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CHAPTER 6: RESOURCE UTILIZATION
1. Resource-limited scheduling will not extend the project completion time if necessary in order to keep within
the resource limits.
a. True
b. False
ANSWER: False
FEEDBACK: Correct Resource-limited scheduling will extend the project completion time if necessary
in order to keep within the resource limits.
Incorrect Resource-limited scheduling will extend the project completion time if necessary
in order to keep within the resource limits.
2. The statement, "Network diagrams illustrate the technical constraints among activities," means the activities
are constrained because
a. each of the activities are independent from the other activities.
b. one activity cannot be started until the predecessors are finished.
c. the activities use different resources to be completed.
d. some activities use the same resources that may not be available.
ANSWER: b
FEEDBACK: a. Network diagrams illustrate the technical constraints among activities because one
activity cannot be started until the predecessors are finished.
b. Network diagrams illustrate the technical constraints among activities because one
activity cannot be started until the predecessors are finished.
c. Network diagrams illustrate the technical constraints among activities because one
activity cannot be started until the predecessors are finished.
d. Network diagrams illustrate the technical constraints among activities because one
activity cannot be started until the predecessors are finished.
ANSWER: c
FEEDBACK: a. Activities are drawn in a serial relationship because, from a technical standpoint, they must
be performed in that sequence.
b. Activities are drawn in a serial relationship because, from a technical standpoint, they must
be performed in that sequence.
c. Activities are drawn in a serial relationship because, from a technical standpoint, they must
be performed in that sequence.
d. Activities are drawn in a serial relationship because, from a technical standpoint, they must
be performed in that sequence.
© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 6: Resource Utilization
4. In addition to showing the technical constraints among activities, how does the network logic also take into
account resource constraints?
a. Activities that use the same resource may not be able to occur in parallel to each other.
b. Activities that use different resources may be shown in a serial relationship.
c. The activities could be shown in a loop relationship.
d. Resources that are unlimited are not shown in a resource assignment.
ANSWER: a
FEEDBACK: a. In addition to showing the technical constraints among activities, the network logic can also
take into account resource constraints. Activities that use the same resource may not be able
to occur in parallel to each other.
b. In addition to showing the technical constraints among activities, the network logic can also
take into account resource constraints. Activities that use the same resource may not be able
to occur in parallel to each other.
c. In addition to showing the technical constraints among activities, the network logic can also
take into account resource constraints. Activities that use the same resource may not be able
to occur in parallel to each other.
d. In addition to showing the technical constraints among activities, the network logic can also
take into account resource constraints. Activities that use the same resource may not be able
to occur in parallel to each other.
5. Select which of the following does not describe how the sequence of activities can be drawn to reflect
the availability of a limited quantity of resources.
a. The activities using the limited resources are shown in a ladder relationship as they are available.
b. The activities using the limited resources are shown in a loop relationship as they are available.
c. The activities requiring the limited resource are assigned at different times.
d. If there is no technical constraint for the activities, the activities could be arranged serially by the availability
of the resources.
ANSWER: b
FEEDBACK: a. The sequence of activities can be drawn to reflect the availability of a limited quantity
of resources.
b. The sequence of activities can be drawn to reflect the availability of a limited quantity
of resources.
c. The sequence of activities can be drawn to reflect the availability of a limited quantity
of resources.
d. The sequence of activities can be drawn to reflect the availability of a limited quantity
of resources.
© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 6: Resource Utilization
ANSWER: c
FEEDBACK: a. If resources are to be considered in planning, it’s necessary to indicate the amounts and types
of resources needed to perform each activity.
b. If resources are to be considered in planning, it’s necessary to indicate the amounts and types
of resources needed to perform each activity.
c. If resources are to be considered in planning, it’s necessary to indicate the amounts and types
of resources needed to perform each activity.
d. If resources are to be considered in planning, it’s necessary to indicate the amounts and types
of resources needed to perform each activity.
ANSWER: d
FEEDBACK: a. If resources are to be considered in planning, it’s necessary to indicate the amounts and types
of resources needed to perform each activity.
b. If resources are to be considered in planning, it’s necessary to indicate the amounts and types
of resources needed to perform each activity.
c. If resources are to be considered in planning, it’s necessary to indicate the amounts and types
of resources needed to perform each activity.
d. If resources are to be considered in planning, it’s necessary to indicate the amounts and types
of resources needed to perform each activity.
© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 6: Resource Utilization
8. Resource utilization charts based on each activity’s earliest start time are said to be based
a. on availability times.
b. an as-late-as-possible (ALAP) schedule.
c. on an as-soon-as-possible (ASAP) schedule.
d. on a limited schedule plan.
ANSWER: c
FEEDBACK: a. Resource utilization charts based on each activity’s earliest start time are said to be based on
an as-soon-as-possible (ASAP) schedule.
b. Resource utilization charts based on each activity’s earliest start time are said to be based on
an as-soon-as-possible (ASAP) schedule.
c. Resource utilization charts based on each activity’s earliest start time are said to be based on
an as-soon-as-possible (ASAP) schedule.
d. Resource utilization charts based on each activity’s earliest start time are said to be based on
an as-soon-as-possible (ASAP) schedule.
9. Resource utilization charts based on each activity’s latest start time are said to be based
a. on availability times.
b. an as-late-as-possible (ALAP) schedule.
c. on an as-soon-as-possible (ASAP) schedule.
d. on a limited schedule plan.
ANSWER: b
FEEDBACK: a. Resource utilization charts based on each activity’s latest start time are said to be based on an
as-late-as-possible (ALAP) schedule.
b. Resource utilization charts based on each activity’s latest start time are said to be based on an
as-late-as-possible (ALAP) schedule.
c. Resource utilization charts based on each activity’s latest start time are said to be based on an
as-late-as-possible (ALAP) schedule.
d. Resource utilization charts based on each activity’s latest start time are said to be based on an
as-late-as-possible (ALAP) schedule.
© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 6: Resource Utilization
10. Given this project and the requirement that the number of resources working on a task cannot be less than the
number assigned to the task, answer the following question. What is the least number of resources that can be
assigned to the project if all five tasks occur in parallel?
a. 24 workers
b. 1.5 workers per day
c. 7 workers
d. 2 workers
ANSWER: c
FEEDBACK: a. Parallel tasks means that all the tasks are assigned at the same time. The total resources
would be the total of all those assigned to the tasks. 2+2+1+1+1=7 workers.
b. Parallel tasks means that all the tasks are assigned at the same time. The total resources
would be the total of all those assigned to the tasks. 2+2+1+1+1=7 workers.
c. Parallel tasks means that all the tasks are assigned at the same time. The total resources
would be the total of all those assigned to the tasks. 2+2+1+1+1=7 workers.
d. Parallel tasks means that all the tasks are assigned at the same time. The total resources
would be the total of all those assigned to the tasks. 2+2+1+1+1=7 workers.
© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 6: Resource Utilization
11. Given this project and the requirement that the number of resources working on a task cannot be less than the
number assigned to the task, answer the following question.
If the tasks were placed in a serial relationship with Task 1 first and the others in numerical order, on what
day would Task 3 be done?
a. day 18
b. day 3
c. day 10
d. day 9
ANSWER: c
FEEDBACK: a. Tasks assigned in serial order are in a list with Task 1 taking days 1 to 5, Task 2 taking days 6 to
8, Task 3 taking days 9 and 10, Task 4 taking days 11 to 14, and Task 5 taking days 15 and 16.
b. Tasks assigned in serial order are in a list with Task 1 taking days 1 to 5, Task 2 taking days 6 to
8, Task 3 taking days 9 and 10, Task 4 taking days 11 to 14, and Task 5 taking days 15 and 16.
c. Tasks assigned in serial order are in a list with Task 1 taking days 1 to 5, Task 2 taking days 6 to
8, Task 3 taking days 9 and 10, Task 4 taking days 11 to 14, and Task 5 taking days 15 and 16.
d. Tasks assigned in serial order are in a list with Task 1 taking days 1 to 5, Task 2 taking days 6 to
8, Task 3 taking days 9 and 10, Task 4 taking days 11 to 14, and Task 5 taking days 15 and 16.
© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 6: Resource Utilization
ANSWER: a
FEEDBACK: a. Resource leveling, or smoothing, is a method for developing a schedule that attempts to
minimize the fluctuations in requirements for resources.
b. Resource leveling, or smoothing, is a method for developing a schedule that attempts to
minimize the fluctuations in requirements for resources.
c. Resource leveling, or smoothing, is a method for developing a schedule that attempts to
minimize the fluctuations in requirements for resources.
d. Resource leveling, or smoothing, is a method for developing a schedule that attempts to
minimize the fluctuations in requirements for resources.
ANSWER: c
FEEDBACK: a. Resource leveling, or smoothing, levels the resources so that they are applied as uniformly as
possible without extending the project schedule beyond the required completion time.
b. Resource leveling, or smoothing, levels the resources so that they are applied as uniformly as
possible without extending the project schedule beyond the required completion time.
c. Resource leveling, or smoothing, levels the resources so that they are applied as uniformly as
possible without extending the project schedule beyond the required completion time.
d. Resource leveling, or smoothing, levels the resources so that they are applied as uniformly as
possible without extending the project schedule beyond the required completion time.
© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 6: Resource Utilization
14. The start of noncritical activities are delayed beyond their earliest start times (but not beyond their latest start times)
in order to
a. schedule with a technical constraint.
b. schedule with a resource constraint.
c. level the costs of the project.
d. maintain a uniform level of required resources.
ANSWER: d
FEEDBACK: a. The start of noncritical activities are delayed beyond their earliest start times (but not beyond
their latest start times) in order to maintain a uniform level of required resources.
b. The start of noncritical activities are delayed beyond their earliest start times (but not beyond
their latest start times) in order to maintain a uniform level of required resources.
c. The start of noncritical activities are delayed beyond their earliest start times (but not beyond
their latest start times) in order to maintain a uniform level of required resources.
d. The start of noncritical activities are delayed beyond their earliest start times (but not beyond
their latest start times) in order to maintain a uniform level of required resources.
15. Activities can be delayed only to the point where all their positive slack is used up, as any further delays would cause
the project to
a. increase costs of all the activities in the project.
b. extend beyond the project completion time.
c. be completed ahead of schedule.
d. increase its requirements for additional resources for all activities.
ANSWER: b
FEEDBACK: a. Activities can be delayed only to the point where all their positive slack is used up, as any
further delays would cause the project to extend beyond the project completion time.
b. Activities can be delayed only to the point where all their positive slack is used up, as any
further delays would cause the project to extend beyond the project completion time.
c. Activities can be delayed only to the point where all their positive slack is used up, as any
further delays would cause the project to extend beyond the project completion time.
d. Activities can be delayed only to the point where all their positive slack is used up, as any
further delays would cause the project to extend beyond the project completion time.
© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 6: Resource Utilization
16. assist with the complexity of generating a resource-leveled schedule and resource requirements graphs and
tables.
a. Project management information systems
b. Formulas and techniques
c. Trial and error techniques
d. Calendaring systems
ANSWER: a
FEEDBACK: a. Project management information systems assist with the complexity of generating a resource-
leveled schedule and resource requirements graphs and tables.
b. Project management information systems assist with the complexity of generating a resource-
leveled schedule and resource requirements graphs and tables.
c. Project management information systems assist with the complexity of generating a resource-
leveled schedule and resource requirements graphs and tables.
d. Project management information systems assist with the complexity of generating a resource-
leveled schedule and resource requirements graphs and tables.
© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 6: Resource Utilization
17. Given this project and the requirement that the number of resources working on a task cannot be less than the number
assigned to the task, answer the following question.
What is the least amount of time that the project can be completed and how many resources are required to
complete the work?
a. 16 days, 7 workers
b. 7 days, 5 workers
c. 5 days, 7 workers
d. 8 days, 3 workers
ANSWER: c
FEEDBACK: a. The least amount of time is if all the tasks start on the same day. The longest duration task would
be shortest time the project could be finished. The sum of the number of workers necessary for all
the tasks to be completed in parallel is the least number of workers required.
b. The least amount of time is if all the tasks start on the same day. The longest duration task would
be shortest time the project could be finished. The sum of the number of workers necessary for all
the tasks to be completed in parallel is the least number of workers required.
c. The least amount of time is if all the tasks start on the same day. The longest duration task would
be shortest time the project could be finished. The sum of the number of workers necessary for all
the tasks to be completed in parallel is the least number of workers required.
d. The least amount of time is if all the tasks start on the same day. The longest duration task would
be shortest time the project could be finished. The sum of the number of workers necessary for all
the tasks to be completed in parallel is the least number of workers required.
© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Chapter 6: Resource Utilization
18. Which of following would allow for level resources on the project?
a.
b.
c.
d.
ANSWER: c
FEEDBACK: a. The project requires 24 worker-days to complete the project. Three workers working for eight days
totals 24 worker days. This makes the number of resources level. There are no combinations to
have four resources for six says nor for six resources for four days.
b. The project requires 24 worker-days to complete the project. Three workers working for eight
days totals 24 worker days. This makes the number of resources level. There are no combinations
to have four resources for six says nor for six resources for four days.
c. The project requires 24 worker-days to complete the project. Three workers working for eight
days totals 24 worker days. This makes the number of resources level. There are no combinations
to have four resources for six says nor for six resources for four days.
d. The project requires 24 worker-days to complete the project. Three workers working for eight
days totals 24 worker days. This makes the number of resources level. There are no combinations
to have four resources for six says nor for six resources for four days.
© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 6: Resource Utilization
ANSWER: d
FEEDBACK: a. Resource-limited scheduling is a method for developing the shortest schedule when the number or
amount of available resources is fixed and cannot be exceeded.
b. Resource-limited scheduling is a method for developing the shortest schedule when the number or
amount of available resources is fixed and cannot be exceeded.
c. Resource-limited scheduling is a method for developing the shortest schedule when the number or
amount of available resources is fixed and cannot be exceeded.
d. Resource-limited scheduling is a method for developing the shortest schedule when the number or
amount of available resources is fixed and cannot be exceeded.
20. When several activities need the same limited resource at the same time, the activities with
a. the least slack have first priority.
b. the longest duration have first priority.
c. the near term have first priority.
d. use the most resources have first priority.
ANSWER: a
FEEDBACK: a. When several activities need the same limited resource at the same time, the activities with the
least slack have first priority.
b. When several activities need the same limited resource at the same time, the activities with the
least slack have first priority.
c. When several activities need the same limited resource at the same time, the activities with the
least slack have first priority.
d. When several activities need the same limited resource at the same time, the activities with the
least slack have first priority.
© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 6: Resource Utilization
21. In resource-limited scheduling, the lower priority activities get delayed. How does the delaying of activities affect the
project?
a. The delaying of activities increases the costs of the project.
b. The delaying of activities decreases the acceptance of the project deliverable.
c. The delaying of activities may delay the project.
d. The delaying of activities helps give others more time on their tasks because they won't affect the project
schedule.
ANSWER: c
FEEDBACK: a. In resource-limited scheduling, the lower priority activities get delayed. The delaying of
activities may delay the project.
b. In resource-limited scheduling, the lower priority activities get delayed. The delaying of
activities may delay the project.
c. In resource-limited scheduling, the lower priority activities get delayed. The delaying of
activities may delay the project.
d. In resource-limited scheduling, the lower priority activities get delayed. The delaying of
activities may delay the project.
22. This example has level resources of three resources for eight days. If the project is limited to two resources, how
should the project be organized to meet the resource constraint and finish the project as early as possible? The tasks
with the least slack have the lower number.
ANSWER: a
FEEDBACK: a. The total number of worker-days for the project is 24. If the project is limited to 2 workers per
day, then the project must take at least 12 days. There is one combination that gives 12 work
days and 2 workers per day and holds true the constraint of priorities for the project.
b. The total number of worker-days for the project is 24. If the project is limited to 2 workers per
day, then the project must take at least 12 days. There is one combination that gives 12 work
days and 2 workers per day and holds true the constraint of priorities for the project.
c. The total number of worker-days for the project is 24. If the project is limited to 2 workers per
day, then the project must take at least 12 days. There is one combination that gives 12 work
days and 2 workers per day and holds true the constraint of priorities for the project.
d. The total number of worker-days for the project is 24. If the project is limited to 2 workers per
day, then the project must take at least 12 days. There is one combination that gives 12 work
days and 2 workers per day and holds true the constraint of priorities for the project.
© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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VIII
DOWN AND OUT AND IN
L ike many other brazen Americans I felt throughout the war that
in spite of the loss of my friends all about me, and the
precautions repeatedly urged, that I was the one bird, who, alone,
was exempt from mishap and misfortune. Undoubtedly the good
fortune that always attended me caused me to adopt the viewpoint
that my good luck was perpetual. Well, as a matter of fact, I still
think that way to-day.
Such a thing as my ever becoming a prisoner of war in Germany
was absolutely foreign to me. It had not even interested me, so, I had
paid very little attention to the reports on the treatment of prisoners
and I honestly did not know whether the prisoners were slowly
starved to death or killed for some act which they had or had not
individually committed, or what not. It was terrible at best. At any
rate, I was convinced that it was bad enough that one could well
afford to be desperate in taking chances to escape. So, when I finally,
in spite of my confidence in my continued good luck, was taken
prisoner on September 30, 1918, I immediately decided that I would
escape no matter what the cost.
Upon being captured Davis and I were first marched down to a
nearby airdrome—the den of our captors. There they dragged out a
German automobile, which had steel, spring wheels. A very young
and fat German boy, who, by the way, was an officer, climbed in first
and told us to follow. Of course, we did; and soon we were off for
somewhere. This youngster was a genuine pighead—he tried to be a
Hun but did not know how and reminded me very much of a newly
made Second Lieutenant. Like all other German officers he had the
Iron Cross, which he wore complete and as he spoke a little English, I
decided that the wisest move for me, was to find out just how much.
I had a hunch that the kid had probably just recently gotten his
Iron Cross and might be glad to make a few remarks at the proper
opening. So, pointing to the Cross and speaking rapidly, I asked,
“What does that signify?”
He did not get me. His answer was a cool stare as if I had
transgressed sacred laws. So, I again smiled and tried this time very
slowly, “What is that?”
“Ach,” and his flabby cheeks shook like a mold of jelly on a frosty
morning, as we bounced along, “dot iss der Deutschen Iron Cross.”
“Oh, my! The Iron Cross,” and I smiled with evident pride at our
association. “You are very valiant.”
The youngster was flattered by my expression, though he did not
grasp the words. This was what I was after. I could now converse
safely with Davis, my pilot, if I spoke fast enough. So, turning to
Davis I started to talk, but the kid rose up in all his dignity of rank
and called a halt. In painful English he told us that communication
between prisoners was absolutely “verboten.” We, of course,
acquiesced most gracefully. I wanted to ask Davis especially if he had
yet admitted burning the plane, because I already had admitted that
I did it myself and if there was any one to be killed for the offense I
could see no reason for both of us dying. This was information so
vital that it had to be gotten to Davis in spite of any rulings of any
school kid, German officer accompanying us. At the same time it was
not my intention to purposely antagonize our friend at this particular
time, so with a very sweet smile I turned to this German and looking
directly into his eyes as if speaking only to him, I rapidly, but
convincingly orated:
“Davis, while I’m talking to this distinguished young Prussian,
looking him straight in the eye, and I am talking so fast he has no
idea what I’m saying, I want to ask you an important question and I
want you to answer it right away and look at him as if you were
speaking to him when you answer it, for he can speak about as much
of our language as a clam. These Germans claimed that when that
plane hit the ground it became German property and that in burning
it, we have wilfully destroyed German property and the penalty is
probably death. Now I’ve already admitted that I burned it, so, if they
ask you who destroyed it you must say that I did it, in order that we
may not both get stuck for the same offense.”
Meanwhile I was making motions with my hands, shoulders, face,
brow, mouth, nose, and ears, and looking directly at the German
officer, as if I were performing for his benefit. The kid was
dumbfounded—things were happening fast. Davis played his part
like a trained actor and began to address this German, speaking very
rapidly, and in a similar manner, while the poor German was shaking
his head and hopelessly crying, “You are talking too fast; I do not
hear you; I cannot understand what you say.”
But Davis told me that I was a damned fool, that he had told them
he had burned the plane and that if there was going to be any
suffering done we would both do it together. Believe me, that boy’s
actions all through our experience endeared him to me forever, as a
brave man and an honest, genuine fellow. However, when we got
that one across our first custodian, I felt pretty much relieved for a
great burden had been lifted from my mind. After all, I guess, there is
a great deal of comfort in companionship even in trouble and misery.
We shot along those roads on that steel-wheeled bus at a
remarkable speed. Quite soon we were at Montmedy, which was the
headquarters of the 5th German Army. Undoubtedly here we were to
be interviewed and sure enough we were taken into the large room in
the front of the headquarters building, but, to our great surprise we
were left for a few moments by ourselves as the force was out to
lunch. I immediately threw off my flying “teddy bear” and hastily ran
through my pockets and in spite of standing orders for flyers never to
have written communications on their person, while flying over the
lines, I found one order which would have given a great deal of aid
and comfort to the enemy. I took this order, which was on very thin
paper, and rapidly folding it, taking a match from the table I lighted a
cigarette and then burned the order. The few other things I had were
not important, but at that I wanted to destroy everything. I had
thrown my map in the burning plane, so my conscience was clear
that I had done my duty all around as far as I was able. We were
quite sure that the room had audiphones so we said nothing. As I was
about to throw such other stuff as I had in the stove, the kid came in.
I simply slipped my hand in my pocket and looked innocent. Then a
very suave, English-speaking German Lieutenant came in and told us
that he had been a prisoner of war in Russia and had just been
released; that he felt sorry for all the prisoners of war, and wanted to
tell us not to believe everything we had heard about the German
atrocities and that since we were Americans we would be well taken
care of, fed, etc., for Germany wanted America to feel that America
and “Deutschland” were the best of friends. His line was so smooth
that I was sure that he told the same gag to everyone else, regardless
of nationality. This intelligence officer was a very smooth article for
instead of talking shop, he stated that if we would be so kind as to
give him such things as we had in our pockets there would be no
necessity to search us. By this time, he was welcome to everything I
had on me. Then he told us that he wanted us to be his guests at tea
that afternoon at five o’clock. We had no choice in the matter, so,
told him we would be very pleased to accept his kind invitation.
It was about one o’clock then, and the kid took us in our steel-
wheeled “lizzy” to the prison camp, which was to be our new home. I
must say that ostensibly they treated us lovely in every way, and
outside of the fact that our home was not in the same class with
Riverside Drive or Orange Grove Avenue, it wasn’t so bad. We were
incarcerated without ceremony and the kid left us after many
assurances of his kind offices. No one came in to attend to us, so, I
finally pounded on the door until some one did come. It was the
interpreter, who informed us that we were too late for anything to eat
as only enough food was prepared for those on hand and they did not
know we were coming, whereupon Davis and I sat down to wait until
night for something real to eat, meanwhile anticipating, with a great
deal of pleasure our tea we were to have in the afternoon.
As I sat there on that old bench I really had my first opportunity
for quiet reflection. In spite of the convincing environments I could
not bring myself to believe that I was actually a prisoner of war.
This camp at Montmedy was some place. It was a rectangular
affair, enclosing about an acre. Around this rectangle was a very
heavy barbed-wire fence about twelve feet high, and about four feet
within this was another big high fence and within this enclosure, at
the four corners, were four separate buildings, each of which was
surrounded by two huge wire fences, similar to those on the outside.
In one of these houses lived the lord of the domain, the Director of
the Prison Camp, a Sergeant in the German Army; in the second was
the kitchen where they prepared the luscious food for the prisoners,
and in which there was also located the quarters for the guards,
where they lived, slept and smoked their German tobacco; in the
third building there were bunks for enlisted men who were taken
prisoners; and in the fourth were the Non-Commissioned and
Commissioned officers who were prisoners, and in this last named
building were Davis and I.
We had been so down in the mouth upon actually entering this
prison camp that we had little to say. Finally I arose from my old
bench, shook myself like a dog after his nap, and in a graveyard tone
of voice said, “Davis, we’re prisoners of war,” and we wept on each
other’s shoulders like sob sisters. When we got tired of that I walked
to the door which was solid, turned the latch and, since no one
interfered, walked on outside.
Walking about I took occasion to examine the heavy barbed wire
surrounding us. There was nothing else to do, so, I kept walking
along, glancing at the wire. It looked rather solid and was sunk
rather deep in the ground. It was not encouraging. Then I had a real
treat for as I walked along I saw a bunch of American doughboy
prisoners, most of them privates, part of them barefooted, being
escorted by the camp guard. Believe me, they looked good. I hollered
to them and asked them how long they had been in and they
answered they had been taken only a few days before, so, I told them
I had been taken only that morning. In great eagerness, they
demanded to know how the drive was coming along.
“Oh, boy,” I yelled as they passed along, “we’ve sure got the Hun
on the run.”
About that time the German Sergeant Interpreter rushed out
—“The Hell you have,” he madly screamed. “Get inside.” I took
orders from a Sergeant.
He came after me and I didn’t know whether he was going to
browbeat me or not, but I had a strong hunch that it would be an
advantageous idea to change the subject, so, I started to talk about
what we were going to have to eat and he again surely informed me
that we were too late, that they had not made any preparations for us
and that we would not get anything to eat until that night. That
subject apparently didn’t interest him. I tried another.
“Where’s the barber shop?” I asked
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