In 1942, May Quinn, a civics teacher at Public School 227 in Brooklyn, read an anti-Semitic leaflet titled "The First Americans" in her class. The publication listed the names of "brave Americans" during wartime. Absent from the list of those who served honorably during wartime were Jewish Americans, which was particularly unusual in a city with a notable Jewish population. The leaflet also contained the names of Americans who performed dishonorable acts, and all the names that Quinn read to her class from the leaflet that day were Jewish. Quinn also praised Hitler and Mussolini. She called Jews a "dull race," and Italians "greasy," and she praised the cause of racial segregation.1 The New York City Teachers Union (TU) highlighted the Quinn affair in its weekly publication, New York Teacher News, by placing the episode into a wartime context. In one issue of the paper it was reported that Quinn's fourteen accusers blamed her for inciting racial tension, creating disunity, and undermining the war effort. The fourteen teachers also charged their colleague with spreading "defeatist propaganda and anti-Semitic slanders in the classroom." New York Teacher News pointed to the fact that she was defended by the Educational Signpost, the organ of the profascist American Education Association. Milo McDonald, the principal of Bushwick High School, who was associated with the rabid anti-Semitic priest Father John Coughlin, headed this group. New York Teacher News also pointed out that McDonald even wrote for the National Republic, a publication edited by Walter S. Steele, a man who, the United States secretary of the Interior, Harold Ickes, claimed, belonged to a "Fascist ring in America." Thus, Quinn was in close contact with those whom the union labeled "seditious forces" and implied were pro-Nazi fifth columnists conspiring with the enemies abroad.2 The Quinn incident was not simply portrayed by the union as proof of a bigoted school employee who should be fired for her outlandish acts. The incident was also described as a flagrant act of disloyalty during wartime. Quinn was depicted as an adversary of the American people, someone who had committed treasonous acts. Thus, her crime was more than an act of racial bigotry or the upholding of white supremacy; her transgression threatened the very existence of the United States during a time of crisis. To be sure, May Quinn was characterized by the TU as un-American. The TU saw bigotry itself as un-American. The New York Teachers Union was organized in 1916 by a group of teachers who believed that the interests of teachers could be best served by collective action. The year that it was organized, the TU received a charter from the American Federation of Teachers, becoming Local 5 and the first teachers' union in New York City. In its early years, social democrats, socialists, Communists, and liberals made up the TU. However, in the early 1930s teachers who were members of the Communist Party organized the Rank and File Caucus and attempted to win control of the union. In 1935, after failing to convince the American Federation of Teachers to oust the Communists from the TU, the social democratic leadership of the union and 700 members split from Local 5 and formed a rival union, the Teachers Guild. Despite the schism and the fact that there were several other teachers' organizations operating in New York, the TU remained the largest teachers' union in the city. By 1940 the union had 6,034 members. Its closest rival, the Guild, had half that number.3 From 1936 through World War II, the union, in large part, shared the politics of the political and social movement known as the Popular Front. This movement, which began in 1935, was made up of a coalition of the Communist Party, the Socialist Party, independent socialists and leftists, the Congress of Industrial Organizations and other labor groups, antifascist groups, social democrats, and progressives who advocated New Deal programs to create a more egalitarian America. The movement championed several causes, including labor's right to organize, industrial democracy, support of the loyalist government in Spain, an independent Ethiopia, aiding refugees fleeing Hitler's Germany, and protesting lynching and other forms of racial terror.4 The TU had diligently championed the black freedom struggle since 1935, when the Communist-led Rank and File Caucus of the union gained control of the TU. Indeed, during the Popular Front years, Communists in the TU continued its crusade to save the lives of the young men sentenced to death in Scottsboro, Alabama. In particular the union promoted black history and culture, and it argued that this history disproved the claim that African Americans were a detriment to the nation and had contributed little to America. The union's approach was a means not only to prove that blacks were not inferior but to show that racial discrimination hurt the country because such discrimination deprived Americans of knowledge of the rich heritage of blacks and the great contribution they made to the country. However, the union challenged many forms of racial discrimination, including anti-Semitism. Leonard Dinnerstein notes that World War II led to a "rising tide of anti-Semitism" in the United States. The popularity of Father Charles Coughlin, who blamed Jewish bankers for the economic ills of the United States, and the publication of his magazine, Social Justice, which was used to lash out at Jews, was an indication of the growing anti-Semitism in the country. The Teachers Union, the membership of which was predominantly Jewish, was fully aware of the heightened anti-Semitism in the United States and therefore took action. Ruth Jacknow Markowitz contends that "anti-Semitism caused many Jewish teachers to become sensitive to the invidious effects of bigotry of all kinds." The explicit racist ideology of Nazi Germany and its racist genocidal actions made the issue of race a prominent subject of discussion during World War II. Of the 6,034 members of the TU, well over 5,000 were Jewish.5 The war provided TU members who led its antiracist campaign an opportunity to intensify its efforts. Nazism also gave the union's antiracist campaign an opening to point to the ongoing racial discriminatory polices and practices in the United States and particularly in the New York City school system.6 During the war the union continued all its prewar efforts. The Harlem Committee remained active and the union even helped form the Bedford-Stuyvesant-Williamsburg Council, a group made up of TU members and parents from the two Brooklyn neighborhoods. The organization pushed for the replacement of day-to-day substitute teachers with those who held regular licenses, full days of instruction for children, and an end to "discriminatory zoning." But the war changed the context of these antiracist struggles. Racism and bigotry were presented by the union as the intellectual property of fascists and Nazis. Their elimination was now part of a national war effort.