Accession Number : AD1022022


Title :   Focused vs Broad In World War I: A Historical Comparison Of General Staff Officer Education At Pre War Leavenworth and Langres


Descriptive Note : Technical Report,05 Jul 2015,26 May 2016


Corporate Author : US Army School for Advanced Military Studies Fort Leavenworth United States


Personal Author(s) : Johnson,Daniel W


Full Text : https://apps.dtic.mil/dtic/tr/fulltext/u2/1022022.pdf


Report Date : 26 May 2016


Pagination or Media Count : 72


Abstract : World War I introduced new complexities of warfare to the US Army. These complexities posed unique challenges to the AEF's ability to conduct war. To address these challenges, General John Black Jack Pershing approved the AEF's adoption of the general staff system for divisions, corps, and armies. The US Army officer corps entered World War I with less than 200 Leavenworth Staff College graduates. The shortage of Leavenworth men combined with the plan to create several square divisions and corps presented a problem to Pershing and the AEF GHQ. The solution was to establish a Staff College in Langres, France. The Langres Staff College was Pershing's and the AEF GHQ's attempt to close the gap between available two-year Leavenworth men and vacant general staff officer positions throughout the AEF. This research examines if a Langres Staff College model offers an effective form of general staff officer education such as that provided by the pre-war Leavenworth Staff College. First, the Langres Staff College curriculum lacked the depth and breadth in the curriculum required to produced flexible general staff officers adept at coping with uncertainty. The Langres Staff College curriculum produced specialized officers proficient in one general staff position for the World War I environment. The broad curriculum of the pre-war Leavenworth Staff College exposed students to military history and theory. The pre-war Leavenworth Staff College curriculum facilitated the students' maturation as general staff officers who could solve problems, regardless of the environment. Secondly, the Langres Staff College's methods of instruction lacked innovation, which stymied the students' growth as reflective practitioners. The pre-war Leavenworth Staff College's methods of instruction consisted of innovative methods, which provided students with more opportunities to reflect and synthesis of course material.


Descriptors :   military history , lessons learned , first world war , combat operations , military art , military doctrine , second world war , united states government , national guard , artillery , warfare , military training , military education , officer personnel , army personnel , france


Subject Categories : Military Forces and Organizations
      Humanities and History


Distribution Statement : APPROVED FOR PUBLIC RELEASE