Education in the 1920s
Rapid Growth
The 1920s brought many changes in American education. The post—World War I baby boom led to dramatic increases in the numbers of students attending school and a marked rise in the demand for teachers, facilities, and funding. Public school enrollments increased rapidly in the 1920s, as did the number of high-school graduates: 231,000 received diplomas in 1920s. In 1914, approximately 1 million American students attended high-school. By 1926 the number of students that attended high school had leaped to 4 million. The large movement of population from rural areas to the cities, such as the Great Migration thoroughly increased the amount of citizens enrolling in schools.
Social and economic factors produced such phenomena as the Red Scare, religious controversy, and political strife, which in turn influenced education in the United States. New classes in the sciences, physical education, home economics, geography, and industrial arts expanded the curriculum from the traditional focus. The new emphasis, sparked by the prosperous times and higher educational standards for jobs, was focused on providing the influx of students with the technical skills needed for jobs in fields such as business and industry.
As the 19th century was the Progressive era, the 20th century was inclusive and the idea of education for all. Kindergartens were in most public school programs by 1910. State controlled free public education was the rule. School attendance was mandatory, education was universal. Public schools did not force parents to use the public schools, so parochial schools and other private schools were viable options. Education in the early preschool years flourished with early childhood development programs and on the other end of the spectrum higher education after high school became more attainable for many. Widespread education would eventually lead to an increased literacy rate in America which would then contribute to the growth of popular culture elements such as newspapers, books, and the radio.
Social and economic factors produced such phenomena as the Red Scare, religious controversy, and political strife, which in turn influenced education in the United States. New classes in the sciences, physical education, home economics, geography, and industrial arts expanded the curriculum from the traditional focus. The new emphasis, sparked by the prosperous times and higher educational standards for jobs, was focused on providing the influx of students with the technical skills needed for jobs in fields such as business and industry.
As the 19th century was the Progressive era, the 20th century was inclusive and the idea of education for all. Kindergartens were in most public school programs by 1910. State controlled free public education was the rule. School attendance was mandatory, education was universal. Public schools did not force parents to use the public schools, so parochial schools and other private schools were viable options. Education in the early preschool years flourished with early childhood development programs and on the other end of the spectrum higher education after high school became more attainable for many. Widespread education would eventually lead to an increased literacy rate in America which would then contribute to the growth of popular culture elements such as newspapers, books, and the radio.
Teachers' Struggle
Teachers suffered more in the 1920s than they do today from the low social status accorded their work. Due to the unfair wages that were offered to them, the young American Federation of Teachers (still active today) demanded a $2,000 minimum annual salary at the end of the decade, and a maximum "...which would provide a cultural real wage enabling the teachers to live according to the requirements of their position." But low pay was just the beginning of the story leading to teacher unionism. Working conditions and civil liberties in the United States were under widespread attack by ultraconservative forces; the condition of teachers mirrored these broader social problems, such as with the institutionalization of centralized textbook selection in taking away the decision making typically in the hands of the teachers to ensure that the proper patriotic attitudes and values were imbued and instilled in the children. Most teachers resented but felt helpless before the serious limitations placed on their academic freedom and job security by autocratic school boards and school administrations.
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Culture and Religion in schools
During the 1920s many public schools began to meet another challenge. During the 1920s and prior to World War 1, the country had seen the largest influx of immigrants in the entire history of the nation and unlike many of the earlier English and Irish immigrants that had emigrated from already English-speaking nations, many of the new immigrants spoke little to no English. And so many of the determined teachers during the 1920s were faced with the special challenge of educating many of the new immigrants and succeeded. The result was a large pool of literate Americans.
Along with the cultural challenges of the 1920s in schools, one of the most infamous events of the 1920s was the Scopes v. State trial. In March 1925, the state of Tennessee passed the nation's first law that made it a crime to teach evolution in schools. Almost immediately released an announcement declaring that it was willing to offer its services to anyone challenging the new Tennessee anti-evolution law. John Scopes, a general science teacher was asked by a friend whether or not he taught biology without teaching evolution and as he did teach evolution, his friend promptly declared that he was breaking the law and asked him to stand for the test case that the ACLU was willing to support. Scopes agreed and the challenge began, attracting the attention of almost the entire country, the trial was also seen as a way to put Dayton on the map. On the side of the prosecution was William Jennings Bryan, a three-time Democratic presidential candidate and a populist. Leading fundamentalist beliefs it was not surprising that he would be in support of a law rejecting evolution. On the side of the defense was Clarence Darrow, originally not the ACLU's first choice as he was a zealous agnostic as some described him and they did not want to turn the trial into a broadside attack on religion, nonetheless Darrow was a famous and esteemed lawyer. Eventually the Scopes was deemed guilty and simply fined, however the clash over evolution remained in the minds of many during the 1920s.
Along with the cultural challenges of the 1920s in schools, one of the most infamous events of the 1920s was the Scopes v. State trial. In March 1925, the state of Tennessee passed the nation's first law that made it a crime to teach evolution in schools. Almost immediately released an announcement declaring that it was willing to offer its services to anyone challenging the new Tennessee anti-evolution law. John Scopes, a general science teacher was asked by a friend whether or not he taught biology without teaching evolution and as he did teach evolution, his friend promptly declared that he was breaking the law and asked him to stand for the test case that the ACLU was willing to support. Scopes agreed and the challenge began, attracting the attention of almost the entire country, the trial was also seen as a way to put Dayton on the map. On the side of the prosecution was William Jennings Bryan, a three-time Democratic presidential candidate and a populist. Leading fundamentalist beliefs it was not surprising that he would be in support of a law rejecting evolution. On the side of the defense was Clarence Darrow, originally not the ACLU's first choice as he was a zealous agnostic as some described him and they did not want to turn the trial into a broadside attack on religion, nonetheless Darrow was a famous and esteemed lawyer. Eventually the Scopes was deemed guilty and simply fined, however the clash over evolution remained in the minds of many during the 1920s.