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CSI REPORT

No. 7

World War II Division Commanders

by

Lieutenant Colonel Gary Wade

COMBAT

STUDIES

INSTITUTE

83-CSI-2578
CSI REPORTS are short-term research papers prepared in response to official inquiries. REPORTS are based mainly on secondary sources and provide basic information on

the subject under consideration. The views expressed in a CSI REPORT are those of

the author and not necessarily those of the Department of the Army or the Department of Defense.

COMBAT STUDIES INSTITUTE

Mission

The Combat Studies Institute was established on 18 June 1979 as a separate, department-level activity within the U.S. Army Command and General Staff College, Fort Leavenworth, Kansas, for the purpose of accomplishing the following missions:

1. Conduct research on historical topics pertinent to the current doctrinal concerns

of the Army and publish and distribute the results of such research in a variety of formats to the Active Army and Reserve components.

2. Prepare and present instruction in military history at CGSC and assist other CGSC

departments in integrating applicable military history materials into their resident

and nonresident instruction.

3. Act as the TRADOC proponent for the development and coordination of an integrated, progressive program of military history instruction in the TRADOC service

school system.

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One of the most spectacular feats of the United States

Army during World War II was its expansion from a force of

235,000 men in May 1940, to nearly six million men by

1945. No less a personage than Winston Churchill, the

great wartime leader of Britain, declared that the

magnificent American management of the growth of its

wartime forces (coupled with its lend-lease supplies to its

Allies) had no precedent in history.

The basic building block and fighting unit of the U.S.

ground force was the division. Initially projecting a

92-division force, the U.S. Army eventually fielded 89, of

which 87 were employed in combat. Given the enormous

problems of expansion and overseas deployment and

recognizing that (with a few exceptions) the fighting

records of U.S divisions deserve places of honor in

military history, one inevitably is led to ponder the

question of America's wartime combat leadership. Who were

the men who led America's divisions? How did their prewar

experience prepare them for command? Why were they

selected? This study examines the questions above and

draws some conclusions regarding the ages, branches,

promotion patterns, assignments, military education,

quality of performance, and common characteristics of the

men commanding U.S. divisions in World War II.

In order to examine these issues properly, it is first

necessary to provide an overview of the data collection and

analysis. This overview includes three elements: (1) a

brief discussion of the command patterns of the 87 combat

divisions; (2) a determination of the overall number of

combat division commanders and the criteria for selecting

those to be studied; and (3) a discussion of problems in

the records search at the U.S. Army Reserve Components

Personnel and Administration Center. Following this

overview, the results of the records search will be

presented.

Overview

As noted above, the U.S. employed 87 divisions in

combat. Forty-six of these divisions had one commanding

general for the duration of their combat tours. These 46

divisions spent an average of 10.4 months in an overseas

combat theater, with a standard deviation in this area of

comparison of 5.6 months. Graph 1 depicts the wide

variation in time (all the graphs are contained at

Appendix 1). The majority of these one-commander divisions

spent 10 months or fewer overseas.

1
The 41 divisions with more than one commanding general

during their combat tours averaged 25.6 months overseas.

Graph 2 shows that the amount of time these divisions spent

overseas varied from 5 to 44 months. Each commander of

these divisions spent an average of 9.8 months in command,

which compares favorably to the 10.4 months in command for

single commander divisions. In some cases, certain

individuals commanded more than one division (25 generals

commanded two different divisions, and three commanded

three different divisions). The primary significance of

these figures rests simply on tie fact that division

commanders in both categories averaged about 10 months in

command overseas, but there also existed wide variations in

the length of command.

The next problem in this investigation of World War II

division commanders is to determine the actual number of

division commanders. According to Shelby L. Stanton's

Order of Battle U.S. Army World War II and The Army

Almanac, General Ofticers in Command of Armies, Corps and

Divisions in Combat World War I, World War II, Korean War,

197 individuals served as division commanders from December

1941 to May 1945, for divisions employed in the European

Theater of Operations, or from December 1941 to August 1945

for the Pacific area. Since a study of all 197 is

impractical, the list was pared to a smaller sample. One

commander, Brigadier General Maxon S. Lough, was captured

along with his Philippine division; he was not considered.

Twenty-four of these 197 division commanders moved to

higher command positions and 20 of those are being examined

in a separate Combat Studies Institute corps commanders

study, so they, too, have been dropped. Forty-two of the

197 division commanders did not lead a division in combat,

and because the focus of this study is on war-fighting

division commanders, the 42 men who did not command in

combat were not included. These eliminations left a total

of 134. Since a study in detail of at least 20 percent of

the division commanders was required, 45 officers from this

list were selected randomly for a detailed records search.

This large number was selected so that if problems

developed along the way, it would still be possible to

achieve a 20 percent sample.

Significant problems in the records search were

encountered at the U.S. Army Reserve Components Personnel

and Administration Center. Because of a fire several years

ago, there were no records available on eleven officers,

nine had almost nothing available, two had some records,

and 23 had relatively complete records. This resulted in a

total of twenty-five records for detailed study. The

2
records of these twenty-five form the basis of this

report. When generalizations are made about division

commanders, those generalizations are based on this records

study. The initial list of officers selected for study is

at Appendix 2.

Age

The average age of the sample group of commanders in

1940 was 47 years old. By comparison, the average age in

1940 of Regular Army division commanders not taking their

commands into combat was 52 years old. The youngest

division commander studied was 33; the oldest, 58. On

average, these 25 combat division commanders had 25.3 years

of service upon assumption of command.

Retirement

Sixteen of the twenty-five commanders retired as major

generals, five as lieutenant generals, and four as full

generals. Without the war, many of these officers probably

would have ended their careers as lieutenant colonels.

Promotion Patterns

Graphs 3 through 10 illustrate the time these officers

spent at each rank from second lieutenant to brigadier

general. Clearly, these officers experienced widely

different promotion patterns. Most of them spent

considerable time as majors (average - 9.6 years).

Nevertheless, despite the wide variations in time in grade,

these officers averaged little over 18 years of service as

captains, majors, and lieutenant colonels. The

significance of this conclusion is that officers in these

ranks have sufficient authority and responsibility to know

how the Army' as a whole works, yet they most often operate

at the level where their duties require them to understand

the detailed, mundane tasks of making units function. By

and large, officers of these three ranks are concerned with

routine unit operations- maintenance, training, logistics,

etc.--not with the loftier tasks of strategy, long-range

planning, budgets, and the like. In short, spending 18

years in the grades of captain, major, and lieutenant

colonel in the prewar Army gave these officers ample

opportunity to learn their technical stock-in-trade of

running a unit and provided them with a solid background

for division command. Naturally, this generalization must

be validated through an analysis of the officers'

assignment histories.

3
Ass ignments

Discussions of time-in-service and time-in-grade only

hint at what these officers actually did prior to division

command. Graph 11 shows the average overall amount of time

spent in each of five assignment categories: time with

troops, corps staff and below, MACOM staff, instructor

duty, student time. Graphs 12 through 16 break the data

down into greater detail by considering each assignment

category individually.

Not surprisingly, the most frequent assignment was time

with troop units. Thus, the earlier conclusion that these

officers had ample opportunity to become experts in unit

command is validated.

The value of schooling is supported by graph 16, which

shows time spent as a student. All but three officers had

at least two years of military schooling; fifteen had from

three to seven years of duty as a student. The subject of

military education is explored in more detail later in the

paper. For now it is fair to say that the heavy emphasis

on schooling and instructing contributed heavily to the

creation of a common professional base among these officers.

Staff duty contains the largest variances among the

individual career patterns, particularly for major command

staff assignments. Six officers were never assigned to a

staff higher than corps, and fourteen spent less than three

years on staffs at the corps level and below. There were,

however, not that many major command staff assignments

available, and the records indicate that divisions and

corps staffs benefited more from the assignment of these

officers (78 percent of whom were General Staff Corps) than

did the War Department Staff.

The next most frequent assignment was that of

instructor. Although one officer was never assigned as an

instructor, the majority spent between 49 and 108 months on

school faculties and staffs. This finding is especially

significant considering the generally low regard with which

instructor duty is held by today's officer corps.

Apparently, instructor duty also had an important impact on

the acquisition of the individual skills needed to command

a division. Instructors are subject matter experts. The

combination of the theoretical and technical knowledge of

the instructor with the practical experience of a troop

leader is a powerful one, which obviously was well

appreciated by the men selecting division commanders in

World War II.

4
The primary duties of these interwar officers were as

leaders, teachers, and students. For the most part, they

were not hidden away on high-level staffs. They were

either learning teaching, or practicing their profession.

These officers were involved in the formulation and

practice of U.S. military doctrine; thus, as future

division commanders they experienced a similar pattern of

officer professional development.

The interwar officer also gained experience in overseas

assignments. Seventy-two percent had overseas tours before

World War II. Twenty-four percent served both in Mexico

and the American Expeditionary Force (AEF) in World War I.

An additional 28 percent served only in the World War I

AEF. Another 20 percent had other overseas tours. The

Philippines was the most common interwar overseas

assignment but not the only one. A few officers gained

diplomatic experience by participating on presidential

commissions in Latin America and Europe.

The interwar officers' assignment pattern of rotation

between line, staff, and school and periodic rotation

overseas is similar to the current assignment pattern. By

and large, these officers had typical careers. In the

1920s and 1930s, there was nothing in these officers'

records to indicate that they were singled out for special

consideration, with the exception of the 36 percent who

attended the two-year course at the Command and General

Staff School, and that program may have helped future corps

commanders more than division commanders.

It is useful, at this point, to look further at the

military education of those division commanders.

Military Education

On the average, World War II division commanders came

into the Army in 1915, with 1904 as the earliest date, 1929

as the latest, and 1917 as the most frequent commissioning

year. Fifty-two percent were graduates of the United

States Military Academy. Twenty-four percent had college

degrees from other institutions, and an equal percent held

no college degree. All these officers eventually became

members of the combat arms: 44 percent infantry, 28 percent

field artillery, and 28 percent cavalry. Twenty-eight

percent of the total officers studied had no formal basic

branch training; an additional 12 percent had no advanced

branch training, and 16 percent of these two groups had

neither basic or advanced branch training. For the most

part, these men were cavalry officers who received basic

5
training in units, or they were officers caught up in the

World War I rush and did not have the opportunity for

formal basic branch training. Amidst all these career

variables, one finds a common element in these officers'

education: all were graduates of the Command and General

Staff School at Fort Leavenworth, Kansas. In addition,

nine of the twenty-five attended the two-year CGS course.

This course provided all the officers with basic techniques

and procedures, and in a real sense, the officers shared a

common military theoretical foundation. Furthermore, 76

percent were Army War College graduates and 78 percent were

selected for the General Staff Corps.

These last three selections, for the Command and

General Staff School, the Army War College, and the General

Staff Corps, were interwar indicators of high individual

potential for future service at high levels of command.

These criteria appear to have been important discriminators

in selection for division command.

On the other hand, hundreds of other officers also

received the higher military education of Leavenworth and

the War College, yet did not serve as division commanders.

One must look deeper still at the performance of these 25

division commanders for clues to their selection and

preparation for command.

Duty Performance

Evaluation of officer efficiency reports shows that

these officers began their careers as decidedly average

officers. Their early efficiency reports, with one or two

exceptions, reflect competent young officers of rather

ordinary ability. To be sure, there are some superior

comments contained in the efficiency reports: "One of the

most efficient young officers I know," and "This officer

would have been rated higher but for age and experience."

The general pattern of efficiency reports describes slowly

developing officers gaining competence with more

experience. So as senior lieutenants and captains they received "above average" to "excellent" reports. By the

mid-1930s, however, all of these officers continuously

received "superiors," the highest rating possible.

Even though they were all molded by the same school

system, they were not all the same personality type. The

following chart (1) contains descriptive terms taken from

their efficiency reports.

6
CHART 1

Loyal, Dependable

Forceful.

Energetic.

Active.

Hardworking.

Diligent.

Tries to improve

himself.

Tenacious.

Determined fighter.

Willing.

Studious.

Bold.

Zealous.

Agressive.

Opinionated.

Headstrong.

Impetuous.

Firmly set in

his opinions.

High strung.

Highly -

nervous temperment.

Blusterous.

Contentious.

Intelligent.

Bright.

Accurate.

Sense of humor.

Cheerful.

Imaginative.

One of the most

efficient young

officers.

Even tempered.

Good disposition.

Pleasing personality.

Not a strong

personality.

A steady plugging

type.

Cooperative.

Agreeable.

Solid rather than

Enthusiastic.

Not stupid, but

careless and

inaccurate.

Very faithful but

uninspired.

Thinks clearly but

slowly.

Not brilliant.

Sulks.

Lacks imagination.

Inclined to await

orders to

perform the routine

drudgery

rather than look for

work to do.

7
For almost every trait listed on chart 1, there can

also be found a counterbalancing trait. Yet, all the

officers were eventually selected as division commanders.

This simply means there is no such thing as a standard

personality trait for a successful leader. Their hobbies

were also varied but dealt, for the most part, with outdoor

activities, with horseback riding and golf leading the

list. Reflecting the times probably more than anything

else, 100 percent were married.

But were these officers successful combat commanders?

None were relieved for cause. Some were sent home for

health reasons. One received an unsatisfactory efficiency

report during combat but was not relieved of command. His

next report was good and indicated remarkable improvement.

Additionally, a few were found to be better in training

than in combat, while others were stated to be average

combat soldiers but would be above average staff officers.

Interestingly, twenty-three of the twenty-five division

commanders held command positions shortly before becoming

division commanders: ten were assistant division

commanders, three were division artillery commanders, four

were combat command commanders, four were brigade

commanders, and one was a regimental commander. Only two

officers were assigned to division command from staff

assignments.

It appears that assignment as an assistant division

commander before commanding a division was the desired

practice of the War Department. In an interview conducted

by Dr. John Partin, Combat Studies Institute, on 25 October

1984, former World War II division commander and later Vice

Chief of Staff of the U.S. Army, General Charles L. Bolte,

related that General Lesley McNair said that he was in line

for a division, but that he had to be an assistant division

commander first. General Bolte further stated that he was

sure there was some type of board held to select division

commanders, but he did not know the process or the criteria

for selection.

If, indeed, it was planned for an officer to be an

assistant division commander before commanding a division,

then what was his second previous assignment? Nearly 50

percent of the officers were commanding troops, 21 percent

were chiefs of staff at post, corps, or division levels,

and the remainder were spread out on staffs from the War

Department through the Army Ground Forces, from Army to

division level. Over 70 percent, then, were in the field.

These officers for the most part were not senior executives

8
on staffs or assistants to important men who could provide

connections for future assignments. Instead, they were

proving their ability in the field. In doing so, they

displayed the most consistent trait found on nearly all of

their records. The word "energetic" is contained in the

vast majority of the efficiency reports.

These officers could lack immagination, be solid rather

than enthusiastic, but they had to be energetic. Along

with energetic, hardworking was often mentioned on

performance reports. They were men who did something, be

their judgment good or bad. In only one case was an

officer not identified as either energetic or hardworking.

This leads to a tentative conclusion that to be a division

commander it was not a matter of whom one knew but rather a

result of hard work, proven ability, and endurance.

Hard work alone, though, was not enough. Luck also may

have played a part in their selection for command--luck as

to timing and location. They may have happened to be in

the right place to command a brigade or in a position to be

able to become an assistant commander. But once that

happened, they had to prove themselves as being capable

according to military doctrine and leadership techniques.

Once they proved themselves in training, they were given a

division destined for combat.

It has already generally been stated that these were

generally successful commanders. A look at the available

final World War II ratings for these men is also

revealing. These ratings come from such commanders as Omar

Bradley, J. Lawton Collins, Waiter Krueger, George Patton,

and Lucian Truscott. The first number is the officer's

position out of a total (second number) of officers of

similar grade and responsibility.

3 of 19 12 of 20

25 of 150 7 of 30

39 of 197 4 of 15

60 of 197 35 of 197

32 of 168 27 of 29

50 of 168 16 of 29

54 of 197 58 of 197

3 of 15 8 of 19

24 of 145

The figures above indicate that these officers were not

all superstars, neither the best possible to study nor the

worst. They were probably average division commanders,

competent to accomplish the missions given to them.

9
In conclusion, these officers were prepared for

division command by varied field and staff assignments,

teaching duties, and Army schools. They were among the

group that had been selected for the Army War College and

General Staff Corps. They had considerable mi itary

experience and were most likely to have been lieutenant

colonels in 1940. They were selected for division command

because they had proven themselves in the field and had an

extra quantity of energy and willingness to work hard.

Finally, they did the job required in combat. They may not

have been shining stars, but they were proficient in

military doctrine, held their units together, and defeated

the Germans and Japanese in armed combat.

10
APPENDIX 1 GRAPHS

1. Months overseas, divisions with one commander.

2. Months overseas, divisions with two or more commanders.

3. Average time in grade (prior to division command).

4. Time in grade as second lieutenant.

5. Time in grade as first lieutenant.

6. Time in grade as captain.

7. Time in grade as major.

8. Time in grade as lieutenant colonel

9. Time in grade as colonel.

10. Time in grade as brigadier general.

11. Average time in duty assignments.

12. Assignment with troops.

13. Assignment on staffs to corps level.

14. Assignment on MACOM staffs.

15. Assignment as an instructor.

16. Assignment as a student.

11
APPENDIX 2 LIST OF OFFICERS STUDIED

Terry de la Mesa Allen

Edward M. Almond

Clift Andrus

A. V, Arnold

Paul W. Baade

Raymond O. Barton

Harold W. Blakeiey

Alexander R. Bolling

Charles L. Bolte

Withers H. Burress

C. H. Corlett

Norman D. Cota

John B. Coulter

Louis A. Craig

John E. Dahlquist

Robert T. Frederick

James M. Gavin

Charles H. Gerhardt

William H. Gill

George W. Griner, Jr.

Robert W. Grow

George P. Hays

Leland S. Hobbs

Stafford L. Irwin

Walter E. Lauer

Robert C. Macon

Harry J. Malony

William M. Miley

William H. H. Morris, Jr.

Verne D. Mudge

Chbarles L. Mullins

John W. O'Daniel

Walter M. Robertson

Maurice Rose

Charles W. Ryder

Albert C. Smith

Donald A. Stroh

Innis P. Swift

Joseph M. Swing

Maxwell D. Taylor

Harry L. Twaddle

Orlando Ward

Issac D. White

John S. Wood

Ira T. Wyche

12
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