Diferença entre os programas da Marinha V-5 e V-12 durante a Segunda Guerra Mundial

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Eu estava curioso para saber se havia uma diferença entre os programas da Marinha V-5 e V-12 durante a Segunda Guerra Mundial. Encontrei muitas informações especificamente sobre o programa V-12, mas não consegui encontrar muitas informações sobre o programa de treinamento da marinha V-5. O V-5 era um subconjunto do programa V-12? Eu sei que Purdue, Notre Dame e muitas outras escolas tinham programas V-12, mas não ouvi nada sobre V-5. Qualquer ideia seria muito útil!

EDIT: Finalmente encontrei algo:

Navy V-12, Volume 12, de Henry C. Herge

Parece que o programa V-5 era para cadetes da aviação naval que mais tarde foram incorporados ao programa V12 e esses alunos receberam uma designação especial de (a) para Aviação.

Enquanto cursava o último ano do ensino médio em Oklahoma, em março de 1943, alistei-me na Marinha no programa V-5 da Marinha. Fui chamado para o serviço ativo em 1º de julho de 1943. Fui enviado para o Central Missouri State Teacher's College, em Warrensburg, Missouri. Minha designação foi alterada de V-5 para V12A. Suponho que o "A" pode significar aviação. O semestre teve a duração de 4 meses. Eu estava programado para frequentar 2 semestres e, em seguida, ser transferido para uma escola de pré-vôo da Marinha. Durante meu segundo semestre, vários de nós fizemos um teste e a opção de ir para a escola de pré-vôo ou para uma grande universidade para NROTC. Havia outros alunos em Warrensburg que tinham a designação de V-12. Eles deveriam frequentar 4 semestres e, em seguida, frequentar uma escola de aspirantes da marinha por 4 meses e, em seguida, ser comissionados como alferes na marinha. Meu grupo de 12 estava alinhado em ordem alfabética em um banco e chamado um por um. Os 11 primeiros receberam encomendas da NROTC na UCLA. Fui o último a entrar e me disseram que havia apenas 11 cotas para a UCLA e que eu iria para a Notre Dame NROTC. Estive na Notre Dame (ainda com uma designação V-12) por 5 semestres de 4 meses cada. Tiramos 18-20 horas por semestre e nos formamos após 28 meses (8 em V-12 mais 20 em NROTC). Eu era um alferes e graduado na faculdade aos 20 anos. Permaneci na marinha (principalmente como submarino) até me aposentar em 1970 como capitão. Espero que isso ajude você a entender os programas. Capitão Robert Thomas da Marinha dos EUA (aposentado)

Alistei-me no programa USN V-5 em maio de 1945, dois meses antes do dia VJ. Freqüentei o Minot, ND State Teachers College por um semestre e depois fui transferido para o Iowa State College em Ames, Iowa por um trimestre, depois para Lawrence, KS por um semestre, quando nos disseram para encontrar uma escola por conta própria para concluir o pré - requisitos da faculdade de voo. Como meus pais moravam no campus da UND (Universidade de Dakota do Norte), concluí meus requisitos pré-vôo para a faculdade lá e esperei pelo treinamento pré-vôo em Ottumwa, Iowa. Naquela época, eu estava fazendo cursos de pré-medicina e planejava uma faculdade de medicina. "Tendo a opção de sair do programa V-5, eu fiz e terminei meus cursos pré-médicos na UND como um civil. Após a graduação, frequentei a Boston University School of Medicine, me formei e internei no Boston City Hospital por um Em seguida, mudei para Chicago para uma residência em psiquiatria no Michael a Reese Medical Center. Em Chicago, meu conselho de recrutamento em Massachusetts decidiu que meu tempo V-5 era "não dever avtivo" e mudou minha classificação para IA. O Conselho Médico de Illinois, no entanto , determinou que meu treinamento V-5 era "serviço ativo" e me reclassificou de volta para onde eu estava. Pode não ter sido "justo" (concordei com o comitê de projeto sobre isso, mas a lei é a lei e eu queria Concluir meu treinamento psiquiátrico sem interrupção. Senti um certo grau de responsabilidade com os militares desde então e entrei para o programa da Reserva do Corpo Médico dos EUA, passando duas semanas por ano em um corpo de exército do Exército no Havaí, o que fiz até a aposentadoria.

Entrei no programa V12 no estado de Missouri Central em Warrensburg em junho de 1945. O programa foi descontinuado lá depois de um semestre de quatro meses. A unidade foi então enviada para a Brown University em Providence, R I. Antes do final do semestre em Brown, devido à rendição do Japão em 2 de setembro, alguns que estavam no programa foram autorizados a desistir e se transferir para a Reserva Naval. Em seguida, fomos enviados para os Grandes Lagos para um acampamento de treinamento de um mês. A base também estava diminuindo rapidamente. Tudo o que era militar estava parando. Permanecer no V12 exigia 4 anos obrigatórios de serviço ativo após a conclusão da faculdade.

Alistei-me na marinha em agosto de 1945 e enquanto esperava ordens para o campo de treinamento, recebi uma carta do Office of Naval Officer Procurement em Los Angeles declarando que os resultados do meu teste de classificação geral indicavam que eu poderia ser capaz de me qualificar para o V Programa de candidato a oficial -12 ou V-5. O programa V-12 levou a uma comissão como oficial de linha regular e o V-5 a uma comissão no ramo de aviação. Eu escolhi o último e após o teste fui enviado de Long Beach, CA para a Colgate Univ em NY. Após um ano frequentando uniformizado como aprendiz de marinheiro (AS-V5), as unidades do campus da Marinha nos Estados Unidos foram fechadas e fomos informados para conseguir admissão em outra universidade para o nosso segundo ano, cursando como civis e pagos pela Marinha . Durante o verão de 1946, o programa V-5 foi alterado para o Plano Holloway proporcionando completar 2 anos de faculdade, nomeação como aspirante, 2 anos de treinamento de voo, comissão na marinha regular e um ano na frota e mais 2 anos de faculdade como Tenente JG se mantido ou como civil se não. Acabei voando com caças em navios-aeródromos em 1949 e 1950 e voltei para a escola quando meu ano acabou. Google "Flying Midshipmen" ou um livro intitulado "Once a Jock ..." para obter mais informações. Uma das minhas aventuras está na pág. 62 no livro.

Encontrei um antigo jornal Chicago Tribune de 1942, onde entrevistaram meu pai como orador da escola secundária. Afirma que ele pretendia se alistar no "NOVO MARINHA V5 PROGRAM "que oferece treinamento de voo para graduados do ensino médio

Escola de aspirantes da reserva naval dos Estados Unidos

o Escola de aspirantes da reserva da Marinha dos Estados Unidos foi um programa de treinamento de oficial auxiliar naval acelerado instituído em junho de 1940. [1] Seu objetivo era treinar um planejado 36.000 oficiais da Reserva Naval para comandos da frota da Marinha dos EUA em grande expansão que estava sendo construída em preparação para a entrada dos Estados Unidos Segunda Guerra Mundial.

Escola de aspirantes da reserva naval dos Estados Unidos
Ativo	1940 - 1945
País	Estados Unidos
Filial	Reserva Naval dos Estados Unidos
Modelo	Treinamento
Função	Curso pós-universitário para treinamento de oficiais juniores da Marinha dos EUA

Para conseguir isso, várias novas escolas de aspirantes da Reserva Naval foram estabelecidas principalmente em campi universitários em todo o país. Entre 1940 e 1945, seus candidatos a oficial júnior, muitos ex-alunos do treinamento V-12 da Marinha, completaram um curso de doutrinação de 30 dias antes de entrar na escola de aspirantes a 90 dias. Programa de treinamento do V-7 Navy College. [2] Após a conclusão bem-sucedida, os graduados foram comissionados como alferes na Reserva Naval dos EUA. A maioria entrou na ativa com a frota dos EUA [3] no Pacific Theatre durante a guerra. [4]

Veteranos e Militares Serviços

Originalmente fundada em 1801 como South Carolina College, a moderna Universidade da Carolina do Sul de hoje tem uma longa história de tradição e serviço militar.

Veterans Transform University and Student Population

A Carolina do Sul como instituição foi transformada por estudantes veteranos. Em 1944, no final da Segunda Guerra Mundial, o corpo discente incluía 21 veteranos. Entre a primavera de 1945 e o outono de 1947, as matrículas dispararam de 1.420 alunos para 4.614 - um aumento de 225% em apenas 2 anos e meio. Em 1947, 66% do corpo discente eram ex-militares - incluindo 44 mulheres.

A universidade matriculou mais veteranos da Segunda Guerra Mundial do que qualquer outra faculdade na Carolina do Sul. O Ato de Reajuste dos Militares de 1944 - também chamado de GI Bill of Rights ou GI Bill - tornou a faculdade acessível para muitos mais carolinianos do sul.

Marcos na história militar

1860: O South Carolina College fecha durante a Guerra Civil.

1862: Todos os alunos da faculdade se voluntariam para o serviço em 8 de março, e as autoridades federais tomam posse dos prédios da faculdade e os transformam em um hospital.

1865: O exército da União toma posse do colégio em 24 de maio.

1866: O colégio reabre como universidade.

1914-18: Durante a Primeira Guerra Mundial, a maioria dos alunos participou do programa ROTC da universidade, que mais tarde se tornou o Student Army Training Corps. Após a guerra, o corpo e, mais tarde, o programa ROTC foram dissolvidos.

1935: O World War Memorial Building é dedicado aos soldados da Carolina do Sul que serviram e morreram na Primeira Guerra Mundial. Foi pago por assinatura privada e uma concessão federal da Administração de Obras Públicas.

1940-1944: A universidade opera durante a Segunda Guerra Mundial com capacidade total após se transformar em uma escola naval, incluindo uma Escola Preparatória de Voo da Marinha V-5, um programa de Administração de Aeronáutica Civil-Serviço de Treinamento de Guerra e um Programa de Treinamento da Marinha V-12.

1947: Com mais de 4.500 alunos, o número de matrículas disparou e há mais veteranos na Carolina do Sul do que alunos antes da guerra. A inscrição de veteranos atingiu o pico no pós-guerra com 2.743.

Meados da década de 1950: Uma segunda onda de recrutamento de veteranos começa após a Guerra da Coréia.

1972: O programa da universidade em Fort Jackson começa.

2012: Os formulários da Associação de Estudantes de Veteranos.

2014: A Carolina do Sul recebe a primeira de muitas designações de Escola Amiga Militar pela Victory Media Inc.

2016: O Conselho de Ex-Alunos de Veteranos se forma.

2018: Treze de um grupo original de 28 marcadores homenageando estudantes universitários e ex-alunos que morreram durante a Primeira Guerra Mundial e a disputa da fronteira mexicana são transferidos para o gramado da frente do Edifício Memorial de Guerra. Marcadores adicionais serão reproduzidos e instalados posteriormente.

2019: A Escola de Direito da Universidade da Carolina do Sul estabelece a Veterans Law Clinic.

Coleção da Marinha V-12 e V-5 da Muhlenberg College da Segunda Guerra Mundial: Sobre a coleção

Em 1º de julho de 1943, o Programa de Treinamento da Marinha V-12 foi implementado em campi universitários nos Estados Unidos. Projetado para complementar as fileiras de oficiais da Marinha dos EUA e do Corpo de Fuzileiros Navais com homens com formação universitária, este programa ofereceu benefício mútuo para faculdades e universidades cujos corpos estudantis foram drasticamente reduzidos pelo serviço militar. Ao final da guerra, 131 faculdades e universidades haviam participado.

O V-12 era um programa acelerado: as faculdades funcionariam por três semestres de quatro meses a cada ano, permitindo que os alunos concluíssem o bacharelado em dois anos. Depois de receberem seus diplomas, os homens da Marinha se reportariam à Escola de Midshipman & rsquos e, após quatro meses de treinamento adicional, seriam comissionados como alferes na Reserva da Marinha dos EUA. Os candidatos da Marinha seguiriam para o campo de treinamento e para a Escola de Candidatos de Officer & rsquos, depois do qual seriam comissionados como segundo-tenentes.

A primeira coorte de marinheiros e fuzileiros navais de Muhlenberg & rsquos chegou em 1º de julho e era composta por 260 & ldquobluejackets & rdquo e 200 fuzileiros navais. O número de estudantes civis durante os dois anos dos programas da Marinha oscilou entre 110 e 150 a cada período.

& ldquoAo pôr do sol de sábado, 3 de julho, todos os membros da unidade haviam feito seu exame físico, seu teste de natação, seu teste de força, haviam sido vacinados e haviam sido registrados em sua agenda acadêmica. Como resultado, as aulas começaram regularmente às 8h da manhã de segunda-feira, 5 de julho, e Muhlenberg foi o único V-12 College do país que fez esse recorde. & Rdquo

-- História Naval da Unidade V-12 da Marinha: Muhlenberg College

A coleção é composta por fotografias, listas de aulas, cronogramas de cursos, brochuras promocionais e correspondência relativa à implementação dos programas V-12 e V-5, cobrindo o período de 1942-1946.

Em 1908, em Fort Myer, Virgínia, uma demonstração de uma nave "mais pesada que o ar" foi pilotada por dois inventores chamados Orville e Wilbur Wright. Dois oficiais da marinha que observavam a demonstração foram inspirados a pressionar para que a marinha adquirisse seus próprios aviões. Em maio de 1911, a marinha comprou sua primeira aeronave. De 1911 a 1914, a marinha recebeu aulas de vôo livre do pioneiro da aviação Glenn Curtiss em North Island, San Diego, Califórnia.

Em 1911, a marinha começou a treinar seus primeiros pilotos no recém-fundado Campo de Aviação em Annapolis, Maryland. Em 1914, a Marinha inaugurou a Naval Air Station Pensacola, na Flórida, apelidada de "Anápolis do ar", para treinar seus primeiros aviadores navais. Os candidatos deveriam ter cumprido pelo menos dois anos de serviço marítimo e o treinamento durou 12 meses. Em 1917, o programa da Marinha passou a fazer parte do Programa de Treinamento de Oficiais Voadores. A demanda por pilotos, no entanto, ainda superou a oferta. A marinha organizou uma milícia naval sem financiamento em 1915, encorajando a formação de dez unidades de milícia estaduais de entusiastas da aviação. o Lei de Apropriações Navais de 29 de agosto de 1916 incluiu fundos para um Naval Flying Corps (NFC) e um Naval Reserve Flying Corps. Os alunos de várias faculdades da Ivy League organizaram unidades voadoras e começaram o treinamento de pilotos por conta própria. O NFC reuniu 42 oficiais da marinha, seis oficiais do Corpo de Fuzileiros Navais dos Estados Unidos e 239 homens alistados quando os Estados Unidos declararam guerra em 6 de abril de 1917. Esses homens recrutaram e organizaram membros qualificados das várias milícias navais estaduais e unidades de vôo universitárias para a Reserva Naval Flying Corps. [1]

Para atender à demanda por aviadores, a Marinha criou um programa de cadetes semelhante ao Programa de Oficial de Voo usado pelo Exército.

Lei do Cadete da Aviação Naval (1935) Editar

Em 15 de abril de 1935, o Congresso aprovou o Lei do Cadete da Aviação Naval. Isso criou o programa voluntário de cadetes da aviação naval classe V-5 da reserva naval (NavCad) para enviar candidatos civis e alistados para treinar como cadetes da aviação. Os candidatos deveriam ter entre 19 e 25 anos de idade, ter um diploma de associado ou pelo menos dois anos de faculdade e ter que concluir o bacharelado em até seis anos após a formatura para manter sua comissão. O treinamento durou 18 meses e os candidatos tinham que concordar em não se casar durante o treinamento e servir por pelo menos mais três anos de serviço ativo. [2]

Os candidatos civis que se formaram ou abandonaram a faculdade foram classificados como voluntários da classe V-1 da reserva e ocuparam o posto de marinheiro comum na reserva organizada. Os candidatos que ainda não haviam concluído o curso de quatro anos tinham um limite de tempo definido após o treinamento para concluí-lo. Os que não o fizeram perderam a patente e foram transferidos para a classe V-6 de reserva voluntária. Os candidatos que se voluntariaram enquanto ainda estavam na faculdade foram matriculados no Programa de Faculdades Credenciadas e foram classificados como voluntários da classe reserva V-1 (ACP).

Os candidatos que ainda não estavam na Marinha foram avaliados e processados em uma das 13 bases aéreas da reserva naval em todo o país, cada uma representando um dos distritos navais elegíveis. Eles consistiam do 1º e 3º ao 13º distritos navais (representando os 48 estados do território continental dos Estados Unidos) e o 14º Distrito Naval (compreendendo os territórios do Pacífico da América e com sede em Pearl Harbor, Havaí).

Os candidatos selecionados seguiram para a Escola Preparatória de Voo Naval. Este era um curso de treinamento físico (para colocar os cadetes em forma e eliminar os inaptos), habilidades militares (marchar, ficar em formação e executar o manual de armas) e costumes e etiqueta navais (como um oficial da marinha era considerado um cavalheiro). A escola de pré-vôo era um curso de atualização em matemática e física com aplicações práticas dessas habilidades durante o vôo. Isso foi seguido por um breve módulo de treinamento de vôo preliminar no qual os cadetes fizeram 10 horas em um simulador seguido por um vôo de teste de uma hora com um instrutor. Aqueles que passaram receberam distintivos de vôo V-5 (asas de aviador de metal dourado com o emblema V-5 colocado no centro). Eles foram enviados para o treinamento de vôo primário e básico no NAS Pensacola e o treinamento de vôo avançado em outra estação aérea naval.

Os graduados se tornavam aviadores navais com o posto de cadete da aviação, considerado superior ao posto de suboficial, mas abaixo do posto de suboficial. Como membros da reserva de voluntários, eles recebiam o mesmo salário de um marinheiro comum (US $ 75 por mês durante o treinamento ou serviço em terra, US $ 125 por mês quando em serviço marítimo ativo e US $ 30 de auxílio-refeição). Após três anos de serviço ativo, eles foram avaliados e puderam ser promovidos ao posto de tenente (grau júnior) na reserva naval e receber um bônus de US $ 1.500.

Os cadetes que saíram do programa V-5 foram designados para a classe V-6 de reserva voluntária com o posto de marinheiro comum. [3] Esta era uma categoria de detenção que permitia à marinha avaliar o candidato para transferência para outra parte da reserva voluntária ou transferência para os ramos de serviço geral da marinha ou reserva naval. Eles estavam isentos de serem convocados pelo exército em tempo de guerra, mas eram considerados reservistas da Marinha e podiam ser chamados para o serviço ativo a qualquer momento.

Lei de Reserva de Aviação Naval (1939) Editar

Devido a salários baixos e promoção lenta, muitos cadetes da aviação naval deixaram o serviço para trabalhar para a crescente aviação comercial e indústrias de aviação. Em 11 de abril de 1939, o Congresso aprovou a Lei de Reserva de Aviação Naval, que expandiu os parâmetros da Lei dos Cadetes da Aviação anterior. O treinamento durou 12 meses. Os graduados recebiam comissões na Reserva Naval como alferes ou na Reserva do Corpo de Fuzileiros Navais como segundo-tenente e serviam por mais sete anos na ativa.

Uniformes e insígnias Editar

Durante a escola básica e terrestre, seus uniformes de dever de 1935 a 1943 eram uniformes de fadiga excedentes verdes do Civilian Conservation Corps (CCC). Os cadetes da aviação naval usavam os mesmos uniformes de gala dos oficiais da Marinha depois de concluírem as primárias.

Os cadetes usavam uma insígnia diferente dos cadetes da aviação do exército: um escudo amarelo com um chefe azul com a palavra "marinha" em letras amarelas, um par de asas de aviador naval com bordas e decoradas em azul no meio e a letra-número "V- 5 "em azul na base. A insígnia era de prata esterlina esmaltada para ser usada no bolso da camisa de jaquetas de uniforme de gala e em forma de remendo de tecido para usar em uniformes. Os graduados receberam asas de aviador naval de metal dourado em vez de asas de metal prateado concedidas a aviadores do exército.

Edição de 1940 a 1945

Durante a Segunda Guerra Mundial, o programa de treinamento de pilotos da USN começou a crescer. Ele tinha os mesmos estágios do programa de aviação do exército (pré-vôo, primário, básico e avançado), exceto que o vôo básico adicionou um estágio de pouso de porta-aviões para pilotos de caça e torpedo ou bombardeiro de mergulho.

Em 1940, ele foi modificado para ficar mais parecido com o programa V-7 da reserva da marinha. Os candidatos tinham que frequentar dois semestres de 4 meses (ou "trimestres" de 10 semanas) de faculdade antes de comparecer ao pré-vôo. O pré-vôo foi dividido em escola preparatória para vôo, escola pré-Midshipman e Escola Midshipman. A Escola Preparatória de Voo era um "campo de treinamento" de quatro semanas que ensinava disciplina e exercícios, etiqueta e protocolo (como se esperava que um oficial fosse um cavalheiro) e ética (como se esperava que um oficial fosse honrado) graduados se tornavam marinheiros de segunda classe . A Escola Pré-Midshipman foi de quatro meses de cursos acadêmicos acelerados em ciências, matemática e física para os candidatos com idades entre 17 e 20 anos que não tinham os requisitos educacionais para frequentar a Escola Midshipman. Os graduados tornaram-se aspirantes. A Midshipman School (apelidada de "Pre-Ensign") foi três meses de marinheira (natação e manuseio de barcos), navegação, munições, telegrafia, engenharia, liderança e graduados em história militar naval foram comissionados como Ensigns na Reserva Naval dos EUA. Aqueles que foram eliminados foram colocados na piscina geral V-6 como marinheiros de segunda classe na reserva naval.

No início de 1943, escolas preparatórias de vôo foram estabelecidas em 17 faculdades e universidades. [4] [5]

Em julho de 1943, os programas V-5 e V-7 foram incorporados ao novo programa V-12. Os alunos V-5 foram reclassificados como V-12A (com A significando Aviação). Os candidatos tinham que frequentar quatro semestres de 4 meses (ou "trimestres" de 10 semanas) de faculdade antes de comparecer ao pré-vôo ou podiam optar por se transferir para o NROTC. O programa V-12 diferia por ser focado na educação universitária e eliminar os estágios da Escola Preparatória de Voo Naval e dos Serviços de Treinamento de Guerra. [6] [7]

A Escola de Voo Primária estava na NAS Pensacola e ensinava voo básico e pouso. Ele usava os treinadores primários NAF N3N ou Stearman N2S, apelidados de "Perigos Amarelos" devido ao seu esquema de pintura amarelo brilhante (e a inexperiência dos alunos pilotos). A Escola de Voo Básica foi dividida em duas partes: a parte um ensinou voo por instrumentos e voo noturno e a parte dois ensinou voo em formação e artilharia; a parte três estágio adicional para pilotos de aeronaves monomotor ensinou pouso em porta-aviões. Eles usaram o treinador SNJ Basic da América do Norte. O Treinamento de Voo Avançado qualificou o piloto em um caça monomotor, bombardeiro de mergulho ou torpedeiro ou um transporte multimotor, avião de patrulha ou bombardeiro graduados foram classificados como Aviadores Navais e receberam asas de Aviador Naval de ouro. Cada graduado teve cerca de 600 horas de vôo total, com aproximadamente 200 horas de vôo em aeronaves da Marinha de linha de frente. Os pilotos que foram derrotados foram designados como alferes regulares.

Os cadetes da aviação naval alistados receberam US $ 50 / mês pelo primeiro mês de treinamento (como aprendiz de marinheiro no "Boot Camp") e US $ 75 / mês do segundo ao oitavo mês (como marinheiro de segunda classe ou aspirante em treinamento). Alunos comissionados da Aviação Naval (NavCad Ensigns ou oficiais comissionados que frequentam a Escola de Voo) receberam US $ 245 / mês (o mesmo pagamento que um Alferes que participa do treinamento).

Só em 1942, o programa formou 10.869 aviadores, quase o dobro do que haviam concluído o programa nos 8 anos anteriores. Em 1943, havia 20.842 graduados em 1944, 21.067 e em 1945 havia 8.880. Assim, no período de 1942 a 1945, a Marinha dos Estados Unidos produziu 61.658 pilotos - mais de 2,5 vezes o número de pilotos da Marinha Imperial Japonesa. [8] [ verificação falhada ]

Edição de 1946 a 1950

Sob o Plano Holloway, o Programa NavCad foi substituído pelo Naval Aviation College Program (NACP) de sete anos. Os candidatos frequentariam a faculdade por dois anos como marinheiros não avaliados. Em seguida, eles iriam para o treinamento de vôo como aspirante a marinheiro e serviriam em serviço de vôo ativo por um total de três anos. Após os primeiros dois anos como aspirantes, seriam promovidos a alferes. Eles então seriam designados para os Estados Unidos para terminar seus estudos universitários nos últimos dois anos para que pudessem manter sua comissão.

1950–1955 Editar

O programa NavCad foi restaurado em 1950 e existiu até 1968. Ele foi reiniciado mais tarde de 1986 a 1991.

Edição de 1955–1968

O programa da Marinha se separou em 1955, formando a Escola de Candidatos a Oficiais de Aviação (AOCS) na NAS Pensacola. Todos os candidatos a oficial de aviação (AOCs) eram graduados em faculdade ou universidade de 4 anos, instruídos por pessoal da Marinha e treinados por instrutores de exercício do Corpo de Fuzileiros Navais.

Os NavCads continuaram a ser integrados ao AOCS. A principal distinção era que os AOCs, com seus diplomas de bacharelado, já eram comissionados como Alferes na Reserva Naval na graduação. Eles frequentaram a escola de voo como oficiais comissionados no mesmo nível de seus colegas de classe do USNA, NROTC, Marine Corps OCS e PLC, USCGA e Coast Guard OCS. Em contraste, os NavCads, que tinham alguma faculdade, mas normalmente não tinham o diploma de bacharel, participaram de todo o programa da escola de voo como candidatos não comissionados. Eles não receberam suas comissões como Alferes até que completassem o treinamento de vôo e recebessem suas asas como Aviadores Navais. Esses ex-NavCads, oficiais comissionados sem diploma de bacharel, completariam sua excursão inicial ao esquadrão. Eles seriam então enviados para a Escola de Pós-Graduação Naval ou uma faculdade ou universidade civil como Alferes em sua primeira missão em terra, a fim de terminar seu bacharelado. A AOCS parou de aceitar civis e alistou candidatos do NavCad em 1966, encerrando assim o programa do NavCad por um tempo.

Pilotos monomotores treinados no T-28 Trojan. [9] O treinamento de pouso de porta-aviões piloto foi realizado no USS Antietam [10] de 1957 a 1962 e o USS Lexington de 1962 a 1991. No NAS Memphis, eles fizeram a transição para o T2V Estrela do Mar (1957-1970) ou T2 Buckeye (1959–2004) treinador a jato. [11]

Edição de 1968–1986

A AOCS permaneceu em operação com o pipeline tradicional de AOCS para 4 anos de faculdade e universidade e graduados, e o pipeline de Candidato a Oficial da Reserva de Aviação (AVROC), que normalmente matriculava estudantes universitários enquanto eles estavam no segundo ou terceiro ano da faculdade. Os alunos do AVROC então frequentariam a primeira metade do AOCS entre o primeiro e o último ano, retornando para a segunda metade do programa após sua graduação e obtenção de um diploma de BA ou BS. Por esse motivo, as classes AVROC foram agrupadas nos meses de verão e outono, normalmente intercaladas entre duas classes AOCS tradicionais.

Durante este período, a AOCS continuou a produzir possíveis aviadores navais, oficiais de vôo da marinha (conhecidos como observadores da aviação naval antes de 1966) e um grupo menor de oficiais de inteligência aérea e oficiais de manutenção de aeronaves que não voavam. A duração do programa AOCS foi encurtada por algumas semanas em 1976 com a eliminação do treinamento pré-comissionamento no T-34B Mentor aeronave para Alunos Aviadores Navais no Ex-Esquadrão de Treinamento ONE (VT-1) no ex-NAS Saufley Field e um programa de pré-comissionamento de comprimento semelhante no Esquadrão de Treinamento TEN (VT-10) para Alunos de Oficiais de Voo Naval no NAS Pensacola / Sherman Field .

O programa AOCS era totalmente masculino até 1976, quando as primeiras mulheres AOCs foram introduzidas no programa.

1986-1993 Editar

O NavCad foi temporariamente reaberto em março de 1986 para atender às demandas da expansão da Marinha da administração presidencial de Reagan e foi integrado de volta ao programa da Escola de Candidatos a Oficial de Aviação. Os candidatos deveriam ter um diploma de associado ou 60 horas semestrais de estudos universitários. Como seus predecessores décadas antes, esses NavCads completariam o treinamento de voo como cadetes, receberiam suas comissões assim que recebessem suas asas como aviadores navais e, mais tarde, teriam tempo para cursar a faculdade para concluir seus estudos em sua primeira missão em terra. O programa NavCad foi encerrado novamente após o fim da Guerra Fria, uma redução proporcional na estrutura da força de aviação naval dos EUA e uma decisão do pessoal de serviço de voltar a limitar o treinamento de voo naval para oficiais comissionados graduados. Os últimos candidatos civis do NavCad foram aceitos em 1992 e o programa do NavCad foi finalmente cancelado em 1º de outubro de 1993.

1994 – presente edição

Em 1994, o programa da Escola de Candidatos a Oficiais da Marinha (OCS) mudou do Comando de Educação e Treinamento Naval (NETC) na Estação Naval de Newport, Rhode Island, para NAS Pensacola e foi fundido com a AOCS. Em julho de 2007, este programa OCS fundido foi realocado de volta para Newport. Hoje, os candidatos a oficiais em missão de Aviador Naval, Oficial de Voo da Marinha, Inteligência Naval e Manutenção de Aeronaves Navais agora participam do OCS geral em NETC Newport. Após a conclusão do programa OCS, os graduados designados como Alunos de Aviação Naval (SNA) e Alunos de Oficiais de Voo Naval (SNFO) seguem para o Comando de Escolas de Aviação Naval em NAS Pensacola para instrução de pré-voo de aviação com seus homólogos SNA e SNFO comissionados pela Academia Naval dos EUA, NROTC, Marine Corps Platoon Leaders Class-Air (PLC-Air), Marine Corps Officer Candidate Class, US Coast Guard Academy e Coast Guard OCS.

Este era um programa para treinar pilotos alistados na Marinha para voar em aeronaves grandes ou multimotores ou em dirigíveis piloto, uma vez que os oficiais-pilotos eram designados para pilotar caças e caças / bombardeiros.

Edição de 1916–1917

Um programa de treinamento para pilotos alistados foi iniciado em 1º de janeiro de 1916 e consistia em sete oficiais subalternos e dois sargentos de fuzileiros navais. Uma segunda turma foi iniciada em 21 de março de 1917, que consistia de nove Oficiais Menores (um dos quais foi rolado da turma anterior).

Edição de 1917–1918

Assim que os Estados Unidos entraram na Primeira Guerra Mundial, todo o treinamento de pilotos em Pensacola foi suspenso. Candidatos a aviador naval foram enviados para serem treinados na Europa depois de passarem pela Ground School e o programa de aviador alistado foi suspenso. Duzentos Landsmen (100 Quartermaster (Aviação) Landsmen e 100 Machinist (Aviation) Landsmen) foram treinados para atuar como tripulantes de solo.

Para expandir o número de pilotos disponíveis, a Marinha dos Estados Unidos enviou 33 oficiais submarinos (aviação) para escolas de treinamento de pilotos na França e na Itália. Os graduados receberam asas de aviador militar. Dois oficiais subalternos (Harold H. "Kiddy" Karr e Clarence Woods) receberam asas de piloto francesas e italianas. Treze tornaram-se suboficiais ou oficiais comissionados e vinte permaneceram como suboficiais. Os aviadores alistados foram usados como pilotos de balsa. Os pilotos das balsas levaram aviões danificados equipados com júri para depósitos na área traseira para reparos extensos que não puderam ser feitos em campo. Eles então voariam em aviões consertados ou novos de volta aos campos de aviação avançados na frente.

Edição de 1919 a 1940

Depois da guerra, a Marinha decidiu que a tarefa monótona de pilotar aviões de transporte ou dirigíveis deveria recair sobre homens alistados. Em 1921, as especialidades eram hidroavião (aeronaves de reconhecimento com trem de pouso pontão), avião de bordo (aeronaves de reconhecimento projetadas para serem catapultadas de um navio) e dirigível (aeronaves mais leves que o ar).

Edição de 1941–1948

Durante a Segunda Guerra Mundial, a Marinha, a Guarda Costeira e o Corpo de Fuzileiros Navais produziram pilotos de aviação naval para atender às demandas da expansão da força de aviação naval.

A Marinha produziu 2.208 NAPs durante a guerra e treinou? NAPs entre 1945 e 1948. Para atender à demanda da Guerra da Coréia, 5 NAPs foram criados em 1950 antes do encerramento do programa.

A Guarda Costeira produziu 179 NAPs durante a guerra e mais tarde treinou 37 NAPs entre 1945 e 1948.

O Corpo de Fuzileiros Navais produziu 480 NAPs durante a guerra.

1949–1981 Editar

Depois de 1948, a classificação do NAP foi encerrada oficialmente. No entanto, os NAPs ainda estavam em serviço, revertendo ao seu posto e posto de alistado ou continuando como pilotos.

Os últimos NAPs do Corpo de Fuzileiros Navais alistados (Master Gunnery Sergeants Joseph A. Conroy, Leslie T. Ericson, Robert M. Lurie e Patrick J. O'Neil), retiraram-se simultaneamente em 1 de fevereiro de 1973. O último NAP do Corpo de Fuzileiros Navais (Chief Warrant Officer) 4 Henry "Bud" Wildfang) se aposentou em 31 de maio de 1978.

O último NAP da Guarda Costeira alistado (Master Chief Petty Officer / ADCMAP John P. Greathouse) se aposentou em 1979.

O último NAP da Marinha alistado (Master Chief Petty Officer / ACCM Robert K. "NAP" Jones) se aposentou em 31 de janeiro de 1981.

Conhecido como o "Plano Holloway", devido ao seu criador, o contra-almirante James L. Holloway, Jr., o Programa da Faculdade de Aviação Naval (NACP) foi criado por um ato do Congresso (Lei Pública 729) em 13 de agosto de 1946. Ele foi projetado para atender ao déficit potencial percebido nos Aviadores Navais, uma vez que o alistamento dos aviadores de pré-guerra e de tempo de guerra atualmente em serviço expirassem.

The Naval Aviation College Program granted high school graduates between the ages of 17 and 24 a subsidized college education in a scientific or technical major for two years in exchange for enlistment as Apprentice Seaman (AS), USNR, and a commitment to serve in the navy for 5 years. Students received free tuition, fees and book costs and $50 per month for expenses. After completing pilot training within two years, they then had to serve on active duty for at least one year, for a total of three years. They then had to return to school to finish their remaining education within the remaining two years or lose their commission.

It also offered the remaining aviation cadets still in training and newly graduated Naval Aviators the chance to serve as full-time active duty pilots rather than be discharged or serve stateside and part-time in the Reserves. However, they would not receive the education benefits of the full aviation midshipmen, nor would they receive the starting rank of ensign like the aviation cadets. In January, 1947 the aviation cadet program was ended and only aviation midshipmen would be accepted for training.

The aviation midshipmen (dubbed "Holloway's Hooligans") had Regular Navy commissions rather than the Naval Reserve commissions granted the aviation cadets. However, they were not allowed to marry until they fulfilled their 3-year service commitment and could not be commissioned as ensigns until two years after their date of rank (the date they received their midshipman's warrant). They also had to live on meager pay ($132 a month $88 base pay plus $44 Flight Status pay) while having to pay for mess fees and uniforms.

Later, the midshipmen were informed that their two years spent in training and active service as a pilot didn't count towards seniority, longevity pay or retirement benefits. This was not rectified until an Act of Congress was passed in 1974. Even then it only affected the less than 100 officers still in service.

Training (1946–1950) Edit

After attending their first two years of school, the students attended around two years of pilot training. (Quick learners could qualify as Naval Aviators earlier than this and flew in fleet operational squadrons as aviation midshipmen). At the end of the two year appointment as aviation midshipmen, the newly designated Naval Aviators were commissioned as ensigns, USN.

First they attended a four-week Officer Candidate Training Course at NAS Pensacola. The students were drilled by navy petty officers. Graduates were promoted to aviation midshipmen fourth class and wore a khaki uniform with black dress shoes they had no collar insignia badge. They were not allowed to drink and had restrictions on leave.

Pre-flight training was a refresher in math and science coursework and taught military skills like transmitting and receiving Morse Code. The candidates were drilled by Marine sergeants and were placed under a stricter regimen of discipline. Graduates of pre-flight were promoted to midshipmen third class they wore a single gold fouled anchor badge on their right collar.

Primary Flight Training was at Whiting Field, where the midshipmen were taught basic flying. The wartime SNJ Texan (1935-1950s) primary trainer was used it was later gradually replaced by the T-28 Trojan (used from 1950 to the early 1980s). Graduates were promoted to Midshipmen Second Class, who had gold fouled anchor badges on each collar.

Basic Flight Training was split into two parts. Flying by instruments and night flying were taught at Corry Field and formation flying and gunnery were taught at Saufley Field. Field Carrier Landing Practice (FCLP) was held at Barin Field. Carrier Qualification (CarQual) testing was first held aboard the USS Saipan (CVL-48) from September 1946 to April 1947 later it was held aboard the USS Wright (CVL-49) (1947 to 1952) or USS Cabot (CVL-28) (1948 to 1955). Graduates were promoted to Midshipmen First Class and got to wear gold fouled anchor badges with eagles perched on them on each collar. The student could now wear a Naval Aviator's green duty uniform and brown aviator's boots and restrictions on drinking and leaves were lifted.

Advanced Flight Training took place at NAS Corpus Christi, Texas. There the midshipmen were sorted into single-engine (fighters and fighter-bombers) and multiple-engine (transport, reconnaissance, and bomber) pilots. Although there were jet aircraft in service, Advanced training was on soon-to-be-obsolescent propeller driven aircraft like the F6F Hellcat (USS Saipan) and AD-4 Skyraider (USS Wright and USS Cabot).

Problems Edit

From 1948 to 1950 the program was subject to cost-cutting due to post-war budget restructuring that favored the Air Force over the Navy. This impaired training and discouraged retention of its students and graduates. Midshipmen were being offered a release from their service commitment or a place in the Naval Reserve rather than a Regular Navy commission.

From June to September, 1948 the number of students at Pensacola expanded to five training battalions, swamping the facilities. Graduates of Pre-Flight in November and December 1948 were assigned to the USS Wright (CVL-49) to do maintenance and guard duty until a slot opened up for them at Whiting Field to begin Basic. In June, 1949 students in Basic and Advanced Flight Training were sent on leave for a month because Pensacola and Corpus Christi had used up their monthly aviation gasoline allotment and there was no funding for more.

On May 19, 1950, the Navy announced that the program was ending and that aviators would be drawn from Annapolis and Navy ROTC or OCS programs. Less than 40 members of the latest graduating class of 450 midshipmen would be retained and the rest (including the midshipmen still in training) would be let go by the end of June. The dawn of the Korean War on June 25 saved the remainder but they were told they were only authorized until July 31 (later extended to a 12-month period). In the fall of 1950 they were told that they could remain on active duty "indefinitely" (i.e., until the end of hostilities), but pre-war limits on promotion and pay would still be in force.

Dismissed Midshipmen were given a deal. They would be given enough free tuition, fees and book costs for two years to finish their college education this deal would be revoked if they failed out. They also received a $100 cash stipend for expenses, twice what they received before.

Results Edit

Around 3,600 students entered the program an estimated 58% (around 2,100) of the aviation midshipmen graduated to become naval aviators. [12] The graduates went on to become extremely influential: fifteen became Admirals [13] and two (Neil Armstrong and Jim Lovell) became astronauts. [14]

Famous "Flying Midshipmen" Edit

In 1946, Richard C. "Jake" Jacobi, one of the many aviation cadets who transferred to the program, became the first aviation midshipman to complete flight training.

Aviation Midshipman Joe Louis Akagi became the first Japanese-American Naval Aviator. He served in the Korean War with squadron VF-194 ("Red Lightning"). He received the Distinguished Flying Cross in June 1954. [15] for his valorous actions on July 26, 1953, in which he bombed a railroad tunnel, severed three railroad bridges, cut rail lines in two places, and knocked out two anti-aircraft positions.

In October 1948, Aviation Midshipman Jesse L. Brown was commissioned as an ensign and became the first African-American Naval Aviator. He served during the Korean War with VF-32 ("Fighting Swordsmen") flying the F4U Corsair, dying in combat on December 4, 1950. He was posthumously awarded the Distinguished Flying Cross. [16] The frigate USS Jesse L. Brown was named in his honor.

In May 1949, Norman Gerhart became the last aviation midshipman to complete the regular flight training program under the Holloway Plan.

On April 8, 1950, Ensign Thomas Lee Burgess of Patrol Squadron 26 (VP-26, the "Tridents"), became the first aviation midshipman to die while on active service. Burgess' PB4Y-2 Privateer, based at NAS Port Lyautey, Morocco, was shot down over the western Baltic Sea in international waters by the Soviet Air Force. The Soviets claimed they thought it was a B-29 bomber, that it had violated Latvian airspace, and that it had fired on planes sent to intercept it. No crewmen were recovered. [1] [ link morto permanente ]

On August 16, 1950, Aviation Midshipman Neil Armstrong was qualified as a Naval Aviator he was commissioned as an ensign in June 1951. He served during the Korean War with Fighter Squadron 51 (VF-51, the "Screaming Eagles"). He later became a NACA test pilot, a NASA astronaut, and was the first man to walk on the Moon on July 20, 1969.

Although he finished his education at United States Naval Academy at Annapolis, Jim Lovell began as a midshipman cadet at the University of Wisconsin–Madison. He flew F2H Banshee night fighters from 1954 to 1956 and qualified and taught transition flying in the McDonnell F3H Demon fighter in 1957. In 1958 he became a test pilot – later transitioning to being an astronaut. He was involved with Project Mercury and the Gemini and Apollo programs, was the command module pilot and navigator for the Apollo 8 mission and commanded the Apollo 13 mission. He was the first astronaut to travel in space four times and is one of only 24 men to orbit the moon. Afterwards he continued to serve in the US Navy, retiring at the rank of captain in 1973.

In 1982, Admiral George "Gus" Kinnear, the first Flying Midshipman to reach the rank of 4-star admiral, retired.

On August 1, 1984 Rear Admiral William A. Gureck, the last Regular Navy "Flying Midshipman", retired.

The Marine Corps developed programs to meet demand for pilots beginning in this time frame. Prior to this time, the Marine Corps simply relied on garnering its pilots from among Navy trainees. One hurdle was a three-year minimum service requirement after completing flight training, which caused hesitation among potential officer candidates. It was a five-year commitment because flight training was approximately two years.

In 1955, a special Platoon Leader's Course (PLC) variant called PLC (Aviation) was created. It was like PLC, but it sent officer candidates directly to the Navy's Aviation Officer Candidate School (AOCS) rather than Basic School. Its advantage was that if the candidate changed his mind, he could still go on to Basic. Um Aviation Officer Candidate Course (AOCC) followed in 1963 to train dedicated Marine pilot officer candidates that went straight to AOCS.

Marine Cadet Program (MarCad) Edit

Since this still did not meet the demand, the Marine Aviation Cadet (MarCad) program was created in July 1959 to take in enlisted Marines and civilians with at least two years of college. Many but not all candidates attended "Boot Camp" and the School of Infantry before entering flight training. Early in the program flight training was deferred because the Naval Air Training Command at Pensacola did not yet have the capacity to absorb a growing number of trainees. [17] In the early 1960s the MarCad program expanded to meet the needs in Vietnam, while not lowering the bar to qualify as a Naval Aviator. All Navy pilot trainees, whether Navy, Marine Corps, or Coast Guard, had to meet the same standards to become a Naval Aviator. Likewise, MarCads were eligible for the same training pipelines as all other trainees: jets, multi-engine, or helicopters. With helicopter requirement looming large for Vietnam, MarCads shifted from flying the T-28C after carrier qualification to multi-engine training in the SNB (C-45), in which they obtained an instrument rating. [18] With few multi-engine billets in the Marine Corps, many MarCads transitioned to helicopters at Ellyson Field, [19] flying the Sikorsky H-34 (used 1960–1968) [20] or Bell TH-57A Sea Rangers (used 1968–1989) [21] [http://www.helis.com/database/sqd/509/.

Graduates were designated Naval Aviators and commissioned 2nd Lieutenants in the Marine Corps Reserve. The MarCad program was closed to new applicants in 1967, the last trainee graduating in 1968. Most MarCads signed a contract to remain on active duty for three years after the completion of flight training in this time period. MarCads who did not complete flight training but had an active duty obligation remaining, would return to duty in the Marine Corps at a grade commensurate with their skills. Between 1959 and 1968 the program produced 1,296 Naval Aviators.

Famous MarCads Edit

In February 1961 Second Lieutenant Clyde O. Childress USMC became the first MarCad to be commissioned. He was awarded the Distinguished Flying Cross on July 18, 1966, for his valorous actions supporting Marine ground forces near Dong Ha, Vietnam during Operation Hastings. Childress retired in 1977 with the rank of Major.

On October 6, 1962, First Lieutenant Michael J. Tunney USMC not only became the first MarCad to die in combat, but did so in the first fatal Marine Corps helicopter crash in Vietnam. While serving with Marine Medium-Lift Helicopter Company HMM-163 ("Ridge Runners") in South Vietnam during Operation SHUFLY (Task Force 79.5), the UH-34D Seahorse helicopter Tunney was co-piloting crashed and burned due to mechanical failure. The badly-injured pilot, 1st Lieutenant William T. Sinnott USMC, was the only survivor. Sinnott had to be evacuated by helicopter through the thick jungle canopy. The body of door-gunner Sergeant Richard E. Hamilton USMC fell out during the crash and was found intact and otherwise unharmed. The burnt bodies of Flight Surgeon Lieutenant Gerald C. Griffin USN, Hospital Corpsman HM2 Gerald O. Norton USN, [22] and technicians Sergeant Jerald W. Pendell USMC and Lance Corporal Miguel A. Valentin USMC were recovered from the wreckage. The body of Crew Chief Corporal Thomas E. Anderson USMC was never found. [23]

On March 22, 1968, Second Lieutenant Larry D. "Moon" Mullins USMC was the last MarCad to be commissioned.

Brigadier-General Wayne T. Adams USMC (MarCad Class 14-62) was the highest-ranked MarCad, retiring with the rank of Brigadier-General in 1991. He was a fighter jet pilot (F8 Crusader) (), helicopter pilot (CH-46), and attack jet pilot (A-6 Intruder).

A Simple Twist of Fate Saved Paul Newman’s Life During his WWII Service

Paul Newman was born in 1925 in Cleveland, Ohio, the second son of Arthur and Theresa Newman, according to IMDb. His father, who was of Jewish descent, ran a sporting goods store.

His mother was a Christian Scientist from the Austro-Hungarian Empire, and she had a love of the creative arts which she passed down to young Paul. He began acting in plays in elementary school and never really stopped.

Newman in his first film, The Silver Chalice (1954)

He’s best known for his acting career, and he played in about 60 films in the course of his 50 years in the business.

Despite his incredible body of work, Newman remained very humble about his accomplishments and always believed himself to be lucky to get to do what he did.

Those beliefs had their genesis in a time before he became a big Hollywood actor. They had their roots in the period when he served his country during World War II.

U.S. Navy portrait of Paul Newman

Newman enlisted in the Navy right after he completed high school, joining the V-12 program at Yale, with hopes of becoming a pilot. Unfortunately Newman was found to be color-blind, which made him ineligible to fly.

Instead, he was shipped off to basic training and ended up becoming a gunner and rear-seat radioman for torpedo bombers.

He was sent to Barber’s Point in 1944 where he was part of the operation of torpedo bomber squadrons meant to train replacement pilots for the war effort. After that, he was sent to an aircraft carrier, where he was a turret gunner for an Avenger torpedo bomber.

Gate at Naval Air Station Barber’s Point as it appeared in December 1958

According to Newman’s Own Foundation, one event occurred during his time in the navy that deeply affected his beliefs about humility and luck.

When his squadron was in Saipan, attached to USS Bunker Hill, the pilot of the plane Newman was assigned to picked up an ear infection. As a result, the plane was grounded and didn’t go when the rest of the squadron was deployed with the Bunker Hill.

USS Bunker Hill (CV-17) at sea in 1945

Several days after the deployment, the ship was hit by kamikazes and crippled. Around 400 of the crew died, the few survivors managed to keep the ship afloat and the badly damaged Bunker Hill was decommissioned in 1947. That one simple twist of fate – the pilot’s ear infection – meant the difference between his life and death. It was a fact he remained aware of his whole life. Newman certainly did see some combat during his time in the Pacific, though, and was decorated for it.

During his Navy years, he was awarded a Combat Action Ribbon and also Combat Aircrew Wings for his work as a gunner and radioman. His other honors included the American Area Campaign Medal, a Good Conduct Medal, and a World War II Victory Medal.

Take a closer look with this video:

After the Japanese surrender, he spent the last few months of his active duty service in Seattle, as part of a land-based support unit, and was discharged from the Navy in 1946.

Paul Newman on a water taxi in Venice in 1963 Photo by Lmattozz -CC BY-SA 4.0

He used the GI Bill to enroll in Kenyon College in Ohio and received BAs in both Drama and Economics. Later, he spent a year at the Yale School of Drama before heading to New York and studying at the Actor’s Studio.

The rest of his life is much better known – his prolific acting career, his love of, and involvement with, auto racing, his family life, and his “Newman’s Own” line of salad dressings and pasta sauce.

Newman And Woodward
American actor Paul Newman (1925 – 2008) with his wife, actress Joanne Woodward, circa 1963. (Photo by Fotos International/Archive Photos/Getty Images)

Of the latter, Newman’s Own has earned well over $100 million – more than he earned in his acting career – and he donated all of it to various charities.

In 2005, he also created the Newman’s Own Foundation, with the purpose of supporting military personnel, veterans, and their families.

Since 2010, the foundation and Newman’s Own, Inc. have donated over $18.6 million to help the men and women who serve.

The foundation has given grants to a wide range of nonprofits who offer services to Veterans and military personnel including education services, entrepreneurship, and other services as well.

It’s all part and parcel of Newman’s unfailing awareness both of his own blessings in life and the power of a little bit of luck in transforming lives.

Difference between V-5 and V-12 Navy programs during WWII - History

Henry Curtis Herge (1907-2003) was the Commanding Officer of the Navy College Training Program at Wesleyan University, known as the V-12.

Materials include items specifically related to Wesleyan's V-12 program as well as writings, research, and published works related to naval wartime training, the Navy V-12 program, naval curricula information, and higher education during wartime in general.

Extent: 2.5 and 5 Language: Material in English

Fundo

Materials include items specifically related to Wesleyan's V-12 program as well as writings, research, and published works related to naval wartime training and higher education during wartime in general. The first series, Wesleyan Navy V-12 Program, includes correspondence belonging to Herge and other Wesleyan figures regarding V-12 at Wesleyan student publications and other student guides and programs articles about Wesleyan's V-12 program published in campus publications a report assessing Wesleyan's program and a list of people involved in the V-12 at Wesleyan. The second series, Research and Writings, includes writings by Herge as well as research reports and other data used in his writings. Most of the writings are undated but seem to date from the mid- to late-1940s and are mostly in a draft, typescript format. Topics of the writing and research are higher education during wartime and wartime training. The third series, Other Publications, consists of journals, pamphlets, and other published materials that belonged to Herge. The subjects include wartime naval training, the Navy V-12 program, naval curricula information, and higher education in general.

Series 1: Wesleyan Navy V-12 Program

Series 2: Research and Writings

Series 3: Other Publications

The following is an obituary note submitted to Wesleyan University following Herge's death in 2003.

Henry Curtis Herge, 97, who served as Dean of the Rutgers University Graduate School of Education in New Brunswick, New Jersey from 1953 to 1964, died March 8, 2003 of pneumonia. He lived in Fleet Landing, a retirement community in Atlantic Beach, Florida, but he had a home in Middletown, Connecticut from 1943 to 1945.

Dr. Herge began his long career in domestic and international education in 1928 as an English instructor, school principal, and school supervisor in public school systems on Long Island, New York. During World War II, he enlisted in the U.S. Navy and, subsequently, became the Commanding Officer of the Navy College Training Program at Wesleyan University, Middletown, Connecticut, which graduated 6,000 Navy and Marine Corps officers between 1943 and 1945. Just after V-J Day, he became Associate Director of the American Council on Education in Washington, D.C. and in 1946, he became State Director of Higher Education and Teacher Certification in the Connecticut State Department of Education in Hartford, Connecticut.

In 1953, Dr. Herge accepted the invitation of Rutgers, The State University of New Jersey, to become Dean and professor of the Graduate School of Education, in New Brunswick, New Jersey. Among his other achievements, Dean Herge spearheaded the funding, design and construction of the building which today houses the Graduate School of Education. He left Rutgers in 1964 for a series of appointments with the Agency for International Development and the Organization of American States in Paraguay, Jamaica, Zambia, Malawi, and Italy, where he assisted in developing teacher training and school management curricula and programs. He returned to Rutgers as a professor in the Graduate School of Education and as the Associate Director of the Rutgers Center for International Studies. He retired in 1975.

Born in Brooklyn, New York, Dr. Herge was the recipient of three degrees at New York University, a Ph.D. at Yale University, and an honorary degree at Wesleyan University. He was the author of Wartime College Training Programs of the Armed Services (1948) The College Teacher (1966) and A Taut and Salty Ship, The V-12 at Wesleyan (1991) and was the author of numerous articles in professional journals. He also served as an adjunct professor of education at Hartford University and Fairfield University, in Connecticut, and at the University of Southern California.

Survivors include his wife of twenty-six years, Alice Wolfgram Herge, of Atlantic Beach, Florida two sons, J. Curtis Herge, of Potomac Falls, Virginia, and H. Curtis Herge, Jr., of Pittsford, New York six grandchildren and two great-grandchildren. Dr. Herge's first wife, Josephine Breen Herge, died in 1975.

Acquisition information: Given by Henry Curtis Herge in 1988, 1990, and 1995. Physical location: For current information on the location of these materials, please consult Special Collections & Archives staff. Rules or conventions: Finding aid was prepared using DACS

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Navy V-5 and V-12 Training Unit Records, Special Collections & Archives, Wesleyan University

College Life During World War II Based on Country's Military Needs

On December 8, 1941, James B. Conant, then President of the University, spoke before a large audience in Sanders Theatre. "The United States is now at war . . . . We are here tonight to testify that each one of us stands ready to do his part in insuring that a speedy and complete victory is ours. To this end I pledge all the resources of Harvard University," he said.

Few Civilian Students

The Government was not slow to accept Conant's offer. By the fall of 1942 over 3,000 Armed Forces personnel were already taking courses at the University. As the number of civilian students continued to decline, it became increasingly clear that a wartime Harvard education was going to differ markedly in its external trappings, if not in its scholastic content, from that offered in peacetime.

For those planning to study at the University as civilians, Provost Paul H. Buck made this difference quite explicit. The wartime educational philosophy of the University was enunciated when Buck addressed the incoming class of '46." . . . Obviously your first responsibility is to prepare yourself for usefulness in the war effort. College men need not be told again that they have no right to be in college unless they have planned their program in the light of participation in the war . . . . We firmly believe that every physically qualified man of college age should be trained for the Armed Services unless specifically assigned to other work by an appropriate federal agency." he stated.

Summer vacations had already gone the way of other peacetime pleasures. With regular instruction established on a year-round basis, a third 12-week summer term was added to the normal two-semester system.

Freshmen Dominate

The freshman class soon dominated undergraduate life. Most of the other students had succumbed to the draft. Squeezed into a few Houses they tried to grab what education they could before turning 18. While the Yard was given over to the military, Kirkland and Eliot Houses became the headquaters for a new Navy program, V-12. The Army took over control of Leverett and Winthrop Houses, filling them with a counterpart to V-12, ASTP. Adams, Lowell, and Dunster remained the only civilian sanctuaries, but the latter could not survive past June of 1944 when the Army Air Force took over.

V-12 and ASTP members, however, doubled as undergraduate students besides being in the military. They received their degrees and commisions at the same time, and were kept quite busy in the process. A typical day in Eliot House began at 0600 (6 a.m.) with a two mile run and calisthentics. By 0710 the future naval officers had swabbed the decks, cleaned themselves and their rooms, and stood inspection. Classes started at 0800, continuing through the morning. Physical drill followed dinner. Buglers sounded taps at 2315.

With such a schedule, life became just another almost forgotten peace-time amusement. As for college pranks, "the students were too damned frightened," according to Arthur Darby Nock, Frothingham Professor of the History of Religion and a resident of Eliot all through the war. "It was like a ship on shore. The boys probably knew that the least bit of jibbery pokery, and they were back in the ranks," he says.

Society Eats Horsemeat

In such an atmosphere student opinion came to a standstill, even among civilians. The CRIMSON was replaced by the twice weekly Service News, a paper which did not run an editorial until Franklin D. Roosevelt died in April, 1945. The Student Council also showed an amazing lack of energy. It could find little more than the quality of food to discuss. Nock recalls that "the college kitchens kept up their functions although one time at the Society of Fellows they fed us horsemeat."

But while the Dewey-Roosevelt presidential election passed by almost unnoticed, war events did stir up interest. When the Allies landed in Normandy on June 6, 1944, thoughts immediately turned toward victory. On the other hand, Nock remembers that the air was charged with "a quite astonishing gloom when the Bastogne Battle began."

Through it all, however, University life continued almost as if there were nothing abnormal happening. Uniforms became common-place and so did Radcliffe girls in Harvard lecture halls. Undergraduates who had never experienced the pre-war Harvard found nothing unusual about metal trays or double decker beds. While about 500 of the teaching staff took leaves of absence, 1600 stayed. These were assisted by professors who came out of retirement.

Although many liberal arts courses were dropped from the catalogue, the staples remained and were taught by the best men in their respective fields. Some academic changes were evident, of course. Science fields were stressed, and most of the labs became top secret war research centers. Many students received intensive training in languages definitely foreign from the normal Germanic and Romantic peace time studies. The Armed Services needed men proficient in Japanese, Chinese, and Russian. Harvard training helped supply these people.

Churchill Arrives

There were also other and more spectacular abnormalities. One day in the fall of '43 gunboats glided up the Charles River and took positions in the Harvard bend. Motorized police barred off Cambridge streets and thousands of uniformed figures appeared in the Yard. Ever smiling, ever cigar-smoking Winston Churchill was to receive a Doctor of Laws degree in a traditional ceremony at Sanders Theatre. Those who saw and heard the British Prime Minister speak cheered wildly for the man regarded as the greatest figure of the times. After he left in the afternoon both gunboats and police slipped quietly away.

Yale Dropped for B.C.

Meanwhile the summer contingent of the freshman class struggled with such courses as English A, History 1, and Government 1. An informal football team stumbled through an informal football season, meeting and tying Boston College instead of Yale in "The Game." When the summer term came to an6The class of '46 looked like many of Harvard's past classes as it sat down to register for the first time. Within a few short months, however, nearly all of its members were in uniform.</C

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Veteran Memorials

Since its foundation in 1905, thousands of service men and women have called Northwest Missouri State University "home," if only temporarily. Some enlisted after coming to Maryville as a student or employee, while others enrolled or worked for the University after serving their country. Starting in 1918, students, alumni, employees, and community members donated several memorials honoring United States service men and women.

In 1919 the Nodaway County Chapter of the Daughters of the American Revolution planted trees and raised money for brick pillars and plaques to display names of 46 soldiers who died in the First World War. In the 1970s, the pillars were removed during a street renovation project. They were later reinstalled and formally dedicated on November 10, 2006. The Memorial Plaza lies just west of B.D. Owens Library, on the corner of College Park Avenue and Memorial Drive.

The class of 1948 gifted Northwest with a memorial bronze bell in honor of all soldiers who fought and died during World War II, especially those fallen soldiers who attended Northwest or who once lived in northwest Missouri. The bronze bell has since heralded Northwest achievements and celebrations and mournfully chimed to honor the passing of students. The Bell of '48 is located near the Memorial Bell Tower and is in the direct line of sight of the Administration Building.

"Roll of Honor" Administration Building, Third Floor

A large display cabinet on the Administration Building's third floor features a number of memorial plaques honoring service men and women from the First World War, World War II, the Korean War and the Vietnam War. During the First World War a service flag was displayed outside the Administration Building. Starting in July 1917, the student newspaper, The Green and White Courier, encouraged readers to submit names of any students involved in the war effort and published weekly additions to the "Roll of Honor." A star was added to the flag for each submitted name. After the war, a bronze memorial plaque was displayed in the Administration Building with the names of five students who lost their lives in the First World War.

The tradition of a Roll of Honor continued during World War II. Students and staff created a temporary memorial using an Administration Building bulletin board and encouraged anyone to submit additions. Names were added throughout the 1950s as veterans came to Northwest after the war. The current World War II Roll of Honor displays 1,094 names. The roll includes 35 names with gold stars. The gold star indicates the serviceman died in service.

Korean and Vietnam War veterans were also honored with plaques from student groups. The later wars influenced Northwest enrollment numbers as more veterans sought to further their education under the Servicemen's Readjustment Act of 1944, better known as the G.I. Conta. From 1945 to 1955, Northwest enrollment numbers tripled. By 1970, Northwest enrollment grew to 5,000 students.

Navy V-5/V-12 Combat Information Center, Bearcat Stadium Room 109

From 1943 to 1945, Northwest served as a Naval Shore Station for the U.S. Navy. The V-12 program trained deck officers and the V-5 program trained Navy pilots, the programs were administered by Naval officers and taught by Northwest faculty. The program changed the look of Northwest for two years. Residence halls converted to house navy personnel, Naval officers set up temporary offices in the library (now Wells Hall), and Navy recruits joined the Northwest football team. In October 2003, the Combat Information Center classroom was completed thanks to donations from a number of Northwest alumni, including Ned and Margie (Campbell) Bishop. The classroom is in remembrance of those who prepared for combat duty in the Navy at Northwest.

Centrally located on the Northwest campus, the open-air Memorial Bell Tower is an iconic structure that was completed in 1971 to memorialize students, faculty and others who had served the country, including the military. Constructed using pre-cast concrete, the Bell Tower stands 100 feet tall and measures 25 feet in diameter. It also features brass memorial plaques and an electronic carillon that plays at morning, noon and night. University President Robert Foster announced his plan to build the Bell Tower in 1965 and it was completed entirely with funds donated by University alumni and friends. In 2004, the Bell Tower underwent an extensive renovation that included structural repairs and improved handicapped accessibility.

Persian Gulf War Memorial

Donated by the Class of 1991, an outdoor memorial stone lies next to the sidewalk between the J.W. Jones Student Union and the Administration Building. In 1990-1991, two Northwest students in the ROTC program were called into active duty and others had family members called into service. Student organizations and community members held a number of events in support of troops involved in Operation Desert Storm, including a yellow ribbon ceremony at the Bell Tower. KDLX, the student radio station, was selected to send weekly, five-minute broadcasts covering local events to the Armed Forces Radio Network in Saudi Arabia.

For questions or inquiries about Northwest Missouri State University's veteran memorials, please contact the University Archives: 660.562.1974, [email protected]

Northwest Missouri State University
800 University Drive
Maryville, MO 64468 USA

Difference between V-5 and V-12 Navy programs during WWII - History

The Naval Reserve Officers Training Corps was established in 1926 to offer certain college students the necessary Naval Science courses required to qualify them for commissions in the Naval Reserve. NROTC Units were initially established at six universities. The initial program was highly successful, and during the years preceding World War II, it was expanded to include additional universities and colleges. During World War II, the U.S. Navy expanded from a manpower force of 100,000 officers and men in 1938 to over three and one-half million in 1945. The U.S. Navy became the world's leading sea power, and the requirement for a larger regular career officer corps became apparent. As a result of through study by distinguished naval officers, civilian educators, and members of congress, the mission of the NROTC was greatly increased in 1946 to encompass a new program, the Scholarship NROTC. This program, like the U.S. Naval Academy, leads to a commission in the Navy or Marine Corps. EntãoROTC program is offered at numerous leading universities and colleges throughout the country.

The NROTC Unit at the University of Kansas has a long and proud history, originating from two Navy educational programs developed and implemented in the early to mid-1940's. During World War II, the Navy had a need to provide technical education to many of its personnel. The first group in a series of machinist mates arrived on Mt. Oread on 1 July 1942. On July 1 1943, the Navy formally established both the V-5 Program and the V-12 Program on campus. The V-5 Program was designed to train enlisted personnel in specialized and technical areas such as electrician and machinist mate. The V-12 Program was designed to prepare large numbers of men for the Navy's officer Candidate Schools and to increase the war-depleted students bodies of many campuses. The V-5 Program remained on campus until August of 1944 and the V-12 Program continued until 1 November 1945.

The Department of the Navy's decision to approve the application request for a NROTC Unit at KU was probably the result of the University's reputation for one of the most successful V-5 and V-12 Programs in the country. A bronze commemorative award, engraved with the Secretary of the Navy's name and presented to the University for its commendable performance in training young men during W.W.II, is still on display in the NROTC Unit. Additionally, KU's nationally recognized Engineering Department, including studies in the relatively new field of nuclear energy, influenced the Navy's decision.

The initial letter requesting an NROTC Unit at the University of Kansas was originally signed and dated December 1940 by KU President Deane W. Malott. The application outlined the support to be provided by the Navy Department if the establishment of the Unit were to be approved. The first request was not acted upon, and a second letter, again requesting establishment of an NROTC Unit at KU, was signed by President Malott on 29 March 1945. Finally, on 1 May 1945, the continuing efforts of many Navy and University officials was rewarded when the University Chancellor was notified that KU had been selected as the new home for another NROTC Unit. After a period of transition during the Fall of 1945 and the Spring of 1946, the NROTC Unit became officially operational on 1 July 1946 under the recently approved "Holloway Plan". The five-year delay between the first and second letters was due to indecisiveness by Congress on whether to expand the Naval Academy or enlarge the NROTC program. Their decision to expand the NROTC program came in large measure as a result of Admiral James L. Holloway (Ret.), former Chief of Naval Personnel and "Father" of the Scholarship NROTC Program.