Manual of Military Training / Second, Revised Edition

by James A. Moss

[920]. Simultaneous Instruction and Training. The next question that presents itself is: Should instruction and training in each branch be completed before proceeding to the next, or should instruction and training be carried on simultaneously in two or more different subjects, as one, for example, are taught mathematics, French and history at the same time, a different hour of the day being devoted to each subject? In other words, should we, for instance, devote one hour of the day to attack, one hour to defense, and one hour to the service of security, thus preventing the soldier from getting weary of doing the same thing that whole day? Our answer is:

1st. If the instruction and training is being given on the ground where the application of the principles of any given subject is varied so much by the type of the ground and the nature of the situation, each type of ground affording a different solution of the problem, it is thought the best results can be obtained by finishing each subject before proceeding to the next, thus not losing the "atmosphere" of one subject by switching to the next, and also confusing the minds of the men with different principles.

2nd. However, if the instruction and training be theoretical and the time available each day be several hours, better results can be obtained by studying two or more subjects simultaneously. This would also be the case if the work be practical, but if it be such that the type of the ground and the nature of the situation will not of themselves afford variety in the application of the same principles.

[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 admonishing 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.