CHAPTER V
INDUSTRIAL AMELIORATION
There is no doubt that the great difficulty we experience in reducing to action our imperfect code of social ethics arises from the fact that we have not yet learned to act together, and find it far from easy even to fuse our principles and aims into a satisfactory statement. We have all been at times entertained by the futile efforts of half a dozen highly individualized people gathered together as a committee. Their aimless attempts to find a common method of action have recalled the wavering motion of a baby's arm before he has learned to coördinate his muscles.
If, as is many times stated, we are passing from an age of individualism to one of association, there is no doubt that for decisive and effective action the individual still has the best of it. He will secure efficient results while committees are still deliberating upon the best method of making a beginning. And yet, if the need of the times demand associated effort, it may easily be true that the action which appears ineffective, and yet is carried out upon the more highly developed line of associated effort, may represent a finer social quality and have a greater social value than the more effective individual action. It is possible that an individual may be successful, largely because he conserves all his powers for individual achievement and does not put any of his energy into the training which will give him the ability to act with others. The individual acts promptly, and we are dazzled by his success while only dimly conscious of the inadequacy of his code. Nowhere is this illustrated more clearly than in industrial relations, as existing between the owner of a large factory and his employees.
A growing conflict may be detected between the democratic ideal, which urges the workmen to demand representation in the administration of industry, and the accepted position, that the man who owns the capital and takes the risks has the exclusive right of management. It is in reality a clash between individual or aristocratic management, and corporate or democratic management. A large and highly developed factory presents a sharp contrast between its socialized form and individualistic ends.
It is possible to illustrate this difference by a series of events which occurred in Chicago during the summer of 1894. These events epitomized and exaggerated, but at the same time challenged, the code of ethics which regulates much of our daily conduct, and clearly showed that so-called social relations are often resting upon the will of an individual, and are in reality regulated by a code of individual ethics.
As this situation illustrates a point of great difficulty to which we have arrived in our development of social ethics, it may be justifiable to discuss it at some length. Let us recall the facts, not as they have been investigated and printed, but as they remain in our memories.
A large manufacturing company had provided commodious workshops, and, at the instigation of its president, had built a model town for the use of its employees. After a series of years it was deemed necessary, during a financial depression, to reduce the wages of these employees by giving each workman less than full-time work "in order to keep the shops open." This reduction was not accepted by the men, who had become discontented with the factory management and the town regulations, and a strike ensued, followed by a complete shut-down of the works. Although these shops were non-union shops, the strikers were hastily organized and appealed for help to the American Railway Union, which at that moment was holding its biennial meeting in Chicago. After some days' discussion and some futile attempts at arbitration, a sympathetic strike was declared, which gradually involved railway men in all parts of the country, and orderly transportation was brought to a complete standstill. In the excitement which followed, cars were burned and tracks torn up. The police of Chicago did not cope with the disorder, and the railway companies, apparently distrusting the Governor of the State, and in order to protect the United States mails, called upon the President of the United States for the federal troops, the federal courts further enjoined all persons against any form of interference with the property or operation of the railroads, and the situation gradually assumed the proportions of internecine warfare. During all of these events the president of the manufacturing company first involved, steadfastly refused to have the situation submitted to arbitration, and this attitude naturally provoked much discussion. The discussion was broadly divided between those who held that the long kindness of the president of the company had been most ungratefully received, and those who maintained that the situation was the inevitable outcome of the social consciousness developing among working people. The first defended the president of the company in his persistent refusal to arbitrate, maintaining that arbitration was impossible after the matter had been taken up by other than his own employees, and they declared that a man must be allowed to run his own business. They considered the firm stand of the president a service to the manufacturing interests of the entire country. The others claimed that a large manufacturing concern has ceased to be a private matter; that not only a number of workmen and stockholders are concerned in its management, but that the interests of the public are so involved that the officers of the company are in a real sense administering a public trust.
This prolonged strike clearly puts in a concrete form the ethics of an individual, in this case a benevolent employer, and the ethics of a mass of men, his employees, claiming what they believed to be their moral rights.
These events illustrate the difficulty of managing an industry which has become organized into a vast social operation, not with the coöperation of the workman thus socialized, but solely by the dictation of the individual owning the capital. There is a sharp divergence between the social form and the individual aim, which becomes greater as the employees are more highly socialized and dependent. The president of the company under discussion went further than the usual employer does. He socialized not only the factory, but the form in which his workmen were living. He built, and in a great measure regulated, an entire town, without calling upon the workmen either for self-expression or self-government. He honestly believed that he knew better than they what was for their good, as he certainly knew better than they how to conduct his business. As his factory developed and increased, making money each year under his direction, he naturally expected the town to prosper in the same way.
He did not realize that the men submitted to the undemocratic conditions of the factory organization because the economic pressure in our industrial affairs is so great that they could not do otherwise. Under this pressure they could be successfully discouraged from organization, and systematically treated on the individual basis.
Social life, however, in spite of class distinctions, is much freer than industrial life, and the men resented the extension of industrial control to domestic and social arrangements. They felt the lack of democracy in the assumption that they should be taken care of in these matters, in which even the humblest workman has won his independence. The basic difficulty lay in the fact that an individual was directing the social affairs of many men without any consistent effort to find out their desires, and without any organization through which to give them social expression. The president of the company was, moreover, so confident of the righteousness of his aim that he had come to test the righteousness of the process by his own feelings and not by those of the men. He doubtless built the town from a sincere desire to give his employees the best surroundings. As it developed, he gradually took toward it the artist attitude toward his own creation, which has no thought for the creation itself but is absorbed in the idea it stands for, and he ceased to measure the usefulness of the town by the standard of the men's needs. This process slowly darkened his glints of memory, which might have connected his experience with that of his men. It is possible to cultivate the impulses of the benefactor until the power of attaining a simple human relationship with the beneficiaries, that of frank equality with them, is gone, and there is left no mutual interest in a common cause. To perform too many good deeds may be to lose the power of recognizing good in others; to be too absorbed in carrying out a personal plan of improvement may be to fail to catch the great moral lesson which our times offer.
The president of this company fostered his employees for many years; he gave them sanitary houses and beautiful parks; but in their extreme need, when they were struggling with the most difficult situation which the times could present to them, he lost his touch and had nothing wherewith to help them. The employer's conception of goodness for his men had been cleanliness, decency of living, and, above all, thrift and temperance. Means had been provided for all this, and opportunities had also been given for recreation and improvement. But this employer suddenly found his town in the sweep of a world-wide moral impulse. A movement had been going on about him and among his working men, of which he had been unconscious, or concerning which he had heard only by rumor.
Outside the ken of philanthropists the proletariat had learned to say in many languages, that "the injury of one is the concern of all." Their watchwords were brotherhood, sacrifice, the subordination of individual and trade interests, to the good of the working classes, and they were moved by a determination to free that class from the untoward conditions under which they were laboring.
Compared to these watchwords, the old ones which this philanthropic employer had given his town were negative and inadequate. He had believed strongly in temperance and steadiness of individual effort, but had failed to apprehend the greater movement of combined abstinence and concerted action. With all his fostering, the president had not attained to a conception of social morality for his men and had imagined that virtue for them largely meant absence of vice.
When the labor movement finally stirred his town, or, to speak more fairly, when, in their distress and perplexity, his own employees appealed to an organized manifestation of this movement, they were quite sure that simply because they were workmen in distress they would not be deserted by it. This loyalty on the part of a widely ramified and well-organized union toward the workmen in a "non-union shop," who had contributed nothing to its cause, was certainly a manifestation of moral power.
In none of his utterances or correspondence did the president for an instant recognize this touch of nobility, although one would imagine that he would gladly point out this bit of virtue, in what he must have considered the moral ruin about him. He stood throughout for the individual virtues, those which had distinguished the model workmen of his youth; those which had enabled him and so many of his contemporaries to rise in life, when "rising in life" was urged upon every promising boy as the goal of his efforts.
Of the code of social ethics he had caught absolutely nothing. The morals he had advocated in selecting and training his men did not fail them in the hour of confusion. They were self-controlled, and they themselves destroyed no property. They were sober and exhibited no drunkenness, even although obliged to hold their meetings in the saloon hall of a neighboring town. They repaid their employer in kind, but he had given them no rule for the life of association into which they were plunged.
The president of the company desired that his employees should possess the individual and family virtues, but did nothing to cherish in them the social virtues which express themselves in associated effort.
Day after day, during that horrible time of suspense, when the wires constantly reported the same message, "the President of the Company holds that there is nothing to arbitrate," one was forced to feel that the ideal of one-man rule was being sustained in its baldest form. A demand from many parts of the country and from many people was being made for social adjustment, against which the commercial training and the individualistic point of view held its own successfully.
The majority of the stockholders, not only of this company but of similar companies, and many other citizens, who had had the same commercial experience, shared and sustained this position. It was quite impossible for them to catch the other point of view. They not only felt themselves right from the commercial standpoint, but had gradually accustomed themselves also to the philanthropic standpoint, until they had come to consider their motives beyond reproach. Habit held them persistent in this view of the case through all changing conditions.
A wise man has said that "the consent of men and your own conscience are two wings given you whereby you may rise to God." It is so easy for the good and powerful to think that they can rise by following the dictates of conscience, by pursuing their own ideals, that they are prone to leave those ideals unconnected with the consent of their fellow-men. The president of the company thought out within his own mind a beautiful town. He had power with which to build this town, but he did not appeal to nor obtain the consent of the men who were living in it. The most unambitious reform, recognizing the necessity for this consent, makes for slow but sane and strenuous progress, while the most ambitious of social plans and experiments, ignoring this, is prone to failure.
The man who insists upon consent, who moves with the people, is bound to consult the "feasible right" as well as the absolute right. He is often obliged to attain only Mr. Lincoln's "best possible," and then has the sickening sense of compromise with his best convictions. He has to move along with those whom he leads toward a goal that neither he nor they see very clearly till they come to it. He has to discover what people really want, and then "provide the channels in which the growing moral force of their lives shall flow." What he does attain, however, is not the result of his individual striving, as a solitary mountain-climber beyond that of the valley multitude but it is sustained and upheld by the sentiments and aspirations of many others. Progress has been slower perpendicularly, but incomparably greater because lateral. He has not taught his contemporaries to climb mountains, but he has persuaded the villagers to move up a few feet higher; added to this, he has made secure his progress. A few months after the death of the promoter of this model town, a court decision made it obligatory upon the company to divest itself of the management of the town as involving a function beyond its corporate powers. The parks, flowers, and fountains of this far-famed industrial centre were dismantled, with scarcely a protest from the inhabitants themselves.
The man who disassociates his ambition, however disinterested, from the coöperation of his fellows, always takes this risk of ultimate failure. He does not take advantage of the great conserver and guarantee of his own permanent success which associated efforts afford. Genuine experiments toward higher social conditions must have a more democratic faith and practice than those which underlie private venture. Public parks and improvements, intended for the common use, are after all only safe in the hands of the public itself; and associated effort toward social progress, although much more awkward and stumbling than that same effort managed by a capable individual, does yet enlist deeper forces and evoke higher social capacities.
The successful business man who is also the philanthropist is in more than the usual danger of getting widely separated from his employees. The men already have the American veneration for wealth and successful business capacity, and, added to this, they are dazzled by his good works. The workmen have the same kindly impulses as he, but while they organize their charity into mutual benefit associations and distribute their money in small amounts in relief for the widows and insurance for the injured, the employer may build model towns, erect college buildings, which are tangible and enduring, and thereby display his goodness in concentrated form.
By the very exigencies of business demands, the employer is too often cut off from the social ethics developing in regard to our larger social relationships, and from the great moral life springing from our common experiences. This is sure to happen when he is good "to" people rather than "with" them, when he allows himself to decide what is best for them instead of consulting them. He thus misses the rectifying influence of that fellowship which is so big that it leaves no room for sensitiveness or gratitude. Without this fellowship we may never know how great the divergence between ourselves and others may become, nor how cruel the misunderstandings.
During a recent strike of the employees of a large factory in Ohio, the president of the company expressed himself as bitterly disappointed by the results of his many kindnesses, and evidently considered the employees utterly unappreciative. His state of mind was the result of the fallacy of ministering to social needs from an individual impulse and expecting a socialized return of gratitude and loyalty. If the lunch-room was necessary, it was a necessity in order that the employees might have better food, and, when they had received the better food, the legitimate aim of the lunch-room was met. If baths were desirable, and the fifteen minutes of calisthenic exercise given the women in the middle of each half day brought a needed rest and change to their muscles, then the increased cleanliness and the increased bodily comfort of so many people should of themselves have justified the experiment.
To demand, as a further result, that there should be no strikes in the factory, no revolt against the will of the employer because the employees were filled with loyalty as the result of the kindness, was of course to take the experiment from an individual basis to a social one.
Large mining companies and manufacturing concerns are constantly appealing to their stockholders for funds, or for permission to take a percentage of the profits, in order that the money may be used for educational and social schemes designed for the benefit of the employees. The promoters of these schemes use as an argument and as an appeal, that better relations will be thus established, that strikes will be prevented, and that in the end the money returned to the stockholders will be increased. However praiseworthy this appeal may be in motive, it involves a distinct confusion of issues, and in theory deserves the failure it so often meets with in practice. In the clash which follows a strike, the employees are accused of an ingratitude, when there was no legitimate reason to expect gratitude; and useless bitterness, which has really a factitious basis, may be developed on both sides.
Indeed, unless the relation becomes a democratic one, the chances of misunderstanding are increased, when to the relation of employer and employees is added the relation of benefactor to beneficiaries, in so far as there is still another opportunity for acting upon the individual code of ethics.
There is no doubt that these efforts are to be commended, not only from the standpoint of their social value but because they have a marked industrial significance. Failing, as they do, however, to touch the question of wages and hours, which are almost invariably the points of trades-union effort, the employers confuse the mind of the public when they urge the amelioration of conditions and the kindly relation existing between them and their men as a reason for the discontinuance of strikes and other trades-union tactics. The men have individually accepted the kindness of the employers as it was individually offered, but quite as the latter urges his inability to increase wages unless he has the coöperation of his competitors, so the men state that they are bound to the trades-union struggle for an increase in wages because it can only be undertaken by combinations of labor.
Even the much more democratic effort to divide a proportion of the profits at the end of the year among the employees, upon the basis of their wages and efficiency, is also exposed to a weakness, from the fact that the employing side has the power of determining to whom the benefit shall accrue.
Both individual acts of self-defence on the part of the wage earner and individual acts of benevolence on the part of the employer are most useful as they establish standards to which the average worker and employer may in time be legally compelled to conform. Progress must always come through the individual who varies from the type and has sufficient energy to express this variation. He first holds a higher conception than that held by the mass of his fellows of what is righteous under given conditions, and expresses this conviction in conduct, in many instances formulating a certain scruple which the others share, but have not yet defined even to themselves. Progress, however, is not secure until the mass has conformed to this new righteousness. This is equally true in regard to any advance made in the standard of living on the part of the trades-unionists or in the improved conditions of industry on the part of reforming employers. The mistake lies, not in overpraising the advance thus inaugurated by individual initiative, but in regarding the achievement as complete in a social sense when it is still in the realm of individual action. No sane manufacturer regards his factory as the centre of the industrial system. He knows very well that the cost of material, wages, and selling prices are determined by industrial conditions completely beyond his control. Yet the same man may quite calmly regard himself and his own private principles as merely self-regarding, and expect results from casual philanthropy which can only be accomplished through those common rules of life and labor established by the community for the common good.
Outside of and surrounding these smaller and most significant efforts are the larger and irresistible movements operating toward combination. This movement must tend to decide upon social matters from the social standpoint. Until then it is difficult to keep our minds free from a confusion of issues. Such a confusion occurs when the gift of a large sum to the community for a public and philanthropic purpose, throws a certain glamour over all the earlier acts of a man, and makes it difficult for the community to see possible wrongs committed against it, in the accumulation of wealth so beneficently used. It is possible also that the resolve to be thus generous unconsciously influences the man himself in his methods of accumulation. He keeps to a certain individual rectitude, meaning to make an individual restitution by the old paths of generosity and kindness, whereas if he had in view social restitution on the newer lines of justice and opportunity, he would throughout his course doubtless be watchful of his industrial relationships and his social virtues.
The danger of professionally attaining to the power of the righteous man, of yielding to the ambition "for doing good" on a large scale, compared to which the ambition for politics, learning, or wealth, are vulgar and commonplace, ramifies through our modern life; and those most easily beset by this temptation are precisely the men best situated to experiment on the larger social lines, because they so easily dramatize their acts and lead public opinion. Very often, too, they have in their hands the preservation and advancement of large vested interests, and often see clearly and truly that they are better able to administer the affairs of the community than the community itself: sometimes they see that if they do not administer them sharply and quickly, as only an individual can, certain interests of theirs dependent upon the community will go to ruin.
The model employer first considered, provided a large sum in his will with which to build and equip a polytechnic school, which will doubtless be of great public value. This again shows the advantage of individual management, in the spending as well as in the accumulating of wealth, but this school will attain its highest good, in so far as it incites the ambition to provide other schools from public funds. The town of Zurich possesses a magnificent polytechnic institute, secured by the vote of the entire people and supported from public taxes. Every man who voted for it is interested that his child should enjoy its benefits, and, of course, the voluntary attendance must be larger than in a school accepted as a gift to the community.
In the educational efforts of model employers, as in other attempts toward social amelioration, one man with the best of intentions is trying to do what the entire body of employees should have undertaken to do for themselves. The result of his efforts will only attain its highest value as it serves as an incentive to procure other results by the community as well as for the community.
There are doubtless many things which the public would never demand unless they were first supplied by individual initiative, both because the public lacks the imagination, and also the power of formulating their wants. Thus philanthropic effort supplies kindergartens, until they become so established in the popular affections that they are incorporated in the public school system. Churches and missions establish reading rooms, until at last the public library system dots the city with branch reading rooms and libraries. For this willingness to take risks for the sake of an ideal, for those experiments which must be undertaken with vigor and boldness in order to secure didactic value in failure as well as in success, society must depend upon the individual possessed with money, and also distinguished by earnest and unselfish purpose. Such experiments enable the nation to use the Referendum method in its public affairs. Each social experiment is thus tested by a few people, given wide publicity, that it may be observed and discussed by the bulk of the citizens before the public prudently makes up its mind whether or not it is wise to incorporate it into the functions of government. If the decision is in its favor and it is so incorporated, it can then be carried on with confidence and enthusiasm.
But experience has shown that we can only depend upon successful men for a certain type of experiment in the line of industrial amelioration and social advancement. The list of those who found churches, educational institutions, libraries, and art galleries, is very long, as is again the list of those contributing to model dwellings, recreation halls, and athletic fields. At the present moment factory employers are doing much to promote "industrial betterment" in the way of sanitary surroundings, opportunities for bathing, lunch rooms provided with cheap and wholesome food, club rooms, and guild halls. But there is a line of social experiment involving social righteousness in its most advanced form, in which the number of employers and the "favored class" are so few that it is plain society cannot count upon them for continuous and valuable help. This lack is in the line of factory legislation and that sort of social advance implied in shorter hours and the regulation of wages; in short, all that organization and activity that is involved in such a maintenance and increase of wages as would prevent the lowering of the standard of life.
A large body of people feel keenly that the present industrial system is in a state of profound disorder, and that there is no guarantee that the pursuit of individual ethics will ever right it. They claim that relief can only come through deliberate corporate effort inspired by social ideas and guided by the study of economic laws, and that the present industrial system thwarts our ethical demands, not only for social righteousness but for social order. Because they believe that each advance in ethics must be made fast by a corresponding advance in politics and legal enactment, they insist upon the right of state regulation and control. While many people representing all classes in a community would assent to this as to a general proposition, and would even admit it as a certain moral obligation, legislative enactments designed to control industrial conditions have largely been secured through the efforts of a few citizens, mostly those who constantly see the harsh conditions of labor and who are incited to activity by their sympathies as well as their convictions.
This may be illustrated by the series of legal enactments regulating the occupations in which children may be allowed to work, also the laws in regard to the hours of labor permitted in those occupations, and the minimum age below which children may not be employed. The first child labor laws were enacted in England through the efforts of those members of parliament whose hearts were wrung by the condition of the little parish apprentices bound out to the early textile manufacturers of the north; and through the long years required to build up the code of child labor legislation which England now possesses, knowledge of the conditions has always preceded effective legislation. The efforts of that small number in every community who believe in legislative control have always been reënforced by the efforts of trades-unionists rather than by the efforts of employers. Partly because the employment of workingmen in the factories brings them in contact with the children who tend to lower wages and demoralize their trades, and partly because workingmen have no money nor time to spend in alleviating philanthropy, and must perforce seize upon agitation and legal enactment as the only channel of redress which is open to them.
We may illustrate by imagining a row of people seated in a moving street-car, into which darts a boy of eight, calling out the details of the last murder, in the hope of selling an evening newspaper. A comfortable looking man buys a paper from him with no sense of moral shock; he may even be a trifle complacent that he has helped along the little fellow, who is making his way in the world. The philanthropic lady sitting next to him may perhaps reflect that it is a pity that such a bright boy is not in school. She may make up her mind in a moment of compunction to redouble her efforts for various newsboys' schools and homes, that this poor child may have better teaching, and perhaps a chance at manual training. She probably is convinced that he alone, by his unaided efforts, is supporting a widowed mother, and her heart is moved to do all she can for him. Next to her sits a workingman trained in trades-union methods. He knows that the boy's natural development is arrested, and that the abnormal activity of his body and mind uses up the force which should go into growth; moreover, that this premature use of his powers has but a momentary and specious value. He is forced to these conclusions because he has seen many a man, entering the factory at eighteen and twenty, so worn out by premature work that he was "laid on the shelf" within ten or fifteen years. He knows very well that he can do nothing in the way of ameliorating the lot of this particular boy; that his only possible chance is to agitate for proper child-labor laws; to regulate, and if possible prohibit, street-vending by children, in order that the child of the poorest may have his school time secured to him, and may have at least his short chance for growth.
These three people, sitting in the street car, are all honest and upright, and recognize a certain duty toward the forlorn children of the community. The self-made man is encouraging one boy's own efforts; the philanthropic lady is helping on a few boys; the workingman alone is obliged to include all the boys of his class. Workingmen, because of their feebleness in all but numbers, have been forced to appeal to the state, in order to secure protection for themselves and for their children. They cannot all rise out of their class, as the occasionally successful man has done; some of them must be left to do the work in the factories and mines, and they have no money to spend in philanthropy.
Both public agitation and a social appeal to the conscience of the community is necessary in order to secure help from the state, and, curiously enough, child-labor laws once enacted and enforced are a matter of great pride, and even come to be regarded as a register of the community's humanity and enlightenment. If the method of public agitation could find quiet and orderly expression in legislative enactment, and if labor measures could be submitted to the examination and judgment of the whole without a sense of division or of warfare, we should have the ideal development of the democratic state.
But we judge labor organizations as we do other living institutions, not by their declaration of principles, which we seldom read, but by their blundering efforts to apply their principles to actual conditions, and by the oft-time failure of their representatives, when the individual finds himself too weak to become the organ of corporate action.
The very blunders and lack of organization too often characterizing a union, in marked contrast to the orderly management of a factory, often confuse us as to the real issues involved, and we find it hard to trust uncouth and unruly manifestations of social effort. The situation is made even more complicated by the fact that those who are formulating a code of associated action so often break through the established code of law and order. As society has a right to demand of the reforming individual that he be sternly held to his personal and domestic claims, so it has a right to insist that labor organizations shall keep to the hardly won standards of public law and order; and the community performs but its plain duty when it registers its protest every time law and order are subverted, even in the interest of the so-called social effort. Yet in moments of industrial stress and strain the community is confronted by a moral perplexity which may arise from the mere fact that the good of yesterday is opposed to the good of today, and that which may appear as a choice between virtue and vice is really but a choice between virtue and virtue. In the disorder and confusion sometimes incident to growth and progress, the community may be unable to see anything but the unlovely struggle itself.
The writer recalls a conversation between two workingmen who were leaving a lecture on "Organic Evolution." The first was much puzzled, and anxiously inquired of the second "if evolution could mean that one animal turned into another." The challenged workman stopped in the rear of the hall, put his foot upon a chair, and expounded what he thought evolution did mean; and this, so nearly as the conversation can be recalled, is what he said: "You see a lot of fishes are living in a stream, which overflows in the spring and strands some of them upon the bank. The weak ones die up there, but others make a big effort to get back into the water. They dig their fins into the sand, breathe as much air as they can with their gills, and have a terrible time. But after a while their fins turn into legs and their gills into lungs, and they have become frogs. Of course they are further along than the sleek, comfortable fishes who sail up and down the stream waving their tails and despising the poor damaged things thrashing around on the bank. He—the lecturer—did not say anything about men, but it is easy enough to think of us poor devils on the dry bank, struggling without enough to live on, while the comfortable fellows sail along in the water with all they want and despise us because we thrash about." His listener did not reply, and was evidently dissatisfied both with the explanation and the application. Doubtless the illustration was bungling in more than its setting forth, but the story is suggestive.
At times of social disturbance the law-abiding citizen is naturally so anxious for peace and order, his sympathies are so justly and inevitably on the side making for the restoration of law, that it is difficult for him to see the situation fairly. He becomes insensible to the unselfish impulse which may prompt a sympathetic strike in behalf of the workers in a non-union shop, because he allows his mind to dwell exclusively on the disorder which has become associated with the strike. He is completely side-tracked by the ugly phases of a great moral movement. It is always a temptation to assume that the side which has respectability, authority, and superior intelligence, has therefore righteousness as well, especially when the same side presents concrete results of individual effort as over against the less tangible results of associated effort.
It is as yet most difficult for us to free ourselves from the individualistic point of view sufficiently to group events in their social relations and to judge fairly those who are endeavoring to produce a social result through all the difficulties of associated action. The philanthropist still finds his path much easier than do those who are attempting a social morality. In the first place, the public, anxious to praise what it recognizes as an undoubted moral effort often attended with real personal sacrifice, joyfully seizes upon this manifestation and overpraises it, recognizing the philanthropist as an old friend in the paths of righteousness, whereas the others are strangers and possibly to be distrusted as aliens. It is easy to confuse the response to an abnormal number of individual claims with the response to the social claim. An exaggerated personal morality is often mistaken for a social morality, and until it attempts to minister to a social situation its total inadequacy is not discovered. To attempt to attain a social morality without a basis of democratic experience results in the loss of the only possible corrective and guide, and ends in an exaggerated individual morality but not in social morality at all. We see this from time to time in the care-worn and overworked philanthropist, who has taxed his individual will beyond the normal limits and has lost his clew to the situation among a bewildering number of cases. A man who takes the betterment of humanity for his aim and end must also take the daily experiences of humanity for the constant correction of his process. He must not only test and guide his achievement by human experience, but he must succeed or fail in proportion as he has incorporated that experience with his own. Otherwise his own achievements become his stumbling-block, and he comes to believe in his own goodness as something outside of himself. He makes an exception of himself, and thinks that he is different from the rank and file of his fellows. He forgets that it is necessary to know of the lives of our contemporaries, not only in order to believe in their integrity, which is after all but the first beginnings of social morality, but in order to attain to any mental or moral integrity for ourselves or any such hope for society.
CHAPTER VI
EDUCATIONAL METHODS
As democracy modifies our conception of life, it constantly raises the value and function of each member of the community, however humble he may be. We have come to believe that the most "brutish man" has a value in our common life, a function to perform which can be fulfilled by no one else. We are gradually requiring of the educator that he shall free the powers of each man and connect him with the rest of life. We ask this not merely because it is the man's right to be thus connected, but because we have become convinced that the social order cannot afford to get along without his special contribution. Just as we have come to resent all hindrances which keep us from untrammelled comradeship with our fellows, and as we throw down unnatural divisions, not in the spirit of the eighteenth-century reformers, but in the spirit of those to whom social equality has become a necessity for further social development, so we are impatient to use the dynamic power residing in the mass of men, and demand that the educator free that power. We believe that man's moral idealism is the constructive force of progress, as it has always been; but because every human being is a creative agent and a possible generator of fine enthusiasm, we are sceptical of the moral idealism of the few and demand the education of the many, that there may be greater freedom, strength, and subtilty of intercourse and hence an increase of dynamic power. We are not content to include all men in our hopes, but have become conscious that all men are hoping and are part of the same movement of which we are a part.
Many people impelled by these ideas have become impatient with the slow recognition on the part of the educators of their manifest obligation to prepare and nourish the child and the citizen for social relations. The educators should certainly conserve the learning and training necessary for the successful individual and family life, but should add to that a preparation for the enlarged social efforts which our increasing democracy requires. The democratic ideal demands of the school that it shall give the child's own experience a social value; that it shall teach him to direct his own activities and adjust them to those of other people. We are not willing that thousands of industrial workers shall put all of their activity and toil into services from which the community as a whole reaps the benefit, while their mental conceptions and code of morals are narrow and untouched by any uplift which the consciousness of social value might give them.
We are impatient with the schools which lay all stress on reading and writing, suspecting them to rest upon the assumption that the ordinary experience of life is worth little, and that all knowledge and interest must be brought to the children through the medium of books. Such an assumption fails to give the child any clew to the life about him, or any power to usefully or intelligently connect himself with it. This may be illustrated by observations made in a large Italian colony situated in Chicago, the children from which are, for the most part, sent to the public schools.
The members of the Italian colony are largely from South Italy,—Calabrian and Sicilian peasants, or Neapolitans from the workingmen's quarters of that city. They have come to America with the distinct aim of earning money, and finding more room for the energies of themselves and their children. In almost all cases they mean to go back again, simply because their imaginations cannot picture a continuous life away from the old surroundings. Their experiences in Italy have been those of simple outdoor activity, and their ideas have come directly to them from their struggle with Nature,—such a hand-to-hand struggle as takes place when each man gets his living largely through his own cultivation of the soil, or with tools simply fashioned by his own hands. The women, as in all primitive life, have had more diversified activities than the men. They have cooked, spun, and knitted, in addition to their almost equal work in the fields. Very few of the peasant men or women can either read or write. They are devoted to their children, strong in their family feeling, even to remote relationships, and clannish in their community life.
The entire family has been upheaved, and is striving to adjust itself to its new surroundings. The men, for the most part, work on railroad extensions through the summer, under the direction of a padrone, who finds the work for them, regulates the amount of their wages, and supplies them with food. The first effect of immigration upon the women is that of idleness. They no longer work in the fields, nor milk the goats, nor pick up faggots. The mother of the family buys all the clothing, not only already spun and woven but made up into garments, of a cut and fashion beyond her powers. It is, indeed, the most economical thing for her to do. Her house-cleaning and cooking are of the simplest; the bread is usually baked outside of the house, and the macaroni bought prepared for boiling. All of those outdoor and domestic activities, which she would naturally have handed on to her daughters, have slipped away from her. The domestic arts are gone, with their absorbing interests for the children, their educational value, and incentive to activity. A household in a tenement receives almost no raw material. For the hundreds of children who have never seen wheat grow, there are dozens who have never seen bread baked. The occasional washings and scrubbings are associated only with discomfort. The child of such a family receives constant stimulus of most exciting sort from his city street life, but he has little or no opportunity to use his energies in domestic manufacture, or, indeed, constructively in any direction. No activity is supplied to take the place of that which, in Italy, he would naturally have found in his own surroundings, and no new union with wholesome life is made for him.
Italian parents count upon the fact that their children learn the English language and American customs before they do themselves, and the children act not only as interpreters of the language, but as buffers between them and Chicago, resulting in a certain almost pathetic dependence of the family upon the child. When a child of the family, therefore, first goes to school, the event is fraught with much significance to all the others. The family has no social life in any structural form and can supply none to the child. He ought to get it in the school and give it to his family, the school thus becoming the connector with the organized society about them. It is the children aged six, eight, and ten, who go to school, entering, of course, the primary grades. If a boy is twelve or thirteen on his arrival in America, his parents see in him a wage-earning factor, and the girl of the same age is already looking toward her marriage.
Let us take one of these boys, who has learned in his six or eight years to speak his native language, and to feel himself strongly identified with the fortunes of his family. Whatever interest has come to the minds of his ancestors has come through the use of their hands in the open air; and open air and activity of body have been the inevitable accompaniments of all their experiences. Yet the first thing that the boy must do when he reaches school is to sit still, at least part of the time, and he must learn to listen to what is said to him, with all the perplexity of listening to a foreign tongue. He does not find this very stimulating, and is slow to respond to the more subtle incentives of the schoolroom. The peasant child is perfectly indifferent to showing off and making a good recitation. He leaves all that to his schoolfellows, who are more sophisticated and equipped with better English. His parents are not deeply interested in keeping him in school, and will not hold him there against his inclination. Their experience does not point to the good American tradition that it is the educated man who finally succeeds. The richest man in the Italian colony can neither read nor write—even Italian. His cunning and acquisitiveness, combined with the credulity and ignorance of his countrymen, have slowly brought about his large fortune. The child himself may feel the stirring of a vague ambition to go on until he is as the other children are; but he is not popular with his schoolfellows, and he sadly feels the lack of dramatic interest. Even the pictures and objects presented to him, as well as the language, are strange.
If we admit that in education it is necessary to begin with the experiences which the child already has and to use his spontaneous and social activity, then the city streets begin this education for him in a more natural way than does the school. The South Italian peasant comes from a life of picking olives and oranges, and he easily sends his children out to pick up coal from railroad tracks, or wood from buildings which have been burned down. Unfortunately, this process leads by easy transition to petty thieving. It is easy to go from the coal on the railroad track to the coal and wood which stand before a dealer's shop; from the potatoes which have rolled from a rumbling wagon to the vegetables displayed by the grocer. This is apt to be the record of the boy who responds constantly to the stimulus and temptations of the street, although in the beginning his search for bits of food and fuel was prompted by the best of motives.
The school has to compete with a great deal from the outside in addition to the distractions of the neighborhood. Nothing is more fascinating than that mysterious "down town," whither the boy longs to go to sell papers and black boots, to attend theatres, and, if possible, to stay all night on the pretence of waiting for the early edition of the great dailies. If a boy is once thoroughly caught in these excitements, nothing can save him from over-stimulation and consequent debility and worthlessness; he arrives at maturity with no habits of regular work and with a distaste for its dulness.
On the other hand, there are hundreds of boys of various nationalities who conscientiously remain in school and fulfil all the requirements of the early grades, and at the age of fourteen are found in factories, painstakingly performing their work year after year. These later are the men who form the mass of the population in every industrial neighborhood of every large city; but they carry on the industrial processes year after year without in the least knowing what it is all about. The one fixed habit which the boy carries away with him from the school to the factory is the feeling that his work is merely provisional. In school the next grade was continually held before him as an object of attainment, and it resulted in the conviction that the sole object of present effort is to get ready for something else. This tentative attitude takes the last bit of social stimulus out of his factory work; he pursues it merely as a necessity, and his very mental attitude destroys his chance for a realization of its social value. As the boy in school contracted the habit of doing his work in certain hours and taking his pleasure in certain other hours, so in the factory he earns his money by ten hours of dull work and spends it in three hours of lurid and unprofitable pleasure in the evening. Both in the school and in the factory, in proportion as his work grows dull and monotonous, his recreation must become more exciting and stimulating. The hopelessness of adding evening classes and social entertainments as a mere frill to a day filled with monotonous and deadening drudgery constantly becomes more apparent to those who are endeavoring to bring a fuller life to the industrial members of the community, and who are looking forward to a time when work shall cease to be senseless drudgery with no self-expression on the part of the worker. It sometimes seems that the public schools should contribute much more than they do to the consummation of this time. If the army of school children who enter the factories every year possessed thoroughly vitalized faculties, they might do much to lighten this incubus of dull factory work which presses so heavily upon so large a number of our fellow-citizens. Has our commercialism been so strong that our schools have become insensibly commercialized, whereas we supposed that our industrial life was receiving the broadening and illuminating effects of the schools? The training of these children, so far as it has been vocational at all, has been in the direction of clerical work. It is possible that the business men, whom we in America so tremendously admire, have really been dictating the curriculum of our public schools, in spite of the conventions of educators and the suggestions of university professors. The business man, of course, has not said, "I will have the public schools train office boys and clerks so that I may have them easily and cheaply," but he has sometimes said, "Teach the children to write legibly and to figure accurately and quickly; to acquire habits of punctuality and order; to be prompt to obey; and you will fit them to make their way in the world as I have made mine." Has the workingman been silent as to what he desires for his children, and allowed the business man to decide for him there, as he has allowed the politician to manage his municipal affairs, or has the workingman so far shared our universal optimism that he has really believed that his children would never need to go into industrial life at all, but that all of his sons would become bankers and merchants?
Certain it is that no sufficient study has been made of the child who enters into industrial life early and stays there permanently, to give him some offset to its monotony and dulness, some historic significance of the part he is taking in the life of the community.
It is at last on behalf of the average workingmen that our increasing democracy impels us to make a new demand upon the educator. As the political expression of democracy has claimed for the workingman the free right of citizenship, so a code of social ethics is now insisting that he shall be a conscious member of society, having some notion of his social and industrial value.
The early ideal of a city that it was a market-place in which to exchange produce, and a mere trading-post for merchants, apparently still survives in our minds and is constantly reflected in our schools. We have either failed to realize that cities have become great centres of production and manufacture in which a huge population is engaged, or we have lacked sufficient presence of mind to adjust ourselves to the change. We admire much more the men who accumulate riches, and who gather to themselves the results of industry, than the men who actually carry forward industrial processes; and, as has been pointed out, our schools still prepare children almost exclusively for commercial and professional life.
Quite as the country boy dreams of leaving the farm for life in town and begins early to imitate the travelling salesman in dress and manner, so the school boy within the town hopes to be an office boy, and later a clerk or salesman, and looks upon work in the factory as the occupation of ignorant and unsuccessful men. The schools do so little really to interest the child in the life of production, or to excite his ambition in the line of industrial occupation, that the ideal of life, almost from the very beginning, becomes not an absorbing interest in one's work and a consciousness of its value and social relation, but a desire for money with which unmeaning purchases may be made and an unmeaning social standing obtained.
The son of a workingman who is successful in commercial life, impresses his family and neighbors quite as does the prominent city man when he comes back to dazzle his native town. The children of the working people learn many useful things in the public schools, but the commercial arithmetic, and many other studies, are founded on the tacit assumption that a boy rises in life by getting away from manual labor,—that every promising boy goes into business or a profession. The children destined for factory life are furnished with what would be most useful under other conditions, quite as the prosperous farmer's wife buys a folding-bed for her huge four-cornered "spare room," because her sister, who has married a city man, is obliged to have a folding-bed in the cramped limits of her flat Partly because so little is done for him educationally, and partly because he must live narrowly and dress meanly, the life of the average laborer tends to become flat and monotonous, with nothing in his work to feed his mind or hold his interest. Theoretically, we would all admit that the man at the bottom, who performs the meanest and humblest work, so long as the work is necessary, performs a useful function; but we do not live up to our theories, and in addition to his hard and uninteresting work he is covered with a sort of contempt, and unless he falls into illness or trouble, he receives little sympathy or attention. Certainly no serious effort is made to give him a participation in the social and industrial life with which he comes in contact, nor any insight and inspiration regarding it.
Apparently we have not yet recovered manual labor from the deep distrust which centuries of slavery and the feudal system have cast upon it. To get away from menial work, to do obviously little with one's hands, is still the desirable status. This may readily be seen all along the line. A workingman's family will make every effort and sacrifice that the brightest daughter be sent to the high school and through the normal school, quite as much because a teacher in the family raises the general social standing and sense of family consequence, as that the returns are superior to factory or even office work. "Teacher" in the vocabulary of many children is a synonym for women-folk gentry, and the name is indiscriminately applied to women of certain dress and manner. The same desire for social advancement is expressed by the purchasing of a piano, or the fact that the son is an office boy, and not a factory hand. The overcrowding of the professions by poorly equipped men arises from much the same source, and from the conviction that "an education" is wasted if a boy goes into a factory or shop.
A Chicago manufacturer tells a story of twin boys, whom he befriended and meant to give a start in life. He sent them both to the Athenæum for several winters as a preparatory business training, and then took them into his office, where they speedily became known as the bright one and the stupid one. The stupid one was finally dismissed after repeated trials, when to the surprise of the entire establishment, he quickly betook himself into the shops, where he became a wide-awake and valuable workman. His chagrined benefactor, in telling the story, admits that he himself had fallen a victim to his own business training and his early notion of rising in life. In reality he had merely followed the lead of most benevolent people who help poor boys. They test the success of their efforts by the number whom they have taken out of factory work into some other and "higher occupation."
Quite in line with this commercial ideal are the night schools and institutions of learning most accessible to working people. First among them is the business college which teaches largely the mechanism of type-writing and book-keeping, and lays all stress upon commerce and methods of distribution. Commodities are treated as exports and imports, or solely in regard to their commercial value, and not, of course, in relation to their historic development or the manufacturing processes to which they have been subjected. These schools do not in the least minister to the needs of the actual factory employee, who is in the shop and not in the office. We assume that all men are searching for "puddings and power," to use Carlyle's phrase, and furnish only the schools which help them to those ends.
The business college man, or even the man who goes through an academic course in order to prepare for a profession, comes to look on learning too much as an investment from which he will later reap the benefits in earning money. He does not connect learning with industrial pursuits, nor does he in the least lighten or illuminate those pursuits for those of his friends who have not risen in life. "It is as though nets were laid at the entrance to education, in which those who by some means or other escape from the masses bowed down by labor, are inevitably caught and held from substantial service to their fellows." The academic teaching which is accessible to workingmen through University Extension lectures and classes at settlements, is usually bookish and remote, and concerning subjects completely divorced from their actual experiences. The men come to think of learning as something to be added to the end of a hard day's work, and to be gained at the cost of toilsome mental exertion. There are, of course, exceptions, but many men who persist in attending classes and lectures year after year find themselves possessed of a mass of inert knowledge which nothing in their experience fuses into availability or realization.
Among the many disappointments which the settlement experiment has brought to its promoters, perhaps none is keener than the fact that they have as yet failed to work out methods of education, specialized and adapted to the needs of adult working people in contra-distinction to those employed in schools and colleges, or those used in teaching children. There are many excellent reasons and explanations for this failure. In the first place, the residents themselves are for the most part imbued with academic methods and ideals, which it is most difficult to modify. To quote from a late settlement report, "The most vaunted educational work in settlements amounts often to the stimulation mentally of a select few who are, in a sense, of the academic type of mind, and who easily and quickly respond to the academic methods employed." These classes may be valuable, but they leave quite untouched the great mass of the factory population, the ordinary workingman of the ordinary workingman's street, whose attitude is best described as that of "acquiescence," who lives through the aimless passage of the years without incentive "to imagine, to design, or to aspire." These men are totally untouched by all the educational and philanthropic machinery which is designed for the young and the helpless who live on the same streets with them. They do not often drink to excess, they regularly give all their wages to their wives, they have a vague pride in their superior children; but they grow prematurely old and stiff in all their muscles, and become more and more taciturn, their entire energies consumed in "holding a job."
Various attempts have been made to break through the inadequate educational facilities supplied by commercialism and scholarship, both of which have followed their own ideals and have failed to look at the situation as it actually presents itself. The most noteworthy attempt has been the movement toward industrial education, the agitation for which has been ably seconded by manufacturers of a practical type, who have from time to time founded and endowed technical schools, designed for workingmen's sons. The early schools of this type inevitably reflected the ideal of the self-made man. They succeeded in transferring a few skilled workers into the upper class of trained engineers, and a few less skilled workers into the class of trained mechanics, but did not aim to educate the many who are doomed to the unskilled work which the permanent specialization of the division of labor demands.
The Peter Coopers and other good men honestly believed that if intelligence could be added to industry, each workingman who faithfully attended these schools could walk into increased skill and wages, and in time even become an employer himself. Such schools are useful beyond doubt; but so far as educating workingmen is concerned or in any measure satisfying the democratic ideal, they plainly beg the question.
Almost every large city has two or three polytechnic institutions founded by rich men, anxious to help "poor boys." These have been captured by conventional educators for the purpose of fitting young men for the colleges and universities. They have compromised by merely adding to the usual academic course manual work, applied mathematics, mechanical drawing and engineering. Two schools in Chicago, plainly founded for the sons of workingmen, afford an illustration of this tendency and result. On the other hand, so far as schools of this type have been captured by commercialism, they turn out trained engineers, professional chemists, and electricians. They are polytechnics of a high order, but do not even pretend to admit the workingman with his meagre intellectual equipment. They graduate machine builders, but not educated machine tenders. Even the textile schools are largely seized by young men who expect to be superintendents of factories, designers, or manufacturers themselves, and the textile worker who actually "holds the thread" is seldom seen in them; indeed, in one of the largest schools women are not allowed, in spite of the fact that spinning and weaving have traditionally been woman's work, and that thousands of women are at present employed in the textile mills.
It is much easier to go over the old paths of education with "manual training" thrown in, as it were; it is much simpler to appeal to the old ambitions of "getting on in life," or of "preparing for a profession," or "for a commercial career," than to work out new methods on democratic lines. These schools gradually drop back into the conventional courses, modified in some slight degree, while the adaptation to workingmen's needs is never made, nor, indeed, vigorously attempted. In the meantime, the manufacturers continually protest that engineers, especially trained for devising machines, are not satisfactory. Three generations of workers have invented, but we are told that invention no longer goes on in the workshop, even when it is artificially stimulated by the offer of prizes, and that the inventions of the last quarter of the nineteenth century have by no means fulfilled the promise of the earlier three-quarters.
Every foreman in a large factory has had experience with two classes of men: first with those who become rigid and tolerate no change in their work, partly because they make more money "working by the piece," when they stick to that work which they have learned to do rapidly, and partly because the entire muscular and nervous system has become by daily use adapted to particular motions and resents change. Secondly, there are the men who float in and out of the factory, in a constantly changing stream. They "quit work" for the slightest reason or none at all, and never become skilled at anything. Some of them are men of low intelligence, but many of them are merely too nervous and restless, too impatient, too easily "driven to drink," to be of any use in a modern factory. They are the men for whom the demanded adaptation is impossible.
The individual from whom the industrial order demands ever larger drafts of time and energy, should be nourished and enriched from social sources, in proportion as he is drained. He, more than other men, needs the conception of historic continuity in order to reveal to him the purpose and utility of his work, and he can only be stimulated and dignified as he obtains a conception of his proper relation to society. Scholarship is evidently unable to do this for him; for, unfortunately, the same tendency to division of labor has also produced over-specialization in scholarship, with the sad result that when the scholar attempts to minister to a worker, he gives him the result of more specialization rather than an offset from it. He cannot bring healing and solace because he himself is suffering from the same disease. There is indeed a deplorable lack of perception and adaptation on the part of educators all along the line.
It will certainly be embarrassing to have our age written down triumphant in the matter of inventions, in that our factories were filled with intricate machines, the result of advancing mathematical and mechanical knowledge in relation to manufacturing processes, but defeated in that it lost its head over the achievement and forgot the men. The accusation would stand, that the age failed to perform a like service in the extension of history and art to the factory employees who ran the machines; that the machine tenders, heavy and almost dehumanized by monotonous toil, walked about in the same streets with us, and sat in the same cars; but that we were absolutely indifferent and made no genuine effort to supply to them the artist's perception or student's insight, which alone could fuse them into social consciousness. It would further stand that the scholars among us continued with yet more research, that the educators were concerned only with the young and the promising, and the philanthropists with the criminals and helpless.
There is a pitiful failure to recognize the situation in which the majority of working people are placed, a tendency to ignore their real experiences and needs, and, most stupid of all, we leave quite untouched affections and memories which would afford a tremendous dynamic if they were utilized.
We constantly hear it said in educational circles, that a child learns only by "doing," and that education must proceed "through the eyes and hands to the brain"; and yet for the vast number of people all around us who do not need to have activities artificially provided, and who use their hands and eyes all the time, we do not seem able to reverse the process. We quote the dictum, "What is learned in the schoolroom must be applied in the workshop," and yet the skill and handicraft constantly used in the workshop have no relevance or meaning given to them by the school; and when we do try to help the workingman in an educational way, we completely ignore his everyday occupation. Yet the task is merely one of adaptation. It is to take actual conditions and to make them the basis for a large and generous method of education, to perform a difficult idealization doubtless, but not an impossible one.
We apparently believe that the workingman has no chance to realize life through his vocation. We easily recognize the historic association in regard to ancient buildings. We say that "generation after generation have stamped their mark upon them, have recorded their thoughts in them, until they have become the property of all." And yet this is even more true of the instruments of labor, which have constantly been held in human hands. A machine really represents the "seasoned life of man" preserved and treasured up within itself, quite as much as an ancient building does. At present, workmen are brought in contact with the machinery with which they work as abruptly as if the present set of industrial implements had been newly created. They handle the machinery day by day, without any notion of its gradual evolution and growth. Few of the men who perform the mechanical work in the great factories have any comprehension of the fact that the inventions upon which the factory depends, the instruments which they use, have been slowly worked out, each generation using the gifts of the last and transmitting the inheritance until it has become a social possession. This can only be understood by a man who has obtained some idea of social progress. We are still childishly pleased when we see the further subdivision of labor going on, because the quantity of the output is increased thereby, and we apparently are unable to take our attention away from the product long enough to really focus it upon the producer. Theoretically, "the division of labor" makes men more interdependent and human by drawing them together into a unity of purpose. "If a number of people decide to build a road, and one digs, and one brings stones, and another breaks them, they are quite inevitably united by their interest in the road. But this naturally presupposes that they know where the road is going to, that they have some curiosity and interest about it, and perhaps a chance to travel upon it." If the division of labor robs them of interest in any part of it, the mere mechanical fact of interdependence amounts to nothing.
The man in the factory, as well as the man with the hoe, has a grievance beyond being overworked and disinherited, in that he does not know what it is all about. We may well regret the passing of the time when the variety of work performed in the unspecialized workshop naturally stimulated the intelligence of the workingmen and brought them into contact both with the raw material and the finished product. But the problem of education, as any advanced educator will tell us, is to supply the essentials of experience by a short cut, as it were. If the shop constantly tends to make the workman a specialist, then the problem of the educator in regard to him is quite clear: it is to give him what may be an offset from the over-specialization of his daily work, to supply him with general information and to insist that he shall be a cultivated member of society with a consciousness of his industrial and social value.
As sad a sight as an old hand-loom worker in a factory attempting to make his clumsy machine compete with the flying shuttles about him, is a workingman equipped with knowledge so meagre that he can get no meaning into his life nor sequence between his acts and the far-off results.
Manufacturers, as a whole, however, when they attempt educational institutions in connection with their factories, are prone to follow conventional lines, and to exhibit the weakness of imitation. We find, indeed, that the middle-class educator constantly makes the mistakes of the middle-class moralist when he attempts to aid working people. The latter has constantly and traditionally urged upon the workingman the specialized virtues of thrift, industry, and sobriety—all virtues pertaining to the individual. When each man had his own shop, it was perhaps wise to lay almost exclusive stress upon the industrial virtues of diligence and thrift; but as industry has become more highly organized, life becomes incredibly complex and interdependent. If a workingman is to have a conception of his value at all, he must see industry in its unity and entirety; he must have a conception that will include not only himself and his immediate family and community, but the industrial organization as a whole. It is doubtless true that dexterity of hand becomes less and less imperative as the invention of machinery and subdivision of labor proceeds; but it becomes all the more necessary, if the workman is to save his life at all, that he should get a sense of his individual relation to the system. Feeding a machine with a material of which he has no knowledge, producing a product, totally unrelated to the rest of his life, without in the least knowing what becomes of it, or its connection with the community, is, of course, unquestionably deadening to his intellectual and moral life. To make the moral connection it would be necessary to give him a social consciousness of the value of his work, and at least a sense of participation and a certain joy in its ultimate use; to make the intellectual connection it would be essential to create in him some historic conception of the development of industry and the relation of his individual work to it.
Workingmen themselves have made attempts in both directions, which it would be well for moralists and educators to study. It is a striking fact that when workingmen formulate their own moral code, and try to inspire and encourage each other, it is always a large and general doctrine which they preach. They were the first class of men to organize an international association, and the constant talk at a modern labor meeting is of solidarity and of the identity of the interests of workingmen the world over. It is difficult to secure a successful organization of men into the simplest trades organization without an appeal to the most abstract principles of justice and brotherhood. As they have formulated their own morals by laying the greatest stress upon the largest morality, so if they could found their own schools, it is doubtful whether they would be of the mechanic institute type. Courses of study arranged by a group of workingmen are most naïve in their breadth and generality. They will select the history of the world in preference to that of any period or nation. The "wonders of science" or "the story of evolution" will attract workingmen to a lecture when zoölogy or chemistry will drive them away. The "outlines of literature" or "the best in literature" will draw an audience when a lecturer in English poetry will be solitary. This results partly from a wholesome desire to have general knowledge before special knowledge, and is partly a rebound from the specialization of labor to which the workingman is subjected. When he is free from work and can direct his own mind, he tends to roam, to dwell upon large themes. Much the same tendency is found in programmes of study arranged by Woman's Clubs in country places. The untrained mind, wearied with meaningless detail, when it gets an opportunity to make its demand heard, asks for general philosophy and background.