On April 6, 1917, less than three years after he had begun teaching at Wesleyan University, Frederick Slocum, the first Director of the Van Vleck Observatory, was looking to see how he could help his country. That day, the United States Congress had issued a declaration of war against Germany and its allies, brining the nation into World War I. Four days later, Slocum wrote to the Secretary of the Navy “to see if I can be of service to the Navy Department.”
The conflict in Europe had been looming over the Astronomy Department and the Observatory since the two were created. Slocum had begun teaching at Wesleyan in 1914, less than two months after the beginning of the war. And plans to build an 18.5-inch refracting telescope were derailed in 1916, because the lens manufacturer was French and could not make, much less ship, the lens until the war was over.
But with American entry into the war, the entire University—not just the Astronomy Department—was altered. In 1917, President William Shanklin, according to the Wesleyan University Bulletin, appointed Lieutenant Arthur James Hanlon as Professor of Military Science and Tactics. In this position, Hanlon taught student volunteers in a military training course.
Soon, almost every student was participating in Hanlon’s class. The students received credit for taking the course, despite the fact that it consisted mostly of physical exercises; there was virtually no academic content in what Hanlon taught. Furthermore, over the course of the war, later issues of the Bulletin reveal, the number of credits students received from the course increased. The message was clear: student life, academic and extra-curricular, was to be centered on the war effort.
Like many Americans, Slocum saw it as his patriotic duty to take an active role in mobilization for war. He aimed to use his astronomical training to teach courses in navigation. Growing up in Massachussetts, the son of a ship captain, and a sailing enthusiast, Slocum had longstanding experience with celestial navigation, using the stars to determine his position at sea. Wesleyan University did not offer such a course, so he reached out to the Navy Department and the U.S. Shipping Board to see if he could use his skills to train cadets.
Slocum’s inquiries soon bore fruit. In 1917, he took up a position with the U.S. Shipping Board, and, in 1918, he began teaching nautical science at Brown University.
Although he supported the war effort, President Shanklin was concerned with Slocum’s absence from campus, fearing that Wesleyan’s new star professor might not return. Slocum was central to the university’s goal in building the Van Vleck Observatory: creating a small but significant research program to advance astronomical science by determining the distances to the stars. From the time Slocum left the Wesleyan to the time he returned, this stellar parallax project was on hold.
In a 1918 letter to Slocum, Shanklin stated that Wesleyan University had hoped to see a similar course offered; however, the Navy was unwilling to fund it. Instead, he wrote, the Navy had decided that the larger university at Yale could handle all the new recruits, leaving Wesleyan without a nautical science program. Still, Shanklin told Slocum that he was trying to change the minds of Navy officers—and encouraged Slocum to return to Middletown should he succeed.
Shanklin’s concern that Slocum might not return to Wesleyan after the war, it turns out, was well-founded. In a letter sent to Frank Schlesinger, of Yale University, in December 1919, Slocum revealed that he had in fact resigned from Wesleyan after the University had refused to lend him to Brown during the war. He wrote that, even though the war had ended, “I feel that I am still enlisted in the service of the country.” On April 8, 1920, Schlesinger informed Slocum that he had written to Shanklin, without Slocum’s prior knowledge, encouraging Shanklin to bring the first Director of the Van Vleck Observatory back to the University. It was only then that Slocum returned to teach at Wesleyan.
Slocum’s temporary absence reveals how “total” a “total war” can be. Throughout academia, professors left during World War I and World War II to contribute to the war effort in any way they could. Unless a university had a program especially designed to allow professors to use their teaching skills in training military cadets, a large number of faculty members were prone to leave. They would often never return.
Decades later, during World War II, the United States government gave Wesleyan University funding for a course similar to the one Shanklin had requested during World War I. Military training courses returned to the university, but they were academic courses and included instruction in navigation. This time, Slocum stayed at Wesleyan and taught a class, through the Civil Aviation Authority, called Navigation for Sea or Air.