THE DEVELOPMENT OF WORKERS’ EDUCATION

 

Workers’ education has not developed without opposition. Certain indi-
viduals believe that standard educational facilities enable all, including work-
ers, to study effectively. They maintain that psychological reasons for separate
instruction are being weakened, as more people than formerly are receiving
similar rudimentary education. Others claim that workers’ education is propa-
ganda based upon a class philosophy which threatens our democracy. A third
group of opponents fears that even an objective, critical survey of social
events will lead to revolutionary activities.

Proponents of workers’ education have many counter-arguments. They
are convinced that current public instruction cannot give adult workers neces-
sary social perspective. They state that objective education for workers is not
propaganda; solidarity among workers should not be feared since modern
society has many interest and pressure groups which at times cooperate with
each other. In addition, advocates show at what specific points instruction
aids the laboring class. They claim that through instruction, workers may
know the experience of their group, in the past and in the present. Through
history they may understand the mistakes of their predecessors; psychology
teaches them how to cooperate with fellow workers and employers; economics
promotes an understanding of the employers’ business upon which rests their
livelihood; through politics they glimpse their place as citizens and workers.
Public speaking and written composition tend to make them articulate and
community organization to encourage effective activity. Finally, sociology
and social ethics may show workers how to integrate both theory and practice
in living with their fellow men.

THE ROLE OF THE RESIDENT SCHOOL

Several techniqués have been devised to fulfill the purpose of workers’ edu-
cation.” Local facilities have been developed so that individuals may study
in their own communities by attending classes or study groups after work, or
by serving on functional committees. Other programs including resident
schools and institutes have been established to afford workers the opportunity
of more continuous instruction.

Protagonists of workers’ education are divided as to the relative value of
resident and community programs. Many believe that the former are limited
in what they are able to accomplish since they can accommodate adequately

° For a detailed discussion of the points outlined in this section see infra, Chapter III.

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