CHAPTER I
INTRODUCTION
1.1 BACKGROUND
The
New Deal and World War II era (1933-1945) are the difficult period for
education institution in America. Because in that era is very hard to get a
decent education. There are existing discrimination between blacks and whites
people, delay in the educational revolution because the start of World War 2, the contributions of education
institution to the war, and the difficulty of getting an education during World
War 2 takes place. In this paper I will analyze about the condition of
education institution during New Deal era (1933-1937) and World War II
(1939-1945). Because we know that education is a paramount of development of a
country. A developed country should have good human resources as well. Although
it should be hindered because of the war, but America continued their
educational system. So, through “Outline of U.S History” book in chapter 11 I
will analyze how the condition of the education institution during New Deal era
(1933-1937) and World War II (1939-1945).
1.2 THEORY
OF FRAMES
- INSTITUTION
An
institution is any structure or mechanism of social order governing the
behavior of
a set of individuals within a given
community; may it be human or a specific animal one. Institutions are
identified with a social purpose, transcending individuals and intentions by
mediating the rules that govern living behavior. The term institution is
commonly applied to customs and behavior patterns important to a society, as
well as to particular formal organizations of government and public services.
Institutions are one of the principal objects of study in the social sciences,
such as political science, anthropology, economics, and sociology. Institutions
are also a central concern for law, the formal mechanism for political
rule-making and enforcement.
- · SOCIAL INSTITUTION
A social institution is a complex,
integrated set of social norms organized around the preservation of a basic
societal value. Obviously, the sociologist does not define institutions in the
same way as does the person on the street. Lay persons are likely to use the
term "institution" very loosely, for churches, hospitals, jails, and
many other things as institutions.[1]
Social institutions are system of behavioral and relationship patterns that are
densely interwoven and enduring and function across an entire society. They
order and structure the behavior of individuals by means of their normative
character. Institutions regulate the behavior of individuals in core areas of
society: a) family and relationship networks carry out social reproduction and
socialization; b) institution in the realm of education and training ensure the
transmission and cultivation of knowledge, abilities and specialized skills; c)
institution in the labor-market and economy provide for the production and
distribution of good and services; d) institution in the realm of law,
governance, and politics provide for the maintenance of the social order; e)
while cultural, media and religious institution further the development of
contexts of meaning, value orientations and symbolic codes.[2]
·
EDUCATION
INSTITUTION
Educational
institutions are defined as entities that provide instructional services to
individuals or education-related services to individuals and other educational
institutions. Education is a social institution that sociologists are very
interested in studying. This includes teaching formal knowledge such as
reading, writing, and arithmetic, as well as teaching other things such as
morals, values, and ethics. Education prepares young people for entry into
society and is thus a form of socialization. Sociologists want to know how this
form of socialization affects and is affected by other social structures,
experiences, and outcomes.
Sociology of education is a field that focuses on two
separate levels of analysis. At a macro-level, sociologists work to identify
how various social forces, such as politics, economics, culture, etc., creates
variation in schools. In other words, what effects do other social institutions
have on the educational system? At a micro-level, sociologists look to identify
how variation in school practices lead to differences in individual-level
student outcomes.[3]
· Functions of Educational Institution
Manifest Function :
1. Prepare for
occupational role performance.
2. Prepare
someone how learn to learn.
3. Preserve and
transmit the culture.
4. Provide
upward social mobility.
5. Encourage
democratic participation
Latent Function :
1. Prolong adolescence and delay asumption of adult role.
2. Transfer socialization functions from family to school and peer group.
3. Promote socialdiscontent and dissent.
4. Preserving social in equality.
Latent Function :
1. Prolong adolescence and delay asumption of adult role.
2. Transfer socialization functions from family to school and peer group.
3. Promote socialdiscontent and dissent.
4. Preserving social in equality.
·
AMERICAN
SOCIAL INSTITUTION
American
social institutions, by definition, exist to link people into groups.
Typically, they possess less authority than the state but more than the
isolated individual. Their main purpose and justification lie in their ability
to effect goals and facilitate social relations, and in their appropriate
sphere they do both better than either the individual or the state. It is
further worth noting that, in their absence, the state frequency takes over
their functions—often with a marked loss in both social vitality and individual
freedom.
Historically, social
institutions in America have often legitimated or reinforced men’s advantage
over women—an advantage, sad to say, that too many men have abused. No less
sad, feminist political struggles have too often sought to correct that
imbalance by liberating women from social institutions which, we are learning,
tend to crumble without women’s commitment. Conservative women’s campaigns
simply to restore social institutions to some mythical state of normality have
singularly failed, primarily because the vitality of social institutions always
depends upon their ability to adapt to changing circumstances.
Somewhere between destruction
and sterile perpetuation lies the opportunity to modify and revitalize our
social institutions to meet the crying needs they were always intended to meet.
Of this much, however, we may be sure: No society retains its health and vigor
without robust social institutions to draw people into common commitments and
to mediate between individuals and the state. Some examples of the major social
institutions that exist in the United States are organized religious meeting
places such as churches, mosques, chapels, temples, etc and also schools, as well as the media. Of course, there are more than what is
mentioned above such as the workplace, prison, government, as well as family
and the list goes on. Basically, any
place or group that comes together with a common goal or need, that involves
interacting and socializing within some sort of structure, as well as also “providing a support system for individuals
as they struggle to become members of a larger social network.” (Silverblatt, 2004). Today in the United
States as well as other countries, house many various social institutions. A social institution is an organized sphere
of social life, or societal subsystem designed to meet human needs.[4]
1.3 PURPOSES
The
purpose of this paper is to tell the reader about how education institution during
New Deal era (1933-1937) and World War II (1939-1945) in America.
CHAPTER
II
ANALYSIS
CHAPTER
11
NEW
DEAL AND WORLD WAR II (1933-1945)
Based
on “Outline of History U.S” book we know if in the New Deal era America has a
new president. He is President Franklin D. Roosevelt. In his tenure, Roosevelt
try to change and improve the systems in America at the time with the purpose
to make America has a better system after World War I. He started with changing
the banking and financial systems in America. The banking and credit system of
the nation was in a state of paralysis. With astonishing rapidity the nation’s
banks were first closed and then
reopened only if they were solvent. The administration adopted a policy of
moderate currency inflation to start an upward movement in commodity prices and
to afford some relief to debtors. New governmental agencies brought generous
credit facilities to industry and agriculture. And then Unemployment, in this
case the unemployed came in the form of the Civilian Conservation Corps (CCC),
a program that brought relief to young men between 18 and 25 years of age. CCC
enrollees worked in camps administered by the army. About two million took part
during the decade. They participated in a variety of conservation projects:
planting trees to combat soil erosion and maintain national forests;
eliminating stream pollution; creating fish, game, and bird sanctuaries; and
conserving coal, petroleum, shale, gas, sodium, and helium deposits. Next,
Roosevelt try to improve Industry and Labor in America. He attempted to end cut-throat
competition by setting codes of fair competitive practice to generate more jobs
and thus more buying. Although welcomed initially, the NRA was soon criticized
for over-regulation and was unable to achieve industrial recovery. It was
declared unconstitutional in 1935. The great progress made in labor
organization brought working people a growing sense of common interests, and
labor’s power increased not only in industry but also in politics. Roosevelt’s
Democratic Party benefited enormously from these developments. Then, Roosevelt
try to improve the agriculture system. By 1940 nearly six million farmers were
receiving federal subsidies. New Deal programs also provided loans on surplus
crops, insurance for wheat, and a system of planned storage to ensure a stable
food supply. Economic stability for the farmer was substantially achieved,
albeit at great expense and with extraordinary government oversight.
And this is the condition of America
during World War II. After the fall of France and the beginning of the German
air war against Britain in mid-1940, the debate intensified between those in
the United States who favored aiding the democracies and the antiwar faction
known as the isolationists. Roosevelt did what he could to nudge public opinion
toward intervention. The United States joined Canada in a Mutual Board of
Defense, and aligned with the Latin American republics in extending collective
protection to the nations in the Western Hemisphere. Congress, confronted with
the mounting crisis, voted immense sums for rearmament, and in September 1940
passed the first peacetime conscription bill ever enacted in the United States.
In that month also, Roosevelt concluded a daring executive agreement with
British Prime Minister Winston Churchill. The United States gave the British
Navy 50 “overage” destroyers in return for British air and naval bases in
Newfoundland and the North Atlantic. The 1940 presidential election campaign
demonstrated that the isolationists, while vocal, were a minority. Roosevelt’s
Republican opponent, Wendell Wilkie, leaned toward intervention. Thus the
November election yielded another majority for the president, making Roosevelt
the first, and last, U. S. chief executive to be elected to a third term.In
early 1941, Roosevelt got Congress to approve the Lend-Lease Program, which
enabled him to transfer arms and equipment to any nation (notably Great
Britain, later the Soviet Union and China) deemed vital to the defense of the
United States. Total Lend-Lease aid by war’s end would amount to more than
$50,000 million. Most remarkably, in August, he met with Prime Minister
Churchill off the coast of Newfoundland. The two leaders issued a “joint
statement of war aims,” which they called the Atlantic Charter. Bearing a
remarkable resemblance to Woodrow Wilson’s Fourteen Points, it called for these
objectives: no territorial aggrandizement; no territorial changes without the
consent of the people concerned; the right of all people to choose their own
form of government; the restoration of self-government to those deprived of it;
economic collaboration between all nations; freedom from war, from fear, and
from want for all peoples; freedom of the seas; and the abandonment of the use
of force as an instrument of international policy. America was now neutral in
name only.
So, after some explanation about what happened during New Deal era (1933-1937) and World War II (1939-1945) above I will analyze about how American educational institution during New Deal era (1933-1937) and World War II (1939-1945). In this era we will know how a difficult America in educational institution. How hard to get a decent education in this era. First I will analyze about how the education institution during New Deal era (1933-1937) and then I will analyze about how the condition of education institution during World War II (1939-1945).
Ø EDUCATION INSTITUTION in NEW DEAL
ERA (1933-1937)
New
Deal era is the era when the American people wanted a change and they elected a
new leader. The people elected Franklin Delano Roosevelt as president in the
election of 1932 and for the first time since the depression, Americans were
beginning to feel hope. In this New Deal era Roosevelt want to improve the economic
in this country trough the education system and I will explain about how
education institution in this era in the following:
a.
School
segregation between black and white community.
In this era there are school
segregation among black children and white children. This happens because the
white community doesn’t want if blacks community get higher education. The white
community assume that the black community is not feasible and does not deserve
to get an education. Therefore, at the time there are demo in America by the
parents of that school segregation. At that time the black community get a very
minimal facilities while the white community get adequate facilities and better
than blacks. Schools for blacks often didn't have proper school supplies. Many
white schools had gyms. Coloured schools did not. White schools were legally
segregated. Many southern schools were shut down to keep entire systems from
integrating.
b.
The Government create the Agricultural Organisation.
In this term Roosevelt try to
improve the agricultural in America. He create the Agricultural Organisation.
Through this organisation Roosevelt Through this organization Roosevelt wanted
to provide education about agriculture to the unemployed or to the parents who
have retired but still able to work. The purpose he did this is to improve the
country's economy during the aftermath of World War 1.
c.
Education for Women in the New Deal.
The government in this era give the
education to the women who do not work. They were given education about how
reading, writing, sewing, knitting, making clothes, and how to work as a
laborer. The purpose is to improve the economy in America in that time. Because
in that era Roosevelt wants to improve the economic in America.
d.
The Government create The Educational programs for Unemployed.
As the depression spread after
World War I, millions of people lost their jobs. By 1932, twelve million U.S.
workers were unemployed, this was almost one fourth of the U.S. working force. Unemployed and homeless millions of
people walked city streets looking for work. Thousands more rode railroad
boxcars from state to state trying to find a job. Others simply walked from
town to town. Few found work. Because of that the goverment in Roosevelt
periode create The Educational programs for Unemployed with purpose to help the
unemployed and homeless to find job. The government give the education about how
to make a work of art, things that are done by the laborer, and something like
that. And their teachers are the unemployed who formerly worked as a teacher or
lecturer. The purpose is to give the unemployed skills and they get jobs.
Ø EDUCATION DURING WORLD WAR II (1939
– 1945)
In
America during World War II there are many American children became aware of
the war listening on the radio with their parents. American school children
studied current events much more closely than before the war. All schools conducted
air raid drills and alerts. Schools also organized after school activities
related to the war effort. High school students might learn Morse code. Recerve
Officer Training Corps (ROTC) was a popular activity at many schools. Civil Air
Patrol classes taight children to identify types of American and foreign
aircraft. Schools often sponsored rallies, parades and cultural events to raise
money to buy war stamps and bonds to help finance the war. These were conducted
through both schools and other organizations. Now I will explain about how
education institution in this era in the following:
a. The contributions of Education
institution to the war
The contributions of schools and
universities to the war effort were considerable and varied. Facilities were
turned over for the training of personnel for war industries and service.
Students rallied in support of war charities and saving and thrift campaigns,
salvaged for rubber, and collected scrap metal and milkweed pods. Schools and
universities invited prominent community members to give public lectures and
transformed virtually every school function into an effort to raise funds.
b.
Female students organize The Red Cross
In this term the female students
organized Red Cross sewing rooms to help prepare supplies for university
hospital units and sewed and knit articles for servicemen, civilians in bombed
areas, and children in America War Nurseries. And this is one of contribution from educational institution to the World War II.
By, the female students to organize the
Red Cross.
c.
Boys in high schools worked on the production of scale models of fighting
aircraft
Forty thousand boys in high schools
across Canada worked on the production of scale models of fighting aircraft to
be used to train pilots, observers, and gunners in the America Commonwealth Air
Training program. The purpose is to help produce the fighting aircraft because
the workers there following the war.
d.
Students get courses of War Emergency
During the World War II in America
the students received courses on war emergency and defence training, first aid,
home nursing, and air raid precautions. They were also provided with military
training. Most of the high schools made cadet training compulsory for all male
students meeting physical requirements. In cooperation with the Department of
National Defence and the Department of War Services, Canadian universities
required that all physically fit male students over eighteen undergo military
training beginning in the fall of 1940.
e.
The Formal Curriculum and The Incorporation of The War into classroom lessons.
In the elementary and high schools,
these activities were supported by the formal curriculum and the incorporation
of the war into classroom lessons. Texts and war-related instruction became
increasingly nationalistic and emphasized Canada’s shift from colony to nation.
Schools showed patriotic films from the National Film Board and students
listened to the radio war reports of the Canadian Broadcasting Corporation. It
is intended that the students can have a sense of patriotic and nationalism
against the country that are experiencing war.
f.
Most of Schools in The Towns were closed down.
Because the enemy attacked towns in
the American, the schools in the city were closed to prevent the victim's
children when they are learning in school. Therefore, school children who were
in the city was moved to a safe place and protected from enemy attack.
g.
The Double Shift System
During the World War 2 in America,
the education system there was made into a double-shift system. So, on the
first shift is from morning till noon. The classes that follow are children who
have previously occupied the site, before the place was used as a place for
refugees of war. Then the second shift is from noon until late afternoon, the
classes are children reffuges from the war. This is happend because the
limitedness od space and the teachers.
h.
The use of Churches, Village halls and Warehouses as classrooms
World War 2 in America do not
discourage them to continue study. During the war they use the churches,
village halls and warehouses as classrooms. This occurs because of the limited
space, which ultimately make them learn in these places.
CHAPTER
III
CONCLUSION
After
I finished analyzing how educational institutions in the New Deal era and the World
War II, I can conclude that education in the New Deal era has negative and
positive things in it. The negative thing is the segregation between the White
community and the Black community, which caused difficulties for the Black
community to be able the proper education such as White community. And the
positive things are that the government hold organizations and education to the
unemployed, women who do not have jobs, and the elderly who recently retired.
And the educational institutions in the World War II are many of the
educational institutions in this era teach things related about the war, they
entered the formal curriculum and the incorporation of the war into classroom
lessons, then they want Female students to organize The Red Cross next, they
order boys in high schools worked on the production of scale models of fighting
aircraft and they give the students courses of war emergency. All that they do,
to make the students are ready in case
of a sudden attack. So, they know how to deal with it, so that they can petrify
the victims of war, and the most important thing is they have a sense of
patriotic and nationalism against the country who are in madly war. In
addition, during the World War II most of schools in the towns were closed
down, then they use the double shift system, and the last they use of churches,
village halls and warehouses as classrooms. This occurs because of the limited
space, which ultimately make them learn in these places.
REFRENCES
1. http://www.sociologyguide.com/basic-concepts/Social-Institutions.php
2.https://www.boundless.com/sociology/textbooks/boundless-sociology-textbook/social-interaction-5/elements-of-social-interaction-52/social-institutions-332-8946/
2.https://www.boundless.com/sociology/textbooks/boundless-sociology-textbook/social-interaction-5/elements-of-social-interaction-52/social-institutions-332-8946/
