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Education and the Making of the Chicago Working Class, 1880–1930

Published online by Cambridge University Press:  24 February 2017

David Hogan
David Hogan*
Affiliation:
Department of Educational Policy Studies, University of Illinois
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Extract

Men make their own history, but they do not make it just as they please; they do not make it under circumstances directly found, given and transmitted from the past.

Karl Marx

The working class made itself as much as it was made.

E.P. Thompson

In 1883 Illinois passed an “Act to secure all children the benefit of an elementary education.” Between then and 1910 the compulsory education law was amended seven times. The Act was seemingly effective: by 1930 approximately 97 percent of the 7–13 age cohort attended school. But what is of greater interest is the increasing level of school attendance of children over 14. As Table 1 indicates, for the 14–15 age cohort, school attendance of native white children of native parentage increased from 80.6 percent to 96.3 percent; for native white children of foreign or mixed parentage, from 66.3 to 94.4 percent; for white foreign-born children, from 54.9 to 94.3 percent; and for blacks from 80.1 to 93.1 percent. A similar upward trend, equally as dramatic, was exhibited by the 16–17 age cohort: for native white children of native parentage school attendance increased from 41.4 percent in 1910 to 64.2 percent in 1930; for native white children of foreign or mixed parentage increased from 22.6 to 54.7 percent; for white foreign-born children, from 12.9 to 50.4 percent; and for blacks, from 38.9 to 56.9 percent. While it is true that for both age cohorts significant differences existed in 1910, and some differences still existed in 1930, what is perhaps more striking is the identical upward tendency in all groups. The question then, is, why? Why did more and more children, irrespective of population group, stay on longer and longer at school?

Type
Articles
Information
History of Education Quarterly , Volume 18 , Issue 3 , Fall 1978 , pp. 227 - 270
Copyright
Copyright © 1978 by New York University 

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References

Notes

1 Marx, K., “The Eighteenth Brumaire of Louis Bonanparte” in Marx, K. and Engels, F. Selected Works, 2 vols. (Moscow, 1951), I, p. 225; Thompson, E.P. The Making of the English Working Class (Hammondsworth, 1968), p. 213.Google Scholar

2 See Abbott, E. and Breckinridge, S., Truancy and Non Attendance in the Chicago Schools (New York, [1917] 1970), Chs. 1, 2.Google Scholar

3 Sources: For 1910 and 1920, Burgess, E. and Newcombe, C. (eds.) Census Data of the City of Chicago 1920 (Chicago, 1931); for 1930, see U.S. Department of Commerce, Bureau of the Census, Fifteenth Census of the United States: 1930. Population Vol. II (Washington, 1933), p. 1143.Google Scholar

4 Merrill, L.F., “A Report Concerning the Plans of 596 Children on Leaving Eighth Grade,” The Chicago Schools Journal, 5 (1922–23): 156.Google Scholar

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6 Ibid., p. 155 (emphasis added).Google Scholar

7 See Cubberley, E.P., Public Education in the United States (Boston, 1934), pp. 164–65; Carlton, Frank Tracy, Economic Influences upon Educational Progress in the United States 1820–1850 (New York, 1965), Ch. 5. For a recent influential restatement, see Trow, M., “The Second Transformation of American Secondary Education,” in Bendix, R. and Lipset, S.M., Class, Status and Power (London, 1965), pp. 437–449.Google Scholar

8 Smith, Timothy C., “Immigrant Social Aspirations and American Education, 1880–1930,” American Quarterly, 51 (Fall 1969): 523–543; see also his “Native Blacks and Foreign Whites: Varying Responses to Educational Opportunity in America, 1880–1950,” Perspectives in American History 6 (1972): 309–335.Google Scholar

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11 See for example Katz, M., “Who Went to School?” History of Education Quarterly 2 (Fall 1972): 432–454; Bamman, H., “Patterns of School Attendance in Toronto, 1844–1878: Some Spatial Considerations,” ibid: 381–409; Denton, F.T. and George, P.J., “Socio Economic Influences on School Attendance: A Study of a Canadian Country in 1871,” ibid 13 (Summer 1973): 221–232; Katz, M., The People of Hamilton, Canada West (Cambridge, 1975), pp. 29–30, 38–41, 278–290; Fishlow, A., “The American Common School Revival: Fact or Fantasy,” in Rosovsky, H. (ed.), Industrialization in Two Systems: Essays in Honor of Alexander Gershenkron (New York, 1966): 40–67; Vinovskis, M., “Trends in Massachusetts Education 1826–1860,” History of Education Quarterly 12 (Winter 1972): 501–529; Kaestle, C., The Evaluation of an Urban School System (Cambridge, 1973): Ch. 5; Kaestle, C. and Vinovskis, M., “Quantification, Urbanization, and the History of Education: An Analysis of the Determinants of School Attendance in New York State in 1845,” Historical Methods Newsletter 8 (December 1974): 1–9.CrossRefGoogle Scholar

12 Katz, M., “The Origins of Public Education: A Reassessment,” History of Education Quarterly 16 (Winter 1976): 400. In his The People of Hamilton Katz noted that “men of all ethnic backgrounds sent their sons to school for increasingly long periods of time” but he explains this ultimately as a product of “assimilation.” (pp. 286–287). Katz's primary interest however, is in differences between ethnic groups, which he explains as a consequence of “class” differences (p. 290).CrossRefGoogle Scholar

13 For valuable analyses of the nature of “family economy,” and of the family economy of late 19th century working class people, see Modell, J., “The Fruits of Their Toil: The Family Economy of American Workingmen in the Late 19th Century,” in mimeo., Department of History, University of Minnesota, December 1974; and Golden, C. “Children in the Family Economy: Philadelphia, 1880.” Social Science History Association Meeting in Ann Arbor, Michigan, October 21–23, 1977.Google Scholar

14 Hence the title of this paper. See Thompson, , The Making of the English Working Class, which Thompson writes, “The changing productive relations and working conditions of the Industrial Revolution were imposed, not upon raw material, but upon the free-born Englishman — and the free-born Englishman as Paine had left him or as the Methodsits had moulded him. The factory hand was also the inheritor of Bunyan, of remembered village nights, of notions of equality before the law, of craft traditions. He was the object of massive religious indoctrination and the creator of political traditions. The working class made itself as much as it was made.” (p. 213).Google Scholar For a similar argument, see Gutman, H., “Work, Culture, and Society in Industrializing America, 1815–1919,” American Historical Review, 78 (June 1973): 442, where Gutman differentiates between “society” and “culture.” CrossRefGoogle Scholar Finally, it is to be noted that while a full analysis of class formation would investigate the conditions under which a working class class-consciousness emerges, class consciousness is not a necessary consequence or feature of the process of class formation.Google Scholar

17 Analogous arguments have been made by a growing number of British and American historians in recent years concerned with the explanation of working class culture. In addition to Thompson's and Gutman's works already cited, see Thompson, E.P., “Time, Work, Discipline, and Industrial Capitalism,” Past and Present, 38 (1967): 56–97; Foster, J., Class Struggle and the Industrial Revolution (London, 1974), especially Chapter 7; Gray, R.Q., The Labor Aristocracy in Victorian Edinburgh (Oxford, 1976); Jones, G.S., “Working-Class Culture and Working-Class Politics in London, 1870–1900: Notes on the Remaking of a Working Class,” Journal of Social History (Summer, 1974): 460–508; Pollard, S., “Factory Discipline in the Industrial Revolution,” Economic History Review (1968): 254–271: Reid, D., “The Decline of Saint Monday, 1766–1876,” Past and Present 71 (1976): 76–101; Thomas, Keith, “Work and Leisure in Pre-Industrial Societies,” Past and Present, 29 (1962): 50–62; Sewell, W., “Social Change and the Rise of Working-Class Politics in Nineteenth Century Marseilles,” Past and Present, 65 (1974): 75–109. See also Marrus, M., “Social Drinking in Belle Epoque,” Journal of Social History, 7 (1974): 115–141; Tilly, L. and Scott, J., “Women's Work and the Family in Nineteenth Century Europe,” Comparative Studies in Society and History (1975): 36–64; Laurie, B., “Nothing on Compulsion: Life Styles of Philadelphia Artisans, 1820–1850,” Labor History 15 (Summer 1974): 327–336; Walkowitz, D J., “Statistics and the Writing of Working Class Culture: A Statistical Portrait of the Iron Workers in Troy, New York, 1860–1880,” ibid., 416–461; Faler, Paul, “Cultural Aspects of the Industrial Revolution, Lynn, Mass.; Shoemakers and Industrial Morality, 1826–1860,” ibid., 367–394; Faler, P. and Dawley, A., “Working-Class Culture and Politics in the Industrial Revolution: Sources of Loyalism and Rebellion,” Journal of Social History 10 (Summer 1976): 466–481; R, and Lynd, H., Middletown (New York, 1929), Pts. I, II; Kornblum, W., Blue Collar Community (Chicago, 1974); Mills, C. W., White Collar (New York, 1951), Pts. II, III; Sennett, R., Families Against the City (New York, 1974), Pts. II, III; Griffen, C., “Workers Divided: The Effect of Craft and Ethnic Differences in Poughkeepsie, New York, 1850–1880,” in Thernstrom, S. and Sennett, R. (eds.), Nineteenth Century Cities (New Haven, 1969), pp. 49–97; Sennett, R. and Cobb, J., The Hidden Injuries of Class (New York, 1972); Farber, B., Guardians of Virtue: Salem Families in 1800 (New York, 1972); Alt, J.A., “Beyond Class: The Decline of Industrial Labor and Leisure,” Telos, 28 (1975): 55–80; Pleck, E., “Two Worlds in One: Work and Family,” Journal of Social History, 10 (1976): 177–195; Kohn, M., Class and Conformity: A Study in Values (Homewood, II, 1969); Dawley, A, Class and Community (Cambridge, 1976).Google Scholar

18 It is important that the difference between “class” as I use it in this paper and “class” as used by liberal historians and sociologists be made explicit. Class is usually used to signify the existence of a group in a stratification system in which different indices of inequality coalesce, for example, educational attainment, occupation, income. “Class” as I have used it here, refers not to some index of inequality, but to the structure of social relations in a capitalist society, specifically a wage labor system in which class relations are defined in terms of the sale and purchase of labor power. Accordingly, the class position of the working class is characterized by the sale of labor power on the labor market for wages. There is thus a clear difference between the kind of questions asked by historical demographers—questions for the most part located within an inequality problematic concerned with issues of inequality, its correlates and its reproductions through education—and the kind of question I have addressed in this paper: questions concerned not with inequality, but the class structure of social relations in capitalist societies. For a further discussion, see my “Capitalism and Schooling: A History of the Political Economy of Education in Chicago, 1880–1930.” (Unpublished Ph.D. dissertation, University of Illinois, 1978), Chapter I.Google Scholar

19 The nature of the evidence utilized (much of cross-sectional data), and the neglect of any kind of statistical analysis, underline the fact that this paper represents only the beginning of a larger research project on the making of the Chicago working class, focusing particularly on the role of education, in which I will attempt to assess the significance of the major factors involved in the making of the Chicago working process, and to test statistically the relationships among child labor, home ownership, and school attendance. Accordingly, a comprehensive account of school attendance, child labor, and other aspects of the educational behavior of the Chicago working class will require a complex series of multiple regressions to test for the interrelationships among variables such as size and regularity of income, source of income (husband, wife, children, boarders, and lodgers), length of school attendance, years in America, school performance, home ownership, ethnicity, and place of birth. For instance, it could be reasonably hypothesized that school attendance goes up as income goes up, perhaps with a time lag, holding ethnicity constant; a multiple regression analysis would provide what, to coin a phrase, might be called the coefficient of “the marginal propensity to consume, viz., the rate at which consumption expenditures vary as income changes). Again, it would be important to explicate the impact of home ownership and the extent of impact of boarding and lodging on school attendance and child labor: was the former directly related and the latter inversely related to child labor? How strong was the relationship between ethnicity on the one hand and home ownership, child labor, and boarding and lodging on the other hand? What are the connections between different stages of the family life cycle and school attendance, child labor, ethnicity, and home ownership? Are there systematic determinative relations between position in the social division of labor (or work experience) and other aspects of working class culture (as Foster, Gray, Bowles and Gintis, Edwards, Dawley, and others have recently argued), including educational behavior? The question promises to be a particularly important and exciting one to answer.Google Scholar

20 See Department of the Interior, Census Office, Tenth Census, 1880, Population (Washington, D.C.: Government Printing Office, 1881), Vol. 1, p. 870; Bernett, E.H., “The Chicago Labor Force 1910–1940.” (Unpublished Ph.D. dissertation, University of Chicago, 1949), Appendices E-1 and E-3.Google Scholar

21 See Cressy, P.F., “Population Succession in Chicago 1898–1930,” American Journal of Sociology, 44 (1938): 59–70.Google Scholar

22 U.S. Immigration Commission, Reports (Washington, D.C., 1911), Vols. 26–27, 307–308.Google Scholar

23 Derived from U.S. 13th Census by Burgess, and Newcomb, C., Census Data of the City of Chicago, 1920, p. 56.Google Scholar

24 Illinois Bureau of Labor Statistic, Report (1884), 135–391. Some 2,129 families were studied, of which only 354 were residing in Chicago, a major weakness of the study, for to include Chicago's families on a proportional basis would necessitate including something over 1,300 Chicago families in the sample used. Since the economic condition of the Chicago working class was much more difficult than that of the State as a whole, the IBLS figures perhaps grossly inflate the economic welfare of the Illinois working class.Google Scholar

25 Ibid., pp. 257, 258, 259, 265.Google Scholar

26 Ibid., pp. 269–270.Google Scholar

27 Ibid., p. 302.Google Scholar

28 Ibid. Some actual family budgets provided a more concrete sense of these conditions. Thus, a Chicago German family, husband a baker, earned $450 a year in 1884 when visited by the IBLS. The family expenses were $600 a year. The family consisted of the two parents and three boys, aged 16, 13, and 11. The oldest boy worked, earing $150 a year, so that “if it were not for the assistance rendered by the eldest son, their expenses would exceed their earnings.” Alternatively, Bohemian family was able to save some money each year with the help of the incomes of two boys. Finally, the case of a Scandinavian laborer, earning $405 a year, with a son, aged 11, earning $200, provides an example of a family who, even with the financial help of the boy, could not cover their expenses for the year ($632) with the joint income ($605): “Family members 5 — parents and three children, two boys aged nine and eleven, and one girl seven. Live in a rented house, containing 4 rooms for which $8 per month is paid. House is a frame structure, poorly furnished with no carpets. They overrun their income.” See pp. 359, 371.Google Scholar

29 Testimony of McLogan, P.H., The Relations Between Labor and Capital, I, pp. 576, 570, 575.Google Scholar

30 Talbert, E.L., “Opportunities in School and Industry for Children of the Stockyards District,” in Bloomfield, M. (ed.), Readings in Vocational Guidance (Boston 1915), p. 404.Google Scholar

31 Ibid, pp. 403–405. A further 13 of 110 who left because of reasons relating to school did so because they “preferred to work”: 36 because they “didn't like school,” which might easily be interpreted as disguised forms of economic necessity. Talbert limits economic necessity to the 171 cases of “lack of money.” One of the striking features of studies such as Talber's was an extraordinarily tight and economistic definition of economic necessity that not only excluded direct forms of poverty-related phenomena (for example, parental illness or working at home), but also were without any consideration of the nature of the family economy, which includes not only poverty considerations in an absolute sense, but also economic roles, i.e., relative poverty.Google Scholar

32 Montgomery, L., “The American Girl in the Stockyards District,” in Bloomfield, , Vocational Guidance, pp. 455, 473.Google Scholar

33 Todd, H., “Why Children Work; The Children's Answer,” McClures Magazine, 40 (April 1913): 69.Google Scholar

34 Kennedy, J.C. and others, Wages and Family Budgets in the Chicago Stockyards District (Chicago, 1914), pp. 12–13, 39–40, 65–66, 80.Google Scholar

35 Illinois Bureau of Labor Statistics, 17th Annual Report (1914), p. 8.Google Scholar

36 McCluer, F.L., “Living Conditions Among Wage Earning Families in 41 Blocks in Chicago (1923).” (Unpublished Ph.D. dissertation, University of Chicago, 1928), pp. 255–57.Google Scholar

37 Letter from Bodine, William to Orlander, Victor. Victor Orlander Papers, Box 8, Chicago Historical Society.Google Scholar

38 Talbert, , “Opportunities,” p. 406; 409; see also Montgomery, , “The American Girl,” pp. 455–457.Google Scholar

39 Todd, , “Why Children Work,” p. 74.Google Scholar

40 U.S. Commissioner of Labor, Seventh Special Report, The Slums (Washington, D.C. 1894), p. 76.Google Scholar

41 Ibid.Google Scholar

42 Source: Abbott, E. and Breckinridge, S., Truancy and Non Attendance in the Chicago Schools (New York, [1917] 1970), Chapter 19.Google Scholar

43 Montgomery, , “The American Girl,” pp. 455–456.Google Scholar

44 Talbert, , “Opportunities,” p. 431.Google Scholar

45 Kennedy, , Wages, pp. 13–14.Google Scholar

46 Ibid., p. 14.Google Scholar

47 Ibid., p. 64.Google Scholar

48 See Wilson, , Mary McDowell, p. 30, and below.Google Scholar

49 Montgomery, , “The American Girl,” p. 456.Google Scholar

50 Talbert, , “Opportunities,” p. 431.Google Scholar

51 Breckinridge, and Abbott, , Delinquency, p. 81.Google Scholar

52 Source: U.S. Immigration Commission. Reports, Immigrants in Cities, Vol. 26–27, p. 318.Google Scholar

53 Source: Ibid., p. 319.Google Scholar

54 Source: Ibid., p. 320.Google Scholar

55 Ibid., p. 321. The difference was particularly obvious with respect to boarders and lodgers: 37.3% for families with foreign-born fathers as against 10.6% for native-born and 8.3% for native born of foreign father. Moreover, the percentage of Lithuanians, Slovaks, and Magyars dependent on this source of income was very high (79.5 percent, 76.9 percent, and 65.0 percent, respectively). Again, both the German and the Irish had the highest proportion of children at work, followed closely by the Bohemian and Moravians, and the Swedish, although with a few notable exceptions, the level of child labor was generally high.Google Scholar

56 Among the Bohemians, and Moravians, , only 53.6 percent of family income was derived from the earnings of the husband, but 33.8 percent from the earnings of children; yet among south Italians, 67.9 percent of the family income was derived from the husband and 19.7 percent from children. Yet despite this difference in percentages of children's income, both of these groups derived very low proportions of their family income from boarders or lodgers (5.8 percent and 4.2 percent respectively). On the other hand, north Italians (27.7 percent), Magyars (34.0 percent), and Slovaks, (28.9 percent) derived a considerable fraction of their income from boarders and lodgers, but only a relatively small proportion from child labor (13.8 percent, 11.9 percent, 1.2 percent, respectively). It is also noteworthy that Germans and Irish of foreign birth, the two groups which had an annual income of over $1,000, were among the two groups which had the smallest proportion of income from the earnings of the husband and the highest proportion of income from the earnings of children (see Table 6). The Commission also found that of the 2,237 households, 64 percent consisted of a single family without boarders or lodgers; particularly obvious in this regard were the native-born of native father, the native-born German, and Irish, the foreign-born Bohemian and Moravian, German, Irish, south Italian, and Russian Jew. On the other hand, 73.5 percent of the Lithuanians and 74.7 of the Slovaks took in boarders and lodgers. (see Reports, Vols. 26–27, pp. 290–291).Google Scholar

57 The data in Table 7 indicate that the inverse relationship existed between child labor and boarders/lodgers in a relatively strong ratio (double or more) in at least 9 out of 15 ethnic groups, viz., German and Irish native-born of foreign parents, Bohemian, and Moravian, , German Irish, north Italian, Lithuanian, Magyar, and Slovak. This would seem to imply that for many groups, child labor and boarding/lodging were alternative sources of income, rather than supplementary. In only 0.9 percent of families did families draw upon both sources of income simultaneously, whereas in 10.8 percent of the cases, the husband and children were the joint source of family income, and in 26.7 percent of the cases, the husband plus boarders and lodgers were the source of family income.Google Scholar

58 Kennedy, , Wages, p. 64. It was even the case that where both Polish and Lithuanian families took in boarders and lodgers, Lithuanians still received more from them than the Poles (p. 65).Google Scholar

59 Source: Immigration Commission, Reports, Vol. 26–27: p. 292.Google Scholar

60 Source Ibid., p. 302.Google Scholar

61 Source: Compiled from U.S. Bureau of the Census, 15th Census of the United States: 1930. Special Report on Foreign-Born White Families by Country of Birth of Head (Washington, D.C., 1933), p. 129.Google Scholar

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67 Grzemski, J.P., “Thrift Among the Poles,” in Poles of Chicago, 1837–1937 (Chicago, 1937), p. 184. Another estimate put the number of Polish controlled building and loan associations in 1928 at 115. See Magierski, L., “Polish American Activities in Chicago, 1919–1939.” (Unpublished M.A. Thesis, University of Illinois, 1946), p. 23.Google Scholar

68 Auditor of Public Accounts of Building, Loan and Homestead Associations of the State of Illinois, Thirteenth Annual Report (1940), p. viii, ix.Google Scholar

69 Breckinridge, and Abbott, , Delinquency, p. 304.Google Scholar

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71 Source: Calculated from Immigration Commission, Reports, Vol. 30, Table 2, pp. 564–5.Google Scholar

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73 This has been a theme of several recent studies of Chicago Poles. See Kantrowicz, E.R. “Polish Chicago: Survival Through Solidarity,” in Holli, M.G. and Jones, P. d'A., The Ethnic Frontier: Group Survival in Chicago and the Midwest (Grand Rapids, 1977), pp. 180–209; Greene, V., For God and Country: The Rise of Polish and Lithuanian Ethnic Consciousness in America (Madison, 1975); and Schneider, D. and Smith, R., Class Differences and Sex Roles in America Kinship and Family Structure (Englewood Cliffs, 1973), p. 35.Google Scholar

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75 Barton, Jos. J., Peasants, Strangers: Italians, Rumanians and Slovaks in an American City (Cambridge, Mass., 1975), p. 71; Kantrowicz, , “Polish Chicago,” pp. 187–205. Italians, on the other hand, were for the most part indifferent or hostile to the church. This was less so for Italian women, however. See Vecoli, R.J., “Prelates and Peasants. Italian Immigrants and the Catholic Church,” Journal of Social History, 2 (1969): 217–268.Google Scholar

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79 Thomas, and Znaniecki, , 2, p. 1528.Google Scholar

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89 Dziennik Zwiazkowy (5 September 1914).Google Scholar

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92 Ibid., (17 January 1918).Google Scholar

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101 For details of Czech strategies to ensure the viability of their ethnic culture, see my “Capitalism and Schooling,” pp. 402–404.Google Scholar

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116 Jewish Daily Courier (18 March 1914).Google Scholar

117 Wirth, , The Ghetto, p. 54. See also p. 61.Google Scholar

118 Ibid., p. 91.Google Scholar

119 As early as 1891, the Jewish press in Chicago was postively evaluating the compulsory education law in Illinois. “The highest objective of the law is: send your children to school, take them off the streets, and if possible, take them out of the stores, shops, and factories.” The Reform Advocate (20 February, 1891).Google Scholar

120 Jewish Daily Courier (4 September 1916).Google Scholar

121 Quoted in Olneck, and Lazerson, , “The School Achievement of Immigrant Children 1900–1930,” History of Education Quarterly, 14 (Winter 1974): 473.Google Scholar

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124 For example, see the Jewish Forward (22 May and 15 June, 1924, 8 June 1928); the Jewish Daily Courier (20 May 1912 and 31 July 1927); The Reform Advocate (1 July 1911); and the Chicago Chronicle (15 June 1928).Google Scholar

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132 Quoted in Wirth, , The Ghetto, p. 177.Google Scholar

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136 See footnotes #11 and #12; and Olneck, M. and Lazerson, M. “The School Achievement of Immigrant Children: 1900–1930”: 453–482.Google Scholar

137 Thompson, P., “The Peculiarities of the English,” Socialist Register, 1965: p. 357. (Emphasis in the original).Google Scholar

138 Even then most historians who either explicitly use or implicitly assume a theory of ideological hegemony for the most part conceptualize it as a form of imposition of ideas from the top down upon the working class rather than as a particular form of structured practice, and a process that is riddled with conflict between conflicting classes. See Williams, R., Marxism and Literature (Oxford: Oxford University Press, 1977); Gray, R.Q. The Labor Aristocracy in Victorian Edinburgh (Oxford: Clarendon Press, 1976); and my “Capitalism and Schooling,” Ch. 1.Google Scholar

139 For a useful summary, see Gutman, and Smith, and Schneider, ; but see also Rubin, L.B. Worlds of Pain (New York, 1976); M. Komarovsky Blue Collar Marriage (New York, 1967); Gans, H. The Urban Villagers (New York, 1972); Sennett, R. and Cobb, J. the Hidden Injries of Class Kornblum, W. Blue Collar Community .Google Scholar

140 Thompson, , The Making of the English Working Class, p. 11.Google Scholar

141 Inplicit in the ethnocultural (e.g. Jensen, Kleppner, Allswang) conceptualization of class and ethnicity is the economistic assumption derived from stratification theory that “class” can be reduced to some statistical value representing an index of income, occupation, education or residence, and that “ethnicity” is a nominalistic category denoting place of birth. See Jensen, R. The Winning of the Midwest: Social and Political Conflict 1888–1896 (Chicago, 1971); Kleppner, P. The Cross of Culture: A Social Analysis of Midwestern Politics 1850–1900 (New York, 1970); Allswang, J. A House for All Peoples: Ethnic Politics in Chicago, 1890–1936 (Lexington, 1971).Google Scholar