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the line. Meanwhile, the encouraging thing is that Labor Commissions and permanent Boards of Investigation and Arbitration and many government devices for securing a more even justice all around the circle of wage-earning activity are increasing in evidence as a sign that we are on the way to bring the common need for peace and order in industry to bear upon its warring elements. It only needs that the great consuming public, the final and the worst sufferer when labor wars are waged, shall understand and use its overmastering social power to bring order out of the chaos of opposing interests.

Women's Trade Unions.-The entrance of women into the Trade Union field is a significant feature of modern industry. Denied in many men's Unions the right of membership and in many fields of work competing only with those of their own sex, yet obviously in need of the same declaration of rights and the same class support of each other in securing better conditions of labor that men realized before them, the Women's Trade Union members have much the same spirit and many of the same methods that men have used in similar bodies. They, as a rule, stand, however, for more protective legislation for women than men demand for themselves and have one element unique in such bodies. That element is the membership within Women's Trade Unions of women of social position, of financial security and even of wealth and of broadest culture. These women who join the Trade Union League not to benefit their own class, which is usually the professional or the employing class, but to help wage-earning women to better conditions, have often been the laboring oar in the organization and maintenance of such Unions. Nothing analogous to this is found in the Men's Trade Union movement in the United States. It bears witness to two elements, one that women of the so-called privileged classes are growing very sensitive to the claims of social justice as these are related to wage-earning women, and the other that the average age of wage-earning women is so much younger than that of men employed in similar work that the need for help from without in any effective effort for relief from bad conditions is more apparent. The transitory character of much of women's work makes the permanent personnel of any Trade Union League of women a smaller minority of its member

ship than in the case of men. It is said that in any trade where both the men and the women are well organized the membership of the men's Union will be fairly stable for twenty years, that of the women's Union will show a radical change each five years, making almost a complete turn-over in the twenty years' count. That is, of course, due to the fact that most women use for wageearning only the period between leaving school and marrying, usually about four and a half years. That makes the term "working-girls" most appropriate and is a contrast to the working man's longer hold upon his trade.

The New Solidarity of Women.-The fact that women of all types of social advantage and disadvantage are already linked together in the Women's Trade Union movement, has, however, deep social significance, especially as wage-earners' organizations relate themselves to family life. No woman who has had right opportunities for education and family life in her own experience can work in intimate comradeship with those who have been denied such advantages without aiming directly for social arrangements in labor which will no longer cheat any young life of its joy, its culture, or chance for its possibility of right relation in the home. The signs are full of hope that more and more members of each class will feel that society as a whole has claims upon them above all that any group may attain by working only for its own advantage. No law of justice will stand the test of time save that which ordains an order in which "Each for All, and All for Each" will be the rule in industry as in the nobler state!

QUESTIONS ON THE FAMILY AND THE WORKERS

1. What is most important to the success of the modern family, a minimum wage for working women or a minimum wage for men which can supply decent living for a man, his wife, and at least three children? 2. What effect has the wage-earning of married women and mothers in gainful employments outside the home had upon the stability and happiness of the family?

3. What effect have the laws protecting women and children in industry had upon family life?

4. What effect would the proposed increase of legislation placing men and women, married and single women, and unionized and non-unionized labor upon an identical legal plane be likely to have upon family life? As, for example, in the case of "deserting husbands," or in work especially inimical to women's health?

5. How can the admitted evil of industrial exploitation of children be best and most surely prevented?

CHAPTER XIV

THE FAMILY AND THE SCHOOL

"TO PREPARE us for complete living is the function which education has to discharge, and we judge the value of any training solely by reference to this end. For complete living we must know in what way to treat the body, in what way to treat the mind, in what way to manage our affairs, in what way to bring up a family, in what way to behave as a citizen, in what way to utilize those sources of happiness which Nature supplies, and how to use all our faculties to the greatest advantage of ourselves and of others."

-HERBERT SPENCER.

"The final value of all institutions is their educational influence; they are measured morally by the occasions they afford and the guidance they supply for the exercise of foresight, judgment, seriousness of consideration, and depth of regard."

"Socialized education has four aims:

-JOHN DEWEY.

First. That the pupil shall acquire control of tools and methods of social intercourse,-language, number, social forms

and conventions.

Second. That the pupil shall be favorably introduced to society through acquaintance with science, arts, literature, and through participation in present social life.

Third. That the pupil shall be trained for an occupation. Fourth. That the motives of his conduct, his own individually appreciated and chosen ends, shall be intelligently socialized.”

-GEORGE ALBERT COE.

“The unbeliever says, 'You can never construct a true society out of foolish, sick, selfish men and women as we know them to be.'

But the believer sees already a better state beginning to exist in men transfigured by the power of education. And there is nothing that man will not overcome, amend, and convert until at last culture shall absorb chaos itself."

-EMERSON.

"At the present time it may be that only the least effort is needed in order that truths already revealed to us should spread among hundreds, thousands, millions of men and women and a public opinion become established in conformity with the existing conscience and the entire social organization become transformed. It depends upon us to make the effort."

-TOLSTOI.

New Forms of Education Demanded by Modern Industry. -When the power-driven machine ushered in the new era in industry it lessened both the prestige and the dignity of the individual worker in three particulars. First, it destroyed the apprentice system and hence reduced all workers to a level in the eyes of the employer of labor and the general public. The apprentice system had used for educational purposes the important period of adolescence between childhood and youth. It had served with its ceremonial of entrance into the journeyman's right and public recognition to give distinction to the skilled workman, and it had made a nexus of social relationship, built upon craftsmanship, between those of the same and those of varying trades and occupations. In the second place, the handicraft system had given a distinct political right and power to skilled workmen. The craftsmen, and the burghers of cities who represented them, had to be called upon by kings and nobles to give assent to wars and to furnish the sinews of war after the Guilds had gained money-power. And there has as yet developed in modern government no substitute for this older and more direct political appeal to individuals, through their work, to make the vote alluring to the imagination of modern laborers. In the third place, the transition from the feudal law of personal service from each class to each class above to the tax system of modern times, whereby a citizen pays his dues to society in cash instead of in such personal service, took place

in the era of handicraft and was so bound up with the apprentice system and the Guild organization that the connection between labor and public right and duty was obvious and definite. We feel that it is an advance in political development when a man, and now a woman, also, gains the franchise directly as a human being without regard to social station or vocational approach to life. But when in any country the franchise is on simply human grounds and the economic life is founded on class distinctions, and class distinctions as wide and deep as those which modern industry makes between employer and employed in the great divisions of manufacture and the provision of raw material for that manufacture, the human basis of the body politic is blurred.

When the socially bad effects of the decay of the apprentice system were recognized, and the need for some new forms of distinction between the skilled and the unskilled in labor was understood, there was a movement to introduce into the school system a substitute for that older form of craft-training. The first Manual Training High School marked that movement. The starting of Trade Schools in connection with certain large industrial plants or groups of plants signally demonstrated an effort to reinstate skill as a distinction of those who had acquired it. The pioneer work of such educators as Dr. Felix Adler in the Ethical Culture School of New York, at first called the Workingman's School, to introduce manual training and some definite use of handicraft processes for educational purposes in the grade schools, and thus make a logical connection with the Kindergarten, was a striking example of the new sense of need for a new education to fit the new industrial situation. The Kindergarten itself, with its response to the natural desire of childhood to make things and to do things and to act together in the play rehearsal of activities of later life, was a testimony that the school was to be called upon from henceforth to do what in the older time was done within the home and to do it better than the home had succeeded in doing.

The connection between these movements in education and the family well-being must be clear to all. Anything that lessens the dignity and power of the worker lessens the ability of the average man to be a competent and successful father; just as anything that lessens the dignity and power of the worker or makes him seem

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