http://dx.doi.org/10.14288/1.0438971
data provider: CONTENTdm
alternative: [The Labour Statesman]
is referenced by: https://resolve.library.ubc.ca/cgi-bin/catsearch
is part of: BC Historical Newspapers
issued: 2024-01-26
issued: 1927-03-25
aggregated CHO: https://open.library.ubc.ca/collections/labours/items/1.0438971/source.json
format: application/pdf
note: ■ p " ", §u j M ; if K OWNED oLStatesfffll AM-, rnximntirr*. M^^y BY THF VANCOUVER TRADER LABOR COUNCIL if? ' < Supported by Fifty-three Local Unions *^'i^>i4 No. 153—EIGHT PAGES VANCOUVER; B. C, MARCH 25,1927 Five-Day Week Cannot Be Successfully Opposed Early Demand* of Organized Labor are Put into Operation— Hour* are Decreased and Profit* Increased—New Move , Is in Line With Progress. By WILLIAM GREEN TEMPERAMENTALLY there are two kinds of people in the world: One says-: "Progress can be made; how can we contribute to that end?" the other: "we shall do well indeed if we are able fo maintain present achievements without incurring the hazards involved in making, changes." The first group has aided constructive change, and the other group has consistently opposed it, regardless as to whether the proposal dealt \yith education, politics, or humn welfare. Labor proposals have uniformly been opposed by the second group. The two early demands of organized labor were the shorter workday and free public schools. In Colonial days education was a home responsibility, just as-training in a handicraft. Children got their first educational training in the home and in private schools. As public schools developed, children were required to attend, their tuition being paid by their parents, their masters dr the community. This put the children of the poor on a different footing from the children of the rich. Wage earners organized in unions were among the first to urge our free public school system. Their efforts to- geOifeT with the extension of suffrage were potential in securing the necessary legislation. ' For Tax-Supported Schools Professor Frank Carlton has classi' fied the arguments up to 1820, for free tax-supported schools, as follows: (1) Education is necessary for the preservation of free institutions. .(2) It-prevents class differentiation. (3) Education tends to diminish crime. (4) It reduces the amount of poverty and distress. (6) It increases production. (6) Educat…