Hagan Lawson: History of Adult Education: 1930s

History of Adult Education: 1930s

Name:	Commented On:
Hagan Lawson	Group 2: Maureen Chavez-Reda; Bob Phelps

Introduction

            A formal mode of adult education was birthed in the early 1900’s and has evolved into a common form of education for our society today. Although the Lifelong Learning Committee of the National Art Education Association was created in 1989, adult education had shaped many lives, opinions and cultures prior to this pivotal point and continues to today. In 1919, an educational law in the state of Delaware dedicated 1% of the school budget to providing adult education (Scott, 2011). Today, the criteria and curriculum of an adult education is drastically different than what was previously imaginable. The 1930’s served a critical role in the overseen alterations; insightful events during this time period included high immigration rates, the Great Depression, industrialization, gender roles and assumptions, and racial segregation. These key points resulted in adult education programs that were focused upon increasing the United States’ literacy rates, Americanizing immigrants, vocational training, and programs focused upon leisure activities; leisure activities include music and art classes, humanities, and sports science (Scott, 2011). These events led to the formation of various programs that continue to resonate throughout adult education today.

            The Great Depression has had a profound impact on adult education. Many young adults were unable to secure employment, as a result of the unemployment rate being near 20%; thus, young adults were attracted to a post-graduate education to strengthen their chances of securing employment. From the years of 1932 to 1934, post-graduate enrollment increased by 38.4%; this was an early indication that adults recognized the importance of an enhanced education (United States Office of Education, 1938). Other propositions of an increase in education is due to the age of marriage increasing as a result of the Great Depression. As a result of the costs of a wedding ceremony, couples chose to marry at a later age; this freed up a large portion of the time for many women at the time. Women were encouraged to continue their education, rather than marry early and drop out of school (Yamashita, 2007). Although the Great Depression placed many individuals out of work, many leaned on the betterment of their education.

            The intense industrialization that the nation experienced during this time period propelled the growth of adult education. Industrialization allowed for less intense and shorter workdays. The Great Depression resulted in a large amount of leisure time for the unemployed; by 1933, the unemployment rate was 24.9% (McElvaine, 1993). The dramatic increase in daily leisure time created a worrisome society that resonated throughout the nation. This resulted in educators promoting an enhanced education to order to prevent an increase in crime rates (Scott, 1924, p. 593). Due to the expanded marketing efforts, adult learners were exposed to more material to persuade them to return to the realm of education.             

            

Highlights

            As society pushed for adult education to prevent an increase in crime rates, due to the increase in leisure time, the government rallied and pushed for reform. There were programs created that were aimed at growing the field of adult education. During this time, there were many adult learners who were illiterate. The government provided financial incentives to unemployed teachers to teach illiterate adults. Illiteracy was seen as a fault that threatened economic growth  (Rose, 1991). Many of the programs created in the 1930s were focused upon rebuilding the economy of the United States. This program was created and funded due to the mindset of illiteracy causing financial troubles. Franklin D. Roosevelts’ Second New Deal played a large part in creating a sense of value in an adult education. 

Influential Factors

            Franklin D. Roosevelt had impacted America in many ways during the 1930s. In October of 1929, the stock market experienced a crash. This crash resulted in the Great Depression, in which many individuals experienced a quick turnaround with a large amount of free time. In this span, adults sought out adult education to increase their chances of obtaining a job. In 1935, Franklin D. Roosevelt signed the Second New Deal. The Second New Deal provided jobs for many unemployed people, which were focused upon rebuilding bridges, schools, highways, parks and other public works. The education these adults received in this six-year span increased their chances of being chosen for these jobs. Resultingly, these adults appreciated their education, and expressed their attitudes of an adult education to their children (Amenta et. al., 1994).

            Other acts that were legislated in this time period include the National Labor Relations Act of 1935. This piece of legislation allowed workers to form unions and negotiate with their place of employment for higher wages and fair treatments. This permitted individuals to feel a sense of appreciativeness in the workplace, which boosted effectiveness and efficiency. The individuals who had a deeper sense of education began to become better employees (Amenta et. al., 1994). As time progressed, the individuals with the better education were more likely to receive promotions within the company. The Social Security Act was also introduced in 1935. This bill provided pensions to elder Americans, created a system of unemployment insurance, and ensured that the government would assist with dependent children and disabled individuals (Neumann et. al., 2010). Each of these acts helped those with an education stand out from the others. Those with an education were more likely to be hired. Furthermore, other acts were legislated to create a workplace that would favor the employee and provide a brighter future for the times to come. 

Implications

            The 1930s were a dark time for the nation, due to the Great Depression. However, the Great Depression highlighted the importance of an enhanced education. This likely caused a rippling effect for the decades to come. Because this time was a poor for the United States, many people had open minds to new ideas, opinions and were open to the idea of evolving. Providing programs to lessen the number of illiterate adults allowed these individuals to take advantage of the opportunities of the New Deal. Those who were influenced to better their education were able to take advantage of the Social Security Act through their employer and also feel a sense of pride at the workplace. This boosted work ethic in individuals that were educated. Motivated and intelligent individuals are able to break the mold and think creatively to form additional programs.

            This time period also included the beginning of government funding for adult education. Education programs with increased funding are more likely to be more beneficial than programs that receive little to no funding (Ferguson, 1991). As increased funding was introduced, the government had noticed that more and more adult learners were enrolling in the programs. Although only 1% of the budget was dedicated to adult education in 1919, this percentage continued to increase throughout the Great Depression, while many other programs were decreased. In the darkest economical time the country had endured, the country had begun to recognize the importance and potential of an adult education. 

Conclusion

            The 1930s were a time of learning from failure. The Great Depression resulted in many lessons being learned. With nearly one-in-four individuals being unemployed, these people faced a large amount of leisure time. Consequently, the government had believed that the increase in free time would cause an increase in crime rates. The government promoted an adult becoming educated. Resultingly, the Great Depression allowed for the formation of many different programs that impact the nation today. These are all encompassed by Franklin D. Roosevelts’ Second New Deal. Each of these programs makes employees feel more appreciated than they would have previously; this influences employees to remain at the company. The combination of an adult education and seniority within a company leads to promotions as time progresses. President Roosevelts’ actions in the 1930s has created a positive feedback loop that has impacted the sense of adult education today. 

Areas	Summary
Social Background	Racially segregated, gender roles and assumptions, Great Depression
Highlights	Great Depression, high unemployment rate, millions of illiterate adults, funding of literacy programs
Influential Factors	Great Depression, Franklin D. Roosevelt
Implications	Increased funding through Great Depression, New Deal, Second New Deal

References

Amenta, E., Bernstein M., & Dunleavy, K. (1994). Stolen thunder? Huey long’s “share our wealth” political mediation, and the second new deal. American Sociological Review, 59(5), 678. 

Ferguson, R. (1991). Paying for Public Education: New Evidence on How and Why Money Matters. John F. Kennedy School of Government. 

McElvaine, R. (1993). The Great Depression: America, 1929-1941. New  York: Times Books. 

Neumann, T. C., Fishback, P. V., Kantor, S. (2010). The Dynamics of Relief Spending and the Private Urban Labor Market During the New Deal. The Journal of Economic History, 70(1), 195-220.

Rose, A. (1991). Ends or Means: An Overview of the History of the Adult Education Act. The National Education Information Network. 

Scott, E. (1924). Leisure time and the colored citizen. Playground, 18(9), 593-593. 

Scott, K. (2011). The History of Adult Education in Art in 1930s Delaware: An Examination of Participation and Accessibility. Visual Arts Research, 37(1), 54-66. doi:10.5406/visuartsrese.37.1.0054.

United States Office of Education. (1938). Biennial Survey of Education in the United States: 1934-36.Washington, DC: Government Printing Office. 

Yamashita, T. (2007). The Effects of the Great Depression on Educational Attainment. Department of Economics, University of Nevada.