threat, there was little for the combat troops to do. An initial report found
that “the soldiers are wonderfully well behaved although it’s evident they
aren’t to be fooled with. They are not arrogant or domineering—you’d be
proud of them.”
39
Nevertheless, there were a number of incidents that gave
both the Austrians and U.S. officials pause. To combat indiscipline and low
morale, USFA directed a combination of recreation, education, and training
programs to fill the soldiers’ empty hours. Of the three initiatives, recreation
proved the most effective. The GIs particularly enjoyed trips to the Austrian
Alps or taking leave in Paris. Yearbooks, duffel bags, and letters home were
filled with black-and-white snapshots of those halcyon days. Young soldiers
skiing, swimming, playing baseball, and sightseeing rather than ruined cities
and their gaunt, haunted survivors were the images soldiers chose as their
last memories of the European campaign.
Commanders were equally vigorous in pursuing information and edu-
cation programs. Thomas Brush wrote home that he and his comrades were
required to attend lectures twice weekly. United States Forces Austria devel-
oped a six-hour program of mandatory instruction titled, “Soldier You Are
Helping in Austria.” The briefings provided a detailed explanation of the oc-
cupation’s purpose, organization, and conduct.
40
Meanwhile, improvised
unit schools offered everything from music to language classes, although it
is difficult to measure whether these initiatives had any influence on reduc-
ing indiscipline.
Training also was totally ineffective. The United States, which had
planned to send the bulk of the forces in Austria to the Pacific after Ger-
many’s defeat, included continuous training as part of the postwar scheme.
However, following the atomic attacks on Hiroshima and Nagasaki and
Japan’s capitulation in August, 1945, all thought of maintaining readiness
vanished. Commanders still hoped to use training as a disciplinary tool.
United States Forces Austria intended to keep its troops on a “war footing,”
but turbulence and personnel and equipment shortages made the goal un-
realistic. As a result, the command focused instead on ensuring proficiency
in basic military duties.
41
Yet even this modest goal was unpopular. “[T]here
is a rumor they’ll have us start training again!” wrote Thomas Brush. “Jesus
don’t these bastards know the war is over!”
42
With Japan’s collapse, the emphasis shifted to demobilizing forces
rapidly, a process that further strained morale and discipline. From June to
December, 1945, redeployment occurred at a frenzied pace. The exodus was
managed by a numerical system. Rather than transferring entire units, indi-
viduals received points for overseas service, combat time, awards received in
battle, marriage and children, and length of enlistment. Soldiers with the
most points went home first. Troops found little equity in the plan, and the
72 waltzing into the cold war