PATTERNS OF WORKERS’ EDUCATION

 

candidates was made after consideration of their ability to undertake advanced
work. Because exact classification was difficult, still another rating change
was instituted in 1932 and carried on thereafter. Unit leaders, after guidance
in faculty meetings, submitted statements about each student, with particular
reference to intellectual progress, group participation and effort. Recom-
mendations were made for community activity and work in local classes.

Ratings have been important since they inform community organizations
how to help alumnae when they return home. In the evalution process, the
faculty has expressed the belief that the summer session must lead to more
than a desire for study. By being active in local groups, the women really
must prove that resident schools may help workers to become aware of their
problems and active in solving them. Social participation has been the ulti-
mate goal of the Bryn Mawr Summer School for Women Workers in In-
dustry.

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