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The Commonwealth. (Everett, Wash.) 1911-1914, February 21, 1913, Image 1

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Persistent link: http://chroniclingamerica.loc.gov/lccn/sn84025731/1913-02-21/ed-1/seq-1/

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10,000 Circulation and
Twice a week issue
by June 1, 1913
5o per copy. $1.00 per year.
The Highest Grade of Education Will Be Best Possible investment For the
Future Commonwealth. Education Is Essentially Scientitic Labor
The American Woman Believes That the
Children of the Race Should Be Edu
cated and Have a Chance to Grow Into
Strong Moral Men and Women. ' •
INCENTIVE!
It has boon said repeatedly by supporters of the capitalist sys
tem that (meter socialism there would Ie n>> imvntive to do one's
i:..r wag (-worker today knows that the low wages, and the
conditions under which he must earn them do not create an incen
tive for oil task - greater effort on his part only in.Tenses the profits
for his master and adds nothing to his own. How there could !>o
less incentive under any system of government than there is now, is
beyond the comprehension o( the writer.
Consider, briefly, a few points concerning our school system.
Every conscientious teacher in the public schools of this and every
other state, knows the countless hours of labor that must be spent
marking papers, averaging grades, making reports, etc., etc. All of
this must be done outside of school hours and for it there is no com-
*"** iMIHp
. j^^^j^^^^^^^ Mltttt —^ ■■ matam
Frances C. Sylvester.
pensation. Is it any wonder that many teachers slight that part of
the school work? '"Why should they do it? Much of it is merely
form any way, and only another kind of drudgery and grind.
Another source of inspiration (?) is this: When a teacher has
increased the actual teaching day many hours, throughout the course
of a year, by utilizing the minutes before and after school, and dur
ing the noon intermission, (and for which she is not paid), yet if
this teacher should UNAVOIDABLY absent herself from school, or
from a most tiresome teachers' institute for one-half day, she promptly
learns two things: 1. That her salary has been discounted for the
month in which the absence occurred 2. Not for the one-half day
missed, but for two-thirds of a day. What becomes of the difference
between the half day's salary and the two-thirds? Some one please
answer. If this appreciatin of one's earnest efforts would not in
spire one to noble things, pray tell what would! The wonder is that
those who claim to be educated are so stupid as not to realize the
tremendous power they have if they would only organize. They
would be the masters of the situation. Yet no class of persons is
slower to join efforts for better conditions than are teachers. One
might just as well try to organize a swarm of bumblebees, for when
all other laborers have seen the light and fallen into line our teachers
will still lie humming and buzzing around a generous (?) school board
and a munificent salary of say $70 per month.
Not long ago a teacher went to a bank to cash her warrant, and
i he cashier made profuse apologies I'm- the worn conditions of the bills
r Imi- in exchange for the warrant, saying he hoped she was
not afraid of microbes. "Oh, no! no!!" she replied, truthfully, "no
microbe could live on a teacher's salary." This incideni loses Hi"
humor, when one knows of the stringeni economy thai must he prac
tised by many teachers. The miserable wage paid ('specially to women
is such thai by September firsi each year they are fininacially speak
ing just where they were the year before. Low salaries mean thai
lea. hers can nol continue their educations have nothing to spend for
study and travel and in the end ths state is the loser. When a
stale land commissioner can become ;t millionaire in less than eighi
years, it is strange that more of the school funds derived from sales
of [and by said commissioner can not find their way to the teachers'
wallets from whence they would redound to greater glory (value)
to the stati' in the better education Of ils youth. To be sure there
is the teachers bill. Hut most teachers prefer the full product
of their toil, and then they could provide for ;: rainy day. and \'^r old
. of annoyance is the uncertainty of "lie's pus!
lion One never knows, lias no assurance whatever, as to whether or
nut the will he retained another year, and that uncertainty has on
ionably its effect upon the teacher. School boards either do 00l
c or do not, care what this uncertainty means to a teacher and
the loss in a measure to the schools. To wait until nearly the clfl
the school year before notifying teachers of their re-election or dis
lis certainly an unwise act on the part of sc! 1 hoards It also
sibility of securing a desirable position very uncertain.
Much more could he said concerning the numerous incentive! ♦
of our present school system, bui sufi ■ • • ■ i that our schools
will no! aci plish their mission until the} ar»- iit.l t.> 1-rmg mUm
• commonwealth
Education Alone Does-Not Dimish Crime; But If It Is Coupled With Correct Economic Condi
4-J™^ Tf \\7i\\ V\r\ Q/^ *n France, Where v Little More Than Generation A& IW rhlnfa <»f the Inhabitants CouM Neither Read Nor Write. There Ocourwi in a gken
IlOllS It Will I/O 00. period Fourteen Times Lett Cum. Mian Prussia Where Compulsory Education Prevailed.
Hy Frances t.'. Svivester
|^»IF THE NUMKF.R ON YOUR LABEL IS 112 YOUR BHWURIPTIMV EXPIRES THIB WF.F.K KTNIn.. RENEW AT ONCE.
C()e Commontoeaitf)
A Word to
Teachers
iifj. M. SALTER
The movement to obtain control of
the public schools by tin* Socialist
party Is ono that must Indeed be of
vital Interest to tho teachers of the
nation, and especially to tho teachers
of Washington, where the Socialist
movement has attained such propor
tions, that the time when even the
whole state will bo In control of the
Socialist party i:; not far distant. The
teacher must bo either for or against
this movement, as the teaching must
under socialist control be a very dif
ferent affair from the present. In
common with all other human institu
tions the public school Is constantly
undergoing the regular stages of evo
lution and like the American courts
comes in for the most scathing criti
cism from all classes of society. The
teachers like the other divisions of
the working class are beginning to
rely upon themselves, to remedy some
of the wrongs to which they are Bub
ject, and are turning. to politics for
the remedy. ;■:.'.
The two problems that especially
interest the teacher at least In this
state is to raise the work of teaching
to the status of a profession, and to
make provision for the time when old
age makes the faithful teacher unfit
for service in the nerve racking
school room. To secure this provi
sion the teachers are depending upon
a pension bill that was brought before
the state legislature.
This bill meets with very little fav
or . among the ' great rank and I file ■of
the teaching force as they feel that
it ~ is especially framed for a ; few fay
are in no wise interested in pension
ing teachers as they cannot see why
a teacher should be any more entitled
to a pension than other members of
the working class who have served
In the industrial army and are in
capacitated for work.
A great deal of misapprehension ex
ists among teachers as well as others
as to what the Socialists expect to ac
complish by control of the schools.
A statement of a few sociological
facts, and the part the teacher plays
in society will clear up in the minds
of the teachers at least all apprehen
sion in regard to the Socialist activ
ity in school affairs. Today the peo
ple are divided into a working class,
who comprise the vast majority of our
population, and a capitalist class who
comprise a very small percentage of
the population of the nation.
This latter class own nearly all the
nation's wealth (110 billions). Of
'^jsfip*1^
this wealth one man, J. P. Morgan,
controls about 25 billions. This class
performs no function In modern so
ciety, but to own and control the na
tion's wealth. The other, or working
class, do all the mental and physical
work necessary to maintain civiliza
tion.
Kor «loin»; the world's work the
FOR SOCIALIST NX VS AND PROPAGANDA
KVERETT, WASHINGTON, I KKWIUARY 21, 1913.
J. M. SALTER.
The First Element of
a Truly r Progres
sive Sysi.. im Is Pop
ular Scientific Edu
cation. -r^Hler P. Ward.
capitalist, or ownlnr," class, return to
the workers in the f jrm of wages from
one-sixth to one-fourth of the pro
ducts of their labo:.' This is a very
agreeable arrangement for the capi
talists, and the government, including
school, church, army,' navy, press and
police, aro maintained to perpetuate
this order. Now the workers are be
coming tired of this;arrangement and
are organizing to ■.•■ possession of
the world, with Its teeming resources
and magnificent >■ of pro
duction, whose wheel* are turned by
power secured fro .n , nature's store
house.
As in all other stages of human ex
ploitation tho masters hold their
workers in slavery by : Instilling cer
tain ideas into them. Now the teach
er's chief business is to teach our boys
and girls to become more docile and
productive - workersl*and*;fill i their
I minds with a profound respect for
I the present order, so thai they 'vould
j even lay down their lives to peli>etu
ate it. Slave 5 teaching j never was a
very honorable calling, and as our
I modern wage worths perform the
I same function in so lety-as.was per
| formed by slaves an t t serfs in former
stages of civilization it must be plain
that the , public school - teachers ■ of; to
day are simply mol > u'ave trainers.
> Although -, '.■::. - ';9s? '- • ■'« to] wear
overalls at out I 4^jQ 'st; ;'<»port'a
I white PflTliyr vk^l -I , embers
of the great '■worNnci -lass n's though'
we were wrestling umber in a mill
yard or "shoveling dirt In a sewer, ,If
we had the superior Intelligence that
the capitalist masters flatter us about
we would be leaders of this great
revolutionary working class, instead
of being about the most conservative
laggards and delude*.- in the modern
industrial army.
The ideas for which the true teach
er strives and dreams can never be
attained under this system of society.
If you really believe in human pro
gression and the vast possibilities
bound up in a human 'being, lift up
your head, take a look around, aid in
this great working class movement
for emancipation through the abolish
ment of capitalism and the establish
ment of the great co-operative com
monwealth. I You will then not have
to worry about a paltry pension after
thirty years' service nor about the
dignity or security of your employ
ment.
THE SCHOOL ELECTION
In this Issue our comrades who are
teachers in widely different schools,
are not only unanimous but enthusi
astic in the rally that (is being sound
ed to carry our Socialist candidates
to victory. After the election, don't
forget, comrades, to send into the
"Commonwealth" the returns for your
district. V a want to publish complete
ids.
HUNGRY CHILDREN AT
SCHOOL.
A very conservative estimate made
in 1900 bi a committee of tho Chi
cago boaril of education gave the num
ber of school children who were under
fed at C 2 jer cent in that city. W. L.
rsodine, sn>erintendent of compulsory
education jin Chicago, stated that
many thojsands of children go to
school brcukfastless. They are even
found searching the garbage boxes for
food.
Joe Ettx>r will speak at Everett,
February 2C, at 8 p. n. in Liberty
hall.
THEY ARE TEACHING THE
YOUNG FALSIFIED HIS
TORY
;
Tho American school history, 1 which
primarily Is designed to promote pat
riotism at the expense of the truth,
has met with tho disapproval of Gen.
Edwards, of the regular army. The
general has arrived at the conclusion
that our historians have overreached
themselves and that Instead of
strengthening the national defense
they have weakened It by their ex
aggerations.
Tho general protests that In all of
our school histories "tho children of
the land have been taught that our
revolutionary soldiers, without experi
ence or training, won great victories
over the seasoned British troops and
they are taught that the same kind of
troops whipped the British in 1812."
In every war the American volunteer
has emerged from the conflict trium
phant, establishing beyond doubt that
all that is needed to insure victory Is
for congress to vote the needed appro
priations and the president to issue a
call for volunteers. Then the enemy
will be beaten.
The general says: '
"There never was such rot put into
the form of history. Our fighting in
these wars was pitiable and the con
duct of the raw and untrained troops,
with one or two exceptions, was dis
graceful. We were beaten in every
battle in 1812, "-'th two exceptions.
One of them was |>ught after the war
closed and our capital and public
buildings burned. The same thing
came near happening again after Bull
Run 'and had it not been that one un-
I organized ;{ mob .'j was defeated :by - an-
I other the confederates would r have
I captured - the "•. capital. Both -were
„ „n,, „,.«.:!», u'.;c jy u>-«r-.i-. <*■■ tMfit
by victory. *
•'•', "At ■ the beginning of , wars the un
trained troops have always proved in
effective and inefficient, notwith
standing that one American Is equal
to a half dozen other men and so on,
until our people are left to believe
; that all we have to do Is to send forth
! men with guns in their hands and all
i will crumble before them. It is time
that these false impressions are cor
rected."
We have an idea that the general
over-estimates the influence of the
! school history in the national defense.
If it operates to give to our youth a
! false idea of the prowess of the Am
erican when he answers to the bugle's
call, at least it is calculated to induce |
him to respond. It is possible that if
he knew the truth, if he could really
see pictured a battlefield, which no
I pen has ever yet been able to picture
in all of its horror and brutality, he
might be reluctant to enlist at the
first call.
The general should compose him
self.
The school history places the Unit
ed States at no disadvantage. If our
school histories make every American
the equal of at least six Englishmen,
eight Frenchmen, ten Germans, a band
lof Indians and twenty-five Mexicans,
.let us not forget that the German
i school history leaves no doubt in the
jminds of the German boy that Ger
many is unconquerable and that the
kaiser with one blast from his horn
could cause every ' Frenchman and
I Russian to be paralyzed with fear.
The English history has no diffi
j culty whatever in establishing that the
I Englishman who is enlisted in Dub
jlin or Edinburg has never yet met de
jfeat, whether he has faced Xapoleon
or Fuzzy Wuzzy.
in writing history, it's against what
our jurists are pleased to term pub
ilic policy to tell the truth. It would
'not only discourage war, but it would i
hurt business and ruin the reputation
of some of our best citizens. —The Mil
waukee Leader.
The Labor Advocate, Box 679, Pro
vidence, It. L, requests the varioun
papers to place it on their exchange
lists.
An Efficient and Powerful Soc
ialist Press Must be Develop?'!
for Stirring Campaign of 15.6
The Coming Commonwealth Must Radi
cally Do Away With All and Any Form
of Quackery and Amateurship, in Edu
cational Matters Especially.
—Lawrence Gronlund, in the "Co-
Operative Commonwealth."
Control Schools Yourselves
In view of the fact that attempts are being made to take the
control of the schools away from the people in the rural districts,
comrades have asked he Commonwealth to suggest a form of peti
tion against this movement. We have drawn up .the following and
recommend it to comrades in all parts of the state. Some petitions
on this basis are already, being signed.
Form of Petition.
RESOLUTIONS OF SCHOOL DISTRICT NO ;'-.•-
--..COUNTY —
We, the voters of School District No of——
county, in special meeting assembled, do hereby endorse the follow
ing protests and resolutions: .
Believing in the principles of democracy in government, nation,
state, and local, we protest against the abolition of the rural school
district and the substitution of a large and remote unit, irresponsive
to the majority wish of communities and districts.
We protest against a large unit of school government in the con
trol of those whose interests are the interests of the city and opposed
to the interests of rural communities. ■».'.•■
We protest against the centralization of authorities in the hands
of a few, unchecked by any power of recall, initiative and referendum.
We protest against the power in the hands of a few to levy taxes,
to buy and sell property, and to disburse funds without proper control
and supervision by the people whose financial interests are at stake.
We protest against the growing political and financial power of >,i
the city and against any attempt to weaken rural influence in rural
affairs. - ; Yo v VSflfSPwßßffif^PiH
We therefore resolve to oppose, by all fair and just means," aided v
by all those ■ who believe in ■ financial-and political; justice, :the plan-.-„
proposed'; by the State I Teachers'J;Educational Association ', to— ? ;': '
• Destroy the rural; school district. : Destroy ; the •; power of t the, ■':%,
Vaasyai- i-.;'*#•*■ «»f" ' j <■• ''•■' t '■■-"*••■ .vite taxpa •yjtf 1
I spending mctaey.f. Create a small [body,' to control school alf airs, great
ing them almost unlimited power, : and , surrendering i all ■ control and fe
supervision by the people whom they are supposed to represent but '
whom they can not and will not represent.
SIGNED :—
When all the signatures have been obtained, send the petition
to Comrade Kingery, with a letter worded as follows:
Hon. W. 11. Kingery, Olympia, Wash.
Dear Comrade:
Herewith is enclosed a petition of remonstrance against report
adopted by State Teachers' Educational Association held in Everett,
December 26-28, 1912, as embodied in House Bills 367, 65, 36. 394, .
398 355.
' We favor House Bill 325.
, Yours for the revolution,
i Put Politics Out Of The Schools
By J. E. Sinclair.
Some elderly persons, mostly ante
deluvians who have been teaching
school some time, have been throwing
a few fits on account of this socialist
educational bureau. From somewhere
in the midst of the fluff and feathers
they have kicked up, can be heard the
warning shriek: "Keep politics out
of the schools!"
Now, my dear old dummies, this
bureau Is organized chiefly to PUT
POLITICS OUT OF THE SCHOOLS.
1 want you to notice the difference
between "put" and "keep." Your
squawk implies that the poison of
your politics has not infected the
schools, but you
Just step in here. This school room
is being instructed by Miss lllink
She's a bull mooser or a cow m
or soniethiiiK Hkc mat. Notico the
mil tlie imper..

and you can see the bull moose plat
form . tTUlll. !■■ 11l hiß
'hiiiK to her is political
-. 1. and i
Were not capitalism tottering to it 3 fall, and did not the
bow of socialism arch in glory the lowering thunder-belching
clouds that have hung so long like a gloom and a pal] over the
race of men, then would I, a3 did Abraham of old, lead my
toddling, laughing-eyed boy to the sacrifice block.—Bruce
Rogers.
NO. 112.
well was merely political, she thinks.
The war between the colonies and
King George was merely political.
Andrew Jackson's war with the United
States bank was merely political. Tho
debate between Webster and Hayne
was merely political. That's what she
thinks, and that is what she teaches.
To her the great dramatic moments
of the world's class struggles are mere
acts of parliament and political
speeches. The economic forces in tho
background, the class lines, the in
dustrial changes heaving at Hie strata
of ancient things are mysteries to her.
She does not know that political af
fairs are but the reflex of economic
affairs, that military prowess is but
the tooth and fang of Industrial might,
and that the ideals and ideas of any
given age nre pounded into shape by
the class that owns tho means of pro
duction, and remain until a new class
urged on by economic m'cesaity and
a growing class consciousness shat
ters the Intellectual castles by captur
ing Industrial power.
But watch Miss Blink teach "cur
rent" events. Foreign wars are dwelt
(Continued on Pago Four.)

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