| 


, 


I 
| 
| 





CONVENTION REPORTS ON PAGES 4, 5 


Delegates 


Outline 


EF Policy for . 1938-39 


Although :nany of the important resolutions passed 
by the twenty-second annual convention of the Amer- 


ican Federation of 


Teachers are summarized 


in the 


following story, all locals are urged to obtain a copy 
of the Proceedings of the National Convention from the 
National Office, 506 South Wabash, Chicago. There all 
resolutions passed by the Convention will be found in 
summarized form. One dollar per copy. 


The key activity of the American Federation of Teachers 
during 1938-39 will be against attacks on the schools and for 
expansion of school facilities. In the movement to democrat- 
ize the administration of education, locals are recommended 
to enlist the support of parents’ groups, trade unions, civic 
bodies, and teachers’ organizations for greater participation 
of teachers, parents and pupils in the formulation and ad- 


ministration of school policies. 


It was resolved that teachers should be organized on the 
basis of the relation of the educational processes to the main 
social and economic issues of our society and that the Fed- 


eration’s organizing drive also 
ers. 


include all educational work- 


A drive for State federations was endorsed, and all 


locals were urged to affiliate with their respective State fed- 


erations. 


The Convention urged political unity between the A. F. 
of L. and the C. I. O. and suggested that all locals “co- 
operate and unite progressive forces behind single progres- 
sive candidates for each office.” It condemned Mayor Hague 
of Jersey City and urged an immediate investigation by the 
LaFollette Civil Liberties committee. It reaffirmed its en- 


dorsement of the principles of 
the A. F. of L. and the C. I. 
nacional issues and that unity 


industrial unionism. It urged 
O. to cooperate on local and 
negotiations between the two 


groups be reopened. The executive council was directed to 


(Continued on page 2, column 3) 





Legislative 
Progress Told 
By Grossman 


In reporting the efforts of the 
Legislative Committee to promote 
legislation favorable to education, 


“Mary Foley Grossman, chairman, 


~*~ 


. 


said, “In our own period we find 
evidence that once again the mov- 
ing flow of human relations in- 
flux is tending to establish new 
organizational forms, new princi- 
ples of justice, and new interpre- 
tations of rights.” 


After some discussion of the 
growing power of labor in legis- 
latures and a plea for labor unity 
that this influence might be fur- 
ther augmented, Mrs. Grossman 
discussed the work of the Com- 
mittee with regard to several spe- 
cific bills. 

Expressing confidence that “we 
are nearer to achieving Federal 
aid to schools than at any other 
time in the history of America,” 
the speaker emphasized the need 
for continued work and publicity 
to see that the bill is re-introduced 
at the next session of Congress 
and passed. 

The report indicated that the 
A. F. of T. committee had been 
responsible for securing introduc- 
tion of the Cellers Bill for making 
permanent the benefits being re- 
ceived from the WPA adult edu- 


(Continued on page 2, column 5) 





Mrs. Roosevelt 


to Judge Contest 


During the coming year the 
American Federation of Teachers 
will sponsor an essay contest for 
high school students on the sub- 
ject, “Organized Labor and Amer- 
icanism.” Four prizes of $125, 
$75, $50, and $25 respectively will 
be awarded. 

One of the judges of the contest 
will be Eleanor Roosevelt, member 
of the American Newspaper Guild 
and author of the widely-syndi- 
cated column, “My Day.” The 
money for the prizes in the con- 
test has been secured by President 
Jerome Davis. 


Federal Aid 


Necessary, 
Says Reeves 


(Picture on Page 7) 


Of the 300 groups who worked 
with the President’s Advisory 
Committee during the course of 
the hearings, no group gave us as 
great service as the representa- 
tives of the American Federation 
of Teachers, declared Floyd W. 
Reeves, chairman of the Presi- 
dent’s Advisory Committee on 
Education, in his address to the 
twenty-second annual convention 
of the A. F. of T. 

After a brief outline of the his- 
tory of the- committee and the 
purpose for which it was estab- 
lished, Dr. Reeves discussed, first, 
the needs for Federal aid to educa- 
tion, and, second, the work of the 
Committee and the recommenda- 
tions which it has made to Con- 
gress. The essential points of the 
recommendations have been incor- 
porated in the Harrison-Thomas 
and the Fletcher Bills introduced 
into the last Congress and which 
the Federation hopes to have re- 
introduced in the next Congress. 

Dr. Reeves’s arguments regard- 
ing the need for Federal support of 
education centered around existing 
inequalities in ability to support 
education, the national character 
of the educational responsibility of 
the nation, and inequalities of 
educational opportunity among 
specific minority groups. 

“There is,” he said, “but one 
remedy for the situation of un- 
equal educational opportunity ex- 
isting in America today. That rem- 
edy is Federal aid to the schools. 
The Advisory Committee on Edu- 


(Continued on page 2, column 1) 





Wanted: 


Comments 


“The American Teacher” will 
appear about November 15 with 
its regular magazine format. 
This issue of “The American 
Teacher,” in newspaper form, 
was authorized by the execu- 
tive council of the A. F. of T. 
as an experiment. Members of 
the organization are requested 
to send their comments, pro 


She 





VOLUME XxXill 


_— 





az 


7 
a? 


American Teacher 


Official Organ of the American Federation of Teachers 





September-October, 1938 








Roosevelt 
Hails 
Federation 








THE WHITE HOUSE 
WASHINGTON 


My dear Mr. Davis: 


schools, 


Mr. Jerome Davis, 


of Teachers, 
489 Ocean Avenue, 
Weat Haven, Connectient. 


It gives me pleasure to ext 
American Federation of Teachers my h erert ' as 
and my best ‘wishes’ for @ most successful convention. 
Meetings of such organizations as yours help to 
center attention upon the work and the needs of the 


ESD 56 





Unity Keynote 


of Convention 





I hope that your deliberations will result 
in stimulating the teachers of the country end the 
publie in general to redouble their efforts to secure 
for all the children the kind of schools to which they 


Very sincerely yours, 


Anthea hewruke— 


President, American Federation 





Extensive drives for retrench- 
ment in the program of free public 
education in the United States are 
again under way, according to a 
report of the Educational Policies 
Committee which was read to the 
A. F. of T. convention by Wanda 
Taeschner, chairman. 

“In many cases this is being 
carried on under the guise of a 
campaign against ‘fads and frills,’ ” 
Miss Taeschner declared. “Even 
more dangerous, though, are the 
attempts to label any real study 
of contemporary local public prob- 
lems as ‘subversive.’ There is a 
very real conviction on the part 
of various groups that a demo- 
cratic system of education is de- 
veloping a democratic people—able 
to think, to vote, and to act in 
its own interests; and that such 
ar. alert, educated populace might 
be disastrous to certain vested 
interests in the nation.” 

With this in mind, the Com- 
mittee adopted the following poli- 
cies for the American Federation 
of Teachers: 


1 That we shall, as a national 
* committee, assume. the func- 
tions of encouraging the locals to 
stimulate and preserve local initia- 
tive in the development of educa- 
tional policy; 
2 That our union leaders and 
* union members in every 
community shall debate carefully 
and in public all matters of edy- 
cational policy—curricular, admin- 
istrative, and financial; 


3 That we shall make the peo- 
Ze ple conscious that educa- 
tional policy, as all other kinds 
of policy in a democratic Society 
is the province of the people; 
4 That we shall facilitate this 

« return of policy to the peo- 
ple by raising to the level of ar. 








and con, to the editor. 











ticulateness people’s Opinions 


Teachers Union Urges 
Democracy in Schools 








. 
Greetings 
My dear Mr. Davis: 

Will you please convey to the 
American Federation of Teach- 
ers in convention assembled my 
sincere personal and official best 
wishes for a most constructive 
convention. There will doubt- 
less be brought before your 
body for decision problems of 
far-reaching importance not 
only to your profession but to 
the country as a whole. The 
teachers are in a strategic po- 
sition to mold the mind of the 
youth of our nation, and I am 
sure you are all mindful of the 
responsibility this entails. I am 
sure all of these factors will be 
considered in formulating poli- 
cies and pronouncements. 

I hope your sessions will 
prove harmonious and produc- 
tive of much good for all. 

Sincerely and fraternally, 
(Signed) William Green. 














about what they think American 
schools are doing and should do 
to help them in analyzing, under- 
standing, and acting to solve the 
problems that we all face. 

In order to carry out these 
policies the committee submitted 
the following program of action: 

1. That each local set up a com- 
mittee on educational policy ani 
public relations. 

2 That under the direction of 
this Committee there be estab- 
lished a speaker’s bureau to dis- 
cuss the problems of democratic 
education before interested civic, 
service, fraternal, church, and stu- 

S. 
= oot. the purpose of these 
speakers shall be to raise the is- 
sues, invite discussion, criticism, 
ions. 
~~ nee criticisms, sugges- 


tions, and recommendations be 





(Continued on page 2, column 2) 


Davis Elected 
by Close Vote 


“For the first time since the 
split in the labor movement has 
been reflected in the American 
Federation of Teachers, I feel in 
this convention a genuine spirit of 
cooperation,” said Lillian Herstein, 
Local 1, as she congratulated her 
opponent, Jerome Davis, Local 
204, who had just been re-elected 
to lead the A. F. of T. for another 
year, 

“Last year,” Miss Herstein con- 
tinued, “we talked unity. This 
time we haven’t talked so much 
about unity, but we have actually 
cooperated. In the committee in 
which I worked, although we rep- 
resented all parts of the country, 
there was such a spirit of coopera- 
tion that when we agreed the vote 
was nearly always about. twenty- 
one to four.” 

Vice-presidents who were unop- 
posed in the convention elections 
and automatically elected to the 
executive council were: 

H. C. Brown, Local 442; Arthur 
Elder, Local 231; Mary J. Herrick, 
Local 1; Michael J. Eck, Local 
279; Stanton Smith, Local 246; 
Mary Foley Grossman, Local 192; 
C. J. Hendley, Local 5; John D. 
Connors, Local 263; Doxey Wilk- 
erson, Local 440. 

The contested elections resulted 
as follows: 


President 
Jerome Davis, Local 204 
Lillian Herstein, Local 1 
Vice-Presidents 
Hildur Erickson, Local 200....290 
Lila Hunter, Local 200 


336 


_-—— 


Mercedes Nelson, Local 59....308 
Ruth Whitaker, Local 28 


309 
306 


Paul Preisler, Local 420 
John Woodruff, Local 579 
C. M. Ethredge, Local 422 
Allie Mann, Local 89 

George Axtelle, Local 460......438 
George Hartman, Local 537..169 


303 


Lida Auville, Local 448 
Joel Seidman, Local 189 


New Editorial 
Board Appointed 





At the post-convention meeting 
of the executive council the fol- 
lowing editorial board was ap- 
pointed for The American Teacher: 
Mary Herrick, chairman; George 
E. Axtelle; and Mercedes Nelson. 
In September the executive coun- 
cil unanimously approved the ap- 
pointment of George T. Guernsey 
as managing editor of the journal. 
Kermit Eby, executive secretary 
of the Chicago Teachers union, 
was appointed consulting editor. 
William Wattenberg and Wesley 
Maurer were made technical 
editors. 








2 














Teachers | 
Lauded by 
Dr. Reeves 


(Continued from page 1) 
cation therefore recommends Fed- 
eral aid to equalize burdens and 
to give the educationally under- 
privileged their rightful due. The 
use of Federal funds for educa- 
tional purposes means, of course, 
taking tax money collected in the 
wealthier regions for the support 
of the schools in another. It 
means collecting taxes in one 
state for the support of the 
schools in another. It means col- 
lecting taxes in cities for the sup- 
port of schools in rural areas. It 
means collecting taxes from white 
taxpayers for the education of ne- 
groes.” 

Mr. Reeves classified the need 
for Federal aid under three gen- 
eral heads: aid for improvement 
in the preparation of teachers; aid 
for the erection of better school 
buildings; and a special grant de- 
voted to assistance in the adminis- 
tration of state departments of 
education. 

In criticizing the administration 
of the Smith-Hugl.es Act for aid 
in vocational education, Mr. 
Reeves said, “The type of training 
offered for the younger pupils in 
trade and industrial classes has, 
on the whole, been too narrowly 
conceived. In most cases children 
have been enrolled without ade- 
quate introductory guidance and 
explanatory courses. The very 
great importance of vocational 
guidance in connection with vo- 
cational education has not been 
given sufficient recognition. In 
many cases, programs for the 
skilled trades have been organized 
and carried on without sufficient 
regard for the alternative possibil- 
ity of cooperating in apprentice 
training under the direct auspices 
of industry and labor. A number 
of cases were brought to the at- 
tention of the Committee in which 
Federally aided schools had ar- 
ranged for the employment of pu- 
pils in privately owned establish- 
ments at wage rates below any 
appropriate minimum level. In 
some cases these trainees worked 
without any wage whatsoever for 
as many as twenty hours a week.” 

The Advisory Committee sum- 
marized its findings on vocational 
education as follows: “There is 








ERASE THEM 


“Resolved. That every effort 
be made by the American Fed- 
eration of Teachers: nationally 
and by its locals to repeal loy- 
alty oath legislation in the 
twenty-one states which re- 
quire such oaths and to prevent 
the enactment of loyalty oath 
legislation in any state where 
such action is contemplated.” 


—Excerpt from resolution 
on Academic Freedom and 
Democratization of the 
School System. 








great need for an expanded pro- 
gram of vocational education. 
There should be less Federal con- 
trol over this program. A closer 
relationship should exist between 
vocational education and general 
education. ... ” 


Dr. Reeves stated that plans are 
under way to secure the re-intro- 
duction of the Harrison-Thomas 
and the Fletcher Bills at the next 
session of Congress. These bills, 
containing many of the recommen- 
dations of the committee, were 
lost in committee at the last ses- 
sion, 





THE AMERICAN TEACHER 


September-Octobep, 1938 











THE VICTORY HO 





Prepared by Arnold Shukotoff 


Chairman, C 


1. The passage by the Board of Hi 
cation of the City of New York of se ln 
tenure and democracy which mark a signifi. 
cant departure in the administration of munici- 
pal colleges. . . . The by-laws of (cause. te 
specifying the grounds for dismissal, specifical] 
state that the charge, Conduct unbecoming 4 
teacher, may not be so interpreted as to involve 
interference with academic freedom. 

2. The reinstatement to the faculty of the 
University of Minnesota on January 28 1938 of 
Professor William A. Schaper, dismissed with a 
summary examination more than twenty years 
ago during the world war hysteria on the charge 
that he was “a rabid pro-German.” The Board 
of Regents of the University, in reinstating Pro- 
fessor Schaper adopted @ Significant statement 
in which it guaranteed freedom to members of 
the faculty in the exposition of their subjects, 
in the choice of research subjects, and in the 
exercise of their rights as Citizens outside the 
classroom. 

3. The effective defense and the winning of 
tenure laws by teachers in seven states, 

4. The defeat by the teachers of Chicago of 
the Johnson Vocational Plan, an attempt to 
curtail freedom of thought by vocationalizing 
the high school curriculum to the extent of 80 
per cent and a semi-fascist effort to secure free 
“learners’”’ labor for manufacturers in the area. 

5. ‘The adoption by the Minnesota State 
Board of Education of a resolution on May 9 
unanimously affirming its “belief in academic 
freedom and the rights of teachers as citizens 
to join organizations of their own choosing 
without coercion and without discrimination.” 

6. The appointment as an extra-curricular 


ommittee on Academic Freedom 


counselor at Harvard of Professor Granville 
Hicks, well-known Marxist critic and scholar, 
who was dismissed two years ago for his ideas 
from Rensselaer Polytechnic Institute. 


7. The successful efforts of the New Orleans 
local to prevent Passage of a new type of 
loyalty oath law which would compel all public 
employees to take an oath of allegiance. 

8. The success of the California local in 
forestalling the attempt of the California State 
School Board to revoke the teaching license of 
Victor Jewett, dismissed in 1936 for his activ- 
ities in behalf of organized labor. 


9. The achievement of the New York locals 
in securing the veto by Governor Lehman of 
the McNaboo-Daveney gag bill, which had 
passed both houses of the Legislature. - 
; 10. Finally the heroic work of the teachers 
in Flint, Michigan, who have for the past year 
financially supported two teachers dismissed 
last year for union activity. 

To these items, said Mr. Shukotoff, should 
be added four events: 

1. The publication of a report on the cases 
of Professors J. Raymond Walsh and Alan R. 
Sweezey by a committee of nine eminent Har- 
vard professors. 

2. The publication of the book, “The Higher 
Learning in a Democracy,” by Professor Harry 
D. Gideonse, opposing the authoritarian educa- 
tional philosophy of President Hutchins. 

3. The second picketing of the Yale Corpora- 
tion on June 11 in behalf of the case of Jerome 
Davis. 

4. The appointment of Jerome Davis to an 
important position with an Eastern university. 


NOR ROLL 





A.F. of T. Urges 


Democracy 
in Classroom 


(Continued from page 1) 

brought back to the educational 
committee of the local and finally | 
forwarded to the National Educa- | 


tiamal Daliciac. Cammittonr j 
5. That all means of popular 
education be used, such as_ the 
radio and press and forum plat- 
form. 

6. That cooperation be estab- 
lished with other professional edu- 
cational organizations throughout | 
the state. 

7. That the basis of study and! 
point of departure for this pro-| 
gram be the pamphlet by Dr.) 
Studebaker, 





“The Crucial Issues | 
of American Education,” and “The | 
Report of the President’s Advisory | 
Committee on Education.” 

The remainder of the report of 
the Committee was presented in 
the form of a panel discussion by 
members who have had experience 
in meeting the various types of 
problems outlined in the first sec- 
tion of the report. Lila Hunter of 
Washington presented a descrip- 
tion of the political situation in 
her state. Helen Taggart of Chi- 
cago described the attacks upon 
public education in that city and 
told of the work of the Union in 
warding them off. Albin Winspear 
discussed the technique of attacks 
upon the schools and methods em- 
ployed in opposing such attacks. 
Samuel Wallach of New York dis- 
cussed the work of his Local in 
educating their teachers in the 
use of a program such as that 
recommended by the Educational 
Policies Committee. 

Clarence Smith of the Essex 
County, New Jersey, Local told 
of techniques used in giving mean- 
ing to the term “democracy Mm 
the eyes of the public. William 
Wattenberg, director of publicity 
for the National Office, closed the 
panel discussion with a view. of 
the methods used by journalists 
to discredit education and the per- 
sonnel of the profession and de- 
scribed methods of counteracting 
such propaganda. 








EXTRA 


Additional copies of this issue 
of “The American Teacher” in 
newspaper format may be ob- 
tained from the National Office 
at the rate of $1.00 per hun- 
dred copies. Fill out this order 
blank and distribute “The 
American Teacher” to all 





COPIES 


schools in your area. 


of the September-October issue 
of “The American Teacher.” 


U. S. Health Plan 
Backed by Delegates | 








(Continued from page 1) 
pay the special organizational tax 
levied by the A. F. of L. last 
year on the assumption that this 
money would be returned to the 


| A. F. of T. for organizational pur- 


poses. 

During the coming year the 
American Federation of Teachers 
decided to support the Nye reso- 
lution calling for lifting the em- 
bargo on Spain and continue to 
aid the Loyalist Government. It 
urged participation in a boycott 
of Japanese goods in this country 
and disapproves of the continua- 
tion of the exchange of students 
and of professors with the Nazi 
German regime. 

Because d«egates to the Con- 
vention felt that the health of 
Citizens is the responsibility of 
the whole community, Federal 
and State governments should 
inaugurate and promote a com- 
Prehensive program of free pub- 
lic health. 

The Education Policies commit- 
tee urged the introduction into 
the schools of “a thoroughgoing, 
Tealistic history of the labor 
movement, a true analysis and 
evaluation of democratic institu- 
tions and of democratic and un- 
democratic trends, peace educa- 
tion, education in folk culture, 
and consumer education.” 


The American Federation of 
Teachers urged the retention and 
enrichment of cultural subjects in 
vocational courses. It endorsed 
interest grouping instead of abili- 
ty grouping. It encourages locals 
to work for adequate nutrition, 
medical inspection, a complete 
Program of guidance, reduction 
of class size, anc free textbooks. 

A number of resolutions were 
Passed supporting teachers un- 
justly dismissed or denied de- 
Served promotion, and Helen 
Carleton was commended by. the 
delegates to the Convention for 
Tefusing to take the place of a 
teacher unjustly dismissed. 

- The Committee on Academic 

Treedom drew up a statement 
on academic freedom, tenure, and 

©mocracy which was to be sub- 
mitted to all locals, amended, and 
returned to the committee. 
i... Convention endorsed the 
a inuation and the extension 

the WPA educational pro- 








 —ee 





sram. A standing committee on 

















A GOAL 
TO SHOOT AT | 


A telegram sent in the name 
of the convention to former 
Vice-President Hugh DeLacey 
of Seattle, Washington, in con- 
gratulating him upon the ar- 
rival of twins in his family, 
expressed the hope that the 
percentage of increase in the 
membership of the A. F. of T. 
in Washington might equal 
that of Mr. DeLacey’s family. 








education by radio was created. | 


The Tenure committee present- 
ed a resolution against “pupil 
teachers, apprentice 
teachers-in-training, and 
tute teachers for the purpose of 
wage-cutting and of undermining 
tenure rights.” 

During the coming year 


American Federation of Teachers | 


will undertake a study of work- 
ing conditions of teachers in all 
parts of the country, the findings 
of which will be published in a 
series of bulletins. It will also 
conduct a campaign for the ex- 
tension of the sabbatical leave and 
will continue to oppose the dis- 
missal of women teacher: because 
of marriage. 

The Convention endorsed the 
establishment of a college schol- 
arship fund by the A. F. of L. 

It was decided that the A. F. 
of T. would cooperate with pro- 
gressive youth organizations and 
it was suggested that next year’s 
convention give greater promi- 
nence to student problems. 





CONSUMERS 
UNION 


Dr. Colston Warne, member of 
the Union, spoke to the Conven- 
tion on the work of Consumers 
Union and the difficulties which 
the organization fgced. Profes- 
sor Warne, who is president of 
Consumers Union, pointed out that 
four of the sixteen directors of 
Consumers Union are members of 
the A. F. of T. 


Consumers Union has more 
than 60,000 members, according to 
Professor Warne, who stated that 
the New York Times and other 
New York newspapers had re- 
fused advertising from his organi- 
zation. 


| Libortice. 


teachers, | 
substi- | 


the | 


maim 


Legislative 
Gains Told 
at Meeting 


_ (Continued from page 1) 
cation project and told of the 
work of Congressmen Sirovitch 
— — —— to secure per. 

n e i 
se sa subsidy of art and 

Much discussion and agitation 
for repeal of extensive amendment 
of the Wagner Act, Mrs. Gross« 
man said, took place during the 
session. While labor was successe 
ful in securing the Passage of the 
Wages and Hours Bill, it failed 
to secure passage of the amend- 
ment to the Walsh-Healy Bill, 
which provided among other 
things that firms handling gov. 
ernment contracts must abide by 
the provisions of the National 
Labor Relations Act. 

The Congressional investigation 
of monopoly, and particularly that 
relating to the radio and moving- 
picture industries, should be 
closely watched according to the 
recommendations of the Commit- 
tee. In relation to the Neely- 
Pettengill Bill for the prohibition 
of block booking in distribution 
of films, the Committee recom. 
mended that considerable study be 
given the purposes and implica- 
tions of the Bill to discover 
| whether or not it represents an 
effort to prevent the distribution 
of socially desirable pictures. 

The report indicated that the 
Committee had used its Washing- 
ton influence to promote bills look- 


ling toward the establishment of a 


foreign policy of cooperation 
against aggressor nations. It sup- 
ported the O’Connell Peace Aci 
and opposed the Sheppard-Hill 
Bill because of its conscription 
clause. 

Mrs. Grossman entered a plea 
for the support and maintenance 
of the Senate Committee on Civil 
In. the area of state 
legislation, it was pointed out that 
the Tenure Bill passed by the 
1937 legislature in Pennsylvania 
has successfully withstood all at- 
tacks upon its constitutionality. 

The establishment of a Model 
| Bill bureau and its purpose and 
| functioning were described. 
| In closing the chairman of the 
| Legislative Committee pointed out 
that, “As teachers affiliated with 
labor, we are able to give the 
kind of leadership the schools of 
America need.” 


Enlarge WPA, 
‘Teachers Ask 


at Convention 


The convention adopted ten 
resolutions dealing with the WPA 
educational program. One fa- 
vored continuance of the federal 
education program, and another 
endorsed the Celler bill. Whole- 
sale and arbitrary shut-downs of 
education projects were opposed, 
as were WPA investigations. Erie, 
Pa., dismissal and demotions for 
political activity were protested. : 

The union called for the aboli- 
tion of the rule under which WPA 
workers are to be laid off if they 
absent themselves from work on 
five or more consecutive days. The 
priority rule was protested as un- 
fair and demand was made for 
modification so that the family 
could select its priority worker. 

A resolution passed called for 
immediate expansion of the WPA 
projects to provide jobs for all un- 
employed persons at pooveling 
wages, with unemployment an 
ability to do the work to be the 
criteria for employment, rather 
than relief certification. 

The final resolution endorsed 
the Federal Arts Act and urged 
local educational authorities to 
grant teaching credit to teachers 
on the WPA projects. 

A charter for WPA teachers 
was drawn up, calling for pere 
manency, adequate wages, vaca- 
tions, sick leave with pay, rage 
credit, professional standards, 4” 
teacher training on working t!me- 





} 








September-October, 1938 


THE AMERICAN TEACHER 





cra 





WPA Helps 


Democracy 
to Function 


“Under the auspices of the 
Works Progress Administration 
more people have gone to school 
than have received educational 
advantages in the colleges of 
America in the last decade,” com- 
mented George Hartmann, Colum- 
bia university, opening the A. F. 
of T. session on WPA adult edu- 
cation. 

Dr. Hartmann suggested that 
the field had evoked wide popular 
interest because of the growing 
recognition of the need for con- 
tinuous formal education in a 
period of rapid social change. 

Following the discussion, Orlie 
Pell discussed the need for work- 
ers’ education, describing present 
efforts of the Affiliated Schools 
for Workers, and Frances Com- 
fort discussed the work of the 
Detroit Local of the A. F. of T. 
in carrying on a program of in- 
dustrial workers’ education in its 
city. 

Laura Liebman, New York City, 
described the scope and nature of 
the WPA program, indicating the 
Various courses taught, services 
offered, and projects undertaken. 
In enlarging upon the present 
status of the WPA, Herbert 
Wheeldin said, “No longer is the 
WPA educational program an ex- 
periment of dubious character. 
Despite the many difficulties, the 
WPA teachers have built a con- 
structive educational force in the 
life of America.” 

Maurice Wheeler discussed the 
future of the adult education 
program, as the closing talk of 
the symposium, which was headed 
by Joel Seidman, Vice-President 
in charge of WPA and Adult Ed- 
ucation. 


Office of Education 
Offers Radio Scripts 


Do you know that the Office of 
Education will supply you, 
through its Educational Script 
Exchange, with radio scripts? 
Among the publications one may 
receive from the Superintendent 
of Documents are: a bibliography 
called “Consumers’ Services of 
Government Agencies”; price lists 
of all publications without cost; 
and the leaflet called “The Weekly 
List of Selected United States Gov- 
ernment Publications.” A request 
to the Superintendent of Docu- 
ments, Government Printing Of- 
fice, Washington, D. C., will put 
you on the mailing list. 














RALPH W. TYLER, mem- 
ber of Local 438, Columbus, 
Ohio, who starts his new 
duties this month as chair- 
man of the department of ed- 
ucation, University of Chi- 


cago. 
College Teachers 
Elect Organizing 


Committee for ’39 


At the meeting of the College 
section at the A. F.of T. conven- 
tion chairmen were appointed as 
follows for regional committees: 
Charles Obermeyer of Teachers 
college, Columbia university, chair- 
man, Eastern division; William E. 
Roth of the Milwaukee Center of 
the University of Wisconsin, chair- 
man, Middle West area; Harold 
Brown of Stanford university, 
chairman, West Coast area; Albin 
Winspear, Wisconsin, member-at- 
large. 

The older locals were asked to 
study the problem of how to or- 
ganize college teachers and it was 
recommended that an assessment 
of one dollar per member should 
be made in the College section to 
carry on the work of organization. 
Also that state and regional con- 
ferences be planned, summer ses- 
sion committees organized, special 
attention given to schools of edu- 
cation and teachers’ colleges, and 
that a conference of the College 
section be called the day previous 
to the annual convention. 


Mexican Conference 


The Pan-American conference 
on education to be held in Mexico 
City in December will have as its 
theme the defense and extension 
of democracy, according to the 
report of former vice-president 
Harry C. Steinmetz of San Diego. 
It was initiated by the union of 
Mexican educational workers call- 
ed STERM, which enrolls about 90 
per cent of all such workers in 
the country, the union of profes- 
sors of Chile, and the Progressive 
Education association. 

















—— in 








Ses 


Teachers 
Greeted 
by Labor 


Stressing the part which teach 
ers may play in the labor Moy. ’ 
ment and the urgent neo for 
unity in the labor movement ;,.._| 
representatives of organizeq }. 
addressed various sessions pp 
American Federation of Teachers 
convention. . 

Thomas J. Martin, nation 





Union and president of the Clove. 
land Board of Education, doliy. 





ered an address of welcome to tho || __ 
convention. Other speakers were | al 
head of the | 


George L. Googe, 
Southern organizing committee of | 
the A. F. of L.; Thomas J, Don. 
nelly, secretary-treasurer of tho 
Ohio State Federation of Labor 


t, four | 


. al vice. | }is 
president of the Typographica) | | 


Soun 




















and James A. Wilson, Director o¢ 
the International Labor Associy. 
tion. 

After describing’ certain proj. 
lems in the work of organized 
labor and the strength of the 
movement, Mr. Martin left this 
warning with the delegates: “You 
are going to make sacrifices in| 
this labor movement. You are go- 
ing to sacrifice your time. You 
are going to sacrifice your money. | 
You are going to sacrifice in ihe 
classroom with extra effort in 
order to instill in the minds of | 
the juveniles of the entire nation | 
just what we expect from them! 
as citizens.” 

In addition to the place of ihe 
teaching profession in the labor 
movement, Mr. Donnelly stressed 








Excerpts from George L. 
Googe’s address will be found 
on page 4 of this issue. 











the responsibility of the teacher 
in molding the future of the na- 
tion. 

“We say to you as working men 


ODELL SHEPARD, presi- 
dent of Local 556, Hartford 
County Federation of Teach- 
ers, who was awarded a Pul- 
itzer prize for his “Pedler’s 
Progress.” His new book, 
“The Journals of Bronson Al- 
cott,” has just been published. 





Unions Lead Fight 
Throughout World 
for Better Schools 


In a report which included 
sketches of educational conditions 
and the status of teachers’ union 
activity in twenty-nine countries 
of the world, Selma Borchardt, 
Chairman of the International Re- 
lations Committee and Vice-Pres- 
ident of the World Federation of 
Education associations, compared 
strikingly the position of the 
teacher in society and of educa- 
tion in the democratic countries 





and working women representing 
the American Federation of Labor 


with those in dictatorships. 








that the place for children is in 
the school, not in the factory,” 
said Mr. Donnelly. “We say 
you that the future of this coun- 
try, the future of this repub#e.- 
will rest upon the morals and in- 
telligence of the rising generation 
and that when we pass on, this re- 
public will live or die according 
to the intelligence of the coming 
generation.” 

Mr. Wilson explained that the 
International Labor Organization | 
was formed at the instigation of | 
Samuel Gompers at the close of 
the World War and held as its 
main objective the formation of an | 
international body for the consid- | 
eration of the welfare of the work- 
ing population of the world 








SIXTY-NINE A. F. OF T. LOCALS 
ORGANIZED SINCE SEPTEMBER, 1937 


. 523 St. Paul Adult Education 
Teachers. 

. 524 Duluth, Minn., Federation 
of Adult Education Teach- 
ers. 

. 525 St. Cloud, Minn., Federa- 
tion of Adult Education 
Teachers. 

. 526 Detroit Lakes, Minn., Area 
Adult Education Teachers. 

. 527 New Orleans League of 
Classreom Teac . 

_528 Macoupin County, Ill., 
Teachers Union. 

. 529 Klickitat County, Wash., 
Teachers Union. 

. 530 sogees 8 jt iil., 
T ers Union. 

. 531 Aitkin, Mina., Federation 

. of 
Teachers. 

. 533 Chishelm, Minn., Federa- 
tiém of Teachers. 

534 Federation of Federal 
Teachers, WPA District 
Ne. 10, Penn. 

tion of Federal 

_— vr ecbers, WPA District 
No. 8, Penn. 

_ 536 Jefferson Parish, La., Col- 

ered Teachers’ Institute. 

_537 New York City College 

Teachers Union 





Springfield, I11., 
Teachers Federation. 
Daytona Beach, Fla., Fed- 
eration of Teachers. 

Erie County, N. Y., Adult 
Teachers Federation. 
Arnold- New Kensington 
District, Penn., Federation 
of Teachers. 

Farrell, Penn., Federation 
of Teachers. 

Lueas County, 0., Federal 
Teachers Local. 

Area No. 14, Penn., Fed- 
eration ef Federal Teach- 


ers. 
Prineeton and Mercer Ce., 
N. J., College Local. 
Washington, D. C., Private 
Secheol Teachers Union. 
Alexandria, Va., Teachers 
Association. 
Lawrence, Kan., Lecal. 
Ne. 556 Hartford County, Conn., 
Federation of Teachers. 
Ne. Kenosha County, Wis., 
ieinwosuniy, 2 
Neo. 558 Lehig ounty, Penn., 
Federation of Teachers. 
Ne. 559 Denver, Cole., Adult Edu- 
cation Teachers Union. 
No. 560 Assn. of tion and 
Education Leaders, Berks 
County, Penn. 
Cleud 


Ne. 561 Federation of St. q 
Minnesota, College Teach- 


Ne. 553 
Neo. 554 
Neo. 555 


557 


Ne. 570 Scranton, Penn., Federa- 
tion of Teachers. 
No. 571 West Suburban, Ill., Teach- 
Ne. S12 Yonkers 'N 
°. °. rs, ~ cn 
tion ef Teachers. a 
No. 573 Ashley, Penn., Federation 
ee “< —eeneee, he 
eo. emen Teachers F: 
tion, Springfield, _ 
No. 575 Luzerne County, Pen R., 
Federal Teachers Union. 
Neo. 576 Sleepy Eye, Minn., Teach- 
ers Federation. 
Ne. 577 Wilkes Barre, Penn., Fed- 
eration of Teachers. 
No. 578 Luzerne, Penn., Federa- 
tion of Teachers. 
No. 579 a Seenty, 
eachers ration. 
Ne. 580 Tri - ‘ee Teachers 
0. 


No. 
Ne. 581 Saatnapelta, Ind., Teach- 
on, 


ers Un 

Ne. 582 San Juan, 
Me. 888 } mr woe end , Union. 
e. Principals il. 
ae wissete of Mil 

No. 584 Lorain County, 0., Fed- 
eral Teachers’ Union 


Puerto Rico, 


/such emergency devices as street 
| schools and a monitorial system. 
| In Spain, Miss Borchardt re- 
| ported, teachers divide their ener- 
|gies between teaching 


‘Building America’ 


Traces Education 


‘association With problems 
| school publicity, I have never seen 


of the world, the report showed, 


to/ are fighting for the improvement 


both of working conditions of the 
teachers and of the level of effi- 


ciency attained by the educational 
system in general. 

Of particular interest were sec- 
tions of the report dealing with 
Czechoslovakia, China, and Spain. 
Teachers in Czechoslovakia are 
fighting vigorously for a_ broad 
program and to maintain democ- 
racy through education in the face 
of extensive Nazi propaganda. 

The section on China empha- 
sizes the unity produced by the 
war, Which has been expressed 
educationally by the adoption of 





illiterate 
comrades in the trenches and 
warding off attacks, | 

The report closed with the fol- 
lowing recommendation: “Let us 
continue to make a careful anal- 
ysis of facts and figures pertaining 
to human welfare gathered from 
‘all parts of the world. Let us 
meet our friends everywhere, free 
or enslaved, and try to give en- 
couragement for an ideal which 
we proudly possess and profess.” 








“In some twenty years of close 
of 


anything more effective than the 
‘Education’ number (January, 
1938) of Building America. Some- 
how every school superintendent 


Teachers’ unions in every part 


d ‘Tenure 
Law Advocated 


The Committee on Tenure re- 
turned a three part report to the 
delegates to the convention. . The 
first portion of the report con- 
tained a series of fourteen points 
consideréd basic essentials for a 
good tenure law. The second part 
consisted of a series of sugges- 
tions for the national organization 
to consider, and the third some 
recommendations of the commit- 
tee. The fourteen basic essentials 
of a good tenure law as listed by 


!the committee are as follows: 


1. All full-time regular pro- 
fessional employees in an educa- 
tional institution should be pro- 
tected by tenure. 

2. Tenure should be guaran- 
teed by contract between the 
employee and educational insti- 
tution. 

$. There should be no proba- 
tionary period. , 

4. Tenure should be perman- 
ent while good performance con- 
tinues. 

5. Tenure laws should make 
possible dismissal of incompe- 
tent teachers. 

6. Reasons for dismissal 
should be definite and objective. 
Economy purposes should be 
excluded as a dismissal reason, 
No teacher should be discrim- 
inated against because of 
exercise of his or her constitu- 
tional rights as a citizen. Rea- 
sons based on race, creed, color, 
political activity, marital state, 
organizational activity should 
be excluded, 

7. Notices of dismissal should 
be in writing, stating reasons 
and should enable the employee 
to have reasonable time for pre- 
paring defense. 

8. Boards should have the 
right of immediate suspension of 
employee pending investigation 
of charges. The employee who 
is maintained should receive 
complete restoration of salary 
lost during suspension. 

9. The procedure for notice of 
dismissal, hearing and appeal 
should be clearly defined in de- 
tail. 

10. There should be a right to 
a hearing, public, if desired by 
the employee. 

11. There should be a right of 
the employee to present evi- 
dence, call witnesses, cross-ex- 
amine, and to be represented by 
counsel. 

12. There should be right of 
final appeal to the courts. Such 
appeal should require a review 
of the case from the beginning 
if requested. 

13. Seniority rights in suspen- 
sion and return should be main- 
tained where reductions are ne- 
cessitated by a decline in the 
pupil population, 

14. Waiver of tenure rights by 
employee should be prohibited. 
This portion of the report, was 
discussed briefly and adopted in 
full. The committee recommended 
that the National A. F. of T. 
study the question of state-wide 
tenure, the relation of certifica- 
tion-licensing requirements, super- 
vision and rating practices to 
tenure, the question of tenure for 
superintendents, the value of plac- 
ing the initial hearing before an 
arbitration board, and the prob- 
lems surrounding college and 
private-school tenure. 

Specific recommendations _in- 
cluded: national set-up of a sep- 
arate tenure committee; prepara- 
tion of a list of tenure essentials; 
study of present tenure laws and 
regulations for public, public-sup- 
ported, and private ‘institutions of 
learning; preparation of model 
bills for these groups, to be used 
as a basis for adaptation to spe- 








in the nation should see it—every 
principal and teacher, and certain- 
ly every parent,” said Professor 
Clyde R. Miller of Teachers Col- 
lege, Columbia, in commenting on 
the photographic magazine dealing 
with modern problems, published 
by the Society for Curriculum 
Study. Dr. James E. Mendenhall 
of the Lincoln school, Teachers 
college, Columbia university, 1s 
editor of the publication. 


cific needs; publication of research 
material concerning enactment, 
enforcement, and maintenance of 
tenure; suggestions to locals for 
studies of tenure problems and 
other aspects of their respective 
local situations; establishment of 
means of national cooperation 
with organizations interested in 
tenure; participation of the na- 
tional organization in the Federal 
defense of significant tenure cases. 


un 
eral Teachers’ v 


. 538 Colambus Classroom 
T 
Ne. 589 Erie Co 


eachers Assn., Columbus 

and Franklin County, 0. 
Brainerd Federation ef 
Adult Education Teachers, 
No. 540 | oe Federation of 
land Empire Federal 

No. SAl 1 ™chers Unien, Spokane, 
of 


rs. 
Ne. 562 University ef Colerade 
Local. 
Ne. 563 Birmingham, Ala., Fed- 
eration of Teachers. 
Ne. 564 Dayton, O., Federation of 
. 565 Salt Lake City, Utah, 
Ho. OW eels Sencha Walen. 
Ne. 566 Rechester, N. Y¥., Teach- 
ers 
. 567 Pueblo Count Colo. 
me, 5 Teachers Lecal. " am 
Ne. 568 a N. D., Teachers 


ti " 
Ne. 569 Bogalusa, La., Federation 
of Teachers, 


Ne. 539 


Ts 


Whateom Count 
Federation ef Fe Pry 


No. 592 Summit Co 
reation Works, y> 0., Ree- 
REINSTATED LOC 


42 H e F ALS 
* a = J 

we Teachers, ; 
Ne. 213 Nanticeke, Penn., 


‘ederation 
Ne. AS Witral Feachers Union. Teach- 
No. 44 W teba, Can- 


Penn., 








NTT a ~ Jewish Ne. 214 , Me... Township 
He Local, ’ 


Teachers Assa. 














A. F. of L. Backs 
Teachers’ Fight 
for Freedom 











by George L. Googe 
Head of the Southern Organizing 


Committee of the American 
Federation of Labor 


AM very happy to attend this history- 
I making Convention of the classroom 

teachers of the United States and 
Canada. I consider it a distinct honor 
and privilege and the culmination of 
something I have personally looked for- 
ward to all during my career in the 
labor movement, because I know some 
of the abuses and the denials of academic 
freedom throughout the country. 


I was particularly interested in your 
discussion of the many cases of denial of 
academic freedom. The American Fed- 
eration of Labor has always had as one 
of its fundamental principles the advance- 
ment of the public school system in this 
country, and we have always realized 
that the only way you can bring about 
elevation of our educational institutions 
is to have as the cornerstone academic 
freedom. 


I know that some of you have heard 
many cases here and that many of you 
know of abortive persecution of teachers, 
but I want to tell you that I know of no 
place where there has been more perse- 
cution of school teachers than in the 
city of Memphis, Tennessee, where the 
autocratic, dictatorial political machine 
forced the teachers to send in their char- 
ter and denies them the freedom of as- 
sociation. 


Freedom Versus Fascism: 
How We Can Help 

We are confident that we will even- 
tually be able again to build up an organ- 
ization in the city of Memphis. This 
country of ours, like this organization in 
Convention assembled, is at the turnifg 
point of the road. We know what has 
happened in other countries. We know 
the abominable persecution that is taking 
place in the totalitarian states of Europe. 
We know the inroads of Fascism which 
are being made in this country. T want 
to say to you that if we are going to 
prevent the establishment of a dictator- 
ship and Fascist control of our institu- 
tions and government in this country, it 
is going to be by this organization and 
similar organizations being able to carry 
to accomplishment the goals and ideals 
that will be adopted and enumerated in 
your program for the future. 

The American Federation of Labor be- 
lieves most immovably in the freedom 
of the teachers to teach the truth, no 
matter who may not like the truth. 
Teachers must be able to teach by a 
curriculum and textbooks which are un- 
censored by any predatory interests in 
this country. We advocate and we are 
demanding that the history of the labor 
movement be included in our public his- 
tory. 

We believe that current events and the 
events of the past should be taught in 
our school system in the light of their 
social implications and not in the light 
of propaganda for those whose personal 
interests and predatory self-aggrandize- 
ment are served in the teaching. 


A. F. of L. Against 
the Loyalty Oath 

The American Federation of Labor, 
my friends, as far back as 1925, when 
the first effort was made to impose upon 
the school teachers of this country the 
abominable teachers’ oath, issued a cry- 
ing call to the people of America to 
oppose this terrible injustice. The Amer- 
ican Federation of Labor’s position has 
always been that teachers should not be 
insulted by singling them out to have to 
take a special oath of allegiance, because 
we realize that teachers are the same as 
any other citizens and those who would 
impose the abominable teachers’ oath do 
it for the predatory reason of trying to 

(Contiuued on page 6) 





THE AMERICAN TEACHER 
- Published bi-monthl except July-August 


by The American Federati f 
566 S. Wabash Ave., Chicage, nl. Teachers, 


EDITORIAL BOARD 
Mary Herrick, Chairman 
Mercedes Nelson George E. Axtelle 


CONSULTING EDITOR 
Kermit Eby 
EDITOR 
George T. Guernsey 
Entered as second class matter October 
18, 1933, at the post office at Chicago, Illi- 
nois, under the act of March 3, 1879. Ac- 
ceptance for mailing at special rate of 
postage provided for in Section 1103, Act 
of February 28, 1925, authorized November 


3, 1926. 
— $1.00. per year—Foreign, 











Better Seh 


to P overty 


Equal Educational 
Opportunity Urged 


by Jerome Davis 
President of The American 
Federation of Teachers 


E are met in @ crucial period. | 
have just returned from over 


15,000 miles Of travel through 
England, Denmark, Sweden, Finland, the 
Soviet Union, Poland, Germany and 
France. Everywhere I Studied the prob- 
lems of education and interviewed na- 
tional leaders. 


In Poland, Germany and Austria the 
tyranny over the human mind is almost 
unbelievable. No words can describe the 
plight of the Jews. All sorts of degrada- 
tions are imposed: branding, shaving of 
heads, confiscation of property, concentra- 
tion camps, physical torture, even some- 
times resulting in death. I have seen the 
utter negation of democracy with my own 
eyes. 


I came away with a profound convic- 
tion that educational progress lies at the 
heart of the problem of building a better 
world. We shall never solve the blighting 
scourges of poverty, unemployment and 
war without building more and better 
schools, 


Fortunately in the United States we 
still have a large measure of freedom in 
spite of the Girdlers, Mayor Hagues and 
ever recurring racial injustice. Education, 
it seems to me, is our chief bulwark 
against the rise of the forces of fascism 
in the United States. Yet the President’s 
Advisory Committee on Education de- 
clared in its report, “The level of edu- 
cational service that can be maintained 
under present circumstances in many lo- 
calities is below the minimum necessary 
for the preservation of democratic insti- 
tutions.” 


Need for Unity in Our Ranks 
and in Labor’s 

If we recognize the necessity of unity 
within our own ranks, we can surely see 
that it is just as necessary within the 
field of the labor movement. Our con- 
vention must continue to lend its weight 
towards bringing the divisions of the 
labor movement into a unixed whole. It 
is easy to see the havoc that division is 
causing in the ranks of labor. Take the 
matter of the Wages and Hours Bill in 
Congress. While the labor forces were 
divided, the reactionaries were able to 
block passage of the bill. But, when both 
divisions of labor united in support of a 
single bill, its victory Was inevitable. 
The same thing is true in electing labor 
supporters to Congress. If both sides of 
the labor movement get behind a candi- 
date, his election is a foregone conclusion. 
If on the other hand, labor divides its 
support, the conservatives usually win. 
It is a tragedy that Maury Maverick, one 
of the best friends the American Federa- 
tion of Teachers has ever had, has been 
defeated. As a result the cause of Federal 
Aid to Education will lose a powerful 
voice in Congress. ? 

With the divisions in the educational 
field between various and sundry educa- 
tional organizations, we Should be the 
last to be unfair to labor for having splits 
within its own ranks. Within the city of 
New York alone, there are over 160 sep- 
arate organizations in the educational 
field. This naturally weakens educational 
progress. Often one organization tends to 
negate the other. While we are not in a 
position to bring about an organic unity 
between the various movements in the 
educational field, we should certainly try 
to cooperate in unity of action on specific 
issues such as Federal Aid for Education, 
National Child Welfare and academic 
freedom. 
Dangers in Autocratic Control 
of Economic Power ; 

Social situations are dynamic. With a 
changing era, the old ways of citizenship 
may no longer prove effective. Today we 
face an amazing autocratic control of 
economic power. President Roosevelt has 
declared that one-tenth of one per cent 
of the people earn 50 per cent of the total 
net income of all. Roughly, one out of 
every three hundred in the Population re- 
ceives 78 cents from corporate dividends 
while all the other 299 go a 
only 22 cents. Forty-seven per cent o 
all the families and individuals in America 
have an income of less than $1,000.00 a 
year while only 1% per cent of the 
wealthiest have an aggregate income so 
vast that it equals the income of all the 
47 per cent combined. 


THE AMERICAN TEACHER 
es 





September-October, 1938 





ools Called Barrier 


and Fascism in U. S. 





HIGHLIGHTS 


- . - educational progress lies 
at the heart of building a better 
world . . . it is far more important 
to have adequate schools than 
adequate navies . . . we should 
make the schools centers of child 
welfare ... 

“. . . In view of the power of 
the paid molders of opinion we 
must make our citizens propa- 
ganda proof through education 
- - . every schoolhouse should be 
democratically used for full and 
free discussion of the great issues 
before the nation .. . 

“... We are at a point where 
we can reap the full advantages 
of years of pioneering . . . let us 
think in terms of the highest wel- 
fare and advancement of the chil- 
dren of this nation . . .” 











What does all this have to do with 
education? For one thing, it means that 
the wealthy class tends to influence and 
restrict education. They do not like in- 
creased educational appropriations, espe- 
cially if this means more taxes. Further- 
more, they want to be sure the content 
of education will not challenge their prop- 
erty rights. Hence, as a result, many of 
our schools do not explain clearly what 
democracy is, and, of course, economic 
democracy is rarely ever discussed. 


In the poverty zones, children are 
penalized for lack of good schools. Actu- 
ally, over 3,300,000 children of school age 
between five and 17 years of age are not 
now enrolled in any school. We thus have 
educational slum areas which not only do 
not provide children with equal oppor- 
tunity but predispose them to lives of 
crime and destitution. In eight states we 
find blighted school areas where over 25 
per cent of the children get no more than 
150 days of schooling a year and even 
this little is defective. 


Now all of these differences result pri- 
marily from gross inequalities of eco- 
nomic resources. With 127,000- local 
school jurisdictions, one district will be 
rich and another poor. In the single state 
of Iowa, for example, the most prosperous 
district has 275 times the wealth per 
child of the poorest. The poor workers in 
some districts must bear a financial load 
for schools alone 80 per cent greater than 
in others, 


Prosperity Depends on 
Education and Social Justice 

These educational inequalities threaten 
the whole theory on which democracy 
was founded. The result is that the acci- 
dent of birth determines whether a child 
has or has not adequate educational 
training. America was founded as a 
democracy. It was designed specifically 
to prevent hereditary aristocracy, yet 
under present conditions the schools 
which were founded to create democracy 
may in fact be creating the inequalities 
they were designed to prevent. 


* In view of these facts, why do we not 
eliminate these glaring educational evils? 
The basic reason is that we are today so 
engrossed with the problems of mass un- 
employment and depression that we can 
hardly think of anything but immediate 
ways and means to bring back prosperity. 

But what is really needed is not a 
panacea or a patent-medicine remedy, 
but the fundamental constructive prog- 
ress of society itself. Prosperity depends, 
in the last analysis, on education and 
social justice. The more intelligent we 
are, the more we shall produce and the 
less exploitation we should tolerate. 

One blunder by the people in deciding 
for war may cost untold millions of 
lives and billions in money. Therefore, 
it is far more important to have adequate 
schools than adequate navies. In fact, 
super-navies may lead us directly into 
war, whereas adequate schools lead in 
the direction of peace. In view of the 
power of the paid moulders of opinion 
we must make our citizens propaganda 
proof through education. 


Immediate Steps 
That We Should Take 

It would seem that the following steps 
should be taken immediately. We should, 
of course, have adequate Federal aid to 
education. Then we should make the 
schools centers of child welfare. At 
least six and a half million children now 
attending school are suffering physical 





Jerome Davis Pleads 
for Unity of Labor 


handicaps such as weak hearts, tuber- 
culosis, impaired sight or hearing and 
under-nourishment, according to investi- 
gations made by the United States Office 
of Education. 


If adequate attention were given to 
the health needs of children in our 
schools, according to the Falk Founda- 
tion, we could use 31,000 physicians, 
80,000 dentists and 60,000 nurses. 


Over 40 per cent of the school build- 
ings of the United States were erected 
prior to 1900 and many of them date 
back to the Civil War. If we could have 
construction of needed school buildings, 
this would help to stimulate the con- 
struction industry. 


The schools should also establish for- 
ums to help realize the public school 
idea of an intelligent, informed public 
opinion. Every schoolhouse should be 
democratically used for full and free 
discussion of the great issues before the 
Nation. The program outlined by the 
President’s Advisory Committee on Edu- 
cation would make some beginning along 
the lines here outlined. During the com- 
ing year, the American Federation of 
Teachers must see to it that a program 
of Federal Aid is enacted into law. 


Outstanding Membership 
No Accident 

A scientific study recently made at 
Teachers College, Columbia University, 
confirms a conviction I have had after 
visiting locals throughout the United 
States, that the teachers who are intel- 
lectually the best and most capable are 
the ones who join the American Federa- 
tion of Teachers. Thus we tend to en- 
roll in our ranks the very best of the 
nation’s teaching staff. It is no accident 
that Albert Einstein is a member of the 
American Federation of Teachers. Nor 
is it strange that in the new local organ- 
ized in Hartford, Connecticut, the presi- 
dent, Odell Sheppard, should this year 
be awarded the Pulitzer Prize for the 
best book on biography that has been 
written. 

During the year 1938 in unity with 
the Progressive Education association we 
set up an important national Conference 
at Washington on Federal Aid to Educa- 
tion. College Presidents, Congressmen 
and Senators spoke at this conference. 
Both President Green and John L. Lewis 
sent messages endorsing Federal Aid. 

We are just at the point now where 
we can reap the full advantages of years 
of pioneering. Last year we spent almost 
$16,000 for organizing work. Next year 
this should be increased. We should never 
stand still. We need to devote more 
time, more energy to organization rather 
than less. If we turn to such an or- 
ganization as_ the National Education 
Association we find that they have an 
Executive-Secretary and ten other full- 
time secretaries for different depart- 
ments. It is my persona) belief that 
the American Federation of Teachers 
should have probably many more sec- 
retaries and organizers giving full time 
than it has yet had. 


New Heights for the 
Future of A. F. of T. 

May I make one more suggestion. Let 
us not think in terms of sectional ad- 
vantage but in terms of the highest wel- 
fare and advancement of the children 
and teachers of this nation. The Ameri- 
can Federation of Teachers is on the 
verge of an unparalleled opportunity for 
service. We must get away from sec- 
tionalism and move forward to the high- 
est heights we have ever known. In 
the past two years we have increased 
our membership over one hundred per 
cent. We should do just as well as this 
or better in the two years just ahead 
if we do not make mistakes. d 

In conclusion, it is my hope that this 
convention may center on the great out- 
standing problems confronting education 
and the teacher in the United States. 
Think of the inequality of education as 
between the various states and even 
within a single state. Think of the al- 
most universal need for more adequate 
salaries, for stronger tenure laws, for 
sabbatical leave, for the genuine democ- 
ratization of our school] systems. Class- 
room teachers must be organized so that 
they will have a real partnership in the 
control and administration of our schools. 











fae: 


a 
on 
4, 
*% 








bg 


:, 
me 


— 


September-October, 1938 


THE AMERICAN TEACHER 





2 





























English Union 
Enrolls 80% of 
All Teachers 


by Elsie V. Parker 
President of the National Union of 
Teachers of England 


about my own Union, and I hope 

that you won’t think I am boasting. 
We are sixty-eight years old. I am the 
fourth woman in sixty-eight years to 
hold the position of President of the 
Union. I am afraid that is to the cetri- 
ment of my women colleagues who have 
not come forward perhaps as much as 
-hey should. We represent over 80 per 
cent of all the teachers in England. 

We are organized in a similar way to 
you through local associations. We have 
over 600 local associations and the asso- 
ciations are formed through inter-county 
areas into county areas which would 
somewhat resemble your states. We have 
fifty or sixty of those. The conference 
dictates »olicy and our National Execu- 
tive, which is elected like yours on a 
regional basis, carries on the work from 
year to year. We all have to be elected 
»y a postal ballot and so I think we do 
not get the caucus meetings in the way 
that you do. Every member of our asso- 
ciation receives a voting paper by post 
and has to return it by post, so that I 
had to be elected by 160,000 members, a 
majority, to get my job. 


| er been asked to speak to you 


Tenure, Finances, Organization, 
and Politics 

I think if I described just briefly how 
we work, I could show you some of our 
achievements. We have first a Legal and 
Tenure Department, and our membership 
(with dues of a pound a year, or five 
dollars, to the national society, plus what 
we pay to our local associations) includes 
full legal responsibility f:0m the time the 
teacher leaves home in the morning on 
his way to school until he gets back at 
night. ; 

Then we have a Tenure Department 
which safeguards the tenure of teachers, 
and I think in my ten years’ experience 
as a member of the Executive, only two 
teachers have been wrongfully dismissed. 

We also have what we call a General 
Purposes and, Finance Committee which 
looks after our money. My Union is, I 
suppose, the wealthiest union in the coun- 
try. We have in your terms of money 
over $8,000,000 in the bank. Now that 
$8,000,000 has been saved to a large ex- 
‘ent to pay teachers salaries in the 
event of them being wrongfully dismissed, 
or for the work of the Union. The fact 
that we go on building that up from 
year to year shows that we do not have 
to use it, because we have achieved those 
thing; which we want. But we do believe, 
perhaps wrongly, that the money behind 
us Stops the people from sometimes try- 
ing to tell teachers what they should do, 





Speeches Available 

Articles appearing in this section of 
“The American Teacher” have been 
condensed from the original Conven- 
tion speeches, Complete mimeographed 
copies of the speeches to the Conven- 
tion by Floyd W. Reeves and George 
L. Googe may be obtained from the 
National Office. Printed copies of Miss 
Parker’s speech on the National Union 
of Teachers of England may be secured 
from the National Office at the cost 
of 1 cent per copy. 











Because we are such “capitalists,” we 
have an income every year which is in- 
terest on that money. We are able to 
spend large sums of money. Every year 
we give away money to people or chil- 
dren or iisasters, or things of interest 
to education, because we feel that we are 
popularizing education if we are associat- 
ed with such things. 

For imstance, we gave $15,000 to the 
children of Spain. The French teachers 
are looking after these children in France. 
We have also given money to the Chinese, 
not as large a sum of money, but we 
have given several thousand dollars to 
the Chinese fund. And we have given 
large sums of money to mine disasters 
or railway accidents. We also give 
money to educational institutes* and we 
have just given $50,000 to London Uni- 
versity to have the library built by the 
National Union of Teachers, 


We have an important Organization 
Department. While almost every teacher 
belongs to the National Union of Teach- 





—-— 








IRVIN B. KUENZLI, secretary-treasurer 
of the American Federation of Teachers, 
was vice-president for two terms of the 
Ohio, Kentucky and West Virginia area 
before accepting his present position. 
He was president of the Springfield, Ohio, 
Federation of Teachers, 1934-35; presi- 
dent of the Ohio Classical Conference for 
four years, and head of the Latin de- 
partment of the Springfield high schools 
for fourteen years. He-received his A.B. 
and M.A. from Wittenberg college. 


Mr. Kuenzli has just returned from the 
American Federation of Labor conven- 
tion, where he was a delegate. He is also 
a member of the executive council of the 
A. F. of T. 








ers, we have to make sure that they do 
join when they first start their lives as 
teachers. So we spend a lot of money 
on publicity, I suppose you would call 
it, in entertaining young teachers, in 
giving them socials and dinners and 
dances, looking after them generally and 
encouraging them to join the National 
Union of Teachers. 

Then we have a very important Parlia- 
mentary Department of the Union. We 
are what is called a non-party political 
organization; that is, we are not definite- 
ly linked with either the Labor Party or 
the Liberal Party or the Conservative 
Party. But every election we try to run 
twelve teachers as members of parlia- 
ment, four Labor, four Liberal and four 
Conservative. If we were lucky, we 
should get all twelve in, but we have 
never done that. 

When teachers come to political action, 
they naturally find that their best friends 
are the Labor friends, and we find it 
much easier to get Labor teachers into 
parliament. 


We pay the whole election expenses for 
these people. It costs us sometimes four 
or five thousand dollars to win their 
2lection. We also pay them salaries. 
When a pill comes up in the House of 
Commons that has anything to do with 
teachers, it is our job to see that mem- 
bers are informed as to what the Union’s 
position is and, if necessary, we lobby 
every member of the House to try and 
get them to work for us. 


National Scheme 
of Pensions for All 


That committee is also responsible for 
the superannuation, because, of course, 
every teacher in England comes under 
a pension scheme. It is a national scheme, 
and it is the right of every teacher to 
participate. You have to join it; you 
don’t get any option. Five per cent of 
your salary is stopped for pension; five 
per cent is paid by the national govern- 
ment; and two and one-half per cent is 
paid by the local states. That makes 
twelve and one-half per cent. When 
teachers retire they retire on half the 
salary that they are receiving when they 
retire, plus a lump sum that is equal to 
at least one year’s salary, so the teacher 
gets a lump sum to buy a house or car, 
and then she retires on half salary. That 
superannuation work was entirely the 
work of the National Union of Teachers, 

Then we have a committee which deals 
with salaries. Now, teachers’ salaries are 
settled entirely by national agreement. 
There is no salary work in the area. It 
is all done in London between the govern- 
ment, the local educational committees 
which you call your boards of education, 
and the teachers; and the teachers are 
the National Union of Teachers only. We 
do it entirely, and no other teacher is 
allowed to do it. 


Fifty per cent of our salaries is paid 
by the Federal government, and the other 
fifty per cent by the local people, so that 
we are definitely, of course, working as 
a national organization. When those scales 
were brought about, we had to persuade 
everybody to pay them, and in order to 
do that we had to have strikes. One of 
the criticisms I would make of your 


(Continued on page 6) 


Doubles in 


A. F. of T. Membership 


Two Years 





by Irvin R. Kuenzli 
Secretary-Treasurer of the American Federation of Teachers 
T IS a pleasure officially to report that the American Federation of 
Teachers has experienced, during the last year, the largest growth in 
the history of the Union. The per capita report for June which was 
issued in July showed a total paid-up membership of 30,130, a gain of 
8,127 members over the report for June, 1937. Since the June report was 


issued, the paid-up membership has in- 
creased to approximately 31,000. 

The gain in membership during the last 
year was 1,243 greater than the gain of 
the previous year; During the fiscal year 
ending May 31, 63 locals were chartered 
and since that date six additional locals 
have been established, making a total of 
69 since June 1, 1937, 

Our gain of the last year was in spite 
of a heavy loss of W.P.A. members. Dur- 
ing the year the W.P.A. membership de- 
creased from more than 2,000 to less than 
500 but during the last two months has 
increased to approximately 1,000 paid-up 
members. It is interesting to observe that 
our membership has doubled in less than 
two years and is five times the member- 
ship of the Union in June, 1933. The 
American Federation of Teachers is at 
the present time one of the most rapidly 
growing international unions in_ the 
American Federation of Labor. 


The above figures, however, do not rep- 
resent the full membership of the Ameri- 
can Federation of Teachers. It is impos- 
sible, in fact, to state at any time the 
exact membership of the Union. These 
figures do not include members who are 
in arrears in dues, members of locals 
recently established, and new applicants 
for membership in old locals. It is prob- 
able that our total membership is ap- 
proximately 40,000. For twenty years 
officials of A. F. T. have dreamed of an 
organization of 50,000 members. We are 
now rapidly approaching that goal. 


Membership Concentrated 
in Certain Areas 

Geographically speaking the member- 
ship of the American Federation of 
Teachers is largely concentrated in the 
states north of the Mason-Dixon line and 
between New England and the Missis- 
sippi. In the states of Illinois, New York, 
and Ohio, is located 64 per cent of our 
membership, 3p.three states, Minnesota, 
Georgia, and Pennsylvania, is found 16 
per cent of our membership, making a 
total of 80 per cent in six states. Corre- 
spondingly 64 per cent of the per capita 
is paid by Illinois, New York, and Ohio; 
16 per cent by Minnesota, Georgia, and 
Pennsylvania; 20 per cent by all other 
states. 


In the percentage of public school 
teachers in the states organized, Illinois 
ranks first with more than twice the per- 
centage of any other state. Ohio ranks 
second on this basis; New York, third. If 
all states were organized to the extent of 
the average percentage of Illinois, Ohio, 
and New York, our membership would 
be 125,000. 


At the last convention it was voted 
that a special assessment of $1.00 per 
member be levied to create an organiza- 
tion fund of $25,000. It was planned that 
the assessment should be paid during the 
first month of the school year in order 
to facilitate the organization program. 
However, the funds came in slowly and 
at the end of six weeks a_ negligible 
amount had been paid. At the end of the 
fiscal year a total of $8,536.00 had been 
collected—approximately one-third of the 
amount set up by the last convention. 
Two-thirds of the amount collected was 








paid by New York and Ohio. Illinois was 
given credit for employing a full - time 
organizer for Chicago and surrounding 
area. 


Since the collection of this special as- 
sessment has revealed the financial weak- 
ness of many locals, due to heavy local 
expense, it is my recommendation that 
the special assessment be discontinued for 
the coming year but that locals which 
have not paid be urged to do so if it is 
at all possible. 

In a general way there seems to be 
little relationship between the organiza- 
tion program set up last year and the 
present rapid growth of the Union, since 
77 per cent of the gain of the present 
year was in ten large city locals already 
established. 


Two of Our Unions 
Breaking Records 


The most significant development of 
the year was the development of the Chi- 
cago Teachers’ One Big Union. Signifi- 
cant also is the development of the New 
York College Teachers’ Union with a 
membership of 711 teachers. This is un- 
doubtedly the largest college teachers 
union in the world and represents an 
important step in University Unionism. 

The unionizing of two-thirds of the 
teachers of America’s second city into 
the largest local teachers’ Union in the 
world is one of the most important events 
in the history of education in America. 

It should be remembered that all prog- 
ress is attended with certain dangers and 
that periods of rapid growth are fre- 
quently followed by periods of rapid de- 
cline. 

We find that today there is an 
organized drive throughout the country 
on the part of business interests to cuf 
down the cost of taxation through legis- 
lative enactments. 

While this drive is not aimed directly 
at public schools, we should remember 


‘ that these are the same interests which 


in 1932 and 1933 recommended a program 
of shortening school terms, increasing the 
size of classes, lengthening the school day, 
cutting salaries, eliminating extra cur- 
ricular activities. There is great danger 
that this attack may at any time again 
be directed against the public schools. 


State Federations 
to Be Chartered Now 

A comparatively recent deve_.::ment 
has been the establishing of State Fed- 
erations of Teachers. Since the last con- 
vention an amendment was passed by 
referendum vote making possible the 
chartering of State Federations consist- 
ing of five or more locals. Charters have 
been issued in ten states. The first 
group to operate on an extensive scale 
was the Ohio Federation of Teachers es- 
tablished in 1934. It was my privilege 
to serve as the first president of this 
state organization and I appreciate ‘rom 
first-hand experience, the trials and tribu- 
lations involved in the fight for an ade- 
quate state program of education. 

While the percentage of the special as- 
sessment collected was small, regular per 
capita payments have been exceptionally 

(Continued on page 6) 





NY, 


THE 


(GROWTH OF MEMBERSHIP 














A. F. T. 



































A GAIN 
OF 700% 








1933 
1934 
1935 
1936 
1937 
1938 
































































































~4§ 
‘ 


nrg mee Me 2 
ee ee 





THE A 











MERICAN TEACHER 


September-October, 1938 








i ee 























Instructions to Locals on Federal Aid Work 


The following suggestions to locals and state 
have been issued by the National Legislative Com 
Chairmen of local and state committees are y, 
Delancey, Philadelphia, chairman Of this Co 


or ganizations of the American Federaiion of Teachers 
mittee which is conducting a campaign for Federal Aid. 
ged to get in touch with Mrs. Mary Foley Grossman, 2302 
mmuittee, and to forward to her copies of any statements 


made by educational and civic leaders of youy community in support of Federal Aid for Education. 


Locals 
l Each local in the country should set up a Federal Aid Com- 
e mittee. This may be a sub-committee of an already existing 
legislative committee. The Committee should obtain materia] from 
the National Legislative Committee and should translate it into local 
terms. For example, we will supply data on approximate sums ayail- 
able to each State. This must be further broken down by the local 

group into sums for their community. 


2 Committee should present to Board of Education the Federal 
e Aid program and ask that a resolution from the Board be 
sent to the House and Senate Education Committees as early as 
possible after Congress has convened in January. 


3 Committee should visit the mayor and city council. They should 
e get a letter from the mayor endorsing the bill and see that 
copies of it reach the two congressional committees. City council 
should be asked to pass a resolution memorializing Congress. 


4 Committee should visit all local congressmen in support of 
e Federal Aid measure. It is important to take advantage of 
the November election campaign to line up both congressmen and 
senators for the bill. 
5 We have found a wide-spread ignorance and, at points, a defi- 
2 hite antagonism by lay members of the community toward 
Federal Aid. It is necessary that the Committee establish a speakers’ 
bureau and arrange for meetings before taxpayers groups, real estate 
boards, parent groups, American Legion posts and all other fraternal 
or civic organizations, to explain Federal Aid to them and gain their 
support for this measure. Each meeting should result in definite 
action, preferably a resolution to the congressional committees. 
6 All trade unions in the vicinity should be visited and their 
e Support invited. No trade union should be ignored. Labor 
support for Federal Aid will be one of the most effective forces for 
its enactment. It is most helpful that at our Federal Aid conferences 
in Washington we succeeded in obtaining the endorsement of the 
American Federation of Labor, the Committee for Industrial Organ- 


State Federations 
1 Where a State Federation exists, state-wide action can be 
e arranged for by its legislative committee. Where no such 
State organization exists a meeting should be held of representatives 
from each local Federal Aid Committee to take care of a State 
campaign. 


? As early as possible, where the State Legislature is in session, 
e a resolution urging Congress to pass the Federal Aid Bill 
should be introduced and pressed for. 


3 As in the case of the mayor of the city, the governor should 
e be approached to write a letter of endorsement to both the 
Senate and House Education Committees, 


At State conventions of the Federation of Labor, the C.I.O. 

e or individual unions, as well as farm bodies, American Legion 

and other civic groups, place on the agenda should be requested for 

an American Federation of Teachers’ representative to explain and 
ask help for the Federal Aid program. 


5 In specific States, as circumstances warrant, it might be pos- 
e sible to call a State conference to back Federal Aid. Such a 
conference should be the culminating point of these various other 
local and State efforts. 


CHAIRMEN OF COMMITTEES IN WASHINGTON, D. C. 


Representative William H. Larrabee, Senator Elbert D. Thomas, 
Education Committee Committee on Education 
House of Representatives and Labor, U. S. Senate 


Wherever letters from mayors or governors are obtained in sup- 
port of the program, or resolutions passed by city council or state 
legislature, copies of these must be sent to the National Legislative 
Committee. This applies with equal force to any commitments, 
written or verbal, obtained from congressmen or senators. We can- 
not emphasize this too strongly. Those of us who are meeting with 
congressmen and senators in Washington need the support that 




























ization and the Railroad Brotherhoods. 


concrete knowledge of such local action can give us. 








AFT Operates 


Union on Low 
Dues Payments 





(Continued from page 5) 
good. National per capita dues are among 
the lowest, if not the lowest, of the in- 
ternational unions in America.:- While the 
average income per member is approxi- 
mately $2.00 per year, thousands of mem- 
bers pay only $1.20 annually. This small 
amount includes a one dollar subscription 


to the American Teacher magazine, dues 
to the A. F. of L. and several educational 
organizations, and representation in Con- 
gress. There is no other union in America 
which furnishes these services at so low 
a price. 

At the meeting of the Executive Coun- 
cil, December 29-31, in Chicago, it was 
voted that a petition be circulated among 
the members of our locals urging unity in 
the labor movement, democracy of proce- 
dure, and extension of industrial union- 
ism. Signatures of 2,250 members were 
placed on the petitions which were 
forwarded to William Green, President 
of the American Federation of Labor. 


Cooperation with Labor Press 


of America 


During the past year we have had cx- 
cellent cooperation from the Labor Press 
of America. A number of papers with 
state-wide circulation or even larger have 


* given front page stories to the A. F. of T. 


and generous space has been given to 
publicity for our International Union. 

With the growth of the Union the work 
at the National Office has increased tre- 
mendously. Two car loads of printed and 
mimeographed material have been assem- 
bled, addressed, and mailed in addition 
to the usual routine office work. Thirty- 
five thousand copies of the American 
Tea _°r magazine were addressed for the 
May-June issue and it will soon be neces- 
.Sary to address forty thousand. The 
mimeographing work for this convention 
alone will amount to more than a quarter 
of a million pages. 

On behalf of the National Office, I 
wish to express sincere appreciation of 
the efforts of all members of the Union 
who have assisted in building a larger, 


* greater, more powerful organization. 


American Federation of Labor 
Fights for Teachers Rights 





(Continued from page 4) 
intimidate the teachers by forcing them 
to take the oath. 

The American Federation of Labor has 
always felt that the teachers should have 
civil liberties, and they are fighting mili- 
tantly for those liberties. 

You heard explained last night the 
history of the American Federation of 
Labor and its affiliated activities for the 
child labor amendments, for the various 
child labor laws aa ——~ 
for compulsory schoo! ance 
every section of Amev!¢@- It has been 
the labor movement, if you Please, our 
city central bodies and the state fed- 
erations of labor which have led the 
fight for free textbooks, and it might 
interest some of the delegates here - 
know that even down in the South, 
the rural communities, we are making 
remarkable progress. 

In the last two years three of the 
Southern states have put in free text- 
books for all of the children throughout 
their entire state school systems. We 
believe in the necessity of well-equipped 
and modern school buildings, and to that 
we pledge our utmost support. We want 
small classrooms, in well-equipped, new 
Oe eS erican Federation of Labor has 
always joined with this great Federation 
in the program for educational advance- 
ment, izing the need for state 
funds to supplement local funds for edu- 
cation in most of the communities, the 
same as we believe in Federal aid to 
supplement local and state funds in edu- 
_ years the American Federa- 
tion of Labor has been desirous of a 
united movement with a constructive, co- 
operative, solid teachers’ Organization to 
put into effect our program for economic 
protection of teachers. I want to pause 
a brief moment to enumerate the 
the American Federation of Labor ad- 
vocates for economic protection of teach- 
ers. 

The American Federation of Labor ad- 
vocates salaries professionally fit. We 
mean this: we know that a teacher's 
salary should cover living costs so that 
the teacher can hold her influence in the 
community. A teacher should get a sal- 
ary commensurate with her expenditure 
for her college education, commensurate 





with her knowledge and the service she 
renders to the community, and above all, 
commensurate with the expenses of a 
cultured and social life that the teacher 
so justly is entitled to. 

We also believe in the adoption by 
the states of state-wide, absolute tenure 
laws which will give teachers protection 
on their jobs. 

We advocate sick leave such as the 
Augusta teachers have recently been able 
to secure in the state of Georgia, a cum- 
ulative sick leave so that it may be ac- 
cumulated year by year, and will pay 
expenses over a long iliness. 

We advocate sabbatical leave for travel. 

We believe that the classrooms should 
be limited so that no teacher has over 
twenty-five pupils. 

We believe—and advocate most stren- 
uously—teacher participation in school 
management. 


Necessity for Coordination 
of Labor and A. F. of T. 

Now the question is: How are we 

going to put this program across? This 

is identical with the program 
of the American Federation of Labor, 
and it is your program. 

I think the history of what progress 
the teachers’ union has made over the 
years demonstrates pretty forcibly the 
most effective methods to bring this pro- 
gram into fulfillment, and that is through 
the coordinated activity of the labor 
movement and the teachers’ organiza- 
tion; and through the affiliation and ac- 
tivity of the teachers in our central labor 
unions and in our state federations of 


English Union 
Gives Members 


Many Services 





(Continued from page 5) 
union, if you don’t mind my saying this, 
is that you don’t have the weapon of 
strike. We would not give up our weapon 
of strike under any consideration. 


We have a broad educational policy. 
Our biggest problem is to reduce our 
size of classes. We are very dissaiisfied 
with the size of classes in England. We 
have a situation where half of our chil- 
dren are taught in classes of over forty, 
and we feel that that is the standing 
disgrace of the educational system in 
England. We are trying our best by 
means of a film to educate the public 
that it is wasting money having large- 
sized classes. 


We have other committees also. The 
last thing I wes doing was working with 
the government, and I want to mention 
this to you, that we work in the closest 
cooperation with our central government 
and with our local government. 

I am at present working with the gov- 
ernment, trying to see how best we can 
evacuate the children of London when 
war has started. 

There are two other things. First, 
every teacher who falls by the wayside 
physically or mentally or in any other way 
who wants help can get help from us. We 
give away $130,000 a year to teachers who 
are in need. Then we have an insurance 
company. The teachers insure themselves 
either for death or life, or house or prop- 
erty, and so forth. We have $25,000,000 
in the Teachers’ Insurance Company. It 
is the best in the country because we 
don’t have to pay directors’ fees. Once a 
member joins our union and joins our in- 
surance company, he will never leave us: 
because if he goes, he has to give up his 
policy, and loses the money invested. 

We have spent a lot of money on pub- 
licity. We have copied that from America. 
We know’ the of making public 
what we are doing in our schools. We 
spend thousands of dollars every year all 
over the country, trying to i 
education; and incidentally, every tim 
the word education is mentioned, we say 
National Union of Teachers, and in that 
way we get our material home. 





















































by i. 


*& 
we 





September-October, 1938 


journals. 
WILLIAM GREEN 


President of the American Federation of 

Labor 

“Labor believes that all education 
should be cultural in its final result and 
that «herefore there should be no division 
in administration of vocational and re- 
lated education and that these in turn 
should be part of a unified plan and 
process. The American Federation of 
Labor is in full support of the bill drafted 
to conform with the recommendations of 
the Advisory Committee and submitted 
as an amendment to S. 419. Labor looks 
upon this measure as the gateway to 
greater educational opportunity for all.” 


THOMAS KENNEDY 


Secretary of the United Mine Workers of 

America 

“We pledge our support to the end that 
the Harrison-Fletcher-Thomas bill for aid 
to education shall be passed to provide 
greater educational opportunities for chil- 
dren in the impoverished areas of the 
United States—and on the farms, and in 
mine and factory towns—and for a better 
vocational education program, in keeping 
with the recommendations of the Presi- 
dent’s Committee.” 


A. F. WHITNEY 
President of the Brotherhood of Railroad 

Trainmen : 

“Organized labor is united behind the 
program of the National Conference on 
Federal Aid to Education. We support 
the program unsolicited, for we are in the 
habit of being in the vanguard in the 
educational movement. The call for in- 
creased Federal grants to the various 
school systems must_ be answered. The 
Harrison-Fletcher-Thomas bill, otherwise 
known as the Federal Aid to Education 
Act of 1938, is ‘must’ legislation.” 


ELBERT D. THOMAS 


t——Senater-trom- Utah’ and Chairman of the 


Senate Committee on Education and 

Labor 

“By national wealth I mean opportuni- 
ty. ‘If you disperse the wealth over all 
the people or among all the groups, you 
unite the nation.’ That is the rule, that 
is the essence of demecracy. This bill 
fits into it. In our hearts we know there’s 
nothing worthwhile but the human value, 
and that education bill which I hope to 
see along, which I am impressed with 
because it bridges so many gaps of vari- 
ous kinds, I like and I can defend in any 
kind of community because the bill itself 
answers any objections which anyone can 
make. We can start all this without 
setting up a single more Federal official 
or institution and without creating an- 
other position in the states, and we can 
do it all for less than the cost of an 
ordinary, middle-sized battleship.” 


HENRY G. TEIGAN 


Congressman from Minnesots 

“It is unnecessary for me to state that 
I am heartily in favor of Federal aid to 
our schools. No argument is required to 
show the necessity for such aid. More- 
over, aid to schools falls in the same gen- 
eral classification with relief, and Federal 
aid to relief has become recognized as a 
responsibility of the government. I say 
I am one hundred per cent for Congress 
appropriating $100,000,000 or more annu- 
ally for aid to our public schools. Any- 
thing that I can dc to help in bringing 
about the passage of measures that have 
to do with education will be gladly done. 
You may count on me to do my best in 
promoting such measures and bringing 
about the passage of the bill in the 
“House.” 


HENRY C. LUCKEY 


Congressman from Minnesota 

“If this civilization is to be saved, it 
will not and cannot be saved by force. 
This has been demonstrated beyond ques- 
tion by the events of the last twenty-five 
years. The present materialistic, pagan 
world view must be supplanted by an- 
other ideology—one founded on justice 
and equity, or fair dealings between 
man and man and nation and nation. 
This can be done only by proper educa- 
tion through the channels of the home, 
the school, and the church.” 


- 


THE AMERICAN TEACHER 


Federal Aid Draws 
Nation-Wide Support 


Never in the history of American democracy has the issue of Federal 
Aid for schools been as important as it is today. Most of the following 
statements were made to the National Conference on Federal Aid to 
Education which was held in Washington, D. C., May 7-8, 1938. The 
Conference was sponsored jointly by the American Federation of Teachers 
and the Progressive Education association. Locals are urged to have 
these statements reprinted in community publications and in educational 








ERNEST LUNDEEN 
Senator from Minnesota 

“I’m interested in Federal aid to edu- 
cation and not in foreign defenses. I’m 
interested in building school houses and 
the Federal government taking part in 
these things. If we ever needed educa- 
tion, we need it now, today. I’m an 
optimist, in the long run. America has 
never failed to meet any crisis, it has 
always solved every problem, and we're 
going to solve this one.” 


THOMAS R. AMLIE 


Congressman from Wisconsin 

“It seems to me that if we were going 
to spend money to a better effect, it 
would be for a far-reaching program for 
Federal aid to education such as contem- 
plated by your program. Your figures are 
quite modest. They represent the very 
minimum and you probably have as great 
unemployment among the field of teachers 


‘ as in any other grcp outside of unskilled 


labor. The arguments made today have 
referred to the need of certain sections. 
I think that is only too obvious. If they 
are to be aided it can only be done as 
a result of aid from the Federal govern- 
ment, and if we keep in mind that this 
government must spend about three and 
a half billion dollars for pump priming, 
for blood transfusions, then you can well 
afford to ask three or four times what 
you are asking.” 


H. JERRY VOORHIS 


Con~’ressman from California 

“If children haven’t got education, I 
think it more important that they should 
have education than balancing the budget. 
I think we spent about $3,000,000 less on 
education this year than in 1930. We 
have nore children, we ought to spend 
more. It isn’t enough to just get back to 
1929. We're going to hand our children 
some mighty difficult problems and the 
least we can do is to give them the ed- 
ucational equipment with which to do a 
better job than we have probably done. 
It isn’t enough to build schools and hire 
teachers. We haven’t got free education 
if there are children who, because they 
haven’t got shoes or modest fees for 
lockers, can't go to school. If we have 
Federal aid to education and take part of 
the burden of taxing the farmer from his 
shoulders, it would be a real practical, 
honest, fair thing to do.” 


MAURY MAVERICK 


Texas 

‘All I know about the responsibility of 
the Federal government is that every 
child in America, wherever located, is 
entitled to am education. Certain portions 
of the United States are not as prosper- 
ous as others and the Government (and 
we only have one) shoulJ provide that 
education.” 


W. R. OGG 
Farm Bureau Federation 

“Personally, I believe that this report 
of the Advisory Committee on Education 
is the most outstanding report on this 
subject that I have ever seen, and it 
seems to me that they have gone to the 
root of the problem and have given some 
very constructive recommendations. We 
are heartily supporting the proposals and 
objectives of your legislation and shall 
do all we can to help bring it about.” 


JOHN P. DAVIS 
National Secretary of the National Negro 

Congress 

“The hope for the healthy growth of 
national unification, for the destruction 
of an unwarranted sectionalism, must de- 
pend upon destroying the basis for such 
sectionalism to be found in the retarded 
progress of the educational systems for 
both Negro and white children in the 
South. The foundation o° any Democracy 
can enly rest upon the shoulders of a 
mobile, articulate, literate, and well- 
trained citizenry. I welcome this oppor- 
tunity to pledge my organization to work 
with others represented in this confer- 
ence for the immediate passage of the 
Harrison-Thomas-Fletcher Bill. The fu- 
ture of America is its children. And we 
will fight to preserve that future.” 








the Advisory Committee, and 


gave us as great service, as 


A. F. of T, Convention. 





Reeves Lauds A. F. of T. 


We met with more than 300 groups 
during the course of the hearings on 

ere 
was No group which gave us greater 
service, and | think no group which 
the rep-- 


resentatives of the American Federa- 
tion of Teachers, 


FLOYD W. REEVES, 


Chairman, President's Advisory 
Committee on Education, to the 





ELEANOR SLATER 
Friends Service Association 
“We must teach these people how to 
be poor, if we can't give them anything 
better. As one of the previous speakers 
said, it is a job for a wholly new type of 
curriculum. Local county superintendents 
cannot cope with the problem. It means 
better buildings, better living conditions 
for the children, better training for the 
teachers, and it also means education 
research—but it is the only hope for 
many of these communities and as such, 
can we fail to mee! the challenge?” 


GORDON McINTYRE 
National Farmers’ Union 

“In the farm areas, where there are 
two children to one in the city areas, the 
farmers are back of a bill to bring Fed- 
eral aid to education. The Farmers’ 
Union will be back of such a bill. Speak- 
ing broadly for the National Farmers’ 
Union, the South is not the only area 
that is in need of Federal aid. There is 
the mid-west where the drought has hit 
so badly for the last six years. These 
people need education. There’s got to be 
some outside aid particularly in this case 
where an emergency exists, and I believe 
it can only be met by Federal funds for 
ecucation.” 


HOWARD DAWSON 


Legislative Representative of the Nation- 
al Education Association 


“Our Legislative Commission thinks 
this report is the best that has been made 
in this country. We have better support 
outside of education organizations for 
this bill than we'V; ever had for any bill 
that’s ever been’ loposed It seems to 


me that the chanc% for this bill are very 
good. We were highly in favor of having 
the National Progressive Education As- 
sociation and the Amcrican Federation of 
Teachers take compete charge of this 
meeting. We're glad you have, and thank 
you for the help and cooperation you've 
given us. If you heve ideas, pass them 
along and I will do the best I can to put 
this thing over.” 


E. C. HIGBIE 


President of Wilson Teachers College 


“It seems to me that the provisions 
for both general adult education and for 
teacher education are well included in 
this bill. To me we are entering a new 
era that is tremendously enlarging the 
scope of the teacher's experience, if that 
teacher s going forward and helping to 
build democratic institutions. There is 
coming to be as never before a larger 
interest for the teacher and therefore 
there is needed a larger viewpoint, a 
larger preparation. I cannot envision the 
future o. democracy without adequate 
adult education and without adequate 
teache1 education.” 


EDUARD C. LINDEMAN 


New York Schoo] of Social Work 


“Democracy can only be saved if it 
refuses to remain static. Its hope lies in 
continuing explorations and experiments 
on behalf of human needs. It must re- 
main realistic, but it must also become 
audacious. It is my firm conviction that 
we shall soon look backward to these 
confusing days with surprise over the 
fact that we moved so slowly in the 
direction of equalizing opportunities for 
our widely scattered citizens. We are not 
now asking enough for such purposes as 
related to education. But, we must make 
sure that the problem is not limited to 
quantitative terms: if public education is 
to become an effective instrument for 
strengthening our democratic processes, 
we must insist that its quality shall be 
measurably elevated. We do not ask Fed- 
eral aid for education which will be 
merely ‘more of the same’ but rather 
for an education which will be oriented 
toward those basic human needs which 
characterize a democratic people.” 


Committee Lists 
Five Reasons 


for Federal Aid 


The President’s Advisory Committee 
on Education recommends Federal Aid 
for public education because: 

Schools and Democracy—Schools and 
the means of public education are in- 
dispensable to a democratic government. 
Citizens of the States are none the less 
citizens of the Nation. 

Mobility of Population—Nearly one- 
fourth of the native-born people of the 
United States do not now live in the 
State of their birth. Poor schools in any 
State, therefore, affect all the States. 


Differences in Opportunity—The most 
appalling differences in educational op- 
portunity exist among the States. An- 
nual expenditures range from an ave 
erage of $19 per pupil in one State to 
$124 in another. 


Differences in Ability and Effort—The 
richest State is able to raise at least six 
times as much revenue per capita by 
taxation as the poorest State, but has 
less than half as many school children 
in proportion to adults. The poor States 
pay the highest taxes but have the least 
funds for schools. 

Federal vs. State Taxes—Recent de- 
velopments in corporate ownership and 
control of industry and finance, and the 
national character of wealth, ine 
and business have made it impogsible 
for States to tax the greatest tential 
sources of revenue. Only the /Federal 
Government can tax wealth aya income 
where they are and spend the money 
where the children live. 


Educational Birthright 
Denied to Millions 


The Report of the Advisory Committee 
on Education indicates that “no sound 
plan of local or state taxation can be 
devised and instituted that will support 
in every local community a school system 
which meets minimum acceptable stand- 
ards. Unless the Federal Government 
participates in the financial support of 
the schools and ~elated services, several 
millions of children in the United States 
will continue to be largely denied the edu- 
cational opportunities that should be 
regarded as their birthright. . . . The 
educational services now provided for a 
considerable percentage of the children 
are below any level that should be tol- 
erated in a civilized country.” 

Copies of the Report of the President’s 
Advisory Committee on Education may bé 
secured from the Superintendent of Print- 
ing, Washington, D.C., at the cost of 35 
cents a copy. Locals may buy them in 
quantity lots (at a discount) for use by 
the membership and also for distribution 
now to the layman in the work of the 
Educational Policies committee. The. Har- 
rison-Thomas Fletcher bill, S. 419 and 
H.R. 10340, may be secured for distribu- 
tion. 


! Rehabilitation 


“I have been teaching in Chicago 
for nine years in a high school which 
is made up almost entirely of Negro 
students. A great many of our chil- 
dren come from Southern states and 
have come to us, many of them from 
rural areas, greatly handicapped by 
the education they have had before 
they came. And the amount of money 
which we are spending in Chicago 
trying to repair the damage done in 
the Southern schools might very well 
be spent to a much better purpose.” 


Mary Herrick. 


National Conference for Federal Aid, 
Washington, D.C., May 7-8, 1938. 

















8 





September-October, 1938 


















































MANN 


BROWN 


ELDER 





George E. Axtelle 


Vice-president of the college 
section . . . charter member and 
president last year of Local 460 
« -- member of the editorial com- 
mittee of The American Teacher 
+ » - principal and superintendent 
in Oregon, 1920-24; head of 
training school and experimental 
school in Honolulu, 1924-30; prin- 
cipal, Oakland, California, 1930-35; 
Northwestern university, 1935-—. 

Degrees from University of 
Washington, University of Hawaii 
and University of California ... 
elected for second term at A. F. 
of T. convention at Cedar Point, 


Ohio. 


Sad Sebdmen 


Vice-president for the WPA 
Adult Education Section... A. F. 
of T. meMber for four years and 
secretary \9f Local 189 for three 
years. ‘ 

Dr. Seiiman holds an A.B. and 
a Ph.D. from Johns Hopkins uni- 
versity where he did his work in 
economics ... training in law at 
the University of Maryland... 
taught at Brookwood Labor col- 
lege, the International Ladies’ 
Garment Workers Union, the 
United Automobile Workers, and 
other labor groups ... now lec- 
turing for the League for Indus- 
trial Democracy in colleges, 


Mary Herrick 


Vice-president for the Illinois- 
Indiana Area ... a member of the 
A. F. of T. since 1922 and president 
of Local 3 from 1933 to 1936... 
now vice-president of Locall... 
has served as student Y.W.C.A. 
secretary at Ohio State, recrea- 
tion and camp director for several 
institutions and organizations, so- 
cial worker, and executive secre- 
tary of the Girl Reserves. 

Miss Herrick has her B.A. from 
Northwestern university and her 
M.A. from the University of Chi- 
cago .'.. has served as teacher 
in several high schools and is now 
teaching in the social sciences at 
DuSable high ‘school, Chicago. 


Michael J. Eck 

Vice-president for Ohio, Ken- 
tucky, and West Virginia . . . dur- 
ing his term as president of Lo- 
cal 279 he saw the membership 
increase 400 per cent and the pay- 
checks of his teachers go from 68 
per cent of schedule to 96 per 
cent . .. chairman of the tax com- 
mittee for his local. 

Mr. Eck carries a card in the 
International Typographicc# Union 
and has been teaching printing at 
John Adams high school in Cleve- 
land since 1923. 


Stanton E. Smith 
Vice-president for the Tennes- 
see, Alabama, and Mississippi Area 
- « - joined the A. F. of T. in 1932, 
helped to organize Local 246, and 


ization . . . organized three locals 
in Tennessee and Alabama and|/ 
helped in getting several others 
started. 

Mr. Smith has his A.B. from 
Denison university, Granville, 
Ohio, and has taken further work 
at the University of Wisconsin 
and the University of Chattanooga 
. - . taught in McCallie School for 
Boys ... has taught mathematics 
in the Chattanooga high school 
for the past eight years. 


Mercedes L. Nelson 


Vice - president for Minnesota, 





Wisconsin, Iowa, North and South 





Dakota, and Nebraska . . . has 
been publicity chairman and on 
the membership committee of 

cal 59 and served two terms 
its president . . . a member 
the Minnesota State Board a 
Education and president of. ie 
state Health and Physical Educa- 
tion Association. . 

Miss Nelson has her B.3. in 
education from Minnesota .. . 
now working there on an M.A. 
in curriculum . . . has attended 
summer sessions at Northwesiern 
university, University of Iowa, 
and Agnate Bertrams Skole in 
Copenhagen, Denmark .. . taught 
in the elementary and junior high 
schools of Minneapolis and is now 
head of the department of phy- 
sical education for girls in Roose- 
velt high school there. 


C. J. Hendley 

Vice-president for the New York 
Area... A. F. of T member 
since 1919 ... ten years treasurer 
of Local 5 and its president since 
1935. 

Mr. Hendley has his A.B. from 
the University of North Carolina 
and his M.A. from Columbia uni- 
versity .. . taught seven years in 
the South and seventeen years in 
New York city .. . history teach- 
er in George Washington high 
school, New York city, since 1921. 


Paul W. Preisler 

Vice - president for Arkansas, 
Texas, Louisiana, Kansas, Mis- 
souri and Oklahoma. . . president 
of Local 420, St. Louis and St. 
Louis County, Missouri, from 1935 
to the present time .. . A. F. of T. 
organizational activity in southern 
Illinois . . . delegate to the Cen- 
tral Trades and Labor Union of 
St. Louis . . . a member of the 
executive committee of Labor’s 
Non-Partisan League there and 
serves as St. Louis correspondent 
for the Federated Press . . . active 
in the movement for free colleges, 
under the board of education, for 
the negroes and whites on a coed- 
ucational basis, which began op- 
eration in 1938. 

Dr. Preisier has his Ph.D. in 
biochemistry from Washington 
university where he served as as- 





has been its president since organ- 





sistant, instructor, and fellow. 


CONNORS GROSSMAN 








Principles of 


Organization 


1. That major effort be con- 
centrated in experimental areas 
particularly promising for or- 
ganization, if no response se- 
cured, effort to be directed to 
other areas, 

2. That there be continuity 
in organization endeavor to 
conserve energy, money, and 
partial gains. 

3. That counseling, supervis- 
ing, and assisting of new locals 
be considered essential. 

4. That vice-presidents be 
urged to make personal con- 
tacts with locals in their areas, 
or see that such contacts are 
made, and send them frequent 
recommendations. 

5. That State Federations set 
up committees to work with 
the organizer where one is em- 
ployed. 

6. That particular attention 
be given to creating interest 
and securing contacts at sum- 
mer sessions. 

7. That area conferences be 
arranged and voluntary help 
utilized. 

8. That state publications be 
developed and the national edi- 
torial staff be consulted for ad- 
vice. 

9. That areas with segre- 
gated schools make an especial 
effort to further the organiza- 
tion of negro teachers, pre- 
ferably in locals with white 
teachers, and that steps be 
taken to insure for them af- 
filiation and support of central 
local labor bodies. 

10. That locals who have not 
paid the per capita assessment 
for organization last year be 
asked to pay this year. 








Allie B. Mann 

Vice-president for Florida, 
Georgia, North and South Caro- 
lina- and- Virginia. . . president 
of Local 89, Atlanta, Georgia, 
from 1929 to 1933 and in 1935- 
1936, was president of the Georgia 
Educational association which 
Sponsored a bill increasing the 
revenue of the schools—vetoed by 
the Governor but a similar bill 
Passed at the next session... 
Served as legislative representa- 
tive of the Georgia Federation of 
Labor from 1931 to 1937 and in 
1931 originated the present plan 
of regional organization under 
vice-presidents for the A. F. of T. 


Miss Mann led a_ successful}. 


fight to equalize women’s salaries 
with men’s in the Atlanta public 
schools in 1921, and successfully 
sponsored a bill to increase the 








HENDLEY 














DAVIS 


WILKERSON 











HUNTER 





revenue of the Atlanta schools | 
from 26 per cent to 30 per cent | 
of the city’s income ... is now| 
principal of one of the Atlanta | 
schools, 


Harold C. Brown 


Vice-president for the South- 
west Area of the West Coast, first 
term ... one of the group which 
started Local 442, Stanford uni- 
versity, and has been a vice-presi- 
dent since its foundation until he 
became president last spring. 


Dr. Brown served as an assis- 





tant at Harvard while working on 
his Ph.D. . . . on the Barnard 





faculty until 1914 . . . has since 
been at Stanford where he is now 





head of the philosophy department 
. - - visiting professor at Texas, 
Chicago, California, Washington, 
and Columbia. 


Arthur Elder 


Vice-president for the Michigan 
Area .. . formerly president of 
the Michigan Federation of Teach- 
ers and now its executive secre- 
tary . .. promoted the Michigan 
tenure law, lobbied on tenure leg- 
islation in 1937, and did more to 
get it through than anyone else. 


Mr. Elder is at present teach- 
ing in the Detroit schools. 


John D. Connors 
Vice-president for the New Eng- 
land Area . .. organized Local 
263 and was its president from 
1933 to 1937 . . . organized Massa- 
chusetts Branch in 1935 .. . dele- 
gate to the.conventions of the New 
Bedford Central Labor Union, the 
State Federation of Labor, and 
the A.F.ofT. every year since 
1933 . . . active member of the 


bor’s Non-Partisan League ... 
organized and was first president 
of New Bedford Labor School... 
now secretary of the New Bed- 
ford Central Labor Union . . . has 
served on local, state, and national 
committees of A. F. of T. 

Mr. Connors graduated from 
Boston university . .. attended 
Harvard since . . . a high: school 
teacher since 1923 with thirteen 
years at New Bedford . .. the 
first teacher to publicly oppose the 
Loyalty Oath. 


Mary Foley Grossman 


Vice-president of Pennsylvania, 
New Jersey, Maryland and Dela- 
ware . . . national legislative rep- 
resentative of the A. F. of T.... 
member of the National Educa- 
tional Policies committee last year 
. . received her degree from 
University of Pennsylvania in ’23 
. . » took work at Columbia uni- 
versity, 1923-24 . . . certified for 





library practice, Drexel institute, 


state executive committee of La-|- 


°28 .. . junior high school teacher 


for the past 11 years at Vare jun- 
ior high school, Philadelphia . 
appeared before the President's 
Advisory Committee last year as 
one of the representatives of the 
A. F. of T. 


*. 


Jerome Davis 


President . . . started what is 
now the oldest college local (204) 
of the A. F.ofT. at Yale univer- 
sity . . . formerly head of the col- 
lege section of the A. F. of T. 


Dr. Davis is chairman of the 
Legislative Commission on Jails of 
the State of Connecticut ... in 
1937 made a 15,000-mile trip by 
air over South America, occupy- 
ing himself with—social research 
on that continent ... now con- 
ducts educational tours through 
Europe in the summer .. . lectures 
on the cooperative movement in 
Europe which he has studied ex- 
tensively . . . has served as labor 
research worker and labor arbi- 
trator, has observed social condi- 
tions in every part of the world, 
and is the author of Capitalism 
and Its Culture. 

Dr. Davis was Gilder Fellow at 
Columbia university in 1920 - 1921 
where he received his doctorate 
in sociology . . . assistant profes- 
sor in sociology at Dartmouth 
college . . . then chosen for the 
Gilbert L. Stark Chair at Yale 
university in 1924 where he taught 
for thirteen years. 


Doxey A. Wilkerson 


Vice-president-at-large ... pres- 
ident of his own local, number 
440, Howard Teachers Union . 
serves as a member of the re- 
search staff of the President’s 
Advisory Committee on Education 
. » member of the editorial staff 
of the Journal of Negro Educa- 
tion. 

Dr. Wilkerson is associate pro- 
fessor of education at Howard 
university. 


Lila Hunter 


Vice-president for the North- 
west Area, first term ... has held 
membership in the A, F. of T. 
since the first charter was issued 
except for a period when Washé ~ 
ington teachers were working 
under a “yellow dog” clause ... 
served as first vice-president of 
Local 200 . . . president of her 
local last year and is still presi- 
dent of the Washington State 
Federation . . . during the “yellow 
dog” period served as president of 
the Seattle High School Teachers 
League, termed the most militant 
teachers’ organization in the state. 

Miss Hunter is a graduate of 
Washington university and is now 
teaching English in the Franklin 





high school,