The New South Wales Public School Teachers' Federation, or more simply, the Federation, made two quite different responses to the depres sion. In the first years it attempted to maintain its traditional policies, but from 1932 to 1934 it adopted policies of withdrawal and passivity. This article begins with a description of the federation as it was in about 1929 and an outline of its first reactions to the depression. The major part of the article then deals with the period of passivity and the man most closely identified with it, the Federation's president in 1933 and 1934, Dr. C. H. Currey. ?n the eve of the depression the Federation was a stable and well entrenched institution. When formed in 1918 it inherited the policies, traditions and experience of the Public School Teachers' Association which had represented the professional and industrial interests of teachers from the last years of the nineteenth century. Thus when the depression came there had been for about thirty years a single organi sation of State school teachers in New South Wales. The Federation, unitary in function despite its title, had no rivals for teachers' loyalties and enrolled 60 per cent of all teachers in 1929. The non-joiners were mostly young teachers, especially women planning to marry, so that the great majority of career-minded teachers were members. The Depart ment of Education encouraged teachers to join the Federation because as well as providing a forum for educational discussion it played an important role in the functioning of the administrative machine. The Federation, then, accepted without question society's assumptions about the nature of education and the traditionally centralised administrative structure. Its long-term aim was co-operative management of the Depart ment through a committee of teachers and administrators; a scheme inspired by the Whitley Councils set up in Britain after 1919.1 The Federation was, however, not a completely tame cat. It was prepared to attack the Department, the Minister and the Government if it felt that the interests of teachers and public education were threatened. Because the teachers' employer was the State, the Federation was involved in political controversy more often that many unions of workers in private industry. In the 1920s the major issues of educational politics which roused the Federation were the reimposition of High School fees and other economies of 1922, school loyalty ceremonies, the removal of public servants from arbitration, and alterations in school holidays. The Federation avoided formal commitment to a political party and to the Trades and Labour Council, but used petitions, deputa tions, mass meetings of teachers and campaigns at election times to push its case. It had some successes in the fluctuating political scene of New South Wales in the 1920s and for a time hoped for similar successes as depression measures were imposed. The depression brought some unemployment to the teaching service
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