-\1, I DEPARTMENT OF THE ARMY PAMPHLET 16-9 SEP ~ 0 1968 BISON Character Guidance Discussion Topics DUTY • HONOR • COUNTRY HEADQUARTERS, DEPARTMENT OF THE ARMY JUNE 1968 PREFACE On 12 May 1962, General of the Army, Douglas A. MacArthur, delivered the following significant and meaningful thoughts on the ideal of ·Duty-Honor-Country, to the Corps of Cadets at the United States Military Academy at West Point, N. Y. They are included here with the General's express permission because they so well and powerfully express the basic theme which underlies all Character Guidance Instruction for the soldier. "Duty-Honor-Country. Those three hallowed words reverently dictate what you ought to be, what you can be, what you will be. They are your rallying points: to build courage when courage seems to fail; to regain faith when there seems to be little cause for faith; to create hope when hope becomes forlorn. Unhappily, I possess neither that eloquence of diction, that poetry of imagination, nor that brilliance of metaphor to tell you all that they mean. The unbelievers will say they are but words, but a slogan, but a flamboyant phrase. Every pedant, every demagogue, every cynic, every hypocrite, every troublemaker, and I am sorry to say, some others of an entirely different character, will try to downgrade them even to the extent of mockery and ridicule. But these are some of the things they do. They build your basic character, they mold you for your future roles as the custodians of the nation's defense, they make you strong enough to know when you are weak, and brave enough to face yourself when you are afraid. They teach you to be proud and unbending in honest failure, but humble and gentle in success; not to substitute words for actions, nor to seek the path of comfort, but to face the stress and spur of difficulty and challenge; to learn to stand up in the storm but to have compassion on those who fall; to master yourself before you seek to master others; to have a heart that is clean, a goal that is high; to learn to laugh yet never forget how to weep; to reach into the future yet never neglect the past; to be serious yet never to take yourself too seriously; to be modest so that you will remember the simplicity of true greatness, the open mind of true wisdom, the meekness of true strength. They give you a temper of the will, a quality of the imagination, a vigor of the emotions, a freshness of the deep springs of life, a temperamental predominance of courage over timidity, an appetite for adventure over love of ease. They create in your heart the sense of wonder, the unfailing hope of what next, and the joy and inspiration of life. They teach you in this way to be an officer and a gentleman. "And what sort of soldiers are those you are to lead? Are they reliable, are they brave, are they capable of victory? Their story is known to all of you; it is the story of the American man-at-arms. My estimate of him was formed on the battlefield many, many years ago, and has never changed. I regarded him then as I regard him now-as one of the world's noblest figures, not only as one of the finest military characters but also as one of the most stainless. His name and fame are the birthright of every American citizen. In his youth and strength, his love and loyalty he gave-all that mortality can give. He needs no eulogy from me or from any other man. He has written his own history and written AGO 10789A it in red on his enemy's breast. But when I think of his patience under adversity, of his courage under fire, and of his modesty in victory, I am filled with an emotion of admiration I cannot put into words. He belongs to history as furnishing one of the greatest examples of successful patri otism; he belongs to posterity as the instructor of future generation$ in the principles of liberty and freedom; he belongs to the present, to us, by his virtues and by his achievements. In 20 campaigns, on a hundred battlefields, around a thousand campfires, I have witnessed that enduring fortitude, that patriotic self-abnegation, and that invincible determination which have carved his statue in the hearts of his people. From one end of the world to the other he has drained deep the chalice of courage. "As I listened to those songs of the glee club, in memory's eye I could see those staggering columns of the First World War, bending under soggy packs, on many a weary march from dripping dusk to drizzling dawn, slogging ankle-deep through the mire of shell-shocked roads, to form grimly for the attack, blue-lipped, covered with sludge and mud, chilled by the wind and rain; driving home to their objective, and, for many, to the judgment seat of God. I do not know the dignity of their birth but I do know the glory of their death. They died unquestioning, uncomplaining, with faith in their hearts, and on their lips the hope that we would go on to victory. Always for them-Duty-Honor-Country; always their blood and sweat and tears as we sought the way and the light and the truth. "And 20 years after, on the other side of the globe, again the filth of murky foxholes, the stench of ghostly trenches, .the slime of dripping dugouts; those boiling suns of relentless heat, those torrential rains of devastating storms; the loneliness and utter desolation of jungle trails, the bitterness of long separation from those they loved and cherished, the deadly pestilence of tropical disease, the horror of ·stricken areas of war; their resolute and determined defense, their swift and sure attack, their indomitable purpose, their complete and decisive victory-always victory. Always through the bloody haze of their last reverberating shot,. the vision of gaunt, ghastly men reverently following your password of Duty-Honor-Country. "The code which those words perpetuate embraces the highest moral laws and will stand the test of any ethics or philosophies ever promulgated for the uplift of mankind. Its requirements are for the things that are right, and its restraints are from the things that are wrong. The soldier, above all other men, is required to practice the greatest act of religious training-sacrifice. In battle and in the face of danger and death, he discloses those divine attributes which his Maker gave when he created man in his own image. No physical courage and no brute instinct can take the place of the Divine help which alone can sustain him. However horrible the incidents of war may be, the soldier who is called upon to offer and to give his life for his country, is the noblest development of mankind. "You now face a new world-a world of change. The thrust into outer space of the satellite, spheres and missiles marked the beginning of another epoch in the long story of mankind-the chapter of the space age. In the five or more billions of years the scientists tell us it has taken to form the earth, in the three or more billion years of development of the human race, there has never been a greater, a more abrupt or stag- AGO 10789A gering evolution. We deal now not with things of this world alone, but with the illimitable distances and as yet unfathomed mysteries of the universe. We are reaching out for a new and boundless frontier. We speak in strange terms : of harnessing the cosmic energy ; of making winds and tides wQrk for us; of creating unheard synthetic materials to supple ment or even replace our old standard basics; of purifying sea water for our drink; of mining ocean floors for new fields of wealth and foood; of disease preventatives to expand life into the hundred of years; of con trolling the weather for a more equitable distribution of heat and cold, of rain and shine; of space ships to the moon; of the primary target in war, no longer limited to the armed forces of an enemy, but instead to include his civil populations; of ultimate conflict between a united human race and the sinister forces of some other planetary galaxy; of such dreams and fantasies as to make life the most exciting of all time. "And through all this welter of change and development, your mission remains fixed, determined, inviolable-it is to win our wars. Everything else in your professional career is but corollary to this vital dedication. All other public purposes, all other public projects, all other public needs, great or small, will find others for their accomplishment; but you are the ones who are trained to fight: yours is the professing of armsthe will to win, the sure knowledge that in war there is no substitute for victory; that if you lose, the nation will be destroyed; that the very obsession of your public service must be Duty-Honor-Country. Others will debate the controversial issues, national and international, which divide men's minds; but serene, calm, aloof, you stand as the nation's warguardian, as its lifeguard from the raging tides of international conflict, as its gladiator in the arena of battle. For a century and a half you have defended, guarded, and protected its hallowed traditions of liberty and freedom, of right and justice. Let civilian voices argue the merits or demerits of our processes of government; whether our strength is beingsapped by deficit financing, indulged in too long, by federal paternalism grown too mighty, by power groups grown too arrogant, by politics grown too corrupt, by crime grown too rampant, by morals grown too low, by taxes grown too high, by extremists grown too violent; whether our personal liberties are as thorough and complete as they should be. These greatnational problems are not for your professional participation or militarysolution. Your guidepost stands out like a tenfold beacon in the nightDuty-Honor-Country. "You are the leaven which binds together the entire fabric of our national system of defense. From your ranks come the great captains who hold the nation's destiny in their hands the moment the war tocsin sounds. The Long Gray Line has never failed us. Were you to do so, a million ghosts in olive drab, in brown khaki, in blue and gray, would rise from their white crosses thundering those magic words-Duty-Honor Country. "This does not mean that you are war mongers. On the contrary,the soldier, above all other people, prays for peace, for he must suffer and bear the deepest wounds and scars of war. But always in our ears ring the ominous words of Plato, that wisest of all philosophers, "Only the dead have seen the end of war." "The shadows are lengthening for me. The twilight is here. Mydays of old have vanished tone and tint; they have gone glimmering AGO 10789A through the dreams of things that were. Their memory is one of wondrous beauty, watered by tears, and coaxed and caressed by the smiles of yesterday. I listen vainly for the witching melody of faint bugles blowing reveille, of far drums beating the long roll. In my dreams I hear again the crash of guns, the rattle of musketry, the strange, mournful mutter of the battlefield. "But in the evening of my memory, always I come back to West Point. Always there echoes and re-echoes Duty-Honor-Country." DOUGLAS MAcARTHUR General of the Army 12 May 1962 West Point AGO 10789A FOREWORD The threefold ideal of "Duty-Honor-Country" is an integral part of the American military tradition. It formulates in three words the guiding principle and spirit in which a soldier lives and serves. It is reaffirmed and extended in the Character Guidance Program of the Army. The purpose of the Character Guidance Program is to instill into all the members of the Army a sense of individual moral responsibility. This purpose can be achieved in the last analysis only by acceptance of, and emphasis upon, the moral principles that sustain the philosophy of Ameri can freedom, particularly as it is set forth in the opening paragraph of the Declaration of Independence. That philosophy regards man as a crea· ture of God and holds that every soldier is responsible and accountable to his Creator for the way he performs his civic and military duty, for the maintaining of his own and his Nation's honor, and for the quality of service he renders to his country as a soldier. The chapters which follow are furnished as resource material for the instruction prescribed by paragraph 6, AR 600-30. Suggestions for the use of the materials are outlined in Notes to the Instructor and detailed in the respective lesson plans. The chaplain normally will be the instructor for all character guidance instruction. But, it must be readily recognized that morality cannot be effectively taught or successfully achieved by the effort of the chaplain alone. The integration of sound moral principles into the soldier's life requires the understanding and cooperation of all concerned with the soldier's training. Sound and consistent moral principles must underlie all military instruction, formal and informal. The soldier cannot develop in an at mosphere of contradiction. Accordingly, the moral implications of the soldier's life and conduct must be clear to, and accepted by, everyone responsible for his instruction. To help all instructors in their orientation and preparation for the soldier's training, these discussion materials are provided. AGO 10789A NOTES FOR THE INSTRUCTOR The instructor should be thoroughly familiar gested orientation which may be used to briefwith FM· 21-6 "Techniques of Military Instructhe commander and his staff of the topic fortion." The method of instruction adopted for Character Guidance instruction during the any given period will vary with the subject month. The Annex A is a condensation of thematter, size and character of the audience, pertext material for distribution in accordancesonnel and equipment available to support the with the provisions of paragraph 6a(4), AR instructor and the place in which the instruc 600-30, to small isolated units for whom ation is to be given. formal instructional period cannot be schedEach chapter in this pamphlet contains uled.three lesson plans, one suitable for the conferTraining aids to support each period of inence method of presentation, another for the struction are available. They consist of discommittee method and a third for use in con cussion starter films, graphic training aids,nection with the discussion starter film. A les GTA's, in the form of throw charts, coloredson plan is required for each period of Army transparencies, which can be projected on ainstruction. The lesson plans provided in this Vu Graph, and colored 2 x 2 slides. The matepamphlet will guide the instructor in preparing rial on these latter two media is identical withhis own presentation. The instructor need not that contained in the GTA's. The films, trans follow them exactly, but should adapt them to parencies, and slides are available in thethe particular teaching situation and write his Signal Corps film libraries. The GTA's areown plan, in his own words, if he so desires. available in the Training Aid Subcenters. The The text of the instruction is placed at the intelligent use of these aids can greatly in end of the prepared materials in each chapter. crease the effectiveness of your instruction. AIt is advisable for the instructor to familiarize description of the aids is contained in DAhimself thoroughly with the text. The ideas Pam 108-1. Each chaplain should requisition therein may be enlarged and enlivened out of the pamphlet through AG channels and tabthe instructor's own knowledge and experience. the section pertaining to Character GuidanceThe objectives of each period of instruction Training Aids.should be adhered to without deviation. J.Vlucn ueen uone to assist you. In the mt8 Included in each chapter is a suggested last analysis, you, the instructor, are the key chalkboard presentation, which may be helpful to the success of the program. Work hard at to the instructor adept in using this medium it because much good can come from it.of instruction. There is also provided a sug vi AGO 10789A l *Pam 16-9 HEADQUARTERS, PAMPHLET DEPARTMENT OF THE ARMY No. 16-9 CHAPTER Section CHAPTER Section CHAPTER Section CHAPTER Section CHAPTER Section 1. I. II. 2. I. IL 3. I. II. 4. I. II. 5. I. VVASHINGTON, D.C. CHARACTER GUIDANCE DISCUSSION TOPICS DUTY-HONOR-COUNTRY COURAGE Lesson Plans Lesson Plan 1, Conference ------------------------------ Annex 1 ------------------------------------------- Annex 2 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ____ _ _ _ _ _ _ _ _ _ _ _ Lesson Plan 2, Committee _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Lesson Plan 3, Film-Discussion _______________________ .. _ Staff Orientation _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ____ _ _ _ _ _ _ _ _ Annex A ___ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ___ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Outline _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ____ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Text -------------------------------------------------- INTEGRITY Lesson Plans Lesson Plan 1, Conference _____________________________ _ Annex 1 ________ ---------------------------------- Annex 2 ________ ---------------------------------- Lesson Plan 2, Committee _________________________ -___ - Lesson Plan 3, Film-Discussion ____________________ --__ Staff Orientation __________________________________ --_- Annex A _______________________________________ ------- Outline ----------------------------------------------- Text -------------------------------------------------- HOME Lesson Plans Lesson Plan 1, Conference ------------------------------ Annex 1 ___ --------------------------------------- Annex 2 ________ ---------------------------------- Lesson Plan 2, Committee _____________________________ _ Lesson Plan 3, Film-Discusion _________________________ _ Staff Orientation _____________________________________ _ Annex A ___ -__ ---------------------------------------- Outline ------------------------------------------------ Text ______________________ --______ -------------------- GRATITUDE Lesson Plans Lesson Plan 1, Conference __ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ____ Annex 1 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ____ _ _ _ _ _ _ _ _ _ Annex 2 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ___ _ _ _ _ _ _ _ _ _ _ _ Lesson Plan 2, Committee ____________ ._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Lesson Plan 3, Film-Discussion _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Staff Orientation _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ __ _ _ _ _ _ _ ____ _ _ __ Annex A _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ____ _ _ _ _ _ _ _ _ _ _ _ _ _ Outline _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Text -------------------------------------------------- CLEAN SPEECH Lesson Plans Lesson Plan 1, Conference _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _____ Annex 1 ________ . _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ____ _ _ _ Annex 2 ------------------------------------------ 26 June 1968 Page 3 4 4 5 6 7 8 9 9 16 17 18 18 20 20 21 23 24 33 34 34 35 36 37 37 39 40 45 46 46 48 50 51 52 53 54 63 64 65 *This pamphlet supersedes DA Pam 16-9, 8 November 1962. AGO 10789A Page Lesson Plan 2, Committee _____________________________ _ 66 Lesson Plan 3, Film-Discussion _______________________ _ 68 Staff Orientation ______________________________________ _ 69 Annex A _____________________________________________ _ 70 Outline _______________________________________________ _ 71 Text _________________________________________________ _ II. 72 CHAPTER 6. RIGHT Section I. Lesson Plans Lesson Plan 1, Conference _ _ _ _ _ _ _ _ _ _ _ _ . _______________ _ 80 Annex 1 _____________________ ---------__ ----------.. 82 Annex 2 __________________________________________ _ 82 Lesson Plan 2, Committee _____________________________ _ 84 Lesson Plan 3, Film-Discussion _______________________ _ 86 Staff Orientation ________________________ ~ ____________ _ 88 Annex A _____________________________________________ .. 88 Outline _______________________________________________ _ 90 II. T<>Yt --------------------------------------------------90 AGO 10789A CHAPTER 1 COURAGE Section I. LESSON PLANS Lesson Plan 1 INSTRUCTIONAL UNIT: Courage. OBJECTIVES: a. To define courage. b. To indicate how courage is acquired. c. To emphasize the importance of courage. TYPE : Conference. TIME ALLOTTED : 50 minutes. CLASSES PRESENTED TO : All enlisted per sonnel through grade E-5. TOOLS, EQUIPMENT, AND MATERIALS: None. PERSONNEL: One instructor and one assistant instructor. INSTRUCTIONAL AIDS: A chalkboard.. with chalk and eraser. GTA 16-4-19 charts 1 through 5 (Ref: DA Pam 108-1); T 16-419 transparencies 1 through 5 (Ref: DA Pam 108-1) with overhead projector; or S 16-4-19 slides 1 through 5 (Ref: DA Pam 108-1) with slide projector. See annexes 1 and 2. REFERENCES: None. STUDY ASSIGNMENTS: None. STUDENT UNIFORM AND EQUIPMENT: Duty uniform. TROOP REQUIREMENTS: None. TRANSPORTATION REQUIREMENTS: None. 1. Introduction. (10 minutes) QUESTION: What is the most outstanding example of courage you can recall? STATE : Let me relate one with which you are very familiar. NOTE: Expose chart 1. Tell story contained in text. AGO 10789A 2. Explanation. (35 minutes) a. Courage Defined. QUESTION: What is courage? NOTE: Lead the audience to the conclusion that courage is composed of many factors; mind, will, action and motive (see text). The following questions might be helpful in development of their definitions. Any or all may be used. QUESTION: When a person is ignorant of the dangers involved, and yet performs an apparently heroic act, would he or would he not have exhibited courage? Why? STATE : Courage, we are told, involves a "deliberate setting of the will." QUESTION: What is the difference between the mind and the will? STATE : Another factor involved in courage, we are told, is action. QUESTION: What forms may this action assume? QUESTION: What is the relationship between courage and the moral worth of an act? NOTE: See text regarding "playing chicken," etc. STATE : Courage, as you have defined it, is not a simple matter. It involves mental recognition of the problem and dangers involved, a setting of the will, and acting to achieve something worthwhile. Courage has been called one of the four principle virtues of man. b. Courage Acquired. Number 4. Depicts a hospital operating room;NOTE : Expose chart 2. patient, surgeon nurses, assistSTATE: Let us examine it further. ants, etc. Tense confidence reQUESTION: Is courage inherited or is flected in the faces suggests thatit acquired? courage is supported by comQUESTION: What is the relationship petence. Caption: None. Title:between fear and courage? "COURAGE." c. Courage Practiced. Number 5. Depicts a modern young soldier inNOTE : Expose chart 3. the foreground with ghosted figSTATE: The old adage goes, "practice ures of soldiers of other wars.makes perfect." Caption: "THE SOLDIER TRAQUESTION: How does practice affect DITION." Title: "COURAGE."courage?NOTE: Expose chart 4. The story of ANNEX 2 Houdini may be used here. Chalkboard Suggestions STATE : Courage has been called "the NOTE FOR THE INSTRUCTOR:If it is necessary or desired to use only a soldier virtue." QUESTION: Do you think courage is as chalkboard as an aid to the presentation of this necessary for the soldier of today as for topic, the following suggestions may be integrated into Lesson Plan 1 in the place of the the soldier during the Civil War? Why? aids described in annex 1. Materials which NOTE : Expose chart 5. will be needed are: one chalkboard, chalk, and 3. Summary and Conclusion. one eraser. The paragraph numbers in this(5 minutes) annex correspond with the paragraph numbersNote: Review main points of the hour. Conused in Lesson Plan 1.clude with material found in text. 1. Introduction. ANNEX 1 When the class begins, print the wordTraining Aids "COURAGE" at the top center of theNote. Available as GRAPHIC TRAINING AIDS board.(GTA 16-4-19) local training aid center) ; and asTRANSPARENCIES (T 16-4-19) and SLIDES (S 16-2. Explanation. 4-19) (local Signal Corps Film and Equipment Exa. Courage Defined.change). As the definition of courage is defined,Number 1. Depicts an astronaut in his silver draw the following in sequence.space suit, walking to the gan(1) At the center of the board draw atry at the base of the rocket on circle to represent the left side ofthe pad ready for launching. the head of a man. To indicate "perCaption: None. Title: "COURception" or "understanding" draw AGE." an eye in the left side of the head, Number 2. Depicts four interlocking, different looking up toward the left corner ofcolored blocks. The pieces are lathe board.beled: "JUSTICE" (Gold), (2) Draw a straight line down from the"PRUDENCE" (Blue), "TEMbottom of the head, approximatelyPERANCE" (Green), "COUR11;2 times as long as the diameter ofAGE" (Red), to show. the dethe head. To indicate "will" makependent relationship of the four a series of lines across this line atprincipal virtues. Caption: approximately the middle. TheseNone. Title: "COURAGE." lines are to represent stomach pangs.Number 3. Depicts a lion menacing and about (3) To the left of the stick figure drawto charge. A hunter faces the a rough ladder a little higher thanlion resolutely to indicate that the stick figure, leaning up towardcourage controls fear. Caption: the left corner of the board. ThisNone. Title: "COURAGE." represents "course of action." 4 AGO 10789A (4) To indicate "motive," above the ladder, toward the upper left corner of the board, draw a "U" shaped container, and label this "cookies." b. Courage Acquired. (5) On the right side of the board, near t h e middle, p r i n t t h e w o r d "FEARS." Beneath "FEARS," you may print the words "(MOTHER, etc.)" in parentheses. Draw a jagged arrow from the word "FEARS" toward the back of his head. c. Courage Practiced. (6) Above the word "FEARS," and again on the right side of the board, print the word "PRACTICE" and beneath it "SELF-ASSURANCE." Then draw an arrow from these words which strikes out the arrow from "FEARS." (7) Now draw a couple of legs on the stick figure, one on the floor, another bent as if beginning to climb the ladder. This denotes "courage practiced." 3. Summary and Conclusion. Erase board at conclusion of instruction. Lesson Plan 2 INSTRUCTIONAL UNIT: Courage. OBJECTIVES: a. To define courage. b. To indicate how courage is acquired. c. To emphasize the importance of courage. TYPE: Committee. TIME ALLOTTED : 50 minutes. CLASSES PRESENTED TO : All enlisted per sonnel through grade E-5. TOOLS, EQUIPMENT, AND MATERIALS: None PERSONNEL: One instructor and one assistant instructor. INSTRUCTIONAL AIDS: A chalkboard with chalk and eraser. GTA 16-4-19 charts 1 through 5 (Ref: DA Pam 108-1) ; T 16-419 transparencies 1 through 5 (Ref: DA Pam 108-1) with viewgraph projector; or S 16-4-19 slides 1 through 5 (Ref: DA Pam 108-1) with slide projector. See annexes 1 and 2, Lesson Plan 1. REFERENCES: None. STUDY ASSIGNMENT: None. STUDENT UNIFORM AND EQUIPMENT: Duty uniform. TROOP REQUIREMENTS: None. TRANSPORTATION REQUIREMENTS: None. 1. Introduction. (10 minutes) a. Announce the subject and purpose of the instruction. b. Introduce the procedure to be followed in the class. NO'r'E FOR THE INSTRUCTOR: ( 1) Have the three persons seated to the extreme right of the first row form a committee with the three persons behind them, in the second row. The next three form a committee with the three behind them. Having completed the formation of committees in the first row, carry on the same procedure with the third row. Progress as rapidly as possible, asking those seated in odd-numbered rows to form committees of approximately six persons. (2) Each committee, upon being formed, will select one person to act as chairman. (3) Instruct the group that each committee will discuss the problem presented and inform their chairman of their opinion in order that he may answer the question with their "yes," "no," or "don't know." ( 4) Present the question. This may be done by reading it, writing it on the blackboard, or by di~tributing sheets on which the question has been mimeographed. (5) Allow 3 minutes for discussion by the committees in order that they may instruct their chairmen as to their response to the question. ( 6) Take a poll of the chairmen. Record on a blackboard or by some other method the number of chairmen re- AGO 10789A sponding "yes," "no," or "don't know." (7) After the poll has been taken, obtain from one or more of the chairmen responding with "yes" the reason for their answer. Also obtain the reason for the response of "no." It might be very instructive to discover the reasons for the response "don't know." (8) Sum up the discussion. The summary may be in the words of the text or illustrations from the text. (9) Allow approximately 10 minutes for the discussion and summary. (10) This method will permit discussion of three or more situations. Use as many as possible in time allotted. c. Introduce subject with introduction in test. NOTE : Expose chart 1. 2. Explanation. (35 minutes) a. Courage Defined. STATE : A dictionary definition of courage is "that quality of mind which enables one to encounter danger . . . with firmness." QUESTION: Does courage mean "never running from a fight"? NOTE: Lead the audience to the conclusion that courage is composed of many factors; mind, will, action, and motive (see text). The following questions might be helpful in development of their definitions. Any or all may be used. QUESTION: When a person is ignorant of the dangers involved, and yet performs an apparently courageous act, does he exhibit courage? STATE: Courage, we are told, involves a "deliberate setting of the will." QUESTION: Does cowardice? STATE : Another factor in courage, we are told, is action. QUESTION: Can courage ever be exhibited without a lot of action? QUESTION: Must the objective be worthwhile before ~me can be called courageous? NOTE : See text regarding "playing chicken," etc. STATE : ·courage, as you have defined it, is not a simple matter. It involves recognition of the problem and dangers involved, a setting of the will, and acting to achieve something worthwhile. Courage has been called one of the four principle virtues of man. b. Courage Acquired. NOTE : Expose chart 2. STATE: Let us examine it further. In the Shakespearean play "Macbeth," when Macbeth becomes fainthearted, Lady Macbeth tells him to "screw your courage to the sticking place !" QUESTION: Can a person work on his courage? QUESTION: Is there a relationship between fear and courage? c. Courage Practiced. NOTE: Expose chart 3. STATE : The old adage goes, "practice makes perfect." QUESTION: Does competency have any place in courage? NOTE : Expose chart 4. The story of Houdini may be used here. STATE : Courage has been called "the soldier virtue." QUESTION : Is it as necessary today for the soldier as it was during the time of the Civil War? NOTE : Expose chart 5. 3. Summary and Conclusion. (5 minutes) NOTE: Review main points of the period. Conclude with material found in text. Lesson Plan 3 INSTRUCTIONAL UNIT: Courage. TYPE : Film-Discussion. OBJECTIVES: TIME ALLOTTED: 50 minutes. a. To define courage. CLASSES PRESENTED TO: All enlisted per b. To indicate how courage is acquired. sonnel through grade E-5. c. To emphasize the importance of courage. AGO 10789A None. do what he knows is the right thing to do. HisPERSONNEL: One instructor and one assist wife insists that such an act would not be a ant instructor (at least one of these should display of courage but only stupidity. The fi~m be a licensed projectionist). closes with this question unresolved. A dis INSTRUCTIONAL AIDS: TF 16-3243 "Cour cussion of this question should follow the film. age," 16-mm projector and screen. A chalk board with chalk and eraser. GTA 16-4-19 1. Introduction. charts 1 through 5 (Ref: DA Pam 108-1); (5 minutes) T 16-4-19 transparencies 1 through 5 (Ref: STATE: Very often when we speak of DA Pam 108-1) with viewgraph projector; courage, our minds immediately turn or S 16-4-19 slides 1 through 5 (Ref: DA to times of great danger, thrilling ex Pam 108-1) with slide projector; see annex ploits which demand the very best that a 1. man can give, heroic acts which seem to REFERENCES: None. us to be almost physically impossible. STUDY ASSIGNMENTS: None. However, there is another type of courage, STUDENT UNIFORM AND EQUIPMENT: a type we often forget, because it does not Duty uniform. necessarily make headlines, yet it is just TROOP REQUIREMENTS: None. as important and perhaps more so than the TRANSPORTATION REQUIREMENTS: physical courage we so often acclaim. The None. picture you are about to see deals with a Synopsis of Film (For instructor's use only). problem which requires a decision that one Title: "Courage," TF 16-3243. of the actors calls courage. This may be The film opens with Sergeant George J endisputed, and is. Watch the picture, form kins accidentally leaving combustible materials your own opinion, and be ready to discuss in a supply room office when he departs for the points of view represented by the two the night. The result is a fire which burns the main characters.supply room to the ground during the night. NOTE: Show the film (10 minutes). The heart of the film is a tense and impas sioned scene between Sergeant Jenkins and his 2. Explanation.wife, Martha, in the kitchen of their home af(40 minutes)ter Sergeant Jenkins realizes that he may have QUESTION: Does what the Sergeant procaused the fire. poses to do really take courage, or is it as After hesitating briefly, Sergeant Jenkins his wife states, stupidity? Why? realizes that he must report his part in causing QUESTION: If the Sergeant felt that the fire to his superiors. His wife argues he may have caused the fire, does he have strongly against this. She points out to him any responsibility to report himself? that, unless he tells, no one will ever know or STATE: Courage we are told, involves be able to blame him. She points out that he a "deliberate setting of the will."would lose his rank of sergeant and that, conQUESTION: Is this involved in Sergeantsequently, she and the children would suffer. Jenkins' decision?She points out that no good will come of his STATE : Another factor in courage we arevolunteering information, since the damage is told is boldness of action ...done. Staff OrientationCourage characteristic virtue." I feel certain that I. INTRODUCTION (1 minute). you need not be persuaded. STATE: The topic for the Character II. EXPLANATION (13 minutes). Guidance Program this month is a. Graphic Training Aids in the form of "COURAGE." Someone has defined it as charts, Transpa::-encies and Slides have "... the fighting man's particular and 7 AGO 10789A been prepared for this subject. The topic resolute action, endured dangers, suffering, is also supported by a DA poster in the and even death itself. From the earliest beginseries "America's Moral Strength." This nings of our nation to the present day we find poster will be displayed on unit and secindomitable courage of individuals to be thetion bulletin boards throughout the month. very fabric of our land. Courage is not a thing b. Another training aid designed for use in of the past. Today we see it exhibited on every the instruction of this topic is TF 16 hand-the thrilling exploits of our astronauts3243. This film will serve as a discussion -the less thrilling though equally courageousstarter and is designed to involve the men exploits of our Peace Crops members-the uppersonally in the subject of "COURAGE." right citizens who determinedly live good lives.Note. At this point, show the film and/or Courage has always been a living force inGTA's, depending on time available. If America. Someone has said of the heroes offilm cannot be shown, a synopsis shouldbe presented. history. "... they would not be heroes if theySTATE : When the class has completed the were not men of courage."discussion prompted by the film, the inSimply defined courage is "that quality ofstructor will continue the period using an mind which enables us to encounter dangerapproved lesson plan. and difficulties with firmness." Yet courage isThe instructor will define the elements not a simple thing. It has many facets. Whatof courage. He will point out that it is not are they? a simple virtue, but it is an essential First, a man must understand the situationvirtue for a real person, and especially a -the dangers involved. For example, if a mansoldier. He will attempt to dispel the false did not understand the dangers of radioacconcepts of courage, pointing out that the tivity, and yet handled radioactive materialobjective must be of moral value, that fearlessly, he would be ignorant-not courcourage can exist when one has fear-in ageous.fact, that courage controls fear. He will Second, there is the "will." After the minddescribe how courage can be acqui:l:.ed, and comprehends, the will determines "I will doendeavor to inspire the audience to devthus or so." It sets the determined course ofelop it as a virtue of their own. action. III. SUMMARY AND CONCLUSION (1 Third, their is "boldness of action." Thereminute). is no set pattern for such action. It might inSTATE : The long lists of heroes of the volve great physical exertion, or it might beArmy, the decorations that are worn, the the quiet courage of one's convictions. It couldpages of history, the newspaper and magbe a form of intellectual integrity, or the reazine articles-these and other bear tesfusal to follow the crowd just because "everytimony to the fact that the Army is no body's doing it." One philosopher put it: "Thestranger to our topic for the month. ability to face without flinching the hard questions reality can put constitutes the temper ofANNEX A a courageous mind."Courage The final element of courage involves one's These orientations are not to be reproduced motive or the moral worth of one's goal. One and distributed in lieu of formal instruction writer defines courage as "... contempt ofbriefings. They are furnished to alleviate the danger from a noble and self-forgetful devotiondifficulty of supplying instruction for isolated to serve a great cause or purpose." Courage isdetachments of 5 or less, such as ROTC, Renot the foolhardiness of a stunt flyer meaningcruiting, Security, MAAG's, Missions and Mislessly flirting with death. Playing "Russian cellaneous Activities and Services which canRoulette" or "chicken" exhibits foolishnessnot feasibly use the training facilities of larger not courage. In the final analysis, whether aunits. man can be called foolish or courageous deCourage is no stranger to Americans. Our pends on the moral worth of his goal.pages of history reveal countless examples of Courage, contrary to popular thought, is notmen and women who have, through brave and fearlessness. Starbuck, a courageous whaling 8 AGO 10789A boat leader of Moby Dick, wanting courageous graves of American soldiers bear mute testimen on his boat crew, said, "I will have no mony to such courage. Fighting under the banman on my boat who is not afraid of a whale." ner of freedom, these men have given their all. Courage must exist where fear exists, because Today the need for individual courage is courage deals with fear-it conquers fear. just as great as it ever was. Whether civilian A person is not born with courage. Instead, or soldier, we need to be courageous people. he must acquire it. The renowned psychologist, For courage begets courage, and a courageous William James, encouraged its development people can deal with the problems that beset through being "systematically heroic in little them. As William James put it, the world finds unnecessary points every day." In other words, in courageous people ". . . its worthy match train and master your will. Also courage comes and mate." The degree of effort which a man from mastery of one's abilities. The fine sur"... is able to put forth to hold himself erect geon is courageous in the face of death because and keep his heart unshaken is the direct meas ure of his worth . . . in the game of life?" The of competency-he has studied, practiced and mastered his skill. question might well be asked, "How much am Courage is particularly meaningful to the I worth in this game of life?" soldier. In fact it has been called "the soldier References : virtue." The long lists of soldiers who have AR 600-30. been awarded the nation's highest decorations GTA 16-4-19, charts 1 through 5. for bravery "above and beyond the call of duty" Transparencies T 16-4-19, 1 through 5. are prima facie evidence courage is not a Slides S 16-4-19, 1 through 5. stranger in our midst. On every continent, TF 16-3243, "COURAGE." countless rows of gleaming crosses on the Courage Outline 1. Introduction. 2. Explanation. a. Courage Defined. (1) Mind. (2) Will. (3) Action. ( 4) Motive. b. Courage Acquired. c. Courage Practiced. 3. Summary and Conclusion. Section II. TEXTCOURAGE from Cape Canaveral to cover other news Introduction. The morning of 20 February 1962 dawned in events. The shoot this morning was given only little better than a 50-50 chance of getting off America with an atmosphere of guarded expectancy. For weeks Americans had watched tlie ground. final countdown began. The anxiously, hoping to see an American put into Then the orbit around the earth. But each scheduled weather didn't look too promising. There was a hold! Then the countdown was resumed. time, something seemed to go wrong. Postponement after postponement dulled the keen There was a technical failure! Again there edge of anticipation. Some newsmen assigned was a hold! Haltingly, the countdown to cover the story earlier were even pulled proceeded, and then at 0947 the big rocket 9 AGO 10789A blasted off. For anxious seconds, then minutes, American hopes urged the huge vehicle skyward. Finally word was passed-the astronaut was in orbit-"Everything is go!" The events leading to this blastoff and the succeeding 5 hours of orbital flight offered one of the most thrilling sages of courage ever recorded in the pages of American history. The central figure of the event was, of course, John H. Glenn, astronaut. The story began about 3 years prior to this momentous day. One of seven volunteers, Glenn had been chosen for special training for space flight. Countless months of intensified training followed with tests designed to measure the limits of man's physical endurance. r..: he long wait, the setbacks in the program, and the many postponements tested him mentally and spiritually. Even a member of the official party of a Russian cosmonaut, when told of the delays, remarked with admiration, "He must have nerves of steel." The courage of John Glenn was particularly shown when things went wrong during the flight. The automatic control mechanism was not functioning properly, the fuel was low, and the water supply was running short. The capsule was nearing the end of the second orbita decision had to be made-"Should we go for three?" Television announcers outlined the difficulties involved and indicated that most likely the mission would be ended with two orbits. Most of America was willing to say, "We have two good orbits-why risk a failure in the third-let's settle for two!" But then the· announcement came; "Astronaut reports 'I am 'go' for the third !' " The intended threeorbit mission was successfully completed. The entire free world was encouraged by the technological success of the orbital flight of "Friendship 7." The flight verified the possibility of further and greater achievements in outer space. But even more important, the free world took heart and thrilled with pride in the demonstrated courage of this man. The courage which he so nobly displayed is the · traditional American spirit at its best. The history of our country is filled with the deeds of men who showed similar courage. It is well said that "The heroes of history and poetry . . . are never cowards. They do not falter or give way. They do not despair in the face of almost hopeless odds. They have the strength and stamina to achieve whatever they set their minds and will to do. They would not be heroes if they were not men of courage." Explanation. Courage Defined. Perhaps the simplest way to find the meaning of a term is to look it up in the dictionary. One dictionary definition of "courage" reads: "That quality of mind which enables one to encounter danger and difficulties with firmness· valor; boldness." ' Mind. The dictionary definition says that courage is "that quality of mind which enables one to encounter . . ." Here implied are two component parts or elements of courage-the set of the mind, and the will of the person. If either of these two elements is faulty, a man is said to lack courage. Under the pressure of momentary excitement, a man might react in a manner which would appear to be courageous. But, after an initial exchange of blows, the man might turn to flight, and the image of his courage is quickly dissolved. Likewise, a man might see clearly what he should do and then fail in the will to do it. In either case, the man is said to lack courage. Will. This dual requirement for courage is commented upon by numerous writers and philosophers. One described an individual thusly: "He . . . shows an intrepidity that some ascribe to real courage, and some to brandy." In other words, drunken men often behave fearlessly, but we do not praise them for their courage. They are not aware of the dangers involved, the risks they must run, and their apparent bravery is attributed to what we commonly refer to as "false courage." Aristotle defines courage as "a middle ground between contrary extremes." By uniting caution and confidence, a man avoids the extremes of foolhardiness and cowardice and achieves the mean of which real courage consists. One of the extremes which the courageous man must avoid is. ignorance of the dangers. that exist in a given situation. It has been well said that "Some men fear nothing because they see nothing." For example, a man might handle dangerous radioactive materials fearlessly not AGO 10789A knowing that the materials were radioactive either known or heard of people who have exor not knowing the danger of radioactivity. hibited passive courage admirably in everyday He would appear to be very courageous; but, life. The mother, for example, who left alone in fact, would be merely ignorant. must provide a livelihood for her children, who Another extreme which courage controls and toils that her family might have the necessities avoids is fear and despair. "Fear" according of life certainly is an example of courage. Anto Locke, "is an uneasiness of mind, upon the other example of passive courage is that of a person physically sick or malformed, who in thought of future evil likely to befall us." The courageous man has fears-he is not utterly spite of a handicap lives a useful and producfearless. When the path of life gets rough, tive life. every man has an inclination to quit, to let go Such a person was Edward Sheldon, of whom and to drift. The role of courage is to keep us Ann Morrow Lindberg wrote: "He never menfrom giving up no matter how hard the road. tioned his informities or referred to them in When fear would make a coward of a man, any way, even by implication or negatively. courage restrains that fear. When foolhardiness And he took the greatest pains to preserve in would make him reckless, courage restrains the minds of others the delicate illusion that that foolhardiness. Courage is the middle course he was just like everyone else. So perfect was between rash daring and the abandonment to the spell he cast over his bedroom that you fear that might so easily lead to cowardly ceased to think of him as an invalid . . . (Though blind and bedridden) ... He spoke surrender.Courage avoids both extremes of ignorance of 'reading' books, 'seeing' friends, and 'meeting' people in a way that was physically im and inordinate fear. It knows the dangers, but possible for him ... (His courtesy was) ... controls the fears-it tempers daring and follows resolutely a course of determined bolda combination of courage and extreme consideration." ness. Passive courage takes many forms. The Action. Once the mind has seen and the will deteryoung person who refuses to go along "just mined the path to be followed, "action" must because everybody is doing it" manifests such be taken in response to the challenge or danger. courage. The man who recognizes that certain Action is the outward manifestation of our things are right and attempts to abide by what he believes to be right is required to show cour thought-the fulfillment of our will. age. Action can take as many forms as there are courageous people in demanding situations. The more spectacular manifestation of courage is seen when energetic, forceful and Courage can be manifested in many ways. One philosopher speaks of intellectual courage: positive action is required. A good example of "The ability to face without flinching the hard active courage is found in the life of one of questions reality can put constitutes the temAmerica's greatest Army combat leaders, Gen per of a courageous mind." Great scientists eral George S. Patton, Commanding General and thinkers have not only shown patience of the famous Third Army in World War II and perseverance in their work, but have in Europe. Brenton Wallace wrote this of him: shown real courage in surmounting the opposi"Wherever the fighting was heaviest or a new attack was to take place or a breakthrough was tion and distrust which might have discour aged those of lesser dedication to the truth. to be attempted-there the old man would be." In civic and political life, too, intellectual courOne day in October 1944, one of the armored divisions was spearheading an attack. Wallace age is necessary because if men are to govern was at the front. ". . . Suddenly there was a themselves, each one must have the ability to face, without flinching, the hard questions re heavy German counterattack, and 88's and ality can put. They must be men of courage. mortar shells began coming from all flanks as -well as the front. Our tanks moved rapidly off Another classification of courage distin the road and into position, and all the other guishes between "passive" and "active" courage. Though less acclaimed than active courvehicles moved under cover behind knolls or age, passive courage is just as real. We have whatever shelter they could find . . . Shells 11 AGO 10789A began falling all along the road . . . Just at that moment who should we see, coming up the road toward the front, but the old man himself, big as life, sitting up straight next to the driver in the front seat of his jeep with its top down, the three stars of a Lieutenant General showing clearly . . . It was a thrilling sight to see him travel right on up toward the very front through shot and shell . . . No wonder the men worshipped him." The stories of the exploits of the Third Army, under General Patton, make some of the most thrilling reading of World War II. Courage, in all its forms, whether readily seen and applauded by men or shown in ways that are intimate and personal and may escape notice, is always admirable. Motive. We have said that courage requires the setting of the mind and the action of the will with reference to a given situation. But, these two elements are common to all activities of a man. For example, cowardice also involves them. A man may think, "My life is in danger. I must save it." Then he determines, "I must run." The coward considers nothing else in running from the difficulty with which he is faced. And this is precisely the difference between the cowardice and courage ; the moral worth of the objective of our will. The objective of the coward is selfish in nature, the objective of courage is selfless. One writer emphasizes this point in his definition of courage as "... Contempt of danger from a noble and selfforgetful devotion to serve a great cause or purpose." Sigmund Freud notes that courage "... consists in the decisionlthat !the personal life can not be so precious as certain abstract ideals." Thus Victoria Lincoln could say that courage ". . . is not the foolhardiness !of the stunt flier, compulsively driven to a' protracted, meaningless flirtation with :death. Nor is it the lust for martyrdom that drives many to reject all fact, all gradualisril in their hungry embrace of unpopular causes'/' Hegel stated it thusly: "To risk one's life is Hetter!than merely fearing death, but is still purely negative and so indeterminate and without value in itself. It is the positive aspect, the end and the content, which gives significance to this spiritedness. Robbers and murderers bent' on crime as their end, adventurers pursuing ends planned to suit their own whims, etc., these too have spirit enough to risk their lives." Thus the daring exploits of robbers and thieves is not courage. People who play "chicken" or drive recklessly on the highways are not said to be courageous. There is no moral worth in what they do, and thus they cannot be called courageous-only foolish. For a man to act habitually in a courageous manner, he must generally be disposed to evaluate properly certain things as being more important than others, so that he is willing to take risks and endure hardships for their sakes. Such a man was Alexander Hamilton, a young man fighting for the freedom of our new Nation during the Revolution. His courage and heroism for 10 months of bitter fighting brought him to the attention of General George Washington. At the age of 18, Hamilton had organized New York's first company of artillery, calling himself and his men "The Hearts of Oak." At the age of 24, he personally led the charge at Yorktown to bring the War of Independence to a close. To his men, Alexander Hamilton seemed utterly devoid of fear. Yet, when someone asked him on one occasion whether he ever experienced fear, he replied, "Yes, and if you were half so afraid, you would run." Yet, the cause of freedom-the vision of a free country-was before him, and he subordinated his self-concern to a higher moral good. This man had courage. And so have other countless thousands of Americans who have given their last full measure of devotion in their country's cause. Courage then is more than a brave or admirable performance. It consists of the deliberate setting of the mind toward the accomplishment of a morally worthwhile objective and an unwavering pursuit toward this end. It is an admirable human quality in the eyes of all mankind. We admire a man like Bill McDonald, one of the first captains of the Texas Rangers. One day a request came to Captain McDonald for a company of men to put down a riot in a small town. McDonald went alone to the town. When he got off the train, the local citizens' committee protested, "Where's the company? You're just one ranger." Captain McDonald straightened himself, and 12 AGO 10789A ----.......,_ replied, "Well, you ain't got but one mob, have you?" Order soon prevailed in this Texas community, and Bill McDonald became a legend for the courage which he displayed in quelling the riot singlehanded. Even today, when we see such a display of cool, calculated, deliberate courage, our respect is demanded. Courage Acquired. Courage, as we have seen, is an admirable human trait, but contrary to popular opinion, man is not born with it. It is true that some men are less fearful than others when con· fronted with a situation involving personal danger. But, as we have already seen, real courage is not fearlessness; and just because a man rushes headlong into a dangerous situation does not necessarily mean that he has courage. The intrepid whaling boat leader, Starbuck, of Herman Melville's "MOBY DICK," wanting courageous men on the crew of his boat, said, "I will have no man on my boat who is not afraid of a whale." Yet their job, which demanded real courage, was to pursue and kill these monsters of the sea. Actually, courage is developed by a man, as his mind and will are developed, through study and personal application. The renowned psychologist, William James, put it this way: "As a final practical maxim, relative to these habits of will, we may, then, offer something like this: keep the faculty of effort alive in you by a little gratuitous exercise every day. That is, be systematically ascetic or heroic in little unnecessary points, do every day or two something for no other reason than that you would rather not do it, so that when the hour of dire need draws nigh, it may find you not unnerved and untrained to stand the test." Courage involves not only the training and mastery of one's will, but also the acquiring of competence by mental and physical effort and application. For example, the great surgeon goes to the operating room calmly and unafraid, because he is skilled in his profession and is aware of the difficulties he might have to face. In the same way, the soldier who knows his job, who knows the potential of his weapon, who is aware of the magnitude and type of support he is to receive in accomplishing his mission, and who understands the na- AGO 10789A ture of the enemy he is facing, can find in his competence as a soldier the courage he might require. Regarding competency, this story is told of Houdini. Probably the world's most renowned magician, he accomplished the apparently impossible. Often he would have himself sealed in a casket and thrown into ice cold water. Once he admitted that his worst obstacle was the fear of not being able to get out in time. He knew that panic meant doom. How did he conquer this fear of failure? He studied every detail of every trick he staged from every angle. He knew each lock and trap of the device. Then for days and weeks and even months, he practiced his performance, for example, staying under water for as long as possible or untying knots with his toes while working on the lock with his hands. He had to work with extreme rapidity and keep his mind entirely on what he was doing or he would die. Study, practice, concentration, are the keys to competency and the support of courage. Courage then is not something which you either do or do not have at birth. It is not a hereditary virtue. Rather it is a quality which can be developed, providing a person is willing to expend the necessary effort toward mental and spiritual development. For courage "... is a reservoir of moral and spiritual strength to sustain action even when flesh and blood can carry on no further." It "... is the strength of spirit required to be a man." Courage Practiced. Courage is referred to as "the soldier virtue," "... the fighting man's particular and characteristic virtue." Perhaps this is partly because of the nature of the military profession, and again partly because of the nature of the people who are soldiers. General Phillip Sheridan was a courageous soldier. When asked how it was that he always seemed fearless, and never lost a battle, he replied, "Because I threw all I had into each battle, and never had the least desire to live after a battle unless I was the victor!" The indomitable will-the will to win-has been the hallmark of the American soldier from the days of Lexington and Concord to the present day. Countless rows of white crosses on every continent bear silent but eloquent testimony to the courage of the American soldier in the many battles he has fought for freedom. The nature of the soldier's profession demands men of courage. From the earliest written accounts this is evident. Moses, we know, had definite rules regarding separation of those who were fainthearted from the rest of the army. If a man had a new house, or a new vineyard, or had only recently been married, he was to return home lest he prove fainthearted in battle. His lack of courage might prove contagious. His lack of spirit could cost the battle. On the field of battle, where mere existence is heroic, victory depends upon the courage of the men and the unit. Any number of good examples could be found to verify this statement. One such example was found in the battle for Hill 200 in Korea, and involved in particular a young man, Lloyd L. Burke, generally known ·as "Scooter" Burke. "Scooter" Burke did not look like a rugged fighting man. He had a mild, pleasant manner, was small and slightly built. Back in Stuttgart Arkansas High School, he dreamed of excelling in sports, but never quite made the grade. He was too light for football, too short for basketball, not powerful enough to hit well in baseball. On October 28, 1951, Burke "... was the regiment's 'old man' from the point of view of length of service in Korea. His replacement was expected momentarily, so he had been ordered out of combat and instructed to push supplies up toward the front." Today he had a "chogi" party in tow, lugging satchel charges, dynamite, ammunition and a flamethrower toward Hill 200. At his destination, "Scooter" discussed the tactical situation with the operations officer. The picture was grim. Numerous attacks had already been made by the battalion to take the hill, each time only to be repulsed. One more attack was to be attempted-this time by George Company, which had already been chewed up by enemy action. If it failed, the situation would be desperate. "Scooter" Burke volunteered to lead the attack. He ". . . picked up a M-1 rifle, and moved into the forward portion of the trench, from which he intently studied the enemy bunker. He noticed that the enemy grenadier exposed himself for a fraction of a second every time he came up into throwing position. Bringing the M-1 up to his shoulder, 'Scooter' held his breath, waiting for the split-second when the grenade thrower would appear-and instantly pulled off his shot. But several seconds later, grenades were again being thrown . . . Once again he took careful aim and fired, convinced he had a bead on the Chinese. Finally he fired a whole clip-but the grenades kept coming." Finally, crouching at the edge of the trench, he catapulted into the open and dashed for the edge of the enemy position some 25 yards away. There he hugged a low wall between him and the enemy. The Chinese, realizing where he was, began dropping grenades over the wall, but he caught several of them and hurled them back into the enemy bunker. Finally, he pulled his pistol, vaulted the wall, and silenced the enemy position. But the battle for Hill 200 did not end there. This account of the story continues. It relates Burke's efforts to return to his men, and how ". . . he was totally unprepared for the staggering sight that met his eyes as he plunged around the rim and prepared to dash for his own trench. From the height he now occupied, his startled gaze took in the unbelievable sight of a long enemy-filled trench winding around below him and all the way tip to the peak of Hill 200. The well-entrenched enemy soldiers were laughing and chattering as they dropped shells into mortar tubes and sent them whooshing off into the shattered ranks of the 2d Battalion." Burke made his way back to George Company, carried the only remaining operable machinegun back to his vantage point, set it up and opened fire on the enemy trench. Caught completely by surprise, the enemy broke, and those who were not killed or wounded poured pell-mell down the reverse slope of the hill. The skinny, freckle-faced Burke, fighting with pistol, M-1 rifle, grenades, and machinegun, blasted to bits three machinegun nests, two mortar emplacements, and personally killed or wounded more than one hundred enemy. The troops of the regiment never remembered the place as Hill 200-they called it "Scooter Burke's Peak." He had won the honor even as he saved the hill by his courage. Summary and Conclusion. Courage is a must for every fighting man AGO 10789A but, in some degree it must be found in all the Nazi commander to object to this violation men-whether they be of high station or low. of the solemn agreement between the two govSome men may never see a battlefield in time erments. The Nazi replied that the Swastika of war, but there is no man who will not be was being flown on direct orders from Berlin. called upon at some time in his life to show "No matter!" replied the king. "Unless the courage. Courage begets courage, and a couraflag is taken down by noon, I shall send a geous people can deal with the problems that soldier to take it down." beset them. As William James puts it, the At 11:15 the Swastika was still flying. The world finds in courageous people ". . . its king went personally to the office of the Nazi worthy match and mate." The degree of effort commandant to object once more. The comwhich a man ". . . is able to put forth to hold mandant was stubborn. himself erect and keep his heart unshaken is "Very well," replied the king, "I shall order the direct measure of his worth and function a soldier to bring down the flag." in the game of life." "But the soldier will be shot !" warned the A thrilling illustration of courage is found commandant. in King Christian of Denmark during the early "I am that soldier!" countered the king. days of World War II. The Swastika came down before noon that As a reward for not having resisted the day. In all the ignominy suffered by Denmark Nazi occupation, the Nazis promised the Danes in the dark days of occupation, this stands as that they would not fly the Swastika from the a shining example of the moral courage at public buildings of Denmark. One day the king work in the resistance of a gallant people. saw the Swastika flying from the municipal The world finds in courageous people " building in Copenhagen. He promptly called its worthy match and mate." 15 AGO 10789A CHAPTER 2 INTEGRITY Section I. LESSON PLANS Lesson Plan 1 INSTRUCTIONAL UNIT: Integrity. transferring property in all its integOBJECTIVES: rity, or we can absorb an idea or suga. To define integrity and discuss its impligestion of another man in its integrity. cations in the soldier's life. NOTE : Expose chart 1. b. To point out the dangers to integrity and QUESTION: What do we mean when weshow how they may be avoided. say that a man has integrity? TYPE : Conference. NOTE : Turn the answers towards theTIME ALLOTTED: 50 minutes. ~ idea that integrity in a man meansCLASSES PRESENTED TO: All enlisted perwholeness or completeness, that he issonnel through grade E-5. untouched by compromise. TOOLS, EQUIPMENT, AND MATERIALS: QUESTION: Why do you think integrityNone. is important in a man? PERSONNEL: One instructor and one assist-QUESTION: What is the opposite of inant instructor. tegrity? INSTRUCTIONAL AIDS: A chalkboard with b. How Integrity Is Acquired. chalk and eraser. GTA 16-4-20 charts 1through 5 (Ref: DA Pam 108-1) ; T 16-4-STATE : Some people take the stand that integrity like any other moral quality20 transparencies 1 through 5 (Ref: DA is something you either have or you Pam 108-1) with viewgraph projector; orS 16-4-20 slides 1 through 5 (Ref: DA Pam don't have; that you are either born with it or acquire it as you go along108-1) with slide projector. See annexes 1 and 2. your way much the same as a ship picksup barnacles or seaweed. REFERENCES: None. QUESTION: How do you think a personSTUDY ASSIGNMENTS: None. gets integrity? STUDENT UNIFORM AND EQUIPMENT: NOTE : Elicit the answer that it is de Duty uniform.TROOP REQUIREMENTS: None. veloped by constant effort, persistent TRANSPORTATION REQUIREMENTS: training and firm adherence to princi ple. None. NOTE : Expose chart 2. 1. Introduction QUESTION: To develop integrity what(5 minutes) are some of the things a man must do?NOTE: See text. NOTE: Make sure that the class introduces such points as: form a good con 2. Explanation science and follow it, acquire clear( 40 minutes) standards of moral values, know him a. Definition. self, correct mistakes or deficiencies,STATE: The word integrity is derived etc. from the Latin word integer meaning NOTE : Expose chart 3. whole; for example, an integer is a QUESTION: Do you think a person couldwhole number. We can speak of a man 16 AGO 10789A persist in doing wrong and still have integrity? c. Obstacles to Integrity. STATE: Just as in nature, water wears away .at a rock, mountains have to be breeched to permit the passage of trains and difficulties have to be overcome in life, so there are obstacles in the path of integrity. QUESTION: Can you name some of the things a man must overcome if he is to develop integrity? NOTE: Expose chart 4. QUESTION: Which is the biggest obstacle? d. Motive for Integrity. NOTE: Expose chart 5. STATE : One of the end results, and in a sense, a motive for integrity is the quality that has been called toughmindedness. It is that special quality which frontline and volunteer troops have always proudly possessed. QUESTION: How does this one characteristic of toughmindedness show itself? ~\ I NOTE: After eliciting such answers as _ trustworthiness and serenity, ask: QUESTION: Does a man ever reach the stage where he does not have to practice integrity? STATE : Konrad Adenauer wrote how his resistance to the Nazis brought him to a SS prison cell where as he said, "my wife and I spent a cheerless Silver Wedding Anniversary." "But," he said, "I never regretted my stand. The sense of having done my complete duty gave me an inner security more precious than any physical comfort." 3. Summary and Conclusion. (5 minutes) A soldier instinctively fights to preserve his physical integrity, his life, but there is a higher priority that demands that he risk even this life to keep intact his human dignity and that integrity which makes him a person of great value. "To be ourselves we must complete ourselves." AGO 10789A ANNEX 1 Training Aids Note. Available as GRAPHIC TRAINING AIDS (GTA 16-4-20) (local training aid subcenter); and as TRANSPARENCIES (T 16-4-20) and SLIDES (S 164-20) (local Signal Corps Film and Equipment Exchange). Number 1. Depicts a figure one (1) and a capi tal letter I. Between the figure 1 and the capital letter I is a plus sign. Below the figure one ( 1) is the word "Integer" with an equal sign followed by the words, "The Ego"= "The Whole Man." This depicts the connection between integer and integrity, indicating that the wholeness of the integer plus the Ego equals a man. Caption: None. Title: "INTEGRITY." Number 2. Depicts in a series of small cloudlike frames, a newborn baby being held up in a doctor's hand, a man panning gold, a gold coin. A big X will be drawn through the cloud frames to suggest that integrity is not inherited, not found, not bought. In the center section is depicted a photographer's developing pan containing a print to suggest integrity is developed. Caption: None. Title: "INTEGRITY." Number 3. Depicts a larger view of the developing pan and includes bottles labeled : Conscience, Values, and Virtues, on a self above the pan. The developing negative reveals the figure of a man. Caption : None. Title: "INTEGRITY." Number 4. Depicts a little, runty character with eyeglasses, a hearing aid, balding, etc., sloppy clothes, looking into a mirror and seeing the reflection of a "type" individual like Charles Atlas. Caption: "SELF-DECEPTION." Tit I e : "INTEGRITY." Number 5. Depicts a man on a pedestal marked "PRINCIPLES." Two men, labeled "EXPEDIENCY" are at tempting to pry and topple the plete Man. Erase all but the words Inpedestal. From another direc tegrity and The Complete Man.tion men, labeled "SOCIAL b. How is Integrity Acquired?PRESSURE," and from the At the right center of the board writefront a group labeled "FALSE the word Not and draw a bracket placVALUES," has a rope around ing in the bracket vertically the wordsthe figure of the man, trying to Inherited, Found, Bought. Erasepull him down. Caption: None. quickly and print the word Developed Title: "INTEGRITY." in place of Not. Draw a bracket andANNEX 2 in it as the means by which integrityis developed are set forth, write verti Chalkboard SuggestionsNOTE FOR THE INSTRUCTOR: cally the words Conscience, Values, or If it is necessary or desired to use only a Standards, Self-Knowledge, and Remedial Action. Erase all but title and The chalkboard as an aid to the presentation of this Complete Man as this section is sum topic, the following suggestions may be inte grated into Lesson Plan 1 in the place of the marized. aids described in annex 1. Materials which will c. Obstacles to Integrity. be needed are: one chalkboard, chalk, and one Place at left center of board the word Obstacles, draw a bracket and place in eraser. The paragraph numbers in this annexcorrespond with the paragraph numbers used it vertically the words Self-Deception in Lesson Plan 1. Public-Private, Compromise-Expediency and False Values as these ideas 1. Introduction. are drawn from the class in discussingWhen the class begins, announce the subject the obstacles to integrity. Erase all and print the word "INTEGRITY" at leaving. only the title INTEGRITY attop center of the chalkboard. Then explain the top of the board and The Complete the meaning of integrity as foun(l in the Man at the bottom. text. d. Motives for Integrity. 2. Explanation. As in the final section of the instruction a. Definition. the motives for integrity are set forth,On the left side of the blackboard below write on one line beginning at the leftthe title write the figure 1 and below it of the board and separated by dashesthe word integer, explaining that an the words Toughminded-Trustworthy integer is any whole number and point -Serene. ing out the similarity between the word 3. Summary and Conclusion. integer and integrity. Add a plus sign When we talk ·about integrity, we are talkafter 1 and then print a capital letter ing about the whole man, the complete I. Below the I, on a line with integer, man, the kind of man you can depend onprint the word Ego, pointing out that and can trust, the kind of man who won'tthe I in man emphasizes the Ego = the welch and who won't cry quits. We needMan. Integrity plus the Ego = (write more men of this kind today. Will youat center bottom of board) The Com-be one of them?Lesson Plan 2 INSTRUCTIONAL UNIT: Integrity. OBJECTIVES: TOOLS, EQUIPMENT, AND MATERIALS: None. a. To define integrity and discuss its implicaPERSONNEL: One instructor and one assisttions in the soldier's life. ant instructor. b. To point out the dangers to integrity and INSTRUCTIONAL AIDS: A chalkboard with show how they may be avoided.TYPE: Committee. chalk and eraser. GTA 16-4-20 charts 1 TIME ALLOTTED: 50 minutes. through 5 (Ref: DA Pam 108-1); T 16-4 20 transparencies 1 through 5 (Ref: DA CLASSES PRESENTED TO: All enlistedpersonnel through grade E-5. Pam 108-1) with viewgraph projector; or 18 AGO 10789A S 16-4-20 slides 1 through 5 (Ref: DA Pam 108-1) with slide projector. See annexes 1 and 2, Lesson Plan 1. REFERENCES: None. STUDY ASSIGNMENTS: None. STUDENT UNIFORM AND EQUIPMENT: Duty uniform. TROOP REQUIREMENTS: None. TRANSPORTATION REQUIREMENTS: None. 1. Introduction. (10 minutes) a. Announce the subject and purpose of the instruction. b. Introduce the procedure to be followed in the class. NOTE FOR THE INSTRUCTOR: • (1) Have the three persons seated to the extreme right of the first row form a committee with the three persons behind them, in the second row. The next three form a committee with the three behind them. Having completed the formation of committees in the first row, carry on the same procedure with the third row. Progress as rapidly as possible, asking those seated in odd-numbered rows to form committees of approximately six persons. (2) Each committee, upon being formed, will select one person to act as chairman. (3) Instruct the group that each committee will discuss the problem presented and inform their chairman of their opinion in order that he may answer the question with either "yes," "no," or "don't know." (4) Present the question. This may be done by reading it, writing it on the blackboard, or by distributing sheets on which the question has been mimeographed. (5) Allow 3 minutes for discussion by the committees in order that they may instruct their chairmen as to their response to the question. ( 6) Take a poll of the chairmen. Record on a blackboard or by some other method the number of chairmen re- AGO 10789A sponding "yes," "no," or "don't know." (7) After the poll has been taken, obtain from one or more of the chairmen responding with "yes" the reason for their answer. Also obtain the reason for the response of "no." It might be very instructive to discover the reasons for the response "don't know." (8) Sum up the discussion. The summary may be in the words of the text or illustrations from the text. (9) Allow approximately 10 minutes for the discussion and summary. (10) This method will permit discussion of three or more situations. Use as many as possible in time allotted. c. Introduce subject with introduction in text. 2. Explanation. (35 minutes) a. Definition. NOTE: Expose chart 1. STATE: Integrity comes from the Latin word integer which means whole, entire, complete. QUESTION: Is it possible for a man of integrity to be less than a complete person? b. How is Integrity Acquired? NOTE : Expose chart 3. STATE : Integrity is acquired by a person developing his conscience, establishing clear standards of human values, acquiring self-knowledge, correcting his conduct through remedial action. QUESTION: Do you agree with these four points? c. Obstacles to Integrity. NOTE : Expose chart 5. STATE : To acquire integrity there are obstacles to overcome and mistakes to be avoided. Some of the obstacles are listed on this chart. QUESTION: Are these the real obstacles to integrity? NOTE: Self-deception is one of the obstacles not listed with the ones displayed on chart 5. d. Motives for Integrity. STATE: Toughmindedness, trustworthiness, and serenity have been suggested as motives for a person to acquire integrity. QUESTION: Does a man ever reach the stage where he does not have to practice integrity? Lesson INSTRUCTIONAL UNIT: Integrity. OBJECTIVES: a. To define integrity and discuss its implications in the soldier's life. b. To point out the dangers to integrity and show how they may be avoided. TYPE: Film-committee. TIME ALLOTTED : 50 minutes. CLASSES PRESENTED TO : All enlisted personnel through grade E-5. TOOLS, EQUIPMENT, AND MATERIALS: None. PERSONNEL: One instructor and one assistant instructor (at least one of these should be a licensed projectionist). INSTRUCTIONAL AIDS: TF 16-2518, "Personal Integrity," 16-mm projector and screen. A chalkboard with chalk and eraser. GTA 16-4-20 charts 1 through 5 (Ref: DA Pam 108-1); T 16-4-20 transparencies 1 through 5 (Ref: DA Pam 108-1) with viewgraph projector; or S 1-64-20 slides 1 through 5 (Ref: DA Pam 108-1) with slide projector. See annexes 1 and 2. REFERENCES: None. STUDY ASSIGNMENTS: None. STUDENT UNIFORM AND EQUIPMENT: Duty uniform. TROOP REQUIREMENTS: None. TRANSPORTATION REQUIREMENTS: None. Synopsis of film (for instructor's use only). Title: "Personal Integrity," TF 16-2518. This film presents a situation in which a corporal on duty as charge of quarters is 3. Summary and Conclusion. (5 minutes) • Reexpose charts 5, 3, and 1 and summarize. Point out that the man of integrity works at it, he does not relax. Close with the statement by Spinoza, "To be ourselves we must complete ourselves." Plan 3 obliged to report a friend. The friend goes on pass confident that he need not get back on time because his buddy the C.Q. will cover up for him. The corporal warns his friend about getting back on time. At bed check the friend is missing. The corporal feels that his duty is to report this friend; failure to do so would be to compromise his own integrity and act unfairly to the other men of the company. But, he knows that to report his friend would perhaps ruin their friendship. The question is raised-what should the corporal do? 1. Introduction. (11 minutes) a. Announce the subject and the purpose of the instruction. b. Introduce the procedure to be followed in the class. c. See NOTE FOR THE INSTRUCTOR in Lesson Plan 2. NOTE: Show film (7 minutes). 2. Explanation. (39 minutes) QUESTION: Should the corporal report his buddy? NOTE: After the class answers "yes," "no," "don't know," ascertain why they answered as they did and attempt to bring out the point that integrity requires that he report the offense. After the instructor has established this point, he should continue the period using the Lesson Plan 2, beginning at 2a Definition. Staff Orientation Integrity I. INTRODUCTION (1 minute). its implications for the soldier. He will STATE : The Character Guidance discus point out the ways in which integrity sion topic for this month is "INTEG can be impaired and suggest how it can RITY." In presenting this topic the be developed and strengthened. instructor will define integrity and discuss 20 AGO 10789A • II. EXPLANATION (13 minutes). a. Graphic Training Aids in the form of charts, transparencies, and slides have been prepared for this subject. The topic is also supported by a DA poster in the series "America's Moral Strength." This poster will be displayed on unit and section bulletin boards throughout the month. b. Another training aid designed for use with this subject is TF 16-2518. This film will serve as a discussion starter, and is designed to involve the men personally in the subject of "INTEGRITY." Note. At this point, show the film and/or GT A's, depending on time available. If film cannot be shown, a synopsis of the film should be presented. STATE : When the class has finished discussing the film question, the instructor will continue the period using an approved lesson plan. He will point out the connection between integer and integrity and stress the point that integrity makes for wholeness or completeness in a man. He will show that integrity is developed by following conscience, establishing real standards of value, knowing oneself and correcting one's faults. He will point out the tendency of self-deception, compromise, and expediency and the subscribing to false standards or values to destroy integrity. Finally, he will point out that the man of integrity is purposeful, tough, trustworthy and confident and will strongly suggest that keeping his integrity is even more important to a soldier than keeping his life. III. SUMMARY AND CONCLUSION (1 minute). In conclusion, he will exhort the soldier to be a man of integrity. ANNEX A Integrity These orientations are not to be reproduced and distributed in lieu of formal instruction briefings. They are furnished to alleviate the difficulty of supplying instruction for isolated detachments of 5 or less, such as ROTC Recruiting, Security, MAAG's, Missions and,Miscellaneous Activities and Services which can- AGO 10789A not feasibly use the training facilities of larger units. , Many men at some time or other in their lives have to face up to the fact that they can't keep on doing what they ar·e without compromising their principles. A decision of this kind involves the quality we call integrity. The story is told of a man who was clearly headed for the top in his business. He was secure in his job, had a big salary and was regarded by everyone as a success. But, then he began to suspect that instead of helping people he was misleading and even deceiving them concerning the manufactured products. When he discovered that he couldn't correct the situation, he quit. He quit, because to him his integrity was involved and he was unwilling to sacrifice or impair it by "going along." Integrity in a man is that important. The word integrity derives from the latin word integer, which means whole. We carry this latter word over into English and speak of a whole number one (1) for example as an . ' mteger. From this it is clear that integrity has to do with a man being whole and complete . ' I.e., not fractured or fractioned by anything in the way of compromise or evil in any form. To be such a man it is necessary first of all that an individual have a conscience; that is, an awareness of right and wrong and the willingn~ss to test and judge his own actions by certam stand~rds of value that 1 are lasting, correct, and right. A great Italian painter went out and bought a huge ruby which reflected perfectly the flaming red of the morning sun. He then saved his money until he could buy a large sapphire containing in its depths, the cold blue of his native Italian seas. Finally, selling most of his possessions, he bought an emerald that perfectly copied the new green of the grass and trees of spring. The purchase of these gems was not the extravagance of someone who loved precious stones. The painter made a very practical use of them. When he had painted for a long time and his sense of color began to become jaded and dull, he would take out the tray containing these three sharp, clear colored ?"ems. Looking at them he could accurately J~dge and correct against their true beauty his own value of color. So, too, the man of integrity must have clear and decisive values against which to check or test his own values or those proposed to him by others. He has to be definite and uncompromising about taking a stand and must refuse to retreat from the highest levels of honesty, truthfulness, charity, and dependability. There are obstacles that often stand in the way when one tries to be a person of integrity. The first is self-deception. Honesty which contributes to integrity is not merely external or social governing the man in his relationships with his friends and neighbors. An even more exacting form of honesty is the internal honeaty by which a man is true to and with himself. Often people who would not dream of deceiving or cheating others, constantly deceive themselves. The pressure of opinion, morals or customs of a society on a man can be almost overwhelming. Today so many seem to think that a man's private conscience or morality is one thing, and that what he does in public, on the job, representing his employer, or for that matter, as a soldier, is another and essentially different thing. If a man is to keep a "right and good conscience," essential to his integrity, he has to know clearly that he cannot do in the name of his employer, his government, his army or the crowd, what he should not do as a private individual. Pressure of the "crowd," or the "system," or public opinion may make compromise or ex pediency seem like a tempting way out of a dilemma. Makeshift work or make-do moral standards are tempting because others around us seem content with these half-measures of quality or effort or morality. Another obstacle to integrity is the lack of true values, or the allegiance to false values or no values at all. We are all familiar with the false values that are daily proposed to us: "the almighty dollar," the "fast buck,'' the home in the "best neighborhood,'' the popular thing to do, a way of living, and working that calls for no responsibility. To face adult life a person has to be strong, with an inner toughness. Life makes stern and exacting demands on the adult man. If he subscribes to false values or has no values at all, he just can't be equal to the real challenge that life offers. It is only as a result of his own personal integrity that a man can be trusted, that he can be depended upon to do his share. Our world .does not lack brainy men, men of intellect and genius. But the world will always have a need for moral men, for men of integrity. There is nothing more important for a soldier than to be able to complete a tour of duty, to round out a career, to fill out a useful life, saying with Honest Abe Lincoln, "I do the very best I know how-the very best I can, and I mean to keep on doing so until the end. If the end brings me out right, what is said against me won't amount to anything. If the end brings me out wrong, ten angels swearing that I was right would make no difference." "To be ourselves we must complete ourselves." References: AR 600-30. DA Pam 16-9, chapter 2. GTA 16-4-20, charts 1 through 5. Transparencies T 16-4-20, 1 through 5. Slides S 1-64-20, 1 through 5. TF 16-2518, "PERSONAL INTEGRITY." AGO 10789A Outline Integrity 1. Introduction. 2. Explanation. a. Definition. b. How Integrity is Acquired. ( 1) Developing conscience. (2) Clear standards of human values. (3) Self-knowledge. ( 4) Remedial action. c. Obstacles to Integrity. (1) Self-deception. (2) Public versus private morality. (3) Compromise or expediency. ( 4) False values. d. Motive for Integrity. ( 1) "Toughmindedness." (2) Trustworthiness. (3) Serenity. 3. Summary and Conclusion. AGO 10789A Section II. TEXT INTEGRITY Introduction. the inner resources of a man, the virtues andJohn Miller had just received another provalues to which he subscribes stand as a strucmotion and another large raise bringing his ture of worth and dignity. annual salary to $25,000 after taxes. In the course of our discussion today we will"Johnny is really headed for the top in the examine this quality called "Integrity." Webusiness world," said his friends and acquaintwill seek answers to the questions: What is inances. tegrity? How is it acquired? Once acquired,Suddenly the news was all over town. John how is it retained? What are the forces opMiller had resigned! "He quit-just like that" posed to integrity? What constitutes a threatthey said. "Just like that," however, meant to a man's personal integrity? Finally, we willthat John Miller had taken a good, long look at look for the answer to the question, whyhimself and his job. For some time now he had should a soldier guard his integrity as he begun to suspect that some of the products he guards his life?manufactured and encouraged people to buyand use, were in fact not good for them and Explanation. were even harmful. He could no longer escape Definition. the conclusion that selling these products was The root of the word "integrity" is in thedishonest. He approached the company owners. Latin word "integer." As a matter of fact,that word is carried over in our own lan When his effort to persuade them to drop the guage. It means "untouched," "whole," "endoubtful accounts proved unavailing, John had tire." It comes from the same root as our wordsto consider his own involvement, and raise the question: Could he continue wha~t he was doi;ng "intact," or "tangible," and other words like without suffering the loss of h1s personal mthese which have to do with touch. In mathetegrity? No, he decided, a man could not have matics we talk about the integer as the whole integrity and be dishonest at one and the same number, the complete number before it is time. The quality that had made John Miller a touched and broken down into fractions; for most valuable man to his company, a factor in example, the number one. "Integer," then, the its growth, his integrity, now made him give intact number, not some fiftieth or five-hund redth part, and "integrity" mean almost theup a most lucrative position, his seniority and same thing. A man of integrity is not a "frachis security. Despite the possible consequences tional man," not just a part of a man, not aand the sacrifice, he had to do it to remain the man with some essential quality of manhoodperson that he had made of himself. . In discussing integrity we are not gomg to missing from his total personality makeup.When a man has integrity he has drawn to say that it is more important than any other gether across the years of his living, a total,virtue. But, as someone has said, "Before you entire, and complete character structure. Go cook a rabbit pie, someone has to catch arabbit." We are going to point out that ining back again to the root of our word, we might say that a man of integrity is one whotegrity is that "pulling together" of all the is "untouched by the world," untouched byrequired virtues or inner strengths that make compromise, untouched and uncontaminateda man a man. Integrity is the quality that holds together by evil or wrong in any form. The psychologistwould say of such a man that he is a "well the character or personality structure of a integrated person." man. Integrity, is the binder, the "cement,"the cohesive force that can bring about unity From this definition of integrity as a "conand order within a man or woman. Various dition or state of completeness," we reasonwriters have described integrity as the "amalthat integrity is one of man's absolutes. Likegam," the "nuts and bolts of character," the the virtue of honesty, another absolute, a man"core" of the personality. Social scientists cannot be 99 and 99/lOOths honest or integral.agree on its supreme importance in making Either he is 100 percent honest, or the ines 24 AGO 10789A capable alternative is that he is dishonest. Either he has 100 percent integrity, or his is a fraud, a "phony," who looks like a man, who walks like a man, talks like a man, but some "fraction of full manhood" is missing from his character. The basic immorality of compromise of one's principles and similar offenses against integrity compares to the immorality of stealing. and its effect on honesty. To steal one copper penny is basically as damaging to one's honesty as to embezzle a hundred thousand dollars. The amount taken is vastly different, but either offense totally destroys the "state or quality" of being honest. So, too, with integrity, anything less than 100 percent means that a man lacks some requirement for being a complete, integral, well-integrated person. How Integrity is Acquired. Developing an Informed Conscience. Conscience is an important consideration in the discussion of integrity. We have emphasized the importance of conscience in our discussions of other virtues and values or qualities of character. By conscience we mean the individual's own personal awareness of the rightness or wrongness of his human acts. It is a basic principle that every man must follow his own conscience. He can neither borrow nor lend, depend upon or act upon another man's conscience. At one time the Chancellor of England had the title of "Keeper of the King's Conscience." But this did not mean that he told the King what to do or what he shoud not do. The Chancellor was the legal adviser to the King and interpreted for him what the laws of the land and the laws of God had to say about any contemplated difficult decision. The King made his own choice and in making it knew he was responsible for his action as a man, as well as a monarch. The same is true of any soldi~r who exercises the responsibility of command. From the commander in chief down to the squad leader, he will consult the regulations and the manuals, and certainly will often listen to the advice of others, but he alorve gives the command, and giving it knows that he must accept the responsibility for his decision As we act on our own conscience, we are judged according to our own conscience. A AGO 10789A neighbor, fifty neighbors, or the total population of a land numbering hundreds of millions may argue that a certain action is right, but when a man's conscience tells him that the action is wrong, he must refuse that action. Down through almost 2,000 years of history comes the ancient Latin saying, "Atharvasius contra mundum" meaning "Athanasius against the world." It means that Athanasius' conscience, or any man's conscience, must stand even against the whole world when he knows he is in the right. Conscience against the world. The man of integrity will speak up even when he knows what he has to say will make him unpopular, disliked, or even hated. He must be outspoken in his recognition that the right way is not always the easy: way or the popular way. Integrity and conscience are very closely allied, but, whereas every man if he is sane-has a conscience, not all men have integrity. It might be asked here, isn't it dangerous to teach this freedom and supremacy of the individual man's conscience? Doesn't this supremacy of each man's judgment on rightness or wrongness lead to anarchy and disorder? The answer, of course, is "No," because when we refer to the independence and supremacy of conscience we do so in the light of man's integrity. We are talking about a conscience which is not a maverick-not wild-unprincipled-nor irresponsible. To the man of integrity, having an independent conscience means that he therefore, has great responsibilities. He forms his conscience freely, but, under the law, as he is given to know the law. The supremacy of his conscience, gives a man an almost god-like character upon this earth, but, it also demands that he habitually walk like a god upon the earth. Possession of Clear Standards of Humam Values. In these days of mass thinking and mass action there are many pressures which seek to conform man to a collective conscience. Sensational headlines and an organized chorus of opinion tend to reshape a man's thinking and his standards of what is right and what is valuable in life. To retain his integrity and to resist all undue pressures a man must be able to test the values to which he is asked to subscribe. He tests them first of all against the time tested standards he learned at home, at school and at his church or synagogue the values against which all truth must be tried. And then he tests them in the light of his own experience in applying the standard of truth to his life and work. The story is told of the great Italian painter who went out and brought a huge ruby which reflected perfectly the flaming red of the morning sun. He then saved his money until he could buy a large sapphire containing in its depths the cold blue of his native Italian seas. Finally, selling most of his possessions, he bought an emerald that perfectly copied the new green of the grass and ' trees of spring. The purchase of these gems was not the extravagances of someone who loved p:r:ecious stones. The painter made a very practical use of them. When he had painted for a long time and his sense of color began to become jaded and dull, he would take out the tray containing these three sharp, clear colored gems. Looking at them he could accurately judge and correct against their true beauty his own value of color. So, too, a man of integrity must have clear and decisive values against which to check or test his own values or those proposed to him by others. He has to be definite and uncompromising about taking a stand and must refuse to retreat from the highest levels of honesty, truthfulness, charity, and dependability. Self-Knowledge. The man of integrity will have studied himself carefully for the existence of any moral flaw, any lack of virtue, or any character failing which may prevent him from being or becoming a real, a genuine, and trustworthy person. He knows that any flaw, eyen one that on the surface seems trivial, may have a damaging effect on his whole life or career. He realizes that it does not take a mountainous iceberg to bring an ocean liner to a dead stopnor does it take an Honest John Rocket to cripple a tank-a bit of sand in some sensitive mechanism, a small blown fuse, or broken opper wire would be just as effective. So, too, even the lack of some seemingly inconsequential but essential virtue often creates havoc in a human life. The man of integrity will generally be a humble man. If a man is truly humble, he is fair and perfectly honest with himself; he acknowledges his talents, abilities, achievements, and virtues as well as recognizes where he may fall short of being the kind of man or the person he can or would like to be. It has been well said, that "Men search the heavens, but neglect themselves." In a more recent and biting comment it was said, "A man often detects the rattle in his car quicker than he does the one in his head." The secret of being truly humble is found in the old adage "Know Thyself;" a command very easily given, but requiring constant effort to be successfully carried out. When some people first hear thier own voices on a tape recording, they have difficulty recognizing themselves. Others are unhappy about "untouched" photos that are taken of them and protest, "That doesn't look like me." Both attitudes suggest a gap existing in the selfknowledge of the individual, and a consequent lack of humility in a person to accept himself as he really is. Psychologists tell us that most people who attempt self-analysis tend to exaggerate. One may incline to be morbid, hypersensitive, and overly shy. He may be in constant need of approval and reassurance from those around him, and is too severe in his self-analysis. Another man does not care about or require approval or encouragement. He may disregard honest correction and readily reject disapproval; he may ride roughshod over others and their opinions and refuse to see himself as he really appears to others. He may give the appearance of being carefree and outgoing and self -expressive to a fault. Actually, he is just as selfcentered as the first man, but in a different manner. The man of integrity avoids the extremes both of the self-centered man and the selfobsessed and self-admiring man. Well-bitegrated and happy, he makes the effort to overcome any inclination to be moody, depressed, or to feel inferior. He accepts his nature as it is with the knowledge that his moods and desires will pass away; that they are often merely like summer squalls, last only for the day, and may even be related to his digestion, the weather, or some other passing influence. Possessing integrity through self-knowledge, a man learns to identify himself with his good moods and his good nature. There, he tells AGO 10789A himself, is the real, the normal "me." If he tends to. be self-ce.ntered he looks for ways which • will cause h1m to turn away from himslf as he thinks, associates, or works with others. And if he has an exaggerated love of himself, he will try to develop within himself what is called traditionally the "saving sense" of humor. Any man can escape the self-centeredness of childhood, the obsession with himself, by finding a greater, more compassionate and genuine interest in others, in his work, his studies, his profession and in his family and his unit's activities. Self-acceptance is not only the secret of hu·· mility but is the key to achieving integrity. When man studies himself he is led to the discovery that within him one emotion is at war with another, one appetite or desire is in sharp conflict with another, his inclinations are often at variance with his better sense. A modern novelist writing about man said that he was not so much a "human being as a civil war." When a man learns to accept himself, he is able to make the statement: "I, John Doe, accept myself just as I am, just as I was born, with all my given talents and my acknowl." edged handicaps. Now let me see what I can do about this John Doe." In humility, through self-knowledge and self-acceptance a man achieves a degree of unity within himself, and learns to reconcile his conflicting impulses, emotions, or needs. He learns the reasons and causes for any disorder or disorganization he has discovered within himself. Then, he is prepared to take the next step; namely, applying the measures of remedies needed to avoid this disorder in the future. Remedial Actions. Adjustment is one of the measures or remedies frequently required. For example, when a man discovers that he lacks the professional know-how needed to hold a better job, if and when it comes along, or to be able to accept a promotion, or enter a new career field, he must make a:ri adjustment in his education, go "back to the books," apply for service schools or off-duty training or some similar activity. When a man detects that he lacks patience with some one person in the barracks or office, and finds himself constantly embroiled in heated exchanges with that person, he should do something about it. If he can't altogether AGO 10789A correct it, he must learn to adjust to it. He can go out of his way to be especially tolerant or more understanding with that person. If measures such as these fail because there is deepseated personality conflict between them, he can arrange as far as possible to avoid an tagonizing this individual or if possible even to avoid his presence. The solitary oak tree stands tall and majestic on the crown of the hill only because it can integrate or pull together from the soil around it, from the earth and the air and the falling rain all the essential elements and plant food that is necessary for its growth and great strength. If the soil around the base of the tree is thin, sandy, and unfertile, the tree then sends out longer roots and tendrils groping and reaching out for the substance it lacks. Man, too, when he discovers some need or lack within himself essential to full manhood, must reach out, and extend himself to find what he lacks. One term that the psycholo~ gist uses to describe this adjustment in the character lack of a man is compensation. It is the process whereby a lack or need acts as a spur to a man and urges him to make up for or compensate for this lack in other ways. Captain John Callender of the Massachusetts Militia was found guilty of cowardice at the Battle of Bunker Hill. Personally, George Washington ordered his court-martial. John Callender was publicly disgraced, stripped of his rank, and dismissed from the Service. But he enlisted in the Continental Army as a private in another place where his record would not be known. By his courage and bravery in the Battle of Long Island, he proved himself a soldier so clearly that George Washington personally intervened again, rescinded his sentence and publicly restored his honors and his rank. Another classic military example of compensation is in the story of the little "Corporal from Corsica," the tiny, but great Napoleon Bonaparte. He stood, historians tell us, only 5 feet 2 inches tall. This was a great natural handicap for the soldier of his day when brawn and size were most important. But Napoleon made up for his lack of size by devoting himself completely and dedicating entirely all his intense energy and enthusiasm to his military profession. In the achieving of integrity many people have had to compensate in one way or another for shortcomings with which they were born. Others have to overcome failings and situations that would make them less a man if they fell victim to them. Some men naturally have a quick and terrible temper. Integrity demands not only that they keep it but control it. A famous man when accused on one occasion of being unable to control his temper observed to his accuser "I control more temper every fifteen minutes than you do in a lifetime." It is the mark of a man of integrity that he not complain about his handicaps, the difficulties that confront him, the advantages of which he might have been deprived but that he do something to correct them and improve himself. He seizes the opportunity to be of service and to work his own fulfillment and the enrichment of his life and personality. A college professor, G. H. Palmer, once remarked, "Harvard College pays me for what I would gladly pay it for allowing me to do." Of course, there must 'he some understanding of the work we do, and it must have a clear purpose. The story is told of a group of laborers who were put to work digging 3-foot holes. When a hole was finished, the foreman walked over and looked into it and told the men to fill it in. Soon the laborers were gathered in a huddle and arguing loudly and heatedly. One of them, their spokesman, came up to the foreman and announced: "We're gonna quit; give us our money. You ain't making fools out of us." The foreman did not understand at first, but suddenly he saw the light and he explained quietly: "Can't ou see, we are trying to find where the leaking pipe is." "Oh," said the spokesman, and turning he explained to the others why the holes were being dug and filled in. Then he turned back to the foreman and asked: "Where do you want us to dig next?" When a work has no real purpose, or if we permit ourselves to remain ignorant of its meaning and purpose, we properly should be reluctant and unwilling to engage in it. The man of integrity is proud of the fact that he gives a full day's work for a full day's pay. In the Army you may hear the expression "backing up to .the pay table." It is leveled at the man who doesn't carry his share of the load, who ought to be ashamed really to collect a month's wages that he hasn't earned. But, even more he ought to be concerned about what is happening to his integrity. Obstacles to Integrity. To acquire integrity, as is true of any worthwhile achievement in life, there are obstacles to overcome. and mistakes to be avoided. The first of these is self-deception. Self-Deception. We have already indicated the connection between absolute integrity and absolute honesty. The honesty which contributes to integrity is not merely external or social governing the man in his relationships with his friends and neighbors. An even more exacting form of honesty is the internal honesty by which a man is true to and with himself. Often people who would not dream of deceiving or cheating others, constantly deceive themselves. An educator once remarked that he often thought that the BA degree of many college graduates should stand for "Builder of Alibis," insead of "Bachelor of Arts" because people had so many excuses or alibis for doing little or nothing with the education and the minds they has been given. Alibis come to us almost as easily as "sour grapes." The fox in Aesop's fable called the grapes hanging too high out of his reach on the vine, "sour grapes." The man who constantly criticizes others, and belittles them often reveals by doing so what he lacks in himself in the way of integrity. If he has mismanaged his own life or marriage and turned it into a moral mess, he may loudly and abusively call self-disciplined and happily married men, "weaklings," "prudes," or "goody-goody's." "Alibi AI" who flubs tryouts and flunks his tests is quick to label those who are successful "squares," "grinds," and might say disparagingly that they are "bucking" for some promotion or are so hungry for some deal that they can "taste" it. The unhappy failure who lacks integrity easily engages in a form of self-deception, blaming either "fate," the "stars," or "the system" for his failure. He might even blame his mother or father. Every flaw or character deficiency ranging from fingernail-biting and sheer laziness to alcoholism is often blamed on a parent. Oddly enough, the same kind of people brought up in orphanages blame their character defects on the fact that they did not have a father and AGO 10789A mother to raise them. The great composer Public Versus Private Morality. Beethoven had a father whom today in all Another considerable obstacle to integrity is • generosity we could only describe as a "bum." called by the social scientist "Social Pressure,"Mercilessly, he exploited and lived off his by the psychologist, "mob psychology." The. young son shamelessly. The great philosopher pressure of opinions, morals, or customs of aJohn Stuart Mill had a father who beat him society on a man can be almost overwhelming.at the slightest provocation, never praised him, Today so many seem to think that a man'snever let him play in the company of other private conscience or morality is one thing,children, and drove him to endless hours of and that what he does in public, on the job,studies night after night. Many other great representing his employer, or for that matter,men and women have come from homes where as a soldier, is another and essentially differentalcoholism, crime, drug addiction, and violent thing. If a man is to keep a "right and gooddomestic warfare was the normal abnormality. conscience," essential to his integrity, he hasYet these men and women did not deceive to know clearly that he cannot do in the namethemselves by trying to blame their homes or of his employer, his Government, his army ortheir fathers for their own shortcomings. They the crowd, what he should not do as a privatewere not so much concerned about: "Who is individual. In uniform or out of it he has toresponsible that I got started?" but the far act on principle. Principle is the same for himmore reasonable question: "What can I do as an individual or as a member of a group.about it?" "Because others before me made Happily, our Nation and our Army will not askmesses of their lives, why should I?" Far a man to sacrifice his principles or compromisefrom waiting for someone to come along and his conscience.hand them the breaks they never had, they The real man, no matter what others maytook their destiny in their own hands, and say or think of him-is never a "pushover"they made their own breaks. No man who has for gang psychology or what the "guys in theintegrity believes in "passing the buck" or outfit" may or may not say. Pressures of badmaking excuses. A football player once wrote example will not sway or prevent him fromhome, "The other team found a big hole in acting the right way. "Everybody's doing it"our line, that hole was me." He then proceeded is an expression that he answers with, "Letto train and practice so that that hole was them. I am not everybody. I am myself, asblocked in all future games. much a man as any man in the crowd." CourThe man who is guilty of self-deception, it age is another virtue allied to integrity. Theis said, knows only one kind of "luck," all bad. immature, the childish, the man who has notIn ancient Rome centuries ago the loser in attained full manliness may "chicken out" bebattle would blame all sorts of mysterious fore the pressure of friends and buddies wherecauses for his disastrous defeat-but never his native daring would have made him standhis own bad judgment. He sometimes blamed up to an enemy. It takes a man who is allthe "Augurs," who before battle would kill a man-knowing he is in the right-to make arooster and paw over its entrails to tell him stand against mistaken though well-meaningwhether it was the right time and place for a friends and neighbors as well as against ragbattle. At other times he might blame some ing foes.god fashioned to his own image and weakness, Compromise and Expediency.claiming that he had been spiteful or out of Pressure of the "crowd," or the "system,"sorts the fateful day of their defeat. The man or public opinion may make compromise or exof integrity does not resort to such dodges and pediency seem like a tempting way out of aevasion of responsibility, but says with dilemma. Makeshift work or make-do moralLincoln, "I shall correct my errors when shown standards are tempting also because othersto be errors; I shall adopt new views as fast around us seem content with these half measas they appear to be true views." It is a mark ures of quality or effort or morality. One of integrity to accept credit with ease-to bear hears the invitation to compromise in expresblame without excuses. sions like: "Take it easy," "You don't have to AGO 10789A 29 knock yourself out," 'Who's to know the difference?," "Don't get caught," "Nobody around here knows me," "Let George do it," and so on. It has been pointed out that if men refused to compromise with evil, refused to settle for less than the best that is in them, crime would be practically nonexistent. Every compromise, every coming to terms with the makeshift, the easy-way-out course of action means the creation of another structural flaw in one's character. Every weld in a rocket is examined by X-ray or radiological means for hidden inner faults, even the tiniest line of crystalization of the metal invisible to the naked eye. If we are to settle for nothing less than integrity, we must be likewise free from invisible character faults. We must remain foreigners to the "shady deal," "the cutback," the "rakeoff," the "what's in it for me," and all the rest of the underworld code of misbehavior. Expediency as a policy for life often calls upon us to accept doubtful or unlawful means for what is presented as good purposes or good ends. Integrity says, "No!" Purpose and the means to accomplish a purpose must both be of the same moral metal. If one is bad it makes the use of the other bad. In other words, we cannot do a bad thing for a good reason and still claim our integrity. False Values. Many critics of our country have made the accusation that we Americans are "success worshippers. They point out at length that our educational system often seems more bent on producing financial successes than good scholars. They say meri and women are not being prepared to use their minds in the serv ice of others but rather to build their bank accounts. Albert Einstein shortly before his death urged his students at Princeton, "Do not strive for success, strive to be a person of great value." A test of whether one's value is true or false lies in the answer to the question: "How much do you add to the lives of the people around you?" A married man, blessed with children, might ask himself: "What more than your pay check do you take home for your wife and children? Besides your words and warnings, what does your personal example give or teach your children?" A soldier might ask himself: "How much does your leave or furlough back home mean to your mother, or father, brothers or sisters? Is home just a hotel-with free meals?" He should also ask himself the question from time to time: "Can your Nation count on you, a member of today's army, as a leader of other men in the future?" A leader is respected, admired and followed only if he has developed the ability to be of help to his own men in some way. The lack of true values, or the allegiance to false values or no values at all, is a large obstacle to integrity. We are all familiar with the false values that are daily proposed to us: "the almighty dollar," the "fast buck," the home in the "best neighborhood," the popular thing to do, a way of living, and working that calls for no responsibility. A big league ball player, Frank Boetger, once observed that you can never be a real ball player unless you have the spirit, the gumption in the last half of the ninth, with bases loaded, two outs and a one run lead, to say, "I hope he hits it to me." The man of integrity with genuine values never sells himself, nor anyone else, short, he gives full measure of all that he is and has. Motives for Integrity. "Toughmindedness." One of the end results, and in a sense, a motive for integrity is the quality that has been called toughmindedness. It is that special quality which frontline and volunteer troops have always proudly possessed. The men of the Continental Army at Valley Forge, soldiers for 221/2 cents a day, had this quality. It is the diametric opposite of the "defeatist," the "chicken-hearted," the what's-in-it-for-me attitude one sometimes encounters today. Abe Lincoln, heart sick, weary, and exhausted, had this quality when he freed Americans who were still enslaved, a most brave and uncompromising thing to do at that time. The onehalf million Americans who died choking in the mud of the rat-infested trenches of Flanders and France in World War I had it. In Korea, among many other "toughminded" men of integrity was a little Chaplain called Kapuan. Listen to the words of a man who was with him in prison camps and knew him well. "Outwardly, he was tough of body, rough of speech sometimes, full of the wry humor of the combat soldier. When the Commies tried to brain wash him, he had the guts to tell them they - AGO 10789A lied. It was his devotion to the wounded that finally cost him his life." To face adult life a person has to be strong, with an inner toughness. Life makes stern and exacting demands on the adult man. He cannot afford to have a "point of vulnerability." An old Greek story tells of the soldier Achilles who could not be struck down unless he was hit in the one vulnerable spot in the body, his heel. As we remember the story, his enemy, of course, finally destroyed him because he found this one point of weakness. A chain is only as strong as its weakest link, and the man of integrity insures that there is no weak link in the chain of virtues that make up his character. It is said that one of the best football coaches in the game scrawled upon the wall of the locker room where his players donning their helmets to run out on the field could not help but see it, the following words: "When the going gets tough-let the tough get going." Not only those who select our astronauts but also modern industry is engaged today in "psychological surveys" of men who apply for jobs. Both are interested not so much in how well-trained an applicant is or how good he is at his job, but how good he is as a person. How well-integrated is the applicant? Trustworthiness. Integrity does not remain completely interior to a man. To those who observe him carefully and associate with him, the fact becomes apparent that the man of integrity is worthy of trust. Trustworthiness only appears in the man whose whole personality is united, who does not frequently act "out of character." He is not, in other words, polite, kind and courteous one day, but bitter, sarcastic and irritable the next day. He is not the man who is pleasant, obliging and gentlemanly at work, but surly, fussy, or dictatorial at home. If he is affable and generous with those he regards as equals, he does not become short-tempered, cranky, and demanding with those whom he ranks. His integrity gives him a level and even temperament that can always be trusted to be constant in the heat of excitement, trouble, or even combat. He can be trusted to retain this calm demeanor also in the long, dull haul of every routine or glamorless duty. Not only can he be counted on to possess great qualities but also to have management of them. AGO 10789A Everyone around him learns that he can be trusted to stand by his friends or his colors as staunchly as he stands by his principles. Serenity. A quiet joyful peace of mine and a stillness in the heart may seem an unlikely motive for a soldier to acquire integrity, but no one appreciates this sort of happiness as much as the man who builds his own happiness. Peace is dearer to the soldier than to the man that has never heard a shot fired. Everyone has an inborn desire for happiness, denoted by this serenity of mind and heart. Needed for this happiness are all the things that are components of integrity. There is the "good conscience"-to be at peace with God, with our fellow man, with oneself. There is firm possession of values worth living, working, and fighting for. Ther is within the virtuous man the inner strength to do his duty and his best. These things which make for serenity also make it possible for a man to depend on himself for happiness rather than to rely too much upon others. He wears his serenity like a suit of armor, untroubled and untouched by disappointments that are sure to happen, by insincerity that he is certain to meet, by the unavoidable appeal of cheap popularity and the fickle judgment of others. Konrad Adenauer, the Chief of State of Germany, wrote how he was forced to resist the Nazis because he was sure their tyranny would lead to slavery. His resistance brought him to a SS prison cell where, as he said, "my wife and I spent a cheerless Silver Wedding Anniversary." "But," he said, "I never regretted my stand. The sense of having done my complete duty gave me an inner serenity more precious than any physical comfort." Summary and Conclusion. Our world does not lack brainy men, men of intellect and genius. But the world will always have a seed for moral men, for men of integrity. In the words of Will Durant, "an ounce of character is worth a ton of intellect." Even now at this very moment, there are men of great talent, genius, and high intellect enmeshed in crime or working for tyrannical governments, helping them plot the slaughter or the imprisonment of their fellow men, and all because of one deficiency in them, a lack of integrity. A soldier instinctively fights to pre serve his physical integrity, his life, but there is a higher priority that demands that he risk even this life to keep intact his human dignity and that integrity which makes him a person of great value. There is nothing more important for a soldier than to be able to complete a tour of duty, to round out a career, to fill out a useful life, saying with Honest Abe Lincoln, "I do the best I know how-the very best J __ can, and I mean to keep on doing so until the end. If the end brings me out right, what is said against me won't amount to anything. If the end brings me out wrong, the angels swearing that I was right would make no difference." We have to be ourselves completely, entirely ourselves to have this kind of integrity. The great philosopher Spinoza said, "To be ourselves we must complete ourselves." 32 AGO 10789A CHAPTER 3 HOME Section I. LESSON PLANS Lesson Plan 1 INSTRUCTIONAL UNIT: Home. OBJECTIVES: a. To help the soldier understand the meaning of home and appreciate the charcteristics of a happy home. b. To help the soldier understand how the home supports the Nation. TYPE : Conference. TIME ALLOTTED : 50 minutes. CLASSES PRESENTED TO : All enlisted personnel through grade E-5. TOOLS, EQUIPMENT, AND MATERIALS: None. PERSONNEL: One instructor and one assistant instructor. INSTRUCTIONAL AIDS: A chalkboard with chalk and eraser. GTA 16-4-21 charts 1 through 5 (Ref: DA Pam 108-1); T 16-4 -21 transparencies 1 through 5 (Ref: DA Pam 108-1) with overhead projector; or S 16-4-21 slides 1 through 5 (Ref: DA Pam 108-1) with slide projector. See annexes 1 and 2. REFERENCES: None. STUDY ASSIGNMENTS: None. STUDENT UNIFORM AND EQUIPMENT: Duty Uniform. TROOP REQUIREMENTS: None. TRANSPORTATION REQUIREMENTS: None. 1. Introduction. (5 minutes) NOTE: Expose chart 1. 2. Explanation. (40 minutes) a. What is a Home? Definition. AGO 10789A STATE : Since the beginning of time men have established homes. They may have been simple and very primitive or very grand and pretentious, but they all have one thing in common. QUESTION: What do you think is the thing that makes a place home? NOTE: List answers on the chalkboard but be sure to elicit the idea that home means family. Summarize the discussion with Home is the place Mother cares for, Dad supports, children grow up in, friends come to, we all like to return. Characteristics of a Happy Home. STATE : When people decide to get married they often say we love one another, we want to be together or we want to make a happy home. QUESTION: What do you think the phase "happy home" means? NOTE: Expose chart 2. Summarize from points on the chart and in the text. b. Factors That Weaken the Home. STATE: Grave concern has been expressed about the weakening of home life in America and sociologists attribute the ever-rising incidence of social cases and moral deliquency to the breakdown of the home. QUESTION: Can you name some things that cause many homes to break up? NOTE : List answers on the chalkboard. Expose chart 3 and summarize. c. The Home Produces. STATE : The importance of the home as a place of early training and a continuing influence on a person is gen erally well accepted. When the home does its job well, the results are apparent in the kind of people it produces. If the home fails, the school, church or other associations of the individual may compensate. QUESTION: What are some of the things that should be learned in the home? NOTE: List answers on the chalkboard. Expose chart 4. Summarize by using points from the text and chart. 3. Summary and Conclusion. (5 minutes) NOTE: Expose chart 5. STATE: Truly, the homes of America are the support of the Nation. If the homes are shabby and broken, then the structure of the Nation must likewise be weak. If there is disagreement, quarrelling and strife in the homes, the Nation cannot be at peace. Let us make our homes what we want our Nation to be : strong, stable and wholesome. ANNEX 1 Training Aids Note. Available as GRAPHIC TRAINING AIDS ( GT A 16-4-21) (local training aid subcenter) ; . and as TRANSPARENCIES (T 16-4-24) and SLIDES (S 16 4--24) (local Signal Corps Film and Equipment Ex change.) Number 1. Depicts a conventional type, 20th century home with ghosted in montages showing (1) a caveman and woman sitting around fire, child playing, (2) a trailer, man and woman sitting outside, child playing, (3) a simple shack in a field, man and woman sitting outside, etc. Caption: None. Title: "HOME." Number 2. Depicts the frame of a house, a man and woman laying the cornerstone which is marked Love. The woman is holding a baby. The man placing the cornerstone. On the ground is a pile of bricks labeled: Decency, Hope, Trust, Courage, Honor, Patience, Work. Caption: None. Title: "HOME." Number 3. Depicts a house threatened by storm, lightning flashes, will be labeled: Insecurity, Greed, Selfishness, Drink. A swirling tornado bearing down on the house will be labeled Divorce. Caption: None. Title: "HOME." Number 4. Depicts the same house as in Number 3 bathed with light-rays reflected from windows labeled : Ideals, Morals, Discipline Values. Caption: "PRODUCES." Title: "HOME." Number 5. Depicts a drawing of the Capitol, Washington, D.C. The base of the Capitol is made up of homesto represent the strength of the homes as the strength of the N ation. Caption: "THE NATION'S STRENGTH." Title: "HOME." ANNEX2 Chalkboard Suggestions NOTE FOR THE INSTRUCTOR: If it is necessary or desired to use only a chalkboard as an aid to the presentation of this topic, the following suggestions may be integrated into Lesson Plan 1 in the place of the aids described in annex 1. Materials which will be needed are : one chalkboard, chalk, and one eraser. The paragraph numbers in this an nex correspond with the paragraph numbers used in Lesson Plan 1. 1. Introduction. When the class begins announce the subject and print the word "HOME" on the chalk board. Expose chart 1. 2. Explanation. a. What is a Home? Today we are going to build a home. We want it to be a good home so we will use good materials. A home is built of more than brick or wood and plaster. There are other things that go into making a house a home. Draw rectangle and add floor plan as class progresses, marking appropriate sections thus; love, hope, trust, courage, humor, patience, and work. Expose chart 2. Discuss points on chart; erase sketch. b. Factors That Weaken the Home. Draw another floor plan, using broken lines, and place factors; e.g., Insecurity, Greed, Selfishness, Drink, etc., in dif- AGO 10789A ferent rooms. When each factor has been discussed, erase that part of the house but leave the words. Expose chart 3. Erase words when this section has been completed. c. The Home Produces. Draw another floor plan as above. As subjects are drawn from the class list them in the rooms; e.g., Ideals, Morals, Discipline, Values, etc. Expose chart 4, Lesson INSTRUCTIONAL UNIT: Home. OBJECTIVES : a. To help the soldier understand the meaning of home and appreciate the charcteristics of a happy home. b. To help the soldier understand how the home supports the Nation. TYPE: Committee. TIME ALLOTTED : 50 minutes. CLASSES PRESENTED TO : All enlisted • personnel through grade E-5. TOOLS, EQUIPMENT, AND MATERIALS: None . PERSONNEL: One instructor and one assist ant instructor. INSTRUCTIONAL AIDS: A chalkboard with chalk and eraser. GTA 16-4-21 charts 1 through 5 (Ref: DA Pam 108-1); T 16-421 transparencies 1 through 5 (DA Pam 108-1) with viewgraph projector; or S 164-21 slides 1 through 5 (Ref: DA Pam 1081) with slide projector. See annexes 1 and 2. REFERENCES: None. STUDY ASSIGNMENTS: None. STUDENT UNIFORM AND EQUIPMENT: Dutv Uniform. TROOP REQUIREMENTS: None. TRANSPORTATION REQUIREMENTS: None. 1. Introduction. (10 minutes) a. Announce the subject and purpose of the instruction. b. Introduce the procedure to be followed in the class. NOTE FOR THE INSTRUCTOR: (1) Have the three persons seated to the AGO 10789A discuss additional points. Leave this house up for the conclusion. 3. Summary and Conclusion. Draw a sketch map of the United States. Attach lines from the home in the previous sketch to the map. Write NATION across the sketch. Expose chart 5 showing how many homes support the Nation. Erase all the material on the chalkboard. Plan 2 extreme right of the first row form a committee with the three persons behind them, in the second row. The next three form a committee with three behind them. Having completed the formation of committees in the first row, carry on the same procedure with the third row. Progress as rapidly as possible, asking those seated in odd-numbered rows to form committees of approximately six persons. (2) ~ach committee, upon being formed, will select one person to act as chairman. (3) Instruct the group that each committee will discuss the problem presented and inform their chairman of their opinion in order that he may answer the question with either "yes," "no," or "don't know." ( 4) Present the questions. This may be done by reading it, writing it on the blackboard, or by distributing sheets on which the question has been mimeographed. (5) Allow 3 minutes for discussion by the committees in order that they may instruct their chairmen as to their response to the question. ( 6) Take a poll of the chairmen. Record on a blackboard or by some other method the number of chairmen responding "yes," "no," or "don't know." ( 7) After the poll has been taken, obtain from one or more of the chairmen responding with "yes" the reason for their answer. Also obtain the reason for the response of "no." It might be very instructive to discover the reasons for the response "don't know." (8) Sum up the discussion. The summary may be in the words of the text or illustrations from the text. (9) Allow approximately 10 minutes for the discussion and summary. (10) This method will permit discussion of three or more situations. Use as many as possible in time allotted. c. Introduce subject with introduction in the text. Expose chart 1. 2. Explanation. (35 minutes) a. What is a Home? Definition STATE : The dictionary has defined "home" as a "dwelling place; abode of a family . . . the abiding place of the affections, especially domestic affections." QUESTION: Is this definition the one most people would give if they were asked to define "home?" NOTE: Expose chart 2 as a summary to the conclusions drawn. b. Factors That Weaken the Home. STATE: A survey made in 1948 revealed that one out of every five persons had changed their place of residence within the year. QUESTION: Do you think the shifting population in America·today contributes to the weakness of the home? NOTE: Expose chart 3 and elaborate on additional points. c. The Home Produces. STATE: The home is not only the basic unit of society, but the best training ground for important lessons in living. QUESTION: Do you agree with this Rtatement? Expose chart 4. strife in the home-s, the Nation cannot be at peace. Let us make our homes what we want our Nation to be: strong, stable and wholesome. 3. Summary and Conclusion. (5 minutes) NOTE: Expose chart 5. STATE: Truly, the homes of America are the support of the Nation. If the homes are shabby and broken, then the structure of the Nation must likewise be weak. If there is diRagreement, quarreling, and Lesson Plan 3 INSTRUCTIONAL UNIT: Home. OBJECTIVES: a. To help the soldier understand the meaning of home and appreciate the characteristics of a happy home. b. To help the soldier understand how the home supports the Nation. TYPE: Film and Conference. TIME ALLOTTED: 50 minutes. CLASSES PRESENTED TO: All enlisted personnel through grade E-5. TOOLS, EQUIPMENT, AND MATERIALS: None. PERSONNEL: One instructor and one assistant instructor (at least one of these should be a licensed projectionist). INSTRUCTIONAL AIDS: TF 16-2522, "Family," 16-mm projector and screen. A chalkboard with chalk and eraser. GTA 16-4-21 charts 1 through 5 (Ref: DA Pam 108-1) ; T 16-4-21 transparencies 1 through 5 (Ref: DA Pam 108-1) with viewgraph projector; or S 16-4-21 slides 1 through 5 (Ref: DA Pam 108-1) with slide projector. See annexes 1 and 2. REFERENCES: None. STUDY ASSIGNMENTS: None. STUDENT UNIFORM AND EQUIPMENT: Duty uniform. TROOP REQUIREMENTS: None. TRANSPORTATION REQUIREMENTS: None. Synopsis of film (for instructor's use only). Title: "Family," TF 16-2522. In this film the moral responsibilities to the home and family are presented. We see a sergeant who is torn between his responsibility to his home and his responsibility to his job. The picture ends with his asking himself "Where is the dividing line?" AGO 10789A 1. Introduction. (15 minutes) NOTE : Show the film. QUESTION: How would you answer the Sergeant, just where is the dividing line between a man's responsibility to his home and to his job? STATE : The Sergeant says that taking care of the house and family is a woman's work. QUESTION: Do you agree? NOTE : Call to the attention of the class the things his wife said he had been neglecting as they give reasons for their answers. STATE : The Sergeant seemed to feel that if he "knocked himself out" doing his job, this was fulfilling his responsibility to his family. QUESTION: What other responsibilities does a man have to his family besides providing for their temporal needs? 2. Explanation. (35 minutes) STATE : Someone has said anyone can buy a house but you cannot buy a home, even though real estate agents offer "homes for sale." QUESTION: What makes this a valid statement? NOTE: Summarize by listing answers on the chalkboard. Follow Lesson Plan 1 for the rest of period, beginning with the Characteristics of a happy home. Staff Orientation Home I. INTRODUCTION (1 minute). importance of the home as the first trainSTATE : The topic for this month's Charing area in the ideals, values, and dis acter Guidance Discussion is "Home." It ciplines that produce sound character and is anticipated that we will have a lively good men. discussion because everyone has his own III. SUMMARY AND CONCLUSION (1 ideas on Home, and everyone is interminute). ested in the subject. STATE : The instructor will close the per II. EXPLANATION (13 minutes). iod by calling attention to the fact that a. Graphic Training Aids in the form of the homes of America are the foundation charts, transparencies, and slides have of the Nation, and if we want to keep been prepared for this subject. The topic America strong, we have to keep the homes is also supported by a Department of the of America safe. Army poster in the series "America's Moral Strength/' This poster will be dis-ANNEX A played on unit and section bulletin boards Home throughout the month. These orientations are not to be reproduced b. Another training aid designed for use and distributed in lieu of formal instruction · T fil briefings. They are furnished to alleviate the with this subJect is F 16-2522. This m difficulty of supplying instruction for isolated will serve as a discussion starter, and is detachments of 5 or less, such as ROTC, Redesigned to involve the men personally in cruiting, Security, MAAG's, Missions and Misthe subject of "HOME." cellaneous Activities and Services which cannot Note. At this point, show the film and/or feasibly use the training facilities of larger GTA's, depending on time available. If film can-units. not be shown, a synopsis of the film should be What do soldiers talk about when they get presented. in a bull session-sports, sex, politics, cars, re- STATE: When the class has finished dis-ligion? yes, it is true that they talk about all cussing the film question, the instructor these subjects. But, there is another one which will continue the period using an approved is never far from the soldier's mind; another lesson plan. He will suggest some of the topic which frequently claims a place in the characteristics of a happy home and will soldier's conversation-it is home. point out some factors that weaken many Soldiers spend hours writing letters home. American homes. He will emphasize the _ If the mail is delayed and they don't get news AGO 10789A from home, their morale oftentimes suffers. was a 28 3/10 percent increase of divorced perMany requests for compassionate transfer are sons in the United States over that reported inmade so that men can be "nearer to the folks 1950. There is no need of pointing out hereat home." When soldiers are overseas they other factors which tend to weaken home lifegladly spend many dollars just to call home and in the United States, but the squandering oftalk for a few minutes. It is not unusual that money on drink and gambling certainly mustthis should be the case; since the very beginbe recognized as having a bad effect on thening of time man's heart has naturally wrapped home.itself around that magic word-home. It is too bad that so many adverse elementsPhysically, home might not be much to brag are prevalent in American life, and sometimesabout but no matter how simple it is, if it's unrecognized as weakening the homes of thehome-the place where a man belongs, where Nation, because the fact is that in the home arehe feels at home-it has an enduring attractivelearned the early lessons which develop theness. Actually, it is the spirit that makes home character, ideals, and values so important forwhat it is. Home is the place where a man is the continuance of our society. If the home appreciated-where he is wanted, understood, ceases to teach and support these things and toaccepted, and loved. fulfill its role, then much of worth will be lostPeople in America are moving about more to American life. An American President oncenow than was true formerly. A survey made in said that the homes of America are the founda1948 disclosed that one out of every five pertion of the Nation. If we want to see Americasons was living in a different house than he kept strong, it is necessary for us to keep ourwas living in a year earlier. This dislocation homes safe an'd to nurture in our hearts aof the American people need not and does not growing appreciation and love of our home. in itself seriously impair the home ,Jife of the References :country. But there are other elements in DA Pam 16-9, chapter 3. American life that do give cause for concern. GTA 16-4-21, charts 1 through 5. The material outlook which some people have, Transparencies T 16-4-21, through 5. their selfishness and greed take a toll on the Slides S 16-4-21, 1 through 5. happiness of homes. Then there is the business TF 16-2522 "HOME." of divorce. The 1960 census indicated that there ' , 38 AGO 10789A Home Outline 1. Introduction. 2. Explanation. a. What is a Home? (1) Definition. (2) Characteristics of a happy home. (a) Integrity. (b) Tidiness. (c) Affection. (d) Cheerfulness. (e) Industry. b. Factors That Weaken the Home. (1) Breakdown of the three-generation family. (2) Shifting population. (3) Divorce. (4) Unemployment and low income. c. The Home Produces. (1) Basic education. (2) Social adjustments. (3) Moral instruction. (4) Training in character. (5) Religious training. 3. Summary and Conclusion. AGO 10789A Section II. TEXT HOME Introduction. the cornerstone of a home. Love requires each What do soldiers talk about when they get in member of the family to contribute his share a "bull session?" Sports? Cars? Sex? Re to the success of the home. ligion? Are these some of the topics they Home is more than just a house a family discuss? Yes, they talk about these subjects, buys. Some people are able to establish happy, but there seems to be an important one misscontented homes and pay rent all their lives.ing-"home." Soldiers talk about home as much Others save and eventually buy a house that as any other subject. They spend hours writing may never become a home. letters to loved ones. Their morale gets low A newsboy was looking down at his home when the mail system breaks down and news town from a high hill one evening when hefrom home is delayed. There are many requests was approached by a stranger. The man asked, for compassionate transfers so men can be "Which house do you live in, sonny?" The boy "nearer to the folks at home." When soldiers replied, "It ain't a house; it's a home." "What'sare overseas they often spend several dollars the difference?" inquired the stranger. Theto call home and talk for just 3 minutes. Home young lad stood looking at the town and thenis one more subject soldiers discuss frequently replied, "The sun shines on a house, but itin their "bull sessions." shines in a home."Home has been the inspiration of many What is a home? It has been described byfavorite songs. John Howard Payne's immortal people many ways. It is the place where we are"Home Sweet Home" is one. "Keep The Home treated the best and act the worst. Home may Fires Burning" and "When Johnny Comes be the place where "Dad" lays down the law Marching Home" are other songs that and "Ma" makes the amendments. One of the recognize the importance of the home. best definitions that has been stated-Home is A home may be a mansion in the city, a the place Mother likes to keep, Dad likes toranch-type rambler in a rural community, or a support, children like to grow up in, friendscabin in the mountains. Home is not just a like to come to, a place to grow old.house, it is the spirit of the family which binds Characteristics of a Happy Home.them into a social unit and establishes the An American statesman once said that therehome as an institution. are six characteristics of a happy home. Let'sArmy people change Posts (migrate) fretake a look and see if he listed the most imquently, but the one magic word that brings portant ones.them back from the far corners of the world Integrity.on the flight of imagination is the word "home." First, he listed integrity. A home could not Just mention home and snapshots are pulled survive very long without integrity. There from the billfolds of a girlfriend one hopes to must be mutual trust, honesty, and forbearmarry and establish a home, pictures of ance on the part of each member of the homeparents, or of the wife and children. to make it a strong institution. Integrity is The subject of home is important. We all had developed within each person so that he isone of some type or another. Let's talk about a growing individual. A person learns, step the American home and see how a strong homecontributes to the strength of the Nation. by-step, how honesty, trust, and forbearance practiced in the home makes it a dependableExplanation. place. The individual's mental, psychological,What is a Home? and spiritual growth depends on how well heDefinition. learns these things at home.The dictionary defines home as "One's dwellTidiness.ing place; abode of one's family . . . the abidIntegrity leads to the second characteristicing place of the affections, especially domestic of a happy home, which is tidiness. Tidiness isaffections. The social unit or center formed by simply the neatness and order found in thea family living together." The home is the home. This requires labor on the part of eachabiding place of love which we recognize as one. The mother spends a good portion of her 40 AGO 10789A ship. Home is the first school and the placetime in making the home tidy and neat. It is where first religious training is given thea characteristic the father practices. It is his young. Here they learn what is right, what isduty to help the mother keep the home neat good, and what is kind. Home is where theyand clean. The children are taught from their go for comfort when they are hurt or sick;earliest years to pick up their toys, to clean where joy is shared and sorrow eased; wheretheir rooms. Tidiness in the home makes it a fathers and mothers are· respected and loved;place where children want to bring their friends, where people like to come. Tidiness where children are wanted; where money is not so important as loving kindness . . . This includes more than just a clean house. It in cludes clean clothing, clean bodies. It also inis home ..." cludes clean habits, such as thinking, speaking, Industry. an~_!he practice of moderation. The fifth characteristic of a happy hom~ is industry. Industry is more than the occupa Affection tion and the salary of the father, more thanThe statesman listed affection as the third the job or housework of the mother, more thancharacteristic of a happy home. We shall use the jobs or chores of the children. This is a the term "love" instead of affection. It has al ready been stated that love is the cornerstone part of it, but there is more than this. Each member of the home continually worksof a happy home. The statesman had a reason to make the home a success. He pays steadyfor listing it third; perhaps by placing it in the attention to how the relationships of themiddle of the list, it contributes strength to the other five. Placed here, it is the keystone family may be improved, and the· home that holds the home together. Love is the dystrengthened. Each one thinks in terms of how he can help the others. A businessman took namic force which brings the members of a happy home back to the family circle. the opportunity to relate in a speech to several -Every person needs to be loved, wanted, hundred people how this worked in his home. He told them how he thought over the events understood, and appreciated. The family that that he had experienced during the day. He fulfills these requirements builds a home that supports the greatness of the Nation. Parents selected the ones that would be the most inas well as children require emotional security teresting and exciting to all the members of his home. His wife and children were en and love.Some countries have tampered with the idea couraged to do the same thing. When they that love was not necessary for a home. It was gathered in the home in the evening each thought that homes were not even necessary. member listened to what had haopened _to the others and then told what had happened toTherefore, the leaders thought the men and them in turn. This is one story of a familywomen could live in barracks, and children could be reared in the schools. It did not take who is seriously industrious in making their long for the system to break down. People home an interesting and happy place for all of need the love that is shared by a man and a its members. woman, and their children. Home is a necFactors That Weaken the Home. essary institution within society. Love conBreakdown of the Three-Generation Family. sists of not finding the right person but being Alfred North Whitehead pointed out after the right person. It is the giving of yourself. World War I that his generation was the first When "she" comes along, then you will be in one that could not use the precepts of its the habit of being unselfish. Homes are created grandfather as reliable guides. The concept of from the love and affection by all its members the three-generation family was passing. Prior which provide the foundation for the strength to this time it was often customary for a of the Nation. father, mother, their children, in-laws, andCheerfulness. grandchildren to compose a home. The fatherCheerfulness is another characteristic of a was the lawgiver and his authority includedhappy home. Cheerfulness in the home may be his grandchildren. Such a family group could described as "the laugh of the baby, the song well exist on the frontier, but with more peopleof a mother, warmth of living hearts, light populating the country, people moving to the from happy eyes, kindness, loyalty, comrade41 AGO 10789A cities, the three-generation home as such Lack of preparation for marriage and familyweakened and has all but passed from existliving includes a multitude of reasons. Noence. Sexual patterns are different from those mutual consent before marriage on how theof our parents. Change in society is taking money will be spent is one of the reasons. Inplace so rapidly that it is difficult to predict terference by in-laws often contributes to dithe characteristics of society in which our vorce. Lack of acceptable sex habits is anotherchildren will grow up. reason. Religion and work in the church often Shifting Population. cause disharmony in a home. Selfishness seemsWorld War II witnessed the moving to sum up the major reasons. of 70,000,000 people from their home com Selfishness is often the reason why peoplemunities to other places of residence. A survey marry. Such an approach to marriage is mawas made in 1948, and it was discovered terialistic. An a man, I want a mate. My body that one out of every five persons was living has drives. I persuade a woman to be my mate. in a different house than the one he was living The choice is simply a physical necessity. Selfin a year earlier. People have jobs, good jobs ishness may provide the opportunity for thefor the most part. People working in large inromantic approach to marriage. A man simplydustries move most frequently. Requirements says, "I am in love with a woman. Our •love isof the scientific industries cause the families the most important thing in the world. Youof the employees to be relocated in different don't have to be concerned about the future;parts of the country on short notice. our love will see us through." These people areMobility, in itself, is not harmful to the sta selfish because they think no further thanbility of the American home. In former times themselves. They do not consider their futurethe strength of the home was supported by children and grandchildren. They cannot see the leadership of the grandparents, relatives, that far into the future. These people marry and friends of a community. People lived in a upon the feelings of love only. They do not getharmonious community group. Each family married upon the principles of love plus reknew the standards accepted in that communsponsibility for their decisions.ity and geared their living accordingly. No one These are Rome of the reasons that contrileft the community and broke the accepted bute to divorce.rules for fear of word getting back and he beUnemployment and Low Income. coming disgraced in the eyes of his family.Mobility has caused the home group to deMany of our young people who are getting married, having children, establishing homes,fine more clearly the rules and standards for are faced with unemployment and financial themselves. They decide, "this we will do; this problems. Young people between the ages ofwe shall not do," regardless of where we live 17 and 25 years old are the most unemployedin the world. The home is an island that lives and make the least amount of money than anyaccording to the rules of conduct that have other age group. In 1950 the median incomebeen established for its members. for families in which husbands were under 25When families accept the philosophy, "when years of age was $2,615 compared to $4,419in Rome do as the Romans," then migration for all families. jeopardizes home life. This is a thought which It is true that these factors tend to weakenwe need to remember as we move to assignand perhaps break a home. However, if thements around the world. members realize that careful planning before Divorce. marriage, constant vigilance to how the homeDivorces continue to break up many homes. may be strengthened and maintained, more The number of divorced persons in the United American homes will survive and be countedStates increased 28.3 percent as indicated in with those that support the strength of the the 1960 census, over those recorded in 1950. Nation. Let's take a look at what the homeThe population increased, the number of mar produces for its members, its community, andriages decreased, while the number of diits Nation. vorced persons increased. The Home Produces. There may be many reasons for divorce. The unit from which all other institutions 42 AGO 10789A are derived is the home. Parents have their children during the most impressionable years. The home is the institution which helps to shape and build the personality of each member. The members in the home learn from each other, not only what they hear and are told, but by what they see the other members do. Children learn not only the things in which they receive explicit instruction, but also from what their parents are. Basic Education. Parents have the primary responsibility for educating their children. When they turn to the church and school for formal education of the children, they are responsible for what their children are taught. The basic features of a child's personality are determined in the early months of his life. A mother had an appointment with a psychiatrist to discuss the training of. her child. The doctor asked, "When will the child be born?" The mother replied, "Why, he is five years old!" The doctor reminded her that the most important training period of the boy's life had been wasted. The greatness of Lincoln is attributed to the education he received in his home.'As a boy, Lincoln attended school very little. It has been pointed out that the longest time he spent in school was about 3 months a year; and much of the formal schooling in those 12 weeks consisted of a mixtrue of "lickin' " and "larnin' " with emphasis on the former. However, his stepmother was the kind of person who created the atmosphere at home which young Abe needed to develop his ·natural talents. What he was later in life he owned, as he himself said, to his home life in Kentucky and Indiana. There, Lincoln, under the guidance and inspiration of his mother, read and reread the books which shaped his life. The library was small, it consisted of the Bible., Pilgrim's Progress, Aesop's Fables, Robinson Crusoe, a history of the United States, and Weems Life of Was.hington. These books provided an ideal library for the education in character and personality that made Lincoln a great man. Social Adjustments. The cultural values of the home are preserved from one generation to the next. Once established, the values of strong self-reliance accompained by close family ties foster and AGO 10789A preserve home life. The American homes located in the forest, on the prairie, and in the cities created democracy. The importance of the individual is respected in the family and home. Individuals are not in danger of losing a sense of worth which they need in order to develop as wholesome people and responsible citizens. The home contributes to the continuing influences in the life of each member. Authority and liberty in action are additional social functions of the home. Times have greatly changed in America. The home has no single head to check on the other members. Decisions are often made through group discussion. Under these arrangements, authority is exercised by the consent of all concerned. However, each one of us who has been trained in a home this way has experienced the fact that some decisions are made by the father and mother. This brought us to the realization that authority and liberty must be exercised in proper balance. A person cannot be allowed to do as he pleases, when and where he pleases, unless authority is exercised the family will pull apart. When certain restraints are exercised people are in a better position to be useful and intelligent citizens. Freedom unchecked by au thority is like a flood spreading out over the land, destroying everything that stands in its way. Authority has a way of channeling these waters and furnishing the necessary direction and power for constructive purposes. Liberty and authority meet in happy union where homes and families exist to train members in social relations. We acquire the respect for au thority which alone can make liberty work this way. Moral Instruction. Moral responsibilities for each person are developed in the institution of the home. Char acter which consists of the organization of life according to moral principles by the acquisi tion and practice of virtue. Among the major traits of character are honesty, loyalty, and sacrifice. These are encouraged and exercised in the home. Honesty is one of the characteristics of the home. Children learn early in life what is "mine" and "yours." Respect is exercised for the possessions that belong to the other mem hers of the family. Honesty includes truthfulness. The home could not long survive upon deceit. The members depend upon the word of one another. Loyalty is necessary as another characteristic of a home. The loyal concern of each member of the home enforces it and makes it strong. Teamwork is highly essential. Difficulties and problems, from sickness to having sufficient income, the members work out their crises together. Even when members quarrel, they are met with a disorganizing danger for which it is necessary to close ranks and take up their responsibilities together. Sacrifice is another moral requirement placed upon the members of a home. Individual members sacrifice their personal comforts and desires for a greater goal. The baby is fed at 2 o'clock in the morning, close relatives rally round the bed of a sick child, parents do without things to educate their children. Sacrifice is important in the operation of a home. Training in Character The training of character in the homes fulfills an important mission in society. Mr Louis Brandeis, a famed United States Supreme Court Justice, once said: "Democracy substitutes self-restraint for external restraint. It demands continuous sacrifice by the individual and more exigent obedience to the moral law than any form of government. There is in society no better training base than the home for teaching and developing that respect for moral principles which creates and strengthens the kind of character which alone can pre serve and strengthen our nation." Religious Training. The home also is frequently the place where children receive their first experience of religious training. This could hardly be otherwise. Depending upon the parents, this may actually be formal or informal instruction. Certainly the religious faith of the parents will be demonstrated by example and the moral instructions and character training they attempt to give their children. The unique relationships and conditions of family life, the closeness and the sharing, the mutual trust and love that binds the members together, are such that the home inevitably becomes a natural institution for religious training. Summary and Conclusion. A survey conducted at the close of the last decade pointed out what a happy home is doing for its children. It was disclosed that divorce and desertion had not disrupted the families living in these homes. A sort of protective wall had been placed around the children by these families. It was discovered that the members of the happy homes did not associate nor become intimately involved with families that had experienced divorce or desertion. The members of happy homes kept their children out of trouble with police. They also kept their children in school through the high school years. Parents in these homes offer their children a pattern for successful, happy living. The families who provide homes where the children enjoy and appreciate happy experiences, provide strong support for the homes of the future. The strong homes of a cbuntry are the strength of that nation. 44 AGO 10789A INSTRUCTIONAL UNIT: Gratitude. OBJECTIVES : a. To help the soldier to understand the meaning and nature of the obligations imposed by gratitude. b. To show the importance of gratitude to personality integration. TYPE : Conference. TIME ALLOTTED : 50 minutes. CLASSES PRESENTED TO : All enlisted personnel through Grade E-5. TOOLS, EQUIPMENT, AND MATERIALS: None. PERSONNEL: One instructor and one assist ant instructor. INSTRUCTIONAL AIDS: A chalkboard with chalk and eraser. GTA 16-4-22 charts 1 through 5 (Ref: DA Pam 108-1); T16-422 transparencies 1 through 5 (Ref: DA Pam 108-1) with viewgraph projector; or S 16-4-22 slides 1 through 5 (Ref: DA Pam 108-1) with slide projector; See annexes 1 and 2. REFERENCES: None. STUDY ASSIGNMENTS: None. STUDENT UNIFORM AND EQUIPMENT: Duty uniform. TROOP REQUIREMENTS: None. TRANSPORTATION REQUIREMENTS: None. 1. Introduction. (10 minutes) STATE: Relate from the text the illustration of soldier struggling to express his gratitude. QUESTION: What other ways are there than words to express gratitude? STATE: In some lands liberated by American and allied forces in World War II, AGO 10789A CHAPTER 4 GRATITUDE Section I. LESSON PLANS Lesson Plan 1 2. local citizens come with their children to the cemeteries of American war dead bringing flowers to the graves to show their gratitude for their freedom even though they may be unable to say "thank you" in English. NOTE: Expose chart 1. Explanation. (35 minutes) a. Definition. STATE: Gratitude is for favors-not for rights; for gifts-not for repaid loans. The word itself comes from "gratia" similar to the word for thanks in Spanish ("gracios"), Italian ("grazie"), and the English use of "gratis" meaning free, as for example, in "children are admitted 'gratis'." QUESTION: Which should prompt more gratitude, the gift or favor itself or the manner or way in which it is given or done? b. Origins of Gratitude. QUESTION: To whom do we owe gratitude? QUESTION: Name some of the things for which we should be gratful? NOTE: Seek to develop the idea that we should be grateful for correction, discipline, rebukes, as well as material and moral benefits. NOTE FOR THE INSTRUCTOR: Do not use chart 2. NOTE: Expose chart 3. c. Ways of Expressing Gratitude. STATE: In the old Anglo-Saxon language "thank" had the same meaning as "think" or "thought." To be thankful meant to be thoughtful. QUESTION: How important is the element of "thoughtfulness" in gratitude? QUESTION: By what actions could a man show his wife, parents, or benefactors that he appreciates fully all that they have done for him? d. Results of Gratitude. NOTE: Expose chart 4. STATE : A word as small as "thanks" can humanize our relations with other people. It is a small thing to say a word of praise or appreciation, but it lets those who work with us and around us or for us know where they stand and whether they are meeting acceptable standards, how they rate or stand with us. QUESTION: How can the use of a word or gesture of gratitude contribute to the cooperation and harmony within a unit? (elicit examples). · QUESTION: In what way would a grateful attitude add to the character of a real soldier? _NOTE: Relate example of the mess sergeant taken prisoner whose example has encouraged others to express their gratitude. (See text.) NOTE : Expose chart 5. QUESTION: Explain the meaning of: "From him to whom much has been given much shall be required." QUESTION: How is gratitude involved in the service of an American soldier? NOTE: Elicit response, willing to defend freedom, rights and justice and to extend these privileges to other peoples and nations. 3. Summary and Conclusion. (5 minutes) STATE: Gratitude is not totally expressed by any one act or series of acts, but is a deliberately cultivated frame of mind, a general habitual way of thinking about one's gifts, talents and other favors. QUESTION: To whom does an American soldier owe thanks for his Nation? For his rights? NOTE: Summarize the main points using charts 1 through 5, consulting text outline and summary. ANNEX 1 Training Aids Note. Available as Graphic Training Aids (GTA 164-22) (local training aid center); and as TRANS PARENCIES (T-16-4-22) and SLIDES (S 16-4-22) (local Signal Corps Film and Equipment Exchange). Number 1. Contains the word ·for "thank you" in the following languages: Latin, Italian, French, Spanish, Swedish, German, Flemish, Russian, Romanian, Hungarian, Polish, English, Finnish, and the symbols for Chinese, Japanese, and Korean. In the lower righthand corner a soldier's hand holds out a glass of milk to a small undernourished child. C a p t i o n : "THANK YOU." Title: "GRATITUDE." Number 2. Depicts a son of college age with his mother. He is attired in the cap and gown of graduation and holds his diploma. Caption: "APPRECIATION." Title: "GRATITUDE." Number 3. Depicts a sharply tooled, intricate piece of machinery with a long glass rod and a drop of oil suspended, about to be placed into ~the machine. Caption : "IT WORKS." Tit 1 e : "GRATITUDE." Number 4. Depicts a conductor leading an Army male chorus. Caption: "HARMONY." Title: "GRATI TUDE" ANNEX2 Chalkboard Suggestions NOTE FOR THE INSTRUCTOR: If it is necessary or desired to use only a chalkboard as an aid to the presentation of this topic, the following suggestions may be integrated into Lesson Plan 1 in the place of the aids described in annex 1. Materials which will be needed are: one chalkboard, chalk, and one eraser. The paragraph numbers in this annex correspond with the paragraph numbers used in Lesson Plan 1. 1. Introduction. When the class begins, print the words AGO 10789A "GRATITUDE" on the upper left side of the board. 2. Explanation. a. Definition. The title is printed at left top of board and is left throughout the discussion period. (1) Below the title and centered in the board, print in large letters the word "Gratias" as the origin of the word "Thanks." Then erase the letter "T" in this word and substitute the letter "C" to secure "Gracias," Spanish for "Thanks," Then erase the letter "C" and erase the letters "A" and "S" and replace with one letter "E" to secure "GRAZIE" the Italian for "thanks." Pronounced "grat-zee-ay." (2) As the manner or way that a person is grateful is discussed erase the letter "Z" and replace with the letter "T," then, erase the final letter "E" and replace with "S" to secure the word "GRATIS." (3) As ingratitude and ingrates are discussed prefix the word GRATIS with "IN," change the letter "I" to "E" without erasing to secure the word "INGRATES." Erase the board, except title. b. Origins of Gratitude. (1) As origins of gratitude are solicited list these in vertical column to far left of blackboard, e.g.; God/Church, Parents, School, Others, Self. (2) Then to the right of the first source and above and in a horizontal column print some of the things for which we are grateful without reference to the source. Example: TALENTS, BODY, MIND, RIGHTS. Note. Draw horizontal lines between items listed vertically and vertical lines between items listed horizontally to form a grid. Where any origin or source contributes anything to the possession or development of a gift or favor place an "x" mark to the right of the origin and below the gift in the appropriate space. Erase all but title. c. Ways of Expressing Gratitude. Print the word "ways" on the left side of the board and below the title. As the AGO 10789A class is canvassed for best ways to express gratitude print them in a vertical list under and to the right of the printed word WAYS. Note. Example: Thought, Smile/ Gesture, Note/Phone call, Acts/Effort, Appreciation, Tolerance/Forgiveness. d. Results of Gratitude. (1) Under the title print RESULTS. As results are discussed draw a series of 7 or 8 small circles in a circular pattern. Each small circle is to represent a member of a family, group, or unit. As the point is made concerning the results of gratitude fostering groupliving, draw a large circle connecting and through all the small circles to illustr~te the formation of a closeknit group. (2) As the ART of COMMUNICATION is discussed, within the large circle draw connecting lines at random back and forth between various member circles to show how gratitude fosters communication, friendship, understanding. Outside the large circle add two or three more small cir cles on the periphery to show communication between the group or members of the group with strangers, foreigners, and others. Connect with tangential lines. (3) Erase all but title. As you discuss the "Dimensions of Character" print "DIMENSIONS OF CHARACTER" below the title. Then draw a large stick figure of a man on the center of the board, leaving room to extend the arms and the legs as the point is made that gratitude adds to the character stature of a man. As love of others is mentioned draw in a heart shape superimposing it in the chest area of the stick figure. Erase all but title. 3. Summary and Conclusion. In the center of the board print in large letter THANKFUL. Draw a line from terminal letter "E" of the title to the approximate center of the word "THANKFUL." Draw a line down diagonally from letter "A" of "THANK FUL" toward left lower corner of the line in same fasion from letter "A"board (10 to 12 inches). Below the end of "THANKFUL" to lower right corof this line print "GET." Draw another ner and below the end print "GIVE." Lesson Plan 2 INSTRUCTIONAL UNIT: Gratitude. those seated in odd-numbered rowsOBJECTIVES: to form committees of approxi a. To help the soldier to understand the mately six persons.meaning and nature of the obligations im(2) Each committee, upon being formed,posed by gratitude. will select one person to act as chair b. To show the importance of gratitude to man.personality integration. (3) Instruct the group that each comTYPE : Committee. mittee will discuss the problem preTIME ALLOTTED: 50 minutes. sented and inform their chairman of CLASSES PRESENTED TO : All enlisted their opinion in order that he maypersonnel through grade E-5. answer the question with eitherTOOLS, EQUIPMENT, AND MATERIALS: "yes," "no," or "don't know." None. (4) Present the question. This may bePERSONNEL: One instructor and one assistdone by reading it, writing it on theant instructor. blackboard, or by distributing sheetsINSTRUCTIONAL AIDS: A chalkboard with on which the question has been mimchalk and eraser. GTA 16-4-22 charts 1 eographed. through 5 (Ref: DA Pam 108-1); T 16-422 transparencies 1 through 5 (Ref: DA (5) Allow 3 minutes for discussion by the committees in order that theyPam 108-1) with viewgraph projector; or S 16-4-22 slides 1 through 5 (Ref: D'A Pam may instruct their cliairmen as to 108-1) with slide projector. See annexes 1 their response to the question. and 2, Lesson Plan 1. (6) Take a poll of the chairmen. RecordREFERENCES: None. on a blackboard or by some otherSTUDY ASSIGNMENTS: None. method the number of chairmen reSTUDENT UNIFORM AND EQUIPMENT: sponding "yes," "no," or "don'tDuty uniform. know."TROOP REQUIREMENTS: None. (7) After the poll has been taken, obtainTRANSPORTATION REQUIREMENTS: from one or more of the chairmenNone. responding with "yes" the reason fortheir answer. Also obtain the reason 1. Introduction. for the response of "no." It might be(10 minutes) very instructive to discover the reaa. Announce the subject and purpose of the sons for the response "don't know." instruction. (8) Sum up the discussion. The summaryb. Introduce the procedure to be followed may be in the words of the text orin the class. ' illustrations from the text. NOTE FOR THE INSTRUCTOR: (9) Allow approximately 10 minutes for(1) Have the three persons seated to the the discussion and summary. extreme right of the first row form (10) This method will permit discussion ofa committee with the three persons behind them, in the secondI row. The three or more situations. Use as manyas possible in time allotted. next three form a comrrtittee with c. Introduce subject with introduction inthe three behind them. H~ving comtext. pleted the formation of committees in the first row, carry on the same STATE: Relate the illustration of the procedure with the third, row. Prosoldier struggling to express his grati gress as rapidly as possible, asking tude (from the text). 48 AGO 10789A meant to be thoughtful. QUESTION: Are there any other ways of expressing gratitude than by using QUESTION: Is "thoughtfulness" important in the way we show our thanks? words?STATE: In some lands liberated by QUESTION: Can an ingrate, a man who is never grateful, be successful in American and Allied forces in World War II local citizens come with their marriage? children to the cemeteries of American QUESTION: Do you think that being war dead bringing flowers to show grateful will normally lead to some sort their gratitude for their freedom even of action? though they may be unable to say QUESTION: Is it possible to offend someone by the way we thank them? "thank you" in English. d. Results of Gratitude. NOTE : Expose chart 1. NOTE: Expose chart 4. STATE : A word as small as "thanks" 2. Explanation. can humanize and harmonize our re (35 minutes) lations with other people. So small a a. Definition. thing as a word or gesture of praise or STATE: Gratitude is for favors-not for appreciation lets those who work with rights; for gifts-not for repaid loans. us or for us know where they stand, The word gratitude comes from the L·atin "gratia" similar to the word for how they rate with us, and whether or thanks in Spanish "gracias," the Italian not they are meeting acceptable stand"grazie." In English we use "gratis" ards. meaning free or freely given, as for exQUESTION: Can the use of a word of ample "children are admitted gratis." thanks help to get a job done in a miliQUESTION: Should a man be more tary unit? grateful for a favor or gift than for QUESTION: Does having a grateful atthe way it was done or F"iven? titude add anything to the character QUESTION: Should a man always repay of a soldier? a favor or gift with one just as imporNOTE: Relate the incident of the pristant or expensive? oner-of-war mess sergeant whose ex b. Origins of Gratitude. ample taught others to express their NOTE: Chart 2 not to be used. gratitude. (See text.) QUESTION: Does a so called "self-made NOTE: Expose chart 5. man" owe anyone other than himself STATE: American soldiers give themgratitude? selves to defend to the best of their QUESTION: Can a man ever be grateful ability freedom, rights, and justice. for setbacks or failures? QUESTION: Is gratitude involved in the QUESTION: Can a man ever be grateful service of an American soldier? for a severe reprimand or a "bawling QUESTION: Could society function as out?" well without gratitude? NOTE : Seek to develop the idea we should be· grateful for correction, home train3. Summary and Conclusion. ing, and rebukes as well as the material (5 minutes) and moral favors done to us at home STATE : Gratitude is not totally expressed and school or in out trade or profesby any one specific act or series of acts, sional training. but is a deliberately cultivated frame of c. Ways of Expressing Gratitude. mind, a general habitual way of thinking NOTE: Expose chart 3. about one's gifts, talents, and favors. STATE: In the old Anglo-Saxon language NOTE: Summarize the main points of the "thank" had the same meaning as instruction (consulting text outline and sum"think" or "thought." To be thankful mary) using charts 1 through 5. 49 AGO 10789A Lesson Plan 3 INSTRUCTIONAL UNIT: Gratitude. OBJECTIVES: a. To help the soldier to understand the meaning and nature of the obligations imposed by gratitude. b. To show the importance of gratitude to personality integration. TYPE: Film-Discussion TIME ALLOTTED : 50 minutes. CLASSES PRESENTED TO : All enlisted per sonnel through grade E-5. TOOLS, EQUIPMENT, AND MATERIALS: None. PERSONNEL: One instructor and one assistant instructor (at least one of these should be a licensed projectionist). INSTRUCTIONAL AIDS: TF 16-3244 "Gratitude," 16-mm projector and screen. GTA 16-4-22 charts 1 through 5 (Ref: DA Pam 108-1); T 16-4-22 transparencies 1 through 5 (Ref: DA Pam 108-1) with viewgraph projector; or S 16 4-22 slides 1 through 5 (Ref: DA Pam 108-1) with slide projector. See annex 1. REFERENCES: None. STUDY ASSIGNMENTS: None. STUDENT UNIFORM AND EQUIPMENT: Duty uniform. TROOP REQUIREMENTS: None. TRANSPORTATION REQUIREMENTS: None. Synopsis of Film (for instructor's use only). Title: "Gratitude," TF 16-3244. Using a "cameo limbo" technique, the film opens with a mystery. Jason Putnam is awakened by a phone call in the middle of the night. After a few words of conversation, Jason dresses and drives to an outdoor telephone booth. There he finds Nat Whitby unconscious. By the time that Jason has delivered Nat Whitby to a hospital it is almost 5 o'clock in the morning. Then he remains with Nat until he regains consciousness. The body of the film takes place in the small real estate office shared by Jason with his partner, Billy Newlin. Jason, who has not been to bed, is shaving with an electric razor when his partner, Billy Newlin, enters. Billy recognizes that Jason looks tired and drawn. He questions Jason as to whether or not he isn't pushing himself too hard, whether or not Jason isn't risking illness by demanding more of his body than is realistic. Jason explains that many years before he was an alcoholic and someone helped him through many bad nights in his battle for sobriety. Now Jason feels that it is his turn to help someone else. Call it gratitude. In the discussion that follows Billy strongly questions Jason's conception of "gratitude." Billy insists that Jason is ruining his health for nothing, that his midnight endeavors to help Nat Whitby are doing no good, that Jason should put a limit to his gratitude, that feeling grateful should be enough without these endless excursions into the night. Jason replies to all these arguments that gratitude means more to him than merely an occasional feeling of "thanks," and that, to him, gratitude exists only in action. 1. Introduction. NOTE: Show film (8 minutes). 2. Explanation. (34 minutes) a. QUESTION: Is Billy in this film right when he says it is enough to feel grateful? NOTE: Expose chart 1. STATE : Every land has a way of saying thank you. In Japan people bow and on the chart (slide or transparency) we see the Japanese characters for thank you. QUESTION: Can anyone here say that word in Japanese? NOTE: If only negative replies, point out the anglicized Arigato. If affirmative reply, ask the respondent to say the word, point out that the individual made the effort to learn this expression of grati tude in a difficult language. STATE: Gratitude is a word that comes from the Latin, GRATIA, which means thanks or grace. We use the word in Grace at meals. We use a form of the word to explain that something is being done freely or without obligation or charge. We say, for example, "children are admitted gratis." AGO 10789A QTTF,R'T'TON • no we have to be grateful --~ for things we have a right to or things owed to us? QUESTION: Can you name some reasons why a person would develop into an ingrate, someone who never says "thank vou" for anything? NOTE: Chart 2 not to be used. b. QUESTION: What does Jason (in the film) have to be grateful for to the group he now helps? NOTE: Elicit the fact that he should be grateful for the opportunity of having a purpose and interest outside of himself. QUESTION: Name some of the people or institutions to whom we should all be grateful. QUESTION: Can a person ever be grateful for a severe reprimand, rebuke, or correction? QUESTION: What did Brigadier General David Sarnoff mean by saying that "a kick sends you further than a friendly handshake?" NOTE: Expose chart 3. c. STATE : Originally in English "thank" meant "thought." QUESTION: Does this still have any meaning for the way we should express our gratitude? Explain your response. STATE : In some countries appreciation for a good dinner or banquet is shown by noisy smacking of lips, loud slurping of soup, or even by polite belching. QUESTION: How do we show appreciation? NOTE: Elicit an example of how some grateful person performed some action to prove how much they appreciated the gift or favor. NOTE: Expose chart 4. STATE : Learning to appreciate other people's needs, their wants, the reason why they do or say things, their moods, is a secret of successful communicat:on and leadership. QUESTION: How would this appreciation create smoother harmony in a unit? QUESTION: In what ways can a married person show they appreciate their marriage partner's work and effort? QUESTION: In what ways can a son or daughter show that they appreciate the sacrifices of their parents? NOTE: Expose chart 5. d. QUESTION: Do you consider that Americans in general like being waited on or do they prefer self-service? STATE: People who work with us or for us want to know where they stand. Every man needs or craves appreciation from some quarter. QUESTION: Do you consider that this need for appreciation, praise or thanks is just conceit or egotism? Wh:v? NOTE : Look for the reply that a man is just looking for a way to judge his performance as to whether he is doing his job or meeting acceptable standards. If this response is not forthcoming, add the . . . (QUESTION: How does a man usually know he is doing a good job?) STATE: It has been written. "From him to whom much has been given, much shall be required." QUESTION: How does this refer especially to American soldiers serving overseas? 3. Summary and Conclusion. (8 minutes) Review charts 1 through 5 and the main points of the discussion. (See text and outline.) In summary stress the "two kinds of gratitude," that is, the soldier is grateful for what others do for him, but also for his chance to serve others in the tradition of his profession. Staff Orientation Gratitude I. INTRODUCTION (1 minute). this month's Character Guidance discusSTATE: "GRATITUDE" is the topic of sion period. The instructor's objective will AGO 10789A be to help the soldier understand the meaning and nature of the obligations imposed by gratitude. He will show how important gratitude is to total personality integration. II. EXPLANATION (13 minutes). a. Graphic Training Aids in the form of charts, transparencies, and slides have been prepared for this subject. The topic is also supported by a DA poster in the series "America's Moral Strength." This poster will be displayed on unit and section bulletin boards throughout the month. b. Another training aid designed for use with this subject is TF i6-3244. This film will serve as a discussion starter, and is designed to involve the men personally in the subject of "Gratitude." Note. At this point, show the film and/or GTA's, depending on time available. If film cannot be shown, a synopsis of the film should be presented. STATE : When the class has finished discussing the film question, the instructor will continue the period using an approved lesson plan. Having defined gratitude, the instructor will differentiate the kinds of gratitude and will suggest reasons all have to be grateful. He will point out that the manner of expressing gratitude is all important, and that appreciation for favors, gifts, and benefactions requires effective action. Finally he will illustrate some practical results that occur in the military environment as well as within the character of the individual soldier by showing gratitude. III. SUMMARY AND CONCLUSION (1 minute). STATE: In conclusion the instructor will place final emphasis on the fact that the average American soldier has received much for which he can be grateful. and that in his military service he is given an opportunity to express his thanks adequately for all he has received. ANNEXA Gratitude These orientations are not to be reproduced and distributed in lieu of formal instruction briefings. They are furnished to alleviate the difficulty of supplying instruction for isolated detachments of 5 or less, such as ROTC, Re cruiting, Security, MAAG's, Missions and Mis cellaneous Activities and Services which can not feasibly use the training facilities of larger units. Gratitude has been called the "poor man's payment," because no matter how poor a man may be, he can always afford to say "thanks." Genuine gratitude leads him to make appreciative return for all favors, kindnesses, and "thanks." We use another derivative of this word, "gratis." to mean freely, without obligation or compulsion. It describes the way the things for which we should be grateful are done as a sign of friendliness or favor and personal consideMtion. There is another kind _ of gratitude, a larger kind, it has been called. It is seen frequently in service when some man in a unit suffers some great personal loss or tragedy. Then, we witness how traditionally other men rally round him to offer help. They are truly grateful to be able to do some favor and thereby find some tangible form of expressing their sympathy. Gratitude of all kinds is an attitude of the mind and a way of acting which is universal; that is, a person is grateful on principle and always. The thankful man tries not to remember the favors he does, nor ever forget those he receives. Thanks for native talents and natural gifts we owe our parents from whom we inherited them. That these talents and gifts were ever discovered, developed, and put to use, we often owe to parents, teachers, and associates who cared enough for us to encourage us. Moreover, they cared enough to correct, rebuke, and reprimand us for failure to use or for misusing them. Brigadier General David Sarnoff, President of RCA, once said that a good "swift kick sends a man further than a friendly handshake." Even momentary defeats, setbacks, and failures can prove to be a cause for gratitude if they teach a lesson or they help develop our ability to turn a "minus into a plus." This is one way man acquires full manhood and has another cause to be thankful that he has become mature man. It is the manner or way that we express our gratitude that matters most. An expression of gratitude can be spoiled by a haughty, off- AGO 10789A hand, or thoughtless manner. Just as in doing a kindness or favor it is possible by one's manner to offend or humiliate the recipient. The obligation to make the effort to be grateful is undeniable. Sometimes all that is required is a word, a gesture, a short thank-you note, or a phone call. In our manner of doing this it pays to remember that in the old Anglo-Saxon origins of our speech, "thankful" meant "thoughtful." People are often not so much guilty of ingratitude, but of thoughtlessness or forgetfulness. Others, through no fault of their own, were raised in a home where as children they were never required to say thank you. Individuals pampered and spoiled by permissive parents have an extra effort to make, not only to be grateful, but to let their gratitude show. • Grateful appreciation should lead to effective action. The man anxious to be a success as a happy husband, for instance, soon learns to say "thank you" by means of a periodic gift such as flowers, candy, or perfume. The gift says "thank you" for the efforts and the care his wife spends on her person, their home, and their children. The common complaint of a wife who says, "You don't love me anymore," can frequently be translated as meaning. "I wonder if you appreciate anything I do?" · Efforts to make the most of one's abilities and talents is a most gratifying way for a son or daughter to say "thank you" to a mother and father for their sacrifices. Gratitude has rich rewards. It acts on the sensitive human relationships in any unit or group, even one as small as a family of two or three, as a microscopic drop of oil does in some highly tooled and intricately geared machine. It reduces friction and smooths out any lack of harmony. Just a word of thanks, a pat on the back, a phrase like "Good job" or "Well done" does two things. It says "thank you" but also it tells a man that he is doing his job right and meeting acceptable standards. It adds that touch of humanity to what is sometimes cold, mechanical, and inhuman routine. Finally the grateful man is rewarded by an increase in dimension of character. Around the world the American soldier has earned a well-deserved reputation for thoughtfulness and a tradition of courtesy to the sick, the poor, the very old and very young. Overseas it may be easier for a soldier to see that "to him much has been given" and that, therefore, "from him much will be required." He shows this gratitude in a "surplus-of-service." Most of all, he learns to be thankful that he can be of service to others in the centuries-old tradition of his profession. References: AR 600-30. DA Pam 16-9, chapter 4. GTA 16-4-22, charts 1 through 5. Transparencies T 16-4-22, 1 through 5. Slides S 16-4-22, 1 through 5. TF 16-3244, "GRATITUDE." Gratitude Outline 1. Introduction. 2. Explanation. a. Definition. (1) Varieties of gratitude. (2) Ingratitude and ingrates. b. Origins of Gratitude. (1) Physical and moral favors. (2) Family, friends and associates. (3) Acquisition of manhood. c. Ways of Expressing Gratitude. ( 1) Obligation to express gratitude. (2) Appreciation. (3) Effective action. AGO 10789A d. Results of Gratitude. (1) Requirement for group living. (2) Teaches art of communication. (3) Develops dimension of character. 3. Summary and Conclusion. Section II. TEXT GRATITUDE Introduction. Late one stormy October night a soldier hurried home in response to his worried wife's slightly hysterical phone call telling him that their 11-month-old son had been taken to a hospital some 26 miles off the Pennsylvania Turnpike. With still some 48 miles to go, his old car suddenly stalled. Unable to restart it he began to feel desperate as cars raced by him without stopping. Then a car suddenly pulled behind him. Its elderly driver asked if he could help. After examining the soldier's car he said regretfully : "Son, you're going to need a carburetor and a mechanic . . . frankly at two-fifteen in the morning, I don't know where you're going to find either. Get in, I'll give you a lift to the nearest garage." Driving through the rain the old man found out the cause of the soldier's worried look and he asked: "Where is this hospital where you're to meet your wife?" Then he announced calmly: "We are going there now. You can see to that car in the morning." As they pulled up under the lighted portico of the hospital, the soldier struggled to say how grateful he was to this stranger in the night who had willingly gone some 52 miles out of his way without even being asked. Finally he blurted out: "Someday, sir, I'll pay you back, somehow." "No, son. I doubt if I'll ever pass this way again," the old man replied. Then, almost as an afterthought, he said, "If you really want to pay back a favor, pass it on to someone else. It's what I have tried to do, since I first figured out what gratitude means." In this training period we will talk about gratitude. We will see ; what gratitude is, what it involves by way of expression or return, and what it contributes to the total personality of the military man. Explanation. Definition. Gratitude has been called the "poor man's payment," because no matter how close it is to payday-how poor a man may be-he can still afford to say "Thanks." Even though he does not have the means to repay a favor in kind all he need do is say the words. Like any other virtue a man's gratitude is an inner strength of character. It• is the particular virtue that leads him to make an appreciative return to those who have favored him with their kindnesses, their generosities, or their thoughtful~ ness. It should be noted that we are not obliged to be grateful for something which is really owed to us. A man does not have to be profuse in his thanks at the pay table when he collects his monthly salary, since it is justly due him. He has a right to his salary in return for his . ' service. Gratitude is for favors, not for rights, for gifts, not fo~ repaid loans. For example, if at mail call a ~an: receives a birthday card containing a check ,for $10 from some kind relative, he ought to be grateful for this free gift. "Favors" comes' to our language from the old French word "favere" (pronounced fav-err) meaning to "befriend someone." In other words a favor is an act out of esteem or friendliness and not because of an obligation. The word "gratitude' 'comes from the Latin, "gratia," the word for "thanks"-or "kindness"or a "gift freely given." Thus we say, "Children are admitted gratis," or for free. Here we 54 AGO 10789A have another clue to the meaning of "gratitude." If we are genuinely grateful we are not so much concerned with the gift but with the kind and generous spirit in which it was given. When we are truly grateful, we are inclined to return even more than we were given. However, even when material repayment is impossible gratitude is always in order. For instance, our benefactor may be someone unknown to us or he may be someone who died long ago, and yet, here we may be on a hot August day enjoying the cool shade of a tree he planted 30 or 40 years ago, or hungrily eating the apples from a tree he planted long ago, or drawing water from a cool and refreshing well dug by some anonymous benefactor over 50 years ago. We ought to think gratefully of those who have made possible the good things we now enjoy. Tact may prevent us from repaying a favor or returning a gift in kind or returning it immediately. Tact is the happy quality that helps us to do or say the proper thing. If, for example, John receives an expensive gift from a relative for his birthday and then, without delay, he sends back a present equally as valuable, the relative might well get the impression that John, rather than being grateful, was anxious not to be under any obligation. The point is that even though gratitude may impel us to do something in return for a favor or kindness received, it is more important that we be and remain grateful. Varieties of Gratitude. There are different kinds of gratitude. One may, for instance, be grateful for favors received; this is the general understanding of gratitude. However, gratitude takes another form when we do a favor for someone else. How often we hear people say: "Oh, I was glad to help out," or: "I was grateful that I had the time to do it," or: "...that I had an extra part I could let him take, a spare tire, that I had my car back from the garage," and so on. In the military life this form of gratitude has a special place in the family spirit that should prevail in a unit. If one man has trouble, serious sickness at home, the death of someone in his family, should he lose his furniture in a fire or some similar mishap befall him, it is a Service tradition that the men in the unit rally around to help in some way. They are AGO 10789A genuinely grateful that their sympathy can find some tangible form of expressing itself. In far-off India the philosopher Vivekananda said it like this: "Be grateful to the man you help. Is it not a great privilege to be allowed to worship God by helping your fellowman?" And our own poet, Edwin Arlington Robinson, spoke of this perhaps finer and nobler form of gratitude when he said that there were two kinds of gratitude: "The sudden kind for what we take, the larger kind for what we give." (Capt. Craig, Part I.) This kind of gratitude "leads us naturally to be of service to others, to large usefulness in our lives and our works." Ingratitude and Ingrates. As the opposite of gratitude is ingratitude, so the opposite of the grateful man is called the "ingrate," a term of shame, We do not like it when favors we do for others are accepted without a word of thanks or appreciation. Among the ancient Persians ingratitude was regarded as a civil offense that carried severe penalties; and the ingrate, the ungrateful man, was punished. In King Lear, Shakespeare wrote: "How sharper than a serpent's tooth, to have a thankless child." Although it may not be the worst crime of mankind, ingratitude is certainly one of the meanest. The word "ingrate" carries some of the air of the meaness and miserableness of the person who does not have the words "thank you" in his vocabulary or his manners. A man who is unsufferably proud or conceited is seldom a grateful man. He never feels that he has received all that is coming to him or that he justly deserves. Samuel Leibowitcz, the famous criminal lawyer, used his brilliant courtroom strategy and intelligence to obtain acquittals for a total of 116 men and women accused of major crimes. Their benefactor, Mr. Leibowitcz, said that although they owed him their freedom, never did he receive as much as a Christmas card from one of them to thank him. But it is not only criminal types who are ingrates. Freedland Flesher, a boatman on the Ohio River, saved thirteen people from drowning during the course of his duty on the river. Not one of them expressed gratitude. It was the fourteenth person whom he saved, a lady, who remembered to thank him and sent him a box of cigars. Ingrates may often excuse their in gratitude. Perhaps as children they were not taught to say "thank you," or they may have been given everything by permissive parents. Those who have never learned or earned the cost of anything, often grow up not appreciating the value of anything. Actually, one symptom of the ingrate is the tendency to criticize or apologize for one's parents and family. The French poet, Beranger, once said: "The man who remembers the benefits of his parents is much too busy with his memories to remember their faults." A final element in our definition is that gratitude is an attitude of the mind and a disposition of the will. As other virtues, it is a general habitual attitude, a way of acting stemming from a deliberated cultivated frame of mind. This attitude is universal; by this, we mean the grateful person is grateful on principle, for everything and always, for every dawn that breaks and every sunset that proclaims the beauty of another day that has been given. Origins of Gratitude. Now we will consider the sources of origins of gratitude. We will examine some of the favors, gifts, or benefits which we have all received and we will think of some of the people to whom we should be grateful. Physical and Moral Favors. By the very fact a man meets the physical, mental, and moral requirements for the military service of our Nation, he has reason to be deeply grateful. In no sense can any of us say that we are entitled or strictly owed the gifts of body, mind, and spirit which enable us to be in the Army. Normalcy, that is, to have two eyes that see, two ears that hear, two feet to walk with, to have normal intelligence, are not subparagraphs of any contract with life. They are free gifts. We have stereoscopic sight; for example, we are able to see things in the "round," not fiat as in a photograph. This we can do because we have two eyes so placed and so fashioned that we literally see around things, see two sides of everything. Stereophonic hearing, the ability to locate the sources of sound, is another gift we enjoy; that is, we are able to listen from two different location points at one and the same time because we have not one, but two ears. They are located far enough apart for the auditory centers of our brain to be able to tell that sounds are coming from different directions. Other free gifts which we possess are locomotion, movement, articulation, to be able to move one's fingers so that we can handle, manipulate, or grasp an object, pull a trigger on a rifle, strike a hundred notes per minute on a piano to reproduce music of intense beauty and depth as Van Cliburn when he plays a concert. We have the gift of an unimpaired brain that creates and stores in its memory, fashions and judges, facts and conclusions according to its owner's needs or desires. If it could be copied by electronic engineers in the form of some electronic computer or "brain," it would have to be housed in a huge skyscraper and then would not have the intuitive, inventive and creative abilities of the human brain. Nowhere on a man's birth certificate does it state that any of these faculties or gifts are strictly owed to him. Man's physical universe is made up of millions of fortunate circumstances that make life possible and agreeable. Even some gifts we look upon as very doubtful benefits, in the whole scheme of life prove their value. Recently in Communist China the Party "planners" decided that birdlife was unnecessary. Birds ate too much rice and cereal products, they said. They concluded that birds were a mistake of nature, and devoted millions of dollars to a government project to kill off all the birds. Every year since then the government has had to conduct chemical and insecticidal wars to kill off the insects that destroyed a large share of one harvest and threatened to overrun and strip the country of all plantlife because there were no longer any birds to control the insect life of the country. Even more irhportant than the physical attributes and gifts for which we should be grateful are the ·moral gifts we enjoy. The greatest of these is the privilege of freedom. No man is so enslaved, so abject, so addicted, so enchained as not to be able to know-as long as he retains his sanity-that there is an area of his being which is still free in spite of his chains. It belongs to no one but himself. Even if he were to find himself in the cellar prisons of Lenin~rad or Moscow or in northern Siberia fenced in by ice-coated barbed wire, still he knows that his jailers have only his 56 AGO 10789A body and that there is yet another part of him plan-no matter how informal or sketchy-to which can refuse to bow, to cringe, to submit, make useful enjoyment of this time. or be made to deny his own human dignity. W01·k. Work may seem like a strange thing We speak of man's freedom as an inaliento be grateful for, but any work can make a able right, a gift which he has merely by his man more noble. It is the lot of most men nature as a man. From this privilege and right that they must work to have food, health, and of freedom come his civic rights: the sanctuary housing. Around the world there is a staggerof his home, the right to worship God as he ing amount of unemployment. Millions of men, chooses, to express his opinion, to possess arms, willing and eager to work, can find nothing to to join any political party, even one which is do. Besides this unemployment, there is what an agent of a foreign power provided the citiis called "under-employment," people employed zen register as an agent of that power. We but not getting enough work or pay to support find ourselves among those to whom human themselves. Only fifteen percent of all men life is a sacred thing. and women of the world earn more than 450 a year. Most of the world's population is Our inalienable rights, although they are ours by nature, had to be won and preserved chained to the land because of a lack of mafor us in our time. The moral protections we chinery and technical know-how. In only 17 enjoy today for our life, our property, our years Mexico doubled its food production with schools and colleges, the opportunity to obtain American assistance and leadership, but most an education that few could pay for from their countries have not yet learned the American private means, backed by laboratories, research key to the great harvests that have even bestaffs of great scholars and huge endowed licome a problem to us because of their enormbraries, working conditions better than man ous size. The world is by no means so perfect, has ever known before, the possibility of buynor is our world so perfect, that no more work ing into the industry for which one works, need be donP free unions to represent the working man; all The necessity of having to work is not exthese are benefits we enjoy for which we owe actly a favor; yet a man should be grateful someone, somewhere, gratitude. for having something useful to do with his The founding fathers of America did not strength and talents. There are, of course, invent, but merely rediscovered and stated two aspects to all work : ( 1) to receive pay more uncompromisingly than ever before and (2) to do something satisfying. For the man's inalienable rights. Today these rights man who merely concentrates on the wage or would be but a dim memory, a forgotten page salary he may receive, who works only because of history as they are in some countries, if he has to, work soon becomes drudgery, -someAmerican men and women had not been willthing that he must drive himself to, or drag ing to suffer and even die to preserve them. himself through, just for the money involved. But the pride a man takes in doing a decent Family, Friends, and Associates. days work saves him from much of the Some specific things from our families or "clock-watching drudgery. Whether a man associates for which we should be grateful, is a soldier or a renowned surgeon, he should but which we often take for granted, include permit himself the satisfaction of doing the the following: best job possible. There is a thrill in work, no Rest. Today men have outdone themselves matter if it is just refinishing a paint job on in inventing time and laborsaving devices for an old car, saving a young life on an operating us and yet we have less time than ever for table, or launching a Minuteman missile. Work rest or leisure. A man should be grateful for done in this spirit removes all idleness and his intermissions between activities-his free boredom, fills a man's life with usefulness and time. He shows this gratitude in the way he prompts him to be grateful. uses his time. Leisure to the grateful is not Ability or Talent. When a man is grateful just "killing time,' aimless loafing, or waiting because he has inherited talents from his around for something to happen. His thankparents, would this lead him to be proud or fulness for leisure is shown by having some conceited? Conceit or pride only begins when 57 AGO 10789A a man arrogates to himself, claims unduly, we owe thanks to our parents, our teachers, talents, achievements, and abilities which were and all those closely associated to us. Emersongiven to him and which in a strict sense he once said that our biggest need in life is fordoes not possess but merely has the use of for somebody who will "make us do what we can."his lifetime. A famous New England surgeon A fighter is grateful to a good strict trainer-then in his eighties-was asked one day if who can get more miles of road work andhe were not proud for having personally saved sparring out of him and who watches his dietthe lives of so many hundreds of people by better than the fighter would himself. Probmeans of his surgeon's hands. His answer is a ably the most important man in a racing shellmeasure of the greatness of this man: is the coxswain who, sitting in the stern of the"Proud,?" he laughed. "No, not proud; some fragile boat with a megaphone strappedtimes when I look at my hands, I say, 'Verdi, around his mouth, sets the pace and the tempothey are beautiful'; then I say, 'but Verdi, for the strong oarsmen, and verbally drives where did you get them?' " them on to victory. Brigadier General DavidA man has a natural obligation to be thank-Sarnoff, president of the RCA, has told howful when he discovers that he has been given in the early days of stiff competition in radiophysical, moral, or ·intellectual advantages broadcasting, he learned how to be gratefulgreater than those of others around him. The even for his enemies. In the long-range movespirit of humble gratitude will keep him from ment toward progress, sometimes a complaint,being conceited on the rifle range when he or criticism, or even a kick sends you furtherrealizes that he has been given excellent eye-than a friendly handshake.sight, steady nerves, and exceptional coordina-Acquisition of Manhood.tion of his muscles and eyes. Moreover, we owe . The third source, or origin of gratitude, is parents, teachers, and trainers a debt of grati-in our own humanity and manhood. A grouptude that they thought enough of us to cor-of commuters on a train out of New York onrect, reprimand, or even punish us when we the night before Thanksgiving Day raised theneeded it. A man currently among the best question what each would have to be mostscholars in his field was asked recently what thankful for the next day. One said, becausehe was most grateful for in his long and sue-he had fully recovered from a serious operacessful career. He answered surprisingly: "The tion during that year. Another was gratefultimes I was corrected." In explanation, he that his son had graduated with honors frompointed out that he would have never continued the university that year. The third mentionedin his field unless he had been corrected, chal-the promotion he had received. The fourthlenged, and reprimanded when he showed signs member of the group did not volunteer anyof laziness or carelessness in his research. For reason for gratitude until he was promptedthis correction he felt a debt of gratitude to by one man who said: "How about it, Harry? his family and associates. ~ What are you most thankful for?" Harry saidDefeats. Defeats in l~fe also may be an ori-slowly: "Probably, most of all, I'm thankfulgin of gratitude, provided a man does not al-for being able to be thankful."low his defeat to become failure. If he can Just being a man is not only man's greatestlearn from defeat where, when, and how he responsibility but also it is his greatest giftwent wrong and make the effort to correct his and the appreciation of that fact leads him tocourse, it· can never become final failure. Not be thankful. Manhood comes not just in thethe battles lost, but the war that is won mat passage of years, but it must be acquired andters the most. achieved. Sometimes one encounters men whoDefeat is dead loss unless it can teach us have the years but do not seem to have wonsomething useful for the future. Every man the maturity or stature of manhoood, yet it ishas this power: to turn a minus into a plus what every man is here on earth to achieve.factor. In the words of the renowned teacher Man is waging the upward struggle against Dr. Alfred Adler, a man "should be grateful meanness and pettiness, the childish greed, orfor drawing dividends from defeat." selfish satisfaction which totally shuts out andFor encouragement, as well as for correction completely disregards other people and their 58 AGO 10789A needs. Men who fail to reach this level of development are not the "lords of nature" but its pirates. Just to be human and humane enough to sense the value of his own manhood and be _grateful for it is cause to be grateful. Ways of Expressing Gratitude. How to show or express gratitude is often more difficult than being grateful. We are all familiar with the expressions: "I just can't tell you how grateful I am," "I don't know how to thank you." There is an art in expressing gratitude for favors or kindnesses, just as showing charity or doing a kindness to others calls for an art, or manner ,that does not leave the recipient offended or humiliated. It is possible to spoil an act of gratitude by the way we do it. A person can continually go out of their way to help others, but yet, do so in such a thoughtless or haughty manner that it would have been better had they done nothing. Obligations to Express Gratitude. It is a fairly common understanding that • the more a thing costs, the more it should be valued. When we know a particular kindness or favor or act of generosity has cost someone a great deal in time, or effort or money-and that it was done with no hope or expectation of return-we should appreciate how much they value us and consequently we should ac cept our obligation of gratitude. Can we rightly say that to be truly grateful an obligation is imposed on us to do something more than feel warm and friendly or welldisposed toward a benefactor? Usually, a grateful person will want to express gratitude. It might be in a gesture, a smile, a handshake with some life in it, a word spoken with sincerity, a short note, a phone call, or maybe some gift, even of insignificant value, but one that shows care or thought in its choosing. Thoughtfulness is a characteristic of gratitude. In old Anglo-Saxon "thought" and "thank" meant the same thing. "Thankful" meant "thoughtful." Underlying gratitude should always be the essential element of thoughtfulness. An effective way to give thanks is to allow the receiver to feel that he is doing us a further favor in accepting our thanks. Thoughtfulness is basic to politeness. Most decent people want to be polite, but unfortunately many offend against politeness by omission or neg lect rather than by intention. Frequently, we forget to show that we are grateful. When we fail to thank a person, whether it is because we do not care enough about them, or merely because we forget, we are negligent. And it is notoriously easy to become so, to let oneself become habitually ungrateful, to get the habit of taking favors and consideration by others for granted. Sometimes this flaw in a person is caused by parents who pampered or spoiled him as a child. It becomes especially noticeable in the family circle or the close association that a man has with others in his unit. Such a person assumes that everyone in the family or the unit will continue to perform to please him without encouragement, reward, or even a word of thanks or praise. It is taken for granted that no one will even unwittingly or accidentally offend, ignore, slight, or injure him in any way. Yet, if he could recall all those whom he had knowingly or unknowlingly offended or slighted over a period of 10 or 15 years, and if all those people still resentfully remained unforgiving, he would wind up extremely friendless and alone. One real way to express gratitude for having been excused, or forgiven in the past, would be to consciously make a practice of forgivmg others, to discount or write off instances when someone has seemed offensive to us. We might, for instance, gratefully consider that we, because of our background, family, or church training, have been spared the ignorance, prejudice, fears, and inferiority feelings from which offensive people often suffer. We do not accept their prejudice nor share their fears nor accept the fact that they are inferior, but we try to encourage them to correct the lack of balance from which they suffer. Appreciation. In some countries grateful appreciation for a good dinner or big banquet is expressed by a noisy smacking of lips, loud slurping of soup, or-even among some primitive peoples-polite belching. These are customary ways of expressing appreciation to the host or cook for the care and expense they may have lavished on the meal. Appreciation is the best way to give expression to one's gratitude, and by our actions we indicate how much we value and esteem the generosity of others. A way to increase appre- AGO 10789A 59 ciation of others is to think of all the likeable qualities they have, and forget for awhile their more glaring or obvious faults. Dr. George M. Crane, an eminent psychologist, tells of a woman who said she wanted to divorce her husband "whom she hated," but she wanted to do it in a way that would really hurt him "all I can," as she said. Dr. Crane advised her to shower her husband with praise, compliments, and appreciative thanks for everything good that he did, or that she noticed about him. When she had begun to be really indispensable to him and her husband had begun to depend on her devotion-then, she would really hurt him when she undertook divorce proceedings. In an interview several months later, she reported how daily and faithfully she had carried out his instructions. The doctor then suggested she must be about ready to see her lawyer and begin the divorce proceedings. But she answered indignantly: "Never. I've fallen in love with him." Simply by looking for some good qualities to appreciate in her husband she had learned to love him again. Effective Action. Marriage counselors agree that the husband who shows appreciation for his wife and never just takes her for granted is a wise husband. The husband who periodically brings his wife some token gift: flowers, candy, perfume, tells her that he appreciates her thoughtfulness and her effort to keep an attrl!-ctive, comfortable home for him, and also for keeping herself attractive is himself appreciated. If he must miss dinner, he calls home without fail. He always has a special "thank you" for any special meal or dish she prepares. He remembers to compliment her for the way she arranges the furniture or cares for his child or children. It has been said that when wives are inclined to compalin: "You don't love me any more!" they really mean: "I wonder if he appreciates anything I do?" Learning i;o appreciate other peoples' needs, their motives, why they say or do what they do, is a secret of successfully communicating with others and is basic to the harmony in any unit, even one as small as a family of two or three. Appreciation for a favor carries no time limit, or statute of limitations. When a man receives a favor, it is said he should try never to forget it, just as the man who does a favor, should never try to remember it. Many and eloquent words are not needed to adequately show gratitude. Gratitude is often of the silent variety. The measure of it is indicated in the way in which a favor, kindness, or benefit induces in the one receiving it an urge to reciprocate or pay it back by improved or increased effort. A son or daughter responds to all the sacrifices made by parents by trying to make the most of all the talents and opportunities he or she has been given. This is often silent but most effective gratitude, to acknowledge by maximum effort all that is done for us. As Cicero in ancient Rome once said, "He who acknowledges a kindness has it still; and he who keeps a grateful sense of it, has already repaid it." Results of Gratitude. Gratitude is not just a "nice-to-have" attitude but is most significant in the way it contributes to what a real all-around man wants himself to be. It is hard to imagine a truly human man of any moral stature and decency -a man who adds to the good of the family, society, unit, or community to which he belongs, and not merely detracts or subtracts from its worth-who does not possess this virtue of gratitude. Requirements for Group Living. Gratitude is something that improves nearly any group-living relationship. The expressions "thank you" and "please" are like those fine traces of machine oil that create an imperceptible, almost microscopic film on the working parts of a sensitive or delicate instrument. It makes the functions of the group smoother and more stable. "Gratitude" like its semantic cousin "gratify," means essentially to please someone. Every year over five million dollars are spent on telegrams and cables for the added words "thank you." This humanizing touch of a word as small as "thanks" in our daily speech costs nothing but the effort of saying it. But the word "thanks" serves to remind us that when we deal with others, we are dealing with other human beings and not mere machines, or units of a vast grey spiritless collective. One does not thank machines, a coke machine, a gas pump, a Univac computer. We can thank and be grateful to men and women only because they are persons, men and women. AGO 10789A To have to be waited on, to have to depend on others, often causes a feeling of embarrassment to both men and women. America has been called the "land of self-service," and Americans generally would prefer to wait on themselves; yet, some service is obviously essential. Only the thoughtful and tactful person can accept this service without offending or disturbing those who serve. Just a word of acknowledgement, a smile that says "thanks" is often the only note of personal human warmth required to show that we are grateful for all that others do for us. A complimentary word on a "job-well-done;" for instance, to a secretary or company clerk who types up a letter or form. People who work with us want to know where they stand. One way to let them know-not involving long and flowery speeches-would be a P.Ett on the back, or an expression "good work" or "fine job." All show them exactly where they rate. Every man needs and craves praise and appreciation from some quarter, not as a sop to his conceit or egotism, but as a way to judge whether he is doing his job or not, or whether he is coming up to acceptable standards. Teaches the Art of Communication. Blame for much of the friction and misun derstanding and unhappiness in the world can be laid at the door of a breakdown of communi cations. To illustrate, it is not a fact that we are ungrateful, or heartless, or cold and un feeling, but we may often give this impression to others. Largely this is because we may not have learned how to communicate our appre ciation and how to acknowledge what we really feel in our hearts for others. Gratitude itself can serve as a teacher of this art or science of communicating. Going even further, it can show us how to perform acts of kindness and consideration, even as we are grateful to others for their many favors and ber.efactions. More over, it teaches us how to accept with grace the thanks of others, for it is in the practice of this art that we learn the techniques of it. Another valuable lesson we can learn from gratitude concerns our relative values-that we should always place a higher value on the friendship, companionship, and all the truly human qualities in ourselves and others than on the material goods we receive or enjoy. Often it is pointed out that one of the great- AGO 10789A est obstacles to overcome to have good communication and understanding with others, for example, with the other members of one's outfit, is egotism, concentration on the "ego," the "I." It may well be that any monologue which consists mostly of the word "I" may fascinate the speaker himself, but it fails to communicate and soon is attended by nonlisteners. In the art of communication, the science of human relations or just plain "getting-alongwith-people," a man might well remember what have been called the VIP's and the RIP's of conversation. VIP stands for Very Important Phrase and RIP, for Rarely Important Phrase. The VIP's are "If you please," and "Thank you." The RIP that often kills a conversation is the little overworked word "I." With this formula in mind the grateful man learns not to expect or demand thanks for everything he does; but he will never forget to thank others. The grateful man isn't as easily prone to blame things, as himself. Things do not make us what we are, nor do they fashion the personality of a man or woman. The egotist golfer blames the clubs, or the greens, or the headwinds, or a bird that started to sing just as he began his down swing, for his poor shot into the rough. The egotist bowler blames the alleys, his shoes, or the noise or chatter behind him, for the one he rolls down the gutter. The grateful man does not attempt to evade his faults or excuse his failures just as he does not demand thanks or credit for everything he does. Develops Dimension of Character. Finally, gratitude develops the dimension of bigness of character that is traditionally the attribute of the good soldier. Centuries old is his tradition of galantry and valor, dating back to the knights of the age of chivalry, whose profession he shares. In the valiant soldier there is no place for meanness nor smallness. Thoughtfulness which is the source of his gratitude makes him traditionally courteous, polite, considerate, gentle, to the wounded, the sick, the poor, the very old and the child. Around the world American soldiers have successfully sustained their reputation for this tradition of chivalry. Most probably this is because overseas they have been made keenly aware that "from him to whom much has been given much shall be required." (St.. Paul.) From what he sees in other countries or cultures, he is made aware of his responsibility to make use of all his gifts and privileges. One example that comes to mind is the mess sergeant who, in an enemy prison camp, experienced the gnawing, tearing agony of slow starvation. He made a private promise that if he and his fellow prisoners could escape to freedom he would express his gratitude by personally donating his monthly salary, over and above his most meager needs, to the company or unit mess, to orphanages, charities, and the poor and hungry of the world. He vowed that in his unit no man, during duty or after duty, would ever be able to say that he was hungry. The sergeant lived to keep his promise, and national magazines told the story of his silent ceaseless gratitude. Many thousands of soldiers who served in that sergeant's unit have had reason in turn to be grateful to him. Their gratitude is not just for all the "extras," the after-duty tray of sandwiches, the perpetual supply of coffee and milk, but most especially because through his example and leadership, they in turn were given the chance to be benefactors to countless orphanages, homes for neglected or retarded children, and to aid the poor and the miserable of the earth. Gratitude, we see, results in the "surplus in service," in that extra kindness and love of others that raises man from the lowly and primeval swamps and marshes of self-interest, egotism, and greed to the high ranges of human generosity and the peaks of nobility of character. Summary and Conclusion. Gratitude is not totally expressed by any one specific act or series of acts. Genuine gratitude is a deliberately cultivated frame of mind, more frequently expressed in thought or in a general habitual way of thinking about one's gifts and talents and favors so abundantly the American soldier's own. His gratitude is universal; that is, on principal, he is grateful for everything and always. He is grateful for his opportunity to serve others and he is grateful even when the going is long, and the way rough. Most of all he is thankful that he has reason to be thankful and the opportunity to express his thanks. He is thankful not merely for what gratitude makes him do for others, but also for what it adds to the formation of his own manhood as a soldier permitting him to share in the centuries-old tradition of the noble profession of arms. ·AGO 10789A CHAPTER 5 CLEAN SPEECH Section I. LESSON PLANS Lesson Plan 1 2. INSTRUCTIONAL UNIT: Clean Speech. OBJECTIVES: a. To determine what is meant by clean speech. b. To define the valve and motives for clean speech in the military environment. TYPE : Conference. TIME ALLOTTED: 50 minutes. CLASSES PRESENTED TO: All enlisted personnel through grade E-5. TOOLS, EQUIPMENT, AND MATERIALS: None. PERSONNEL: One instructor and one assistant instructor. INSTRUCTIONAL AIDS: A chalkboard with chalk and eraser. GTA 16-4-23 charts 1 through 5 (Ref: DA Pam 108-1) ; T 164-23 transparencies 1 through 5 (Ref: DA Pam 108-1) with viewgraph projector; or S 16-4-23 slides 1 through 5 (Ref: DA Pam 108:...1) with slide projector. See annexes 1 and 2. REFERENCES: None. STUDY ASSIGNMENTS: None. STUDENT UNIFORM AND EQUIPMENT: Duty uniform. TROOP REQUIREMENTS: None. TRANSPORTATION REQUIREMENTS: None. 1. Introduction. (10 minutes) NOTE : Tell incident from the text illustrative of the urgency and importance of the gift of speech. STATE : The gift of speech, man's ability to communicate by words, comes to m~n in a clean, unsullied, honest, and purposeful condition. QUESTION: Does any creature other than man have this faculty of speech? Explain your response. NOTE: Expose chart 1. Explanation. (35 minutes) a. Definition. STATE: We read that: "The heart of man overflows in the words of his mouth." Our speech usually reflects what we feel or think most accurately. Socrates once said: "Speak, so that I may see you." QUESTION: What does clean speech mean? NOTE : Stress the positive emphasis in the definition on: honesty, freedom from deceit, sincerity, freedom from malice and cruelty. b. Value of Speech. QUESTION: When is speech purposeful or good? NOTE : Expose chart 2. STATE: In a hospital zone or ward, in a radio, film or TV studio, or in ranks in a formation, a man is called upon to control the volume of his speech, or to "shut it off" completely. QUESTION: What else besides volume must he control? NOTE: Seek such responses as: usefulness, that it be understandable, make sense, be accurate, respectful, thoughtful, loyal, and reverent. c. Abuses of Speech. QUESTION: Name some of the things that are abuses of the faculty of speech. AGO 10789A NOTE: As profanity is mentioned expose chart 3. STATE: Ancient Romans believed that certain words or names were to be reserved for use only in the temple, not outside or in the market place. Outside the temple these words were not to be used in an insulting manner or disrespectful way. This is the origin of our word profanity. QUESTION: What do we regard as profanity today? STATE: Many things that men do wrong are for some object of value, some return, such as the money, food, drink that he steals. QUESTION: In what way does blasphemy or profanity pay off? NOTE: Expose chart 4. STATE: Reverence is like a fence or wall that guards what we consider to be precious or dear to us, all we call holy or sacred. It is like the wall that protects a garden from straying, destruc tive sheep or pigs. QUESTION: Do you think the habitual use of profane words make one's speech more original and colorful, or tired and stale? QUESTION: When is swearing ever lawful? STATE: Swearing is the custom of calling upon God-for example, in a courtroom-to be a witness for us that what we are about to say is the "truth, the whole truth and nothing but the truth." NOTE: Relate story of custom of branding a man's hand and the practice of raising the right hand to take an oath. STATE: A "curse" has anoth~~ meaning besides that usually given to it; namely, profanity. QUESTION: What is this other meaning? NOTE: To remove any superstitious fears, develop the example from the text which illustrates how "putting a curse," or "evil eye or voodoo" uses the fears of its victims to take effect. QUESTION: Why do you think people resort to profanity? NOTE: Look for the replies: Verbal or mental laziness, insecurity or inferiority feelings, the immature trying to appear "grownup," the unconscious lack of respect or contempt of people with whom this language is used, fear to be independent and to be oneself-fear not to go along with the crowd. STATE: Obscenity, or talking dirty, is an attempt to make sex a "dirty business," to picture the reproductive processes of life as something ugly or nasty. But sex is by its nature good. Psychiatrists tell us that a constant attempt to make sex appear as a dirty joke, may be the result of an unconscious desire to insult or take revenge on the opposite sex be cause a person fears sex, has been rejected by someone of the opposite sex, feels important or inferior. -·. --. ·- QUESTION: Do you think the one who is always "sounding off" about his sexual adventures does so because his is a virile, confident, secure man, or for some other reason? d. Motives for Clean Speech. STATE: Name some reasons why a man t. would guard his speech. QUESTION: Is it easy to control the tongue or is it difficult? NOTE: Expose chart 5. QUESTION: How could clear, clean and accurate speech add to a soldier's mili tary effectiveness? QUESTION: What would happen to military justice if witnesses gave false testimony, bore false witness, or wrongly accused others? 3. Summary and Conclusion. (5 minutes) Summarize briefly the major points using charts 1 through 5. (See text summary.) ANNEX 1 Training Aids Note. Available as GRAPHIC TRAINING AIDS ( GT A 16-4-23) (local training aid subcenter) and as TRANSPARENCIES (T 16-4-23) and SLIDES (S 164-23) (local Signal Corps Film and Equipment Exchange). Number 1. Is two panels. One panel depicts a doctor looking at a man's tongue. AGO 10789A The other panel depicts a man "shooting off" his mouth-the ex "CLEAN SPEECH" on the board across the top. pletives are indicated by the use of stars, dashes, exclamation 2. Explanation. marks. The bystanders are turn ing away, their faces indicating that they too have found out a lot about the man from his tongue. Caption: "THE TONGUE TELLS." Title: " C L E A N SPEECH." Number 2. Depicts a table model radio with the volume and station selection knobs prominent. Caption : None. Title: "CLEAN SPEECH." Number 3. Depicts a Greek temple with a large open space in front. The temple is labeled "FANUM," Latin for temple. The open space in front is labeled "PRO." Caption: None. Title: "CLEAN SPEECH. Number #. Depicts a great fist smashing such words as God, Sex, Truth, Neighbor. The letters "NEIGHBOR" are jumbled at the bottom of the chart. The word "TRUTH" is falling, the word "SEX" is fractured, and the fist is smashing the term "GOD." Caption: None. Title: "CLEAN SPEECH." Number 5. Depicts the bottom part of a man's face, with a prominent mouth, a soldier's dress uniform, a pair of shoes, and a rifle. Caption: "KEEP IT CLEAN." "CLEAN SPEECH." Title: ANNEX 2 Chalkboard Suggestions NOTE FOR THE INSTRUCTOR: If it is necessary or desired to use only a chalkboard as an aid to the presentation of this topic, the following suggestions may be integrated into Lesson Plan 1 in the place of the aids described in annex 1. Materials which will be needed are: one chalkboard, chalk, and one eraser. The paragraph numbers in this annex correspond with the paragraph numbers used in Lesson Plan 1. 1. Introduction. When the class begins, print the words AGO 10789A a. Definition. (1) As the role of speech and its purpose, is being discussed print in large letters centered on the board and vertically the word "ROLE." Thus- Clean Speech R 0 L E (2) As the meaning of "clean" is dis cussed print the word "CLEAN" centered and using the final letter "E" of the word "ROLE." Thus- R 0 L CLEAN (3) As the idea that, for our purpose, "clean" includes the notions of being unmuddied by deceit, lies, profanity, slander, and malicious gossip, print to the left of the first letter and horizontally, using the first letter of "role" as its last letter the word "CLEAN." Thus-CLEAR 0 L CLEAN b. Value of Speech. Erase all but the title. As the values that speech should have are discussed print the word "VALUE" in the center of the board but below the title Clean Speech. Draw a box around this word. As the utility of speech is discussed print the word "USE" to the left and below the boxed word "Value." Draw a line down from the left-hand corner of the box to the approximate center of the word "USE." As intelligibility is discussed print on a line with "USE" and to the right of it approximately in center of the board the word "MEANING." Draw a line down from Value to the letter "N." As the controlled content of speech is discussed print on a line and to the right of MEANING the word "CONTENTS." Draw a line down from the right-hand corner of the box to the top of the letters "T" and "E." Thus-VALUE USE MEANING CONTENTS c. Abuses of Speech. Erase all but the title and the outline of the box. In the box print the word "ABUSES." As the class suggests what they consider to be abuses, list them to the left and below the box, leaving room in the right-hand half of the board to print on a line with ABUSES the words in Latin "PRO" and "FANUM." As the origin of the word profanity is discussed directly below PRO print "OUTSIDE" and directly below F ANUM print "TEMPLE." As obscenity is suggested and discussed leaving_ a space twice the distance of PRO and Fanum from Outside and Temple, below the words "Outside" and "Temple" print OBS and SCENE. As the origin of the word is discussed erase the final E of Scene and substitute an "A" to spell "Scena." Now below "OBS" print the word "OFF" and below SCENA print "STAGE." The final arrangement will be thus- Swearing ABUSES PRO F ANUM Lies OUTSIDE TEMPLE Scandal Filth Deceit .OBS SCENA Cursing OFF STAGE Blasphemy Profanity d. Motives for Clean Speech. Erase the board except the box, substituting the word MOTIVES for ABUSES. As each of the following are discussed list them below the box containing the word MOTIVES: TRUSTED MIL. EFFECTIVE IMPROVED (Self) JUSTICE 3. Summary and Conclusion. Erase the board with the exception of title. As the discussion is summarized, in the center of the board print in a column a one word extract of each of the characteristics a man should want to have, thus-Clean Speech CONSIDERATE LEARNED EXACT AMIABLE NATURAL As the instructor concludes, he erases all that follows the first letter of each word leaving in a vertical column the word CLEAN and on a parallel with the letter "E" and to the left in twice usual size letters he prints; "KEEP IT." (See text summary.) CLEAN SPEECH C L KEEPIT E A N Lesson Plan 2 INSTRUCTIONAL UNIT: Clean Speech. OBJECTIVES: a. To determine what is meant by clean speech. b. To define the value and motives for clean speech in the military environment. TYPE : Committee. TIME ALLOTTED: 50 minutes. CLASSES PRESENTED TO: All enlisted personnel through grade E-5. TOOLS, EQUIPMENT, AND MATERIALS: None. PERSONNEL: One instructor and one assistant instructor. INSTRUCTIONAL AIDS: A chalkboard with chalk and eraser. GTA 16-4-23 charts 1 through 5 (Ref: DA Pam 108-1); T 16-4-23 transparencies 1 through 5 (Ref: DA Pam 108-1) with viewgraph projector; or S 164-23 slides 1 through 5 (Ref: DA Pam AGO 10789A 108-1) with slide projector. See annexes 1 and 2, Lesson Plan 1. REFERENCES: None. STUDY ASSIGNMENTS: None. STUDENT UNIFORM AND EQUIPMENT: Duty uniform. TROOP REQUIREMENTS: None. TRANSPORTATION REQUIREMENTS: None. 1. Introduction. (10 minutes) a. Announce the subject and purpose of the instruction. b. Introduce the procedure to be followed in the class. · NOTE FOR THE INSTRUCTOR: (1) Have the three persons seated to the extreme right of the first row form a committee with the three persons behind them, in the second row. The next three form a committee with the three behind them. Having completed the formation of committees in the first row, carry on the same procedure with the third row. Progress as rapidly as possible, asking those seated in odd-numbered rows to form committees of approximately six persons. (2) Each committee, upon being formed, will select one person to act as chairman. (3) Instruct the group that each committee will discuss the problem presented and inform their chairman of their opinion in order that he may answer the question with either "yes," "no," or "don't know." ( 4) Present the question. This may be done by reading it, writing it on the blackboard, or by distributing sheets on which the question has been mimeographed. (5) Allow 3 minutes for discussion by the committees in order that they may instruct their chairmen as to their response to the question. ( 6) Take a poll of the chairmen. Record on a blackboard or by some other method the number of chairmen re sponding "yes," "no," or "don't know." (7) After the poll has been taken, obtain from one or more of the chairmen responding with "yes" the reason for their answer. Also obtain the reason for the response of "no." It might be very instructive to discover the reasons for the response "don't know." (8) Sum up the discussion. The summary may be in the words of the text or illustrations from the text. (9) Allow approximately 10 minutes for the discussion and summary. (10) This method will permit discussion of three or more situations. Use as many as possible in time allotted. c. Introduce subject with introduction in text. STATE: The gift of speech, man's ability to communicate by words, originally comes to man in a clean, unsullied, honest, and purposeful condition. QUESTION: Are there any other creatures other than man who have this faculty of speech? NOTE: Expose chart 1. 2. Explanation. (35 minutes) a. Definition. STATE : We read that man's heart, his mind, and will have a way of overflowing, expressing itself by and with his tongue, his speech. Socrates said that it was through our speech we reveal ourselves, what we really are. "Speak," he said, "so I may see you." QUESTION: Does clean speech mean the same to everybody? NOTE: In order to emphasize the positive, the definition should include the concepts of: honesty, freedom from deceit, sincerity, freedom from malice toward others' good names and reputations, freedom from cruelty and profanity. b. Value of Speech. QUESTION: We speak of a rifle as being a good rifle or a bad rifle. Can we speak of speech as good or bad in the same way? AGO 10789A QUESTION: Does the faculty of speech have a definite purpose? NOTE: Expose chart 2. STATE: In a hospital zone or ward; in a radio, film, or TV studio, or in ranks during a formation, a man is called upon to control the volume of his speech, or to completely "shut it off." QUESTION: Is there anything besides the volume that he must control? NOTE : Seek such responses as : the contents for usefulness, intelligibility, accuracy, thoughtfulness, loyalty, reverence, respect and so on. c. Abuses of :.Speech. QUESTION: Can you name some of the things that are abuses of speech? NOTE: As profanity is mentioned, expose chart 3. STATE : In Latin the prefix "pro" means "in front of" or "out in front of." "Fanum" means the temple or the temple area which is dedicated to the Deity. QUESTION: Is the meaning of these words related to our modern word "profanity" ? STATE: Many things that men do wrong pay off with some object such as food, drink, or money that is stolen. QUESTION: Does blasphemy or profanity pay off in any way? NOTE : Expose chart 4. QUESTION: Is swearing ever lawful? NOTE : Relate the example of the custom of branding a man's hand. Stop before you come to the conclusion about the rejection of any branded men. (See text). QUESTION: Is this custom of branding the unworthy some how related to our practise of holding up a right hand when being sworn in or taking an oath? QUESTION: Does a "curse" have another meaning besides a profane word? QUESTION: Is there a reason why people resort to profanity? NOTE: Look for replies such as : mental laziness, insecurity or inferiority feelings, the immature trying to appear "grownup," unconscious lack of respect or contempt for men with whom this profanity is used, fear to be independent, or not go along with the crowd. NOTE: Give etymology of the word "obscene". (See text) . QUESTION: Do you think a person who is always "sounding-off" about his sexual adventures does so because he is confident, secure, and adequate? NOTE: Expose chart 5. d. Motives for Clean Speech. QUESTION: Can you name some reasons why a man should guard his speech? QUESTION: Is it easy to control the tongue? QUESTION: Can clean speech add to a soldier's military effectiveness? 3. Summary and Conclusion. (5) minutes) QUESTION: Does cleanliness have anything to do with soldierliness? Summarize briefly the main points using charts 1 through 5. (See text summary.) Lesson Plan 3 INSTRUCTIONAL UNIT: Clean Speech. OBJECTIVES : a. To determine what is meant by clean speech. b. To define the value and motives for clean speech in the military environment. TYPE : Film-Discussion. TIME ALLOTTED: 50 minutes. CLASSES PRESENTED TO: All enlisted per sonnel through grade E-5. TOOLS, EQUIPMENT, AND MATERIALS: None. PERSONNEL: One instructor and one assistant instructor (at least one of these should be a licensed projectionist). INSTRUCTIONAL AIDS: TF 16-3245 "Clean Speech," 16-mm projector and screen. GTA 16-4-23 charts 1 through 5 (Ref: DA Pam 108-1); T 16-4:...23 transparencies 1 through 5 (Ref: DA Pam 108-1) with overhead projector; or S 16-4-23 slides 1 through 5 (Ref: DA Pam 108-1) with slide projector. See annex 1. REFERENCES: None. 68 AGO 10789A STUDY ASSIGNMENTS: None. thought that profanity and obscenity STUDENT UNIFORM AND EQUIPMENT: made him appear mature or grownup. Duty uniform QUESTION: Do you? TROOP REQUIREMENTS: None TRANSPORTATION REQUIREMENTS: b. STATE: The word profanity comes from None. two words: "pro" and "fanum," "pro" Synopsis of Film (For instructor's use only) meaning "outside or in front of" and TITLE: "Clean Speech," TF 16-3245 "fanum" meaning "temple." If the The film opens by introducing a fictional original word is "outside of the temple" character, Master Sergeant Clay Cutler. Serlanguagegeant Cutler is intelligent, able, industrious, QUESTION: What does this meaning ambitious, and has 2 years of college. He has, suggest about our use or restraint from _ however, one flaw: the constant use of prousing certain words or names? fane, obscene, and blasphemous language. c. STATE : Obscene also comes from the Sergeant Cutler thinks that such language Latin "obs" and "scena." "Obs" means is amusing, masculine, mature, and that it "off" and "scena" means "stage." makeR him "one of the boys." QUESTION: Should any talk about sexThe theme of the film is that such language, and the reproductive processes be "off without the user of it realizing it, can damage stage" language ? his career, his reputation, and his social life. QUESTION: Is sex really the "dirtyFour short scenes make up the body of the business" that those who constantlyfilm. We see Sergeant Cutler refused an ROTC abuse it in speech, tend to make itassignment, avoided by his friends on an occaseem? sion, creating a bad impression on his neighbors because his son and wife also have learned d. STATE: The picture portrays Sergeant to improper as from him use language, and Cutler missing opportunities for a finally we see him turned down for a commis more "rewarding life" because of his sion. lack of self -control. In the conclusion of the picture we are asQUESTION: Do you think this is a realsured that Sergeant Cutler will never starve, istic situation? Explain your answer. but will continue to be passed by and be unQUESTION: Is slander and malicious gosaware of the reason for his being passed by. sip an abuse of the faculty of speech? The narrator says that Sergeant Cutler doesn't even know the meaning of clean speech. 3. Summary and Conclusion. 1. Introduction. (8 minutes) NOTE: Show film. (8 minutes). Summarize the discussion of the hour using the GTA's, charts 1 through 5. 2. Explanation. Just as cleaning and care are necessary to (34 minutes) have a weapon that fires accurately and QUESTION: What is clean speech? effectively, so the rule for speech must a. STATE : We saw that Sergeant Cutler also be "Keep it clean!" Staff Orientation Clean Speech I. INTRODUCTION (1 minute). II. EXPLANATION (13 minutes). STATE: The Character Guidance Discusa. Graphic Training Aids in the form of sion Topic for this month is "CLEAN charts, Transparencies and Slides have SPEECH". The instructor will take a been prepared for this subject. The topic positive approach to the subject and will is also supported by a Department of the emphasize the importance of self-disciArmy poster in the series "America's pline in this regard. Moral Strength." This poster will be dis- AGO 10789A played on unit and section bulletin boards throughout the month. b. Another training aid designed for use with this subject is TF 16-3245. This film will serve as a discussion starter, and is designed to involve the men personally in the subject of "CLEAN SPEECH." NOTE. At this point, show the film and/or GT A's, depending on time available. If film cannot be shown, a synopsis of the film should be presented. STATE : When the class has finished discussing the film question, the instructor will continue the period using an approved lesson plan. The instructor will point out the urgent necessity and vitality of the gift of speech. He will emphasize, that for the purposes of this discussion period, "clean" speech means speech that is useful, because it is intelligible and accurate, and honest, fair, decent, reverent, and clear. -The instructor will-indicate some of the abuses of speech and make an analysis of the probable causes for profane, obscene, lying, slanderous, and malicious speech. He will develop as motives for using clean speech earning the trust and confidence of others, improving individual military effectiveness by clear and accurate speech, self-improvement, improvement of the image a man presents of himself, and achieving for himself the justice which he expects at the hands of others. Ill. SUMMARY AND CONCLUSION (1 minute) STATE: The instructor stresses the point in conclusion that to have a weapon that fires with accuracy and efficiency calls for cleaning and care. In like manner to have speech that fulfills its purpose with accuracy and efficiency, the rule for the soldier remains the same, namely, "Keep it Clean!" ANNEXA Clean Speech These orientations are not to be reproduced and distributed in lieu of formal instruction briefings. They are furnished to alleviate the difficulty of supplying instruction for isolated detachments of 5 or less, such as ROTC, Recruiting, Security, MAAG's, Missions and Miscellaneous Activities and Services which cannot feasibly use the training facilities of larger units. Speech, one of the wonderful gifts of man, shows his essential difference from all the animals. Animals communicate by "convective mood" their fears, moods, and hungers. Only man can transmit his thoughts. Countless times in military service one code word, "Mayday," or a radioed, phoned, or shouted "Cease Fire" has shown the urgent importance of words. Whereas a garbled message, a word carelessly uttered in public, may cost countless lives. "Clean speech" in this discussion is taken to mean not only speech free from foul-mouthed sex talk, but also speech free from deceit, lies, profanity, slander, and malicious gossip. It encompasses speech that adequately reflects what kind of men we are. Clean speech "does its job" accurately and intelligently, translating our thoughts and knowledge. Speech has value when it says what we mean. A message from a forward observer that said: "There's a 'profanity-obscenityblasphemous' lot of tanks out there," would create more questions than it answered. How many tanks? Five? Fifty? Five hundred? To a lone infantry man facing one enemy tank, one tank fits the description. To a platoon in the attack, fifty of his own tanks may not seem a lot. Profanity often robs speech of accuracy and intelligibility. Often we have to control the volume or "shut off" our speech; for instance, in a hospital ward, in a radio or TV studio, in ranks in formation. Not only volume but content must be controlled within bounds of truth, kindness, decency, and loyalty. Profanity, coming from the Latin "pro" meaning "outside or in front of" and "Fanum" meaning "temple" is the misplaced or wrong use of names meant to be used in prayer. By constant use profanity soon begins to resemble the meaningless grunts and barks of the animal world. Strong, colorful language does not have to be profane, only original and thoughtful. Why do people resort to unclean speech? There are several possible explanations. Sometimes mental laziness prevents a search for the right word, the strong, the manly word. In AGO 10789A • Clean Speech OutJine 1. Introduction. 2. Explanation. a. Definition. ( 1) Role of speech. (2) Meaning of "clean." b. Value of Speech. (1) Utility. (2) Intelligibility. (3) Controlled content. c. Abuses of Speech. (1) Profanity and blasphemy. (2) Swearing and cursing. (3) Obscenity. ( 4) Slander and calumny. d. Motives for Clean Speech. ( 1) Trust and confidence. (2) Individual military effectiveness. (3) Self-improvement and appreciation. ( 4) Justice. 3. Summary and Conclusion. AGO 10789A ' 71 this way many otherwise intelligent people "undersell" or "sell themselves short" and their good mind, education, or family background. Others fall back on unclean speech because of a deepseated insecurity or inferiority feeling. They are afraid they will not be taken at face value unless they "beef up" or "prop up" their speech with curses and verbal violence. Others unconsciously show contempt for certain individuals without intending it. They simply have never asked themselves why they use this language in front of some men in the barracks and speak differently before others. Finally there are the emotionally immature using obscenity and obsessive patterns of sex talk, to create the impression that they are mature, masculine, and virile. Once a man realizes the real purpose, the normalcy, the importance of sex, it no longer seems shameful or nasty to him. What motives are there for keeping one's speech clean? The man who controls his tongue earns the trust and confidence of others. They trust him with their, reputations as well as their confidence. Control of a "hair trigger" temper can lead to control of one's speech just as conversely thought-beforespeech can lead to greater control of temper. Every military man wants to know he is effective in his job. In military effectiveness a person crippled by dependency on profanity, speech marred by untruthfulness, slander, and calumny of others in the unit is in a sense 75 percent "mute." By conscious effort any man can improve his speech and consequently move one rung higher on the ladder of self-improvement. Finally, the justice he expects at the hands of others and that others expect from him, and the justice he is called upon to defend, requires that he be a man of his word, a champion of decency and honest with companions-at-arms. The soldier's motto applies equally to his speech as to his weapon : "Keep it clean." References: AR 600-30. DA Pam 16-9, chapter 5. GTA 16-4-23, charts 1 through 5. Transparencies T 16-4-23, 1 through 5. Slides S 16-4-23, 1 through 5. TF 16-3245, "CLEAN SPEECH." Section II. TEXT CLEAN SPEECH Introduction. One word can sometimes mean life or death. Frequently in our military history the ability to send out just one word tipped the scales on the side of victory, or saved a force from ambush with the loss of many men and equipment. One word filtering through the static, across hundreds of miles, has often alerted rescue teams or reinforcements and brought them to the exact spot where a plane, a ship or some unit was in sudden and grave danger. One illustration of this takes us to the cabin of a plane in distress high over the Pacific ocean. The pilot of the huge transoceanic airliner turned toward the white strained face of his copilot and said: "We haven't much time, Jed. We'll have to ditch 'her' in the drink-and right here." He flipped on the intercom and as he told the stewardesses to prepare their 49 passengers for ditching procedures, he could hear his copilot urgently repeating into his microphone: "Mayday-Mayday-Mayday!" The navigator was intently tapping out the urgent call: "Q R R R-Q R R R-Q R R R" as the plane lurched sickeningly and dipped down ominously toward the metallic looking jet black midnight sea ... How frequently because of the marvelous faculty that man has to communicate by means of words with other men, men and women in situations like this have been found and rescued in a matter of a few hours in the vast emptiness of an ocean, as the 55 passengers and crew of this plane were. Units suddenly surprised or overrun have been reinforced and have turned imminent defeat into victory because they were able to transmit just one code word back to the rear. Some words, more important or vital than others, we give a much higher priority. When in the night a radio operator somewhere breaks in with his quietly but intensely uttered : "This is a flash message," all other radio traffic immediately ceases; the air is cleared for important words. Artillery men well know the emergency nature and importance of the priority message, radioed, telephoned, or shouted: "Cease fire . . . Cease fire !" Only man among all creatures has this special gift of translating thought into words, communicating ideas in his mind to the minds of others through speech. As one philosopher said, "Words are hatched out thoughts." This ability to turn thought into speech is uniquely man's own. No animal has this faculty. Animals do communicate with each other by what the zoologist calls "Convective Mood," expressing their moods, fears, pleasures, and desires, but they have no language. This one faculty dramatically shows how essentially different a man is from any animal. The wonder of this gift is most apparent to someone like a new father, for example, who would be considered most insensitive, and even less than human, if he did not feel a memorable thrill on hearing the first word spoken to him by his first child. In our discussion, we will note that speech should be honest, purposeful, unsullied, and clean. We shall see what the proper use of speech implies and involves, what determines its value in contrast to the meaningless or detrimental abuses of this faculty and, finally, what possible motives there are for a man to sustain a high level of cleanliness in his speech especially in his military environment. Explanation. Definition. Authorities generally agree that a man's character is formed mostly by external or outside influences such as school, home, church, the books we read, the shows we see, the company we keep, etc. The important word in that statement is "mostly." Environment or influence may condition or shape our character, but not completely or totally from it. "It is from within, •· from the hearts of men, that ... malice ... evils come, and it is these that make a man unclean." Conversely, we might say that it is from within that a man makes or keeps himself clean. The fact that we are free agents is proof that we retain full responsibility for what we are and what we do, sometimes in spite of our environment, family, friends, church, or school. By the heart of man, we mean the intellect, _ AGO 10789A the intelligence and the will of man. Someone has called the heart of man the mint where the coinage of each life is stamped, or the anvil where our habits and the framework of our personality are fo~ged. The heart of man is expressed in the words of his mouth. We might say that the heart makes its reports on the tongue and with the tongue. Some people are intrigued that when they complain to the doctor of a stomach ache the doctor usually asks them to "stick out their tongue." From its coating he seems to glean some knowledge of what is going on, or going wrong, within us. If a doctor can learn something just from looking at the physical organ of our tongue, our neighbors and associates often learn much more than the physical details of our condition by listening to the words that our tongue speaks. Malice, jealousy, hate, greed soon find their way from the human heart to utterance on the human tongue. Inner goodness, kindness, loyalty, and love also find expression there. . Because the tongue can reflect so accurately what we think and what we are, man has a continuing responsibility for his words and the condition in which he keeps his tongue. Just as Antarctic explorers deep in the eerily lit crevasses are warned not to talk too loudly or to yell and shout because even the vibrating echoes of the voice might cause an avalanche of mountainous tons of ice and snow, so we must guard not only the sound, the tone and the volume but most of all, the content of the words themselves because we are responsible men and women, responsible for everything about us that is truly human. We commonly speak of the innocence of a child. And it is generally true that a child intends no harm or wrong to anyone. It is only as he grows older and comes more closely in touch with the world that man begins to realize that he has a potential for evil as well as for good. Initially, if we have the gift of speech at all, all of us are endowed with clean speech. The definition of clean speech is "the speech that accurately reflects what is in the mind when the mind is that of an honest, frank, sincere, reverent, and decent man or woman." For the purposes of this discussion we include in our considerations speech which reflects balance and reasonableness in a healthy adult attitude toward sex; speech that AGO 10789A is clean and clear of lies, deceit, and dishonesty; speech that is not ugly with cruel and malicious gossip or verbal character assassination. Clean speech encompasses that proper use of certain important words or names in the proper place and the proper time, for example, the name of God. Profanity, the misuses of the name of God, comes from two Latin words "pro" and "fanum" meaning "before" or "outside" of the temple or_ church. To use God's name out of place, outside of prayer or the "temple" in an abusive manner, was pro~ fane among the ancient Romans as it is in our society. Value. of Speech. Utility. If it is to have any value, speech must be useful. To be useful it must perform its own function which is to be a true mirror of what is in a person's mind. Everything in this world has a purpose. We say a thing is good if it adequately fulfills that purpose for which it was made or created. A rifle is good if it enables the marksman to accurately place a round on the target. A meal is good if it fulfills the appetite it was made to satisfy. A play or movie is good if it entertains or amuses the audience for which it was written. Speech is good or clean if it conveys our thoughts and expresses what is in our minds and hearts. Intelligibility. Not only must our words do the job of allowing us to show our listeners what our thought is but, moreover, our speech must be intelligible, understandable. The words we use must mean what they say. If, for example, a forward observer was able to send back only one short message about the enemy's strength from some remote jungle outpost, and his message read: "There are a 'helluva lot' of tanks out there," his message would be unintelligible and would not answer the questions it raises. How many are a "helluva lot?" Five? Fifty? Five hundred? To a lone infantryman facing one enemy tank, that one tank is too many. To a unit in attack, 50 of their own tanks may not seem like enough. This message above does not understandably say what is meant. This is often true of profanity; it fails the purpose of speech because it is inaccurate, nondescriptive, and unintelligible. If speech is the expressing of the heart and the mind of a man, it must translate in a way that can be understood what is in the mind. Its manner-tender, gentle, cruel, or malicious-will translate what is in the heart. Controlled Content. Thirdly speech to be of any worth must be hon~s.t a~d accurate. Accuracy on the rifle range, on the missile range, at the drawing board, or at an operating table calls for control above all. The steady hand wedded to the unflinching eye. To be accurate and exact, -speech also calls -for control. The ancient Chinese believed that excessive talkativeness in a wife was sufficient grounds for sending her away. Derogatory remarks or libel, publicly stating lies about someone, was punished by death under Augustus Caesar. We must control not only the volume of our speech, as we do late at night when loud talk would disturb others, but most especially we must control the content of our talk Does its content stay within the bounds of truth? Of kindness? Of honesty? Of decency? Of reverence and respect? Of loyalty? One kind :word may help an individual-just as one cruel word can cut and wound. Our words, then-like the scalpel of the surgeon-must stay in the steady firm grasp of our self-control. Socrates said once: "Speak, that I may see you!" Our speech, when it is of value, should accurately reveal to others what we are and what we sincerely are trying to become. Speech reveals the man. One man made this _comparison: "It is as difficult to hide behind our words as it is to bake fresh bread without letting the family know, or successfully to hide a skunk in one's cellar." No one wants to be thought of as thoughtless and yet it is a human tendency that where we lack an idea, we find a word or sound to take its place. This word might be profane, vulgar, or injurious to someone else because of its thoughtlessness. This does ·not mean that it is a very simple matter to control one's speech so that it is always' useful, intelligent, accurate, and just. But man can avoid deliberately offending others by the misuse of his gift _of speech. Abuses of Speech. Profanity and Blasphemy. To review briefly some of the ways in which speech may be misused, we mention first of all profanity and blasphemy. Earlier we saw that the ancient Romans believed God's name was to be used only in the "fanum," or the temple and not "pro-fanum," that is, out in front of it, in the market place, or at the public games. For many people, God's name is a _ symbol; for them it stands for God Himself. Any disrespectful and careless use of God's name and of what many hold sacred is considered profane language. Its most vicious form is blasphemy, which is to insult or blame God. Fortunately, men rarely intend the things which they carelessly or thoughtlessly say which have all the appearances of insulting blasphemy. Many things that men do wrong, they might presumably blame on their human appetites or weaknesses because they hope to get some return or pleasure. Thus, the thief takes money which doesn't belong to him, the drunkard indulges in drink, etc. But, deliberate profanity or blasphemy never pays off in any way. The deliberate blasphemer is left usually with bitterness, a feeling of guilt, of resentment and often, if his offense was in public, with a disappointed, disillusioned, or shocked audience. Profanity is sometimes referred to as "swearing and cursing." This may be less serious than blasphemy because of the off hand or careless way with which it was used, or the force that habit can exert on a man in an emergency. Nevertheless, profanity is just as unrewarding as blasphemy. It tears down our reverence, that "fence or wall" that guards what is precious, sacred, or holy for us the way a wall protects our garden from straying pigs. As a habit, it makes our language not so much shocking as dull and dreary. Nothing is so stale as the same old tired curse words and the constant repetition of the same word in every other phrase. After a while profanity becomes more and more like meaningless animal sounds, grunts, snorts, or barking noises. Generally 'it is used the same way an animal uses those sounds; that is, without thought or meaning. Profanity as a substitute for thinking or colorful expression is a complete failure. It is told about the famous Knute Rockne who AGO 10789A coached Notre Dame football teams to fame, that he never once resorted to profanity or indecent language. Yet, his sessions between the halves when Notre Dame was not leading by at least three touchdowns, were made memorable and unforgettable just for the terrifying impact of his words. A man who played on Rockne's team tells about missing a pass in scrimmage one day. Almost the length of the field he heard Rockne comment like a Norwegian sea captain out-shouting a hurricane, "Great Balls of Codfish! What was that 'limp hamburger' doing outside of the guard?" Colorful, strong and emphatic language does not have to be profane but originality helps to make language emphatic. Unlike profanity, originality calls for some thought. Swearing and Cursing. For the sake of exactness, swearing is not profanity. Swearing is the ancient custom of calling upon God-for example, in a courtroom -to witness that what we are about to say is "the truth, the whole truth and nothing but the truth." From this word "swear" we get our word "answer-," an-swear. A man may swear or make a solemn pledge or oath that he will do something worth while for his God, his neighbor or his Nation. When we came to the military service, we took an oath, or we "swore" to serve our country faithfully and to the best of our ability. In marriage vows, in church or synagogue, a man "swears" to be _faithful, to love and cherish, this woman whom he takes for his wife who likewise vows to do the same. "Swearing an oath" is so serious a practice, that we are warned not to swear lightly or about trivial matters. Only an oath taken for the good of our neighbor or for our own_seri~u_s_r1eeds is regarded as lawful swearing. Certain religious groups do not allow even this p-ractice. Many of our modern customs and expressions, however, come from this solemn calling upon God to be our own witness. The custom of raising the right hand, as we did when we were sworn into the Service of our country, has its origin in the fact that hundreds of years ago if a man proved he was untrustworthy or had ever sworn a false oath, he was branded on the palm of his hand. Thus, whenever any serious matter called for loyal and faithful men to swe_ar their allegiance or AGO 10789A give their "word," they were asked to raise their right hand. Those whose palms were branded were not allowed to take the oath. Swearing becomes evil and gravely so when one calls upon God to be a witness to the truth of what he is stating when all the time he knows he is telling a flat lie. In the courtroom this is known as the crime of perjury, to swear falsely and give false testimony under oath. -Lying or swearing falsely is an offense against the court as well as an offense against God and justice. C..:ursing also has another meaning technically besides the one usually given to it, namely profanity. Cursing really means to express the wish that some person, or some thing suffer harm or injury. Usually this wish is directed actually or implicitly to God, asking Him to do this harm. If, for instance, a man were to ask God to damn some man's soul, or to strike him dead, or make him poor, this is cursing. In lands where education is lacking, superstitious people often believe that someone in the village may have the power to call down evil, such as death, on some victim of their choice. The voodoo witch doctor, or possessor of the "evil eye," is said, for example, to have "put a course" on a woman to make her die before the year runs out. The victim because of her childish fears cooperates with the witch doctor by being so terrified or despairing that she refuses to eat and cannot sleep and suffers such anxiety that she becomes sick and sometimes dies. She proceeds in this fashion to make the so-called curse come true. Such a remark: "I wish he or she were dead," is an expression that falls unthinkingly from angry lips and is usually not seriously meant. Even as a joke, it is a dangerous thing _ to say. Psychiatrists are working somewhere at this moment with people who may have overheard this unthinking or irritated "death-wish" said about them as children, perhaps by parents who thought they were too young to understand or were not within hearing distance at the time. In the strict meaning of cursing, it is not cursing to say "damn" or "damn it," or "hell." These expressions have become slang, but it is noticed that they are used frequently by people who also slip into the habit of real profanity. Like most profanity they become "nonsense expressions" ; that is, they add nothing to the meaning of whatever we are saying at the time. Someone may say: "It is hot as hell," but the next minute the same speaker may say that it is "cold as hell." Profanity produces nothing but ugly sounds, nothing of any meaning or value to speech. In answer to the question "Why do people rely on profanity?" we can see several possible explanations. Sometimes it is mental or verbal laziness. They do not want to make the small effort of "searching in their minds" for the right word, a good strong adjective, a manly, descriptive adverb, to say what they mean. Many otherwise intelligent people and many expensively educated men "undersell" or "sell themselves short" creating a poor image of the good mind or good education they, in fact, have by the profane, crude, or unschooled language "of the gutter" that they allow themselves to use habitually. Others fall back on profanity because of a deep-seated insecurity or inferiority. They are constantly unsure of themselves or in fear of something or someone. When they speak, they are afraid their words will not be taken at their face value or believed unless they are·artifically "beefed up" or "propped up" with curse words or violent profanity. Any concession made to evil, like profanity or blasphemy, is in itself an act of cowardice, a weak running away and desertion of "one's colors." Still others use unclean speech which betrays their lack of respect for the people to whom or before whom they use it. Normally, when they are speaking in front of someone they want to impress, their language is above reproach. Sometimes the contempt for others that is inherent in bad language is completely unconscious. Men who use it do not mean to insult or show contempt, they may not even really have contempt, for others. They simply have never asked themselves why they speak one way in front of some men and ·another way when addressing other men in that same barracks. Some individuals depend on profanity or obscene speech to create the illusion that they really are virile and manly. But, virility or manliness in the mature man, however, does not need this assurance. The real man does not need any verbal "crutches" to get along in a mature man's world. ·Some men try to use bad language just to prove that they are no longer children, and sometimes even mature men and women use it to prove that they are one of the crowd. They are afraid to be themselves or be different and feel they must conform and imitate the conventional language they encounter in a certain group or office or locality. All of us feel to a lesser or greater degree the pressure of conformity and one's environment. Only the most manly seem to be able to resist the fads and the ads that dictate all the details of daily life, including language. Obscenity. Obscenity, or what is known as talking dirty, refers either to talk and expressions that attempt to make sex a "dirty business,'' or it refers to what is more accurately called vulgarity. Foul and obscene language which tries to make sex and the reproductive processes of life something ugly or nasty, which attacks the parentage of its victim and thereby insults the victim's mother, is in every sense unclean speech. Because it intends to be bad, it is bad. Sex is by nature good. To treat sex as a dirty joke is sometimes, the psychiatrists tell us, the effect of an unconscious wish to insult or take revenge on the opposite sex, or womankind. People, however, who fall into a pattern of this kind of speech most often are not thinking of insulting womanhood or sex itself. Occasionally one meets a person who seems obsessed with sex-talk and every conversation has a way of quickly moving around to sex. Again, we are notified by the psychologists that a person who talks continually about sexual adventures and misadventures is often an unsure, inexperienced, or impotent person. The man who tries to "educate" the barracks or the washroom on Monday morning with his horrifying experiences of Saturday night, most likely, the doctors say, is getting those experiences from his "head" and not his lurid past. His adventures are mostly verbal ; whereas the man who is confident of his masculinity doesn't bring the subject of ~ex into his .talk-and yet you know he is really man. Many adolescents go through a "panting and drooling" stage of looking up four-lettered words in dictionaries or studying the writing on public lavatory walls, but most of them outgrow it when they find out what 76 AGO 10789A sex is all about. They learn that rather than gently as the persons themselves. One day in being something somehow shameful or nasty, a bar at a fishing resort a new guest bitterly sex is so normal and healthy and beautifully and sarcastically criticized and attacked every member and guest who wasn't present, and important in its purpose, that joking about it in a foul manner seems completely foreign to then he moved on to do the same to the townsa mature, emotionally balanced man or wompeople and their local customs. He was so an. As the poet said it in 1684: thoroughly obnoxious that one by one all of the sixteen people present walked out. Finally, "Immodest words admit no defense "For want of decency is want of sense." left alone with the bartender, he asked: (Wentworth Dillion, Essay on Translated "What's wrong? Why did they all walk out on Verse.) me?" The bartender came around the bar, quietly "Obscenity" or "obscene" comes from two latin words "obs" meaning "off or against," took his arm and walked him up to a large glass case hanging on the wall. In it was a and "scena," meaning "the stage or scene." Together these words meant thousands of large stuffed bigmouthed bass and under the years ago what they mean now, that obscene case was a small brass plaque. The bartender said: "Read it." He read: "I wouldn't be in talk is antisocial talk aimed at the human scene this mess now if I'd only kept my mouth shut." and is objectionable when seen in public. It belongs off of the scene of life and ordinary Why do men and women sully their clean conversation. speech with unkind, untrue, unjust talk, or gossip about others'? Often the reason is be Slander and Calumny. cause the cynical gossip-male or female To use irresponsible gossip, to slander others, looks down on others and considers himself to become in our talk oily scandalmongers, to superior. He therefore appoints himself their calumniate or spread lies about someone is one judge and critic. There is a natural tendency of the worst misuses and degradations of the to find reasons or excuses for what we do es gift of speech. Earlier in this discussion, we pecially if we feel it is not completely right said that man's freedom accounts for his re and aboveboard. We tend to say: "Every sponsibility and that responsibility extended to body does it." We sometimes say, "But what I everything about himself that was human. Un said about him (or her) was true, wasn't it?" fortunately every year untold misery and dam Both excuses are empty and gratuitous as age is done by irresponsible talk, by stories sumptions. Not everybody speaks insultingly told, usually in a whisper or out of the hearing about sex. Not everybody talks about his of the victim. To repair the damage done by neighbor in an unkind or unjust fashion. irresponsible gossip is most difficult because Moreover, even if what we said against the once uttered such words scatter like fragmen reputation of another were true-it is none -tation grenades. Some anonymous writer once theless wrong to reveal hidden or past failures said that "thoughts unexpressed sometimes fall and faults of a neighbor. Only in order to back dead, but God Himself cannot kill them, avoid grave harm to oneself or to another, or once they're said." Slanderous and vicious under oath on a witness stand when respond backbiting hurts not only its many victims but ing to questions, are we allowed to reveal our the reputation of the gossip. The English writ knowledge of the wrong our neighbor may er, Hannah More, used to have a way of check have done before. ing this vice in anyone who ever tried to say something unpleasant or mean about another Sometimes we muddy the clean and clear in her presence. She used to seize the gossip purpose of our speech by our very tone, our by the arm and say, "Come we will go and accent, or insinuations. Then usually are used ask whether this is true." Unless the gossip the expressions: "I heard that ...,". "They made a complete retraction she would insist say that ...," "He is a good man, But ...," on dragging the slanderer to the home of their "She is a fine woman, BUT ..." Clean victim. speech is clear and honest speech, deliberate Reputations should therefore be treated as and unafraid of the truth. 77 AGO 10789A As the poet says: "Speak clearly if you speak at all, "Carve each word before you let it fall." The man who values his gift of speech is careful not to be guilty of mean and petty talebearing or backbiting, even by hints or deliberately leaving unsaid things that should be boldly and courageously snoken. Motives for Clean Speech. Having seen some of the misuses of speech, we now turn to the answers to the question; "Why keep our speech clean?" We have already seen that it is natural and reasonable that our tongue would accurately state what is in our mind and reveal correctly and cleanly what we are to others. Speech is the index of our mind. The misuses we examined are in fact violations of the natural . purpose of this human faculty. Trust and Confidence. Experience proves that by careful use and proper evaluation of the content of our speech we build in others a trust in all that we say, in all our statements, and in all our reports. Others know we can be trusted to always say what we mean. We have their trust and confidence, that we will not reveal their secrets or violate security. They trust their reputation along with their confidences to us. Control of what we say in one area of life; for instance, when speaking about friends and acquaintances, the other men in the unit, is closely allied to control of what we say in public about other areas of life, for example, about military secrets which might mean the loss of countless lives-the one careless word that lost ships in World War II convoys. The man who "runs off at the mouth" about many things is liable to "run off at the mouth" about secrets com .. mitted to him. Thus we see that the proper use of proper language leads to discipline, the highest and most desirous form of discipline, self-discipline. Control of one's temper can lead to control of one's tongue; but the converse is also true, the man who restrains his tongue, withholds that bitter and cutting remark, the ugly curse, or contemptuous filthy name, often becomes master of a temper that was prone to explode and damage himself or others. We have it on the word of many wise men that the tongue is the organ of the body most difficult to tame or control ; all other discipline should come easily after his "victory" over our words. Individual Military Effectiveness. Another motive for respect and reverence in our speech is given to us by our first commander in chief, General George Washington, 1 year after the establishment of United States Army, on the 6th of July, 1776. He issued a General Order which has never been rescinded. General Orders are permanent instructions that apply to all members of the command, as compared to special orders that refer to individuals. General Washington reserved his General Orders for only matters he considered of the utmost importance, as for instance, when the men of Massachusetts were reluctant to fight in the same regiment as the men from New Jersey. He then issued his General Order reminding all soldiers and officers that they were part of one and the same Army. His General Order of 1776 was aimed at what he called "the foolish and wicked practice of profane cursing and swearing." • He reminded the Army that our officers and men "can have little hope of the blessing of heaven on our arms" if we insult heaven. He also stated that profanity was a vice "so mean and low" that men "of sense and character detest and despise it." If we want the power of total good as our ally, the force of right and justice and charity to reinforce our numbers and our arms, we will not insult this ally, as we would not insult any ally in a continuing and difficult struggle. Every soldier wants and needs to know that he is effective in his job and his role. His speech lends itself to increasing his effectiveness because it improves his ability to communicate with others. Any mute or deaf-anddumb man or woman who attempted to enlist in our Army would be unable to meet the requirements. Mutes have been used in covert operations in some countries, but only because of their ability to read lips and to communicate with sound, by sign "language," the so-called deaf-and-dumb language. One's hearing, too, may be seriously impaired but it does not bar a person from serving in the Army because AGO 10789A hearing devices are available. What is true about the mute person is proportionately true about the person who is, so to speak, 75 percent "mute" because all his talk is limited by his dependence on profanity or marred by untruthfulness, slander, or calumny. He is the type you would neither want to have for your forward observer in combat, nor to listen to socially in your dayroom, service club, or home. The unity and harmony in an office, or company, or battalion can be destroyed by the one man who persists in spreading lies or scandal about others of the group. He "steals" the good names and reputations of others. Barracks life becomes most uncomfortable and disagreeable loaded with distrust and suspicion, much in the way it would be in a unit where there was a common thief. Self-Improvement and Appreciation. A soldier's conscious effort to speak better, more accurately, more intelligently, more respectfully, moves him another rung higher on the latter of self-improvement. It is hard not to appreciate this improvement in one's own vocabulary and use of precise and understandable language. Further, it leads to a greater and more grateful appreciation of the priceless gift a man has in his speech. Justice. The American soldier believes and holds to the truth that he defends right and justice. All of justice as arbitrated in our courts and defined in our laws must depend necessarily on the reliable testimony of witnesses; in other words, on a man's word and the sacredness of his oath. No court could resolve even run-ofthe-mill cases unless witnesses could be trusted to tell the truth, to give true and accurate witness to the truth, the whole truth, and nothing but the truth. Military justice and our own individual reliance on it depends on the fact that our companions-at-arms will not bear false witness against us, wro:J!gly accuse us, or libel us without restraint. The out-of-court everyday justice of fairness needed for men to live and work in the close community of the Service demands that every soldier demonstrate in his speech as well as his conduct the soldier's long heritage as a man of honor, as a defender of truth, as a champion of decency, and as a man of his word. Summary and Conclusion. To paraphase a saying: Cleanliness is next to soldierliness. A soldier is expected: to be clean shaven, to keep a clean weapon, to have a spotless area, to wear an immaculate parade uniform. Along with the cleanliness of his person and his exterior goes a clean mouth. Along with the weapon that he fires accurately, he has his faculty of speech that he uses accurately; that is it says what he means. In summary, his speech is the clean, clear mirror reflecting truly all that he seeks to be: Considerate of others, their feelings, their sensitivity, their beliefs; Learned in the language of his land and the science of his profession; Exact in his expression of what he thinks and feels; Amiable and friendly to others; Natural in his use of all his talents. About his language, his personal motto will always be: "Keep it clean!" AGO 10789A CHAPTER 6 RIGHT Section I. LESSON PLANS Lesson Plan 1 INSTRUCTIONAL UNIT: Right. action he is to choose. As he travels he is OBJECTIVES : given "charts," that is, general moral a. To define the meaning and sources of principles, rules and directions to assist right. him to "stay on course," make the right b. To show how a person may grow in the decision.right. QUESTION: Where can a man find theseTYPE : Conference. moral principles, rules and directions ofTIME ALLOTTED: 50 minutes. this rule of "right?" CLASSES PRESENTED TO: All enlisted per NOTE: Elicit sources such as: home, school,sonnel through grade E-5. church or synagogue, Bible, associatesTOOLS, EQUIPMENT, AND MATERIALS: and so on. None. PERSONNEL: One instructor and one assist2. Explanation.ant instructor. (35 minutes)INSTRUCTIONAL AIDS: A chalkboard with a. Definition of Right.chalk and eraser. GTA 16~4-24 charts 1 QUESTION: What does "he is a rightthrough 5 (Ref: DA Pam 108-1) ; T 16-4-guy" mean?24 transparencies 1 through 5 (Ref: DA QUESTION: What do you think "right"Pam 108-1) with overhead projector; or S means?16-4-24 slides 1 through 5 (Ref: DA Pam b. Uses of Right.108-1) with slide projector. See annexes 1 NOTE : Expose chart 2.and 2. STATE: There are some principles, di REFERENCES: None rections and rules for man's conduct ~oSTUDY ASSIGNMENTS: None obviously right and others so obviouslySTUDENT UNIFORM AND EQUIPMENT: wrong as not to escape the understandDuty uniform ing of anyone. Just as in arithmetic theTROOP REQUIREMENTS: None rule is "two added to two are four," soTRANSPORTATION REQUIREMENTS: there is a rule for human behaviour andNone according to that rule there is a rightanswer, but only one right answer. 1. Introduction. QUESTION: How important is exact ad (10 minutes) herence to rules? NOTE : Expose chart 1. QUESTION: Name some activities in STATE: Every man as he journeys through which adherence to rules is important. life is like a ship's captain on his bridge. NOTE : Big league baseball, other sports, He may have to face moments of serious science, etc. (Use two or more.) doubt and uncertainty involving decisions STATE : These rules we just discussedabout the right and the wrong course of are called extrinsic, that is, they have to 80 AGO 10789A these complex situations accentuate the do with things outside of man, laws of speed, gravity, friction, and so on. Far necessity of falling back on sound and more important are the intrinsic rules informed conscientious judgment. After the second episode of Max and his for a successful life. Sometimes these rules are called the rule of morality, the friend ask ... unwritten law, the natural law, the ReQUESTION: Are we allowed to do wrong or evil action for a good purpose or vealed Law. They cover the whole of life and lay out the right way of living. cause? Best known among them are the Ten NOTE: Expose chart 4. Commandments. STATE : One way to test for the rightQUESTION: Are the Ten Commandness or wrongness of some particular ments essentially the same or essenact is for a man to ask: How would tially different for Protestants, Cathothis look to others? How would it look lics, and Jews? to me if someone else were to do this NOTE: Attempt to secure the realization act? How would it look on TV, tape? that all three disciplines converge on QUESTION: Is this a right way to come the essential meaning of the Ten Comto a decision? Why?mandments and divergence is, in the QUESTION: How does a nation insure main, only in the numbering. that their informational and news reQUESTION: How are the laws for living leases will be accepted and taken as of peoples who are not Catholic, Proreliable?testant, or Jewish different or similar NOTE: Elicit truthful publicity. to the Ten Commandments? QUESTION: In what way would this reNOTE: Expose chart 3. late to an individual man tempted to STATE: Image what a national chamtell a so-called "little lie," promote a pionship basketball playoff would be shady deal, or put out some work that like without a referee, or with one who he knows a substandard?had never consulted the "official rule STATE: The "Long-look Test" consists book" of the game. So, too, every man in asking oneself: What does this acfor the game of life must have within tion mean in the long run? How will it him a referee to intelligently call the affect me or others next year? How "Right!" or "Wrong!" of his deliberate will it look to my successor? My son acts, thoughts, deeds, or omissions. or daughter? On my record? To myQUESTION: What is this "referee" self, ten years from now?called? (Elicit conscience.) NOTE: Relate account of drinking driverQUESTION: Where can this conscience (text).learn about the rightness or wrongness QUESTION: Would the "Long-look" of our human actions? have saved this man? When? Before c. Tests for Right. he had the "one-too-many"? Before he STATE: Broad general principles such got behind the wheel to drive? as: "Do good," "Love your neighbor," QUESTION: What can we learn from the "Avoid evil," "Behave," are relatively good experiences of successful and easy to understand and accept. Difficulty happy lives of men and women? Where arises only in the particular application do you find the record of these experiof the general principles in a specific ences?situation. Life is far more complicated d. Rewards of Right. than a laundry bill, or a soda fountain QUESTION: What could result from check to which one simply applies the treating neighbors and associates rule of two-times-two. right?NOTE: Give the situations (from the NOTE: Expose chart 5. text) which illustrate moral complicaSTATE : Imagine the situation where tions and conflicts. Without resolving most of a nation's citizens paid no at 81 AGO 1078\IA tention to their consciences or the tral figure is neutral, suggestingrules and laws of right. the man who is not yet committed. QUESTION: Would that nation need The figure on the left is sinister more or less policemen, detectives, juswith a touch of cruelty and thetice agents, courts? Explain your anhint of potential for malice in his swer. iace. The figure on the right isSTATE: Abraham Lincoln in his Second animated, honest and kind. TheInaugural Address asked for "firmness one on the left is keyed dark, the in the right, as God gives us to see the one on the right is keyed light. right." Caption: "CONSCIENCE." Ti QUESTION: How is this insurance tle: "RIGHT."against a "mass-thinking or massNumber 4. Depicts a figure on stage. A spotacting," "going-along-with-the-crowd," light is focused on the figure from or "everybody's-doing-it" mentality? above. In front of the figure, be STATE: We enjoy the right of free yond the edge of the stage, are speech. the faces of the first two or three QUESTION: Does that mean we have a rows of the audience. Caption: right to say anything? "LIGHT OF PUBLICITY." Explain your answer. Title: "RIGHT."Number 5. Depicts a closeup of Lincoln, stand3. Summary and Conclusion. ing behind a lectern, his right (5 minutes) hand is raised in a gesture. He is Summarize main points of hour by using poised giving an address. At the charts 1 through 5 stressing point that a right side of chart are inscribed soldier should be in the right to fully the words, "With firmness in the serve on the side of right. right, as God gives us to see theright..." Caption: None. Title:ANNEX 1 "RIGHT." Trainin2' Aids Note. Available as GRAPHIC TRAINING AIDS(GTA 16-4-24) (local training aid center) ; and asTRANSPARENCIES (T 16-4-24) and SLIDES (S 16-ANNEX 2 4-24) (local Signal Corps Film and Equipment Ex-Chalkboard Suggestions change. 1 Number 1. Depicts a navigational chart. There NOTE FOR THE INSTRUCTOR:will be a compass and sextant reIf it is necessary or desired to use only alated to a course which is laid out chalkboard as an aid to the presentation ofon the chart. Caption: None. this topic, the following suggestions may beTitle: "RIGHT." . integrated into Lesson Plan 1 in the place ofNumber 2. Depicts a road map with the Tablets the aids described in annex 1. Materials whichof the Law super-imposed in the will be needed are: one chalkboard, chalk, andcenter, covering the center half of one eraser. The paragraph numbers in this anthe map. At the lower. right quarnex correspond with the paragraph numberster there is exposed :the backs of used in Lesson Plan 1.three or four books titled: Rob • I erts, Revised Rules, of Order; 1. Introduction. Hoyles, Rules for Sports; BlackWhen the class begins, print the wordstone-Commentary bp. the Law "RIGHT" on the board across the top.of England. Caption: None. Title: NOTE: Give the illustration from the text"RIGHT." of the arrival of the transoceanic lines andthe captain picking up his pilot.Number 3. Depicts a mans' bust, flanked by NOTE: Title, "RIGHT," remains through identical ghosted faces. The cen out the lecture. 82 AGO 10789A 2. Explanation. a. Definition. ( 1) Below the title and to the left center of the board print "MEANING" and draw a bracket. As the point is made regarding our early appreciation of rights, add the letter "S" to the title to create "RIGHTS." As the further point is made about the scope of this hour erase the letter "S" from "RIGHTS." (2) To the right of "MEANING" put down in a large bracket suggestions of class (see text). Prompt answers by asking meaning of phrases "He is a 'right' guy," "He is in the right." b. Uses of Right. (1) Erase all but title, "RIGHT." Print "USES" below the title, to left and center. Draw large bracket. As uses or rules, directions, laws are discussed print to the right of "USES" and below in vertical sequence in bracket: ! SCIENCE AUTO MECHANICS BASEBALL DRILL (2) Draw a large check mark "X" through the list and below the last item "DRILL" to the left print EXTRINSIC = OUTSIDE. (3) Erase all but "RIGHT," USES EXTRINSIC-OUTSIDE. Now erase the "EX" of the word EXTRINSIC and the "OUT" of OUTSIDE. Insert for "EX," "IN" and for "OUT" substitute "IN" to create INTRINSIC = INSIDE. (4) Under "USES" and to the right print in vertical sequence, as follows: MORALITY { LAW Behind the word "LAW" draw a bracket and insert the words in a vertical sequence: "UNWRITTEN," "NATURAL," "REVEALED," and on a line with "REVEALED" write: = X Commandments. AGO 10789A (5) Erase all listed, leaving: RIGHTS { USES on the right-hand side of the chalkboard. Now draw a rough Tablet of the Law (confer Jewish Chaplain's insignia) sketching in roughly on the first leaf the vertical Roman numerals : I, II, III. On the other leaf in two vertical columns sketch in: IV VIII V IX VI X VII ( 6) As the point is made for the sameness of the meaning of the Commandments for Catholic, Protestant, and Jewish faiths, erase all the Roman numerals and print in across both leaves of the Tablet of the Law a large Roman numeral ten, "X." (7) To the left of the Tablet of the Law and below "USES" print "REFEREE," and after the word "REFEREE," print an equals sign and below "REFEREE," print "CON" leaving two spaces and then print "SCIENCE." As the need for an informed conscience is discussed, print below "CON" of conscience the word "WITH" and add an " =" equals sign to SCIENCE of "CONSCIENCE." After this "=" equals sign print "KNOWLEDGE." Under "KNOWLEDGE" in a bracket print "LAW" and "FACTS." c. Test for Right. (1) Erase all but title. Print below title, centered left, "TESTS." Below and to the right print as they are discussed, in a bracket : TESTS (PUBLICITY-TV-TAPE) (2) Below "PUBLICITY" print "LONGLOOK" (1-10 yrs) Son, Successor. (3) Below "LONG-LOOK" print "EXPERIENCE-GOOD/BAD." d. Rewards of Right. (1) Erase all but title. Print "REWARDS" below centered left title. To the right and below list vertically in a large bracket as they are discussed: MEANING for life COURAGE of CONVICTIONS PEACE-MIND-HEART (2) As rights are discussed add the letter "S" to the title again. Then add to the title a proportionate sign, "+," and the word "RIGHT" to create RIGHTS + RIGHT. 3. Summary and Conclusion. Erase all but the original title, "RIGHT." Below the title and to the left draw a Lesson Plan 2 INSTRUCTIONAL UNIT: Right. OBJECTIVES: a. To define the meaning and sources of right. b. To show how a person may grow in the right. TYPE : Committee. TIME ALLOTTED: 50 minutes. CLASSES PRESENTED TO: All enlisted personnel through grade E-5. TOOLS, EQUIPMENT, AND MATERIALS: None. PERSONNEL: One instructor and one assistant instructor. INSTRUCTIONAL AIDS: A chalkboard with chalk and eraser. GTA 16-4-24 charts 1 through 5 (Ref: DA Pam 108-1); T 16-4-24 transparencies 1 through 5 (Ref: DA Pam 108-1) with overhead projector; or-S 16-424 slides 1 through 5 (Ref: DA Pam 108-1) with slide projector. See annexes 1 and 2, Lesson Plan 1. REFERENCES: None. STUDY ASSIGNMENTS: None. STUDENT UNIFORM AND EQUIPMENT: Duty uniform. TROOP REQUIREMENTS: None. TRANSPORTATION REQUIREMENTS: None. 1. Introduction. (10 minutes) a. Announce the subject and purpose of the instruction. b. Introduce the procedure to be followed in the class. stick figure of a man. As the instructor says "Man has with him a consciencehis navigator, draw over the first stick figure, as if slightly enlarging or outlining it, an identical stick figure. Now add a "+" plus sign to the right of the stick figure and to the right of that a large Roman numeral ten, ·"X," to create the stick figure of a man thickened by outline of Conscience + X, to represent the Law. Now add to the right of the Roman numeral an "=" equals sign, and print to the right of it "MEANING OF LIFE." NOTE FOR THE INSTRUCTOR: (1) Have the three persons seated to the extreme right of the first row form a committee with the three persons behind them, in the second row. The next three form a committee with the three behind them. Having completed the formation of committees in the first row, carry on the same procedure with the third row. Progress as rapidly as possible, asking those seated in odd-numbered rows to form committees of approximately six persons. (2) Each committee, upon being formed, will select one person to act as chairman. (3) Instruct the group that each committee will discuss the problem presented and inform their chairman of their opinion in order that he may answer the question with either "yes," "no," or "don't know." ( 4) Present the question. This may be done by reading it, writing it on the blackboard, or by distributing sheets on which the question has geen mimeographed. ( 5) Allow 3 minutes for discussion by the committees in order that they may instruct their chairmen as to their response to the question. ( 6) Take a poll of the chairmen. Record on a blackboard or by some other method the number of chairmen re- AGO 10789A sponding "yes," "no," or "don't ~ know." (7) After the poll has been taken, obtain from one or more of the chairmen responding with "yes" the reason for their answer. Also obtain the reason for the response of "no." It might be very instructive to discover the reasons for the response "don't know." (8) Sum up the discussion. The summary may be in the words of the text or illustrations from the text. (9) Allow approximately 10 minutes for the discussion and summary. (10) This method will permit discussion of three or more situations. Use as many as possible in time allotted. c. Introduce subject with introduction in text. NOTE: Expose chart 1. STATE: Every man, as he journeys through life, is like a ship's captain on his bridge. He may have moments of serious doubt and decisions about the right or wrong of the course of action he is to choose. As he travels, he is given "charts"; that is, general moral principles, rules and directions to assist him to "stay on course," to make the right decision. QUESTION: Is there anywhere for a man to find these principles, these rules and directions of "right"? 2. Explanation. (35 minutes) a. Definition of Right. QUESTION: Is a "right guy" always right? QUESTION: Are you necessarily right because you think you are right? b. Uses of Right. STATE: There are some principles, directions, and rules for man's conduct so obviously right and others so obvi ously wrong as not to escape the understanding of anyone. Just as in arithmetic where the rule is "two and two make four," so in human behavior, there is a rule and according to it there is but one right answer, and only one right response. QUESTION: Is exact adherence to rules important? (In science? In a big league baseball game? In breaking in a new car? In arming an atomic warhead?) (Use two or more.) NOTE: Expose chart 2. STATE: These rules which we have just discussed are called extrinsic; that is, they have to do with things outside of a man, laws of speed, gravity, friction, chemistry, athletic contests. Far more important are the intrinsic rules for a successful life. Sometimes they are known as "morality," the unwritten law, the natural law, the Revealed Law. They cover the whole of a life and lay out the right way of living. Best known among them are the Ten Commandments. QUESTION: Are the Ten Commandments essentially the same for Catholics, Protestants, and Jews? NOTE: Attempt to secure the realization that all three major Disciplines converge on the essential meaning of the Ten Commandments and divergence is, in the main, only in the numbering. QUESTION: Are the laws for living of other peoples who are neither Protestant, Catholic, or Jewish similar to the Ten Commandments? (See text.) NOTE: Expose chart 3. STATE: Imagine what a national championship basketball playoff in Madison Square Garden would be without a referee, or with a referee who had never consulted the "official rule book" of the game. So, too, every man for the game of life must have within him a referee to intelligently call the "Right" or "Wrong," the "Fair" or "Foul" of his deliberate acts, thoughts, deeds, or omissions. We call this referee the conscience. QUESTION: Can the conscience "study up" and learn about the rightness and wrongness of human actions? c. Tests for Right. STATE: Broad general principles such AGO 10789A as: "Do good," "Avoid evil," "Love your neighbor," "Behave," are relatively easy to understand and accept. Difficulty arises only in the particular application of the general principles in a specific situation. Life is far more complicated than a laundry bill or a soda fountain check to which one simply applies the rule of two-timestwo. NOTE: Give the situations (see text) which illustrate the moral complications and conflicts of principles of laws. Without resolving these complex situations, accentuate the necessity of falling back on a sound and informed conscientious judgment. After the second episode, Max and his friend, ask. .. QUESTION: Is it right to do' wrong or evil for a good purpose or cause? NOTE: Expose chart 4. STATE: One way to test for the rightness or the wrongness of some particular act is for a man to ask : How would this look to others? How would it look to me if someone else were to do this? How would it look on TV? On sound? On tape? QUESTION: Is this a right way to come to a decision? STATE: The "Long-look Test" consists. in asking oneself: What will this action of mine mean in the long run? How will it affect me or others next year'? What will it look like to my successor? To my son or daughter? On my record? How will it look to me 10 years from now? NOTE: Relate the episode of the drinking driver. · QUESTION: Would the "Long-look Test" have saved this man and child? QUESTION: Can we learn anything from the good experiences of successful and happy men and women? d. Rewards of Right. QUESTION: Is there any practical value in treating people right? NOTE: Elicit response "love of neighbor." STATE: If most people paid no attention to their consciences or to the rules and laws of right: QUESTION: Would we need more police men, detectives, courts, jails? NOTE: Expose chart 5. STATE : Abraham Lincoln in his Second Inaugural Address asked for "firmness in the right, as God gives us to see the right." QUESTION: Is this any insurance against the "mass-thinking, massacting," the "go-along-with-the-crowd," the "everybody's-doing-it" mentality? STATE: We, in our land, enjoy the right of free speech. QUESTION: Does that mean we have the right to say anything? 3. Summary and Conclusion. (5 minutes) Summarize the main points of the hour, using charts 1 through 5, stressing the point that a soldier should be in the right to honestly serve on the side of right. Lesson Plan 3 INSTRUCTIONAL UNIT: Right. OBJECTIVES: a. To define the meaning and sources of right. b. To show how a person may grow in the right. TYPE : Film-Committee. TIME ALLOTTED: 50 minutes. CLASSES PRESENTED TO: All enlisted per sonnel through grade E-5. TOOLS, EQUIPMENT, AND MATERIALS: None. PERSONNEL: One instructor and one assistant instructor (at least one of these should be a licensed projectionist). INSTRUCTIONAL AIDS: TF 16-2882 "Right," 16-mm projector and screen. GTA 16-4-24 charts 1 through 5 (Ref: DA Pam 108-1) ; T 16-4-24 transparencies 1 through 5 (Ref: DA Pam 108-1) with viewgraph projector; or S 16-4-24 slides 1 through 5 (Ref: DA Pam 108-1) with slide projector. See annexes 1 and 2, Lesson Plan 1. REFERENCES: None. AGO 10789A STUDY ASSIGNMENTS: None. 2. Explanation. STUDENT UNIFORM AND EQUIPMENT: (33 minutes) Duty uniform. TROOP REQUIREMENTS: None. TRANSPORTATION REQUIREMENTS: None. Synopsis of Film (for instructor's use only). Title: "Right," TF 16-2882. At a track meet between the U.S. and the U.S.S.R., American Stan Moore prevents a serious accident by pushing Russian field star, Vashily Korvin, out of the path of a hurtling metal soft drink cart. Later Korvin comes to the American dressing room to thank the American. A translator is with him. At the translator's instigation the two men become involved in a political discussion. The American criticizes the Soviet Union on the grounds that the government there is not conducted by majority rule. Eventually he points out seemingly in contradiction to his position that the majority is not always right. Then the Russian asks the quE)stion, "If you believe in democracy, how can you say that the majority can be wrong?" 1. Introduction. (12 minutes) a. Announce the subject and the purpose of the instruction. b. Introduce the procedure to be followed in the class. NOTE: See Lesson Plan 2. c. STATE : In our day there are many conflcting voices telling us what is right and what is not. Sometimes those things which we consider as right are challenged by the world round about us. In the film you are about to see, a young American athlete finds himself faced with a situation which requires him to think through his position on the source of right. As you watch the film, follow the situation as it develops and decide how you will answer the question. You will discuss the question, your answers and the reasons for them, in your committees. d. NOTE: Show the film. (8 minutes). AGO 10789A a. QUESTION: How would you answer the Russian interpreter? QUESTION: If it is true that there are certain areas of life in which majority rule does not determine what is right or wrong, is there any ultimate· source of "right?" NOTE: Expose chart 2. b. STATE: Just as a captain of an ocean liner has charts, compass, sextant, books of rules of navigation, and a pilot who boards his ship to point out individual dangers or hazards, so too every man is given means to tell the difference between right and wrong, rules to live by, and directions for living. QUESTION: What are the rules of right living called? QUESTION: If a man is certain in his conscience that what he is doing is right and the majority of people around him say he is wrong, which does he follow, his conscience or the majority? c. STATE: A former enemy soldier was on trial for having shot unarmed POW's. He claimed he was innocent because he was just carrying out the orders of his superiors. QUESTION: Can a person shift responsibility for his acts to superiors or one's government? NOTE: Expose chart 5. d. STATE : People often say, "Let your conscience be your guide." QUESTION: Is conscience enough when it comes to knowing "What is Right?" (5 minutes) 3. Summary and Conclusion. NOTE: Expose chart 1. a. Summarize points brought out in the discussion. b. Explain the source and meaning of right and encourage the individual to grow in the right. Staff Orientation Right I. INTRODUCTION (1 minute). dress, "To have firmness in the right, asSTATE: "RIGHT," as distinguished from God gives us to see the right." "rights," is the subject of the Character III. SUMMARY AND CONCLUSION (1 min Guidance discussion topic for this month. ute) Our objectives in this program are to STATE: In summary the instructor willdefine for the soldier the meaning and stress the idea that complete and courasources of "right," and to show how a geous manliness in the fighting man reperson may grow in the "riQ'ht." quires him to know what is right if he is II. EXPLANATION (13 minutes). to serve on the side of ri,qht. a. Graphic Training Aids in the form of charts, transparencies and slides have ANNEXA been prepared for this subject. The topic J!ig_ht is also supported by a DA poster in the These orientations are not to be reproducedseries "America's Moral Strength." This and distributed in lieu of formal instruction poster will be displayed on unit and secbriefings. They are furnished to alleviate thetion bulletin boards throughout the month. difficulty of supplying instruction for isolated b. Another training aid designed for use detachments of 5 or less, such as ROTC, Recruiting, Security, MAAG's, Missions and Mis with this subject is TF 16-2882. This film cellaneous Activities and Services which cannotwill serve as a discussion starter, and is feasibly use the training facilities of larger designed to involve the men personally in units.the subject of "RIGHT." Every man, as he journeys through life, isNote. At this point, show the film and/or like a ship's captain on his bridge. He mayGTA's, depending on time available. If film cannot have serious doubts and decisions to makebe shown, a synopsis of the film should be presented. about the right and wrong of the course ofaction he is to choose. As he travels he is STATE : When the class has completed the given "charts;" that is, general moral princidiscussion prompted by the film, the in ples, rules, and directions to assist him tostructor will continue the period using an "stay on course." Moreover, as he learns andapproved lesson plan. becomes more mature, more responsible, heHe will give a definition of "right" and picks up his "pilot," his informed conscience. point out the necessity of adhering to In reality his conscience is his own considered rules, directions, and laws in all phases judgment on how he is to act here and now. of life, if a man is to do right. In discussIn the last analysis, conscience's directionsing the law of right in the moral realm, must be carried out according to the rules of the instructor will emphasize the part right.that a man's conscience plays in determinThere are some principles, directions, anding for him what is right. rules for man's conduct so obviously right andThe instructor will suggest certain others so obviously wrong as not to escape theways by which a man may test the rightunderstanding of anyone. Frequently we hearness or wrongness of a proposed action; a man protest: "What if he did that to you?"e.g., how this action would look to others or "Why pick on him, he's smaller than you."and how it would look, even to himself, or "We were here first. Get in the back of theon his record or in the future. line!" The man making these protests is apThe instructor also will point out the pealing to some standard of right and wrong,possibility of determining the rightness some ethic or moral code which he naturallyor wrongness of the action from the exexpects the other man to know about and obey.perience of others, and he will close his The rules of arithmetic he knows are inflexdiscussion by quoting the words of Presiible. Two and two make four, no more and nodent Lincoln in his Second Inaugural Ad-less. Sciences have exacting rules which de 88 AGO 10789A mand the utmost in accuracy. In a big league To help a person resolve these conflicts base ball game the umpire demands complithere are certain Tests of Right; for instance, ancy with the rules of the "official rule book." the "Publicity Test" where he asks himself: Arming an atomic warhead with disregard for "How would what I am about to do look to exact procedure could mean a nuclear accident others? How would it look on TV? To the and disaster. Far more important for a sucmen in my outfit?" Then, there is the so-called cessful life are the rules for what goes on "Longlook Test" wherein he answers the queswithin a man. Sometimes they are known as tion: "How would it look a year from now? rules of morality, the natural or unwritten Or five years? Ten years? How would it look law, and the Revealed Law, better known as on my record? How would it seem to my sucthe Ten Commandments. These Revealed Laws cessor, my son or daughter?" The third test, are essentially the same for the three major the "Experience Test," does not mean that a faiths of the majority of men and women of man should try everything to see what results the Western World. Other disciplines than as, for example, running a new car without these generally have a body of written law water or oil. Although the "expensive wreck" which closely approximates the Ten Commandthat would result might be replaced. But by ments in essentials. moral or behavioral experiments a man could A man's conscience must be informed, we ruin himself and others. He may create results said. The word "conscience" is made up of the that cannot ever be replaced, as does the drunk prefix "con" which means "with," and the ard who ruins his liver or the Casanova who word "science," meaning knowledge. Conruins a marriage or wrecks a family. "experi ence Test" means profiting by the experience, science must be trained and taught knowledge, both the laws of right conduct and the learning from the good and the bad experiences of others who were once similarly in facts of the particular act to which the laws will be applied. Imagine a national championvolved. The formation of a true conscience in ship basketball playoff where there was either no referee, or a referee who knew nothing of structed in the Rules for Right Living results the game and never consulted the "official in a "rationale:" that is, a meaning for his life. Courage of convictions results. Confidence rules" of the game. So, too, every man for his game of life must have within him a "referee" and security comes with the peace of mind to intelligently call our "Right!"' or Wrong!," and heart of a conscience that is not only true "Fair !" or "Foul !" The "referee" or the conbut is obeyed by the self-disciplined man. science learns about the rightness or wrongFinally, in the words of Abraham Lincoln in ness of human behavior from home, parents, his Second Inaugural Address, a man enjoys church or synagogue, schools, the Bible, or "Firmness in the right, as God gives us to see the daily environment. General broad princithe right." ples are easily known and accepted ; such as The soldier who chooses to serve and do his best job on the side of right must assure him "Do good," "Avoid evil," "Love your neigh bor," "Behave." Difficulty, however, arises self that he is always in the right. when he tries to apply the general principle References: AR 600-30. in a specific situation where different princi DA Pam 16-9 chapter 6. ples or rules may conflict. Life then seems far GTA 16-4-24, charts 1 through 5. more complicated than a laundry bill or a soda Transparencies T 16-4-24, 1 through 5. fountain check to which he applies simple Slides S 16-4-24, 1 through 5. arithmetical laws. TF 16-2882, "RIGHT." AGO 10789A 89 Right Outline 1. Introduction. 2. Explanation. a. Definition of "RIGHT." b. Uses of "RIGHT." ( 1) Rules and directions. (2) Moral codes and law. (3) Conscience. c. Test for "RIGHT." ( 1) Publicity test. (2) "Long-look" test. ( 3) Experience test. d. Rewards of "RIGHT." ( 1) Meaning to life. (2) Courage of convictions. (3) Peace of mind and heart. (4) Rights come from "RIGHT." 3. Summary and Conclusion. Section II. TEXT RIGHT Introduction. At slow speed a majestic ocean liner passed Ambrose Light off Sandy Hook. Its ocean crossing in "rough and muddy" weather had been swift and sure. The captain had been constantly on the bridge with little time for socializing with the passengers. The Jacob'sladder was ordered over the side as out of the fog came the small pilot boat. The pilot quickly climbed the ladder and went directly to the bridge. He carried under his' arm his charts with docking and berthing directions and the location of all traffic standing~ to in the Hudson river or moving in the harbor. In his head he carried all the right directibns and rules, the fruit of years of experience, for berthing vesses of all kinds. He could tell you, for instance, how deep the bottom was in any quarter mile area, where all the uhder water hazards were, where and exactly :when cross-harbor ferryboats would cross the bows. The captain, resplendent in gold braid, and eager to bring another voyage to successful conclusion welcomed the pilot as he entered the bridge. Until the ship was tied up alongside its pier, the captain would rely on the judgment of this pilot, and would follow his directions and commands. The captain or master of a ship with a pilot on board still has the management of his vessel, and he sees that she is kept on the right course that the pilot directs. (encyclopedia Americana, Vol 22. p. 89.) The captain knows that if he were to countermand the ruling or directions of the pilot and an accident were to result, he and not the pilot would be held responsible for the accident. Insurance companies and underwriters could refuse all claims of his ship's owners. In our discussion today we will see how every man, as he journeys through life, is much like a captain on the bridge of his ship. He has to face countless problems, moments · of serious doubt and uncertainty, involving many decisions about the right course for him to follow. For his life's journey man has "charts" giving him rules and directions, general moral principles. to assist him to stay on course and to make the right decision. As he AGO 10789A lives and learns and becomes more mature and more responsible he-so to speak-"picks up his pilot." his informed conscience, which is in reality his own honest considered judgment about how he ought to act at any particular moment or in any particular instance. Although the "pilot or the navigator" can guide him safely, he and he alone still retains the responsibility that the directions of a good conscience are carried out according to the rule of RIGHT. We will also consider the ways of testing the rightness and wrongness of our contemplated decisions and the rewards there are for doing right as it is given us to see what is right. Explanation. Definition. Right, according to the dictionary, means "straight," "upright," "correct," free from guilt," as when we say: "He is in the right." Long ago the English used the word to mean the opposite of our modern word "phony" or "fake." Even today, we hear people sometimes refer to someone as "He is a 'right guy.' " the word right, then, is properly considered in relation to human behavior, as it describes behavior that conforms to rules and directions for acting right-that is, in the way that a man ought to act. Psychology, the science of the mind, in its relationship to knowledge and the phenomena of behavior, and more specifically psychoanalysis, has vastly increased our knowledge about man, but it has yet to increase our knowledge about how man ought to live, that is what he ought to do or should avoid doing. Much of the past activity of psychology has been spent in showing that some judgments or decisions about right and wrong are sometimes expression of desires or fears or anxieties that are born in one's subconscious. But all man's acts are not merely "forced" on him by impulses so deep within him that he is even unaware that they are there. Uses of right. We know from experience that man is perfectly capable of making up his mind about the rightness or the wrongness of certain of his actions, just as surely he can make up his mind on the evidence of his senses as to AGO 10789A whether or not the sun is shining. Even the blind man who has never seen the sun can tell if it is day or night. There are some principles, directions, rules for human conduct that are so obviously right and others so obviously wrong as not to escape the understanding of anyone. Frequently around us we hear people protest: "What if he did that to you?" "Why pick on him; he is smaller than you are.""That is not right, pushing in front of us like that. We were here first. Get in the back of the line."-"But last month I let you take $5 when you needed it; why won't you lend me a dollar until pay day?" The man making these remarks, it will be noticed, is appealing to some kind of a standard of right or wrong, some ethic, or moral law on which he expects the other man will agree. In effect he is pleading for the rightness or reasonableness of an expected course of conduct. The other man may claim that his conduct is not in violation of this standard or law. He may pretend he has a good excuse in this instance to be first in line, or not to loan his friend a dollar and so on. Both parties, however, apparently believe in a law, or moral code of conduct, about whose existence they do not argue. Just as in arithmetic, two and two make four, no more and no less, there is a rule for human behavior; and according to that rule there is a right answer, and only one right answer. Two plus two may have an infinite number of wrong answers but only one right answer. This becomes as apparent to the "first grader" as it is to the physicist standing at the console of his electronic computer with an answer in his hand in figures that are in the multiples of millions. In elementary chemistry we learn that two atoms of hydrogen unite with one of oxygen to produce water-not ether-not alcohol-not coke-nor beer, but H20, water. Early in miltary life, on the drill field, we learned there was only one right response to the shouted order, "Forward, march.'' We soon learned that all must start off on the left foot -and woe to the man who tried taking off on the right. In this instance we learned that the left foot is right. Why is it right? Not just because a particular drill sergeant would have it so, because it is a whim or fancy of his. Out of experience it was discovered and agreed upon that if a body of soldiers were to move with some semblance of order, without trampling each other and without inflicting wounds . with spears and swords carried at the ready, there would have to be a right way for all to move. Any other way would result in a disorderly mob rather than a military formation. A plane landing will circle the field in a landing pattern established by the tower. It may circle to the left if the tower so directs. Left is then the right way and circling to the right would be wrong! This may sound like doubletalk but it is just a way of saying that there is a right way and a wrong way to do everything and it is necessary to follow the rules if you want to be right. In competitive sports there is the official rule book and in a difference of opinion it determines what is right. Going even further, we appoint judges or umpires or referees to call the right and the wrong of the play as the game progresses. The rule book gives the general principles of fairness that apply to all games anywhere. The umpire gives the particular ruling for this game and' this play. Another guide for what is right is established by directions. To understand what we mean, let us say that a man has just bought his first car, this year's model., With it he is given a set of directions, a manwil that tells him at what speed the car is to be broken in. It tells him about oil changes, lubrication, the amount of air to be kept in the tires, the proper use of power brakes, power steering, and so on. These are the directions or the rules for the right use of his new car. Let us suppose the new owner decides to ignore these directions. He starts driving the car in the seventies right from the start. Just to show his independence from rule and direction, he decides not to add to or change the oil, to fill the radiator, or to have the car greased as directions require. Soon he would have a new expensive wreck on his hands. Soldiers who service and fire our newest weapons know that advanced technology, far from freeing them from having to follow rules and directions, because of the tremendous power and complexity involved, demands even closer and more careful observance of all directions. For atomic weapons there is a right way to arm the warhead and another way which spells disaster. All these examples of right and the uses of the right which we have discussed are extrinsic to man; they have to do with things on the outside of man, with nature's laws of speed, gravity, friction, chemical reaction, and the agreements that man has made and accepted for all activities. Morality. Far more important to the building of a successful life is the intrinsic rule of right called the rule of morality, the unwritten law, or the natural laws of humanity. These rules cover the whole of life and lay out the right way of leading our lives. In a way these rules are much like the directions for launching a missile, breaking in a new car, and are comparable to the official rules for playing a game. The principles or rules of right and wrong for the games of life are established in a set of precepts or laws that are intended to successfully guide man through life. Best known among these rules are the Ten Commandments. They read quite simply. What is their purpose? What is the best way of applying and obeying these ten simple directions? With a little study it can be seen that they cover most of the serious problems of life, and, either explicity or implicity, cover the whole complex of human behavior. Once when G. K. Chesterton was asked if these Ten Commandments were not walls that confine or hamper a man's life and activity, he answered that walls they certainly were, but the "walls of a playground," not to keep the children in but to keep harm out. They are not meant to keep us from enjoying life but to give us freedom under this law to enjoy life without harming ourselves and others, or without harm from the wayward impulses of others. Conscience. Along with these various rules that we have discussed each of us also has an "umpire" to call each play. We call this "umpire" our conscience. Conscience shows us the difference between right and wrong. Like any other umpire it has to be trained and developed. Like 92 AGO 10789A any umpire, it must be well informed. Conscience can be ignored; abused, or contradicted and yet its ruling stands and tends to make the wrongdoer uncomfortable. It is something uniquely man's own. Unlike the little boy's definition who said his conscience: "was something that told him when his little brother was doing something wrong," it rules on only its owner's thoughts, words and deliberate deeds. An acceptable definition for our purposes here is: "Our conscience is ourself viewing the right or the wrong in all that we say or think or do." The modern world is becoming more aware of the value of examining this conscience in our daily press and new books constantly being published with such titles as: Conscience of the Revolution-Conscience and Big Business-Conscientious Objectors and Nuclear War, and so on. More and more is being written by psychiatrists about the effect of laws inherent to the strucute of man himself. Disobedience to the "control," the "id," the "superego," or "conscience," they intimate can risk the loss of integrity, personality disintegration, and insanity." Our conscience the "umpire" left to itself, we know can be wrong or can miscall a decision unless it is reinforced and backed up by close study and sufficient knowledge of the rules and the rule book. Tests for Right. General broad principles such as "Do good," "Avoid evil," "Behave yourself," "Love your neighbor," are relatively easy to understand and accept. Difficulty arises only in the particular application of the general principles to a given situation. It would be a truism to say that some situations in life are far more complicated than adding up a laundry bill or a soda fountain check, to which one simply applies the rule of two times two. For example, imagine yourself as a squad leader and the order comes down to open fire on a village on the squad's front with all the squad's heavy weapons. Your scouts report that there seems to be civilians, even women and children, in the streets of the village. Now as a squad leader and as a man, a decision must be made that involves not only military science but the moral science of right and wrong. Do you open fire? Do you request further consideration of the report that there are civilians in the target AGO 10789A area? Do you fire for effect immediately or fire warning rounds to clear the area of noncombatants? This issue obviously is not a matter of a simple yes or no. Several rules seem to apply and out of them could come contradictory or conflicting responses. Or take the situation in which we'll say a man named Raymond found himself. Max, his best friend, the best man at his wedding, the sponsor for his first child's christening, has been accused of an armed robbery of a drugstore. Up to the time of the trial the defense is without a witness to prove that Max was not at the scene of the crime. Max has no alibi and there is considerable circumstantial evidence indicating his guilt. Worst of all a partial identification of 1\iax was made by an old women who lived across the street from the drugstore. Raymond is as sure as he is of anything in his life that his friend is innocent. Now he is tortured by the thought that if he were to go to the police he could save his friend at the cost of one "small" lie. All he would have to tell them was that he and Max had parted after bowling on Tuesday night at 11:20 instead of the actual hour, 10:55. _ Should he let his friend go to jail? Can he "stand by," and let a man whom he thinks innocent suffer for another's crime? How about charity and loyalty? But he would have to swear a false oath to something that was not true? He always considered a lie a weakling's crutch, could he bring himself to lie? Could he possibly do something wrong like lying and still think it would be right? A situation like mis only suggests some of the complex situations in which we can be involved. Some of the following tests may be used in cases like this to help a person decide what is right and what is wrong. Publicity Test. One effective deterrent to a wrong decision is the Light of Publicity Test. This test requires that a person ask himself : "Would I want to be seen doing this?" It might help to imagine a concealed TV camera, hidden behind a twoway mirror, for example. Would we want the record of the decision we are about to make to be televised or published across the land? Would we even want a tape recording of what we are about to do or say to exist somewhere? concealed and only a paltry few pictures ofAre we engaged in something in private, that successful "shots" released to the communicawe would be ashamed of in public? tion media of the world. Consistently, howMany banks today protect themselves with ever, it has been America's policy to alert thecameras, closed circuit TV, burglar alarms world to all launchings of manned space vehiinto which are integrated automatic picturecles. Further we invite the world's scientiststaking devices to catch the criminal. In a large and technicians to telemeter ·or to watch livegovernment warehouse reporting shortages of broadcasts on television of each launching. Nosugar and meat, the FBI installed cameras and shot is made merely for show, and a wholetook movies of everyone entering and leaving series of frustrating cancellations may be orthe warehouse. After a few weeks the guilty dered if either the astronaut or his missionparties were called in to see movies of themis endangered_,_ or if weather prevents all theselves carrying packages out of the warehouse. scientific informational return expected. In theThey might have persuaded themselves once long run this "Long-look" must pay off. Nathat what they were doing was not serious, for tions of the world learn to trust our informaofter all, as they say: "Everybody was doing tion releases. They do not have to rely uponit; why shouldn't I?" But on the screen they propaganda releases, after the fact, nor dolooked like plain sneak-thieves slipping out the they have to conjecture about the reliabilityback door, trying to conceal their stolen goods, and the authenticity of reports and photos thatand they were ashamed. might belatedly be released.Most agree that the great influence and The "Long-look Test" consists in asking onepower of the General Assembly of the U. N. is self: "What does this action mean in the longthe glaring light of its international publicity. run? How will it affect me and others for theUnlike the small group of the Security Council next year, or when I think back on it in threeit does not carry a "big stick" of the veto to years from now? How will it look to my sucpunish a nation that seems determined to viocessor? To my son or daughter? To myself, 10late human rights and international justice. years frol!l__ I1()_~?" Ther_e comes to mind theThese deliberations are not conducted in a man who ieiL a party one evemng aoout 6 small committee room but out where over a o'clock. His drinking had left him feeling unhundred nations can see the criminal activity certain and he realized that he should not tryof the guilty nation making a lie of all their to drive home. However, he was in a hurry propaganda and their pious poses. It is impos to get home and get dressed for another ensible for the culprit nation to escape the disgagement. On the way home, as he was cutting approving eyes of the watching world. For this through a narrow street to avoid traffic, a 5 reason some nations are reluctant to have their year-old boy suddenly darted out from betweenactions brought before the General Assembly. two parked cars-the driver's reaction timeWhat is true of nations is equally true of an · was off-too slow to hJt his-brakes in time:individual contemplating some unworthy, Today he confesses, years after the tragedy,mean, or wrong action. Committing himself that he still lives with the sickening sound ofto the "Publicity Test" he asks simply: "How his car hitting the child and the nightmarish would it look published? How would it look to sight of the child's crumpled broken form on my mother? Brother? My wife or child? My the curb.neighbor? How would it look to the men inmy outfit?" An honest answer to the question, "What Lon.q-Look Test. could be the long-range result of what I amThe United States missile policy has been a doing or about to do?" could have saved thecombination of the "Light of Publicity Test" double tragedy that came to him and the youngand the "Long-look Test." The launchings life that was suddenly destroyed. The "Longcould have been shrouded in the greatest selook" means that we look forward with wiscrecy or wrapped in the tightest of military dom, with care, and with consideration, so thatsecurity. Failures, misfires, could have been we need never look back with regret. 94 AGO 10789A Test of Experience. Another test for right is called the "test of experience." Some men understand this test to mean that only way you can know whether a thing is right or wrong is to try it for yourself. They would recommend, for instance, that you take your new car, ignore all directions and rule books, run it at 70 miles an hour for the first 1,000 miles and not trouble to add oil or have it greased. The result of this experience would naturally soon show us only how quickly we could wreck a good car. This interpretation of experience is obviously too expensive a way to learn anything. Add to this the fact that some things can never be repaired or replaced in a man's life as easily as he can buy a new car and you can see how disastrous this idea is. The man who has ruined his health by excessive drinking cannot replace his diseased and damaged liver. He has to live in pain with the result of his experience. There is no making it right to the girl that a man has wronged. As a matter of fact, most marraige counselors advise against marriage which is being entered into just to remedy a man's having wronged a girl. The "Experience Test" means that our own past experience and the experience of others, good or bad, is on record for our benefit and use. From these experiences we can learn much about right and wrong. The record shows clearly that the wrong use of sex brings with it a long series of ills. Furthermore, court records, case studies of drunkards show that excessive drinking has tragic results. "A word to the wise is sufficient," reads an old adage. If a man is truly wise he should profit from the thousands of printed words telling the experience of others. He should use that experience to avoid bringing evil down upon himself. We can learn from experience that: telling a lie may require nine more to extricate a person for that one lie, honesty pays off in clean money and countless valuable but free lessons. In the text of experience it is natural to consult and look to the lives of the world's great men. They were real people, men of flesh and blood, faced with greater problems that those which we encounter. We can learn from them as we see how they lived their lives and made their decisions in the light always of a moral outlook and a high ideal. Rewards of Right. The man who lives by the law of right, who forms and trains within himself a reliable conscience will have, even in his days on earth, rich rewards. A "rationale," or a meaning for life, for the ceaseless struggle, the endless battle to do right-to stay on course-is one of the rewards of right. In doing the right thing by our neighbor, we learn to love our neighbor. In the right we find a compass which is neither fickle nor temperamental and can be relied on completely to lay out a line of direction leading to a successful life. Without this meaningful standard within each individual, life for all society would become impossibly corrupt-valueless. No national economy or government resources could afford or hire enough policemen to enforce all the laws that would be required. No laws protecting us, our lives, our children or property, would have force enough or meaning enough to have sufficient effect. Having the courage of convictions is another reward of right. There is no greater expression of courage or finer statement that a man can make than to say, "I shall act according to my conscience." This resolution and ability to be a witness for oneself and to oneself, has given our greatest heroes the strength and the stature of bigness so that many even preferred death to compromise and dishonor~~Firm_~~_ss in-the :RIGHT,"-Abe-Lincoin-called it in his 2d Inaugural Address. "Firmness in the right, as God gives us to see the right," is the ultimate insurance against being a victim of "mass thinking or mass-action," the "going along with-the-crowd" attitude, the conformity that whispers constantly, "everybody's doing it." The man who lives by the Rule of Right, the really "right guy," does not have to follow the crowd or lose himself in a swamp of con formity. He remains himself and stands strong at the helm of his own destiny. Peace of mind and peace of heart come when a man and his conscience come to terms. He is, as they say "at home by the fire with himself and at peace with the world." This is even true, if in fact, at that very moment he is actually involved in the heat and the horror of war. The complication and the complexity that to with guilt or an uneasy conscience are replaced by simplicity and directness. He has refound AGO 1078\IA the foundation of a decent social life which he comes from his mind if it is not a rightenjoys with self-possession and freedom. No thought. If it is untrue, slanderous, intendedlonger at odds with himself, he is free to live to destroy the fundamental rights of others, itwith and please his neighbor, serve his country, is wrong. Consequently he has no right to useand love his God. it against others. Man, however, to protectWhen in the seventeenth century our Pilhimself against such a practice need not regrim Fathers in New England framed our sort to censorship-to police methods-to vioDeclaration and Constitution, they talked lence, where the common conscience and publicabout "right." They found the source and oriopinion is formed by a clear idea of right andgin of these rights in the right idea about the justice and decency.nature of man and the unwritten and revealedlaw by which he should live. Without this Summary and Conclusion. standard of right, they knew there could be Right is discoverable to those who want tono rights. The right we enjoy are one of the re know it. Its law is in the general principles orwards of the rule of right. Because there is directions contained in the unwritten law andright a man can have rights-the right the Ten Commandments. Moreover every manto choose his destiny according to what he has with him, a conscience, his own honest knows is the right path. He has the right to judgment about how he ought to act, his "navi freedom of conscience, a freedom that cannot gator," to tell him here and now what coursebe invaded by any court or king or authority on to follow, what "weather" to avoid. To knowearth. He has the right to choose a wife, to why the law reads as it does, to know its purraise a family, and because by nature he is pose is to know the purpose of his own life. Tofather to that family he has certain other train and d?.velop his conscience in conformityrights. Because it is right, he has the right to with this law of right will assure his reachingkeep his body whole and entire. To safeguard his destination and contribute to that completehis individual liberty, he has the right to own and courageous manliness of the soldier who ismaterial goods. in the right and who serves on the side of It·wm be seen that he does not have a natural right.right to spread abroad an idea or thought that The proponent agency of this pamphlet is Office of the Chief ofChaplains. Users are invited to send comments and suggested improvements to Chief of Chaplains, ATTN: CHPL, Department of theArmy, Washington, D.C. 2031 5. 96 AGO 10789A By Order of the Secretary of the Army: HAROLD K. JOHNSON, General, United States Army, Official: Chief of Staff. KENNETH G. WICKHAM, Major General, United States Army, The Adjutant General. ···:'· Distribution : . ~-:· . -':.·:'•" To be distributed in accordance with bA Forni 12-9'.~equirements for AR Administration: ;·~· Active Army-B (Quan Rqr Block No. 3) ARNG-B (Quan Rqr Block No. 3) USAR-B (Quan Rqr Block No. 3) '{:( U.S. GOVERNMENT PRINTING OFFICE: 1968-346-501/10789A .'' ~ <~·