In this 1928 essay, union organizer Sadie Goodman gives advice to middle-class college students who want to help workers. An immigrant who left school after the sixth grade to work in garment shops, Goodman became an organizer with the Amalgamated Clothing Workers of America. She attended labor college programs in the early 1920s, but was never formally enrolled in college herself. In 1928, Goodman helped organize the first Western Summer School for Industrial Workers in Los Angeles, a forerunner of the University of California labor programs. Goodman's essay points to the tensions that existed between union activists and middle-class allies who took jobs in industry to support unions (part of the "student-industrial movement"). The article appeared in Labor Age, a magazine associated with Brookwood Labor College.
How to cite this article: Sadie Goodman, "Workers and Students: Student-Industrial Movement Proves Worth,"Labor Age, December 1928, pp. 21-22.
Workers and Students: Student-Industrial Movement Proves Worth
I first became acquainted with the idea of the student-industrial movement in 1922 at a weekend party conducted by the Young Women’s Christian Association. At that time I was not much impressed with its importance, and wished I would not be invited again; however, since then I have learned to appreciate the value of this movement.
When students actually go into industry, not for financial help only, but for the purpose of seeing for themselves what it means to work in a factory; and on the other hand when factory girls are actually given an opportunity to taste college life, the student-industrial movement becomes something more than mere good times and discussions; it is getting down to brass tacks, and stimulating thought and action which affects our whole industrial problem.
The best thing that happens to the student who has worked in a factory is that she has her illusions shattered on how to help the working class. She learns that it is not important to teach workers how to live properly; that it is not important to teach workers how to be good Americans, that it is not important to teach workers to be good producers; that it is not important to teach them more religion; and that it is not important to inspire them to become millionaires or the president of the United States; but that it is important to awaken workers to the fact of the big role they play in industry and in helping to develop civilization; that it is important to teach them that if they want respect and a square deal out of life, they cannot get it as individuals or with an “everybody for himself” philosophy. Workers must learn that if one is hurt, all are hurt.
Some students do get that understanding out of their experience and decide to ally themselves with workers’ movements and remain in industry. But few stick it out; the adjustment is too difficult. It often means the cutting off of all family and social contacts.
I would not discourage students who want to ally themselves with the workers’ cause, but I do not encourage it. Instead I advise them to go back to their professional and intellectual fields and do the job from there.
College students apparently do not realize their opportunities to influence workers’ minds — what damage, what misleading and deadening work has been done by their group. If they are really interested in helping the working class, why don’t they becomes teachers, and instead of glorifying kings, war-lords, and wars, emphasize the part that workers play in developing civilization; tell of their heroes and martyrs in bettering working conditions?
When teaching economics, do not glorify the wonderful opportunity our country offers for making profits, instead, tell how our economic system can be run for service.
If they become social workers, and wish sincerely to help workers, they should not be satisfied by just patching up cases. Question, and trace back reasons. If they become lawyers, they should see that workers get a square deal in courts, especially when involved in the industrial struggle. If they become journalists, they should not live off scandal and murder, but should give the workers a little space when they are in a strike.
Some students hope to be active politically. In this field there are opportunities to help workers to “clean up.” If their ambitions spur them to become industrial engineers why not give human beings at least as much consideration as machines and production? And ministers who tell workers that if they are denied things on this earth they are made up in heaven are not the kind that will help the workers’ cause. In fact, that kind of talk has a terribly deadening effect on the workers’ mind. Students who become YWCA secretaries should not be interested only in teaching girls how to play, neither should they, when they realize the struggles and needs of the workers, find the Industrial Department too small and limited and go out into other fields. In that case, they are very often lost to the cause.
It is not going to he easy, this job of helping the working class from the professional fields. Those who try are going to have plenty of opportunity to experience the glorious feeling of martyrdom and suffering that always comes to those who stand for progressive ideas. They will get the same thrill that we workers get when we lose our jobs, go into strikes and get arrested. I know of three people of the professional class who in the past year have lost their jobs. One of these was a man with a family to support, and who is now selling vacuum cleaners. I do not advise you to go back and try to lose your jobs; it is much better to learn how to compromise, if it means gaining a point a little later. But I do say if you are put in a position where you must almost sell your whole soul, then go out and sell vacuum cleaners instead.
The biggest thing that the industrial girl gets out of a workers’ school is the contact with the other working girls. She learns that though workers may be different in religion, nationality or color they have one common problem as workers; that though there are many theories, philosophies, and tactics the ultimate goal is the same.
Sadie Goodman
What happens to my industrial sister when she gets a taste of the intellectual world? First a dizzy pain in the head. If she gets her taste at Bryn Mawr, Madison, Barnard, the Southern Summer School, or Brookwood, the dizziness is soon relieved with the help of teachers and tutors who understand the purpose of “Workers’ Education.” The second thing that happens is that the world begins to stretch out. They begin to see and hear things that have always been there, but to which they have been deaf, dumb and blind.
For instance, at Bryn Mawr Summer School, the study of economics taught me that my employer was not the only one responsible for the struggle of workers. In fact, he too was a victim of forces such as inventions, discoveries, climatic changes, wars and new theories all of which have resulted in separating our interests. Some understanding of the history of civilization gave me a feeling of importance as a factory worker. The study of English made speakers and writers out of us overnight. A taste of literature seems to flavor life and make a library look larger. We see books that have always been on the bookshelves but have meant nothing to us. The study of science opens our eyes to the skies and trees. A theoretical understanding of the trade union movement strengthens our faith in it, even when our fellow workers and leaders seem to fail us. The biggest thing that the industrial girl gets out of a workers’ school is the contact with the other working girls. She learns that though workers may be different in religion, nationality or color they have one common problem as workers; that though there are many theories, philosophies, and tactics the ultimate goal is the same.
I hope that the student-industrial movement will keep on growing. Students should be encouraged to go into industry and industrial girls should be encouraged to go to school. Students will find that any activity they engage in to help solve our industrial problems will enrich their lives more than any other activity can possibly do.