TEACHER Thirty-five Cents In Two Parts— Part I aa The AMERICAN FEBRUARY +1939 IS PROGRESSIVE EDUCATION PROGRESSING? Goodwin Watson Mental Health of the Teacher - - - - - MANDEL SHERMAN Democracy in N. Y. City Colleges - - - ARNOLD SHUKOTOFF The National Resources Committee - - - CHARLES E. MERRIAM Administrators and Academic Freedom - - - ERNEST O. MELBY New Year for the Sharecroppers - - - - JOSEPHINE JOHNSON Hollywood Runs a Christmas Party - - - - PATRICIA KILLORAN Reviews by MERLE CURTI ORDWAY TEAD ALEXANDER SANDOW WILLIAM W. WATTENBERG Published by the AMERICAN FEDERATION of TEACHERS / Inside the Cover Our Own “Referred without Comment Dept.”—-Members of the Chicago Feder- ated Advertising Club voted that Cor- dell Hull was the outstanding American of 1938. First place went to the Secretary of State in recognition of his efforts toward bettering Pan-American relations and in negotiating trade treaties. The rest of the also rans finished in the fol- lowing order: 2. Thomas E, Dewey . Douglas Corrigan . Howard Hughes *5. Martin Dies *6. Franklin Roosevelt 7. Donald Budge 8. Walt Disney . Orson Welles and John Garner 10. Johnny Vander Meer * * * - oe 7 CIRCUIT JUDGE KELLY 8. SEARL OF ITHACA, Mich., made his bid for the hall of fame recently when he ruled that hours and wages of a 13-year old newsboy dismissed by the Lansing State Journal were not subject to regulation under the provisions of the Fed- eral Fair Labor Standards Act. Judge Searl ruled that the boy was an “independ- ent contractor” and took the occasion to attack “certain reformers” responsible for the Act and for the child labor amendment. * * + THE “AMERICANISM AWARD FOR 1938” OF the Constitutional Educational League, Ine., which is given for “outstanding patriotic service,” has been awarded to Congressman Martin Dies. The League specializes in issuing pamphlets on or- ganized labor which are used to fight the C. I. O. Tom Girdler, it has been charged, purchased 100,000 copies for his em- ployees. The La Follette Civil Liberties Committee heard testimony concerning education and the Constitution from the heads of the League. To complete the picture, Fritz Kuhn’s newspaper carried a front-page editorial which said, “Mr. Dies’s wish (for more funds for the com- mittee) should by all means be gratified.” . + * POLITICAL NOTES: FORTY-ONE OF THE NEW Republicans elected to the House were ac- tively supported by Townsendites and six of the new Republican Senators were en- dorsed by Townsend groups. The final vote on the anti-labor laws of the West Coast was as follows: California—for, 1,067,229; against, 1,476,379; Washington—for, 268,- 848; against, 295,431; Oregon—for, 197,- 771; against, 148,460. President C. J. Hag- erty, California Federation of Labor, has suggested that the American Labor move- ment and its friends should be mobilized into a “ballot army” of 15,000,000 men and women pledged to fight anti-labor legisla- tion at the polls. An 11l-state group of lib- eral organizations in the Far West is being organized to unite that area behind the New Deal. Participants in a conference held recently were President Hugh De Lacy (former national vice president of the A. F. of T.) and Executive Secretary How- ard Costigan of the Washington Common- wealth Federation, Governor Culbert L. Olson and Lieutenant-Governor Ellis Pat- terson of California, and Mayor Fletcher Bowron of Los Angeles. Arrangements have been made for a June conference of repre- sentatives from Washington, Oregon, Cali- fornia, Nevada, New Mexico, Idaho, Colo- rado, Utah, Wyoming, Arizona, and Mon- tana. The new group will be known as the Western States Commonwealth Federation. o * * FAIRNESS “If anybody can ever show me where a group of employees has discharged an employer for joining an association of employers, then I'll agree that the Wagner Labor Act should be amended to protect the employers.”—Allan S. Haywood, President, New York State Industrial Union Council. SENATOR BYRD, WHO IS ONE OF THOSE let’s - balance - the- budget - by - cutting - out - waste - and - extravagance persons, in a recent radio speech used as an illustra- tion of this waste, “a doghouse built by the W.P.A., with lace curtains and a bath, at a cost of $17,000.” FACT, according to the Congressional Record, is that the “doghouse” is a dog pound and it was built in Memphis in 1936, The project was undertaken at the earnest request of the mayor and city eouncil of Memphis. The city put up $9,779 and the W.P.A. $12,389. At that time the people of Memphis and the surrounding country were panicky over the appearance of an unusual num- ber of mad dogs. In 1935, 575 persons were bitten and 264 were treated for rabies, Without a pound, the only way of deal- ing with the menace was to kill all dogs running at large. The pound was con- structed so that dogs might be confined and kept under observation until it was established whether or not they were disease carriers. The “bath,” which the Senator from Virginia chuckled over, was to give the dogs a “dip” to guard against other diseases. Before the pound was constructed, there had been many deaths from rabies. The quarantine, made possible by the joint efforts of the city and W.P.A., completely eradicated the disease from Memphis and vieinity and, unquestionably, saved many precious lives. 7 . . 274 “LET ’EM EAT NUTS,” WAS THE SUB- stance of Pecan King Julius Seligmann’s testimony in 1934. At that time under oath, Seligmann said, “The Mexican pecan shellers eat a good many pecans, and five eents a day is enough to support them in addition to what they eat while they work.” During the next three years Selig- mann netted more than $500,000 from the industry. In 1939, however, the Wages and Hours law went into effect. The Southern Pecan Shelling Company applied to the commis- sion for the right to pay learners fifteen cents a day. After a three day hearing in San Antonio, Texas, center of the in- dustry, the government concluded that the industry could afford to pay pecan shellers twenty-five cents an hour for a forty-four hour week. The employers in- eluding Mr. Seligmann, claimed that this would bankrupt the industry. “Nuts to you,” was the reply of the pecan shellers, remembering Seligmann’s $500,000 profits from the last three years. o - * “CALLING AMERICA,” THE SPECIAL FEB- ruary number of Survey Graphic, Paul Kel- logg, editor, and Raymond Gram Swing, special contributing editor, goes into a second printing tomorrow to make the largest issue of the magazine in its twen ty-six years of publication. The average monthly circulation of Survey Graphic is 25,000. The new printing of the current issue will bring the total for that issue to 90,000 copies. The single-copy price of this issue is fifty cents, but one hundred copies may be secured at a price of twenty-five cents a copy. Order them for your Union study class. The February issue of Education, edited by Jesse 8S. Robinson, chairman, Depart- ment of Economics, Carleton College, deals with Economics. The following articles seem especially pertinent: “Eco- nomies in a Dynamic Society,” by A. B. Wolfe; “Provocative Economies,” by Broadus Mitchell; “The Economies of the Teaching Profession,” by Harold F. Clark; and “The Teaching of Economics in the Sixth Grade,” by John W. Knoble. Ad- dress: 370 Atlantic Ave., Boston, Mass. Price: fifty cents. G. T. G. THE AMERICAN TEACHER ™ AMERICAN TEACHER Published by The American Federation of Teachers VOLUME XxXill IN THIS ISSUE Is Progressive Education Progressing?...... Goodwin Watson 7 Mental Health of the Teacher..............] Vandel Sherman 10 Democracy in N. Y. City Colleges............ {rnold Shukotoff 12 The National Resources Committee of the United States...... i! tone. ae st aks oh aera a eae Charles E. Merriam 16 Administrators and Academic Freedom....Ernest O. Melby 20 New Year for the Sharecroppers........+ Josephine Johnson 22 Hollywood Runs a Christmas Party...... Patricia Killoran 23 DEPARTMENTS Is i cag an al diva arte wal bia hi acon ee an Ee G.T.G. 2 tt eo nocecbusie sade hanes gah enkenenbeeen 3 The President’s Page, Self Criticism...................... 5 Among the New Books: The Prospects of American Democracy..... .! Merle Curti 25 Science for the Citizen.:.............4 {lexander Sandow 26 Group Leader’s Guide to Propaganda Analysis......... siGb ev RGEMA GAMES 4S CeERE ESET William W. Wattenberg 27 The Future of the Liberal College......... Ordway Tead 28 FD 8, OPT TT ere eee Tee 28 ee ie cas 66 hacen ae eae wae Kae 29 66s gusset Cas oukwd eAGee ee kke dé se én whibuee 31 Drawings by Chandler Montgomery THE EDITORS of the American TreacneR request that no material be reprinted from this magazine without an accompanying credit line stating the source and the issue in which such material appeared. ee THE AMERICAN TEACHER Georce T. Guernsey, Editor ENTERED as second class matter January 3, 1939, at the post office at Chicago, Illinois, under the act of March 3, 1879. Acceptance for mailing at special rate of postage provided for in Section 1103, Act of February 28, 1925, authorized November 3, 1926. SUBSCRIPTION: $2.50 for the year—Foreign $2.60—Single copies, 35c. Published monthly except June, July and August, at 506 S. Wabash Ave., Chicago, Ill. Subscribers are requested to give prompt notice of changes of address. Remittances should be made in postal or express money orders, draft, stamps, or check. Be a Or: AGAIN the Daughters of the American Revolu- tion have indicated their lack of belief in the letter and spirit of the United States Constitution by barring Marian Anderson, noted Negro singer, from the D. A. R.-owned Constitutional Hall in Washington, D.C. Perhaps the only reason for mentioning this is be- cause the D. A. R. is now engaged in promoting ‘‘the appreciation of good citizenship among young people’”’ by offering its fourth annual trip to Washington, D. C., to the best qualified girl in the United States. She must be a member of a senior class in an accredited public high school and ‘‘need not be eligible for membership in the D. A. R.’’ The winning girl will be selected upon the basis of the following qualifications : 1. Dependability—which includes truthfulness, loy- alty, and punctuality. FEBRUARY, 1939 FEBRUARY, 1939 NUMBER 5 2. Service—cooperation, courtesy, consideration of others. 3. Leadership—personality, self control, ability to assume responsibility. 4. Patriotism—unselfish interest in family, school, community, and nation. When the young lady who has to the nth degree all of the above qualities (especially ‘‘ cooperation, courtesy, consideration of others’’ and ‘‘ unselfish interest in com- munity and nation’’) wins her trip to the Capitol City and her D. A. R. guide, showing her Constitutional Hall, says, ‘‘ And this is where We barred Marian Anderson from singing’’— We hope the young lady will just ask, ‘‘Why?”’ xx*n M*“ INDICES POINT TO a new era of retrenchment and economy drives at the expense of the schools. Minneapolis teachers have suffered a 12 per cent salary cut; a severe cut in the Detroit school budget is im- pending; Toledo teachers face irregular paydays; and the Wisconsin tenure law is threatened. In such cir- cumstances it is essential that teachers’ unions receive every assistance from friends of education, lest school children and teachers again be victims of short-sighted economy addicts. Any action which undermines public confidence in teachers and their organizations increases the likelihood of closed schools, overcrowded classes, shortened school terms, and unpaid teachers. It is peculiarly unfortunate, therefore, that this time should be chosen to whip up a witch-hunting hysteria at the expense of the American Federation of Teachers. Newspapers and organizations hostile to education will seize any opportunity to ‘‘smear’’ the American Federa- tion of Teachers. They have received and have used such opportunities during the past month. The imme- diate incident for renewed Red-baiting was the sus- pension of two New York locals from the New York Central Trades and Labor Council. Without a hearing or opportunity for defense, the New York College Teachers Union and the WPA Teachers Union were suspended on the following specific charges: (1) they had sent delegates to the Congress of the American League for Peace and Democracy; (2) they had co- operated with the Workers Alliance, a national organ- ization of the unemployed; and (3) they had partici- pated in a parade to welcome home American veterans returning from Spain. Both locals, in statements, de- clare that in these actions they were associated with many other A. F. of L. unions, and that the call for the Congress of the American League for Peace and Democracy had been signed by A. W. Whitney, presi- dent of the Brotherhood of Railway Trainmen. The American Federation of Teachers is faithful, and will continue to remain faithful, to the cause of organ- ized labor. It has always remained true to democracy. Its actions have been, and will continue to be, in accord with the best principles of trade unionism. We invite any sceptics, both those outside and those inside the labor movement, to examine the resolutions adopted at our last national convention. The guiding principles therein set forth represent Americanism in the purest meaning of that term. Our membership and democratic- ally elected officers have been tireless and fearless in their devotion to our slogan, ‘‘ Education for Democ- racy ; Democracy in Education.’’ This we pledge to the labor movement and to the entire American people: the American Federation of Teachers will so conduct itself as to preserve and strengthen American schools to the end that democracy shall endure and flourish. x*r* i FOR THE SAKE OF THE RECORD: Too many Ameri- can newspapers gave front-page headlines to Matthew Woll’s assertion that the A. F. of T. was threatened with expulsion from the A. F. of L. and failed to print even in the back pages a telegram from President William Green in which he said, ‘‘ Council has taken no action nor does it contemplate action of any kind against the American Federation of Teachers Union. Statements which appeared in the press were the expression of Vice President Woll and not of the Executive Council of the American Federation of Labor.’’ President Jerome Davis, was assured by Mr. Green that no action was contemplated. xx*re I* SPITE OF Goodwin Watson’s very fine article in this issue, we should like to indicate the recent stand taken by the Board of Directors of the Progressive Education Association under the head, ‘‘ For the Under- standing and Defense of Democracy.’’ The statement points out that: With increasing violence, since the World War, our democratic way of life has been attacked by an enemy of unexampled power and ruthlessness—fascism. In structure and method of government, in ideals and philosophy, in deeds as well as in utterance, fascism brands itself as a menace to our democratic civilization. Today it has launched a world-wide offensive which penetrates the borders of every democratic country. Because the real spearhead of fascism resides in Hitler and the Nazi Government of Germany, we focus our indict- ment and our bill of particulars on the barbarous acts which they have committed during the last six years. In doing so we wish to make clear that much the same indictment ean be drawn against the dictatorship governments of Italy, Japan, and other countries under the sway of fascist ideas. After a long list of charges against the present German government (not against the German people), the report calls upon all members of the Progressive Education Association to: Launch in their respective centers a searching study of the meaning and practice of democracy in their schools and communities, make renewed efforts to guarantee in their schools and communities the democratic way of life; make clear the actual status of democracy in government and social life in their respective communities and countries; and lead in opposing every sign and symptom of fascism. This is a program which merits the support and co- operation of every member and every local of the American Federation of Teachers. x* * * y CONNECTION WITH the problem of understanding American democracy, we recommend highly the program, ‘‘ Americans All—Immigrants All,’’ which is being broadcast every Sunday through May 7 over the Columbia Broadcasting System at 2 Pp. M. eastern stand- ard time. The program has been designed to show the contributions of various cultural groups to the social, economic, and political development of the United States. Secretary Ickes, Commissioner Studebaker, Wil- liam Dow Boutwell, director of the Radio Division of the Office of Education, and the Columbia Broadcasting System are to be commended for presenting this pro- gram in these troubled times. x** W: SHOULD LIKE to comment editorially on the con- tents of this issue of the AMERICAN TEACHER. Naturally, we think it is a good issue. Josephine John- son’s article on the Missouri sharecroppers and Patricia Killoran’s article on the children of the migratory workers are very fine background material for under- standing the need for federal aid to schools in the United States. Also, as Miss Killoran has pointed out in her article, the students of the Los Angeles and Torrence high schools participated in the Christmas party by raising money and collecting clothing and food for their underprivileged brothers. Each article in this issue deals with a concrete problem of American education and is worthy of considerable study. The symposium, ‘‘The Next Step for the Progres- sives,’’ will be continued in the March issue of the AMERICAN TEACHER. We should like to call your attention to the very important material on federal aid and on the legislative program of the A. F. of T. which appears in the news- paper supplement of this issue. Extra copies of the supplement may be purchased by locals as long as the supply lasts. A special coupon for this purpose will be found in the supplement. We should appreciate expressions of opinion on the types of articles that have been appearing in the AMERICAN TEACHER, so that we may better edit the magazine according to the desires of the membership. THE AMERICAN TEACHER The Presidents Page SELF CRITICISM who comes to the age of thirty-five with- out opponents and criticism might just as well be dead. His epitaph has already been written.’’ The same is true of groups. Any democratic organization needs self-criti- cism. If none comes, something is wrong. We all should want to improve both ourselves and our organization. We should be constructively self-critical. The American Federation of Teachers gets plenty of criticism. Hardly a week goes by that some un-American society or committee does not criticize our efforts to secure better schools and more democratic schools. Criticism can be both helpful and harmful; it ean be both true and untrue. What we want is to increase criticism which is both true and con- structive and decrease that which is false or harmful. Not long ago, one of the organizers of the American Federation of Teachers was criticized for certain alleged actions. A careful examina- tion of the evidence proved rather conclusively that the charges were unfounded. Some of those who had formerly been critical exonerated the individual. Even this criticism was not wholly injurious. It helped bring changes in organizational procedure. Part of the reason why false charges become current is rumor and gossip. Someone hurls an irresponsible remark, making no adequate effort to verify it. Then it is passed on to some- one else who in turn re-tells it, and by the time it becomes general property no one would recog- nize the allegation from the original microscopic basis of fact. A letter has just come from a member who criticizes one faction in a local, charging it with ‘shocking lack of integrity in flaunting planned and directed action within the ranks of our mem- bership.’’ But this is all vague. How difficult it is to get concrete examples of the unjust ac- tions complained of. Sometimes they are charges of liberals against reactionaries or more often the charges of conservatives against radicals, S‘ WILFRED GRENFELL ONCE Salp, ‘‘ Any man FEBRUARY, 1939 but nearly always they are made in generalities. Again, we receive letters asking that either all Communists or all Fascists be expelled from the Union. Just who is a Fascist or a Com- munist is not always easy to ascertain. But in any case it is a fundamental principle of our Federation not to discriminate against any mem- ber because of race, religious faith, or political belief. Republicans, Democrats, Socialists, Com- munists, even those who sympathize with the program of Hitler and Mussolini, have the right to belong to the American Federation of Teach- ers. Any one of us can oppose a particular pro- gram in a local or in the national organization, but we have no right to demand the expulsion of anyone simply because of a political shade of be- lief. In some measure such requests are con- trary to the spirit of the American Federation of Teachers. We believe in education for democ- racy and democracy in education, and that means that all groups have the right to function with the loyalties and responsibilities that our citi- zenship always involves. This is not to say that any factions within our locals should stoop to underhand means. It is obvious that every group should operate honestly and democratic- ally, and on the whole they do. While any indi- vidual or group may make a mistake, the surpris- ing fact is not the mistakes but the loyalty and devotion of all members and groups, regardless of political belief. To critics of the American Federation of Teachers, both within and without, we can point to the program and the achievements of the Federation as a whole. No one should be blinded by some action in a local union of which he does not approve. Rather we should see the tremen- dous significance of the American Federation of Teachers in its hundreds of locals, and in its national organization, as it helps to shape edu- cation for the future. It is to be expected that the ridiculous and ludicrous Dies Committee, which condemns democratic governors, members of the Cabinet, and patriotic Americans in gen- eral, would naturally see red in regard to any organization which is seeking to achieve educa- tion for democracy and which dares to be affili- ated with the American Federation of Labor. It is my hope, however, that every member may become so thoroughly informed of the achievements of the Federation throughout the country that he will not become inflamed by minor episodes. After all, the American Fed- eration of Teachers has increased its member- ship over 100 per cent since 1935. It has over 90 per cent of all the teachers in Atlanta; it has the largest public-school teachers’ local in the world in Chicago; it has the largest college local in the world in New York City. In Pennsylvania, we have helped to enact the most forward-look- ing tenure law that has ever been passed in the United States. Month by month, we are pro- tecting thousands of teachers throughout the country from un-American injustice and diserim- ination. We have helped to raise the salaries of teachers, to increase educational appropriations, to democratize both the content and the admin- istration of education, and now we are taking a prominent part in securing millions of dollars for the childhood of the nation in the law for federal aid to education. Examine the record of our locals. find that in every community where the Amer- ican Federation of Teachers is solidly organized, tenure is more secure, salaries higher, retirement provisions more adequate. These conditions are essential for the highest quality of teaching and scholarship. In short, the entire educational work of the community has been raised immeas- urably, and the children have better opportunities for education as a result. This is the real answer to criticism of the American Federation of Teachers. Let us have all the self-criticism that we can, the more the better, as long as it is constructive in content, given in the spirit of good will, and genuinely in the interests of democracy in education. But You will let us not play into the hands of Dies committees, or reactionary fascist interests, by making false charges which have not been proved, cannot be substantiated, or charges which can be warped and propagandized throughout the United States to the injury of all. Too often teachers tend to be theoretical believers in democracy, theoretical friends of labor. The way to correct this is by coming to know'‘as many as possible of the people and groups which make up our various locals. In working with them for the common good we should become tolerant of opposing points of view. We must learn to sift and evaluate the truth in situations; and especially must we safe- guard the precious heritage of freedom in the Federation, freedom in education, freedom in all our democracy, so that American childhood and youth may be protected and prepared for the new world which will confront them. JEROME Davis 4 a APM se “es aati eee eae Leone eanteenes en ere Ue FS py aI Ge Psst eH - os Is Progressive Education Progressing? @ GOODWIN WATSON HERE ARE PERSISTENT RUMORS that the John Dewey Society ‘‘for the study of education in its interaction with society and culture,’’ is about to be merged with the Progressive Edu- eation Association. The newly published (third) Yearbook of the John Dewey Society' includes: interpretation of American social trends by Pro- fessors Harold Rugg and George S. Counts; de- scription of the psychology of personality devel- opment and the essence of guidance by Dr. Caro- line B. Zachry; an excellent description of the culture and how it affects learning, by the dean of all Progressives, Professor William H. Kil- patrick; and descriptions of progressive practice in curriculum revision by outstanding younger leaders, Professors Paul R. Hanna, Hollis L. Cas- well, and L. Thomas Hopkins. On the whole, then, the volume reflects pretty well the present state of mind of representative leaders in what is called ‘‘ Progressive Education,’’ spelled with capitals. The Progressive Education Associa- tion includes many persons who lag behind such leaders, but the current Yearbook portrays the outlook of policy-makers within the movement. Whether the merger goes through, or the same people continue to work in two separate organiza- tions, the appearance of the new volume offers a good occasion to strike a trial balance. What is the strength and weakness of the dominant viewpoint in Progressive Education? Specific. ally, how do the distinguished authors of Democ- racy and the Curriculum hope to contribute to the progress of education and of society? The objective is eloquently stated by Dr. Rugg: ‘*To bring forth on this continent—in some form of cooperative commonwealth—the civilization of economic abundance, democratic behavior, and integrity of expression which is now potentially available.’’ All of the writers agree, of course, that the culture educates, that unemployment is deplorable, that fascism is a menace, that schools should be closer to life, that individual person- 1Democracy and the Curriculum: The Life and Program of the American School, written in collaboration by Harold Rugg, editor, and George E. Axtelle, Hollis L. Caswell, George S. Counts, Paul R. Hanna, Pickens E. Harris, L. Thomas Hopkins, William H. Kilpatrick, J. Paul Leonard, Caroline B. Zachry. New York: D. Appleton-Century. 536 Pages. $2.75. ™ - FEBRUARY, 1939 @ Because of the importance of the subject of the new yearbook of the John Dewey Society, Democracy and the Curriculum, we ar. presenting an extended review by Professor Goodwin Watson of Teachers College, Columbia University. “Is Progressive Education Progressing?” is being submitted to the nine authors of the John Dewey yearbook for comment. These comments will appear in a forthcoming issue of the AMERICAN TEACHER. ality should be respected, that growth in critical thinking is to be sought, and that education must serve ‘‘the whole child.’’ This is all part of the basic credo of the Progressives, and has become so widely accepted by the profession and by the general public that its re-statement seems hardly necessary. Despite the concensus of stereotypes, the writ- ers seem to have had great trouble getting to- gether on this book. It is not so much that they clashed—although there are some unresolved contradictions—as that their minds never really came into any common focus. Dr. Rugg’s su- preme criterion for ‘‘organie form’’—‘‘Have I perceived the significant relationships between the parts of the subject? Am I putting them together so that they constitute a true unity? Does every member fit? Is each one indispen- sable? Do they all, together, serve the function of the total thing?’’—should have been put up as a wall-motto whenever the committee met. As the book stands, it fails to meet each test. Signifi- cant relationships are overlooked; there is no real unity; some of the chapters seem to have been written just because the writer was found on the committee; and no cumulative, integrated effect is achieved. The editor managed to fit all the parts into a mosaic, but it must be far from what he would eall a true ‘‘design.’’ 4 . f, “% * yy , ; . hd % A 4 - Lf % Py } & 5 “ ~ Ls aa = ‘ ene 5 ‘ . ~ es m4 - ? 4 teeta thal —s thrilling libraries of books, in the cinema and in other works of the theater, over the radio.’’ The ease with which technocratic programs of this kind were laughed off the stage in 1933 troubles the author not at all. ‘‘Let us build the confident attitude that such a regime of plenty can actually be created.’’ Other writers do not wholly share this optimism. Dr. Caswell, for example, writes, ‘*Socially valuable work should be made avail- able for all members of the social group. Solu- tion of this problem obviously involves major economic readjustment. The school may be able to do relatively little in attacking it; yet that little should be done.’’ The chapter by George Counts (which appears to be only an insert from his re- cent book, The Prospects of American Democ- racy) lists the liabilities as well as the assets of American democracy, and in his conclusion, Dr. Rugg notes that there are seeds of incipient Fas- cism in this country. But nevertheless there ‘*widens before us the vista of the power for con- structive social change that now resides in the persons of a few ten thousand teachers in this country.’’ The practical suggestions involve at- tack upon non-controversial community improve- ments. Generally the community is treated as a unit, with no hint that it is apt to be divided. THE AMERICAN TEACHER Cooperatively, one and all, we are to catch the vision, enroll in discussion groups, and build the plan of plenty, thus preserving democracy. It seems significant that in Chapter X the work of several commissions of the Progressive Educa- tion Association is presented, but nothing is said about the work of the Commission on Educational Freedom. Even at that point where analysis of economic trends makes it necessary to recognize that there are ‘‘Haves’’ and ‘‘Have-Not’s’’ in our social order, the authors, in common with many Progressive Educators, thank Providence that we in America do not have class divisions as they do in Europe. Even within the field of curriculum and subject- matter, the Progressive point of view is presented with no attention to the educational funda- mentalism of Drs. Adler, Hutchins, Barr, and Buchanan, or to the forces which make such doc- trines so dangerously popular. The fallacious assumption that society will be transformed almost blithely by study, without struggle, emanates from a second basic inade- quacy. The authors seem to have the uncritical faith of the intellectual that, as Comte said, ‘‘Tdeas rule the world.’’ As Dr. Rugg envisions history, all change began with thinkers whose new ideas led painlessly to new inventions and to new ways of living. No one should deny the power ex- erted by some ideas under certain favorable cir- cumstances, but surely pure rationalism and idealism have suffered some telling blows from Kant, Dewey, Freud, and Marx. In the foreword, Dr. Rugg recognizes (in fine print) the fact that ‘‘government in our democracy is carried on by the interplay of ‘interest groups,’ ’’ but, so far as I can discover, that is the last recognition of this important fact to be found in the volume. The suggestions for ‘‘participation’’ of children and youth in community life too often come out concretely, like the suggestion in Chapter XIV, that pupils walk along the accident-proof, sus- pended observation platform, graciously pro- vided by the Ford Motor Company at Dearborn, thus penetrating into the very center of pulsating factory life. The third point of criticism concerns Dr. Rugg’s lack of faith in the common man, which seems rather strange alongside his enthusiasm for democracy and for the free expression of each individual personality. Yet he writes: ‘‘History has proved if you start a group of peo- ple equal in any enterprise and let them compete FEBRUARY, 1939 for honors, jobs, land, money, power, what-not —in a short time a few who are brighter and shrewder, more vigorous and ambitious, will have the best jobs, the best land, and most of the money and will control the others. They will be the ‘leaders’—the ‘important people’—while the mass of the group will be ‘followers,’ ‘the com- mon men,’ ‘the men on the street.’ . . . It all confirmed Darwin’s idea, providing another ex- ample of ‘the survival of the fittest!’’’ Conse- quently Dr. Rugg asserts that the conflict today is ‘‘not between the ‘Haves’ and the ‘Have- Nots,’ for the latter are docile and accept things as they are, but between the ‘Haves’ and those vigorous Persons-With-A-Social-Conscience who are troubled about the condition of the ‘Have- Nots’ and are determined to do something about it!’? The conclusion is that ‘“We’’ (presumably the few of us who are P. W. A. S. C.) dare not leave the brilliant and able members of society free to exploit the helpless masses, but ‘‘we must now impose sufficient restrictions upon them to guarantee a continuous operation of the social system and a humane and efficient division of the social income.’’ Simple, isn’t it? The fourth criticism is a corollary of the other three. Individual thought and action are stressed to the almost complete neglect of group thinking, organization, and collective action. Democracy, for this group, is nine parts individual freedom to one part common purpose. I quote again from the conclusion called ‘‘ Working at the American Problem.’’ ‘‘Indeed, if every hour of every day in every classroom in America were conducted on the rigorous criterion of integrity of expres- sion, we would thereby guarantee the protection of our unique American brand of democracy. There would be no battle at our gates, no anxiety lest our people be persuaded by the lure of the easy brilliant way (sic) of badges and banners, parades and pageants. . . . For the criterion of such behavior (intelligence and integrity of ex- pression) can be stated in one simple and blunt question: Havel stated what I really am? Have I said what J see my unique way?’’ That is the resurgence of the early doctrine of self-expres- sion, which motivated the first private schools to break from the regimentation of traditional education. It is all ‘‘I,’’ ‘‘my,’’ ‘‘me,’’ with little recognition of the problems which require us to say, ‘‘we,’’ ‘‘our,’’ and ‘‘us.”’ In the light of the denial of class interests, the faith in ideas as such, the hope for reform by 9 2 eer: paternalism, the distrust of the common man as inferior clay, and the excessive individualism, the reader will not expect to find any sympathy with the position of the American Federation of Teachers. It may be surprising, however, to find that the whole history of the development of our economic order and our democratic institutions is told with the complete omission of any refer- ence to organized labor. The word ‘‘union’’ does not appear in the index, nor, as I remember, in the volume. The positions of political parties, either major or minor, are not examined. Per- haps that is the reason why two leaders in the A. F. of T., George E. Axtelle and Bery! Parker, althongh members of the Yearbook Committee, seem to have contributed no chapters. I do won- der, however, why they did not feel it necessary to challenge such an analysis of social change. To do the volume justice, and to recognize the current achievements of Progressive Education, it is important to call attention to several other valuable contributions. Paul Hanna’s word pic- ture of ‘‘The School: Looking Forward’’ is the most exciting reading that I know in modern edu- cational literature. His suggestion that it might be better to change the name from ‘‘school’’ to ‘*Institute for Individual and Community Devel- opment’’ sets the tone for a splendid piece of creative educational writing. Miss Zachry’s chapter on growth is the best concise outline that I know, of the development of the emotional life of a child from birth through adolescence. The Mental Health of @ MANDEL SHERMAN the writer believes that a particular prob- lem of mental disease or illness exists among teachers. This paper is written, however, in the belief that the teacher’s functions are intimately related to his mental stability, to his personality, and to his emotional balance. The teacher, more than anyone else, because of the continuity of his personal relationships, can transmit either desir- able or undesirable qualities of personality to his pupils. Educators have long recognized that the selection and training of teachers have not been :2 HE TITLE OF THIS PAPER does not imply that 10 chapters by Dr. Kilpatrick include a lucid de- scription of what we mean by ‘‘the culture,’’ and the germ of his recent thought about ‘‘the self” and its relation to learning. The references scat- tered through several chapters to progressive programs now in operation in certain schools and school systems take the book out of the ‘‘mere theory’’ class and give it roots in actual practice. When all is said and done, is Progressive Edu- eation progressing? Compare this position with the pronouncements of five, ten, and fifteen years ago. What was new then has now a familiar sound, There is little or no evidence that the rapid trans- formation in world affairs has brought any com- mensurate growth in the viewpoint of the liberal leadership. In the foreword of the Yearbook, under the heading, ‘‘The Crux of the Problem,” is written: ‘‘But whatever is done must be done quickly—with great vigor and dispatch. The chief menace is lack of time.’’ Because this is desperately true, it may be that teachers should look for leadership to men and organizations which progress at a noticeable velocity, and even accelerate in times like these. Put up niches in the educational Hall of Fame for those who, in their day, helped to build what was then a new and progressive departure from the old textbook reciting. All honor to them! They even took us up to Nebo’s height and gave us a look at the Promised Land! But we’ll have to find new guides to get us there. Or even to keep us where we are. the Teacher adequate to insure the best personnel for our schools. Intelligence, education, and physical condition have been the criteria generally em- ployed in the selection of teachers. Educators have recognized, however, the tremendous im- portance of personality, emotional stability, and other non-intellectual factors in their influence upon the educational capacity of a teacher, i large part because the formalistic method of teaching only subject matter belongs to a past age. It is difficult indeed to give a precise defini- THE AMERICAN TEACHER a a Ww tv ~ —- PD mad ni- 1ER tion of mental health in a single statement; therefore the following categories are proposed: 1. A person in good mental health must be able to face problems realistically without resort to ration- alization or other subterfuges, and without evading the important elements of a problem by emphasiz- ing the non-important. 2. The mentally healthy teacher must be able to assume responsibility for his own actions and for his relationships with others. Large numbers of children and adults have never learned to assume responsibility for themselves or their personal and social relationships. This has been due to unwise training in their early childhood, with the result that when they are unable to assume such respon- sibility, they tend to blame others for their own lacks. 3. He must have sufficient emotional stability so that he will not become emotionally aggressive or retiring when he cannot have his way or when he cannot adjust to a difficult situation. He should not resort to temper tantrums or excessive anger even under intense provocation, nor should he re- sort to anxiety or worry under conditions of stress. 4. He should be able to state clearly his atti- tudes and they should be based more upon intellec- tualization than emotionalization. Education has been rightly criticized because in spite of its laud- able goals, children mature into adulthood controlled by attitudes which are based upon emotionalism and prejudice. 5. He should be able to make choices with cour- age and independence. His choices should be based upon reasoning and evaluation rather than upon impulsion and emotionalism. The person who un- derstands his problems and makes a rational attempt to solve them does not necessarily make the wise choice, but he does know the basis for it and is thus able to profit by experience. 6. He must be able to face frustrating conditions and experiences without recourse to rationalization or flight into neurotic symptoms. Psychiatrists are of the opinion that a large part of the neuroses of adults and children is due to an uneonscious flight into symptoms of disease as an escape from the frustrations which they cannot overcome or with- stand. These flights into symptoms range in in- tensity from conditions in which the individual com- plains about his well-being to the systematized neu- rotic illnesses. If the teacher ean fulfill these criteria of mental health, then we ean be sure that his in- fluence upon his pupils will be desirable and constructive, and we can also be sure that he will be able to use his information and intelli gence to their fullest extent. Many factors are involved in the develop. FEBRUARY, 1939 ment of proper mental health. It is not my purpose to discuss all of these factors but to mention several which have a direct bearing upon the role of a teacher in society. Of these direct factors, several are inherent in the social and personality growth of an individual. W. I. Thomas, the distinguished sociologist, long ago recognized given inherent drives or desires which every person attempts to attain. When these drives are not attained, personality dis- tortions are likely to occur. At times, because of the difficulty of attaining them, undesirable forms of adjustment may occur. Of these drives or desires, the quest for security and recogni- tion are the most important. The problem of attaining and maintaining security is one which is especially important for the teacher if he is to be free to devote his time and attention to the edueation of his pupils. Unfortunately this is a problem which is especially difficult for the teacher be- cause he is beset not only by economic inse- curities but by insecurities which arise from various social and political pressures. Studies of the psychological reactions of teachers have shown that they may be in constant fear of losing their positions because of their personal attitudes or beliefs. This is especially true in these times of political pressures and dangers. Suppose a high-school student asks a teacher for his opinion about a religious problem or suppose a political or economic question arises. Theoretically, the teacher should be free to respond to any question in terms of his best information and his mature judgment. Unfortu- nately, however, his feelings of insecurity im- mediately arise because in spite of all that is said about academic freedom, questions regard- ing religion, social organizations, economic con- ditions, and political affiliations are practically taboo. Not only are these questions tabooed, but the teacher is also required to maintain the attitudes dictated by those in power if he is to maintain his status of security in the school system. It may be possible to raise the standards of teaching by freeing the teacher from the pres- sure of insecurity arising not only because of his economic uncertainty, but also because he is frequently in conflict regarding his real atti- tudes and the beliefs he transmits to his pupils. The intellectual independence of the pupils re mains unstimulated when the teacher himself is in conflict and confused, and personal responsi- a er SR Hs bility for one’s attitudes is not encouraged. The pupils are thus inadvertently taught to look to authoritarian sources for their decisions. The factor of recognition also is extremely important for the teacher. His recognition gen- erally arises from his professional status and from his peculiar and important place in society. The problem of the maintenance of recognition is thus intimately related to the problem of se- curity. The maintenance of professional recog- nition can only be continued in a situation in which the professional problems are foremost and in which due recognition is given for pro- fessional training and ability. If the members of all school boards were professionally trained persons, this problem might be solved; but when school boards are made up of persons with very little educational or professional background or little social vision, the pressure upon the teacher is not for adequate educational or professional ability but for acceptance and adherence to given political, social, or educational principles. Theories about religion can be discussed no- where, communism must not be mentioned be- cause of written or unwritten laws, industrial management or mismanagement can be dis- cussed in schools only according to the current beliefs of the dominating group, and so on. In many cases the teacher’s professional abilities have relatively little to do with his promotion in the school system, and the teacher himself frequently shows little intellectual curiosity, Members of the faculties of universities know too well that many teachers enroll in courses not for the purpose of adding to their profes- sional understanding of educational problems, but merely to fulfill requirements for financial promotion or to maintain their places in the school system. Even the recent emphasis upon Master’s degrees as prerequisites to teaching in high schools has not been entirely fortunate. Instead of this requirement calling for greater interest in education, many teachers with little professional interest are selecting institutions where degrees may be obtained easily. It is obvious to anyone who has studied the psychological problems of teachers that com- munities, and school boards especially, are un- wittingly interfering with the maintenance of the mental health of many teachers because they involve them unnecessarily in insecurities and conflicts relating to problems of tenure, eco- nomic uncertainties, and political pressures. When these difficulties are removed, we shall be more sure of the best type of teachers and the best training that our pupils can receive. Democracy in N. Y. City Colleges @ ARNOLD SHUKOTOFF New York’s city colleges,’’ the Board of Higher Education under the chairman- ship of Ordway Tead is cited in the Nation’s Honor Roll for 1938. On the evening of Jan- uary 5, the day that the Nation appeared on the newsstands carrying the above citation, the New York College Teachers Union, Local 537, held a regular general membership meeting. It was the first meeting following the unfounded and unwarranted attack upon the Union in the public press. I called Mr. Tead, the chair- man of the Board of Higher Education, shortly before our meeting, and asked him whether he eared to make any statement regarding the Nation’s citation. Mr. Tead issued the following 66 Fs: INTRODUCING ACADEMIC DEMOCRACY into 12 statement: It should be a matter of gratification to the citi- zens of New York City that the efforts of our Board toward academic democracy have been recognized by the Nation. This should be a matter of gratifica- tion also to the organized teachers of the city col- leges who, through their various organizations, offered helpful suggestions toward this end. These teacher organizations acted in a splendid spirit of cooperation and the Board profited by this aid in framing the provisions that finally resulted. Mr. Tead addressed the statement to me as secretary of the Union, and empowered me to read it at the Union meeting. The statement was most enthusiastically received. For the membership recognized in it the Board’s appre- ciation of the role played by the Union in stim- THE AMERICAN TEACHER ulating consideration of the problem of democ- racy, presenting a carefully worked-out pro- gram, and arousing the staffs to support the Board’s passage of the democracy by-law when . the Board was under reactionary attack as ‘‘Com- munist-dominated’’ and as seeking to establish ‘‘soviets’’ at the city colleges. Just as those ac- tive in seeking to democratize the set-up of the University of California in 1919 were called ‘‘Bolsheviks’’ (see A.A.U.P. Bulletin, April, 1938), so those interested in the democratization of the city colleges were attacked in the press and at the colleges as ‘‘Reds.’’ The Brooklyn Daily Eagle of May 17, 1938, ran a story which was headlined: ‘‘Reds Back Plan to Reorganize City’s Colleges.’’ Various colleges and universities have experi- mented with democratic procedures but all lack the comprehensive democratic orientation of the city colleges. For the Board of Higher Edu- cation’s new by-laws not only democratize faculty organization; a functioning democracy is also established in each department. Furthermore, tenure is granted to teachers after three years of service in recognition of the fact that democ- racy functions best when citizens possess a sense of security. Shorn of unnecessary detail, the new by-laws approved by the B. H. E. in June provide for: 1. In place of department heads appointed by the president for life, the city colleges now have depart- ment chairmen elected by the permanent members of each department for three-year terms. 2. Recommendations for appointment to the staffs, instead of being made by the department heads alone, are now made by an elected committee representing the various ranks in equal number—one instructor, one assistant professor, one associate professor, one full professor, and the department chairman, ex officio. 3. Recommendations for promotion to the various ranks, instead of being made by the department head, are now made either by elected committees or other democratically functioning groups. Promo- tion to the instructorship is recommended by the elected department committee; promotion to the assistant and associate professorship by all the members of the next higher rank. Promotion to the full professorship is recommended by a committee consisting of all the elected department chairmen. 4. Decision regarding most other departmental matters, which once were the sole prerogative of the department head, are now vested in the hands of elected committees that report their recommenda- tions to the department as a whole. The by-law FEBRUARY, 1939 does not specify the exact form of organization of departments, but merely states: ‘‘ Each department may name such other committees as it chooses (in addition to the Committee on Appointment and Promotion) and shall have the fullest measure of autonomy consistent with the maintenance of general educational policy.’’ 5. The faculties, which once were limited to those of professorial rank, have now been enlarged to in- clude instructors, who acquire voting power after two years of membership in the faculty. 6. In the colleges where the faculty exceeds 100 members, a Faculty Council is elected consisting of three representatives from each department—the department chairman, ex officio, one person from the professorial and one from the sub-professorial ranks. The faculty has the right to review the action of the Council, if it so desires, and to overrule it by a two-thirds vote. 7. Recommendations made by the various depart- ments, instead of being approved or vetoed by the president, are now examined by a Faculty Com- mittee on Personnel and Budget, which consists of all the elected department chairmen, the academic dean, and the president. 8. Committees of the faculty, instead of being appointed by the president, are now elected by the members of the faculty. Instructors are now eligible for service on these committees. 9. Where no judicial machinery existed in the col- leges previously, the Faculty Committee on Per- sonnel and Budget has now been charged with the function of reviewing grievances brought to it by staff members. 10. Where staff members previously held their positions at the pleasure of the Board, members now acquire tenure of office on their appointment for the fourth year of service. Thereafter, they may not be removed ‘‘save by an affirmative vote of a majority of the members of the Board, for cause, after due notice and hearing . . .”’ In specifying the causes for dismissal, the Board includes: (a) in- competent or inefficient service; (b) neglect of duty ; (ce) physical or mental incapacity ; and (d) conduct unbecoming a member of the staff. In connection with (d), however, the by-law specifically states: ‘‘This provision shall not be so interpreted as to constitute interference with academic freedom.’’ . 7 * Any system of faculty organization is ulti- mately to be judged by its effect upon the edu- cational process. The former autocratic organ- ization of the city colleges, like any system in which power is the monopoly of the few, pro- duced grievous results. It destroyed staff mora:e by making appointment and advancement largely a matter of personal favor. It hindered the development of proper s‘ .dent-faculty relation- ships by making students subject to arbitrary treatment. It delayed the necessary revision of curriculum by making courses and the budget a football among contending departmental poten- tates. Whether the new set-up will have any permanent effects on these situations it is still too early to judge. But certain positive develop- ments have already occurred which merit state- ment. That the morale of staff, student body, and even administration has been tremendously ele- vated is incontestable. In the first elections of department chairmen held in October, compara- tively few changes were made. Of the sixty department chairmen elected, only thirteen were new; and of the thirteen, only seven involved the actual substitution of one chairman for an- other. But the sense of being able to choose one’s chairman, which was given expression in the casting of ballots, reestablished in many staff members a new feeling of self-respect and stimulated in all a valuable sense of elation. It was only a few days after these elections that a Hunter professor was interrupted in the midst of a lecture by a messenger from the dean’s oflice who handed him a telephone message: ‘‘ Meet- ing in department office, Friday at 4 p. m.’’ Shortly thereafter the same professor was inter- rupted by a second communication which in- formed him that the first message had been incorrectly transmitted and should have read: ‘*Is it convenient for you to attend a meeting Friday at 4 p. m.?”’ Perhaps, a more significant indication of how the new by-laws have affected the relationship of the staffs and administration is given by the following. The Faculty Committee on Person- nel and Budget at the City College voted to make its deliberations regarding promotions confiden- tial. Since most staff members felt this action was not in accordance with the spirit of the new by-laws, the Union initiated a campaign to secure publication of the Committee’s recommendations. Delegations visited Acting President Mead and Dean Gottschall of the City College to inquire the reasons for the decision and to protest against it. Shortly thereafter both the acting president and the dean agreed to address an open Union meeting on the whole question of the new by-laws. At the open meeting, the act- ing president announced that the Committee would convey the results of its deliberations to 14 all staff members whose cases had been con- sidered. A similar free exchange of opinion and col- laborative effort at mutual understanding has occurred between students and administration. When world peace was threatened by the devel- opments in Czechoslovakia, City College stu- dents were anxious to hold a protest meeting in the Great Hall. The matter was brought before the acting president. Instead of rejecting the student request and compelling the students to meet illegally, as had usually happened in the old days, the president expressed a_ willing- ness to cooperate in the venture. The call for the meeting was signed by student leaders, the acting president, the deans and many promi- nent faculty members; and the meeting was addressed by students, faculty, and administra- tion. Similar developments occurred at both Hunter College and the City College at the time of the Nazi pogroms against the Jews. Interest in curricular problems has also been heightened by the new by-laws. Any perma- nent member of the department may now be called upon to make recommendations regard- ing new appointments, increments, or promo- tions. If this activity is not to become a matter of barter, there must be familiarity with the work of colleagues and an effort at formulating standards. Both these developments have oc- curred. There have been extended discussions, not only at department meetings but over lunch tables, as to: What constitutes competence? How much weight shall be assigned to teaching as against research work? How is good teach- ing to be judged? What part, if any, shall stu- dent opinion play in the evaluation of teaching? And the discussions of these problems have a vitality enforced upon them by the need for arriving at practical solutions, not merely theo- retically satisfying propositions. Many depart- ments have created curriculum committees and charged them with the function of evaluating present courses and suggesting new courses. And for the first time, the opinions of younger members of the staffs are being sought and given merited place in discussion. There have also been public examinations of the whole problem. At the School of Business of the City College, a forum discussion was held for the first time on ‘‘The Curriculum of a School of Business.’’ Faculty members, a student, and the chairman of the Board spoke. It was the chairman of the THE AMERICAN TEACHER NEW AND USED FURNITURE ray - =_.! WANTED: TO TRADE ANTIQUE MAHOGANY THRONES FOR CONFERENCE TABLES Board also who suggested, at meetings of each of the assembled faculties, that the time was now ripe for a definition of the educational aims of the city colleges. There was a sudden, vivid realization on the part of the faculties that the colleges had been functioning, as most colleges do, on a largely empirical basis. There has de- veloped a definite determination to seek and find the rationale of the whole enterprise. * * * The recent experience of the New York city colleges with democracy holds implications for teachers in the elementary and high schools as well as in the colleges. Some features of the new organization are perhaps inapplicable to the schools. Where department chairmen are appointed from civil-service lists, to ask their election is probably inexpedient. But other democratic provisions may well be sought. In the high schools, the creation of depart- mental assemblies with power to legislate on most questions now decided upon solely by the chair- man is a valuable move in the right direction. Elected committees could be vested with the power to explore given problems and to report recommendations for approval by the depart- ment as a whole. Even supervision might be transformed from a private duty of the chair- man to a function democratically performed by an appropriately selected committee. In both the secondary and primary schools, provision ought to be made for a council, which would con- sist, in addition to department and division chairmen, of representatives elected from each grade or department. This council should be vested with authority to decide most questions now settled solely by principals and other admin- istrators. Faculty conferences should be changed from irregular lectures by administrators into regularly-meeting deliberative bodies: FEBRUARY, 1939 I am not suggesting exact democratic forms because conditions and set-ups vary so greatly in American schools. But there is a searching here for the means by which the autocratic power exercised by department chairmen, principals, assistant principals, ete., can be turned back to democratic bodies of teachers. The experience of the city colleges suggests that such a trans- formation is to be initiated by converting what- ever bodies now exist, such. as faculty confer- ences, into policy-making instrumentalities. This requires merely courage, initiative, and consistent activity by teachers. Few set-ups are so autocratic that the process of democratization cannot be begun within them. * * * Democratic as the set-up of the city colleges has been made, there is recognition by the Col- lege Teachers Union, by the staffs, and by the Board that further changes may be desirable. In truth, within the past few weeks new pro- cedures have been introduced as a result of Union and staff activity, though there was no specific provision in the by-laws for such pro- cedures. As adopted in June, no provision was made regarding the choice of presidents. The Union had urged even before the by-laws were adopted that a vacancy in the presidency of Brooklyn College be publicized widely and that a committee of six (three Board members and three faculty members) be created to survey the candidates. Within the last week, the Board has announced the establishment of such a com- mittee to act on the vacancy. No provision was made in the by-laws as adopted for open hear- ings on the budgets, although the Union had requested such procedure. Within the last week, after much staff and Union activity, the Board has announced that all future budgets will be submitted to open staff hearings and the present budget is open for inspection by the staffs. If education is to be a bulwark of American democracy, it must itself be an example of democ- racy in action. The New York city colleges have in this sense become a beacon light in higher education. It is not without its appropriateness to indicate that the lighting of this beacon was a joint enterprise. Without the cooperation of education, labor, and progressive government in the form of the La Guardia administration, the city colleges would still be a stronghold of Tam- many Hall, educationally and politically, The National Resources Committee of th either in our national, state, and local gov- ernments or in our personal lives. We all plan our daily programs—the housewife plans her meals and the arrangement of her table, the farmer and the businessman plan their work. Just as a family plans, or a business, so must a community plan if it is to be able to live and develop without waste in efficiency and with com- fort and beauty. Without careful planning there is no security, no stability, no assurance of or- derly community growth; there is no assurance that the inhabitants of a town, city, or state will enjoy the good things of life in the future. The most important national plan that the American people have is the Constitution of the United States. The plan of our government pro- vides a democratic form for our institutions— freedom of assembly, freedom of speech and press. Furthermore, it provides within itself the plan for making orderly changes—a neces- sity in all good plans. A plan for education was early adopted. Our ancestors wanted free educational facilities for every child. That policy was later buttressed by the netional program for the disposition of the public domain which provided that land in every township would be set aside as a kind of endowment for public education. We have long had a national land plan—the homestead policy—a notable feature of national policy. Nor is planning of our national resources new. We have had a national plan started by Alexander Hamilton to protect and foster the growth of industry. Hamilton called it a ‘‘Plan for Manufactures,’’ and its chief feature was a protective tariff. We still have such a plan for industry which culminated in the Smoot-Hawley Tariff of 1930. Today we are making amend- ments to that plan through the Trade-Agree- ments Act. We have had a national plan for public works since the days when Albert Gallatin was secre- tary of the Treasury. During recent years, public-works planning has given assurance that Prater Is NOT NEW to us in this country, 16 the projects constructed are true assets of our national economy—real investments. The National Resources Committee was estab- lished by President Roosevelt, June 30, 1934, and operates under instructions: (a) To collect, prepare, and make available to the President, with recommendations, such plans, data, and information as may be helpful to a planned development and use of land, water, and other national resources, and such related sub jects as may be referred to it by the President. (b) To consult and cooperate with agencies of the federal government, with the states and municipalities or agencies thereof, and with any public or private planning or research agencies or institutions, in carrying out any of its duties and functions. To carry out these instructions the Committee operates in several ways. It acts through Tech- nical Committees! and its staff, as a clearing- 1These committees are at present: Land, Water, Public Works, Local Planning, Industry, Science, Energy Resources. A complete list of reports put out by these committees may be obtained by writing to the National Resources Committee, North Interior Building, Washington, D. C. This list will show how the reports may be obtained and their cost. An annual Progress Report sums up the work of the Committee. THE AMERICAN TEACHER ea ne LE Ta nn 4 “") nS 4a 3 Fo oo Ms a ge tthe United States house in the federal government for the forty- five state planning boards and the several re- gional planning commissions, and also as a co- ordinator of programs for other federal agencies concerned with various resources. The mem- bership of the National Resources Committee is made up of Messrs. Harold L. Ickes, Secretary of the Interior, chairman; Frederic A. Delano, Harry H. Woodring, Secretary of War; Harry L. Hopkins, Secretary of Commerce; Henry A. Wallace, Secretary of Agriculture; Frances Per- kins, Secretary of Labor; Col. Harrington, W. P. A. Administrator, and myself. The burden of the work falls upon the Advisory Committee consisting of Messrs. Frederic wm Bnet nee ak oe oe | ok a) oe” eee = & & sr © Geet tet oo oh oa okt a 6G —S = on fo ~~ © «# @ oe SS © ro a $$ THE NATIONAL LABOR RELATIONS Board last month found the Ford Motor Cempany guilty of anti-labor practices in open and flagrant violations of the Wagner Act. The Board directed the Ford Motor Com- pany to end efforts to interfere with self- organization of its employees, to stop dis- couraging membership in the United Auto- mobile Workers, to refrain from recognizing the Ford Brotherhood of America, Inc., and to reinstate with back pay twenty-nine em- | ployees discharged for union activities. The proposed order also directed the com- pany to cease organizing or supporting “vig- ilante or similar groups,” or the members of its Service Department for the purpose ' of preventing its employees from joining the U. A. W., or any other labor organiza- tion; to refrain from “threatening, assault- ing, or beating” union members distributing literature in the River Rouge plant; and to refrain from “interfering with, restrain- ing, or coercing its employees in the ex- ercise of the rights guaranteed by the Act by disseminating among its employees “statements or propaganda disparaging or criticizing labor organizations or ad- vising its employees not to join such or- ) ganizations.” ! At the same time, the order proposed to dismiss charges of discrimination with respect to six employees. Issuance of the proposed order follows ; action by the Board on January 23 in accordance with permission granted by the Supreme Court in setting aside the original order in the case, issued Decem- ber 22, 1937. The proposed findings are based upon testimony offered at a public hearing in Detroit during July, 1937. Testimony is presented in the findings to illustrate the conclusion that the company evidenced an uneconcealed hostility toward bona fide labor organizations and fought the organization of its employees by the Automobile Workers with utter ruthless- ness. The proposed findings state that the company “. . . had made its antagonism to labor organizations so evident that no employee whose economic life is at its mercy can fail to comprehend it.” Citing activities of the Service Depart- ment, the proposed findings conclude that “within the respondent’s vast River Rouge plant at Dearborn the freedom of self- organization guaranteed by the Act has been replaced by a rule of terror and re- pression.” Culmination of company hostility against union organization, as described in the proposed findings, occurred during the riots at the gates of the Dearborn 1 plant on May 26. Temporary Ford em- , ployees, among them Detroit prize fight- ers with taped knuckles and others identi- fied as having long police records, were sue: FEBRUARY, 1939 On the Labor Front waiting at the Dearborn plant gates to- gether with regular members of the Ford Service Department. It was public knowledge that the Auto- mobile Workers intended to distribute union leaflets. They had obtained a per- mit from the City of Dearborn to pass out handbills. Detroit newspaper reporters and photographers were at hand. One of them, Victor Beresford of the Detroit News, inquired of a Ford official whether the Service Department would take any action to prevent the distribution. A negative answer was supplemented with the remark: “However, maybe some loyal employees might resent it.” Mounted police were at the seene. At a noon meet- ing of the urfion committee all its mem- bers were instructed to refrain from vio- lence; and it was decided that only women would actually pass out the handbills. That afternoon, when the attempted distribution was made, men identified as Ford Service Department employees bru- tally beat the union members, both men and women. News photographers had their cameras broken and themselves chased from the scene. The police made no real remonstrance at the violence going on before their eyes. Payroll rec- ords show that the Service Department men involved received wages from the Ford Company that afternoon. When the union group ascended a large overpass across Miller Road at Gate 4, one of the Ford gates, they were told, “This is Ford property. Get the hell off of here.” The group started walking toward the stairway. They had taken only a few steps when they were attacked. Walter T. Reu- ther, president of Local No. 174, U. A. W., and Richard T. Frankensteen, director of the union’s Ford Organizing Committee, were singled out for particular attention. Each was knocked down and viciously kicked. They were raised in the air several times and thrown upon their backs on the concrete. Reuther was kicked down the stairway, beaten, and chased down Miller Road. F rankensteen, beaten into in- sensibility for a few mo- ments, was also kicked down the stair- way. ae Rev. Ray- 3¢ mond P. San- ford, a Chi- eago minister assigned to observe the distribution by the Conference for the Protection of Civil Rights, testified con- cerning the Frankensteen beating that: “. .. @ separate individual grabbed him by each foot, and by each hand and his legs were spread apart and his body was twisted over towards the east, over to my left, and then other men proceeded to kick him in the crotch and groin, and left kidney and around the head and also to gore him with their heels in the ab- domen, or the general range of his solar plexus.” While the beatings on the bridge were taking place a street car arrived at the un- loading platform and the women carrying handbills began getting off. A number of men immediately attacked them and, calling them vile names, twisted their arms in an effort to get the leaflets. Rev. Sanford, who had walked down the stairway of the over- pass as the union women disembarked from the street car, testified: “... the girls were at a loss apparently to know what to do, and then one girl near me was kicked in the stomach, and vomited at my feet, right at the end of the steps there, and I finally shot an implor- ing glance at one of the mounted police- men, to whom I had previously spoken, and he dashed over on horseback to the west side of the fence and in a rather pleading tone, sort of ‘For God’s sake’ tone in his voice, seemed to direct his re- marks to this well - dressed gentleman in brown, and said, ‘You mustn’t hurt those women; you mustn’t hurt those women’; and I was at- tracted by the manner in 29 which he spoke, because he seemed to speak as one not having authority in the situa- tion and seemed to be pleading rather not to injure the women.” The proposed findings point out that the Dearborn mounted policemen who were pres- ent made no attempt to intervene and pre- vent violence. In the fighting which took place in the vicinity of Gate 4, William Merriweather, one of the union volunteers, was knocked to the ground while one of his assailants shouted, “Kili him,” “Kick his brains out,” “Stomp his face in.” Merriweather’s back was broken during this assault. Dr. E. M. Shafarman testified that Merriweather’s in- juries may prove to be permanent and his future earning capacity seriously impaired. Alvin Stickle, another U. A. W. member, was dragged by a Ford Service man into the plant office where Everett Moore, head of the Ford Service Department, told his captors, “Okay, boys,” and then stood in the doorway watching while Stickle was given a severe beating. The news photographers, attempting to film the riot, were shoved about and at- tacked. Bede Irvin of the Associated Press, James Kilpatrick of the Detroit News, and Albert Haut of the New York Times Wide World Photos, all had films taken away from them while standing on Miller Road. At Gate 5, a block away from Gate 4, where Reuther and Frankensteen were beat- en, similar scenes were enacted. Here the girls ran away from danger but several of the men were seriously injured. In describ- ing injuries to Tony Marinovich at Gate 5, Dr. Shafarman described the result as a severe concussion of the brain, stating that Marinovich “may suffer from attacks and dizziness for an indefinite period to come as he is now suffering. It is possible that in the course of a couple of years he might develop an epilepsy . . . his earning ca- pacity may be reduced to zero before a year is out.” Frederick Arnold, a Detroit Times staff photographer, who was attempting to take pictures of the events at the gates, at- tructed the attention of a man known as Tubby who shouted, “There is a camera- man. Get him. Break that camera.” Three men rushed toward Arnold but before they could catch him his driver picked him up. His pursuers got into another car and started out after him. There followed a wild chase of four or five miles through crowded city streets, through red lights, and at a speed of close to 80 miles an hour. Arnold sought refuge in the Melvindale Police station where his pursuers identified themselves as Ford Service men. At Gate 10 several men came out of the Service office and started taking the girls’ leaflets away from them. When Frank Hartung, a U.A.W. organizer, objected he was hit in the mouth. Asher Lauren, a Detroit News photographer, had his notes taken away with the remark, “You won’t need these.” Near Gate 1 Percy Llewel- lyn, a union member, was given a severe beating. Another union member, Ralph Dunham, was assaulted at the intersection of Wyoming and Eagle Avenues and re- ceived internal injuries which sent him to a hospital for fourteen days. 30 Arnold Freeman, a Detroit News photog- rapher, who visited the River Rouge plant two days before the riot, testified to the presence of Ford Service Department men waiting in cars at the Gate on that day. Freeman recognized prize fighters in the waiting group and was told by one tem- porarily hired Ford Service man, “We had a check and we got four to every union man that is coming out here.” Sev- eral of the Ford Service men objected to having their pictures taken by Freeman, one saying, “You know how it is. The boys don’t want their pictures taken. You know how it is.” It was admitted to Freeman that a lookout for the possible arrival of Frankensteen and Reuther had been going on for a couple of weeks. In summarizing the May 26 riot, the Board concluded that “the assaults upon union men and women on that day were part of a carefully designed plan by the Ford Company to prevent the distribution of union literature by the U.A.W. in the vicinity of the River Rouge plant.” The Ford Service Department, accord- ing to the proposed findings, has been vastly enlarged since the beginning of the year 1937. Employees seen talking to- gether are taken off the assembly lines by Service men and discharged irrespective of the wishes of their foremen. The pro- posed findings state: “With Service men present and interfering with the normal operation of the assembly lines in every department, the River Rouge plant has taken on many of the aspects of a com- munity in which martial law has been declared and in which the huge military organization, whose voice is final, has been superimposed upon the regular civil authorities.” * MORE THAN HALF OF THE EM- ployees of R. R. Donnelley & Sons Company of Chicago, the largest open- shop printing plant in the country, have already signed union cards in a unioniza- tion drive by eight printing-trade unions, H. M. Wicks, chairman of the Chicago Organizing Committee, announced. In the Chicago plant are some 4,000 employees, with nearly 12,000 throughout the country in the corporation’s various subsidiaries. Back in 1905 the company operated as a union shop, but since then has strongly resisted organization. Re- cently the printing trades undertook a nation-wide pressure campaign against publications printed at Donnelley’s. Com- mittees were set up in 200 cities. To date, Wicks announced, fifty pub- lications are cooperating with the unions, including Current History magazine, the Young Catholic Messenger, a monthly publication with a circulation of 250,000 copies, and 48 Indiana telephone books. The pressure drive is now centering around Time and Life magazines which are also printed at the Donnelley plant in Chicago. * THE PRINCIPLE OF COLLECTIVE bargaining is vital to the maintenance of the present social system, Secretary of Agriculture Henry A. Wallace declared in a radio address. “Businessmen aided by the device of the modern corporation, have been acting collectively for a long time. Farmers, cooperating through their county con- servation and cooperative marketing asso- ciations, are now on their way to gaining equivalent bargaining power. Workingmen are acquiring equivalent bargaining power through labor unions.” BECAUSE OF ITS RECORD OF IN- dustrial espionage, the Railway Audit and Inspection Company has been denied renewal of its license as a private detec- tive agency in New York State. Protests against renewal were made by the State Federation of Labor, the regional C, I. O. office, the American Civie Liberties Union, the International Labor Defense, and the Workers’ Defense League. Many labor-spy organizations such as the Railway Audit Company were un- covered in investigations by Senator La Follette’s Civil Liberties Committee, whose activities may be limited this year unless Congress appropriates new funds. INSIDE NEBRASKEA’S $10,000,000 capitol building, labor lawyers at- tacked the state anti-picketing law before the supreme court while the second unicameral legislature prepared te con- vene. But striking truck drivers, affili- ated with the International Brotherhood of Teamsters, Chauffeurs, and Stablemen and Helpers, A. F. of L., stole the show. Reinforcing the arguments of their attorneys, determined union men paraded around the building and through the cor- ridors carrying placards. Marchers were met with shouts of encouragement on all sides. Police arrived immediately after the picketing started but did not attempt to interfere. A decision on the law which was passed in 1921 is expected shortly. Should the law be declared constitutional, organized labor will demand that it be repealed by the present legislature. * THE NEW YORK STATE LABOR RE- lations Board announced the certifica- tion of the Schoo] and Library Employes Union, Local 74, Building Service Em- ployes International Union, an A. F. of L. affiliate, as the sole collective bargaining agency among custodial workers in the schools of New York City. The action of the board was in accord- ance with the result of an election in which 2,384 custodial employees partici- pated. * THE ADVISORY COUNCIL AP- pointed to study the Social Security Act recently recommended additional benefits for 14,800,000 persons under the law’s provisions. The council also rec- ommended that payments be increased es- pecially to aged wives, widows, and chil- dren, and that the federal government assume one-third ef the total costs. Under these recommendations nearly 2,000,000 employees of private non-profit religious, charitable, and educational in- stitutions would be covered; also 400,000 seamen, and 400,000 employees of national and state banks. THE AMERICAN TEACHER oa an THE CONTRIBUTORS MERLE Curt! is a member of the faculty at Teachers College, Co- lumbia University. ! JEROME Davis is president of the American Federation of Teach- ers. JOSEPHINE JOHNSON, a well-known novelist, won the Pulitzer prize several years ago for her book, Now in November. Parricia KILLoRAN is a star reporter on a Hollywood newspaper. Ernest O. MELBy is dean of the School of Education at North- western University. CHARLES E. Merriam is head of the Department of Political Science at the University of Chicago. ALEXANDER SANDOw teaches at Washington Square College, New York University. MANDEL SHERMAN is in the Orthogenie School at the University of Chicago. ARNOLD SHUKOoTOFF is chairman of the Committee on Academic Freedom of the A. F. of T. Orpway TEaD is chairman of the Board of Higher Education in New York City. GOoDWIN WATSON teaches at Teachers College, Columbia Univer- sity. WILLIAM W. WATTENBERG is director of publicity of the A. F. of T. and teaches at Chicago Teachers College. In order that the AMERICAN TEACHER may serve as & medium for the discussion of the educational problems of today, the contributors are not necessarily expressing the policies of the American Federation of Teachers. The AMERICAN TEACHER Official Organ of THE AMERICAN FEDERATION OF TEACHERS 506 South Wabash Avenue, Chicago, Illinois Organized April 15, 1916 Affiliated with the American Federation of Labor Editor, Gzorcz T. GUERNSEY Consulting Editor, Kermit Esy Editorial Board MeERceDEs L. NELSON Irvin R. KvENZuI Mary J. HERRICK GrorGE E, AXTELLE President JEROME Davis Secretary-Treasurer Irvin R. KvENZLI Vice-Presidents Mary J. Heerick Lita A, HUNTER ALLIE B. Mann MeERcEDES L. NELSON Pau. W. PREISLER JOEL SEIDMAN Stanton E. SMITH Doxry A. WILKERSON Groree E, AXTELLE HAROLD CHAPMAN Brown JouN D. Connors MIcHAEL J. Eok ARTHUR ELDER Mrs. Mary Fo.tey GrossMAN C. J. HENDLEY — FEBRUARY, 1939 Textbook of the Year... CENTERVILLE Paul R. Hanna . . Genevieve Anderson . . Wm. S. Gray Beryl Parker in the January, 1939, issue of The American Teacher says: “CENTERVILLE is different, not merely be- cause it depicts a rural community, but because that com- munity is the dynamic organism, the chief character, and the real hero of the book . . . sociology and economics and civics become meaningful to children of eight to twelve years in the elementary school.” CENTERVILLE is the first primary-level book to focus upon the dynamics of social living in the American com- munity. It is Book Three of the ial-Studies division of the Curriculum Foundation Series. aj wi ~ —_ (l = [.*-) TOD "fo % Ni inn # =) nae ° r m ° For information about Centerville write to SCOTT, FORESMAN AND COMPANY Chicago Atlanta Dalles New York SPECIAL OFFER for FEBRUARY Issue of "™™ AMERICAN TEACHER We shall be glad to send this issue of the AMERICAN TEACHER to any 10 teachers in the United States for the special price of $1.00. If you have 10 or more friends who would like to see the magazine, fill out the blank below and return it with $1.00 for each group of 10 names to: The AMERICAN TEACHER, 506 8. Wabash Ave., Chicago, Il. we ewe ee ee wm ew em wm em wm em wm wm wm ew ew ew eH ewe wm www ew we ww ew ew ew ew Ke Please send the February AMERICAN TEACHER to the attached list of names for which I enclose $ in payment. Signed : Street : City : State: WHAT EVERY WELL INFORMED TEACHER SHOULD KNOW The How and Why of the A. F. of T. The following publications answer in convenient form questions concerning the aims and organization of the American Federation of Teachers. They are well suited for distribution to prospective members. Samples will be sent on request. —_—»——- Information about the A. F. T. 25c¢ per hundred Six Major Purposes 25c per hundred Can Teachers Unions Be Called Out On Strike? 25c per hundred Why I Am a Member of the Teachers Union 35c per hundred Six Reasons for Joining the A. F. T. (Jerome Davis) 25c per hundred Questions and Answers 35c per hundred The Historical Setting of the A. F. T. (Ruth Gillette Hardy) 35c per hundred Why I Am Glad to Be a Member of the A. F. F. (Goodwin Watson) 35c per hundred . The Constitution of the A. F. T. (Correct as of Oct. 1, 1937) $2.00 per hundred A Program of Action for Classroom Teachers $2.00 per hundred . A Critical Evaluation of the A. F. T. (Aileen W. Robinson) 50c per copy Accomplishments of the A. F. T. 60c per hundred Teachers Should Organize (Frank Baker) $2.00 per hundred . A Golden Opportunity (Irvin R. Kuenzli) $2.00 per hundred . Facts $2.00 per hundred . Organized Leber and the Public Schools (Irvin R. Kuenzli) 75¢ per hundred Power—Participation and Union Organization (Elmer A. Benson) 50c per hundred A Challenge to Class-Room Teachers (Blotter) $1.00 per hundred The National Union of Teachers of land (Elsie V. Parker) $1.00 per hundred —— ORDER BY NUMBER FROM AMERICAN FEDERATION OF TEACHERS 506 SOUTH WABASH AVENUE CHICAGO, ILLINOIS sons What one Issue , of Consumers Union Reports can do for you 4. Guide you to a “Best Buy” in a Rapio- PHONOGRAPH combination, perhaps save you a considerable sum by pointing out which instruments ranked highest for tone a= 4 and faithfulness of reproduction and whic may be expected to perform more satisfac- torily than other instruments of the same general type in the same general price range. (Pages 12 to 16.) Tell you by brand name which Ham Dyes are most effective, which may cause serious skin disorders, which are relatively ineffec- tive, how to find out beforehand whether A — brand will harm you. (Pages Show you why industrial or “Five-and- Dime” Lire INSURANCE has been called “the one 11) life insurance wrong.” (Pages 10 an a Give you the results of laboratory tests for the comparative value of 25 muslin and per- cale SHEETS, show you how by buying a “Best Buy” brand instead of a “Not Ac- ceptable” one you can save 40c¢ on each sheet, and tell you what to look for on sheet labels. (Pages 21 to 24.) Tell you what sales items in the annual de- partment store “Clearance,” “White,” “Fur- niture,” and ‘“‘Baby” sales you are most apt to make genuine savings on and which of o-— —_ are apt to be frauds. (Pages 26 o 29. List for you the names of the patent medi- cine preparations which contain the drug the Food and Drug Administration is now tak- ag against and about which it says: “There is now no doubt that this drug has been responsible for numerous deaths.” (Page 29.) Warn you of the hazards of home dry clean- ing, warn you against investing in certain types of saving plan associations now mush- rooming around the country, and show you how a few simple habits in caring for your electric irons, floor lamps, toasters, radios and other electric appliances may save you ose repair jobs. (Pages 7 to 9, 31 To: CONSUMERS UNION of U. &S., Inc. 17 Union Square W, New York, N. Y. Send me CONSUMERS UNION REPORTS for one year and the 19389 BUYING GUIDE when it ap- pears. I enclose $3. I agree to keep confidential all material sent to me which is so designated. 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Paul B. Parker, president of the local, spoke at a joint meeting of the Antioch College professors and the Yellow Springs teachers in January. He discussed “Democ- racy and the Teachers Union.” YAHOVAL NVOMAWNV FHL A MODEL TENURE BILL with local conditions. tures of the bill. such contracts shall contain. any of their rights. Enumerates in full not only the grounds for demotion. may be extended. zens generally. another superior officer. sion. “wProvides that complainant may La superior court. mission for each county. The Model Bill Bureau of the A. F. of T. has completed its draft of a model bill on tenure, bills, and is having copies sent to all locals about the middle of February. Locals are urged to make a careful study of this bill and to consider at once the advisability of introducing it in their respective states, amending it, of course, in conformity Inquiries concerning the bill should be addressed to the Chairman of the Model Bill Bureau, Dr. Ross Thalheimer, 5603 Roxbury Place, Baltimore, Maryland. The following table presents some of the characteristic fea- Some features of the A. F. of T. Model Tenure Bill which are either unique or distinctive Grants virtually the same rights to both per- manent and probationary employees. Exception is made only as regards the length of the correction-period. See Section 7.) Not only requires boards to enter into written contract with employees (as do several tenure laws), but specifies fully the provisions which Explicitly prevents employees from waiving dismissal (as do several tenure laws), but also Defines not only the conditions under which salaries may be reduced (as do several tenure laws), but also the conditions under which work Makes provision not only for dismissal, demo- tion, and reduction of salary (as do several ten- ure laws), but for all other penalties as well. Explicitly excludes discrimination, in the im- position of any penalty, because of race, creed, religion, marital status, organizational affiliation or activity, or the exercise of any civil or other right which may be exercised lawfully by citi- Provides that in certain cases an employee shall receive a written warning 30-90 school days prior to the issuance of the board’s dis- missal or demotion order, and shall be given an opportunity to serve 30-90 school days under Provides that the initial hearing shall be held, at the option of the employee, before the educa- tional board or before an independent commis- ither the employee or the 1 from the initial decision to the court of common pleas and then to the Establishes an educational arbitration com- the third in its series of model States whose tenure laws con- tain features which are either the same as, or clesely similar te, features of the A. F. of T. bill. Pennsylvania (Note: Pennsylvania Pennsylvania the grounds for None None New Ohio Union Program Maps Legislative Action An eight-point legislative pro- gram was adopted by the execu- tive committee of the Ohio State Federation of Teachers at its January meeting. The program calls for the fi- nancing of the Foundation Pro- gram on a pay-as-you-go basis; the redemption of the $12,000,000 in outstanding deficit certificate notes over a period of years with the state assuming the interest charges, and the approval of the discontinuance of ear-marking of certain tax revenues for specific expenditures provided that no de- partmental exceptions to this principle to be made. Further, the program calls for a request to the Retirement Board to maintain a 4 per cent interest rate on the Teachers Sav- ings Fund and to maintain a schedule of annuity rates based upon the interest rate of 4 per cent, and opposition to the assess- ing of $1.00 annually as a con- tribution to the Expense Fund. The committee also urged amendment of the present cer- tification law to eliminate the Board of School Examiners and to limit the power of the state ~ EXTRA Additional copies of Part Il of this issue of the AMERICAN TEACHER may be obtained from the National Office at the rate of $1.00 per hundred cop- ies or $5.00 a thousand. Fill out this order blank and dis- tribute the newspaper to all schools in your area. COPIES Name Address City of Part II o issue of the A TEACHER. the February MERICAN CALIF. OFFICIAL A. F. OF T. MEMBER Lieutenant-Governor Ellis Patterson, who was swept into Office by the united backing of organized labor of California, is a member of the American Federation of Teachers, Local 61 (San Francisco). —— LL TS director of education to revoke teaching certificates, voted en- dorsement of a non-partisan state board of education, and endorse- ment of legislation which will re- duce the 65 per cent requirement to a majority vote for the passage of bond issues and tax levies. The final point on the legislative pro- gram is tenure. The state federation also has prepared a list of school-book publishers whose publications are printed in union and non-union shops. R.O.T.C. Unit Defeated Mrs. Mary D. Bradford, 83 years old and a long-time leader of pro- gressive education in. Kenosha, Wisconsin, is included in the So- cial Frontier Honor Roll of 1938 for her leadership in the cam- paign to defeat a plan to install an R.O.T.C. unit proposed last Spring. P Heads Credit Union Vernon Sigler, president of the East Chicago Teachers Federa- tion (No. 511) has been named president of the East Chicago Teachers Credit Union. The union, an independent organization, is composed mainly of members of the local Teachers Association. " WPA Locals| in National Conference A National Negotiating Com- mittee to deal with the Works Progress Administration on a na- tional basis was set up at the first national conference of W.P.A. locals in Washington, D. C., on February 10 and 11. Attended by 20 delegates rep- resenting 13 locals from all sec- tions of the country, the Confer- ence named the following members to the new committee: Martin Fields, Philadelphia, Pa. (No. 474); Phil La Gana, Yonkers, N. Y. (No. 572); Ida S. Taylor, Washington, D. C.; and Laura Liebman, presi- dent of the New York City Local (No. 453) and head of the national W.P.A. Organizing Committee of the A. F. of T. Seek Transfer Delegates also voted to set up legislative committees in all locals to obtain community support in the fight for President Roosevelt’s $150,000,000 deficiency appropria- tion, and to coordinate its plans with the Workers Alliance and other trade unions. Delegates agreed to exert all pressure for the bill at the deficiency sub-com- mittee of the House Appropria- tions Committee, headed by Clif- ton Woodrum. Delegates also were instructed to work for the transfer of the education projects to the Depart- ment of the Interior, through con- tacts with local sponsors and state departments of education. In the absence of Col. Francis C. Harrington, W.P.A. administra- tor, delegates met with Mrs. Flor- ence Kerr, director of professional and service projects; Dr. Louis K. Alderman, director of the emer- gency education program, and other W.P.A. officials. Delegates Named Problems discussed with Mrs. Kerr included continuation and expansion of the education and recreation projects; working con- ditions; and labor relations. The proposal of transferring the education and recreation projects to the Department of the Interior is already being considered, Mrs. Kerr told a committee. Total delegates present included Joel Seidman, of New York City, national vice president of the A. F. of T.; John P. Boldhuf, Toledo, Ohio (No. 550); Carl Harm, Cleveland, Ohio (No. 448); Anna Mae Brady, Chicago, Il. (No. 346); Helen Asberg, Min- neapolis, Minn. (No. 496); Clar- ence Nichols, Yonkers, N. Y. (No. 572); Herbert Wheeldin, New Rochelle, N. Y. (No. 191); and William J. Kent, Denver, Colo. (No. 559). Others were Vera M. Barnes, Washington, D. C.; Sonia Podjar, Philadelphia (No. 474); Phil La Gana, Yonkers, N. Y. (No. 572); Ida S. Taylor, Washington, D. C.; Thomas F. Higgins, Plymouth, Pa. (No. 575); Saul Gutter, Plym- outh, Pa. (No. 575); Dorothy S. Srrunge, Washington, D. C.; Mar- tin Fields, Philadelphia, Pa. (No. 474); Maurice K. Wheeler, Bos- ton, Mass. (No. 441); Albert K. Ertel, Williamsport, Pa. (No. 535); and Hy Silberman, William Lev- ner, and Laura Liebman, of New York City (No. 453). Williams Named on Labor Paper Staff Professor Mentor Williams, of the Ann Arbor, Mich., Teachers Local (No. 284), is a member of the board of editors of a new local liberal labor monthly, Washtenaw Progressive, sponsored by the Ann Arbor Trades Council. Professor C. N. Wenger, pro- fessor of English in the College of Engineering, University of Michi- gan, and a former president of the local, is on a sabbatical leave in Europe where he is studying the contemporary literature of AY, A. F. of T. Protests Budget Slashes in Pennsylvania quate educational facilities, the Pennsylvania Federation of Teach- ers recently addressed a letter to Governor Arthur H. James urging him not to slash educational funds in his proposal to trim the budget $118,000,000. . Citing a report by the Andrews Commission on School Costs, the letter quotes its chairman, Hiram Andrews, who said, “Pennsylvania has still a long way to go before it provides what is reasonably re- garded as an adequate education for all of its children of school age.” This same report, the letter points out, recommended that the state increase its financial support for the schools. While Pennsyl- vania appropriates only $16.00 per pupil for state aid, New York gives $50.00; Michigan, $41.50. and Texas, $32.70. Further facts cited by the union letter from the report show that Pennsylvania is twenty-seventh on the list in percentage of pupil en- rolilment in secondary schools. Fifty-five per cent of the school districts are without secondary schools of any kind. In conclusion the letter says, “Finally, we urge you to weigh judiciously your desire for budget balancing against the very press- ing immediate needs and the state’s increasing responsibility to train adequately its future citizens in order that they may intelligent- ly defend the principles of our American Democracy.” New U. S. Bills (Continued from page 1) bar married women teachers from provisions of tenu “acts. There is also : of a movement to re-estab- lish dual standards in salary schedules. The Executive Council warns against this movement and urges all its locals to fight for equal rights to women in all tenure bills. 2. Social security. There are comparatively few states that have established and maintained adequate retire- ment laws for teachers. The Executive Council urges all local groups to study the problem of retirement and to propose and urge enactment of laws to set up good retire- ment systems. Where good retirement laws are in effect it is important to protect them in every way from un- wise amendment or unsound financial manipulation. The National Legislative Com- mittee is preparing an analysis of tenure bills and will submit with this a proposed model bill to the locals. We shall similarly prepare material on retirement systems for the guidance of the locals. The National Legislative Committee through the AMERICAN TEACHER and special bulletins, as required, will instruct the locals on the matter of campaigns, na- tional and state, for the further- ance of this program. We shall be glad to assist you in arly way in helping to achieve our legis- lative aims for 1939. “Negro ve. Fascism” in H.T.U. News The December issue of the H.T.U. News, publication of the. Howard University Local, contains a fine article on “The Negro Pointing out the state’s inade- - Al Chicago Board Reinstates Cook CHICAGO, ILL., (NO. 1). Teach- ers throughout Chicago hailed a significant A. F. of T. victory on February 3 when it was an- nounced that Raymond M. Cook had been restored to his position on the faculty of the Chicago Teachers College. This action brings to a close a fight that began sixteen months ago with the sum- mary demotion of Mr. Cook and Mr. Lyle Wolf to high-school in- structorships. A partial victory had already been gained last sum- mer when Mr. Wolf was re-in- stated. The dismissal of Cook and Wolf was a particularly vicious example of interference by high admin- istrative authority, since their departmental chairman, the presi- dent of the college, and the as- sistant superintendent in charge were all ignorant of the impending removal until it was made. Su- perintendent Johnson himself signed the transfer orders and has made all the public statements in attempting to justify them. To followers of academic free- dom cases, these statements have presented a familiar pattern of uniformly specious and occasional- ly reckless attempts to becloud the issue. Just as no warning was given of the dismissals, no trial or hearing was granted during the time that the two college instructors remained in _high- school posts. The first explanation given to the press, and the only statement which made the dismissal an academic freedom case, was to the effect that the men had used their position as college instructors to undermine and sabotage the program of the school administra- tion. No amplification or slightest evidence was ever offered in sup- port of this statement. On _ the contrary, letters from college students poured into the news- papers denying all charges. Chang- ing tactics, the superintendent then informed a P.-T.A. gathering that Cook and Wolf were in- competent; this in spite of high efficiency marks which the men had uniformly received under two college presidents. Later, in cor- respondence with the protesting City Club of Chicago, it was main- tained that the work for which the instructors had been assigned to the College was now abandoned. It was promptly pointed out that the courses referred to had been abolished many months previous to the dismissal, that the dis- missal was made weeks after a new semester had started, and that two uncertificated substitute teachers were immediately placed in charge of the classes which the men had been meeting. The dreary recital of charges and refutations need not go further. It has always been clear to the entire membership of Local 1 that Raymond Cook was fired from the Teachers College in order to frighten him out of filing a lawsuit against Superintendent Johnson and the Board of Educa- tion. It has been a source of pride to the membership that Mr. Cook had the courage to proceed with the filing of the suit (which in- volved the disputed principals’ ex- amination of 1936) within a week after his dismissal. It is equally clear that his temerity in taking this legal action has been the rea- son for the long delay in rein- stating him on the faculty of the now greatly expanded Chicago Teachers College. Publicity Notice The Publicity Committee of the American Federation of Teachers is making a collection of various types of material published by our locals. These materials will be analyzed and used in preparing detailed sug- gestions to aid all locals. Ex- amples of the following, are ee ba id PRIEST PRAISES UNION “If I were a school teacher, I would favor a teachers union in order to improve teaching and working conditions. If I were a schoolmaster, as most of you are, I would be tremen- dously interested in social jus- tice for myself, my fellow teachers, my fellow workers, and my fellow Americans. I would want to belong to a teachers union because the United States, whose welfare we pledge to advance, is in dire need of education touching on the subject of labor and labor unionism. American labor his- tory is a most inspiring portion ef our American history.” Father Boland, chairman, New York State Labor Re- lations Board, to the Buffa- lo Teachers Union, Local 39, October 22, 1938. Keeney-Rowe Case to Appear in Pamphlet The National Academic Free- dom Committee—chairman, Ar- nold Shukotoff of New York Col- lege Teachers Union (No. 537)— is planning to publish a pamphlet on the Keeney-Rowe case of the Montana State University. Pro- fessor J. P. Rowe (Local 479), who was put on month-to-month tenure at the time Professor Keeney was dismissed, has been restored to permanent tenure. Professor Keeney’s case is be- ing considered by the Supreme Court of Montana and a decision is expected soon. The Academic Freedom pamphlet will sum- marize four previous violations of academic freedom at Montana State University. Other important cases being conducted by the National Academic Freedom (‘ommittee are the Herbert Cole case of Trenton, N. J., and the closing of New College at Columbia Uni- versity. Cole is president of the New Jersey State Federation of Teachers and has been denied his permanent teaching certificate. He has been teaching in Trenton for six years and previously taught for three years in Ohio, the last as a principal of a high school. A copy of the report of the work of the National Academic Freedom Committee for the last five months may be had by writ- ing to 235 Fourth Ave., New York City. Springfield Union Defeats Plan for Proposed Pay Cut A decided victory for the Spring- field, Ill., Teachers Federation (No. 601) was achieved recently when the local board of education dropped its plan-to urge teachers to accept a two weeks’ cut in salary following protests by the union. The action was interpreted by members of the local as the first official recognition of the union by the board of educations The board originally proposed the plan as a means to overcome a deficit of $45,000 which is facing the community. Another board proposal, which has been accepted by the union, calls for the issuance of teacher orders in payment of salaries. The Springfield Federation of Labor is backing two candidates for the board at the April elec- tions. The Teachers Federation is the central body working in supporting these candidates. —___—_——— —_ THE AMERICAN TEACHER N. Y. Loeal Will Mark First Year The largest college teachers union in the world, Local 537, New York City, will celebrate the first anniversary of its found- ing with a luncheon at the Hotel Astor on March 4. Speakers for the occasion will be President Frank Graham of the University of North Carolina and chairman of the Southern Conference for Human Welfare, and A. F. Whitney, president of the Brotherhood of Railway Trainmen, largest of the railway brotherhoods with a membership of 150,000. President Whitney’s subject will be “A United Labor Movement.” Because of his appointment to the position of Deputy Commis- sioner of Welfare of New York City by Mayor La Guardia, Clif- ford T. McAvoy, vice president of Local 537 and its representa- tive to the Central Trades and Labor Council, has resigned from the Union. Upon resigning McAvoy said, “There is no more vital and im- portant force in American edu- cation today than the American Federation of Teachers, of which the College Teachers Union is the local representative among the college and university people. The College Teachers Union has done admirable work in its one year of existence. The organiza- tion of 1,000 college staff mem- bers as participants in the labor movement is of greatest impor- tance in the present drive to pro- tect democracy against the fascist forces which have already sup- pressed free inquiry in the uni- versities of the free countries in which they have seized power.” W.P. A. Local Balks at Fingerprinting W.P.A. Local (No. 453), New York City, was successful in its campaign to maintain luncheons for 90,000 children during the Christmas week. The Department of Welfare had planned to suspend the Child Nutrition Project during this period. The local is also con- ducting a campaign against the fingerprinting of W.P.A. educa- tional workers. President Laura Liebman pre- sented the Union Brief for grant- ing of experience credit for work done on the W.P.A. Education and Recreation Programs to an open hearing of the Board’ of Educa- tion. Local 453 has printed a new bulletin, “A Union Program in the A. F. of L. Tradition,” which may be secured by writing to 28 West 3lst Street, New York City. Editor Named George Guernsey, editor of the AMERICAN TEACHER, was made a member of the executive board of the Federated Press at its annual meeting which was held in Chicago February 10. The Federated Press is a news asso- ciation serving principal labor publications and metropolitan newspapers throughout the coun- try. }Dr.. Samuel ,Urner, WHY I “A strong, intelligent, and “My observation is that the most educational institutions.” movement is essential to the continuance of political and eco- nomic democracy. That is why I have sought affiliation with the New York College Teachers Union. “The criticism is made that the Teachers Union has in it persons who are unreasonable, who are sectarian in outlook. No doubt this is true. I have found the same true of the Methodist Church, the Republican Party, one or two patriotic organizations to which I belong, and true also of certain educa- tional organizations with which I have affiliation. To resign from such an organization or to refuse to have anything to do with it because it contains persons who are unreasonable is simply to show defeatism. Educators of all persons ought to do their best to bring elements of tolerance and reason to those who may be intolerant and unreasonable. That is one of the prime functions of educators. cratically run than most churches, most political parties, and Professor Clyde R. Miller, Teachers College, Columbia, in submitting his application for membership in the A. F. of T., December, 1938. JOINED democratically organized labor Teachers Union is more demo- Tarr Elected Mr. Burton E. Tarr, former legislative representative of the Uniontown, Pa., Local (No. 517), was recently elected to the State Legislature in Harrisburg. The Philadelphia Local (No. 192) publishes a list of firms un- fair to organized labor in each issue of its bulletin. Ellis Roberts, teacher in the G.A.R. High school and member of the Wilkes-Barre local (No. 577), was elected president of the newly formed Pennsylvania State Federation of Teachers. Named to Congress Lee Geyer, former president of the Los Angeles Local (No. 430), was elected to Congress as rep- resentative of the Fourteenth Dis- Teachers Union In Action LOCAL 431 GROWING The Cambridge Union of Uni- versity Teachers (No. 431) re- ports a total membership of 205, marking an increase of more than 100 members. The local is now the second largest college local in the country, with New York in the lead. Repeal Michigan Oath The Michigan Federation of Teachers is urging the repeal of the teacher oaths, a program in- augurated during the administra- tion of Governor Frank Murphy. Because of. the loyalty oaths, union members point out, Michi- trict. local at its January meeting ; City College, . ac oe. * 2 : ~~ Winifred Betts, for the past elg years editor of the California Classroom Teacher, vice presi- dent; Marjorie Hay, secretary; Ruth Hitch, treasurer; Sarah Becker, program chairman; Jo- seph Goldberg, welfare commit- tee chairman; Harry Shepro, legislative chairman; Laurens Mason, chairman of the educa- tional policies committee; and Harold Orr, publicity chairman. President Urner has been draft- ed as the temporary chairman of a group of delegates from pro- gressive organizations in Los An- geles to select candidates for the Board of Education. Tenure Laws Sarah T. Walsh, chairman of the National Tenure Committee of the A. F. of T., requests that copies of all tenure laws pro- posed by locals be sent to her at 2315 Delancy St., Philadelphia. The National Committee will be glad to render assistance in bills proposed or in amendments that appear during the course of pas- sage. The Committee would also appreciate recommendations from locals concerning the phases of tenure which should be studied. Local Hears Gunther John Gunther, noted foreign correspondent and author of the best seller, Inside Europe, spoke before the St. Paul Federation of Teachers (Local No. 28) at the People’s Church on February 2. “Pioneers”; New Educational Quarterly The Professional Problems committee of Local 192 (Phil- adelphia, Pa.) has published the first issue of a new quarterly publication, the “Workshop for Progressive Education.” Sub- scriptions, which cost $1.00 for four issues, may be sent to The Workshop, Room 101, 311 S. Juniper St., Philadelphia, Pa. The January issue contains the following articles: “Democ- pr Pear We Build”; “Spelling Through Cooperative “Break. Ceaparatnes “Going to See”; jee”; “Government ‘by the People’”; “Neighborhood Problems Vitalize cratic Letter’”; “A New Approach te Ancient History”; “Demo- Organizations—In Ranks”; “Bulletin Boards Go English”; ““Take a Demo- New officers elected by the |: 13 pan teachers whe suffered the cc atute, teach have’ 'b a wy thee - boards to administer the oath in. accordance with exact require- ments of the law. During Governor Murphy’s ad- ministration, repeal of the oath was approved unanimously by the state senate, but was defeated in the house by five votes. Both Governor Fitzgerald and the state superintendent of public instruction are on record as fa- voring the repeal of the act. Davis Tours President Jerome Davis will conduct his annual “Town Hall in Europe” trip which will include visits in 11 European countries and interviews with some of the leading government figures. The itinerary of the trip is planned so that A. F. of T. members will be able to return in time for the na- tional convention. The trip will start on Juné 27. Persons inter- ested may secure more informa- tion by writing to the Bureau of University Travel, Newton, Mass. Local 474 Works Against W.P.A. Layoffs The Philadelphia W.P.A. Local (No. 474) has been active in the “‘uoT}BONpe JOJ urupe pue ‘uot? SUIUIZIUOD SUOT} sno1suinu apeul x. 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[etseds 9a14} a4} pue sfooyos Arepu PAE AR a te PI. ABD ve Trade Unions Fight for Better Schools by Irvin R. Kuenzli Secretary-Treasurer of the American Federation of Teachers HERE IS no more thrilling story I in the development of our great nation than the part organized labor has played in building the public- school system of America. A little more than a century ago organized workers fought, bled, and many died in the fight to secure educational fa- cilities for the children of the poor as well as for the children of the rich. In those early days education itself was a controversial matter and many of those who could well afford to send their chil- dren to private schools argued that uni- versal public education would tend to “make servants insubordinate to their masters.” Those who first advocated free public schools were called radicals and anarchists. Today public education is generally rec- ognized as an essential and integral part of the structure of our democratic society. The educational philosophy expressed in the first convention of the American Fed- eration of Labor in 1881 has become an embodiment of our national philosophy. In this convention the American Federa- tion of Labor declared, ‘“‘We are in favor of the passage of such legislative enact- ments as will enforce, by compulsion, the education of children; that if the state hes the right to exact certain compliance with its demands, then it is also the right of the state to educate to the proper understanding of such demands.” No large and responsible organization in America today dares openly to attack the principle of public education support- ed by general taxation. Every citizen of the nation is dependent upon the public schools to produce a society in which he may be guaranteed the right to life, liberty, and the pursuit. of happiness. Candidates for public office speak in glow- ing terms of their loyalty to the public schools. Enemies of education no longer directly attack education itself but at- tempt to undermine the financial struc- ture of the public-school system. Labor Re New Demands on the Schools As America has passed from the pio- neer day of the log cabin and ox cart to an age of unprecedented mass produc- tion and streamlined automobiles and airplanes, education has been faced with new problems. As declared by the American Federation of Labor in its last convention: “Labor recognizes that the “changes in our contemporary society have made new demands on the schools. The simple one-room school is no longer adequate. Today education is one of the major functions of the state. The more com- plex our democratic society becomes, the greater the need for education as a pro- tection for democratic government. The spread of totalitarianism is accompanied by a suppression of knowledge, the com- plete subservience of the individual to the state; democracy demands the dif- fusion of knowledge and the training of the citizen for a full and free participa- tion in the affairs of society. Labor is alert and is thus vitally concerned to see that funds allocated for school pur- poses are efficiently and properly ex- pended, and that the school program re- flects the genuine needs of the com- munity.” Education has, therefore, become a national matter as well as a local and state matter. Rapid transportation has created a highly transient population. THE AMERICAN TEACHER Published monthly except June, July, and August by The American Federa- tion of Teachers, 506 S. Wabash Ave., Chicago, Tl. EDITOR George T. Guernsey EDITORIAL BOARD Mary Herrick, Chairman Mercedes Nelson George E. Axtelle CONSULTING EDITOR Kermit Eby Subscription: $2.50 per year—For- eign, $2.60. The boy of the hills of Kentucky may be the lawyer of Chicago tomorrow. Mr. George Googe, one of the members of President Roosevelt’s Advisory Com- mittee on Education recently declared: “The American Federation of Labor, my friends, was the first group in Amer- ica to demand that the federal govern- ment give federal aid to education...” “We are confident that at the next session of Congress there will be estab- lished the principle of federal aid to edu- cation, distributing the federal funds on the basis of need, not on the basis of the abilit:: of communities and states to pay, because members of the American Federation of Labor and any other true believer in public education knows that discriminations in opportunity for educa- tion of the children of this country must be wiped out if democracy means any- thing in America. If democracy does mean anything in America, it means that our children, no matter in what section of the country they may be so fortunate or unfortunate as to be born, shall be entitled to equal educational opportunity. This proposed legislation which has the President’s approval in principle will place aid to the school system on identi- cally the same basis as federal aid in the construction of highways. National Educational Problems Must Be Integrated “Highways are important, my friends. This government of ours has_ spent through federal aid hundreds of millions of dollars annually for the construction of highways, and it is high time that we put children on the same plane. The Committee on Education at the last convention of the American Federa- tion of. Labor declared in its report on the subject of federal aid for education: “With the changes through which our nation. grew-. from world colonies to a world power!- together with unparalleled technical change revolutionizing our work customs and standards of living, has come need for adapting our practices in deal- ing with public and social problems. A nation even with far-spread boundaries has been able to integrate its public life by rapid transportation and quick com- munications even with mass groups. A nation functioning as a unit naturally thinks of its educational problems as of national concern and is mindful of the necessity for maintaining equal educa- tional opportunity for all the citizens of this democracy. Education lays the basis for overcoming economic and social handi- caps in backward states. Only federal grants can overcome existing obstacles in those areas where average incomes are lowest. With this fundamental thesis the American Federation of Labor is in full accord. We are equally convinced that federal grants should in no way interfere with local determination of local educational policies. The Advisory Com- mittee’s recommendations rést upon. this premise also, leaving to the states the determination of what is a public edu- cation institution as well as control over educational policies.” A. F. of L, Urges Adequate Vocational Training The American Federation of Labor is deeply concerned with the basic philos- ophy of vocational education as related to federal aid. So important is the prob- lem of providing adequate vocational training, free from political control, that it is probable a separate bill will be in- troduced making specific improvements in the Smith-Hughes Act and subsequent acts, and providing proper safeguards against industrial exploitation. The new program of vocational education will tend to eliminate federal control of vocational education and place a larger responsibil- ity on state departments of education. With the decentralization of control in the field of vocational education it will be- eome necessary for the state of Illinois to provide proper safeguards in the use of vocational funds. It has been argued that strict and detailed specifications should be handed down from Washington in order to protect the vocational schools of Chicago from political domination. To Education in the Forty-eight States. Payson Smith, Frank W. Wright, and associates. - Organization and Administration of Public Education. Walter D. Cocking and Charles H. Gilmore. State Personnel Administration: With Special Reference to Departments of Education. Katherine A. Frederic. Federal Aid and the Tax Problem. Clarence Heer. Principles and Methods of Distributing Fededal Aid for Education. Paul R. Mort, Eugene S. Lawler, and asso- ciates. The Extent of Equalization Secured through State School Funds. Newto Edwards and Herman G. Richey. Selected Legal Problems in Providing Federal Aid for Education. Robert R. Hamilton. Vocational Education. John Dale Rus- sell and associates. Vocational Rehabilitation of the Physi- cally Disabled. Lloyd E. Blauch. The Land-Grant Colleges. George A. Works and Barton Morgan. ADVISORY COMMITTEE PUBLICATIC ONS Library Service. Carleton B. Joeckel. Special Problems of Negro Education. Doxey A. Wilkerson. The National Youth Administration. Palmer O. Johnson and Oswald L. Harvey. Educational Activities of the Works + Progress Administration. Doak S. Campbell, Frederick H. Bair, and Oswald L. Harvey. Public Education in the District of Columbia. Lloyd E. Blauch and J. Orin Powers. Public Education in the Territories and Outlying Possessions. Lloyd E. Blauch. Education of Children on Federal Res- ervations. Lloyd E. Blauch and Wil- liam L. Iversen. Educational Service for Indians. Lloyd E. Blauch. Research in the United States Office of Education. Charles H. Judd. Entoremniion as * which studies have been By 5 — BN mig from the ucation, North In- terior Building, Washington. D.C the Superintendent of Documents, U. S. Gov- ernment Printing Office, Washington, D. C. .. or from Nation's Public School System In Dire Need of Federal Aid (Continued from page 5) the children served on the basis of their religion or of the school of their en- roliment. It would therefore seem that if schools are to broaden their functions beyond instruction, they may be called upon to make their non-instructional services more widely available. This is a matter which the Committee thought should be left to determination by the states and should not be foreclosed by the federal government. Other Services to Be Offered at States’ Discretion The Committee also recommended that states using part of the federal grants for books, transportation, and scholar- ships be authorized, if they wish to do so, to make such services available for the benefit of pupils attending both pub- lic and non-public schools. The states would determine in every case the con- ditions, if any, under which they would make these services available for pupils attending privately controlled schools. It was assumed, of course, that if the states did decide to make any or all of these services available to such pupils, they would do so through public agencies. No funds would be turned over to private institutions for expenditure. One of the most compelling factors to which the Committee gave consideration in formulating its recommendations was the practice now prevailing in a num- ber of states which permits the provision of reading materials or transportation for pupils attending non-public schools. It seemed to the Committee that to prohibit the use of federal funds for such services would be a particularly unwarranted en- croachment upon the authority of the states when in some cases they had al- ready decided to use their own public funds for such purposes. The Committee was fully aware of the importance of the issue of federal con- trol. It faced the issue frankly and discussed it in a thoroughly rational spirit, yet on the basis of deep convic- tions. In the course of the Committee’s stud- ies, every member became convinced that some federal aid is essential if education- al services throughout the country are to be brought up to a minimum adequate level. Every member also became con- vinced that if federal grants are made, there must be a limited amount of fed- eral control, directed primarily at hon- esty and legality, ir. the expenditure of federal funds, On the other hand, every member of the Committee was convinced from the beginning that local control of the actual administration of schools has value that it is imperative to retain at all costs. The problem was to arrive at a plan of federal aid to the states consistent with these convictions, one which would recognize both sides of the problem— (1) the safeguarding of the funds to ure that they would be spent purposes for to as- for the which appropriated, and (2) the preservation of local control over educational policies. In preparing its plan, the Committee therefore gave careful attention to audits and reports and to the procedure by which the allocation of funds among the states and within the states would be determined. In connection with these matters it recommended that the author- ity of federal officials be restricted to the barest essentials. It then went on to ad’ one of the most vital paragraphs of the report: “In order that local initiative and re- sponsibility may be maintained, all fed eral action should reserve explicitly to- state and local auspices the general ad- ninist-ation of schools, control over the processes of education, and the determina- tion of the best uses of the allotments of federal funds within the types of ex- penditure for which federal funds may be made available. The federal gov- ernment should in no case attempt to contro] the curriculum of the schools or the methods of teaching to be employed in them. In those fields, however, it should carry on research and make the results widely available.” Education to Be Improved at Crucial Points The report of the Advisory Committee on Education deserves public attention. It is the result of the mature thinking of twenty-one representative Americans. Most of them were not even acquainted with each other when they first met. Without hope of financial gain and with- out any assurance as to how the product of their labors would be received by the President, the Congress, or the public, they labored together over a period of months until they reached a degree of unanimity which no one would have con- sidered possible in the beginning. The program finally formulated and recommended by the Committee provides means by which federal aid can be so applied as to improve education at the crucial points where it is most in need of improvement. The program is designed to help the departments of education in the various states to perform their functions with increased efficiency. It attacks directly what is the greatest need of the edu- cational systems of the states, namely, the need for better prepared teachers. It provides a stimulus for the correction of the obsolete organization of school districts in many rural areas, which has come down from a period when communi- ties were isolated and transportation was of a primitive type. It puts the larger share of federal aid where it is most needed, in the parts of the country where the child load is heavy and the financial resources are small. Finally, the entire program has been constructed with the utmost respect for, and a desire to make more secure, the . autonomy of the states and localities in the administration of their schools and the determination of their- educational » PublicSchools U, S. Editors Most Interestec Must Educate - for Democracy by Goldie Ervin Chairman of the Educational Policies Committee of Local 192 N THIS DAY OF the heroic struggles I of the people of Spain and China, the infamous Munich betrayal, and the growing waves of anti-Semitic and anti-Negro propaganda, the cry of all democratic-minded persons is, “What can I do to ward off this force that has de- stroyed democratic rights and privileges in large sections of the globe, and whose aim. is to hurl the world into fascist bestiality?” The American teacher asks herself not only, “What can I do,” but also, “What is the task of the public school ?” Clearly in our United States, founded on the principles of democracy, the public school must serve as a train- ing ground for democratic living. And the teachers of America must be the bulwark against the infiltration of ideas foreign to our basic ideals. J. W. Studebaker, commissioner of education, sounded the keynote when he said: “Edu- cators today are challenged as never be- fore to deal realistically with this ini- quitous blood theory which poisons the springs of civilization. The answer to barbarism has always been enlighten- ment. And this is still the answer. Importance of Democratic Procedure Is Stressed The members of the Professional Prob- lems Committee of Local 192 realized that only in a school system where dem- ocratic procedure is exhibited daily be- fore teachers and pupils is it possible to develop a respect for democracy, and so they set for their task the calling of a conference of teacher organizations to discuss democratic participation. As a result of a series of conferences and panels the teachers of Philadelphia be- gan to plan ways to democratize their classroom activities. The Professional Problems Committee realized that these experiences should be put into concrete form and so they decided to publish The Workshop for Progressive Education. Early in the year we felt the necessity of setting up a special committee on democracy. This committee program is to bring before the teachers of Phila- delphia the necessity of teaching racial and religious tolerance through: 1. Vital changes in school curricula 2. Establishment of forums 3. Radio programs ° 4. Issuing of holiday letters As a result of this meeting Dr. Louis Nusbaum, acting superintendent of schools, issued a very fine statement in regard to the celebration of Armistice Day. “In the guarding of these funda- mental ideas which lie at the basis of American life, the public-school systems throughout the country are faced with a vital and ever-increasing responsibil- ity. It is not sufficient to count and re- count our blessings, important as that may be. There must be developed a dynamic attitude, even a militancy, in the matter of holding fast our spiritual inheritance both for ourselves and for our children. Our chief danger lies in the direction of the growing intol- erance for groups whose only offense may be a difference of race, creed, or of social status. Radio Broadcasts Dramatize Program A few weeks after this meeting a series of radio broadcasts dramatizing each week the contributions of the va- rious racial groups—Negroes, Poles, Ital- ians, and Jews—was started. American schools need a firm and new educational policy, the core of which must be democracy. The American Fed- eration of Teachers should through its locals give leadership in communities throughout the United States for school programs that will foster -racial, reli- gious, and political tolerance and the democratic method. _ by the National in Committee Finds Labor Second Topic by William W. Wattenberg Member of the National Educational Policies Committee UGGESTIONS FOR LOCALS re- S garding topics in which public in- terest is high are the result of a survey now being completed by National Educational Policies Committee. It is recommended that these topics be made the subject of meetings, talks be- ‘ore labor unions and civic organizations, radiv programs, anc magazine articles. Replies to letters of inquiry sent out Educational Policies Committee show wide interest in discus- sions o* how our schools may contribute to the solution of crucial issues. A form letter was sent to a number of publica- tions in all sections of the United States which appeaied to specific groups. The letter described the campaign being launched by the Educational Policies Committee, asked for suggestions as to questions with which articles should be concerned, and inquired as to whether the publication would be interested in publishing such articles. Affirmative re- plies were received from thirty-seven periodicals, representing a reader audi- ence of over 4,000,000. As editors view the contemporary scene, what are the crucial issues with which teachers should be concerned? Somewhat surprising is the fact that edu- cation, itself, was the topic most fre- quently mentioned. The publications seem to feel that their readers are “up ‘n the air’ concerning development in the schools. There appears to be wide- spread dissatisfaction with traditional schooling, and especially with that phase preparing students to understand the contemporary world. Other uently Mentioned Topi The second most frequently mentioned topic is labor problems. Several editors want to know what schools are now teaching concerning organized labor, and they want our views concerning what the schools could be doing. The next most frequently mentioned subjects cluster around the central theme of making democracy work. Specific items under this head are: dealing with propaganda, avoiding fascism, fighting religious and racial intolerance, the nature of democratic procedures. Other topics mentioned by editors are: consumers’ problems, apprenticeship training, peace, enriching everyday life, cooperatives, relationships between farm- ers and labor, using our productive facili- ties, moderation in use of alcohol, politics, health, and social legislation. Excerpts from some of the letters will show the enthusiasm which greeted the announcement of the Educational Policies Committee campaign and the helpful spirit in which specific suggestions were advanced. From the International Typographical Union, came the following thoughtful comment: “Your letter was laid aside so that I might give the matter some thought. I realize the important position our teachers hold with regard to the educa- ‘ion of our children. It does seem to me that there is more room for some guidance as to the mechanics of our democratic form of government while teach’ g, of ceurse, would necessarily have to fall short cf any particular po- litical activity. “It seems to me also that there is great need for considerable stress to be laid on the matter of accepting or es- tablishing a code of ethics with regard to the consideration of controversial matters which are to be handled by the vote of the people. The Union, official organ of the Cen- tral Labor Union and Railroad Brother- hoods, declared: “We .. . feel that your efforts are of considerable worth. While it is pretty the POLICIES COMMITTEE This page is devoted to the work of the Educational Policies Committee which is now a little more than a year old. Other ar- ticles relating to the important work which this committee has been doing can be found in the November and January issues of the AMERICAN TEACHER and in the September-October issue of the newspaper. Wanda Taesch- ner, chairman of the National Educational Policies Committee, will appreciate reports from the various locals on the work they are doing. hard to say which topic would be best for you to prepare, we think that such subjects as the part Labor has played in formulating the present public-school system, outlines of apprenticeship train- ing, current events and modern history applied to the labor movement, the one- sided educational systems prevailing in the totalitarian states, consumers’ prob- lems, and general adult education would be the most practical.” An old friend of the A. F. of T., Kenosha Labor, which has materially as- sisted the young Kenosha Teachers Union, wrote: “We should like to see the American Federation of Teachers foster a discus- sion of: (1) How United States pro- ductive facilities may be adequately util- ized to provide a comfortable standard of living for every family; (2) How edu- cation itself can be protected from con- tinuing curtailment as the American economic system continues to contract; (3) How .the principles of* democracy, including free speech, tolerance, etc., can be extended to economic relations and protected in the political sphere; (4) How education may be freed in so far as possi- ble from its formalism and made a vital thing to adults as well as children.” The Federated Press replied as fol- lows: “The program of the American Federa- Education, Survey Shows Summarizes Study in A. F. of T.’s Poll tion of Teachers for stimulating discussion sounds good indeed. “To interest the labor unionist (by far the majority of Federated Press readers are members of unions) the best bet would be subjects that apply directly to his own problem. There was a group of editors, whose readers often are victims of prejudice or discrimination, who answered somewhat as did the American Hebrew: “The American Hebrew of course is interested mainly in the promotion of better understanding between Christians and Jews, and thus any discussion of the most practical method of achieving such understanding would be of prime importance to us.” Interest in education, as such, was ex- hibited in such letters as the following, from the Philadelphia Tribune: “What the public needs to know, as I see it, is what the public-school sys- tem, from the senior high school down, is attempting to do for youth; how the Finally, from the National Child Labor Committee came a suggestion which will be immediately applauded by any dele- gate who attended the banquet at the last annual convention of the American Federation of Teachers: “It might also be interesting to have a couple of articles by senior, and per- haps junior high-school students, ex- pressing their own ideas of what they want and how it should be done, with full freedom on their part to be critical of education as now presented to them.” Our locals will be rendering an im- portant public: service if, in their own localities, they follow the suggestions made by editors. In many cases, they will find local publications willing to give publicity to well-prepared articles. Public meetings on the topics listed and along the lines recommended can increase our effectiveness in establishing a democratic procedure for the making of educational policies. This is the big job ahead of us; for the welfare of school children, we must do it well. New York Local for Greatest Aid by Irving Adler Chairman of the Educational Policies Committee of Local 5 HE ACTIVITIES OF the Educa- tional Policies Committee of Local 5, New York, will culminate in the Annual Conference and Luncheon sched- uled for April 29. In ten forums being held simultaneously, 3,000 teachers will meet with representatives of parent, stu- dent, labor, and civic organizations to discuss the key problems of education for democracy today. The climax of the Conference will be the presentation of the first annual Teachers Union Award to a person who has made an outstanding contribution to the practice of education for democracy. At the present time the Educational Policies Committee does its work through four sub-committees. The Elementary School Committee or- ganized a conference on “The Child and the Curriculum” at the beginning of the school year. At present this com- mittee is contributing considerably to the success of the activity program ex- periment in the city through its popular courses on “The Activity Program” and “The Child and the Curriculum.” The High-School Committee, last year, made a study of the relationship be- tween the vocational and academic schools. It recommended measures to eliminate the distinction between the two types of schools and to improve the curricula of both. This year, through conferences with Associate Superintend- to Give Award to Democracy ent Ernst, through meetings with the high-schooi Union groups, and through a seminar during the spring term, it is encouraging curriculum revision on the basis of a critical evaluation of curricular trends of the past. The Social Studies Committee, co- operating with leaders of other teachers associations, is working on a proposed four-year social-studies syllabus. The Committee on Labor Courses is now beginning its third successful semes- ter, offering courses on “The American Labor Movement” and “The World Since the Great War.” The Educational Policies Committee has about fifty teachers active in its sub-committees. Through conferences, courses, articles in the New York Teach- er, and meetings of school Union groups, it seeks to “implicate the people and excite their interest in the problems of democratic education.” Our work for the future will be guided . by three objectives: 1. To stimulate participation by all teachers in the curriculum-revision move- ment. | : 2. To combine curriculum revision with those administrative and budgetary advances without which the best cur- riculum would be smothered to death. 3. To arouse widespread popular sup- port for needed changes, so that through united efforts for the realization of a unified school-improvement program we may make our schools strongholds of advancing democracy. A. F. of L. Backs Federal Aid for Education| by WILLIAM GREEN, President of the American Federation of Labor WV ORE THAN A CENTURY AGO our nation declared for a pub- lic-school system. Organized labor was a leader in that move- ment. Workers of that day wanted equal educational opportunities for their children who were to become the voters of the next decades. Organized labor is again at the head of a movement to provide the means to make possible equal educational opportunities for all in conformity with the best standards. As a nation we have to think of our citizens as a whole, not as citizens of the several states.. Workers move freely from one state to another following their jobs or seeking employment. No state or section can be sure of a uniformly educated citizenry unless there is uniformity of opportunity throughout the nation. Federal allotments to states where low local incomes have deprived children of educational opportunities equal to those of more prosperous states are essential for assuring anything like real equality of educational opportunity as a basis for democratic government and way of life. A legislative proposal for this purpose was introduced in the last session of Congress and will be considered in the coming session. This measure follows recommendations of the President’s Advisory Committee on Education which came into being as a result of Labor’s demands, Mistakes and abuses with respect to vocational education roused our indignation to petition for redress. The result was an Advisory Committee on Vocational Education which found it im- possible to make recommendations with regard to that field without considering all of education. The President widened the scope of the Committee’s inquiry and made it responsible for recommenda- tions for the whole field. In the main, Labor concurs in the Com- mittee’s findings and in sponsoring the bill to put them into effect. We have drafted amendments which follow the directions of our last convention. In general these amendments would insist upon the same democratic principles for federal relations to public schools as we have found necessary for local schools-representative citizen control. For the administration of federal grants to the states there should be a citizen board or commission to advise the Commissioner of Education just as there are local school boards all over the coun- try. For the federal administration of vocational education, there should be a federal advisory committee consisting of equal repre- sentation for labor, employers, and vocational educators with similar committees at every administrative level within the states. Such committees, truly representative, are necessary to keep vocational education constantly serving workers in a changing industry. Labor believes federal aid to state educational plans is the most important move toward real equality of educational’ opportunity for all. Grossman Urges Support of U. S. Bills (Continued from page 1) How shall we preserve legislative gains that we have made in social, labor, and educational legislation, how press for- ward for further enactments? One thing is important to know—the programs upon which the various new legislators in Congress compaigned. This in order that we may press them to uphold those programs. Another thing we must know is the definite needs of our people in the various states for specific legislation. The program for 1939 has been out- lined by the Executive Council at its meeting in December. To what extent do you, as an individual, your local, and your community, feel the necessity for a sound federal aid law, a sane pro- gram on health, decent labor laws, social security, and protection of civil liberties ? If you will indicate to your representa- tives and senators on the basis of their election promises and your community needs, your desire for good legislation, they must respond. You received within the last week some important suggestions on legisla- tive action. In the last issue of the AMERICAN TEACHER a program on fed- eral aid for January was outlined. Have you as an individual acted on these sug- gestions or seen to it that the responsible committee in your local has taken ap- propriate action? Will YOU assume re- sponsibility for it now? We list again the important needs and call your attention to the program for February listed else- where in this issue. 1. Have your Central Labor Union in- dorse the Federal Aid Bill. Reach as many individuals, unions, parent-teacher groups, etc., as pos- sible with a description of the Fed- eral Aid Bill and get action from them to the House and Senate Com- mittees. Have your City Council, your State Legislature memorialize Congress to pass the Federal Aid Bill. Write to your State Senators and to Senators Alben W. Barkley and El- bert D. Thomas that the La Follette Civil Liberties Committee be con- tinued with an adequate appropria- tion. Your Comment Welcome The American Teacher will welcome your comment on the articles appearing in the current newspaper sup- plement. This is the second time this year that the newspaper format has been used in addition to the regular magazine publisehd each month. giadly~ Federal Aid Bills Are ‘Must’ Legislation, Says A. F. Whitney by A. F. Whitney President of the Brotherhood of Railway Trainmen RGANIZED LABOR is united be- O hind the national program of federal aid to education. We sup- port the program unsolicited for we are in the habit of being in the vanguard in the educational movement. We unionists are proud that America’s first labor movement was the outstand- ing champion of the public school system. We are prot that labor sponsored the land grant €olleges after the Civil War; proud that labor supported laws com- pelling school attendance; proud that labor led the move for free textbooks; stimulated the program for vocational education; contributed to the adult edu- cation movement; is now cooperating in the extension of workers’ education; and, finally, has brought into the fold of the organized progressive movement of America many of our teachers and pro- fessors, who, because of their status as union members, have more security and better tenure of employment. Why, you may ask, are workers de- voted to the cause of extending educa- tional opportunities to all sections of the population? The answer was given 100 years ago by the workers of Pennsyl- vania, who asserted: “All history corroborates the melan- choly fact, that in proportion as the mass of the people become _ ignorant, misrule and anarchy ensue—their lib- erties are subverted, and tyrannic am- bition has never failed to take advan- tage of their helpless condition ... Let the productive classes, then, unite for the preservation of their free institutions, and by procuring for all the children in the Commonwealth Republican Educa- tion, preserve our liberties from the dangers of foreign invasion or domestic infringement . . , Our government is re- vublican, our education should be equally so. It is not without significance that where freedom no longer rings, there trade unions are abolished and education relegated to the Dark Ages. In Hitler- land the aggressive labor leaders were killed outright or tortured in concen- tration camps; the best of German litera- ture was burned or segregated from the “Aryan” stuff. A “German” physics was substituted for a “Jewish” minor official in a slaughter-house be- came Rector of the University of Berlin. And with what result? William E. Dodd, Jr., who made a first-hand study of the conditions in Nazi universities, gives us these findings: “In 1924 the total spring registration in the universities was 69,300. By 1931 it had grown to 131,000. In 1933 when the Nazis seized power, it was 130,000. But by the winter of 1935 it fell to 77,000 and 76,800 in the spring of 1936. Thus fascism drives German education back to pre-war standards.” We can apply the lesson learned from these happenings overseas to America today. The call for increased federal grants to the various school systems must be answered. The Federal Aid to Education Act of 1939 is “must” legis- lation. Government spending in this di- rection is right in line with the Presi- dent’s recovery program. Let no one be startled by any mani- festation of vigorous opposition on the part of the Liberty Leaguers and their reactionary cohorts, out to cancel the people’s mandate of 1936. We expect fascist-minded individuals to oppose much-needed improvements in our edu- cational. system. But this time no fili- organized buster must thwart us. For labor is united eight million strong be- nind this program. 1. The American Teacher . Jan.-Feb. 1937, pp. 6-9. . March-April 1937, pp. 16-17. . March-April 1938, pp. 13-17. . May-June 1938, p. 9. . Sept.-Oct. 1938, pp. 1, 6, 7. . November 1938, pp. 9, 10. The National ‘iation Journal 1, Jan. 1937, p. 2. 2. March 1937, p. 69. 3. May 1937, p. 133. 3. Report of the President’s Ad- Education Asso- FEDERAL AID READING REFERENCES visory Committee on Education. 4. Hearings on S419 (1st. session, 75th Congress) before the Senate Committee on Labor and Educa- tion. . N.E.A. leaflet entitled, “Federal Support for Public Education.” This is an excellent summary of the most relevant points; it is obtainable free, even in quanti- ties. . Research Bulletin of the N.E.A. of January 1937 entitled, “Financ- ing Public Education.” science. A Trade Unions Led Fight for Schools (Continued from page 6) demand such standards from Washington for the sake of Chicago is to admit that Chicago and the state of IMinois are un- able to handle local school affairs and to protect the schools from political ex- ploitation. The American Federation of Labor at its last annual convention at Houston, Texas, pointed out the important service which Union teachers may render. “We recommend that the American Federation of Teachers endeavor to de- velop a plan of cooperation between its members in the vocational fields and the local committees on education. Teachers can materially assist in help- ing the workers’ committees, upon which workers are competent to speak as ex- perts, with technical aspects of education. Your Committee recognizes the import- ant service which organized teachers, in cooperation with labor, can play in pro- tecting the schools from political control and in providing proper standards of edu- cation.” The total amount of money allocated for public education in the proposed bill is pitifully small. Citizens, unaccustomed to thinking in terms of federal expendi- tures, are confused by sums running into millions. The bill provides a sum of $40,000,000 for public schools in 1939 in- creasing to $140,000,0C0 in 1945. These figures seem like tremendous sums of money. Yet the total amount per citizen in the United States is only approximate- ly 30 cents to $1.10 per year. Recent studies indicate that the annual bill for crime and delinquency is 15 billions of dollars; and that criminal tendencies in children often result from over-crowded classrooms, unsanitary conditions, inade- quate equipment, lack of vocational guid- ance, and maladjustment to antiquated curricula. It is estimated that 200,000 children now in the public schools will be in- mates of prisons in a few years. If fed- eral aid could reduce the crime bill by 1 per cent, the saving would be larger than the largest amount specified in the bill for 1945. The bill to be presented to Congress, by freeing employees in state depart- ments of education from political control ~ and placing them under the merit sys-— tem, should make possible definite’ progress in reducing crime and delin- quency in all the states. We of the preser.t generation can be none too proud of the chaotic society we have produced in America. Let us give the children of today every facility for correcting the mistakes we have made” and for building a more_ prosperous ma- _ tion tomorrow.