repeal of such laws and to the support of all mass movements in oposition to conscription. We pledge ourselves to oppose with all our strength any attempt to raise money for payment of war expense by taxing the necessaries of life or issuing bonds which will put the burden upon future generations. We demand that the capitalist class, which is responsible for the war, pay its cost. Let those who kindled the fire, furnish the fuel."

If by "Socialist teacher," the "Call" means Socialist teachers who subscribe to the principles set forth above, the Committee is unanimous in the belief that, because they advocate and support such principles, they should be dismissed from service in the public schools.

3. The Attitude Toward These Principles of the Group to Which the Defendants Belong

In view of the above stated principles of the Hillquit-Berger branch of the Socialist Party the following editorial declaration of the "American Teacher" is of the utmost significance: (November, 1917.)

(Note.-- Morris Hillquit was temporary chairman of the National Convention of the Socialist Party, 1917, at which the above platform and report were adopted. He was also a member of the Committee on War and Militarism and, in the convention, read the majority report from which the above extracts are taken. (Am. Labor Year Book, 1917-18, pages 373, 375.)

"If you want a city run for the human beings, you are asked to vote for Hillquit. . In the midst of the hysteria and hatred, in the midst of suspicions and jealousies, in the midst of corruption and bunglings, we find no sign of clear thinking, we find no evidence of constructive programs, except in the Socialist movement."

The attitude of the defenders of the dismissed teachers as well as of the dismissed teachers themselves in the present national crisis is perfectly clear. One further quotation from the organ of the Teachers' Union drives the nail to the head. In May, 1917, the "American Teacher" pays its respects to the teachers' loyalty pledge.

The Board of Education had asked the teachers in the public schools to sign the following pledge:

"We, the undersigned teachers in the public schools of the City of New York, declare our unqualified allegiance to the government of the United States of America and pledge ourselves by word and example to teach and impress upon our pupils the

duty of loyal obedience and patriotic service as the highest ideal of American citizenship."

No normal American could hesitate a moment in indorsing such a pledge. The "American Teacher," however, comments upon it as follows:

"The pledge as proposed has some points of interest, albeit narrow and primitive in its idealism."

The mental attitude here displayed is plainly lacking in the quality of loyalty. But the whole attitude both mental and moral becomes unmistakable and undeniable by the next state

ment:

"But it may be well not to be over-anxious about yielding or teaching loyal obedience' yet awhile."

Here, then, is a positive and unvarnished statement. This group of teachers hesitates either to yield or teach "loyal obedience to the govrnment.

In the opinion of the Committee, no teacher who hesitates to teach "loyal obedience" to the government should be permitted to teach in any school. But in the case of a public school teacher who receives pay out of public funds, to hesitate to yield "loyal obedience" and to teach "loyal obedience " presents a situation where the proper solution is dismissal from service.

SUMMARY

Your Committee finds unanimously that Messrs. Schmalhausen, Mufson and Schneer were justly dismissed from the service of the Board of Education of the City of New York; that such other teachers in the service as express like views should be dismissed; and that the plea of the dismissed teachers to the State Commissioner of Education for reinstatinent should be denied.

Signed: FREDERICK H. PAINE, Chairman, Eastern District
High School,

EUGENE C. ADLER, Adelphi Academy,

I. N. BEARD, Cathedral Choir School,
A. I. DOTEY, DeWitt Clinton High School,
FRANK S. HACKETT, Riverdale Country School,
ADAM LEROY JONES, Columbia University.
WILLIAM T. MORREY, Bushwick High School.

Constructive efforts to instill a spirit of Americanism in the public school teachers have been made by the President of the Board of Education and by the Superintendent of Schools, whose suggestions follow.

4. Address by Arthur S. Somers, President of the Board of Education, to the Teachers of New York City

AMERICANIZATION

My purpose in addressing this meeting tonight is twofold. In the first place, it gives me an opportunity of saying in this larger atmosphere how deeply the Board of Education appreciates the generous response made by the teachers of this city to every appeal for service that meant sacrifice in more ways than one. You have a right to feel proud, because there is so much to be proud of, and the fine thing about it is that all that has been done since America fired the first shot in this conflict has been done without ostentation and without any loud acclaim for credit. You have worked quietly but effectively. You have demonstrated the bigness of your view and the greatness of your power.

My second purpose is to point out in my humble way the paths that lead to the fields of the future where you and your successors will be asked to toil unceasingly in order that the seed already sown shall take hold and blossom, and that the principle for which we are fighting shall be so firmly established, that never more will its security be threatened by invasion.

The question might be asked why, since our teachers have demonstrated by past performance their dependability, their willingness, their almost frantic eagerness to aid by every means in their power in the defense of our national honor and in the dethronement of a power that seeks to crush and stifle individual opportunity, they should be asked to dedicate themselves for further service. My answer is that, notwithstanding all that we may do, there is more to be done. Notwithstanding the unmistakable evidence that we present, there is always needed a manifestation of a desire to do more.

I want to discuss tonight in the few moments at my disposal one very great problem with which we will have to deal and which is born of this conflict. I refer to the problem of how best to Americanize our people, not only those of foreign birth who come to our shores seeking wider fields of opportunity for