Historical Figure
George C. Marshall
1880–1959
American general and statesman (1880–1959)
Hear Their Voice
Original recordings and AI voice
"Marshall Plan Speech at Harvard University" — 1947
Generated by Today in History
Talk to George C. Marshall
Have a conversation with this historical figure through AI
Biography
George Catlett Marshall Jr. was an American army officer and statesman. He rose through the United States Army to become Chief of Staff of the U.S. Army under presidents Franklin D. Roosevelt and Harry S. Truman, then served as Secretary of State and Secretary of Defense under Truman. Winston Churchill lauded Marshall as the "organizer of victory" for his leadership of the Allied victory in World War II. During the subsequent year, he unsuccessfully tried to prevent the continuation of the Chinese Civil War. As Secretary of State, Marshall advocated for a U.S. economic and political commitment to post-war European recovery, including the Marshall Plan that bore his name. In recognition of this work, he was awarded the Nobel Peace Prize in 1953, the only Army general ever to receive the honor.
Timeline
The story of George C. Marshall, told in moments.
Arrived in France as a staff officer with the American Expeditionary Forces. He planned the Meuse-Argonne Offensive, the largest American military operation to that point. 1.2 million troops.
Appointed Army Chief of Staff on September 1, the day Germany invaded Poland. He inherited an army of 174,000 and built it into 8.3 million in four years.
Announced the Marshall Plan in a speech at Harvard. $13.3 billion to rebuild Europe. The speech was 11 minutes long. It reshaped the postwar world.
Won the Nobel Peace Prize. The only career military officer to receive it. He donated the prize money. Senator McCarthy had called him a traitor the year before.
In Their Own Words (20)
We are determined that before the sun sets on this terrible struggle, Our Flag will be recognized throughout the World as a symbol of Freedom on the one hand and of overwhelming force on the other.
Statement (29 May 1942); The Papers of George Catlett Marshall Vol 3 (1991) by the George C. Marshall Foundation, 1991
We have walked blindly, ignoring the lessons of the past, with, in our century, the tragic consequences of two world wars and the Korean struggle as a result. In my country my military associates frequently tell me that we Americans have learned our lesson. I completely disagree with this contention and point to the rapid disintegration between 1945 and 1950 of our once vast power for maintaining the peace. As a direct consequence, in my opinion, there resulted the brutal invasion of South Korea, which for a time threatened the complete defeat of our hastily arranged forces in that field. I speak of this with deep feeling because in 1939 and again in the early fall of 1950 it suddenly became my duty, my responsibility, to rebuild our national military strength in the very face of the gravest emergencies.
1953
Because wisdom in action in our Western democracies rests squarely upon public understanding, I have long believed that our schools have a key role to play. Peace could, I believe, be advanced through careful study of all the factors which have gone into the various incidents now historical that have marked the breakdown of peace in the past. As an initial procedure our schools, at least our colleges but preferably our senior high schools, as we call them, should have courses which not merely instruct our budding citizens in the historical sequence of events of the past, but which treat with almost scientific accuracy the circumstances which have marked the breakdown of peace and have led to the disruption of life and the horrors of war.
1953
These opening remarks may lead you to assume that my suggestions for the advancement of world peace will rest largely on military strength. For the moment the maintenance of peace in the present hazardous world situation does depend in very large measure on military power, together with Allied cohesion. But the maintenance of large armies for an indefinite period is not a practical or a promising basis for policy. We must stand together strongly for these present years, that is, in this present situation; but we must, I repeat, we must find another solution, and that is what I wish to discuss this evening.
1953
I believe our students must first seek to understand the conditions, as far as possible without national prejudices, which have led to past tragedies and should strive to determine the great fundamentals which must govern a peaceful progression toward a constantly higher level of civilization. There are innumerable instructive lessons out of the past, but all too frequently their presentation is highly colored or distorted in the effort to present a favorable national point of view. In our school histories at home, certainly in years past, those written in the North present a strikingly different picture of our Civil War from those written in the South. In some portions it is hard to realize they are dealing with the same war. Such reactions are all too common in matters of peace and security. But we are told that we live in a highly scientific age. Now the progress of science depends on facts and not fancies or prejudice. Maybe in this age we can find a way of facing the facts and discounting the distorted records of the past.
1953
Artifacts (15)
We had our mother, and we had each other, so we never needed no one else
ional closeness between the twins and their mother, who shunned the company of others. Ronnie later stated about his childhood: "We had our mother, and we had each other, so we never needed no one...
It's hard to say exactly what it was, but they weren't like other children
never needed no one else". One of the Krays' cousins who attended school with them, Billy Wilshire, recalled: "It's hard to say exactly what it was, but they weren't like other children". The...
More from the Victorian Era
Explore what happened on the days that shaped George C. Marshall's life. Today In History connects historical figures with the events, births, and deaths that defined their era. Browse all historical figures or explore today's events.