By Charles Dorn (auth.)
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Extra resources for American Education, Democracy, and the Second World War
Thirty-seven of the 54 courses offered were in engineering, 16 were in production supervision, and one was in science. 55 In a summary assessment of the program, Stanford’s ESMWT representative, Professor Eugene L. ”57 Grant was especially enthusiastic regarding the financial advantages the program provided Stanford, including equipment purchased, alterations and improvement of buildings, and contributions to university salary and maintenance budgets. In a memo detailing the material rewards Stanford received through its involvement in ESMWT, Grant cited as exemplary a radio program that the university developed for the Signal Corps.
As student-teacher ratios consistently rose, Richmond school administrators desperately sought physical space for students, eventually implementing “double sessions,” which cut the length of each school day in half. A teacher shortage, moreover, worsened conditions in the city’s classrooms, leading School Superintendent Walter Helms to both recall retired teachers to service and recruit others from throughout the nation. Even more remarkable was the demographic transformation of Richmond’s student enrollment.
In Chapter 6, I conclude by reflecting on the ways that wartime mobilization influenced education in the United States, offering perspective on the role that Americans have attributed to institutions of higher education, elementary and secondary schools, and centers of early childhood education in advancing a democratic society over time. 2 Promoting the “Public Welfare” at Stanford University The liberal arts, we are told, are luxuries. At best you should fit them into your leisure time. They are mere decorations upon the sterner pattern of life.