Early Military Service
Prior to World War II, he was in 1938 a Colonel in command of 27th Infantry Regiment. In 1941 he was promoted to Brigadier General and Assistant commander of the 9th Infantry Division.
Harding had an agile mind. He could quote T. S. Eliot or Tennyson or Kipling, and discuss history or astronomy like an Ivy League professor. Harding understood the modern military and had literally written the book on it. During 1934, Col. George Marshall was assistant commandant at Fort Benning and selected Harding as an instructor and put him in charge of the Infantry School's publications. He edited Infantry in Battle, a book that codified new ideas on how to organize infantry in battle. Harding was responsible for planning the book and supervising preparation and editing of the manuscript.
The triangular division structure it described was composed of three regimental combat teams each supported by its own simplified support and command structure. The organizational structure emphasized speed, agility, a lower casualty rate, and adaptability. This contrasted with the square division structure of World War I which was designed for attrition combat characteristic of trench warfare. Infantry in Battle is still used as an officer's training manual in the Infantry Officer's Course, and was the training manual for most of the infantry officers and leaders of World War II.
Read more about this topic: Edwin F. Harding
Famous quotes containing the words early, military and/or service:
“Today’s pressures on middle-class children to grow up fast begin in early childhood. Chief among them is the pressure for early intellectual attainment, deriving from a changed perception of precocity. Several decades ago precocity was looked upon with great suspicion. The child prodigy, it was thought, turned out to be a neurotic adult; thus the phrase “early ripe, early rot!””
—David Elkind (20th century)
“War both needs and generates certain virtues; not the highest, but what may be called the preliminary virtues, as valour, veracity, the spirit of obedience, the habit of discipline. Any of these, and of others like them, when possessed by a nation, and no matter how generated, will give them a military advantage, and make them more likely to stay in the race of nations.”
—Walter Bagehot (1826–1877)
“For those parents from lower-class and minority communities ... [who] have had minimal experience in negotiating dominant, external institutions or have had negative and hostile contact with social service agencies, their initial approaches to the school are often overwhelming and difficult. Not only does the school feel like an alien environment with incomprehensible norms and structures, but the families often do not feel entitled to make demands or force disagreements.”
—Sara Lawrence Lightfoot (20th century)