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Though the United States was in combat for only a matter of months, the reorganization of society had a great effect on life for children in the United States. More than 116,000 members of the U.S. military died in the war, far fewer than combatants from other countries. [1] No one has estimated how many orphans resulted. [2] Additionally, as the male workforce left for battle, mothers and sisters began working in factories to take their positions, and the family dynamic began to change; this affected children as they had less time to spend with family members and were expected to grow up faster and help with the war effort. [2] Similarly, Woodrow Wilson called on children involved in youth organizations to help collect money for war bonds and stamps in order to raise money for the war effort. [3] This was a way to mobilize public opinion and shame adults who did not donate. The Office of War Information and other agencies implemented programs and created posters and pamphlets to encourage war support. [4]
The United States was involved in World War I for the last 19 months of the war (April 1917 to November 1918), 4,355,000 men were conscripted into service. By summer 1918, they were trained and shipped to France at the rate of 10,000 military personnel a day. [5]
Meanwhile, every farm, town and city, and every economic sector, was mobilized for the war effort. Tens of millions of parents took war jobs or joined voluntary organizations such as the Red Cross. This involvement changed the course of the war and directly affected children's daily life, education, and family structures in the United States. [6] The home front saw a systematic mobilization of the entire population and the entire economy to produce the soldiers, food supplies, munitions, and money needed to win the war. Although the United States entered the war in 1917, there had been very little planning or recognition of the British and other Allies' problems on their homefronts. As a result, the level of confusion was high in the first 12 months, then efficiency took control. [7]
Over 21 million people were killed or injured in World War I; in many cases, all of the men in one family were killed, numerous cities in Europe were destroyed, and family life throughout the world was greatly affected. [8] As the war draft suddenly removed many men from factory work, the factories began soliciting for women workers in traditionally male-dominated areas. [2] Therefore, women had less time to spend at home with the children, as many of them would have before the war. Additionally, women moving into new roles in society had lasting effects on children and family life after the war. President Woodrow Wilson stated, "We have made partners of the women in this war; shall we admit them only to a partnership of suffering and sacrifice and toil and not to a partnership of privilege and right?" [9] As women began working, more of society began to realize the need for women's rights; while women had been granted suffrage (voting rights) to varying degrees in several states beginning in the late 19th century, they were now guaranteed full suffrage throughout the United States by the Nineteenth Amendment to the United States Constitution passed in August, 1920. This also paved the way for the children of future generations by creating greater career opportunities for girls and women; as women gained a stronger voice, girls became more involved in the workforce and education and prepared for roles outside of the home.
Over the course of the war, the United States mobilized hundreds of thousands of men and endured an estimated 117,465 casualties. [10] Of the men who survived and returned home, post-traumatic stress disorder created a major impact on society. During this time, and still today, post-traumatic stress (then more likely to be known as "shell shock") was not fully understood, but because of the traumatic nature of battle, many men were negatively affected after the war. Some men were forced to leave battle, which many people considered cowardice, and there were asylums throughout Europe housing men suffering from this condition. In some extreme cases, men were even shot for showing weakness. [11] There are still people living today who lost family members because of this practice, which created lasting impacts on these children. Additionally, many of these men were teenagers when they left for war, and virtually all were under the age of 30; therefore many of these soldiers were barely out of childhood themselves. [12]
Furthermore, because over a million young men were deployed overseas, marriage and childbearing had to be postponed.
On the home front, domestic appliances were being created, alleviating the amount of time that women needed to spend on chores, so they had more time to work outside of the home. Additionally, this lessened the need for female servants, as things like laundry services and food preparation services became popular. [13] Therefore, women were able to move into more traditionally male-dominated areas, as technology began to do the service jobs that women primarily were responsible for. Additionally, this showed young girls that they could eventually work outside of the home and more opportunities were available to them after they completed their education.
Even though the United States was only involved in World War I for a short period of time, the government created several programs to help support education such as the Committee of Public Information (CPI), the National Education Association (NEA), and the Cardinal Principles of Secondary Education, all of which promoted nationalist movements and changes to education. Woodrow Wilson and the United States government, through these programs, funded a series of pamphlets, posters, bulletins, and speeches, which promoted strong nationalism and anti-German sentiments. [4] These pamphlets also focused on a new movement of social efficacy, which strongly favored students growing as people and becoming involved, patriotic citizens. [4] Another main goal of these educational programs was a move away from state education systems and toward a nationalized system of education, which would keep curriculums similar and promote a unified nation among students. [14] For example, the national government changed textbooks to portray the American Revolution in a way that didn't make Britain appear malevolent. This was important because the United States allied with Great Britain. [15] These programs also promoted things like volunteering with federal organizations such as the Reserve Officers' Training Corps (ROTC) and buying War Bonds to support the government. [16]
Starting as early as the elementary level, patriotic and pro-war lessons were instituted in public schools. They included things such as weekly fifteen-minute periods on patriotism for first and second grades. They stressed that teachers instruct the children so that they viewed the war in a positive manner and portrayed war in terms of celebrations, and victories, not destructive realities. An elementary pamphlet stated, "In teaching the war to young pupils, the appeal should be directed primarily to the imagination and to the emotions. It is not enough that our pupils shall be informed of the events of the war...Their imaginations must be awakened and their feelings aroused to an appreciation of the significance of the great happenings of the times." [16] Therefore, starting at a very early level, students were taught that the war was a good thing and the importance of patriotism.
The patriotic sentiments were also carried out in secondary settings. Specific programs and in-school curricula targeted the patriotic development of children, especially teens. New history curricula introduced rewrote the story of the American past to de-emphasize the friction between the colonies and Britain, and to deconstruct historical American and German amity, to vilify the Germans. [17] For example, every senior in high school received their own pamphlet in January 1918 called "Study of the Great War." This attempted to encourage enmity for Germany and emphasized the importance of an Allied victory. [17] Things like the importance of the ROTC program were also stressed during this time. Nationalist posters and other forms of propaganda were placed in public areas throughout the country and again showed the importance of patriotism. [18] Posters, like the Boy Scout poster shown below, depicted teenagers contributing to the war effort as being courageous and admired. This form of propaganda was especially influential on teenagers because most of them were trying to figure out their roles in society and desired to fit in; therefore, posters showing their peers serving their country and receiving recognition and respect, were particularly influential in persuading teenagers to join the war effort in whatever way they could. [19]
After the war ended, nationalist movements changed to a larger focus on international peace. There were strong government movements toward peace and anti-war sentiments and the need to avoid further wars. [20] Additionally, there was a focus on internationalization of higher education. For example, in 1920, the Belgian American Educational Foundation instituted a program with over 700 students, in which American students went to study in Belgium and vice versa in order to promote international understanding. [21]
Due to the large nationalist movement during World War I, many youth organizations were developed or expanded, including the Boy Scouts of America. During World War I, Woodrow Wilson placed a great importance on the Boy Scouts of America, asking them to encourage war support and educate the public sources about the importance of the war. They helped distribute the war pamphlets, helped sell war bonds and helped to drive nationalism and support for the war. Additionally, they were involved in many acts that helped the national government, such as locating black walnut to use in war materials and peach pits for gas masks. [22] The Boy Scouts were involved in five Liberty Bond drives in which they helped sell Liberty Bonds to benefit the American Government. [3] During the first campaign, they raised a total of $23,000,000 and in the second drive they collected $. [3] For the third campaign, known as the "Wake Up, America" rally, beginning on April 27, 1918, 400,000 Boy Scouts embarked on a door to window program selling Liberty Bonds as well as war stamps. [3] At the end of the five campaigns, the Boy Scouts raised $354,859,262 in bond subscriptions and $43,043,698 in war stamps. [23] When a Boy Scout sold a bond or stamp, he would record the sale and send in a post card to his local post office, which would then forward it to the bonds and stamps, he would receive an "Ace Medal". [24]
During World War I Camp Fire Girls helped to sell over one million dollars in Liberty Bonds and over $900,000 in Thrift Stamps; 55,000 girls helped to support French and Belgian orphans, and an estimated 68,000 girls earned honors by conservation of food. [25]
After the conclusion of World War I, the United States and the rest of the world changed. Those who were children during World War I grew up to become the adults of World War II. These children were exposed to propaganda and indoctrinated to value strong nationalism and loyalty to the United States and its allies. Therefore, when World War II was on the forefront, many of the adults in the United States still harbored negative feelings toward the Germans because of their schooling during World War I. [17]
Additionally, women were granted suffrage shortly after World War I. This was partly due to the fact that they had moved away from their traditional roles and filled the factory jobs that the men were forced to leave in order to serve in World War I. [11] Women showed their importance in society, which fueled many women's rights movements post–World War I. The girls who were in school during World War I were also learning about the importance of nationalism, and saw their mothers fulfilling traditionally male-dominated roles. This desire for nationalism and exposure to wider opportunities helped to enable these girls to grow up and become involved in securing rights for themselves.
Scouting, also known as the Scout Movement, is a worldwide youth social movement employing the Scout method, a program of informal education with an emphasis on practical outdoor activities, including camping, woodcraft, aquatics, hiking, backpacking, and sports. Another widely recognized movement characteristic is the Scout uniform, by intent hiding all differences of social standing in a country and encouraging equality, with neckerchief and campaign hat or comparable headwear. Distinctive uniform insignia include the fleur-de-lis and the trefoil, as well as merit badges and other patches.
War bonds are debt securities issued by a government to finance military operations and other expenditure in times of war without raising taxes to an unpopular level. They are also a means to control inflation by removing money from circulation in a stimulated wartime economy. War bonds are either retail bonds marketed directly to the public or wholesale bonds traded on a stock market. Exhortations to buy war bonds have often been accompanied by appeals to patriotism and conscience. Retail war bonds, like other retail bonds, tend to have a yield which is below that offered by the market and are often made available in a wide range of denominations to make them affordable for all citizens.
A liberty bond or liberty loan was a war bond that was sold in the United States to support the Allied cause in World War I. Subscribing to the bonds became a symbol of patriotic duty in the United States and introduced the idea of financial securities to many citizens for the first time.
The Committee on Public Information (1917–1919), also known as the CPI or the Creel Committee, was an independent agency of the government of the United States under the Wilson administration created to influence public opinion to support the US in World War I, in particular, the US home front.
Josefa Madamba Llanes Escoda was a Filipino civic leader, social worker, World War II heroine, and suffragette. She is most known for campaigning for women's suffrage and as a founder of the Girl Scouts of the Philippines.
Mary Coffin Ware Dennett was an American women's rights activist, pacifist, homeopathic advocate, and pioneer in the areas of birth control, sex education, and women's suffrage. She co-founded the National Birth Control League in 1915 together with Jessie Ashley and Clara Gruening Stillman. She founded the Voluntary Parenthood League, served in the National American Women's Suffrage Association, co-founded the Twilight Sleep Association, and wrote a famous pamphlet on sex education and birth control. A famous legal case against her eventually became the catalyst for overturning the Comstock laws.
"Republican Motherhood" is a 20th-century term for an 18th-century attitude toward women's roles present in the emerging United States before, during, and after the American Revolution. It centered on the belief that the patriots' daughters should be raised to uphold the ideals of republicanism, in order to pass on republican values to the next generation. In this way, the "Republican Mother" was considered a custodian of civic virtue responsible for upholding the morality of her husband and children. Although it is an anachronism, the period of Republican Motherhood is hard to categorize in the history of feminism. On the one hand, it reinforced the idea of a domestic women's sphere separate from the public world of men. On the other hand, it encouraged the education of women and invested their "traditional" sphere with a dignity and importance that had been missing from previous conceptions of women's work.
War savings stamps were issued by the United States Treasury Department to help fund participation in World War I and World War II. Although these stamps were distinct from the postal savings stamps issued by the United States Post Office Department, the Post Office nevertheless played a major role in promoting and distributing war savings stamps. In contrast to Liberty Bonds, which were purchased primarily by financial institutions, war savings stamps were principally aimed at common citizens. During World War I, 25-cent Thrift stamps were offered to allow individuals to accumulate enough over time to purchase the standard 5-dollar War Savings Certificate stamp. When the Treasury began issuing war savings stamps during World War II, the lowest denomination was a 10-cent stamp, enabling ordinary citizens to purchase them. In many cases, collections of war savings stamps could be redeemed for Treasury Certificates or War Bonds.
The Four Minute Men were a group of volunteers authorized by United States President Woodrow Wilson to give four-minute speeches on topics given to them by the Committee on Public Information (CPI). In 1917–1918, over 750,000 speeches were given in 5,200 communities by over 75,000 accomplished orators, reaching about 400 million listeners. The topics dealt with the American war effort in the First World War and were presented during the four minutes between reels changing in movie theaters across the country. The speeches were made to be four minutes so that they could be given at town meetings, restaurants, and other places that had an audience.
During American involvement in World War II (1941–45), propaganda was used to increase support for the war and commitment to an Allied victory. Using a vast array of media, propagandists instigated hatred for the enemy and support for America's allies, urged greater public effort for war production and victory gardens, persuaded people to save some of their material so that more material could be used for the war effort, and sold war bonds.
Elizabeth Selden White Rogers was a civic reformer who worked to improve the New York public schools, and to win suffrage for women in the state of New York and the nation.
The Four Freedoms is a series of four oil paintings made in 1943 by the American artist Norman Rockwell. The paintings—Freedom of Speech, Freedom of Worship, Freedom from Want, and Freedom from Fear—are each approximately 45.75 by 35.5 inches, and are now in the Norman Rockwell Museum in Stockbridge, Massachusetts. The four freedoms refer to President Franklin D. Roosevelt's January 1941 Four Freedoms State of the Union address, in which he identified essential human rights that should be universally protected. The theme was incorporated into the Atlantic Charter, and became part of the Charter of the United Nations. The paintings were reproduced in The Saturday Evening Post over four consecutive weeks in 1943, alongside essays by prominent thinkers of the day. They became the highlight of a touring exhibition sponsored by The Post and the U.S. Department of the Treasury. The exhibition and accompanying sales drives of war bonds raised over $132 million.
The Third Liberty Loan Act was a liberty bond sold during World War I that helped cover the war expenses of the United States. In effect, the bonds were loans from citizens to the US Government which would be repaid with interest in the future. There were two previous loan acts, The Liberty Loan Act and The Second Liberty Loan Act, each providing additional money to the US Government to fund the war. The Third Liberty Loan Act was enacted on April 5, 1918. The third act specifically allowed the US government to issue $3 billion worth of war bonds at a rate of 4.5% interest for up to 10 years with an individual aggregate limit of $45,000. The bonds produced by the Third Liberty Loan Act were not redeemable until September 15, 1928.
During World War I, the United States saw a systematic mobilization of the country's entire population and economy to produce the soldiers, food supplies, ammunitions and money necessary to win the war. Although the United States entered the war in April 1917, there had been very little planning, or even recognition of the problems that Great Britain and the other Allies had to solve on their own home fronts. As a result, the level of confusion was high in the first 12 months.
The United States declared war on the German Empire on April 6, 1917, nearly three years after World War I started. A ceasefire and armistice were declared on November 11, 1918. Before entering the war, the U.S. had remained neutral, though it had been an important supplier to the United Kingdom, France, and the other powers of the Allies of World War I.
Celebrate the Century is the name of a series of postage stamps made by the United States Postal Service featuring images recalling various important events in the 20th century in the United States. Ten of these sheets were issued, with each sheet depicting events of one decade of the 20th century, from the 1900s to 1990s. Fifteen stamps were embedded into each sheet. For the first eight sheets of the fifteen stamps, one stamp of each sheet was printed using the intaglio process, while the remaining fourteen were offset printed along with the rest of the sheet. All the sheets were printed by the Ashton-Potter USA printing company.
The outbreaks of sexually transmitted infections in World War II brought interest in sex education to the public and the government. During the late 1930s and early 1940s, military maneuvers increased worldwide and sexual hygiene and conduct became major problems for the troops. Soldiers and sailors on assignment overseas were often lonely, had time to spare, got homesick, or were just looking for female companionship. This resulted in many men having multiple sex partners, and as a result, became a major health concern. During the Great War, venereal diseases (V.D.) had caused the United States Army to lose 18,000 servicemen per day. Although by 1944, this number had been reduced 30-fold, there were still around 606 servicemen incapacitated daily. This drop in numbers was partly because of the Army's effort to raise awareness about the dangers faced by servicemen through poor sexual hygiene, and also because of the important developments in medicine. In late 1943, a case of gonorrhea required a hospital treatment of 30 days, and curing syphilis remained a 6-month ordeal. By mid-1944, the average case of gonorrhea was reduced to 5 days, and in many cases the patient remained on duty while being treated.
Caroline Katzenstein was an American suffragist, activist, advocate for equal rights, insurance agent, and author. She was active in the local Philadelphia suffragist movement through the Pennsylvania branch of the National American Woman Suffrage Association and the Equal Franchise Society of Philadelphia. She played a role in the formation of the Congressional Union for Women Suffrage, which later became the National Women's Party. Katzenstein was also active in the movement for equal rights, serving on the Women's Joint Legislative Committee with Alice Paul, and championing the cause for the Equal Rights Amendment. She was the author of Lifting the Curtain: the State and National Woman Suffrage Campaigns in Pennsylvania as I Saw Them (1955).
Hannah Jane Patterson was an American suffragist and social activist. She was a key member of the women's suffrage movement in Pennsylvania and worked for the National American Woman Suffrage Association. During World War I Patterson was a member of the Woman's Committee of the Council of National Defense. For her service, she was awarded with a Distinguished Service Medal. Patterson graduated from Wilson College and studied at both Columbia University and the University of Pennsylvania.
The American Schools at War program was a program during World War II run by the U.S. Treasury Department, in which schoolchildren set goals to sell stamps and bonds to help the war effort. The program was also administered by the U.S. Office of Education, the Federal government agency that interfaced with the nation's school systems and its thirty-two million students. The Office, however, allowed the Treasury to work with the schools directly as the main objective of the program was raising money.