Qt

PATTERNS OF WORKERS’ EDUCATION

which all the other class does is under suspicion.” Great stress is laid on the
principle that “The greatest strength of organized labor lies in the fact that
its social objective can be shown to be coordinate with the ideal social objec-
tive for all men.” ”

THE EFFORTS OF NEW INDUSTRIAL UNIONS

To some extent industrial unions in the last decade have adopted the educa-
tional pattern of the organizations discussed above.” If they had not, the
labor movement would have collapsed. Without rapid instruction, large num-
bers of new members would have been unable to use collective bargaining
wisely or effectively.

The goal of assimilating raw recruits has made education in the new groups
almost entirely pragmatic. The central educational department of the United
Automobile Workers’ Union” has emphasized “training for trade union serv-
ice,” as a means of obtaining “a sufficient portion of the membership to man
the organization, take care of the interests of the men in the shops, and pro-
tect contractual relations with the employers.” *” The need for other instruc-
tion has been stated as follows:

Local chairmen had to be taught to conduct meetings, officers how to conduct
the union’s business efficiently and economically, stewards and committeemen
how to handle grievances under the existing contracts, organizers how to
negotiate agreements and apprehend the meaning of various types of recogni-
tion formulas and grievance machinery, rank and filers to understand the very
meaning of trade unionism itself.”

Since the central department could not train enough teachers to meet the
demand, sometimes only study outlines could be sent to locals. In fact, local

“H. A, Overstreet, “The Psychology of Mass Education,” Proceedings of the Second
Annual Conference of Teachers in Workers’ Education, Mass Education for Workers,
at Brookwood, February 20-22, 1925, pp. 51-53.

* Henry Linville, “The Scientific Method in Workers’ Education for Training and for
Use,” Proceedings of the Conference of Teachers in Workers’ Education, at Brookwood,
February 23-24, 1924, p. 36.

“In the following pages only special emphases will be discussed since the general
pattern is similar to that discussed in the preceding pages.

* The constitution of the organization provides for an educational fund in both locals
and central unit. The union accordingly has spent a full five percent of its annual
ad fe education.

illiam Munger, “Educational Program Built on ‘Know Union’ logan,” Axto-
9 “gaat aal November 13, 1937. = ~~ re

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