Public Reaction to WWII:

Besides gearing up to fight a war overseas, the U.S. public also had to adapt to the new wartime conditions.

Working Women

Most of the men were drafted to fight overseas during WWII, leaving jobs at the homefront empty. This promoted the rise of working women in America. Before the war, many women were not encouraged to go into the workforce and to stay at home instead (3). Women dominated the domestic sphere of life while the men went out and worked (3). However, during the war, many women took up jobs to replace the men fighting overseas (3). Some jobs included factory workers, nurses, ship builders, and conductors, which were previously male dominated (3). By doing this, they were able to supply and help out U.S. soldiers while taking care of other services for the public at home. Many propaganda techniques were used to encourage more women to work (3). An famous example of this is ‘Rosie the Riveter’ campaign, known for its slogan: “We Can Do It!” (6). As a result, from 1939-1943, the proportion of women in the workforce rose by 10% from 26% to 36% (3). In the diary, Margetta Hirsch Doyle can be seen working as a telephone operator.

Rationing

Despite the ability to produce things at home, there would be a strain if goods were sent to the troops and to the public. To maximize their chances of winning, the U.S. would need as much supplies as they could get. Therefore, to make sure there would be enough products for the war, rationing was promoted. Rationing is when people are encouraged to buy less items in order to save them for the troops overseas (2). People had to decrease their usage of many goods, like nylon, sugar, dairy, and gas (2). To make sure rationing would take place, the Office of Price Administration (OPA) was implemented to control the amount being sold and their costs (2). People tracked what they got and how much they could get with ‘ration cards’ (2). By appealing to their patriotism, most citizens were fine giving up their products for the greater good of the country (2).

War Bonds

War is expensive and WWII was no exception to this. War bonds are bonds citizens could buy from the government to support war efforts while also receiving monetary compensation at the same time (4). When bought, war bonds are at their original value and receive interest overtime while when exchanged, they are marked at a value lower than their actual price (4). Essentially, you don’t get money from selling, but rather from interest overtime (4). Similar to rationing, many people did so due to the strong patriotic mood at the time (4). By using war bonds, the U.S. was able to receive around $185.7 billion dollars to fund WWII, creating things like various artillery to fight off Axis troops (4).

Treatment of Japanese Americans

Unfortunately, WWII also sparked extreme prejudice and discriminaiton for people belonging to nationalities of the Axis Powers. A notable example of this is how the U.S. reacted and treated Japanese Americans during WWII. Following Pearl Harbor, the U.S. implemented Executive Order 9066, which mandated for Japanese Americans at all ages to be relocated to camps on the West Coast, like in California (7). This relocation policy was also implemented in other countries, like Canada and Mexico (7). To organize the relocation, they created the War Relocation Authority system, which involved traveling to an Assembly Center, a Relocation Center, and a Wartime Residence, in that order (7). Once inside, Japanese Americans were essentially cut off from the outside world as they were heavily guarded (7). These camps contained the basic necessities, like food and schooling, to prevent them from going outside (7). After the war, the U.S. faced many lawsuits regarding the legality of the internment of Japanese Americans, like Mitsuye Endo, which argued that the imprisonment was unjustified (7). In response, the Supreme Court agreed with the previous sentiment and the Civil Liberties Act was created in 1988 to provide recompensation to the groups affected (7). Although the U.S. created these internment camps out of fear for the public’s safety, it still infringed upon the rights of Japanese American minorities (7).

W&M During WWII

In addition to sending many current students and alumni to war, William & Mary was involved with World War II in many ways. During World War II, the College of William & Mary hosted a school for naval chaplains (1). These chaplains would manage pastoral counseling, religious services, assist in helping the free exercise of religion for all faith groups, and provide leadership (2). The Military Science Department at William & Mary ran a specialized training unit, and other departments of the college were directed to assist with the war as well (3). William & Mary also organized a committee to investigate the effects of the war on Hampton Roads and the Peninsula (3). The Hampton Roads-Peninsula War Studies committee administered case studies of how multiple Peninsula businesses engaged in the war effort (3). As this was an extremely influential time in world history, many students and faculty felt a call to action to document their perspectives and lives during this time. One example of this is the Margaret Goodwin Scrapbook, which contains newspaper clippings about the participation of William & Mary faculty, students, and alumni in the war (3). Margetta Hirsh Doyle’s papers also include an “Aircraft Warning Service” armband (3). The air raid precautions during WWII were organized by the national government and delivered by the local authorities. The aim for these air raid precautions was to protect citizens from the danger of air-raids, an attack where bombs are dropped from aircraft to a target below (7). The “Airplane Spotter” image below is connected to Doyle’s diary, where she described her observations while taking her turn at the watchtower (6).

William & Mary supported the United State's war efforts, However, as a college, they also supported young men and women pursuing an education. In 1941, President John Stewart Bryan released a statement to the student body insisting, “that in the eyes of the Government every man is a potential soldier. This is a responsibility that everyone will accept" (5) But he maintained the importance of education, reminding the students, “For it was education, particularly education in science, that put in Hitler’s hands the mechanism for murder, and it must be education that will take it out (5).” President John Stewart Bryant claims that students can do their part either by fighting or by becoming educated, and that both are equally good options (5). Faculty members also expressed their support for the war. Warner L. Moss, Professor of Government told the Flat Hat, “The longer it takes, the more costly it will be, but it’s worth it (5).” Dinald Meiklejohn, Associate Professor of Philosophy, was supportive as well: “The importance of our participation in the war is that it assures finally our participation in the peace (5).”