The daily worker. [volume] (Chicago, Ill.) 1924-1958, 1926-06-30

TN addition to the teachers duty "a.
4 instructor Of the children, she is be-
coming increasingly overburdened
with clerical work; more and more
statistical reports, psychological and
intelligence tests, which mean vast
amount of clerical work in the finding
of the children's intelligence quo
tients, numerous types of records and
age and residence reports, health and
attendance reports, etc.
TEACHERS have no security of ten
i ure. After high school, normal
school, passing examinations, observa-
ton and practice teaching, the teacher
must serve three years on temporary
license. If she receives satisfactory
ratings from her principal and super
visors, she gets permanent license
after that period. The fear of unsat-
isfactory rating means docile, timid
teacher afraid to assert her rights.
Tammany in 1925, in an economy
campaign" cut down on evening
school expenses, fred many evening
school teachers who depend on even
ing school to make decent incomes
and consolidated evening classes,
making classes of 100 and over, with
students standing in the overcrowded
rooms.
The insecurity of tenure Of the
evening school teacher can only be
equalled by that Of the substitute
teacher who works by the day any
where possible, for $500 per day, who
suffers from the school holidays, who
is out of a job so often for lack of
vacancy. But insecurity of tenure
falls most on the thinking, independ-
ent teachers. BENZ. Glassberg was
expelled for telling the truth about
Soviet Russia.
The Lusk laws were responsible for
many prosecutions. Both of the old
parties are partners in these crimes.
1t was the democratic party that drove
Glassberg out; it was the republican
party that passed the Lusk laws; both
parties carry out the educational pol
icy of their class-the capitalists.
TEACHERS must learn the lesson
4 that many other workers have al
ready learned. They must organize
and fight for the right to a de-
cent standard of living and to a voice
in the determination of their working
conditions and the running of the
school system. To run away from the
profession as many dissatisfied teach
ers do is no solution; other fields Of
work are subject to the same autoc-
racy. Nor can the individual teacher
rebel against intolerable conditions;
dismissal will follow. The only way
out is organization. The beginnings
of such organization already exist.
The Teachers Union should be sup
ported by all teachers.
MOREOVER, the teachers, as en-
AEA ployes of the city, must realize that
the city and state governments,
whether republican or democratic,
have not considered the interests of
the teachers. And both republican
and democratic politicians obey the
commands of their capitalist masters,
the big corporations and real estate
interests, who say: LESS taxes, more
economy at the expense of education"
THE teachers must act together with
= their class, the class of labor. The
organized labor movement helped the
teachers at Albany; it is labor that
will benefit from better schools and
better and more satisfied teachers.
4 The Teachers Union, which has been
in the vanguard of the teachers move
ment, must take it's place in support
of the movement for Labor Party.
Thru labor union and Labor Party,
side by side with the workers, the
teachers will be able to get an an
swer to their many grievances, and
be in a position to provide real edu-
cation for the children.