Page designation Section number
1° 1ˈ introduction
2° 9ˈ Section One
3° 23ˈ Section Three
4° 37ˈ Final
Page designation Section number
1° 1ˈ introduction
2° 9ˈ Section One
3° 23ˈ Section Three
4° 37ˈ Final
glossary
AREA BIRD
n. A cadet who is serving Punishment by being obliged to walk Won the area.
ARMY BRAT
n. Son or daughter of an Army Officer.
COLD
a. Absolutely without error, as “a cold max.”
lacking in respect. “Bold before June.”
COM.
n. The Commandant of Cadets.
v. To fail a test or qualification.
COW
n. A member of the Second Class.
n. Cake, candy, ice cream, etc.
CRAB
B.J. FRESH
BOLO
BOODLE
BUST
v. To revoke the appointment of a Cadet commissioned or non-commissioned officer.
BUTT
n. The remains of anything, as the butt of the month, the butt of a cigarette.
CIVIES
D.
D.M.I.
n. Civilian clothing.
n. One who attends the Naval Academy.
adj. Deficient; below average, as in academics.
n. Department of Military Instruction.
D.P.E.
O.A.O.
n. Department of Physical Education.
n. One and Only.
GRAY HOG
G.I.
n. An extremely USMA-oriented cadet.
a Government issue (Not to be used when referring to enlisted personnel.)
F.C.D.T
n. Fourth Class Development Time.
GOAT
F.D.
n. Full dress uniform.
GREEN GIRL
n. Comforter.
n. A member of the First Class.
GROSS
a. Blundering; dull.
FIRSTIE
FIND
FRIED EGG
v. To discharge a cadet for deficiency in studies or conduct.
n. Insignia of the U.S.M.A., worn on the headpiece.
HELD REPORT
HIVE
n. A cadet in the lower sections. A cadet near the bottom of their class.
n. Explanation of report
v. To understand, to comprehend. n. An intelligent person or one who learns quickly.
glossary
HOP
IRP
JUICE
LIMITS
N. Cadet Dance
Immediate Response Please
n. Electricity
n. The limits on the reservation to which Cadets are restricted.
ODIN
P.
PDA
PING
n. A Norwegian god to whom cadets appeal for rain before parades, inspection, etc.
n. A professor, an instructor.
Public display of affection.
n. Agitated state of haste.
n. A complete success; a maximum. v. To make a perfect mark in academic recitation; to do a thing perfectly.
PLEBE
n. A cadet of the fourth class, a freshman.
O.C.
n. Officer in charge.
PLEBE BIBLE
n. BUGLE NOTES. The Handbook of the Corps of Cadets.
O.D.
a. Olive Drab.
MAX
PMI
n. afternoon inspection, a state less than SAMI.
POLICE
POOP
v. To throw away, to discard. TO clean up.
n. Information to be memorized.
PRO
QUILL
adj. Proficient, above passing in studies or looks.
n. (2-1) A report for a delinquency. v. To report a cadet for a breach of regulations. n. Cadet bed, also sack. v. To sleep.
POOPDECK
n. The balconies on cadet headquarters, where the O.C. watches formations. Also the balcony in the dining hall from which orders are published.
RACK
POOPSHEET
n. Page of information.
R.H.I.P.
Rank Hath Its Privileges (as well as obligations.)
v. Sound off in a military manner.
ROGER
I understand.
POP OFF
POST
P-RADE
v. Short for “Take your post,” Go about your business; function.
n. A parade.
SAMI
SHAVETAIL
n. Saturday Morning Inspection.
n. A new second lieutenant; also “Butterbar.”
glossary
SLUG
n. A special punishment for a serious offense. v. To impose a special punishment on someone.
SPAZ
v. To function improperly. n. Someone who functions improperly.
n. One who will cut-in at hops. v. To cut-in.
SPEC. (speck)
v. To memorize verbatim, as: “to spec blind.”
S.O.D.
n. Senior Officer of the Day.
SQUID
n. one who attends the Naval Academy.
S.O.G.
n. Senior Officer of the Guard.
STAR MAN
n. A distinguished cadet.
STRIPER
n. A cadet captain.
SNAKE
SOLIDS
n. Engineering mechanics.
SOUND OFF
n. A powerful voice. v. To use the voice so as to be heard, shout.
S.O.P.
Standing operating procedure.
SUPE
TAC
n. The Superintendent.
n. A tactical officer.
T.E.E.
TIE UP
n. Term End Examination, finals.
W.P.R.
n. Written Partial Review.
v. To make a gross error.
WRIT
n. A written recitation, an examination.
TOUR
n. One hour’s walk on the area (punishment); a period of duty, as a “guard tour.”
TROU
n. Trousers.
TURNBACK
n. A re-admitted cadet.
WOOPOO-U
n. Where you’re at! Also, whoops.
WOPPER, W.O.P.R.
n. Written Oral Partial Review.
YEARLING
ZOOMIE
n. A member of the Third Class; Also, Yuk.
n. One who attends the Air Force Academy.
introduction
1° 8ˈ
2° 8ˈ
Be thou at peace.”
May it be said, “Well done;
Our course on earth is run,
And when our work is done, 1° The Topography of Change
The Motto
6ˈ
introduction
Those who have been well-seasoned with the history of the academy’s staff will most likely be familiar with Professor Charles Larned. A graduate from the class of 1870, Larned served for four years until returning to the academy as an assistant drawing professor, only to assume the position as head of the department of Geography and Environmental Engineering two years later in 1876. His most notable contribution to the academy is his part in the implementation of the Academy Crest in 1898 with Professors Edgar W. Bass and Samuel E. Tillman.
CHARLES LARNED & THE TOPOGRAPHY of CHANGE
3° 8ˈ
The Crest is meant to signify the major aspects the academy represents in its curriculum and mantra “Duty, Honor, Country.” For a coat of arms carrying such a grand representation, the crest only utilizes symbols imperative and the most clear in conveying of these values, steering away from opulence and serving as a more simplistic symbol. The Emblem of the Academy sits against a shield with a crest carrying these symbols. The helmet seen in the foreground belongs to Athena, the Greek goddess of war and wisdom, with a greek sword behind it. This exemplifies the military and educational functions of the Academy as well as its characteristic spirit and motive principle,” according the 1984 edition of
4° 8ˈ
the Bugle Notes. Above the helmet is the well-known metonymy of the bald eagle with its wings bearing the motto “Duty, Honor, Country” on the left and “West Point, MDCCCII, U.S.M.A” on the right. Larned’s part in developing this emblamatic component of the schools identity is significant in a general sense, but what makes him important for this book in particular is his overall contributions to not only his department, but to the entire school as well, advocating for change.
introduction
Duty Honor Country
5° 8ˈ
Those three hallowed words reverently dictate what you ought to be, what you can be, what you will be. They are you rallying point, tow build courage when courage seems to fail, to regain faith when there seems to be little cause for faith, to create hope when hope seems forlorn. Speech given by class of 1903 alum General Douglas MacArthur after accepting the Thayer award on May 12, 1962.
6° 8ˈ
introduction
7° 8ˈ
8° 8ˈ
deconstruction
9° 22ˈ
9°
The Garrison
The Hierarchy
The Product
22ˈ
10° 22ˈ
deconstruction
the GARRISON The birth of the United States Military Academy hsa unorthodox roots from as far back 1802 in which the academy was established. Born out of the necessity of a more refined and sohpisticated leadership in th emilitary, the schoo integrated a curriculum mean to produce graduates with a superior intellectual knowledge and practical training. In doing so, the school hoped to achieve an output of exceptional leaders to drive a country much in need of a sense of direction. From 16 March 1802 on, West Point maintained a ocnsistent presence and significance throughout the country’s history. Even before the school was established, the area of West Point had still been an important location in US History. Its proximity to the Hudson River made it a prime location for occupying and controlling territory and its navigation. In 1778, a massive chain stretching across the river and supported by logs obstructed the passage of ships in an effort to keep from enemy ships from navigating through during the war effort.
11° 22ˈ
What makes the location most significant in US History is the infamous occurances of Benedict Arnold’s betrayal to the US Army. Trying to sell the British the fort, Arnold’s plan had been foiled and fled up the Hudson River and defected to the British Armt. Due to this, what was once Fort Arnold became West Point. Up until the academy’s founding, the garrison of West Point had been used to train “cadets” in artillery and engineering education. It was not until 16 March 1802 when an official school was finally established and furthered the education that had already been implemented. Since then, the academy has experienced a wave of changes affecting the school and its disciplinary culture and curriculum. And while the origins of West Point date back to 1802, the “Father of West Point” had not come around until 1817 when Colonel Sylvanus Thayer assumed the position as Superintendent of the school. In doing so, Thayer established a reform to the academy’s dated curriculum to produce graduates that far exceeded their expectations as just trainees and as well-rounded leaders instead. With the school once having a disorganized and lax system, it became the preeminent engineering school of the nation and was making not only an impact through the representation of the nation’s military, but also through the structures and foundations that resulted from the education received from the school.
12° 22ˈ
deconstruction
The academy a wave of cha culture and c Graduates of the school have continuously affected the landscape of America’s military and leadership as we know it. Most notably would be Generals Ulysses S. Grant and Dwight D. Eisenhower, both alumni who would go on to become U.S. presidents and commanders-in-chief of the armies that fostered their growth. Even so, the repertoire of alumni is vastly applied to different aspects of the country’s structure and growth and is establishing a significant presence of the nation’s leadership globally. This could not be done without the humble beginnings and reevaluation for a more intensive and specialized program to produce the very best of the best.
13° 22ˈ
y experienced anges to its curriculum
14° 22ˈ
deconstruction
15° 22ˈ
the HIERARCHY The institution of the military holds a plethora of rankings and assignments with associating insginia and emblems as well. This variety of personel within the system creates a diverse landscape of individuals and their talents throughout the field of disciplines within the military. This also establishes respect and strict discipline and loyalt to those who sit at the lower-end of the food chain. Those individuals would be first year cadets first becoming accustomed to this culture. Ranks are a prominent element in the culture of not only the nation’s military, but at the school as well. Immediately entering the school as a first-year student marks the rank of a cadet or plebe into the Academy.
16° 22ˈ
deconstruction
What do plebes rank?
As the years continue on, cadets develop authority and a better understanding of what it means to be a leader. By the time students graduate from their four years at the tacademy, they will enter into their military service as a second lieutenant and continue on to climb the ranks as they serve in exchange for their time at USMA. The school itself consists of an administration and offices vastly similar to most other schools as well. What sets it apart is the ranking and elevated authority administration adn faculty have with more than just the students they have to teach, but with the leaders they need to train as well. The establishment of a hierarchy and strict authority contextualizes the world what is to come as students move forward from the acadmey. The Plebe years can be seen as a rite of passage as they enter into the rigorous program that will engulf the next four years of their lives. Starting with cadet Basic Training, plebes are thrown into the mercilessness that makes up the school’s curriculum. Ordered around by upperclassment and tactical officers begins the first of many other instances where cadets are commanded and molded as
17° 22ˈ
Sir, the Superintendent’s dog, the Commandant’s
cat, the waiters in the Mess Hall, the Hell Cats, the Generals in the Air Force and all the Admirals in the whole damned Navy.
18° 22ˈ
deconstruction
the PRODUCT
19° 22ˈ
The ultimate goal is not to produce war-mongering individuals but leaders capapble of any situation. Leaders that can make a team work, run around the clock all while maintaining discipline and making sound decisions. The result from graduation at West Point is not just a completed degree but a person more than qualified to oversee all crucial details in even the most chaotic situations. And this transcends the realms of the military forces. Graduates may continue on and serve their promised active duty following their graduation while still pursuing opportunities as exceptional leaders in other fields. Doctors, firefights, teachers, engineers and manny more occupations consist of many other alumni that make up USMA’s alumni also called “The Long Gray Line.”
20° 22ˈ
21° 22ˈ Official West Point March
Alma Mater, ever for thee.
May we strike for the right,
We, thy sons as we fight,
Through all the years thy motto we will bear;
Thy name first above all,
In far-off lands or distant seas.
Guide thy sons aright,
May thy light shine ever bright,
Thy sons arise in honor to thee,
West Point, at the call
deconstruction
22° 22ˈ
reconstruction
23° 36ˈ
23°
The Process
The Team
The Cream of the Crop
36ˈ
24° 36ˈ
reconstruction
the PROCESS Getting from Point A to Point B is not an easy one. An appointment into West Point is not only the start of a life-altering journey but also a sacrifice of the mind, body and soul to evolve and allow oneself to be molded by rigorous standards and demands of the school. Cadets will enter into the academy as one person and exit as another. The motions taken through the school- as relentless as they areare necessary to endure the challenges of the yars to come during schooling and for what lies beyond graduation. These things can be considered as rites of passages of sorts as the intensity filters out those who will (and will not) make it through the coming years. The process is a trying one and serves as a vehicle of self-realization for cadets entering into an unforgiving world.
25° 36ˈ
Put simply, cadets are broken down into their “core selves” so that they can then be build up into better versions of themselves. In doing so, students are stripped of any extrenuous and superfluous traits that seem unnecessary in the progress of one’s improvement. It is then when those consisting of only fluff and no substance are realized and are either improved upon or filtered out. According to the Bugle Notes, “the first six plus weeks of a cadet’s service at West Point are devoted to the intensive military training of the new cadets.” This summarizes the first large step for newcomers as they endure Cadet Basic Training, where cadets joining the Corps understand the standards and customs and traditions of West Point and what is to come before their first offical semester begins.
26° 36ˈ
hey break you down so hey can build you into a etter version of yourself.”
reconstruction
27° 36ˈ
Cadet Basic Training entails a series of chores and duties that serve as intitations which include serving as the “cold bererage” and “hot beverage” corporals, cutting desserts for those at their respective mess hall tables, marching and/or moving in double time if and whenever they are moving and so on. And that is all without including the actual training sessions themselves. Physical training is conducted at least twice a day with various other field exercises that can lead up to 20 kilometers trekked over three days. These arduous trials are instances that best exemplify when the process is the final product. Those who are willing and able to endure the mercilessnes that comes even prior to entering the school is a molding experience within itself. Pushing one to their limits can lead to answers regarding who theya re internally and what they’re capable of as tasking processes begin to shape the person.
- Pablo Estrada Class of ‘88
28° 36ˈ
reconstruction
the Cream of the Crop
29° 36ˈ
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30° 36ˈ
reconstruction
31° 36ˈ
the TEAM While West Point may be a school concentratedon creating a substantial output of exceptional individuals, its about working collaboratively that sets them apart. After the process of the breaking down of individual cadets, their more genuine selves are buit back up with the help of their peers who are going through the exact same trials. In order to initiate this collaborative environment, plebes are placed into section assignments of fifteen other cadets for each of their courses. They can be sectioned off randomly or based on a predetermined evaluation of skill. The objective of these assignments is so each member of the section can benefit from their classes by working with their fellow team members.
32° 36ˈ
reconstruction
If even one members f whole team
33° 36ˈ
e of your team fail, then the m will fail. Each section is evaluated individually and their progress is determined by the performances of their members. Cadets are meant to reinforce their peers by helping those who are in need of academic assistance rather than reigning at the top of the scale while waiting for the others to catch up. Essentially, if a group members is doing poorly in a class, it reflects on their team members as well.
One cadet doing poorly shows that there had been a lack of communication and empathy for one another’s abilities are therefore presents poor qualities for potential leaders within the section. Each member looks to each other as their support system- their tutoris, their friends and even their rivals- if that is what it takes to motivate them to push forward and succeed.
34° 36ˈ
reconstruction
Sons of Ma Rip that lin Carry on t 35° 36ˈ
Above all else, no other instituion better exemplifies teams better than the unparalleled athletic teams of West Point. Teams such as football, basketball, lacrosse, etc. all rank high amongst the rest of the nation’s collegiate teams. At the academy, participation in sports teams is crucial, if not mandatory in order to maintain a sound body and mind. Doing so allows for a more well-rounded individual both academically and athletically. But most of all, this participation furthers the practices of collaborative working already initiated by section assignment through competitive teams.
ars and Thunder, ne asunder, to victory 36° 36ˈ
closing statement
37° 48ˈ
38° 48ˈ
39° 48ˈ
40° 48ˈ
closing statement
Hail,Mater Alma dear, Mater dear, Hail, Alma us be ever near, To us beTo ever near, thy motto Help usHelp thy us motto bear bear Through the Through all theall years.
years.
LetbeDuty well performed. Let Duty well be performed.
Honor be e’er untarned Country be ever armed, West Point, by thee.
Guide us thy sons, aright, Teach us by day, by night, To keep thine honor bright, For thee to fight. When we depart from thee, Serving on land or sea, May we still loyal be, West Point to thee
41° 48ˈ
And when our work is done, And when our work is done,
Our course on earth is run,
Our course on earth is run,
it be “well done; And when May our May work it said, be is said, done, “well done; May it be said, “well done;
Be thou at peace.” Our course on earth isBerun, thou at peace.” Be thou at peace.”
E’er may thatdone; line of gray May it be said, “well E’er may that line of gray
Increase day to day Be thou atfrom peace.”
Increase from day to day
serve and we pray, E’er mayLive, that line ofdie gray Live, serve and die we pray,
West for thee. Increase from dayPoint to day West Point for thee.
Live, serve and die we pray,
West Point for thee.
37°
Ink in the bucket
48ˈ
42° 48ˈ
“Think of yourself as a drop of ink in a bucket full of water.”
closing statement
43° 48ˈ
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Aximint de moluptat laborro totatqu assuntis mos plabor autet quisque sit quid quunt aut que simporerro berum inus, et iumenim doluptaqui ullat fugiatius id millique volo cusa nimilitate consequo qui opta que sim hitibuscia consequos aut aut od quatioris eum quias es et venis estiustibeat magnien isimusant, untemperion nos mil earum lique pratetur? Ut atem harum dolorpo rupiendit lita expedit et quias qui cusaers perestias velitias quo id qui
44° 48ˈ
Be thou at peace.”
May it be said, “Well done;
Our course on earth is run,
And when our work is done,
closing statement
45° 48ˈ
West Point for thee.
Live, serve, and die, we pray,
Increase from day to day
E’er may that line of gray
The Alma Mater
46° 48ˈ
colophon
This publication is entirely written and designed by Natalie Estrada for the 2015 Fall/Winter Publication Design class at College for Creative Studies.
Images are sourced from the Class of 1988 edition of the United States Military Academy’s Howitzer yearbook, as well at the 1984 issue of USMA’s Bugle Notes.
47° 60ˈ
TYPE BODY COPY
Courier New
HEADLINES/QUOTES FreightBig Pro
PAPER COVER STOCK
Neenah Plike 122#C
INTERIOR STOCK Neenah Lettra 32#T pearl white
48° 60ˈ
To Colonel Pablo Estrada
Class of 1988