Freddie» West, VC, CBE, MC

Total Page:16

File Type:pdf, Size:1020Kb

Freddie» West, VC, CBE, MC Air Commodore «Freddie» West, V.C., C.B.E., M.C. P. R. REID DIPLOMAT ZWISCHEN DEN FRONTEN EIN LEBENSBERICHT Mit 14 Abbildungen VERLAG HUBER & CO. AG, FRAUENFELD Die Übersetzung besorgte Duri Troesch nach der englischen Originalausgabe «Winged Diplomat, The Life Story of Air Commodore Freddie West» (Chatto & Windus, London 1962) 1963 Verlag Huber & Co. AG, Frauenfeld Satz und Druck von Huber & Co. AG, Frauenfeld Umschlagentwurf: Atelier der Werbeagentur Roland Hauert, Zürich Printed in Svritzerland Eingescannt mit OCR-Software ABBYY Fine Reader VORWORT Ich traf Air Commodore Freddie West, Träger des Viktoria- und des Militärkreuzes, gegen Mitte des zweiten Weltkrieges in der Schweiz, wo er seit Kriegsbeginn – mit dem britischen Gesandten und einer Handvoll anderer Gesandtschaftsbeamten – trotz dem vernichtenden Spott seiner deut- schen Gegenspieler, ihren Intrigen und sonstigen Winkelzügen die «Festung» für Grossbritannien hielt. Ich wusste, dass sein Leben bedroht war. Aber während des ganzen Krieges gelang es ihm immer, über den Dingen zu stehen und ihnen eine heitere Seite abzugewinnen. Neugier und Bewun- derung spornten mich an, das Freddie West und sein Wesen umhüllende Geheimnis zu lüften. Ich brauchte fünfzehn Jahre, bis ich sein Vertrauen gewonnen hatte und er mir einen Einblick in sein Leben gestattete. Das so erhaltene Bild habe ich nachfolgend wiederzugeben versucht. Es ist die Lebensgeschichte eines Man- nes, der noch unter uns weilt. Aus diesem Grunde wird der Leser sicher ver- stehen, dass die Weglassung einiger weniger Tatsachen unumgänglich war. P. R. Reid 5 KINDHEIT IN MAILAND Meine Mutter, das sah ich, war tieftraurig. Sie hatte gerade meinen Vater verloren und kleidete sich jetzt ganz schwarz, während sie sonst farbenfrohe Kleider liebte. Jene langen, glänzenden Seidenjupes, die mit Rüschen abgesetzt waren, standen ihr gut. Und mit ihren zartro- sigen Wangen und den grossen dunklen Augen, die unter den breit- randigen Hüten jener Zeit hervorschauten, war meine Mutter eine überaus schöne Frau. Damals glaubte ich allerdings, dass sie jeden Tag einen neuen Hut trug – und alle glichen umgestülpten Blumentöpfen. An meinen Vater kann ich mich nicht erinnern. Aber sehr gut weiss ich noch, wie man mir erzählte, dass irgendwo Krieg war, der Buren- krieg. Und meine Mutter sagte mir, dass auch Daddy ausgezogen sei, um gegen die Buren zu kämpfen. Eines Tages kam meine Mutter mit zerfurchtem und verweintem Gesicht in das Kinderzimmer und be- richtete mir schluchzend, dass die Buren Daddy wahrscheinlich ge- tötet hatten; er werde vermisst. Mummy tat mir leid. Damals – es war 1902 – lebten wir am Princes Square, London W. 2, in einem zweistöckigen, mit grauem Stuck verzierten Haus im Stil der Jahrhundertwende. Mir erschien das Haus gross, mit weiten Räumen und weissen Decken, die von mehreren Reihen geschnitzter Holzbänder eingerahmt waren. Als die Vermisst- meldung meines Vaters bestätigt wurde, beschloss meine Mutter, nach Italien zu ziehen. Meine Mutter war Französin. Bevor sie heiratete, stand ihr der Titel Comtesse Clémence de la Gard de Saignes zu. Ihre Familie stammte aus der Auvergne. Aber warum sollten wir nach Italien 7 gehen? «Ich habe dort eine Schwester», beantwortete sie meine Frage. Ich war als ein englischer Junge aufgewachsen. Meine Mutter hatte mir nie viel über Frankreich oder Italien erzählt. Sie hat das – ich bin sicher – meines Vaters wegen unterlassen, den sie innig geliebt hatte. Als er uns verliess, übertrug sie die ganze Liebe auf mich. Ich war ihr einziges Kind. Meine Eltern hatten 1894 geheiratet, als Vater achtundzwanzig und Mutter achtzehn Jahre alt war. Vater stand im Dienste des East- Lancashire-Regimentes; als dieses Regiment aber ins Ausland verlegt wurde, nahm er seinen Abschied, um bei Mutter bleiben zu können. Dann kam der Burenkrieg, und er meldete sich sofort als Freiwilliger. Erst Jahre danach erfuhr ich, warum wir England verlassen hatten, um nach Mailand zu gehen. In der Familie meines Vaters hatte es einen Zwist gegeben. Er begann, als er eine Ausländerin heiratete, und wurde vertieft, als er seinen Abschied vom Regiment nahm. Nach dem Tode meines Vaters trat eine völlige Entfremdung zwischen sei- ner Familie und meiner Mutter ein. Meine Tante in Italien hiess Mary, und Mutter erzählte mir, sie lebe in einem grossen Kloster als Nonne. Ich stellte mir vor, dass eine Nonne eine unfehlbare und wachsame Kinderfrau sei, die auf das Jesuskind aufpasse; und dass ein Kloster ein Ort sei, den man meiden müsse, weil es dort viel zu viele wachsame Kinderfrauen gab. Als wir in die Wohnung im fünften Stock einzogen, die meine Mutter ganz oben in dem zu jener Zeit höchsten Gebäude von Mai- land, einem Palazzo in der Via Brera, gemietet hatte, trat die kleine, nur etwa einen Meter sechsundfünfzig grosse Adèle in mein Leben. Adèle war das Dienstmädchen meiner Mutter und sollte sich von Zeit zu Zeit auch um mich kümmern. Ich betrachtete sie als Spielkamera- din. Ihre runden schwarzen Augen sagten mir alles, was ich wissen wollte – was hiess, dass ich genau wusste, wie weit ich gehen konnte, wenn ich sie neckte. Ihre Augen waren wie die eines Hundes, eines Pudels, und sie blickten so zärtlich, dass ich Adele deswegen oft neckte. Wenn ich schnell zu ihr sprach, blickten ihre Augen verwirrt und erschrocken. Sie verstand kein Englisch, aber sie wollte mich ver- 8 stehen. Meine Mutter schickte mich oft mit ihr zum Spielen in die nahen öffentlichen Parkanlagen, die fast im Zentrum der Stadt lagen, etwa drei Kilometer vom grossen Bahnhof entfernt. «Du darfst einmal in der Kutsche mit den Ziegen fahren», sagte meine Mutter, «aber benimm dich so, dass die anderen Kinder sehen, wie wohlerzogen ein kleiner englischer Junge ist.» Die offene, hellgelb gestrichene Kutsche mit den vier grossen Rädern bot genug Platz für Adèle und mich. Zwei langhaarige Ziegen mit gebogenen Hörnern waren nebeneinander an langen, mit Metallknöpfen und Glöckchen verzierten Lederriemen vor die Deichsel gespannt. Der Kutscher, ein runzliger alter Mann mit weissem Bart – er war kaum grösser als Adèle – schritt neben den Ziegen her. Er hatte eine Peitsche wie ein Droschkenkutscher, seine Uniform bestand aus einer gelbgrauen Tunika und einer roten Hose; aber erst seine Mütze mit schwarzem Schirm, die einer französischen Offizierskappe glich, verlieh ihm seine volle Würde. Ich erinnere mich nicht mehr an das erste Zusammentreffen mit meiner Tante, aber sehr wohl noch an die Begegnung mit der Mutter Oberin. Schon nach wenigen Minuten sprachen die Erwachsenen angeregt französisch miteinander, während ich es mir auf dem Knie der Ehrwürdigen Mutter bequem machte. Sie plauderten über Weih- nachten und eine Krippe. Die Ehrwürdige Mutter bewunderte meine langen blonden Locken und fuhr ganz entzückt mit ihrer Hand hin- durch. «Würdest du deine Locken dem Jesuskind opfern?» fragte sie mich, und ich sagte: «Nein!» Ihr grosser weisser Brustlatz war genau vor meiner Nase. Ich tupfte ihn an, um zu sehen, wie steif er war. Die Beule, die ich dabei hinterliess, war höchst eindrucksvoll. Und ich machte mich daran, noch mehr solcher Beulen zustande zu bringen. Ich merkte, dass die Grossen mehr an meinem Haar interessiert waren als an mir selbst, und ich hatte recht. Es waren für mich prächtige Minuten, als es abgeschnitten wurde. Selten aber hatte ich meine Mutter so eifrig französisch sprechen hören, wie in dem Augenblick, als wir uns zum Gehen anschickten und bei Licht meine Beulen plötz- lich sichtbar wurden. Ich starrte ganz erschrocken zu ihr hinauf, als sie auf englisch weitersprach und mich ausschimpfte. Ich konnte nicht 9 mehr an mich halten und schluchzte bitterlich. Meine eigene Mutter verstand mich nicht. Ein paar Tage nachdem meine Locken verschwunden waren, wurde ich wieder in das Kloster mitgenommen, gegen das ich nun grosses Misstrauen hegte. Diesmal sollte ich den Kaplan, Monsignore Ratti, kennenlernen. Er war untersetzt, kräftig gebaut und ruhig in seiner Art. Er schien mich auch durch seine goldgeränderte Brille kaum zu bemerken. Zuerst hatte ich Angst, beobachtete ihn aber trotzdem in der Sakristei der Kirche, vorsichtig hinter einem Rock- zipfel meiner Mutter hervorschauend. Mutter Oberin, die uns vorstellte, sagte: «Ich habe eine Über- raschung für Sie, Monsignore, einen kleinen englischen Jungen. Freddie ist unser neuer Zögling und wäre gut geeignet als Messknabe.» Monsignore, plötzlich interessiert, drehte sich um und sah mich an. «Seine Arme sind stark; er kann an Sankt Benedikt das Weihrauch- gefäss tragen», meinte er. Dieses Weihrauchgefäss wurde für mich zu einer glänzenden Unter- haltung. Ich fühlte mich wie Aladin mit der Wunderlampe, wenn sich der blaue Rauch aufwärtsschlängelte und dabei einen fremdarti- gen Duft verbreitete. Das war ein Spass! Ich liebte diesen Geruch und die wogenden Rauchschwaden. Dann und wann rieb ich an dem Weihrauchgefäss, um zu sehen, ob es nicht zufällig doch eine Zauber- lampe sei. Ich bildete mir ein, in dem Rauch Gesichter zu erblicken. Gleichzeitig war ich beeindruckt von der bedeutsamen Aufgabe, die ich auszuführen hatte. Ihre Wichtigkeit wurde von dem scharlach- roten Talar und dem weissen, mit Spitzen versehenen Gewand, das ich hatte anziehen müssen, nachdrücklich unterstrichen. Ich hatte wirklich genügend Gelegenheit, meiner Aufgabe mit Fleiss und Begeisterung nachzukommen; während der Messe füllte ich das Weihrauchgefäss mehrere Male wieder auf und sorgte so für Rauch. Die anderen Messknaben waren italienische Jungen, die sich gegenseitig Verhaltungsmassregeln zuflüsterten; aber da
Recommended publications
  • The Battle of Crete: Hitler’S Airborne Gamble
    THE BATTLE OF CRETE: HITLER’S AIRBORNE GAMBLE A thesis presented to the Faculty of the U.S. Army Command and General Staff College in partial fulfillment of the requirements for the degree MASTER OF MILITARY ART AND SCIENCE Military History by MARIA A. BIANK, MAJ, USA B.A., College of William and Mary, Williamsburg, Virginia, 1990 Fort Leavenworth, Kansas 2003 Approved for public release; distribution is unlimited. MASTER OF MILITARY ART AND SCIENCE THESIS APPROVAL PAGE Name of Candidate: Major Maria A. Biank Thesis Title: Battle of Crete: Hitler’s Airborne Gamble Approved by: _____________________________________, Thesis Committee Chair Lieutenant Colonel Marlyn R. Pierce, M.A. _____________________________________, Member Samuel J. Lewis, Ph.D. _____________________________________, Member Lieutenant Colonel John A. Suprin, M.A. Accepted this 6th day of June 2003 by: _____________________________________, Director, Graduate Degree Programs Philip J. Brookes, Ph.D. The opinions and conclusions expressed herein are those of the student author and do not necessarily represent the views of the U.S. Army Command and General Staff College or any other governmental agency. (References to this study should include the foregoing statement.) ii ABSTRACT THE BATTLE OF CRETE: HITLER’S AIRBORNE GAMBLE, by MAJ Maria Biank, 96 pages As Adolf Hitler conquered most of the European continent in 1939-1941, the small island of Crete in the Mediterranean Sea became vital to future operations in the Mediterranean region for both the Axis and Allied powers. If the Allies controlled Crete, their air and sea superiority would not allow the Germans a strategic military foothold in the region. For the Germans, Crete would secure the Aegean Sea for Axis shipping, loosen Great Britain’s grasp in the eastern Mediterranean Sea and provide air bases to launch offensives against British forces in Egypt.
    [Show full text]
  • II~I6 866 ~II~II~II C - -- ~,~,- - --:- -- - 11 I E14c I· ------~--.~~ ~ ---~~ -- ~-~~~ = 'I
    Date Printed: 04/22/2009 JTS Box Number: 1FES 67 Tab Number: 123 Document Title: Your Guide to Voting in the 1996 General Election Document Date: 1996 Document Country: New Zealand Document Language: English 1FES 10: CE01221 E II~I6 866 ~II~II~II C - -- ~,~,- - --:- -- - 11 I E14c I· --- ---~--.~~ ~ ---~~ -- ~-~~~ = 'I 1 : l!lG,IJfi~;m~ I 1 I II I 'DURGUIDE : . !I TOVOTING ! "'I IN l'HE 1998 .. i1, , i II 1 GENERAl, - iI - !! ... ... '. ..' I: IElJIECTlON II I i i ! !: !I 11 II !i Authorised by the Chief Electoral Officer, Ministry of Justice, Wellington 1 ,, __ ~ __ -=-==_.=_~~~~ --=----==-=-_ Ji Know your Electorate and General Electoral Districts , North Island • • Hamilton East Hamilton West -----\i}::::::::::!c.4J Taranaki-King Country No,", Every tffort Iws b«n mude co etlSull' tilt' accuracy of pr'rty iiI{ C<llldidate., (pases 10-13) alld rlec/oralt' pollillg piau locations (past's 14-38). CarloJmpllr by Tt'rmlilJk NZ Ltd. Crown Copyr(~"t Reserved. 2 Polling booths are open from gam your nearest Polling Place ~Okernu Maori Electoral Districts ~ lil1qpCli1~~ Ilfhtg II! ili em g} !i'1l!:[jDCli1&:!m1Ib ~ lDIID~ nfhliuli ili im {) 6m !.I:l:qjxDJGmll~ ~(kD~ Te Tai Tonga Gl (Indudes South Island. Gl IIlllx!I:i!I (kD ~ Chatham Islands and Stewart Island) G\ 1D!m'llD~- ill Il".ilmlIllltJu:t!ml amOOvm!m~ Q) .mm:ro 00iTIP West Coast lID ~!Ytn:l -Tasman Kaikoura 00 ~~',!!61'1 W 1\<t!funn General Electoral Districts -----------IEl fl!rIJlmmD South Island l1:ilwWj'@ Dunedin m No,," &FJ 'lb'iJrfl'llil:rtlJD __ Clutha-Southland ------- ---~--- to 7pm on Saturday-12 October 1996 3 ELECTl~NS Everything you need to know to _.""iii·lli,n_iU"· , This guide to voting contains everything For more information you need to know about how to have your call tollfree on say on polling day.
    [Show full text]
  • The New Zealand Army Officer Corps, 1909-1945
    1 A New Zealand Style of Military Leadership? Battalion and Regimental Combat Officers of the New Zealand Expeditionary Forces of the First and Second World Wars A thesis provided in fulfilment of the requirements for the degree of Doctor of Philosophy in History at the University of Canterbury, Christchurch, New Zealand Wayne Stack 2014 2 Abstract This thesis examines the origins, selection process, training, promotion and general performance, at battalion and regimental level, of combat officers of the New Zealand Expeditionary Forces of the First and Second World Wars. These were easily the greatest armed conflicts in the country’s history. Through a prosopographical analysis of data obtained from personnel records and established databases, along with evidence from diaries, letters, biographies and interviews, comparisons are made not only between the experiences of those New Zealand officers who served in the Great War and those who served in the Second World War, but also with the officers of other British Empire forces. During both wars New Zealand soldiers were generally led by competent and capable combat officers at all levels of command, from leading a platoon or troop through to command of a whole battalion or regiment. What makes this so remarkable was that the majority of these officers were citizen-soldiers who had mostly volunteered or had been conscripted to serve overseas. With only limited training before embarking for war, most of them became efficient and effective combat leaders through experiencing battle. Not all reached the required standard and those who did not were replaced to ensure a high level of performance was maintained within the combat units.
    [Show full text]
  • Beyond the Economic – How
    BEYOND THE ECONOMIC – HOW INTERNATIONAL EDUCATION DELIVERS BROAD VALUE FOR NEW ZEALAND MAY 2018 BEYOND THE ECONOMIC – HOW INTERNATIONAL EDUCATION DELIVERS BROAD VALUE FOR NEW ZEALAND PREPARED FOR Education New Zealand PREPARED BY Emanuel Kalafatelis, Corrine de Bonnaire and Louise Alliston. CONTACT DETAILS Emanuel Kalafatelis Research New Zealand Phone 04 499 3088 www.researchnz.com IBSN 978-0-473-43856-2 Beyond the economic • 3 TABLE OF CONTENTS Foreword 5 1.0 Executive summary 6 2.0 The international education sector in New Zealand – an overview 14 2.1 Introduction 16 2.2 The international education sector in New Zealand delivers economic value 16 2.3 New Zealand is an attractive study destination 18 2.4 The sector is rebalancing from volume to value 21 3.0 The value of international education – the overseas experience 24 3.1 Introduction 25 3.2 Benefits to national and regional economies 27 3.3 Benefits to tourism 33 3.4 Benefits to soft diplomacy and international trade 37 3.5 Benefits to business, innovation and the workforce 43 3.6 Benefits of community-based, cultural and educational value 49 4.0 Case studies of New Zealanders’ experiences of international education 56 4.1 Introduction 57 4.2 Community, culture and education 59 4.3 Diplomacy and international trade 67 4.4 Business and innovation 73 4.5 Tourism 81 Appendix A: Glossary 86 Appendix B: Literature scan methodology 87 Appendix C: Literature scan references 90 TABLE OF FIGURES Figure 1: Value of onshore international education by sector to New Zealand 17 ($m), 2013 - 2016 Figure 2: Number of international students by sector 2012 - 2016 18 Figure 3: International students by market, 2012 and 2016 19 Figure 4: Regional distribution of international students 2012-2016 20 Figure 5: 2012 and 2016 sector breakdown 21 4 • Education New Zealand Beyond the economic • 5 FOREWORD I’m pleased to present Beyond the economic – how international education delivers broad value for New Zealand, a new report on the broader contribution that international education makes to New Zealand.
    [Show full text]
  • 2019 December
    6 December 2019 Year 7 Book Day 1 Principal’s Comment Tena koutou katoa! It may or may not be in the realm of As the year draws to a close, we have been “achieved/merit/excellence”. It may be in reflecting on the fact that “success” looks emotional intelligence; or confidence; or different for different people. In a school courage, or resilience. Or empathy for others. context, we are all about growth, development, Whatever positives you can find - call them learning, maturation, and the appropriate out and quietly celebrate them. mix of support and challenge to build all those May I wish you all compliments of the elements. So we’ve been looking at examples of season, and the opportunity to create special positive growth -”the stories that the academic memories with family over the break! results don’t tell” from 2019. Academic growth and achievement are very important - but are Nga mihi mahana not everything! Andy Wood For your own child, we encourage you to Principal think about the growth over the year you have observed, to appreciate that growth, to Andy Wood Principal recognise it and celebrate it in your family. It happens slowly so it’s easy to take for granted. From the Boardroom Kia ora koutou current organisation of schools, Boards of I am very pleased to confirm my earlier email Trustees’ responsibilities, Ministry of Education to all parents, regarding the appointment of Mr and so on will be evolutionary rather than Mike Newell as our new principal from Term revolutionary, and are unlikely to even be 2, 2020.
    [Show full text]
  • International Happenings
    International Happenings February 2017 Term 1: Wednesday 1 February - Thursday 13 April New Overseas Students 2017 enjoy some fun time at Oreti Beach on their first day at Hargest Message from our Director of International Students Kia ora all Welcome to 2017! What a wonderful start. We have enjoyed meeting our new intake of students from France, Sri Lanka, Japan, Chile, Germany, Fiji, Indonesia, to name a few countries. They will all add to the cultural diversity of James Hargest College. We have much to learn from them. We look forward to welcoming some short term students from China and Thailand this weekend. We hope all families are able to attend the Potluck Dinner next Thursday evening. This will provide a forum for developing networks between families. It is beneficial being able to help each other out. Thank you in advance for everyone’s commitment to the International Programme at James Hargest College. Nga mihi Jenny Elder We love to receive photos of any experiences our Internationals have. Please forward these to [email protected]. Thank you. International Prizewinners for 2016 Year 12 Industry: Wasinee (Jasmine) Choksunthornphot Open Your Home to an Year 13 Industry: Tadsapon (Pete) Wiwitawan Year 13 Subject: Kawinwit (Ink) Kittipalawattanapol for International Student English and Industry Miles, language, and cultural differences sometimes make us feel worlds apart from each other. But when The Hargest Memorial Scholarship: For consistent contribution to the Sporting, Cultural and Academic you welcome an international student into your home, life of the school during their time at James Hargest College in: you quickly discover they become family.
    [Show full text]
  • Catalogue 229 APRIL 2020
    1 Catalogue 229 APRIL 2020 Still here—call or email. Mick & Jo 2 Glossary of Terms (and conditions) INDEX Returns: books may be returned for refund within 7 days and only if not as described in the catalogue. CATEGORY PAGE NOTE: If you prefer to receive this catalogue via email, let us know on in- [email protected] Aviation 3 My Bookroom is open each day by appointment – preferably in the afternoons. Give me a call. Espionage 4 Abbreviations: 8vo =octavo size or from 140mm to 240mm, ie normal size book, 4to = quarto approx 200mm x 300mm (or coffee table size); d/w = dust wrapper; pp = pages; vg cond = (which I thought was self explanatory) very good condition. Military Biography 5 Other dealers use a variety including ‘fine’ which I would rather leave to coins etc. Illus = illustrations (as opposed to ‘plates’); ex lib = had an earlier life in library service (generally public) and is showing signs of wear (these books are generally Military General 6 1st editions mores the pity but in this catalogue most have been restored); eps + end papers, front and rear, ex libris or ‘book plate’; indicates it came from a private collection and has a book plate stuck in the front end papers. Books such Napoleonic, Crimean and Victorian Eras 7 as these are generally in good condition and the book plate, if it has provenance, ie, is linked to someone important, may increase the value of the book, inscr = inscription, either someone’s name or a presentation inscription; fep = front end paper; the paper following the front cover and immediately preceding the half title Naval 9 page; biblio: bibliography of sources used in the compilation of a work (important to some military historians as it opens up many other leads).
    [Show full text]
  • Year 7 Camp Omaui
    6 March 2020 Year 7 Camp Omaui 1 Principal’s Comment In a situation like this, there is a tendency for official advice. A small number of students facts, half facts, slight slithers of fact, and even from China have not been able to return for falsehood to gather momentum into a wave of study this year. On the other hand, a visiting populist hysteria. group from Thailand, due next week, is still expected to arrive as planned (at the time of writing), and a Hargest group is still planning The situation is serious, but clear perspective to depart for France next month. and a calm approach is called for. In terms of our students here at Hargest, we are supporting through assemblies (etc) the general health To change the subject, school routines for reminders about the safest way to contain a the year are now well established. We sneeze, the thorough washing of hands, and appreciate your support, as always, in the staying at home when unwell with anything keeping in touch with what is happening - spreadable. The risk of infection of school aged reading this newsletter online is an excellent students in NZ is extremely low, but it is timely way to do this! to emphasise the above reminders nevertheless, Andy Wood even for “normal” coughs, colds and winter flu... Principal Nga mihi Andy Wood Like all schools, we are carefully scrutinising the Principal vKia ora regular official advisories from the Ministry of Education for clear and accurate information. The Covid-19 Coronavirus outbreak is an example of how the unpredictable can rock the entire world.
    [Show full text]
  • Politics of Forgetting: New Zealand-Greek Wartime Relationship
    Politics of Forgetting: New Zealand-Greek Wartime Relationship Martyn Brown Bachelor of Arts Graduate Diploma Library Science Graduate Diploma Information Technology Post-Graduate Diploma Business Research Master of Arts (Research) A thesis submitted for the degree of Doctor of Philosophy at The University of Queensland in 2014 School of History Philosophy Religion and Classics Abstract In extant New Zealand literature and national public commemoration, the New Zealand experience of wartime Greece largely focuses on the Battle of Crete in May 1941 and, to a lesser extent, on the failed earlier mainland campaign. At a politico-military level, the ill-fated Greek venture and the loss of Crete hold centre stage in the discourse. In terms of commemoration, the Battle of Crete dominates as an iconic episode in the national history of New Zealand. As far as the Greeks are concerned, New Zealand elevates and embraces Greek civilians to the point where they overshadow the Greek military. The New Zealand drive to place the Battle of Crete as supporting its national self-imagining has been achieved, but what has been forgotten in the process? The wartime connection between the Pacific nation and Greece lasted for the remainder of the international conflict and was highly complex and sometimes violent. In occupied Greece and Crete, as well as in the Middle East, North Africa and Italy, New Zealand forces had to interact with a divided Greek nation that had been experiencing ongoing political turmoil and intermittent civil conflict. Individual New Zealanders found themselves acting as liaison officers with competing partisan groups. Greek military units with a history of mutiny and political intrigue were affiliated with the main New Zealand fighting force, the Second New Zealand Division.
    [Show full text]
  • 2021 Dancing Her Way to Success
    7 May 2021 Dancing her way to success 1 Principal’s Comment the classroom. It’s refreshing to see the interviews and take video footage of a number of students involved in sports number of students and staff. This occurred teams as winter sport gets underway. because we have been identified as a Likewise on the Arts and Culture front with leading school nationally with respect to our rehearsals for our major production Fiddler equitable outcomes for Maori and Pasifika on the Roof, Showquest, Kapa Haka and students in STEM (Science, Technology, our various bands. I am a believer in the Engineering and Mathematic) at NCEA level. importance of extracurricular activities Our DP Mrs Anna McDowall presented at and all of the value it adds. A big thank you the recent national symposium to share the needs to go out to parents and staff that JHC journey and mahi behind this success. give up their time in these pursuits for our A small plea to parents; when dropping off students. or picking up your children from school can Next week, as you are aware, is the you please stop parking on the yellow lines second of a series of Teacher Only Days across our driveway. You are causing extra planned to unpack the proposed changes congestion for cars trying to get in and out of to NCEA. This is a big piece of work that the school at an already busy time. Mike Newell Principal sits alongside other proposals as to what All the best for another successful term! and how we deliver the curriculum.
    [Show full text]
  • JAMES HARGEST COLLEGE HANDBOOK 1 Mission Statement Our Mission Is to Equip All Our Students to Create the Best Possible Future for Themselves and Their World
    JAMES HARGEST COLLEGE HANDBOOK 1 Mission Statement Our Mission is to equip all our students to create the best possible future for themselves and their world. 2 Vision Tirohanga Our vision is to foster healthy all-round development and personal success in an environment informed by the principles of manaakitanga. This means helping young people build their personal identity and hauora in a context of strong communal values (The Hargest Way). It involves encouraging participation, connectedness and whanaungatanga through a range of service, cultural, sporting and leadership opportunities. Personal success is fostered by a strong academic focus and the pursuit of excellence in its broadest sense, through responsive, supportive programmes and staff working on the principles of ako. We aspire to provide education of superb quality, in partnership with our wider community. 3 4 The Hargest Way The James Hargest College core values are: We respect each other We work hard Ka manaakitia tētahi ki tētahi Tino kaha tō mātou mahi We treat all people fairly We are responsible for all we do Ka mihia tika te iwi katoa Ka whakautu tūtika mātou ki ngā kaupapa katoa We are honest Tino mahi pono mātou We take care of our environment Tiakina tō mātou nohonga taiao 5 Year 7 & 8 Programmes Early adolescence is a time of dramatic growth physically, mentally and emotionally for young people. Learning programmes at the Junior Campus are designed to meet the needs of this age group. Homeroom Specialist Subjects The Junior Campus centres on a secure, supportive homeroom During the week students have an opportunity to move out of their environment that caters for the unique social and learning needs homeroom to our state of the art technology centre.
    [Show full text]
  • The London Gazette of TUESDAY, the 5Th of OCTOBER, .1943 by Registered As a Newspaper THURSDAY, 7 OCTOBER, 1943
    fcumb, 36198 4437 SUPPLEMENT TO The London Gazette Of TUESDAY, the 5th of OCTOBER, .1943 by Registered as a newspaper THURSDAY, 7 OCTOBER, 1943 CENTRAL CHANCERY OF THE ORDERS OF •War Office, jth October, 1943. KNIGHTHOOD. The KING has been graciously pleased to approve St. James'-s Palace, S.W.i. the following awards in recognition of gallant and 2th October, 1943. distinguished services in the South West Pacific: — The KING has been graciously pleased to give orders for the following appointment to the Most TJie Distinguished Service Order. Excellent Order of the British Empire, in recognition Captain (acting. Major) Walter Roadknight Dexter of gallant and distinguished services in North (VX 5172), Australian Military Forces. Africa: — To be an Additional Member of the Military Division The Military Cross. of the said Most Excellent Order:— Captain Leslie Vincent Tatterson (VX 5660). Aus- tralian Military Forces. Lieutenant William Laidlaw Monteith (217997), Lieutenant John Malcolm Colless (NX 14722), Aus- Corps of Royal Engineers (Dalkeith). tralian Military Forces. Lieutenant Edward Gordon Exton (NX 129161), Aus- CENTRAL CHANCERY OF THE ORDERS OF tralian Military Forces. KNIGHTHOOD. Lieutenant Lawrence Roach (NX 113462), Australian 1 Military Forces. St. James's Palace, S.W.i. 7th October, 1943. The Distinguished Conduct Medal. The KING has been graciously pleased to approve No. VX 54565 Private (acting Corporal) Allan the award of the British Empire Medal (Military Joseph Smith, Australian Military Forces. Division), in recognition of gallant and distinguished No. SX 13321 Private Robert William Ryan, Aus- services in North Africa, to: — tralian Military Forces. No. 1894105 Lance-Sergeant Andrew Bathgate, Corps of Royal Engineers (Aberdeen).
    [Show full text]