In ‘Colleges and Universities in World War II,’ author V. R. Cardozier provides a thorough and engaging examination of the significant role played by American higher education institutions during the tumultuous years of World War II. This book captures a unique historical perspective on how colleges and universities adapted to unprecedented challenges while contributing to the war effort.

Cardozier’s narrative is not only informative but also evocative, as he effectively conveys the wartime mood and spirit that permeated American society during this era. For younger readers, who may not have lived through these times, understanding the emotional and social landscape can be particularly enlightening. The author masterfully illustrates the dedication of colleges and universities to meet the needs of the military and governmental agencies, emphasizing their involvement in training, research, and various forms of service.

This comprehensive account delves into the specific military training programs established on campuses, detailing the distinctions between these programs and traditional college training. Separate chapters are dedicated to exploring the Army, Navy, and Army Air Forces College Training Programs, providing readers with a well-rounded understanding of the various initiatives undertaken by institutions of higher learning.

The author examines how colleges responded to wartime conditions by adjusting their academic structures and priorities. With a focus on the accelerated academic calendars, universities had to innovate rapidly in order to keep pace with the demands of the war. Enrollment figures were significantly affected, leading to a range of strategies aimed at attracting and retaining students. Moreover, the war prompted changes in the curriculum, as institutions sought to provide relevant training to meet military needs.

Furthermore, Cardozier discusses the broader implications of the war on faculty. The depletion of teaching ranks due to military service created significant challenges for colleges, which struggled to maintain educational standards and continuity. Wartime research became a focal point on many campuses, leading to advancements and contributions that would benefit the military and society at large. The author highlights the roles played by faculty members who were enlisted in various military and governmental operations, particularly through organizations such as the Office of Scientific Research and Development (OSRD) and the Office of Strategic Services (OSS).

The final chapter of the book critically examines the overall impact of World War II on higher education. This includes the financial difficulties faced by institutions due to declining enrollment and the resultant loss of funding. Additionally, Cardozier addresses crucial issues such as academic freedom, the recognition of military service for academic credit, and the introduction of the GI Bill, which reshaped the landscape of higher education in the post-war period.

Through these explorations, readers gain insight into the transformative changes that took place in colleges and universities as a result of the war. The book highlights how the experiences of this era led to significant shifts in curricula, teaching tools, and campus cultures that continue to resonate in today’s educational institutions.