FtB 9 I Ml
UBRAP
EDUCATION
UNDER THE
F E R A
1934 - 1935
Wi
WORKS
PROGRESS ADMINISTRATION
HARRY L. HOPKINS, AdminI atrator
AUBREY WILLIAMS, Deputy Adm I n I at rato r
DIVISION OF EMERGENCY EDUCATION
L. R. Alderman, Director Hilda W. Smith, Specialist in Workers' Education
CONTENTS
Introduction
Map showing Distribution of Communities and Classes
Chart
1
Enrollment in Workers' Classes
Chart
11
Educational Background of Classes
Chart
III
Occupational Composition of Classes
Chart
IV
Size of Classes
Chart
V
Number of Teachers
Chart
VI
Length of Class Period
Chart
VII
Places where Classes are Held
Chart
VIII
Subjects Studied in Workers' Classes
INTRODUCTION
Organization of the Federal Emergency Workers' Education Program
When the Division of Emergency Education was first established in Sep¬
tember 1933 as a part of the efforts of the Federal Emergency Relief Ad¬
ministration to meet the problem of unemployment, a special department
was established to supervise workers' education. This was jointly ad¬
ministered in the states by the State Emergency Relief Administrations
and the State Departments of Education.
General Policies of the F.E.R.A.
The assignment and the employment of teachers and other workers were
determined by the F.E.R.A. The federal office of the Specialist in Work¬
ers' Education acted in a general advisory capacity on such problems as
teaching methods and study materials, cooperation with other groups, and
the general interpretation and administration of the program.
During 1934-35, special State Supervisors of Workers' Education were
appointed in the following seventeen states: California, Colorado, Geor¬
gia, Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, New
York, North Carolina, North Dakota, Ohio, Pennsylvania, Wisconsin, and
Wyoming. Workers' classes were conducted under the general adult educa¬
tion program in the following eleven additional states: Arizona, Arkansas,
Louisiana, Nevada, New Mexico, Oklahoma, Oregon, Tennessee, Texas, Utah,
and Washington.
Background of Workers' Education Movement
Starting as an outgrowth of the labor movement through the interest of
local trade unions ano State Federations of Labor, workers' classes were
first est.ar1 is^ed in this country at the end of the nineteenth century.
Slowly developed through various organizations, the movement now includes
local evening classes under the auspices of trade unions, independent
committees, a»3 .srious political parties; a group of resident workers'
sc^oo's; conferences; training institutes; and coordinating national agen-
: es.
In comparison, however, with theextensive programs of resident schools
a-d 5* udy prouts whic^ exist in many countries in Europe, where schools
are i- some cases partially supported through public funds, workers' edu-
:2*?on in the United Stfes is still i° the pioneer stage.
What is Workers' Education?
Workers' education is a program offering to industrial, clerical, do¬
mestic, and agricultural workers an opportunity to train themselves in
clea1- t-inking through the study of problems closely related to their
daily lives as workers and as citizens. Its object is to stimulate an
active and continued interest in the economic and social problems of the
times and to develop a sense of responsibility for their solution. The
instruction program is based on an attitude of open-minded inquiry in the
light of all the facts, and implies complete freedom of teaching and dis¬
cussion.
Workers" education has grown out of the educational needs of the labor
movement, and assumes the right of the workers to form their own organi¬
zations and to consider and take action on their own problems. The Fed¬
eral program of workers' education is therefore not an attempt to initiate
or conduct workers' classes, but rather to create new opportunities for
existing workers' groups to use the resources of the government through
the public schools, tooffer the aid of unemployed teachers as instructors
in workers' classes, and to demonstrate the need for an extended program
of workers' education.
Workers" education is one specialized field of general adult education,
adapted to the needs of nature persons handicapped by lack of previous
formal schooling, and dealing with the social and economic problems of
particular concern to the worker.
The teaching technique generally used in workers' classes is the dis¬
cussion method, with little formal study or outside assignment, for which
the worker-student lacks training, opportunity and time. The curriculum,
which emphasizes the social sciences, includes economics, economic his¬
tory, government, legislation, history of the labor movement, industrial
and labor problems, international affairs, current events, English, public
speaking, and parliamentary law. Allied courses in elementary science,
labor drama, music, art, and workshop projects, particularly in the social
sciences, are also frequently included in a workers' education program.
Summary of Program
The following report on the workers' education program during the win¬
ter of 1934-35 is based on the answers to questionnaires filled out by
state officials in the spring of 1935. Resultsof the study indicate that
the program had increased four-fold from the preceding winter and that
with the growth in number of classes had come increased understanding of
the meaning of workers' education.
Approximately 45,000 men and women were enrolled in 1,863 classes,
taught by about 580 instructors, in570 different communities in 28 states
of the union. The typical student would have found himself enrolled in a
class of about 25, meeting once a week for 2 hours or more, to study some
aspect of social science. The class would probably have met in either a
public school building or a union hall. His fellow students would have
been drawn from a great variety of occupations — industrial, clerical,
agricultural, and domestic. Very few of them, however, would have had
more than an eighth grade education.
DISTRIBUTION OF COMMUNITIES AND CLASSES
WORKERS' EDUCATION PROGRAM
EACH CIRCLE REPRESENTS ONE COMMUNITY
EACH DOT REPRESENTS ONE CLASS
ENROLLMENT IN WORKERS' CLASSES (See Chart I)
Enrollment in workers' classes has grown from 10,000 students, during
the first winter of class work in 1933-34, to a total of 45,000 workers
during 1934-35. Classes met, on the average, once a week throughout a
term of from one to four months. Women formed only one-third of the total
student enrollment.
Students were recruited in various ways. For the most part, classes
were organized through the activities of existing institutions, such as
settlement rouse clubs, Y.W.C.A. classes, and labor unions. The sponsor¬
ing organization formed the class and often provided the meeting place.
F.E.9.A. teachers were assigned tosuch groups on request. In other cases,
the teacher recruited his own classes by means of interviews, talks be¬
fore interested groups, and mimeographed announcements posted on bulletin
boards.
ENROLLMENT IN WORKERS' CLASSES
0000000000
hhhiIHSISIXHII
EACH FIGURE REPRESENTS 3,000 STUDENTS
EDUCATIONAL BACKGROUND OF CLASSES (See Chart II)
The great majority of worker-students enrolled in classes have not had
Tore than an eighth grade education. The average worker usually leaves
school at an early age to earn a living.
This is one of the important factors which make it necessary to secure
special provision for workers' education in a general adult education
program. The worker is handicapped by his lack of previous formal school¬
ing. The usual extension course or public lecture is too technical and
academic to meet his requirements, and often deals with subjects of little
real interest to him.
EDUCATIONAL BACKGROUND OF CLASSES
CHART 2
OOOO
SIXTH GRADE AND UNDER
nn
0 0 0_ _0_ 0 0_ 0 _0_ 0 0 0 0 _0_ _0_
SIXTH TO EIGHTH GRADE
0 0 0 0 _0_ 0 (
HIGH SCHOOL,
ONE TO FOUR YEARS
COLLEGE
nnXnRXB
I
EACH FIGURE REPRESENTS 4 PERCENT OF TOTAL CLASSES
OCCUPATIONAL COMPOSITION OF CLASSES (Sea Chart III)
Twenty-eight percent of the students come from industrial jobs, twelve
percent from agriculture, eight percent from clerical and trade jobs, and
another eight percent from domestic and personal service. The remaining
forty-four percent are drawn from varied occupat ions or have had no previous
work experience.
From all parts of the country workers have enlisted in these classes.
Coal miners, taxicab drivers, longshoremen, machinists, saleswomen, cler¬
ical workers, dressmakers, farmers, factory workers, domest ic employees and
housewives are only a few of the varied occupational types represented.
Among farmers and in rural communities the growing interest in the workers'
education program is especially significant.
Trade union members are by no means the only group of workers enrolled
in classes. Organized and unorganized workers alike have been served by
the program. Some of the students are at present unemployed, and in many
states unemployed groups have initiated special classes for their members.
OCCUPATIONAL COMPOSITION OF CLASSES «».
VARIED
OCCUPATIONS
; OOOOOOOOOOO
XXXXXXXXXXX
INDUSTRIAL
OCCUPATIONS
} 0 0 0 0 0 0 0
XXXXXXX
-r.
t
r ooo
mi
OFFICE
AND TRADE
cUJ.
iUA.
1 0 0
III
DOMESTIC AND
PERSONAL SERVICE
Vl_
Vu - ^
\U ■ i Tx
1 o 0
XX
EACH FIGURE REPRESENTS 4 PERCENT OF TOTAL CLASSES
SIZE OF CLASSES (See Chert IV)
In order to insure adequate opportunity for individual instruction and
a maximum degree of real discussion by all members of the class, the fed¬
eral office recommended that classes consist of not more than twenty stu¬
dents. Although lectures and large public forums are included in the pro¬
gram, proving valuable educational aids in some instances, the genuine
workers' class is a small discussion group, in which each member actively
participates in the analysis and discussion of problems which directly
affect the group.
SIZE OF CLASSES «*« «
OOOOOOOO
mo students BM BM BM BM MB BM MB MM
nnnn!i
OOOOOOOOOOO
11-20 STUDENTS *j| mjm BiS |g| Bj| BAB || || ||
nnnnflnnnnnn
_o_ _o_ _o_ _0_ _0_
21-50 STUDENTS
51 8 OVER
nm
o
H
EACH FIGURE REPRESENTS 4 PERCENT OF TOTAL CLASSES
NUMBER OF TEACHERS (See Chart V)
One of the greatest difficulties in establishing a genuine workers'
education program has been the lack of teachers, both relief and non-re¬
lief, who combine experience and training in adult education and a knowl¬
edge of progressive teaching methods with the necessary academic back¬
ground and a first-hand acquaintance with labor problems.
In order to help meet this need for trained teachers, eighteen Teacher
Training Centers for unemployed teachers were established under the Fed¬
eral program durinq the summer of 1934. More than five hundred teachers
were given a six-weeks' intensive course in teaching techniques, economics,
and social problems.
Many of these centers were established at state universities, where
valuable classroom and library facilities were available. Methods of
class presentation and actual teachinq practice were considered most im¬
portant. Student committees assisted the staff in organizing class work,
in preparing reports, bibliographies, and study outlines, and in leading
discussions. Outside lecturers representing different political or eco¬
nomic groups met with the students. Field trips to factories, museums,
and public institutions were organized.
One hundred and forty-six of the teachers attending were employed in
the workers' education program last winter. The others either found jobs
in private employment or work in other phases of the work relief program.
Although only a small percentage of the total teachers employed last win¬
ter attended training centers in the summer of 1934, many states organized
shnrt-term training institutes and carried on continual informal teacher
training and supervision.
NUMBER OF TEACHERS
CHART 5
ATTENDED FERA
TRAINING CENTERS
SUMMER 1934
OOOOO
DID NOT ATTEND
TRAINING CENTERS
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EACH FIGURE REPRESENTS 30 TEACHERS
LENGTH OF CLASS PERIOD (See Chart VI)
A fundamental principle in workers' education is a flexible, leisurely
classroom period. An attempt is made to avoid the traditional rigid class
period, as it is often fatal to the success of a class to cut off dis¬
cussion abruptly just as interest has been aroused. When classes meet
only once a week, it is extremely important that sufficient time be allowed
for concentrated and effective study and discussion.
LENGTH OF CLASS PERIOD
CHART 6
EACH FIGURE REPRESENTS 5 PERCENT OF TOTAL CLASSES
EACH HOUR GLASS REPRESENTS I HOUR
PLACES WHERE CLASSES ARE HELO (See Chart VII)
There are three distinct types of public and community buildings in
which workers' classes are held; first, public schools; second, union
hal Is; and third, community bui ldings such as settlement houses, Y.W.C.A.'s,
and churches.
Although it is true that adult education in general is gradually being
recognized as a function of the free public educational system, it is also
true that with respect to workers' education a majority of the classes
are held in union halls." Inasmuch as workers' education is the genuine
expression of the needs and interests of the labor movement, it is per¬
haps natural that workers should prefer tc hold classes in meeting places
in which they feel at home.
An important aid to real discussion and study is an informal and inti¬
mate classroom atmosphere. The ideal arrangement allows the class to
meet around a table, with the teacher as one of the group. For this rea¬
son, the most satisfactory classrooms in workers' education have usually
been found in union halls and community centers, rather than in the tra¬
ditional public school.
* This is not true of Kansas where one-half the number of classes are
held in public schools. The number of wo rker-students in Kansas is so
large that it weights the total returns in such a way as to give the im¬
pression that public schools are used more often than are union halls
—a condition which does not apply to other states.
WHERE CLASSES ARE HELD
CHART T
PUBLIC SCHOOLS
UNION HALLS
SETTLEMENT HOUSES
Y M C A, CHURCHES, ETC.
GOVERNMENT BUILDINGS
PRIVATE HOUSES
LIBRARIES ETC. ETC.
^
EACH BUILDING REPRESENTS MEETING PLACE FOR 5 PERCENT OF CLASSES
SUBJECTS STUDIED IN WORKERS' CLASSES (Sea Chart VIII)
The workers' education curriculum centers in the social sciences. It
comprises principally economics, economic history, government, legisla¬
tion, history of the labor movement, industrial and labor problems, in¬
ternational affairs, current events, English, public speaking, and par¬
liamentary law. Thisemphasis does not imply a narrow curriculum. Courses
in the creative arts, music, and drama serve as aids in the understanding
of social problems, and open new opportunities for creative leisure-time
activities. Classes in health problems and elementary science help to
aive the worker a clearer concept of the laws of nature.
Farmers in the Middle West are studying the cooperative movement; mem¬
bers of the executive committee of a new hosiery workers' union are learn¬
ing to speak in public and to conduct an orderly meeting; a class of min¬
ers is studying the history of the labor movement; a group of unemployed
is studying recent social security legislation; one class in a big eastern
city is discussing th*» prospects of European war and another the details
of a local housing project; a class in New Mexico on government and New
Deal legislation is conducted in Spanish.
These subjects have proved to be of vital interest to the worker be¬
cause discussion starts with those phases of the topic which are of every¬
day practical concern to him, and because he has chosen the subject to
further his understanding of current problems.
SUBJECTS STUDIED IN WORKERS' CLASSES chart .
SOCIAL SCIENCE
ENGLISH
DRAMA AND ART
MISCELLANEOUS
HEALTH-SCIENCE
00000000000000
MIMMlllllllllll
0 0 0 0
MM
o
91
o
91
EACH FIGURE REPRESENTS 5 PERCENT OF TOTAL CLASSES