Description

EASTERN COMMAND GUERILLA WARFARE SCHOOL (AUSTRALIA).

[An Archive of Original Training Notes for a ‘Guerilla Warfare School’ for Australian WWII Soldiers].

[Studley Park Estate, Narellan, New South Wales], 1942.

 

 

During the second half of World War II, the Australian Army played a decisive role in the Allied fight-back against Japan’s 1941-2 conquest of Southeast Asia.  In the critical Southwest Pacific Theatre, the Australians were key players in the New Guinea Campaign (1942-5), Solomon Islands Campaign (1943-5), Philippines Campaign (1944-5) and the Borneo Campaign (1945).  Without them, the Allies would never have prevailed.

 

One factor that was common to all these campaigns was the prevalence of guerilla warfare.  Unlike the grand field battles in Europe or the desert showdowns in North Africa, much of the fighting in the Southwest Pacific Theatre was fought by relatively small, highly mobile detachments in rugged terrain covered in thick jungle.  The Japanese had proven themselves as masters of surprise, ambuscades, boobytraps, hand-to-hand combat and the use of hidden redoubts, caves and tunnels.  During the early stages of the war, the Allies were caught backfooted by the Japanese guerilla tactics, and if they hoped to mount a reprise, they would need to up their game.

 

In preparation to send troops into the Southwest Pacific Theatre, the Allies decided to make the teaching of guerilla warfare tactics a major element of military training.  This curriculum for men destined for commando roles or serving as part of advance parties became the core element of their education.

 

Establishing guerilla training schools or coherent asymmetric warfare courses was often easier said than done, as the curriculum required instructors with a diverse and high level of experience, a large amount of space with varied and sometimes sophisticated equipment, and an enhanced level of security/secrecy than was common for regular infantry training.  The highly kinetic nature of guerrilla warfare training left students and instructors vulnerable to injury and mishap, such that an extra level of skill and care was always required.

 

The Allies rose to occasion, as the British established first rate guerilla warfare schools in India; the Americans founded such institutions stateside and in New Guinea (including the famous Alamo Scouts Training Center (ASTC), opened in New Guinea in November 1943), while the Australians established a few excellent centres of guerilla training in their own country, notably the Guerilla Warfare School at Tidal River, Victoria, and the Eastern Command Guerilla Warfare School, near Sydney.

 

The Eastern Command of the Australian Army was responsible for recruiting and training Australian troops over a territory that included most of New South Wales (including greater Sydney), making it the single most important military district in the army. 

 

One of its great achievements was the establishment of the Eastern Command Guerilla Warfare School in 1941, located on the spacious grounds of the Studley Park Estate, in Narellan, NSW, about 60 kms south-west of downtown Sydney.  The estate was an extraordinary place, home to a grand Victorian mansion, Studley Park House, and a golf course, and boasted some unusual ‘Hollywood-style’ amenities, as its owner, Arthur Gregory, was the Australian representative for Twentieth Century Fox.  In October 1939, shortly after outbreak of the war, the Department of Defence leased (i.e., commandeered) the entire estate at the cost of £12,/12/- per week.

 

At Studley, the Australian Army Service Corps (AASC) School was was established as one of the largest military training bases in Australia, which led to a vast expanse of barracks, mess halls, classrooms and drill courses being built on the Studley grounds.  The AASC was responsible for training thousands of the troops in a diverse array of curricula, ranging from standard infantry and artillery courses to specialist, elite programmes.

 

The Eastern Command Guerilla Warfare School was a semi-autonomous and elite division of the AASC, which operated on its own restricted part of the Studley Park campus.  While it commenced operations in 1941, it was not until early the following year that the school gained its stride, offering a comprehensive range of courses to a sizeable student body.

 

Guerilla warfare training was the ideal preparation for fighting in the jungles of New Guinea and Southeast Asia, teaching subjects such as hand-to-hand combat, how to make booby traps and bombs, and how to mount ambushes and to operate in stealth mode, undetected by the enemy, etc.  Mastering such tactics of asymmetric warfare would allow small, independent units of Australian troops to defeat much larger and better armed Japanese forces.

 

Many Australians, particularly those from the Outback, showed themselves to be very quick studies of guerilla warfare techniques, as they already possessed many relevant skills, gained from hunting and tending to livestock (i.e., marksmanship, laying traps, stalking prey, etc.).  However, these rough skills and instincts required the discipline of a systematic and coherent structure to render them useful in the most dangerous and unfamiliar of environments.

 

While only as small percentage of the Australian troops who were engaged in active combat in the Southwestern Pacific Theatre had completed a proper course of guerilla warfare training, the elite soldiers who had, played a decisive role in the brutal, hard-won victories that ultimately secured Allied victory.

 

The Studley Park Guerilla Warfare Archive in Focus

 

Here is an amazing, and perhaps unparalleled archive of original course notes used at the Eastern Command Guerilla Warfare School, all made via a crude form of photo-replication.  Comprised of 23 different lectures or parts thereof, including 4 full-page sheets of illustrations, plus other forms of diagrams, the course covers fascinating and important subjects such as an Introduction to Guerilla Warfare, Fieldcraft, Scouts (Advance Parties), Maintaining Direction, Principles for Being a Good Instructor, The Use of Camouflage and Concealment, Night Operations, Ambush and Road Blocks, Demolitions (very detailed), Missiles, Incendiaries, Poisons, Booby Traps and Sabotage, Unarmed Combat, First Aid and Anti-Tank Warfare, amongst others.

 

The present documents seem to have been assembled from a least a couple of different courses/curriculum plans, with its cumulative coverage being quite comprehensive, with almost all the featured topics seemingly covered in a complete fashion in coherent, self-contained sections.

 

Almost all the lectures/units of the archive are dated March 1942, and so appear at a critical historical juncture, just as Japanese forces were successfully realizing a blitzkrieg conquest of all Southeast Asia, placing the Allies on the back foot.  Thus, the command of the Australian Army knew that the only path to victory traveled though the jungles of New Guinea, etc., the ultimate realm of guerilla warfare.  As such, the Eastern Command Guerilla Warfare School assumed a prominent role in the greater war effort.  Almost all the documents of the archive are initialed in print by the author/course instructor, ‘C.A.R.’, whom we have not be able to identify.

 

The Allies eventual mastery of guerrilla warfare played a decisive role in the outcome of World War II in Southeast Asia, yet extensive training for this field was reserved for elite troops and methods were always considered confidential, it not secret.  As such, few guerrilla warfare training manuals or notes were made by any of the sides in the war, and very few survive today.

 

Indeed, the present notes were printed in a crude form of photo-replication that would yield only a small number of examples (although curiously using expensive watermarked paper, perhaps due to the strange nature of the wartime paper supply), while most examples would have been destroyed once the course was completed due to their sensitive nature (i.e., burn after reading!).  We cannot trace a reference, let alone the whereabouts, of any course notes, or like documents relating the Eastern Command Guerilla Warfare School; the elements of the present archive are quite likely unique survivors.

 

The archive provides, as an utterly fascinating, very thorough and authentic ‘insider’s view’ into the secret world of World War II guerilla warfare training, a subject that is frequently refenced by historians, but seldom discussed in detail, and its thus of great value to scholars and enthusiasts of the period.

 

THE CONTENTS OF THE ARCHIVE

 

For the sake of organization, we have divided the Archive into 5 sections (A,B,C,D,E,F) and numbered its elements (1-23).  All documents are in Very Good condition unless otherwise stated.

 

1. INTRODUCTORY LECTURES

 

[1].

Eastern Command Guerilla Warfare School.

Introductory Lecture. – Guerilla Warfare.

March 1942, initialed by author/instructor: ‘C.A.R.’

3 pp., printed single-sided, stapled and attached to nos. [2-5 inclusive] following (a bit tattered at edges).

 

This introductory section commences with “The Object of this lecture is to sell the story “Guerilla Warfare””.  It continues that students will participate in actual simulated guerilla warfare operations.

 

Guerilla Warfare, or “G.W.”, as practiced at the Eastern Command Guerilla Warfare School “may be employed by three differently organized groups of men and/or women.  The principles of conduct of G.W. remain the same throughout, but the application of these principles and the method of waging the war will vary in some respects, depending on which group you happen to be included in… The object of G.W. is to harass the enemy in every conceivable way, within all the territory that he holds or is operating in, until such time as the scope and intensity of effort directed by guerillas at him, makes him incapable of continuing his invasion and finally forces him into a cession of hostilities… This object is achieved by compelling the enemy to disperse his forces in order to guard his flanks, his communications, his detachments, supply depots, etc. against the attacks of guerrilla and thus so weaken his main armies that the conduct of a campaign becomes impossible…”

 

“There are three main types of G.W…

 

1. The activities of individual or of small groups working by stealth or acts of sabotage.

 

2. The actions of larger groups (commando or independent co[mpan]y.) working as a band under a nominated leader, and employing military and semi-military tactics, and weapons, etc. to assist in their object, which is usually of a destructive nature.

 

3. The operation of large guerrilla forces, whose strength necessitates a certain degree of military organization in order to secure their cohesion and to make and carry out effectively a plan or campaign.”

 

Next, topics are covered such as Objectives: Methods & Principles; Arms and Equipment; Information and Intelligence Service; Training; and Planning and Action.

 

The section ends with the advice “Be Ruthless, Be Energetic – Plan and Work Now. Use “Dirt” but Get in First”.

 

[2].

Eastern Command Guerilla Warfare School.

Lecture 2. Fieldcraft.

March 1942, initialed by author/instructor: ‘C.A.R.’

2 pp., printed single-sided.

 

This lecture covers “use ground, cover and camouflage”.  It continues that “Fieldcraft is a means to an end. The end is the destruction of the enemy and the war material, and the means is the arrival of your band at the right place and at the right time in a fit state to carry out this end… Being the most obscure of our subjects to analyze it is, if course, difficult to teach. However, it its wholly the application of common sense and it appeals to most of us, as it consists in reviving certain instincts inherent in man, but now, owing the general artificial life we lead gradually disappearing… Many of you are expert bushmen, but for military purposes we must analyze and teach the general principles of the subject so that we can teach our men how to move over any type of country…

 

The “Scope of Subject” includes expert knowledge of map reading; use of ground – cover and camouflage; moving at night; special equipment; concentrated rations and hidden caches; transport; living and travel conditions in different types of country; use of optical aids; patrol work; Ambush; street fighting; escaping from captivity; and verbal communication (as opposed to written – i.e., covering your tracks).

 

[3].

Eastern Command Guerilla Warfare School.

Lecture 3. Observation.

March 1942, initialed by author/instructor: ‘C.A.R.’

1 p.

 

Here it is noted that “Observers are the eyes of the commander. Efficient observation will protect your life in order that you may move freely cause death and destruction to the enemy. You must see and hear without being seen or heard”.  It continues covering topics such as the Intelligent Understanding of Ground for Sitting O.P.; Reliable Information; and What to Look For.

 

[4].

Eastern Command Guerilla Warfare School.

Lecture 4. Scouts.

March 1942, initialed by author/instructor: ‘C.A.R.’

3 pp., [2 pp. of charts], printed single-sided.

 

This section commences with Lord Baden Powell’s quote: “Scouting is a thing which can be learnt, but cannot be taught”.

 

It continues that “A Scout is a specialist and must be trained accordingly: only a limited number of men are capable of becoming first rate scouts. The importance of the use and training of scouts is usually underestimated yet the lives of a whole unit can depend on the quickness of eye and brain of a single scout. Every single member of a G.W. Group should be capable of action as a first class scout. Scouts are used for gaining information and protection.”

 

The aspects that follow include, Gaining Information; Protection (from being surprised by the enemy); Reconnoitering Patrols, Fighting Patrols, and Standing Patrols.

 

The text is followed by 2 pages of crudely, yet effectively rendered charts showing different types of patrol formations, being “Party moving along road not in contact with enemy”; “Patrol moving across country in close contact with enemy”; Diamond Formation; and ‘Y’ Formation.

 

[5].

Eastern Command Guerilla Warfare School.

Lecture 5. Maintaining Direction.

March 1942, initialed by author/instructor: ‘C.A.R.’

2 pp., printed single-sided.

 

Here it is asserted that “This subject is of vital importance to all members of independent companies. Any man may find himself sent off in almost any part of the world with or without a map and compass, by day or night, to carry out some desperate and all-important task at a certain place and to find his way back again afterwards.”  It continues with topics such as General Aids to Maintaining Direction (i.e., without equipment) and Astronomical Aids to Direction (i.e., with equipment).

 

1. RULES FOR INSTRUCTORS

 

[6].

Eastern Command Guerilla Warfare School,

Lecture 1. Principles of Instruction.

March 1942, initialed by author/instructor: ‘C.A.R.’

1 p.

 

This lecture concerns the training and qualities of the instructors themselves.  It notes that ‘Training Regulations’ state that “In addition to leaders for war, the Army must produce instructors to teach. The development of powers of instruction is, therefore, an important part of training; all officers and N.C.O.’s need systematic education in the art of instruction”.

 

Principles of instruction include, ‘The Senses’, as one must “appeal to the senses… Eye, Ear, Touch, etc.”; Know the Unknown: “always… procced from the known the unknown”; the Definitive Objective: “Every lesson must have a definite objective…; Consolidation; Systematic Instruction; Essentials (Interest, Simplicity, Accuracy); Qualities (of Instructors); and The Squad (be visible to your students).

 

1. CAMOUFLAGE

 

[7].

[Eastern Command Guerilla Warfare School],

Lecture 1. The Use of Camouflage in Guerilla Warfare.

March 1942, initialed by author/instructor: ‘C.A.R.’

2 pp., on both sides of single sheet.

 

At the top of this lesson, it is noted that “The Art of camouflage is the art of disguising and follows closely on the art of concealment. In fact for the purpose of these lectures camouflage includes concealment. To conceal means to hide by the use of natural phenomena and to camouflage is to hide by the use of artificial aids. For our purpose camouflage mean to use a combination of the two.”  Sub-topics that follow include Protective Colouration, Disruptive Pattern, Counter Shading, and Treatment of Shadows.

 

[8].

[Eastern Command Guerilla Warfare School].

Lecture 11 [i.e., II.] The Use of Paint. Disruptive Pattern. Camouflage Nets.

March 1942, initialed by author/instructor: ‘C.A.R.’

1 p.

 

Here topics include, the Use of Paint in Disruptive Pattern; Disruptive Paint and the Use of Natural Material; and the Use of Nets in Conjunction with Natural and Artificial Materials.

 

[9].

[Eastern Command Guerilla Warfare School].

Lecture 111 [i.e., III]. Treatment of Shadows.

March 1942, initialed by author/instructor: ‘C.A.R.’

1 p., stapled to [9 and 10] following.

 

This lesson features the sub-sections Aerial Observation & Photography, and Camouflage Against Aerial Observation and Photography.

 

[10].

[Eastern Command Guerilla Warfare School].

Lecture IV. Individual Camouflage and Concealment – The Camouflage Suit.

March 1942, initialed by author/instructor: ‘C.A.R.’

2 pp., on both sides of single sheet.

 

This lesson concerns Camouflaging Individuals, and features the sub-topics of the Camouflage Suit and Disguise and Individual Camouflage.

 

1. FIELDWORK

 

[11].

Eastern Command Guerilla Warfare School.

Lecture 5A. Fieldcraft – Night Operations.

March 1942, initialed by author/instructor: ‘C.A.R.’

2 pp.

 

Here it is noted that “The most effective work of small and independent units will usually be carried out under cover of darkness”, as “Numbers, nature and the objective of attacking force is not disclosed… Air observation and attack is minimized… Superiorly in numbers and fire power of enemy is neutralized… Scope for surprise, the most powerful ally of small forces, is greatest at night”.  Additionally, there are pointers for using one’s senses, mainly visual observation and smell.

 

[12].

Eastern Command Guerilla Warfare School,

Lecture No. 6. Fieldcraft – Ambush and Road Blocks.

[March 1942].

2 pp.

 

This lesson leads with “The effective employment of ambushes and roads block enables a small independent unit to inflict grievous harm to the resources and morale of an enemy of vastly superior numbers and fire power. Success depends upon surprise, meticulous planning and the use of highly trained, well disciplined troops who can use their initiative in any emergency.”

 

Sub-topics that follow include Ambush (Day and Night); Choosing Locality; Planning; Action; Ambushing Troops; and Road Blocks.  This lesson does not feature the customary signature at the end (i.e., date and instructor’s initial), but othwewise seems to complete.

 

1. DEMOLITIONS, TRAPS, SABOTAGE, UNARMED COMBAT, MISSILES AND INCENDIARES, ETC.

 

[13].

Eastern Command Guerilla Warfare School.

Lecture 7. Demolitions.

March 1942, initialed by author/instructor: ‘C.A.R.’

4 pp. printed single-sided + 1 p. of illustrations: ‘Appendix to Lecture 7 – Demolitions’, stapled to [13b,c,d,e] following.

 

The first part of this lesson, A. Explosives and their accessories, features topics such as  Theory of Explosives; Explosion (“a sudden change for a solid to gas with a resultant tremendous explosion; Rate of explosion varies; Cutting, lifting and shattering explosives; Burning (“a slow change from a solid to a gas”); Detonation (“is a practically instantaneous change”); Equilibriums of Explosives; Detonators; Primers; and Fuses.

 

This is followed by B. High Explosives and their Uses, being Bulk Explosives (Slab Type, Powder Type, Cartridge Type); C. Firing and Firing a Charge; D. Safety Precautions; and Appendix to Lecture 7: Sequence to be Followed when Firing a charge with Safety Fuse, which is accompanied by a page of illustrations: ‘Appendix to Lecture 7 – Demolitions’, which showcases 8 figures of techniques for joining fuses and detonators.

 

[14].

Eastern Command Guerilla Warfare School.

Lecture 7A. Demolitions. The Placing of Charges.

March 1942, initialed by author/instructor: ‘C.A.R.’

2 pp. printed single-sided + 1 p. of Illustrations: ‘Placing a Charge’.

 

Aspects of this lesson include The Main Charge; The Effect of Detonation; Types of Charges (Surface Charges, Bore Hole Charges, Successive Charges, Concussion Charges, Under Water Charges); Where to Place Charges; some Points of Fixing Charges; and Separate Charges.  The full page of illustrations, ‘Placing a Charge’, depicts how and where to apply these different types of charges.

 

The lesson concludes with the advice, “Remember: Put yourself in the enemy’s position and see where you can be most annoying. A little damage in one place may do as much harm as a lot in another”.

 

[15].

Eastern Command Guerilla Warfare School.

Lecture 7B. Demolitions. Electrical Methods for Firing of Charges.

[March 1942].

1 p. (slightly trimmed at bottom with small loss of text not affecting readability).

 

Featured sub-topics include Advantages & Disadvantages of Electrical Methods of Firing Charges; When Electrical Methods might be used; Electric Detonators; Electric Lead or Cable; Methods of Obtaining Current; Tests; Booby Traps; and Safety Precautions.

 

[16].

Eastern Command Guerilla Warfare School,

Lecture 7C. [Demolitions.] Light Camouflage Set.

[March 1942].

1 p. with an illustration to the left of text (trimmed closely at bottom).

 

This section discusses how to assemble and use a Light Camouflage Set explosive device, featuring a large illustration.

 

[17].

Eastern Command Guerilla Warfare School,

Lecture 7D. Demolitions. Calculations.

March 1942, initialed by author/instructor: ‘C.A.R.’

4 pp., printed single sided.

 

This detailed lesson plan discusses the calculations required to properly construct and use different types of demolitions, with sections such as Demolitions by Guerilla Groups, Objectives for Guerilla Groups, Rules of Thumb, and Formulae.

 

Next, there are a series of tables regarding the set-up for each type of explosive, including Cutting Charges, Mine Charges, Borehole Charges, Concussion Charges, Miscellaneous Demolitions, and Railway Demotions; each category has the vertical columns Objective Attacked (ex. Masonry Walls), Amount of Gun Cotton or T.NT. Slabs, Plastic Explosives in oz., and Remarks.  Additionally, there is a table ‘Factors by which charge as calculated must be multiplied’.

 

[18].

Eastern Command Guerilla Warfare School.

Lecture 8. Man etc. Traps and Mechanisms.

March 1942, initialed by author/instructor: ‘C.A.R.’

1 p. printed single-sided + 1 p. of Illustrations: ‘Mechanisms – Booby Traps’.

 

This lesson launches with “Surprise is today the most important principle of war. It applies tremendously to the application of demolitions and general sabotage practiced by guerillas. Obtain it not by conventional demolitions but by introducing the time factor or “Trap”. Leave your influence behind you. “Evil that men do lives after them””.

 

Referring to the accompanying full page set of illustrations, ‘Mechanisms – Booby Traps’, the text goes on to describe Traps (Pull Switch, Pressure Switch, Release Switch, Fog Signal); and Miscellaneous Types (Trip Mechanisms, R.E.A.T Mine, T.V. Switch).

 

There then follow sub-topics on Placing Booby Traps; Time Devices; Knowledge of Position of Traps; and their Mortal Effect.  The lecture concludes with the subtle message “Destroy and Kill”.

 

[19].

Eastern Command Guerilla Warfare School.

Lecture 9. Missiles, Incendiaries, Poisons.

March 1942, initialed by author/instructor: ‘C.A.R.’

1 p. printed single-sided + 1 p. of Illustrations: [Tank Hunting and Destruction].

 

This lesson covers Missiles (S.T. Granade, Homemade Grenade, Molotov Cocktail, A.W. Grande, Smoke plus irritant); Incendiaries (Tyesule, M.L. Incendiary, Potassium Chlorate Capsules, Incendiary Arrows, Incendiary Leaves, Phosphorus Cubes); as well as Smoke Candles, Bush Fries, and Improvised Methods.

 

The text seems to accord to an accompanying full page set of illustrations, [Tank Hunting and Destruction], which features several diagrams that instruct where to aim missiles and incendiaries to best disable several different types of enemy tanks.  This illustration sheet may originally have been from another lesson, as it is marked ‘No. 4 Sub-area’, but seems to aptly apply here.

 

[20].

Eastern Command Guerilla Warfare School,

Lecture 10. Wider Aspects of Demolitions and Sabotage.

March 1942, by author/instructor: W. Meeske.

1 p.

 

Here the sub-sections include Sabotage, Sabotage by Explosives, Sabotage without Explosives, Incendiarism, and the Use of the Country.

 

1. UNARMED COMBAT

 

[21].

Eastern Command Guerilla Warfare School.

Lecture No. 11. Unarmed Combat.

March 1942, initialed by author/instructor: ‘C.A.R.’

1 p. (slightly tattered along lefthand margin).

 

This section commences by noting that “The object of this form of unarmed combat is to inoculate the spirit of self confidence, initiative, and determination so necessary to the guerilla. By these qualities, allied to a sound knowledge of military art, a man is enabled to acquit himself as a guerilla even though he finds himself in the most desperate of situations.

 

Sub-sections that follow are Use Defence as Offense; Ruthlessness; Essentials of Success; Avoidance of Injuries; Use of the Steel Helmet; and Dress.  Next, there is a listing of 23 Holds to be used in unarmed combat.

 

1. FIRST AID

 

[22].

Eastern Command Guerilla Warfare School.

No. 4 Sub Area. Synopsis of First Aid Lectures.

[Likely March 1942 or thereabouts].

2 pp., printed on both sides of a single sheet (quite worn and stained with small holes and tiny loss to text near horizontal centrefold but not affecting readability).

 

Here are summaries of 3 lectures on First Aid, being Lecture I – Skelton or Body Framework; Lecture II – Fractures and their Treatment; Lecture III – Treatment of Hemorrhages, Burns & Scalds, and Poisoning.

 

1. A FUGITIVE PLATE

 

[23].

Eastern Command Guerilla Warfare School.

Page of Illustrations: Air Co-Operation / Use of Pigeons / Scout Trails / Knots, Joints, Cables.

[Likely March 1942 or thereabouts].

1 p.

 

This is a loose, or fugitive, single page of illustrations likely made to accompany a lecture that is not present here.  It covers interesting topics, such as Air Co-Operation (signs employed from the ground to communicate with friendly airplanes); Use of Pigeons (to deliver messages); Scout Trails (leaving clues for your comrades via signs in the field); as well as Knots, Joints, and Cables.

 

References: N/A – Present Documents Seemingly Unrecorded.