New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1915-02-16
Assistant to Aldermanlc
President Wants to
Hear Both Sides.
ADMITS SYMPATHY
FOR DEMOCRACY
Professor Cattell, In Recent
Article, Urges Teachers to
Stand Together.
By HENRIETTA RODNAN.

interviewed Leo Arnstein, an as
sistant in the Office OF the President of
the Board Of Aldermen, Yesterday on
conditions in the schools. had heard
that Mr.. Arnstein's advice might be
asked on the revision Of the educs-
tional section of the charter.
The interview lasted for an hour.
as there any reason" I asked. why
the teachers in the public schools
should not have as much self-govern-
ment as the convicts have in Sing
Sing"
Just what do you mean" asked Mr..
Arnstein.
why should not the twenty thou
sand teachers in the New York public
schools have the power TO Judge Of
fences committed by teachers, and 10
adapt the curriculum 20 the special
needs OF the children in the different
schools"
"Are you convinced that the teach
ers would use power over conditions in
the schools for the good Of the chill
drcn. and not TO further their own in
terests >" Mr.. Arnstein questioned.
40 you mean that il we had self
government we'd do less work than we
would if we were bullied?" | asked.
Don't the teachers, through their
organizations, work especially for bet
ter conditions for themselves" said
Mr. Arnstein. .
"But isn't our lack of responsibility
for the general welfare of the schools
the very reason why we keep thinking
about ourselves" | demanded.
Doesn't the splendor Of democracy
lie in the fact that it puts upon each
the responsibility for the welfare OF
all? Isn't it through taking such re-
sponsibilty that we grow up? Aren't
YOU keeping the teachers children =
what can We do?" asked Mr.. Arm
stein
"Why not put self government for
teachers in the educational section Of
the charter" I suggested.
Don't you think you could trust
small and therefore very carefully Sc
lected Board of Education to develop
democracy in the schools without espe.,
cially providing for it in the charter =
A man came in just then and the IN
terview ended. At the door Mr.. Arm
stein said:
II believe I'm in sympathy with your
ideas" he said; "but, OF course, | must
hear the other side"
DR.. Linville on Free Speech.
81 am not persuaded that it would be
advisable under the present system OF
superior and subordinate to grant TO
teachers the right to speak freely con-
corning the conditions that surround
them in their daily work. Even if those
conditions were much less serious than
thew are, any statement concerning
them would almost surely imply un-
favorable criticism of a principal. The
principal ia in possession of effective
means of retaliation, for no teacher
who has had trouble with his principal
can look forward hopefully toward pro-
motion.
Furthermore, the harassing Of a
teacher may continue without legal
check until his spirit is broken, for the
bylaws do not provide for. charges
being preferred by subordinate
against a superior.
at may be long time before our
point of view in the administration or
the schools changes enough to enter
tain the lesson that might be learned
any day from the way the SWISS man.
age their schools.
aside from the fact that the schools
of Switzerland are among the best IN
the world, the administration OF them
is upon a dmocratic basis. In The
Canton Of Zurich two of the seven
members Of the controlling body, called
the Educational Council, are teachers
selected by the whole profession OF
teachers of the canton. Teachers are
also represented on the less important
educational administrative bodies of
the canton. Thus, through democracy,
cooperation is possible, and freedom
Of speech comes as matter of course.
If the teachers of Switzerland find the
conditions under which they work i'm
possible or their officers overbearing,
insolent, brutal or inefficient they have
a voice in changing these conditions or
officers for better ones
Prof. J. Mex. Cattell on Free Speech.
Teachers in all our schools must
stand together in defence of the RICH.