Here again 
Odets is concerned with the struggle of the average decent boy to 
find a place for himself in a none too hospitable society, against 
whose values his inner nature revolts. When Joe Bonaparte gives up 
his violin to become a victorious prizefighter, he accepts the crude 
standards of a world not his own because he cannot stand the thought 
of doing without possessions. To a boy ashamed to be poor, society 
offers a very narrow choice and the way offered Joe leads to his 
destruction. He is caught in a ruthless, exploiting net of business men 
and racketeers. He loses the music that alone was solace to his spirit, 
for, as his father says, a man must be free and happy for music. Joe 
got his speedy car, his press notices, his custom made suits. But the 
tragedy of his fight was that inwardly he knew it was for the wrong 
things. He never won what his brother Frank could claim as the 
reward of his own fight as a union organizer: “The pleasure of acting 
as you think! The satisfaction of staying where you belong, being 
what you are . . . at harmony with millions of others!” 

Joe is one of Odets’ most fully developed personalities, as “Golden 
Boy” is one of his best constructed plays. The dramatic conflicts 
in this single group of characters become an effective analysis of an 
inequitable social system, without the addition of the gratuitous 
speechmaking that tended to mar the earlier plays. The theme and 
the characters are fully and naturally interwoven and develop 
together. The dialogue carries the usual Odets power and humor, 
and except for an unfortunate relapse now and then into an unworthy 
gag, has that rich poetic symbolism that crystallizes the meaning 
of his characters and makes his plays good literature. 


THE CRADLE WILL ROCK, by Marc Buirzstern. Random 
House, 150 pp. $1.50. 


When the timid Federal Theatre disappointed a waiting audience 
by cancelling a preview of “The Cradle Will Rock” it started some- 
thing. For audience, cast and composer marched in a body to another 
theatre and learned that the lack of settings, costumes, stage business 
and an orchestra did not prevent this “play in music” from being 
an important event of the season. And now that Random House have 
put it into one of their attractive volumes it becomes an event for 
a wider audience. For this unclassifiable theatre piece does not need 
the usual background of a play to tell the story of the unionization 
of Steeltown, U. S. A. The rapid pace of its dialogue in doggeral, 
in free verse, in lyric, and the versatility of Mr. Blitzstein’s tune 
making have an infectiousness that help to carry an audience or 
a reader into the camp of the union organizer. The Cradle Will Rock 
is an original kind of operetta—humorous, poignant, bitingly satirical 
and militant. It is labor, at ease with art, striking a powerful blow 
at “Mr. Mister” who used to own everything in sight in Steeltown, 
including labor and art. 

Boris GAMZUE 






33 









































































tm ane 





Correspondence 





Letters dealing with issues of interest to union teachers will 
be printed in these columns. Inclusion of a letter does not 
necessarily mean that the Editors endorse its sentiments. 











A Message from our Polish Co'leagues 
To the Editors: 


A Polish colleague has asked me to express the gratitude of a 
group of fifty-six liberal professors and Dozenten for the moral 
support given by many American teachers in their fight against the 
introduction of the yellow-bench ghetto into Polish universities. This 
group of liberals, at considerable personal peril, affixed their names 
to a vigorous protest which was printed on the front page of a few 
courageous Polish newspapers. Two weeks later came a supporting 
protest from American teachers mediated through the International 
League for Academic Freedom. The Polish liberals wish it to be 
distinctly understood that they did not endorse the tart reply of 
their reactionary colleagues asking Americans not to meddle in 
Polish affairs—at least until Americans had solved the problem 
of Negro segregation in their own schools. 

Those members of the AFT who signed the protest against the 
classroom ghetto may take satisfaction in this evidence of interna- 
tional solidarity for the cause of freedom in education; but at the 
same time we may likewise ponder with profit the retort of the 
Polish reactionaries. 

Gorpon W. ALLPORT 


An Appreciation 
To the Editors: 

The Flint Federation of Teachers wishes to express appreciation 
for the frequent and timely emphasis placed on the Flint dismissal 
cases. We would like to mention especially the excellent article “A 
Program for Defense” by Mr. Shukotoff in the November-December 
issue and also the very excellent new bulletin, Academic Freedom. 

Tue AMERICAN TEACHER itself we believe can be ranked not only 
with other union organs but with the liberal magazines having sub- 
scription rates of $4.00 to $6.00. 

With appreciation and congratulations, 


FLINT FEDERATION OF TEACHERS 
Shirley Olmstead, Secretary 


A Correction of Fact 
To the Editors: 


In a recent number of THe AMERICAN TEACHER, November-De- 
cember 1937, there are some Labor Notes having reference to the 
International Labor Office. I thought the note as a whole was very 
useful and well done. I hope, however, I may venture to make what 
seems to be a correction of fact which had to do with the way in 
which the votes in the International Labor Conference are distrib- 
uted as between governments, employers and workers. 

I can best make the correction of fact by quoting from an article 
which dealt with the very question discussed. This is an article by 
Amy Hewes in the Annals of the American Academy of Political and 
Social Science, March 1933, entitled “The Conference at Work’. In 
Miss Hewes’ article on page 90 there is this paragraph which is 
supported by a table on page 91 analyzing the “location of the gov- 
ernment majority on all record votes”. The paragraph is: 


The location of the government majority is of special interest. 
It is frequently assumed by labor leaders that the governments 
in capitalistic countries are controlled by the industrial and 
financial interests. The lack of confidence which some workers 
feel in the International Labor Organization is based on this 
assumption. The facts fail to bear out the contention, however. 
The government majorities have coincided with those of the 
workers 88 times in the 203 record votes taken in the history 


of the Conference, and only 33 times with those of the em. 
ployers. .. .” 

It would be a simple matter to analyze subsequent votes of the 
Conference and if you were to think it worthwhile, I should be glaq 
to have someone in my office do so. At the moment, however, we 
are considerably pressed for work and I am sure the information 
would not throw any new light on our question, but would be 
merely cumulative in its effect. 

Lerrur MacGNusson 
Director 


For Continued Discussion 
To the Editors: 


I hope it will be possible for the discussion on the AFL and CIQ 
affiliation situation to be continued. It is extremely important that 
there be a clear understanding on the part of all union members of 
the dangers that face the labor movement through this division. 
Every effort on the part of every union such as ours should be ex- 
pended to bring about unity of labor. And basic to this is a clear 
understanding of the whole situation on the part of our membership. 

May your good work continue. 

HELEN RUEBEN 
Chicago 








The AMERICAN TEACHER 


Official Organ of 
THE AMERICAN FEDERATION OF TEACHERS 
506 South Wabash Avenue, Chicago, Illinois 
Organized April 15, 1916 
Affiliated with The American Federation of Labor 


Secretary-Treasurer 
Irvin R. Kvenzui 


President 
Jerome Davis 


Vice-Presidents 


Mary J. Herrick 
Aire B. Mann 
Mercepes L. NELson 
Stanton E. SmitH 
Jor, SEMAN 


Georce E. AXTELLE 
Joun D. Connors 
Hucs DeLacy 
Micwaet J. Ecx 
ARTHUR ELDER 
Mary Forey GrossMAN Harry C. STEINMETZ 
Cuarites J. HENDLEY Paut W. PREISLER 
Doxry A. WILKERSON 


Board of Editors 


I. R. KLIncsBerc 

Cev1a Lewis 

ALLIE B. Mann 

Hazert Murray 

Nancy Lea SMITH 

Sara T. WALSH 

WILLIAM W. WATTENBERG 


RicHarp B. Crosscup 
Epwarp De Brag 
Dorotuy DovucGLas 
KERMIT EBy 

GEORGE FINCH 

A. S. Hancock 
Eucene HoimeEs 


Georce E. AXTELLE 


Representative of the 
Executive Council 


Contributing Editors 


Mu_prep BERLEMAN 

Stertinc A. Brown 

Epwtn Berry Burcum 

ARTHUR ELDER 

Borts GAMZUE Hottanp D. Roserts 

Ipa GLANTZ KLINGSBERG Cotston E. WARNE 
Joun Wooprurr 


Rosert Morss Lovett 
Ora McLavucHLin 
SELDEN MENEFEE 
BeryL PARKER 


Secretary, Board of Editors Business Offices 
Cetra Lewis 506 S. Wabash Avenue 
8 West 16 Street, N. Y. C. Chicago, Ill. 


THE AMERICAN TEACHER 














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of the 
e glad 
er, we 
nation 


Id be 


SON 


| CIO 

that 
Ts of 
ision, 
e ex- 
clear 
ship 












THE CONTRIBUTORS 


LYMAN B. BRADLEY is professor of German at New York University. 
He is treasurer of the Modern Language Association to Help 
Spanish Democracy. 


KERMIT EBY is Executive Secretary of Local 1, Chicago, and a 
member of the Editorial Board of Tae AMERICAN TEACHER. 


c. G. T. GILES is one of the editors of the Teachers’ International 
Review. He is a member of the English National Union of Teachers. 


SELDEN C. MENEFEE is assistant in sociology at the University of 
Washington. He is a contributor to the American Sociological Review, 
The Nation, and The New Republic. He is one of the contributing 
editors of THe AMERICAN TEACHER. 


ROSS THALHEIMER is professor of sociology at the University of Bal- 
timore. He is chairman of the Model Bill Bureau of the AFT and 
chairman of the Legislative Committee of Local 340, Baltimore. 


CHARLES THOMPSON is head of the Department of Education at 
Howard University, and editor of the Journal of Negro Education. 
He is a member of the National Legislative Committee of the AFT. 


I. KEITH TYLER is assistant professor and research associate in the 
Bureau of Educational Research, Ohio State University. He is director 
of the project, Evaluation of School Broadcasts, sponsored by the 
Federal Radio Education Committee. He is second vice-president 
of Local 438. 





CONTEMPORARY 
il astetnhemnneticemenntietemenes a) 
POLITICS 3 


STUDY TOURS 
TO EUROPE 


Mark Bureau's 46th Year. These 
privileged groups will visit famed 
schools—meet eminent Europeans— 
gain extra travel-values—have won- 
derful summer! Good fun, good 
company always. Jerome Davis, 
President Am. Federation of Teach- 
ers. Prof. A. D. Winspear, Univer- 
sity Wisconsin. 
Write to Box J-20. 


Bvuretay 
T L 








RUSSIAN 
SEMINAR 


ALSO 
Child Art, Classics, Lenguases, Poll- 
ties, inavia, Art Pilgrimage. 








OF UNIVERSITY 
RAVE 


Newton Massachusetts 









PROGRESS TOURS 


RECREATION PLUS EDUCATION 







Travel Seminar directed by Prof. Leslie Day Zeleny, investi- 
Ss conflicting educational systems and processes in ten 

uropean countries. 
Social Changes Tour conducted by Dr. Clinton J. Taft, visiting 
ten countries—the centers of Europe’s economic and social ex- 
perimentation. 
The New World and the Old Tour headed by Prof. Bernhard 
Ostrolenk, a panorama of civilizations and peoples in three 
continents. 
Survey Tour directed by Prof. John F. Bell—a study of motives 
and effects of political and social forces in twelve European 
countries. 
Mexico Seminars—Five weeks of recreation and study. Eco- 
nomic organization and revolution; educational reforms; 
native arts and crafts; murals, etc., under the auspices of the 
Workers University. 

Special booklets and information on each Tour 


COMPASS TRAVEL BUREAU 


55 West 42nd Street New York 




















MARCH-APRIL, 1938 








WHAT EVERY 


WELL INFORMED TEACHER 
SHOULD KNOW 


The How and Why of the A. F. T. 


The following publications answer in convenient form 
questions concerning the aims and organization of the 
American Federation of Teachers. They are well suited 
for distribution to prospective members. Samples will 
be sent on request. 


i. 


3 


Je 


10. 


11. 


12. 


13. 


14. 


15. 


16. 


——g 


Information about the A. F. T. 


Contains facts and figures 25c per hundred 


Six Major Purposes 
How the A. F. T. can aid the 
nation’s educational program 
The A. F. T. Program of Action 
Adopted at the 1931 Convention 
25c per hundred 


Can Teachers Unions Be Called Out on Strike? 
Questions and answers on this 
important topic 


Objections Answered 
Will clinch that argument 25c per hundred 


Why I am A Member of the Teachers Union 
Prominent educators state their 
views 35c per hundred 


25c per hundred 


25c per hundred 


Six Reasons for Joining the A. F. T. 
(Jerome Davis) 

(These are also printed in ‘Questions 

and Answers’’) 25c per hundred 
Questions and Answers 

A convenient and inclusive resumé 

35c per hundred 

The Historical Setting of the A. F. T. 
(Ruth Gillette Hardy) 

A pertinent perspective 35c per hundred 
Why I Am Glad to Be A Member 
of the A. F. T. 

A message from Professor Goodwin 

Watson of Columbia University 35c per hundred 
The Constitution of the A. F. T. 

(Correct as of Oct. 1, 1937) 


Will settle that knotty question 
$2.00 per hundred 


A Program of Action for Class-room Teachers 
What we stand for, clearly set forth 
$2.00 per hundred 


A Critical Evaluation of the A. F. T. 
(Aileen W. Robinson) 
A documented survey of the A. F. T. 
50c per copy 


Accomplishments of the A. F. T. 


60c per hundred 

Teachers Should Organize 
By Dr. Frank Baker, President Milwaukee State 
Normal School $2.00 per hundred 


A Golden Oppartunity 
By Irvin Kuenzli 


—— 
ORDER BY NUMBER FROM 


AMERICAN FEDERATION 
OF TEACHERS 


506 SOUTH WABASH AVENUE 
CHICAGO, ILLINOIS 


$2.00 per hundred 




























Correspondence 








Letters dealing with issues of interest to union teachers will 
be printed in these columns. Inclusion of a letter does not 
necessarily mean that the Editors endorse its sentiments. 











A Message from our Polish Co'leagues 
To the Editors: 

A Polish colleague has asked me to express the gratitude of a 
group of fifty-six liberal professors and Dozenten for the moral 
support given by many American teachers in their fight against the 
introduction of the yellow-bench. ghetto into Polish universities. This 
group of liberals, at considerable personal peril, affixed their names 
to a vigorous protest which was printed on the front page of a few 
courageous Polish newspapers. Two weeks later came a supporting 
protest from American teachers mediated through the International 
League for Academic Freedom. The Polish liberals wish it to be 
distinctly understood that they did not endorse the tart reply of 
their reactionary colleagues asking Americans not to meddle in 
Polish affairs—at least until Americans had solved the problem 
of Negro segregation in their own schools. 

Those members of the AFT who signed the protest against the 
classroom ghetto may take satisfaction in this evidence of interna- 
tional solidarity for the cause of freedom in education; but at the 
same time we may likewise ponder with profit the retort of the 


Polish reactionaries. 
Gorpon W. ALLPORT 


An Appreciation 
To the Editors: 

The Flint Federation of Teachers wishes to express appreciation 
for the frequent and timely emphasis placed on the Flint dismissal 
cases. We would like to mention especially the excellent article “A 
Program for Defense” by Mr. Shukotoff in the November-December 
issue and also the very excellent new bulletin, Academic Freedom. 

THe AMERICAN TEACHER itself we believe can be ranked not only 
with other union organs but with the liberal magazines having sub- 
scription rates of $4.00 to $6.00. 


With appreciation and congratulations, 


FLInt FEDERATION OF TEACHERS 
Shirley Olmstead, Secretary 


A Correction of Fact 
To the Editors: 

In a recent number of THe AMERICAN TEACHER, November-De- 
cember 1937, there are some Labor Notes having reference to the 
International Labor Office. I thought the note as a whole was very 
useful and well done. I hope, however, I may venture to make what 
seems to be a correction of fact which had to do with the way in 
which the votes in the International Labor Conference are distrib- 
uted as between governments, employers and workers. 

I can best make the correction of fact by quoting from an article 
which dealt with the very question discussed. This is an article by 
Amy Hewes in the Annals of the American Academy of Political and 
Social Science, March 1933, entitled “The Conference at Work”. In 
Miss Hewes’ article on page 90 there is this paragraph which is 
supported by a table on page 91 analyzing the “location of the gov- 
ernment majority on all record votes”. The paragraph is: 

The location of the government majority is of special interest. 

It is frequently assumed by labor leaders that the governments 

in capitalistic countries are controlled by the industrial and 
financial interests. The lack of confidence which some workers 
feel in the International Labor Organization is based on this 
assumption. The facts fail to bear out the contention, however. 
The government majorities have coincided with those of the 
workers 88 times in the 203 record votes taken in the history 


of the Conference, and only 33 times with those of the em- 


” 


ployers. ... 
It would be a simple matter to analyze subsequent votes of the 
Conference and if you were to think it worthwhile, I should be glad 
to have someone in my office do so. At the moment, however, we 
are considerably pressed for work and I am sure the information 
would not throw any new light on our question, but would be 
merely cumulative in its effect. 
LerFuR MaGNusson 
Director 


For Continued Discussion 
To the Editors: 

I hope it will be possible for the discussion on the AFL and CIO 
affiliation situation to be continued. It is extremely important that 
there be a clear understanding on the part of all union members of 
the dangers that face the labor movement through this division. 
Every effort on the part of every union such as ours should be ex- 
pended to bring about unity of labor. And basic to this is a clear 
understanding of the whole situation on the part of our membership. 

May your good work continue 

HELEN RUEBEN 
Chicago 





The AMERICAN TEACHER 


Official Organ of 


THE AMERICAN FEDERATION OF TEACHERS 
506 South Wabash Avenue, Chicago, Illinois 
Organized April 15, 1916 


Affiliated with The American Federation of Labor 


President 
Jerome Davis 


Secretary-Treasurer 
Irvin R. Kvenz11 


Vice-Presidents 


Mary J. Herrick 
Aire B. Mann 
Mercepes L. Neison 
STanTon E. SmitH 
Jor, SEMAN 


Georce E. AXTELLE 
Joun D. Connors 
Hucu DeLacy 
Micnaet J. Eck 
ARTHUR ELDER 
Mary Fotey GrossMAN Harry C. STEINMETZ 
Cuartes J. HENDLEY Paut W. Preis_er 
Doxey A. WILKERSON 


Board of Editors 

I. R. KLInGsBERG 

Cer1a Lewis 

ALLIE B. MANN 

Hazer Murray 

Nancy Lea SMITH 

Sara T. WALSH 

WILLIAM W. WATTENBERG 


Ricuarp B. Crosscup 
Epwarp De BrRAE 
Dorotuy DovucLas 
KERMIT Esy 

Georcs FINCH 

A. S. Hancock 
EucEeNE HoLMEs 


Georce E. AXTELLE 


Representatwe of the 
Executive Council 


Contributing Editors 


Rosert Morss Lovett 
Ora McLAvGHLIN 
SELDEN MENEFEE 
Bery_ PARKER 


MILpRED BERLEMAN 

STERLING A. Brown 

Epwin Berry BurcuMm 

ARTHUR ELDER 

Borts GAMZUE Ho.ianp D. Roserts 

Ipa GLANTZ KLINGSBERG Cotston E. WARNE 
Joun Wooprurr 


Secretary, Board of Editors Business Offices 
Cetra Lewis 506 S. Wabash Avenue 
8 West 16 Street, N. Y. C. Chicago, Ill. 


THE AMERICAN TEACHER 








— ee | ae eee