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MOLE Lj Uoncl! J Fa Dr SEMPER EDUCARE: THE HISTORY OF MARINE CORPS GENERAL EDUCATION, 1739 - 1992 by Wiley Newman Boland, Jr. Dissertation submitted to the Faculty of the Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION in Adult and Continuing Education APPROVED: LA ( "Dr. R. McKeen, Dr. H. StubWlefield, Co-Chairman Co-Chairman ance Af - af fv ho ‘ - oo , ° Dr. T. Hunt MOLE Lj uoncl! J Fa Dr. A. Wiswell © Dr. L. French April, 1993 Blacksburg, Virginia SEMPER EDUCARE: THE HISTORY OF MARINE CORPS GENERAL EDUCATION, 1739 - 1992 by WILEY NEWMAN BOLAND, JR. Committee Co-Chairmen: Harold W. Stubblefield and Ron McKeen Adult and Continuing Education (ABSTRACT) This study’s purpose is to provide a description and chronology of the development of general education during the Marine Corps’ history. A review of the various general education activities, with particular emphasis on the establishment of the Vocational Schools Detachment and the Marine Corps Institute accomplished this purpose. The review encompassed 1739 to 1992. The problem investigated in this study posed particular questions about the establishment of general education activities. Several research questions guided the investigation through specific periods of Marine Corps history. These questions concerned the establishment of general education activities affected by (1) general education initiatives, (2) Marine Corps leaders and other individuals and their contributions, (3) relationships of the changing size and mission, (4) conditions surrounding their creation, (5) educational styles established, (6) purposes for each, and (7) support measures required by each general education activity. The historical research method provided the means to reconstruct the past systematically and objectively by collecting, evaluating, verifying, and synthesizing evidence to establish facts and reach defensible conclusions. The researcher collected, categorized, analyzed, integrated, and synthesized data from a mass of sources and interpreted this evidence in context with the sources. The study found that Marine Corps general education activity development resulted in unique circumstances from a variety of influential change agents throughout five major periods. However, the most influential factor was the occasional leader who interpreted the significance of need and provided leadership to establish or modify a general education activity to meet the need. General John A. Lejeune and Secretary of the Navy Josephus Daniels were the most efficacious in this regard. Other Marine Corps Commandants and various general education activity directors also contributed to the employment and continuance of these activities. The study concluded general education activities resulted from strong leaders with well founded philosophies and vision, and the aptitude to put their concepts into practice. ACKNOWLEDGEMENTS I am grateful and obligated to a great many people who assisted me in realizing dissertation. I owe a special acknowledgment to the members of my dissertation committee. Dr. Larry French and Dr. Bert Wiswell provided encouragement and understanding as I encountered obstacles and difficulties. Dr. Hunt kindled my initial curiosity with historical research and provided support and incitement. To Dr. Ron McKeen and Dr. Harold Stubblefield, the committee co-chairmen, I owe a great deal of appreciation for the completion of this study. Dr. McKeen encouraged me to maintain focus, keep within the topic I chose, and continue to strive toward its completion. Dr. Stubblefield, my major advisor, is responsible for my choosing and completing an historical study of education. His acknowledged expertise in the field of history of adult education, firm but fair scholastic discipline, persistent motivation, and positive enthusiasm provided me confidence and drive to complete the effort, especially when it appeared to be hopelessly stalled. In addition to my committee, Mr. Richard Long and Mr. Charles Smith of the Marine Corps Historical Center, Dr. Sydell Weiss of the Headquarters Marine Corps Educational lv Department, Colonel Hazel Benn, USMC (Ret.), and Mr. Hadys Hendrix a World War I veteran, were instrumental in closing information gaps and guiding me to other sources during my research. Although I visited several libraries in the Northern Virginia area I must give special thanks to two individuals. Mr. Bruce Martin of the Library of Congress was of great assistance to my research. He provided an initial study shelf and later a private study room within the Library of Congress. I was able to complete my research and begin much of the data treatment in that facility. Mr. Harold Brown of the Breckinridge Library at Marine Corps Combat Development Command, Quantico, Virginia provided me unlimited access within the library. He provided me admittance to the resources of the source materials and archives of the Breckinridge Library. I acknowledge the patience and support of my wife Mary Ann, my daughters Laurie and Kate, my son Daniel, and my mother-in-law Mary Odom. Without them I surely would have never completed the dissertation. A special thanks goes to the Gold Team Orthopedic Surgeons at the National Naval Medical Center, Bethesda, “Maryland especially Dr. Higgins and Dr. Ross for mending my decimated knee so that I could return to this study. Finally, I dedicate the dissertation to my mother Juanita Boland and to my father Wiley N. Boland who instilled in me the great work ethic, value of education, and respect for tradition inspiring the effort. Those values enabled me to commence, continue, and complete this dissertation. vi TABLE OF CONTENTS Page TITLE PAGE . 2 1 ww ee ee ee ee ee el 1 ABSTRACT . 2. 6 6 ee eee ee li ACKNOWLEDGEMENTS .... oe ew coe ee - ee liv TABLE OF CONTENTS ... 1. ee ee eee ee ee ee COVED Chapter I... 1 wwe eee ee ee ee 1 INTRODUCTION . 1. 1 6 ee we ee 8 1 BACKGROUND OF THE PROBLEM ......... 1 STATEMENT OF THE PROBLEM .......... 3 PURPOSE OF THE STUDY .. eee oe 5 RESEARCH QUESTIONS a 5 SIGNIFICANCE OF THE STUDY ......... 6 DEFINITIONS OF TERMS ....... oe 8 DELIMITATIONS OF THE STUDY ......... 9 HISTORIOGRAPHY OF MILITARY EDUCATION... 9 Early Studies ......... 2.6468. 10 Studies of World Wars I and II..... 13 Studies on Professional Military Education... 2. 6 6 es ew ew ew ew 15 Marine Corps Studies ........... 17 RESEARCH METHOD .... .. coe ee oe 19 Sources of Data ..........4. =. 20 Collection of Data ........... 21 Analysis of Data... soe ee soe 22 vil Page ORGANIZATION OF THE STUDY 25 NOTES 27 CHAPTER II 29 HOW EDUCATION AND TRAINING DEVELOPED IN THE MARINE CORPS FROM THE COLONIAL PERIOD TO THE SPANISH AMERICAN WAR 2 8 8 ew oe : . 29 COMMENCING A SEARCH FOR A UNIQUE MISSION. 29 TRAINING AND EDUCATION OF COLONIAL AND EARLY UNITED STATES MARINES 34 COMMANDANT ARCHIBALD HENDERSON’S EMERGING MARINE CORPS TRAINING AND EDUCATION ACTIVITIES 38 TRAINING AND EDUCATION ACTIVITIES OF THE 1880'S 2. 1. ww wee ee ee ee 42 FORMAL TRAINING AND EDUCATION ARRIVES: THE SCHOOL OF APPLICATION 44 SUMMARY 48 NOTES 52 CHAPTER III 66 CONDITIONS, MODELS, AND PHILOSOPHIES OF MARINE CORPS GENERAL EDUCATION DEVELOPMENT: 1913- 1919 66 GENERAL EDUCATION IN THE EXPANSION, MODERNIZATION, AND PROFESSIONALIZATION OF THE MARINE CORPS: 1898-1919 67 Marine Corps Expansion 67 The Advanced Base Force Concept Emerges: A New Mission. oe ee 69 Manipulation of Publicity and Popularity: 1898-1919 72 viii Page Marine Corps Modernization ....... 73 Training and Education and Marine Corps Professionalization ........ 75 Formal Professional School Programs .. 77 Professional Organizations and Non- Military Organizations ...... 78 JOSEPHUS DANIELS AND THE NAVY UNIVERSITY . 79 A PHILOSOPHY OF MARINE CORPS GENERAL EDUCATION EMERGES ....... +... 89 John A. Lejeune: The Visionary for the Corps . 2. 2. 2 6 6 6 © we te ew 89 The American Expeditionary Force University: A Model for Lejeune and General Education ...... 90 Lejeune Returns Home With a General Education Plan .......... 94 William C. Harllee: Implementing the Vision 96 SUMMARY . 2. 1. 6 6 e we ew ew ew el lll 99 NOTES . 2. 6 6 ee ee ee ee le ll 104 CHAPTER IV... 2 1 ew ew we ee ww ee ww ee ee eC CLL FROM THE VOCATIONAL SCHOOLS DETACHMENT TO THE MARINE CORPS INSTITUTE: 1919-1920 .... 121 INITIATION OF THE VOCATIONAL SCHOOLS DETACHMENT . 4. 2. © © © © © © © © «© © « 121 CLASSES BEGIN ....... 2. © © © «© 6 © «© ¢ 124 Adapting the International Correspondence School Courses ... 128 Marine Corps General Education Begins to Expand ..... 2. 2. 6 © «© «© «© ee) 6132 ix Page Queries by House Naval Affairs Committee 134 Further Interest in the Quantico Schools 136 THE MARINE CORPS INSTITUTE EMERGES 138 The First Challenge 139 The First Graduates 141 THE MARINE CORPS INSTITUTE IS ESTABLISHED 143 The Marine Corps Institute Moves 145 Commandant Lejeune Influences M.C.I 146 SUMMARY 147 NOTES 154 CHAPTER V 163 MARINE CORPS GENERAL EDUCATION REFINES PHILOSOPHY AND PRACTICE: 1920-1948 163 MARINE CORPS DEVELOPS PROFESSIONAL EDUCATION 163 Lejeune’s Vision of Formal Schools 164 Marine Corps Schools 166 CONTINUING GENERAL EDUCATION OPPORTUNITIES FOR MARINES: M.C.I. OPERATION, 1920- 1940 . ee ee we 171 M.C.I. Evolves 1922-1930 174 M.C.I. Stabilizes: 1930-1940 177 M.C.I. SHIFTS ITS MISSION DURING WORLD WAR Il 179 New Directions: High School Completion Programs 182 Page Expansion and Independence 184 The Pacific Branch 188 POST-WORLD WAR II M.C.I.: DOWNSIZING AND REFORMS a 191 SUMMARY 193 NOTES 198 CHAPTER VI 205 FROM GENERAL EDUCATION TO OFF-DUTY EDUCATION: 1948-1992 205 THE MARINE CORPS INSTITUTE COMPETITIVE RELATIONSHIP WITH THE UNITED STATES ARMED FORCES INSTITUTE 205 M.C.I. REVISES ITS MISSION: FROM GENERAL EDUCATION TO MOS TRAINING AND EDUCATION 208 M.C.I.’S New Mission 210 M.C.I. Continues to Meet Needs 214 DEVELOPING PROGRAMS AND PROCEDURES FOR OFF- DUTY EDUCATION: 1946-1975 217 MARINE CORPS DEVELOPS OFF-DUTY EDUCATION POLICIES . 220 Guidance to Establish Off-Duty Education Programs cee ew ee 222 Aggressive Attitude Toward Off-Duty Education ce ee ee 225 SPECIAL PROGRAMS FOR REMEDIATION SKILLS, COLLEGE, AND WARTIME .
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