Also you will wish to hear Superintendent Tildsley upon this same grave question. Dr. Tildsley was very sure that Schmalhausen had made a mistake in assigning such a theme. He explained in detail why the boys of the DeWitt Clinton High School were unfit persons to address imaginary letters to Woodrow Wilson. He said:
They are very much interested in the social life and the political life of this city; they are exceedingly fond of discussion and they have developed a rather high degree of critical ability and critical tendency, and the only thing that they like more than anything else I should say, is a discussion on social, political and economical topics; they are more interested in that than they are in being good or even than they are in athletics.
That students should be more interested in “a discussion on social, political and economical topics” than they are in athletics, would be recognized by any superintendent of schools in America as a state of affairs full of menace to our institutions, and under no circumstances to be tolerated. Cross-questioned further, Dr. Tildsley stated that he would not think it right to let boys in the DeWitt Clinton High School write on the negative of this topic: “We seek no selfish ends in this world.” He would not consider it proper to let them write on the negative of the topic: “Conscription is justifiable under a democracy.” He would not think it was proper to permit them to write an essay on the subject: “Revenue by bond issue or taxation.” After Dr. Tildsley had made these emphatic statements, the cross-questioner sprang on him the painful tidings that all three of these themes had been in the examination papers of the DeWitt Clinton High School of the previous week—officially adopted with the approval of his friend and admirer, the “emotionally energized” Miss Garrigues of the English department!
Mr. Schmalhausen was on the stand for a couple of hours; and as you read the testimony you recognize a man of culture and fine sensibility, a teacher profoundly conscientious, with deep respect for the personalities of his students. He told how he would have dealt with that theme if it had come up in his class; he would have questioned the pupil and showed him his ignorance, and tried to make him realize that his ideas were wrong. Asked if he disagreed with the opinions expressed in the theme, Mr. Schmalhausen replied:
Oh, absolutely, from head to foot. The subject matter is offensive from every point of view. Part of it is irrational. Part of it is crude and violent, the whole thing is a wrong frame of mind, and in my discussion with Dr. Tildsley, with which I took up a lot of time, I tried to explain clearly what influences in that boy’s social and economical and home environment were responsible for some of his sentiments. So far as I was concerned there was no implication at all at any time that I ever accepted the thought of that letter.
Nevertheless, Mr. Schmalhausen was driven from the school system of New York, and with him Mr. Mufson and Mr. Schneer. The offense of Mr. Schneer was that he had given to some of his pupils a list of books, with comments on their contents in the somewhat flowery style of a young man who takes great literature with sudden and intense seriousness. There were two hundred books listed, and a committee of the Schoolmasters’ Association undertook to mark ten of them which were especially offensive. One was Eltzbacher’s “Anarchism”—which turned out upon investigation to be a work opposing Anarchism, written by a non-Anarchist; poor Mr. Schneer had been trying to save his East Side Jewish boys from the snares of the extremists! Another was Romain Rolland’s “Jean Christophe,” one of the greatest novels and noblest works of culture of our time. A third was listed as “Sinclair’s ‘The Divine Fire.’” No one could guess why the committee should have objected to this eminently respectable novel; it occurs to me that Mr. Schneer’s failure to give the first names of his authors may have betrayed the schoolmasters into thinking that he had endorsed a book by my wicked self! I occasionally get letters intended for May Sinclair; so let me state that the author of “The Divine Fire” lives in England, and is not related to me, nor in any way to blame for my evil actions and writings—except that she occasionally writes me letters approving them!
CHAPTER XVII
AN ARRANGEMENT OF LITTLE BITS
The expulsion of these three teachers was, of course, a personal triumph for Mr. Aaron Dotey, Chief Spy of the DeWitt Clinton High School. The activities of the “Dotey Squad,” as the spies and informers are termed, were now extended to cover the entire system. The Chief Spy compiled a card index, with detailed information about suspected teachers. I have talked with some who have been privileged to inspect this catalogue, and have seen on Mr. Dotey’s desk a dossier of clippings and reports a foot high, relating to one group of rebel teachers in the system!
Mr. Dotey’s training for this work had been thorough; first, he was a sheriff; then, becoming a teacher, he was put in charge of the “corridor squad,” which has to do with discipline. He struck one pupil in the jaw and knocked him down for talking in line; he was accustomed to summon unruly pupils to his room and administer the “third degree,” calling them foul names, shouting and storming at them in a voice which could be heard all over the building, and which became a scandal throughout the system. One of the crimes of Mr. Schmalhausen was that he had proposed a program of student self-government, thus eliminating Mr. Dotey. To complete the picture of this furious old bigot, I mention that he was “converted” by his Catholic wife, which fact now puts him in line for a big promotion.
The next teacher to fall a victim was Mr. Benjamin Glassberg, of the Commercial High School of Brooklyn, who was notified that he was suspended without pay. Mr. Glassberg’s hard luck was that a boy in his class had asked him “whether or not Lenin and Trotsky were, in his opinion, German agents or German spies.” I quote the exact words of Mr. Glassberg’s answer, as sworn to by thirty-five boys in the class; eight of these boys testified, and then the board got tired of hearing them, and the testimony of the other twenty-seven was entered by stipulation—that is, both sides agreed upon a statement of what the twenty-seven[twenty-seven] would testify in substance. Mr. Glassberg’s reply was that: “he did not think so, as Lenin and Trotsky had been busy circulating propaganda literature against the war among the Germans, thereby undermining their morale, and weakening their power in the war.”