I94&- History of the Labor Movement in the United States {A Non-credit Course) A Correspondence Study Course UNIVERSITY OF ILLINOIS DIVISION OF UNIVERSITY EXTENSION URBANA Division of University Extension University of Illinois Urbana, Illinois HISTORY OF THE LABOR MOVEMENT IN THE UNITED STATES Research by Alvin L, Park Under the supervision of E, B. McNatt Associate Professor of Economics Copyright, }.9^&, by the Institute of Labor and. Industrial Relations University of Illinois Digitized by the Internet Archive in 2013 http://archive.org/details/historyoflabormoOOuniv FOEEWORD TO THE STUDENT The Division of University Extension is glad to welcome you as a student in its Correspondence Section. This makes you one of a great many who have and are now seeking to further their education by means of the facilities which the University of Illinois makes available to those whose circumstances prevent study on the campus. Through correspondence courses the University provides regular university instruction by mail. The aim, therefore, is to accomplish more than merely providing you with a set of lessons, grading your papers, and administering your final examination. While face-to-face classroom exchanges are lacking in correspondence instruction, there is possible, nevertheless, a distinct individual and person-to-person relationship between instructor and student. One of the merits of this mode of instruction is that it tests your ability to be self starting n and to persist without necessity of another's supervision traits of independence that are among the important ingredients of any success- ful endeavor. It follows, however, that you must realize that, more than the student in the college classroom, you are "on yo*ur own." This means that you must set yourself the task of preparing assignments, estab- lishing your own goals for the completion of the various units, and then so budgeting your: "time that these goals may be attained. It is advisable to give a little time each day to the preparation of your lessons. If possible, this should be at the same time every day. Source of Materials . You are expected to provide, at your- own expense, all of the textbooks, supplies and stationery required for your courses 1 . In ordering the text materials specified for a course, it is essential that you obtain the particular editions designated. You may obtain books through campus bookstores, your own local book- stores, or direct from the publishers. Since the texts used in correspondence courses at the University of Illinois are, in many cases, the sane as are used in residence courses, the bookstores on the Champaign-Urbana campus carry them in stock, and will fill orders from correspondence students, mailing the _4 materials C O.D., where proper remittance does not accompany the order. H ^ In the instance of students enrolling through the United States Armed Forces Institute, the Veterans Administration, or other Federal or State agencies, books and supplies will be provided by the University in accordance with the provisions with its contract with the particular agency involved . ry 11 FOREWORD TO THE STUDENT o Used texts are available sometimes at these bookstores . The names and addresses of the campus bookstores are: Follett's Book Store, 629 East Green, Champaign, Illinois Illini Union Bookstore, 715 South Wright, Champaign, Illinois Schrieber's Bookstore, "(1-1 South Wright, Champaign, Illinois U. of I. Supply Store, 627 South Wright, Champaign, Illinois Music texts and music supplies (only) may be obtained from the Lois Taylor Music Shop, 51^ East John, Champaign, Illinois. Library Reference, The syllabi of correspondence courses of the University of Illinois are so constructed that the student should be able to pursue them successfully using the text and other materials which are required for the course. Many of the courses, however, will carry citations to other recommended references to which the student may have access through local public libraries. Where local public libraries do not have reference materials which you would find helpful, it may be possible for your local library to obtain such materials for you by means of an inter-library loan. Public libraries within the State of Illinois can arrange such inter-library loans from either the Illinois State Library or the University of Illinois Library. If you reside outside of the State of Illinois, your local library should be able to arrange to obtain books under such an arrangement from your State Library. The Study of Correspondence Assignments . Working conditions under which you study your correspondence materials and prepare your lessons will have a direct bearing upon the results which you attain. Consequently, a satisfactory place for study, adequately lighted and reasonably free from distraction, will be conducive to better work on your part. Distractions will also be minimized if you will have at hand all of the books, equipment, papers, and materials which you expect to use in the preparation of lessons before you start to work upon it . It will be helpful to you to start upon a lesson by reading very carefully the entire number of pages assigned in ibhei ibext . This read- ing will give you a general idea of the work to be mastered. Where necessary, re-read the assignment paragraph by paragraph, endeavoring to organize the information in order to make it your own. After com- pleting this systematic study of the assignment, read the questions, and without reference to the textbook, make rough notes on the points which you wish to cover in your answers. 2 It will expedite the filling of orders if you will request shipment to be made C.O.D., particularly if you may be interested in obtain- ing used books. iii FOREWORD TO THE STUDENT Think through the material thoroughly and organize carefully your answers to the questions. Work out brief , clear , logical state- ments covering the salient points. Your time is better spent --both for you and your instructor --working out cogent, short remarks, rather than writing merely wordy discussions. Make your answers stick to the point. In providing illustrations, give details in full on points which illustrate the principle. Statements should be complete in them- selves and should not require reference to the questions to complete the meaning. One of the advantages of correspondence study is the opportunity for effective training for written expression. Do not neglect it. Completeness of answers must not be sacrificed for brevity. This organization of thought will give you the strongest preparation for your final examination. You should give particular attention to the specific items assigned by the instructor, and to any specific objectives or special directions listed. To avoid misinterpreta io >f juestions and problems, you should read and consider then with extra care. Answers should be written so as to give concise but adequate coverage of one material called for . After mastering the lesso ., co the writing required i: -he assignment with as little assistance of any kind as possible, unless the lesson sneet or your instructor specifically directs othe: Lse. Copying material from an open book does not contribute much to y i learning . Directions for Sen ling Course Materials go the Un iversity . Ail of the regular lesson assignments for this course are included in this syllabus. On occasion, however , the instructor may request that you do some supplementary exercises. These additional assignments will be given to you in an attempx, to reinforce your learning where it appeal's inadequate. Other supplementary materials, in the form of tes'cs, may be provided from time to time. In those instances where lesson sheets contain blanks which are to be filled in and returned to the Division, pages have been perforated so that they may be torn out. Unless specifically directed otherwise by your instructor we would like to have you use standard size (8§-" by II") paper. It is better to write only on one side of each sheet. Leave a space of about two inches on the left of the sheet to be used by the instructor for writing com- ments. Your lessons should be written legibly in good ink (black is a good color) or with a typewriter. In language courses, it is highly desirable that the lines be spaced to enable corrections to be written between them. Please number the pages of the material you submit. Written assignments should be mailed to us one at a time and in proper sequence. Do not wait to send in several lessons at one time, iv FOREWORD TO THE STUDENT and in any case, do not plan to send in more than three in one week. Submit work regularly. Doing so, you get the best results. You should mail the completed lessons to the Correspondence Study Section, Division of University Extension, University of Illinois, 725 South Wright, Champaign, Illinois. Mail thus completely and correctly addressed will receive more direct handling at the University, which will insure prompt return. Each individual lesson should be accompanied by a transmittal sheet, copies of which are bound in perforated form at the back of this syllabus. We will be grateful if you will fold the lesson and its attached transmittal sheet twice crosswise so that the heading shows to the outside when folded. It is important that the envelope in which the lesson is mailed bears your name and return address and that the correct amount of postage is affixed to the envelope. Otherwise, it will be necessary for us to pay the postage due and ask that you reimburse us by sending the necessary stamps^ . It would also be quite helpful if the name and number of the course be written on the lower left hand corner of the envelope . Final Examination Procedure . To earn credit in a correspondence course you must not only complete all of the assignments and supple- mentary exercises assigned by your instructor, but you must also take and pass a final examination. A very convenient arrangement, so far as the Division is concerned, is for you to take your examination at the Division Offices, at 72p South Wright Street, Champaign, Illinois. Other places convenient for us are the University of Illinois College of Medicine, 1853 West Polk Street, Chicago, or the University of Illinois Branch, Mayo General Hospital at Galesburg, Illinois. Such an arrangement may cause you less delay in taking the examination. If, however, you find this procedure impossible or too inconvenient, you may arrange to take the examination under proctorship approved by us at some other educational institution. When we return the last corrected assignment of your course, we will forward your application for examination for your use in complet- ing the arrangements for the final examination as to place and proctor- ship. WHEN YOU GET DISCOURAGED, KEEP AT IT. THIS IS THE MOST IMPORTANT RULE OF ALL. 3 The Division of University Extension pays the postage on the lessons returned from the University to the student. NOTES ON PAPEB -WRITING Research Procedure The first step in research is an understanding of your subject. Its meaning should be defined which will establish a terminal point for your work. This definition and limit may well take the form of a brief outline of your paper - before you begin to write. The next step is the establishment of a working bibliography. A preliminary reading of suggested literature will decide for you its value in your project, and will suggest other reading. It is a good idea to keep reading notes on 5" x 8" sheets of scratch-pad paper. This size is easy to file, and can be used for both bibliographies and notes on reading, The accepted form for bibliographical work and for notes to references is as follows: For Books and Pamphlets Author (including initials), Title (Place of publication, publisher, date) page number, Example - Sabine, G. H., A History of Political Theory (New York, Holt, 1937) 10 For Periodicals and other Articles Author (including initials), "Title," Volume number, title of periodical (date or year of periodical) page number. Example - Moley, R., "Full Employment Bill." 25 Newsweek (June 18, 19^5) 112 For Newspaper Items Follow the New York Times Index procedure , thus - Author (if given - if not, Anon,), title of article , newspaper, date, page: column, Example - Anon., Council of Economic Advisers , New York Times , June 2k, 19^6, 19:2. VI Notes on the content of reading may veil be included on your bibliographical slips; they may be taken in the form of summaries, abstracts, outlines, or quotations. Any important matter which might be useful for illustration in your paper should be quoted in full. When words or phrases are omitted from a quotation, three dots (...) should be used to indicate the omission; if the omission is at the end of a sentence, add a fourth dot, Indicate quotations in your notes with quotation marks. No notes should be taken with - out a reference to author, title , and page In this way, you can avoid having to check back on materials already used in collecting data for your paper. The following books on research methods and sources may be of use to you in preparing to do research - not only on this course, but also for your other research work: Almack, John C ■ , Besearch and Thesis Writing - (Boston, Houghton Mifflin, 1930) . This work contains chapters on the methods and processes involved in research. Some of them are: Interpretation of the Problem, Scientific Method, The Generalizing Method, Historical Method , You might look particularly at Chapter IX, which is devoted to the library and its use. Burchfield, Laverne, Student* s Guide to Materials in I . Political ! S'cience . (New York, Henry~Holt, 1935)." In addition to the chapters on materials and bibliographies in the field of political science there is a chapter on Allied Fields, in which bibliographies and materials on Economics, Sociology, and Psychology are to be found. Pf iffner, John M. , Research Methods in Public Administration (New York, Ronald, ' 1040) '. This book contains discussions of researcn, and methods of research; career opportunities in research in public bureaus, personnel work, government, universities. There are also discussions of planning of research, handling of data and methods of compiling bibliographies which have some merit, Schluter, W. C , , How to do Research Work (New York, Prentice -Hall, 1929)'. In spite of the jargon and "weasel -words" which the author uses, this book has some useful chapters on procedure in research, It enumerates and describes 15 steps in research: 1. Selection of a field, topic, or subject 2- Survey of the field to apprehend the research problem 3. Development of a bibliography 4, Formulation of definition of the problem 5- Differentiation between elements in the problem and and outline of them Vll 6- Classification of elements in the problem on the basis of their relation to the date or evidence 7. Determination of data or evidence required on the basis of the elements in the problem 8 Check on the availability of data 9- Test of the solvability of the problem 10. Collection of data and information 11. Systematizing and arrangement of data 12. Analysis and interpretatio'- of <: H Perlman, S., A Tneory of the Labor Moveme/n, Chapters 1, 6 In consider ing the development of the labor movement , we must look at the basic philosophies underlying it, as well as at those which served to interfere with its progress „ In general, the move toward organized action has been one prompted by economic and social conditions; men first had to become aware that in their position as individuals, they were subject to complete control by their employers . It was nec- essary that they be aware of the advantages of group action, forsaking the individualism in which they had been steeped for generations . Such a change in philosophy may be attributed mainly to the industrial revolution, with its resulting large scale production, which brought a charge from the direct employer -employee contact, common in the old guild system, Witb this came class consciousness and the belief that the worker could not easily rise in society to a position above that of a laborer. Workers began banding together to improve their common lot, and labor unionism, as we know it today, began. The way has not bees an easy one, nor has it been a direct path „ Many mistakes Lave bees, made, many ideologies accepted and forsaken; but bj Intense straggle against constant opposition and by trial and error, the labor movement has grown into a non- revolutionary, business unit as it is typified by most American unions today. Study Guide The study guide is to be used to supplement your reading and to aid in understanding the important features in the assignment. It is im- portant that you write out all the exercises in the study, because they will be invaluable as an. aid to learning and as a guide to review. Each assignment will have designated specific exercises to be submitted with other written exercises. These will be com .ted upon by your instructor and returned to you. 1. Understand the effect that the industrial revolution had upon the formation of a group philosophy among workers. See how this change caused workers to question the theory of l aissez -f aire and complete individualism » History of the Labor Movement Assignment 1 (Continued) 2. In America, particularly, lais sez- faire and middle class political domination were powerful deterrents to unionization. Understand the challenge offered by the theory of trade unionism. 3. Discover the concrete factors in the United States which made our labor movement weaker and slower in developing than the European movement ., M-. What form did early unionism take in the colonies? Compare their reasons for organized action, and the methods used, with modern "anion action as you understand it, 5- The first real awakening to unionism came about under the encourage- ment of such men as Eobert Oven. Look for the reasons explaining why such a move attained only a small degree of success . Written Exercises The following are to be written and submitted to your instructor for review: 1. Explain how class consciousness contributed to the beginnings of the labor movement „ 2. Outline the economic factors, peculiar to the U. S., that impeded tne labor movement „ 3. Compare the early guild associations with contemporary unions , h. Although the courts had ruled adversely to unions in several con- spiracy cases, what was the real cause of its first serious setback? 5. Summarise the ideas for unionism advocated ~hj Eobert Owen. 6. Write out Exercise k of the study guide. „ .^ History of the Labor Movement Assignment 2 A. Early Attempts at National Federation B. Humanitarian Aspirations C. The Civil War--Its Effects D. Emergence of a National Labor Movement Required Beading: Millis and Montgomery, pages 30-75 Suggested Reading: Hoxie, Chapter k Perl man, pages 15^-200 The assignment covers the early attempts at unionization in America, beginning with local groups, and the development into national organiz- ations, This period is one of many struggles, depicting clearly the rough path which labor had chosen to follow , The general philosphy of the movement deviated between ''business" and humanitarian objectives; membership rose and fell at every turn. The unions' plight improved or worsened with the economy of the nation, In the midst of the turmoil, various plans were tried and abandoned, u nil a sound business uiionism began to grow, exemplified by the newly fouaded American Federation of Labor, Profiting by earlier mistakes, discarding most of the program of the ill-fated Knights of Labor, there emerged a unionism almost com- parable to that of today c The early struggles had proved worthwhile; the foundation was now firmly laid for further development „ Study Guide 1, "Business" craft unionism became the keynote in the 1.830's only to be seriously set back again by the Pa:ic of '37» Examine union membership statistics to see that this has bee:... a result of every depression in our history, 2, Outline the attempted human.it, aria.:: mvements of xh.e l840-s. Eval- uate them in terms of their contribution to the labor union move- ment. 3, Show the relationship bex-ween national ano union turmoil following the Civil War, Illustrate the trend of thought of the times, and its expression in such a group as the 5iat.io.nal Labor Union, k. Trace the development of the Knights of Labor, explaining its st.ract.ure ao.d policies, 5» Understand the basic premises upon which the A, F. L„ was founded, -5- History of the Labor Movement Assignment 2 (Continued) Written Exercises The following are to be written and submitted to your instructor for review: 1. Make a critical evaluation of the humanitarian movement in terms of its contribution to trade unionism. 2. Evaluate the effectiveness of the political and reform movements of the National Labor Union „ 3* Outline the objectives of the Knights of Labor . k. Explain the significance of the Haymarket riot. 5. Outline the factors contributing to the dissolution of the Knights of Labor. 6. Write out Exercises 1 and k of the study guide. -6- History of the Labor Movement Assignment 3 A. The Era of Federated Trade Unions Required Reading: Millis and Montgomery, pages 76-106 Suggested Reading: Commons and Associates, Vol., 4, pages 3-169 Perlman, pages 200-233 With the AFL leading the way, the period from I89O to I.9IO marks a definite change in union philosophy. Hie new structure was based on the skilled crafts, the program was one of pure "business unionism," immediate economic demands, peaceful tactics, and written agreements. Such a change resulted from past experience and the greater relative strength of the skilled workers. Unions grew in number and power suf- ficiently to prompt the first concerted employer I'outter-organizations . For the first time anti-union employer associations were formed, a : ^d such tools as the "black-list" and "yellow dog" contracts were introduced „ Another matter of concern to the loosely knit federations was thai of jurisdictional disputes, The AFL made organizational attempts at correcting this threat to their successful, operation. The success of these attempts to correct jurisdictional disputes will be evaluated in a later assignment. Study Guide 1. Outline trade union growth from I.895-~i9-L'+ • Examine the expansion Into lew Industries which accompanied this growth. 2, Trace the changes that were occuring in the economic and social life during this period. 3- Understand the employer opposition encountered by the unions and the results of it. k. One Inherent weakness of trade unions., jurisdictional difficulty, began to appear during this expat 3 ion period. Show what steps the A.FoL. took to correct this situation. Written Exercises The following are to be written and submitted to your instructor for review: 1. How did the AFL profit by the mistakes of the Knights of Labor? Contrast ire tly their objectives „ -7_ History of the Labor Movement Assignment 3 (Continued) 2. Outline the comparative numerical gains by industries made during this period. 3. What effect did the expansion of competitive areas have on union expansion? h. Explain the tactics used by the employer associations in their attempt to curtail unions. What was the purpose of the National Civil Federation? 5. Explain the purpose for which the Departments of AFL were created. How did they function? 60 Write out Exercises 2 and k of the study guide. -8- History of the Labor Movement Assignment k A. Challenges From the Left B. War Time Unionism Required Reading: Millis and Montgomery, pages 106-140 Suggested Reading: Commons and Associates, Vol. 4, pages 169-288, 289-^35 As we shall see here, the movement toward conservative craft union- ism, as depicted in the last assignment, was not to he without its chal- lenge of dual unionism. Socialist and Communist leaders still ardently "believed that the best form of relief for labor's problems lay in poli- tical action. Attempts were made to convert the AFL to a political pro- gram and to broad industrial unionism. "Boring from within" became a common practice of the left-wingers, and the IWW was founded as rival, to the AFL. The whole attempt, however, met with little success ,. With the war came great union advances. A liberal governmental policy was adopted, granting many rights and privileges to the unions which they had. not previously enjoyed. The government gave official recognition to collective bargaining, and employers, operating on a "cost plus" basis, were ready to sign union contracts in an attempt to avoid labor disputes. Because of these concessions, and because of an increasingly liberal attitude prompted by the "war for democracy," mem- bership leaped to new heights, and many other demands were granted, in- cluding the eight-hour day in many cases. Study Guide 1 Daniel DeLeon and Eugene V. Dehs were primarily instrumental in the development of left-wing labor movements at the turn of the century. Compare the careers of these two men in the labor field, showing where they agreed and over what issues they were divided. 2. Trace the history of the IWW: (a) its founding, (b) purposes, and (c) policies. 3. Outline the political action taken by the AFL before World War I. What prompted such a reversal of policy? 4. Outline labor's general gains during the war period. -9- History of tne Labor Movement Assignment k (Continued) 5« The government was instrumental in these gates. Tne War Labor Board of 1918 established policies for the war period which preceded by two decades the permanent establishment of these policies, through legis- lative action, lame these policies, indicating how they were "revolu- tionary" to popular belief at the time,, Written Exercises The following are to be written and submitted to your Instructor for review: 1. Show how the cause of conservative unionism profited from left-wing activities in the l880's and again immediately preceding World War I. 2o Outline the part that labor unions had is, the formation of the Socialist Party. 3. Show why the IWW failed in its attempt to become a real rival of the AFL„ k. Show the extent of union expansion into h&k industries during the war'. 5. Explain the most important concessions granted to unions during the World War I. 6. Write out Exercises 1 aad h of the study guide. -10- History of the Labor Movement Assignment 5 With the end of the "war came a sudden reversal of the attitudes of employers ar.d Government. This reversal proved to be a severe deterrent to the labor movement . In an attempt to prevent the reversal. , unions resorted to the strike, -which also proved to be unsuccessful. The AFL laid down a new policy of democracy in industry to serve as the guiding principle in their drive to maintain their wartime gains. During the decade of the 1920's, labor unionism suffered another serious setback. In the face of strong employer resistance and adverse court decisions, labor c a expansion program made Utile headway. Being a period of prosperity, with "real" wages at a high level, and with little unemployment, unionism held little appeal for the individual worker. In addition, employers all over the country took part In a concerted open-shop drive, increasing their welfare program.-,,, introd- ucing personnel departments, and employing many other tactics designed to win the workers 5 loyalty from the unions. The result was that union membership decreased steadily during the period. Study Guide 1. Outline the fundamental policies laid down by the AFL following the war. Show the effect of a changing governmental and public policy on. their fulfillment. 2. There are a number of conditioning and determining forces having a great effect on trade unionism in the 1920 v s. Understand what these basic factors were, and show their effect. 3- Outline the methods used, and their effectiveness, in the "new era" offensive launched by employers against unions. 4. Learn the important statistical facts concerning union membership in this period. 5. The AFL adopted a new theory in its wage demands at this time --the "social wage." Understand its implications and the reasons for its adoption. 6. Evaluate the success of the AFL in its political action in the 20 ! s. History of the Labor Movement Assignment 5 (Continued) Written Exercises The following are to be written and submitted to your instructor for review; 1. Explain the economic and governmental factors contributing to labor* s reversal following the war. 2. Cite and explain examples of mangament's appeal to individualism in the 20 f s. How did "scientific" personnel administration exert an influence? 3. Show the effect of the high "real" wages of this period on union membership. 4. Evaluate the success of employers in carrying out their "American Plan," 5. Explain the "social wage" theory adopted bj the AEL at this time. 6. Evaluate the success of the left-wing movement in the 20' s. 7. Write out Exercises k and 5 of the Study Guide. -12- History of the Labor Movement Assignment 6 A. From the Depression Until How Required Beading: Millie and Montgomery, pages 188-24-3 Suggested Reading; Brooks, Pages 55-95 Since the beginning of the 1930' s, we ca:. see a great change in unib d.am. Although still holding to the fundamental belief in business unionism, the unions have developed a more militant attitude, more intensive political action, and greater reliance upon governmental aid. The principal reason for this great advancement has been due to the changed social philosophy, reflected in a union-encouraging governmental policy. Collective bargaining was promoted through the National Labor Relations Act, and many anti-union activities* such as black-listing and the "yellow-dog" contract, were declared illegal. Although this period is blemished by the great Civil War in unionism, this split has served as an impetus for further organization, as both the AFL a^d CIO endeavor to strengthen their position. Organization has bee::, especially great in new industries, and among the unskilled workers. With the war came many more governmental sanctions^ such as the guaranteed maintenance of membership. With the National War Labor Board serving as the ruling force over labor lisputes, the unions won many contested issues that probably would not have been gained from the employers alone. As a result of this decade of expansion, climaxed by the war period when employment reached a new level, union membership now stands at its highest peak in history, aid the unions have firmly imbedded themselves in American industry. Sfrady Guide 1. Understand the important developments in the policy of the government and in the attitude of the workers that brought about the great change in unionism in the 1930- s. 2. Trace the union movement's numerical expanicn in this period. 3. Trace the course of "labor's civil war," and the birth of the CIO. 4. Compare political action and left-wing unionism since 1930 with that of the preceding periods. History of the Labor Movement Assignment 6 (Continued) Written Exercises The following are to he written and submitted to your instructor for review: 1. Show how unionism changed in functional character after 1930. 2. Illustrate the changed social attitude toward unions by describing some of the legislation during the period. 3. What percentage of membership growth resulted from expansion into new industry? k. Explain the elementary conditions contributing to the craft- industrial union split. 5. How far did employer policies in general change toward an accept- ance of this new union expansion? Why? 6. How did the CIO-PAC differ from early attempts at union political action? Explain. 7. Write out Exercises 2 and 3 of the Study Guide. ,1k- History of the Labor Movement Assignment 7 A. Union Structure and Government Required Reading: Mill is and Montgomery, pages 2^-3 -279 Suggested Readings Hoxie, Chapter 2, 5» 6 Perlman, pages 219-235 Brooks j, Chapter 9 In order to understand fully the extent of the development of union- ism in American, it is necessary to look at existing unions, considering their complex structure and government- -results of the century of develop- ment. Therefore, this assignment presents a study of the union at the local, and the national or international levels outlining their duties, governments, and related problems. Trades councils, units of union locals at the state or district level, constitute an intermediate stage in the hierarchy of union govern- ment. Al.li^Ki trades alliances are local "bodies established by the various crafts within a trade, such as printing, "building, and other industries. These alliances are peculiar to the craft type of structure and are attempts to prevent jurisdictional disputes. The arguments for "both craft and industrial types of unionism are given in this assignment, listing the advantages of 'both. With the industrial type serving as a challenge to the AFL craft structure, it has chosen the amalgamation, absorption of several crafts into one, as the answer to the imlys trial 'union challenge. Study Guide 1. Outline union structure and government at the local, and international levels . 2. Describe the functions and distribution of power in the local and in the international. Show the purpose of trades councils. 3. Distinguish between trades councils arid allied trade organizations. k. Understand the need for and function of amalgamation. .15- History of the Labor Movement Assignment 7 (Continued) Written Exercises The following are to be written and submitted to your instructor for review: 1. Describe the duties and power of the business agent in the local union „ 2. Describe the composition and purpose of the union convention. 3 . What are the usual membership problems with which the union must contend? To what extent do internationals ordinarily control local union finance? 4. Give the arguments favoring the craft type of structure. What may be said for the industrial type of union? 5. Distinguish between trade councils and allied trade organizations, 6. Write out Exercises one and four of the Study Guide. -16- History of the Labor Movement Assignment 8 A. Union Structure and Government Required Reading: Millis and Montgomery, pages 279-320 Suggested Reading: Hoxie, Chapters 2, 5, 6 Perlmar, pages 219-235 Brooks, Chapter 9 In this assignment "both the AFL and CIO organizations are described. These organizations function as loosely knit federations, co-ordinat- ing and consolidating the policies of the affiliated internationals. Both unions respect the autonomy of their affiliates, and try to supple- ment their work. Some of the main functions are to extend organization, promote the union "label," and aid the affiliated organizations in labor disputes. Both the AFL and CIO are policy-making bodies aid are instru- mental in securing desirable labor legislation . The difference between craft and industrial unionism is reflected in the more complex structure of the AFL. It has established depart- ments which govern the internationals concerned with similar types of work; namely, the metal trades, buildings, and railway departments. How- ever, the basic line structure, with federating bodies at the city and state levels, is the same in both organisations. Study Guide 1. Outline the duties and functions of the AFL Departments. Compare the success of the various Departments in (a) handling jurisdictional problems (b) recruiting new members (c) forming local trade councils. 2. Describe the composition and functions of The city centrals, and the state federations. 3. Understand the structure and functions of the AFL. Summarize its generally accepted policies. k. Consider the CIO with respect to: (a) delegation of power, (b) its hierarchy of structure, and (c) the functions cf the various groups. -17- History of the Labor Movement Assignment 8 (Continued) Written Exercises The folio-wing are to be written and submitted to your instructor for review: 1. Describe the attempts of the AFL Building Trades Department tc attain jurisdictional peace. What were the causes of ixs constant difficulty in this department? 2. Have trade alliances pro red to be a good substitute for the industrial union? Evaluate their worth, using illustrations. 3. What are xhe policy- forming' divisions in the imion structure? k. Contrast the AFL and CIO with respect to central control, general policies, and political views. 5. Write out Exercise one of the Study Guide . -OS- History of the Labor Movement Assignment 9 A. Trade Union Policies and Practices Required Readings: Millis and Montgomery, pages 389-^39 Suggested Readings: Per Loan, pages 262-272 J chapter 7 J Hoxie, pages 25^-259.9 chapter 13 It has been clearly shown in the study of union history that, since the turn of the century, the unions 8 primary interest has been in day- to-day collective bargaining, operating for the individual worker's gain within our present economic structure. The unions have abandoned, for the most part, the long-run idealistic ends that were considered earlier. The study of union policies today centers around wages, hours, working conditions, and other practices affecting employment. Concrete policies have been outlined by the unions in almost every economic problem involved in production. The wage policies should have special emphasis placed on them, since they are trie primary concern of unions. Study these policies of wage rates and wage changes, considering the effect that they would have on the workers and. on the public . Tost their economic soundness as you study them. These same questions should be kept in mind when studying the snorter -hours movement. Study Guide 1. Criticize, and sl-ov the problems arising from,, the standard wage rate a3 the employers view the argument. 2 . In the past there has been much union-management strife over working for piece rates. Show the general effects of piece rates on labor costs and total costs. Show how these effects will not occur under many conditions, aid give the workers' objections to piece rates. 3. Describe the unions' "depression wage" theory 9 and criticize it from an economic viewpoint with respect to elasticity of demand, volume of employment, and prices. k. Understand the unions' arguments for the shorter -hours movement. Review the validity of these various arguments. 5. Outline the typical union policy concerning technological improvement -19- History of the Labor Movement Assignment 9 (Continued) Written Exercises The following are to be written and submitted to your instructor for review: 1. Why does the union insist upon the standard wage? In view of the arguments against it, explain what it has to offer that attracts the union worker. 2. What have been the uaion objections to piece work? Why have some unions favored the piece rate? Illustrate. 3. Make an economic evaluation of high wages as a stabilizer of business cycles. 4. Explain the "make-work" theory used by unions in advocating shorter hours. 5- Cite examples of the union struggle aga±,ist technological change. Show what the union policy has generally been. 6. Write out Exercises three and four of the Study Guide. -20- History of the Labor Movement Assignment 10 A. Trade Union Policies and Practices Required Reading! Mil.lis and Montgomery, pages 439-^85 Suggested Reading: Perlman, pages 182-195 Hoxie, pages 290-295, chapter 12 In this assignment, we consider more union policies that have developed over the years, Union apprenticeship practices are discussed and the reasons for such practices. Hiring, promotion, and discharge are presented, together with the differing views that have existed, and the changes in policy. Seniority, in unions having such a policy, has direct hearing on this subject. A discussion of direct restriction and regulation of output describes the more common unions practices, and the extent of such action. Union-management co-operation, developing as "both parties gain confidence in each other, offers great hope for the elimination of many of unions 5 defensive practices. Of primary importance in a study of the labor movement is an under- standing of the types of union status. Terms such, as "closed shop" and "preferential shop" are well defined, as well as the relative merits and justifiability of the different types. This question has great interest in light of the current gorei smental concern about the problem. Study Guide 1. Review the history of apprenticeship in industry, giving both management and union policies concerning apprentices. 2. Understand the extent, purpose, and advantages of seniority. 3. Almost all unions have 9 at some time or other, practiced restriction of output. Look for the reasons for such action. hi With the increasing maturity of the labor movement, union-manage- ment co-operation is constantly becoxing a more common practice. Explain the functions of union -management co- operation. 5- Define the different types of union status in shops. Outline the arguments for and against the slosed 3Lop„ Understand the com- promise measures that have been iatroc iced in recent years. -21 History of the Labor Moveme Assignment 1.0 (Continued) Written Exercises The following are to be written and submitted to your instructor for review; 1. Explain trie objections that may be raised to union apprenticeship rules. 2. Summarize the protection seniority gives to the union man. Explain the arguments for and against seniority, 3 . What are the methods of output restriction? May any of them be logically justified? Why? 4. Differentiate between union-management co-operation and collective bargaining as it is commonly practiced. Summarize the advantages co-operatic n holds for American industry. 5. Explain: (a) the maintenance-of-membership clause; (b) the check- off. Can the closed shop be justified as a protective measure? Explain your view. 6. Write out Exercise two of the Study Guide, 7. Review the Assignment One Study Guide. See if the questions involved in group philosophy versus individual philosophy are more easily answered. Eeviev the development of the movement from the beginning to ixs present-day complex situation. Attempt to draw conclusions of your own concerning the future of labor unionism, its needs, and its place in industry. -22- DIVISION OF UNIVERSITY EXTENSION University of Illinois Urbana, Illinois IMPORTANT: Be sure to fill out and attach one of these forms to each assignment you submit, Student's Name Date Student's Address Title and Number of Course_ Assignment Numbers (STUDENT HILL NOT Fill IN BELOW THIS LENS) Received from Student ^Forwarded to Instructor, Returned by Instructor Forwarded to Student Comments to the student and suggestions: Read by^ DIVISION OF UNIVERSITY EXTENSION University of Illinois Urbana, Illinois IMPORTANT: Be sure to fill out and attach one of these forms to each assignment you submit, Student's Name Date Student ' s Address Title and Number of Course_ Assignment Numbers (STUDENT WILL NOT FILL IN BELOW THIS LINE) Received from Student ^Forwarded to Instructor, Returned by Instructor__ F orwarded to Student Comments to the student and suggestions: Read by DIVISION OF UNIVERSITY EXTENSION University of Illinois Urbana, Illinois IMPORTANT: Be sure to fill out and attach one of these forms to each assignment you submit « Student's Name Date Student's Address Title and Number of Course_ Assignment Numbers (STUDENT WILL NOT FILL IN ESLOW THIS LINE) Received from Student Forwarded to Instructor Returned by Instructor Forwarded to Student_ Comments to the student and suggestions: Read by_ DIVISION OF UNIVERSITY EXTENSION University of Illinois Urbana, Illinois IMPORTANT: Be sure to fill out and attach one of these forms to each assignment you submit „ Student's Name Date Student's Address Title and Number of Course^ Assignment Numbers (STUDENT HILL NOT FILL IN BELOW THIS LINE) Received from Student Forwarded to Instructor_ Returned by Instructor Forwarded to Student Comments to the student and suggestions: Read by_ DIVISION OF UNIVERSITY EXTENSION University of Illinois Urbana, Illinois IMPORTANT: Be sure to fill out and attach one of these forms to each assignment you submit « Student's Name Date Student's Address Title and Number of Course_ Assignment Numbers (STUDENT VfILL NOT FILL IN BELOW THIS LINE) Received from Student Forwarded to Instructor_ Returned by Instructor Forwarded to Student Comments to the student and suggestions: Read by_ DIVISION OF UNIVERSITY EXTENSION University of Illinois Urbana, Illinois IMPORTANT: Be sure to fill out and attach one of these forms to each assignment you submit u Student's Name Date Student's Address Title and Number of Course_ Assignment Numbers (STUDENT VaiL NOT FILL IN BELOW THIS LINE) Received from Student Forwarded to Instructor Returned by Instructor Forwarded to Student_ Comments to the student and suggestions: Read by_ DIVISION OF UNIVERSITY EXTENSION University of Illinois Urbana, Illinois IMPORTANT: Be sure to fill out and attach one of these forms to each assignment you submit u Student's Name Date Student's Address Title and Number of Course_ Assignment Numbers (STUDENT m.lL MOT FILL IN BELOW THIS LINE) Received from Student Forwarded to Instructor, Returned by Instructor Forwarded to Student Comments to the student and suggestions: Read by DIVISION OF UNIVERSITY EXTENSION University of Illinois Urbana, Illinois IMPORTANT: Be sure to fill out and attach one of these forms to each assignment you submit. Student's Name Date Student's Address Title and Number of Course_ Assignment Numbers (STUDENT WILL NOT FILL IN BELOW THIS LINE) Received from Student Forwarded to Instructor_ Returned by Instructor Forwarded to Student Comments to the student and suggestions: Read by_ DIVISION OF UNIVERSITY EXTENSION University of Illinois Urbana, Illinois IMPORTANT: Be sure to fill out and attach one of these forms to each assignment you submit „ Student's Name Date Student's Address Title and Number of Course_ Assignment Numbers (STUDENT WILL MOT FILL IN BELOW THIS LINE) Received from Student Forwarded to Instructor. Returned by Instructor Forwarded to Student Comments to the student and suggestions: Read by_ DIVISION OF UNIVERSITY EXTENSION University of Illinois Urbana, Illinois IliPORTANT: Be sure to fill out and attach one of these forms to each assignment you submit «, Student's Name Date Student's Address Title and Number of Course_ Assignment Numbers (STUDENT WILL NOT FILL IN BELOW THIS LINE) Received from Studcnt_ Forwarded to Instructor^ Returned by Instructor Forwarded to Student Comments to the student and suggestions: Read by_ 3 0112 105744459