Squadron Officer School - Cogito Yearbook (Montgomery, AL)

 - Class of 1962

Page 1 of 112


Squadron Officer School - Cogito Yearbook (Montgomery, AL) online yearbook collection, 1962 Edition, Cover

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Text from Pages 1 - 112 of the 1962 volume:

1-:J Y 2 1 H wg gif A fu! ' 'S R Q, Nm . . Y -gg , W Fizz?-, Q H Wgiyzsf 'H X- ' W N S, ..,, A , W1 N , L 213,85 , 3 "TT' ' View -152211: uni:-v ,... 552' 7? . w ,az W x ., , wg ww , ,mm 'Qi 'f x "ES Q nu . .' vi 'fi' K-'V 'x v ,A 35.-.b wg 'U- Q52 . Ariat. Kiln.:- Q 2 5 Wig- -- if f Q 4 if-g ,Q 1 1' i,x' Ki 'Aff 4 ' 4' '---' ' 'L' '7' f ' 'z""'i'.'A' ,fm '16, ,. . HE FIRST STEP... " fa, SYN: 1 255351. iff H m JE Q 1 f Mr is , W QFESSIMONAL I a 1 5 f N5 qxmncm. 'ESSEX Qfigw E Ffx 1 LT. GENERAL TROUP MILLER, JR. Lt. Gen. Troup Miller, Jr., Commander, Air University, Maxwell Air Force Base, Alabama, calls Atlanta, Geor- gia, his home town. After graduating from St. Lukes School, now Valley Forge Military Academy, Wayne,'Pennsyl- vania, he entered the U. S. Military Academy and graduated as a second lieutenant of Cavalry in June 1930. He began flying training in the fall of 1930, and was rated a pilot in December 1931. f - A General Miller's first assignment as a flying officer was with the Second Bomb Group, Langley Field, Va., where he served as squadron engineering officer and assistant group operations officer. He became a flying in- structor at Kelly Field in July 1936. In November 1940 he assumed command of a training group at the Air Corps Advanced Flying School, Maxwell Field, Ala. In 1942 General Miller became director of training at the AAF Combat Crew School. His next assignment took him back to Maxwell Field as assistant commandant of the Army Air Force Pilot School ffour-enginel. He entered the Army-Navy Staff College in October 1943 and graduated in February 1944. He spent the next year in the southwest Pacific with the 5th Air Force. He commanded the 59th Air Service Group, and was commander and chief of staff of the 59th Bomber Command. After World War ll, General Miller returned to Maxwell, serving in operations and plans. He entered War College in 1948 and, upon graduation, he was assigned to Headquarters USAF as director of industrial resources. In July 1953 he assumed command of the Northern Air Material Area in Europe with headquarters at Burton- wood, England. Upon his return to the states, he commanded the Arnold Engineering Development Center, Tennes- see. In 1960, he became Vice Commandant of Air University and assumed command of Air University on 1 August 1961. Decorations awarded to General Miller for outstanding service include the Legion of Merit and the Air Medal. 131 ff L -LQ: is fog? ss. I ll -- I 'L ' - . . - 1, F' :ia -wi V 31' I 1 1 '5E?sW55?5"Ll 553i52itii.i I 1 I' A I If-fares' .wif-W sm' Wgfgg ff' 'six I .use-g Iv .ss M 521 it its ssh. I if ,f""E. Z'- .., I .K . . 4, VV -5 : Y M ,, . sfgtgwr V V tif ...LEM , Y- l 3 .,:Fi:i? Q.. 51- - VJ COLONEL H. N. HOLT Colonel Harold Norman Holt was born in Philadelphia, Pennsylvania on 11.May 1916. He attended grammar and high school in Philadelphia and graduated from Drexel Institute of Technology of that city in 1939. He served on active duty as 2nd Lieutenant, Infantry, until he entered Primary Flying School in June of 1941. When he graduated in January of 1942, his commission was transferred to the Air Corps. He went first to Panama and then was given command of a Fighter Bomber Squadron. In 1944, he moved up to Group Commander and led 156 combat missions in the European Theater. Although his role was primarily absorbing flak while attacking ground targets, Colonel Holt is credited with three ME 109 confirmed in the air and two multi-engine aircraft on the ground. He returned to the States to serve as Senior Tactical Air Instructor at the Infantry School, Ft. Benning, Ga. He was sent from this assignment to get a Master's degree in Industrial Management from the Wharton School of the University of Pennsylvania. He went to a Headquarters USAF assignment before assuming command of fighter bomber wing in England. His next assignment was back to Headquarters USAF where he was selected to attend the Harvard Advanced Management Program. He was named vice commandant of Air War College in June of 1960 and Commandant, Squadron Officer School, in August 1961. His decorations include the Silver Star, Distinguished Flying Cross, Bronze Star, Air Medal with 27 Oak Leaf Clusters, Distinguished Unit Citation, French Croix de Guerre with Palm, and Belgian Fourragere. 141 A COLONEL G.W. STALNAKER A 1941 graduate of the U. S. Military Academy, Colonel George W. Stalnaker received his wings in the U. S. Army Corps in March, 1942. Subsequently, he served as Group Technical Inspector, Assistant Group Operations Officer, and Squadron Commander in the 21st Bomb Group. In 1943, he assumed command ofa B-26 squadron and flew combat out of England until July of 1944. That day, he was shot down while flying his 35th mission. He suc- cessfully evaded capture and returned to the Allied lines in August. He served as a member of the Intelligence Staff both in England and France. At the end of the war, he went to Wiesbaden as Deputy Director of Combat Intelligence for Headquarters USAFE. , He returned to the States in 1947 where he became a reserve unit instructor until 1949 and Deputy Director of Intelligence for the Continental Air Command. He then became a part of the original cadre for Central Air Defense Force. In 1953, he left CADF to attend Armed Forces Staff College where he stayed as faculty until 1957. He was sent to Japan to Hq Fifth Air Force in Plans and Programs. While in Japan he was assigned as Director of Operations Third Bomb Wing. He was assigned as Plans and Programs Officer in the Concepts Division of the Research Studies Institute at Maxwell in July 1961. He was assigned as Deputy Com- mandant of SOS in March 1962. t 151 DEPUTY FOR DEPUTY FOR DEPUTY FOR STUDENT OPERATIONS ACADEMIC INSTRUCTIONS ADMINISTRATION I, 1 ,YIY ' I I I I' f, Col. Lowley Col. Loveless LXC Hesferberg DEPUTY FOR PLANS AND EVALUATION AEROSPACE DIVISION I I Col. ROFCJIRO LXC Bene ACADEMIC ADMINISTRATION CHAPLAIN EDUCATION ADVISOR INSTRUCTION Moi. Steele Moi. Nelson Dr. Walter Moi. Blair I 6 I AEROSPACE DIVISION X .-. i J! I i'- fl fi' - ' ,,dl?fxill . Ymlllll' fljlplllw IIII .M I , .f ,, X Qi I AAA,A 'I LXC COIISHS l.fC Wells l.fC Kregel Maj. Barra - E 3 " Mai. Jackson Capf. Nolan CapT. Springer Capt. Wolfe COMMAND AND STAFF DIVISION I.fC Young I.fC Foltz Maj. Ellis Mai. Newton Maj. Bieber Mai. Harrawood Mai. Smirh CapT. Mark Capt. Sheppard I 7 I PLANS AND EVALUATION DIVISION I.fC Manning Mai. Johnson Capf. Janssen wi?-33,23 , " Iii? . ,. SERVICES DIVISION Mai. SherreT , Capt Brewer wg: 'II II. .H 1?-ofa ' ri Lg ' 3 . :I 5 I 22 H , L- I STUDENT OPERATIONS -1 W, ,,.,:-:miata W5-ff I.fC Evans LfC Clarke Mai. Travers L v Qi., Vzla QM 5 -I .S , ,II2 QS "-:I2 -.r' - ' N I ':" ' :'::' I "IJ,- gi Wig". I fs I V1 . st A ri, E :sr -. :Wes I .1 PROGRAMS DIVISION Rybas Robinson Russell MQ' Rggkgrd 'NAC' T,-Ueff I8I 1 Sf- w us I1 egg AA... li. E .I .s , .S f -"'1 2 I Q Q :,. ,,i, ,, R I zu-, J, JL X an ,K rx r ' I I S I " in L im , . is 5:-.5 , ..,, 'W s rg I Lvw K S' 4 X Q af., N is my S4 4 mg If 'S F Bi MISSIHN HNll Hlillllll The Squadron Officer School, as the initial course in the USAF's advanced military education program, has a dual and vital role. ln the first place, the school must develop young officers who are dedicated to the USAF, its mission and policies, and who look upon a career in the Air Force with enthusiasm and determination. Secondly, the school must graduate officers who are thoroughly prepared to assume progressively more important positions in the USAF and who will provide the Air Force with the sound leadership and qualified airmanship that are so vital to sustained effectiveness. ln general terms, the responsibilities to the Air Force and the officer students are spelled out in the mission of the Squadron Officer School. ". . . to increase the abilities of selected officers to execute the command tasks associated with squadrons and to perform staff tasks normally encountered by lieutenants and captains and to provide these officers the foundation for further professional development." SQUADRON OFFICER SCHOOL OBJECTIVES lf these officers are to become more effective in the execution of command and staff tasks, the school must do three things: increase military knowledge, develop personal skills, and reaffirm positive attitudes. This interpretation of the mission has led to the formulation of a series of five broad objectives which break down the statement of the mission into components which more clearly identify what the job is. These obiectives are: l. To develop an ability to solve problems logically and to communicate effectively. 2. To increase understanding of the characteristics, principles, and techniques ofleadership, and their relation to squadron discipline, esprit, and mission accomplishment. 3. To initiate a program for continued professional improvement to include an understanding of ideological conflicts and their effects upon the policies and strategies of the United States and the United States Air Force. 4. To increase understanding of the duties and responsibilities of squadron-grade officer, the principles of organization, and the functions of command. 5. To increase understanding of aerospace doctrines and the employment of aerospace forces and other military forces in peace and war, and the impact of technology on air warfare. SQUADRON OFFICER SCHOOL PHILOSOPHY Our philosophy of instruction for attaining these obiectives extends far beyond merely exposing the student to subject matter. ln the broadest sense, the Squadron Officer School seeks to devel- op the "whole man" -- to guide, encourage, and inspire the mental, physical and ethical develop- ment of the young officer so that he may reach toward his maximum potential as a leader in the Air Force. Today as we stand on the threshold of space, the future is almost beyond comprehension. Weap- on systems being developed and the tactics evolving from them far surpass the wildest specula- tions of the World War II commander, therefore, the student is guided toward principles rather than techniques. All areas of the curriculum are designed to prepare him for responsibility by inte- grating the acquisition of professional knowledge with the development of command skillsand leadership attitudes. ln the decision-making process, the school has recognized a guiding principle which is stated as the school theme, "Think -- Communicate -- Cooperate." T91 , ,lL, w ww ,icuugf fn, f.g,,,n-Vg A - -- ry V .,,, W . K' ' is , ,.,, Km . K. . P' X, f' K . 3.- . -,MAJ -mm , I .Q , dw N 2 , A . R tr fb 1 l a ' :Q , 1 Y L 4, .. A I , p V ,D , F L 1 Q- , -f ,, ' ' MH- 1 'K 'J",r'- -D .-fih 3 542, wg, . A - ,T -. 1 ' f ' 7 .1 ' ' Y ' - ' ' 4 ' ' 1 ' xi' S ' " .. 'A 4 ' A " " Miz . "Q -f L . - . H 1 , M WH, A .1 I H. r. k A W' r wwf, - - , l ,Q ?gi , ff 4452 1 K' 11 7:1 ,MV 6' 1 'ww 3? r'wwv'M,1M1Qmf,?1+,.QM " 'L7f'F1Q',x ! ,Ge ,.p Mmgz, lbw" X "ff "fmWL.,,, X X' '.""11,"m'W'Tf' hQ5W5:?f g5f5W5u..:f3,, WWA LQ ami if 4 A 1' KEN "1 ' f. - "wL'Lu!"m ' im , f"1,.w. Q V Asmfsiffg WJ Q. ,1 A wh I. ' ' W N,- igwiwyg My 1,2 1 .- it . t A .,,A. Tiinmiillf, n' ' ' Q- 1 -- W -- ' - -- wwfw- ym wmllmc' w w -- QGQQEQQZQQ5'-ivisiM551w - J"'f'fv"- 'L '1 ' ' lv H ' ,. W,LW, 1' ' G'-ep A w meH,m.2m?iu w 1 A ' W ' " , xg. V 1 ,a f1::,W,:ff1ffSgf11,,,... - W, 4 W , 1 A ,. .1 ,Jw M 2 w 24 V gzzlgixffvr?-Y.2,4L?fi2wIz2s32ai':- 'Q ' A ,R , . .v T, ,,..k.k'. 5, . . ..i,3,..?. I 7 - H k QQ-..f. L r ..,-, r wwf R , gi: -1-. wr s Nw ' I I wigs! sf . .3 ' H Q f 4 1 HW , ,H 'W .... M A u . .QF 14-5. 2 ' sf: .,. - 45 WV: 'r 11 .I ,f ual' i- QR? P 5,1 v . ,., --' R, i ""' I., X 5 R, -:gf 4 . , , L f. Q. ' H 'V T1-' -. I, Q' 'Fm -" '41 ' ' . t L K , ' 11 1 .15 Q NE Ab! fu. L 1 1- X - H x. jf. -Nt. V T ' 7 ""' ' " ' ' ' Xwgi-?w .' , A m ., -Tf""' ' K ." ' - . 1'-' '-5 .A-,!f,A--?"' -vg ' 1- K- Q- ' . . -1 - Q. w fi -r A ' Lq I - X V F , A . f 1 ' V if . ,X Y t 'ln' 4-4 UMR . 9 , Q ' 'f 'CJ' I V- -4- " - f X , I .W 1 A . W W , , - . . P ' """ ' W' WL - ww N - :mfs " 1 ,N W, NMY,, "' A , W ' H .., mv MT' 1 vi? I W 5 lm . ,I I R ij? .S W.. 1 l Q N. HH X U d NC' fi B 5 I. I " R: 1 , l . in ' l - 1 The Whole Nation Salutes Our Allied Officers ETHIOPIA ---------------------------------- GREECE ---------------------------- T. Solomon PARAGUAY ---------- I I K EQ ? X U .v , Q ,E F 'QL' I 1 1 1 , Af a... :kdm 'N Z' A. Tofesse J. Tsirkos C. Vcssis SAUDI ARABIA- --------------- ----- ---------- g....Fg-.., .I . - . . AQ ESFT.- , -am A R. Colvef A. Al-Noomcn I.. Bokhcry A. EI-Angon E-ff I N ... -3, A melee. 'Z ' f f 1255 : E ii Y ' I 'Q-,f 'V -E. X , I , . fl -,J in ,A M. Mosood N. Celikkol T. Guner S. Ordos A. Uzer THE AIR UNIVERSITY fswcfign Qfficsi CSQEQJ 62-U MAXWELL AIR FCDRCE BASE MONTGOMERY ALABAMA WING A ev' Situ E,-59 DEPUTY WING CHIEF Capt. Ernie Schultz Section Commander Bartholomew, Davis, P. Dick, G. Gordon, R. Harris, J. Lattin, P. Massar, C. Mai. John Garrett Nielandl J- Orenstein, S. Strauss, J. Tracy, J. whmaela, A. Ayalew, T. I I I4 u . J - X J' I ,II I si -, gi 9 lx 1 'X ..-g, ,I I , . Mai. Pete Van Brussel in I i J 45 , 3, , C .A 1 9- Section Commander Mai. Harv. Walter -4 8 -al l L2 x , ' I' Al'l0, ww .5 J, .4 come., P. ' A Fitzgerald, D. Herrington, E. 'Z W, Johnson, R. WW "A! ' Jones, J. I Us g ' Kehoe, R. .L - " I Mangum, B. 1.1! V Mathis, W. X - Q 11.244 .ff "ar T tl ! P' ls V rr Q J M 4 Neuro, T. Riley J. Benoit, G. Cannon, F. Gerhauser, Rodriguez, F. Section Commander Capt. Joe Snyder VonWeele, J. ir QEQQJ. 1' , LAM Gower, W. Harris, J. lberg, R., 9 , . ig' 5 i, ,T O'Leary, B. 'A " 'Y XJ' Patterson, J. , b ,1 f I r' P - f--f . ':-' ' - Rodenhizer, D. , H . Siebers, J. .Adj i 'iii 'fi ' ' ' ' , Q N f Valuikas, G. , r E151 Q mf' P y un Section Commander Capt.. John Saiyer Wh iff, J . fl' J ff. Q. , I 4 , .M z JE S K' i a an 5 he ' 'sg-1 H. :ggi ,M ,,, .. i . . i. f LL. ' 1 . J 6 , .id Bough, W. Brooks, Brown, M. 45- 7 J. , , Callari, J. Ferguson, L. Franco, R. Gazzerro, W. Gruver, N. Jaffy, E., Johnson, J. McBride, R. Mclntyre, O. Cilek, G. Dinkel, C. Ivey, J. ,firm M Pasley, S. Powell., L. .s if ga If Price, N. Rogers,,R. Silver, E. Smith, E. E161 Johnson, L. Kuplins, A. Wickers, P. 2- V1 v ' 2 .D 45,1 54 f ug f E P' Section Commander Capt. Bob Kerr Williams, L. 16 ,L Bw' A f F " David, F 'Q V V' Donley, J.. Section Commander 1 Dutt, W. li, Grubb, R. Harkins, L. Kiser, G.. MGFRBY. F' Capt. Carmen Annillo 'A 'f Nelson, H. I, H, ' 4 Revello, P.. . ::E V , . X .,,, f': il ' L St.. Louis, R. M . . n Slater, D.. I, , 7 r Section Commander Capt. Mark Bereni Young, J. Arceneaux, Benoit, C. Ferrell, R. Garcia, R.. Gorgas, W. Green, C. Grimmnifz, Jenkins, J Kepner, H. King, D. McCurley, Taylor, F. i I 1 L. J. 7 F. S' x, 12' - 'N . e fly! N N 1 A I. . 9 P U L F 6 '.m,.,,n -3 y - I Ks . ie? .JJ if H539 . - H F-tl ' . ,. 'TS' . .V , W 1 r 1 18 Section Commander 'x Ag . I I1 , .Hz fall'-' '-l ptr- - vw 1, 1:1 5 1, 5. it .3 I ,fr sri? gl ' I :fl ' -5 i..'.- ' ...HN-J, .75 ,' if I I I . ' jf" 543' 'I , P F, V Capt. AI Bennett Attached Faculty Capt. Ernie Schultz X casiro E,-so 540 Corley, D. , Du Long, P . - 1' Franklin, C. I 'i Frey, R. Langham, C. T-I-"wif Prieive, R. Scarff, J. , schmaa, w. , y ' Solomon, T. 41 5 Unterman, C. Venable, J. Q I IS' ., v wood, G. all mt - I it WING B W 3 u L ul v A ' X F' . Q. If J If Kr A' M .f 3, ll 'l J 7 P 3 WING CHIEF . sw 1- W' 5 . 'iq ,, , Y ,, ! r. , ,Lf , uf ' rg "' Il Hflvxl. -' I I . E If . .f if 1 1 -, .I xr v' . 5 , -f. K 'wit . t, 71: nfs'-, ., ' " ,"f?-Q-liz: ,- tif? I' ' , I f - 1' fj..".:'. - T 54 Z 1 ..a5'4..,m I ' ,mfg ..1,',4fi-.3 . sw ' gm ,Jff"Q'H 'XJ' 'XIV 55, if WI' '+A .- iff l -A , ..-.- 151,61 ' M- V -if -'W' In f Q -,--msg, . ,-1 , www? ggi 2' ' :5.g?Tf1?5g1 f - aff? I.. Z. .:wx.'L-..- ' fs-v,6.:.fy'1F3r2 .5 71 Aff If I illIui 'fl Q,.f' 'if '1!.c3L'f.-.H'," :' ff" 11555 EQ x w ifi .gq,v'f-5,eiig- ,ur 1- 'If :-as-J'.T -S LIL visit-T-.is "f r'H"5I'f I ii- 4 WW, , M .- .. ' I-.F - - -.ll -Y: -'.- -.v f -.-r - 39" ..xx,xx --SF' yu ,.3,.- T1::R.:5,-gzmi,-, . :.5i. ,QM - i nm ,ag I - e .- A' nw ff... 1 - Mm I fm, S. 2,525 , ...gi K Aff 5 -f ,Q :-.I ,., . tn., ,II - --'-- f ras. ' 1- 5' :H 2 ,v" 4 - uf' I r'. I. ' - F" I -1, ,,. E.. : ,e lm - v ze., Z f , I v bf - 1 ,p 1' A-41.1. : - gal.:-2".f"2'-9-v ,-2 '5- V ' mt I I., .. .. , . . - - ,-..,..--.ma -- VX-, . 1. ., il,-Q xiii: , J, W: H . EACFTLT -5' 'fr z". iff. 141.-.L-s', , .' M-ff ' . , -' 3, F figga 2, ' 151.56-ar.:-1'f ' , :ia 'LLL'-T . , 't.?4'.1Ef if ,f+.'a.-51-I -'L Q- .' --A , V DEPUTY WING CHIEF Capt. Sam Barrett I I3 I Mai. Bill Sinclair T' 'f .ef Section Commander ll 5 Capt. Gene Reed , 1 :Lg ,S 'Q cz Bonett, S. ' Evgenides, C. , w 1-V 'fs-, B ' , B.. nj I'l1'1' Gardner, P. Kenyon, C. Lane, W. E! ,an Fl Q: Roddey, J. Schell, L. Schubert, R. Scott, J. Winslow, D. Wolf, J. Section Commander LXC Marv Lubner Bonham, D Chauvin, E Kreider, Mitts, J. Norman, Pace, D. Pope, W.. Roberts, A Sandahl, W Sullivan, R. Thune. R. J S Walters, R. 2 ll9l Section Commander Capt. Joe Burns Schwartz, D. ,5 , X-.1 , .T ' 'V Carl ino, V. Cherry, A. Foster, R. Hubbard, J. Hughban ks, J. Kelly, D. King, N. Krause, Louderb Ritchie, D. ack, J. A. Roberts, L. Ryan, V. -Q! 3' 8- w it J, ai' , V A , J' ' .-E, F If L. . 1 5 r Aldred, W. Carter, J. Emerson, D. Hardesty, M. Huffman, E. Johnson, R. Lacy, W. Nakatsuii, R. Pattillo, R. Tsirkos, J. Waddell, D. Walsh, D. l2O 1 , ' L l 5 3 K A1 , ,. , .r T 0 . 3,45 P' Section Commander Capt. Dixie Jones Attached Faculty Wetterhall, L. Major Rickard 2 Yi Section Commander Moi . John Hunter Baron, R. Brogden, J. Burks, W. Eckert, T. Elliott, R. Finn, W. Hilgenburg, J. Koltermun, T. McBriarfy, M. Sanders, N. smith, G. Wallenfine, D. B osse rt, C. Davis, E. Embysk, H. Gladis, D. Harenslci, W. Hollis, R. Jessup, A Keeler, Lowry, J. Sterling, D Wellman Wink, F. I 2 'l n' Y .EV V If 1 Q l . , l y v :E - lllxxltiiiiiff N.-36 , 25 Section Commander ill all llllll. Eilililllll, 'E-fiaulil' ,yu it 1 ,- M 4 ,Q 5 . 3 . P ragga tires" i E if .ggi 1.-' ' - t in , l l rf-af. :" . V , a ,- 1 l if Capt. Bert Powers Young, B. l -is ' ' , 'bp A nT ,F Section Comm on der Capt.. Jerry Tietge Villarreal, R. i 'iff V '7 EET 1! . -ef - Pl gf"S1,l' Johnson, L. Bringhurst, F. Gilliland, J. Griffies, W. Gunderson E M Guthrie L Lf ""' 3 if' K , . t 3 , - Hale,W. xii l Musino, T. ,V 39 , U. Moriarty, M. Seuy, J. T T7 Strand, S. 3 xljg gg.. Thomas, D. WV ll 3 Section Commander Adams, C. Bedsworth, B.. W Chadwick, P.. Freeland, J. Q .. ii " x I tk' R. ' z f 5 33 l 1 tg, T 1.: i T" Harter, O. Helms, H. Mccqskau, R. Michie, E' Capt. AI Thompson Robertson, O. Sloan, G. Tappan, R. Vassis, C. Weiner, S. l221 C WING CHIEF ,,,, fi my Mem. I-vw sw I '- im my fa, Q7 'fvfgo 5 90 Section Commander LXC John Nash DEPUTY WING CHIEF Capt. Bob Kienzle Buuknight, G. Bennett, C. Bruce, J.. Castlen, W. Cox, B.. Horton, J. Karlquisf, C.. K Iaerner, W. Linlefield, D. Molnar, B.. Pierson, R. Timmerman, V. I23I 'Q .I if Mai.. Hutch Hutchinson I S 'G Y Li v-2 aw 'MRS Wai? ' iii! fy w "' A V , Pa Section Commander Mai. Walt Van Cleave Attached Faculty LXC Manning Ylen, J. 5 3, Callahan, T. i , A . im N Ball, H. V Nl Carswell, W. L 'w Harvey, P. Holley, J. Helms, P. g G7 V 1 Huggins, B. Lilly, W. Lunden, R.. Parker, B. Supple, M. Tron, C. I ,li Q' Albertsen, J. Barnes, G. Benson, D. Davis, R. H Duck. w. , .. Q Duque, J. Henry, E.. f 'f' Phillips, R. Q Repeta, H. l,,ll L My 'K if "1- 1 1 -'.- Ll. Riegel, R. 'f y - shefwooa, M. A l Smith, T. F., ' r , 7 W ' l24l ep as -.1 x us Section Commander Capt. Bob Toon ey Taylor, J. 34 . Blowey, H.. Q- I lx N R' A . , . ' i ' " in X Collins' D' Section Commander I- H It Flanagan, J, 9 uf ",f Y 25 ii Garris, S. i' li' ' 3- ,X 5 :lx- 'Y Vxf V N 'fm Mathews, R. in 4 5 4- lx I , V ' Mcnoweu, J. y .S L if ,, ' ' .L Reddin, T, Capf.. Hal Crompton , , , 'ri - J F v X" Schaare, E. . , a A , . '. X ' L.. . it I A.:-J Un, R. IG P: I4 T. X 'Q -7 ' Veach, J. 5 'F " ff' ?' wangfaela, J. ' M V wolf, A. 4- 4 I Y Ziman, R. -- Q '1':' Dolan, w. if' Q Q- a I . f Section Commander r 8 , ' V- , 1 ,' Us Grigsby, B. . T ..... Q , ,Q Kowalczyk, M. :gf ...V 19 X NH 35 a I 4' . A Miller, R. -37' A I . . r ' Moore, J. I Capt. Louis McKenna Moofy, D. Q' 'Q !4!! is in ' 'N 4 . V N sv , .,,, , , .. Oliver, W. J .N Q" Y , ' ' , , Pratt, E. ' , X ii n" .X as 4 Robinson, D. ' "Fi Thomas, V. 'lk l - X ' , fa E251 36 Akerlund, E. 4 f A 'll, D.. Section Commander ver' gi! Hass, P. Jensen C. Ql , A AVAV V . ' .1 , . . f Q1 .5 gg --A... . ' i I N Jusko, V. W' , rc.. 9' W' A ' Capt. Bill Sherman Mabel C, M Nelson, E. ww rgigwifv 4' F. 'V Attached Faculty Olson, R' A E A- Seaman, R.. 5 Taylor, E. ' . . W 'li Wlrsmg, E. ' fr Mui. Curtis Smith 1 ,ll k Bass, S.. is Caldwell, R. 'Ay i zlql - K Duck, W. if v 1. ' 6 Section Commander "pl M gl ib F ff " Hemmert, J. M 'lu - House, B E' U. Q, Y V " IX 1 ' 4.21 " , 'L . . tg. .WW X - 225 . , 'Hr -Mil 7 H . U f Howard, Latham, Pitts, H. E A. P. Schuehler, J. Starch, H. Wheeler, I 26 l R. Capt. Pete Peterson Wildf, J. . 1 V Blackwell, N. , ,ge ' T 9 ill gf Calvef, R. I ,,, - ' I '-x Funuyuma, D. ,f , V Hedges, J. S l "U 1 Qty .V W 5 Heim, N. 'V f Horning, R. M Jackson, S. 5, 'I - XL C I' . 1 'I F CC., Kang, B. -I ,f I tj. ,auiiii . McKay, P. W TLAQFMQI A 4 5 YT Oversireet, R. Q Q. RW' C' mg. Simmonds, C I 5 if , P WING D Section Commander Capt. Bob Pyatf Siewurf, J. v 9 5? 0 I I 4 I I I 1 If I Ia I' , DEPUTY WING CHIEF Copi. John Rivers I27I WING CHIEF L!C Milt Collier Section Commander Mai. James Ballard ef 4' A L . 1 gk t U ' -2535 . . 2, frm- Burk, W. Downs, R. Lane, P. Lednicky, E.. Mondor, M. Osborn, R. Parsons, J.. Petty, G. Prostko, V.. Reigel, D. Woodhead, R. Wooding, J. Byrus, R. Coursen, F. Curtis, F. Masterson, f? Z' I L' ! G. Mazachek, D. Miller, R. Nash, C. ' l North, J. Risinger, B Scheiciel, P Show, D. Urbany, F. i281 1 I 'ill 1 , F I My 5' E' fl ual' r .fi W! P 4. Section Commander Capt. Dick Noble 1 ' ' 1 2 v t, fl l T7 .X 'I r P F Section Commander Capt. Gene Wicker Lenz, W. M fV.:, F Exif :H ..., ,..., ,.. -m a t f-.H f v Al-Naaman, A. Colebaugh, N. Crider, M. Germann, D. lntille, M. Lavery, H. Morris, L. Pellow, C. Pixley, J. Sanchez, J.. Snyder, F. Spencer, J. Backhaus, G. R L F3 Eaton, H. -- Farrington, D. PV Feliciano, N ' .,, -" in G a , R. ' ar ner Gradyan, F. l Guthrie, G. Hummer, W. il? Kingsbury, W. L A", ' . Kirkpatrick, R. Langfield, G. Long, D. li I 29 Section Commander Capt. Don Hollis Welch, O. 1: Si p 1. ,-ff' I, ii' '.:. 4 ,113 W t 1 Y W, ? 'ff T ' . 'sf F 1 ' 9 ., az ' 7 i L Bi 'N 'A t at B 7 45 Bettenhousen, A. ' Billman, C. '. .V 'X I' ' xl-Je Section Commander Burgoyne' R' l ff V fc Capt.. Jim Adams Smith, V. i f"'lJi1 , r K, - ':-s'i4!ff' I i QS a W' -V -h is V Q ' , . Dorsey, W. Du Bose, R. ---- '- Fox, T. Frank, J. Giblin, T. - K Hilbing, F.. Kunz, R. Raymond, . Slapikas, M. . ii: ,'g '1 fi .v gf M 4 5,1 8- -, Y w 1 ,K V' ' Y i W W . if ' are -fi M 12.52 1 '!?"' ,W ik Anderson, R. 4 6 Section Commander Boggs, W. Bond, D. Brill, M. Burger, J. France, J. Hogshead, J. Lackey, wi Capt. Dick Murray Palko, E. Ritter, J. Tegge, R. Thomas, S. Wooten, D. l30l Dean, J. al? .. El-Angafa, A. if 'ni Fessler, G. A Y fu--. ' 1 ? 7, W E Hedley, L. w ' Johnson, J. -J 'zz l dai". f Q 33 Johnson, W. I 2 , X Kearns, C. 1" s o ' 9 . ,,. 'f V: ,-f bl", 1 Kuester, L. I Y Mavroiheris, N. f, . L Murray, R. J ' 1 Pyne, W. F 1' A . Hr 1 Section Commander Capt. Morgan Downing Wissmar, D. 5 yf Richmond, J. Anderson, A. Z: Brewer, J.. V' Brown, W. C 'EW' . , E I 47 Section Commander - :.-Z-2.17 "' . .. Aaizz 35' ..1 IA . - AJ: I A X H we J 13 ii 1 I IV A im E 1 N ag X 5 ' -5. 915 . ' S ' W A..- 2+ if - 1: " Q W K fe ' 7 ' i Capt. Glenn R umley 'P' Tote, G. Duncan, J. ,. I i ,. 1 Harrison, J. zzg - A i R C L.., R. ...5 f J M iii V . Lf- bg! , T " ' la McAuasf.f, J. D , -.7 Onote, J. . ' x , . . ,T V 1, 1 V Pifer, J. L I .- r ks " , , i:AII i X , I Pofock, W. l I ' Ji 5 1 "7 ' , 5 , Riggs, W. .,, H if 1 Thompson, W.. W L - , ' , 4 A -.J , In i311 WIN G E WING CHIEF 0 Bffu Eng L EL Section Commander LfC Tanner Toglioreni, R. DEPUTY wma CHIEF Mui- Aff Wwland Capt., John Jarrell Anthony, J.. Q Amsler, cs. fig xf f -. ' , 'iff' 1' X Carpenter, T. I by 1 Yr ' L , 1 14 Cotter, R.. A -Q Q Ev Fredeen, L. ?-if, E ' , 5 .1 Hansen, K. ,, Jensen, E. ,S 1 -gg ,A 4 ,gf .- Meer, M. if 511- ,f E Moore J ' X Romlow, R. 5 ' 3, Y Q ' W-" T of 'f Smith, J. ' R 4, 2:12 ' w W V,., fl xf Q Szemplinski, H.. D 9" ' V' C l32l W- f ' I! -A E 1? -ii' I QZA Io ' .-. X 7, . ., .1 ' :-- mi M Akers, R Beckens, DeMuth, Fall, W. Fort, F. Gatto, A Monsees Reagan, Schleich Strum, B Whatley, If in b J if ' V? I' fl 5 , r Section Commander Capt. Jim Ingalls VanHoosen, M. Balent, J. Caldwell, B. Davis, D. Evans, A. Garove, E.. Hagberg, W. Jenkins, R. Kasper, R. Meador, W. Mikami, W. Morris, G. Savage , H. E331 L. W. ,J. G. Ryan, H. 1 J. B. P 2 2' 52 Section Commander 2 QQ. . HQQEQEWSEQQUW. bar'-ITE A ETFN igizu .mf 2.2 S 5 3 555. 255+ E 1 E H Qs? F Ws5f E?Q2?l ,g1.f-,Wye . -1 , 1 cxwgs tavysxfg Mwwaw. H , W.. W 1 ggwar wili z Em 5 W9 L ' Egg 5 ? Q 3 2 X 5 2 fkifgixg 2555? -132-fin XT3 V--AQWe3!I'55 Baiwmw 515Wi3m2Wf'5 Sfgma : .4 : WV' EKG KZQZSEV Capt. Ron Schaefer 7-ri., 1 r f We was W . f 'Sf . fm- mv... izi ' -,,.f1'1f f W T wf,.vI1ZxlHf?32Zsf5J5S2'3sf-fiQ 5 , , Y isis? Mr? if .f1smQm522s.,wj J . W v M -fflwzmwe mg " 2::, 4 KL. W rf I N Wmiasgx -, A , ,..,, . W W H W . . . . X MJg.,--.- .. 'Q 1. .f 1 3 -gay L Q fi ii ' B' 'Q :A 1 ' . " A N H Kjlimielv .. .A ...fu JY . . . A . V51 ' f if 39:l3'eg?3?:w ' x :.i...-5.2-5, . T? ,.5f,,a!.- J"'Lm"L . ,,. , -.,.,1..w..-.. 3' - M W -Q ,X fn. zs., ws. .. 5 nw- . -1 fff.wsg.iwg"gW. f p 41 wi. Q x. av is M 5 gr 4 A... A " 1' 1 5 ,s T g1QsZvg.H:S??: . K we is - MIX 3 215514 25-24 5 v- H Hug , i . 54 Section Commander ?i-'ff I.. --357' 1,5 V ii -.,is'i , ' Eigawut T "F: I Q If 7 . I J ig 11' ff:-31 Capt. Tom Wood Whitman, P. Biehn, P. , A? - -2 - ' 13 Bokhqfy, L. V t :fx agp., Dougherty, S.. I P 5 v' Easthon, J. X W. L fi I QQ, W if -. it ji ,w Forsyth, M. st 4 , Henderson, B. ,fl , 4' A ' . 9 C C W 'tx' P I V Henderson, J. .M ' tip. 5..- l Q! Johnston, D. 1.52.-W L NJ, Mccqleb, w. J J l' Reichelderfer, J. Tiffault, R. Vogler F Brown, E. 1,1 Casfner, W. ' . ' 5 .., Henlun, E. Herod, S. Holzknecht, W. Keesee, D. 7, Masood' M' -i "' Q 9 McMurphy, B.. eb A Wg qf' :.-: V , Rohde, R. if L JJ J 1 Y ' Russell, R. , ,... W i341 5 Section Commander Capt.. Bob Davis .- if V9.5 -N V 'F N ,cant N v."',T'lJ min ,Y ff . , :fp lf: wi "' ka ' ' . 57 Section Commander LW Hv'vTi'-w,.-' ' ' 4 . ' H S."m ' l ll ' A W .V M' l " 7 my Q " ,film , Capt. Bob Hamilton Williams, J. Ahlstrom, W. 8 ,J 56 Campbell, E.. Chufclleff A' Section Commander Cossey, M. Culton, R. Denham, J. Dolelsl' A' Moi. John Corley Donovan, J. Glancy, H. Horn, R.. Houchin, L. Olson, M. Stone, R. Anessi, T. ? '- in 3,2-1 -JIS Bartlett, R. . ' ' .q u Biles, D. .lv .Q f Coccia, A. , R 'l V: ..,' 4, , 'X X, xx Ferrata, J. R, ' F 4 .nj Firth, B.. 224' 'W , Jensen, R. v, - , ' 1 5' I 91 ' R z ni Q Lowell, D. eg r ' ,I A '65 H. 7 YA W. X 1 Mills, J. L ' Q Stuck, J. VanBrunt, R. L 3 J , Aj, Warren, W. l35l Section Commander Capt. Dan Skinner Strauss, R.. ,fy Bates, D. f P- fx . - -fx Davls, R. U NE ' i M f- . I . t -- "' , . H, Evans, C. ' D " If - .. ' ,V W , ,E FYGY. F- ' I f Jf,e.f2'ff?2f3,'525g?:QI - ,W " . ' Hutnick, K. M M312 M"w-fQXS51f.,aw,g,M,g: c 1. X "Tv,'Q4Q,2Z.H.gg5.gQizs? X . 5 Q-.4 H' ,gf f 's-- - , Jacobs, N. B KT 5J'5s,f,'5?.1 " -A V- -Zi! 'Y-N 272 1 ,fifiaZ?J2i. . Lenfz, E. Lough, R. :. -". , Moore, G. - ' ' Perry, W. Piland, . Fung, J. lf' ' r WING F WING CHIEF 9,10 Brio Erbs 5 DEPUTY WING CHIEF Maiar Hal Elvon I361 Q 05 Y if 'U f xi, 9 65 N 1 '22' 5: wig, ,Q ,, I C - - C ' 145 ltfg 5'M1 v 5-" , ,, .-v,. .I LJ Mai. AI Goof ii: .V 5' f ? , D J Dauten, F. Harris, R. Holman, J. Fw' 5 ' , ll 62 Section Commander 3. ' V -.., RQ - X. E ,I Q 5 it. 1. ,. 1:1 'Fm' Capt. Bill Edwards Yoshizawa, T. 9.5 Horne, M. Kagarise, J. Malahy, V. Miller, S. Nale, W. Petree, J. Prickett, G. Richards, H. K ' Swanson, R. Q 5. I - , g, ez' ' If jf Bartholomew, O. 6 ,X Gettis, A. it H' Hartstein, F. Hall, G. J "" ,f Petersen , D. Rice, B. f' Schumaker, K. Q- ' I Smith, R. . V ' sf Smith, T. Stevens, J. White, H. l37l Section Commander Mai. Pat Herrington White, R. -if F' L'-- 7 M J J M ei I' . . 'J f i ., , . i i' B z f A V " .N .Y , I I if Section Commander Capt. Charlie lrions Sweetwood, R. , ,.. 53- lu 4 1.35. W . , . r Rafi N,-f I-' xv? V H' wil 1 " H f 9 ' Y " Aftebury, J. Cannon, J.. Dees, J. Dempster, D. Diehl, P. Ferrell, F. Healea, F. Holf, D. Kosovac, D. Y 5 F Q ff EE? " QE: X 3 r r, .. Luze, D. Shelley, K. Strickland, R. l l Allison, G. ' Fetherston, Gondran, G. f- Kehl, R. Murphy, C. Olive r, C. Pabst, R. 'Viv' Rentner, P. E C smafh, R. 7 Thomsen, J llq- Tovey, M. f ' - Vogeley, T. , . l38l Y . 1 xl li' Q , Section Commander Capt. Al Slcarponi . Cline, J. P J . 'SI' ,S r, Us Davis, E. J Gerdes, E. , N i ,fi Hon, R. if' ,I u r V' is Langley, D.. '. L fx 4 ,lf J "in 1 Lindsay, H. ii WTF Lis? v '33, ' Love, R. r' J ul' Nisivoccia, fl ., . ' V. . J '- Pruitt, J. " "Q, f 5 iw .JH Ray, E. X21 vf f D e- -. Richards, K r, l 6 6 Borland, J. Christensen, R. Clowers, J. Section Commander Capt. Noel Reynolds Attached Faculty LfC Robinson Sullivan, D. Egan, J. Gerrish, J. Gilmore, R. G. n ' as i 5 .71 W rl ? If K' Q7 vii Lesster, W. Macomber, T. McCulloch, D. Platt, W. Reinken, W. Speerschneider, L. i391 y . 65 Section Commander 1 ,I ,fn .- if . , ,.,,, Q ii' Capt. Tim O'Neill Yeck, R. rn. I if , . Y Tl eg' -I 'VZ " xiii? 4 5 f B " xi ' al la ky! ,r J ,r 'Q' ' Section Comman der Capt. Glenn Carus Arbaugh, E. Bailey, J. Bergman, E. Cognevich, E. Dwinell, D. Gentry, C. Goss, G. Hartmann, H.. Jenkins, C. Kington, J. McDonnell, J. Mitchell, P. 5 on lzlzl: Y J if F 'Pi ! Q 1: h 4 , Q -' yu M .. FW f ur ' Y A I 0 ' 952' ja- S-U Jill A! ,H fl J nnn J J A' 1, J 2 JJJ J L X V L ::w I ,'., In i X any "' - V . ' Ll! ? X . , V - t .. E P lu V all .1 . lp. ,H -1 . yy " Biuhm, J. l 4 F S V fl , 14, ,, Carroll, J. Dupraw, J Hammond, Kime, A. Kridle, R. Olson, A.. Rasmusse ,Tl , 11 l 1 , V + f'v , , I G. nl Rogers, C. Strickland, Thorpe, N. Webre, E. l 40 1 J. fri: J 5 Q .2 'wgqf Y' Y i K 3 l : '39 N-Q. P if pq fm? Us - 3,4 xi'-7' Section Commander Capt. Chuck Wilson Wise, E. N...- '7 , Xi 1 L f --Jafifl' .Q fy f new If .i msfr.. 2.5. 9 'I 71 Section Commander Ma, I ' IISAS9 Mai. Bill Driver Attached Faculty Mai. Russell G WING CHIEF DEPUTY WING CHIEF Capt. Don Stinson Braeren, Q. Coleman, F. Cvik, J. Ducote, E. Fischer, M. Fletcher, P. Gerlach, L. Hinrichs, H.. King, H. McLaughlin, M. Raisor, H. Woosley, H. I 4 V. ZA, A' v Us 1 XY, 'if 1 ii? 1? . 4 ff 5312 ....,' .I v . v ,, Mai. Paul Houser I . , as ., ,. Km' . F ir am rf v ,f 72 Ausdenmore, W. Bennett, H. Belveal, D. Section Commander Blair, P.. Brame, A.. Cozine, J. Godwin, J. Lt. Bill Kruller Hatfield, W. Attached Fdculfy Holman, Dv James, T. Johnson, E. MacDonald, C. Chaplain Nelson Russell, W. 1 Bizek, C. ' A , 1' 1 ' Celikkvl. N- lllwl l Fi M ' I iuluui Crowe, C. D - 1' i Frazee, D. 3 . . Q' .X F 'EH ' Goldberg, E. N' g. E53 , Y , Golasmafh, T. l v JY Us C' Hendrix, J. "L f-, E1 ttt' 4- uf 1 ' Hill, H. X'1' 3s' V -E.: ..,. Lg! H A V ' ' Magner, A. W 7 p 'G McVey, E. Rieke, J. Storz, R. i421 QI, V 6 , , , I. 'N Section Commander Capt. Bob Draw bough Wilpan, H. 74 1 it if l .- -- 2. l 3 if 1 y t ' Adolph, c. - Q, V , f- gl , if ' ' if if 1 W l B D ,357 ouse, . hr- ' V ,E ' Cherry, D. M Section Commander " Damewood, J. . . '5 gf ' Q V K ,A P Dunn, C. up Erickson, C. I is Gillespie, F. 5' ,- 5 Q l 2 y Hinman, R. Capt.. Dutch Holland 1. W .',. 1 Lewis, R.. it f 'E l ' ' ' McNeal, L. if WA 11 Roberts, W. Weible, K. Williams, W. ,Wiley ' 1 E: '1:L2i'. . 'f Ban-'itz' W. .sig I Bracken, . 4 N Gold, W. , Section Commander Y .W nluu In Hanley, E. it vi May, C. .gain ,gr H i iz , ,,, -ij. - 5 Miles, R. t Q - " 'V V' -W ff Q. Maller, E. ' ., Capt. Larry Dietzen ownbey' M' 5 " ' i , A ., A . Rovitti, G. ' P . Smith, D. Sorensen, N. Stacy, E. T'Kacl1, H. l 43 if 6 -,- 54" LV . . ji, 'f , . 5 ., , I.. Section Commander Capt. Bill Foster Bf"f'Wi'1f C- - 5' . Dovlef B- t it Furr, R. 2 -": l L" f l L - I Q' r ' Gomlin, R. V A 5 Greer, R. il X 'A i V.. in lf 1 .. - e r Lommers, K. : - VL' " Little, L. -- X nl' 3 A SENSE-Er G Mm. B. "A: . . ' ' jg -yy Purvis, M. 5 ,Q z V fl Thorne, F. 9,2-L, T M Younger, R. 1. .Zz 3 N f U' W V K K 1 A V ir - Broshear, W. - sz 'ei R 7 7 I H Cox, S. as I I'-I in My e,:Sk,: Section Commander L! M ' 1 Crist, R. 'i J in . it r W P , Guglaem, J. W , Hathaway, G. i'E X gg? 3 xl '15 5 iv Capt. Goldie Goldacker Haverstoclc, J. Kiefer, H. Kinch, L. Miller, W. Stahl, W. Uzer, A. l44l I Aros, W. 7 8 Clark, R. Corley, P. Section Commander I DuBois, J. 1' V Field, R. Magruder, P. 7 ,I Poncar, J. , ,f W V4 Scott, J. Capt. Coy Pehyiohn ,A by I7 ,,, Sirmans, J. Wnunch, R. Wickwar, R. '- I Wilson, J, WING H WING CHIEF rra , . ,A I I I QI, II' I lj f HL' " if :Ili-L21 , aaZ a -"W5i?wi' I Q Aw 1" I If - ,ffl . i 1 I .I DEPUTY WING CHIEF ri' Mai. Joe Jeffvris 4 f ' , an Cupi. Joe McGovern I45I R32 P af, it , . w '47 f G '53 r f , , . Section Commander . fix? LfC Buck Waid Attached Faculty Capt. Sheppard 'Q' . , J ,... - L ..:...:.. '- . . S l E. - f fi . . ,g y 2 1 ?' .Ag . -e F W .mme 14' af wr.-if Beaudry, E. E' Clark L. , Bremer, A. 1 I, if I j l F . Gregory, C- . 1 l w " 'W lx Ms , . ff' Q- 3, ' 5 - Ei mem X , Q V Purves, J. Scl1rier, H. Shortridge, W. Tofben, D. 'J ll vanlenara, J. 2 fi F 1. A. P Baldwin, D. Barnes, R. A ,H Burck, R. --F, if V. J, -1 . gl Carleton, J. Clark, W. ' I Glazier, D.. Mock, D. Noyes, R. Paes, G. Reeves, R. Ryder, S. Turner, J. 7 I is .wf F i461 Section Commander Capt. Bob Haley Vary, E. X ' f L' . Avg ' 1 my i A, ...J 4 tt" ' ,'3 i?i':Si2i?:E' T N ,ge Av,A.x W Burns, . W l 3 3 Q. . U R .lg 6 Cottle, L. I ' V . ' ., S: . - ,. Dora, G. ' rw , V Hunter, L. V H I ,, N AV U lsaac, W. i i i MCCUHY. D- v 'Q M V W if - N , Meyer, A. H 5'-V14 - li it g bu Morris, J. . , ,Q ...of :'. N H , 'i ff F! , y . Ruehrmund, P. I' uv, ' 1 '37 Smith, T. 5 U 'P I ,il Wy! Taylor, V. ' ' L ' f N ' womans, B. I , '47 Section Commander Capt. Joe Williams Attached Faculty Mai. Steele Trickey, R. Anderson, M. Bancroft, W. Haley, C. ' if " 1 Q i L0 RFK' Haggis t . Aff. W wa.. Ag H Lindsay, M, ...fig Nelson, G. Richter, P. Ridlinghafer, B. Servaes, C.. Smiley, D. Section Commander Capt.. Ken Edwards , ,,-. ? i ' ' , . gigeslifaf-2 . .f 'i Li '-.QF - L lr- ?N4 nm.. . . . , I Li A Silcott, G. ' , H Tse' ' . , 1 L - T it 3 L :xiii : W it Stanbaugh, D. 1.4 ff? g M 1 W J.q5!1,":2555 ajft A W fri WRYR.: f . Starito, R. , L M? ' 0, . hlik . l E471 Section Commander Allender , J. Anderson, J. Corey, C. Hill, R. K A ' -- W F F' UQ 64 -,X Jones, R. ', N '1 H VV,,N -Q ,J Karr, D- 'fl Kendrick, J. ,. - ' fr -, is is. xi Capt. Kirk Kirkpatrick Murkeyl W. N 57 ' li j Mefcalf, J. I J J W Miller, E. ,.. Muesegaes, F. N 1 N Ordas, S Willson, R. cfs 'f " B"'h"" P' 8 6 -S ' ,T X 'L Brunstad, G. " Commons, D. Section Commander 3 Ginwright, J. -71 Q- gr 3 '- - X - Jackson, L. ' 1 F , J, my Keeney, R. Kempfon, E. n Lipseyl V, Capt. Bob Waller Lou, K. Male, K. an J L 9' -fi Powers, D. Spears, J. Weaver, J. I 48 1 6 - 'Z ' 2 - , ., I - x K E. - x - - X y - . ffl ' ,f- N 7' .... 'PQ' -Q X 'C' iw' 'G NJ ' :flux -' ' ' . X XY., ,yr 15' - 4 " as A N 1 l'-N .' X 1 J ' ' 'S ac. J ,N , - F 5 V x I 1 -5 . I l Section Commander -9, . Lt. Steve Huffaker Washburn, J. Bonner, W.. Buglewicz, F Cloutier, L. Guner, T. Hackney, H. Hill, M. Jeffs, R. Klaus, C. V McKinzie, J. Ohlemeier, R. Seaburg, G. Sfocker, J. Angelides, N.. Baiadoli, H. i E 31 iff Benson, R. Brinistool, E. ' ,V ss Caras, F. -1 Corona, R. Henning, B. ,N fs ,Q Hickman, E. 'J Little, G. Love, W. , .0 Mclnfire, J. .T F Rose, E. l49l 87 Section Commander Lf. Myke Burr -Q Wyant, D. 2 lx- NU -ef c 'W V ,ni 'T if " L 3 ,, - xl l F -, ,ga- Q Tv- L A ' s L, ...- A I 'Ll -Milfs sr" b Cu C kkhy kilig 211- Q . - . USSI8 r rga al On Cuba ei ' , e ng mr C C C . . When the Cuban Crisis arose 80Z of The i i i QQ, -- . if i students were recalled To Their duty sTa- Q rl C Q aeaa I tion. The followin a es are The result- 3 C lllll C C ing reorganizafion and Graduation of The I -mfg f a wi 115 remaining members of The Class of 62-C., l Q ' Q Red ' -. - ips s .. . , vi , i A -1,7 - ar. ,U L , VV lk 9 1 M in A - U-N., Keluses 1 U ' ' -' F' sa iiiw- 1 3 A E , .i ' sr if 1 if fl - b ' ' . - fe I1 RQUfe Cf C 'Um rcs Bc med i - ' r ' or C M fb' ' W H ' . my. ,151 Y' f " , ' l UH f I Bibi!-1: ii . V K . 1' . 'weapons Tgsfrs., Lpmi ,. -V i Wu I ll: Liigf gggj-gi :., ' an :hr high lfhff W:2l:zl1'ls:?'f'd6JlZL N i iff' i' f- WW' W ""'r- ,. ii i if W-Hi "r , . V '-'wfd Cum me Am:f,im,13.f:- 1 aw-if21g'f,n?1'iiL C 7C is Defefwivel 'i3ei'3"1TZfi-"1E23Sf as 'll in i l . C 'VH' l .V -C ff- 111: :::fr::'::: :" ':" ' M -9 if m ' . ,' ,- 'rn im, f pu. ,.- 1 ' .. , ,I I lb iriniiiglpw, lf, L ng! , ,. . 0 R . 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K R gf ffl .ITC , H miiffC,1," ' "W sz' . ffm if Cl Q - " 5 U p I +1 if ' "" ii -if" 255' C riff .ubijifi ' 'l' 'JP , Y 'l 'ls gear C C' C ,C C C CC' C C C fflx C' of ' L? ' Y fl? L:-eff' ' f A W . . ii M- Q In fe .3 led u ' 4 v. 1 Q Q I K ' I U S L35f Mlnbfg - : ' I .1 - g an 1-.. ii-I if..NfiTt,ay MPI D p . C n. ,, I , "' S.:.m,.:C C' l'r"bfr-:airy C, DW Da-Irrug Dqmmr I A D005 fr ku : . .n:f,,..l. .ZH 2 ' ii., ,Utd :gif ar-In Mm":?:a,ir:i:a, mm, me Rue i- ' Ke 3 9? neu M .1- Cb 5 .vi in 'l"" "HH pri. '55 um CUM: :mr mil - y e miami., Q.. ' 'JOTHA C C 51" ' ,-I 9 ' Tm f'i,ykrlf'v"-'ji4il'vl!lui.1 ,,,i mlllltu plmei S CC 'fm - . . ' A we kdm' l ' il7l4'41:1, ,,,i wmlm QIHA1 ifrrlnz C CCW ' C f C il asll 'C A ,,.. U A k .K J J, Q , is -C .1 E A iiii A C C R A 2 I' Ci CLASS OF 62-C AFTER THE CUBAN CRISIS V ' 'I ' SECTION I2, WING A Aho, W., Brown, M., Brown, S., Collier, P., Ferguson, L., Ferrell, R., Gazzerro, W., Harkins, l., Lattin, P., McBride R., Rile J., Solomon, T. Y 1 w - SECTION II, WING A Ayalew, T., Benoit, G., Cilek, G., David E., Duff, W., Johnson, L., Markey, F. McCurley,J., Pasley,S., Powell L., Silvers E., Williams, L. .. , 2,7 1.7 SECTION 21, WING B Adams, C., Bedsworfh, B., Bosserf, C. Griffies, W., Gunderson, E., Guthrie, L. Norman, R., Pace, D., Robertson, 0. Vassis, C., Wellman, L. SECTION 3'l, WING C Bass, S., Biowey, H., Duck, W., Hanna, W., House, B., Mathews, R., McDowell, J., Reddin, T., Sforch, H., Wingfield, J., Ziman, F 5 I , IIIII SECTION 22, WING B Evgenides, C., Finn, W., Hilgenberg, J. Huffman, E., Kenyon, C., Koirerman, T. Nakatsuii, R., Ritchie, A., Tsirkas, J. Wallenfine, D., Walsh, D. E521 SECTION 32, WING C Calvef, R., King, B., Kowdlczyk, M., Miller R., Mooiy, D., Overstreet, R., Phillips, R., Rea, C., Simmonds, C., Taylor, J. Thomas, V.., Latham, P. I .E ex.. .1 g. SECTION 41, WING D Brown, W., Burgoyne, R., Dean, J., Hedley, L., Hilbing, F., Johnson, W., Lackey, W., Pyne, W., Snyder, F., Urbcny, F. SECTION 33, WING C Ball, H., Baucknight, G., Carswell, W., Cox B., Hass, P., Karlquisf, C., Klaerner, W. Lee, W., Olson, R., Seaman, R., Wirsing, E. , ,II I53I :YP .' H I fi ' ' .H - SECTION 42, WING D Beftenhausen, A., Byrus, R., Downs, R., Elangari, A., Germann, D., Johnson, J., Kearns, C., Lenz, W., Miller, R., Osborn, R., Richmond, J. V ' N K SECTION Sl, WING E Akers, R., Balent, J., Beckens, L., Demuth, W., Evans, A., Garove, E., Meaclor, W., Pung, J., Schleich, J., VanBrunt, R., Whitman, P. SECTION 43, WING D Anderson, A., Billmon, C., Brewer, J., Burk W., Coursen, F., Fox, T., Guthrie, G., Lane P., Al-Naaman, A., Show, D., Wissmar, D. Wooding, J. SECTION 52, WING E Anessi, T., Bartlett, R., Bokhary, L., Coccia, A., Davis, D., Evans, C., Gatto, A., Holzknecth, W., Meer, M., Tagliareni, R. V ' ' ' ' ' jviswfigigiligw T I I54l SECTION 61, WING F Arbaugli, E., Cederdalnl, J., Cline, J., Egan, J., Hartman, H., Love, R., Nisivoccia, G., Richards,K., Speerschneider, L., Sullivan, D. SECTION 53, WING E Ansler, G., Anthony, J., Campbell, E. Dougherty, S., Jensen, E., Jensen, R. Lough, R., Masood, M., McCaIeb, W., Olson M., Ramlow, R., Williams, T. --Ll.. E551 ., V, , 1 1 'ul' SECTION 62, WING F Gondran, G., Kehl, R., Pabst, R., Petersen D., Schumaker, K., Stevens, J., Tovey, M. White, R., Yoshizawa, T. SECTION 71, WING G Barnitz, W., Cozine, J., Crist, R., Gamlin, R., Hatfield, W., Haverstock, J., Magner, A., Oldes, W., Rovitti, G., Sirmans, J., Smith D., Uzer, A. SECTION 63, WING F Cannon, J., Carroll, J., Dupraw, J., Horne M., Kime, A., Kridle, R., Malahy, V. Prickett, G., Rogers, C., Strickland, R. Sweetwood, R. V - I561 SECTION 72, WING G Celikkol, N., Cherry, D., Cox, S., Ducote E., Frazee, D., Goldsmith, T., Hinrichs, H. King, H., Metz, B., Wilpan, H. -as - W, , SECTION 81, WING H Baldwin, D., Burck, R., Guner, T., Haley, C., Hill, R., Jones, R., Karr, D., Nelson, G., Silcott, G., Sfarifa, R. SECTION 73, WING G Bennett, H., Coleman, F., Gerlach, L., Hill, H., Johnson, E., Kiefer, H., McLaughlin, M., Miller, E., Sforz, R., Tkach, H., Williams, W.. 7 ' Y 'Q l57l ,, Q SECTION 82, WING H Boehm, P. Burns, R., Cotfle, L., Gregory C., Hunter, L., Jackson, L., Powers, D. Ruehrmund, P., Spatz, K., Taylor, V. CHIEF 0F STAFF TROPHY L gifts, This distinguished trophy is awarded in the name of the Chief of Staff, United States Air Force, to the section whose collective actions and perfor- mance reflect the highest standards of personal, professional, and moral integrity. Their outstand- ing performance exemplifies the finest qualities desired in officers in the United States Air Force. By order of the Commander, Air University, the Chief of Staff Trophy for Class 62-C was awarded tO! SECTION 'Il i591 ACADEMIC WINNER Section 81 ATHLETIC WINNER Secfion 22 I I COMMANDANT'S TROPHY WINNER 'IfLf. John H. Dean SPEECH AWARD WINNER VLT. James Egan FACULTY LECTURER AWARD WINNER skeins' II II II WINIIIWI I V 74 I I I If f ,XI . I I I' I' s ' - ' :WI ,' I if , 15. fx' .. :, g r: ,J Sf Q 5 ' T' . 5 I- .: 5 , Y -e . 14' ., 'Fe 3 I ' . II I?-.I 'i ,, f ' , if-:I-. II ' J-' I .- - Sai? I, ' . . 'H'-'.521,.i:'aI 2- ,, WI, f' - Q11 I .v.v22a::9.?4w.2I.'. I ... .,f:1-,- 5 ' r 1- JJ , I - V . again!-II. ,, Yz, 2,-r::u.u 1 II ,Y 1 -' - .I I In, Y. 1 QA 1 Beg ,- H35 if gm f?Iigg55w:,- : - ,L L, L, .J5'L:Eif2' 1' I LXC Victor Kregel ACADEMIC EXCELLENCE AWARD WINNER VLT. Lewis Ferguson f al f A MJ N- ,5. Nw' 'u Q W, uv x x H H N ,N ,N , , H , , g 1 H W , k W ww: ww x.,:.:F2.5f HW. iifiiifiiiiiiizimf x 11 ' W .Lr""5'f"s5.s7"' m'f.-35 ,, 'HH ',,H',1"1',' fb s5Qsis2fvfw.,1'.v" "W-1'ymw 1' Mm. ' m"'M' 'Mm gsm I ' Mk, f ,W,wu,11,g H W , N N , W, ,ww w , Wwgnwl . 5qf 'w 5 mf: :mas Nl' -.. , l .VN Y "W'uJm'l "1.lL.fT.. - :gm 12, 2 "ff 7 ' -5..- 1..l"'Yf.V,. , L--HW! f1W3'M'wwi:: 53 -- , , .qi - - Z .,j::g, . - ,,.,Uww1f?.i,1 V . 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Q ' W n " n a 1 . iq.. ,- , . sv?-hw , . jr v - 'x . J.. ' I ' 1. . , . l . . Q' ' . ' ' + . ' - f x ' ' x . I - a . I - . - . , . ,. , ' :O . , . . " ' '- U - 'w Q . . l 7 6 , O . i I U 06- . - . . I . . ' 0 ' a ' .H N , ' , ' ' 'va ' I . l ' -. '-', n . ' ' ' ' , .. . , 1 .. . . M a ' 4 1 , .' . . . ,-, I o v. . " ' ai f+.--, 'D-, ' .l . pf. 4 4- , ft: ' ' v W ,. . . 4 , 1 . ,X . , . J U . A 4, . . ,X A O Y Y . l ie-v ,fx ,,.,,i ACADEMICS The Squadron Officer School's basic philosophy is educating the whole man in the mental, physical, and ethical areas. Generally speaking, we approach the course from the whole-part-whole concept, that is, we take a broad general look at a single whole area, next we break the area into small workable segments to learn specific facts, principles, and relationships, and finally we return to the whole area and fit the newly acquired knowledge and relationships together in reforming a new whole. The communicative skills area serves well to illustrate this whole-part-whole concept. Officers look at the broad art of communicating. Next they look at the use of,ver- bal symbols and how they cause an inter-action between the communicator and the receptor. At this time, context, abstraction level, differences in meaning, aids to com- munication, and other factors that affect communication are learned and understood. Officers then practice using their knowledge through a series of speaking and writing exercises. All of this is placed into the larger, integrated whole as the officer uses his knowledge and skills in leadership exercises, seminars, and finally in three com- mon crisis employment exercises. At this point the overall time-phasing of the curricu- lum plays an important part.We have an integrated program XA, V, X,.., WXXX Q55Lg.' XX X' X X ,,.. X X X X , ,.,,, A M. Mg X K J X X ' ':3,5:X:TmjIW5' XX X X X gs i 1- X Q: fig, ' 11iQ.M'1 .Wi X XX X X ,gg 3Xf.,,X-.MXXX i- fax 54 1:- if ,-,rw X , XXX XX , X NX, X . Q' , X f kQ,g2i?' XX X X .. A, X 'MX Q-im. ,Xf , X,-X-,X X,.. KX. X Xzfksm qs., , 5,21 "iw X ,.z-X, -QXXQKXXXQH ' g.L,:,X9, W X 'X 311' 5352 XX XX I XX X . Z fin ,.., H X AJ, 4.1" ' 1' 'X g 2' X u. A R ' mw 55, X 'SH g 3 1 -Xi X35 wg.. an- Xw .E he-F gi' X X1 f , , ,421-f . X in .Wizs,gt:1AX, :XXX XS, ES-.4 ff? "tt: jf , .1 --251 Q W ,www ii uw ! Mu QS ,fm 'wjill magma? Y. . ' 'T F :swag ,i I "'....f"g 4 To effectively utilize his authority, one of the first things a young officer must learn is how to logically arrive at and support a decision. Contained in the com- municative skills area of instruction is an analysis of logic, involving both the inductive and deductive ap- proaches. Specific emphasis is placed upon the deductive approach commonly known as the scientific method for solving problems. After our students learn the phases necessary to obiectively solve a problem and withhold their iudgment until many factors have been carefully considered, we present them with a simple but realistic problem to solve. The instructor carefully analyzes the procedures used and passes judgment on the quality of their solution. From this point on the officer gains experience through solving ever increasingly complex problems. At first the instructor leads a number of of- ficers through this problem solving process. Soon, how- ever, officers are selected to lead their colleagues fsm. , .., .influx l ' w f. "v ' ' . uv VJ X i ner ,L i xref. .- ' - w-h"'T'wn...,,, -Q4 .fl through the process necessary to solve a simulated but realistic problem. About half way through the course the officers are given a highly complex problem--organizing a missile wing. This problem is student-led and involves the principles previously learned in communicative skills, leadership, and Air Force organization. The instructor carefully analyzes the procedure followed, and the solu- tion is compared with an acceptable solution developed by our staff and taken from a similar organization pres- ently existing in our European command. The complexity of the problems increases further until the 'l0th week when officers use all the skills they have learned in moving and employing forces assigned to the Tactical Air Command from the United States to some pre- determined trouble spot on another continent. This tactical show of force is met by enemy countermoves and the situ- ation ultimately develops into general war. ln this simu- ,-,...-- tw er M er . mg i T' 1 ii" QT, tm t . ,.... Ri is T .ar ,112 i me os we ' was M lated condition the officers organize and execute the Long- Range Bombardment Exercise - a detailed problem in- volving the handling of long-range strategic forces. This is followed by anAir Defense Exercise which requires the officers to developtheir own organization and use weapons assigned to them in such a way as to defend a specific section of the United States. Once they have planned their defense through the location of equipment at their disposal,we run,using our public address system, a simu- lated attack on this area by enemy forces. Officers now see clearly why they must improve their ability to commu- nicate and to be leaders as they enact their roles in the various command and staff positions. At the conclusion of this exercise, their procedures and conclusion are analyzed and evaluated by the instructor. Thus far, the officer has been working with potentially realistic problems of today. The course is concluded by QQ all officers participating in a problem of a theoretical nature. We ask our officers to plan an air force which will be effective ten years in the future. This conceptual thinking seminar forces the officer to use all of his know- ledge in each area and to carefully and creatively think of what our nation will need ten years from now in order to defend the free world from militant, aggressive forces. Thus our curriculum is built on awhole-part-whole con- cept, emphasizing relationships of the various parts to each other and to the whole by means of integrated sched- uling.Throughout the course numerous checks are provided so the officer and the staff can evaluate the learning in problems ranging from simple, simulated exercises, through complex, simulated, potentially realistic exercises to the theoretical--the conceptual thinking seminar. X, x 81. l .v-F AEROSPACE EMPLOYMENT "Attention RAMROD Battle Staff! Attention RAMROD Battle Staff! Powerful enemy bomber forces that earlier penetrated the Distant Early Warning Line in the Arctic have now begun to cross the Mid-Canada Line. Lead ele- ments of the bomber forces have been contacted by inter- ceptors of the Royal Canadian Air Force. The interceptors attempted to divert the bomber aircraft but were fired upon. Canadian interceptors are now making concentrated attacks against the raid and report several enemy bombers have been destroyed. The bulk ofthe force appears to be head- ed for RAMROD Division. Alert all defense systems and weapons within your division. Engage the enemy with your most effective weapons and eliminate this raid as soon as possible. Good hunting." These harsh wards blurt out of the intercom set in your seminar room at the Squadron Officer School. No one stirs. You see the same strained expression on every face around you. This is it! Automatically each of the dozen other men in the room turn. They turn to you. Because today, you, Captain Joe Jones, are the Air Defense Sector Commander. This is your problem, this is your staff. No one for you to turn to now. Successor failure depends on you and your men. Can this be true? Can you, Joe Jones, 29-year old Pennsylvania native turned Air Force officer, specialist in aircraft maintenance, be commander in such a critical national situation? Can any school in a short l2 weeks of a l4-week course prepare you to make decisions of such magnitude and grave consequences? You wonder. In that split second before you bark out your first instruction to your staff, the past 12 weeks unfold before your eyes. You now see the why and wherefore of it all. It was all for this. To see that your first order, as well as your last, was the very best that could have been given under the circumstances. Not only were those lessons and practice sessions on clear thinking, clear writing, and clear speaking invaluable during the last two days - days spent designing RAMROD Aerospace Defense facilities from scratch - but now at the execution stage, you know you don't dare be fuzzy in either thought or word. And the thought strikes you suddenly that you wouldn't have as much as a map onthe wall if you and your mates couldn't function together smoothly as a command-staff team. The wide range of knowledge you now have from gaining an insight into the supply iob, the personnel iob, the communications-electronics iob, the operations job, and all the many other distinct functions of the modern aerospace force has enabled you to piece together a cle- fense system from masses of unrelated material, data, and facts. a -f , ,X H. A .L '4 2 i-gg ,f N, , , Sgfxkk, X . Q t Hi- ' xx . . . .- , M4 "' - You look closely at your T2-man battle staff. Your team. What do you know of them? Which are strong-weak? Which are quick-slow? Which are conventional-radical? Which arecourageous-hesitant? You know. You know, and even more important-they know. They know about each other, and they know about you. Each of you has paraded his personal strengths and weaknesses before all the others daily in field activities, in study seminars, and social get-togethers. Now you know that the fish bowl atmosphere that rankled you so much wasn't an accident. It was for you - for your men. You have an instant to reflect briefly upon the inter- national situation that faces you. Do you represent a nation strong in materials, men, funds, and that unmeasur- able quality called "grit" or "backbone" or "guts"? Can the United States defeat aggression? Aggression from whom? Will this country pay the price, bear the scars? Is there an enemy, an ideological aggressor, a faction in this world that confuses peace and happiness with weakness and cowardice? What causes such unbelievable situations? Then in a flash, almost automatically, you grasp the whole thing. Accumulated lectures, readings, and discussions on national power and international relations have familia- rized you with your country's position in world affairs. The positions of other nations, with you or against you, Q- ' 'Ive also become clear. You wonder how people could have asked during the Korean conflict, "Why are we fighting?" You resolve that this question will never bother you. No, nor your men. You not only know why you are fighting, but how to fight. Now you see clearly why this last phase of instruction covering the employment of aerospace forces is given to all students, combat crew members as well as WAF offi- cers. Here they are, each with a different background, each with a different specialty, yet they all fill a needed function on your defense battle staff. Thank goodness, you think, that the instructions in force employment covered the enemy land, sea, and air capability as well as the capability of all the Allied nations. You are especially grateful this morning for the data you had on the Royal Canadian Air Force. You also realize that no maior conflict of this nation will be fought by one service alone. You are comforted to remember that the Army and Navy have a slice of this action too. Comforted because their capability has been explained in such frank and useful fashion. No guesswork needed on this score. This is something you know very well - this is "unified action." WEEULATC J --s' .AW +5 We " s -. 1 Facing you is an enemy trying to use surprise, mass, maneuverability, and all the other principles for employing aerospace power that you have been taught. These old, tried and true principles are, however, guiding war-making implements of the atomic age. Will the principles be ef- fective in the iet and missile age? What an interesting opportunity to put into practice and test what you have learned of the impact of technology on modern warfare. As the panorama of the Squadron Officer School curri- culum streaks by your mental eye, you suddenly recall how you came to be in such a delicate and vital position. lt all began about two weeks ago, iust ten short weeks after your arrival at Squadron Officer School. The previous tenlweeks were a constant flow of information from the faculty to you. Lately you realized that the flow had dwindled to a trickle and so subtly that you couldn't tell exactly when the steady stream began to diminish. You slowly began to realize that the school intelligence brief- ings were following a pattern. The enemy was acting more brashly. Finally his moves became so bold you realized it was time for counteraction. His constant nibbling away at weak, neutral and undecided countries had to be stopped. X l .. 'l - fa ' TTR "" -A vi , ., ,,-V . :Q .. ' 31-1 .. ..-o- ,, 1 1 ,I V - ,, N ' 'uc on ik. -4 5 hr f : Pu' ull ly: 153 - A , ,A .X eq hp B ffl ',i'i'ii 4? 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U' 7 :gi ' T ggi, A Q If WST ,w 5, fr f' , i A 4 f - A v Q , an . as , - QR: wsffeissew "few mf 2-1 - ,. . ,f me 6 G35 -. 5 i , ,Q xv .,,, ' :gsm ' ef ,X Z .. 2, JP3 :ff-ui? W? :ww 77,5 if 3 N Y "NE makeup of an aerospace defense system, you placed cer- tain men on the radar staff and charged them to lay out a warning and control system that would immediately alert you to air attacks from any direction, any altitude, and provide a control system so your interceptors could make killing attacks. Others you selected for the weapons staff. These men had to know the complete destruction capa- bility of ground-to-air missiles, BOMARCS, and each interceptor aircraft. Based upon a radar system of their own design they placed these weapons at carefully select- ed points within your division. The weapons were poised ta hit any raid before the enemy could iam the radar system, drop decoys, or launch air-to-surface missiles. The plan must include a sufficient amount of armament to annihilate any maior enemy strike force. Still other mem- bers of your staff are capable of directing fighters to intercept points and reporting the probable kills achieved from any action taken. These men face you now. They await your order. Twelve weeks of concentrated learning flash through the computer banks of your mind and all then filter through the last bank - the evaluation bank - the stage when myriad bits of data are transformed into what is best described as sound military iudgment. You don't falter when you say, "Launch 12 nuclear-tipped BOMARCS into the raid. Scramble Green and Blue flights for mop-up action." The order given, you suddenly realize what every com- mander does at that precise time. As well as you were prepared, you still have that gnawing concern. Might you have done better? Could you have known more, anticipated earlier, countered more quickly, or issued an order with a more telling and lasting effect? Now you know! ls it too late? Nol That order will have to stand but each succes- sive one will get better. You have the situation well in hand. Finally, the windup to the 'I4-week curriculum offers you and your eight hundred plus Classmates a l0-hour seminar in which you use basic information and aerospace history as a springboard - a platform for breakaway con- ceptual thinking against any and all future happenings, whether they involve space, exotic weaponry, Computer- ized military machinery, or tedious iungle warfare and counterinsurgency actions. Think. Think without limit. No checkrein on ideas. The Air Force of tomorrow needs yout ideas for the day after tomorrow - and it needs them today, for, just as your forces were conceived from the ideas developed yesterday, there is built-in lead time that cannot be forsaken. Go to it, Joe Jones. Nobody has been better prepared. we , 1 5 is 1 ii rim, if x Qu e ,Q M5 ml .W F35 -F '-11 ' . - A 'f l+"l5527l 'TV' ' 'H ini" L s llgflefg ' .,f. . 1? ?"IIfI'I , 'I-I -'Q si 'lil .I ii, --jg 'WfU'v N gggixjqgig-"ii I..-e V ' 'lin , value? Y Q +IM It :eff ia ' 1 .1,Y W 7 Y -4 v is l."iYI.G! - :RNQW t,,t.1- me 2 xymx' I 5, ,mi Wh li'xvl.w',:v I IKNQW you 'vt,i,,,4 IA. I wruli - XIX? t,r..r i i '.,,,,g- 2 SPT ew un-nvpl., -2INSU?3Z1 rites fb. hi . .J .wi .il 1. it 52 " FIELD ACTIVITIES LEADERSHIP "We hear a lot about thresholds, thresholds to space, thresholds to war, and of course the old fighter pilots' threshold, 'through these portals pass the world's fastest mortaIs.' But I am especially concerned about another threshold, the threshold of leadership development." The Commandant of the Squadron Officer School is speaking on a subject of vital concern to the Air Force. The Air Force places this threshold somewhere between the third and seventh year of service, after the young officer has specialized in a particular field and has experienced a number of practical problems. Duringthis period of special- ization, the officer has a somewhat limited leadership role. He may command a bomber crew, or direct intercepts from an airdefense sector, however, at this point he needs to broaden his background and outlook. He needs more in- tensified, diversified experiences to bring into focus and strengthen his leadership potential. The young officer will n ot be a crew memberforever. He must mature and de- velop so that he can assume the increased responsibili- ties of higher rank. The Air Force feels that leadership -jrnftm W maturity and personal development can be hurried along HMAKI tt with carefully planned exposure to o sound professional result R, ,t,,,,,,,,.Lw 1. '-ft-.-muffin tm-5 ...si,t,4,u..,,,1 gg' -i. .., :wwf- M 1-' -!g,.,.i:UL!-tiil.-:lf HAI' L. 1- .1. assi- , Q.. education program. Unlike the other services, the Air Force sends selected lieutenants and captains to an in- tensive 'l4-week course in uniquely planned professional development at the Squadron Officer School, Maxwell Air Force Base, Alabama. Air Force stress on early develop- ment results in an annual attendance of approximately 2,500 officers at an investment of over 54,500 per man. The intensified, accelerated curriculum is not limited to leadership as such, but deals with the entire scope of the mental, moral, and physical attributes of the officer, the "whole man concept."Nevertheless, the entire course contributes to leadership development. All efforts are aimed at building a broad and firm foundation which a leader in today's Air Force must have. A large block of college-level instruction falls in the area of communica- tive skills, during which the student is given practical help in Writing, speaking, problem solving, and creative thinking. He absorbs some 60 hours of instruction in national power and international relations, during which he studies ideologies, communism, democracy, national power and policy, alliances, and the broad organization of the notion for security. He learns more about the tools he will use as a commander, such as the military iustice ,asf 1-1 1 ,, c... ' -Quinn!! 'av " ., it 1 x An-dh. ae t -Ak V+, Z "AM f-t - e ve ,in Fate? ' l -', ' . V . sggsfgszsiifcn., . 1 .. ' 2" ' M ' hi' 2 2:-z .... .',Im1',4f. ' K ., - -A A, ' ' P-:V . Y I' rl viii H I A ' u' g 'Y K ' ,id ,. we "" S , Z, Y . ,Y V m.1mntrn5,z.a.i.4.s.- ,Wi - Y " 3+-" "' - F , w ' :AE ff, . , 3 ff, X l Y ' M 31 -ww JE L -92E'i,'s?, i ns vs -Ai? Rv' mf? .L gm f3'QvY1g55 , N ' My ,..pEE5W5. in f v ,gm ,Q K :in.,,W, , 1, f vm . 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' . ji: - .V-Q... fn live situations provide a rewarding opportunity for accel- erated development. The leadership program is a full one, and not limited to indoor situations. The school's physical conditioning program provides opportunities for problem-solving and ap- plication of leadership techniques.The students organize, coach, and direct their units in soccer, volley bull, and flickerboll. While engaged in these student-centered compe- titive team sports, they learn to work together toward a common goal ondto directtheir sections successfully. The students soon learn ta respect the potential of those who have truly generated the "will to win." The school, constantly striving for the best method of developing leadership, does not hesitate to examine and use new approaches. The school has borrowed certain of the elements of a leadership device used by German and British officer selection courses and now uses these each class. This device, which we call Project X, is a series of practical and physical problems to be solved by small groups within a certain time limit, thereby creating pres- sure-type situations. These problems correspond closely to the counterinsurgency type of warfare which the Presi- Z dent of the United States has indicated we must expect to encounter in world affairs for many years to came. Project X contains a sufficient number of problems to allow each student an opportunity to lead a group of his contempo- raries over physical barriers or past obstacles that require mental alertness and perception as well as physical agility. In addition to the lectures, discussions, and outdoor applications of leadership, the students are encouraged to think through their ideas and to research them at the Air University Fairchild Library. Thisinstitution boasts justi- fiably of being the largest and most up-to-date military library in the world. Having completed the course at the Squadron Officer School, the Air Force career officer is far better prepared to take a giant step through the threshold toward effective leadership. The Air Force can be sure that it will be a con- fident step, one that fully iustifies the investment to de- velop a professional officer corps, an Air Force second to none, and security for our nation. A if af' 1 - .I , 'I 4 .lI..s.II.- III' PHYSICAL CONDITIONING AND COMPETITIVE SPORTS "In the future, if a conflict should arise, we will need men who want to win - second place will not be good enough." This recent quote by the Commandant of Squad- ron Officer School, pretty well sums up the spirit of the school's physical conditioning and competetive sports program. From the outside it may appear slightly incredulous to view the long line of cars loaded with students making their way to the school's physical conditioning fields. ln- credulous also is the sight of approximately 800 Air Force officers, dressed in distinctive athletic gear, pushing themsleves with determination to tone lazy muscles, or to learn or relearn physical conditioning drills and athletic skills. But the value gained from the program can only by de- termined through close observation of the change in at- titude on the part of the maiority of its participants. Posi- tive changes in attitude come faster and are retained longer when a pride of successful accomplishment is gained through competing in, and successfully completing something tough, and the physical conditioning and sports program is tough. The entire student body is divided as equally as possible into 64 sections. The officers who make up the athletic teams are the same I2 or I3 officers who form the individual study sections or seminars in the academic curriculum area. ln this manner each small group learns to work as a team to solve the problems it will encounter in this as well as in other areas. Thus we may say that the purpose of the field activi- ties program is to increase understanding of how physical conditioning and competitive sports are related to leader- ship and the development of esprit de corps, high morale, and dicipline. The objective of the physical conditioning phase is for the students to understand the importance and techniques of the Air Force SBX ffive basic exercisesl program, and to develop individual physical abilities. For nine consecutive weeks of the I4 week course, Wednesday of each week is referred to as "games day." The various games test each team's ability to put into effect the principles of physical development, leadership, teamwork, organization, and the game strategies that they have developed. To prepare themselves physically for the competitive athletic program the students are given only physical con- ditioning exercises during the first two weeks. The teams are then given one week to prepare for the first competi- me-sis. -' I I. I II II ,,f. II I I , - ,,.. .III.III.,.I.,III. , I I ,, p. IIIMIIMII, I V M X53 H I ' I IWII NI x IIIQQIIH I 'IIII ,I '1IIf' IIHIIIILY.-, "II"I,' I , M I' V 9' II sIfs2I.e2I.sf, Im IQVIIIIVI I IEE II MINI' II II II 'III' Il' -QMAI, ..,... iz "III"'-I"'II I' - II II S KEHW I 'swam J", I' I e Ii .Mp H .. ,-,, 0 f 7, . . , f 'gm- ' 'M I I x '. 1. I .Q Q 'Y- 4 rv:.. 1- v I' . - .5- L sr :go-w --31,-' ' -QF" ,pak ' ... Q' 1 -3 in 5 2 1 . , , w A ' X ,M. , , .Alu AAA? .wfwli ,-,. 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Y W. - W N F Q n' . 4 ' " ' ' xiii - - W,..,, , 1 . . ,. 1' .' v, ,, - , - ,, fx, :l.:3Y,,,,. ig L a we - 1, W - -- f- -- ---.Jg,:., w,I"1 , , WHRJP QM . M. A, ,V,,ri3Aggm.M.1ffw.. N M 2 54 -' '- "'f4?"'!'H -P:-4' - " r K 'T"?':' ' J , ' -' w Q' . ,, -35. fqswfrwii - , .A M, ,,,,.,, - ' ,M 'WY- "'2 ' ""'13ge2T2 fi ' 'Y Y Y -- 444- U.. , 1.:., UNARMED COMBATIVE MEASURES TRAINING Teaching pilots and navigators hand-to-hand combat might seem as useless as teaching infantrymen how to pilot bombers. But this isn't the feeling at the Squadron Qfficer School, a i4-week professional education course for Air Force captains and lieutenants. An increasing amount of time in the curriculum is being devoted to the study of insurgency, the Communists' latest technique for gaining world domination. President Kennedy has stressed the need for forces trained to fight potential enemy guerrilla forces, and Squadron Officer School students are trained in the role of the Air Force in an operation of this nature. This is a role that could very well require a knowledge of hand-to- hand combat if crews find themselves in an area of guer- rilla fighting, or have to fly their planes from runways threatened by this form of warfare. Thus in May, 1962, the school, in recognition of the value of unarmed combative measures training lUCMTl in a practical war situation, as well as its values as a con- fidence builder, borrowed seven outstanding UCMT and iudo instructors from the Strategic Air Command. Master Sergeant Harvey Jones iShodonl of Stead Air Force Base, Nevada, and Technical Sergeant Charles Brown fNidanl of MacDill Air Force Base, Florida, headed the team which thoroughly trained the faculty of the Squadron Officer School. Since the faculty were already in excellent physical condition as a result of the schoolis physical conditioning program, they were able to take an intensive and accelerated 50-hour course in two weeks. They learned the basic movements, methods for falling properly, and the throws of iudo in the comprehensive unarmed com- bative measures program. Sergeant Brown, past coach and manager of the Armed Forces iudo team in the i962 na- tional competition, was specially successful in demon- strating one of his specialties, karate. The Squadron Officer School faculty then took over and began teaching the student body. Over 800 first lieu- tenants and captains come to the school three times a year and are taught certain of the basic movements and principles of judo, karate, and aichido as they apply to unarmed combative measures. Since excellent physical condition results from the school's field activities pro- gram, the students also are able to proceed quickly to the more difficult techniques, such as gun and knife defense and disarming. ln the lO-hour course, the students learn choking tech- niques and defenses, some karate techniques involving the use of the feet and hands, pistol and knife offense and defense, as well as the proper method of searching an opponent. The value of proper"falling ways" was realized quickly when the number of iniuries from accidental fall- ing in the competitive games dropped following this training. 1, ,, i, . A constant upgrading program, supported by SAC in- structors, keeps the school abreast of the latest tech- niques. These instructors, together with the faculty of the school, prepared a manual on unarmed combative measures. The students develop their abilities to an ac- ceptable level and then are given this complete step-by- step guide so that they may continue to progress in the use of unarmed combative measures. They need only re- fer to the manual to be able to practice the proper methods and they take the manual with them upon graduation from the school. More than half of the students bring their wives with them, and the school offers a program for them also. ln the academic area they hear special lectures on timely Air Force topics. Wives participate in the competitive sports program by cheering for their husbands' section. They accompany their husbands to most of the school's social functions. So it was no surprise that the ladies took an interest also in the unarmed combative measures training program. The ladies find it to be useful know- ledge, since the far-reaching duties of their :Air Force husbands so often leave them to care for themselves. Faculty members of the Squadron Officer School developed a two- hour program to present to the wives as one of a series of orientation programs. Two of the wives of the Squadron Officer School faculty were able to help with this program after taking ten hours of instruction. These two ladies were able to perfect certain of the iudo tech- " . r niques to such a degree that they were able to throw their husbands effectively during the demonstration for the students' wives. Although there is no such course, over 90 percent of the wives who attended the lectures and demonstrations on physical self-defense for women in- dicated that they would like to attend iudo and self- defense classes. The vitality of Squadron Officer School has taken on a new dimension with the addition of unarmed combative measures training. The faculty of the school also has been responsible for the spread of interest in this activity throughout the Montgomery area. They formed an Air Uni- versity Judo Club and have appeared on local television. As a result of tlfiese television appearances, the club has been asked to perform for local community clubs where their programs appealed to men, women, and youngsters. But the greatest spread of interest is among the faculty of the school. All members were required to learn the fundamentals in order to instruct in the unarmed com- bative measures program. The graduates of the Squadron Officer School are far better equipped mentally and physically to defend their nation as a result of having attended this i4-week school. Now that they have been exposed to unarmed combative measures training, the graduates have increased their potential effectiveness in situations calling for self- fense or hand-to-hand combat. ""-5f'i55"7'i-'7-ffi-'1".s3'T'r'.? '3 X .. ..,.,:: ,if'X".11 Z'1i:l "" -"L e--" -1 1g-w-- 1 1 P---W - M . , ,. M 3 will 1 ' 1 l' .sv--P1is'f2a ig? ' ' H., .. .. ..... A W W, -A I 1 ..,,..,, ,. , c. , .,...,..., R Fm 'sfpg 'fm " .1'11 1 -, sigffr11..i Qgpmwe.-.11,'111 .1 1 'll 41' ' ' ,Qanzsw-Qi '11-"' 4 'W 1 'Sai .zilibglh 'iw' 11' l ,,, if ' . s ft five?-.: l ' ... ju... W D...-'..L,w, F W . - f, .-.-. . 5, - ' 2'5'1W"'1f-:1'I'5'vQQki' 5354 4 "-l.- ' 1 - ---. 1 f i t ol-1 :eieMaiei"Tff1.:e22i2+5'f.f1-5"+11'3.X ' RU-ali' K 1, . i iz, 1 . -1 i f Haig A i K " if i f' 5i "iEL1fi:i Qu 1 1 1 gi, 'M tn we is ., Mg, 52143 11 ' fi ...H 'mr CN fi -1 Q QE1, xg ,.-L , 1, pgs: '1.v"!l"9'F"'5 3- -19 H- We ETHICAL DEVELOPMENT ln the broadest sense, we seek to develop all aspects of the young officers who attend the Squadron Officer School. We speak of this as developing the "whole man." We guide and encourage the mental development of our students as do the other professional military schools. But, unlike many of the other schools, we guide and en- courage the physical and ethical development of our stu- dents as well. We believe that we have a responsibility that goes beyond developing a sound mind and a strong body, it is--to inspire, teach, and exemplify ethical development. Our program for the students' ethical development has many facets. Some parts of our program are quite obvious, other parts are less discernible. We cannot, of course, take the approach that a church-owned school might take. For example, we cannot teach a religion, although we know that some belief must be the cornerstone in the foundation upon which ethical development is based. Our students hold beliefs that became a part of their make-up long before they come to our school. However, they do have ample opportunity to strengthen their beliefs while they are here. iiriiwewii - - i hi' ' S it 1' s.. T .wil .,. -nate. -' 'H y . y fig Wu -,Z be established for "ethics" or "ethical," so that we may have a common understanding. The definition which best fits our situation is: "Ethical--in accordance with for- mal or professional rules of right and wrong." We assume that our students know right from wrong. They know this from their previously established beliefs or mores. Our approach is that honor, trust, and personal integrity begin with self-respect. Hence a foundation for ethical develop- ment at the Squadron Officer School may be found in the honor code: "l will not lie, cheat, or steal, and l will not allow among my associates anyone who will violate these precepts." Our honor system is student monitored, that is, it is set up so that the students themselves govern the system and initiate action on alleged honor violations. We accept an officer's word withoyt question, we do not monitor his activities because we expect him to monitor and control himself. There are no cashiers in our coffee bar. The stu- dents place money in the amount of their purchases in the coin boxes provided. No one checks to see that this is done.Another case in point is that the section commanders do not superintend their section members during exami- nations. Rather, the "watchful agents" at work are self- respect and personal integrity. The operation of the honor code is an obvious facet of our ethical development pro- Just how then do we, as a military school, promote the gram, yet, it is so well accepted and established that we ethical development of officers? First, a definition Should X ' - if , 'xiti-'1,,f fe, U INTEGRITY tend to forget that it exists--so steeped in naturalness has it become. Still in the area of our honor system is the subiect of plagiarism. Each class our student body writes a total of approximately 3200 graded writing assignments, including aerospace power studies. With a requirement for this many writing assignments, plagiarism could be a problem. It has not been a problem here, and we attribute this to the per- sonal integrity possessed by our students and reinforced by our honor system. We have said that we also teach ethical development, and here we mean teach from the standpoint of lectures and seminars. There are lectures and seminars presented at Squadron Officer School which relate directly or indi- rectly to formal or professional rules of right and wrong. Among these are: ln the Leadership area of instruction--The Whole Man, A Thought for the Day, and Moral Dynamics--three separate lectures on morality presented by chaplains and of 30-, 20-, and 45-minute duration, respectively. The Code of Conduct for American Servicemen is presented in two 45-minute lectures. These are followed by a two and one-half hour seminar discussion on the proper conduct of servicemen with regard to capture and keeping faith with their fellow men as prisoners of war. The seminar dis- cussion is followed by a 30-minute television presentation by a Marine officer who was a prisoner of war in Korea. The entire leadership block of instruction applies,to some degree, to formal or professional rules of right and wrong in man's association with his fellow man. ln the National Power and international Relations area of instruction--Military Aspects of Conflict is the title of a 3-hour seminar examination of the nature of conflict. The Nature of M0111 A Survey of idealism, Realism, and Pragmatism is a 45-minute lecture on the philosophical explanations of the meaning of man, truth, and reality. Ethical and Moral Aspects of Communism is a 45-minute lecture on the ethical and moral differences between com- munism and democracy. And, ideologies in Conflict is a 3-hour seminar discussion of the philosophy of communism and democracy. A consideration of formal or professional rules of right and wrong, as these rules apply to a nation and its leaders, is an integral part of instruction in this area. We do not mean to imply here that a maior portion of our formal instruction is devoted to the ethical develop- ment of our students. We have merely listed instruction that may influence theethical development of our students, and indicated that a thread of ethical development is ..,....s- in---tt. num 1 . t v . I G' ,W q , it W q.. I I Q f - ' l 0' J 1 V t L , ' s Je I ' ' ' ' ' 1' S 1 K ll , , gee.: H , ll, ,Qi st... rum mam' mu: mu .U mn nu rv. inn mv vi -A-wsrrv 4636- vi -In sf r .4 .. ll I hccmnu in prisoner uf uirh my lbllmx- prisoners. I will giifrggloitflfiitgtzri- :inn nur mlm pm in :my uciitiT1?ix'liicl'Ffi1ig,lirilice liurmful to my a.'uninnlc'4. ll' l Lim scitianffifl will mln: cunimuml. ll nur. l will nlxcy chic laudful nnlcrs ut' tlum uppuimcd over mc and will-iliaick them up in every way. El ., fl will ncxcr sltrtcrtmlcrnfuniy ---' 2 cqgiiiittaiiid. I' .will ncx'c,r:sixrrcl1r.ii':r 1 I A they still lmxje 2. ---' ix ri it 1c!f'1lllif1ii'lI'Jl'll.'llI'Cl.l l will continue to mist by alle. I iiituilulxlc. I will make every effort cscixpeialld uid others tu escape. I will accept if? neither mrulc nur special favors from thc cncmv 6 0 6 When questioned. should il begontc of war, l um hound. to give ditly scrvicc number and date of birth. I answering further questions tu the ability. l will make: no oral or written disluyul rn my country and its allies or m their muse. twill never fargerethat I am an American lighting man, responsible for my actions. and. tothe principles which rnademy W free. I will mm in my God and in ,thc -.I-inmd smfetoffbmifn- . -. woven throughout the course. We cannot measure and evaluate ethical development. We can only expose the students to thoughts that should aid in their ethical de- velopment. This is one ofthe intangible parts of our pro- gram which defies measurement. Another intangible part of our program having ethical development implications is the effects of "leadership by example" derived from our staff and faculty. All perma- nently assigned members of the school are keenly aware of their responsibility to demonstrate what is right, and the self-discipline built into the character of our faculty members is reflected in all their actions. Their character is obvious to the students when they are leading a seminar and discussing such things as democracy, ideologies, and the Code of Conduct. Their integrity is obvious in sports when they play by the rules regardless of the outcome. Their honor is obvious by the manner in which they teach to cover thoroughly all the subject matter, rather than to dwell upon specific items which would make their sections score better on tests. We feel that the students must sense and benefit from the leadership exemplified by re- peated selfless and conscientious efforts expended by the faculty on their behalf. Finally, the overall atmosphere of the school and the Commandant's policies reflect the emphasis placed on the students' ethical development. We open the activities for each class, and the formal Dining-In, with an invocation, which is a recognition of our reliance on God, just as our country affirms this reliance in our national customs and beliefs in the invocations at Presidential inaugurations, on opening days of the Senate and House, and in the underlying fundamental moral law upon which the Con- stitution is based. ln summary, our program for the students' ethical de- velopment includes a wide range of instruction. Some student performance in this area is tangible and lends it- self to evaluation, some is intangible and cannot be as- sessed. The honor system, many ofthe lectures and semi- nars, and "leadership by example" all contribute to the ethical development of our students and to the development of the "whole man." ..,4 , Ex -' X .,,.., .. S 'X - I Y A " A - ' 'M JW., , -N . x 5 w 1 fi A IU'-F I .l Xi' X N EY 4 ., N L ll". ui I l'-fx g-i5,iE. s, lg: 4 I .AA'A ' 5ifF2-ifQaglililififiilieiq 251-W' ' Q ' ' 'iWN'.'5,i- x Kg ..,, A,,, A ' - , ' " - i'g gi ....,.,. I " B ' ' mn t 1. I . - '-- ' ' R AI ""V em 4.,., I " . -"i 'lf' 52:eia2a2'a2afw -1:a2fa-1Iafe:s2-1s2f1.--. 1, -,!, 1 ,. .-.-- '5f?fi'551355i:5f'Ef'1f:i ','. f, f,',:Qf:j:r1'1-21-,ii''1""'1 '"'If','.E1,1Q,'5ifI5I1'5222'if1fi-::3L1s:a::.,5g2:-M.., 53? ' "'-"' ,'-V ' Alvvl ,X H -'-. V li:-:V Q .: MW mm If, X A fy X Qi W 4f li lf 1 2 2 2 2 2 Xxw W E f ., QEZEEIE? Egi fmycxizvigi :,..: H, x f,:.as1g11i2iI9Ss1Q::+, - , ---Kg3:j:g.-,.: 0525224122i'I?E11z2E:-:3rg: -g v ,. . W ,.,,,, . SPECIAL ACTIVITIES "Can we afford it?" Whether it's the Director of the Budget, the company treasurer, or iust charge-account weary dad, this seems to be the nuts and bolts question which cuts sharply across the fancies, the desires, the hopes. This some question is incessantly asked by the of- ficers attending Squadron Officer School at Maxwell Air Force Base, Alabama. However, their concern is not so much the budgeting of money but rather the proper alloca- tion of time - their most precious commodity while atten- ding this action-pa cked, I4-week course. Unlike most pro- fessional schools, the Squadron Officer School hos no electives in its curriculum and each of the over 800 cap- tains and Iieutenants must attend every lecture, partici- patein every seminar, and fulfill all the writing and speak- ing assignments. In addition, all officer students engage in a rigorous, highly competitive leadership program, in- cluding special proiects and sports. With a iam-packed schedule lasting from early morning till late afternoon, plus considerable homework and library research, it might seem that their time is not so much a problem after all. Is not every minute already scheduled? Well, the Squadron Officer School and its students believe the old axiom: "All work and no play makes Jack a dull boy." The problem, of course, is to find time for much-welcomed -ef social activities. It is customary for each section of 12 or 13 students to have parties during the course. Over half of the wives accompany their husbandsto Maxwell and these ladies, who see very little of their husbands during the week, are usually quite eager to have an occasional evening out. However, the initiative for planning section parties is left to the husbands who must somehow arrange the parties along with all their other activities. Informal gatherings can be very effective in promoting section spirit and fre- quently the students will instinctively sense the need for a get-together during some difficult phase in the course. The section faculty member and his wife attend practically all section social events. This not only enables the of- ficers and wives to become better acquainted, but also pro- vides the instructor with an opportunity to see his students in an entirely different light. The school, in its "whole man" concept is interested in knowing how the student acts in the social and cultural environment. ln a practical sense, the instructor and his wife assistthe student social chairman and the wives in planning section social affairs which are characterized by their informality group spirit economy of preparation, and overall goodwill and friend ship ,-,figwtiff ' ,.,.,. ., -Lg 'f is ' 'M 1 'li 1. ., A 1 .f ' he ff 55525 ,Mfr . W 1 . . ., -v B MA, 4 X , ,Q 2 -iw 1, ..,f5"1.' tr '13-'ff' ...A ' Q ' 1-R 56354-'Il ' . s W to 'irr "ESQ gt -1:1151 ,i,,, va, , fair s. M "'f I Q' .. Q-, k - - QV, V X' 'ff 'ffiis 961, ' ' - -avi' - A t, :T if pf ' -11' ' 'r sz. Q . 'S' in . g i H ' W?" fi 2-1 35 I' -H1 ?1F':'?1 Qgii- -5,1 ,"'. PE: Q, 9 'AJ . - gy' 12? Cf: it 1 J wr w uw? 27, fix! 1 3-.ag f- 11 1 ff Mg? xi, ,, uw-3 w Q fm ' -.L -fi "ly ra . ,T " Ea? 1 outstanding officer in each section os selected by his con- temporaries. lt is a night for gaiety and celebration. Fol- lowing dinner and the formal part of the evening's program, the band takes over and dancing and small talk carry on until the more hardy of the gathering reluctantly turns homeward. A third school-sponsored social event is a stag affair- the formal Dining-ln. This event is a highlight among the special activities at the Squadron Officer School and it is held by each ofthe instructional wings. The school by en- couraging the Dining-ln is, helping to build an Air Force tradition. The Dining-ln features prominent speakers whose topics contribute to the intellectual stimulation of both the faculty and students, and the students gain confidence in their ability to mix socially with senior officers and distinguished guests. Thus, although these activities provide a much needed break in the busy schedule, none of them exists purely for entertainment or for the opportunity to let the students have a change of pace from concentrated study. On the contrary, each activity contributes materially to the over- all development ofthe "whole man." MWA STUDENTS' WIVES' ACTIVITIES When the Air Force summons its selected young cap- tains and Iieufencntsto attend the Squadron Officer School, it encourages them to bring along their wives and children . Of the over 800 officers who attend the course, some 500 do bring their families. In doing so, many travel great dis- tances from bases all over the United States. Since they travel "light," they are often confronted wtth the neces- sity to get along with less than the normal amount of con- veniences. However, the advantages for the Air Force wife who accompanies her husband to Montgomery, Ala- bama, far outweigh any normal disadvantages or incon- veniences that she may face. From the moment of her arrival every effort is made to help her feel welcome and at home. During the first weeks of school, the wife of her husband's section commander will entertain her and other students' wives in the section at a coffee usually held in her home. At that time any help the student's wife might need in getting settled is gra- ciously offered by the faculty wife and an outline of the planned activities is presented to her. Though she is en- couraged to participate in the activities, it is stressed that such participation is to be strictly voluntary on her part. As the students in the section learn to work together effectively in academics and athletics, their wives become fast friends and share many activities together. Esprit de corps atthis school is very high and most evident on Wed- nesday afternoons during the sports portion of the field activities program. Since all the students must participate in the sports, the cheering sections are comprised of en- thusiastic wives and loyal children. The wives usually wear some distinctive costume to identify their group with the colors of their husbands' section. These costumes are usually very imaginative and normally quite inexpensive, thanks to feminine ingenuity. The opportunities for the student's wife to learn along with her husband are provided through a series of lectures presented specifically for them by top platform lecturers and by distinguished guest speakers. The topics of the in- teresting and intellectually stimulating talks include cam- munism, counterinsurgency, the Air Force mission, present and future, early detection of cancer,physicaI self-defense for women, development of the human personality, and ser- vice protocol. During each class the students' wives in each of the eight wings plan, organize, and execute a luncheon or brunch. For these affairs they select as their entertain- ment any one ofa number of possible programs such QS: a fashion show, musical program, guest speaker, crazy hat contest, or skits. Wives from each section run the commit- tees that make all the arrangements of which making dec- orations, organizing the program, and selecting the menu are but a few. Two faculty wives in each wing volunteer to act as advisors to the students'wives and offer guidance and assistance. Many of the remaining students' wives in the wing serve in such capacities as hostesses to honored guests, as models for the fashion show, or per- haps preside at the refreshment table. in this way as many wives as possible have an active part in these social functions. ln addition to the organized and scheduled activities programed for the benefit of the students' wives, they plan spontaneous bridge parties, informal luncheons, bowling matches, or a historical tour of the "Cradle of the Con- federacy." The Officers' Wives' Club at Maxwell Air S , t es, 'wigsf' rr: . :ff Q ,f 'fi ,Rf 4 1 'f 1 w A+ QQ' we m .1 f EE '. Y we 1 s is V -EIEI' "Eff: ' N- , fy ' '-gg: J ' .uf W1 by Iii, I x ,ff - .wi ,,, I l ' f Xv l M il LN I K t tl H 2,3 ' interruptions from the youngsters. ln this task, as well as others, she becomes a tremendous asset to her husband. In recognition of this fact, she, too, will get a certificate at graduation time. This certificate is presented because ". . .she has shared her husband's academic anguish, su- perbly fulfilled the duties of homemaking, courteously quieted the fledgling's outbursts, graciously attended to her social obligations, and through her personal interest and moral support, has contributed immeasurably to the well- being of her Air Force family .... " Thus it can be said that in educating the "whole mon" at Squadron Officer School, the distaff side ofthe student's life is considered an important and valuable asset. We like to think ofthe officer and his wife as being a team in support of the Air Force. WEATHER FOR ruurv x A rn-If-'H ' ' ,i I . , f fa' nf -1 , , -- 1 , 4 'f , , ,, . I I I! ff"'r A 4 X. ,ff 1, , . ' H 'xv 5,1 . , A .QD H lr 'EA' ' W X H vw - . . ., . ,EEE ,., K :H f f A K "" 1' ' q 'R H.1jg""w.". W' I , U5 Um!" "M 3 mi.. W.. A A f1"1 E i iff it hi - , 1. 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Suggestions in the Squadron Officer School - Cogito Yearbook (Montgomery, AL) collection:

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