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“War may be fought with weapons, but they are won by men” (“George S. Patton”). This quote was said by one of the greatest and most influential United States Generals we have ever had, General George S. Patton. During his childhood and his military training no one would have thought that Patton would one day lead the Third Army and play a major role in achieving victory over the Germans in World War Two. As a child and an adult Patton did not have very good academic skills and often struggled with reading hand written papers. This is about Patton’s struggles through life and how he eventually helped win World War Two.
On November 11, 1885 George Smith Patton Jr. was born at his house in Lake Vineyard. He had been named after his father George William Patton who legally changed his middle name to Smith and his grandfather George Smith Patton. His mother was Ruth Wilson. Growing up George had no siblings. He also grew up being taught by tutors because in their time his inability to read or write would have classified him as slow (Axelrod 9-11).
Do to young Patton’s struggles with learning it was not till he was eleven years old that he started Stephen Cutter Clark’s School for Boys. While he went to school, George would read stories of great military conquests, memoirs of celebrated generals, and general military history. Even though he had what today is known as dyslexia, George never got discouraged and often thought of losing or making a mistake as a challenge to overcome. Patton was often ridiculed for stumbling over words when he was reading (Axelrod 10-11, 13). In the fall of 1902 Patton told his parents that he had decided to become an officer of the United States army (14).
Immediately after George made his decision, his ...
... middle of paper ...
... him, but anyone who served under and over him had great respect for him. “Wars may be fought with weapons, but they are won by men. It is the spirit of the men who follow and the man who leads that gains the victory” (“George S. Patton”).
Works Cited
Axelrod, Alan. Patton. New York: Palgrave Macmillan, 2006. Print.
"George S. Patton Quotes - BrainyQuote." BrainyQuote. BookRags Media Network, 2011. Web. 20 Jan. 2012. .
Stokesbury, James L. "Patton, George Smith, Jr." World Book Student. World Book, 2012. Web. 19 Jan. 2012. .
Upson, Cyd. "Conspiracy Theories: The Mysterious Death of General Patton | Fox News." Fox News. Fox News, 2011. Web. 20 Jan. 2012. .
It is far easier for us in the present than it was for those at Gettysburg, to look back and determine the path that the leaders should have taken. As students, studying battles such as this, we have the advantage of hindsight, knowing the outcome. Nonetheless, we can still learn valuable lessons from it. To do so, this analysis will explore some of the decisions of the leaders at Gettysburg, and how they were affected by the operational variables. This essay will scrutinize some of the leaders at Gettysburg, and the impact of their actions. The outcome of this analysis will show that what was true in 1863 is still true today. While many variables are vital to a successful army on the battlefield, none should be neglected. Each variable discussed in this examination will prove to be important, but the information battle will be paramount in the battle of Gettysburg.
Army to take the Ridge. This essay will prove that after many struggles, and careful
Sanderson, Jefferey. "GENERAL GEORGE S. PATTON, JR.” Last modified may 22, 1997. Accessed January 4, 2014. http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=1&ved=0CCwQFjAA&url=http://www.dtic.mil/dtic/tr/fulltext/u2/a331356.pdf&ei=tYbHUtv3HcGs2gX2u4HAAQ&usg=AFQjCNFU5EzdWjKlt81w8gh_Bj2UEttaZw&sig2=aAz3jIZg7U6peDzL_i8w9w.
Throughout the battle, you see numerous Army Values and Warrior Ethos being used. “I will never leave a fallen comrade”, was the etho used the most, to reach the separated platoon. The battle also shows that not all tactical orders are effective, but as a leader you must never second guess yourself.
During the War for American Independence, 78 men were commissioned as general officers into the Continental Army by the Continental Congress. Many of these generals commanded troops with differing levels of competence and success. George Washington is typically seen as most important general, however throughout the war a number of his subordinates were able to distinguish themselves amongst their peers. One such general was Nathanael Greene. At the end of the Revolutionary War, Greene would become Washington’s most important subordinate, as demonstrated by Edward Lengel’s assessment of Greene as “the youngest and most capable of Washington’s generals.” Washington and Greene developed a strong, positive and close relationship between themselves. Greene began his life in the military after having been raised a Quaker. With limited access to literature and knowledge in his younger years, Greene became an avid reader which equipped him with the knowledge necessary to excel as a general during the war. Through his devoted study of military operations, firsthand experience and natural abilities as a soldier, Greene became an excellent military commander. He would become known for his successful southern campaign, during which, he loosened British control of the South and helped lead the war to its climax at Yorktown. Throughout the war, he was involved in a number high profile battles where he built a reputation of being an elite strategist who also understood unconventional warfare, logistics, and the importance of military-civil affairs and had a natural political/social acumen. The thesis of this paper is that Greene’s proven reputation of being a soldier, strategist and statesman would cause him to become the second greates...
In Joseph Plumb Martin’s account of his experiences in the Revolutionary War he offers unique insight into the perspective of a regular soldier, which differs from the views of generals and leaders such as popular characters like George Washington. Martin’s narrative is an asset to historical scholarship as a primary source that gives an in-depth look at how life in the army was for many young men during the War for Independence. He described the tremendous suffering he experienced like starvation and privation. He did not shy away from describing his criticism of the government who he believes did not adequately care for the soldiers during and after the war. While he may be biased because of his personal involvement as a soldier, he seems to relate accounts that are plausible without embellishment or self-aggrandizement. Overall, “A Narrative of A Revolutionary Soldier” is a rich source of information providing an overview of military experience during the war.
Dwight D. Eisenhower, the Supreme Commander of the Allied Forces during World War II, was close to not achieving commander status. If this had happened, a different person would have taken control over Operations Torch, Avalanche, and Overlord. Eisenhower, in fact, was the key component in the victory for the Allies. Had he not been assigned by George Marshall to a planning officer in Washington D.C., President Harry Truman might not have saw Eisenhower’s potential. Eisenhower’s past 30 years of military experience, his strong mental and social stature, and his ideas and tactics were all key factors for his triumphant victory in World War II.
“A true man of honor feels humbled himself when he cannot help humbling others.” This quote was made in 1871 by one of the greatest generals and probably men in American History; Robert Edward Lee. Robert Edward Lee was a general in the American Civil War. He led his men and stood with them in each and every they were in and got many of them out safely.
Even though half of a century separates us from the unforgettable event, it left horrible memories especially in those who saw, felt and experienced World War II which was waged on land, on sea, and in the air all over the earth for approximately six years. Whether it’s a battle, hospital, or holocaust, there are so many stories from the survivors, who can teach us not only about the profession of arms, but also about military preparations, global strategies and combined operations in the coalition war against fascism.
Edward Kennedy Ellington was born on April 29, 1899 to his middle-class parents James Edward Ellington and Daisy Kennedy Ellington, who were both pianist. At the age of 7 his parents put him in piano lessons and enforced the necessity for sophistication and etiquette, which is actually where his nickname Duke came from because his style of dress and his mannerisms reminded his friends of that of a nobleman. He attended At age 15 although he was a talented pianist, he was rough around the edges and could not read or write music, but that did not stop him from composing his first piece “Soda Fountain Rag”, which he created by ear while working as a soda jerk. Upon viewing various ragtime artists while vacationing with his mother Duke felt encouraged to better his piano skills and through the help of Dunbar High School’s Henry Lee Grant and local big band leader Oliver “Doc” Perry, Duke learned to read and write music, become far more polished in his playing techniques, and overall raise his playing ability. While by professional at this point he was a sign painter, he played party gigs and dances ...
Richard B. Stolley, et al. Life: World War II-History's Greatest Conflict in Pictures. New York City: Time Inc.-Bulfinch Press, 2001. Book.
The rapid development of jazz in both the United States and Europe generated a number of diverse musical expressions, including musics that most listeners today would not recognize as “jazz” music. In order to remedy this situation, jazz musicians and critics after 1930 began to codify what “real” jazz encompassed, and more importantly, what “real” jazz did not encompass. This construction of authenticity, often demarcated along racial lines, served to relegate several artists and styles (those outside a “mainstream” to the margins of historiography.
George Browm Tindall, David Emory Shi. American History: 5th Brief edition, W. W. Norton & Company; November 1999
A month after graduating from high school in June of 1940, young Othal T. Parsons joined the army to "serve my country, beat the draft, and become a bigshot." He was lured by the Army recruiting posters clarioning "I WANT YOU." Parsons worked his way up through four different armored divisions as an enlisted man until he became Second Lieutenant Othal T. Parsons, Mortar Pla...