Western Military Academy - Recall Yearbook (Alton, IL)

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★ THE RECALL, 1934 ★ The Commissioned Officers , 1934 Battalion Commander CADET MAJOR N. D. EWING Battalion Adjutant Cadet 1st Lieut. E. A. Cohen COMPANY A COMPANY B COMPANY C Captain R. C. Winkelmeyer Captain J. N. Banks Captain H. J. Abrams 2nd Lieutenants R. W. Rulkoetter H. Schenberg 1st Lieutenant 2nd Lieutenant R. S. Knapp C. F. Bergesch 2nd Lieutenant L. H. Kevil Page Twenty-nine

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★ THE RECALL. 1934 ★ The Military Year of 19 34 Always, alter its great wars, and while still staggered by its loss in manhood and treasure, has this country resolved never to allow itself to become so helpless and fatuous as to be forced to pay such a price again. And always, as the wounds have healed and as life has become secure and uneventful, the demands for economy, the indifference of the undisturbed citizen, the cry of the extreme pacifist, and the machinations of the radical, have gradually, but surely, weakened the resolve born from the suffering of war. Military training in the land-grant colleges came into existence during the bloodiest days of the Civil War. The R. O. T. C.. as at present organized, originated in the Amended National Defense Act of 1920, and was one of the results of another lesson on the loss of life that can be expected under untrained leaders in war. The benefits of military education, as conducted in the schools and colleges of the United States, are twofold. First, the obvious and unmeasureable benefits to the nation of a great reserve of trained potential military leaders, ready to step into their proper places if their services are required. Secondly, the physical, mental, and moral benefit to the individual himself incident to properly directed military training. We are witnessing, daily, the passage from active life, of the World War officers and men, many of whom are no longer capable of strenuous field service. In a very few years, all of these men, who since the war have been a great potential factor of National Defense, will have entirely ceased to be available for any such purpose. Our little regular army in case of war, will furnish a certain proportion of higher commanders and gen- eral staff officers for the enormous citizen army that must be put into the field, but in general its powers will be taxed to the utmost to take care of its now hasty expansion to war-strength, and the company and platoon commanders of the emergency army must come mainly from some other source. Where then, can the Government secure the leaders who will be largely responsible for the safety of the nation and the lives of millions of its sons? There is only one possible answer. The R. O. T. C. graduates of our schools and colleges, young men of certified character and military qualifications, young men who should develop into civil leaders as well as military commanders, must assume the responsibility passed on to them by our veterans. Student military training does not involve a sacrifice for the public good without return to the indi- vidual. It has a positive educational value for each student. Our most eminent educators have agreed that aside from its physical benefits, time devoted to military studies in the R. O. T. C. is fully entitled to credit in the general scheme of mental culture. A questionnaire as to the value of military education in their institutions, was recently sent by the Research Organization on Military Training to the head of every college and university having compulsory or voluntary military courses. Almost without exception, these leaders of the educational world were enthusiastic in their praise of the results of this training. What then are the personal benefits from military training that 98 per cent of the R. O. T. C. graduates value so highly? Without quoting, or drawing from the idea of others, I can only tell you what four years of this training has meant to me. It has taught me the essentials of leadership, self-confidence in my powers to control and command, and the ability to handle others in varying situations. In this respect it has taught me that real and vital leader- ship must not be based entirely on official prerogatives of rank or position, but rather on personality, force of character, sincerity of purpose, and personal interest in those whom you would lead. It has developed the spirit of co-operation, loyalty, self-control, courtesy, and reasonable and understand- ing obedience. It has taught me orderliness, neatness, physical and mental alertness, precision, and a feeling of responsibility for my own acts and the acts of those entrusted to my guidance. It has trained me to estimate a situation and make a prompt and definite decision. It has shown me the value of organization and how to successfully work within an organization. It has developed me physically and co-ordinated my mental and physical processes. In this respect it is interesting to note that at Western the uniforms for the new boys are not ordered until they have been at school for some time. So great is the physical improvement of the average boy that his measurements taken on arrival at school would be entirely inadequate one month later. Military education has taught me to do a job at the right time, in the right way, and in an efficient manner and that excuses for failure are a waste of time and effort. It has made me familiar with the true military history of our country and the policies, or lack of policies, that have governed our military forces. It has given me in addition to my knowledge of purely military matters, a large amount of general information that I might not otherwise have acquired, as for instance, in the study of hygiene and sanitation, first aid to the injured, map making and reading, law and court procedure, the elements of engineering, administration and the obligations of citizenship. And finally, but not least, it has aroused in me a spirit of practical patriotism, respect for, and pride in, our flag and country, and a readiness to serve them in time of need, whether the need comes with war, or in the sometime greater needs of peace. Page Twenty-eight

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★ THE RECALL, 1934 The Band For the second time in his teaching career at Western, Captain A Williams was confronted with the problem of producing a band. Ten men had returned as a nucleus for the organization and ten cadets were to furnish new blood. Those men around whom the band was formed were: Shields, Burrows, Drell, Roth- stein, Ruttenberg, Brichler, R. Latham, Key, and Oros. Members true but untried were: Jones, Bennett, A. Anixter, Granquist, Lanski, Billstone, Roberts, Draper, Fix, and Sackett. This year the band numbers among its officers a man singularly honored. For the second time in the history of the school a Master Sergeant was made. Charles Shields was the cadet so designated. First Sergeant in this organization was Burrows, a two-year cadet; Harding was called upon to be Drum Major; Brichler was named Supply Sergeant for the corps; R. Latham was made a Corporal; and a bevy of First Class Privates — Drell. Rothstein, Bernstein, Fix, and Key were appointed. At the beginning of the year the prospects of having a good band were slight. There were six men who had never played in bands before coming here and ten others who had never been in a marching band. From this immature group, however, a band which we think is one of the best Western has had has devel- oped. It is now able both to cope with some of the world ' s best music and to deliver excellent march music at parade. Captain Williams will again be called upon to produce a band from remnants next year because ten musicians will graduate. Shields, Burrows, Rothstein, Brichler, Oros, Jones. Ruttenberg, Sackett, Draper, and Bennett will leave us. Page Thirty