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In January 1933, the President of the United States, Herbert Hoover, in remarks to the Conference on the Crisis in Education, made the following statement: “There is no safety for your Republic without the education of our youth. That is the first charge upon all citizens and local governments.” One year later, addressing a similarly themed Citizens Conference on the Crisis in Education, the new president, Franklin Delano Roosevelt, offered an equally grave warning: “Although the effects of the present lack of adequate educational opportunities on our national life may not be noticeable today, the time may soon come when dire effects will be apparent.” Assessing both the changes and continued problems since he assumed office, Roosevelt repeated this statement in late 1935 when he stated, The biggest stride we have made in the past two and half years has been in interesting the American people in their own Government … their social problems and their educational problems…. The depression hit education in the United States more than anything else…. It is hard to bring back the facilities in education as quickly or as easily as it is to raise farm prices or open banks.

These presidential statements demonstrate how the economic crisis of the Great Depression exerted a direct impact on elementary and secondary schooling. Initially in the United States, but quickly around the world, the Depression was felt in schools as businesses and banks failed, tax revenue decreased, and public funding was cut. In 1932, George Strayer, Professor of Educational Administration at Teachers College, Columbia University, described how city and rural schools had been closed, terms shortened, teacher salaries reduced, class sizes increased, major offerings in the curriculum dropped, classroom supplies and materials denied, health services and physical education dropped, standards for entry into teaching dropped, building programs discontinued, and night programs and continuation schools closed—“in short, the whole program of education is being curtailed, if not indeed placed in jeopardy.”

These warnings were echoed by the National Education Association, whose 1931 report urged American citizens “to choose carefully the public enterprises which they support during the crisis with a view to averting the sacrifice of children.” The Committee on the Emergency in Education formed by the Progressive Education Association warned that schools in many states “would continue in their downward plunge to educational disaster.” Amplifying the pressure educators felt to curtail their services, Ward G. Reeder declared, “The battle lines are drawn; in fact, the conflict has already begun and daily becomes more tense.”

Worldwide Impact

Similar processes occurred in other countries, as the economic crisis forced governments to make significant cuts in educational budgets. The Great Depression provides evidence of an early phase of globalization, as economic conditions, such as rising unemployment, bank failures, and decreasing trade, produced social effects, such as community dislocation, decreasing living standards, and loss of confidence, which in turn shaped political responses, such as loss of trust in economic institutions, growing support for political extremes, and demands for public solutions.

The Great Depression thus needs to be understood through this integration of national and international perspectives that illustrate the connections between levels of experience and the complex shaping of collective and individual responses. Educators across the world described the same processes outlined by Strayer: delaying construction or repair of buildings, reducing supplies, restricting course offerings, shortening the school day or curtailing the school year, and especially reducing the money spent on employing teachers. Salary cuts, hiring bans, dismissals, and requiring teachers to work without pay all made sense economically, as teachers' salaries made up the largest single item in most school budgets, but these short-term solutions threatened to have long-term consequences in terms of both student learning and teachers' professional development.

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