Douglas Macarthur and Hubris
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George Washington and George Marshall: Some Reflections on the American Military Tradition” Don Higginbotham, 1984
'The views expressed are those of the author and do not reflect the official policy or position of the US Air Force, Department of Defense or the US Government.'" USAFA Harmon Memorial Lecture #26 “George Washington and George Marshall: Some Reflections on the American Military Tradition” Don Higginbotham, 1984 Though this is my second visit to the Air Force Academy, it is my first opportunity to present an address. I have had more exposure in this regard to one of your sister institutions: West Point. I must be careful not to speak of you as army men and women; but if I forget it will not be out of partiality. Gen. George Marshall at times was amused and at other times irritated by the partiality shown for the Navy by President Franklin Roosevelt, whom you may recall loved the sea and had been assistant secretary of the navy in the Wilson administration. On one occasion Marshall had had enough and pleaded good humoredly, "At least, Mr. President, stop speaking of the Army as 'they' and the Navy as ‘us’!” The title of this lecture suggests the obvious: that I consider it informative and instructive to look at certain similarities of experience and attitude shared by George Washington and George Marshall. In so doing, I want to speculate on their place in the American military tradition. These introductory remarks sound as though I am searching for relevance, and that is the case. No doubt at times historians, to say nothing of their readers, wish that the contemporary world would get lost so as to leave them unfettered to delve into the past for its own sake. -
General Douglas Macarthur S Private Correspondence, 1848-1964
Guide to the Microfilm Edition RG-10: GENERAL DOUGLAS MACARTHUR S PRIVATE CORRESPONDENCE, 1848-1964 Filmed from the holdings of the MacArthur Memorial Archives Norfolk, Virginia A Microfilm Publication by Scholarly Resources Inc. An Imprint of Thomson Gale Scholarly Resources Inc. An Imprint of Thomson Gale 12 Lunar Drive, Woodbridge, CT 06525 Tel: (800) 444-0799 and (203) 397-2600 Fax: (203) 397-3893 P.O. Box 45, Reading, England Tel: (+44) 1734-583247 Fax: (+44) 1734-394334 ISBN: 0-8420-4358-6 All rights reserved, including those to reproduce this microfilm guide or any parts thereof in any form Printed and bound in the United States of America 2006 Table of Contents Biographical Essay Douglas MacArthur, iv Introduction to the Collection, vii Reel Contents to RG-10: General Douglas MacArthur s Private Correspondence, 1848-1964, 1 Biographical Essay Douglas MacArthur Douglas MacArthur was born in Little Rock, Arkansas, on January 26, 1880, to Captain (later Lieutenant General) Arthur MacArthur and Mary Pinkney Hardy MacArthur of Norfolk, Virginia. Douglas was the youngest of three sons. The eldest, Arthur, went to the U.S. Naval Academy and died in 1923, a captain in the Navy; Malcolm died in childhood in 1883 and is buried in Norfolk. Douglas and his family lived on various military posts from New Mexico to Fort Leavenworth to Washington, DC. In 1899 he was appointed to the U.S. Military Academy from Milwaukee, Wisconsin. After graduating first in his class from West Point, where he held the highest rank in the Corps of Cadets, MacArthur was commissioned second lieutenant, Corps of Engineers, on June 11, 1903. -
Macarthur, DOUGLAS: Papers, 1930-41
DWIGHT D. EISENHOWER LIBRARY ABILENE, KANSAS MacARTHUR, DOUGLAS: Papers, 1930-41 Accession: 03-17 Processed by: TB Date Completed: June 24, 2003 The microfilm copy of the papers of Douglas MacArthur, 1935-41 were deposited in the Eisenhower Library by the General Douglas MacArthur Memorial Archives and Library in June, 2003. Approximate number of items: 3 reels of microfilm The original documents remain with the General Douglas MacArthur Memorial Archives and Library of Norfolk, Virginia as RG-1 Records of the U.S. Military Advisor to the Philippine Commonwealth, 1935-1941. Researchers should contact that repository directly regarding copyright restrictions. SCOPE AND CONTENT NOTE This collection consists of microfilm copies of correspondence, orders, speeches, reports, newspaper clippings and other printed material relating to MacArthur’s work as military adviser to the Philippine Commonwealth during 1935-41. This collection contains materials relating to the creation of a Philippine Army, Philippine Defense, Philippine politics, and general correspondence with MacArthur’s contemporaries. This collection is described at the document or case file level; each folder description contains many individual entries. Reels 1 and 2 contain documents within the MacArthur papers; some of these letters and telegrams are authenticated copies, and not originals. Reel 3 contains photocopies of selected documents from the Official Military Personnel File of Douglas MacArthur, also known as a “201” file. The original documents currently are held by the National Archives and Records Administration at the National Personnel Records Center in St. Louis, Missouri, but the documents contained in this microfilm were copied when the file was housed at the Washington National Record Center in Suitland, Maryland. -
7-Sins-Fall-17-Reviewed.Pdf
Fall 2017 Syllabus Honors Seminar VI 1178-IDH 3034- RVE #87808, Fully Online General Information | Important Information | Course Detail | Course Calendar General Information Professor Information Photo by Jean-Michele Instructor: Prof. Mary Lou Pfeiffer, LL.M., MA Phone:305-348-4100, The Honors College (MMC- DM 233) Fax: 305-348-2118 Office: OE 165 Office Hours: By appointment Email: Please use course email or if necessary [email protected] Course Description, Course Purpose Upper division Honors “Aesthetics, Values and Authority” fully online The Seven Deadly Sins [“Seven” is referenced hereafter using the Arabic number 7] is a fully online, 2 semester- 3 credits/semester- Honors course that investigates a 3-letter word, "sin," and its evolution into the list of the 7 deadly [capital/mortal] sins: anger, envy, gluttony, greed, lust, pride and sloth, that are central to moral philosophy and human behavior. They have been examined through art, music and literature for more than fifteen hundred years, and recently through multimedia and texts. The course provides the student with a background to recognize, define and analyze the 7 sins, their historical roots and corresponding virtues as they emerged from Eastern and Western societies throughout written history. Oxford University Press/New York Public Library produced books for each sin from the following authors: Dyson, Epstein, Wasserman, Prose, Tickle, Thurman and Blackburn. These and another text, Sin: the Early History of an Idea by Paula Fredriksen, explore the complexity of sin and how it affects humanity. In addition to the texts, students are required to view films/DVD’s throughout the course posted online accompanied by works of art, music, and electronic reading material. -
Philosophy & Social Criticism
Philosophy & Social Criticism http://psc.sagepub.com/ Apathy: the democratic disease Jeffrey E. Green Philosophy Social Criticism 2004 30: 745 DOI: 10.1177/0191453704045763 The online version of this article can be found at: http://psc.sagepub.com/content/30/5-6/745 Published by: http://www.sagepublications.com Additional services and information for Philosophy & Social Criticism can be found at: Email Alerts: http://psc.sagepub.com/cgi/alerts Subscriptions: http://psc.sagepub.com/subscriptions Reprints: http://www.sagepub.com/journalsReprints.nav Permissions: http://www.sagepub.com/journalsPermissions.nav >> Version of Record - Dec 6, 2004 What is This? Downloaded from psc.sagepub.com at UNIV OF PENNSYLVANIA on May 6, 2013 12 045763 (to/d) 2/9/04 11:38 am Page 745 Jeffrey E. Green Apathy: the democratic disease Abstract This essay turns to ancient sources in order to rethink the relation- ship between political apathy and democracy. If modern democratic theorists place political apathy entirely outside of democracy – either as a destructive limit upon the full realization of a democratic polity, or, more sanguinely, as a pragmatic necessity which tempers democracy so that it may function in a workable yet watered-down form – the ancients conceived of political apathy as a peculiarly democratic phenomenon that was likely to flourish in tandem with the expansion of egalitarian institutional structures and moral ideas. Evidence for the ancient recognition of political apathy as a uniquely demo- cratic kind of affliction centers on, but is not limited to, three main sources. In literature, the Homeric epic, and specifically the story of Achilles, present apathy for politics and commitment to human equality as synonymous forces. -
George C. Marshall: the Last Great American?
Reprinted, with permission, from Followed by bis dog.,F1eet, the· Army SMITHSONIAN Magbine, August 1997 ChiefofstQ,ffbritJIy escapes his military issue. @ 1997, Smithsonian Institution. cares by riding at Fort Myer in 1941. GEORGE C. MARSHALL THE LAST GREAT MERICAN? BY LANCE MORROW be true. But when I put Washington and Marshall side by side, and look at them against the background of the NO SOLDIER SINCE WASHINGTON HAS HAD HIS ROMAN national leadership now in office, it is VIRTUES, AND SO SIGNIFICANTLY SHAPED A PEACE easy to think that I am looking at the first American grown-up-and the last. As much as any man, Marshall saved IN MY MIND, A DIAGRAM OF AMERICAN is unfair, perhaps. Custer's curtain call world democracy at the moment of its military history might begin with a was an act ofself-immolating folly; Pat greatest danger. He took up his duties parallelogram of Georges-George ton, by contrast, was a brilliant tacti as U.S. Army Chief of Staff on Sep Washington and George Marshall; cian and a superb combat leader who tember 1, 1939, the day that Hitler George Armstrong Custer and George redeemed his excesses when he marched into Poland. He began with Patton. A geometry of paired oppo brought the Third Army slashing an absurdly ill-equipped army of sites. In some ways, George Marshall is across Europe toward Hitler's throat. 174,000 men, ranking 17th in the world the best of them all. The other two sides of the parallelo behind such nations as Bulgaria and Custer and Patton are the Hotspur gram, the Stoic Georges, shaped larger Portugal, and turned it into a global sides-martial peacocks, brave, vain American business. -
10, George C. Marshall
'The views expressed are those of the author and do not reflect the official policy or position of the US Air Force, Department of Defense or the US Government.'" USAFA Harmon Memorial Lecture #10 “George C. Marshall: Global Commander” Forrest C. Pogue, 1968 It is a privilege to be invited to give the tenth lecture in a series which has become widely-known among teachers and students of military history. I am, of course, delighted to talk with you about Gen. George C. Marshall with whose career I have spent most of my waking hours since1956. Douglas Freeman, biographer of two great Americans, liked to say that he had spent twenty years in the company of Gen. Lee. After devoting nearly twelve years to collecting the papers of General Marshall and to interviewing him and more than 300 of his contemporaries, I can fully appreciate his point. In fact, my wife complains that nearly any subject from food to favorite books reminds me of a story about General Marshall. If someone serves seafood, I am likely to recall that General Marshall was allergic to shrimp. When I saw here in the audience Jim Cate, professor at the University of Chicago and one of the authors of the official history of the U.S. Army Air Forces in World War II, I recalled his fondness for the works of G.A. Henty and at once there came back to me that Marshall once said that his main knowledge of Hannibal came from Henty's The Young Carthaginian. If someone asks about the General and Winston Churchill, I am likely to say, "Did you know that they first met in London in 1919 when Marshall served as Churchill's aide one afternoon when the latter reviewed an American regiment in Hyde Park?" Thus, when I mentioned to a friend that I was coming to the Air Force Academy to speak about Marshall, he asked if there was much to say about the General's connection with the Air Force. -
Handout #4: Eisenhower and His Times
Handout #4: Eisenhower and His Times 1890 Dwight David Eisenhower is born on October 14 in Denison, Texas, the third son of Ida and David Eisenhower. “If we were poor-and I’m not sure that we were by the standards of the day- we were unaware of it. All in all, we were a cheerful family. We would have been insulted had anyone offered us charity: instead my mother was always ready to take home remedies or food and start out to help the sick.” --Dwight D. Eisenhower, In Review: Pictures I’ve Kept, 1969 1891 Eisenhower family moves to Abilene, Kansas, a small farm town. Dwight grows up as the third of six brothers. “You get to meet anyone face to face with whom you disagree.” --Dwight D. Eisenhower, quoted in Relman Morin, Dwight D. Eisenhower, A Gauge of Greatness, 1969 1907 Eisenhower is an outstanding high school athlete, playing football and baseball. “I believe that football…tends to instill in men the feeling that victory comes through hard—almost slavish—work.” --Eisenhower, At Ease: Stories I Tell to Friends, 1967 1909 Eisenhower graduates from high school. He does not have the money to go to college. “[My father’s]…sterling honesty, his insistence upon the immediate payment of all debts, his pride in his independence earned for him a reputation that has profited all of us boys. Because of it, all central Kansas helped me to secure an appointment to West Point in 1911.” --Eisenhower, Diaries, March 12, 1942, the day his father is buried 17 1911-1915 Eisenhower wins an appointment to West Point and takes the oath as a plebe. -
Toward a Material Account of Babyloss Narratives: Authorship
TOWARD A MATERIAL ACCOUNT OF BABYLOSS NARRATIVES: AUTHORSHIP, IDENTIFIABILITY, AND EMBEDDEDNESS IN COLLECTIVE STORYTELLING by Janel C. Atlas A dissertation submitted to the Faculty of the University of Delaware in partial fulfillment of the requirements for the degree of Doctor of Philosophy in English Summer 2020 ©2020 Janel Atlas All Rights Reserved TOWARD A MATERIAL ACCOUNT OF BABYLOSS NARRATIVES: AUTHORSHIP, IDENTIFIABILITY, AND EMBEDDEDNESS IN COLLECTIVE STORYTELLING by Janel Atlas Approved: ______________________________________________________________ John Ernest, Ph.D. Chair of the Department of English Approved: ______________________________________________________________ John Pelesko, Ph.D. Dean of the College of Arts and Sciences Approved: ______________________________________________________________ Douglas J. Doren, Ph.D. Interim Vice Provost for Graduate and Professional Education and Dean of the Graduate College I certify that I have read this dissertation and that in my opinion it meets the academic and professional standard required by the University as a dissertation for the degree of Doctor of Philosophy. Signed: _____________________________________________________ Stephanie Kerschbaum, Ph.D. Professor in charge of dissertation I certify that I have read this dissertation and that in my opinion it meets the academic and professional standard required by the University as a dissertation for the degree of Doctor of Philosophy. Signed:_____________________________________________________ Melissa Ianetta, Ph.D. Member -
WHEREAS, on February 19, 1942, President Franklin D. Roosevelt 1
SENATE RESOLUTION 8617 By Senators Hasegawa, Hobbs, Brown, Dammeier, Roach, and Chase 1 WHEREAS, On February 19, 1942, President Franklin D. Roosevelt 2 issued Executive Order 9066 which authorized the military to forcibly 3 remove and incarcerate more than 120,000 persons of Japanese ancestry 4 from the West Coast, including 12,000 Japanese-American residents of 5 Washington State; and 6 WHEREAS, The first Civilian Evacuation Order gave Japanese- 7 Americans from Bainbridge Island less than one week to leave behind 8 homes, farms, businesses, friends, and family and to report to 9 hastily constructed detention centers like Camp Harmony on the 10 grounds of the Western Washington Fair in Puyallup; and 11 WHEREAS, This drastic course of action allegedly aimed to prevent 12 acts of espionage and sabotage by Japanese-Americans who were deemed 13 untrustworthy and disloyal to the United States; and 14 WHEREAS, On March 23, 1943, the War Department organized a 15 segregated unit of Japanese-Americans, many of whom reported for 16 military duty from concentration camps surrounded by barbed wire in 17 which they and their families were detained; and 18 WHEREAS, More than 12,000 volunteers responded to unfounded 19 questions of their loyalty and patriotism by amassing a battle record 20 unparalleled in United States military history that, according to 21 General Douglas MacArthur's chief of intelligence, "saved a million 22 lives and shortened the war by two years"; and p. 1 8617 1 WHEREAS, Equally loyal and patriotic Japanese-Americans fought -
The Bastards of Bataan: General Douglas Macarthur's Role
The Bastards of Bataan: General Douglas MacArthur’s Role in the Fall of the Philippines during World War II By: Lahia Marie Ellingson Senior Seminar: History 499 Professor Bau-Hwa Hsieh Western Oregon University June 8, 2007 Readers Professor Kimberly Jensen Professor John L. Rector Copyright © Lahia Ellingson, 2007 On December 8, 1941, just hours after having attacked the United States’ fleet on Pearl Harbor, the Japanese army turned their attention toward another American stronghold, the forces stationed on the Philippines. Here the Japanese attacked Clark Field, an American airbase on the island of Luzon.1 The subsequent battle and surrender that ensued has become known as “…the worst defeat yet suffered by the United States, a source of national humiliation.”2 With all of the confusion and horror that happened to the men in the Philippines it is hard to understand where blame should be placed. Was it General Douglas MacArthur, the Commanding General in the Philippines at the time? Or were there other factors such as war in Europe and conflicting beliefs on how best to defend the Philippines that led to the defeat? Historians have debated MacArthur’s role in the Philippines for some time. There are those who believe that MacArthur should be held accountable for the fall of the Philippines and those who see him as a commanding general who was in the wrong place at the wrong time. In this paper it will be argued that MacArthur’s actions in the Philippines prior to his escape to Australia hastened the fall of the Philippines, which led to more death and brutality at the hands of the Japanese. -
The Self-Conscious Emotions
EMOTIONS The Self-Conscious Emotions Michael Lewis, PhD Institute for the Study of Child Development, UMDNJ-Robert Wood Johnson Medical School, Child Health Institute, USA September 2011 Introduction 1 Until recently, the self-conscious emotions have been poorly studied. Little research on their meaning, how they develop, and how individual differences arises have been conducted, even though Charles Darwin 2 discussed them in some detail as far back as his book, The Expression of the Emotions in Man and Animals. Darwin’s observations were not followed up by neither psychoanalysis nor developmental psychopathology until about 40 years ago. In part, this was due to Freud’s focus on guilt and on the confusion between such self- conscious emotions as embarrassment, guilt and shame. In fact, Darwin’s observations and theorizing were not able to differentiate these different self-conscious emotions, in large part due to his measurement of the self- conscious emotions, where he used blushing behaviour. While blushing is a useful behaviour to measure, many people do not blush. Moreover, blushing is a measure of self reflection in the presence of other people, most noticeable embarrassment, but is not a measure of all the other self-conscious emotions such as shame, guilt or pride. While Darwin recognized the role of a person’s thoughts, especially around the emotion of embarrassment, he did not use cognitive capacities as a way to differentiate between them. Subject Michael Lewis, in his studies of the origins of the self-conscious emotions, makes the point that to understand the ontogenesis of these emotions in children, it is necessary to consider the cognitive development of the child 3,4 which likely give rise to them.