The labor world., 1922-07-01
WORKMAN'S COLLEGE IN GERMANY
PUBLICLY SUPPORTED and POPULAR

The world hears much nowadays
of the German workman demanding
higher and higher wages and Of his
going in for many strikes. But little
is known Of the hunger and the striv-
ing for education in the masses in
Germany. -.
After the: revolution in 1913 there
were at once energetic efforts made
to establish education opportunities
for the masses. OF course such op-
portunities had for a long time ex-
listed in Germany, but they were not
really of much use to the workman.
A good many popular lectures were
delivered, but the workman was not
up to them and they consequently
went over his head. It was really
the. middle classes that benefited by
the popular lectures. The workman
felt unable to take things IN hand
himself. He hard neither the means
nor the necessary teachers at his
disposition and on the other hand
he had a great mistrust against all
the teaching that came from people
not belonging to his political party.
Hearty Cooperation.
The revolution did away with many
.hindrances and the workman set at
once to work. He was assisted from
two sides. from those that had al
ways advocated the education of the
masses and also from other middle
class people that hard for a long
time regretted the extreme class diff
ferences> and had held that there
could be more humane going togeth-
err in spite of different political
views. Out Of this cooperation of
educated middle-class people with
the workman results the Workman's 8
University in Germany. At first these
institutions sprang up like mush-
rooms after a warm rain. Many mis-
takes were made, but there were
also many precious experiences. A
number of these impulsively estab-
lished institutions were not able to
live. Others had to undergo trans-
formations. New ones were also
formed and it seems not too much
to say that foundation is now laid
upon which further successful build
ing can be expected in the future.
There is justified hope that the in
stitution will stand.
One Of the most important con-
clusions commonly drawn. Is that
mere extension lectures are not what
is really needed for the workman,
who is not sufficiently prepared for
them, 50 that he received and un-
assimilated knowledge may do him
more harm than good. The thing to
strive for. is the awakening Of the
workman's interest to the higher
values Of life and not to give. him
an intellectual food which he is un-
able to digest. Therefore great care
is taken in choosing the teachers and
not 50 much Importance is attached
o high examinations, but above all
to pedagogical~ faculties. The teach
ers must be capable to discern the
mentalities he has to teach and keep
his teaching at the level of the un-
derstanding Of his students.
Where the Workman Stands.
And what stand takes tho work.
man? Above all he is more and
more losing his prejudice against an
education that is given from people
with other political views. He under
stands more and more that natural
science is quite Independent of poll
tics and that people with a profoun-
der knowledge can give him much
more than less EDUCATED men, that
belong to his class. He frequently
sticks up for the system in opposi-
ton to his own leaders, all of whom
cannot yet overcome their mistrust
and sometimes still decline all teach
ing from people that do not belong
to their political party. One thing
the workman insists upon. The teach
ers must not make secret of their
political views He wants to know
whereabout he is, wants to know
whom he is having to do with. He
wants to feel that he is not influ-