PATTERNS OF WORKERS’ EDUCATION

 

not use comparable forms. They merely have indicated sources which com-
mittees may rely upon from year to year. Donations towards scholarships
usually have been made by trade unions, Young Women’s Christian Associa-
tions, Summer School alumnae, benefits, individuals, and a few miscellaneous
groups. A great interchange among categories has been indicated. Bryn
Mawr College alumnae may have given as individual contributors, Summer
School alumnae as members of a Young Women’s Christian Association
group, or both may have been included in the figures of other organizations
and their contributions to the School thereby concealed. Committees on the
whole, however, feel that if College and School alumnae give through differ-
ent organizations, they increase contacts for both the Summer School and the
College.

Money that has come from trade unions, from industrial groups of the
Young Women’s Christian Association, and from School alumnae has been
regarded as gifts from labor sources. The reporting committees have pre-
sented some specific instances of trade union help in their communities, con-
sisting of partial or full payment of wages, the payment of travel and inci-
dental expenses, and the contribution of complete scholarships. Students
thereby have been helped to compensate for their loss of wages. Funds from
college groups, clubs, benefits other than those given by the alumnae group,
and from individuals have been listed under non-labor sources. Questionnaire
returns have indicated that recently, except for the years 1927-1928, depressed
economic conditions have made money-raising difficult within the non-labor
groups. All of the committees have emphasized that increased personal obli-
gations, growing taxes, and more demanding community ventures have com-
peted with the School for funds. In addition, mounting conservatism may
have caused distrust of the School’s program, many people being afraid that
workers’ education will aid radicalism. The committees therefore often have
believed it helpful to have a Bryn Mawr College alumna as chairman. Bryn
Mawr alumnae may then be more or less satisfied that the project is in the right
hands and alumnae from other schools that one of their own members is not
giving too much attention to an outside project.

All of the resident institutions have experienced increasing competition
from community projects in workers’ education. Contributors to the Bryn
Mawr School have compared expenditures for resident and for community

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