Manual of Military Training by James A. Moss (best e book reader for android .TXT) 📖
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911. Methods of Attaining Good Discipline. Experience shows that drill, routine, military courtesy, attention to details, proper rewards for good conduct, and invariable admonition or punishment of all derelictions of duty, are the best methods of attaining good discipline—that they are the most effective means to that end.
912. Importance. History shows that the chief factor of success in war is discipline, and that without discipline no body of troops can hold their own against a well-directed, well-disciplined force.
913. Sound System. We must bear in mind that what may be considered a sound system of discipline at one epoch or for one nation, may be inapplicable at another epoch or for another nation. In other words, sound discipline depends upon the existing state of civilization and education, the political institutions of the country, the national trait and the national military system. For example, the system of discipline that existed in the days of Frederick the Great, and which, in modified form, exists today in certain European armies, whereby the soldier was so inured to a habit of subjection that he became a sort of machine—a kind of automaton. Such a system of discipline, while answering admirably well its purpose at that time and for those nations, would not do at all in this day and generation, and with a people like ours, in whom the spirit of personal freedom and individual initiative are born. Of course, the discipline that will insure obedience under any and all conditions—the discipline that will insure prompt and unhesitating obedience to march, to attack, to charge—is just as important today as it was a thousand years ago, but we can not attain it by the machine-making methods of former times. The system we use must be in keeping with the national characteristics of our people and the tactical necessities of the day, the latter requiring individual initiative. According to the old system, the company commander imposed his will upon a body of submissive units; under the new system the company commander, backed by authority and greater knowledge, leads obedient, willing units, exacting ready obedience and loyal coöperation. The company commander used to drive; now he leads.
914. Means of attaining and maintaining such discipline.
1. Explain to the men the importance of discipline and its value on the field of battle, and give the reasons that makes it necessary to subject soldiers to restrictions that they were not subjected to in civil life.
2. Do not impose unnecessary restrictions or hardships on your men, nor issue orders that have no bearing on their efficiency, health, cleanliness, orderliness, etc.
3. Demand a high standard of excellence in the performance of all duties whatsoever, and exact the utmost display of energy.
A system of discipline based on the above principles develops habits of self-control, self-reliance, neatness, order, and punctuality, and creates respect for authority and confidence in superiors.
915. Punishment. In maintaining discipline, it must be remembered the object of punishment should be two-fold: (a) To prevent the commission of offenses, and (b) to reform the offender. Punishment should, therefore, in degree and character depend upon the nature of the offense. Punishment should not be debasing or illegal, and the penalty should be proportionate to the nature of the offense. If too great, it tends to arouse sympathy, and foster friends for the offender, thus encouraging a repetition of the offense. A distinction, therefore, should be made between the deliberate disregard of orders and regulations, and offenses which are the result of ignorance or thoughtlessness. In the latter case the punishment should be for the purpose of instruction and should not go to the extent of inflicting unnecessary humiliation and discouragement upon the offender.
General Principles916. In the administration of discipline the following principles should be observed.
1. Everyone, officers and soldiers, should be required and made to perform their full duty. If the post commander, for instance, requires the company commanders to do their full duty, they will require their noncommissioned officers to do their full duty, and the noncommissioned officers will in turn require the men to do the same.
2. Subordinates should be held strictly responsible for the proper government and administration of their respective commands, and all changes or corrections should be made through them.
3. Subordinates should have exclusive control of their respective commands, and all orders, instructions and directions affecting their commands should be given through them.
4. If, in case of emergency, it be not practicable to make certain changes or corrections, or to give certain orders, instructions or directions, through the subordinates, they should be notified at once of what has been done.
5. After a subordinate has been placed in charge of a certain duty, all instructions pertaining thereto should be given through him, and all meddling and interfering should be avoided. Interference by superiors relieves the subordinate of responsibility, and causes him to lose interest, become indifferent, and do no more than he is obliged to do.
6. The certainty of reward for, and appreciation of, meritorious conduct, should equal the certainty of punishment for dereliction of duty.
7. It is the duty of an officer or noncommissioned officer who gives an order to see that it is obeyed; carrying out orders received by him does not end with their perfunctory transmission to subordinates—this is only a small part of his duty. He must personally see that the orders so transmitted are made effective.
8. The treatment of soldiers should be uniform and just, and under no circumstances should a man be humiliated unnecessarily or abused. Reproof and punishment must be administered with discretion and judgment, and without passion; for an officer or noncommissioned officer who loses his temper and flies into a tantrum has failed to obtain his first triumph in discipline. He who can not control himself can not control others.
9. Punishment should invariably follow dereliction of duty, for the frequency of offenses depends, as a general rule, on the degree of certainty with which their commission is attended with punishment. When men know that their derelictions and neglects will be observed and reproved, they will be much more careful than they would be otherwise—that's human nature.
A strict adherence to the above general principles will instill into the minds of those concerned, respect for authority and a spirit of obedience.
MISCELLANEOUS SUBJECTS PERTAINING TO COMPANY TRAINING AND INSTRUCTION
GENERAL PRINCIPLES OF COMPANY TRAINING AND INSTRUCTION[10]
917. Object of Training and Instruction. The object of training and instructing a company is to thoroughly knit together its different parts, its various elements (individuals, squads and platoons), into a complete, homogeneous mass, a cohesive unit, that will under any and all conditions and circumstances respond to the will of the captain—a cohesive unit that knows how to march, that knows how to live properly in camp, that knows how to fight and that can be readily handled tactically on the field of battle. In short, the object of training and instruction is to make out of the company an efficient, wieldy fighting weapon, to be manipulated by the captain. There is but one way this object can be obtained, and that is by work, work, work—and then more work—by constant care, attention and pains—by coöperation, by team work, among the officers, the noncommissioned officers and the privates.
918. Method and Progression. Arrangement is an essential of sound teaching. Training and instruction in order to be easily understood and readily assimilated—in order to give the greatest results in the shortest time—must be carried on according to a methodical and progressive plan. Each subject or subjects upon a knowledge of which depend the proper understanding and mastering of another, should be studied and mastered before taking up the other subject, and the elementary and simpler aspects of a given subject must be mastered before taking up the higher and more difficult phases of the subject, which means that individual training and instruction must precede, and provide a sound foundation for, collective training and instruction—that is to say, for the higher tactical training and instruction of the company as a unit. These basic, fundamental principles of successful training and instruction apply to practical as well as theoretical training. For instance, in the subject of entrenchments we would first instruct the men individually in the use of the tools and in the construction and use of the trenches, after which we would pass on to the tactical use of entrenchments by the company. Also, in training and instructing the company in fire discipline, we would first explain to the men the power and tactical value of the rifle, and instruct them in their duties on the firing line as regards adjustment of sights, attention to commands, economy of ammunition, etc.; we would explain to the platoon commanders and guides their duties as regards control of fire, enforcement of fire discipline, etc., after which we would practice the company as a unit in fire action, and fire control, ending up with an exercise showing the tactical application of the rules and principles explained. And again, in the training and instruction of the company in the attack, we would first train and instruct the company in all the formations and operations that naturally precede an attack (patrolling, outposts, advance guard, rear guard), and also in those that form an inherent part of an attack (extended order, field firing, use of cover, etc.).
919. Program. The training and instruction of a company, whether practical or theoretical, should be carried on in accordance with a fixed, definite program, in which the subjects are arranged in a natural, progressive order.
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
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