The Plattsburg movement, a chapter of America's participation in the world war

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Preface

In the preparation of this book I have received help from many sources, and I take this opportunity of acknowledging my obligations and recording my gratitude to the following persons: Mr. Arthur Woods, Mr. Delancey K. Jay, Mr. Arthur F. Cosby, Mr. S. Stanwood Menken, Mr. William Greenough, Mr. Edward Harding, Inspector Cornelius F. Cahalane, Mr. Henry A. Wise Wood, Mr. Alfred Roelker, and Mrs. Helen Pero, all of New York City; Hon. Franklin D. Roosevelt, formerly Assistant Secretary of the Navy; Brigadier General George Van Horn Moseley, Colonel Halstead Dorey, and Colonel Frank J. Morrow, of the United States Army; President H. S. Drinker, of Lehigh University; Dr. C. R. Mann and Mr. William Mather Lewis, of Washington, D. C. ; Mr. Wharton Clay, of Chicago; Mr. Benjamin F. Dibblee, of San Francisco; Mr. E. A. Sumner, of Detroit; and Mrs. Francis M. Jencks, of Baltimore. I have made constant use of the excellent annual reports of the Military Training Camps Association and the files of National Service, the magazine which this Association has founded. My obligations to Mr. Grenville Clark are such that I

Ti

PREFACE cannot adequately express them. Better than any other single individual he epitomizes the Plattsburg Movement, and his initiative, persistence, public spirit and sagacity are largely responsible for its inception and successful development. In the preparation of this book I have made constant use both of his recollections and of his counsel.

The book is primarily an account of one of the aspects of America's preparation for war. Like all records of the past, it may throw some light on future policy. But the Plattsburg spirit is still a living thing, and I am not without hope that this book may accomplish something toward its renewal and perpetuation.

Ralph Barton Perry.

Cambridge, Mass., May i8, I92i«

CHAPTER I The Students' Camps of 19x3 AMVoxTNCBiairr of the stddbnti' cahps— Early HintHnr

or MILITART TRAINING AT SCHOOLS AMD COLLEGES— THB '^ND

Grant Colleges"— The "essentially military" iNSTmmoNS — ^Defects in the existing system- The stddentb' camps

OF 1 91 3 AND THEIR SUCCESS— ThE NATIONAL RESERVE CORPS —

The Advisory Board of UNivERsmr Presidents— The

FTUDENTS' CAMPS OF 19x4 AND X915— £aU.Y HISTORY OF THE

CHAPTER II The Beginnings of the Plattsburg Movement The EFFECT OF THE SINKING OF THB **LuSITANIA"— EaRLY

PLANS— Recruiting for the first Plattsburg cmzENS' camp — ^Its basic ideas— a practical DEMONSTRATION— The training OF OFHCBRS— Demand for federal* ooNnoL .... 25

CHAPTER III The First Plattsburg Citizens* Camp

The regulations for the camp— Its location at Plattsburg— The MEN WHO ATTENDED— The ORGANIZATION AND SCHEDULE— PuBUCTTY-ROOSEVELT'S SPEECH AND TTS EFFECTS —

The New York pouce— Effects of the trainino— Its educational AND MORAL VALUES— PLANS FOR THE FUTURB • • • S5

CHAPTER IV Organization of the Military ' Training

Camps Association

vii viii

TABLE OF CONTENTS

NINGS OF THE MILITARY TRAINING CaMPS AsSOaATION — ^ITS ORGANIZATION AND OFHCERS — FiNANCB AND RECRUITING — ^MIS- CELLANEOUS ACnVITIES

CHAPTER V Military Legislation in 1915-16

The Training Camps Association seeks official and legislative SUPPORT— The problem of military legislation — ^Thb military situation in 191 5 — Legislative proposals — Secretary Garrison's "Continental Army" plan— The President's speeches — Mr. Garrison's resignation— Proposals to

STRENGTHEN THE NATIONAL GUARD— ThE HaY BILL AND ITS PROVISION FOR TRAINING CAMPS — ^APPROPRIATIONS— DEFECTS OF

THE Hay Bill

CHAPTER VI The Camps of zgz6

Effects of the Border mobilization — Cooperation of employers — Senior and Junior camps — Their location and attendance- The Western and Southern Departments — The Plum Island camp for boys — General character of the camps— Their influence

Chapter VII

Regulations for the training camps— The "Red, Whitb AND Blue" plan — Organization in the Western and Central Departments— Camps announced for 1917 — ^Plans for THE Junior Division — Winter training— "National Service" — Finanoal support by the Government — ^The Officers' Reserve Corps— The Plattsburg idea in the Navy— The Naval Training Association

CHAPTER VIII Military Policy on the Eve of the War

The M. T. C. A. supports universal training— Relations with the National Guard— The National Guard Convention — ^The multiplication of patriotic societies — Organization OF the National Committee of Patriotic Sooeties — Prospects of military legislation — Growth of sentiment

FOR universal TRAINING— ThE APPROACH OF WAR— DOUBTS AS

TABLE OF CONTENTS ix

TO THB Administration's policy— Thb declakation of war

AND THE PASSAGE OF THE DrAFF AcT— PuBUC OPINION AND

THE Draft Act 144

CHAPTER IX The First Officers' Training Camps Offers of cooperation bt the M. T. C A^Problem of

PROVIDING OFnCERS FOR THB NATIONAL ARMT— ThE CITIZENS' CAMPS ADOPTED AND CONYERTED FOR THE PURPOSE — ^ANNOUNCE- MENT OF THE OFnCERS' TRAINING CAMPS — ^RECRUITING CAMPAIGN

■T THE M. T. C. A. — Authority, regxh^ations and appropriations — Summary of the importance of these camps ... 173

CHAPTER X Officer Procurement During the War

Numbers and sources of officers for the Army of the United States — ^Prinoples of oiticer procurement supported

BY the PlATTSBURC MOVEMENT— ThE INSISTENCE ON CAMP

TRAINING — ^Adoption of this principle for OFncERS of the

UNE, and its extension TO THE STAFF CORPS — LIBERAL ALLOW- ANCE FOR FUTURE NEEDS — ^ELIGIBILITY OF CIVILIANS — CHANGES OF POLICY AND SHORTAGE OF OITICERS — CeNTRAUZATION OF OFFICER

PROCUREMENT— The Students' Army Training Corps . . 194

CHAPTER XI War Record of the Military Training Catnps Association

Recruiting for second series of ofhcers' training camps — Changes of organization — Support of the Draft Act — General recruiting AcnvmES — ^The Field and Coast Artillery Camps— OrnciAL recognition— The M. T. C. A. as a link BETWEEN War Department and the civilian pubuc— The R. O. T. C. AND THE Students' Army Training Corps — ^The M. T. C. A. since the armistice — ^Training camps — ^Thb American Legion — Conferences on military legislation — The Army Reorganization Bill — ^Reorganization of the M. T. C. Aw — New plans for training camps 315

CHAPTER XII Future Policy MiLirARY preparedness requires support AND 005PERATI01I

or omiAM puBuo— The economical method of insuranci

TABLE OF CONTENTS acsamst war— eoonomt of time— eoonomt of bzpbnditdrb — The bxcessivb cost of a large Regular Army — ^Eodnomt of RESULT— Educational AcnvmES in the Regular Army — Combining military twining with education in civilian INSTITUTIONS— The R. O. T. C. — ^Educational possibilities of military training of civilians— universal military training, its merits as proved by the experience of the war — Attitude of the public — ^Methods of changing public OPINION — ^Effect of experience on opinion of public oFFiaALS — ^Effect of Camp training on opinion of citizen*— Voluntary camps as a means of educating pubuc opinion • • 243

CHAPTER I The Students' Camps of 19 13

ANNOUNCEMENT OF THE STUDENTS' CAMPS — EARLY HISTORY OF MILITARY TRAINING AT SCHOOLS

AND COLLEGES — ^THE "LAND GRANT COLLEGES^

THE "essentially MILITARY" INSTITUTIONS — ^DE- FECTS IN THE EXISTING SYSTEM — ^THE STUDENTS* CAMPS OF I913 AND THEIR SUCCESS — ^THE NATIONAL RESERVE CORPS — ^THE ADVISORY BOARD OF UNIVER- SITY PRESIDENTS — ^THE STUDENTS* CAMPS OF I914 AND 19 15 — EARLY HISTORY OF THE R. O. T. C.

The Plattsburg Movement was an expanding force, whose centre and point of origin was the military training camp for civilians, and whose culmination was a new ideal ofj:ivic£tnes5Jlld responsiW The training camp which gave the name and the impetus to the movement was held in the summer of 191 5. During the two previous summers, however, several military training camps had been held for school and college students. These camps furnished the model and precedent for the more famous camp of 191 5, and they form the proper starting-point for our narrative.

On May 10, 19 13, Major General Leonard Wood, then Chief of Staff, addressed to the university and college presidents of the country a circular letter containing the following paragraphs:

1. The Secretary of War has decided to hold two experimental military camps of instruction for students of educational institutions during the coming summer vacation period. Should these camps prove a success, it is intended to hold them annually, one in each of the four sections of the country.

2. The object of these camps is, primarily, to increase the present inadequate personnel of the trained military reserve of the United States by a class of men from whom, in time of a national emergen^, a large proportion of the commissioned officers will probably be drawn, and upon whose military judgment at such a time, the lives of many otner men will in a measure depend.

The object sought is not in any way one of military aggrandisement, but a means of meeting a vital need confronting a peaceful, unmilitary, though warlike nation, to preserve that desired peace and prosperity by the best known precaution, viz.: a more thorough preparation and equipment to resist any effort to break such peace.

THE STUDENTS' CAMPS S

This plan was conceived in times of profound peace, a year before the outbreak of the European war, and two years before "preparedness** became a popular issue in the United States. Although at die time it may have seemed a trivial matter, it can now be seen to be the seed from which sprang not only the "Plattsburg" camps of 19 15 and 19 16, but the Officers' Training Camps of 191 7, and much of the widespread popular interest which stimulated and supported the military preparations attending our entrance into the war. Since the time of his return from the Philippines in the fall of 1908, General Wood had given constant thought to the question of national defense, and particularly to the problem of training a reserve of officers who might lead a citizens' army in time of emergency. Since there was no immediate prospect of remedial legislation, he conceived the "students' camps" as a means of getting something done by an adaptation of the existing system, and at the same time of awakening interest in the subject through stirring the enthusiasm of the young men of the country.

As these camps proved so significant both in their direct and in their indirect effects, it is worth while to call attention to the broad distinguishing features of the plan. In the first place, it was an appeal to good citizenship, and particularly to the latent patriotism of the American youth. Second, being intended for men already engaged in a civilian occupation, the.camps were arranged to fall within the vaca^ tion period, so that they might be pursued without se* nous abridgment of other activities. Third, they provided training in the open and under military conditions, thus making it possible to impart the es* sentials of military tactics and of the soldier's life. Fourth, they emphasized^ the physical and moral qualities which military training may contribute to personal character and efficiency. Fifth, being un* der federal supervision and control they emphasized the citizens' obligations to the nation as a whole, and the importance of a centralized control of military agencies. Sixth, they were intended primarily for men whose previous education would both enable them to assimilate an intensive course of training and also qualify them to become officers in the event of a military emergency. These are the distinguishing features of the American citizens' training camp, which played a memorable part in the war and has become a permanent and indispensable institution.^

The military training of students under officers of the United States Army was in 19 13 already a wellestablished practice.^ The so-called Morrill Act, ap-

*Such camps constitute the only form of peace-time field training, wholly under federal control, at present authorized by law. The National Defense Act of 1916 provided for general citizens' camps, and camps for students belonging to the Reserve Officers' Training Corps. These provisions were embodied with slight changes in the Army Reorganization Bill of June 4, 1920. Camps of both classes have been announced for the summer of X921. See below, pp. 239-240.

'An excellent account of military training at schools and colleges will be found in I. L. Reeves: Military Education in the United States, 1914.

proved July 2, 1862, donated public lands to the several states and territories for the purpose of supporting "colleges for the benefit of agriculture and the mechanic arts.** The institutions receiving this aid are known as the "Land Grant Colleges,** and there are at present one or more for every state of the Union. In some states, such as Texas, Michigan, Oregon and Massachusetts, they are independent institutions; in others, as, for example, Wisconsin, Illinois and California, they are combined with the state university. Section 4 of the Morrill Act provided that in each institution so supported "the leading object shall be, without excluding other scientific and classical studies, and including military tactics, to teach such branches of learning as are related to agriculture and the mechanic arts." The military significance of the measure lay entirely in the clause, "and including military tactics,** which has usually been construed as meaning that the Land Grant Colleges must not only offer military instruction, but must make it compulsory for their students. The Morrill Act was approved on the day following Mc- QeUan*s Peninsular Campaign, and its provision for military instruction was undoubtedly due to the utter lack of military experience among the volunteer troops of the North. The intent of the author of the bill, Mr. Justin S. Morrill, Congressman (and afterwards Senator) from Vermont, may be judged from the following remarks which he made at the time of its introduction :

Something of military instruction has been incorporated in the bill in consequence of the new conviction of its necessity forced upon the attention of the loyal States by the history of the past year. A total unpreparedness presents too many temptations, even to a foe otherwise weak. The national school at West Point may suffice for the Regular Army in ordinary years of peace, but it is wholly inadequate when a large army is to be suddenly put into service. If we ever expect to reduce the Army to its old dimensions, and again rely on the volunteer system for defense, each State must have the means within itself to organize and officer its own force* With such a system as that here offered — ^nurseries in everv State — a sufficient force would at all times be ready to support the cause of the nation and secure that wholesome respect which belongs to a people whose power is always equal to its pretensions. In a free government we have proved, notwithstanding some **in time of temptation fall away," that patriotism is spontaneous, but doubtless miny valuable lives would have been saved in the progress of this plague-spotted rebellion had we not so long assumed that military discipline was also spontaneous.^

While the effects of the measure have fallen short of the hopes of its author, a very considerable sjrstem of cadet training has been developed as a result of its provisions.

In order to enable the colleges to comply with the 'Quoted in Reeves, op. cit., S0-81.

law, Congress has from time to time authorized the detail of officers of the Regular Army to act as instmctors or ^'professors of military science and tactics,'' and has authorized the issue of equipment. In 1866 Congress provided "That for the purpose of promoting knowledge of military science and tactics among the young men of the United States, the President may, upon the application of an established college or university within the United States, with suffident capacity to educate at one time not less than one hundred and fifty male students, detail an officer of the Army to act as president, superintendent, or professor of such college or university; diat the number of officers so detailed shall not exceed twenty at any time." A joint resolution of Congress, approved May 4, 1870, authorized the issue of ordnance equipment for the military instruction of students. An act of Congress, approved September 26, 1888, fixed the number of officers who might be so detailed at fifty. This number was increased to seventy-five in 1891. In 1893 the number was again increased to one hundred and ten, and was made to include retired as well as active officers. In 1904 further provision was made for the detail of such additional retired officers as might be required, provided that the school or college would bear all expense over and above their retired pay.

It has been estimated that of the 7,100 students attending Land Grant Colleges in 1898, 1,600 volunteered for service in the Spanish War; and that, of the 15,000 students who had received military instruction at these colleges in the ten years prior to the Spanish War, about 1,100 were commissioned in either the regular or the volunteer forces. In 1 9 10 military instruction was offered in fifty Land Grant Colleges, at which 17,610 students were enrolled. In 19 1 2-13, when our narrative begins, this number had increased to 26,290, enrolled in sixtyeight colleges (including sixteen institutions separately maintained for colored students).

Meanwhile there had developed quite independently a group of private military institutions. These maintained a military routine primarily for purposes of discipline and general education, but in some cases their founders had been actuated by an interest in the national defense.^ The two most notable institutions of this latter type were Norwich University, founded in 18 19 by Captain Alden M. Partridge as "The American Literary, Scientific and Military Academy," and intended as a civilian training school auxiliary to West Point; and the Virginia Military Institute, founded in 1839. The former furnished the northern armies of the Civil War with fourteen major generals, thirty-eight brigadier generals, one hundred and forty-one colonels and majors, and two hundred and eighty-five captains and lieutenants; while the latter contributed eleven hundred commis- Moned officers to the Confederacy. Some of these

*For an excellent account of the history and purposes of these institutions, cf . L. R. Gignilliat's Arms and the Boy, 1916.

essendally military institutions, such as Norwich University^ and the Citadel, of Charleston, South Carolina, may properly be classed as colleges; but the great majority, such as Culver Academy, rank as secondary schools. They have for many years received the detail of a United States officer, and have kept alive in times of public indifference a soldierly spirit and discipline in some cases even comparable to that of West Point. In 19 13 the number of these private schools and colleges, described by the War Department as those "whose organization is essentially military, whose students are habitually in uniform, in which military discipline is constantly maintained,'' was thirty-five, with an attendance of approximately 8,000. Eleven other private schools and colleges, though not essentially military, maintained military instruction under an officer detailed by the War Department. Six of the Land Grant Colleges were also credited with being ''essentially military.**

In accordance with the recommendation of the board of officers making the annual inspection in 1913, the institutions conducting military instruction under officers of the Army were divided into four dasses: Class M. C, essentially military institutions of collegiate grade; Class M., essentially military institutions of secondary school grade; Class C, colleges and universities of the non-military type (including most of the Land Grant Colleges) ; Class S. M., all other institutions. Since 1904 it has been the practice of the War Department to publish a list of meritorious institutions as judged by the annual inspection; and since the adoption of the above classification there have been two such lists, one of ^^Distinguished Colleges" and one of "Honor Schools." Each institution so named may designate an "honor graduate," the honor graduate of a Distinguished College being on the preferred list for appointments to the Regular Army, and the honor graduate of an Honor School being eligible for one of the appointments-at-large to West Point.

The military instruction described above was carried on under officers of the Army, and in some measure under the supervision of the War Department. In addition to this, a certain amount of military instruction has also for many years been carried on under civilian teachers, employed by the institutions themselves. In 19 13 about eighty of the 11,000 public high schools of the country in this way offered military training in some form. Boston and Washington were the pioneers in this movement. But the results of such training were too small in amount and too uneven in quality to make any significant contribution to the national defense.^

Despite the high efficiency attained by the better institutions of the essentially military type, the military instruction given at schools and colleges was

*For the recent deyelopment of military traiDing in public high Bchoolsi cf. below, pp. 133, 357.

THE STUDENTS' CAMPS II in 1 9 13, the year of General Wood's circular letter, generally unsatisfactory. In the first place, the quality of the training itself was usually defective. The officers detailed were insufficient in number, and were often unqualified for the work. It often fell into the hands of a retired officer who had lost touch with military affairs, or of an active officer who regarded it as an agreeable domestic interlude rather than as an opportunity for service. The colleges failed to give acadenmc credit for military instruction, and its serious educational possibilities were not yet recognized or developed. The training consisted for the most part of close order infantry drill and ceremonies. In the military schools and colleges these tended to take on the character of a ritual; while in the Land Grant Colleges they had come to be regarded by the students and faculty as a disagreeable necessity, to be shirked as much as the law allowed The Government exercised no effective control over the training. The institution's compliance with the requirements of the law was vouched for by the Department of the Interior. The War Department gave assistance in the shape of officers and material, but had no power to define standards. As a result there was little or no uniformity in either the diaracter or the amount of the instruction.

In the spring of 1913 the military training of students was not only thus defective in quality, but also tasuffidenrin quantity. Only a small fraction of the students of the country were in the least affected by it. The students of the privately endowed institutions, such as the older Eastern universities and colleges, were not reached ; nor were the students of the state universities, in the states in which the Land ^ Grant Colleges were separate institutions. It was a system, in short, which gave military training to students of agriculture, and to the students of a handful of military colleges and academies, but made no contact whatsoever with the life of the average American youth.

General Wood's plan was intended in some measure to remedy both of these defects. It provided for training in the field, where the conditions of a soldier's life could be simulated; and it was intended to attract the students of that great majority of educational institutions in which things military were neither compulsory nor traditional.

The circular letter of May lo resulted in the holding of two camps in the summer of 1913: one at Monterey, California, attended by 63 students from 29 institutions (both colleges and secondary schools) ; one at Gettysburg, Pennsylvania, attended by 159 students from 61 institutions.^ The Monterey camp extended from July i to August 8; the Gettysburg camp from July 6 to August 14. The latter camp was fittingly held on the site of the great reunion of the Blue and Gray which had been cele-

^ These and the figures below are taken from the Roster, published by the Military Training Camps Association, 1916.

THE STUDENTS' CAMPS IS brated earlier in the same summer. It was General Wood's conception that the stage which had been set for the veterans of the Civil War should be used for a gathering of the youth whose duty it should be to uphold the Union in future wars.

The students who attended these camps did so at their own expense, and at a cost for five weeks of approximately $27.50 (board $17.50, uniform $10) in addition to transportation. A progressive course of instruction was adapted to the age and experience of the men, and served as a most valuable experiment in the development of the training methods afterwards employed at Plattsburg. As was the case later at Plattsburg, the recruits were trained not only under Regular officers, but with the assistance of/ complete units of the Regular Army. At Gettysburg the Regular Army was represented by thirteen officers, a battalion of infantry, a company of engineers, a battery of field artillery and a troop of cavalry. The course was briefly summarized as follows in a leaflet printed by the Society of the National Reserve Corps in 19 14:

^ The student begins by learning the use of his rifle and how to care for it. Then he is taught the manual of arms and close order formation. Then he is ready to start his instruction in the formation used in battle, known as open order. He is first taught the regulation formation and then how to vary this as the ground varies. He must learn the use of cover, to estimate the range, to choose the form of attack to employ, • . • how to strengthen his lines, how to make use of intrenchments, and the function of cavalry, artillery, signal corps, engineers and hospital corps in battle. After ten days of instruction in camp, companies are taken out and given practical problems to work out, having the troops of the Regular Army as enemy. The fourth week is given up to firing on the rifle range, the instruction being of the most personal nature. The faults of each man are as far as possible corrected, and he is taught not only how to shoot but also whv he shoots as he does, so that he can instruct otners. Great emphasis is placed on the student's knowing the reason why. The fifth week the entire outfit takes a practice march having a continuous problem until the return to the main camp. The problem involves rear guard and advance p;uard actions, attack and defense, and the work mcident to these problems.

Although the schedule was severe, culminating in a sixty-five mile hike, enthusiasm ran high, and every member became a missionary for the cause. At a meeting held on the hike the students attending the camp organized **The Society of the National Reserve Corps of the United States." ^ The members of this organization were pledged to fit themselves

* President H. S. Drinker of Lehigh University was elected President, and G. H. Gaston, Jr^ a Princeton representative, Secretaiy and Treasurer. In 1914 and 191$ this organization published a Year Book, giving a full description and roster of the students' camps of X9X3 and 1914.

for future service, to promote the system of "students' military instruction camps," and to encourage a better knowledge throughout the country of military policy, history, and organization.

These camps at once received support and approbation from persons of authority. Mr. Lindley M. Garrison, Secretary of War, had been favorably interested in the plan from the beginning. His annual report for the year 19 13 contained the following paragraphs:

The benefit of these camps to the Nation is that they foster a patriotic spirit without which a nation soon loses its viruity and falls into decay. They spread among the citizens of the country a more thorough knowledge of military history, military policy and military needs, all necessary to the complete education of a well-equipped citizen in order that he may himself form correct opinions on military topics.

These camps were a great success and received the endorsement of the heads of a great many colleges and universities, of the students who attended them, and of their parents, and also of the Army officers in charge.

I cannot but think that in this new enterprise we have inaugurated a great educative work that will be of reciprocal advantage to the Government and to the splendid body of young men who are responding so enthusiastically. It is extremely gratifying to know that it appeals so strongly to die judgment of men of wider experience in training young men and inspiring them with ideas of useful citizenship.

In a published letter of September 22, 1913,^ President Wilson spoke of the camps as follows:

I am very much interested in the successful working out of the idea of these college camps. I believe the students attending will derive not only a great deal of physical benefit from the healthful, open-air life, but also that they will benefit from the discipline, habits of regularity and the knowledge of personal and camp sanitation which the experience in camp will give them.

The camps will also tend to disseminate sound information concerning our military history and the present policy of the Government in military matters, m addition to giving the young men themselves a very considerable amount of practical military instruction, which would be useful to them in case their services should ever be required.

After the close of the camps, on the initiative of General Wood and the President of the new Society of the National Reserve Corps, there was formed an Advisory Board of University Presidents, which commended the camps on educational as well as on military grounds, and has steadily supported them down to the present day. This Board was organized at a meeting held November 19, 1913, at the

^Addrcflfled to President H. S. Drinker.