Illustrative Cases From Military Occupations
Illustrative Cases from Military Occupations was a handbook published in 1944 by the Office of the Chief of Naval Operations, Department of the Navy.
Compiled by the Occupied Areas Section, the handbook provides brief anecdotes and lessons learned from historical incidents of military occupations. The intended audience was US Naval personnel engaged in Civil Affairs work. These brief "case studies" are organized around, and intended to support, basic practical themes for decision making during wartime and immediate post-war occupations. The pamphlet was designated Civil Affairs Studies, OPNAV 50E-10.
Several items in the text deal specifically with experiences of the German and Japanese administrators in Micronesia.
Administrative Personnel
“...Ponape, 1907. It has been shown many times that over hasty attempts to revolutionize native social systems bring unfortunate results. A German example on Ponape ("Pohnpei") in 1907 is pertinent. Social and economic feudalism prevailed and the chiefs, by ancient right, collected annual tribute from their vassals. Dr. Hahl, the German Imperial Governor, seeking to modernize the system by decree, summoned the chiefs, announced that feudalism was abolished and, although he proposed no substitute for the lost tribute, required all to sign an agreement that they would remove no vassal from a fief. The government lost prestige by its empty gesture, for the chiefs soon fomented costly revolts by starting rumors of tolls and taxes to come and by encouraging passive resistance against construction of new roads which threatened their isolation” (Page 5).
“...Kusaie, 1914. When the Japanese took over Kusaie ("Kosrae"), even they realized the importance of maintaining the hereditary tribal rulers of the people, and made them “soncho” or district leaders, employed and paid a small amount by the government. These rulers thus remained as buffers between the Japanese and the natives” (Page 5).
Knowledge of Local Laws and Psychology
“...Marshall Islands, 1885. The Germans in their occupation of the Marshall Islands found a tendency on the part of natives to falsify in court. A native was charged with chicken stealing and glibly denied the charge. The judge cunningly said: 'You not only stole the chickens on this occasion but in earlier cases, too, it was you who committed the thefts.’ The native replied: ‘No judge, this was the first time’” (page 24).
Long Range Planning
“...Japanese Mandates. Another example of an occupant's agricultural planning on the longer range is provided by the Japanese practice in the Mandated Islands: ‘The policeman was a pleasant fellow, quite different from the ordinary Japanese policeman. He was a graduate of an agricultural college. His chief task was not to apprehend criminals, but to teach agriculture. The mild-natured Kanakas commit few offenses. They do not need punishment so much as guidance. Therefore, the South Sea policeman is trains in first aid, treatment of simple diseases, sanitation, and the construction of better houses, road-building, educational methods, Shinto principles of morality and chiefly farming. ...It is the policeman who wins, not by force, but by travelling from one native’s farm to another, carrying seeds and tools; by bending his back and showing by example what new methods can accomplish’” (Pages 66-67).
Textbooks
“...Japanese Mandates, 1915-40. Japanese policies in the Pacific Mandates from 1915 onward deserve special mention. The problem had to be met with careful regard for the standard of living of the natives, their educational background, and their wide diffusion throughout the islands. Recognizing that model Tokyo schools were out of the question, authorities established “public school” teaching curricula adapted to the practical needs of the islanders, placing emphasis on agriculture. Equipment and sometimes even living facilities were provided free. Children were selected from the 8-to-12-year range and given a three-year course, a supplementary two-year course being offered especially meritorious pupils. By 1932 there were 23 such schools accommodating some 4,000 children, or 56 per cent of the 8-14-year range. Native assistant, teachers aid the Japanese staff” (Pages 92-93).
