Giving middle-class women industrial experience for the YWCA
Lumpkin describes one project of the YWCA that involved placing young women, from primarily middle class backgrounds, into industrial positions so they could better understand the challenges working women faced. Lumpkin focuses on how the project operated where she was posted in Athens and Atlanta, Georgia; however, she also focuses on the regional scope of the project in describing the leadership roles of Juanita Saddler and Juliette Derricotte as well.
Citing this Excerpt
Oral History Interview with Katharine Du Pre Lumpkin, August 4, 1974. Interview G-0034. Southern Oral History Program Collection (#4007) in the Southern Oral History Program Collection, Southern Historical Collection, Wilson Library, University of North Carolina at Chapel Hill.
Full Text of the Excerpt
- KATHARINE DU PRE LUMPKIN:
-
Juanita Saddler… While we were there Juanita Saddler was on
our staff. Juliette Derricotte was national head for the black student,
the Negro student—I keep correcting myself so as to be in the
terminology of the time. It was either colored or Negro then. I found a
phrase where one of the … the woman I was speaking of who was
then Dean at Talladega Negro College referred to
"colored" students. She was Negro. It was in good
repute, they used the term "colored." But Negro was
commonly used. Juliette was the head, Juliette Derricotte, and
Juanita Saddler was assigned to the southeastern
Negro colleges. And there were three of us. At first there was only one
Negro staff member but Juliette often came down and worked with us. And
Juanita. And then there were three of us on the student staff. We
changed some in that period as to who they were, but three. And Juanita
Saddler (which we insisted upon in renting the offices in this Richmond
office building), had her desk right there with our group of student
secretaries in the one office… We had one office, I think, of
several there in this group. And she had her desk there. And this we
made a condition of renting. So that we had joint, we had our offices
together in Richmond. That was, you see, '20, '21,
'22, in there. So did the industrial staff people. Have desks
in these offices. So that when we were both in our offices, off the road
at the same time, we worked together on these student industrial
relations matters. One year we… and it may have been two
years that it existed… we had this project, as you
know—or maybe don't know, I don't
know—with the industrial department. Set it up jointly. For
what we called students-in-industry. And we would go and work in
industry—our students would. We would recruit students
interested in having the experience of working for six to eight weeks in
industry. I did it myself. I didn't do it in the South. I did
it in Philadelphia. Took off, got leave from my job. I told of that I
think in The Making. And worked in a shoe factory, or
two shoe factories in Philadelphia. But then we had a project for the
southern region, in Atlanta. And that summer I'd been
assigned to work briefly… when the colleges were closed we
did other types of work, so I'd been assigned to work at the
University of Georgia in Athens. This was also in order to help super-
vise the group of students in Atlanta who were
working in industries there. And Louise Leonard McLaren was on the
ground supervising and I would go over several… oh, once a
week at least from Athens, and we would talk over and meet with the
students and discuss industrial problems and legislative means and what
they were encountering and they would relate their experiences to
us.
- JACQUELYN HALL:
-
What did you hope to accomplish by having…?
- KATHARINE DU PRE LUMPKIN:
-
Students work in industry? A better understanding of what industrial
conditions were. They were still very poor.
[interruption]
- JACQUELYN HALL:
-
I asked you what you were trying to accomplish by having students work in
industry.
- KATHARINE DU PRE LUMPKIN:
-
Oh, this was to… They literally had no knowledge of the
life… After all, the great mass of students in the colleges
were middle class students. Comfortable—reasonably. Some came
out of ruralish backgrounds but even those were comfortable rural
backgrounds. And many out of small towns and a great many others out of,
nearer cities. But they had no knowledge, first hand knowledge, of the
condition of industry in the South. Which, at that period, was still in
an era of, for women as well as for men, longish hours in the cotton
mills, deleterious conditions, and with a certain measure of child
labor, though that was declining in the factories. This book I
collaborated on, co-authored on child workers in America…
that was, after all, in the 1930s.
We were studying conditions in various parts of the country, in
particular in one area in the South, a sample, and another area in
Pennsylvania. And child labor still existed to some extent. But what was
being attempted through state legislation was to end child labor and to
make better, through legislation, the
conditions of women, both in terms of hours and in raising the wage
level and getting a minimum wage. Which… none existed. These
were far more remote problems to the ordinary student. They recognized
them and became interested in them, but it was difficult for them to put
themselves in the place of… whereas racial problems and
racial relations, they could not escape. So you did not have any need
there to get the issues raised. They were there. But in this other
instance it was partly an educational process, a "put yourself
in the other fellow's place," kind of
conception.
- JACQUELYN HALL:
-
Do you have any idea how many students you had working in industry?
- KATHARINE DU PRE LUMPKIN:
-
I don't recall, no. These projects went on for quite a while,
I think, in any one group. Now, in the Atlanta group I could merely give
a guess. My memory carries me back to sitting in the rooms with these
girls. I would think we probably had 12 or 15 that summer, at least. And
it may have been more.
- JACQUELYN HALL:
-
Did you get the jobs for them?
- KATHARINE DU PRE LUMPKIN:
-
No. They had to… that was a condition. They had to find their
own. The most we would do would be to give them some indication of the
types of jobs that they could look for and help them find the streets
where the factories were. Then the great difficulty, in a place say like
Atlanta, was that it was a light industry town and most of the jobs they
could find were in such industries as candy factories, box
factories… places such as this which were semi-, almost
unskilled. They could learn their process, if they got a job, in a day
or two. And then that was it. They went in as regular people asking for
work.
- JACQUELYN HALL:
-
What about labor unions?
- KATHARINE DU PRE LUMPKIN:
-
Well, you see, these industries were the least organized. And
certainly I'm sure none of them were
organized in Atlanta. Even cotton mills were not much organized then.
The great organizational effort came at the time of the CIO in the
cotton mills. There had been sporadic efforts and there had been
sporadic walk outs of cotton mill workers because of the deleterious
conditions, but this came after the period.