[Footnote 7-102: Memo, Brig Gen J. J. O'Hare, Dep Dir, P&A, for SA, 9 Mar 48, sub: Implementation of WD Circular 124, CSGPA 291.2.] The Personnel and Organization Division made no further requests for increased school quotas for Negroes, and even those increases already approved were short-lived. As soon as the needs of the converted units were met, the school quotas for Negroes were reduced to a level sufficient to fill the replacement needs of the black units. By March 1949, spaces for black students in the replacement stream courses had declined from the 237 recommended by Major Fowler to eighty-two; the number of replacement stream courses open to Negroes fell from 48 percent of all courses offered to 19.8 percent. Fowler had expected to follow up his study of school quotas in the Military Police, Signal Corps, and Medical Corps with surveys of other schools figuring in the Career Guidance Program, but since no additional overhead positions were ever converted from white to black, no further need existed for school quota studies. The three-point study suggested by Paul to find ways to increase school quotas for Negroes was never made. The War Department's problems with its segregation policy were only intensified by its insistence on maintaining a racial quota. Whatever the authors' intention, the quota was publicized as a guarantee of black participation. In practice it not only restricted the number of Negroes in the Army but also limited the number and variety of (p. 203) black units that could be formed and consequently the number and variety of jobs available to Negroes. Further, it restricted the openings for Negroes in the Army's training schools. [Illustration: BRIDGE PLAYERS, SEAVIEW SERVICE CLUB, TOKYO, JAPAN, 1948.] At the same time, enlistment policies combined with Selective Service regulations to make it difficult for the Army to produce from its black quota enough men with the potential to be trained in those skills required by a variety of units. Attracted by the superior economic status promised by the Army, the average black soldier continued to reenlist, thus blocking the enlistment of potential military leaders from the increasing number of educated black youths. This left the Army with a mass of black soldiers long in service but too old to fight, learn new techniques, or provide leadership for the future. Subject to charges of discrimination, the Army only fitfully and for limited periods tried to eliminate low scorers to make room for more qualified men. Yet to the extent to which it failed to attract educated Negroes and provide them with modern military skills, it failed to perform a principal function of the peacetime Army, that of preparing a cadre of leaders for future wars.