(H)our History Lesson: Women in the War Industry: WWII Connections to the Pensacola Vocational School

“Aviation Machinist’s Mate Elizabeth Abercrombie: Uses a chain fall to lift a radial aircraft engine, at a Naval Air Station during World War II.”

Credit: Official U.S. Navy Photograph; National Archives

About this Lesson

This lesson is part of a series teaching about the World War II home front, with Pensacola and Escambia County designated as an American World War II Heritage City. The lesson contains three primary reading sources and photos to contribute to learners’ understandings about the role of the Pensacola Vocational School in training home front war workers, and particularly women.

Women worked and served in many ways in Pensacola and Escambia County during World War II. The Pensacola Vocational School, built in 1942, was one site that contributed to training women for jobs that contributed to the war efforts. Those who trained at the school were employed at military sites such as Naval Air station Pensacola, and industry such as the Smith Shipyards, Inc., and Newport Industries.

Objectives:

1. Explain why women entered Pensacola’s industry workforce, and the importance of this to home front efforts.
2. Describe the experiences of women working on the home front in Pensacola, with details such as workplace safety, living conditions, types of jobs, challenges, and benefits.
3. Compare historical perspectives on women in the workforce during World War II.

Materials for Students:

1. Photos 1- 6
2. Readings 1, 2, 3 (Primary Sources)
3. Recommended: Map of Pensacola and Escambia Co.
4. Extension: Rosie the Riveter

Getting Started: Essential Question

How did the Pensacola Vocational School and those who trained there, particularly women, contribute to the home front efforts?

Read to Connect

Reading 1: This is Women's Fight, Too

This is Women’s Fight, Too; More of Them Needed in War Industry” 

By Carolyn Howard 

Pensacola News Journal, October 18, 1942, p.10 

This is woman’s war too! 

Every day on the streets we see more and more uniforms, the khaki of the soldiers, the blue of the sailors, the blue and white of the nurses, the blue-gray of the master crops and canteen workers. 

Lately, there have been more women appearing on the streets in overalls and slacks. Who are these girls and women? 

They are the women who are learning to take the place of the hundreds of men that will be called to service—they will keep the production line rolling to furnish guns, ammunition and planes for the men who will exchange their jobs for implements of warfare. 

And still, many more women are needed in defense work, as the scarcity of man-power becomes more acute. 

Conrad A. Conley, Pensacola Trade school director, stated that many women could take a three months training course and thus release men for combat duty, and fill a valuable place in the war effort, whether they particularly need the money or not. 

According to L.S. Hawkins, director of vocational training for war production, Washington office of education, ‘The task of the vocational education program for war workers is not to provide persons with generally useful industrial skills. It is to provide men and women, equipped with skills necessary to do specific war industries at the places where they are needed.’ 

Conley points out that the character of the war training program is established by the pattern of war industry. The training program, therefore has expanded enormously in four industries, he said, listing aircraft, shipbuilding, ordnance and machine tools. ‘The training program has provided these industries with thousands of workers and will continue to do so,’ he said. 

The trade school director stated that the first woman to be employed in the mechanical field at Eglin field was trained at the local school, and approximately 75 women now employed at the Naval Air Station were also instructed at the local trade school. 

Applications will be accepted continuously for pre-employment full time instruction in airplane engine mechanics, airplane mechanics, oxy-acetylene welding, electric welding, machine shop, aircraft sheet metal, boat building. These classes are on a basis of 48 hours per week, with a total number of 490 hours required for the course in all classes except welding. Conley points out that welding instructions were set up by the American Welding Society and the school is following their code as to minimum requirements.  

Applications are also accepted for supplement trade extension courses, which is a continuation course of three hours, three times a week, day or night, set up for those who work, but need additional instructions.  

These classes include oxy-acetylene welding, airplane engine mechanics, airplane engine accessories, machine shop and airplane mechanic general, metalsmith blueprints, aircraft instruments, electricity, metalsmith blueprints, aircraft mechanic general. 

The federal appropriation for these two types of courses all over the United States is $94,000, 000, Conley stated.  

At the present, there are numbers of women and girls attending classes, learning airplane mechanics, welding and other defense industry. 

Who were these women in civilian life? They are the women who waved your hair, taught your children, typed your letters, stood behind counters in stores, who swished past you in white uniforms through hospital corridors, and who made the homes of America. 

From beauty shops, P-T. A.’s shoe stores, and idleness, they have come to learn the mechanics of war. Standing beside huge machines are women in slacks whose hands look more fitted to deal a hand of bridge than to handle implements of war. They all say the same thing--’This is a woman’s war, too. We must help out, you know.” 

Reading 2: Rosie the Riveter...at Vocational School

Teacher Tip: This article is shortened to excerpts to focus on and connect the nationwide profile of “Rosie the Riveter” to the training provided at the Pensacola vocational school. This article’s viewpoint can be compared to reading 3, the firsthand account of a woman who trained at the school and proceeded to work at the Naval Air Station Pensacola. You may choose to have students read Reading 2 or 3, and then report and compare details. 

Rosie the Riveter Gets Her Training At Vocation School 

By Barbara Pendelton 

Pensacola News Journal, December 24, 1944 

It is 5:30 a.m. and who is this we see standing on the corner dancing first on one foot then on the other? Why it’s Rosie the Riveter! There she stands clad in her checked slacks, her plaid shirt, substantial shoes, wearing her hair up in a kerchief, minus jewelry, singing, despite the cold air whistling around her. 

Rosie until just recently Mrs. American Housewife, has now entered war work to help increase production which is so necessary to produce the final blow that will bring the enemy to his knees and bring the American soldier, sailor, Coast Guardsman and Marine back to his home and family.  . .  

Acquires Title 

Rosie has acquired her title of Rosie the Riveter because she is now employed by the assembly and repair department at the Naval Air Station, Pensacola. She is employed by the A and R shops but is at work in the shops at the Pensacola Vocational school where she is receiving training in the use of the fundamental hand tools, and such other information as will be of help to her when she starts work on the production line on the station. She will be at the Vocational school for four weeks, receiving training, during which time she will become acquainted with at least 50 different kinds of tools such a s hammers, rulers, saws, scribes, et cetera. . . . 

Not the First 

The Local A and R shops are not the first to have this kind of a training program. It has been successfully used since the beginning of the war by the Army, and large manufacturing concerns all over the nation, to boost production. It is not an endeavor to make all the Rosies skilled workers in a trade that will be of use to them in post-war time. It is an effort to help speed production by supplying mechanics with experienced helpers that understand the work to be done and the kind of tools necessary to do it.  . . . 

Began Nov. 6 

The Pensacola program was begun on November 6, when 30 girls entered the A and R department to be trained at the local Vocational school. . . . From Nov. 12, fifteen girls have entered training weekly. Starting Dec. 11, 30 were taken in weekly. The grand total in training at that time will be 120. Sixty of these are on the day shift and 60 are on the night shift. . . . 

Other Section 

News of the Pensacola program has evidently reached other parts of the country for Conley (Conrad A. Conley, director, vocational training for war production workers) reports that he has received inquiries from other educators in other parts of the country wanting information about the new training program and the methods being employed. Another FIRST FOR Pensacola! 

Reading 3: Vocational School has Landed Job for Girl

Training Received at Vocational School Has Landed Job for Girl 

Pensacola News Journal, August 31, 1943, p. 8 

The training received at Pensacola Vocational School qualified Miss Ruth Ledbetter for a job as aircraft helper general at the Pensacola Naval Air station.  

Miss Ledbetter, who is just one of many who has secured training and subsequent employment through the Vocational school, tells her story in the following article:  

“Seeing the Pensacola Vocational School cutaway aircraft engine model in a store window on North Palafox street and being interested in doing my part in winning the war, this seemed to be my opportunity and for the benefit of others who might be in a similar position I am relating herewith my experience since July 10, the day I first saw this window display: 

‘First I called Vocational school, phone 3518 and was greeted by a very pleasant voice who told me that training was available in any type of aviation repair and maitenance work emphasing (sic) the fact that the training was free. This was hard for me to believe although the sign in the window stated that the training was free. 

‘I was told on the phone that if I would come to the Vocational school that they would be glad to arrange a trip through the training department and assist me in selecting the training best suited for me. 

Arranged to Report 

‘I arranged to report to the school the following morning and was escorted through the shops and was told about the work in the various departments. As a result of this visit I decided to sign up for training as general aircraft mechanic helper. 

‘I was told to report to class at eight the following morning, wearing suitable work clothes, either slacks or coveralls. The first few days in the shop were very trying because I had not been used to working and having to be on my feet continuously for eight hours per day so this alone almost got me down.’ I looked around me and saw others doing it so I made up my mind that if they could do it I could too. 

‘I learned later that part of each eight hour day was spent in the classroom where we learned something about theory of aircraft maintenance work, shop mathematics, parts and tools names and uses, and other things a person must know in order to do this type (of) work.  I learned how to disassemble, repair and re-assemble the various parts of airplanes and how to use various hand tools, and the operation of power tools, drill press, tool grinder, buffing wheel, and before I knew it I was a part of the class carrying my end of the load and looking forward to reporting to class as a pleasure. 

‘After staying in school approximately five weeks I was called to the office and asked if I would like to go to work as a general helper at the Pensacola Naval Air station. Although I had been working toward this end and anticipating this when the real opportunity came, in my excitement, I was barely able to say yes.  

‘I was given a copy of my training record and was told to report to the civil service representative in the United States Employment Office at 400 South Palafox Street. On reporting to the employment office I filled out the necessary papers completing my application for general helper and was told to report to the civil service labor board at the Naval Air station the next morning.  

‘Never having been inside the ground of the Naval Training station I was amazed at its greatness and wondered how I would be able to distinguish the building housing the labor board when there were so many buildings to choose from. In due time I found myself in the labor board office where my application was accepted and my final papers completed and from here I was sent to the personnel department and was assigned to work as an aircraft helper general. I was told before reporting to work I would have to go to the yard office where it would be necessary for me to have my picture taken and fingerprints made for the purpose of securing a pass to get to and from work later. After several hours I emerged with a cute little badge with a picture on it.  The man said ‘the picture’ was mine, anyway it serves the purpose of admitting me through the gate and any other place I am required to go while on the job. 

‘The following day I reported to work and was placed under a supervisor and instructor and was given a big blue oval badge on which the following word appeared ‘trainee.’  

‘My experiences here for the first few days were similar to those when I first entered the Vocational school, although they were extenuated by the magnitude of the shop. I was happily surprised to find my training would continue although I was working on a productive job.  

‘I was also under close supervision of the shop instructor and was told that I would continue in training until I became a first-class helper. I would like to state right here that the scare you get when first start on one of these jobs is soon overcome by the courteous treatment by both co-workers and supervisors and you soon get the feeling that you are doing useful productive work and that you are a part of the thousands of war workers who are doing their part to keep the planes in the air. 

‘Although I have been on the job a short time I have learned that the vocational training department has arranged with the Pensacola Vocational school in offering supplemental evening classes for new workers on the station and by taking six hours o training each week it is possible to shorten the time in the regular time of promotion from third class to first class helper. I have already talked this evening school over with my instructor and have the necessary papers which will entitle me to enroll in one of those evening classes. 

‘To those of you who read this may I suggest that there is a place for you to train and you owe it to yourself, your friends of the community, and to your nation to investigate the training and employment possibilities and to do something about it now.’ 

Photo 3: “Students Learn Morse Code—Forty civilian air patrol cadets are pictured above taking instruction in morse code at the Pensacola Vocational school."

May 14, 1944, Pensacola News Journal

By the numbers:

Background: When considering these numbers, view them with a critical lens. The Pensacola Vocational School was segregated. One vocational school for African Americans was the Florida Normal and Industrial School in St. Augustine, Florida. (This school surpassed Pensacola’s in total number of full-time trainees.)

• Pensacola Vocational School: 1 of 20 centers in the state in December 1944

• From July 1, 1943 to December 19, 1944: 8,866 individuals received daytime training across the state of Florida on a pre-employment basis for essential war jobs (including both white and African American individuals).

• The Pensacola Vocational School was segregated. They trained 784 from July 1943-December 1944, which was the third highest total, behind Tampa and the Florida Normal and Industrial School (for African American trainees).

• Evening trainees at Pensacola Vocational School: 1,137 trainees for those already employed in essential jobs

• In December 1944, more than 100 people were in training at the Pensacola school for assembly and repair department at the Naval Air station.

Source: “Thousands Get Trade Training: Vocational School is Helping Here,” Pensacola News Journal (December 19, 1944), p. 3

Quotation to consider:

“At the present time, women are answering their country’s call and availing themselves of training, as is indicated by the fact that at least 80 per cent of the present employment trainees are women. The vocational school is Pensacola’s vocational school. The doors are open, and an invitation is extended to everyone to visit the school and shops and learn more about what is being done in this area for Pensacolians along the lines of vocational training and more particularly so in vocational training for war production workers.”

• “Vocational Training Soars from Humble Beginning Here to Course for Many Hundreds” Pensacola News Journal (February 25, 1943

Photo 2:  “Learn Machine Tools—A group of employees of the assembly and repair shops receiving training in the local vocational school. The A and R officer in charge at the school is Lt. (jg) J. W. Gadel.”

Pensacola News Journal, December 24, 1944, p. 14.

Student Activities:

Questions for Reading 1 and Photos 1-4

1. Why were women needed in defense work?
2. What skills could be learned at the Pensacola trade school? Why were these trades important?
3. What does the author's use of the phrase "woman's war" suggest about the changing role of women in society during World War II?
4. How does the author's portrayal of the women in the trade school challenge the traditional stereotypes of women at the time?

Questions for Reading 2 and Photos 5-6

1. How was “Rosie the Riveter” described?
2. Who were the “Rosies” of Pensacola the author is referring to?
3. What was the purpose of the training programs at the vocational school?
4. Why was the vocational school a source of pride for Pensacaola and Escambia County?

Questions for Reading 3

1. What did Miss Ledbetter learn at the Pensacola Vocational School?
2. How did Miss Ledbetter's training at the Pensacola Vocational School prepare her for her job at the Pensacola Naval Air Station?
3. What advice does Miss Ledbetter give to the reader at the end of the text? How do you think her experiences shaped her perspective?
4. Explain how Miss Ledbetter's story reflects the importance of vocational training during World War II to a.) the war effort, and b.) to women.

Lesson Closing

• How do the primary sources in the lesson reflect the changing role of women in American society during World War II?

• Answer the essential question: “How did the Pensacola Vocational School and those who trained there, particularly women, contribute to the home front efforts?”

Extension

More about Rosie the Riveter

Reading 2 focused on describing the women at the Pensacola vocational school as “Rosie the Riveters.” 

Rosie the Riveter was first depicted in a poster by the Westinghouse Electric Corporation in 1942.  The poster was created to boost morale among workers in the Westinghouse factories, but it quickly became a national symbol and an icon in World War II propaganda. Rosie was seen as a representative of women who worked in factories and shipyards during the war. 

As you make national connections, consider: 

• What, and who, did Rosie the Riveter symbolize on the home front during World War II? 
• Why were women in Pensacola at the vocational school labeled as “Rosie the Riveters?” How is this an example of the impact Rosie the Riveter had on American culture? 
• How do you think Rosie the Riveter’s symbolism has changed, or stayed the same, since World War II? 

Photo Collection to consider: Rosie Rally 2016 (Rosie the Riveter/WWII Home Front National Historical Park) 

From a 2016 "Rosie Rally" at the Rosie the Riveter/WWII Home Front National Historical Park.

Credit: National Park Service (Rosie the Riveter/WWII Home Front National Historical Park)

Additional Resources

“17 Get Jobs At Navy Center from Vocational School: Men and Women Will be General Helpers in Air Mechanics.” Pensacola News Journal. November 7, 1943.

“Vocational Training Soars From Humble Beginning Here To Course for Many Hundreds.” Pensacola News Journal. February 25, 1942.

WEAR Staff. “Historic Pensacola School named to Statewide ‘11 to Save’ list.” WEAR News. July 29, 2020. https://weartv.com/news/local/historic-pensacola-school-named-to-statewide-11-to-save-list

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This lesson was written by Sarah Nestor Lane, an educator and consultant with the Cultural Resources Office of Interpretation and Education, funded by the National Council on Public History's cooperative agreement with the National Park Service.

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