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Full Chapter Military Dogs of World War Ii 1St Edition Susan Bulanda PDF
Full Chapter Military Dogs of World War Ii 1St Edition Susan Bulanda PDF
Susan Bulanda
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MILITARY DOGS OF WORLD WAR II
Dedication
I wish to dedicate this book to the following family members who served in the
armed forces:
SUSAN BULANDA
CIS0035
All rights reserved. No part of this book may be reproduced or transmitted in any
form or by any means, electronic or mechanical including photocopying,
recording or by any information storage and retrieval system, without permission
from the publisher in writing.
Email: casemate@casematepublishers.com
www.casematepublishers.com
CASEMATE PUBLISHERS (UK)
Email: casemate-uk@casematepublishers.co.uk
www.casematepublishers.co.uk
Title page image: This German Shepherd named Recall was captured from the
Germans at St. Malo when he was only a few months old. He liked riding on the
hood of the Jeep, Shevenhutte, Germany.
Contents page inset image: A Doberman stands guard while a soldier tries to
sleep.
Introduction
The USSR
The Axis
Going Home
The Greeks, Romans, Persians, Slavs, Sarmatians, and Britons all used dogs as a
matter of course, mainly on sentry or patrol duty though there are accounts of
dogs being taken into battle. There are records of dogs in warfare going back to
the 7th century BC when Ephesian cavalry went into battle against the
Magnesia, each accompanied by his war dog and a warrior bearing the spears. In
an example of early psychological warfare, at the battle of Pelusium in 525 BC,
Cambyses II had his troops array dogs, cats and other animals held sacred by his
enemy, the Egyptians, in the front ranks in an effort to demoralize them and
encourage them to cease throwing their javelins. In 480 BC, when Xerxes I,
King of the Persians, invaded Greece, he took with him his vast packs of Indian
hounds. In 120 BC, Roman consul Marcus Pomponius Matho used dogs from
mainland Italy to hunt down Sardinian guerrillas hiding in caves during the
invasion of the island. Attila the Hun is recorded using large war dogs in his
campaigns of conquest. In the Middle Ages and beyond, Spanish conquistadors
made extensive use of Mastiffs and other large breeds in the suppression of
indigenous peoples. In the Far East, during the 15th century, Vietnamese
Emperor Lê Lợi commissioned Nguyễn Xí to raise and train a pack of over 100
hounds. So impressed was the emperor that he promoted Nguyễn Xí to
commander of a regiment of shock troops, accompanied by the phalanx of dogs.
During the Seven Years’ War, Frederick the Great of Prussia made extensive use
of dogs as messengers in the war with Russia. Napoleon used dogs in his
campaigns, mainly in sentry roles. The first recorded use in the United States of
dogs in a military role was in the Seminole Wars of 1816–58 in Florida. Dogs
were used extensively by both sides in the Civil War as messengers, sentries, and
for protection. General Ulysses S. Grant makes mention of the Union destroying
Confederate and Southern bloodhounds because of their training in catching
runaway slaves.
Sergeant of the Royal Engineers Signals Section putting a message into a
cylinder attached to the collar of a messenger dog at Etaples, August 28, 1918.
(Imperial War Museums, Q 9276)
German Red Cross dogs, 1914. (Bain News Service / Library of Congress CC0
1.0)
British messenger dogs with their handler, France, 1918. All three dogs would
have been trained to carry messages between lines and command. Usually these
dogs had been strays, so one particular breed of dog could not be preferred.
Generally, however, traditional working breeds, such as Collies, Retrievers, or
large Terriers, were chosen for messenger work. Messenger dogs were based in
sectional kennels near the front lines. On average, each sectional kennel had 48
dogs and 16 handlers, a ratio that indicates how important the dogs’ work was at
the front. Before being shipped to France the dogs were trained at the War Dog
Training School in Shoeburyness, England. (National Library of Scotland /
Flickr CC0 1.0)
Into the more modern era, perhaps the “father” of the modern war dog was the
German Jean Bungartz (1854–1934), a prolific and talented animal painter and
author. In the 1880s he founded the Hamburger Verein zur Förderung reiner
Hunderassen, the Hamburg Society of Pure-bred Dogs, before, in 1893, founding
the Deutschen Verein für Sanitätshunde, the German Association of Red Cross
Dogs, an organization that he led until 1909. At the time, France and Belgium
were also developing their war dog programs. Belgium was using dogs in its
military forces to tow heavy machine guns and light ordnance. Britain lagged
behind and there was widespread resistance in the high command to
implementing the use of dogs in warfare until around the turn of century, when
Lieutenant-Colonel E. H. Richardson visited Germany to study under Bungartz.
Richardson had witnessed the successful use of dogs in the British police force
and felt there was a role for them in the military. He also visited France and
Belgium to see first-hand their war dog programs. He returned to England and
opened his kennels with his first dog, Sanita, which had been trained by
Bungartz. On the outbreak of the Russo-Japanese War in 1904, Richardson
supplied the Russians with two dogs trained in ambulance work; so successful
did they prove that the British authorities finally sat up and took notice and
Richardson established the UK War Dog program through World War I and even
into World War II.
By the outbreak of World War I in 1914, all the belligerents were using military
dogs in a variety of roles, from draft animals hauling machine guns and supply
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Miss Giles had a rare opportunity of showing her pupils how to
take a joke. She would have gained friends and lost no more prestige
than she did by trying to force an apology. A wholesome laugh with
the pupils is one of the best things to help overcome disrespect on
the part of the pupils. It would be better, of course, not to be obliged
to laugh at one’s own expense, too often. Supervised play solves
many problems like this one.
An apology unwillingly given is a lie or at best only a subterfuge.
No teacher can command respect by demanding it in so many words.
The teacher can compel respect only by showing her pupils that she
deserves it.
CONSTRUCTIVE TREATMENT
This effort at reform needs system. Adopt the simple rule that only
one person at a time will be given permission to leave the room. Ask
that each request be presented by first raising the hand. If your
pupils respond readily to your management you may sometimes
trust them to write the name on the board near the door instead of
asking permission vocally. This plan, however, is more suitable to the
high school, and even then supervision of the privilege must not be
relaxed.
If you do have pupils write their names on the blackboard, upon
their return, require them to note after their names the number of
minutes they were absent and let them make up this “lost time” at
intermission.
In case any pupil insistently leaves the room more often than you
would expect, institute an inquiry as to his physical health. Ask the
family physician or the mother for this information. In order to cut
off the bad effects of his example before the other pupils, you can
pass the word about, privately, that the doctor has asked you to give
Tom or Mary several interruptions of study during the day.
COMMENTS
A teacher who found that one of her brightest boys was setting a
bad example in this respect, dealt with it in a tactful way which
proved entirely successful. She was an excellent teacher, who trusted
her pupils very fully. They responded to this trust on the whole
admirably, but in one particular case her usual methods did not
work. She said nothing to the boy whose restlessness was causing the
trouble, but assuming that his frequent absences from the room were
caused by ill-health, she called on his mother and asked her to have
Robert’s health looked after. The mother promptly sent Robert to the
family physician, who made a careful examination but found nothing
wrong. All this to-do over his health, together with the trustful
anxiety of his mother and teacher, embarrassed Robert exceedingly.
He finally went to his teacher and told her that he was “now quite
well,” and that she would not be annoyed any more by his frequently
leaving the room. He was better than his word, for he stopped
leaving the room during the sessions altogether, and when he
stopped the other boys almost ceased also. Without having said a
word to any boy, without having shown them that she knew they
were indulging in a foolish and childish trick, the teacher had cured
the evil by dealing with the ringleader in a way that made him
ashamed of the quality of his leadership.
(3) Coughing epidemics. Often pupils indulge in epidemics of
coughing. One pupil begins, and by suggestion other pupils join in
the annoyance. The usual method of prevention is a scolding which
may arrest the outbreak but does not remove the tendency to repeat
itself. The very fact that the teacher notices the coughing intensifies
the suggestion.
It is to be understood that children often suffer from colds and
must cough. It would be cruelty to attempt to stop them. A better
way would be for the teacher to ask all the pupils to stand and take
several deep breaths and make some arm movements. The windows
must be opened to admit fresh air for the breathing and exercises.
The teacher can do this without the pupils having the slightest idea
that it was for the benefit of the pupil who coughed. In extreme cases
of coughing the teacher can go quietly to the pupil and ask him to
leave the room and take a drink. In most cases this will stop the
coughing. When coughing in the school-room is unavoidable, every
pupil should be taught how to cough into the handkerchief. The
article serves as a muffler for the sound and as a protection of one’s
neighbors against contagion.
It is quite worth while for the teacher to remember that the more
attention she pays to an outbreak of this kind, the more troublesome
it will prove to be, the oftener it will recur. One teacher who came
into a school in the middle of the term found that the pupils used
coughing outbreaks to annoy and worry their former teacher. They
tried the same on her. But much to their surprise she went right on
with her work and pretended that nothing unusual was going on. The
youngsters carried their outbreak to the limit of their capacities, still
the teacher went on unheedful of their efforts at annoying her. When
noon came she dismissed a band of worn-out youngsters. She had
won. They felt themselves outwitted. They did not try to annoy her
again.
Sometimes a pupil hiccoughs in a way to be annoying. While at
times hiccoughing can not be helped, still indiscreet teachers have
scolded pupils for it and thereby caused every pupil that could
hiccough to do it in a most annoying manner. Whenever a pupil
hiccoughs, a teacher may quietly ask the pupil to leave the room or
she can have the entire school stand and take several deep breaths.
This will usually cure hiccoughing. At the same time the windows
should be opened to admit fresh air.
(4) Giggling. Some pupils are addicted to “giggling.” In such cases
the teacher will find that to notice the annoyance will tend to
exaggerate it. If she can ignore it, the possibilities are that the
misdemeanor will cease. However, if it is so marked that it requires
her attention, the method applied must be indirect. It is quite certain
that if a teacher will persist in having a pupil that “giggles” do
something every time he indulges in the annoyance, he will be cured
of his trivial habit after a month or two.
Laughing in a proper way will hurt no one, and is by no means a
misdemeanor. It does children good to laugh and would sweeten the
lives of many soured teachers if they would laugh more. Often all the
pupils seem to want to laugh. The discreet teacher will let them have
their laugh; he will join with them. When the fun is over, he will say,
“Now let us all get busy.” If there is a tendency for the laughing to
become too boisterous, he may say pleasantly, “I like to see people
have fun, but if you will remember to laugh quietly when anything
funny happens, I shall appreciate it very much.”
CONSTRUCTIVE TREATMENT
COMMENTS
CONSTRUCTIVE TREATMENT
COMMENTS
CONSTRUCTIVE TREATMENT
COMMENTS
ILLUSTRATION
CONSTRUCTIVE TREATMENT
COMMENTS
CONSTRUCTIVE TREATMENT