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Air Defense Artillery Training Matters
Chapter 5
and Instruction
(page 92)
Subcourse | - | Credit |
No. | Title | Hours |
*603 | GEOREF | 3 |
605 | Counterinsurgency and Unconventional Warfare | 10 |
610 | U.S. Continental Army Command | 2 |
611 | ADA Staff Procedures, S1 and S4 | 13 |
612 | ADA Staff Procedures, S2 and S3 | 11 |
613 | ADA Staff Estimates and Orders | 11 |
625 | ADA Communications | 19 |
631 | ADA Fire Distribution Systems | 12 |
640 | Air Defense Electronic Warfare | 12 |
675 | Hawk Familiarization | 12 |
676 | Hawk Guided Missile System | 26 |
683 | Introduction to Surface-to-Air Missiles | 10 |
*694 | Nike Hercules Battery--Parr 1 | 14 |
*695 | Nike Hercules Battery--part II | 12 |
714 | AW Tactics and Gunnery | 19 |
716 | Introduction to Air Defense Tactics | 9 |
717 | Basic Air Defense Tactics | 15 |
719 | Advanced Air Defense Tactics | 15 |
*726 | ADA Automatic Weapons Materiel--Gun M42 | 15 |
763 | Introduction to Armored Cavalry Units | 3 |
FM 44-15 | Air Defense Crewman Individual Training Guide |
(C) FM 44-15-1 | Nike Hercules Fire Control Crewman Training Guide (U) |
FM 44-82 | Procedures and Drills for Nike Hercules Systems |
FM 44-98 | Air Defense Artillery Engagement Simulator --Guided Missile System Radar Signal Simulator, AN/TPQ-21 (Hawk) |
(C) FM 44-98A | Air Defense Artillery Engagement Simulator --Guided Missile System Radar Signal Simulator, AN/TPQ-21 (Hawk) (U) |
FM 44-57, Change 3 | Service of the Piece: Multiple Caliber .50 Machine Gun Motor Carriage M16A1 and Multiple Caliber .50 Machine Gun Trailer Mount M55 |
FM 44-61, Change 2 | Self-Propelled Twin 40-mm Gun M42 |
TC 44-12 | Air Defense Artillery Radar Clutter and Coverage Diagrams |
ATP 44-2 | Air Defense Artillery Brigades, Groups, and Missile Units |
ASubjScd 44-1 | Army Air Defense Fire Distribution Systems |
ASubjScd 44-2 | Visual Aircraft Recognition |
ASubjScd 44-3 | Air Defense Artillery Organization and Material |
ASubjScd 44-4 | Army Mr Defense Command Post Exercise |
ASubjScd 44-5 | Reconnaissance, Selection, and Occupation of Position for Air Defense Artillery Units |
ASubjScd 44-6 | Air Defense Artillery Artillery Automatic in Surface-to-Air Role |
ASubjScd 44-10 | Section Training of the Air Defense Element, Tactical Operations Center |
ASubjScd 44-11 | Tactical Air Control Center and Control and Reporting Center Sections |
ASubjScd 44-12 | Air Defense Artillery Service Practice Procedures |
ASubjScd 44-21 | Air Defense Artillery Operations and Intelligence Section |
ASubjScd 44-30 | Air Defense Artillery Ammunition |
ASubjScd 44-31 | Air Defense Artillery Service Practice Safety |
ASubjScd 44-17F20 | Advanced Individual Training and Refresher Training of Defense (181.1) Acquisition Radar Crewman, MOS 17F20 (181.1) |
ASubjScd 44-16D10 | Advanced Individual Training and Refresher Training of Hawk Missile Crewman, MOS 16D10 and 16D20 |
ASubjScd 44-16El0 | Advanced Individual Training and Refresher Training of Hawk Missile Fire ControlCrewman, MOS 16E10 and 16E20 |
ASubjScd 44-16C | Advanced Individual Training and Refresher Training of Air Defense |
(179) | Artillery Fire Control Crewman (Nike Hercules), M06 16C10 (179. 0) and 16C20 (179. 1) |
ASublScd 44-17H20 | Advanced Individual Training and Refresher Training of Fire Distribution System Crewman, MOS 1?H20 |
ASubjScd 44-16B10 | Advanced Individual Training and Refresher Training of Air Defense |
(177) | Missile Crewman (Nike Hercules), MOS 1~B10 (177.0) |
ASubJScd 44-13F | Advanced Individual Training and Refresher Training of Air Defense |
(192) | Artillery Automatic Weapons Crewman, MOS 13P10 (192.0) and 13F20 (192. 1) |
ASubfScd 44-16H | Advanced Individual Training and Refresher Training of Air Defense |
(151) | Artillery Operations and Intelligence Specialist, MOS 16M10 (151.0) and 16H20 (151. 1) |
ATT 44-2 | Air Defense Artillery Brigade (Group) |
Training literature prepared by the US Army Air Defense School which will be published in the near future includes:
FM 44-12-2 | Air Defense Artillery Engagement Simulator; Guided Missile System Radar-Signal Simulator Station AN/MPQ-TI (Nike Hercules) |
FM 44-15-2 | Nike Hercules Missile Crewman Training Guide |
Other air defense artillery training literature in the nondoctrinal field programed for development or revision during 1966 or 1967 includes:
FM 23-( ) | Redeye |
PM 44-15-3 | Air Defense Missile Fire Control Crewman (Hawk) Training Guide |
FM 44-15-5 | Defense Acquisition Radar Crewman Training Guide |
FM 44-15-6 | Air Defense Artillery Forward Area Weapons Crewman Training Guide |
FM 44-15-7 | Chaparral Crewman Training Guide |
FM 44-( ) | Air Defense Artillery Simulator--Evaluator System (AN/ MPQ-42) |
FM 44-( ) | Air Defense Artillery Hawk Battery Procedures and Drills |
FM 44-( ) | Air Defense Artillery Brigade, Group, and Battalion Techniques and Procedures |
FM 44-( ) | Air Defense Artillery Missile Battery Techniques and Procedures |
FM 44-( ) | Light Air Defense Artillery Battery Techniques and Procedures |
ATP44-( ) | Air Defense Artillery Forward Area Weapons Units |
ASubjScd 44-13 | Air Defense Artillery Automatic Weapons in the Ground Support Role |
Project 25478 | Introduction to Air Defense Artillery Engagement Simulator- Guided Missile System Radar-Signal Simulator Station AN/MPQ-TI (Nike Hercules) (B&W, 30 min) |
Project 25480 | Introduction to Army Air Defense Weapons (color, 30 min) |
Project 25545 | Nike Hercules Missile--Part I--Inspection, Unpacking, and Initial Assembly(B&W, 30 min) (to replace TF 44-2815) |
Project 25546 | Nike Hercules Missile--Part IV--Final Preparation of Warheads and Forward Body Section(B&W, 30 min) (to replace TF 44-2615) |
- | Infrared Radiation and Detection(color, 30 min) |
Air defense artillery training films scheduled for production in 1966 include:
- | Use and Operation of Radar Sets AN/FPS-69 and AN/FPS-71 With Consoles (B&W, 40 min) |
- | Programing the Hawk Engagement Simulator. AN/TPQ-2I (color, 20 min) |
- | Redeye--Pea I--Introduction (B&W, 20 min) |
- | Redeye--Part II--Employment and Tactics(B&W, 30 min) |
- | Nike Hercules Guided Missile System: Organizational Safety--Part I--General Safety (color, 30 min) |
- | Nike Hercules Guided Missile System: Organizational Safety--Part II--E~xplosive Safety (color, 30 min) |
MOS EVALUATION TESTS
The US Army Air Defense School provides the Enlisted Evaluation Center(EEC),
an agency of the Office of Personnel Operations, Department of the Army, with the
necessary material to produce military occupational specialty (MOS) evaluation
tests for 15 air defense artillery MOS's containing 37 skill levels and requiring
the annual review and change of approximately 7,400 test questions. The School
also provides the EEC with the necessary material to produce 10 fire distribution
system maintenance MOS evaluation tests containing 16 skill levels and requiring
the annual review and change of approximately 3,200 test questions.
AUTOMATION AND TECHNAMATION PLANNED FOR BASIC ELECTRONICS INSTRUCTION
The Basic Electronics Division, US Army Air Defense School, is continuing its
experiment in attempting to make instruction more appealing and informative
through the use of audiovisual reviews. This automatic audiovisual presentation
uses a standard tape recorder, a 35-mm slide projector, and a programer.
Reviews on the direct current block of instruction have been used, and the
students indicate that these short reviews help them understand the material.
Additional reviews are presently being prepared on the alternating current block
of instruction.
Color slides of actual equipment are used for the reviews on test equipment.
It has been found that negative slides of drawings and circuit components are more
effective than positive slides. Use of color to emphasize certain portions of a
circuit or key points also has been effective .
These presentations can be used as a continuous presentation or can be used by
showing only a small portion of the material at a time. The presentation can be stopped
any time and then restarted by stopping and starting the tape recorder. The slide
projector is controlled by the tape recorder through the programer.
To date, programs have been prepared only as reviews to supplement classroom or
laboratory instruction. Due to the flexibility and simplicity of operation of the
equipment, it is believed there are many other possible uses of this audiovisual
technique.
After more material has been developed, it is planned to try various methods
to improve student learning.
The Guided Missile Systems Officer Course (4F-1181) (fig 103), conducted at
Fort Bliss, is an advanced educational-type course in which the sciences relating
to guided missiles and space technology and the practical aspects of all guided
missiles are taught. Its primary purpose is to provide commanders with staff officers
who are capable of analyzing past, present, and future developments and trends in the
scientific field as related to concepts of modern warfare. No other course in the
Army school system so adequately prepares officers for the duties of senior staff
adviser, G3 planner, troubleshooter and analyst, technical intelligence officer,
liaison officer to civilian or military agencies, research and development
specialist, or evaluator on missile systems.
This course offers a special opportunity for officers who are interested in an
advanced education at college level with recognized college credits. Those who meet
the prerequisites can pursue undergraduate and graduate level studies in this 9-month
course under a select faculty distinguished by advanced degrees in electrical
engineering, mechanical engineering, aerospace, physics, and chemical engineering.
Selected Officers
4F-1181
TRAINED IN:
Figure 103. Guided Missile Systems Officer Course (4F-1181).
It is recognized that education means efficiency, preparedness, and the
ability to deal with the unelq~ecred. The far-reaching effects of the rapid
pace of modern technology are viewed to advantage by the personnel educated
to analyze their implications. For the man with an education, the possession
of knowledge means strength, stature, respect, opportunity, advancement, self
satisfaction, and security.
The course (fig 104) starts with a study of mathematics from calculus through
differential equations to LaPlace transforms, statistics, and probability. It
progresses to the study of modern physics, statics, kinematics, and celestial mechanics.
With this background, the student then studies the theory and design of all types of
guided missile propulsion systems, aerodynamics, guidance and control systems, analog
and digital computers, thermodynamics and heat transfer, and space technology. Finally,
the student goes on field trips to White Sands Missile Range, Holloman Air Force Base,
Fort Sill, and to selected research and development agencies on the West Coast to receive
lectures from key scientists who are spurring the technological advance.
Figure 104. Guided Missile Systems Officer Course curriculum.
The course prerequisites are one semester of integral and differential calculus,
one semester of college physics, a security clearance of interim SECRET, and a minimum
rank of first lieutenant.
The Guided Missile Systems Officer Course is open to all branches of all services
and selected foreign officers from England and Canada. The input to each of the two
classes per year--one starting in February, the second in August--is by Department of
the Army selection and individual application. Unit personnel officers will assist in
preparing application forms. Further information can be obtained from the US Army Air
Defense School, Fort Bliss, Texas.
TASK HAWKEYE
In a continuing effort to provide the field with a better trained technician, the
Air Defense Division, Human Resources Research Office(HUMRRO), has developed an
experimental training program with the cooperation and assistance of the Air Defense
School. Conventionally trained technicians begin their study of radar systems by
lectures on basic principles of electronics and progress, through schematic diagrams,
to a large radar component. Under the HAWKEYE concept, students are introduced on the
first day to the entire item of equipment and immediately put to work at operating it.
Obviously, untrained students react with a flood of questions which provides the
formula for this experimental approach.
This approach, known as functional context training, is based on three essential
principles: a student must increase his skills if he is to perform assigned tasks,
equipment is taught by encountering the components in operation, and theory is
introduced only where there is a clearly established need. HAWKEYE is concerned
with testing the training concept of progressing from the whole to the components
versus the present system of progressing from the components to the whole.
HAWKEYE is being conducted, utilizing the Hawk Continuous-Wave Radar Maintenance
Course presently taught at the Air Defense School. A class of 31 enlisted students
was selected for the experiment. This class will complete the course in January 1966.
Since this will be the initial application of the HAWKEYE program of instruction, it
is expected that some desirable modifications of the instructional methods, sequencing,
and training aids will become apparent during training. Therefore, to insure the validity
of this experimental approach, a second class will be selected in CY 66 for similar
training in the same course.
Results of this particular application of functional context training will not be
available for publication until after the second class has completed training. Preliminary
experiments in teaching by means of progressing from the whole to the part were first
tried by HUMRRO attheUS ArmySignalSchool, Fort Monmouth, NewJersey. More
extensive experimentation led to the full-scale course now being conducted at
the Air Defense School.
227.1 EXPERIMENT NO. 1
The Air Defense School is conducting an experiment aimed at reducing the
attrition rate in its technician courses. The area of highest attrition is the
basic electricity portion of the basic electronics subcourse, which is where the
School has focused its attention. In an attempt to help the slower learners, the
227.1 Experiment No. 1 (fig 105) was evolved. The 227.1 Hawk Missile and Launcher
Maintenance Course (121.227.1) was selected for this experiment, the test beginning
1 September 1965 with Class No. 3-66.
The concept for the experiment calls for the addition of a "Zero Week" at the
beginning of the course. During this week the students take an electronics placement
test and a mathematics test. Based on the results of these tests and the students'
area aptitude scores in EL, VE, and AR, the School hopes to spot potential failures.
The class will be divided into two groups at this time. Students in Group 1 will be
the average learners and will proceed through the course under the normal program of
instruction.
Students in Group 2 will be those students indicated to be potential failures
and slow learners. This group will receive the 140-hour block of basic electricity
in a slower, more detailed 186-hour block to provide a solid foundation for future
learning. Upon completion of this block, Group 2 will then be integrated into
Class No. 4-66 for the basic electronics instruction and equipment instruction
as prescribed in the normal program of instruction.
In addition to the testing in "Zero Week, " the students will receive instruction
to improve their study and reading habits and methods, a mathematics refresher course,
and Hawk equipment roundrobin instruction for motivational purposes.
It is hoped that this program will reduce the number of failures, thus saving
money and man-hours and producing more and better air defense artillery maintenance
technicians. If this experiment reduces the attrition rate as much as hoped, the
program will be included in all technician courses taught in the Air Defense School.
Figure 105. 227.1 Experiment No. 1.
FOREIGN STUDENT PROGRAM
Each year hundreds of foreign students, many with dependents, arrive at
Fort Bliss to receive instruction on the Nike Hercules and Hawk systems. The
Air Defense School is charged with providing them with military services, recreational
facilities, entertainment programs, social activities, and a basic understanding of
the American way of life.
Training is accomplished through two Government programs: the Military Assistance
Program (MAP) and the Military Assistance Sales (MAS) Program. MAP is the United States
program for providing military assistance under the Mutual Security Act of 1954 as
distinct from economic aid. This assistance includes furnishing of military materiel
and training assistance through grant aid or military sales to eligible nations as
specified by Congress. Under the MAS Program, purchase of an air defense artillery
system by a country and training of that country's personnel at Fort Bliss are authorized.
Training is conducted for individual students and groups to provide the key
personnel required for a complete unit, such as a battalion. The normal procedure
for training a unit (tig 106) is described below.
Initially, Department of the Army gives the US Army Air Defense Center a time
frame in which a non-US missile battalion is to be trained. The Air Defense Center
recommends a starring date for the training, based on its capacity to train a
battalion during the recommended time frame. If the starting date is agreeable
to the nation concerned and if equipment is available, the Air Defense School is
requested to schedule and conduct training for battalion key personnel.
Figure 106. Typical non-US Hawk unit training program.
The School must schedule key personnel so that all personnel finish their
courses simultaneously. Because of the difference in length between supervisory,
operations, and technician courses, the starting dates for courses are staggered.
Another factor which enters into determining the starting dates for the classes
is the English-speaking ability of the students. It the students are not fluent in
English, as determined by the MAAG from the country concerned, the course length is
increased to allow for interpreters to translate instruction in the classroom.
Upon completion of School training, the battalion draws its equipment and begins unit
training under the US Army Training Center, Air Defense, at Fort Bliss. The Center trains
fire control crewmen, missile launcher crewmen, and radio operators, creating the new
missile unit by combining School-trained personnel with Center-trained personnel to
complete the unit package.
Tactical exercises and unit proficiency tests are conducted to uncover any existing
training and equipment problems. Upon completion of the unit training cycle, the package
normally conducts a live missile service practice at Mccregor Range to determine its
combat readiness. When the package is determined to be combat ready, the unit returns
to its home country for deployment.
The Air Defense School has been an active participant in the foreign student
training program since 1953. More than 10,000 Allied students from 48 countries
have been trained at the Air Defense School (fig 107).
Figure 107. Students from 48 countries trained at Air Defense School.
The Allied Student Battalion was organized to handle this large input of
Allied students. Divided into seven sections-adminiscrafion, operations, activities,
language laboratory, supply, mail, and buildings and grounds--the battalion can supply
all of the many needs of the Allied students.
In addition to operational duties, the battalion has the responsibility for
conducting an effective informational program about the United States. Through
various means of familiarizing the Allied personnel with the United States, the
student is able to gain a more informed impression of this country.
The informational program is conducted by a special division of the battalion,
called the activities section, which is responsible for the orientation of students
from the time they arrive until they depart. The program is conducted in a manner
to acquaint the personnel with the 10 informational objectives set forth by DA.
These informational objectives are as follows: Federal, State, and localgovernment;
judicial system; two-parry system; free press; minority groups; diversity of American
life; agriculture; economy; labor; and education.
The activities section is organized into five basic subdivisions, each one
presenting a clear picture of the United States in its own mannel. Although each
section functions separately, all work together to provide the overall program.
A brief description of each follows .
INITIAL ORIENTATION
Upon arrival in Fl Paso, each student, after being met and assisted in getting
settled, is given a welcome to the School by the Commanding Officer, Allied Student
Battalion. Following necessary administrative processing, he is given a thorough
briefing on the activities which will be available to him and his dependents during
his off-duty hours. He is then shown a series of six DAˇapproved travelog films about
the United States, each depicting a different geographical area of our country.
Following the films, on each of tan, afternoons, he is taken on tours of the post
and El Paso to farirlliarize him with the new surroundingsi Included in the
Fort Bliss tours is a visit to the post exchange, commissary, officers':and
NCO clubs, service clubs, theaters, and the building where his first class
will be held. The El Paso tour visits points of interest in the city and concludes
at a modern shopping center.
Following This initial orientation which is required for all incoming students,
the information program is conducted snictly on a volupcarybasis. Activities
designed to shaw items typically American are then offered to the students, and
they may participate if they desire. The other four subsections described below
are conducted on this basis.
TOURS
This branch organizes local (fig 108) and out-of-town (fig 109) tours as well
as offering navel assistance to those traveling on their own. Its activities are
conducted on afternoons, weekends, and holidays.
Tours to places in the immediate El Paso area are conducted weekday afternoons
upon the individual classes' request. Trips to banks, manufacturing companies,
government agencies, schools, refineries, television stndios, newspapers, and
food processing companfes are common. Each four lasts about 2t hours and is
conducted by a representative of the company concerned. In many instances,
students are given free samples and mementos of their trip. During the period
January 1964 to June 1965, 225 local tours were conducted to 28 different places
with over 6,000 students participating.
One-day trips by commercial bus to points within a 200-mile radius of El Paso
are conducted each weekend. These trips are held in conjunction with various
industries, national parks, and Chambers of Commerce in the area. Tours visit
such places as Carlsbad
Caverns, White Sands National Monument, Kennecott Copper Corporation, and
Mescalero Indian Reservation. These tours are furnished at no cost to the
students, except for lunch, and are on a first-come, first-served basis.
Anywhere from 35 to 120 students participate in each tour. Approximately six trips
are conducted each month. During the period January 1964 to June 1965,
out-of-town tours to 18 different places were made with 5,800 students participating.
Special out-of-town tours are taken over 3- to 4-day holiday periods.
Tours are conducted in coordination with local bus and travel agencies,
and students visit California, Colorado, Grand Canyon, and other places of
interest. Cost of the trip is paid entirely by the students, and a US escort
accompanies them. During the 18-month period, four tours with 526 students and
dependents participating were conducted.
Figure 108. Allied students tour an El Paso brewery.
Vacation assistance is offered each student traveling on his own. Through close
coordination with State travel bureaus, this battalion is able to furnish each
student with maps, brochures, and guides to each point of interest on his trip.
Additionally, the student receives a personal letter of introduction, and if
visiting California, a discount ticket to Disneyland. Reservations at various
military installations, YMCA's, and motels are also made upon request.
SPORTS
The sports program at the Allied Student Battalion is a unique one.
Different sports from all over the world are offered to meet the diversified
interests of the students. Among the sports offered are judo, karate, kendo,
European handball (fig 110), soccer, baseball, water polo, volleyball, and fencing.
The battalion has converted an unused building on the post to the Allied Student
Gym, and it is from here that the program is directed. All facilities, including
equipment and uniforms, are provided.
Intercountry competition is conducted in European handball, soccer, and
volleyball, and trophies aregiven to the winners, runners-up, andthe team
displaying the best sportsman ship. Since all countries are interested in
keeping their men physically fit while attending the United States Army Air
Defense School, the program is always an active one.
Figure 109. Allied students stop at scenic spot on trip to Cloudcroft, New Mexico.
Figure 110. European handball game between German students.
SPECIAL EVENTS
Another subdivision of the activities section is a special events program,
charged with keeping the students up to dare on happenings in and around El Paso.
Through a weekly newsletter to each student, they are kept informed on occurrences
such as concerts, rodeos, plays, sporting events, and other special happenings which
they may attend. Through encouraging these students to attend as many of these events
as possible, it is felt that they will gain some idea of our American culture. For
many events, tickets are donated free of charge by El Paso civilians. For others,
the battalion purchases tickets for interested students. In most cases, if free tickets
are not made available, the student is able to obtain them at a reduced cost. During
the past 18 months, over 1,800 free tickets have been provided to the students.
Another important function of the special events department is the guest speaker
program. Through close liaison with the El Paso community, various civic and church
groups and high schools periodically request students from the countries in residence
to speak to their group concerning their country. Students give talks on religion,
education, culture, or generally about their country. Many times they show films or
slides to accompany their speech.
This section also assists the countries in putting on special shows for the
general public. Students frequently put on shows at local libraries, YMCA's, and
in connection with special happenings in El Paso. During the period January 1964
to June 1965, 25 shows with an attendance of more than 7, 500 persons were held.
Of special note is the Allied radio program. Each Sunday from 1000 to 1030, the
Allied students present announcements and music of their country on a local radio
station. The students, with assistance of this seaioa, plan, tape, and present
the show themselves.
Additional events conducted for the students are the graduation photo and the
honorary citizenship program. Upon graduation, each student receives a photograph
of his class from the battalion and is presented with an honorary citizenship of
El Paso by the mayor or his representative.
HOST FAMILY PROGRAM
The most important and most complete introduction to the United States is
accomplished through the host family programs. These programs are simple, casual
hospitality programs with local El Paso and Fort Bliss families periodically
hosting Allied personnel in their homes (fig 111). Both military and civilian
programs are conducted.
The battalion works with theAUied military program committee of the El Paso
Council for International Visitors. This committee, completely voluntary, is
responsible for locating suitable El Paso families who ~ould like to have Allied
personnel in their home on a sustained basis. Basically, the committee supplies
the families, and the battalion provides the students and administrative assistance.
The students and the families are then introduced.
Families entertain the students at a minimum of once a month; however, most of
the time it is more Frequent. They participate in a variety of events, including
barbecues,
dinners, watching television, or just talking. Families are asked not to
furnish lavish entertainment, but rather to simply include the students
in their everyday activities.
Figure 111. Foreign students in home of civilian family sponsor.
Only students who speak English, those who will be at Fort Bliss for
3 months or longer, and those who desire a host family participate in the program.
Through this program the students get a firsthand idea of what a typical
American family is like, what its problems, ideas, and interests are, and how
it utilizes its leisure time. The families in return get to know well some
of the personnel from various countries.
These two programs have contributed greatly to promoting understanding.
Favorable comments are continually being received by families from their
former students after they return home. In addition, as an indirect result
of the program, Fl Paso clubs have been formed in at least four different
countries. During the period January 1964 to June 1965, 471 families hosted
995 students and 440 dependents.
The informational program as established at the Allied Student Battalion
is a unique one. Although everything except the initial orientation is voluntary,
the program is being constantly expanded to include the vast number of students
desiring to participate. During their stay
here, the foreign personnel are anxious to see as much and learn as much as
possible about the United States. ?hrough offering assistance and a variety
of events in which to participate, the informational program is able to fulfill
the student's wish.
CHAPEL
Although not directly a part of the informational program, an Allied Student
Chapel (fig 112) has been provided on the post. Presently, a Protestant and a
Catholic chaplain from Germany are in residence To administer to the religious
needs of German personnel here. Services are conducted each week, and the chaplains
maintain regular office hours. In the past, Belgian and Netherlands chaplains have
also been stationed here.
Figure 112. Allied student chapel.
If you have comments or suggestions, Send e-mail
to Ed Thelen
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