Читать книгу Terrain Exercises - William H. Waldron - Страница 3
ОглавлениеIntroduction
Terrain Exercises are those military exercises in which the students carry on the operations of imaginary bodies of troops over the actual terrain. As these exercises involve the study of the utilization of the ground itself and the application of tactical formations and methods to it, they are the best means, aside from practical field work with troops, of giving officers and non-commissioned officers practice in carrying out the duties that fall to them in war.
In the Terrain Exercise is found the logical step in tactical training, between the theory and practice of the classroom and the practical training with troops. This method of training is suited to all arms and services, and in view of its practical value is constantly employed by unit commanders in the training of their officers and non-commissioned officers.
Any class of military operations may be practiced, such as the operations of covering troops—advance guards, flank guards and outposts; the operations of the various kinds of patrols; combat—attack and defense; approach march and deployment, and the tactical cooperation of all special arms.
The Director
The smooth working and success of the Terrain Exercise depends almost entirely on the ability and tactical knowledge of the Director, the care he devotes to the selection of the ground, the preparation of the problem, and his own personal preparation for the conduct of the Terrain Exercise. To this end a study should be made of the tactical training it is desired to impart. A problem designed to bring out these points should be drawn up and fitted to the ground. The successive special situations must follow in logical sequence.
The Director must have in his mind a solution of the various situations of the problem and must familiarize himself with all of its phases to the extent that he will be able to make reasonable answer to any question that may be propounded.
He must receive all the ideas presented by the members of the class; take out the good and tactfully discard the poor and indifferent. He must take care that he does not unduly criticize the members of the class when they make mistakes and faulty dispositions. Above all, he must never hold up a solution to ridicule.
Preparation of the Problem
Having determined upon the tactical subject to be studied, the next essential is a problem, clearly and tersely stated, logically drawn and easily understood. The several tactical situations should follow one another in their natural sequence. Each should bring out the tactical points that it is desired to impress upon the members of the class. Long and complex situations, difficult for the average man to grasp, should be avoided. Situations should be interesting and instructive, natural and simple.
The next step is to fit the problem to a particular section of the terrain that may be available. In this connection it is well to draw up a tentative problem with its several situations. Then go out on the ground and fit the problem to it.
The Director should carefully work out on the ground beforehand the several situations that he desires to develop. He should work out the details of all possible solutions and prepare himself to discuss the advantages and disadvantages of measures that may be proposed by members of the class and to state the solution that he, himself, prefers, with the reasons therefor.
A sufficient number of copies of the initial problem, together with the special situations, should be prepared so that a copy may be available for each member of the class. This is a more satisfactory method than the Director explaining them verbally. Time is saved and misunderstandings avoided. The special situations are numbered serially and issued at the proper time, as the Exercise progresses. It is a good idea to have an envelope in which to carry the cards or slips of paper bearing each special situation.
General Conduct of a Terrain Exercise
The problem will ordinarily consist of a general situation and several situations.
Take the class to the point where the Exercise is to begin. Distribute copies of the problem and allow a few minutes for the members of the class to look over the problem and the terrain. The Director then reads the problem aloud and points out the topographical features and places that are referred to. The members of the class follow from the copies in their possession.
Questions are asked by the Director. One or more members of the class are required to make a brief statement of the problem, the idea being to make certain that every man is entirely familiar with the tactical situation under consideration. This insures a solid foundation on which the succeeding situations may be developed.
The first situation is then handed to members of the class. The Director cautions them that each man is to consider himself as being the commander of the unit whose operations are to be considered.
The solution of the situation is then proceeded with. This solution may be required to be reduced to writing; it may be given orally; or a combination of the two systems may be employed.
For example: The situation involves the preparation of a verbal field order. The Director proceeds step by step with the details of the matter to be included in each successive paragraph, arriving at a decision as to just what the wording should be.
1. Information of the enemy and our supporting troops.
2. Plan of the commander.
3. Distribution of troops and tactical order for each element.
4. Administration arrangements, where applicable.
5. Place of commander or where messages are to be sent.
Having determined upon the wording of each paragraph, the members of the class are required to write out the body of the order.
Where the members of the class have sufficiently progressed in their tactical training some of the preliminary discussion and solution may be omitted and the men be required to write out the body of the order based on the tactical situation. The written solutions are collected by the Director and redistributed to the class, taking care that no man receives his own solution back again. This is productive of good results, for if a man knows that his work is to be seen by another he will put forth his best effort and be more careful with his work. Again, the entire solution may be given orally and nothing reduced to writing. In this case the Director brings out the elements by questions and discussion, and in the end one or more members of the class are called upon to state the contents of the body of the order. This method is excellent for the training of officers in the giving of verbal tactical orders.
The solution having been completed, the subject is opened up for discussion. The members of the class are encouraged to ask questions and express their views on the various elements under consideration.
The class is then conducted to the place where the next special situation is to be taken up for solution, and here the same procedure as outlined above is taken. The Terrain Exercise concludes with a short conference, in which the Director makes a résumé of the problems, discusses the several lessons of the day, and shows the application of tactical principles to them.
General Rules
The following general rules should be observed as far as practicable:
a. Weather and climatic conditions should be accepted as they actually exist on the day of the Exercise.
b. Interest is best maintained by bringing up a succession of instructive situations, each designed to teach some tactical lesson, dealing with each one concisely but thoroughly, and promptly passing on to the next. Long discussion and personal arguments between members of the class are to be avoided. Unimportant phases are passed over quickly, thus allowing the requisite amount of time to be devoted to those that are really worth while.
c. Ordinarily four or five situations are about all that may be profitably included in one Terrain Exercise.
d. All members of the class should be equipped with blank paper of uniform size (to facilitate the handling of written solutions), message blanks, pencils, sketching equipment for making rough sketches on which tactical depositions may be shown.
e. Ordinarily large scale maps should not be used. One of the valuable features of the Terrain Exercise is that all tactical decisions and dispositions are based on a study of the ground itself. If the members of the class are allowed to have large scale maps, the exercise may resolve itself into the solution of a map problem whereby the advantage of the study of the ground itself is detracted from.
However, sheets of the United States Geological Survey maps should, if practicable, be obtained and issued, as it is desirable to accustom officers and non-commissioned officers to work with small scale maps and to familiarize them with this particular map.
f. The number of men in a class should be limited to the number that one director is able to handle.
