The Armed Forces Officer Part 19

The services do not discard that kind of man when the economy pinch comes and the establishment has to contract. The Reservist, who is known as a good instructor, is always on the preferred list. In any period of emergency, such officers move rapidly to the top; there are always more good jobs than there are good men. Look back over the lineup of distinguished commanders from World War II! It will be found that the high percentage of them first attracted notice by _being good school men_.

Within the services, in all functions related to the pa.s.sing on of information, the accent is on "knowing your stuff." The point is substantial, but not conclusive. It is upon the way that instruction is delivered rather than upon its contents as such that its moral worth rests. The pay-off is not in what is said, but in what sinks in.

_A competent instructor will not only teach his men but will increase his prestige in the act._ There are many inexpressibly dull bores who know what they're talking about, but still haven't learned how to say it, because they are contemptuous of the truth that it is the dynamic flow of knowledge, rather than the static possession of it, which is the means to power and influence. As technicians, they have their place. As instructors, they would be better off if they knew only half as much about their subject, and twice as much about people.

To know where truth lies is not more important than knowing how to pitch it. Take the average American military audience: what can be said fairly of its main characteristics? Perhaps this--that it is moderately reflective; that it is ready to give the untried speaker a break; that it does not like windiness, bombast or prolonged moralizing; that it refuses to be bullied; and that it can usually be won by the light touch and a little appeal to its sporting instinct.

It is the little leavening in the bread which makes all the difference in its savor and digestibility.

In World War I an American major, name now long forgotten, was given the task of making the rounds of the cantonments, talking to all combat formations, and convincing them that the future was bright--no Boy Scout errand. But wherever he went, morale was lifted by his words. In substance, what he said was this:

"None of us cares about living with any individual who wants every break his own way. But when the odds are even, the gamble is worth any good man's time. So let's look at the proposition. You now have one chance in two; you may go overseas, you may not. Suppose you do.

You still have one chance in two. You may go to the front, or you may not. If you don't, you'll see a foreign country at Uncle Sam's expense; if you do, you'll find out about war, which is the toughest chance of them all. But up there, you still have one chance in two: you may get hit, or you may not. If you breeze through it, you'll be a better man for all the rest of your life. And if you get hit, you still have one chance in two. You may get a small wound, and become a hero to your family and friends. Or there is always the last chance that it may take you out altogether. And while that is a little rugged, it is at least worth remembering that very few people seem to get out of this life alive."

There was as simple an idea as any military instructor ever unloaded, and yet troops cheered this man wherever he went.

Lt. Col. H. M. Hutchinson, of the British Army, already described in this book as an instructor who made a powerful impression on the American Army in World War I because of his droll wit, was a master hand at taking the oblique approach to teach a lesson. Old officers still remember the manner and the moral of pa.s.sages such as this one:

"On the march back from Mons--and I may say that a very good army sometimes must retreat, though no doubt it wounds the sensibilities to consider it--we did rather well. But I noticed often the confusion caused by marching slowly up one side of a hill and das.h.i.+ng down the other. It is a tendency of all columns on foot.

"A captain is sitting out in front on a horse, with a h.e.l.l of a great pipe in his mouth and thinking of some girl in a cafe, and of course he moves slowly up the hill. He comes to the top and his pace quickens. Well, then, what happens? The taller men are at the top of the column, and they lengthen their stride--but what becomes of Nipper and Sandy down in the twentieth squad? Half the time, you see, they are running to catch up. So the effect is to jam the troops together on an upgrade and to stretch them out going down--you know--like a concertina."

Where then is the beginning of efficiency in the art of instruction?

It resides in becoming diligent and disciplined about self-instruction.

No man can develop great power as an instructor, or learn to talk interestingly and convincingly, until he has begun to think deeply.

And depth of thought does not come of vigorous research on an a.s.signment immediately at hand, but from intensive collateral study throughout the course of a career. We are all somewhat familiar with the type of commander who, when asked: "What are your officers doing about special studies, so that they may better their reading habits and further their powers of self-expression?" will puff himself up by replying, "They are kept so busily employed that they have no time for any such exercise." This is one way of saying that his subordinates are kept too busy to get essential work done.

Research, on the spot and at the time, is vital and necessary so that the presentation of any subject will be factually freshened and doc.u.mented. But its nature and object should not be overrated. The real values can be compared to what happens to a pitcher when he warms up before a game. This is merely an act of suppling the muscles; the real conditioning process has already taken place, and it has been long and arduous.

Even so is it with immediate research, in its relation to continuing military study, in the perfecting of instructors.h.i.+p. That which gives an officer power, and conviction, on the platform, or before a group, is not the thing which he learned only yesterday, having been compelled to read it in a manual or other source, but the whole body of this thought and philosophy, as it may be directed toward the invigorating of any presentation of any subject. If he forms the habit of careful reflection, then almost everything that he reads and hears other people say that arouses his own interest becomes grist for his mill.

Like 10 years in the penitentiary, it's easy to say but hard to do. So much time, seemingly, has to be wasted in profitless study to find a few kernels amid much chaff. Napoleon said at one point that the trouble with books is that one must read so many bad ones to find something really good. True enough but, even so, there are perfectly practical ways to advance rapidly without undue waste motion. Consider this: Among one's superiors there are always discriminating men who have "adopted" a few good books after reading many bad ones. When they say that a text is worthwhile, it deserves reading and careful study.

The junior who starts building a working library for his professional use cannot do better than to consult those older men who are scholars as well as leaders, and ask them to name five or six texts which have most stimulated their thought. It comes as a surprising discovery that some of the t.i.tles which are recommended with the greatest enthusiasm are not among the so-called cla.s.sics on war. The well-read man need not have more than a dozen books in his home, provided that they all count with him, and he continues to pore over them and to ponder the weight of what is said. On the other hand, the ignorant man is frequently marked by his bookshelf stocked with t.i.tles, not one of which suggests that he has any professional discernment.

The notebook habit is invaluable, nay, indispensable, to any young officer who is ambitious to perfect himself as an instructor. Most men who are distinguished for their thinking ability are inveterate keepers of sc.r.a.pbooks and of reference files where they have put clippings and notes which jogged their own thoughts. This is not a cheap device leading to the parroting of other men; the truth is that the departure line toward original thinking by any man is established by the mental energy which he acquires by imaginative observation of other men's ideas.

To get back to the notebook, it should be loose-leaf and well-bound, else it is not likely to be given permanent use. Whether it is kept at home or the office is immaterial. What matters is that it be made a receptacle for everything that one hears, reads or sees which may be of possible future value in the preparation of cla.s.sroom work. Books can't be clipped; but short, decisive pa.s.sages can be copied, and longer ones can be made the subject of a reference item. Copying is one way of fixing an idea in the memory. While on the subject of books, it is all right to quote the cla.s.sics and to be able to refer to the great authorities on the science of war. But it is more effective by far to read deeply into such writers as Clausewitz, Mahan and Fuller, and to find some of their strongest but least-known pa.s.sages for one's self, than to rely on the more popular but shop-worn quotations which are in general circulation. Such old chestnuts as, "The moral is to the material as three to one," do not refresh discourse.

Even so, the cla.s.sics are only one small field worth cultivating.

Nearly every major speech by current military leaders.h.i.+p contains a pa.s.sage or two well worth salting away. The writings of the philosophers, the publications of the industrial world, the daily press and the scientific journals are goldmines containing rich nuggets of information and of choice expression worth study and preservation.

In fact, the military instructor has the whole world as his workshop.

His notebook should be as ready to receive some especially apt saying by a new recruit as the more ponderous words uttered by the sages. And it should contain, not less, comments on techniques and methods used by other speakers and instructors, which were visibly unusually effective.

Above all, the consistent use of obvious and stereotyped devices and methods of presentation should be avoided. For the fact is that _no one has yet discovered the one best way_. In our service thinking, we tend to get into a rut, and to use none but the well-tried way. For example, we overwork the twin principles of thought-surprise and thought-concentration, and in the effort to produce dramatic effect, we sometimes achieve only an anticlimax. Using the techniques of the advertising world, the military instructor puts his exhibits behind a screen, in order to buildup antic.i.p.ation, and at the appropriate moment he yanks the cover off. This is perfectly effective, in some instances. But it becomes a _reductio ad absurdum_ when he is working with only one chart, or a pair or so of objects. Let's say that he is talking about one machine gun, and he has one chart highlighting its characteristics. How much more impressive it would be if they were in the open at the beginning and he were to start by saying: "Gentlemen, I am talking about this one gun and what keeps it going. It is more important that you see and know this gun from this moment than that you be persuaded by what I am about to say!"

It is a very simple but inviolable rule that where there is an obvious straining to produce an effect by the use of any training aid, then the effect of the training aid is lost and the speaker is proportionately enfeebled. A famous World War II commander said of all operations: "It is the chaps, not the charts, that get the job done."

What needs to be kept in mind is the psychological object in their use. The scientists tell us, and we can partly take their word for it, that people learn about 75 percent of what they know through their sight, 13 percent through their hearing, and 12 percent through their other senses. But this is a relative and qualitative, rather than an absolute, truth. It has to be so. Otherwise, book study, which employs sight exclusively, would be the only efficient method of teaching, and oral instruction, which depends primarily on sound impact, would be a wasteful process.

The more fundamental truth is that when oral instruction is properly done, the mind becomes peculiarly receptive because it is being bombarded by both sight and sound impressions. Nor is this small miracle wrought primarily by what we call training aids. The thoughts and ideas which remain most vivid in the memory get their adhesive power because some particular person said them in a graphic way in a pregnant moment. Our working thoughts are more often the product of an a.s.sociation with some other individual than not. We remember words largely because we remember an occasion. We believe in ideas because first we were impressed by the source whence they came.

The total impression of a speaker--his sincerity, his knowledge, his enthusiasm, his mien, and his gestures--is what carries conviction and puts an indelible imprint on the memory. Man not only thinks, but he moves, and he is impressed most of all by animate objects. Vigorous words mean little or nothing to him when they issue from a lack-l.u.s.ter personality.

Artificiality is one of the more serious faults, and it is unfortunately the case that though an instructor may be solid to the core, he will seem out of his element, unless he is careful to avoid stilted words and vague or catch-all phrases and connectives. Strength in discourse comes of simplicity.

But it has become almost an American disease of late that we painfully avoid saying it straight. "We made contact, and upon testing my reaction to him, found it distinctly adverse" is subst.i.tuted for "I met him and didn't like him." But what is equally painful is to hear public remarks interlarded with such phrases as "It would seem," "As I was saying," "And so, in closing," "Permit me to call your attention to the fact" and "Let us reflect briefly"--which is often the prelude to a 2-hour harangue.

Not less out of place in public address is the apologetic note. The man who starts by explaining that he's unaccustomed to public speaking, or badly prepared, is simply asking for the hook. "To explain what I mean" or "to make myself clear" makes the audience wonder only why he didn't say it that way in the first place. But the really low man on this totem pole is the one who says, "Perhaps you're not getting anything out of this."

A man does not have to go off like a gatling gun merely because he is facing the crowd. Mr. Churchill, one of the great orators of the century, made good use of deliberate and frequent pauses. It is a trick worth any young speaker's cultivation, enabling the collection of thought and the avoiding of tiresome "and ah-h-h's."

Likewise, because a man is in military uniform does not require that his speech be terse, cold, given to the biting of words and the overemployment of professional jargon. Training instruction is not drill. Its efficiency does not come of its incisiveness but of the bond of sympathy which comes to prevail between the instructor and his followers.

Another main point: It is disconcerting to talk about the ABCs, if the group already knows the alphabet. To devote any great part of a presentation to matters which the majority present already well understand is to a.s.sure that the main object will receive very little serious attention. Thus in talking about the school of the rifle, only a fool would start by explaining what part of it was the trigger and from which end the bullet emerged, though it might be profitable to devote a full hour to the discussion of caliber. Likewise, in such a field as tactical discussion, the minds of men are more likely to be won, and their imagination stirred, through giving them the reasoning behind a technique or method than by telling them simply how a thing is done.

In talk, as in tactics, at the beginning the policy of the limited objective is a boon to confidence. It scares any green man to think about talking for an hour. But if he starts with a subject of his own choice and to his liking, and works up to 15-minute talk for a group of platoon size, he will quickly develop his powers over the short course; the switch from sprinting to distance running can be made gradually and without strain. But it's easy that does it, and one step at a time.

Excessive modesty is unbecoming. No matter how firm his sources, or complex the subject, any instructor should form the habit of adding a few thoughts of his own to any presentation. It is not a mark of precocity but of interest when an instructor knows his material, and its application to the human element, sufficiently well to express an occasional personal opinion. Since he is not a phonograph record, he has a right to say, "I think" or "I believe." Indeed, if he does not have his subject sufficiently in hand that it has stirred his own imagination, he is no better than a machine.

That leads to a discussion of outlines. They are necessary, if any subject is to be covered comprehensively. But if they are overelaborated, the whole performance becomes automatic and dull. A little spontaneity is always needed. Even when working from a ma.n.u.script, a speaker should be ever-ready to depart from his text if a sudden idea pops into his mind. It is better to try this and to stumble now and then than to permit the mind to be commanded by words written on paper.

Likewise, revision of outline between talks is the way of the alert mind. A man cannot do this work without seeing, in the midst of discussion, points which need strengthening, and bets which have been missed. Notes should be revised as soon as the period is completed.

There are many methods of instruction, among them being the seminar, critique, group discussion and conference. They are not described here for the reason that every young officer quickly learns about them in the schools, and gets to know the circ.u.mstances under which one form or another can be used to greatest advantage.

It suffices to say that their common denominator, insofar as personal success and ease of partic.i.p.ation are concerned, is the ability to think quickly and accurately on one's feet; the one best school for the sharpening of this faculty is the lecture platform. Keenness is a derivative of pressure.

Use of a wire recorder or a platter, so that one can get a playback after talking, is an aid to self-criticism. But it is not enough. A man will often miss his own worst faults, because they came of ignorance in the first place; too, voice reproduction proves nothing about the effectiveness of one's presence, expression and gesture. It is common-sense professional procedure to ask the views of one or two of the more experienced members of the audience as to how the show went over, and what were its weak points.

There is one hidden danger in becoming too good at this business. Too frequently, polished speakers fall in love with the sound of their own voices, and want to be heard to the exclusion of everyone else. In the military establishment, where the ideal object is to get 100 percent partic.i.p.ation from all personnel, this is a more serious vice than snoring in a pup tent.

When an officer feels any temptation to monopolize the discussion, it is time to pray for a bad case of bronchitis.

CHAPTER TWENTY-TWO

YOUR RELATIONs.h.i.+PS WITH YOUR MEN

Inasmuch as most of this book has been directed toward covering the various approaches to this subject, there is need to discuss here only a relatively few points which could not conveniently be treated elsewhere.

This is the touchstone of success.

To any officer starting on a life career, it is impossible to overstate its importance. For the moment, we can forget the words duty and responsibility. The question is: "How do I get ahead?" And for a junior there is one main road open--he will strive to achieve such a communion of spirit with his subordinates that he will know the personality and character of every one of his men, will understand what moves and what stops them, and will be sympathetic to their every impulse.

This is the main course. The great principles of war have evolved from centuries of observation on how men react in the ma.s.s. It could not be otherwise than that any officer's growth in knowledge of when and how these principles apply to varying situations, strategical and tactical, come primarily of the acuteness of his powers of observation of individual men, and of men working together in groups, and responding to their leaders.h.i.+p, under widely different conditions of stress, strain and emotion.