DOCUMENT RESUME HE 000 100 ED 024 330 24 by-Olson, Keith W. A Historical Analysis of the G.I. Billand Its Relationship toHigher Education. Syracuse Univ., N.Y. Research Inst. Bureau of Research. Spons Agency-Office of Education(DHEW), , D.C. Report No-CRP-S-436 Bureau No- BR-5-8386 Pub Date 68 Contract- OEC-6- 10- 104 Note- 23p. EDRS Price MF-$0.25 HC-$1.25 *Higher Education,*Military Personnel, Descriptors-Educational Opportunities,*Enrollment, FederalAid, *Opportunities, *Veterans Education Identifiers-*G I Bill the narrow interestsit A study of the G.I.Bill's genesis andreception reveals Designed as a reward toservicemen and as adevice wasoriginally intended to serve. impact upon economic effectsof demobilization,the Bill made a great to lessen the of opportunityunparalleled in the American higher education.() IT provided equality could Veterans demonstratedthat far more ofAmerican youth nation's history. (2) Veterans helped toalter the benefit from educationthan had previouslydone so. (3) and privateenrollments. (4) Popularattention,unprecedented balance between public the Bill forced are-examinationof the enrollments and theobvious success of (5) The married oblectives, facilitiesand methods ofthe highereducation system. accepted part ofacademic life. (6)Increased federal aid was student became an scholarships and 2 moreG.I. Bills. Neither made possible, especiallyfor construction, media anticipated itssignificance. The number the sponsor of theBill nor the popular and some attended collegeunder the Billfar exceeded expectations of G.I.s who educational standards.This proved to be educators fearedthe influx would lower underestimated inits another of many erroneousassumptions. TheC.I.Bill was broadest conceptionand in its operationaldetail. (JS) 4rt

17;

and "A Historical Analysisof the G.I. Bill its Relationshipto HigherEducation" Af'n-

Cooperative ResearchProject No. S-436

Keith W. Olson

Syracuse UniversityResearch Institute 201 MarshallStreet Syracuse, NewYork 13210

1968

WELFARE U.S. DEPARTMENT OFHEALTH, EDUCATION & OFFICE OF EDUCATION

RECEIVED FROM THE THIS DOCUMENT HAS BEENREPRODUCED EXACTLY AS POINTS OF VIEW OROPINIONS ;PERSON OR ORGANIZATIONORIGINATING IT.

, 1 REPRESENT OFFICIAL OFFICEOF EDUCATION ; STATEDDO NOT NECESSARILY POSITION OR POLICY.

supported by theCooperative Research The researchreported herein was U.S. Departmentof Health,Education, Program of theOffice of Education, and Welfare. DEPARTMENT OF HEALTH.EDUCATION. AND WELFARE OE6000 (REV. 9.-66) ...yr-1....m....,mi...... m;iviv ERIC ACCESSION NO. ERICREPORT RESUME P) NOES iS DOCUMENTCOPYRIGHTED? YES 0 CLEARINGHOUSE RESUME DATE p. A. T.A. NO0 'ACCESSION NUMBER REPRODUCTION RELEASE? YES 06- 29- 68 ERIC )1 TITLE . to 30 G.I. Bill andits Relationship "A HistoricalAnalysis of the 01 Higher Education." 02 03 PERSONAL AUTHOR(S) . Olson, Keith W. SOURCE CODE

00 . INSTITUTION (SOURCE) Syracuse NewYork Syracuse UniversityResearch Institute ,00 i * SOURCE CODE REPORT/SERIES NO. 1C) OTHER SOURCE r 120 OTHER REPORT N. SOURCE CODE )30 OTHER SOURCE ,

340 /4 OTHER REPORTNO. . 350 NUMBER G&W:M.:a& ._.. ... CONTRACT/GRANT 400 PUBL. DATE PAGINATION, ETC.

500 14 pages -.--- 501 RETRIEVAL TERMS

600 . G.I. Bill . 601 Higher Education 602 Impact of WorldWar II 603 604 605 . . 606 IDENTIFIERS 607 ABSTRACT , 800 and operationof the G.I.Bill A study of thecenesis reception, 801 its broadestconception and . indicates that it wasunderestimated in 802 detail. 803 in its opeeational 804 device tolei6en the tesigned as areWard toservicemen and as a 805 Bill's impact onhigher economic effects ofdemobilization, the 806 contribution todemobilization. . education probablyequalled its 807 808 809 810 811 812 , 813 814 815 816 817 . 818 819' 820 :

. 821 . 822 Act of 1944 that The provisionof theServicemen's Readjustment accomplished theobjectives of dealt with highereducation not only that results, generaland particular, its sponsorsbut also produced wereunexpected. the G.I. Billof Rights, re- The Act of 1944,better known as their memory ofthe depressionof flected its sponsorsself interest, the veterans ofWorld War I. President the 1930's, andtheir memory of the AmericanLegion playedthe major Franklin D.Roosevelt, who with concerned himselfwith post-war role in passageof the G.I.Bill, first A. Delano,chairman of education in July1942, when hisuncle, Frederic Board, urged him toundertake a"full- the NationalResources Planning Roosevelt declined onthe grounds fledged" study of post-warproblems. of divertingpeople's attention from that it wouldinclude "the danger told his unclethere was the winning ofthe war."Instead, Roosevelt preliminary examine- harm in a whollyunpublicized,'off the record' "1 later, however,Roosevelt made tion of thesubject Four months the post-wareducation of veterans. his first publicstatement about signed into lawthe SelectiveService On ,1942, the day he eighteen, Rooseveltannounced that a bill lowering thedraft age to under the auspicesof the War presidential"committee of educators, the programneeded to enable"the and NavyDepartments," would study interrupted to resumetheir schooling young menwhose educationhas been other the trainingand education of and afford equalopportunity for 2

their service in thearmed forces has come young menof ability after 2 opposition to draftingteenagers, Roosevelt to an end." Considering the about the educationof made a wisepolitical move byexpressing concern "the danger of divertingpeople's attention," the boys he wasabout to draft,

to the contrary. to Rooseveltthe The National ResourcesPlanning Board presented , 1943,while the recommendations of itsoff-the record study on

EducationalOppOrtunities for public Armed ForcesCommittee on Postwar Osborn Committee inhonor of its Service Personnel,also known as the submitted itsPreliminary chairman Major GeneralFrederick H. Osborn, later.3 In a firesidechat Report to thePresident exactly onemonth people about the on July 28,1943, Rooseveltspoke to the American comprehensive programof progress ofthe war and alsocalled for a he transmittedthe Osborn benefits for veterans.Three months later its/ideas.When Report to Congressand urgedlegislation incorporating next JuneRoosevelt commentedthat he signed the G.I.Bill into law the of the recommendationsmade by me in it "substantiallycarries out most specifically in messagesto the Con- a speech onJuly 28, 1943,and more u4 1943. gress datedOctober 27, 1943and , First, he Roosevelt wanted a G.I.Bill for at leastfour reasons. gratitude to itsreturning felt the country was"determined to show its opportunities."5 Second, veterans byproviding educationaland vocational Democratic nominationand else- Roosevelt, in his acceptanceof the 1944 aid to veterans wasgoodpolitics.6 where, demonstratedthat he realized warned Roosevelt'spersonal friend A presidentialaide, for example, once unless something isdone soon on the and adviser, HarryHopkins, "that 3 legislation for the educationof returning soldiers,the opposition may restock the nation's steal the thunder."7 Third, the President wanted to had depleted.And fourth, supply of college-educatedcitizens which the war

Roosevelt viewed the G.I.Bill as a partial curefor postwar economic

considered "something likethe problems. At one point Roosevelt even problem."8 C.C.C. program" to helpsolve the expected"post-war employment it satisfied Roosevelt's view of educationalaid to veterans waslimited: personnel; it was goodpolitics; the moral obligation hefelt toward service all veterans to and it would reduceunemployment. The initiative to assist do college work, earn theirdegrees, even those withthe minimum ability to he sub- did not come from thechief executive. Under the recommendations and women mitted to Congress only"a limited number of ex-service men receive a second, selected for their specialaptitudes" would be allowed to of the G.I. third,.and fourth yearofcollege09Roosevelt never conceived to the major problem Bill as anything but apractical political response

of what to do with veterans. the G.I. Bill was equally The American Legion,whose contribution to generous bill substantial, campaigned andlobbied long and hard for a more Their reasons for doing than the Osborn Committeeand Roosevelt suggested.

so, however, were morelimited. adopted a resolution At their convention inSeptember 1942, the Legion

urging Congress to enactlegislation for the educationand training of

the lack of Congressionalaction, veterans. A year later, impatient at On , 1944, the convention established acommittee to write a bill. the first National Bennett Champ Clark, DemocraticSenator from Missouri and introduced the Legion Commander of the Legion,along with nine co-sponsors, 4

introduced a bill competedwith the bill bill in theSenate. The Legion which incor- Elbert D. Thomas,Democrat of , month earlierby Senator Roosevelt signed abill in June1944 that porated theOsborn suggestions. the more generous but whichincluded most of contained featuresof both bills

features demandedby the Legion. the credit in claimingits share of The Legion has neverbeen bashful and pub- 10 three-part article,written in 1949 for the G.I.Bill. In his blessingdof the National Magazine withthe lished in TheAmerican Legion Bill: "rhe this conclusionabout the G.I. Commander, DavidCamelon drew "11 drafted it, andfought for it. Legion conceivedit, the Legion Legion's activity onbehalf of Their was only onereasonbehind the the G.I. Bill wrote that"The idea behind veteraneducation, David Camelon the opportunity to give the menwho were fighting was assimple as that: position them, as nearly aspossible, to the they deserved --to restore 12 America SOO." had not beencalled to serve they might havehad if they of 1949, creditedthe "Legionnaires National CommanderPerry Brown, in because they"leaped into the World War I"with thelegislative victory The of their ownbitterexperience."13 breach, writingand fighting out therefore, wasalways that of a Legion's interest inthe G.I. Bill, 14 and itspotential members. pressure groupout to rewardits members Bill as Legion alsoviewed the G.I. Veteran groupsother than the 16, 1944,representatives merely a reward toservicemen. On February Purple Heart, Wars, the MilitaryOrder of the from the Veteransof Foreign sent and the DisabledAmerican Veterans the RegularVeterans Association, Senate's Veterans'Sub Clark, chairmanof the an openletter to Senator member of Congress,in which they Committee, and sentcopies to every because it Bill's Title onEducational Aid criticized theproposed G.I. 5

of veteranbenefits and provoke might "jeopardizethe entire structure with a combinedmembership another EconomyAct."These veteran groups, with afraid that ifCongress were too generous of aver half amillion, were have suffered the benefits paidto "those who all veterans, itmight restrict service."15 by reason ofmilitary or naval physical and/ormental handicap to avoid depression and manyveterans wanted This hadhappened during the

its repeat. Bill as a deviceto preventthe re- The tendency toview the G.I. Roosevelt or the of the past wasnot limited to currence ofunpleasant parts signed, the bill thatRoosevelt eventually American Legion. In its report on "to that the purposeof the measure was the Senate FinanceCommittee stated life of re- the readjustmentin civilian provide FederalGovernment aid for readers that The report alsoreminded its turning WorldWar IIveterans." all of the nationsinvolved save only "At the conclusionof the last war dismally in extent GreatBritain failed the United Statesand to a lesser thereby planted the civilianpopulation, and this task ofreintegration of task, disaster war....If we shouldfail in that the seeds ofthe present u16During the summerof 1943 Dr.Harry Noble and chaos areinevitable. senti- College of NewYork, voiced the common Wright, presidentof the City millions of veteransback into civilian ment that thedanger of throwing opportunity of by providingthem with the life could begreatly reduced The onto-the-campusprogram.17 going to college --anoff-the-street and unemployed veterans, wasstandard fare fear of unemployment,but especially

during the waryears.18 from war to peace,made more pro- The uncertaintiesof reconversion preceaed the war,and the twin nounced by memoriesof thedepression that people exhibitedtoward the veterans, fealings ofgratitude and fear

motivated the passageof the G.I.Bill. 6

what it that the G.I.Bill accomplished Historiansunanimously agree the Bill also emphaticallyagree that wasdesigned to do,but historians which the Bill as a"revolutionary way" by did much more. Some interpret climbed unblessed liftedtheir sights and the economicallyand socially 19 the American statusladder. Bill's impactprobably has been In the realmof highereducation the demobilization. as wasits contributionto as importantto the country education with anequalit'y of opportunity First, the Billprovided higher nation's history. Today, tens of and democracyunparalleled in the who were firstgeneration thousands of sonsand daughtersof veterans enrolled on campusesthroughout the country. college graduates arenow that generationstudents demonstrated Second, the veteranswho were first profit fromeducation thanpreviously far more ofthe nation'syouth could of theirnumbers, and onlypartly because had done so. Third, the veterans, Before between publicand privateenrollments. helped alterthe balance enrolled atprivate institutions; World War II,the majorityof students showered uponthe Fourth, thepopular attention today only onethird do. of the G.I. enrollments, andthe obvious success veteran, theunprecedented facilities, andmethods re-examine theobjectives, Bill forced thenation to is President The bestexample, of course, of its highereducation system. in July HigherEducation," appointed Truman's "President'sCommission on accepted partof academic made the marriedstudent an 1946. Fifth, veterans later became with recordenrollments which life, acquaintedthe country And flexibility intohigher education. common-place, andforced more additional Bill helped tomake possible sixth, the successof the G.I. scholar- especially forconstruction, for federal aid tohigher education,

ships, and for twomore G.I.Bills. 7

higher educationduring No one wouldinsist that allthe changes in from the G.I. Bill. Certainly the heritage the past twenty-fouryears stem technological explosion,America.,'s of the depression,the scientific and all have helped toalter the inter-nationalism, andeconomic prosperity however, neverintended for it system. The sponsors ofthe G.I. Bill, drama, in fact thethought apparently never to play a rolein this large

occurred to them.

during 1944 ana1945 with veterans The persons whoconcerned themselves of the G.I. Billin particular,underestimated in general andwith the operation Post, Los Such newspapers asthe Washin ton the legislation'spotential. Des Moines Register, Tribune, Angeles Times, SanFrancisco Chronicle, to feel the new Actdeserved an editorial and the New YorkTimes did not focus attention onthe celebrate its birth. Nor did thepopular magazines Bill, re- 1945 Congressliberalized the G.I. new legislation. In December and increasingthe subsistence moving the 25 yearold age limitfor eligibility single veterans,and from $75 to$90 allowances from $50 to$65 per month for But again, the vastmajority of news- per monthfor veterans withdependents. If the ignored the amendedAct in itseditorials. papers andpopular magazines analized the Act as animportant pieceof domestic nation's popular commentators

legislation, it was notapparent to theiraudience. and their post-warreadjustment varied The authors ofbooks about veterans and its potentialvalue. Charles G. Bolte, in their awarenessof the G.I. Bill Committee and acombat veteran,concluded chairman of theAmerican Veterans preferred jobsto school --which about the Act in1945 that"Most veterans that the bestprovision of thebill will will continue tobe the case, meaning veterans."" Professor Dixon Wector, never beuseful to the greatmajority of 8

veteran on the otherhand, felt thatbeCause of the G.I. Bill "no deserving conditions of insecurity need start his post-war careerfrom scratch, under 21 themselves with as he faced inthe old days. At best, authors concerning At worse, veterans devoted ashort chapter to educationin all its phrases. wrote about the authors such as journalistMorton Thompson, a veteran, of educational veteran only toentertain , readers, with no discussion

chapters on 1Row To TalkCivilian" and or economicadjustment, but entire

"How To Get In Bed With YourWife."22 estimate the The attempt of governmentofficials and educators to In number of veterans whowould attend college provedof little value. and concluded that eight the spring of 1944, theAsmy conducted a survey school (high school,college, per cent of itspersonnel would return to Four months later a new and all other) if guvernmentaid were available. and a follow-up study Army survey lowered thefigure to seven per cent Roosevelt put in October held tothe samestatistic.23 In Hines, administrator the number at a vague"hundreds of thousands." Frank T. felt that a survey of post-war of the VeteransAdministration, meanwhile, 24 intentions was a waste oftime. the military Educators were no moreperceptive. Most merely repeated Buffalo, a veteran, surveys. Earl J. McGrath, a Dean atthe University of concluded and a future UnitedStates Commissionerof Education, however, students after the war,but that 640,000 veteranswould become full-tine veterans be full-time that "in no academic yearwill more than 150,000

1125 president of LafayetteCollege also students. William Mather Lewis, Speaking before the took issue with thearmy's seven per cent estimate. Sciences, in May 1945, annual dinner of the NationalInstitute of Social avail themselves of Lewis insisted that"the number of nen who will Probably the most educational offerings...isbeingoverestimated."25 during 1944-45 wasby widely read articleabout veteran enrollment The title of Stanley Frank, neithereducator nor governmentofficial. "G.I.'s Reject his August 1945article, in TheSaturday_gyening Post, of how unreliable were Education," was self-revealingand indicative 27 all such estimates. under the G.I. Bill The number of veteranswho attended college 2.2 millions of veterans, exceeded all expectations. By June 30, 1955, studied under the law,in addition 14.3% of all Wbrld WarII veterans, had college level.During the to 3.5 millionwho studied atschools below the 1947, close to 1,150,000veterans crowded peak enrollment ofthe autumn of

onto thenation'scampus.28 Bill for the beststudents, While almost alleducators favored a G.I. assistance to all veteranswho were the thought ofproviding economic important minority. capable of doingcollege-level work frightened an of Chicago, predicted Robert M. Hutchins,president of the University their doors tounqualified that colleges anduniversities would open could not resist the money,insisted veterans becausethe institutions unemployment," and that "education is not adevice for coping with mass 29 James B. Conant, labeled the G.I.Bill a "threat toAmerican education." would finance"the future president of Harvard,favored a Bill which returned veterans forthree education of a carefullyselected number of u30 the bill that calledfor the or four years. When Roosevelt signed Conant expressed alack of faith, education of allveteran's with ability, Aftet ob- universities to keep outunquaWiedstudents.31 in colleges and . Seymour Harris concluded serving the G.I.- Billin operation,Harvard economist 10

He concluded that the fears ofHutchins and Conant werewell-founded. of democratization toofar." that "the B.I. Billcarried the principle to Harris, There were too manycollege graduates forthe economy, according conferred degrees onstudents who implied thatcolleges and universities 32 Conant, and Harris were a who were not worthy. Fortunately, Hutchins, minority. hand, looked uponthe veteran The majority ofeducators, on the other 1 because while everyone not as a threatbut as a challenge: a challenge student, no realized veterans wouldbe different fromthe regular college Predictions about theveteran as a student one knowexactly how different. considerable materialwritten some often were contradictory,but fram the that the veteran as a generalizations are possible. It was predicted working, impatient withauthority, college student wouldbe mature, hard non-veteran.33 He would find it and in need of morecounseling than the had a wife, it would difficult to settle down tocollege work and if he "is a reason for thinking be a handicap. "Marriage," one professor wrote, If there is ababy, twice or perhapsthrice before enteringcollege. man."34 Host college is almost out ofthe question for anyreasonable interested primarily invocational observers agreedthat theveteran would be Bulletin Francis J. Brown, studies. In one AmericanCouncil on Education will turn their interestto for example, concludedthat "No exhortation

1135 liberal fields. hard working. Be- As a student, the veteran wasserious, mature, and would be like provedmisleading. yond that, the earlypredictions of what he earned higher gradesthan Almost all studies haveconcluded that the veteran 36 all veterans were did his non-veteranclassmate. Thirty per cent of they started theireducation, married and ten per centhad children when .4) 11

grades than single veterans. A yet these veteransusually earned higher concluded that contrary study of the class of1949 by Fortune magazine impatient with authority,"just to the expectationthat veterans would be 37 admitted that the the opposite" was true. President Conant of Harvard students Harvard has ever veterans were"the most mature and promising of Wisconsin had." In May 1951 PresidentE. B. Fred of The University stabilizing in- reported that "Our 30,000student veterans have been a

fluence on Wisconsinstudentlife."39 A study,by a Ptesident's Commission, that the distribution of major fields of studychosen by veterans proved non-veterans.° was comparableto that whichcharacterized the education of

An examination of the G.I.Bill in terms of what it wasdesigned to

veterans were expected do, and what it did, aswell as a survey of what really like, reveals a wide to be like asstudents, and what they were The G.I. Bill wasunderestimated gap betweenexpectations and realizations. It points out in its broadestconception and in itsoperational detail.

Once again that the impactof a war often turns upin unexpected places. Frederic A. Delano, July6, 1942, Roosevelt 1 Franklin D. Roosevelt to Papers, Official File1092, Box 10. Addresses of Franklin D. 2 Samuel Rosenman (ed.),The Public Pa ers and Brothers, 1938-50), XI, p.470 Roosevelt (13 vols., NewYork: Harper and

Roosevelt Papers, OF1092, Box 10; for the 3 For the NRPB report see Osborn report see Ibid.,OF 5182. Papers, Box 9. 4 Copy of Roosevelt's statementin Samuel Rosenman Osborn, December 22,1944, Roosevelt Papers, 5 Roosevelt to Frederick H. OF 5182; Public Papers,XII, pp. 419-454. Roosevelt, , 6 Public Papers, XIII, pp.201-206; Rosenman to 1944, Roosevelt Papers, OF5182. Rosenman Papers, Box3. 7 Oscar Cox to HarryHopkins, July 2, 1943, August 4, 1944, RooseveltPapers, 8 Roosevelt to James F. Byrnes, OF 4351, Box 5.

9 Public Papers, XII, p.451. New Veteran (NewYork: Reynal 10 For example seeCharles G. Bolte, The Stelle, "Still Our No.1 Job." The American and Hitchcock,1945), p. 124; John Lesion Mazezine 40(), p. 2. Written," The American Legion 11 David Camelon, "I SawThe G.I. Bill recognition of, and praisefor, Magazine 47 (September1949), p. 47; for administrator of the Legion's contribution, seeGeneral Frank T. Hines, the 1944 National Convention The VeteransAdministration, speech before (, 1944), p. 57. of The American Legion,Vital S eeches 11 (), p. 47. 12 Camelon, "I Saw The G.I.Bill Written," The American LegionMagazine 47 13 Perry Brown to"Fellow Legionnaires," (August 1, 1949), p. 10. Truman's recognition of veterans For Vice Presidentialnominee Harry S. 14 of the Veterans as a pressure group seehis speech beforethe 1944 encampment 24, 1944), p. 13; onthis same point of Foreign Wars, NewYork Times (August 53 (), "Labor Doesn't Forget,"American Federationist see York Times (April6, pp. 8-9 ; seealso position ofEleanor Roosevelt New 1942) p. 12.

Attack," The American LegionNWgazine 47 (October 15 Camelon, "A Surprise Wars later reversedits position and 1949), p. 19. The Veterans of Foreign supported the G.I. Bill. 2

Providingjederal U.S. Congress, Senate,Committee on Finance, 16 Wbrld Government Aid For TheRead ustment In CivilianLife of Returnin: Senate Report 755, March18, War II Veterans. 78th Cong., 2nd sess., 2. 1944, (Washington: GovernmentPrinting Office, 1944) p. also see Floyd W. Reeves, 17 Times(July 2921943), p. 21; 28 (October 1943) "Demobilization andReadjustment," American Teacher pp. 14-17;Bolte, The Veteran ComesBack, p. 151. The Economics of 18 See, for example, E.Jay Howenstine, Jr., 1944); New York Times Demobilization (Washington:Public Affairs Press, (August 22, 1943), p. 39, (February 20, 1943), p. 7,(fty 24, 1943) p. 13, and (February 4,1944), p. 21. After (New York: Vintage 19 See Eric Goldman, TheCrucial Decade And Jr. and Robert M.Rosenzweig, Books, 1960), pp. 12-13;Homer D. Babbidge, 1962), The Federal Interest inHi her Education(gew York: McGraw-Hill, p. 23.

20Bolte, The New 7etwran, pp.123-124. Home (Cambridge:Houghton 21 Dixon Wector, WhenJohnny Comes Marchin Mifflin Company,1944), p. 525. (Garden City: Doubledayand 22Morton Thompson, HowTo Be A Civilian Council, psychology Company, 1946); committeeof the National Research Penguin Books, 1945),contained for the ReturningServiceman (Mew York: "Learning New Skills," but 18 chapters, including"Choosing a Job," and nothing on the G.I.Bill. 9; Colonel Thomas D.Campbell 23 New York Times(March 19, 1944) IV, p. Papers, OF 227;"Post-War Educational to Roosevelt,July 29, 1944, Roosevelt Plans of White EnlistedMen," Roosevelt Papers, OF1571-A. Roosevelt Papers, OF5182; 24 Roosevelt to Osborn,December 22, 1944, Roosevelt Papers, OF1571-A; Hines, Hines to Byrnes,December 28, 1944, Veterans With Special in "Education andRehabilitation of Returning and 346," Journal ofEduca- Reference to the Provisionsof Public Law 16 (), p. 75, wrotethat "If jobs are scarce tional Sociology 18 million and a half will and there is considerableunemployment, perhaps a be in the educationalprogram...." Veteran,"Annals of the American 25 Earl J. McGrath,"Education of the (), p. 85. Academy of Political andSocial Science 238

26 New York Times (May24, 1945), p. 15. Education," Saturday EveningPost 218 27Stanley Frank, "G.I.'sReject (August 18, 1945). Veterans' Pensions, 28 U.S. Congress, ThePresident's Commission on and Employnent and Un- Readjustment Benefits: Education and Training, Staff Report No. IX,Part B, House employment. 84th Cong., 2nd sess., Printing Office,1956), Committee Print No. 291(Washington: Government pp. 25-26. 3

29Robert M. Hutchins, "The Threat toAmerican Education,"Colliers 114 (December 30, 1944), pp. 20-21.

30 "Annual Report of the President of theUniversity," Harvard Alumni Bulletin 46 (, 1944), p.244.

31 Ibid., 47 (February 3, 1945), pp.285-286.

32 Seymour Harris, "IWho Shall Pay ForEducation?" Harvard Alumni Bulletin 50 (December 13, 1947), pp.263-268; Harris also maintained, however, that he favored"further democratization of education."See his The Market for College Graduates(Cambridge: "Harvard University Press, 1949), p. 64.

33For a representative example of comment seeWilliam Claflin, "Expectations of the Veterans," Educational Outlook 19 (November1944), pp. 4-5; Walter R.Goetsch, "The G.I. in Civvies,"School and Societx 62 (July 21, 1945), pp. 45-46; GaynorPearson, "Veteran Versus the Professor," Ibid., (, 1945), pp.131-133; Edward C. McDonagh, "Some Hints to Professors,"Bulletin of the American Associationof University Professors 31(), pp. 643-647; WalterSpearman and Jack R. Brown, "When the VeteranGoes to College,"South Atlantic uarterly. 45 (Januav 1946), pp.31-42.

34 William Waller, "Which VeteranShould Go To College,"Ladies Home Journal 62 (May 1945), pp. 143,169.

35 Bulletin No. 67, American Council onEducation; also see William E. Hayes, "The Post-War LiberalArts College and the G.I. Bill: An Analysis," Education 66 ().

36 Norman Frederiksen andWilliam B. Schrader, Adjustment toCollege (Princeton: Educational Testing Service,1951); for a sample of the many smaller studies see"Academic Achievements of Veterans atCornell Uni- versities,"School and Society 65 (February1947); Clark Tibbitts and Woodrow Hunter, "Veterans and Non-veteransat the University ofMichigan," rbid., (May 10, 1947); Louis M.Hansen and Ddnald G. Peterson,"Scholastic Achievements of Veterans," Ibid.,69 (March 12, 1949); Ronald B.Thompson and Civilian and Marie A. Flesher,"Comparative Academic Records of Veterans 22 Students,"Journal of The AmericanAssociation of CollegiateRegistrars ()

37 "The Class of '49,"Fortune 39 (), p.86.

38 Quoted in Charles J. V.Mhrphy, "Ga.'s AtHarvard," Life 20 (, 1946), p. 17. (Madison: 39E. B. Fred, Report of thePresident for the Year 1949-50 University Publication, 1951), p.8.

40 The President's Commission onVeterans' Pensions, Read'ustment Benefits..., Staff Report No. IX,Part B, p. 29. Selected Bibliography

I. Genesis of the G.I. Bill

Manuscripts

Papers of the American Legion, National HeadquartersLibrary, Indianapolis, Indiana. "Great War-Legion Bill" file, folders 1-12

Papers of Franklin D. Roosevelt, Roosevelt Library,Hyde Park, New York. Files of the Armed Forces Committee of PostwarEducational Opportu- nities for Service Personnel (OF 5182); Postwar Problems (OF 4351); National Resources Planning Board (1092); Veterans Administration (OF 8); G.I. Bill of Rights (OF 4675-R); 1945 (OF 1571-A); Mis- cellaneous 1944-45 (OF 227)

Papers of Samuel I. Rosenman, Roosevelt Library. Group 32

Government Documents

Hearings, Senate Committee on Education and Labor, 78th Cong.,1st session, on S1299 and S1509, December1943

U.S. House of Representatives, H. Doc. 344, 78th Cong.,1st session, October 1943

Hearings, Senate Committee on Finance, 78th Cong., 2nd session, onS1617, January-

U.S. Senate Report 687 and 755, 78th Cong., 2nd session,February, March 1944

Hearings, House Committee on World War Veterans' Legislation,78th Cong., 2nd session, on HR3917 and S1617, January-March,1944

U.S. House of Representatives, H. Report 1624, 78th Cong.,2nd session, June 1944

Articles

Camelon, David. "I Saw the G.I. Bill Written," American Lezion Magazine, 47 (September 1949), pp. 11-13, 46-50

18-19, . "A Surprise Attack," Ibid., (), pp. 51-57

. "The Wild Ride From Georgia," Ibid., (November1949), pp. 18-19, 43-48 -2-

II. Reception of G.I. Bill

Books

Baruch, Dorothy W. and Travis, Lee Edward. You're Out of Service Now (New York: Appleton-Century-Crofts, Inc., 1946)

Bolte, Charles G. The New Veteran (New York: Reynal and Hitchcock, 1945)

Bowker, Benjamin C. Out of Uniform (New York: W. W. Norton and Com- pany, 1946)

Child, Irvin L. and Van De Water, Marjorie. Psychology for the Return- ing. Serviceman (New York; Penguin Books, 1945)

Droke, Maxwell. Ec22±_-12yto G.I. (New York: Abingdon-Cokesbury Press, 1945)

Edgerton, Alanson H. Read'ustment or Revolution? (New York: McGraw- Hill, 1946)

Goodwin, Tracy E. EducationaLaportunities for Veterans (Cincinnati: Goodwin Publications, 1946)

Howenstine, Jr., E. Jay. The Economics of Demobilization (Washington: Public Affairs Press, 1944)

Hurd, Charles. The Veterans' Program (New York: McGraw-Hill, 1946)

Kupper, Herbert I. Back to Life (New York, L. B. Fischer, 1945)

Pratt, George K. Soldier to Civilian (New York: Whittlesey House, 1944)

Thompson, Morton. How to be a Civilian (Garden City: and Company, 1946)

Waller, Willard. The Veteran Comes Back (New York: The Dryden Press, 1944)

Articles

Allen, John S. "Anticipated Demands for Higher Education," School and Society, 66 (August 23, 1947), pp. 139-43

Bagley, William C. "The Demand for Higher Education is Increasingly Impressive," School and Society, 63 (April 20, 1946), pp. 277-8

Baker, Carlos. "From Hell to Helicon: A Prediction," Saturday Review of Literature, 28 (March 17, 1945), p.13 -3-

Bolte, Charles C. "The Veterans Seek Education," Yale Review, 35 (), pp. 614-21

Brown, Francis J. "The Tide is Turning," Association of American Colleges Bulletin, 31 (), pp. 366-70

Brumbaugh, A. J. "Implications for Postwar Education of Credit for Military Experience," North Central Association Quarterly, 19 (), pp. 285-8

"Bursars Rub Hands Over G.I. Bill But College Standards May Suffer," Newsweek, 25 (, 1945), p. 66

"The Colleges and Universities Plan for Returning Veterans," School and Society, 59 (March 11, 1944), p. 182

Cartwright, Morse A. "Marching Home," Teachers College Rdcord, 45 (April 1944), pp. 437-51

Claflin, William. "Expectations of the Veterans," Educational Outlook 19 (), pp. 4-5

Clausen, John and Star, Shirley. "The Soldier Looks Ahead," The Annals of the American Academof Political and Social Science, 238 (March 1945), pp. 9-17

Dalton, Charles R. "Readjustment Show -- On Whose Foot?" Walla Review of Literature, 28 (, 1945), p. 34

Eckelberry, R. H. "The Veterans and the Colleges," Journal of Higher Education, 15 (), pp. 51-2

"Education for Veterans,"America, 72 (March 3, 1945), p. 431

Frank, Stanley. "G.I.'s Reject Education,"Saturday Evening Post, 218 (August 18, 1945), p. 20

Forkner, Hamden L. "Demobilization and the American College," Teacher College Record, 45 (March 1944), pp. 381-5

Forkner, H. L. "The G.I. Bill and Its Implications for Education," Teachers College Record, 46 (November 1944), pp. 93-8

Goetsch, Walter R. "The G.I. in Civvies," School and Society, 62 (July 21, 1945), pp. 45-6

Gustafson, Ivan. "Educator's Idealism vs. Veterans' Realism," Education, 67 (), pp. 55-6

Harris, Seymour. "Who Shall Pay for Education," Harvard Alumni Bulletin, 50 (December 13, 1947), pp. 263-8 -4-

Hayes, William E. "The Post=War Liberal Arts Collegeand the G.I. Bill: An Analysis,"Education, 66 (September 1945)

Hutchins, Robert M. "Threat to American Education; DangersInherent in Education Clause of G.I. Bill ofRights," Collier's, 114 (December 30, 1944), pp. 20-1

McDonagh, Edward C. "Some Hints to Professors,"American Association of University Professors Bulletin,31 (December 1945), pp. 643-7

McGrath, Earl J. "Education of the Beteran,"Annals of the American Academy of Political and Social Science,238 (March 1945), p. 85

McGrath, Earl J. "The College Program and the Returning ServiceMan," Association of American Colleges Bulletin,30 (March 1944), pp. 21-31

McGrath, Earl J. "The Procrustean Bed of HigherEducation," School and Society, 61 (February 10, 1945), pp.81-4

McKnight, Nicholas M. "They Know What They Want,"School and Society, 63(, 1946), pp. 449-52

Medsker, Leland L. "Problems Confronting Educational Institutionsin Dealing With Veterans," School Review, 54 (), pp.469-75

Miers, Earl S. "Have We Lost A Generation?"Association of American Colleges Bulletin, 30 (December1944), pp. 501-3

Moehlman, Arthur B. "When Johnny Comes Marching Home -- ToSchool," The Nation's Schools, 33 (January1944), p. 15

Partch, C. E. "Nation-Wide Estimate,"Journal of Higher Education, 16 (May 1945), pp. 241-6

Pearson, Gaynor. "Veterans Versus the Professor," School and Society., 62 (September 1, 1945), pp. 131-3

"Plans for the Education of Veterans Go OnApace," School and Society, 160 (August 12,1944), pp. 101-3

Rogers, J. L. "Additional Hints to Professors,"American Association of University Professors Bulletin,32 (June 1946), pp. 363-6

Sackett, Everett B. "Fitting the Veteran to the AcademicMold," Occupations, 22 (), pp.471-4

Shaw, Roger M. "The G.I. Challenge to theColleges," Journal of Higher Education, 18 (January 1947), pp.18-21

Spearman, Walter and Brown, Jack R. "When The Veteran Goes toCollege," South Atlantic Quarterly, 45 (January1946), pp. 31-42 -5-

Waller, William. "Which Veteran Should Go ToCollege,"Ladies Home Journal, 62 (May 1945), pp. 143,169

Woellner, Robert C. "Schools Prepare for Veterans," School Review, 52 (December 1944), pp. 580-2

Woellner, Robert C. "When Johnny Comes Marching Home," School Review, 51(December 1943), pp. 576-8

III. Operation of the G.I. Bill

Manuscripts

Papers of Harry S. Truman, TrumanLibrary, Independence, Missouri, Office File and White HouseBill File.

Records of the Research Divisionof the Veterans Administration, Washington, D.C. Monthly Reports; Annual Reports; Monthly Information Bulletins; Training Reports; "Readmustment Training (P.L. 346)" file; and "Veteran Characteristics Notebook, P.L. 16 and P.L.346" file.

Government Documents

Hearings, Senate Committee onFinance, 79th Cong., 1st session, onHR 3749, October 1945

Hearings, House Committee onWorld War Veterans' Legislation,79th Cong., 1st session, on HR 3749, Juneand

Hearings, Senate VeteransSubcommittee of Senate Committee onLabor and Public Welfare, 80th Cong.,1st session, on S326 and S1056,

Hearings, House Committee onVeterans' Affairs, 80th Cong., 1st session, on HR 161, 870,1617, and 2176,

Hearings, House Subcommittee onEducation, Training, andRehabilitation of House Committee onVeterans' Affairs, 80th Cong. 1st session, on HR 161, 870, 1617. and2176, March and April, 1947

U.S. Senate, Committee onLabor and Public Welfare,"Report on Education And Training Under TheServicemen's Readjustment Act, As Amended, from the Administrator ofVeterans' Affairs," 81st Cong., 2nd session,

U.S. House of Representatives,H. Report 1375, 82nd Cong.,2nd session, February 1952

Reports

Fred, E. B. Report of the President forthe Year 1949-50 (Madison: University Publication, 1951) -.6-

Articles

of Veterans at Atkinson, Byron H. "Social and Financial Adjustment UCLA," School and Society, 72(July 8, 1950), pp.24-7

"The Class of '49," Fortune, 39 (June1949), pp. 84-87

American Journal Easton, Walter H. "Research on Veterans'Adjustment," of Sociology, 51(), pp. 483-7 School Emmons, Lyold C. "College Curricula of World WarII Veterans," and Society, 64 (August31, 1946), pp. 152-3 Advisement and Guidance Gaudet, Frederick J. "The Veterans Administration Program," Ibid., 69 (April 2, 1949), pp.251-4 Journal of the Gietsch, Walter R. "The Veteran Returns toCollege," American Association ofColle:iate Re istrars,21 (), pp. 359-65

Hansen, Louis M. andPaterson, Donald G. "Scholastic Achievement of 195-7 Veterans," School and Society, 69(March 12, 1949), pp. 64 (No- Jay, Rosa L. "Battle of Subsistence,"Ladies Home Journal, vember 1947), pp. 252,254-7 Christian Science Jones, John P. "Learning Life in a VetVillage," Matilleritagazine, (October 19,1946), p. 34

MacFarland, George A. "Veterans at the Universityof Pennsylvania," Educational Outlook, 22(), pp. 12-21

Mackaye, Milton. "Crisis at the Colleges," Staurday 219 (August 3, 1946), pp.9-10

of McDonagh, Edward C. "Adjustment Problems andCharacteristics (January University Veterans,"Sociology and Social Research,31 1947), pp. 320-5 School and Society, McKnight, Nicholas M. "They Know What They Want," 63 (June 29, 1946), pp.449-52

Moore, Harry E. "Campus Adjustment ofVeterans," lociojlogLar_idSocial Research, 32 (January1948), pp. 711-17 Ladies Home Morris, John. "Married Veterans Take OverThe Campus," Journal, 63 (October1946), pp. 32-9 Enrollment," Mulligan, Raymond A. "Socio-economic Background and College American Sociolo ical Review,16 (April 1951), pp. 188-96

Murphy, Charles J. V. "G.I.'s at Harvard," Life, 20 (June17, 1946), pp. 16-18,21-22 -7

Painter, William and Painter, Helen. "The Veteran as a College Freshman," Journal of Higher Education, 20 (), pp. 42-5

Riemer, Svend, and Riley, Marvin. "Trailer Communities on a University Campus," Journal of Land and Public Utility Economics, 23 (February 1947), pp. 81-3

Roberts, Kathryn H. Nho Teaches Whom - The Teacher or the Veteran?" Education, 68 (), pp. 46-52

. "Situation Abnormal," School and Society, 67 March 6, 1948), p. 184

Stewart, Donald D. and Chambers, Richard P. "The Status Background of the Veteran College Student," Sociology and Social Research, 35 (), pp. 12-21

Thompson, Ronald B. and Flesher, Marie. "Comparative Academic Records of Veteran and Civilian Students," Journal of the American association of Collegiate Registrars, 22 (January 1947), pp. 176-9

"Three Emergency College for Veterans," Science, 104 (October 18, 1946), pp. 366-7

Tibbitts, Clark T. and Hunter, Woodrow W. "Veterans and Non-veterans at the University of Michigan," School and Society, 65 (May 10, 1947), pp. 347-50

Walters, Raymond. "Veterans' Education and the Colleges and Universities," Ibid., 64 (, 1946), pp. 337-40

Wardlaw, H. Pat. "The Use and Value of G.E.D. Tests for College Entrance of Veterans of the Armed Forces," North Central Association Quarterly, 26 (January 1952), pp. 295-301

IV. Results of the GI. Bill

Government Documents

U.S. House of Representatives, Committee on Veterans' Affairs, "Re- adjustment Benefits: General Survey and Appraisal," "Readjust- ment Benefits: Education and Training, and Employment and Unemployment," and "Findings and Recommendations of the Com- mission," Reports on Veterans' Benefits in the United States by the President's Commission on Veterans' Pensions, 84th Cong., 2nd session, April and September 1956

Books

Babbidge, Homer D. Jr. and Rosenzweig, Robert M. The Federal Interest in Higher Education (New York: McGraw-Hill, 1962) -8-

;Aa4;,,, Brubacher, John S. and Rudy, Willis. Hi her Education in Transition (New York: Harper and Brothers, 1958)

Frederiksen, Norman and Schrader, W. B. Adjustment to College (Princeton: Educational Testing Service, 1951)

Goldman, Eric. The Crucial Decade and After (NewYork: Vintage Books, 1960)

Harris, Seymour E. The Market for College Graduates (Cambridge: Harvard University Press, 1949)

Articles

Atkinson, Byron H. G.I. Bill as a SocialExperiment," School and Society, 68 (July 17, 1948), pp.43-4

Gross, Martin L. "To Our G.I.'s -- With Thanks," Coronet, 40 (August 1956), pp. 91-3

Harris, Seymour E. "Who Shall Pay for Education?"Harvard Alumni Bulletin, 50 (December 13, 1947), pp. 263-68

Kandel, I.L. "G.I. Bill of Rights and the Futureof Education," School and Society, 74 (,1951), pp. 155-6

"Revolution on the Campus," Life, 24(February 2, 1948), p. 24

Yarborough, Raymond W. "How the G.I. Bill IncreasesWealth,"American Teacher Magazine, 45 (April1961), p. 9

Yoder, Amos. "Lessons of the G.I. Bill," Phi Delta Kappan, 44 (April 1963), pp. 342-5