Manual of Military Training Part 65

=921. Responsibility.= The Army Regulations and War Department orders hold the company commander responsible for the training and instruction of the company. The subject is a most important one and should receive serious thought and study. Before admonis.h.i.+ng one of your men for not knowing a subject, always ask yourself, "Have I made an effort to teach it to him?"

=922. Interest.= Special effort should be made to make the training and instruction of the company interesting, so that the work will not become monotonous and irksome, and thus cause the men to lose interest and get stale. To accomplish this, these points should be borne in mind:

_Variety._ Inject variety into the work. Do not keep the men too long at one thing.

_Clearness._ Every exercise, lesson or lecture should have in view a well-defined object, the meaning and importance of which must be explained to, and understood by, the men at the beginning of the exercise, lesson or lecture. In other words, at the beginning, explain the main, governing idea of the subject, and then take pains to explain in a simple, conversational way each phase as you come to it.

Give the reasons for everything. You can not expect men to take an interest in things the meaning of which they do not understand and the reason for which they do not see. Make sure by asking questions of different ones as you go along that your explanations are understood.

_Thoroughness._ Every lecture, talk, drill or exercise should be carefully planned and arranged beforehand. Remember, that the men who are going to listen to your talk--the men who are going to go through the exercise--have the right to expect this of you, and you have no right to compel them to listen to lots of disconnected, half-baked statements, or make them go through a disjointed exercise or drill. In the case of tactical exercises always, if practicable, visit and examine the terrain beforehand. Of course, all this will mean work--additional work--but remember the government pays you to work.

_Reality._ Make all practical work as real as possible--do not permit the commission of absurdities--do not let men do things which manifestly they would not be able to do in actual practice--and you yourself be sure to make your exercises and tactical scheme as like real conditions of warfare as possible.

=923. Individual Initiative.= The effective range and great power of modern firearms cause troops in battle to be spread out over large areas, thus decentralizing control over men and operations, and consequently increasing the value and importance of individual initiative. The company commander should, therefore, practice, accustom and encourage the privates, noncommissioned officers and lieutenants in the development and exercise of individual initiative and responsibility. This should be borne in mind in all training and instruction.

Officers, noncommissioned officers and privates must not "lay down"

just because they have no specific orders. Remember, the one thing above all others that counts in war, is =action, initiative=. Indeed, 'tis better to have acted and lost than never to have acted at all.

Listen to what the Chief of Staff of the Army has to say about this in the preface to the Field Service Regulations: "Officers and men of all ranks and grades are given a certain independence in the execution of the tasks to which they are a.s.signed and are expected to show initiative in meeting the different situations as they arise. Every individual, from the highest commander to the lowest private, must always remember that inaction and neglect of opportunities will warrant more severe censure than an error in the choice of means."

=924. Determination and Individual Intelligence.= While the value of discipline can hardly be overestimated, there are two other factors in battle that are fully as important, if not more so, and they are, =determination= to win, and =individual intelligence=, which, in war, as in all other human undertakings, almost invariably spell success.

Therefore, make these two factors one of the basic principles of the instruction and training of the company, and do all you can to instill into your men a spirit of determination, and to develop in them individual intelligence. Every human being has in his soul a certain amount of determination, even though it be only enough to determine upon the small things of life. Some people are born with more determination than others, but it is a mistake to suppose that a man must remain through life with the same amount of determination that he brought into it. The attributes of the human mind, such as determination, bravery, ambition, energy, etc., are all capable of improvement and also of deterioration. It is essential therefore, for us to endeavor by all means in our power to improve our strength of character--our determination. It is, of course, useless for us to learn the art of war if we have not sufficient determination, when we meet the enemy, to apply the principles we have studied. There is no reason, however, why every officer, noncommissioned officer and private should not improve his determination of character by careful training in peace. It can only be done by facing the difficulties, thoroughly understanding the dangers, and asking ourselves repeatedly whether we are prepared to face the ordeal in war. Let us not think, in a vague sort of a way, that in war we shall be all right and do as well as most people. We know that we are not gifted with tremendous personal courage, and we know that, whatever happens, we shall not run away. But that is not enough. We must train ourselves to understand that in the hour of trial we can harden our hearts, that we can a.s.sume the initiative, and retain it by constant advance and constant attack; unless we can fill our hearts with the determination to win, we can not hope to do our full duty on the field of battle and acquit ourselves with credit.

=925. The Human Element.= No system of training and instruction that does not take into account human nature, can be thoroughly effective.

The human element probably enters into war more than it does into any other pursuit. The old idea of turning a human being into a machine, by means of discipline, and making him dread his captain more than the enemy, died long ago, especially with the American people. In modern war success depends to a great extent upon the initiative, the individual action of the soldier and this action is greatly influenced by the soldier's state of mind at the moment, by the power that can be exercised over his mind by his comrades and those leading him. The company commander should, therefore, study the characteristics of the human mind with the object of ascertaining how he can influence the men under his command, so that in battle those human attributes which are favorable to success, may be strengthened and those which are favorable to defeat may be weakened. Of the former, courage, determination, initiative, respect, cheerfulness, comrades.h.i.+p, emulation and esprit de corps, are the princ.i.p.al ones; of the latter, fear, surprise, disrespect, and dejection, are the leading ones. By means of good, sound discipline, we can create, improve and foster the qualities mentioned that are favorable to success, and we can eliminate to a considerable extent, if not entirely, those that are detrimental to success.

=926. Fear.= The emotion of fear acts more powerfully upon the feelings of the individual soldier than any other emotion, and it is also probably the most infectious. Fear in a mild form is present in every human being. Nature wisely put it there, and society could not very well get along without it. For example, we stop and look up and down a crowded street before starting to cross, for fear of being run over; in going out in the cold we put on our overcoats, for fear of catching cold. In fact, we hardly do anything in life without taking a precaution of some kind. These are all examples of reasonable fear, which, within bounds is a perfectly legitimate attribute of a soldier in common with other human beings. For example, we teach the men to take advantage of cover when attacking, and we dig trenches when on the defense, in both cases for fear of being shot by the enemy. It is the unreasoning type of fear that plays havoc in war, and the most deadly and common form of it is a vague, indefinite, nameless dread of the enemy. If the average man was to a.n.a.lyze his feelings in war and was to ask himself if he were actually afraid of being killed, he would probably find that he was not. The ordinary soldier is prepared to take his chance, with a comfortable feeling inside him, that, although no doubt a number of people will be killed and wounded, he will escape. If, then, a man is not unreasonably afraid of being killed or wounded, is it not possible by proper training and instruction to overcome this vague fear of the enemy? Experience shows that it is. If a soldier is suffering from this vague fear of the enemy, it will at least be a consolation to him to know that a great many other soldiers, including those belonging to the enemy, are suffering in a similar manner, and that they are simply experiencing one of the ordinary characteristics of the human mind. If the soldier in battle will only realize that the enemy is just as much afraid of him as he is of the enemy, reason is likely to a.s.sert itself and to a great extent overcome the unpleasant feelings inside him. General Grant, in his Memoirs, relates a story to the effect that in one of his early campaigns he was seized with an unreasonable fear of his enemy, and was very much worried as to what the enemy was doing, when, all at once, it dawned upon him that his enemy was probably worrying equally as much about what he, Grant, was doing, and was probably as afraid as he was, if not even more so, and the realization of this promptly dispelled all of his, Grant's, fear. Confidence in one's ability to fight well will also do much to neutralize fear, and if a soldier knows that he can shoot better, march better, and attack better, than his opponent, the confidence of success that he will, as a result, feel will do much to dispel physical fear. By sound and careful training and instruction make your men efficient and this efficiency will give them confidence in themselves, confidence in their rifles, confidence in their bayonets, confidence in their comrades and confidence in their officers.

The physical methods of overcoming fear in battle are simply to direct the men's minds to other thoughts by giving them something for their bodies and limbs to do. It is a well-known saying that a man in battle frequently regains his lost courage by repeatedly firing off his rifle, which simply means that his thoughts are diverted by physical movements. This is no doubt one of the reasons why the attack is so much more successful in war than the defense, because in the attack the men are generally moving forward and having their minds diverted by physical motion from this vague dread of the enemy.

=927. Courage.= Courage, like all other human characteristics, is very infectious, and a brave leader who has no fear of the enemy will always get more out of his men than one who is not so well equipped in that respect. However, it is a well-known fact that a man may be brave far above his fellows in one calling or occupation, and extremely nervous in another. For example, a man may have greatly distinguished himself in the capture of a fort, who would not get on a horse for fear of being kicked off. Courage of this kind is induced chiefly by habit or experience--the man knows the dangers and how to overcome them, he has been through similar experiences before and he has come out of them with a whole skin. This type of courage can be developed by careful training during peace, and it can be increased by self-confidence--by so training the soldier that he knows and feels he will know what to do in any emergency which may arise, and how to do it; he will not be surprised by the unexpected event, which invariably occurs, and he will understand others besides himself are being troubled by unpleasant feelings, which it is his duty as a man and a soldier to overcome.

=928. Surprise.= Surprise may be said to be the mother of a panic, which is the worst form of fear. In such a case unreasoning fear sometimes turns into temporary insanity. Panic is most infectious, but, on the other hand, a panic can often be averted or stayed by the courageous action of one or more individuals, who can thus impose their will on the ma.s.s and bring the people to a reasonable state of mind. =Teach every man in the company that when surprised the only hope of success is to obey at once and implicitly the orders of his immediate commander.=

Surprises in war are not limited to the ordinary acceptance of the term, such as a sudden attack from an unexpected direction. The soldier who goes into battle, for instance, and hears the whiz of a bullet, or sees a sh.e.l.l burst in front of him, is surprised if he has not been taught in peace that these things have to be faced, and that for one bullet that hurts anyone thousands have to be fired.

Similarly, a man sees a comrade knocked over; the horrors of war are immediately brought to him, and his courage begins to ebb--he has been surprised, because he has not realized in peace that men are bound to be killed in war. The whole atmosphere of the battlefield is a surprise to the average soldier with no previous experience--the enemy is everywhere, behind every bush, and lurking in every bit of cover, the air is full of bullets, and any advance towards the formidable-looking position held by the enemy is suicidal. However, if the soldier is properly trained and instructed in peace, he will not be greatly surprised at his novel surroundings; he will know that the enemy is not everywhere, and that one bullet sounds much more dangerous than it really is. A bullet sounds quite close when it is fifty yards away, and there is a popular saying that a man's weight in lead is fired for every man that is killed in war.

=929. Respect.= It is a mistake to imagine that all that is required from a soldier is respect to his officers and noncommissioned officers. Self-respect is fully as important. A soldier is a human being; if he possesses self-respect he will respect all that is good in his comrades, and they will respect all that is good in him. A man who respects himself knows how to respect other people. These are the men that form the backbone of the company, and are the best material on which to work in order to raise the general standard of courage in Battle. From a purely military point of view, it is absolutely necessary for an officer, noncommissioned officer, or private to possess some marked military qualifications in order to gain respect from others.

This respect engenders confidence in others. Self-respect in the individual can be encouraged, not by fulsome praise, but by a quiet appreciation of the good military qualities displayed by him, and by making use of those qualities whenever an opportunity occurs. For example, if a soldier is seen to do a good piece of scouting or patrolling, the first opportunity should be taken to give him a similar task, if possible in a more responsible position or on a more important occasion. Knowledge is a powerful factor in creating respect, and is probably second only to determination of character. It is essential, therefore, that all officers and noncommissioned officers should have a thorough knowledge of their duties--that they should be "on to their jobs."

=930. Cheerfulness.= Cheerfulness is a valuable military a.s.set in war, and like all other characteristics of the human being, is very infectious, and in times of depression, such as during a long siege, or after the failure of an attack, it does more than anything else to restore the fighting power of the men.

=931. Contentment.= Contentment amongst troops in war is dependent upon these main factors: good leading, good food, and sufficient shelter and sleep. Of these, good leading is by far the most important, because it has been proved time and again that badly fed and badly quartered troops, who have suffered great hards.h.i.+ps, will still be content and will fight in the most gallant and vigorous manner, provided they are well led. Although good leading emanates in the first instance from the highest military authorities, a great deal depends upon the company officers and noncommissioned officers. A good leader as a rule is careful of the comforts of his men; he obtains the best food and best shelter available, he does not wear out the men by unnecessary movements or unnecessary work, either in the field or in camp, and consequently when he does order them to do anything they know at once that it is necessary and they do it cheerfully.

=932. Comrades.h.i.+p.= Comrades.h.i.+p is a very valuable military characteristic. What a world of meaning there is in the words, "Me and my bunkie." A soldier may have many acquaintances and a number of friends, but he has but one "bunkie." In times of great danger two men who are "bunkies" will not s.h.i.+rk so easily as two independent men. The best in one man comes out to the surface and dominates any bad military points in the other. They can help each other in countless ways in war, and if one is unfortunately killed or wounded, the other will probably do his best to get even with the enemy at the earliest possible opportunity. This spirit may not be very Christianlike, but it is very human and practical, and helps to win battles, and to win battles is the only reason why soldiers go to war.

ART OF INSTRUCTION ON THE GROUND

=933. Advantages.= Whenever practicable, training and instruction should, in whole or in part, be imparted on the ground, as this gives the instruction a practical aspect that is most valuable, and enables the soldier to grasp and apply principles that he would not otherwise understand. Knowledge that a man can not apply has no value.

=934. Different Methods.= Instruction on the ground may be given according to one of these three methods:

_1st Method._ By means of a talk or lecture prepare the minds of the men for the reception and retention of the subject to be explained later on the ground. In other words, first explain the principles of the subject and then put a "clincher" on the information thus imparted by taking the men to some suitable ground, a.s.suming certain situations and then by quizzing different men see how they would apply the principles just explained in the talk or lecture. For example, after a lecture on the selection of fire-positions take the men to some suitable nearby place and explain to them that the company is attacking toward that house and is being fired upon from that direction. Then continue:

=Captain:= Remember what I told you about the selection of good fire-positions during the advance. We want to use our rifles with effect, so we must be able to see the position of the enemy. On the other hand, we want to avoid being hit ourselves, if possible; so, we would like to get as much cover as possible. Now, Smith, do you think where we are at present standing is a good place for a fire-position?

=Smith:= No, sir.

=Captain:= Why not?

=Smith:= We can see the enemy from here, but he can see us better than we can see him, and can hit us easier than we can hit him.

=Captain:= Jones, can you choose a better place, either to the front or rear of where we are now standing?

=Jones:= I would choose a position along that row of bushes, about fifty yards to the front.

=Captain:= Why?

=Jones:= Because, etc., etc.

Twenty minutes' instruction in this manner, after a lecture, will firmly fix in the brains of the men the principles explained in the lecture.

It is a good plan to repeat the salient points of the lecture in the questions, as was done in the first question asked above, or to do so in some other way.

If a man can not give an answer, or choose a suitable place, explain the requirements again and help him to use his common sense.

_2d Method._ By practicing the men on the ground in the subject about which the talk or lecture was delivered.

_3d Method._ This may be called the ocular demonstration method, which consists in having a part of the company go through the exercise or drill, while the rest of the company observes what is being done. This method is ill.u.s.trated by the following example:

=935. Attack.= The company commander has just delivered a talk to the company on the second stage of the attack, and has marched the company to a piece of ground suitable for practicing this particular operation, and which the company commander has himself visited beforehand (The ground should always be visited beforehand by the company commander, who should be thoroughly familiar with it. If possible, ground suitable for practicing the operation in question should always be selected.) The operation should begin about 1200 yards from the enemy's position. After pointing out the enemy's position to the company, the particular part of his line it is intended to a.s.sault and the direction the company is to advance, the company commander would then proceed something like this: "We are part of a battalion taking part in a battle, and there are companies to our right and left, with a support and reserve in our rear. So far we have been advancing over ground that is exposed to hostile artillery fire (or not exposed to hostile artillery fire, according to the actual country). We have just come under the enemy's infantry fire also, and consequently we must change our method of advancing. Our immediate object is to get forward, without expending more ammunition than is absolutely necessary, to a position close enough to the enemy to enable us to use our rifles with such deadly effect that we will be able to gain a superiority of fire. Now, is this place sufficiently close for the purpose? No, it is not--it's entirely too far away. Is that next ridge just in front of us close enough? No, it is not; it is at least 1,000 yards from the enemy's position. As a rule, we must get from eight to six hundred yards from the enemy's position before the real struggle for superiority of fire begins.

"The following are the main points to which attention must be paid during this part of the advance:

"1. We must halt in good fire position from which we can see and fire at the enemy, and from which we can not be seen very clearly.

"2. We must advance very rapidly over any open ground that is exposed to the enemy's artillery or rifle fire.

"3. We must find halting places, if possible under cover, or under the best cover available, so as to avoid making our forward rushes so long that the men will get worn out, and begin to straggle long before they get close enough to the enemy to use their rifles with deadly effect.

"4. Whenever possible, company scouts should be sent on ahead to select fire-positions."

Of course, the above points will have been explained already in the lecture, but this short summary is given in order to focus the minds of the men upon the action that must be taken by the privates, and squad leaders and the platoon commanders.

We now take one platoon and the remainder of the company looks on. The platoon commander is reminded that he is under artillery and infantry fire, and is then directed to advance, in proper formation, to the first fire-position available.

We will suppose there is a gentle slope up to the next ridge or undulation of the ground, and that there are no obstructions to the view except those afforded by the ground itself. The platoon now advances, the captain remaining with the rest of the company, pointing out mistakes as well as good points, and asking the men questions, such as: