PATTERNS OF WORKERS’ EDUCATION

 

In conclusion it should be stated that it is difficult to estimate accurately
the influence of the summer experience, whether for bad or good. Several
persons have stated that alumnae have not done what they should to aid the
WPA workers’ education program. They have blamed the School for “spoil-
ing” students. However, the alumnae have maintained that the program could
afford them no opportunities either as students or teachers, that classes have
been too elementary and that they cannot meet the relief requirements for
teachers. It has been said that progress in the Y.W.C.A. may be stimulated
by its own Industrial Department, the Summer School, or both together.
Trade unionists in the community are unwilling to state that the resident study
influenced their members greatly—although they are willing to admit mem-
bership was not discouraged. They suggest that cooperative recruiting between
labor organizations and the School and functional, coeducational courses might
increase effectiveness. One alumna who leads a church discussion group
asserts that she learned the technique at the School; another says that she now
has an increased ability to encourage people with different philosophies to
speak. A woman who is exceptionally active politically maintains with others
that the School did not give birth to her political ideas but brought them to
expression. Another has discontinued radical activities because the summer
experience proved to her that “all groups must be democratic and fair.”

It should be mentioned that the School has not lifted its students from
the working class. Marriage has taken six workers from factory to home;
an unemployed person has become a W.P.A. worker, two alumnae are still
without work, a former shoe worker has just lost her job, and one person has
gone into domestic work. The majority of the others have remained in the
trade which they had before they attended the School.

Many individuals have participated in more than one type of organization,
in addition to holding their jobs and carrying home responsibilities. The
record of activities, 69 in all, in addition to educational interests, seems excel-
lent when one considers that 21 of the women attended the School before
1933 and still are very active in community groups.‘ Many factors do
influence participation; personality of the worker and of community leaders,
existence of groups, time and money. On the whole, it would seem that Upton
alumnae have taken advantage of the opportunities afforded them.

“For analysis of community activities of the general population, see infra, p. 139.
112