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 Copyright

Code Girls: The True Story of the American Women Who Secretly
Broke Codes in World War II (Young Readers Edition) was adapted
for young readers by Laurie Calkhoven. It is an abridgment of Code
Girls: The Untold Story of the American Women Code Breakers of
World War II by Liza Mundy, published by Hachette Books.

Copyright © 2018 by Liza Mundy

Front cover photograph courtesy of Deborah Anderson. Background

code photograph courtesy of Liza Mundy. Cover design by Karina
Granda.
Cover copyright © 2018 by Hachette Book Group, Inc.

Hachette Book Group supports the right to free expression and the
value of copyright. The purpose of copyright is to encourage writers
and artists to produce the creative works that enrich our culture.

The scanning, uploading, and distribution of this book without

permission is a theft of the author’s intellectual property. If you
would like permission to use material from the book (other than for
review purposes), please contact [email protected]. Thank
you for your support of the author’s rights.

Little, Brown and Company

Hachette Book Group
1290 Avenue of the Americas, New York, NY 10104
Visit us at LBYR.com

First Edition: October 2018

Little, Brown and Company is a division of Hachette Book Group, Inc.

The Little, Brown name and logo are trademarks of Hachette Book
Group, Inc.

The publisher is not responsible for websites (or their content) that
are not owned by the publisher.

“Waves of the Navy,” Words by Betty D. St. Clair, Music by Elizabeth

K. Ender, © 1944 WB Music Corp. (ASCAP). All rights reserved. Used
by Permission of Alfred Publishing, LLC.

Library of Congress Cataloging-in-Publication Data

Names: Mundy, Liza, 1960– author.
Title: Code girls : the true story of the American women who
secretly broke codes in World War II / Liza Mundy.
Description: New York : Little, Brown and Company, [2018] |
Includes bibliographical references and index. | Audience: Ages 8–
12.
Identifiers: LCCN 2018023822| ISBN 9780316353731 (hardcover) |
ISBN 9780316353748 (ebook) | ISBN 9780316353755 (library
edition ebook)
Subjects: LCSH: World War, 1939–1945—Cryptography—Juvenile
literature. | World War, 1939–1945—Participation, Female—
Juvenile literature. | Cryptographers—United States—History—
20th century—Juvenile literature. | Cryptography—United States—
History—20th century—Juvenile literature.
Classification: LCC D810.C88 M862 2018 | DDC 940.54/867309252—
dc23
LC record available at https://lccn.loc.gov/2018023822

ISBNs: 978-0-316-35373-1 (hardcover), 978-0-316-35374-8 (ebook)

E3-20180823-JV-PC
 CONTENTS

COVER
TITLE PAGE
COPYRIGHT
DEDICATION
FOREWORD
INTRODUCTION: The Secret Letters

CHAPTER ONE: The Most Difficult Problem

CHAPTER TWO: “I Have Something to Show You”
CHAPTER THREE: Magic
CHAPTER FOUR: “It Was Heart-Rending”
CHAPTER FIVE: Midway
CHAPTER SIX: The Most Important Secret
CHAPTER SEVEN: WAVES
CHAPTER EIGHT: Uncle Sam Wants You!
CHAPTER NINE: “Q for Communications”
CHAPTER TEN: MacArthur’s Secret Weapon
CHAPTER ELEVEN: “That’s It! That’s It!”
CHAPTER TWELVE: A Major Break
CHAPTER THIRTEEN: Twenty-Eight Acres of Girls
CHAPTER FOURTEEN: The Largest Clandestine Message Center in
the World
CHAPTER FIFTEEN: “I’m Saving It!”
CHAPTER SIXTEEN: So Many Girls
CHAPTER SEVENTEEN: Operation Vengeance
CHAPTER EIGHTEEN: Sugar Camp
CHAPTER NINETEEN: Breaking Shark
CHAPTER TWENTY: The Tables Turn
CHAPTER TWENTY-ONE: Pencil-Pushing Mamas Sink Japanese
Ships
CHAPTER TWENTY-TWO: One Sad Shoe
CHAPTER TWENTY-THREE: Department K
CHAPTER TWENTY-FOUR: “Enemy Landing at the Mouth of the
Seine”
CHAPTER TWENTY-FIVE: D-Day
CHAPTER TWENTY-SIX: Teedy
CHAPTER TWENTY-SEVEN: The Surrender Message
CHAPTER TWENTY-EIGHT: Peace
EPILOGUE: The Mitten

ACKNOWLEDGMENTS
TIMELINE
CODE GIRLS GLOSSARY
BIBLIOGRAPHY
FURTHER READING
ABOUT THE AUTHOR
To all these women, and to Margaret Talbot
 FOREWORD

Dear Readers,

The young women featured in this book faced an incredibly difficult

task at a time in American history when our freedom, our
democracy, and our entire way of life were endangered, a time in
global history when people around the world were suffering and
uncertain of their fate. These women—not very much older than you
are—had to learn hard, complicated work that many people thought
they could not master. In many ways, these women had been
treated for much of their life like children, their talents
underestimated by the adults in their lives. When the young women
accepted the job that was given to them, many people thought the
responsibility and the challenge of code breaking might be too much
for them.
Perhaps you, at some point in your life, have also felt
underestimated—felt as though the adults in your life did not trust
you or did not understand what you were capable of achieving.
Perhaps you too have longed for the chance to prove yourself, to
convince people you can do more than anyone realizes.
Well, this book is for you. As you will see, the women in this book
proved that they could tackle most any task that was thrown at
them. They stuck with the toughest challenges, mastering code
systems that were intricate and ever-changing, in an atmosphere of
great urgency, when lives were at stake and the work often seemed
overwhelming. They pushed their brains and also their bodies,
working around the clock. They emerged as leaders. They
succeeded in cracking codes and doing tasks that people thought
were impossible for anybody to succeed at, much less young
women. If they failed one day at a certain message or code system,
they got up the next morning and tried again. If they failed again
that day, they got up the next morning and went right back to work.
And again. And again. They understood that the fate of the free
world really did rest on their shoulders. They withstood enormous
pressure, they kept their work secret, and, importantly, they worked
together. They supported one another. They believed in one another.
They cheered one another on. They braved tragedy in their own
lives, and they knew full well that the lives of men they knew and
loved depended on their efforts. Imagine what that must have felt
like—to know that your own brother’s survival, for example, or the
life of a good friend depended on you and your skills! They believed
in America, and they believed in themselves. Even when other
people doubted them, these young women knew they could do what
was being asked of them. They gave it everything they had—and
more. And they succeeded. At a critical moment in American history,
they showed that when people are trusted with jobs of great
difficulty and responsibility—even very young people—they can rise
to the challenge and succeed. We all owe them our thanks.
I hope you find their tale inspiring, and I hope you find a
challenge in your own life that you enjoy tackling and mastering.
And don’t let any doubters stop you! I am certain that whatever you
want to take on, if you persist, you can do it.

Yours truly,
Liza Mundy
 Codes and Ciphers

cipher: A secret message system in which a single letter or number is

replaced by another single letter or number
code: A secret message system in which an entire word or phrase is
replaced by another word, a series of letters, or a string of numbers
known as a “code group”
cryptanalysis: The art and science of breaking codes and ciphers
cryptography: The art and science of making codes and ciphers
cryptology: Both making and breaking codes and ciphers

A World at War

During World War II, the United States and its allies (the Allied powers)
fought against the Axis powers.

MAIN ALLIED POWERS:

France
Great Britain
Soviet Union
United States

MAIN AXIS POWERS:

Germany
Italy
Japan
 INTRODUCTION

The Secret Letters

December 7, 1941
The planes looked like distant pinpoints at first. No one took them
seriously. An Army officer said the blips on the radar screens must
be a group of American bombers arriving from California. A Navy
commander, peering out his office window, saw a plane going into a
dive and thought it was a reckless American pilot. “Get that fellow’s
number,” he told his junior officer. “I want to report him.” Then a
dark shape fell out of the plane and whistled downward.
Just minutes before eight a.m., the planes burst into view. Nearly
two hundred Japanese fighters and bombers filled the sky like a fast-
moving thundercloud. Finally, the people looking at them
understood.
Below the planes lay Pearl Harbor’s Battleship Row, a line of
American warships. They were completely unprotected. Almost one
hundred ships, more than half of the entire US Pacific Fleet, dotted
the harbor. In nearby airfields, American planes sat wingtip to
wingtip like fat targets.
One of the bombs found the USS Arizona and pierced the
battleship’s forward deck. It set off a store of gunpowder to create a
giant fireball. The ship was hit over and over. It rose out of the
water, cracked, and sank. Other bombs and torpedoes found the
California, the Oklahoma, the West Virginia, the Tennessee, the
Nevada, the Maryland, and the Pennsylvania.
A second wave of planes arrived an hour after the first. They
dove, peeled off, and came back again and again. Ships and
buildings were hit. Three battleships sank; another capsized. More
than two thousand men were killed. Nearly half of the men who died
were on the Arizona, including twenty-three pairs of brothers.
The American planes were destroyed.
News of the Pearl Harbor attack raced through the country. There
were telephone calls and radio broadcasts. Newspapers printed
special editions and people ran shouting along the street. Congress
declared war on Japan the next day. Germany—Japan’s ally—
declared war on the United States three days later. Men flooded
Army and Navy recruiting stations in the weeks that followed. Every
American felt affected by the tragedy.
War had been coming to America for more than a year. Even so,
it was unthinkable that Japan would attack without warning. It was
equally unthinkable that America’s leaders had not seen Pearl Harbor
coming.
These leaders knew that a failure on the scale of Pearl Harbor
must not happen again. The country was fighting a global war
against enemies who had been getting ready for years. Intelligence
—the collection of information for military and political use—was
more important than ever, yet extremely hard to come by. The Navy
had a small, disorganized intelligence group. The Army had its own
small operation. The United States had barely any spies abroad.
A first-rate code-breaking operation was necessary if America had
any hope of winning the war.
And so the secret letters began going out.

Months before the attack on Pearl Harbor, the US Navy realized that
it was way behind other countries in gathering intelligence. So a
handful of letters appeared in college mailboxes as early as
November 1941. Ann White, a senior at Wellesley College in
Massachusetts, received hers on a fall afternoon.
She was invited to a private interview with Helen Dodson, a
professor in Wellesley’s Astronomy Department. Ann, a German
major, was worried she might have to take an astronomy course in
order to graduate. But she found that Helen Dodson had only two
questions for her.
Did Ann White like crossword puzzles, and was she engaged to
be married?
In all, more than twenty Wellesley seniors received secret
invitations and gave the same replies. Yes, they liked crossword
puzzles, and no, they were not engaged.
At Bryn Mawr, Mount Holyoke, Barnard, and Radcliffe, the letters
went out to students from professors who were working with the
Navy. The schools were founded to educate women at a time when
most colleges would not admit them, when many people considered
girls to be unworthy of higher education. But with men needed to
fight, opinions changed.
Educated women were wanted. Urgently.
On many of these campuses, war felt particularly close. In the
cold waters of the North Atlantic, German submarines preyed on US
ships transporting food and supplies to England. In the terrible
winter of 1942 students were rolling bandages, sewing blackout
curtains, taking first aid courses, learning to do plane spotting, and
sending bundles to Britain. Dorm rooms grew cold from lack of fuel.
The female students were called to secret meetings where they
learned that the US Navy was inviting them to embark on a field
called “cryptanalysis.” That meant they would be analyzing and
breaking the secret codes America’s enemies used to communicate
top secret information. The United States wanted to be able to read
those messages. If the women passed a course in code breaking,
they would go to Washington, DC, after graduation to take jobs with
the Navy as civilians.
The women couldn’t tell anybody what they were doing: not their
friends, not their parents, not their roommates. They couldn’t let
news of their training leak, not even to brothers or boyfriends in the
military. If asked, they could say they were studying
communications.
And so the young women mastered methods of disguising letters
and creating ciphers. They hid homework under desk blotters and
strung quilts across their rooms so that roommates couldn’t see
what they were up to. Every week, their answers to a series of
problem sets were sent to Washington.
The invitations spread beyond the Northeast to Goucher, a four-
year women’s college in Baltimore, Maryland. In a locked room at
the top of Goucher Hall, an English professor and a Navy officer
taught the secret course to the college’s top senior girls.
One of the most well-liked students in the Goucher class of 1942
was Frances Steen. Fran was a biology major and the granddaughter
of a shipping captain who ferried grain between the United States
and his native Norway, which now was under Nazi occupation. Her
father ran a grain warehouse at the Baltimore dock. Her brother,
Egil, had graduated from the US Naval Academy. By the time Fran
got her own secret letter, Egil’s ship was in the North Atlantic. The
Steen family was doing everything they could to support the war
effort. Fran’s mother was saving grease from bacon and giving away
pots and pans to be made into tanks and guns.
Now there was something else the Steen family could contribute
to the war effort: Fran.

As war engulfed the nation, the secret letters continued to go out.

Code breaking was key to saving American lives.
At Vassar College in Poughkeepsie, New York, Edith Reynolds
received a letter inviting her to appear in a room in the library. She
stood, dazzled, with a few chosen classmates as a Navy captain
covered in gold braid walked in. “Your country needs you, young
ladies,” he told them.
By that time, German U-boats had attacked shipping up and
down the Atlantic coast. On the New Jersey shore, where Edith’s
family spent summers, bits of shipwreck washed up and they could
hear guns booming. It did not seem out of the question that Japan
and Germany would invade the United States.
The US Army, meanwhile, needed its own team of code breakers
and set out to recruit smart young women. At first, the Army
approached some of the same colleges the Navy did. Like the Navy,
the Army wanted women who studied foreign languages as well as
science and math. In the United States, in the 1940s, there was only
one job available to a woman with such a fine education:
schoolteacher.
And so—when the Navy objected that the Army was trying to
steal “their” girls—the Army sent recruiters to teaching colleges. It
was hard to find female students taking high-level math classes.
Math was not a subject women were encouraged to study or to
teach. In certain parts of the country there were no female math
teachers at all. Those students who studied math because it was a
passion jumped at the chance to serve their country in this way.
The Army needed more code breakers, and then more still. Going
to teaching colleges wasn’t enough. So it went looking for female
schoolteachers interested in a new line of work. The Army sent
handsome officers to small towns, remote cities, and farm
communities, seeking women willing to move to Washington to
serve the war effort, women who could “keep their lips zipped.”
And so it was that on a Saturday in September 1943, a young
schoolteacher named Dot Braden approached a pair of recruiters in
the Virginian Hotel. Dot was twenty-three years old, dark-haired,
adventurous, and confident. She was a 1942 graduate of Randolph-
Macon Woman’s College, where she studied French, Latin, and
physics, and had spent one year teaching at a public high school.
The eldest of four children, with two brothers serving in the Army,
Dot needed to earn her own living and help support her mother.
Without knowing what she was applying for, Dot Braden filled out
an application for a job with the War Department. A few weeks later,
she found herself on a train headed to Washington, DC, with
excitement in the pit of her stomach, very little money in her
pocketbook, and not the faintest idea what she had been hired to
do.

More than ten thousand women traveled to Washington, DC, to lend

their minds to the war effort. The US military’s decision to tap young
women—and the women’s willingness to accept the job—was a chief
reason why America was able to build a code-breaking operation
practically overnight. The fact that women were responsible for
some of the most significant code-breaking triumphs of the war—
and indeed, for shortening the war itself—was one of the best-kept
secrets of the conflict.
The chain of events that led the Navy and the Army to recruit
women is a long one. In September 1941, the US Navy asked Ada
Comstock, the president of Radcliffe College, to identify a group of
students to be trained in cryptanalysis.
The Navy was looking for bright women who had the ability to
keep a secret, were born in the United States, were free of close ties
with other nations, and had a flair for mathematics and languages.
The Navy was also clear about the kind of women they did not want,
including communists, pacifists, and anyone from a country or race
being persecuted by the Germans, including Poles and Jews.
At the Navy’s request, Comstock also approached leaders of other
women’s schools. Representatives from Barnard, Bryn Mawr, Vassar,
Wellesley, Radcliffe, Smith, and Mount Holyoke met on October 31
and November 1, 1941. Ada Comstock handed out some materials
the Navy had developed: a “Guide for Instructors” and an
“Introduction to Students.” The idea was that selected students
would take the course during what was left of their senior year, then
go to work for the Navy, in Washington, as civilians.
The wave of secret letters inviting young women to secret
meetings followed in the fall of 1941. Most of the women were in the
top 10 percent of their class. The women were warned not to say
the word “cryptanalysis” outside their classrooms. They were also
told not to use the words “intelligence” or “security” to any person
outside their study group, so as not to tip off the enemy.
In the late spring of 1942, the first wave of women recruited by
the US Navy finished their secret courses and set out for
Washington, DC, to start their duties. The women were told that just
because they were female, that did not mean they would not be
shot if they told anybody what they were doing. If they were asked
what they did, they were to say they emptied trash cans and
sharpened pencils. People believed them.
During the most violent global conflict that humanity has ever
known—a war that cost more money, damaged more property, and
took more lives than any war before or since—these women formed
the backbone of one of the most successful intelligence efforts in
history.
In the packets they opened before arriving in Washington, the
women were told that, up to now, cryptanalytic work had been done
by men.
“Whether women can take it over successfully,” the Navy letter
told them, “remains to be proved.”
The letter added: “We believe you can do it.”

Code breaking was a joint effort. The Americans had to cooperate

with England’s older and more sophisticated code-breaking
operation, known as Bletchley Park. Thousands of Englishwomen
had been hired to work there beginning in 1937, when it seemed as
if there might be a second world war. The women operated “bombe”
machines. These machines had been built to crack the Enigma
ciphers used by the German Navy, Army, Air Force, and security
services.
At the beginning, the Allies decided that the British would lead
the code-breaking efforts in the war in Europe and the Atlantic. The
Americans had the lead responsibility for code breaking in the
Pacific.
As the war went on, the United States’ code-breaking operation
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