World War I -- Life Histories/Section 018/John Oliver Ranson

Overview
John Oliver Ranson (November 29, 1893 - September 30, 1918) was a University of North Carolina graduate who served in the 371st infantry of the United States Army during World War I.

Biography
John Oliver Ranson was born in Huntersville, North Carolina on November 29, 1893. He graduated from The University of North Carolina in 1917 with a Bachelor of Arts degree. However, he left the university prior to his graduation ceremony to attend the officers’ training camp at Fort Oglethorpe, Georgia. From there, he received a commission as a lieutenant of infantry and was assigned to duty at Camp Jackson, South Carolina. In January of 1918, he married Eugenia Withers. A few months later, on April 5, he departed for overseas where he joined the 371st U.S. infantry, a primarily African American unit. At the end of September, while advancing into a French town near Champagne-Ardenne with the 371st infantry, Ranson and his troops came across a nest of German machine guns. Ranson, along with several other soldiers, was killed during this attack. Ranson was one of 10 siblings, four of whom also served at one point in time. His younger brother, Lucius Ranson, was a faculty member at Horner Military School. After the war, he served as Superintendent of Welfare for Mecklenburg County. He, as well as brothers Paul and Robert, also attended The University of North Carolina and were involved in athletics during their time as students and as alumni. Ranson was described by friends and family as an American hero who was admired for his strong leadership and fighting qualities.

The 371st Infantry: African American Units
The 371st Infantry was organized on August 31, 1917 at Camp Jackson, South Carolina. Although it was intended to primarily consist of African American soldiers, this regiment had only white officers. On September 5, 1917, 14 African American men were recruited from Pensacola, Florida to serve in the infantry. During October, the regiment grew exponentially, and by November 20, 3,380 men had become a part of the regiment. More than half of these men were transferred to labor organizations and/or a combat organization at Camp Upton. After the remainder of the men arrived in France, the infantry was modified and restructured under a French plan. This modification included changing the number and type of weapons and equipment used (mostly from American to French tools). The unit then joined the 157th French Division in the trenches. Throughout the war, this regiment was highly commended, especially by the French command. This unit highlights the significant role that The Great War played in the integration of races in the United States. From the beginning of the war, many African American males were eager to join the war effort, often viewing it as "an opportunity to prove their loyalty, patriotism, and worthiness for equal treatment in the United States," as Jami Bryan put it. However, due to African American quotas, the War Department had to stop accepting black volunteers only a week after President Wilson’s declaration of war. The draft board, on the other hand, did not turn blacks away. Instead, African Americans were required to tear off a corner of their registration card, making it easier for them to be identified. By the end of the war, blacks served in artillery, cavalry, engineer, infantry, medical and signal units.

University Students Enter War
The majority of men entering the service during World War I were college-aged. These males possessed a multitude of characteristics that served as motivation to enter the service during wartime. The men were at a time of intellectual and emotional development, and they were eager for a sense of adventure. Democracy had been engraved into their brains, as they each represented a small fish swimming in an enormous sea. According to Charles Thwing, the men were “moved by similar ambitions and stirred by like motives and ideals, even if the consummate achievement be not alike." And when patriotism comes into play, little excites this unity of thrill-seeking men more than war. Therefore, when the United States declared war, despite lacking a definite military policy, colleges and universities served as popular and successful locations for U.S. military recruiters to gather volunteers.



Attitudes in favor of the war increased among college-aged men throughout 1917, prompting a 20 percent decline in college enrollment across the country. This loss of students inevitably caused college institutions to suffer financially. Colleges and universities made many attempts to make up for the losses, including enlisting teachers in the national service, cutting the salaries of the teaching and administrative staff, and suspending certain departments. When Congress lowered the draft age to 18, it provoked the Selective Service Act. This act, approved on May 18, 1917, authorized the raising and training of the Students’ Army Training Corps in educational facilities. About 500 U.S. colleges and universities were immediately transformed into government institutions, forming a foundation for selecting and training candidates for office and technical experts for service. Therefore, students (18 years old and physically fit) entering American colleges in the fall of 1918 were immediately recognized as soldiers of the United States.