THEY FLEW FOR FREEDOM

Timaru Herald, Volume CLVIII, Issue 23323, 5 October 1945, Page 2

THEY FLEW FOR FREEDOM

Chinese Pilots Trained In America Language Has Important Role In Victory Three years ago few people would have believed it likely that a small group of teachers of English would have much to do toward shortening the war in the East, or that language would play any important role in the Chinese victory. And yet there is no doubt about it. Without extraordinary effective training in English by Chinese-speaking teachers, it would have taken considerably more than a year to prepare the hundreds of Chinese Air Cadets sent to the United States under LendLease to learn to fly, service, and maintain American planes they used against the common foe. Obviously you cannot teach a man the use of a complicated plane unless you know something of his language or he of yours. Signs or interpreters won't get you very far very quickly, states the “Christian Science Monitor.” When the first elements of the Chinese detachment reached America two and a-half years ago, the teaching staff available included soldiers who had been actors and school teachers in civilian life, Army instructors of American Air Cadets, and ChineseAmericans who acted as interpreters. And they did an excellent job. These instructors composed a set of simple teaching manuals, using pictures, charts, and definitions carefully keyed to the needs of air cadets, of which any textbook-maker might be proud. But as the programme expanded and came under the administrative direction of the Chinese air hero, Colonel H. Y. Lai, the Army decided to call in as additional teachers of English 50 enlisted men about to graduate from A.S.T.P., and certified as fluent speakers of the National Chinese "basic” Kuo Yu, who had also been given a broad background of Chinese manners and customs—historical, political, economic and cultural—all valuable aids in the understanding of the language and their students. And they began their duties with a keen desire to learn as well as teach. The detachment certainly needed sympathetic handling. “Of course this war makes them extra keen,” one instructor said, “but it takes our fellows a year of pretty rugged toil in technical stuff alone, and we’re mechanically minded. These kids are starting cold. They’ll have to be supermen!” Well, they are not supermen, but they are good. In fact, they are amazing when you consider that to the heavy daily programme of the United States Air Cadet three hours of English and physical training was added, to say nothing of the extra study time required. Already more than 1200 of them have graduated and are doing well. When the period begins, a leader chosen by the cadets gives the command, “Lijeng!” (attention!), introduces them to the Chao Kuan, or military instructor, saluting as he does so. Again at dismissal, another formal salute. “Those two,” a Harvard man remarked, “are all we’re entitled to, being Pfc's. We don’t wear stripes or bars or ribbons, although all of us could have qualified for O.C.S. Rank means a lot to the Chinese, but the fact that we’re teachers means even more.” He chuckled. “And how they look up to their teachers! You see, we’re wise men. We’re their fathers. So they treat us with the deepest respect. All my officers even insist on saluting me outside, although they’ve often been told it isn’t according to regulations. And they always make me go through a door first, and won’t hear of my paying my own admission to a movie.” Do Not Visit Bars In their hours off post they usually look for a Chinese restaurant, a movie, get their pictures taken, buy cards and fountain pens and end up in a park or botanical garden. No one has ever mentioned seeing them at bars or saloons. The post provides them with the same recreations American cadets enjoy—movies, sports, and games. But it also encourages their own national festivals, to which the instructors are always invited. The Chinese New Year at the first base in Santa Ana was a case in point. When the instructors arrived at the door of the flag-decorated hall, the entire audience rose and applauded long and loud. “Afterwards some of us examined the violin they call the ‘hu ch’in.’ The one they used belonged to Cadet Tseng, who inherited it from way back and always takes it with him. It has only two strings, the C and F, set over each other, and the bow goes between. We often hear them playing it in their quarters at night.” That performance must have meant much to the roomful of homesick boys, many of whom were escapees from occupied territory, and did not know if their families were living or not. They could forget for a few hours that they were in a strange land. So also the feast held the next night, to which the instructors were again invited. The captains and majors who had helped prepare the famous Peking food made nrofuse apologies about their “poor repast.” Nothing, they insisted, was exactly right. “But that,” a G. I. pointed out, “is the Chinese way. They were proud all right, and pleased that we liked it." “You see,” another instructor put in. “we’ve become friends. They admire us and they’re naturally grateful for our help and this programme, which is the one dream of every Chinese boy who ever heard the name of General Chennauft. But their own philosophy has something to do with it. One of my sergeants quoted Confucius to me the other day: ‘As to the young men when they go out, let them be diligent and sincere, show love to all. and make friends of the virtuous.’ They really practice that, too.” He grinned. “Gives us a lot to live up to.” The Army, of course, expected that Chinese and American student fliers sharing identical training experiences should become friends and develop a strong team spirit. But the by-pro-ducts of the English teaching went a good deal further than preparing for co-operation in war. Letters from boys sent to plane plants and other air fields make this plain. Except for curious mistakes, any of them might have been written by American boys from camp or school. One began with a polite form: “Time passes so quickly that we have been already separated for more one week. I think you and all the other instructors are getting on very well. I write this simple letter. Where am I wrong, please teach me. We fly AT6 . . . but the procedure very hard. Can’t solo to-morrow or a long time. I am very sorry. Do you think -so?"