[p5] Foreword

When one reads the biographical sketch of a great man he often wonders how much of the tale is true, and how much of it is mere embellishment by an overly enthusiastic author.

While it is correct to say that Colonel Ganoe is a skilled and vivid writer,​a it happens that he and I, working together on the same team, and in an atmosphere of rare loyalty and harmony, lived through the events he so well describes in this book. In other words, I remember the many incidents he describes, and can therefore voice support of their truth and accuracy and that they are not overdrawn.

Here is the portrait of a man whom Ganoe and I can only regard as our greatest living American. It covers a period when that man, as a youthful Brigadier, was developing and gaining stature to reach his subsequent exalted place in the history of our country.

When General MacArthur assumed his duties as Superintendent of the United States Military Academy on June 12, 1919, he was thirty-nine years of age. This meant that he was younger, with one exception, than any other Superintendent since Sylvanus Thayer. The exception was General Thomas H. Ruger, who in 1871, at the age of thirty-eight, was made Superintendent of his alma mater, and like MacArthur, had a brilliant combat record behind him.

But General Ruger's problems were not comparable to those faced by MacArthur. The former had a going institution with all four classes, and small ones, whereas MacArthur had, in effect, only yearlings and plebes, and a corps that had outgrown its quarters. Ruger had to carry on, while MacArthur had to build and restore. He did this under the grave handicaps and difficulties so well described by the author. That he succeeded brilliantly has been amply proved by the passing of time.

Thus, as an example, many graduates felt that the "Two-Year Class" of 1920 could not possibly be up to standard. But [p6]MacArthur's brilliant leader­ship, both in person and as filtered down to the class through the loyalty, interest and hard work of inspired young officers of the Tactical and Academic Departments, seems adequately to have met the challenge, for in World War II this class gave to our armies fifty-three one‑, two‑, three‑ and four‑star generals. This approximated one out of every three members of the class still in service when the war broke out. The remaining two‑thirds of the class, almost one hundred percent, became colonels who held highly important command and staff assignments during the war. The class has also produced a record of four professors serving (in 1960) on the Academic Board of the Academy. Thus, MacArthur's first graduated class, pronounced handicapped at the time, has proved itself to be a great class.

And as another example, MacArthur originated the idea of, and established, intramural athletics. This was achieved in spite of rather violent vocal opposition of influential officers in high positions. But intramural athletics proved a great success. They have endured uninterruptedly to the present time, and now hold a secure and important place in the West Point curriculum.

It was my rare good fortune to serve as MacArthur's Commandant of Cadets. In that capacity I saw and was closeted with him almost every working day, in the dedicated effort by both of us to enhance the discipline, the instruction, the appearance and the morale of the corps. About three months after the arrival of MacArthur, one of the periodic and regrettable hazing investigations proved necessary. It was the last and the only one that occurred during MacArthur's administration, for discipline by "firmness, kindness and justice" soon became the undeviating doctrine of control. Time-honored customs of West Point, featuring for the most part immaculate appearance, courtesy and proto­col, were preserved and fostered. They were taught, however, by soldierly deportment and conduct rather than by the tyranny, abuse or arrogance of upper classmen toward lower classmen — something that almost inevitably creeps in with hazing.

After my daily session with MacArthur, it was habitual for me to discuss matters with Ganoe, for it was on him and on [p7]me that usually fell the privilege and duty of carrying out the Superintendent's wishes, decisions or instructions.

I had known MacArthur for three years as a cadet. In that time, I had watched him go from First Corporal to First Captain, and had become well aware of his rare intellectual brilliance. The corps' respect and admiration for him were so pronounced that his cadet honors seemed conspicuously merited. Now for three years I served him as Commandant of Cadets. During that time my admiration, respect and even affection for him constantly increased to the point where I look back on this period as the most rewarding and cherished of my entire service.

I have been honored to serve under many officers whom I regarded as great leaders. None of them could I rate as superior to MacArthur in this great soldierly attribute — perhaps none as his equal. His was a gifted leader­ship, a leader­ship that kept you at a respectful distance, yet at the same time took you in as an esteemed member of his team, and very quickly had you working harder than you had ever worked before in your life, just because of the loyalty, admiration and respect in which you held him. Obedience is something a leader can command, but loyalty is something, an indefinable something, that he is obliged to win. MacArthur knew instinctively how to win it.

Leaders — real leaders — are sorely needed in every walk of our American life, be it military, industrial, political or social. Colonel Ganoe has painted in this book the portrait of a rare and gifted leader, one whose qualities, characteristics and methods can profitably be pondered by anyone who aspires to, or has been placed in, a position of responsible leader­ship.

Robert M. Danford
Major General United States Army,
Retired

New York City

March 25, 1962