I / 
 
 UC-NRLF 
 
Workers' Education 
 
 REVISED EDITION 
 
 AMERICAN EXPERIMENTS 
 
 (WITH A FEW FOREIGN EXAMPLES) 
 
 By 
 
 ARTHUR GLEASON 
 
 of the 
 
 Bureau of Industrial Research 
 
 289 Fourth Avenue 
 New York 
 
 Fifty Cents a Copy 
 
Copyright, 1921, by 
 
 The Bureau of Industrial Research 
 
 289 Fourth Avenue 
 
 New York 
 
Workers' Education 
 
 REVISED EDITION 
 
 AMERICAN EXPERIMENTS 
 
 (WITH A FEW FOREIGN EXAMPLES) 
 
 (June 2th, 1921) 
 
 By 
 
 ARTHUR GLEASON 
 
 of the 
 
 Bureau of Industrial Research 
 
 289 Fourth Avenue 
 New York 
 
 Fifty Cents a Copy 
 
 15 
 
FOREWORD 
 
 This pamphlet was never intended for anything but a tentative 
 first word. That even this imperfect thing was wanted is shown 
 by the 4000 requests for it, already received. It ought now to be 
 run out of existence by a full length study of the field. 
 
 The getting together of this second edition is due to the devoted 
 work of Abraham Epstein and Frank Anderson. 
 
TaDle of Contents 
 
 CHAPTER I 
 
 WORKERS' EDUCATION 
 
 PAGE 
 
 Definition 5-6 
 
 "Control" 6-7 
 
 Varieties 7-8 
 
 Next Steps 8-9 
 
 Objects 9-10 
 
 Methods 10-13 
 
 Teachers 13-15 
 
 Text-Books 15-17 
 
 CHAPTER II 
 
 AMERICAN EXPERIMENTS 18-60 
 
 National Women's Trade Union League 18-19 
 
 International -Ladies' Garment Workers, 19-27 
 
 United Labor Education Committee 27-30 
 
 Cooperatives 30-32 
 
 Trade Union College of Boston . ^ 32-34 
 
 Trade Union College of Washington, D. C 35-36 
 
 Workers' College of Seattle 36-37 
 
 Rochester Labor College 37-39 
 
 Baltimore Labor Class 39-40 
 
 Pennsylvania Department of Education 40-41 
 
 Philadelphia Trade Union College ...... 41 
 
 Pittsburgh Trade Union College 41-42 
 
 Pennsylvania Classes 42-43 
 
 Trade Union College of Greater New York .... 43-44 
 
 Amherst Classes 44 
 
 Cleveland Workers' University 45-46 
 
 Amalgamated Clothing Workers 46-49 
 
 Minneapolis Workers' College 49-50 
 
 St. Paul Labor College 50 
 
SCHOOLS ON A SPECIAL BASIS 
 
 PAGE 
 
 The Rand School '. 51-53 
 
 Duluth Work People's College 53-54 
 
 Detroit W. E. A. 54 
 
 Chicago Workers' Institute 54 
 
 Brookwood 55-57 
 
 Bryn Mawr Summer School 58-59 
 
 Porto Rico 59 
 
 Summary 60 
 
 Workers' Education Bureau of America 61-63 
 
 Suggestions on Classes 64-67 
 
 CHAPTER III 
 
 A FEW FOREIGN EXPERIMENTS 
 
 Workers' Education in Britain 68-69 
 
 W. E. A . 69-73 
 
 Ruskin College 23-74 
 
 Labor College 74-75 
 
 Belgian Workers' Education 76 
 
 APPENDIX 
 
 What To Read 77-81 
 
 Directory Great Britain 79 
 
 Directory United States 81-83 
 
 Reading List 84-85 
 
 Lesson Outline 86 
 
Chapter I 
 WORKERS' EDUCATION 
 
 I HE way a group of grown persons best educate each other 
 i is in the method used by Socrates and his friends. It is 
 the way of endless discussion centering on one subject. It 
 is almost the hardest work in the world. The results are some- 
 times amazing. A grown man discovers he is beginning to grow 
 again. Endless discussion about one subject can not maintain itself 
 on words. It dies away unless it feeds on knowledge and finally 
 interpretation. It reaches out for facts and then for the meaning 
 of them. In modern terms, this Socratic method means a class of 
 from five to twenty-five, who read books, listen to talks, and ask ques- 
 tions. They take to themselves a like-minded teacher, who is a 
 good fellow, and together they work regularly and hard. This is the 
 heart of workers' education the class financed on trade union 
 money, the teacher a comrade, the method discussion, the subject the 
 social sciences, the aim an understanding of life and the remoulding 
 of the scheme of things. Where that dream of a better world is 
 absent, adult workers' education will fade away in the loneliness and 
 rigor of the effort. 
 
 But there is no one road to freedom. There are roads to free- 
 dom. So workers' education will include elementary classes in Eng- 
 lish, and entertainment for the crowd. But the road for the leaders 
 of the people will be straight and hard. Only a few thousand out 
 of the millions will take it. It is a different, a new way of life to which 
 the worker is being called. 
 
 Definition. 
 
 Workers' (or labor) Education (except for the resident college) 
 falls inside the classification of Adult Education. But it is its own 
 kind of adult education, and is not to be confused with university 
 extension, evening high schools, night schools, public lectures and 
 forums, Chautauquas, "Americanization," education by employers, 
 
 [5] 
 
and Y. M. C. A. industrial courses. Labor education is inside the 
 labor movement, and can not be imposed from above or from with- 
 out. It is a training in the science of reconstruction. It is a means 
 to the liberation of the working class, individually and collectively. 
 In pursuing that aim, it uses all aids that will enrich the life of the 
 group and of the worker in the group, and that will win allegiance 
 of the worker to the group. The aim then is clear-cut, but the 
 content and the methods are catholic. Workers' education is scientific 
 and cultural, propagandist and civic, industrial and social. It con- 
 cerns itself with the individual and his needs, the citizen and his 
 duties, the trade unionist and his functions, the group and its prob- 
 lems, the industry and its conditions. 
 
 The best recent summary of workers' education is that of Dr. 
 Harry Laidler: 
 
 If the object of a workers' educational experiment were to give the 
 worker greater power of enjoyment here and now; or to develop his 
 ability to think fundamentally on social problems; or to help him to 
 function more effectively as a citizen in the solution of social problems; 
 or to equip him to fight effectively for immediate improvement in the 
 conditions of labor; to train him as a leader in the trade union move- 
 ment; to interpret to him his place in the scheme of things; to give 
 impetus to his demand for a new order of society; to develop his sense 
 of loyalty to his economic organization if the aim were any one of 
 these things I believe that that aim would be a legitimate aim of 
 workers' education. 
 
 Education, says Graham Wallas, is "a process by which human 
 beings so acquire the knowledge and habits which constitute civiliza- 
 tion as to be fitted to live well both individually and in cooperation." 
 That which distinguishes labor education in this process are the 
 experiences of the workers and the conditions of industry. 
 
 "Control." 
 
 Workers' education as it develops will be financed on workers' 
 money, controlled (in the sense of policy) and managed (in the 
 sense of administration), by workers' organizations. It is idle to 
 debate whether workers' education can be controlled by others than 
 the workers. It can not be. Controlled by "public" authorities, by 
 universities, by middle-class persons, it is adult education. It is 
 education. It is useful. But it is not workers' education. Workers' 
 
 [6] 
 
education can no more be outside the labor movement than a trade 
 union. It is as definite an expression of the labor movement as the 
 trade union. When the union is guided by outside benefactors it 
 becomes a "company" union, a welfare club. When education of the 
 workers is controlled by other organizations than the organization of 
 the workers, it remains inside the category of adult education, but it 
 passes out of that special kind of adult education which is workers' 
 education. 
 
 Varieties. 
 
 In the United States there may be one kind of education for a 
 particular racial group. There will be regional solutions, local ex- 
 periments, experiments in a given industry. Our infinite variety 
 of life and our wide spaces will demand a multitude of experiments. 
 
 The peasant and cooperative background of Denmark results in a 
 workers' education of the folk high schools, which is possible perhaps 
 for certain Middle Western groups in our country, but which is not 
 universally possible. 
 
 The healthy and balanced growth of the three-fold labor move- 
 ment of Belgium the trade unions, the labor party, the cooperatives 
 and the compactness of the Kingdom enable the workers to make 
 a neater classification of needs and to federate the solutions into a 
 single central national administrative body, which would break down 
 among our mountains or seep away upon the prairies. 
 
 The salty individualism of the British, with their fundamental 
 unity of consciousness, permits them to make untidy unrelated ex- 
 periments in workers' education, all moving in the one direction, 
 although unaware of its goal. A loose but deeply grounded scholar- 
 ship of the young university men finds ready alliance with the in- 
 stinctive drive of the workers toward a fuller life. 
 
 No such casual unprogrammed adventure into the universe is 
 possible with our practical pragmatic American business unions. We 
 shall demand clear statements of where we are going. There will be 
 dozens of experiments, but each will keep a ledger of exact results. 
 
 Already the American experiments have been of many kinds. 
 They have been state-aided, universky-aided, independent of state 
 and university. 
 
 [73 
 
^There has been education for labor given by wealthy benevolent 
 trustees, as in the Cooper Union. There has been the Rand School 
 on a party basis. There have been schools organized on the basis 
 of the consumers, as the schools of the cooperatives. 
 
 There have been schools for the groups of producers: a single 
 union, 'like the International Ladies' Garment Workers' Union; 
 groups of unions as the United Labor Education Committee; the 
 Central Labor Body of a city, as the Trade Union College of Boston; 
 the State Federation of Labor, as in Pennsylvania. 
 
 Next Steps. 
 
 Much of the early work of American labor education will concern 
 itself with elementary and secondary courses in such subjects as 
 English writing and speaking. Because of the racial and immigration 
 problems, there is no general level of adult attainment. Labor groups 
 differ in ability to read and write, and to read, write and speak Eng- 
 lish. Until this deficiency is met, there can be but little useful work 
 done in such courses as history and economics. As long as immigra- 
 tion brings a new group each year, classes in English, elementary 
 mathematics and so on, will be necessary. These classes absorb a 
 large proportion of the energy of American workers' education. 
 Already many of these adult elementary classes are taught in public 
 buildings by public school teachers. It is probable that this sort of 
 education will be increasingly taken over by public authorities. This 
 will leave the business of workers' education to the workers. The 
 objects, methods and materials of what is meant by workers' educa- 
 tion will be outlined in the next pages. 
 
 Workers' education, as it spreads, is of course vitally concerned 
 with facts in the social sciences. It is concerned with the collection, 
 classification and interpretation of these facts. This means that 
 labor education requires labor research. One of the continuous and 
 all-powerful influences in workers' education is the newspaper. Labor 
 education requires the labor paper. So as fast as labor education 
 grows, there will spring up, out of the same root, labor research and 
 the labor newspaper. Research is one of the sources of supply for 
 education. The daily, weekly and monthly paper is one of the meth- 
 ods of imparting education to the workers. The labor movement 
 
 [8] 
 
will remain inside the squirrel-cage of wages and prices, until it 
 employs all three research, education, and the newspaper. 
 
 Charles Beard once said: 
 
 "The modern university does not have for its major interest and 
 prime concern the free, open and unafraid consideration of modern 
 issues." 
 
 The labor group is beginning to demand a free, open and unafraid 
 consideration of modern issues in institutions of its own. 
 
 Object. Group I. 
 
 What is the object of workers' education? One object is to train 
 promising youths, who are already officials, or are potential leaders, 
 or are the most ambitious of the rank and file. Workers' education 
 will train them in the technique of their particular union and in- 
 dustry. It will train them in the relation of that union and industry 
 to society and the state. This kind of workers' education gives the 
 technique of leadership. It includes courses in labor law, the use of 
 the injunction, workmen's compensation, industrial and health in- 
 surance, unemployment, Federal agencies of inspection, employers' use 
 of a secret service, duties of the walking delegate. Perhaps eventually 
 place can be found in the curriculum for a course or courses dealing 
 with aspects of the problem of management and production. Al- 
 though it is inevitable that present interest in these questions should 
 be slight, it seems equally inevitable that the leaders among the 
 workers must more and more equip themselves with knowledge of 
 the technique of their industry on both its administrative and its 
 operative side. And this can be directly encouraged if an expository 
 and critical course on managerial procedure is offered. The content of 
 a course on modern personnel administration would, for example, 
 come to have a wide appeal and a great practical value. As the 
 subject of "workers' control" demands a knowledge of the functions 
 of foreman, superintendent and technician, and a knowledge of the 
 whole administrative area, it will become increasingly necessary for 
 the advanced labor leader to study the shifting "frontier of control." 
 Once the institution is under way, there will be no difficulty in select- 
 ing students for this first group. Only those will be admitted who 
 have gone through certain courses. At first, the leader will have to 
 
 [9] 
 
select by guess work. He will use his judgment, admitting those 
 "who are sufficiently interested and willing to try." They will drop 
 out quickly, under the more intensive and stiff regime, if their 
 equipment is faulty, and their devotion languid. 
 
 Object. Group II. 
 
 A second object of workers' education is to give the more eager 
 of the rank and file a social or civic education. These courses will 
 show the workers how they are governed. They will deal with the 
 economic system under which they work, and the nature of the world 
 in which they find themselves. They will include general cultural 
 courses in history, economics and literature. The thing aimed at is a 
 world view. The favorite courses remain history, economics, litera- 
 ture, because they are an interpretation of man in his world. Once 
 the full circle is drawn, then, into a segment is packed the considera- 
 tion of a single subject, such as the Greek Commonwealth, or the 
 Agrarian Problem of the Sixteenth Century. Education is "the 
 effort of the soul to find a true expression or interpretation of 
 experience, and to find it, not alone, but with the help of others, 
 fellow-students." By showing to a man his place in the long process 
 and the scheme of things, education helps him to live the good life. 
 
 The rank and file will not be interested in this kind of labor 
 education for many years. The most alert and energetic men and 
 women will alone be attracted. Labor education is education of a 
 tiny minority, the most promising of the youth. 
 
 Object. Group III. 
 
 A third object of workers' education is to reach the rank and file 
 with education for the love of it, with semi-entertainment with a 
 cultural slant. Its aim is mass education. 
 
 Method. Groups I and II. 
 
 Methods in workers' education depend on objects. If the object is 
 to train leaders and to give the ambitious minority of the rank and 
 file an intensive education, then the method will be that of the small 
 class and hard work. Education for these groups is for those only 
 who feel a desire, and have some sense of the direction they wish to 
 
 [10] 
 
travel. The experiment will begin with three or four in the class, and 
 with meager funds. If correctly grounded, it will grow slowly. 
 Only at the end of some years will the experiment show results large 
 enough to attract outside attention and public ceremonies. No short 
 cuts and no brass bands will lead to workers' education of this in- 
 tensive kind. This education is self -education. It is not by chance 
 and happy blunder that workers' education rediscovered the ancient 
 and correct method of teaching the Socratic quiz, the question-and- 
 answers discussion. The workers recaptured this method through 
 necessity. The miner and railwayman, adult and having knowledge 
 of life, would not submit to the autocracy of orthodox teachers. A 
 "grown man" or woman will not sit silently each week for several 
 years while a lecturer or an orator holds the platform. Each one of 
 the group insists on contributing. University extension courses, night 
 schools, Chautauquas, civic and church forums, mass meetings with 
 star speakers, concerts, theatricals, are not the method of labor educa- 
 tion of this kind. Labor education is intensive work on one subject 
 carried on by a small class (5 to 25). 
 
 Opportunities for actual industrial responsibility are given by the 
 duties of shop chairman, shop committee, and by the organization of 
 cooperative establishments. This practice is of course an essential of 
 education. 
 
 Method. Group III. 
 
 One method of reaching the rank and file, as yet unawakened, is 
 by semi-entertainment. Various devices for stirring desire for edu- 
 cation will be used. Bribes and lures will be applied. A beautiful 
 actress will recite Shakespeare. A full orchestra will find "The Lost 
 Chord." Moving pictures, lantern slides, charts, budgets, maps, and 
 other graphic representations, will be used. Three-quarters of the 
 time will be used in attracting people. The other quarter will contain 
 some bit of information. Out of these mass efforts will come in- 
 dividuals, asking for help in the rudiments of mathematics, in the 
 English language. Classes will be formed to meet the two-fold need 
 of those who never had an elementary education, and those who find 
 that an elementary education has left them uneducated. Mass educa- 
 tion by mass semi-entertainment will contribute to solidarity and 
 
enthusiasm, which may later lead to intensive education by the class- 
 and-discussion method for a small minority. 
 
 The question is asked: 
 
 If young people received a full and good elementary and secondary 
 education, would there be need of workers' adult education? The 
 answer is that the desire for adult education grows keener as the 
 elementary education is more widely spread and more thorough. A 
 well-instructed group of workers, twenty- five years old, will be eager 
 for adult education. An illiterate group, or a group numbed by 
 drink, will be hostile to class work. Also, a group of half-educated 
 youths, fed on dogmas and preconceived notions and picturesque 
 phrases dealing with catastrophic changes and millennial hopes, will 
 be superior to education, to careful analysis, to surveys of fact. 
 
 A thoughtful paper on mass education has been written by J. M. 
 Budish, of the United Labor Education Committee. He writes that 
 the subjects included in the curriculum should be (1) Natural Sci- 
 ences, (2) Social Sciences, (3) Cultural Elements. He suggests 
 that : 
 
 The shop meeting reaches more workers than any other union activ- 
 ity. About 75% of the members attend. If the technique of the shop and 
 the routine shop problems are made an approach to the study of the 
 structure of the industry as a whole and then of the inter-relation of 
 industries, the shop has become a "project." 
 
 In local union lectures it is possible to reach about 10% of the union 
 membership. As in any organization, an active minority of 10% hold 
 office, work on committees and attend business meetings. The series 
 of lectures must at least at first be closely related to the pressing trade 
 union problems of today: the abuse of injunctions, the open shop cam- 
 paign, the shop chairman movement. 
 
 The official journals or endorsed papers are a neglected educational 
 medium. 
 
 The W. E. B. (Workers' Education Bureau) should create pamphlets 
 to serve as a basis for shop and class room use. 
 
 Personal guidance in reading may be given by the more advanced 
 students and by a librarian as well as by teachers. The sense which 
 fits reading to readers must be enlisted for workers' education. The 
 worker must be taught how to handle books, use indexes, select what 
 he wants, taught to digest and assimiliate material found in libraries. 
 Bring traveling libraries of say 50 selected volumes into the shops, the 
 trade union meetings, and the classes. 
 
 [12] 
 
It has been suggested that workers' education should be made com- 
 pulsory for new members, for apprentices, and for officials. At best, 
 this could only be done in certain unions. At worst there are possibili- 
 ties of abuse. In any case, the suggestion calls for long consideration. 
 
 TEACHERS 
 
 In Britain the success of workers' education was due to men like 
 R. H. Tawney, J. J. Mallon, Arthur Greenwood, Alfred Zimmern. 
 The type is neither the smart brisk young tutor who patronizes nor 
 the bearded professor who is dogmatic. The type is that of humble- 
 minded scholarship set in charming democratic personality. Amerir 
 can colleges do not as yet produce this type in numbers. The workers' 
 teacher is a rare person. The only method as yet used for finding 
 him is to bring normal school and university-trained teachers into 
 contact with labor groups, and to winnow out the teacher who catches 
 hold. The balanced qualities, which give clear exposition and suffer 
 heckling gladly and call out group discussion, can only be revealed 
 in practice. No technique of normal school training alone will pro- 
 duce the man who can interpret experience to a labor group, although 
 something can be done through normal classes to show the prospective 
 teacher how material may be simply prepared, and presented in the 
 method of group discussion. The suggestion has been made that a 
 local association of teachers could call a conference of themselves and 
 local trade union leaders on workers' education. If both elements 
 cooperated, classes would be an immediate result. One American 
 teachers' union numbering 1 ,000 was called on for teachers for work- 
 ers' education. Two persons were available. But two are a begin- 
 ning in a new work. 
 
 One experiment in workers' education has found that teachers 
 in secondary schools were more successful than university professors. 
 In this experiment, the language used was simpler, the understanding 
 of the group mind was more complete. 
 
 Increasingly, teachers will come out of the ranks of the workers. 
 Even the best of the university men retain a methodology and a 
 mental habit of their group, and insensibly swing workers' education 
 to their ideas of what it ought to be. It is not the function of the 
 educator to lead labor along the lines of his preconceived judgment 
 
 C'3] 
 
of the proper destiny of labor. Rather, it is his job to walk humbly 
 into that new world of experience, conditions and ideas, to be more 
 concerned with discovery than exhortation, more concerned with the 
 definition and interpretation of labor to itself than with the super- 
 imposition of his learning or his policy. The teacher is the psycho- 
 analyst, revealing by discussion what the workers want. 
 
 The teacher will be forced to use a new way of teaching. If he 
 does not, his class will die on his hands. The old text-books are no 
 good for his group. The class-room method will not "work." The 
 subject material (of abstract economics, for instance) will not hold 
 attention. 
 
 The teacher will avoid mass meetings, advertising what he is 
 going to do. The little class seems lonesome after a mass meeting. 
 He will make his appeal by pamphlets, bulletins, syllabi of courses. 
 He will speak to every sort of workers' meeting. He will speak to 
 trade unions' locals, district conferences, state federation conferences. 
 He will begin his experiment small in one place. If successful, it 
 will do much of its own advertising and publicity work. Its students 
 and graduates become the promoters of workers' education. A regu- 
 lar bulletin or leaflet or magazine organ will gradually become neces- 
 sary. 
 
 The lesson will be slowly learned that working class education 
 costs in money and time; especially, that it must pay its way in point 
 of adequate compensation for teachers. It is idle to hope that a per- 
 manent teaching staff of the right calibre can be built on the tag ends 
 of busy people's time, for which a nominal fee is paid. This kind 
 of educational work requires special ability, extended preparation 
 and follow-up. On the other hand, successful experiments- in labor 
 education have been made by the equal and enthusiastic early sacri- 
 fices of both workers and teachers. Only gradually have the experi- 
 ments been able to take over the full time or even a remunerative 
 half-time of the teacher. All such effort in beginning is dependent 
 on a fund of patient idealism. As the need and the appeal become 
 clearer it is probable that a group of teachers will respond in this 
 country as they have elsewhere. 
 
 What is immediately needed is the asking and answering of some 
 simple questions in methods of class procedure. There should be an 
 
 C'4] 
 
exchange of experiences by teachers of labor. What presentation 
 interested the class ? Can the social sciences be presented visually and 
 pictorially as the physical sciences are? How can graphs, charts, 
 slides, photographs, maps, be used? Is the discussion a question and 
 answer from the beginning? Or does the teacher lead off for a half 
 hour ? Does the teacher use his high-school technique ? Or is there a 
 new and different technique for labor education? How can sound 
 fact-foundations be laid in minds, untrained, or weary, or indifferent, 
 or dreaming of world-revolution? 
 
 TEXT-BOOKS 
 
 It is not by chance that workers' education altered the subject- 
 matter, the content, of the teaching. Fresh from first-hand experience 
 of danger, monotony, and the workings of the industrial system, labor 
 rejects the abstractions of academic political economy, and the purple 
 chronicle of kings in history. They want to know the adventure of 
 the common man down the ages. This means re-writing the text- 
 books. The workers are forcing the experts to rewrite them. The 
 secretary of the British Labor College writes us (in November of 
 1920) : 
 
 "Those experts. We've been battling with them for three months 
 now, trying to bully or cajole them into Simplicity of Language, Aboli- 
 tion of Technical Treatment, Definiteness in the Statement of Estab- 
 lished Results of their Sciences, Conciseness. We want a book on their 
 subjects of 150 to 200 pages. They want to supply a self-contained 
 library, mainly technical, with ill-defined co-ordination of results, and 
 precious little relation to a continuous unfolding of natural social 
 phenomena." 
 
 Text-books are needed in all subjects in technique of leadership, 
 civic culture, in American industrial history, in trade union and 
 labor history, in political history, in economic geography, and so on. 
 Text-books for American workers' education have not been written. 
 Sound scholarship, simple statement, clear English, cheap price, are 
 the requirements. The probable line of procedure here is that after 
 discussion the teacher will draw up an outline of his course. This 
 outline will grow into leaflets ; the leaflets into pamphlets ; the pamph- 
 lets into a text-book. The text-book, then, will be written by a 
 teacher of workers' classes, and will be an answer to the needs of 
 the group. 
 
 ['51 
 
The pamphlet will be a valuable instrument in workers' education, 
 as in other enterprises of social change. The pamphlet is read where 
 the book is neglected. The pamphlet is remembered and kept, where 
 the newspaper is thrown away and forgotten. Pamphleteering has 
 been an unknown art until Upton Sinclair, Scott Nearing, Paul 
 Blanshard and a few others began to discover its carrying power. 
 Pamphlets are immediately needed for workers' educational groups 
 on such subjects as "Unemployment," "Labor Education and What 
 It Could Mean," "What Is a Trade Union College?" "How to Start 
 a Trade Union College," and on 50 other subjects. 
 
 At the end of this pamphlet will be found a list of books and 
 pamphlets which have proved useful in workers' classes. 
 
 What seems agreed on as texts immediately needed are a dynamic 
 history of the American trade union movement; an American in- 
 dustrial history; a syllabus on industrial history; a syllabus on the 
 American labor movement; a text on workers' education, which will 
 contain the experience of teachers in presentation of material, and the 
 whole technique of teaching workers' groups. 
 
 One of the teachers in the Pennsylvania workers' classes, C. J. 
 Hendley, writes us : 
 
 My notion of a labor class text-book is that it should be a pocket size 
 volume, containing about twelve lessons of, say, twenty pages each; that 
 it should be written in a style that would lure the student to further 
 reading; that it should contain detailed references and directions for 
 more thorough study; and that it should be developed inductively from 
 familiar facts and concrete data to general principles. Simplicity and 
 clearness would be of paramount importance in such literature. It 
 should be written with the unsophisticated and uneducated working- 
 man kept in mind. I think our texts should treat ostensibly the common- 
 place problems that the average serious-minded workman faces in his 
 every-day work, but in reality introducing him to great principles and 
 ideals of social and economic progress, not mere propaganda for any 
 particular doctrine, but an appeal to what is sanest and noblest in the 
 human mind. 
 
 The Ladies' Garment Workers report on this need: 
 
 The International was confronted with the problem of text-books, 
 because most of the available text-books are written either for college or 
 high school students or for children in the elementary schools. To 
 solve this problem it was decided to have the teachers prepare pamph- 
 lets on the subject-matter of their courses. These are published by the 
 
 [16] 
 
Educational Department and sold to members at a minimum cost. These 
 pamphlets will be used as text-books by the classes, since teachers who 
 have had experience with workers' classes are best fitted to write text- 
 books for them. 
 
 A first need of many experiments in workers' education is that of 
 an outline of present-day civilization. The student wishes to know 
 about the world and his own place in it. He wishes to know nature 
 and human nature, about climate and the location of food, coal, 
 iron ore, oil, rubber, copper; and how these physical features and 
 natural resources react on man with his bundle of instincts. The 
 student wishes to know what are the problems of today, and what in- 
 tellectual tools exist for grappling with them. 
 
 A brave attempt to make this outline of present-day civilization has 
 been published by a group of Columbia instructors. It is called 
 "Introduction to Contemporary Civilization A Syllabus" (Columbia 
 University). It is faulty in such omissions as a proper consideration 
 of workers' education. The suggested reading is not generally 
 adapted to workers' groups (of course it does not pretend to be). 
 But the Syllabus affords a working answer to the need of many 
 group leaders in labor education. 
 
 ['71 
 
Chapter II 
 AMERICAN EXPERIMENTS 
 
 National Women's Trade Union League. 
 
 A Training School for Women Labor Leaders was established 
 by the National Women's Trade Union League as early as 
 1913, under the leadership of Mrs. Raymond Robins. This was the 
 first labor school to give a full year's training and field work to its 
 students. The school is supported out of the general funds of the 
 organization with occasional scholarships contributed. The Educa- 
 tional Department of the National Women's Trade Union League en- 
 deavors to provide training and an opportunity to study to the girl 
 who wants to become an organizer or active worker in the labor 
 movement. Scholarships are open to the trade union woman who 
 has had some actual experience in the management of her own union 
 or has helped to organize the workers in her own trade. The girls 
 who attend the training school are generally recruited from two 
 groups first, those who have shown ability as organizers are chosen 
 by their own organization and are sent to the School on a scholarship 
 and they return to work with the union after completion of the 
 course. The second group is made up of girls who while at work 
 have awakened to a sense of their own capacity for leadership, and 
 who write the school asking for a scholarship to enable them to take 
 the training and gain the practical experience that they need. 
 
 The regular term of training is twelve months. A four-months' 
 course is arranged for trained organizers who, while they do not 
 need the field work, which is organizing practice, are interested in 
 the academic studies. An allowance of $18 a week is made each 
 student to cover her living expenses while in the school. The student 
 is supposed to arrive in good physical condition. The student's rail- 
 road fare is paid from her home to the National Office in Chicago, 
 where the year's training is given, and her return is arranged for. 
 
 The academic work includes the following courses : Industrial His- 
 tory, with the rise of labor organizations trade unions, Judicial 
 Decisions Affecting Labor, Trade Agreements in Theory and Prac- 
 
 [18] 
 
tice, History of Women in Industry and the Organization Movement 
 Among Women, Current Events, Social Economics, Public Speak- 
 ing, English, Bookkeeping, Typing, Filing and Office Practice, and 
 Parliamentary Law. 
 
 Most of the classes in labor history and public speaking are con- 
 ducted in cooperation with the University of Chicago. Special 
 courses are arranged so that the students may hear the leading trade 
 union men and women of the country. 
 
 The time of active practice includes experience in organization 
 work of all kinds. Arrangements are made so that students may have 
 an opportunity to handle every type of work and every emergency. 
 The field work is done under the advice and direction of competent 
 leaders. 
 
 Since the establishment of the training school, although the number 
 of students who attended the school was not large, most of the 
 graduates are now taking a very active and prominent part in the 
 different women's trade union organizations. 
 
 The National Women's Trade Union League has also conducted 
 classes in conjunction with the Chicago Federation of Labor, and the 
 local Women's Trade Union League and with the cooperation of the 
 local Board of Education. They conducted three classes last year in 
 English, Public Speaking, and Parliamentary Law. The Public 
 Speaking class was the most successful one with an average attend- 
 ance of twenty students. Several business agents were members of 
 the class. Extensive plans for next year's work are now being formu- 
 lated. 
 
 Alice Henry has been Secretary of the Educational Department of 
 the National Women's Trade Union League of America. 
 
 International Ladies' Garment Workers. 
 
 The International Ladies' Garment Workers' Union as a union 
 has been "the pioneer in education in the labor movement of America." 
 But there had been many efforts before its experiment. These were 
 not of the same character in aims and purposes, but attempted to 
 reach the same groups. There were a Workers' School, the 
 Workers' Educational League, the Thomas Davidson School, the 
 
 C'9] 
 
Bread Winners' or Wage Earners' College, the Jewish Workers' 
 League, the Workmen's Circle. And since 1906 the Rand School of 
 Social Science had been preparing the ground in New York. The 
 Rand lectures and classes reached many persons in the clothing in- 
 dustry. 
 
 The idea underlying the educational work of the International is 
 expressed in the following statement which appears in the announce- 
 ment of courses given by the Educational Department: 
 
 The work of the Educational Department of the I. L. G. W. U. is 
 based on a conviction that the aims and aspirations of the workers can 
 be realized only through their own efforts in the economic and educa- 
 tional fields. While organization gives them power, education gives 
 them the ability to use that power intelligently and effectively. 
 
 The courses offered by the Educational Department are planned to 
 accomplish this aim. While some of them are intended to satisfy the 
 intellectual and the emotional needs of workers, the main emphasis is 
 laid on those which meet their practical needs. The problems of the 
 labor movement are analyzed and clarified by the study of general 
 principles underlying them. In this way is it possible to train fresh 
 energy, new experiences and power for the service of the International 
 and of the entire Labor Movement of America, and to help our members 
 to achieve their purposes with the ultimate goal of living a full, rich 
 and happy life. 
 
 A start was made when the 1914 Cleveland Convention of the 
 International Ladies' Garment Workers' Union appropriated $1,500 
 for educational activities. The International cooperated with the 
 Rand School of Social Science, where special classes were organized 
 for members. In 1915, the Waist and Dressmakers' Union, Local 
 25 (a local of the International), of New York City, organized its 
 own educational activities and concentrated them in a public school 
 building under the name of Unity Center. The work was started in 
 cooperation with the New York Board of Education. The under- 
 standing was that the Board of Education was to assign teachers of 
 English for special classes organized for Garment Workers members 
 only. In addition to that, courses were arranged on different subjects. 
 Teachers were paid by the Union. 
 
 At the Philadelphia Convention of 1916 the question of 'labor edu- 
 cation was more seriously taken up, and it was decided that the In- 
 ternational appoint a committee of five, and that a fund of $5,000 be 
 
 [20] 
 
placed at the disposal of this committee, to be spent for educa- 
 tional activities. The committee accepted the plan of the Waist 
 Makers and opened a few Unity Centers, thus laying a foundation for 
 the Workers' University, which was opened in the Washington 
 Irving High School in New York. The work was directed by the 
 committee with Vice-President Fannia M. Cohn as Secretary, and 
 with Miss Juliet Stuart Poyntz as Educational Director. To the 
 Boston Convention in 1918, the Educational Committee presented a 
 report of its accomplishments, which was heartily endorsed by the 
 delegates assembled. The General Executive Board of the Inter- 
 national Ladies' Garment Workers' Union was instructed to spend 
 $10,000 yearly to carry on the work of education. 
 
 At present, the International conducts three distinct lines of educa- 
 tional work : the Unity Centers, the Workers' University and the 
 Extension Work. The business agents, other officers, and mem- 
 bers of the rank and file of the local unions attend classes. The 
 Chicago Convention of 1920 appropriated $15,000 for these educa- 
 tional activities. But actually a larger sum is expended. 
 
 Unity Centers 
 
 An important branch of educational activities is the Unity Center. 
 At present there are seven Unity Centers in Public School Buildings 
 in the different parts of New York where members reside. Since 
 most of the members of the I. L. G. W. U. are of foreign birth and 
 come from non-English-speaking countries, the study of English is 
 an essential subject in their curriculum. Therefore, in each Unity 
 Center there are classes in English, of elementary, intermediate, ad- 
 vanced and high school grade. The teachers are assigned by the 
 Evening School Department of the Board of Education. In each 
 Unity Center there is a supervisor assigned by the Department 
 of Community and Recreation Centers of the Board of Education. 
 These local supervisors give weekly physical training lessons. The 
 International arranges independently courses on the Labor Movement, 
 Trade Unionism, and Economics. The rest of the curriculum deals 
 with Health, or subjects of more cultural interest, such as Literature, 
 Music, Art, Educational Films, and talks on vital subjects. To 
 make the lessons more profitable, the teachers prepare outlines of each 
 lesson ; these contain the topics to be discussed and questions designed 
 
 [21] 
 
to stimulate further thought. The outlines are distributed among 
 the students, who preserve them. They serve to recall to the students 
 the subject-matter discussed in the class. They are also sent to 
 Local Unions outside of New York, with the hope that these will 
 arrange similar courses. In New York the Unity Centers have about 
 2,000 pupils. These Centers are a method of getting large groups of 
 workers to receive instruction in subjects of importance. 
 
 Workers' University 
 
 The Workers' University consists of a number of classes conducted 
 in the Washington Irving High School on Saturday afternoons and 
 Sunday mornings. These classes attract members of the International 
 who have already had some instruction in the social sciences. The 
 courses are of a more advanced character and the teachers are gen- 
 erally specialists in their field. The main emphasis is placed on social 
 sciences. As in the Unity Centers, the students receive an outline of 
 each lesson. These outlines constitute a syllabus of the course and 
 are preserved by the students for further reference and study. 
 
 The field of instruction covers courses in Trade Union Policy, 
 Current Economic Lite-ature, Current Economic Opinion, Current 
 Labor and Economic Problems, The Cooperative Movement, Econ- 
 omic Geography, Applied Psychology and Logic, Sociology, History 
 of Civilization, Modern Literature and Public Speaking. Discussions 
 by specialists are arranged for the classes on Current Labor Problems, 
 such as on the Steel Industry and the Steel Strike, the Coal Mining 
 Situation, the British Labor Situation Today, the Shop Steward 
 Movement, the Plumb Plan, etc. In the classes in Trade Unionism 
 special reference is made to the problems of the International Ladies' 
 Garment Workers' Union. 
 
 As in the Unity Centers, there is no cost to members of the Inter- 
 national, and menders of other unions are admitted free after 
 arrangement with the Union. Practically all students who register 
 complete the work. 
 
 Extension Division 
 
 The Extension Division provides education for large numbers of 
 the membership. It organizes not only special classes to which all 
 members are invited, but also concerts and other entertainments. 
 
 [22] 
 
These are very popular with the membership. For their convenience 
 many of the lectures are given at the business meetings of the various 
 locals of the organization. The subjects are such as the Problems of 
 the Modern Trade Union with special reference to their own Inter- 
 national, New Tendencies in the Organized Labor Movement in the 
 U. S., Trade Unionism and Collective Bargaining, the Industrial and 
 Political Struggles of Organized Labor, the Place of Organized 
 Workers in Modern Society, the Cooperative Movement and Trade 
 Unionism, etc. 
 
 Lectures on Health are given by physicians, with particular atten- 
 tion to problems of home and shop hygiene. 
 
 During strikes, lectures are given to groups of organized and un- 
 organized workers. 
 
 The activities of the Extension Division are growing. The Inter- 
 national hopes to provide educational activities for every group of 
 its large membership. 
 
 In connection with all the courses, books are recommended for 
 reading and study and are obtained for the workers by the Educa- 
 tional Department at reduced prices. 
 
 Branches of the Workers' University were established in Cleveland 
 and Philadelphia. By special arrangement, members of the Inter- 
 national attend classes in the Trade Union College of Boston. The 
 Union pays their fees. 
 
 Conscious of the fact that the social factor plays an important part 
 in creating solidarity, the Educational Department organizes con- 
 certs, entertainments, visits to museums, hikes, social gatherings, etc., 
 for the students. These are attended largely and serve to bring to- 
 gether for social as well as educational purposes many members of 
 the International. The International does not attempt directly to 
 satisfy the desire for music and drama on the part of its members. 
 But it realizes that such a desire is very important and must be grati- 
 fied, if the life of workers is to be full and rich. Arrangements are 
 therefore made with the National Symphony Orchestra, the Theatre 
 Guild, the Jewish Art Theatre and other similar musical and dramatic 
 organizations for reduced price tickets for the members of the Inter- 
 national. 
 
Other Features 
 
 The educational work is conducted by the Department after numer- 
 ous consultations, meetings and conferences with educational commit- 
 tees of local unions, students' councils and the faculty. In this way, 
 the work is conducted democratically, and what is most important, is 
 vitalized by being continually adjusted to meet the real demands of 
 the rank and file of the membership. 
 
 One of the results of the educational activities was a movement 
 among the members to beautify their homes. This movement cul- 
 minated in the establishment of Summer Unity Homes. 
 
 The first is one of the achievements of the 30,000 members of the 
 Waist and Dressmakers' Union of New York, and was purchased 
 by the union at the cost of about $100,000. It is located in Pennsyl- 
 vania and was known formerly as the Forest Park House, a summer 
 resort for wealthy people. The Unity Village contains a main build- 
 ing, and twelve adjoining cottages, surrounded by gardens and for- 
 ests, and equipped with all the conveniences that one could desire. 
 Last summer 500 of the workers came out weekly. 
 
 The Philadelphia Waistmakers, an organization of 5,000 young 
 women, purchased their Unity House and spent about $50,000 upon 
 it so far. In addition, the Philadelphia Waist and Dressmakers' 
 Union has its own lunchroom, located in a building in the heart of 
 the business section of the city. There members are served whole- 
 some food at the lowest possible price. Like many other local garment 
 unions, it has a good library, containing almost 3,000 books. 
 
 The latest Unity Home was opened on June 4, 1921, at Midland 
 Beach, Staten Island, by the Italian Waist and Dressmakers' Union 
 of New York. 
 
 The movement among local unions for establishing country Unity 
 Homes is of practical value. In the first place, it combines the 
 methods of the Cooperative Movement with those of Trade Unions. 
 It shows what can be accomplished in the cooperative field, if the 
 effort is coordinated with the interests of trade unions. Furthermore, 
 it gives an opportunity to energetic members to receive a practical 
 education in building and supervising enterprises. Every Unity Home 
 is under the general supervision of a sub-committee of the Executive 
 Board. 
 
The work of this union in education has proved to be so sound that 
 the views of the Secretary of the Educational Department, Miss 
 Fannia M. Cohn, are worth recording: 
 
 The necessity for creating the proper atmosphere in the classrooms 
 should be emphasized. The upper and middle classes appreciate this 
 fact and are as much concerned with the social life of their students as 
 with the academic subjects. We, too, should be concerned with it if 
 we want to attract the younger element. 
 
 Once for all, we should agree that workers' education must be 
 financed by workers themselves, either through their local or inter- 
 national unions, by their central labor bodies, or partly through tuition 
 fees. But in the main, workers' education must be financed by workers. 
 
 It must be managed and directed by the workers. Please do not mis- 
 understand me. In no way do we exclude teachers and intellectuals who 
 are coming over to our side. We welcome them to our ranks. But in order 
 that the workers' psychology and point of view be emphasized every- 
 where, that the interests of the Labor Movement be held before us con- 
 stantly, the work must be managed by those in the movement who are 
 qualified to do so. 
 
 This means that in addition to expert teachers, active union workers 
 who are fitted for the task, will direct the work. This dual management 
 is very vital to the work of Workers' Education. For this work re- 
 quires not merely a knowledge of education, but also a first-hand knowl- 
 edge of labor and its problems, and particularly a knowledge of the 
 psychology of the workers among whom the work is to be done. Such 
 management can be coordinated with the needs of the Labor Movement. 
 
 It is important that the teacher, no matter how qualified he is to 
 teach workers, should not be left alone to the students. The persons 
 in charge should always try to interpret to the teachers the psychology, 
 aims and aspirations of the pupils, to acquaint them with the surround- 
 ings, with the conditions under which the students live and work, what 
 books they read, where they derive their inspirations and, on the other 
 hand, to keep in touch with the students to help them understand what 
 the teacher has not made clear. 
 
 Academic qualifications are not the only essentials which the teacher 
 must have in order to be successful in Trade Union classes. The teach- 
 ers must be acquainted with the aims of the Labor Movement, with the 
 daily problems which it is called upon to solve. He must understand 
 that the Movement does not deal with theories only, but mainly with 
 facts and conditions. This again requires the assistance of a practical 
 and intelligent trade unionist who knows the movement thoroughly. 
 
 We realize that no plan for organizing educational activities can be 
 successful unless it is expressed in something more than the establish- 
 
 05] 
 
ment of institutions like the Unity Centers and Workers' University. 
 The plan must produce a mental attitude, which in turn would create 
 a movement for workers' education within the trade union movement. 
 The question has come up in our work how to accomplish this. We 
 resolved that the only way to make a success of our activities is by 
 directing all our energies and attention to the rank and file. We believe 
 that if they will be impressed with the necessity for workers' education, 
 and if they will become imbued with the ideal and conviction that 
 "Knowledge is power," and that with the "Accumulation of knowledge 
 the world is theirs," then, and only then, will we be on the road to 
 success. 
 
 One page of our weekly papers, published in English, Yiddish and 
 Italian, is devoted to the work of our Educational Department. These 
 papers are sent to the home of every worker. Notices of our activities 
 also appear in the daily English, Yiddish and Italian press which is read 
 by our members. 
 
 We find that we reach our membership most effectively by coming 
 into personal touch with them. We try to stimulate in them a desire 
 for education and then we try to satisfy that desire. We speak at shop 
 meetings, which are held almost every night, describing our plan of 
 education. We address business meetings of the unions. We arrange 
 gatherings from time to time, at which assemble large numbers of mem- 
 bers, whom we try to interest in our work. Leaflets and other literature 
 are mailed to their homes. 
 
 The student body in a workers' college must understand that the benefit 
 derived from the time and effort spent in education, will depend not so 
 much on the knowledge received in the classroom as upon practical 
 familiarity with the labor movement and upon the experience derived 
 from active participation in the life of their organization. 
 
 Those in charge of labor colleges must realize that the hope of the 
 labor movement lies in the increasing intelligence of the rank and file. 
 Education and information must be the cornerstone of the society of the 
 future. It is the intelligent citizenship in the unions the rank and file 
 that will bring about an intelligent leadership. Hence, it must be under- 
 stood that a workers' college must organize activities for every group 
 for those who know very little as well as those who are advanced 
 for those who are the present leaders or will be the future leaders of 
 the organization. 
 
 The work of the Educational Department is directed by Fannia M. 
 Cohn, secretary, and Alexander Fichandler, educational director. 
 
 Local 25 
 
 The Ladies' Waist and Dressmakers' Union, Local 25, of the 
 International Ladies' Garment Workers' Union, has its own Depart- 
 
 [26J 
 
ment of Education and Organization, which cooperates with the 
 International. It was this local under Juliet Stuart Poyntz which 
 initiated the "Unity Center" plan of labor education. Local 25 has 
 its own educational director, Elsie Gliick. Miss Gliick keeps the local 
 in close touch with the educational program of the International. The 
 local's Educational Department carries intensive advocacy of educa- 
 tion into the shops and district meetings. The educational office is 
 located in local headquarters, so that, as members pay their dues, they 
 can be approached on the educational program. 
 
 Local entertainment work includes monthly concerts and entertain- 
 ments ; unemployment entertainments ; and strike concerts and classes. 
 
 The Unity House of Local 25 has been described above. 
 The members have a library, containing several thousand books. 
 The local educational work has always been closely bound up with 
 the organization work of the Union. 
 
 United Labor Education Committee. 
 
 The initiators of the United Labor Education Committee in 
 1918 were the United Cloth Hat and Cap Makers, at whose call all 
 the conferences preliminary to the establishment of the Committee 
 were held. Among the organizations affiliated at the beginning were 
 the Amalgamated Clothing Workers of America. They have recently 
 separated from the Committee in order to establish their own educa- 
 tional department. 
 
 Although the impulse for the Education Committee came from the 
 needle trades unions, the educational work soon spread to other 
 unions. At the present writing, thirty labor organizations are affiliated 
 with the United Labor Education Committee. These include such 
 organizations as the Central Trades and Labor Council of Greater 
 New York and Vicinity, the Women's Trade Union League, the In- 
 ternational Fur Workers' Union, the Workmen's Circle, the Teachers' 
 Union and the United Hebrew Trades. Two locals of the Interna- 
 tional Ladies' Garment Workers' Union are cooperating with the U. 
 L. E. C. Other unions affiliated include workers engaged in the metal 
 trades, food industries, clerical and amusement trades. 
 
 The U. L. E. C., perhaps more than any other labor educational 
 enterprise, has emphasized mass education. Among the activities the 
 
U. L. E. C. arranges for its affiliated organizations are included : ( 1 ) 
 Lectures at the local union meetings; (2) Classes for the general 
 membership, for shop chairmen, active members and officials; (3) 
 Strike Service (making use of the leisure of strikers for education 
 and recreation); (4) Slack service (for the unemployed during in- 
 dustrial depression); (5) Forums; (6) Recreation Centers, Drama, 
 Educational Moving Pictures; (7) The Committee helps locals to 
 arrange their benefit performances at the lowest cost and in order 
 to make them more educational. 
 
 To join the United Labor Education Committee, an organization 
 has to pay an affiliation fee of $15.00 and monthly dues as follows: 
 Locals with a membership up to 300 pay $5 per month ; over 300 and 
 not over 1,000, pay $10; over 1,000 pay $10 for the first thousand 
 and $5 for every additional thousand or fraction thereof ; no local to 
 pay more than $40 per month. 
 
 Every local union has equal rights and obligations in the U. L. 
 E. C. The^ Committee accepts no financial contributions from in- 
 dividuals nor from any but labor organizations. 
 
 Since the creation of the U. L. E. C. a total of over $30,000 was 
 expended on the educational work in New York City. Courses were 
 given by the Committee in English, Economics, Industrial History, 
 Socialism, Practical Psychology, Reading of Blue Prints, and History 
 and Appreciation of Art. One class was organized for trade union 
 officials and two courses on "Contemporary Problems" and on "How 
 to Teach Economics in Labor Colleges," were conducted for public 
 school teachers who had affiliated with the Committee. In addition 
 several classes were organized in cooperation with the New School for 
 Social Research. Recently attemps have been made to introduce educa- 
 tional work at the regular shop meetings of the affiliated unions. The 
 most successful classes, both in the sense of regularity in attendance 
 and size, were those held in the headquarters of labor organizations. 
 
 Aside from its class work, the U. L. E. C. since its inception has 
 arranged 231 lectures and concerts for sixty union locals, reaching 
 a membership of about 30,000. These lectures were given in a 
 series of three and four, so that the subject is dealt with in a way to 
 further substantial knowledge. These union lectures have proved a 
 very important phase of the work of the Committee and have been 
 very successful. During the time of its existence, the U. L. E. C. also 
 
 [28] 
 
conducted ninety-seven forums, with an attendance of 18,000 per- 
 sons. In addition more than 150 strike and unemployment service 
 meetings were held, at which prominent speakers and artists appeared. 
 Outside of the activities mentioned above, the Committee also ar- 
 ranges hikes to the country, which are devoted to the study of nature. 
 Visits to the museums of art and natural history are also arranged 
 frequently under the guidance of instructors. 
 
 In the season of 1919-20, the Rand School of Social Science co- 
 operated with the United Labor Education Committee, by receiving 
 into the Rand School classes at reduced fees several hundred students 
 assigned by the Committee. The classes were partly regular classes, 
 and partly special classes organized for the purpose. The subjects 
 covered were: American History, General Modern History, Civics, 
 Elementary Economics, Socialism, Trade Unionism, Elementary 
 Natural Science, and various grades of English. 
 
 The Committee has practically divorced their regular activities 
 from the public school system, and have concentrated their work in 
 the headquarters of the affiliated organizations. This has been done 
 partly because of the attitude of the Board of Education. The 
 classes are all held in Union Headquarters. The forums are con- 
 ducted in the headquarters of the Workmen's Circle and union halls. 
 The public schools are still used, however, for special activities, such 
 as concerts, dramatic readings, etc. 
 
 The U. L. E. C.'s experience has been that classes reach a very 
 small minority. The commercialized "show" and moving picture 
 reach a vast majority. The recreational activities of the Committee, 
 connected as they are with lectures, are intended to combat the in- 
 fluences of commercialized amusement. These recreational activities 
 of the Committee are intended, not as mass entertainments, but as 
 new methods of mass education. The Committee believes its method 
 can be used to make audiences read, register for classes, and take the 
 first step in serious educational work. J. M. Budish, one of the early 
 pioneers in workers' education and Chairman of the Committee, con- 
 tends : 
 
 If the educational movement is to become a mass movement so that 
 it may have a real influence in shaping the thought of the working 
 masses, the only way by which it can be accomplished is by using some 
 new methods of mass education. 
 
 09] 
 
At the recent meeting of the Workers' Education Bureau of Amer- 
 ica (W. E. B.) Mr. Budish also suggested the creation of a central 
 body on labor education for the city of New York to replace the 
 United Labor Education Committee and to function locally as the 
 W. E. B. hopes to function for a wider area. 
 
 The Cooperatives. 
 
 The Cooperative Movement conducts three New York schools. 
 One is in Public School No. 63 (150 East 4th St.), one in the State 
 Bank Building (5th Ave. and 115th St.), and one at 402 Stone Ave., 
 Brownsville. 
 
 Cooperative education is of two kinds. One is education on the 
 subject of cooperation. The other is education by the method of con- 
 sumers' cooperation. 
 
 The most thorough school for practical training of cooperators is 
 that held annually at Superior, Wisconsin. 
 
 A need is for the development of trained leaders among the working 
 class for cooperation. One local answer to this need has been the 
 eight-weeks-seminar conducted by Dr. J. P. Warbasse for three suc- 
 cessive years. It was held in 1918-19 in the Washington Irving High 
 School; in 1919-20 in the Sage Foundation Building, of New York, 
 under the joint auspices of the International Ladies' Garment Work- 
 ers' Union and the School for Social Work. 
 
 In the year of 1920-21 a course of 15 lectures on the history and 
 technique of cooperation have been given under the auspices of 
 Columbia University. In New York there were given a series of 
 six lectures for training workers in the Zionist Movement for co- 
 operative enterprises in Palestine. 
 
 Tiie trade union colleges in various parts of the country give courses 
 in cooperation. 
 
 "Cooperation," the organ of the Cooperative League of America, 
 says : 
 
 Cooperation means that the consumers organize to control the pro- 
 duction and distribution of the education which they want. This can 
 be done if the students are adults and capable of knowing what they 
 want. Those pioneer student bodies which are working out this method 
 are doing the most radical thing that has been done in education since 
 the free public school was established. 
 
 [30] 
 
The three cooperative schools of Greater New York (downtown, 
 Harlem and Brownsville), publish a monthly paper called "Co- 
 operative Education." 
 
 The object of these New York consumers' experiments in educa- 
 tion and the subject-matter place them outside the area of workers' 
 education, as we have defined it. The object is largely to fit young 
 people to pass Regents' and college examinations. The subject- 
 matter is therefore largely, though not exclusively, that of regular 
 preparatory courses. 
 
 The method of administration is a pure form of workers' educa- 
 tion. The cooperative schools are under students' control. They 
 charge a tuition fee (for instance, of $5 a month for five nights a 
 week of three periods). They use public and high school instructors. 
 The students administer all the finances. One of the schools has 
 500 pupils, another 300. 
 
 Training Executives 
 
 The Cooperative Central Exchange at Superior, Wisconsin, carries 
 on a wholesale business and conducts a school for the education of 
 cooperative executives. The Exchange has a membership of 49 dis- 
 tributive societies. This was the second year of the training course, 
 which was begun with 43 students. Most of the students come from 
 Minnesota, Michigan and Wisconsin. The ages range from 15 to 48. 
 Of the students of 1919, 70 per cent are now employed in cooperative 
 stores. 
 
 American cooperation has a "literature" which makes the task of 
 education easier than in the political and trade union fields. There 
 are excellent books on the history, theory and practice of cooperation. 
 There are useful pamphlets. This material for cooperative edu- 
 cation is to be obtained from the Cooperative League of America 
 (2 West 13th Street, New York). There is, for instance, the ten- 
 cent pamphlet on "Cooperative Education The Duties of the Edu- 
 cational Committee Defined." This pamphlet is so clear and precise 
 that it might serve as a model for publications on labor information. 
 Good pamphleteering is one of the immediate needs in workers' edu- 
 cation, 
 
Cooperative "Literature" 
 
 "Cooperative societies can not be developed any faster than people 
 can be trained to run them," and to support them. This means train- 
 ing of managers and executives and training of the whole member- 
 ship. Trade unions also can not be developed any faster than people 
 can be trained to run them and to take over progressively the functions 
 of administration of industry. Education has long been accepted as 
 essential to success in cooperation. Education has not been so widely 
 accepted by trade unionists as essential to success in industrial 
 democracy. 
 
 The Trade Union College of Boston. 
 
 The Trade Union College under the auspices of the Boston Central 
 Labor Union was planned immediately after the end of the war in 
 1918, was organized in January, 1919, and was opened with a pro- 
 gram of fourteen courses on April 7, 1919. It was the first college 
 in America to be established by the entire central labor body of any 
 city, and this plan inaugurated in Boston has since then been followed 
 in various other cities. During the first term, the students numbered 
 only 169, but within a year the total enrolment mounted as high as 
 450. At first the college was meant primarily for trade unionists 
 affiliated with the American Federation of Labor and members of 
 their families, but from the first all other workers who applied were 
 admitted with the approval of the Board of Control, and the Boston 
 Central Labor Union has now voted to open the college to all wage 
 workers on equal terms. 
 
 The Board of Control is made up of 25 members: 15 appointed by 
 the Central Labor Union, 5 elected by the students, and 5 elected by 
 the teachers. Since most of the students are regular trade unionists 
 and since the representatives of the teachers are almost all members of 
 the Teachers' Union and delegates to the Boston Central Labor Union, 
 this means that the college is genuinely in the hands of the organized 
 labor movement of Boston and is thus ultimately responsible to a body 
 of 80,000 workers. 
 
 The students, who have formed a Student Association of their 
 own, are continually coming to play a larger part in the running of 
 their college. In addition to the 5 regularly elected representatives 
 
 [32] 
 
of the students on the Board of Control, almost all of the 15 repre- 
 sentatives appointed by the Central Labor Union are or have been 
 students in the college; so that the students, past and present, have 
 now some 17 representatives on the Board of Control as compared 
 to the 5 representatives of the teachers. Moreover, in the various 
 courses, it is the students of one term who decide what aspect of the 
 subject and often what professor they desire for the following term. 
 
 The teachers who have at one time or another given courses in the 
 college number over 50. The Boston Trade Union College has been 
 fortunate in being able to draw upon some of the best teachers at 
 Harvard University, including the Dean of the Harvard Law School, 
 and upon professors at Wellesley, Tufts, Simmons, and the Massa- 
 chusetts Institute of Technology, as well as teachers in the High 
 Schools and other Public Schools of Boston. From the first the 
 insistence has been made upon a high standard of scholarship in the 
 teaching. The students themselves demand this and it has been felt 
 that in the long run the success of the college would depend rather 
 on the excellence of the work done in the classroom than upon any 
 popular appeal which might merely reduplicate what is being done in 
 the innumerable forums already in existence. 
 
 The courses that have been most often chosen by the students and 
 therefore most often given include the following subjects: (1) 
 Writing, divided into elementary, intermediate, and advanced classes 
 in composition, to meet the different needs ranging from the workers 
 of foreign birth who are beginning to write English up to trade 
 unionists who may be preparing for positions as secretaries of unions ; 
 (2) Discussion, where the men and women of the labor movement 
 receive practice in public speaking and debating under expert guid- 
 ance; (3) Literature, dealing with the social significance of the recent 
 books and plays of various nations; (4) Economics, taking up the 
 different theories of the production, distribution and consumption of 
 wealth; (5) Law, with especial reference to the law of contracts and 
 to labor legislation; (6) Science, including a course in the principles of 
 mechanics for machinists and a course in food chemistry for the wives 
 of wage earners; (7) Recreation, including gymnastics, dancing, 
 concerts, theatrical performances, moving pictures and any other social 
 activities which the students may arrange. Other courses are given 
 whenever there is sufficient demand for them. 
 
 [33] 
 
The classes meet one evening a week for two hours, the first hour 
 usually being devoted to the lecture and the second hour being given 
 over to a general discussion in which all the students are encouraged 
 to take part. In many of the courses outside reading is done and 
 essays and written tests handed in, criticised, and returned to the 
 students. 
 
 The year's work in each of these courses is divided into three 
 terms of ten weeks each: (1) the Fall Term, from October to De- 
 cember; (2) the Winter Term, from January to March; (3) and the 
 Spring Term, from April to June. Most of the courses run con- 
 tinuously through the three terms, so that there are really 30 con- 
 secutive two-hour meetings of each class throughout the year. Later 
 on it is hoped to have in addition a Summer Term from July to 
 September. 
 
 The expenses of the college consist chiefly of the printing of the 
 little pamphlets giving outlines of the lectures in the courses, the 
 salary of the assistant secretary, and the nominal salaries of $100 
 which are paid to the teachers for each course of ten lectures, and 
 which have often been returned to the funds of the college by such 
 teachers as could afford to do so. These expenses have been met in 
 three ways: (1) by the fees of $2.50 paid by the students for each 
 course; (2) by contributions from the various local unions; (3) and 
 by individual subscriptions mostly made up of small sums from trade 
 unionists handed in in response to subscription lists circulated in the 
 locals. No financial help from the State Board of Education or from 
 University Extension has been accepted. The trade unionists have 
 preferred not only to control their own college but also to pay for it 
 themselves. 
 
 The buildings in which the classes have so far been held include 
 the High School of Practical Arts in Roxbury, the Abraham Lincoln 
 School, the English High School, the Boys' Latin School, and the 
 rooms of the Boston Central Labor Union and of other trade unions. 
 As soon as a Labor Lyceum is built in Boston, it is hoped to have 
 accommodation there for all the classes. The Boston Trade Union 
 College will then be able to depend entirely on the resources of the 
 organized labor movement itself. 
 
 [34] 
 
The Trade Union College of Washington, D. C. 
 
 The Trade Union College of Washington, D. C., was organized by 
 a number of trade unionists in May, 1919, at a meeting called for 
 that purpose through the initiative of Mrs. Annie Riley Hale. The 
 college opened in November, 1919. The preamble of the constitution 
 of the college adopted at the meeting declares : 
 
 It being the avowed object of the Trade Union movement in the 
 United States of America to organize in crafts, combine in councils 
 and federate in one great national assembly for the purpose of mutual 
 protection, assistance and cooperation, which shall enable its members 
 to enjoy a full share of the wealth which they help to create, together 
 with sufficient leisure in which to develop their social, moral and in- 
 tellectual faculties as well as the advantages, benefits and pleasures of 
 mutual association which shall enable them to share in the gains and 
 honors in this age of great development and civilization in which we 
 live. 
 
 Now, therefore, We, the Trade Union delegates in temporary or- 
 ganization assembled, together with certain professors, teachers and 
 college graduates, in order to secure for Trade Unionists the benefits of 
 a higher and more liberal education, as above desired and also to the 
 end that we may attract the most educated and intellectual citizens to our 
 cause, do hereby declare our intention to found a college, adopting the 
 following constitution and by-laws, defining, governing, controlling and 
 supporting the same. 
 
 Active membership in the college is confined to local unions affiliated 
 with the A. F. of L. The Board of Directors consists of thirteen 
 members comprising the trade union officers of the college, seven 
 trade union members elected by the college, and two members elected 
 by the instructors of the college. 
 
 Since the inauguration of the college, courses were offered in Eng- 
 lish, Music, Dancing, Literature, Mathematics, Mechanical Drawing, 
 Economics, History of the Labor Movement, Elementary Law, Cur- 
 rent Labor Questions, Vocational Education, Industrial Hygiene, Co- 
 operation, and Democratic Control of Industry. The classes are one 
 and two hours in length, part lecture and part discussion. The in- 
 structors are recruited from the local schools and from government 
 experts. 
 
 The total enrollment of students was as follows: First term, 1919- 
 1920, eighty-seven; second term, 1919-1920, fifty-nine; first term, 
 
 [35] 
 
1920-1921, seventeen; second term, 1920-1921, seventeen. The de- 
 cline in the student registration of the Washington College, is so far 
 unique in the labor education movement in this country, and is credited 
 to the fact that Washington is not an industrial city and to the 
 numerous competitive educational and social institutions in the city. 
 
 Workers' College of Seattle. 
 
 The Workers' College of Seattle, founded in 1919, is under the 
 control of the Central Labor Council. It is housed in the Labor 
 Temple and pays a nominal rent. The Central Labor Council appoints 
 an educational committee of seven, representing the main industrial 
 groups. The work is financed in several ways. There are collections 
 at certain lectures. In certain courses at first the pupils paid tuition. 
 In other courses there are voluntary contributions from the pupils. 
 A card system has also been used, calling for periodical contributions. 
 
 The Workers' College of Seattle stated what labor education seeks : 
 
 Education in our universities and colleges is essentially capitalistic, in 
 that it glorifies competition and seeks to produce an efficient individual. 
 Education that may properly be called labor education is essentially 
 socialistic, in that it glorifies cooperation and seeks to produce an effi- 
 cient social and industrial order. 
 
 The Seattle College offered courses in the Trade Union and Co- 
 operative Movements, Marx, Social Ethics, Background of Euro- 
 pean History, The American Constitution, The Soviet Constitution, 
 The Program of British Labor, Biology, English, Parliamentary 
 Law, etc. There is no accurate registration of students kept, but over 
 1,000 persons have attended the lectures since the inauguration of 
 the work of the college. During the last winter there was an atten- 
 dance of 200 Sunday afternoon. The Sunday Evening Forum has 
 brought an average attendance of 800. 
 
 One of the instruction methods used is that of resident lecturer. 
 A visitor is invited to spend a month in Seattle for the purpose of 
 giving courses and lectures. Thus the Seattle college was able to 
 secure the services of Dr. Henry de Man, the Belgian labor leader and 
 educator, who spent considerable time at the Seattle Workers' Col- 
 lege. 
 
 Educational conferences are periodically held with two delegates 
 from each union and one or two -delegates from each class. These 
 
 [36] 
 
conferences have acted as an advisory committee on education to the 
 Central Labor Council, which in turn appoints its educational com- 
 mittee of seven as the executive. 
 
 The Workers' College has a dramatic section, which is an amateur 
 dramatic society. 
 
 In the first year of the Workers' College much of the teaching and 
 much of the influence came from the State University of Washing- 
 ton. In the case of one or two of the professors, this teaching and 
 influence were offensive to the workers. By the year 1920-21 the 
 Workers' College had emancipated itself from the State University, 
 and was in a position to summon its own teachers, including one in 
 biology from the State University. 
 
 Rochester Labor College. 
 
 The Amalgamated Clothing Workers in Rochester have established 
 a labor college which adds many amusement and recreational features 
 to regular class work. The work was begun on a small scale in 1919- 
 20. During 1920-21 classes were established in Labor Unionism, 
 Public Speaking, Social Problems, English and Singing. In addition 
 successful amusement clubs were formed, including a Dramatic Club, 
 and a Girls' Bowling Team. 
 
 The classes in the labor college were taught by the Educational 
 Director, Paul Blanshard, who is a former union organizer, and by a 
 professor in the University of Rochester, and others. Three classes 
 were scheduled in English, one of which was an advanced course. 
 The course in Labor Unionism, given by the educational director, was 
 a course in the practical aspects of the union movement with par- 
 ticular reference to the clothing industry in Rochester. It was held 
 every Thursday night before the sessions of the Joint Board, so that 
 nearly all leaders of the union were reached. In the class in Public 
 Speaking practical parliamentary law was taught for the first fifteen 
 minutes of each session by a parliamentary drill in which each member 
 of the class took the chair and was removed as soon as he made a 
 mistake. Sample subjects for discussion were: Resolved, that piece 
 work is better than week work in the clothing industry ; Resolved, that 
 the United States should recognize Soviet Russia ; Resolved, that un- 
 employment insurance is practical in the clothing industry ; nominating 
 
 [37] 
 
speeches for union officers, speeches to strike mass meetings, etc. A 
 union debating team was chosen from the class which debated an 
 outside team on communism. 
 
 The classes were conducted from November until April and aver- 
 aged 20 to 25 in attendance. These included several lecture series 
 given by the educational director before local unions. 
 
 A weekly paper of four pages was published as part of the Roch- 
 ester educational program, and distributed free to the clothing shops. 
 It was devoted chiefly to union notices and discussion of educational 
 subjects. The paper has been suspended for the summer months and 
 will be resumed in September. The union also had a small library, 
 which was a branch of the public library with books on labor added 
 to the collection. All classes in the labor college were open to union 
 members free of charge. 
 
 The educational work in Rochester was given impetus by a large 
 weekly forum which averaged over 1,000 in attendance. The forum 
 was held in the union's headquarters and speakers of national reputa- 
 tion were often brought to Rochester. Among the speakers at these 
 Friday night forums were: W. Z. Foster, who spoke on "The Steel 
 Strike" ; Joseph Schlossberg, Secretary-Treasurer of the A. C. W. of 
 A., on "Labor in Europe" ; Bishop Paul Jones, on "The New Leader- 
 ship." Frequently debates replaced the speakers, and well attended 
 debates were held on such subjects as "Resolved, that the Church Is 
 Beneficial to Labor" ; "That the I. W. W. is Reactionary in Its Po- 
 litical Philosophy"; "That America Should Follow in the Path of 
 Russia and Adopt Communism"; etc. 
 
 The Friday night educational forums were followed by dancing, 
 but no union member was allowed to dance who did not attend the 
 lecture. The union is continuing its educational work in the summer 
 by arranging for meetings of union members and their families at a 
 summer cottage. An elaborate program has been planned for next 
 year with compulsory classes in unionism for new members. 
 
 The women, who constitute a majority of the clothing workers of 
 Rochester, were not neglected. They had classes of their own and 
 many social activities under the direction of Miss Edith Christenson. 
 Some of the topics of lectures and discussions before a special wom- 
 en's group were : "Should a Woman Obey Her Husband" ? "Should 
 
 [38] 
 
a Woman Earn Her Own Living"? "Physical Fitness"; "Women and 
 Clothes." Popular lectures on economic and social themes were 
 given before union locals under such titles as : "How to Be a 
 Millionaire"; "How to Die in the Poor House"; "Why Women 
 Should Be Discontented"; "If I Were Harding," etc. 
 
 A pamphlet on "How the Union Works," which describes the 
 operations of the union and its general purposes, was prepared by the 
 educational department and distributed through the shops by shop 
 chairmen. 
 
 The cost of the Rochester educational program including the 
 weekly paper and the salary of the educational director was approxi- 
 mately one cent per member per week. The funds were raised by the 
 Amalgamated Clothing Workers of Rochester. 
 
 One of the reasons for the success of the Rochester program has 
 been the equipment of the union building. The building is located in 
 the heart of the residence district of the workers and is supplied with 
 two large auditoriums, classrooms and adequate offices. 
 
 Baltimore Labor Class. 
 
 The original educational undertaking in Baltimore was the Com- 
 munity School which grew out of the Community Church, which 
 latter was conducted by two progressive Episcopal ministers. The 
 Community School had classes in five or six subjects and found 
 Sundays particularly useful for meetings. Some of the classes num- 
 bered as many as 40 students, about equally divided between men and 
 women. This was altogether the most important project among work- 
 ers which Baltimore has experienced. After operating for about a 
 year it came to an end three years ago when the building in which 
 classes were held was torn down. 
 
 In April, 1920, the Baltimore Labor College, which sought to obtain 
 the cooperation of both the Amalgamated Clothing Workers of 
 America and unions affiliated with the Baltimore Federation of Labor, 
 started four classes, using one of the downtown buildings of the 
 Johns Hopkins University for night courses. The subjects taught 
 were : Public Speaking, English, Current Events, and History of the 
 English Labor Movement. Four instructors were selected from a 
 list of eleven competent people who volunteered their services. Classes 
 
 [393 
 
numbered about ten students each. Attendance was regular for the 
 two months during which the classes operated. Small fees were 
 charged the students. 
 
 The Labor College stopped for the summer and the work was re- 
 sumed in the fall by the Educational Committee of the Joint Board 
 of the Amalgamated Clothing Workers of America. The clothing 
 trade was much depressed and it was possible to start only one class, 
 taught by Dr. Broadus Mitchell, of Johns Hopkins University. 
 Current Events seemed the best choice in subject-matter. It had a 
 regular attendance of fifteen, two-thirds women and one-third men, 
 not all of whom, however, were members of the Amalgamated. It 
 met in the Progressive Labor Lyceum, convenient to the homes of 
 the students, on Saturday nights from 8 to 9.30, from October to 
 April, inclusive. Half of the period has been given to statement by 
 the instructor and the other half to discussion. The discussion, states 
 Dr. Mitchell, has developed not only valuable contribution of fact but 
 useful points of view. The students have been astonishingly regular 
 in attendance, were not deterred by the worst weather, and seemed 
 never to want a holiday. There has been no charge of any kind. 
 
 Next session it is hoped to inaugurate two new classes, one in 
 Modern Literature, and another in General Science. These will be 
 helpful, it is suggested, in contributing, the one, cultural training, and 
 the other, familiarity with objective examination, which is important 
 for workers. 
 
 The class this winter has been conducted with entire informality 
 and anything done has been at the instance of the whole group. 
 
 The Department of Education 
 
 of the Pennsylvania Federation of Labor. 
 
 The Pennsylvania Labor Education Committee was organized at 
 the Altoona convention of the Pennsylvania Federation of Labor in 
 May, 1920. An Executive Committee of fifty labor representatives 
 throughout the State was elected at that time, J. R. Copenhaver 
 (machinist) and A. Epstein were elected Chairman and General 
 Secretary, respectively. Shortly afterward, the Committee was con- 
 verted into the Department of Education of the Pennsylvania Federa- 
 tion of Labor, with President James H. Maurer acting as Advisor. 
 
 [40] 
 
Although the convention passed several resolutions urging the in- 
 auguration of educational work in the State, no definite fund was 
 appropriated for this work. 
 
 Despite the lack of money, the 1920-21 season opened with regular 
 trade union colleges in Philadelphia and Pittsburgh and labor classes 
 in Allentown, Bethlehem, Harrisburg, Lancaster, Pen Argyl, Potts- 
 ville and Reading. 
 
 The Philadelphia Trade Union College. 
 
 The Philadelphia Trade Union College was organized in June, 
 1920, by a number of trade union representatives of that city. The 
 college is under the control of a board of trustees composed of repre- 
 sentatives of the different unions and elected by all the affiliated unions. 
 An affiliation fee of ten dollars is charged each local union. Approxi- 
 mately forty organizations affiliated with the college during the first 
 year. The instructors are recruited from the more liberal and sym- 
 pathetic members of the faculties of the local universities. 
 
 During the winter of 1920-21, the Philadelphia Trade Union Col- 
 lege gave courses in Labor and Industry, Labor and the Law, Plan 
 Reading, and Public Speaking. A course in English was also given 
 during the season. The total enrollment of students was ninety, with 
 a regular attendance of about fifty. A fee of two dollars and fifty 
 cents was charged each student per course of ten weeks. All classes 
 were held in union halls. 
 
 The Pittsburgh Trade Union College. 
 
 The Pittsburgh Trade Union College was organized early in July, 
 1920, at a meeting of a number of trade union representatives called 
 for that purpose by the Pennsylvania Labor Education Committee. 
 As in Philadelphia, the college is under the control of a board of 
 trustees composed of representatives of local unions. The funds 
 were raised by contributions from the Central Labor Union and local 
 unions and a fee of two dollars per course was charged each student. 
 The instructors here, as in Philadelphia, are recruited from the uni- 
 versities. 
 
 The total enrollment of students during the 1920-21 session was 
 sixty, while the average regular attendance was about forty. The 
 Pittsburgh Central Labor Union, which in the beginning held itself 
 
 [4'] 
 
aloof from (and looked down with suspicion upon) the work of the 
 college in that city, is now thoroughly in sympathy with the movement 
 and it is expected that next year it will finance considerably the work 
 of the school. The courses given by the Pittsburgh College included 
 Economics, History of the Labor Movement, Industrial Problems and 
 Literature. 
 
 The Workers' Educational Classes 
 
 in the Smaller Cities in Pennsylvania. 
 
 The Pennsylvania Labor Education Committee and its general 
 secretary, A. Epstein, undertook work in the smaller cities of the 
 State. Here new ground was broken and new methods of organi- 
 zation devised. In these cities, local part-time teachers who were 
 capable and who were sufficiently in sympathy with the movement to 
 teach in workers' schools were not available. There was only one 
 thing to be done and that was to secure the cooperation of several 
 nearby cities which, on a cooperative basis, would employ a full-time 
 instructor to give one lesson a week in each city. To do this it was 
 necessary to enroll the aid of at least five or six nearby towns. 
 
 An intensive campaign for labor education was carried on during 
 the summer and fall of 1920, and the 1920-21 season opened with 
 classes in Allentown, Bethlehem, Harrisburg, Lancaster, Pen Argyl, 
 Pottsville and Reading. A full-time teacher, Charles J. Hendley, 
 who was stationed in this district, met one class a week in each of 
 these towns. The course consisted of twenty-six weekly lessons cover- 
 ing: The Evolution of Industry, The Social and Economic Conse- 
 quences of the Industrial Revolution, The Problems of the City, State 
 and National Government as a Result of the Industrial Changes, The 
 Legal Position of the Corporations and Trade Unions, The Reforms 
 Proposed Through Social Legislation, The History and Present 
 Status of Jthe Labor Movement. A few lectures were devoted to 
 modern movements for industrial progress, as: The Single Tax, The 
 Co-operative Movement, Socialism, etc. Each course lasted for two 
 hours and consisted not only of lectures but also of readings, digests, 
 or reports on readings by students before the class, as well as quizzes 
 and discussion. 
 
 The work in these towns was financed entirely by the central labor 
 unions and local unions. No fee was charged the individual student. 
 
 [42] 
 
The response of some local unions has been exceedingly encouraging. 
 A number have contributed as much as $100 each. In the beginning 
 most classes met in schoolrooms, but gradually the use of some of 
 these rooms was refused by the school boards, although not a single 
 charge was ever brought against any of the students or instructors. 
 A few classes, however, continued to meet in schoolrooms. 
 
 On April 1, 1921, there were a total of 338 students enrolled in 
 nine cities in Pennsylvania, with an average attendance of 197. 
 Reports on 138 books were read by the students before the classes, 
 the great majority of which, the teachers say, were of high grade. 
 The 338 students mentioned above include only those who have at- 
 tended the classes at least three times during the season. About 150 
 more have attended the classes less than three times. The percentage 
 of regular attendance as compared with the total enrollment was 
 fifty-nine. 
 
 At the latest convention of the Pennsylvania Federation of Labor, 
 held in May, 1921, in Harrisburg, James H. Maurer, President 
 of the Federation, presented a comprehensive report on the Workers' 
 Educational Classes in Pennsylvania, summarizing the work that has 
 been accomplished during the past year and recommended to the con- 
 vention that the delegates, "by appropriate resolution, empower and 
 instruct your executive committee to formulate such plans, adopt such 
 measures and policies and use so much of the Federation funds as in 
 their wisdom will best promote the success of this important work." 
 A resolution to that effect was introduced and was unanimously 
 adopted by the delegates. 
 
 The Trade Union College of Greater New York. 
 
 The Trade Union College of Greater New York was organized in 
 the spring of 1920 under the auspices of a number of local unions in 
 New York City. The college received the endorsement of such 
 organizations as the Machinists' District Council No. 15, the New 
 York Harbor Council of Railway and Steamship Clerks and the 
 Allied Printing Trades Council. The object of the college is: 
 
 To provide educational opportunities for those who work for a living, 
 by establishing lecture and study courses, or by such other means as 
 may be deemed practicable. 
 
 [43] 
 
Active membership of the College is open to any local union con- 
 ditioned upon approval of the Board of Directors. This Board is 
 made up of fifteen members consisting of (a) the officers of the 
 college, (b) seven members elected by the College Council and (c) 
 four members elected by the faculty of the college. The affiliation 
 fee is ten dollars per annum. 
 
 The school conducted two classes in 1920-21 one in English and 
 the other in Law in its Relation to the Trade Unions. The summer 
 session had a total registration of twenty-eight, and the winter season 
 of thirty-six students. The students paid $2.50 each per course of 
 ten lectures. The classes were held in a public schoolroom. 
 
 Mrs. Annie Riley Hale, whom we have mentioned in the experiment 
 of Washington, D. C., was an initiator of this New York Trade 
 Union College. 
 
 Amherst Classes for Workers. 
 
 Amherst College, under the leadership of Walton H. Hamilton 
 and F. S. May, undertook to organize classes for workers under the 
 joint auspices of the College and certain labor groups as 
 
 an expression of the belief that an opportunity for liberal education 
 should be open to all who feel the need of it. They (the classes) estab- 
 lish a working connection between Amherst College and the group of 
 working men and women in its vicinity, so that each may offer to the 
 other the wisdom that has been gained through its experience, and the 
 joint product applied to the solution of problems that are common to all 
 of us. 
 
 Classes were opened October, 1920, in Springfield and Holyoke, 
 Mass. The instruction is given by members of the faculty. The 
 Executive Board consists of thirteen members, nine of whom are 
 members of trade unions, and four represent the college. The funds 
 are raised from a fee of two dollars charged each student per course. 
 But the actual financial support comes from the college and from a 
 grant by the Commonwealth Fund of New York. 
 
 The courses given during the past year were: Current Economic 
 Problems, and Trade Union Problems. The total enrollment was 
 forty-five. One class met in a Public School, one in a trade union 
 hall. 
 
 [44] 
 
Workers' University, Cleveland, Ohio. 
 
 The first season of educational activity for the International Gar- 
 ment Workers of Cleveland began November 1, 1920. The Board of 
 Education paid four instructors: English, Gymnasium, Pianist, and 
 instructor in History of the Labor Movement. The Garment Workers 
 exercised complete jurisdiction over the planning of courses and the 
 selection of teachers. Classes were conducted at the Headquarters of 
 the Union although public school buildings were available. A large 
 auditorium in an adjoining club house served for gymnasium practice, 
 motion pictures, lectures and large meetings. 
 
 Recognizing the psychological value of the short term in stimulat- 
 ing interest, courses were planned on the basis of six weeks to a term. 
 At the end of this period, all the courses originally planned were con- 
 tinued on request. The subjects offered were : English, History of 
 the American Labor Movement, Economics, History of Society, 
 Modern Drama; Health: Personal Hygiene, Home Nursing, Shop 
 Sanitation, Gymnasium, and through the generous contribution of a 
 sympathizer, a circulating and reference library was conducted with 
 the cooperation of the local public library which loaned books. 
 
 There was no stipulated Budget for the Educational Department. 
 The salary of the educational director, plus the cost of stationery, 
 printing and postage represented the average monthly expenditure. 
 The work was practically carried on by volunteer instruction. 
 
 Publicity was secured through the usual channels: newspapers, 
 printed and verbal announcements, dodgers, posters and personal 
 communications. 
 
 An Educational Committee representing two members from each 
 shop was at first organized to assist in shaping policy, advertising 
 classes and conducting the follow-up work among students who 
 dropped out. Subsequently the union voted to transfer this function 
 to the Executive Committee of one local which had taken initiative 
 in educational activities. Two-thirds of the members on this Com- 
 mittee attended courses and were therefore, in a sense, representative 
 of the student body. Expediency dictated this arrangement which 
 was not intended to stand as a policy. Regular meetings of the Com- 
 mittee were held every two weeks, and students entertained the 
 general membership one Sunday afternoon each month. 
 
 [45] 
 
An effort was made to obtain the cooperation of the Central Labor 
 Body to organize a Central Labor College for all organized workers 
 in Cleveland. 
 
 The Educational work of the Cleveland Garment Workers is under 
 the auspices of the Educational Department of the International 
 Ladies' Garment Workers' Union. 
 
 The Department of Education of the 
 
 Amalgamated Clothing Workers of America. 
 
 The Amalgamated Clothing Workers of America has had a leading 
 part in workers' education in America since its birth in 1914. The 
 value of education for the largest possible number of its membership 
 was duly emphasized at the very inception of the organization. And 
 since then no opportunity was missed to further educational activities 
 in the organization. Before it was one year old, elaborate plans of 
 both extensive and intensive educational activities were formulated by 
 the administration of the union. Reporting to the Second Biennial 
 Convention, in the spring of 1916, the General Executive Board stated 
 the position of the union in the matter of education in unmistakable 
 terms. Education is considered to be the very backbone of the life 
 of the organization, the promise of its future. It declared : 
 
 It is not enough ... to merely organize the workers. Organiza- 
 tion in itself is no end and has no meaning. ... If we content our- 
 selves with that and make no effort at higher elevation we simply 
 confirm the worker in the status of a biped beast of burden. . . . 
 Material improvements are in the very nature of things of primary im- 
 portance. But when the body of the worker is more rested and better 
 fed, his intellect should likewise be taken care of ... 
 
 A report submitted to the Third Biennial Convention reiterated : 
 
 It is our intention to make education work a permanent feature of our 
 organization. 
 
 A resolution declaring that 
 
 It is important that a spiritual atmosphere should be created among 
 our members for the purpose of bringing out the best that is in them, 
 
 instructed the General Office 
 
 to endeavor to the best of their ability to establish libraries and reading 
 rooms in all clothing centers where conditions will permit so as to enable 
 our members to enjoy their spare time in a wholesome atmosphere among 
 their fellow workers. 
 
 [46] 
 
The Boston Convention finally decided for the establishment of a 
 National Educational Department to be located at the General Office, 
 with an Educational Director in charge of such department. The 
 resolution Covering the subject and unanimously adopted reads: 
 
 Whereas, education is the basis of permanent and responsible or- 
 ganization among the workers, and 
 
 Whereas, the crystallization of the class consciousness of the work- 
 ers is only possible through the education of the workers, be it 
 
 Resolved, that a special educational department be organized as a 
 part of the Amalgamated Clothing Workers of America with an educa- 
 tional director, and be it further 
 
 Resolved, that the object of this educational department be to create 
 educational machinery in every industrial center, and be it further 
 
 Resolved, that the educational department establish relations with 
 national and international bureaus of education and with libraries and 
 other institutions akin to its own purpose and intents. 
 
 The Department of Education of the A. C. W. of A. was started 
 early in the fall of 1920 with J. B. Salutsky as National Director, Mr. 
 Paul Blanshard, Regional Director for Rochester and territory; and 
 David J. Saposs, Educational Director for Greater New York. The 
 National Director visited a number of large centers and extensive 
 plans for local activities were worked out. Unfortunately, unemploy- 
 ment and a lock-out of the clothing workers, which affected nearly 
 100,000 members of the Amalgamated in New York, Baltimore, Bos- 
 ton and Philadelphia, upset the entire program of education of the 
 Amalgamated during 1920-21. Very little work could therefore be 
 done in New York and Boston, the two cities most affected by the 
 lockout. The work done in Rochester, Baltimore and Chicago is 
 described elsewhere in this pamphlet. 
 
 The educational work actually carried on by the Amalgamated in 
 New York may be summed up as follows : 
 
 1. Mass-lectures were given in several districts of the Greater City. 
 In some cases the lectures were illustrated with stereopticon views, pre- 
 pared for the organization. In the Brownsville and Williamsburg dis- 
 tricts the attendance was particularly large and members would turn 
 out with their families, the evenings set for the lectures having rapidly 
 become an event in their social life. 
 
 2. A considerable number of local unions, among them many of the 
 largest, had special lectures given before their meetings would take up 
 business. In most cases the local lectures would be followed by dis- 
 cussion. 
 
 [47] 
 
3. In several Public Schools courses of English were instituted, the 
 teachers having been supplied by the Public School system. Study classes 
 in other subjects were to be started but difficulties with the school 
 authorities regarding the subjects and the language of instruction had 
 delayed the matter, and then the lockout made practically impossible any 
 systematic work. 
 
 4. The Union had also established a number of scholarships for its 
 members at the Rand School of Social Science. Twenty-eight part time 
 students enrolled for a study under a curriculum worked out by the 
 Union and the Faculty of the School. The students paid one half of the 
 tuition, the Union paying for the second half. 
 
 5._ Later in the season a temporary Day Labor College was estab- 
 lished for sufficiently advanced students out of the ranks of the strikers. 
 Thirty-five passed the requirements of the Board of the College. Instruc- 
 tion was given daily with Mr. Saposs and Solon De Leon in charge. 
 Classes were opened on January 17th and work went on for nearly two 
 months, when a considerable number of settlements of strikes took away 
 their forced leisure from the students. 
 
 The courses offered were as follows : History of Civilization, Public 
 Speaking, Working Class Movements, and Economics. 
 
 An Amalgamated Active Workers' Club was organized for the 
 purpose of getting the officials of the organization and the members 
 of all standing governing and legislatory committees to take up self- 
 educational work. The members of the A. C. W. of A. get together as 
 often as possible for discussion of important problems of a larger 
 calibre. 
 
 The Educational Department has also taken up the publication of 
 books and pamphlets to meet educational needs. The following four 
 pamphlets have been produced and to a large extent sold and dis- 
 tributed : 
 
 1. The Rise of the Clothing Workers, by Joseph Schlossberg. 
 
 2. Problems of Labor Organization, by Joseph Schlossberg. 
 
 3. Latest Developments in Trade Unionism, by George Soule. 
 
 4. 27 Questions and Answers on the Open Shop Movement, by Paul 
 Blanshard. 
 
 In preparation are at present a few more pamphlets of the Educa- 
 tional Series, mostly 32-page booklets, and two larger works one 
 being an analytical History of the Lockout in New York, and the 
 other, An Amalgamated Labor Alamanac or Year Book. 
 
 [48] 
 
At the recent meeting of the Workers' Education Bureau of Amer- 
 ica, Joseph Schlossberg, Secretary-Treasurer of the A. C. W. of A., 
 declared that labor education must embody the following principles : 
 
 1. Simple agitation, leading to organization. 
 
 2. An understanding of the play of social forces compelling the 
 formation of a trade union. 
 
 3. Education on relations with the employers, on responsibility of 
 the officers and the members to the organization. 
 
 4. Education to understand that the labor organization to function 
 successfully must adapt itself to changes in industry, that the craft 
 union must become an industrial organization. 
 
 5. Education on the fact that the labor organization is hampered in 
 its legal activities by the political agencies of society; by the lawmakers 
 and other public officials. 
 
 6. Education upon the great social problem, the cause of the raging 
 class struggle and the final aim of the labor movement. 
 
 The Amalgamated Clothing Workers of America have also carried 
 on separate educational work for their own members in Chicago. A 
 number of courses were given to selected groups, arranged according 
 to the interests in the subject-matter, preparation for study, etc. The 
 courses included English, Arithmetic, Public Speaking, Elementary 
 Law, Trade Unions, Cooperative Movement, Movement of Thought 
 in the 19th Century, Modern Literature, Social Hygiene as well as 
 classes in dancing and dramatic art clubs. Teachers in the Chicago 
 Study Classes of the Amalgamated included such men as Professor 
 James H. Tufts, Head of the Department of Philosophy of the 
 University of Chicago, and Professor F. S. Deibler of Northwestern 
 University. Madame Lomonossoff was in charge of the educational 
 activities. All classes were conducted at the Home Building of the 
 Union. The concerts and entertainments which were given during 
 1920-21 proved highly successful. 
 
 Workers' College of Minneapolis, Minn. 
 
 The Workers' College of Minneapolis was organized on January 
 1, 1921, under the auspices of the Minneapolis Trade and Labor 
 Assembly. Unlike most labor colleges, representation on the Board 
 of Control of the Minneapolis Workers' College is given to "all 
 working class organizations Socialist Party, I. W. W., etc." The 
 college has an advisory committee composed of all interested persons 
 
 [49] 
 
and includes ministers of the gospel, college professors, etc. The 
 funds are raised from contributions of local unions and from student 
 fees which range from three to five dollars per course. 
 
 The college opened its season with an enrollment of 162 students. 
 During the last term courses were given in English, Public Speaking, 
 Sociology, Economics, History, and Current Events. The most popu- 
 lar courses were English, Public Speaking and History. 
 
 Next year it is planned to start the work of the college early in 
 the fall, with double the number of courses. A new Board of Con- 
 trol of representatives from over thirty unions was recently elected 
 and it is now proposed that every local union contribute to the school 
 every month a sum equal to one cent per member. This suggestion is 
 made largely for two reasons: first, it distributes the burden in an 
 equitable manner among all union members, and secondly, it assures 
 a steady income. 
 
 St. Paul Labor College, St. Paul, Minn. 
 
 The St. Paul Labor College was established on January 1, 1921. 
 The college is under the control of the Trades and Labor Assembly of 
 that city. The total enrollment for the year 1921 was about 100. 
 The tuition fee was $4 per course. Courses were offered in English, 
 Public Speaking, and the History of the Labor Movement. The 
 latter course, a series of free lectures, was given on Sunday afternoons. 
 It is significant that it was the most popular course, having an average 
 regular attendance of 40 students. Each course continued for 14 
 weeks. Classes usually met in labor halls. One class used a public 
 library room for which no rent was paid. A newspaper editor, a high 
 school teacher, a prominent attorney and a college professor were the 
 instructors. 
 
 For the summer, the students had, of their own initiative, organized 
 an Economic Study Club which chooses a different member of the 
 class as teacher at each meeting. The Club uses Henry Clay's "Econ- 
 omics for the General Reader" and the class outlines of the educational 
 department of the International Ladies' Garment Workers' Union, as 
 guides for discussion. The class is limited to twenty members. 
 It will be interesting to watch this experiment of a class without a 
 teacher. 
 
SCHOOLS ON A SPECIAL BASIS 
 
 The Rand School. 
 
 The Rand School of Social Science in New York is "an autono- 
 mously organized educational auxiliary to the Socialist and Labor 
 movements of the United States. It is owned by the American 
 Socialist Society." Its affairs are conducted under the control of an 
 annually elected Board of Directors of nine members. 
 
 Detailed execution of approved plans of the Board rests with the 
 Educational Director and the Secretary of the School. They and the 
 Board of Directors of the American Socialist Society are assisted by 
 an Educational Council, composed of five regular instructors, two of 
 the administrative staff, and two student delegates. This body meets 
 three or four times a month and to a large extent is given a free hand 
 in planning courses, choosing teachers, and carrying into effect the 
 policies of the Board of Directors. 
 
 During each of the last four years (1918-1921) the total number 
 of students has ranged from three to five thousand. 
 
 Total figures such as those have little definite meaning. Of the 
 pupils included in the totals given, many attend only one or two 
 courses of six to twelve lectures each; a few (from twelve to thirty 
 students a year) give practically their whole time to study for six 
 months; several hundred take up courses which aggregate from 
 seventy to one hundred sessions in the year. 
 
 There is a training course for making workers efficient for the 
 Socialist Party, the Trade Unions and the Cooperatives. This course 
 is taken by a group who give full time for six months. Many of 
 these, after graduation, become labor secretaries, organizers and 
 editors. 
 
 There is also a training course designed especially for residents of 
 New York, in which students attend four or five sessions a week, 
 evenings and Saturday and Sunday afternoons, for eighteen months. 
 
 The detailed schedule of courses for the year 1920-21 includes 
 Economics, Political Science, General and Economic History, Anthro- 
 pology, Sociology, Criminology, Socialismi Trade Unionism, Coopera- 
 tion, Industrial Problems, Education, Logic and Psychology, Ethics, 
 Statistics and Research, Accounting, Bookkeeping, Secretarial Work, 
 
 [5'J 
 
Public Speaking, English Composition and Literary Criticism, Mod- 
 ern Drama, and Modern Poetry. As a glance shows, these subjects 
 are not chosen with the aim of impressing a narrow dogmatism upon 
 the pupils of the school, but to meet human needs. The students 
 coming to this institution have exceptional opportunity of influencing 
 the curriculum. It is their desire to find fullness of life through the 
 orderly development of the labor movement in the fields of coopera- 
 tion, trade unionism and politics which leads them to study. 
 
 The Rand School was established in 1906 by a trust fund of the 
 late Mrs. Carrie Rand, and a contribution from her daughter, the 
 late Mrs. Carrie Rand Herron. The greater part of the capital since 
 then has been withdrawn by the various heirs upon coming of age 
 according to the terms of the deed of trust, and the income has thus 
 been diminished. Tuition funds now meet from 40 to 50 per cent of 
 the Rand School's expense of maintenance. Profits from the Rand 
 Book Store and the People's House Cafeteria provide for another 
 25 to 35 per cent. There are many thousand dollars a year to be 
 raised by the yearly ball, entertainments, and contributions. The 
 tuition fee is $4 for each 12-session course and $7 for each course of 
 24 sessions. 
 
 Arrangements are made with the International Ladies' Garment 
 Workers' Union, the Amalgamated Clothing Workers of America, the 
 Workmen's Circle, United Automobile Workers, Amalgamated Metal 
 Workers, International Jewelry Workers, and various branches of the 
 Socialist Party for courses for their members. 
 
 The workers of the clothing industry and the Rand School have 
 always been in close contact. The educational movement of these ad- 
 vanced workers (with their large Jewish membership) has received 
 considerable impulse and furtherance from the Rand School. The 
 industrial structure of the clothing industry, the high intelligence and 
 character of its membership, the absence of labor political graft among 
 its officers all are illustrative of both the causes and the effects of 
 adult education on the workers- But no swift "morals" and "lessons" 
 can be drawn for the American labor movement in general. The 
 Jewish mind, which dominates the clothing industry, is alert, eager for 
 instruction, open to ideas. Through suffering, the Jewish group has 
 learned solidarity. So these experiments of the International Ladies' 
 Garment Workers' Union, the Amalgamated Clothing Workers of 
 
America, the United Labor Education Committee, and the Rand 
 School of Social Science, must be considered as a special group whose 
 progress in labor education is more advanced than that of other 
 groups in the country. 
 
 The Rand School has been a pioneer in workers' education. For 
 all who believe in the Rand School principles of constitutional pro- 
 cedure and peaceful solutions of vexed questions by majority con- 
 sent it becomes a matter of privilege and duty to champion the Rand 
 School as occasion arises. It is not the Rand School that is being 
 advocated. It is workers' education. 
 
 Work People's College. 
 
 The Work People's College is a resident school located in Duluth, 
 Minnesota. It was founded by the Finnish People's Club. The 
 college is under the control of a Board of Directors elected by the 
 stockholders, many of whom belong to Finnish workers' clubs. The 
 school lays emphasis on the education of the rank and file along the 
 lines of industrial unionism and has been, it is claimed, a great in- 
 fluence among the Finns. The school owns its own property and 
 buildings and is valued at about $40,000. Most of the students re- 
 side during the entire time of the school season in the college dormi- 
 tory. Each student pays $46 a month which is apportioned as fol- 
 lows : $30 for board, $6 for room and $10 for tuition. Student fees 
 make up about 80% of the expenditures. The balance of the funds 
 is secured from a quarterly publication and from donations in about 
 equal proportions. 
 
 The subjects taught in this school include: English, Arithmetic, 
 Bookkeeping, Finnish, Economics, Sociology, History of the Ameri- 
 can Labor Movement and Public Speaking. The student body is 
 made up entirely of unskilled Finnish workers. About 95% of these 
 have had a common school education in their native country. Every 
 one of the students is working either in the lumber industry or in 
 the mining industry. Very few of them have a trade. The majority 
 of the students, it is reported, come to the school for practical courses, 
 such as English, Mathematics and the Commercial Subjects. The rule 
 of the college, however, is that every student must attend at least one 
 class in either Economics, Sociology or History of the American 
 Labor Movement. 
 
 [53] 
 
The school attempted to run courses for eight months in the year. 
 It was found, however, that students could not be kept at school after 
 the middle of April nor could students commence the school year 
 until late in the fall. Since 1914, therefore, the school year lasts 
 only for five months, beginning in November and extending until 
 April 15. The school employs four full-time teachers. Ninety-five 
 students resided at the school during the past year. 
 
 Detroit Workers' Educational Association. 
 
 The Detroit Workers' Educational Association is an organization 
 made up of groups of working men and women which has been 
 conducting lectures and classes in the House of the Masses since its 
 inception in May, 1918. The subject-matter studied is largely that 
 of Marxian Socialism. A total of forty students were enrolled in 
 these classes, 1920-21. The necessary funds are raised by the Work- 
 ers' Educational Association of Detroit. 
 
 In addition to the above organization, two other educational asso- 
 ciations, the Proletarian Party and the Detroit Socialist Education 
 Society, conduct study classes. The three organizations, it is claimed, 
 conducted about fifteen study classes besides mass meetings every 
 week. 
 
 Workers' Institute. 
 
 The Workers' Institute of Chicago was originally supported by the 
 United Hebrew Trades, the Amalgamated Clothing Workers of 
 America and by many of the radical and liberal workers in Chicago. 
 It has conducted many classes and arranged series of lectures by men 
 of various degrees of prominence. Last winter it arranged a series 
 of lectures on trade union problems by W. Z. Foster as well as a 
 series on philosophy and economics by Carl Hessler. The Workers' 
 Institute was forced to dissolve a few months ago for a number of 
 reasons. Chief among these were the raids of the Department of 
 Justice in which a number of students were arrested while attending 
 classes, and which intimidated many from attending the school, and 
 the fact that most of the organizations who previously supported the 
 Institute have started their own educational work. Many of the 
 former supporters of the Institute have also now gone in with the 
 educational work of the Women's Trade Union League. 
 
 [54] 
 
Brookwood. 
 
 Brookwood is a resident workers' college at Katonah, N. Y., 
 forty-one miles from New York City on the Harlem Division of the 
 New York Central Railroad. It is located on a fifty-three acre tract 
 of wooded land among the hills and brooks of Westchester County. 
 
 Save for the fact that it stands for a new and better order, moti- 
 vated by social values rather than pecuniary ones, Brookwood is 
 not a propagandist institution. It aims to seek the truth, free from 
 dogma and doctrinaire teaching. It believes that "labor and farmer 
 movements constitute the most concrete, vital forces working for 
 human freedom and that by exerting a wise social control they can 
 bring in a new era of justice and human brotherhood." 
 
 Brookwood seeks to provide working men and working women 
 with an education which best fits them for labor service. It is Brook- 
 wood's task to train economists and statisticians; journalists, writers, 
 and teachers; and organizers, workers, and speakers for the labor 
 and farmer movements in order that these movements may have 
 people coming from their own ranks, with their own point of view, 
 who are fully capable, by training and knowledge, of exercising a 
 genuine statesmanship. Brookwood, then, is virtually a professional 
 school to educate workers to work in the workers' movements. It 
 frankly aims NOT to educate the workers out of their class. 
 
 The length of the full course is two years, but arrangements have 
 been made for a third year of post-graduate work of a specialized 
 character. In addition to this, shorter courses are offered for stu- 
 dents who cannot attend the full time. A correspondence course 
 will also be given for trade union secretaries. 
 
 The curriculum is founded mainly upon the social sciences (econ- 
 omics, sociology, government, history, etc.) but also includes Eng- 
 lish, literature, and a course made up of a series of short courses in 
 the other sciences. Special lectures are given in journalism, workers' 
 education, and law as it affects the workers. 
 
 The principal course is one in social problems running through the 
 entire two years with history taught as ancillary to that course. By 
 the minute consideration of definite, concrete problems (such as un- 
 employment, business cycles, the individual vs. the state, etc.) the 
 student acquires knowledge of these sciences. Time is also spent in 
 
 [55] 
 
the statistical laboratory so that theories can be tested by facts 
 through the use of the statistical method. In this way mathematics 
 are studied in connection with the more gripping actualities of the 
 workers' lives. In order, too, that the workers may analyze, under- 
 stand, and criticize financial statements as well as to enable them to 
 appreciate financial problems, accountancy is studied in the same 
 course. Provision is made for original research by individuals and 
 groups, especially in the line of field work. 
 
 In the history courses at Brookwood, consideration is given to the 
 social forces at work through the masses rather than to the political 
 and militaristic activities of the ruling classes. Partly in connection 
 with social problems and partly in connection with history, a course 
 in labor is given which takes up not only the history of labor and 
 labor organizations, but the problems of labor, labor tactics, and the 
 future of labor. 
 
 The cultural side of life, however, is not neglected. Courses in 
 English and literature provide much of this while at the same time 
 students are learning the art of self-expression. Extra-curriculum 
 activities are also organized so as to help to a full appreciation of 
 the fine things in music, art, and letters, especially the drama. 
 
 One of the significant features at Brookwood, is the community 
 living which itself presents and offers opportunity to work out the 
 problems of democracy as they arise from day to day. Nor are any 
 persons set apart as exclusively manual workers. All participate in 
 the daily tasks. Faculty and students perform the jobs that call 
 for attention, from cooking to wood-cutting and from farming to 
 dish-washing. The importance and dignity of hand work and head 
 work are both fully recognized. The supreme power of the college 
 is the community meeting wherein each member of the community 
 has one vote, faculty and students alike, but as the faculty defers to 
 student opinion in matters pertaining to them, so the students respect 
 the opinion of the faculty in strictly faculty affairs. 
 
 No hard and fast age limits have been set. Brookwood seeks stu- 
 dents who are old enough to appreciate their responsibilities to their 
 fellow workers and yet young enough so that their training will count 
 for the most not only in the length of their service but in the spirit and 
 ardor which they put into that service. 
 
 [56] 
 
There is no fixed charge for tuition. Students are expected to 
 pay as much of the actual cost of maintenance as possible and never 
 less than $200.00, which represents the bare cost of food. Trade 
 Unions can establish Brookwood scholarships at the rate of $450.00 
 per person per annum, for which sum their nominees will be accepted 
 at Brookwood without a further obligation, provided, of course, that 
 such nominees are acceptable to the community. This sum represents 
 the bare cost of food and maintenance. 
 
 By the end of a period of three years, it is hoped to reduce the 
 cost per student by increasing the number of students to a point 
 where the entire cost of maintaining Brookwood can be met through 
 Trade Union scholarships. In the meantime, a guarantee fund for 
 the construction of new buildings and to meet any possible deficit in 
 Trade Union scholarships is to be raised in order to launch the 
 undertaking. 
 
 A labor co-operating committee, consisting of John Fitzpatrick, 
 president of Chicago Federation of Labor; James H. Maurer, presi- 
 dent, Pennsylvania Federation of Labor; Rose Schneiderman, of the 
 New York Women's Trade Union League; John Brophy, president 
 of District No. 2 U. M. W. of A.; Charles Kutz, chairman of the 
 International Association of Machinists, Pennsylvania System; and 
 Abraham Lefkowitz of the Teachers' Union of New York City, will 
 have charge of laying down the broad policies of the new college and 
 will also have supervision of the personnel. The college will be 100 
 per cent organized. Every person connected with the college will 
 be a card man in the organized teachers' union. 
 
 No examinations are required for entrance to Brookwood. So 
 long as vacancies exist, all suitable applicants will be received on a 
 probation basis. A student becomes a regular member of the com- 
 munity as soon as he has demonstrated a sufficient ability and earnest- 
 ness as well as a comprehension of what it means to be a Brookwood 
 student. 
 
 The college will open in the fall of 1921, the school year being 
 approximately 30 weeks. 
 
 Bryn Mawr Summer School for Women Workers in Industry. 
 
 As this pamphlet goes to press, an interesting and significant ex- 
 periment in workers' education is being inaugurated at Bryn Mawr 
 
 [571 
 
College, Bryn Mawr, Pennsylvania. A summer school for women 
 workers in industry to continue from June 15th to August 10th will 
 be held in this girls' college. The requirements for admission in this 
 summer school are only ability to read and write English, and a 
 common school education or its equivalent, with good health and a 
 sound physical condition. No one under eighteen is admitted, and 
 candidates between the ages of 20 and 35 are given preference. 
 
 Only women workers in industry are admitted as students. Women 
 workers are defined as "women who are working with the tools of 
 their trade, and not in a supervisory capacity." For the first summer, 
 students will not be admitted who are engaged as teachers, office 
 workers, saleswomen in stores and shops, workers in the household, 
 and waitresses. The seventy young industrial women who will re- 
 ceive scholarships of $200 each, which pays the entire expenses of 
 the term, will he recruited from the trade unions, the industrial 
 clubs of the Young Women's Christian Association, and the National 
 Federation of Girls' Clubs. For the purpose of the scholarships, the 
 country is divided into seven regional districts, each of which is 
 awarded five scholarships. Large industrial centers such as New 
 York, Chicago, Philadelphia and Boston, will receive five additional 
 scholarships, and 15 remaining scholarships will be distributed at 
 large. Besides these, there are also 11 scholarships for a "Leaders' 
 Group," distributed throughout the country. The funds for the 
 scholarships are being raised by the alumnae of the college and from 
 contributions of public-spirited men and women. 
 
 A joint administrative committee made up of representatives of 
 women workers in industry, of representatives of the college and of 
 the Bryn Mawr Alumnae Association, states that the object of the 
 school is: 
 
 . . . to offer young women of character and ability a fuller special 
 education and an opportunity to study liberal subjects, in order that they 
 may widen their influence in the industrial world, help in the coming 
 social reconstruction, and increase the happiness and usefulness of their 
 own lives. 
 
 It is hoped that the Summer School for Women Workers in Industry 
 will demonstrate in a concrete way that workers' educational movements 
 in this country and abroad may be carried still further and may be 
 developed into systematic intellectual work through courses of study 
 
 [58] 
 
pursued for a number of consecutive weeks in academic surroundings 
 of beauty, under the same favorable conditions of complete freedom 
 from economic anxiety and domestic care which college students enjoy. 
 
 The courses of instruction laid out for the first summer are divided 
 into the following groups: (1) Industrial Group, including econo- 
 mics, labor, and subjects of special interest to industrial workers; 
 (2) the Social Group, including literature, history, government, law 
 and psychology; (3) the Culture Group, including a course in art, and 
 the study of pictures and architecture. Physical hygiene, recreation, 
 swimming, dancing and walking are also provided in the program 
 for the summer's work. The residence halls and the entire college 
 equipment have been placed at the disposal of the working girl 
 students during the summer. 
 
 Miss Mary Anderson, director of the Women's Bureau of the U. S. 
 Department of Labor, and a member of the Joint Administrative 
 Committee, in speaking in regard to the college, declared : 
 
 From the students in the Bryn Mawr School we hope to develop leaders 
 among the women workers who will be a vital factor in broadening the 
 life and environment as well as bettering the working conditions of their 
 sisters. On the other hand, the women workers will make a definite 
 contribution to the educational standard of the colleges. They are the 
 exponents, the concrete embodiment of the result of existing economic 
 conditions. The different quality of this knowledge, and the utilization 
 of it in our educational systems, is full of possibilities. Bryn Mawr Col- 
 lege has perceived this. Her leadership in the establishment of this 
 school is full of significance and hope for broader future basis in public 
 education. 
 
 Porto Rico. 
 
 Rafael Alonso, general secretary of the Free Federation of the 
 Workingmen of Porto Rico (affiliated to the A. F. of L.), has re- 
 ported to vis, as follows : 
 
 "We have no labor college. Union halls are used as conference and 
 educational places. Matters relative to the history of the world labor 
 movement ; efficiency in trade unions and among the workers, individually ; 
 English and Spanish classes, are the subjects dealt with." 
 
 The address of Rafael Alonso is in care of the Free Federation 
 of the Workingmen of Porto Rico, Box 270, San Juan, Porto Rico. 
 
 [59] 
 
Summary 
 
 Such are some of the experiments in workers' education. No 
 facile generalizations can be made : the facts are too few, the history 
 is too recent. All that can be said is that approximately 10,000 
 workers are studying with some regularity in classes. These classes 
 are an attempt to carry on quiet intensive group work. They find 
 their strength in being local, regional. They do not attempt to organ- 
 ize a "national movement" or "drive." As they slowly grow, they 
 will create a new trade union leadership, and will transform the 
 thinking of the rank and file. 
 
 [60] 
 
WORKERS' EDUCATION BUREAU OF AMERICA 
 
 Ever since labor education began to be promoted in more than one 
 locality in the United States, the persons active in this movement 
 keenly felt the need for the establishment of some central agency 
 which would coordinate the various attempts, define the aims and ob- 
 jects, stimulate the undertakings and in general guide them in their 
 work by pooling their combined experiences. The road was slow 
 and uncertain, and the wisdom and cooperation of all the pioneers, 
 each of whom was groping, were urgently needed. There were a 
 desire and a necessity for consultation and for exchanges of ideas and 
 experiences. The delegations of the International Ladies' Garment 
 Workers' Union have at several recent A. F. of L. conventions 
 brought up the issue of workers' education nationally. 
 
 The first attempt at such coordination and the establishment of a 
 National Information Bureau was made at an informal conference in 
 Chicago on July 6, 1920, during the Convention of the Farmer-Labor 
 Party, by a group of persons interested in labor education. J. M. 
 Budish, Chairman of the United Labor Education Committee, was 
 elected secretary at that time. , 
 
 On New Year's eve, 1921, another group of persons actively en- 
 gaged in labor education, representing about a dozen enterprises, 
 gathered at the Civic Club in New York City and organized the Tem- 
 porary National Workers' Education Bureau of America. Abraham 
 Epstein, General Secretary of the Department of Education of the 
 Pennsylvania Federation of Labor, was elected secretary-treasurer. 
 It was then decided to issue a call for a conference on labor educa- 
 tion, on April 2nd and 3rd. It was also decided to send out a ques- 
 tionnaire to all the educational enterprises dealing with such impor- 
 tant questions as the problem of control of labor colleges, aims and 
 objects, teachers, students' registration, attendance, text books used, 
 etc. 
 
 The conference which was held in the auditorium of the New 
 School for Social Research, New York City, was a significant and 
 promising gathering. Trade unionists, teachers arid students met 
 there and founded the Workers' Education Bureau of America, a 
 
 [61] 
 
W. E. B., as Britain has a W. E. A. (Workers' Educational Associa- 
 tion). Twelve labor officials, 34 trade unionists, and other workers, 
 20 students, 52 teachers, and many other persons interested in work- 
 ers' education attended, making a group of over two hundred. This 
 first gathering brought together 135 from New York, 30 from 
 Pennsylvania, 15 from Massachusetts, and 6 scattered. Thus the 
 organization of the group into an educational bureau, although at first 
 regional, will, it is hoped, grow into a nationally representative move- 
 ment. 
 
 The object of the Bureau is to act as a clearing house of informa- 
 tion ; an organization for publicity ; a register of teachers ; a laboratory 
 on text books and other classroom materials, on syllabi of courses and 
 on methods of pedagogy; an agency for the collection and coordina- 
 tion of statistics. 
 
 The Constitution of the W. E. B. adopted at the recent confer- 
 ence gives the purpose of the Bureau as follows : 
 
 To collect and to disseminate information relative to efforts at educa- 
 tion conducted by any part of organized labor; to co-ordinate and assist 
 in every possible manner the educational work now carried on by the 
 organized workers, and to stimulate the creation of additional enterprises 
 in labor education throughout the United States. 
 
 What was accomplished by the conference was a closer affiliation of 
 workers' education with the American labor movement. The gar- 
 ment industry has conducted successful experiments for years. But 
 this conference was unusual in the presence also of machinists, brick- 
 layers, teamsters, street railwaymen, miners. This achievement was 
 due to the interest of such men as James H. Maurer, John Brophy 
 and William F. Kehoe. The focusing of this interest into a policy- 
 making conference, with an effective program, is the persistent work 
 of Fannia M. Cohn, and of Abraham Epstein. 
 
 What was revealed by the conference was an uninformed but eager 
 group, ready for the next step. The need is for information on how 
 to form groups, what to teach, how to teach, presentation of material, 
 and for ideas on what workers' education is, its object, its method. 
 Most of the fundamental questions went unanswered. There is no 
 outstanding figure in the labor or educational group devoting his life 
 to making this one thing prevail. Instead we have tired, busy people, 
 serving on many committees, active in a dozen causes. As a teacher 
 
 [62] 
 
in Pennsylvania labor work states : "The greatest need of the move- 
 ment is for devoted and enthusiastic propagandists of the idea of 
 workers' education." 
 
 The success of the tentative bureau rests with the executive com- 
 mittee. James H. Maurer, president of the Pennsylvania State Fed- 
 eration of Labor, is chairman, and Spencer Miller, Jr., secretary, 465 
 West 23rd Street, New York City. The other members of the com- 
 mittee are John Brophy, President of District 2 of the United Mine 
 Workers of America; Harry Dana, of the Trade Union College of 
 Boston; Fannia M. Cohn, of the International Ladies' Garment 
 Workers' Union; William F. Kehoe, secretary of the Central Trades 
 and Labor Council of Greater New York and Vicinity; Harry Rus- 
 sell of the Metal Trades Council of Springfield, Mass. ; Frieda Miller 
 of the Trade Union College of Philadelphia, and J. B. Salutsky, 
 educational director of the Amalgamated Clothing Workers of Amer- 
 ica. 
 
 The following organizations and individuals are eligible for mem- 
 bership : 
 
 1. International and national labor unions; State Federations of 
 Labor and other State Labor organizations; City Central Labor Unions 
 and District organizations or Councils ; local labor unions, and bona-fide 
 cooperative associations. 
 
 2. Labor educational enterprises. 
 
 3. Members of local unions, teachers, organizers, educators, and 
 other interested persons may join the Bureau as Associate Members. 
 They shall receive all bulletins and such information as the Bureau may 
 issue. 
 
 The annual membership dues are as follows : 
 
 $25 for international and national unions; $20 for State Federations 
 of Labor and other State labor organizations; $15 for city central unions, 
 district councils and labor educational enterprises ; $5 for local unions ; 
 $2 for associate members. 
 
 The proceedings of the first conference will soon be published in 
 a pamphlet, obtainable from the secretary of the W. E. B. 
 
 [63] 
 
SUGGESTIONS ON STARTING CLASSES AND 
 INTERESTING STUDENTS 
 
 Prepared by ABRAHAM EPSTEIN, who organized workers' classes in 
 Pennsylvania industrial communities. 
 
 How can an interest in workers' education be awakened ? What is 
 the best way of starting a class? How is a class taught? What 
 methods hold interest? 
 
 There is no cut and dried method that could be laid down in 
 answer to these questions. The problem is one dealing with human 
 beings. Even if there were definite methods it would be presumptuous 
 on our part to suggest them as the best possible. Up to the present 
 writing there has been little information gathered and the experiences 
 have been based upon a short period of time. It may not be amiss, 
 however, to present some of the processes and plans that have been 
 used successfully in organizing workers' classes in typical industrial 
 centers in this country. The suggestions are made without any 
 sense of finality. 
 
 Approach. 
 
 Perhaps the first step of importance in organizing workers' edu- 
 cational classes is the problem of how and whom to approach in order 
 to present the idea of workers' education. From what little experi- 
 ence can be gathered, it appears that the best means of approach in a 
 typical industrial center is the City Central Labor Body. The Central 
 Labor Union is best because it is usually made up of the most active 
 members of the individual locals who can be counted upon to report 
 back to their own organizations. The C. L. U. also generally has a 
 great influence in the labor movement of a particular locality and 
 anything endorsed by it has weight among the locals. An effort 
 should be made to interest a few of the delegates to the Central Labor 
 Union in workers' education before the meeting. 
 
 Appeal. 
 
 The fundamental requirements in an appeal in behalf of workers' 
 education are the faith and enthusiasm of a few men or women. 
 The fact that only a few are conscious of the significance of this 
 movement should not deter those active few from presenting their 
 ideas. Some of the most successful experiments were sponsored by 
 only a few men who had sufficient enthusiasm and devotion. A few 
 
 [64] 
 
suggestions as to the appeal made by James H. Maurer and the 
 writer in organizing the Pennsylvania educational work are here- 
 with presented. In appearing before a labor union in behalf of work- 
 ers' education they pointed out : 
 
 1. The benefits derived from such work by the British labor move- 
 ment and a comparison of the effectiveness of that movement with our 
 own. 
 
 2. Education, at the present time, is only one-sided, and is controlled 
 by one class. The schools and colleges of today present definitions of 
 such words as "justice," "truth," "loyalty," "duty," "patriotism," etc., in 
 a way that suits the employers of labor, and not the organized workers. 
 All forms of education in existence today schools, press, churches, the 
 movies, etc. are presenting this one kind of education. Instances are 
 cited of teachers of long experience dismissed as soon as they identify 
 themselves with organized labor. The experiences of the Interchurch 
 World Movement are recalled when it attempted to present the truth in 
 favor of labor in the steel mills. 
 
 3. The emphasis of today is laid upon money values rather than hu- 
 man values; the well-known men in America are men of money and 
 power and not the men of science, art, or social vision. 
 
 4. Many of the employers have had the benefit of a college education, 
 and always hire the best brains of the country to help them, but most 
 wage-earners were not privileged to secure even an elementary school 
 education. Benefits have been derived by organized labor from con- 
 nections with such men as Glenn Plumb, Jett Lauck, etc. 
 
 5. Although the employers have had the benefit of education, they 
 still feel the necessity of keeping in touch with new events by bringing 
 men of prominence to their clubs and luncheons and having talks on 
 important subjects. Thus, the employers realize the necessity for fur- 
 ther study while labor has had neither fundamental education nor dis- 
 cussions on present-day problems. 
 
 6. Just as one can be a good American only after he knows some- 
 thing of the ideals and history of America, so one cannot be a good 
 trade union man without knowing something of the history, struggles, 
 and ideals of the labor movement. 
 
 7. Labor education is especially necessary at this time, when the 
 struggle between capital and labor is becoming sharper; when an attempt 
 is made to crush unionism altogether. Organized labor is spreading out 
 into the fields of cooperation; into banking, into controlling its own 
 press, etc. These constructive ventures demand a trained and self-dis- 
 ciplined rank and file. 
 
 An organization committee of three or five active persons should 
 then be appointed. No person should be appointed on such a com- 
 mittee who cannot devote at least one or two evenings a week to this 
 
 [65J 
 
work. The committee should secure a list of the meeting places of the 
 local unions and apportion the work so that each member of the com- 
 mittee can visit those locals which meet nearest his place of residence 
 and on such evenings as suit him best. Union organizers who are 
 really devoted to education can do effective work in stimulating 
 interest. 
 
 Funds. 
 
 There are many methods of financing labor education. There is no 
 difficulty in raising the money, once an interest has been aroused in 
 the significance of the work. When local instructors can be secured, 
 student fees may at times cover most of the expenses. When local 
 teachers are lacking or student fees are insufficient, local unions should 
 be visited and appealed to. From what experience we have had, it 
 was found that but few locals refuse a contribution to workers' edu- 
 cation when the appeal is presented to them. Some labor schools 
 have had a specified affiliation fee of about ten dollars which was 
 charged each local union. In the smaller cities, however, it was 
 found that it was best to have no specified amount. Unions have usu- 
 ally been found to become generous contributors as soon as the work 
 is appreciated. An assessment of one cent per month a member is 
 also suggested by some local unions as a measure of the amount of 
 their contribution and as a means of securing funds. A plan of as- 
 sessing a certain sum by the central labor union to each affiliated 
 local for education is also going to be experimented with, soon. Part 
 of the funds, it has also been found, can be raised through entertain- 
 ments, such as dances, lectures, raffles, etc. This, however, should be 
 used only as a last means. In our experience a trade union college, 
 financed on money from local unions, is preferable to one financed 
 on money from international unions or even central labor bodies. The 
 workers take a much keener interest if the work is financed by their 
 own local money. In short, the best way seems to be that the central 
 labor body should take the initiative in voting sympathy with workers' 
 education, and in bearing the expense of promotion, but that the 
 classes should be supported mainly by the local unions. 
 
 A circuit rider, an itinerant preacher, who will push the idea in 
 industrial communities may be used. He will form a local committee 
 and sow pamphlets. Later, he will swing round in his circuit and 
 
 [66] 
 
revisit these experiments. An enthusiastic local educational director 
 elected by the class can be counted upon to carry on meetings in the 
 absence of the travelling teacher. 
 
 If a group is not ready for regular class-room work, it may often 
 be drawn into current events discussions. Their interest in "live 
 topics" may lead them into study. 
 
 Classes held before business meetings sometimes get attendance 
 which would not be called out to an educational meeting alone. 
 
 Earnestness, drive and imagination cannot fail to create classes. 
 
 How to Maintain the Interest of the Students. 
 
 It is -obvious that the holding of a class together will depend largely 
 upon the teacher's personality and methods of instruction as well as 
 the subject matter. In the class room he must provide the 
 students an opportunity to express themselves. Putting up ques- 
 tions to the students, and asking them to make reports on certain 
 books or articles have helped to hold students. The teacher should 
 endeavor as much as possible to become familiar with the students, 
 learn something of their individual traits, and take an interest in their 
 particular trade and labor problems. He should make use, as much 
 as possible, of charts, pictures, and other illustrations, which visualize 
 the subject he tries to cover. Pamphlets, outlines of study, and 
 mimeographed reading lists should be freely used. Time in class is 
 precious. Preparation for the hour or two of meeting cannot be too 
 thorough. Material upon which aroused interest can feed should be 
 given to the students. 
 
 In assigning readings to students, the teacher should make every 
 effort to bring the books with him and give them out to the students 
 in the class. Students in workers' schools are often unfamiliar and 
 very timid in the ways of getting books from the public libraries. The 
 reading habit can be stimuMfed by having boxes of books available 
 at local meetings and even at the office where each union member 
 pays his dues. Frequent conferences between the students of different 
 classes help greatly to instill enthusiasm in the class. If possible, de- 
 bates or "get-togethers" should be arranged. Such social functions 
 may also help to maintain the interest of the group. Another sug- 
 gestion is to have the students report back to their local unions the 
 subject discussed in the class. This would stimulate the attention of 
 the students and would spread the idea continuously. 
 
 [67] 
 
Chapter III 
 
 A FEW FOREIGN EXPERIMENTS 
 
 Workers' Education in Britain. 
 
 The spirit of adult education has been stated by Philip Snowden: 
 "I would rather have better education given to the masses of the 
 working classes than the best for a few. 'O God, make no more 
 giants ; elevate the race.' ' 
 
 Adult education is one expression of social ferment and the de- 
 sire for a better social order. Its purpose is to lift the rank and file 
 and to train leaders. It is emphatically not the purpose to lift the 
 workers into the middle class. 
 
 The Need. 
 
 Professor Henry Clay writes us out of long experience in British 
 workers' classes : 
 
 "I do not think adult education is a substitute for secondary edu- 
 cation missed in adolescence: it is a different thing. Therefore I 
 should say that the University Tutorial Classes have revealed a need, 
 and indicated a way of satisfying it, for which no systematic pro- 
 vision has been made in the past. Yet it is a need as normal as the 
 need of elementary education in childhood and secondary education 
 in adolescence: the need of adults for opportunities of systematic 
 study of adult problems" 
 
 Rules. 
 
 The British experience has revealed certain principles in policy 
 and rules in strategy. 
 
 The desire for adult education must come from the workers. This 
 desire can be stimulated by appeals and by successful examples. 
 
 Controversial subjects (in economics, history and literature) must 
 be included in the curriculum. "No class can afford to disregard 
 either Marshall or Marx," says Albert Mansbridge. 
 
 Classes, not lectures, are the method of instruction. The second 
 half of the period is devoted to rapid-fire questions by the students. 
 Each student is a teacher, each teacher is a student. 
 
 [68] 
 
The classes are run by the students, who "approve" of the tutor, 
 select subjects, and help to formulate the syllabus. There is equality 
 between teachers and taught, with no touch of upper-class philan- 
 thropy. 
 
 At all points, the workers must share the control and management 
 of adult education. 
 
 The courses favor "a liberal as against a merely bread-and-butter 
 education." The courses are non-vocational. The subjects selected 
 by the students are economics, history, literature, natural science, 
 modern languages, music, drama and art. 
 
 WORKERS' EDUCATIONAL ASSOCIATION 
 
 (Known as the W. E. A.) 
 
 The W. E. A. was the resultant of many movements. These were 
 Mechanics Institutes, University Extension, evening schools, adult 
 schools, the People's College, the Cooperatives, Christian Socialists, 
 the settlements. It was an attempt to bring together scholarship and 
 labor. It was founded in 1903 by a group of trade unionists, coopera- 
 tors and university men. The membership of the W. E. A. in 1920 
 was 277 branches, 2,760 affiliated bodies (trade unions, coops, uni- 
 versities), and 20,703 individual members. The individual subscrip- 
 tion is usually one shilling a year to a branch, and to a district usually 
 half a crown. 
 
 Tutorial Classes. 
 
 The chief expression of the W. E. A. has been tutorial classes. 
 These are organized by the W. E. A. and self -administered under 
 university Joint Committees, consisting of an equal number of uni- 
 versity and working class representatives. The Joint Committee, 
 aided by grants from the state, is the controlling authority of the 
 tutorial class. The classes are financed partly by the universities, 
 party by grants from the Board of Education and local education au- 
 thorities. These sources have been supplemented by the Gilchrist 
 Trustees and the W. E. A. 
 
 The class chooses the subject of study and approves the tutor sent 
 by the Joint Committee. The student pledges himself to attend for 
 two hours a week one hour for the lecture, one hour for discussion 
 
 [69] 
 
during twenty-four weeks a year for three years, and to write each 
 fortnight an essay. The tutorial classes were started in 1907. In 
 eleven years, 8,000 students had entered the classes. In 1919-20 there 
 were 229 classes, with 5,320 students. 
 
 Cost. 
 
 The Board of Education gives 45 a class for each of three years. 
 The Oxford Committee held that a tutor could undertake five classes, 
 and pays 80-100 a class, or 400-500 a year for full work. Cam- 
 bridge pays 72 a class. London pays 80. There are twenty-three 
 universities and colleges interested. The fee paid by a member of a 
 tutorial class averages 2 shillings 6 pence for twenty-four meetings. 
 The universities were to be responsible for one half the tutor's sal- 
 aries and travelling expenses. Oxford has met this. Elsewhere less 
 than one half. The universities are putting up 5,000 a year. Local 
 authorities give 2,000 a year. 
 
 Of 303 students in the Oxford classes in 1917-18 fifty-three were 
 trade union officials, twenty-five "coop" officers, eleven on local gov- 
 ernment boards. A class must not contain under Board of Education 
 regulations more than thirty students and usually has less. 
 
 An analysis of contribution to tutorial classes for 1908-13 shows: 
 
 From universities 17,440 
 
 Board of Education 12,000 
 
 Local education authorities 6,100 
 
 Other sources (Gilchrist Trustees, Cooperative 
 
 unions, Trades Union Congress, W. E. A.) . . 2,000 
 
 37,540 
 (at $4.80 to , this is $180,192) 
 
 The contribution from the Board of Education is now based on 
 a block grant of 45 a class. This means nearly 7,000 a year. 
 
 Books. 
 
 So far as their means will allow the students purchase their own 
 books. "Generally it is found possible to arrange that one text- 
 book of moderate price should be possessed by every student; for 
 instance, in many classes all the students had Townsend Warner's 
 
'Industrial History of England.' In every class copies of the prin- 
 cipal books necessary are provided. It is usual for the university to 
 which the course is attached to send to the centre a box of books. In 
 addition to this there are available at some centres those books which 
 are in the public library. It is much to be regretted that free libraries 
 do not seem, at any rate in many cases, adequately to meet the de- 
 mand." 
 
 The W. E. A. has a central library of fair size, equipped to supply 
 some of the books required and there is a Central Library for students 
 under independent trustees which is prepared to supply any book 
 needed by a worker student. 
 
 Attendance. 
 
 The proportion of attendances made to attendances possible is 
 usually 75% or over. The average composition of a class is twenty- 
 five. Of 5,320 in attendance, about 3,600 are men and 1,700 women, 
 There is no certificate, no examination (except the fortnightly essay), 
 no formality. Freedom of discussion is fundamental. 
 
 Effect on Teachers and Students. 
 
 How adult workers can benefit a teacher and his teaching is re- 
 vealed in R. H. Tawney's "Agrarian Problem of the Sixteenth Cen- 
 tury," and Henry Clay's "Economics" "both of them based on lec- 
 tures given in tutorial classes." 
 
 After an investigation, A. L. Smith, now Master of Balliol College, 
 wrote : 
 
 "Twenty-five per cent of the essays examined by him after second 
 year's work in two classes, and first year's work in six classes, were equal 
 to the work done by students who gained first classes in the Final Schools 
 of Modern History. He was astonished, not so much at the quality as at 
 the quantity of the quality of the work done." 
 
 The group of persons around Arnold Freemen, who made a 
 Study of Sheffield, state : 
 
 "The W. E. A. reaches out directly to no workers except those who 
 belong to the well-equipped class, and only to the best of these." 
 
 One of the founders of the W. E. A. (Mansbridge) says: 
 
 "Such efforts are not worth undertaking unless they can be main- 
 tained for the first year on a pound or two. All movements ought to 
 be small and poor at the commencement." 
 
 [70 
 
He adds that large and successful meetings at the beginning are 
 bad. A small, keen, critical group is best in organizing the work. 
 
 One of the useful results of the W. E. A. has been in developing 
 the social consciousness of Oxford, Cambridge, and the modern 
 universities. As the result, there is less bitterness in the feeling of 
 the workers towards the universities, and less arrogance in the mind 
 of scholars towards the labor movement. 
 
 Also, by 1913, it could be said, "In the coming discussion in the 
 country on the future of national education, over 5,000 well trained 
 working men and women will take their part." 
 
 The tutorial classes of the W. E. A. were the first whole-hearted 
 recognition of Adult Education. 
 
 A Class. 
 
 In the famous pamphlet "Education and the Working Class" it is 
 recalled that Erasmus came to England to meet his fellow-scholars. 
 He visited the two great universities of Oxford and Cambridge. If 
 he came again today, he would go to the Potteries, to the heart of 
 the industrial district, and to the working class. 
 
 "In one of the Five Towns there is a 'block of school buildings occupy- 
 ing a vacant plot by the side of a factory. Four great ovens, like giant 
 champagne bottles, overlook the premises, and seem to leer wickedly 
 into the playground. When Erasmus visits it at night, one of the rooms 
 is still lighted. Some twenty-five men and women are gathered there, 
 of various ages and trades, but predominantly of the working class. 
 They have come together, he is told, for a university tutorial class in 
 philosophy, which meets from 8 to 10. But they have come early; for it 
 is not merely a class, but a club and a college; several of them are 
 anxious, too, to have a private word with the tutor. The tutor, he learns, 
 is an Oxford graduate with a good honours degree in his subject, but, 
 if he talks to him, he will find that he has learnt most of his philosophy 
 in discussions with working people. For of the two hours of a tutorial 
 class, the first only is used for exposition; the second is sacred to dis- 
 cussion. So that a class consists, as has been said, not of twenty-five 
 students and a tutor, but of twenty-six students who learn together. 
 There is also a library in the room of some fifty or sixty volumes bearing 
 on the subject; at least, the box is there, but the books are almost all in 
 use. But the class, which is a democratic organism, has its own elected 
 librarian and secretary, and from them he can learn all that he wishes 
 to know. He will find that the books are not only diligently read, but 
 form a basis for essays which are a regular part of the class work. He 
 
 [72] 
 
will discover how various and vexatious are the obstacles that industrial 
 life sets in the way of this new type of university student the ravages 
 of overtime, the anxieties of unemployment, the suspicions of foremen 
 and managers, the difficulties of obtaining quiet for reading and writing. 
 He will hear of one student, nearly blind, who came regularly to class 
 and made pathetic attempts to do his paper-work in large letters on a 
 . sheet of wallpaper ; of another who found it quietest to go early to bed 
 and rise again after midnight for an hour or two of study; of another 
 who, joining a class at sixty-nine, attended regularly for six years until 
 the very week of his death. And in the discussion, if he stays for it, he 
 will hear the old problems of philosophy first raised in Plato (who is still 
 used as a text-book) thrashed out anew from the living experience of 
 grown men and women." 
 
 RUSKIN COLLEGE 
 
 In 1899 Ruskin College was established by three Americans Mr. 
 and Mrs. Walter Vrooman and Charles Beard. The Governing 1 
 Body was constituted of university men and trade union leaders. 
 The location of Ruskin College is Oxford. Its purpose is the prp- 
 vision of education for adult members of the working class in his- 
 tory, economics, political science, literature, and other branches of 
 the social sciences. It seeks to offer "a training in subjects which 
 are essential for working class leadership." 
 
 Attendance. 
 
 Six hundred students have passed through the college in one and 
 two year courses. There are accommodations for fifty a year. More 
 than 10,000 have carried on the correspondence courses. 
 
 Cost. 
 
 The fees charged are 65 a year for a college year of thirty-three 
 weeks. The trade unions contribute 750 a year to Ruskin. Ruskin 
 College requires an income of 4,000 a year. It has recently appealed 
 to the public for an endowment of 76,000. The appeal is signed 
 by such well-known members of the community as Arthur Balfour, 
 Sir Auckland Geddes, David Lloyd George, Sir Robert Home, and 
 Violet Markham. 
 
 Doubts. 
 
 In 1909 certain of the students, led by George Sims, and Frank 
 Hodges, "revolted," and established the Central Labor College (now 
 
 [73] 
 
the Labor College). They believed that Ruskin was imbibing uni- 
 versity atmosphere, instead of steering a working class revolutionary 
 movement. 
 
 In 1910, Ruskin was reorganized, and the administration was 
 placed in the hands of working class representatives, with three 
 consultative members. 
 
 The location at Oxford, and the fact that individual subscriptions 
 are necessary to its maintenance, have created a "feeling" against 
 Ruskin in the mind of the "left" of labor. But thoroughly repre- 
 sentative leaders of labor are on the governing council such persons 
 as Margaret Bondfield, Ben Tillett and T. E. Naylor. 
 
 LABOR COLLEGE 
 
 The sub- warden says : 
 / 
 
 "The Labor College teaches the workman to look for the causes of 
 
 social evils in the material foundation of society; that these causes are 
 economic; that their elimination involves economic changes of such a 
 character as to lead to the eradication of capitalist economy." 
 
 The instruction is based largely upon the teachings of Karl Marx. 
 
 Control. 
 
 The college is based upon the recognition of the antagonism of 
 interests between capital and labor. The Labor College is owned 
 and controlled by the Board of labor organizations, establishing 
 scholarships. There are three persons on the Board from the South 
 Wales Miners' Federation, and three from the National Union of 
 Railwaymen. The college costs 3,200 a year, and the income comes 
 from scholarship fees raised by the unions. The cost of a scholarship 
 is i 125 a year. The students are sent, in most cases, for a period of 
 two years. 
 
 Attendance. 
 
 The Labor College (which is situated in London) has forty resi- 
 dential students. 
 
 One thousand students attend the local lecture courses, which are 
 classes held in South Wales, Lancashire, Northumberland, Durham, 
 and industrial centres. There are correspondence courses and lec- 
 
 [74] 
 
tures by post. All told, the Labor College reaches six thousand stu- 
 dents a year. 
 
 In 1908, the Plebs League was formed of ex-students and sup- 
 porters. It numbers now nearly 800 paid up members, and 30 
 branches. 
 
 In 1909, came the revolt from Ruskin. For two years the college 
 remained in Oxford. 
 
 In 1911, it moved to London. 
 
 The Plebs League continues "to further the interests of inde- 
 pendent working-class education as a partisan effort to improve the 
 position of labor at present, and ultimately to assist in the abolition 
 of wage-slavery." 
 
 "I can promise to be candid but not impartial," says "The Plebs," 
 organ of the Plebs League. 
 
 And again it has said : 
 
 "We want neither your crumbs nor your condescension, your 
 guidance nor your glamor, your tuition nor your tradition." 
 
 One of the promoters of the Plebs League and of the Labor College 
 is J. F. Horrabin, who prepared the maps for H. G. Wells's "The 
 Outline of History." 
 
 Two of the famous graduates of the Labor College are Frank 
 Hodges, Secretary of the Miners' Federation of Great Britain, and 
 Concemore Thomas Cramp, industrial organizer of the National 
 Union of Railwaymen. 
 
 Plans are under way to increase residential facilities so that 70 
 students can be accommodated. The miners and railwaymen have 
 authorized an expenditure of $100,000 (21,000). 
 
 A compliment from a hostile source to the efficacy of the Labor 
 College is that of the "London Times" of October 7, 1919: 
 
 "The influential men (in strikes) are not even Bolshevists. They are 
 middle-class intellectuals and workmen who have been through one or 
 other of the labor colleges, where they have imbibed theories about the 
 social and industrial order which seem to them perfectly true and wise 
 because they do not know enough to detect the fallacies. These men 
 who are young, are most numerous among the railwaymen and miners, 
 and this is the chief reason why these industries are the special, though 
 not the only, hot beds of disorder." 
 
 [75] 
 
BELGIAN WORKERS' EDUCATION 
 
 The Belgian Central Board for Workers' Education was founded 
 in 1911. It is one third endowed, and two thirds supported by 
 labor contributions. The Board is made up of representatives of 
 the Labor Party, the labor unions and the cooperative societies. 
 It exists to stimulate local effort. It induces labor organizations to 
 use their own money for educational work. Its purpose is, according 
 to its own constitution, to develop and coordinate all institutions that 
 aim at "providing the workers with such knowledge and qualities as 
 will facilitate their emancipation as a class in every field." 
 
 Among the many enterprises of the Board, it is successfully work- 
 ing out a labor school system. This applies to the three groups of 
 workers (defined in the opening pages of this pamphlet) by elemen- 
 tary local schools with cycles of lecture-lessons, district schools, and 
 higher national schools. The national schools are specialized into 
 trade union, cooperative, socialist, political, a school for municipal 
 councillors, and so on. 
 
 This Belgian experiment is thus in its beginnings more system- 
 atized than the older British experiment. It recognizes more frankly 
 the differences in the capacity of the students. On the other hand 
 it has not had the long test of the British practice. An admirable 
 account of the Belgian experiment was given by Dr. Henry de Man, 
 the Belgian labor leader, director of the Belgian Board of Labor 
 Education, in the "Survey" for September 1, 1920. His summary is so 
 well done and so important that it would be an 'act of impertinence 
 to rewrite or shorten it. The title of his article is "How Belgian 
 Labor is Educating Itself." Elsewhere he has stated what labor edu- 
 cation means in the following way : 
 
 "When labor strikes, it says to its master: I shall no longer work at 
 your command. When it votes for a party of its own it says : I shall no 
 longer vote at your command. When it creates its own classes and 
 colleges, it says: I shall no longer think at your command. Labor's 
 challenge to education is the most fundamental of the three." 
 
 C76] 
 
WHAT TO READ 
 
 A Bibliography on Workers' Education.* 
 
 LABOR COLLEGES 
 
 BELGIUM 
 
 Man, Henry de How Belgian Labor is Educating Itself. (In Survey, N. 
 Y., v. 44, p. 667-70, Sept. 1, 1920.) 
 
 GERMANY 
 
 Best, R. H., and Ogden, C. K. The Problem of the Continuation School 
 and Its Successful Solution in Germany. London, P. S. King & 
 Son, 1914. 79 p. 
 
 GREAT BRITAIN 
 
 Begbie, Harold Living Water ; Being Chapters from the Romance of the 
 Poor Student. London, Headley Bros., 1918. 209 p. 
 Novel dealing with the W. E. A. 
 
 Central Labour College. (In Labour Year Book. 1919. p. 294-295.) 
 
 History of movement, origin as a revolt against conservatism of Ruskin 
 College. Supported by miners' and railway unions and backed by Plebs 
 League. 
 
 O Cole, G. D. H. British Labour Movement; A Syllabus for Classes and 
 Study Circles. London, Labour Research Department. 1920. 30 p. 
 
 Cole, G. D. H. Labour and Education. (In Labour in the Common- 
 wealth. 1919. p. 147-165.) 
 
 f~Cole, G. D. H. Proletarianism. (In Labour in the Commonwealth. 1919. 
 p. 166-178.) 
 
 4- Cole, G. D. H. Trade Unionism and Education. (In Workers' Educa- 
 tional Ass'n, W. E. A. Education Year Book. 1918. p. 370-373.) 
 
 Traces history of the C. L. C.. the quarrel with Ruskin College, the 
 guardianship of the C. L. C. by South Wales Miners' Federation and 
 National Union of Railwaymen. The C. L. C. is "aggressively Marxian." 
 Outline of educational policy for trade unions. 
 
 Educational Programmes. (In Labour Year Book. 1919. p. 288-298.) 
 Summaries of organization and work of the several British labor colleges. 
 
 Feis, Herbert Economics in the British Workers' Educational Associa- 
 tion. (In Quart. Jour, of Economics. Cambridge, v. 34, p. 366-72, 
 Feb., 1920.) 
 
 George, Reuben Unconventional Approaches to Adult Education. Lon- 
 don. 1919. 8 p. 
 
 Gillman, F. J. The Workers and Education ; A Record of Some Present- 
 day Experiments. London, George Allen and Unwin. 1916. 66 p. 
 Educational work of the settlements. 
 
 * From "Modern Social Movements." by Savel Zimand, published by H. W. 
 Wilson Co. 
 
 [77] 
 
Great Britain, Ministry of Reconstruction. Adult Education Committee 
 Final Report. London, H. M. Stationery Office. 1919. p. 409. 
 (Cmd. 321.) 
 
 Contains inclusive account of trade union education in Great Britain and 
 the United States, covering most of the colleges established. 
 
 Great Britain, Ministry of Reconstruction. Adult Education Committee 
 Industrial and Social Conditions in Relation to Adult Education. 
 London, H. M. Stationery Office. 1918. 32 p. (Cd. 9107.) 
 Given in substance in "Labour Conditions and Adult Education." 
 
 Greenwood, Arthur The Education of the Citizen ; Being a Summary of 
 the Proposals of the Adult Education Committee. London, W. E. 
 A. 64 p. 
 
 Horrabin, J. F. Plebs League. (In Workers' Educational Ass'n, W. E. 
 A. Year Book. 1918. p. 390-391.) 
 
 Break of the C. L. C. with Ruskin College, and formation of Plebs League 
 to back the work of the C. L. C. 
 
 Horwill, H. W. Education of the Adult Worker. (In Nation, N. Y., v. 
 108, p. 738-739. May 10, 1919.) 
 
 Mactavish, J. M. Education in its Relation to Labour and Industry. 
 London, W. E. A. 1919. 15 p. 
 
 Mansbridge, Albert An Adventure in Working-Class Education ; Being 
 the Story of the Workers' Educational Association, 1903-19] 5. 
 N. Y., Longmans, Green & Co. 1920. 73 p. 
 
 Mansbridge, Albert Education and the Working Classes. (In The 
 Contemporary Review, June, 1918.) 
 
 Mansbridge, Albert Universities and Labor; an Educational Adventure 
 in England and Her Overseas Dominions. (In Atlantic MonMy, 
 Boston, v. 124 p. 275-282. August, 1919.) 
 
 A review of the organizations, the work, and the co-operation of university 
 instructors with the workers' organizations. 
 
 ' Mansbridge, Albert University Tutorial Classes; A Study in the De- 
 velopment of Higher Education Among Working Men and 
 Women. N. Y., Longmans, Green & Co. 1918. 197 p. 
 The fullest summary on the subject. 
 
 Oxford University Extension Delegacy, Tutorial Classes Committee Re- 
 port for the year. Oxford. 1913 date. 
 
 Oxford University Extension Delegacy, Tutorial Classes Committee Re- 
 port on the Working of the Summer Classes Held During the Long 
 Vacation at Oxford in Balliol College and New College. Oxford. 
 1911. 61 p. 
 
 Parry, R. St. J., Ed. Cambridge Essays on Adult Education. Cam- 
 bridge [Eng.] University Press. 1920. 230 p. 
 
 Paul, Eden and Cedar Independent Working Class Education ; Thoughts 
 and Suggestions. London, Workers' Socialist Federation. Lon- 
 don. 1918. 31 p. 
 
 [73] 
 
Plebs League What Is Independent Working-Class Education ? London. 
 1920. 16 p. 
 
 Ruskin College What It Is and What It Stands For. London, Co- 
 operative Printing Society Limited. 1918. 24 p. 
 
 Smith, Sam Ruskin College, Oxford. (In Workers' Educational Ass'n. 
 W.E. A. Education Year Book. 1918. p. 388-389.) 
 
 Foundation, support, and government by trade union and co-operative union 
 representatives. Courses, scholarship, publications, etc. 
 
 Tawney, R. H. An Experiment in Democratic Education. (In Oxford 
 [Eng.] Political Quarterly, May, 1914.) 
 
 Workers' Educational Association Annual Report and Statement of 
 Accounts. London, 1903-date. 
 
 Plans, classes, summer schools, libraries, literature and directory of 
 branches in Great Britain and the colonies. 
 
 Workers' Educational Association Education and the Working Class. 
 London, 1914. 25 p. 
 A statement of objective reprinted from the Round Table of March 1914. 
 
 Workers' Educational Association The W. E. A. Education Year Book. 
 1918. London, Workers' Educational Association, N. Y., Ginn & 
 Co. 1918. 507 p. 
 
 Complete account of workingmen's education in Great Britain. Introduc- 
 tion bv G. B. Shaw, contributions by S. G. Hobson, G. D. H. Cole. H. G. 
 Wells, John Galsworthy and others, covering the history and teaching 
 method of the W. E. A. 
 
 World Association for Adult Education. London. University Tutorial 
 Class Movement. London. 1919. 30 p. (Bui. 2.) 
 
 GREAT BRITAIN PERIODICALS 
 
 The Highway. A Monthly Journal of Education. Published by the W. 
 E. A. 
 
 The Plebs Magazine. Printed by Fox Jones & Co. at Kempt Hall, Ox- 
 ford. Continued as "The Plebs." Printed at the Pelican Press, 
 London. 
 
 The Ruskin Review. Oxford Chronicle Company, Oxford. 
 
 GREAT BRITAIN DIRECTORY 
 
 Labour College (Until recently Central Labour College), 13 Penywern 
 Road, London, S. W. 5. 
 
 Plebs League. (Graduates and students of Labour College.) Mrs. W. 
 Horrabin, lla Penywern Road, Earl's Court, London, S.W. 5. 
 
 Ruskin College, Oxford, Secretary. Sam Smith, Ruskin College, Oxford, 
 England. 
 
 Workers' Educational Association. General Secretary. J. M. Mac- 
 tavish, 16 Harpur Street, London, W.C. 1. 
 
 World Association for Adult Education, 13 John St., Adelphi, London, 
 W. C. 2. 
 
 [79] 
 
UNITED STATES 
 
 American Federation of Labor. Committee on Schools Under Union Aus- 
 pices. Report. (In American Federation of Labor. Rept. of 
 Proc. of 39th Annual Convention. Washington, D. C., 1919. 
 p. 135-144.) 
 
 Boston Trade Union College. (In School and Society. Garrison, N. Y. 
 v. 9, p. 443-444, Apr. 12, 1919.) 
 
 Budish, J. M. Educational and Culture Within Reach of Our Workers. 
 (In Fur Worker, N. Y. Sept. 1919.) Reprinted -in N. Y. Call. 
 
 Budish, J. M., and Soule, George. Education. (In New Unionism in 
 the Clothing Industry, N. Y. Harcourt, Brace and Howe. 1920. 
 p. 205-228.) 
 
 Adequate account of the educational work of the unions in the clothing 
 industry. 
 
 Carlton, Frank Tracy Organized Labor in American History. N. Y., 
 D. Appleton & Co. 1920. 313 p. 
 Free School and the Wage Earner, p. 62-77. 
 
 Part of labor in establishing common school education and attitude of 
 A. F. of L. toward education. 
 
 Cohn, F. M. Educational Work of the International Ladies' Garment 
 Workers' Union. (In American Labor Year Book, v. 3, 1919-20. 
 p. 204-6.) 
 
 Dana, H. W. L. Boston Labor College. (In Socialist Review, N. Y., v. 
 '.8, p. 27. Dec., 1919.) 
 
 Dana, H. W. L. New Labor College. (In Young Democracy, N. Y., v. 
 1, No. 11, p. 4. Oct., 1919.) 
 
 Education for Workers. (In Survey, N. Y. v. 43, p. 437. Jan. 17, 1920.) 
 Brief review of work of Trade Union College of Boston, of Chicago, and 
 International Ladies' Garment Workers' Union Educational Committee. 
 
 Fichandler, Alexander JLabor Education. (In Survey, N. Y., v. 45. p. 
 542-3. Jan. 8, 1921.) 
 
 Fichandler, Alexander. Workers' Education; Why and What? (In 
 Socialist Review, N. Y., v. 10, p. 49-50. Apr.-May, 1921.) 
 
 ox, G. M. When Labor Goes to School. N. Y., Nat'l Board Y. W. C. 
 
 A.. 1920. 30 p. 
 Gleason, Arthur W. E. B. (In Survey, N. Y., v. 46, p. 42. Apr. 9, 1921.) 
 
 Gleason, Arthur Workers' Education. (In New Republic, N. Y., v. 26, 
 p. 235-7. Apr. 20, 1921.) 
 
 Labor in Quest of Beauty. (In Survey, N. Y., v. 42, p. 199. May 3, 1919.) 
 
 Man, Henry de. Labor's Challenge to Education. (In New Republic, 
 
 N. Y., v. 26, p. 16-18. March 2, 1921.) 
 Maurer, J. H. Labor Education. (In Pennsylvania Federation of Labor. 
 
 Proc. of the annual convention. 19th. p. 53-5, 1920.) 
 
 Also report on workers' educational classes in Pennsylvania during 1920- 
 
 1921. Submitted to the 20th annual convention, 1921. 
 
 [80] 
 
Mine Labor Moves Forward. (In New Republic, N. Y., v. 26, p. 58-60. 
 March 16, 1921.) 
 
 1 Sterling, Henry. Labor's Attitude Toward Education. (In School and 
 Society. Garrison, N. Y., v. 10, p. 128-32. Aug. 2, 1919.) 
 
 Stoddard, W. L. Boston Trade Union College. (In Nation, N. Y., 
 v. 109, p. 298-300. Aug. 30, 1919.) 
 
 Stoddard, W. L. Labor Goes to College. (In Independent, N. Y., v. 98, 
 p. 216. May 10, 1919.) 
 
 ") Sweeney, Charles Patrick Adult Working-Class Education in Great 
 Britain and the United States. Wash., Govt. Print. Off., 1920. 
 101 p. (U. S. Labor Statistics Bureau, Bui. No. 271.) 
 
 Trade Union College. (In American Review of Reviews, N. Y., v. 60, 
 p. 441-442. Oct. 1919.) 
 Boston. 
 
 Trade Union College. (In New Republic, N. Y., v. 18, p. 395. Apr. 26, 
 1919.) 
 
 Trade Union College. (In Survey, N. Y., v. 42, p. 113-114. Apr. 19, 
 1919.) 
 Boston. 
 
 Workers' Education : A Symposium. Reprinted from the Ship Builders' 
 News and Navy Yard Employee, for Sept., 1919, by the Indus- 
 trial Committee of the Department of Research and Method of the 
 National Board of the Y. W. C. A. 1920. 15 p. 
 Contents : Dana, H. W. L. Boston Trade Union College. 
 
 Beard. C. A. New School for Social Research. 
 
 Budish, J. M. United Labor Education Committee. 
 
 Poyntz, J. S. Workers' University. 
 
 Tannenbaum, Frank. Labor and Education. 
 
 Cady, M. L. Workers' Education and the Young Women's 
 Christian Association. 
 
 UNITED STATES DIRECTORY 
 
 Workers' Education Bureau of America. 465 West 23rd Street. New 
 York City. Spencer Miller, Jr., Sec'y. 
 
 District of Columbia Washington 
 
 Trade Union College of Washington, D. C., 1423 New York Ave., Wash- 
 ington, D. C. Mary C. Dent, Sec'y. 
 
 Illin ois Chicago 
 
 Chicago Federation of Labor, Educational Council, 166 W. Washington 
 Street, Chicago, 111. 
 
 National Women's Trade Union League, Training School for Women 
 Labor Leaders, 311 South Ashland Boulevard, Chicago, 111. Alice 
 Henry, Educational Director. 
 
 [81] 
 
Maryland Baltimore 
 
 Dr. Broadus Mitchell, Department of Political Economy, Johns Hop- 
 kins University, Baltimore, Maryland. 
 
 Massachusetts A mh erst 
 
 Amherst College, Classes for Workers, Amherst, Mass. F. Stacy May, 
 Sec'y. 
 
 Boston 
 
 Trade Union College of Boston, 634 Little Building, Boston, Mass. 
 Mabel Gillespie, Sec'y. 
 
 Michigan D etroit 
 
 Workers' Educational Association, 2101 Gratiot Ave. Thomas Smock, 
 Sec'y. 
 
 Minnesota Duluth 
 
 Work Peoples' College, Box 166, Riverside Station, Duluth, Minn. George 
 Humon, Principal. 
 
 Minneapolis 
 
 Workers' College of Minneapolis, 225 South Fifth Street, Minneapolis, 
 Minn. Edward Maurer, Registrar. 
 
 St. Paul 
 
 St. Paul Labor College, 75 West 7th- Street, St. Paul, Minn. S. S. Tingle, 
 Sec'y. 
 
 New York State Katonah 
 
 Brookwood School, Katonah, N. Y. William M. Fincke, Educational 
 Director. 
 
 New York City 
 
 Amalgamated Clothing Workers of America, National Education De- 
 partment, 31 Union Square, New York City. J. B. Salutsky, 
 Director. 
 
 Cooperative League of America, Classes in Cooperation, 2 West 13th 
 Street, New York City. A. D. Warbasse, Educational Sec'y. 
 
 International Ladies' Garment Workers' Union, Educational Department, 
 31 Union Square, New York City. Fannia M. Cohn, Sec'y; Alex- 
 ander Fichandler, Educational Director. 
 
 International Ladies' Garment Workers, Local 25, 16 West 21st Street, 
 New York City. Elsie Gliick, Educational Director. 
 
 International Ladies' Garment Workers' Union, Union Health Center, 
 131 East 17th Street, New York City. Harry Wander, Chairman. 
 
 Rand School of Social Science, 7 East 15th Street, New York City. 
 Algernon Lee, Director ; Bertha Mailly, Sec'y. 
 
 Trade Union College of Greater New York, 208 West 14th Street, New 
 York City. Mrs. A. Riley Hale, Sec'y. 
 
 [82] 
 
United Labor Education Committee, 41 Union Square, New York City. 
 J. M. Budish, Chairman. 
 
 Rochester 
 
 Rochester Labor College, 476 Clinton Ave., N. Paul Blanshard, Educa- 
 tional Director. 
 
 Ohio Cleveland 
 
 International Ladies' Garment Workers' Union, Workers' University, 
 1024 Walnut Street, Cleveland, Ohio. 
 
 Pennsylvania 
 
 Pennsylvania Labor Education Committee, c/o Pennsylvania State Fed- 
 eration of Labor, Commonwealth Trust Bldg., Harrisburg, Pa. 
 
 Allentown 
 Allentown Labor School, 205 Carlisle Street. Clarence Moser, Sec'y. 
 
 Bethlehem 
 Bethlehem Labor School, 643 E. North Street. J. W. Hendricks, Sec'y. 
 
 Bryn Mawr 
 
 Bryn Mawr College, Summer School for Women Workers in Industry. 
 Miss Ernestine Friedmann, Sec'y. 
 
 Harrisburg. 
 Harrisburg Labor School, 1604 Derry Street. J. R. Copenhaver, Sec'y. 
 
 Lancaster 
 Lancaster Labor Class, 150 East Lemon Street. Samuel Hoover, Sec'y. 
 
 Pen Argyl 
 Pen Argyl Labor Class. Samuel Davey, Sec'y. 
 
 Philadelphia 
 
 Trade Union College of Philadelphia, 1702 Arch Street. Frieda S. 
 Miller, Sec'y. 
 
 Pittsburgh 
 
 Trade Union College of Pittsburgh, 1718 Lowrie Street, N. S. Sarah 
 Z. Limbach, Sec'y. 
 
 Pottsville 
 
 Pottsville Labor School, 110 North Center Street. Wm. H. Dietrich, 
 Sec'y. 
 
 Reading 
 Reading Labor School, 139 Greenwich Street. George W. Snyder, Sec'y 
 
 Washington Seattle 
 
 Workers College of Seattle, Labor Temple. W. J. Henry, Sec'y, 
 
 [83] 
 
READING LIST IN THE SOCIAL SCIENCES 
 (These books have been found useful in labor classes} 
 Andrews, J. B. Labor Problems and Labor Legislation. 
 Beard, C. A. Industrial Revolution. 
 Beard, Mary A Short History of the American Labor Movement. 
 
 Blanshard, Paul 27 Questions and Answers on the Open Shop Move- 
 ment. N. Y. Amalgamated Clothing Workers of America. 1921. 
 24 p. (Amalgamated Educational Pamphlets. No. 4.) 
 
 Bogart, E. L. Economic History of the United States. 
 Clay, Henry Economics for the General Reader. 
 
 Cole, G. D. H. British Labor Movement: A Syllabus for Classes and 
 Study Circles. London. Labor Research Dept. 1920. 30 p. 
 (Syllabus Series No. 1.) 
 
 Cole, G. D. H. World of Labor. 
 
 Cole, G. D. H. Self-Government in Industry. 
 
 Cole, G. D. H. Chaos and Order in Industry. 
 
 Coman, Katherine Industrial History of the United States. 
 
 Commons, J. R. and Andrews Principles of Labor Legislation. 
 
 Craik, W. W. Short History of the British Working-Class Movement. 
 
 Goodrich, Carter Frontier of Control. 
 
 Groat, G. G. Attitude of American Courts in Labor Cases. 
 
 Groat, G. G. Organized Labor in American History. 
 
 Henry, Alice Trade Union Woman. 
 
 Hoxie, R. F. Trade Unionism in the United States. 
 
 Interchurch World Movement. Commission of Inquiry Report on the 
 Steel Strike of 1919. 
 
 Kirkup, Thomas and Pease, E. R. A Primer of Socialism. 
 Laidler, Harry Socialism in Thought and Action. 
 Laidler, Harry Boycotts and the Labor Struggle. 
 
 Lauck, W. J. and Sydenstricker Conditions of Labor in American In- 
 dustries. 
 
 Lilienthal, M. S. From Factory to Fireside. 
 Lloyd, C. M. Trade Unionism. 
 Lloyd, C. M. The British Labor Movement. 
 
 [84] 
 
Martin, E. D. Behavior of Crowd*. 
 
 Russell, Bertrand Proposed Roads to Freedom. 
 
 Soule, George Recent Developments in Trade Unionism. N. Y. Amal- 
 gamated Clothing Workers of America. 1921. 32 p. (Amalga- 
 mated Educational Pamphlets No. 3.) 
 
 Tawney, R. H. The Acquisitive Society. 
 
 Webb, Sidney and Beatrice History of Trade Unionism. 
 
 Webb, Sidney and Beatrice. Industrial Democracy. 
 
 Wells, H. G. Outline of History. 
 
 Wolman, Leo Boycott in American Trade Unions. 
 
 Woolf, Leonard Co-operation and the Future of Industry, &^' 
 
 [85] 
 
INTERNATIONAL LADIES' GARMENT WORKERS' UNION 
 EDUCATIONAL DEPARTMENT 
 
 Outline of Lectures by Dr. Harry Laidler 
 INJUNCTIONS IN LABOR DISPUTES 
 
 The place of injunctions as a remedy in law Conditions under which 
 injunctions are ordinarily issued Questions of irreparable injury No 
 remedy at law The use of injunctions in labor disputes Beginnings in 
 the United States Railroad cases of the nineties. 
 
 Conditions under which injunctions are issued during strikes Evolu- 
 tion of law of conspiracy in relation to strikes Strike for improved con- 
 ditions of employment Strike for closed shop Sympathetic strikes 
 Decision in New York State Decision of Judge Alton B. Parker in 
 National Protective Association_vs. Cummings Decisions in recent cloth- 
 ing strikes Duplex Printing Company vs. Deering. 
 
 Injunctions in cases of picketing Element of coercion Violence, etc. 
 Picketing during illegal strikes Status in New York State. 
 
 Injunctions in boycott cases History of boycotts Classification of 
 boycotts American Railway case Buck Stove and Range Duplex 
 Printing Company Present legal status of boycotts in the United States 
 Reasons, legal and economic for legalization of boycotts. 
 
 BOYCOTTS 
 
 Origin of the word boycott Definition of boycotts in labor disputes 
 Classification of boycotts primary secondary compound. 
 
 History of boycotts in the United States Boycotting during the 
 eighties by the Knights of Labor Railroad boycotts of the nineties in the 
 American Railway Union and other strikes The boycotts of the Ameri- 
 can Federation of Labor The Danbury Hatters, Buck Stove and Range 
 and other cases Recent boycott cases. 
 
 Methods of enforcing boycotts Elements of success in boycotting 
 Character of the commodity boycotted Character of the firm boycotted 
 Character of the boycotting union. 
 
 The legal status of the boycott Legal reasons for legality and illegality 
 of boycotting. 
 
 Economic reasons for and against making boycotts legal Result of 
 legality of boycotting Substitutes for boycotts. 
 
 [86] 
 
THE BUREAU OF INDUSTRIAL RESEARCH 
 announces the publication of : 
 
 WORKERS' EDUCATION. 
 
 A study of American and foreign experiments in education under 
 working-class direction and control. Particular attention is given 
 to the extent, methods and results of the most recent American 
 developments. By Arthur Gleason. 1921. 50c.* 
 
 THE OPEN SHOP DRIVE. 
 
 A fact statement as to the extent of the recent open shop propa- 
 ganda, its proponents and methods, together with a large number 
 of supporting documents. By Savel Zimand. 1921. 50c.* 
 
 MODERN SOCIAL MOVEMENTS, a Descriptive Bibliography. 
 
 A brief account is given of the present status of the important 
 economic movements in all the large countries of the world, and a 
 critical and selected list of readings follows the statement of each 
 movement. By Savel Zimand. With introduction by Charles A. 
 Beard. H. W. Wilson Co., N. Y. 1921. $1.80. 
 
 PERSONNEL ADMINISTRATION; ITS PRINCIPLES AND 
 PRACTICE. 
 
 A systematic presentation of the methods of conducting personnel 
 departments in industry, including the work of selection, training, 
 industrial health, service work, joint relations, research and com- 
 munity relations. By Ordway Tead and Henry C. Metcalf. 
 McGraw-Hill Book Co., N. Y. 1920. $5.00. 
 
 AMERICAN COMPANY SHOP COMMITTEE PLANS. 
 
 A simple and conveniently arranged guide to the typical plans for 
 employee representation. The structure and procedure of twenty 
 extant shop committee plans is clearly set forth. 1919. $1.00. 
 
 Also 
 
 THE INTERCHURCH WORLD MOVEMENT REPORT ON THE 
 STEEL STRIKE OF 1919. 
 
 Prepared with the technical assistance of the Bureau of Industrial 
 Research for the Commission of Inquiry of the Interchurch World 
 Movement Harcourt, Brace and Co., N. Y. 1920. Paper, 1.50; 
 cloth, $2.50. 
 
 PUBLIC OPINION AND THE STEEL STRIKE. 
 
 Supplementary reports of the Steel Strike Commission of Inquiry 
 of the Interchurch World Movement, prepared with the technical 
 assistance of the Bureau of Industrial Research. (In press.) 
 Harcourt, Brace and Co., N. Y. 1921. Paper, $1.50; cloth, $2.50. 
 
 *Half price on all orders from students and trade-union members. 
 
 [37] 
 
THE BUREAU OF INDUSTRIAL RESEARCH, 289 
 Fourth Ave., New York, is organized to promote sound 
 human relationships in industry by consultation, fact studies 
 and publicity. 
 
 It maintains a library of current information covering the 
 field of industrial relations from which it is prepared to 
 supply documentary and statistical data at moderate cost to 
 individuals, corporations, labor organizations and the press. 
 
 ROBERT W. BRUERE, Director 
 HEBER BLANKENHORN LEONARD OUTHWAITE 
 
 MARY D. BLANKENHORN ORDWAY TEAD 
 ARTHUR GLEASON SAVEL ZIMAND 
 
 HERBERT CROLY, Treasurer 
 
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