High School Cadet Corps - Adjutant Yearbook (Washington, DC)

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F , , +- 2 3 Y 5? is aw ww , , ut 1 DR. STEPHEN E. KRAMER First Assistant Superintendent of Schools in Charge of Cadets CCadet in Company D., Central, 18895

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CADET TRAINING By DR. FRANK W. BALLOU Superintendent of Public Schools I-IE year 1933 marks a half century since the founding of the Washington High School Cadets. The record of the high school cadets is a creditable one through its achievements in the physical, moral, and spirit- ual values that come from cadet training. Per- haps in no other peace time in the existence of this Organization, have young men been con- fronted With such an uncertain and unstable outlook as that which today confronts them. The future of our social institutions depends on the individual and his place in the social order. If each cadet is graduated- from our schools with a profound feeling that his cadet training aims to strengthen character, establish ideals, broaden the spirit, develop sympathy and understanding, then the continued success of cadet training is assured. A discipline and train- ing of this kind will place young men in the front ranks among the affairs of men, able to lead, but willing to serve. JUDGES OF THE 1933 CADET COMPETITIONS GUARD OF HONOR, BATTALION, REGIMENTAL AND COMPANY COMPETITIONS CAPTAIN CARLETON SMITH ......................................... ...,..... I nfanrry, U. S. A. FIRST LIEUTENANT JOHN G. HILL ..Ic.,.........., ,,...,t I nfanrry, U. S. A. FIRST LIEUTENANT THOMAS H. ALLEN. ...,,. ....,.. I nfantry, U. S. A. SECOND LIEUTENANT PAUL W. CARAWAY ............. ....... I nfantry, U. S. A. BAND COMPETITION LIEUTENANT GODFREY BUGLIONE ..., Bandmaster, 15th U. S. Infantry, Retired Warrant Officers: LOUIS YASSEL ......, -----Third U. S. Cavalry Band JOSEPH DUFRESNE ......L..,.,,,,..,......,.....,...,,....., Third U. S. Cavalry Band MILITARY MAP PROBLEMS SERIES Umpire: MAJOR WILLIAM H. HOESON .......,..,..................... Infantry, U. S. A. Director: LIEUTENANT COLONEL WALLACE M. CRAIOIE .... U. S. A., PMSBT OUR THANKS TO OUR MILITARY INSTRUCTORS HENEVER the Opportunity Offered, the Military Instructors have expressed their pleasure in training the High School Cadets, their appreciation of the spontaneity and ambition in each unit. Captain Van Pelt willed his sword to McKinley High School: Captain Johnson and Captain Strecker gave a cup for the Winning Band: and Colonel Craigie, one for the Winning Battalion. This is the Occasion for the members of the Corps COLONEL BURTON R. Ross MAJOR W. A. MCCATHRAN LIEUTENANT N. B. BRISCOE CADET COLONEL WALLACE M. YATER CADET MAJOR WORTH E. SHOULTS LIEUTENANT RICHARD R. DAY MR. WALTER R. STOKES fRifle Teamj MAJOR B. O. KENNEDY CAPTAIN A. J. O'KEEFE COLONEL A. W. MAISH Nineteen to register their appreciation Of the Military Instructors, detailed from the National Guard or from the United States Army to the several high schools or high school regiments. Every boy who Wears or has Worn the Cadet blue will feel as he reads these lines a thrill of friend- ship and gratitude for these men who taught discipline and tactics, and fair play, and courtesy. CAPTAIN W. JUDKINS CAPTAIN D. VAN PELT COLONEL FRANK MOORMAN CAPTAIN ROBERT W. NORTON MAJOR RAYMOND G. PAYNE .LIEUTENANT COLONEL J. S. DONOVAN CAPTAIN JOHNSON CAPTAIN STRECKER LIEUTENANT PAUL L. DOERR COLONEL WALLACE M. CRAIGIE

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AN EVALUATION OF CADET TRAINING By DR. STEPHEN E. KRAMER, First Assistant Superintendent of Schools HE recognition of the worth of military training in the high school to the com- munity should arise not primarily from any enhanced value on the score of preparedness but from thefundamental educational advan- tages which the military organization affords the growing youth of our schools. A degree of preparedness naturally results from a military organization, but I believe that we should regard military preparedness as a by-product of such training and not the fun- damental principle which should govern in the selection of military training as a school activity and its incorporation in the educational life of the boy. Social, physical, moral, and sentimental values of the cadet organization relating to the boy as an individual with the duty of learning to ad- just himself to a satisfactory, efficient and happy life among his fellows should be the determin- ing factors in the parental choice, when the question faces him as to whether his son should or should not join the cadet organization. It must be clearly borne in mind that military training as developed in the high schools of the District of Columbia is an activity interwoven in the whole life of the school. Related to the military organization are scholarship, school cit- izenship, worthy membership in the student body, trustworthiness, leadership, and high ideals. The cadet organization is an integral part of the school orggnization, not a separate institution superimposed upon the academic life of the school. In every contact with the other phases of school life the cadet is considered as a student rather than as a soldier. It is impor- tant that these facts be constantly before us in considering the claims which can properly be set forth of worthy results derived from the kind of military training which Washington believes in and which is well exemplified in her military organization. What does a boy get from his experience in the kind of military which is provided in the schools of the District of Columbia? Training in coordination of mind and body-attentive ness, mental and physical-social adjustment with his fellows-subordination without a con- viction of inferiority-leadership without arro- gance-are some of the outstanding benefits di- rectly resulting from his service in the cadets. The cadet realizes that he can obey orders which contribute to the comfort or success of the group Twenty-one without sacrificing his individual dignity. He discovers the meaning of being an essential part of the group and the responsibilities attendant upon his faithfully discharging the duties of his position. By his cooperation the group succeeds and without his part faithfully performed the group fails. In the schools of the District of Columbia military training is given the form of a contest of skill which involves not a selected group of gifted individuals but the mass performance of nearly 2000 boys. The organization is largely self-disciplined and self-instructed. Victory in the contest is gained by the average performance of the group. No better example of team play and performance of the group rather than the individual can be found. No other school ac- tivity offers to so large a group of pupils oppor- tunity for self expression in service to an ideal. The sense of individual responsibility for the good of the group is highly developed not only in the officer but in the newest recruit. The Washington organization is truly demo- cratic. The officer comes to command as the result of long service and proven superiority. Each cadet knows that leadership is open to him if he will exert himself. Promotion is based not only on strictly military achievement but upon superiority in fields which every good school system emphasizes. To reach a position as an ofhcer the cadet must achieve a good stand- ing in the following Helds: l. Scholarship 2. Military efficiency 3. Physical fitness 4. Ability to obey 5. General emciency 6. Ability to command 7. Power of initiative 8. Personality 9. Spirit of service 10. Loyalty to school ll. Tact IZ. Belief in his own power to make good.