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PATTERNS OF WORKERS’ EDUCATION

limited opportunity of the short resident program. Local committees have
instituted the classes and draw applicants to them. At first, instruction in
English necessarily was emphasized; but as the education and Americanization
of candidates have increased with time, social and economic topics have
been chiefly discussed, though work in English has been continued. More-
over, changing world conditions have influenced the School to focus upon the
social sciences.

The shifting emphasis of the application sheet reflects trends within the
summer session. ‘The basic range of subjects usually has had to be limited so
that the best possible course may be planned for the two months which work-
ers spend on the campus. Whereas the early curriculum offered many fields,
in the past 10 years instruction has centered around a principal economic
topic, coordinated with work in English. Economics and English accord-
ingly have been required courses.’ Elementary economics instruction has been
supplemented by more advanced elective study.

The choice of the economic theme each year has been influenced by the
interests which students express and the immediate problems facing labor in
general. In 1931 study focused upon unemployment; in 1932 social control
was the major interest; and two years later students analyzed the National
Recovery Act and situations within codified industries. Recently, trade union-
ism has been emphasized. The content of specific courses is related to the
central theme of the session.

The integration of subjects has in part conditioned the teaching of Eng-
lish. In earlier years, the tendency was to emphasize considerably the creative
and cultural study of literature and composition. By 1936, better understand-
ing and expression of spoken and written English became the goal bur in
that year, students recommended that classes become more utilitarian. "The
faculty recognized the need for practical work, but maintained that creative
and corrective opportunities should be available if individuals wanted them.
Specialized writing and social literature thus were offered as elective courses,
supplementing required speaking and composition classes.‘

Opportunities in subjects other than economics and English have been
flexible. General science at times has been required and sometimes has been

* Statement of policies of the School, April 16, 1934.
“Report of the Director of the School for the session June 13 to August 8, 1936, p. 6.

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