The daily worker. [volume] (Chicago, Ill.) 1924-1958, 1932-12-10
By Bsrek

classes. Differences of wealth.
the existence of large masses of
unskilled labor, contempt for
work with the hands, inability
to secure the training which en-
abieS one TO forge ahead in life,
all operate to produce classes and
to widen the gulf between them.
Statesmen and legislation can
do something TO combat these
evil forces. Wise philanthropy
can do something. But the only
fundamental agency for good is
the public school system. Every
American is proud of what has
been accomplished in the past
in fostering amcng very diverse
elements of the population
spirit of unity and brotherhood,
so that the sense of common in
terests and aims has prevailed
over the forces working TO divide
our people into classes"
Our liberal friends and all
those in favor of impartial, non
biased education may derive a good
deal of comfort from the profess
sor's statement. To us it is Moth
ing but intellectual drivel coming
from a representative of a dying
class. The working class is his
tOrically destined to destroy the
decaying system Of society and
build a new one. The knowledge
needed for this purpose is the
knowledge Of MarXism-I Fninism.
Compare John Dewey's state
ment with that of Lenin.
"The more cultured was the
bourgeois state the more subtly
it deceived the masses by assert
ing that the school can remain
outside of politics and serve the
society as whole. In reality the
school was converted into tool
Of domination by the bOurgeoisie,
il was throughout saturated with
the spirit of this class, it ainred
to furnish the employer with OBJ
liging serfs and capable workers"
And at the First All-Russian
Congress for enlightenment in
1918, Lenin said,
''The workers seek knowledge
because they need it in their
campaign of conquest. Nine
tenths of them realize that
knowledge is necessary tool in
their struggle for liberation, that
their failures may be traced to
lack of education, and that they
must now make educSt;On Access
Sible to ALL"
THE GROWTH OF
THE WORKERS SCHOOL.
The Workers School, first estab-
lished in the fall Of 1928, has, dur
ing the nine years grown from
handful of students to a registra-
ton of over LOO in the fall of this
year. The successful growth of the
school is a proof that the workers
in New York find in the Workers
School the institution which pro
yides them with the knowledge
they are looking for
THE Workers School is not mere
academic institution; it brings
the problems OF the class strug-
gle into the class room and brings
students into the struggles them
selves. While definite progress
has been made in this direction,
more has to be done. The School
must become an integral part of
the labor movement, it must be
closely connected with the organi-
cations of workers such as trade
unions and mass organizations
This can be carried out only with
the active support of the trade
union movement and mass organi-
cations. Let this Tenth Anniver-
sary of the Workers School be the
signal for greater educational
campaign
The growth and sharpening of
the class struggle demand bigger
and better trained cadres of work
ers. The labor unions and mass
organizations must realize the inn
poI lance OF immediate training of
their members to delay this work
is criminal. The Workers Schccl
is ready to Cooperate with the
various organizations in planning
the educational work.
ORGANIZE THE FRIENDS
OF THE WORKERS SCHOOL,.
The Workers School is not an
endowed institution The only
source Of income Is the tuition fee
paid by the student This is en-
tirely too small and inadequate.
The financial aid mus come from