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Talking Points the Duntroon Register Newsletter 21 1981 September 1981 Therefore we see that basic responsibilities for Talking Points implementation of the Charter, although most responsi- J. Essex-Clark bilities overlap slightly, are allocated thus: After only eighteen months as Director of Military Art, CO Corps of Staff Cadets: and remembering the many distinguished officers who Foster in each cadet the moral and mental qualities have held this appointment before me, I feel that any upon which leadership depends, and give training in contribution of mine could fall flat on its face unless I leadership theory. wrote something new and interesting for the knowledgea- Promote a sense of honour and loyalty, duty and ble readers of this Newsletter. Now that's a problem: responsibility; and inculcate habits of discipline and what is really new at RMC? After all, the foundationsand soldierly conduct. real traditions of this institution are so strong that it has CI Military Training Wing: withstood the open battering of the many "winds of Gve each cadet the military knowledge necessary to change" and the more subtle stilettos of confused men. enter a career in the Army. However, all that we do at the College is at least Give him a correct understanding of the place of the interesting. Artned Services within the Australian nation. So I thought perhaps I could refresh the memories of Develop a capacity for clear and logical thought and those interested in the College by examining how we expression. implement the military aspects of the Charter, and colour 9 Give a sound military education in the science and in some of the key issues that I perceive at the College principles of war. today. If, after reading this article, the experienced reader Instruct the cadet in the military skills and tech- were to say "I see no real change", I will be delighted; as niques of modern warfare required by the junior aren't we all getting tired of those who "re-inv regimental officer. wheel'? Progress, however, has enabled us to mo I believe most officers, with the above tasks and the wheel and give it smooth bearings, a sound hub usid Training Systems sensibly, would be quite capable resilient spokes, a strong rim, bullet-proof tyres, and - of designinga sound course, albeit each would give differ- ability to change the treads for varying conditions! ent emphwis in subject matter based on his task inven- The Commanding Officer of the Corps o Staff tory and the techniques of instruction he employs. So I Cadets, in addition to his task as Commanding b;f~r, will not go into detail. Of more interest to the reader will has a responsibility for the development of a Met's be tu lobk at some key issues. attitude, and therefore trains and educates t f qonsider the young Australian who enters the leadership theory, customs and traditions of En any year. East year we had 1019-applicants of drill, and physical and recreational training. ,vho.hi 294 were assessed as suitable for officer training. organisation allows also for some elementary 'We VIM 135. The selection boards search for three leadership skills. Later in this article I shall idthe applicantsf these are: the motivation to be the commanding Officer attempts to remedx ; the leadership potential which we can develop inal aspect. him an officer; and the academic capability to *?A b In the 1/80 Newsletter the Chief Instructor of the tarn a degree. Military Training Wing outlined his responsibilities b I I3 The Selection Board not only observes each young will not consider his role in any detail. Basically, h $IS man in a variety of situations over a period of about segen responsible for giving tbe cadets their military know led^ hpqs in a modified "War Office Selection Boiifdl'prwe- and skills. He also ensures that the gadets are prac - dm, but also has the benefit of reports from headmas- leadership during field exercises. ters, psychologists and doctors. But ewen such elaborate continued on page 2 Register, and will return their forms. The Duntroon Register Shortly we hope to begin sending register sheets to R. W. Q. Pugh mcmbers of the Classes from 1947 to 1977. We intended If you read Newsletter 1/ 1980 you will know of the to do this earlier in the year, but it has taken much longer scheme to produce The Duntrcaon Register. The Re ister than expected to trace current postal addresses. Your will be the biographical index of members of the gMC help will be sought to make contact with those whose from its foundation in 191 1 until its 75th Anniversary in addres~sare still unknown. We have begun collecting 1986. It will contain entries for all former members of the infoemation on former members of the College staff, and Corps of Staff Cadets (in numerical order), and of the are planning to send register sheets to those for whom we military, academic and civil staff. can obtain addresses. If your CSC regimental number was lower than The few of us who have been privileged to see the 268 1 11 1, and we have your postal address, you will have brief biographies now on file have found some very inter- received a Register Sheet to complete, and there is a 62 esting reading. We would like to use extracts for other per cent chance that you have already returned it. The purposes at the College, such as items in future Newslet- response from former members of the Classes from 191 1 ters. If you have sent biographical information on or to 1946 (i.e. up to CSC No. 11 10) has been pleasing. We accompanying a register sheet and are willing to allow it sent the forms to 431 for whom we had postal addresses to be used in Newsletters of the Duntroon Society, please and to date have received 268 replies. We hope the write a note to the Registrar, RMC, Duntroon, ACT remaining recipients will read this, be reminded about the 2600. selection programs are not infallible. Once at the College measured by examination and by his individual qualities. there are some cadets who lose motivation and drop by But rarely, except in the very limited intra-college compe- the wayside; for example last year we lost eleven from titions and sport, does he achieve much as a member of a Fourth Class in the first five weeks. Over that year we lost group. Therefore we could develop an individuafistic a total of 58 from all classes for academic or military young officer unless steps were taken to overcome this. It reasons. It is worth stating that our academic losses are is a problem and is difficult to solve. far less, pro rata, than in any Australian university. We Another issue for the First Class cadet is the transi- graduate about two-thirds of the young men who enter tion from three years' university education to the more the College. We lose a third because weho not lower the formal military style of training in his fourth year. His academic or military standards we demand. learning habits have been well developed and are differ- On arrival at the College the young man faces ent from those of other army students. For example, and further problems. Usually it is the first time he has left inter alia, his keenness in notetaking is prodigious. The home, he has just been relaxing on holidays, he has to sight, and sound, of a multitude of scribbling tiered adapt to the need for self-organisation within a tertiary cadets, all bowed over their notebooks, as you lecture education, he has to adjust to a military hierarchical and stylishly to them about some worthy subject, their faces conformist system, he has to learn to move smartly and bobbing up only as the "thunk" of the Vugraph alerts look immaculate in uniform and he has to respond with them to something clear to copy, is quite unnerving after alacrity. Neither at school nor in many homes is he being accustomed to the rapt attention of non-tertiary prepared for all this these days. The Corps of Staff Cadets students. With the latter it may have gone in one ear and helps him adjust as rapidly as possible, as in the past, and out the other, but at least you saw their faces. Neverthe- most do adjust quickly; but a small number find the less, ask a cadet a question about what you have told him adjustment very difficult and fade away. Essentially the and he knows the answer, even if he has to flip through his cadet is a product of our secondary school system and the notebook like a policeman giving evidence. society and family organisations of today, which are During their academic years cadets also develop a somewhat different from the youthful experiences of questioning and critical attitude which, initially, is dis- many of the readers of this Newsletter. Nevertheless he is concerting to some military instructors; but it certainly medically sound, intelligent, inquisitive, has much gen- keeps the staff on their toes and forces us to understand eral knowledge and is fluent in speech (though his written and explain the "why" rather than just the "who, what, expression is often appalling). He is generally outspoken when, where and how". There is no doubt that cadets and not overawed by authority. Although he has come to must learn the basics but their scholarship allows us to RMC to be an officer, he is often unsure whether the move quickly into the areas of reasoning and the applica- degree or the commission is more important; his parents, tion of knowledge.
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