As night fell, the lights of Guangzhou gradually lit up, reflecting the majestic gate and cold barracks of the Whampoa Military Academy. Here, generations of military elites are brewing, each with a vision of the future and loyalty to the country in their chests. But behind this brilliance, there is an undercurrent, a contest between ideals and reality, loyalty and betrayal, is quietly unfolding.
He Yingqin, a military educator who aspired to revolution after returning from studying in Japan, is known to almost everyone on campus. He was not only one of the founders of the Whampoa Military Academy, but also the enlightening teacher of many generals.
However, with the passage of time, He Yingqin's students entered the upper echelons of the national army, and these former star students gradually revealed unusual problems among the senior generals of the national army. Why are the generals in Chiang Kai-shek's hands not very good?
Ho Ying-chin's role and contributions
In the spring of 1924, the political atmosphere in Canton was filled with a sense of urgency for change. At a meeting at the government compound in Guangzhou, Sun Yat-sen elaborated on the importance of establishing a military academy. He stressed that this academy is not only for training military personnel, but also for the needs of the revolution and supporting the modernization process of the country. His rhetoric was impassioned, showing great anticipation for the project.
Immediately after the meeting, Sun Yat-sen assigned Chiang Kai-shek and Liao Zhongkai to begin preparations for the new school. Chiang Kai-shek was returning from Shanghai, while Liao Zhongkai was in Guangzhou to raise the necessary support and resources. Chiang Kai-shek was mainly responsible for the design of the military and tactical curriculum, while Liao Zhongkai was responsible for administrative and financial work.
He Yingqin's background played an indispensable role in the preparation of the Whampoa Military Academy. His study experience in Japan exposed him to the world-class military education system of the time, and his alumni relationship with Chiang Kai-shek and his activities in the League deepened his understanding and commitment to the Chinese Revolution.
These experiences enabled him to fully grasp the direction and quality of the Whampoa Military Academy's teaching, ensuring that it was in line with international standards and deeply rooted in the soil of the Chinese revolution. He Yingqin showed great prudence and professionalism in the process of selecting instructors at the Whampoa Military Academy.
He began by establishing a detailed set of selection criteria, which included the instructors' military background, educational experience, teaching ability, and loyalty to the revolutionary cause. Based on these criteria, he began to search for potential candidates for instructors through a variety of channels, including military academies, front-line troops, and revolutionary groups.
He personally participated in interviews with the candidates, which were often detailed and in-depth about the candidates' expertise, pedagogical philosophies, and their specific views on military training.
For example, in an interview with Liu Zhi, He Yingqin asked him in detail about his views on infantry tactics and past command experience, ensuring that he could provide the trainees with insights and strategies in actual combat. Liu Zhi's answer showed his deep understanding of military tactics and innovative thinking, which quickly made him an important member of the instructor team.
Gu Zhutong's selection was similar, and his experience in tactical application and troop management was highly praised by He Yingqin. Gu Zhutong presented his record of service during the Russo-Japanese War, as well as his understanding of logistics and support systems in modern warfare.
He Yingqin particularly valued Gu Zhutong's ability to translate these experiences into actual teaching content for the cadets of the Whampoa Military Academy, teaching them how to effectively manage and deploy resources.
Selection Mechanism and Internal Situation
Although He Yingqin vigorously defended fairness and professionalism in the selection process of instructors at the Whampoa Military Academy, the promotion mechanism within the academy became more complex as time went on.
In addition to military aptitude and teaching performance, some instructors are given more opportunities for reuse and promotion, often in relation to their personal relationships with the upper echelons of the military academy and their performance in informal settings. Qian Dajun is a typical example of this.
He not only had solid knowledge of military theory and practical experience, but was also a master of calligraphy, which was extremely favored in the cultural environment of the time. In an exhibition of calligraphy on campus, Qian Dajun's work attracted special attention from Chiang Kai-shek.
Chiang Kai-shek had a deep interest in calligraphy and unique insights, and Qian Dajun's calligraphy skills not only showed his artistic talent, but also inadvertently met Chiang Kai-shek's expectations for the quality of officers, that is, an ideal image of both civil and military skills.
Since then, Qian Dajun has often been invited to splash ink on Chiang Kai-shek and other high-ranking officials at some informal gatherings and events, and his calligraphy works have been presented as gifts to visiting dignitaries and friendly organizations. This kind of artistic exchange not only deepened Qian Dajun's personal relationship with the top management of the military academy, but also made his status within the military academy increasingly elevated.
As Qian Dajun's influence grew, he began to play a more active role in the selection and promotion of instructors. His recommendations often have a significant impact on the careers of other instructors.
Although this influence is largely based on personal charisma and cultural aptitude, it has also attracted the attention of some instructors and trainees, who fear that this may affect the impartiality and professionalism of the academy.
In this context, some instructors in the school began to imitate Qian Dajun, trying to gain more attention and promotion opportunities by improving their achievements in culture and art. Calligraphy, painting and even poetry recitation have become skills that some instructors and students in the school compete to learn, hoping to show their all-round talents through these skills, so as to gain more recognition and promotion opportunities.
However, this promotion system, which favors charisma and informal achievement, enriches the cultural life of the academy to a certain extent and enhances communication among the members of the academy, but it also raises concerns about whether it may erode the discipline and combat effectiveness that the military academy is supposed to adhere to.
Learner performance and evaluation
In the early operation of the Whampoa Military Academy, the outstanding performance of Liu Zhi and Gu Zhu became an important stepping stone in their careers. These two instructors have not only excelled in teaching, but have also demonstrated great ability in various military exercises and theoretical tests, thus winning widespread praise both inside and outside the school.
Liu Zhi's achievements in tactics and strategy courses are particularly prominent. The infantry tactics and organization and command courses he taught were very popular with the students, and he could often be seen in his classes where the students were attentive and followed closely with his explanations and demonstrations. In a simulated combat exercise, the side commanded by Liu Zhi turned the tide of the battle under disadvantaged conditions and successfully defeated the opponent.
The exercise not only demonstrated his profound military talents, but also demonstrated his deep understanding of tactical application and innovative ability. Since then, the evaluation of "heroic and good at fighting" has been widely circulated and has become part of his personal label. Gu Zhutong is known for his expertise in logistics management and military engineering.
His deep insights into equipment maintenance, material deployment, and wartime resource management have led to his growing influence in the Academy. Several large-scale logistical support exercises led by Gu Zhutong effectively demonstrated how to maintain the combat capability and material supply of troops in a complex environment, and these exercises greatly enhanced the trainees' understanding of the importance of logistical support.
In addition, the teaching methods of the two instructors are also unique. Liu Zhi prefers to teach tactics and strategy through actual combat cases, and he often cites examples from historical battles to enable students to learn and learn from practical operations by analyzing commanders' decisions and battlefield changes in detail.
Gu Zhutong, on the other hand, focuses on the combination of theory and practice, explaining in detail the theoretical basis of logistics support in the classroom, and allowing the trainees to experience the execution process of logistics tasks through simulation exercises, so as to deepen their understanding and master skills.
With the advancement of time, the teaching achievements of Liu Zhi and Gu Zhutong began to appear. The cadets they teach have won numerous awards in military competitions and examinations across the country, which has further strengthened the reputation of the two instructors in the military academy and the national army as a whole. The performance of the cadets not only won honor for themselves, but also won more attention and resources for the Whampoa Military Academy.
The success of Liu Zhi and Gu Zhutong also led to their promotion to higher positions. As a result of the exceptional abilities shown in teaching and training, they were promoted to higher ranks of commanders and took on more important roles in later military operations.
Internal issues and impacts
However, as time went on, disagreements and problems began to arise in the atmosphere and educational effectiveness on campus. Zhang Zhizhong has his own observations and opinions on this, especially the challenges faced by the generals who have distinguished themselves in the military academy in the actual military and political environment.
In the Whampoa Military Academy's education system, although instructors sought to impart pure military knowledge and tactical skills, and He Yingqin and others focused on practicality and modernity as much as possible, the generals who graduated from the academy entered a complex and volatile political and military environment that was rife with corruption, power struggles, and interdepartmental suspicions.
These problems have become a major obstacle to the use of the knowledge and skills they have learned. Corruption, in particular, has become a major problem within the national army. Some talented generals often have to face temptation and pressure after rising to certain positions in the military, and some generals do not hesitate to sacrifice the public interest for the sake of personal or small group interests.
This kind of atmosphere has gradually corroded the discipline and combat effectiveness of the army, and has also damaged the professional ethics and image of the generals. Internal strife is also a major issue. In the process of competing for high-ranking positions and resources, generals often have divisions and confrontations, and this situation is especially serious at the top of the military.
Due to the lack of unity and coordination, the strife between different factions not only consumes the internal resources of the army, but also weakens the ability to act in unison externally. Interdepartmental suspicion further exacerbates the instability within the military.
Due to opaque information and mistrust among each other, departments tend to guard their own plans and resources and are reluctant to share information and collaborate with other departments, which leads to inefficiencies and uncoordinated actions. The cumulative effect of these problems has led to many Whampoa military academy producing generals failing to reach their full potential.
Even those generals who excelled in military academies struggled to withstand the negative effects of a long career in the military. Some of them end up failing to achieve their professional aspirations, and some even become part of the corruption and malpractices that they once actively resisted.
Resources:
"On the Ideological Changes of He Yingqin at the Whampoa Military Academy"