lic men, by politicians, by business
men, as well as by students and thinkers, that it is to organized
women they must turn, whenever they want an authoritative expression
as to the working-women's needs and desires.

Two sets of resolutions discussed and passed by the fourth biennial
convention of the National Women's Trade Union League, held in 1913,
were afterwards published broadcast over the country, and have been
of marked educational value. The one pleaded for the speedy
enfranchisement of women for these reasons: because the most costly
production and the most valuable asset of any nation is its output of
men and women; because the industrial conditions under which more than
six million girls and women are forced to work is an individual and
social menace; and because working-women as an unenfranchised class
are continually used to lower the standards of men. The League
in particular protested against the ill-judged activities of the
anti-suffrage women, "a group of women of leisure, who by accident of
birth have led sheltered and protected lives, and who never through
experience have had to face the misery that low wages and long hours
produce."

This stirring, appeal made a profound impression on suffragists and
anti-suffragists alike, in the labor world, and amid the general
public. It was of course hotly resented by that small group of women
of privilege, who think they know better than working-women what are
the needs of working-women. Its deep significance lay in that it was
a voice from the voiceless millions. It gave many pause to think and
catch, as they had never caught before, the vital meaning underlying
the demand for the vote.

The other series of resolutions expressed no less forcefully the
women's consciousness of the intimate connection between education and
labor, and pressed home the fact that organized laboring-women are
watchful of the work being done in our public schools, and are anxious
that it should be brought and kept up to the level of present-day
needs. As is mentioned elsewhere, these resolutions laid special
stress upon the necessity of making all courses of industrial training
coeducational, of including in them the history of the evolution of
industry, and the philosophy of collective bargaining, and of insuring
that all boys and girls, before they leave school to go to work,
have a knowledge of the state and federal laws that exist for their
protection. These resolutions wer