Squadron Officer School - Cogito Yearbook (Montgomery, AL)
- Class of 1962
Page 1 of 112
Pages 6 - 7
Pages 10 - 11
Pages 14 - 15
Pages 8 - 9
Pages 12 - 13
Pages 16 - 17
Text from Pages 1 - 112 of the 1962 volume:
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HE FIRST STEP...
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
Decorations awarded to General Miller for outstanding service include the Legion of Merit and the Air Medal.
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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.
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
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.
DEPUTY FOR DEPUTY FOR DEPUTY FOR
STUDENT OPERATIONS ACADEMIC INSTRUCTIONS ADMINISTRATION
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Col. Lowley Col. Loveless LXC Hesferberg
PLANS AND EVALUATION AEROSPACE DIVISION
Col. ROFCJIRO LXC Bene
ADMINISTRATION CHAPLAIN EDUCATION ADVISOR INSTRUCTION
Moi. Steele Moi. Nelson Dr. Walter Moi. Blair
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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
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
ln the decision-making process, the school has recognized a guiding principle which is stated
as the school theme, "Think -- Communicate -- Cooperate."
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The Whole Nation Salutes Our Allied Officers
ETHIOPIA ---------------------------------- GREECE ----------------------------
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THE AIR UNIVERSITY
MAXWELL AIR FCDRCE BASE
DEPUTY WING CHIEF
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Capt. Tom Wood
Biehn, P. , A?
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Bokhqfy, L. V t :fx agp.,
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7, Masood' M'
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Capt.. Bob Davis
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Capt. Bob Hamilton
Chufclleff A' Section Commander
Dolelsl' A' Moi. John Corley
Anessi, T. ? '- in 3,2-1 -JIS
Bartlett, R. . ' ' .q u
Biles, D. .lv .Q
Coccia, A. , R 'l
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Ferrata, J. R, ' F 4 .nj
Firth, B.. 224' 'W ,
Jensen, R. v, - , ' 1
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Lowell, D. eg r ' ,I A '65
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Mills, J. L ' Q
VanBrunt, R. L 3 J
Capt. Dan Skinner
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DEPUTY WING CHIEF
Maiar Hal Elvon
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Mai. AI Goof
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Capt. Bill Edwards
K ' Swanson, R.
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Bartholomew, O. 6 ,X
Gettis, A. it H'
Hall, G. J "" ,f
Petersen , D.
Rice, B. f'
Schumaker, K. Q- ' I
Smith, R. . V '
Mai. Pat Herrington
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Capt. Charlie lrions
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Olive r, C.
'Viv' Rentner, P.
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7 Thomsen, J
llq- Tovey, M.
f ' - Vogeley, T.
li' Q ,
Capt. Al Slcarponi
. Cline, J.
P J . 'SI' ,S r, Us Davis, E.
J Gerdes, E.
, N i ,fi Hon, R.
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'. L fx 4 ,lf J "in 1 Lindsay, H.
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6 6 Borland, J.
Capt. Noel Reynolds
LfC Robinson Sullivan, D.
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Capt. Tim O'Neill
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Section Comman der
Capt. Glenn Carus
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Capt. Chuck Wilson
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Mai. Bill Driver
G WING CHIEF
DEPUTY WING CHIEF
Capt. Don Stinson
. 4 ff 5312
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Mai. Paul Houser
Lt. Bill Kruller Hatfield, W.
Attached Fdculfy Holman, Dv
Chaplain Nelson Russell, W.
1 Bizek, C.
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1 ' Celikkvl. N-
lllwl l Fi M ' I iuluui Crowe, C.
D - 1' i Frazee, D.
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Capt. Bob Draw bough
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M Section Commander
" Damewood, J.
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up Erickson, C.
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W .',. 1 Lewis, R..
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Section Commander Y .W nluu In
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Capt. Bill Foster
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L! M ' 1 Crist, R.
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Capt. Goldie Goldacker
Aros, W. 7 8
I DuBois, J.
V Field, R.
7 ,I Poncar, J.
, ,f W V4 Scott, J. Capt. Coy Pehyiohn
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ri' Mai. Joe Jeffvris
4 f ' , an Cupi. Joe McGovern
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Capt. Bob Haley
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5 U 'P I ,il Wy! Taylor, V.
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I , '47
Capt. Joe Williams
Mai. Steele Trickey, R.
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Capt.. Ken Edwards
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Karr, D- 'fl
Kendrick, J. ,. - '
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Capt. Kirk Kirkpatrick Murkeyl W. N 57 ' li j
Mefcalf, J. I J J W
Miller, E. ,..
Muesegaes, F. N 1 N
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" Commons, D.
3 Ginwright, J.
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F , J, my Keeney, R.
n Lipseyl V, Capt. Bob Waller
L 9' -fi Powers, D.
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Klaus, C. V
Brinistool, E. ' ,V
Caras, F. -1
Henning, B. ,N
Love, W. ,
Mclnfire, J. .T F
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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
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,
5 I ,
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.
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.
: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.,
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.
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
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.
., 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.
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.,
7 ' Y '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
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
'IfLf. John H. Dean
SPEECH AWARD WINNER
VLT. James Egan
skeins' II II II WINIIIWI I
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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
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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
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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-
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
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.
"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
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
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
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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,
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."
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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
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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
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
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.
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"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
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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
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live situations provide a rewarding opportunity for accel-
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-
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.
- .I , 'I 4
PHYSICAL CONDITIONING AND
"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
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
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
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-
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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
,, 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
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-
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-
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.
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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
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.
i hi' '
it 1' s.. T .wil
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y . y
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
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
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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
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
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6 0 6
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m their muse.
twill never fargerethat I am an American
lighting man, responsible for my actions. and.
tothe principles which rnademy W
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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."
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"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
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
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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
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
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."
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
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-
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
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,
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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
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Umted States Amr Force
BE IT KNOWN THAT
THE WHOLE MAN
IS A GRADUATE OF
SQUADRON OFFICER SCHOOL
United States AI Commandon,
Commander, A United States Air Force
YHE PARAGON PRESS
E MONTGOMERY, ALA
-- 1 Q ' .U
f ,7 T .-
34 ADAMS AVENU -
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