Category Archives: Canada

Losing Your First Language: Korean

From Face[t]s of First Language Loss, by Sandra G. Kouritzin (Routledge, 1999), pp. 162-163:

Born in Korea, Hana Kim came with her parents on a temporary overseas assignment to Canada when she was 4 years old. Because they were planning to return to Korea in 3 years, her parents did not expect the children to speak Korean, but instead let them “do what came naturally” (June 20th, 1995, p. 1), going to English playschool, watching TV, and speaking English at home. At the end of 3 years when her parents had decided to immigrate, Hana Kim was still able to speak Korean, but she began losing it when she was in Grade 2. By the time she was 11 years old and they returned to Korea for a visit, she was almost unable to communicate. She returned again when she was 17 years old, and was able to understand some basic things, but was unable to say what she wanted to say. Oddly enough, Hana Kim returned to Korea once again when she was in her late 20s, and, at that time, many of her relatives commented that her Korean had improved. She mused that,

“I think as I’ve gotten older—I think maybe I’m concentrating more, and I understand how the language works more, because you’re more mature, and I think that’s allowing me to speak it a bit better.” (June 20th, 1995, p. 2)

Yet, accustomed to being a very articulate speaker (Hana Kim works as a television broadcaster and anchorwoman), she felt frustrated by her inability to communicate her ideas and comments. She was also frustrated that people in Korea would “see that you’ve got a Korean face” and then “they kind of expect you to be able to speak Korean too. If you’re White it doesn’t matter; they don’t have those expectations, you know” (June 30th, 1995, p. 7).

Even were she to still speak Korean, Hana Kim would likely have become a broadcaster. As a child in Korea, she used to mimic the broadcasters on the radio from the time she began to talk. On the other hand, she also feels that growing up speaking English to parents who couldn’t speak the language also contributed to her choice of profession because she had to learn to speak slowly, deliberately, and carefully, and to constantly evaluate the difficulty of her vocabulary. She therefore didn’t have to change her speech habits in order to train as a news reporter.

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Losing Your First Language: Vietnamese

From Face[t]s of First Language Loss, by Sandra G. Kouritzin (Routledge, 1999), pp. 159-160:

Kuong immigrated to Canada from Vietnam when he was 3 or 4 years old, and first lived near Windsor, Ontario because his family’s sponsor lived in a small town there. He attended school there for Grades 1, 2, and 3, and, because he was instructed in both French and English, believed the two languages were just different dialects until he moved out to British Columbia in Grade 4. He remembers absolutely nothing of his primary school classrooms, although he can remember the walk to school, and the fear that he felt when he heard little children screaming in the principal’s office. He thought maybe he didn’t remember the classrooms because he never understood anything during his primary schooling; his first recollections of instruction are from Grade 4 when he was finally able to understand some of the things the teacher said.

Kuong has an older sibling attending college who is fluent in both Vietnamese and English, and whom he envies, and an older sibling attending a School for the Deaf who signs and lip-reads only in English. His younger brother is in jail; apparently there was some confusion about his date of birth when the family immigrated, so the Canadian authorities believe his 16-year-old brother to be an adult, and have imprisoned him accordingly.

Kuong’s parents don’t speak very much English. Because Kuong got mixed up with drugs and crime when he was still in elementary school, he has been in and out of group homes. Because he has therefore been predominantly in English-speaking environments, he doesn’t speak Vietnamese, yet he also knows that he has serious difficulties in reading, writing, and expressing himself in English. Kuong feels that he will never be gainfully employed in Canada. He doesn’t have the grammatical skill necessary for white-collar work, and he doesn’t have the physical strength (because of heroin addiction) for blue-collar work.

His parents have offered to buy him a fishing boat if he finishes Grade 10 (he was 18 years old at the time of the interviews in 1995), but he doesn’t speak enough Vietnamese to communicate with other fishermen. He thinks he’ll probably only live another 10 years because of his lifestyle and because of how he earns a living; however, he reasons that, if he limited himself to legal employment, he wouldn’t even be able to survive for 10 years.

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Losing Your First Language: Portuguese

From Face[t]s of First Language Loss, by Sandra G. Kouritzin (Routledge, 1999), pp. 164-165:

After immigrating to Toronto from Portugal at the age of 1 or 2, Michael didn’t learn to speak English until he began Grade 1. When he started school, it became obvious to his teacher that Michael couldn’t speak English very well, and so she encouraged his parents to speak to him in that language at home. They tried, but by the time Michael was in Grade 3 and able to function well in school, they reverted to Portuguese in the home. The pattern was well-established however, and Michael continued to reply to them in English.

Apart from his language difficulties, Michael doesn’t recall much of his early years of school except that he was in trouble a lot. He “spent a lot of time in the corner” (November 17th, 1995, p. 1), which he attributes to “language issues,” and to the fact that he didn’t get a lot of support at school. Later, his language issues were multiplied when, during puberty, he simultaneously returned to Portugal for a visit, and also began having speech difficulty when his voice started changing. According to his speech therapist, he began using his false vocal chords; he began feeling very self-conscious using the English language. When he visited Portugal during the summer vacation, he began to feel more comfortable around the Portuguese language, and, at the same time, he stopped using his false vocal chords. It is a chicken-and-egg question whether he feels more comfortable with the sounds and rhythm of Portuguese than with English because his language difficulty was solved in Portugal, or if his language difficulty was solved in Portugal because he felt more comfortable with the language. Either way, it is a moot point; he can no longer speak the language, even having difficulty in retrieving single words.

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Losing Your First Language: Polish

From Face[t]s of First Language Loss, by Sandra G. Kouritzin (Routledge, 1999), pp. 160-161:

Alex is a borderlander who is also the son of borderlanders. His mother was born to Russian immigrants in Chicago, but moved to Russia when her parents returned there after the Revolution. She moved into a border town that had once been the southwest part of Poland, just north of the Ukraine, but which had become part of White Russia. Living in such a linguistically diverse region, Alex’s parents spoke Polish and White Russian (a dialect) and standard Russian, depending on the situation. When Alex was born, they adopted Polish as the home language. They moved to a vibrant Polish-speaking community in the United States when Alex was 3 years and 3 months old. They later moved to northern Canada where several of their relatives lived, and where they were able to communicate in Ukrainian, another language spoken by both of his parents.

Alex remembers beginning school, and he remembers the day when his Polish first name was changed to Alex so that his teachers could more easily pronounce it. Like Kuong, he has no recollection of Grade 1 and 2, though he has clear memories of Grade 3 and following (after he could speak English) and of playschool and kindergarten (when he played and had fun in Polish). While Alex was growing up, his parents relied on him to translate English into Polish for them; his father worked in a foundry and did not require English, while his mother stayed home. When I met him, Alex could speak only a little, broken, Polish, and could follow a very basic conversation in Polish. He remembers being much more fluent, and he feels like he is losing Polish bit-by-bit, day-by-day.

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Losing Your First Language: German

From Face[t]s of First Language Loss, by Sandra G. Kouritzin (Routledge, 1999), pp. 158-159:

Alexandra asserted many times that she was unaffected by the loss of the German language which she had spoken until she was about 9 or 10, that in fact, the loss of German had been extremely beneficial to her.* She insisted that the only loss she felt was the loss of opportunity to speak a second language. She told me these things so many times, and so force­fully, that I stopped believing her.

Born on the prairies, Alexandra was the youngest of six children in a German-speaking household. Her mother was her father’s second wife; her three oldest siblings were half-brothers. When Alexandra was 10 years old, her own mother died and her father couldn’t manage both his family and his farm. Her three oldest brothers, aged 16, 18, and 20, moved out on their own, while the three youngest children became wards of the state and were placed in foster care with families who did not speak or understand German. When her family split up, Alexandra did not maintain contact with her father because she felt betrayed.

Instead, she considered the family that she lived with and grew up with to be her family, and she never even discussed her former family with her foster family. Although she had some desire to maintain contact with her siblings, because she felt no need to see them, and because her foster parents would have found it difficult to accommodate her desire to see her former siblings, she seldom had any contact with them.

She remembers speaking German at her brother’s wedding 4 months after her family broke up, but that is the last recollection she has of being in a German-speaking environment. At this time she doesn’t remember any German words at all; in fact, she says she can’t even count to 10 in German.

*[Author’s note:] I have come to be very suspicious of such claims, which are often used to contradict research directed at heritage language maintenance. Through this project, after close questioning of subjects who initially said similar things, I have come to realize that they do not mean they are glad to have lost the first language, but rather that, if they had to be monolingual, then they are glad to be monolingual in English rather than in some other language.

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Losing Your First Language: Ukrainian

From Face[t]s of First Language Loss, by Sandra G. Kouritzin (Routledge, 1999), pp. 154-155:

Er that I ferther in this tale pace,
Me thinketh it accordant to resoun
To telle you al the condicioun
Of eech of hem, so as it seemed me,
And whiche they were, and of what degree,
And eek in what array that they were inne:
(Chaucer, The Canterbury Tales, General Prologue, lines 36-41)

Nadia was the first person to volunteer for this research project, completing her interviews before the call for subjects was published. A registered nurse, Nadia came to my home to collect urine samples when my husband and I purchased our life insurance. We talked a little bit about our respective professions, and, when I explained the subject of my research, Nadia became excited and said that she would love to parti­cipate, because her first language was Ukrainian. Nadia was, in essence, a pilot study. With her, I discussed not only the subject of language loss, but also the best ways to both ask questions and aid people in their struggles with narrating large sections of their lives.

Nadia was born in a small town in Manitoba into a unique linguistic situation, one which left her alone and often lonely. She and her family were Ukrainian-speaking Catholics in a town that was predominantly German and Mennonite. She therefore had to travel outside the town to go to church, and was isolated from many activities. She remembers some German teaching in her school, even though the linguistic norm was English. Nadia also remembers having several reserve First Nations’ schoolmates who spoke English as a second language, but she didn’t notice their cultural difference when she was very young, and they had largely dropped out of school by the time she was in high school.

Most of Nadia’s memories of speaking Ukrainian in childhood revolve around food and ceremonies. This was understandable, given that holidays and festivals were occasions for her family to travel and to visit with other members of their family and their church. As she also explained, “I jumped around and started talking about my culture and stuff. I see many languages associated to a culture, and so, also, when I did family things, that’s where Ukrainian was” (June 13th, 1995, p. 30). At the time of our interviews, Nadia was enrolled in Ukrainian lessons through her church, hoping to recapture enough of the language to participate in family conversations, and to surprise her parents on her next visit home.

Ukrainians in Canada were interned as enemy aliens (from Austria-Hungary) and put to hard labor during World War I.

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Growth of Colonial Kenya

From White Mischief: The Murder of Lord Erroll, by James Fox (Open Road Media, 2014), Kindle pp. 11-13:

Nairobi was established in 1899, on the frontier between the Masai and Kikuyu, as the last possible rail depot before the track climbed 2,000 feet up the Kikuyu escarpment, the eastern wall of the Great Rift Valley. For anyone looking down into the vast floor of the valley for the first time, the sheer scale of the landscape was over powering—something quite new to the senses.

Tea was taken at Naivasha station, the beginning of the highlands, and from there on, up to Gilgil and then to Nakuru, the promised land was slowly revealed, in all its immense variety and beauty. After some miles of thorn and red rock, you emerged into thousands of acres of rolling English parkland, a haze of blue lawn rising and falling to the horizon, untouched by the plough and apparently uninhabited. Some of it resembled the landscape of the west of Scotland, with the same dramatic rock formations, grazing pastures, dew-laden mists. Streams rippled through the valleys, wild fig (sacred to the Kikuyu) and olive grew in the forests; the air was deliciously bracing, producing an ecstasy of well-being, and the quality of the light was staggering. There were scents too, the indefinable flavour of peppery red dust and acrid wood smoke that never fail to excite the deepest nostalgia.

And yet unless the land was productive and profitable, there was no point to this “lunatic express,” as its opponents had described it in England. It had been built for prestige and super-power competition, and its only effect was to drain the Colony’s budget.

The Commissioner for East Africa, Sir Charles Eliot, a distinguished Oxford scholar and diplomat, produced a scheme in 1901, soon after his arrival, of recruiting settlers from the Empire to farm the land. The idea was simply to make the railway pay for itself, by hauling freight from the uplands to the coast. The development of the Colony was a secondary consideration, indeed almost an accident. A recruitment drive was launched in London, and the first wave of settlers arrived in 1903 from Britain, Canada, Australia and South Africa. The photographs depict them as “Forty-niners” from the Yukon—a much rougher crowd than the later arrivals, who were drawn mainly from the Edwardian aristocracy and the British officer class. Nevertheless, there were many peers among these first arrivals—Lord Hindlip, Lord Cardross, Lord Cranworth, for example—and victims of the English system of primogeniture, such as Berkeley and Galbraith Cole, younger sons of the Earl of Enniskillen.

There were millionaires, too, like the amply proportioned American, Northrop MacMillan, a close friend of Theodore Roosevelt. There was the fabulous Ewart Grogan, a fiercely chauvinist Englishman who had walked from the Cape to Cairo. There were fugitives, wasters, speculators.

Above all there was the man who became the settlers’ unchallenged leader from the turn of the century until his death in 1931, Hugh Cholmondeley, 3rd Baron Delamere, who had first set eyes on the Kenya Highlands in 1897, at the merciful end of a 2,000 mile camel ride from Somalia. He had returned to England for six unhappy years, to look after his estates, but the Kenya bug had infected him too, and he returned in 1901 to buy land.

Lord Delamere was a natural leader of the settlers. He had inherited an enormous estate in Cheshire and vast wealth besides, soon after leaving Eton—where he had distinguished himself as a reckless and unruly boy, untouched by the civilising classics. He was arrogant and wasteful, with a sudden, violent temper; his political instincts were austerely feudal, and physically he was small and muscular, and in no way handsome. But he had the gift of supreme confidence in himself and in his vision of the future for the Colony, which was inspired by an old-fashioned sense of duty to the Empire—the duty, quite simply, being to annex further territory on its behalf.

Kenya was always more fashionable among the aristocrats than Uganda or Tanganyika after the First World War. Uganda was a little too far from the sea, along the railway, and Tanganyika, until then, had been a German colony. The pick of the sites in the Kenyan White Highlands had an English air, almost like the rolling downs of Wiltshire, all on a supernatural scale and under such an immense sky, that when you are first exposed to it, you may be seized both with vertigo—from the sheer speed and height of the clouds—and folie de grandeur. Such grandiose surroundings were irresistible to the English settlers and often went to their heads.

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Imperial Japan’s POWs at War’s End

From When the Shooting Stopped: August 1945, by Barrett Tillman (Osprey, 2022), Kindle pp. 180-182, 187:

VJ Day also was Survival Day to large numbers of prisoners of war and internees in Japanese hands. In August approximately 150,000 Allied personnel were thought held captive in some 130 camps throughout Asia. However, a complete accounting revealed 775 facilities in the Japanese Empire; 185 in Japan itself.

The prisoners represented not only the U.S. but Britain, Australia, New Zealand, Canada, the Netherlands, and India. Approximately 36,000 soldiers and sailors were sent to Japan itself with most of the balance in the Philippines, China, Korea, Burma, Malaya, Java, and various Pacific islands. Japan also held large numbers of civilian prisoners and internees, as many as 125,000, mainly in the Dutch East Indies and Philippines, with more than 10 percent in China and Hong Kong. That figure excluded Nationalist Chinese personnel. Frequently the Imperial Army killed Chinese prisoners as a matter of policy.

One quarter to one third of Anglo-American prisoners held by Japan had died in captivity, with about 12 percent dying in the Home Islands. In contrast, about 3 percent of Western POWs perished in German Stalags. War crimes investigators later determined that 27 percent of Allied POWs in the Pacific died in captivity – officially seven times the rate of Western POWs in German camps.

Allied POWs existed in a hellish world of perennial malnutrition during Japan’s food shortage amid disease and routine brutality. Postwar investigators often referred to ritual or informal executions but the killings were largely extrajudicial or, to put it bluntly – murder.

Though Tokyo had signed the Second Geneva Convention in 1929, the government had never ratified the agreement regarding treatment of prisoners of war. After a qualified pledge to abide by the convention in early 1942, Japan quickly reverted.

Prisoners endured horrific conditions in captivity, eventually subsisting on 600 calories per day. What few Red Cross parcels arrived often were confiscated by the captors. The situation could hardly have been improved in the final months of the war, however, because in mid-1945 virtually all Japanese civilians were also malnourished.

Almost lost amid war’s end was the residue of its origin: Japan’s conquest of the Dutch East Indies’ petro-wealth. In 1940 Tokyo had requested half of the Dutch oil exports, but officials in the capital Batavia replied that existing commitments permitted little increase for Japan. That response set the Pacific afire. With only two years’ oil reserves on hand, and denied imports from the U.S. and Java, Tokyo’s warlords launched themselves on an irrevocable course.

The Japanese had to sort out a large, diverse population of some 70.5 million. Upwards of 250,000 were Dutch, mostly blijers, Dutch citizens born in the East Indies. Around 1.3 million Chinese had enjoyed preferred relations with the Netherlands’ hierarchy, but there was also a small Japanese population.

Conquest of the archipelago only took 90 days, ending in March 1942. Japan pledged Indonesian independence in 1943 but never honored it. And despite the Asia for Asians theme of the Greater East Asia Co-Prosperity Sphere, Indonesians suffered terribly under Japanese rule. The new rulers interned all Dutch military personnel and 170,000 civilians. Conditions were appalling: approximately 25,000 died in captivity. Estimates range between 2.5 and 4 million total deaths, more than half of whom perished during the Java famine of 1944–45.

Additionally, millions of Javanese were pressed into servitude elsewhere, notably on the Burmese railroad.

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Two D-Days: Saipan vs. Normandy

From World War II at Sea, by Craig L. Symonds (Oxford U. Press, 2018), Kindle pp. 540-541:

The American buildup for the invasion of Saipan (code-named Operation Forager) occurred simultaneously with preparations for Overlord; measured by firepower, the Saipan invasion fleet was even larger than the one devoted to Normandy. Raymond Spruance commanded the overall invasion force that included Pete Mitscher’s powerful Task Force 58, which by now consisted of fifteen carriers, seven battleships, eleven cruisers, and eighty-six destroyers. It would provide cover for an invasion force that included fifty-six attack transports and eighty-four LSTs carrying 127,571 soldiers and Marines. The employment of eighty-four LSTs in the Pacific at a time when Eisenhower was scrambling for just one or two more for Normandy was powerful evidence that the Germany-first principle had been virtually abandoned.

The invasion of Saipan also required a much longer sealift than at Normandy. While the invasion forces for Neptune-Overlord had to leap fifty or a hundred miles across the English Channel, many of the transports and amphibious ships loaded up at Pearl Harbor, more than thirty-five hundred miles from the target beach. For Neptune-Overlord, the LSTs could, and did, shuttle reinforcements and supplies to the beaches in a near-constant rotation for weeks after the initial landings. For Saipan, by contrast, the men, the equipment, the supplies, and the ammunition all had to cross the broad Pacific in a single giant stride. Eisenhower had warned Marshall that a shortage of LSTs at Normandy could mean that his invasion force might be stranded on the beach for as long as three days without resupply. By design, the men who invaded Saipan would be stranded there for three months before significant reinforcements or supplies could reach them, though of course the Japanese, too, would have to fight the battle with what they had on hand, since Saipan would be virtually cut off from support.

Like the men who invaded Normandy, the would-be invaders of Saipan first had to load the landing ships and landing craft; it was hard work, and dangerous, too. On May 17, as work parties were off-loading 4.2-inch mortar ammunition from LST-353 in Pearl Harbor, one of the mortar rounds detonated. The explosion ignited nearby barrels of gasoline, and the entire ship went up in a thunderous fireball, setting off a number of explosions on nearby ships. A witness recalled that “whole jeeps, parts of ships, guns, equipment, shrapnel, fragments of metal, all rained down on the waters of West Loch.” Before it was over, 168 men were dead, and six LSTs and three LCTs had been completely destroyed. It was just nineteen days after the loss of three LSTs off Slapton Sands in the English Channel. To replace the lost vessels, eight LSTs were transferred from MacArthur’s command. No doubt Ike wished it had been that easy for him.

The Saipan invasion force departed Pearl Harbor during the last three days of May. While en route, the tedium was broken by a not altogether unexpected announcement: “Now hear this. The invasion of France has started. Supreme Headquarters announced that the landings to date have been successful. That is all.” The news provoked loud and sustained cheering, and no doubt boosted the morale of those who were about to conduct their own D-Day.

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Improvised Invasion Fleets, 1942

From World War II at Sea, by Craig L. Symonds (Oxford U. Press, 2018), Kindle pp. 335-337:

The Allies’ material shortages, especially in shipping, compelled them to improvise. The British had three full-sized aircraft carriers and three smaller ones to cover their assigned targets, but the Americans had only the Ranger. To supplement her, they constructed flight decks atop four oilers and redesignated them as auxiliary carriers. Significantly smaller than regular carriers, and lacking a hangar deck, they could still embark thirty planes each, though all of them had to be carried on the flight deck.

Troop transports were another problem. What few landing ships the British possessed had been lost at Narvik and Dunkirk, and many of the American transports were half a world away, running supplies into Guadalcanal. It was a zero-sum game: ships needed for one undertaking necessarily had to come from someplace else. As the official British history of the campaign puts it, “The transports, store-ships, and auxiliaries of all sorts which had to be taken out of circulation seriously upset the Allied shipping programme throughout the world.” The Allies cobbled together what they could. To carry soldiers to North Africa, they relied heavily on prewar cruise ships; the British even commandeered ferryboats from the Glasgow-Belfast run. Similarly, American civilian cargo vessels metamorphosed into “attack transports.” In effect, the invasion fleets for Torch were jury-rigged (as the Americans put it); in the British idiom, they were “lash-ups.”

Of course, the packed troopships and laden cargo vessels required a substantial escort in order to cross the several thousand miles of hostile ocean to the invasion beaches, and that, too, meant withdrawing forces from other theaters. Britain could escort its contingent only by relying heavily on the Home Fleet, as it had for Pedestal, committing three battleships (Duke of York, Nelson, and Rodney), the battlecruiser Renown, five cruisers, and all five of the Royal Navy’s aircraft carriers plus thirty-one destroyers. To obtain them, the Royal Navy reduced the escorts for the transatlantic convoys and suspended convoys to Russia altogether. The escorts for the American troopships, which would sail directly to North Africa from the East Coast of the United States, included three battleships (Massachusetts, New York, and Texas), seven cruisers, and thirty-eight destroyers. More destroyers would have been desirable, but in the late summer of 1942, destroyers were in demand everywhere, including the Solomon Islands.

Once the troopships and cargo vessels arrived at the target beaches, there was the additional problem of getting the men, their equipment, and their vehicles from the transports to the beach. The Marines who had landed at Guadalcanal had benefited from years of practice landings during the 1930s, and their assault on Guadalcanal had been almost routine; they merely had to climb over the sides of their landing boats and wade ashore. The assault in North Africa, however, would involve soldiers, not Marines, and on a much larger scale. To get them from ship to shore, they would have to climb down rope or chain nets from the transports into small plywood boats that would carry them several miles to the beach.

The vessels needed to accomplish that were also in short supply. The British version of this type of small landing boat was called “landing craft, assault” (LCA), and the American version was called “landing craft, personnel” (LCP). Each was capable of carrying thirty-six soldiers at a time, and their navy crewmen were to shuttle back and forth between ship and shore until the landing force was established. Because the American LCPs had been designed and built by Andrew Jackson Higgins, nearly everyone called them Higgins boats (a practice that will be followed here). Later in the war, both the British and American versions would have armored drop-front bows that would enable the soldiers to run directly from the boat out onto the beach, but the early models were simply rectangular plywood boxes with a motor on the back, and when they ground up onto the sand, the men, each of them carrying between sixty and ninety pounds of gear plus their rifle, had to climb out over the sides into waist-deep water before making their way to the beach, as the Marines had done at Guadalcanal.

Getting armored vehicles ashore was a bigger problem. The campaigns in France and Flanders in 1940 had demonstrated that ground combat in the Second World War meant the use of armored vehicles, specifically tanks. Getting tanks from ship to shore was a far more difficult problem than carrying soldiers. The British had experimented with tank-carrying ships that were converted from shallow-draft oil tankers used on Venezuela’s Lake Maracaibo. Like so many innovations, this one had originated in the fertile mind of the prime minister, and the vessels were dubbed “Winstons” (smaller versions were called “Winettes”). What made them distinctive was their massive bow doors, which opened like a giant cupboard. After running up as close to the beach as they could get, they opened their big bow doors and deployed a long ramp. In theory, tanks and trucks could then drive out from their commodious hold directly onto the beach. The concept was certainly valid, as later models of such ships demonstrated. The early versions, however, were cumbersome and difficult to unload, and they had proved disappointing, and nearly disastrous, during the ill-fated raid on Dieppe.

The Americans attacked the problem differently, appropriating a large cargo ship, the Seatrain New Jersey, that had been designed to carry railroad cars from New York to Cuba, and modifying it to carry tanks. She was not a true amphibious ship, however, since her deep V-shaped hull did not allow her to steam up onto a beach, and she could unload her cargo of tanks only if she had access to a working harbor.

Carriers, battleships, cruisers, troopships, cargo ships, destroyers, and landing craft: altogether, the British and Americans employed nearly six hundred ships, plus the small Higgins boats, to execute this first major strategic counteroffensive of the war. From the start, the commanders had to scramble to find the manpower, the equipment, and especially the shipping to make it happen. The nickname “Operation Shoestring” that had been used to describe the Guadalcanal landing might just as easily have been applied to Torch.

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