Great Depression. The building itself, as Duke rightly point south, was only the beginning, and what followed was the development of an educational culture under difficult circumstances. The officials working to crate this school culture had to contend first with the effects of the Great Depression and then with World War II and the social and economic changes attributable to both. Duke says that the administration and faculty were committed to developing an academic culture at a time when public opinion toward intellectual development was ambivalent. This meant that the effort involved resisting those who saw intellectual pursuits as frivolous. Overcoming this view involved developing classes that were challenging and that produced good results in terms of grades and scores for the era. The school sought to develop a strong faculty. The enrollment increased as more students were attracted to the school because of its god reputation. The curriculum was adjusted to meet the desires of the administration and the faculty. The school did not develop the sort of vocational education program that other schools had partially because of a lack of money in the 1930s and also because that was not the direction the administration really wanted. By the time the war ended, Tee-Jay was know
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