3. To provide teachers who combine ability to teach, with technical skill.

4. To insure, through joint boards on which both employers and workmen are represented, even if these boards are generally advisory, only an interlocking of the technical cla.s.s and the factory, without which any system of vocational instruction must fall down.[A]

[Footnote A: As to how far this is the case, there is a difference of opinion among authorities. Professor F.W. Roman, who has made so exhaustive a comparative study of vocational training in the United States and Germany, writes: "In Germany, there is very little local control of schools, or anything else. The authority in all lines is highly centralized." (The Industrial and Commercial Schools of the United States and Germany, 1915, p. 324.) Dr. Kerchensteiner is quoted by the Commercial Club of Chicago as saying, in a letter to Mr. Edwin G. Cooley, that the separate administrative school-boards of Munich form an essential part of the city's school-system.]

5. To maintain a system which shall reach that vast bulk of the population, who, because they need technical training most urgently, are usually the last to receive it.

Many of the most advanced educators in this country join issue with the usual German practice on some most important points. These consider that it is not sufficient that there be a close interlocking of the technical school and cla.s.s and the factory. It is equally essential that vocational education, supported by public funds, shall be an integral part of the public-school system, of which it is indeed but a normal development, and therefore that we must have a unit and not a dual system. Only thus can we insure that vocational education will remain education at all and not just provide a training-school for docile labor as an annex and a convenient entrance hall to the factory system. Only thus can we insure democracy in the control of this new branch of public activity. Only thus can the primary schools be kept in touch with the advanced cla.s.ses, so that the teacher, from the very kindergarten up, may feel that she is a part of a complete whole. Then indeed will all teachers begin to echo the cry of one whom I heard say: "You ask us to fit the children for the industries. Let us see if the industries are fit for the children."

Another point in which we must somewhat modify any European model is in the limited training provided for girls. A country which is frankly coeducational in its public schools, state universities and professional colleges, must continue to be so when installing a new educational department to meet the changed and changing conditions of our time.

The parliament of organized labor in the United States has taken a liberal view and laid down an advanced program on the subject of vocational training. In 1908 the American Federation of Labor appointed a committee on industrial education consisting of nineteen members, of whom two were women, Agnes Nestor, International Secretary of the Glove Workers' Union, and Mrs. Raymond Robins, President of the National Women's Trade Union League of America. Its very first report, made in 1909, recommended that the Federation should request the United States Department of Commerce and Labor to investigate the subject of industrial education in this country and abroad.

The report of the American Federation of Labor itself, includes a digest of the United States Bureau of Labor's report, and was published as Senate Doc.u.ment No. 936. It is called "The Report of the Committee on Industrial Education of the American Federation of Labor, compiled and edited by Charles H. Winslow."

Whatever narrowness and inconsistency individual trade unionists may be charged with regarding industrial education, the leaders of the labor movement give it their endors.e.m.e.nt in the clearest terms. For instance, this very report, comments those international unions which have already established supplemental trade courses, such as the Typographical Union, the Printing Pressmen's Union, and the Photo Engravers' Union, and other local efforts, such as the School for Carpenters and Bricklayers in Chicago and the School for Carriage, Wagon, and Automobile Workers of New York City. All trade unions which have not adopted a scheme of technical education are advised to take the matter up.

On the question of public-school training, the American Federation of Labor is no less explicit and emphatic, favoring the establishment of schools in connection with the public-school system in which pupils between fourteen and sixteen may be taught the principles of the trades, with local advisory boards, on which both employers and organized labor should have seats. But by far the most fundamental proposal is the following. After outlining the general instruction on accepted lines, they proceed as follows:

"The shop instruction for particular trades, and for each trade represented, the drawing, mathematics, mechanics, physical and biological science applicable to the trade, the history of that trade, and a sound system of economics, including and emphasizing the philosophy of collective bargaining."

The general introduction of such a plan of training would mean that the young worker would start out on his wage-earning career with an intelligent understanding of the modern world, and of his relations to his employer and to his fellow-laborers, instead of, as at present, setting forth with no knowledge of the world he is entering, and moreover, with his mind clogged with a number of utterly out-of-date ideas, as to his individual power of control over wages and working conditions.[A]

[Footnote A: History, as it is usually taught, is not considered from the industrial viewpoint, nor in the giving of a history lesson are there inferences drawn from it that would throw light upon the practical problems that are with us today, or that are fast advancing to meet us. When a teacher gives a lesson on the history of the United States, there is great stress laid upon the part played by individual effort. All through personal achievements are emphasized. The instructor ends here, on the high note that personal exertion is the supreme factor of success in life, failing unfortunately to point out how circ.u.mstances have changed, and that even personal effort may have to take other directions. Of the boys and girls in the schools of the United States today between nine and fourteen years of age, over eight millions in 1910, how many will leave school knowing the important facts that land is no longer free, and that the tools of industry are no more, as they once were, at the disposal of the most willing-worker? And that therefore (Oh, most important therefore!) the workers must work in cooperation if they are to retain the rights of the human being, and the status signified by that proud name, an American citizen.]

If we wish to know the special demands of working-women there is no way so certain as to consult the organized women. They alone are at liberty to express their views, while the education they have had in their unions in handling questions vital to their interests as wage-earners, and as leaders of other women gives clearness and definiteness to the expression of those views.

If organized women can best represent the wage-earners of their s.e.x, we can gain the best collective statement of their wishes through them. At the last convention of the National Women's Trade Union League in June, 1913, the subject of industrial education received very close attention. The importance of continuation schools after wage-earning days have commenced was not overlooked. An abstract of the discussion and the chief resolutions can be found in the issue of _Life and Labor_ for August, 1913.

After endorsing the position taken up by the American Federation of Labor, the women went on to urge educational authorities to arm the children, while yet at school, with a knowledge of the state and federal laws enacted for their protection, and asked also "that such a course shall be of a nature to equip the boy and girl with a full sense of his or her responsibility for seeing that the laws are enforced," the reason being that the yearly influx of young boys and girls into the industrial world in entire ignorance of their own state laws is one of the most menacing facts we have to face, as their ignorance and inexperience make exploitation easy, and weaken the force of such protective legislation as we have.

Yet another suggestion was that "no working certificates be issued to a boy or girl unless he or she has pa.s.sed a satisfactory examination in the laws which have been enacted by the state for their protection."

In making these claims, organized working-women are keeping themselves well in line with the splendid statement of principles enunciated by that great educator, John Dewey:

The ethical responsibility of the school on the social side must be interpreted in the broadest and freest spirit; it is equivalent to that training of the child which will give him such possession of himself that he may take charge of himself; may not only adapt himself to the changes that are going on, but have power to shape and direct them.

When we ask for coeducation on vocational lines, the question is sure to come up: For how long is a girl likely to use her training in a wage-earning occupation? It is continually a.s.serted and a.s.sumed she will on the average remain in industry but a few years. The mature woman as a wage-earner, say the woman over twenty-five, we have been pleased to term and to treat as an exception which may be ignored in great general plans. Especially has this been so in laying out schemes for vocational training, and we find the girl being ignored, not only on the usual ground that she is a girl, but for the additional, and not-to-be-questioned reason that it will not pay to give her instruction in any variety of skilled trades, because she will be but a short time in any occupation of the sort. Hence this serves to increase the already undue emphasis placed upon domestic training as all that a girl needs, and all that her parents or the community ought to expect her to have. This is only one of the many cases when we try to solve our new problems by reasoning based upon conditions that have pa.s.sed or that are pa.s.sing away.

In this connection some startling facts have been brought forward by Dr. Leonard P. Ayres in the investigations conducted by him for the Russell Sage Foundation. He tried to find the ages of all the women who are following seven selected occupations in cities of the United States of over 50,000 population. The occupations chosen were those in which the number of women workers exceeds one for every thousand of the population. The number of women covered was 857,743, and is just half of all the women engaged in gainful employment in those cities.

The seven occupations listed are housekeeper, nursemaid, laundress, saleswoman, teacher, dressmaker and servant. No less than forty-four per cent. of the housekeepers are between twenty-five and forty-four.

Of dressmakers there are fifty-one per cent. between these two ages; of teachers fifty-eight per cent.; of laundresses forty-nine per cent., while the one occupation of which a little more than half are under twenty-five years is that of saleswoman, and even here there are barely sixty-one per cent., leaving the still considerable proportion of thirty-nine per cent. of saleswomen over the age of twenty-five.

It is pretty certain that these mature women have given more than the favorite seven years to their trade. It is to be regretted that the investigation was not made on lines which would have included some of the factory occupations. It is difficult to see why it did not. Under any broad cla.s.sification there must be more garment-workers, for instance, in New York or Chicago, than there are teachers. However, we have reason to be grateful for the fine piece of work which Dr. Ayres has done here.

The _Survey_, in an editorial, also quotes in refutation of the seven-year theory, the findings of the commission which inquired into the pay of teachers in New York. The commissioners found that forty-four per cent. of the women teachers in the public schools had been in the service for ten years or more, and that only twenty-five per cent. of the men teachers had served as long a term.

It can hardly be doubted that the tendency is towards the lengthening of the wage-earning life of the working-woman. A number of factors affect the situation, about most of which we have as yet little definite information. There is first, the gradual pa.s.sing of the household industries out of the home. Those women, for whom the opportunity to be thus employed no longer is open, tend to take up or to remain longer in wage-earning occupations.

The changing status of the married woman, her increasing economic independence and its bearing upon her economic responsibility, are all facts having an influence upon woman as a wage-earning member of the community, but how, and in what degree, they affect her length of service, is still quite uncertain. It is probable too, that they affect the employment or non-employment of women very differently in different occupations, but how, and in what degree they do so is mere guess-work at present.

Much pains has been expended in arguing that any system of vocational training should locally be co-related with the industries of the district. Vain effort! For it appears that the workers of all ages are on the move all the time. Out of 22,027 thirteen-year-old boys in the public schools of seventy-eight American cities, only 12,699, or a little more than half, were living in the places of their birth. And considering the _wanderl.u.s.t_ of the young in any case, is anything more probable than that the very first thing a big proportion of this advancing body of "vocationally trained" young men and women will want to do will be to try out their training in some other city? And why should they not?

If there has ever been voiced a tenderer plea for a universal education that shall pa.s.s by no child, boy or girl, than that of St.i.tt Wilson, former Socialist Mayor of Berkeley, I do not know it. If there has ever been outlined a finer ideal of an education fitting the child, every child, to take his place and fill his place in the new world opening before him, I have not heard of it. He asks that we should submit ourselves to the leadership of the child--his needs, his capacities, his ideal hungers--and in so doing we shall answer many of the most disturbing and difficult problems that perplex our twentieth-century civilization. Even in those states which make the best attempt at educating their children, from three-fourths to nine-tenths, according to the locality, leave the schools at the age of thirteen or fourteen, and the present quality of the education given from the age of twelve to sixteen is neither an enrichment in culture, nor a training for life and livelihood. It is too brief for culture, and is not intended for vocation.

Mr. Wilson makes no compromise with existing conditions; concedes not one point to the second-rate standards that we supinely accept; faces the question of cost, that basic difficulty which most theoretical educators waive aside, and which the public never dreams of trying to meet and overcome. Here are some of his proposals.

The New Education [he writes] will include training and experience in domestic science, cookery and home-making; agriculture and horticulture; pure and applied science, and mechanical and commercial activities with actual production, distribution and exchange of commodities. Such training for three to six millions of both s.e.xes from the age of twelve to twenty-one years will require land, tools, buildings of various types, machinery, factory sites by rail and water, timber, water and power sources.

As all civilization is built upon the back of labor, and as all culture and leisure rests upon labor, and is not possible otherwise, so all cultural and liberal education, as generally understood, shall be sequent to the productive and vocational. The higher intellectual education should grow out of and be earned by productive vocational training.

Hence our schools should be surrounded by lands of the best quality obtainable, plots of 10, 50, 100 and more acres. These lands should be the scene of labor that would be actually productive and not mere play.... In such a school the moral elements of labor should be primary, viz.: joy to the producer, through industry and art; perfect honesty in quality of material and character of workmanship; social cooperation, mutualism, and fellowship among the workers or students; and last, but not least, justice--that is, the full product of labor being secured to the producer.

He plans to make the schools largely self-supporting, partly through land endowments easier to obtain under the system of taxation of land values that is possibly near at hand in the Golden State, for which primarily the writer is planning. The other source of income would be from the well-directed labor of the students themselves, particularly the older ones. He quotes Professor Frank Lawrence Glynn, of the Vocational School at Albany, New York, as having found that the average youth can, not by working outside of school hours, but in the actual process of getting his own education, earn two dollars a week and upward. Elsewhere, Mr. Wilson shows that the beginnings of such schools are to be found in operation today, in some of the best reform inst.i.tutions of the country.

For all who desire university training, this would open the door. They would literally "work their way" through college. One university'

president argues for some such means of helping students: "We need not so much an increase of beneficiary funds as an increase of the opportunities for students to earn their living." This is partly to enable them to pay; for their courses and thereby acquire an education, but chiefly because through supporting themselves they gain self-confidence and therefore the power of initiative.[A]

[Footnote A: "The social and educational need for vocational training is equally urgent. Widespread vocational training will democratize the education of the country: (1) by recognizing different tastes and abilities, and by giving an equal opportunity to all to prepare for their lifework; (2) by extending education through part-time and evening instruction to those who are at work in the shop or on the farm." Report of the Commission on National Aid to Vocational Instruction, 1914, page 12.]

XI

THE WORKING WOMAN AND MARRIAGE

It is a lamentable fact that the wholesome and normal tendency towards organization which is now increasingly noticeable among working-women has so far remained unrelated to that equally normal and far more deeply rooted and universal tendency towards marriage.

As long as the control of trade unionism among women remained with men, no link between the two was likely to be forged; the problem is so entirely apart from any that men unionists ever have to face themselves. It is true that with a man the question of adhering to a union alike in times of prosperity or times of stress may be complicated by a wife having a "say-so," through her enthusiasm or her indifference when it means keeping up dues or attending meetings; yet more, when belonging to a union may mean being thrown out of work or ordered on strike, just when there has been a long spell of sickness or a death with all the attendant expenses, or when perhaps a new baby is expected or when the hard winter months are at hand and the children are lacking shoes and clothes. Still, roughly speaking, a man worker is a unionist or a non-unionist just the same, be he single or married.

But how different it is with a girl! The counter influence exerted by marriage upon organization is not confined to those girls who leave the trade, and of course the union, if they have belonged to one, after they have married. The possibility of marriage and especially the exaggerated expectations girls entertain as to the improvement in their lot which marriage will bring them is one of the chief adverse influences that any organization composed of women or containing many women members has to reckon with, an influence acting all the time on the side of those employers who oppose organization among their girls.

It has been the wont of many men unionists in the past and is the custom of not a few today, to accept at its face value the girl's own argument: "What's the use of our joining the union? We'll be getting married presently." It is much the same feeling, although unspoken, that underlies the ordinary workingman's unwillingness to see women enter his trade and his indifference to their status in the trade once they have entered it. The man realizes that this rival of his is but a temporary worker, and he often, too often, excuses himself tacitly, if not in words, from making any effort to aid her in improving her position or from using his influence and longer experience to secure for her any sort of justice, forgetting that the argument, "She'll soon get married" is a poor one at best, seeing that as soon as one girl does marry her place will immediately be filled by another, as young, as inexperienced as she had been, and as utterly in need of the protection that experienced and permanent co-workers could give her.

The girl, although she guesses it not, is only too frequently made the instrument of a terrible retribution; for the poor wage, which was all that she in her individual helplessness was able to obtain for herself, is used to lower the pay of the very man, who, had he stood by her, might have helped her to a higher wage standard and at the same time preserved his own.

Again, the probability of the girl marrying increases on all sides the difficulties encountered in raising standards alike of work and of wages. Bound up with direct payment are those indirect elements of remuneration or deduction from remuneration covered by length of working-hours and by sanitary conditions, since whatever saps the girl's energy or undermines her health, whether overwork, foul air, or unsafe or too heavy or overspeeded machinery, forms an actual deduction from her true wages, besides being a serious deduction from the wealth-store, the stock of well-being, of the community.

Up till comparatively recent times the particular difficulties I have been enumerating did not exist, since, under the system of home industries universal before the introduction of steam-power, there was not the same economic compet.i.tion between men and women, nor was there this unnatural gap between the occupation of the woman during her girlhood and afterwards in her married life. In the majority of cases, indeed, she only continued to carry on under her husband's roof the very trades which she had learned and practiced in the home of her parents. And this applied equally to the group of trades which we still think of as part of the woman's natural home life, baking and cooking and cleaning and sewing, and to that other group which have become specialized and therefore are now pursued outside the home, such as spinning and weaving. It was true also in large part of the intrinsically out-of-door employments, such as field-work.

In writing about a change while the process is still going on, it is extremely difficult to write so as not to be misunderstood. For there are remote corners, even of the United States, where the primitive conditions still subsist, and where woman still bears her old-time relation to industry, where the industrial life of the girl flows on with no gap or wrench into the occupational life of the married woman.

Through wifehood and motherhood she indeed adds to her burdens, and complicates her responsibilities, but otherwise she spends her days in much the same fashion as before, with some deduction, often, alas, inadequate, to allow for the bearing and rearing of her too frequent babies. Also in the claims that industry makes upon her in her relation to the productive life of the community, under such primitive conditions, her life rests upon the same basis as before.

As a telling ill.u.s.tration of that primitive woman's occupations, as she carries them on among us today, the following will serve. Quite recently a friend, traveling in the mountainous regions of Kentucky, at the head of Licking Creek, had occasion to call at a little mountain cabin, newly built out of logs, the c.h.i.n.ks stopped up with clay, evidently the pride and the comfort of the dwellers. It consisted of one long room. At one end were three beds. In the center was the family dining-table, and set out in order on one side a number of bark-seated hickory chairs made by the forest carpenters. On the other a long bench, probably intended for the younger members of the family. Facing the door, as the visitor entered, was a huge open fireplace, with a bar across, whence hung three skillets of kettles for the cooking of the food. The only occupant of the cabin at that hour in the afternoon was an old woman. She was engaged in combing into smoothness with two curry-combs a great pile of knotted wool, washed, but otherwise as it came off the sheep's back. The wool was destined to be made into blankets for the household. The simple apparatus for the carrying-out of the whole process was there at hand, for the spinning-wheel stood back in a corner of the room, while the big, heavy loom had, for convenience' sake, been set up on the porch.

That old woman's life may be bare and narrow enough in many ways, but at least she is rich and fortunate in having the opportunity for the exercise of a skilled trade, and in it an outlet for self-expression, and even for artistic taste in the choice of patterns and colors.

Far different the lot of the factory worker with her monotonous and mindless repet.i.tion of lifeless movements at the bidding of the machine she tends. The Kentucky mountain woman was here practicing in old age the art she had acquired in her girlhood. Those early lessons which had formed her industrial education, were of life-long value, both in enriching her own life, and by adding to her economic and therefore social value, alike as a member of her own household, and as a contributor to the wealth of the little community.