cAPM 5 0 - 3 The L EA DE RS HILA P B O RA T ORY M A N UA L

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PUBLISHED BY NATIONAL HEADAUARTERS

ETLINGTON AFB, TEXAS

CIVITAIR PATROL

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Ihe LEADERSH'P I,ABORATORY MANUAL

CIVIL AIRPATRO IL V] ANUAL 50- 3

Whtle this m&nual w&s wrltten prlmarlly lor the l,eadel8hlp Labor.tory of the CAP Cadet Program, the prlnclpleg std technlqueB tt deEcrlbes can be &ppltedto other CAP acttvtttes. For thls rea8on, it lE rcommended fgr u8e by ell CAP members--aenlors aE well aEcadete-who s,re lnterEted ln lmprovlng thelr leaderBhtptnd mslegement sktlls.

F r RST EOr r T ON , 1965

POREWORD Because of the importance of effective leaders ro the furure oI Civil Air Patrol and rhis Nation, leadership training, to be given in the leadershlp laboratory, is prescribed as one of the four major contenr areas of the cAP cadei Program. This i3 fitring and proper: Leadership is a fascinating and challenging art, but lt ls an art that can be learned with study and practice. ]n addition, it is tbc responsibility of Civil Air Patrol to provide lts cadet members with the opportunlty to devclop to the utmost their leadership capabilities, This manual conteins some of the principles and rechniquesthat, when properly applied, will help achieve thls purpose. The leadcrshlp laboratory of the CAP Cadet Program provldes for cadet progress rhrough four increaslngly challenging categorles of re sponsibil ity: participant - followcr, particlpant- leader, planner supervisor, and adviser - counselor. Cadets in Phase Iand those in rhe first three achlevements of Pbasc II have the ststus of pert icipant - follower s ln tbe lcadership laboratory, They are lntroduccd to and acquire a basl c knowledgeof fundamental mllitary drill, As rhey lncrease rheir experience and proflciency during the last three achlevements inPhasell, they becomepartlclpant- leaders. Durlng rhe participanrposltlons leader phase, cadetsassume andaurhorlryln which thcy lnsrruct borh lndividuel of responslbiliry members and Equeda ln executlng baslc faclng movementa and marching movements. In the Phase UI leadershlp laboratory, cadets are glven addldonal respon8lblllry and aurborlty as planne!-supervlsors. They develop growlng leader8hip 6kllls through lhe aupervlston of subordtnere cadets, lhe appltcqrton of problem - solvlng technlque6,and the m ana!{ement of m llltar y formatlon s and ceremonlcs, Phasc IV cadets l'ave the status of advise! - counselorEln the l eadershlp laborstory. As members of the honor cadre, they serle as spcclal advlsers and counselorsend seekto lmprove the knowledge and proflclency of the entire rlnit. This manual ls divlded lnto two parts. Theflrst 99 paregraphs make up Part One, " Leadcr6hlp Prlnaiples and TechniqueS," PartOneoutllnesingeneralrerms rhe fundamenlals underlylngeffectlveleaderslip. Pert Two, "Drlll xnd Ceremonie6," conralnsspeclflc, detailedinstrucrion6on how to excutethe rarious movement6 and fohatlons of drlll and ceremonles. Beceuse of the dlfference between the types 3f subjecr matter ln the two parts, the style and format of each par! ls dlfferent. One malor differencc is that the content of Part Two lB dlvlded lnto lettered and numbered subpsragraphs so ihat cadels can quickly locate the descrlptlons ol the varlous drill procedures and ceremonies. The following teble 16 to be used in presenrlng the marerlal ln thls manual ro lhe parrlclpanls ln thc leadershiplaboratory. CADF,TS IN: PHASEI PHASElll Flrst Three Achlevemenls Lest Three Achlvements PHASEIII PHASEIV MUST MASTER CHAPTERSI l,3, 4, 12, end 14

5, 13-Sec A, 15, 16, 17, and20 2-Sec A, 6-SecA, and 13-Secs B andC
2-Sec B, 6-Sec B, 7, 8, 9, 10, 18, 19, end 21
ll

As cadets progress through each pha6e of the cadet program, they mus! master the parrs of thls Eanual that are prescribed above lor that pha6eof the leadershlp laboratory. Not only muBt they master te tequired meterlal during each phase of $e leadershlp laboratory, they mu6t al6o retain mastery of .!at material as rhey go on to and through succeeding phases. Only ln thi6 way can they lay a flrm trundatlon upon which to lmprove and lncrea8e their leedershtp knowledgeand skilts. To attaln, and retaln, mastery of the prlnciplesandtechniqucs descrlbedln thts manual, cadetsmust :.nrinually study and practice to become proficient - to improve old skills and io develop new ones, If ael do this, they will attain theobjectives ser for each phase of the program and rhelr leadership growth rill be constant and well founded.

JOE L. MASON Cotonel,USAF National Commander Civil Air Patol

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TABLE OF CONTENTS PAGE PART ONE: LEADERSHIPPRINCIPLDSAND TIJCHNIQUES The Leadership Laboratory in Civil Air patrol . . . A--fhrpose B--Objectives Methodsof Training . A--Driil as a Leadership Laboratory Technique B--Discussion as a Leadership Laboratory Technique. '. .. . Attitude and Discipline A--.Attitude B--Discipline 4 5 6 The CAP Uniform Customg anclCoultesies in Civil Air Prtrol . . of LeddershiP ResDonsibiljties A'--liesponsibilities of the Cadet NoncomnissionedOfficer ' B--Responsibilities of the Cadet Officer Leadershlpand the CAP Leader C tearCommunlcation .... A--The CommunicationI)rocess . B--lleadable Writing C--Speaking ConferenceActivities . A--Interviewing and Counseling B--Conference LeadershiP IO Solving Problems and Reporting Solutions ' A--Problem Solving ' B--Reporting the Problem Solution Personat Leadership Development Program . 1 1 2 7 7 10 14 14 15 18 22 29 29 30 34 49 49

C H APTER

7 8

62 62 66 68 68 72

11

PART TWO| DRILL AND CEREMONIES 72 The Need for Drill . . . ' ' """"' 83 87 8? 88 88

Commands and the oommand Voice A --Commands B--Giving Commancls . . . ' . C--The CommandVoice . . .

CHAPTER

PAGE

l4

Indlvldual Instructlon... . . B--Movement6 Dlill of ttre Flight . .. A--Folmation8 B--Marchlng

94 94 9E 102 102 106 111 111 lt2 11? 721 721 723 126 729 129 130 133 136 136 149
150

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Drtll of the Squadron. A--Ruleo for Squadron Drlll B--Folmatlona C --Ma n u ao l f th e Gu td o n .. . . Colors .. A--ReEpectfor tlle Ffag . .. B--The CAP Colo! Cuard and Manualol Colora C--Flag Rat8tngand Irwerlng Ceremonles . . . Groupand Wlng Formatlona A-- Functlon of tlle Croup and the Wtng . B--Croup Formatlona and Review C--wlng Formatlon

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77

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Milltary Ceremonlea , . . . . . A--Par&de Ceremony . . . . . B --C h a n g e o f C o mma n d.,..

Interlor Guald ln Clvtl A1! Patrol

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20 27

Speclal CAP Ceremonlee. . .. A--Cerernonlesfor PhaseI B--Celemonles for phaeesII and III

153 153 15? PAGE

. . . . . 194 . . , . . . . . , . 19 8 .. . .. 203 , . .., .. ., 207

LIST OF ATTACHMENTS ITTACHMENT

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Evaluatlon of Cadet ProgreaB ln the Leadershlp Laboratory PersonalCheckllsts A-B-C-D'8 of Leaderehip Additional Readings . The Cadet Oath

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. . . . . . . . . . 27 3

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Th ec adet Motto
Index ...

PART ONE
TEADERSHIP PRINCIPTES AND TECHNIQUES

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CHAPTER 1- THE LEADERSHIP LABORATORY INCIVIL AIR PATROL

as a cadet member oI Clvll Alr Patrol, you !.?. rhe prlvllege of partlclpeting ln rhe flnesr IE:{ram of it3 klnd tn the world. one facet of t CIP Cadet Program - the leader8hlp laborairlar. rirh whlch thls manuel 16 concerned - _youf cives .q. en unequeled opportunlry ro develop )E3:rship ab ltteB ro the fulle6t. Tbe CAp ,..:E!Ehip laboratory 16 not ea6y. It wlll require much heral work, end llke everything in llfe, *hat you ger out of the laboratory will depend on whet you put lnto it. one tblng ls ceftain, however. Tbe resulls that you can aftaln ln the leader6hip laboratory wlll fa r exceedrhe effort you musr expend, and when you flni sh rhe program you wlll be better lnformed. more matule. and more underatandlng than when you 6tarted.

A - P U R POS E S E CT I O N
::f, purpcse of the Clvll Alr Patrol Cadet F::r::m is lhe development of dynamlc AmerllE&a and aerospace leaders. The leadershlp 1&?rrory offers a pracrlcal methodof developlng k!:stui potenrtal-- an lndlspensableelement oi [h ultimate goal, Tbi6 guide ls lntended to tF:!.!o. the nece66ary toolslor 6uchdevelopment. TL rrjcle conralns rhe oblectlves of rhe leaderr-boratory program, eugge8redmethods for 4 EE:68 achieve rhose oblectlveE, slds for measlr8a learning and ptoflclency, end relsted lrkErdon of spectal concern to the CAP leader. l 15:Jrrelared wlth the srandardmeetinc 6cheddE lnd overall oblectlves of rhe CAF Cader P:':E:an, and tr ls io be used as the besls for tb :+rdership laboratorv procram Drescribed | :.rP\t 50:t6. "The Ciiil ltr parrol cader F:4=!1," L .''.RPOSE OF THE LEADERSHIP LABORAmonles, (3) Speclel CAP Ceremonles, (4) The CAP Unlform, (5) Customg end Courte6lea ln Civll Alr Patrol, (6) Securtty Functlona of the Interlor cuard, (7) Characterl6dc6 and Prlnciples of Leader8hip, and (8) Technlques of Leadershlp. The baalc content of the leboretory ls taught contlnuously tbroughout the program, As you progreEs through the progrem, your relarionshlp to the requlred activltles change6, Durlng the program, you wlll partlclpate in the followlng four increedngly raponslble leadership stage8: (1) Partlclpant- Follower, (2) Particlpant- Leader, (3) Planner - Supervlsor, and (4) Advlser - Counselor. PURPOSE THE LEADER

-_=a:L content of the leader6hip laboretoryproar-E is designed to provlde you wlth an opto become proflcienr ln the following frE:rril]' !G lajor areas: (l) Leadership Laboratory (2) Milirary Drjll lechnlquessndCereI.&ds,

In educatlonal terma, a laboratory course is one in which the students galn thelr knowledge of chemlcal, physical, or humen processes from a planned serlea of problem- 6olvlng asslgnments and dlrect experlence. The CAP leadershlp laboratory ls no exception; however, leadership problems and thelr solutlons cannot be reducedto formulas. Leadership - the ability to guide or direct the actions of others 60 as to galn their

willin0 coopcrarionjn doing job, somFrtmes r " loD lney ncither wanr ro do nor know aow ro do _ rs a numanprocess,and it lendsiiseltro tcachlns rn'ougn the tsbo.dtory merhod.since jr is not rh; sum .rotal of set formulas or rules, lt is not possible ro provide you with the kind of iaboratort manualusFdjn a chemjstry or physicsctass.Noi rs rt !ossible lo supply )ou wirts standardizeo rnslenats or rirh specjfic an6wers to lhe problems you witt mcer lnrheleadershiptabo-dtort. Never_ rnerF6s, as a cApcdde(andapotFnrialleade.,'oU mu6r tearn lo recognjze, analyzc, dnd solve reaoersnipprobtems when rhcy occLr. The CAIreadership taborarory wilt hctp lou do rhis. of Ierder_ . A lahoratory lor rhe de\elopmenr snlp cout0 be desjgnedaroundrlmosr any tind of cooperatjveacriviry. Dri as thc medium tor the reao,rsnrp taboraror) has numeroLsaovantaSes: ir rs .elarive eas) ro recch. lt requlcs ctone of ,. medrrrm,or larfF grolps. tr l:1T19Il cannoibc perlormed -sma Individualt).Iiia a nccessa r) srllr lor succcscfut membFrshtp in ciilt Ai; Har.ol_ and musr cvenrLallybe lcarned,when wcll, rt has a unifling effe(t rhar promoresoone djs_ crplne and esprlt de corps, rhe most imporranrreason for uslne , .,,,H,o_*:1"., orlll ln tic leadr6hip lsborarory is rhat it ts a means Dy *hl(h you can gradualtyproqress trom rne s-tmpte ro rhe difftcult. In p( rfoimjnS th.drj m.o!emenrs thr ms(.lres, )ou srarr wtrhin-(slmplc. oaslc l actngs_ and advanc, ro rhc ctabu,arema_ j!' I r^vicw. rn sor\rn8rh( readrrship :::::l: proolems ^"f.,rnat arisc du.rnc rhls process, you srarr wllh rh! relari\ety 6rmptepr;btFm. of rhc

squad leader and progress ro rhe comptexpro_ Drems ot the cader commander

.Sra-ringat rhe boirom as a beginner tn thc leade.ship laborarory. you firsr ac-qulre a basic knowtedge of lundamenrals and Iearn how ro obey rne o.ders andlnsrructions of your leaderprompt_ tJ and precisely. As you mole up, yuu assume po-srtrons.wtih greareraurhoriry and responsibility unur rrna|ly you are chargedwirhptannjng, super_ vrsrng, and c,onducrtng rhe teadershtptaborarory. fa( h rung o-[rhe ladder requirFb,nore advanced kno\rtdge, and profjciency with re_ apecrro rDetechniques of leadershtD. .ThF rechniques rhar are the goals oI rhe raoefsnrp taboratory are noi pecdiar to clvil Arr, Harrol. Ihe managerof a baseballteam and a lgnt commander use essenrially the same rikewt6e,rire presroent l:.111!i:6 91 readershrp; or a cor-p!ra on andrhecommander of a targe CAp unlr,prac ce much rhe same leadership.Becaus or this simllartry, many succcssfutCAn teaaL.rs move smoothty into posjrtons of teadcrshtp in Dusrnes6, and rhe profe66ions. Tte _government, .l reverse ot this sl(uatlonts also rrue. c su,rces6 Parrot ts due ln larqe part ro rhe :::l,,,lll ll membershjp incrudes ;any our_ .sranolng tedders from busine6s. tndu6try, andrhe alprrcatronmay be dlfferent, bui tn cver) walk or,lrre lcaders draw on the samc baslc leader_ 6n1prechniquee.To help you bccome profictenr rn rn(, use of the8e rechnlqucsanclprinclples is

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obJecrrvc of rhc cAi readcrshrp

SECTION B - O BJECTIVES
.Theleadershtptdbora(or' m usrnorbe lim Ld l? l].,.^lrlt! lj."td: Lcadershjp ts an tnresrat pdrr or arr ( AP acrivtttcs, rnd rheconccprs and;eriods or rne taboraiory musr be applied in (he class, r.ooms,o jces. and opctarlonal factlirjes of rhe unrr as wel| as on rhe d. l fietd, yol cannor laborarory, or in one meetin!, o. rn one pnese. you muar srudyand pracrjcc o!r a period of tlme, and you must receive frequent, repeluve rratning from parienr, unae.smriAing. sKlrreolnstructots_ 3. qVERVIEW OP OBJECTTVES obJecrives,. alt inrerdependenr, nave oeen -C:._,1in asslgned" ro rhc leadersl,tptiloratoiy tor ".. of rhe program, Seierat objecijres dre repeared in larer phases,.lhc.c for rhjs - whar'yourelrn and .rrFr-pracrrce in 6ucceedlng monrirs and years new meanlngand importanceas lime ::::^.'D: 1ld change. .as you and rhe condiiions rhat surrounoyou As you advancethfough thc teadershtplaborarory Pr.ogram, you wjll serve as a sruoenr (parrtctpanr - follower), ss an in6rrucror (particl_ panr- teader), as a .supervisor (planncr_ supcr_ vrso-), and as a counsetor(adviser_ counsel6r)_ rn that. order. To be a good student. you musr xnow what you wlll be expectedro do, and then rcdrn to do _jt. To In6trucr well, you must know m,ore tran rhe 6rudentsyou teach. To supervlse propefly. )ou must know wha( is expected of rhe rnsrrucrors. I o gjve wise counsel,your combined expenence, skilts, and knowledge musr be broad enougnror you to sohe rhe varied paoblcmsyou may, encounrcr. Irtuch of your succeis rs a caoet rn^pnas_cs T, andtIw|ll depend on rhe kind of 6uper_ vrs.ron and teader6hipyou receive from aovanced cao(ts,.And whenyou becomean advanced cader, much ot lhc successoI lho6ejn your charge oepqndon how well you supervis; and tead wili rhem. )9u progress rhrough the program and Dpcome, " -."" increasjngty profiatenr i; e.xercistng reaoersnlpaki|]s, you w i be gi\,en correspond: rngry,ccsponslbte-asstgnments. vou witt acquiie rne aD rry io handJe rhi6 jncreasedresponsiliiltty

- profrcjenrin wearins rhc ::i,gT: 1- Flq:I mit irary courresy.tn m irarydiscip_

in stages, which in general correspond wlth the tour pha6e8of the cadet program. First, inPhase I you must become acqualnted wlth whdt wlll be erpected of you and leem to move with a military organization in a milltary manner, Next, during tb fir:st three achievements of Phase II, you must master the lndlvldual drlll movements and squadron ceremonies and increaae your general leadershlp abllltles to the point where you can functjon effectlvely as a partlclpant - follower. Tben, as you achleve hlgher cadet NCO stetus rnd become a partlclpant - leader in the la6t titee achlevements oI Pha6e II, you mustdemonstrate your capacltytolnatruct other cadet6,under supervision. when you serve as a plannersupervlsor In Pha6e III, you musr supervl6e cadetsln PhaaesI and Il,lneddltlonto lncreaslng lle proflclencyof yourdrlllrechnlqueabymasrering the maneuverE and detalls requlred for CAP ceremonlea. And flnally. es an advlaer- counaelor in the Phsse Monor cadre, you musr insure rhe e-ttectlve implementatlon and edmlnjstratlon of the overall program. {.

facing snd marching movementa, how to salute, how to wear the unlform, and how to respond in accordance wlth CAP cugtoms and courtesles. To serve in thls capaclty, you must have the necessary knowledge and experlence to perform the fundamentals ln a manner that commands the respect and confldence of those whom you teach, In additlon, you must be able to translate tbls knowledgelnto termswhich lndlvlduals and squads wlll understand and accept, In so doing, you lncrease your own proflclency, polse, self-confidence, and understanding of the fundamentals of drlll. For satlsfectory completlon of the Phase II leadersblp laboratory, you must attaln the followlng speclflc objecrlves. (1) Master the fundamentals of milltary drlll lechnlques and leedershlp prlnclples presented ln PbaeeI and Phase II. (2) Understand and follow the customs and courtesles of Ctvtl A1I Patrol. (3) Become proficlent ln lnatructlng subordlnate cadetB ln such sublects as milltery drlll, wearlng the unlform, CAP custom6 end courte6ies, and the fundamentals of dlsclpllne (through squadron formetlon6), rhe purposes of Ctvtl Atr _ (4) Understend Petrot at the gquadron, group, wlng, and nadonal levela end the functlona of commendlng offlcers et theeelevels. (5) Assume Ieadershlp poslllons at the fllgbt . 6. LEADERSHIP LABORATORY OBJECTIVES FORffi In the Phase III lesder6hlp laboratory, you are given additlonal responglblllty and authortry, together wlth greater oppottunity to assume lne role of the leader, Durlnc vour trslnlnqlnPha6es I end II, you acqulre a kn6ivledgeandepipreciarjon of the fundamenrels.In Pha6e III, you develop leadersblp 6kll1s by 6upervl6lng sib6rdhate caalela, by lncreealng your own ptoflclency, and by acqulrlng new skllle ln leedershlp - relared area6 such aa ptoblem solvlng and mllitary ceremonleA. You must master the procedures for conductlng group and wlng formetions, military ceremonieg, and specisl CAP ceremonies, not only 60 that you can partlcipate in and dlrect these actlvities but so thet you can supervise and evaluate tbe performance of others. Aa a Phase III cadet, you must set a good example and malnrain high srandardsin basic mllliary fundamentalsln order ro commandand retaln the respect and conJldenceof those belng led, raughr,and supervised.To do rhts, you musi atudy and pracrice rhe ba6ic principtes of good leadershlp and develop, maintaln, and improve Your leadership techniques. 3

FORFEASE

I?EADERSHIP LABORATORY OBJECTIVES

As a csdet ln the Pha8e I leadershtp laborarory, you Acqulre a baslc knoqrledge of rhe fimdamental6 of mllltary drill and ceretronlea and an understandlng of the lmportance of theae skllls. For sarlsfectory completion of the phese I leadershlp laborelory, you musr altain rbe following Bpeclflc oblectlves: (l) Under8land the role ot lesderBhlDlaborarory acdvlrles ln tbe cAP cader Proqram and tn preparlng eech cader for leedershtF respondlbllltiea ln borh clvtltan end CAP postrtons. (2) Weer the CAP unlform properly and underslsnd the necegslty for corieci peisonal ePPearance. (3) Perform competendy ln the baslc fundamentals of mtlttery drtll and be able to move rlth e mllltary unlt in I mllltery manner. (4) Understand the purpose oI, and your re6ponslbilltles wlth regpect to, attltude end dlscipllne ln Clvll Alr Patrol, 5- LEADERSHIP LABORATORY OBJECTIVES FORffi Durlng the leadershdp laboratory periods of ahe flrst three achievements of Pha8e lI, you are intioduced to CAP cuatoma and courteaiea and acqulre a higher level of knowledge and Proficiency in ba6ic military Ekills through continued partlclpatlon ln the status of partlclpantfollower. During the laat three achlevements, after you lncrease your experience and proficlency, you aerve a6 a partlclpant - leader, As a pardclpant - leader, you flll positions of resPonsibility and authorlty ln which you teach indivlduals and squads how to execute ba6lc

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For satisfactory completion of the Phase III leadership laboratory, you must altain the following specific oblectives: (l) Understand the relationshlps between leadership principles and the actual problems that face CAP cadet officers. (2) Conduct and supervise the leadership laboratory for Phase I and Phase II cadets. (3) Evaluate cadets ln Phases I and II and ludge the effectiveness of the overall leadersbip laboratory program. The rating form descrlbed in Attachment I will be used by the Phase III cadet railng offlcer to evaluate other cadets, (4) Becofte proficlent in advanced mllltary drilI, includlng participating in, dlrecting, and evaluaring milttary and special CAP ceremonles. (5) Plan and supervlse leadershlp lebolatory activlties and write cadet Equadron dlrectlves (6) Serve as a member of cadct boalda and report ftndlngs and recommendetlons ln proPel form. (7) Sol\c actual leadcrshlpproblemsncounrerud in the admlnistratlon of cadet activilies (8) Assume any command or staff posltlon at any Ievel.

(5) Plan, organize, anddellver m ilitary _ type briefings, (6) Expre6s the results of command and stafl planning in proper form, such aa in directives, and arrange for effective communlcatlon channels for all cadet personnel. (7) Develop and implement a continuing personal development program. (8) Msster and apply all the technlquea and concepts presented in thls manual. TEXT MATERIAL 8. GUIDE FOR PRESENTING Thcre are many ways in whlch the indlvldual subiects ln thls manual can be iaught. Because of ihe varlations ln personnel, faclllties' and condltions from unlt to unit, no rigld sequencc or methods of trsinlng can be prescribed, Each unlt must. therefore, devlse a speclflc tralning seouenceior its leadershlp laboratory. The unlt trainlng sequenceadopted must meet these three (1) It mu6t conform wlth the meetlng schedules publlshed in oAPM 50 - 16. (2) It must provlde for texi materlal to be presented as shown ln the chart. (3) lt must cive each cadet an opPortunlly to atrain rhe leader;hlp leboratory oblectivesfor lhe phe6e (or category) ln whlch he ts pertlclpatlng. Some soeclfic methods of tralning, whlch may be helDful io lndividuals conductlng [he leaderitrip tibotatory as weII es to cadet-slearnln-g iJ ^le tnstruct'ors, are presenled ln chapter 2. Eventually, as cheyprogress through lheprogram and becoine increa8ingly ekilled, the cadels wlll edminister and evsluata ihe I eadershiP1e-boratoly ' under the supervlson of qullfted senior meml3 admlniatered bers. The leadership exeminadon ro cadets abouc io complete the flrst achlevement in Phase ItI. The field grade quali.fying examlnarion 16 adminlEtered durlng the flfth achlevement in Phase [II.

7.ry
ln Phase IV you continue your growlh and development as a leader on an indlvldual basls. A6 a cadet colonel ln the honor cadre, you serve a6 a special sdviser and consultant to the cadet commander to provide your leadershlp expertence, knowledge, and proflclency for the beneflt of the entire unlt. Llke the cadets ln Phase III, in Phase IV you must gein end maintaln the confldence, respect, and suPportof other s through demonstrated proflclency and ability to handle groups. For 6atisfactory completlon of theleadership requirements for Phase IV, you must attain the ebility to: (l) Plan for the accompllshment of speclflc (2) Organlze. direc(, coordinate, supervise, and evaluare all elements o[ cadet activities, including the command of ell echelons of the cader srrucrure in fleld activities. (3) In8truct all subjects relevent to cadet (4) Serve as the president ol chalrman of cadet boards and instruct, advise, and evaluate the actions o{ cadet board members,

Jhe proqress each cadet makeslntheleadership laborar;ry muEt be evaluatedat lcast once for maklngtbese P rocedures in aach achiev6ment. evaluadons are outlined tn Attachment 1. Checklists for personal evaluatlon snd self- anslysls are found in Attacbment 2. IO. RFSULTS OF THE LEADERSHIPLABORATORY PROCRAM ln the leader6hip laboratory io Oeuetop special knowledge, sklll6. and tendi "*,"t"",ctraracteristtcs'esieniial to the leader. TNB priii.ip"tion lncludesthe following exerclsesand the outcomes of each,

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GUIDE FOR PRESENTING TEXT MATERIAL

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:.]ETS IN: WITH STATUSOF:

rhar is robepresenrcd in thereadership

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AR I.] ITE S ITON S IB LE FOR MA S TF]R IN G:

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Title
LeadcrshrpLaborarory in Ci!tt Arrirudeand DtsciDline The CAP Unlform' The Needfor Drflt IndividualInstrucrton

Particlpant-

3 I2 t4

5 PartlclpantFollower 13A 15 l6 l7 2A ( lJartlclpantLcadcr

Customsand Courtesicsin civll Atr Patrol Commands and rhc CommandVoiccDrllt of thc Fltshr Drili of rh(j Squadron ColoIs Intcrlor (;uard in Clvlt Air patrol Merbodsof Trsinlng - Drfll as e L(edership Laboratory Tcchniaue fi csponsibjliticsof LtjadershiD _ Bcsponstbjltrtes of thc Cader Noncommls6ioned Officer ^ Lommands and rhc CommandVolce_ urvrng uommands.Thc Command

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,Achrevem0nrs Last Three

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Methodsof Traintng- Djscusston as a LeadershlpLaboratory Rcsponslbillrics of l_cadersht o_ Re"sponstbiliries of rhe Cad;r Leadershipand rhc CAp Lead(r Llear Ctommunlcarton Confcrence Activiries Solvingt)robtemsand Reporrlnq
irOlutlona

Supcrvlsor

One

Group and Wing For:marions Mltitary Ceremontes SpecialCAP Ceremonies

F'-:.ri:

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II

Pe_rsonalLeadership Devclopment

Indlvidual B asi s

(1) Executtng lacing and marching moveTeaches immedlate obedienceto order6' Develops mllltary bearing and poise' Develois spirlt of teamwork. cbnttdenceand self-assurance' Develo-ps Providas moderate but effectlve physical exerclse. (2) Particlpatlng in personal inspectionB: lmProvesPersonalaPpearance, tmoroves mllltarv bearlng and polse. Develops Prtde and confldence.Stlmulates desire to set example. Develops knowledge of lnepectlon 6tandards and Procedures. (3) Pa(iclpatlng ln comPetltive drllls and

Develops decislveness in making decislona. DeveloPs ludgment' and Interesi' Developsentbusiasm Develois ability to organl?e and plan lnstructlonal actlvitY. Develops command voice. (5) Conductlng personal inspections: lncreases deslre to set example, Increases military bearing and appearDevelops self - confldence Develops drlve and force. DeveloDE Poi6e, Develois sklll In handltng subordlnarea' DeveloDs dlcnitv. Develois teihnique of keen obervatlon. (6) Participatlng ln dlscusslons on sublecta related to leadershlp: Increases knowledge ot subJect matter. Develops self - expre66lon.Stlmulateslntere6i and entDualeam' Serves as trainlng in Iearnlng lo get elong wlth PeoPle, Developsabllity (o solve ProDlems. Develops aelf - confldence' DeveloDstact. Develo-ps ludgment and loglcal thinklng. (7) Teaching and leadlng dlecusslons on fundamentels of mflilery drlll, wearlng of the unl_ form, mllltary courtesle6, and leader8hlp! Increeses knowledge of 6ubject. Increases knowledge of poychology' Develop6 6e1f- exPreaaion. Develops proflclency e6 lnstructor. Develope abllliy to handle subordlnatea' Develop6 6elf - confldence' DeveloPsforce and drlve. Develops ludgment' DeveloDadeci6lveneas. Develo-ps prlde in weatlng the unlform'

Teaches lmmediste obedlenceto ordera. lncreases knowledge of drlll and cele_ monlea' lncrea6es desire to follow instlucdong. ImProves mllltery bearlng and per6onal aDDearance, hcr6ases prlde and conlldence in self and unlt. DeveloPs sense of unit respon3lblllty. (4) Igsutng commands or drlll lnBtructlon: conductlng unit

lncrea6es knowledge of methoda and prolncreeEes deslle to set examPle. of men. Leads lo knowledce -handllng people. Develops skill ln Develop6 sense of personal responsiblllty to unlt. Develops lndividual and unit prlde. Develoos 6e1f- confldence and aelf - contfol-. Develops inltlatlve and ablllty to adapt to lmmediate eltuadona.

()F HIAPTER 2 METH()DS TRAINING

of thc contlnulngresponsibiljiies of all : !-: -ne members is to teachand asslsr others wlrh J.rs erperlence and sklll. You, tberefofe, not I|trl must learn the principles and rechnlques rr.srred ln thls manual, you also must learn i! !o reach them to orhers, for you will be 5!::c uF,on to do lust that when you become *diaiently advenced to take part ln tbe edminlsand formal lnstruction of the progrem, :Es chapter descrlbes some effective tralnlnc -rcro tt.lds you Ehould use whcn you are celleA r)gEc (o insrruct others ln rhe leadership labo'a hen you analyzethe I eadershlp laboratory as r .ble youwlll flnd that many different rechntque s |rtc approaches csn be used ln conductlnc the JE-:tsajn. Whlle many alrernettves are avetlable, llrdrng whlch methods Bhould be u6ed vrtll not 4 ',ro cllfflculr lf rhls besic quesiton ts kepr jn !:-: Does rhe leadershlp la6oratory gjve;'ach cadet an equal opportunlty to learn and practlce the technlques required? Tbe most effectlve way to dcvelop goodleadership BktUs t6 to apply end prectice the princlpleg preaented ln the leadershlp laboratory, The organlzatlonal slructuTe of the CAP unlt offers you a unique opportunlty to do thi6 as you gerve ln the varlous leederahlp posltlons, The leadershlp laborarofy program lrself Bhould lnclude the use of all methods of tnstructlon - the lecture, demonstrstion - pedormance, dlscusslon, problem solvlng, erc. Frequenr evaluatlona of progtess should include wrltten and performancc rests. Tradlrlonel petterns of lnstructlon ln dflll Ehould be usedonly whentbese Are the beat means available to achleve tbe deslred oblecrlve. These oblectlveE shouldalways be relared ro the indtvtdual. as welt as ro rhe unlt,

SECTION A - DRILL A S A TEADERSHIP LABORATORY TECHN I Q U E

As drlll in strucrion progre s 6es, caders6hould !. douped accordlng to their proflclency. Those rn: show a lack of aptitude ahould be separated =:a the others and placed under the most ::Ee.ienced lnstructors. Care shouldbeexercised Eia to ridlcule slow learners. ::. TECHMQUESFOR TEACHINGDRILL You will find the following technlques useful d :eachlng drill exerciaes, Demonstration - P erf ormance To teach by this method,ltls notnecessary to !:dorize each word of the explanations Jor the t*ious drill movements,butyou - theinstructor mu6t be sure thai your commanda are correctly worded and easily understood.You sbouldpractlce in prlvete, checkingagaln6tthe manual, untll you have a clear, completeexplsnatlon ln mlnd. The demonstration- pedormance method of instructlng conslsts of rhe followlng steps: (l) Gtve the name of themovement or exercise and it6 practlcal use to rhe individual unit. (2) Gtve the command ro be used for the movement or exerclse, and explain its elements the preparatory command and the command of (3) Explain the movemenrandrhe commendso that the student canundetstand the demonstration.

(4) Demonstrate the movement or exercise, lf the movement has more than one count, demonsrrate it by tbe numbers - one count at a tlme. (5) Ask if there are any questions, (6) Give the student an opporlunity to try the movement informally by himself. (7) cive practical work by the numbers and talk througb the movement or exercise. (8) Make correctlons whenever errorsoccur, (9) Repeat with rhe numbers unrll rhedesired proficiency i6 achieved. By the Numbers This ls the techniqueby whlctrpreclslon movements of rwo or more counts are demonstrated, practiccd, and lcarned - one step at a tlme, Tbls method enables the atudent to learn step by step and permits the lnstructor to make detalled corrections. It can be usedwlth marchlng movements as well as with those performed at a balt. In 6ome of the more complicated movements, such as column rlgbr (for a fltght) from a halt, use of ihe numbers ls the only effeclive way to catch and correct errors. The steps you should follow in teachlng by thls method are de8crlbed below. (l) In a marching movement by the numbeta, the lnstructor counts throuch the dealred number of countsbefor e termlnatlng-the exer ci se by havtng the student bring up tbe tralllng foor to the nolmal balt po6ltion. (2) The ingtructor commands Bv theNumbers before glvlng commands for the m-o'riEfrEfri6,-F6i Bv the Numbera.About. FACE. the firsr count of of the movemenr 16 executed on the command ol executlon,4!gE. The second count i s executedon the commsnd Readl TWO. (The ptvor is thc (3) All subsequentcommandEareexecutedby the numbers untll the command Wlthout tbe Num-

After a unit has acquired some skill in executing commands and in giving masa commands, the insrructor can designare individuals inrankswho, in successlon and !\rithout leavlng ranks, wlll give commands and execute them with the group. Tbe next man starts giving his commands on a prearranged ba6ls, elther on slgnal from the instructor or after the preceding man has glven a certaln number of commands, Competitive Drill Exercises The use of theaeexerci ses betweenlndlvlduals or units is another way oI lncreasingdrill knowledse and sklll.

DAMEIITAI-

r2. SUGGESTIONS

In partlclpatlng ln the leadershlp laboratory as an lnstructor, you wlll flnd the following suggestlons useful: In reachlng wearing oI rhe unlform: Dlsplay posrers and charts to showcadetsthe proper way to wear the unlform, Maintaln hlgh etandards ln wearlng of the unlform. use full - length mirrors wlth captlona on the 6lde; for example, "ls your cap on stralcht?" or "Are vour shoes shined?" Requlriadvanced cadeis to correct uniform dl6crepancies of subordlnates. Have sdvenced cadets polnt out lndlvldual dlscrepancieB at lnspections and explein methods of correctlng the dlacrepanclea. Have the unil commender demonstrate the Proper wearlng of the unlform. In the classroom or drl]I area, call on one or two cadetE to discuss major points briefly (2 or 3 mlnutes), after whlch the clasa can llat omltted ltema. In teachlng mllltary courtesy: Eerabllsh and maintaln hlgh 6tandard6 of military courtesy. Have cadet officers end NCO'S observe and correct mllltary courtesy of other cadets. Make on- the- spot corrections. Have cadet offlcers lead dlscusslons on militAry courtesy. Observe the rules of military courte8y. Schedule brief periods for comments (2 or 3 mlnutes) in the clasaToom or drlll area by cadet officers, NCO'8, and basic cadets on a partlcular phase of m illtary courtegy. Make sure that all cadets understand the reasons for obse ing the courtesles, as well as how to pedotm them. In teaching positlons and movements: Become thoroughly familier wirh rhe movement or procedure to be taught.

left face, tbe command Byrhe Numbers would be given at the beginning of the practlcal exercls. Each faclng is repeated aeveral times by the numbera untll the lnBtructor slves Without the A!!g!Srg subsequentmovemcnis are the cadence of d'rlcl ttmeMass Commands These commands have an excellent tr&inins value and should be uscd frequenrly. All of tha three types of commands descrlbed ln paragraph 115 are effectlve rreinlng technlquea. lnidividual Commands Having indlvlduals ln the rsnk6 give commands is another way of increasing lnterest and skill.

bgr is siven. For example,in t6i6frii!-i!6i-ia

I lrrdicable, break the unit down into small for inatruction. f i.',sr're for purposes of lnstructlon, gruup 4ler5 accordlng to thelr proftciency: lE!fu'ur ner movements by the numleis. one rdd at a rime, maklng certaln to explain kg rb purpose or use of the new moverplajning a movement or Dosltlon rble tbe cadets are at atten onqte rhe movement, then demonsirate lt, ,hrl| bavtng the cadets remAin too lonc ar (Ee position. I tE ri cedets away from rhe eun, lf &1ble. h! rne cadets understand eech posrtlon '!' rrovement before taking up another. .sststanr tnsrructors 16mdkeindlvtd_ llrila correctlons for eech movement,t< -I c.dts_ acqulre s knowledge or sllll, &Erlatethe ovements toauoiahreaom. I q) a speclal squad for slow learners place it under the supervislon and' & ElEruction of the be6t quallfied lnslructor. tlr ridlcule an lnept or slow group u! LtidduelI F. special Equadlor cadela who lack ilE e$ or who do not take rrelnlnc serious!!k rssiEtant lnatructolg and cedets from rL renlsexplaln anddemonstrate pogltlons c3clet6 to prActlce lndlvlduelly or al! a frlend ourstde rhe scheduled drtll lEins. tbe positlon of etten on! l|la] po6ter6 and charts ln placeE that are riril-able to all cader6. lts

Have mirrors avallable at conventenr locetions for cadets to pracrice individually or ro check salures-Uae rhe coach- and - pup merhod in rhe cta6stoom or in the drill area, Have the cadet instructor explatn anddemon strate in the classroom ot ln the drlll area, -Have one or two cadets demonstrate in lront of rhe class or untr, with the classpointlng out malor errora and maklng correcrions, Mainrain hlgh srandards of satuiing. In teachlng facing movements: Have leaders explain and demonsrrare rn front ol the unir or clasE_ Let one or two students demonstrate ln front of the unlt or claas, wlth lhe ln_ _- structor conductlng the explanatlon, HAVe One or two students demonstrate to the claas or unlt, with the class polndng out ma.lot errots and maklng corrirctlons'; In reachlng ma!chlng movements: Have leadr explaln and demonsrrate, HAVe leader explaln, using cadets from the rank6 to demonstrate. HaIr the unlt a! frequent tntervals, ar which tlme the cadet ln chsrge andhis aa6lst_ anrs makelndlvldusl andgroup correcuons ano explaln the next moveDent. (shor! and r.equent pertods of marchlng wlth cor_ rectlons are more eflecttvd than long periods ol marchlnq.) exrended Allow only one peraon to addiess rne unrt wDen tt la marchlng. The ceders cannor concentrete on whet two of more people _ are saylng 6lmultaneously. ln crltlctztng the leader of a squad, fltghr, or aquedron for e major tre-m call 6lm to _onc eide, In many cese6, mlnor de_ rlclencles ln the leadcr,s technlques cen be overcome mofe effectlvely by on _ rne _ spot correctlon wllhout recard to the preaence of rhe cedets tn iank6, At all tlme-s, nowever, the prestige of the leader snout0be constderedEn:9yr!S-e cgmpeittion berweenuntrsInfacing and marchlng movementsas an effectlvE monvsdon for caders to lmprove rhelr pforrclencv, In teaching volce and commandi Observe a cadet offlcer wlth a goodcommanct

E ca<lctln str ucror pTesenia demongtratlon I rbe classroom or ln ihe drlll area. rro cadets from the class demonstrate r rie classroom or ln the drlll aree, !n an lnstructor conductlnq the exDla_ EioD- (One cadet presents i front view; @ orher. a side vlew.)

r r aull- lengthmtrror wtrh capdongon rhe E, oppo6itethe verlous ltem6: for ex_ EIte, "Feer form 45oencle."

a c.dt NCO's make Indivtdualcorreciions tnin the squad, fllght, or squadron whlle r leader explatn6 rhe details trem by
h.

Have quallfied cader offtcers explatn and demonsrrare rhe ftve qualtrtes of a good commanovotce. Use mass commandswirhtn the squad,flight, Require_ cadet6 to take turn6 ln explalningand demonsrrating the quelities of i goodcomHave advanced cadets give commands to the basic cadets.

the hand salute: +.:y posters and charrs ln places thar lre available to all cadets_

Have the cadets break up into traininggroups ol six or eight; hdve each group conducta cririquc on eacbmcmber afrerhchaslakrn his turn at giving commands. whoisissuing lf spacepermits, haverhecadet commands separate himself from his unit by approximately 50 or 75 feet. Srudy thc exercises on devclopment of command voice in this manual. Schedule special trainlng periods to bc conducted by cadcts who have good command voice. In a flight formation, wbencxecutlng faclng and marching movcments, number

cadets and have them rotate in glvingcommands. Allow a maxlmum oJ 10 seconds between commands. For example, whenNo, I has.given a command, No. 2 is allowed l0 seconds In whlch to give a command;then continue to Nos. 3, 4, etc. Form the squad ln a clrcl e and have its members rotale in giving commands for posltlons, rests, and laclng movcments such as paracle rest, present arms, and alrout face. The groups should hold critiques ar frequent intervals to polnt out the strength or weakness of the squad members.

AS A B . DISCUSSION S ECTION TECHNIQU E TABORATORY TEADERSHIP

In the normal discharge of thcir duties, CAP members arc frequently tnvolved in pancl or discussion conference6. Lvery CAP member should be ablc to conduct and partlclpate ln such mcctings, Trainlng in discussion tcchniqucsls an esscndal part of Ieadershlp tfelning. The varlous subjects covered ln !h16 manual ar cxccllcnt toplcs lor cadet panel dl6cu5slon lo laboratory. bc conducted as a part of theleadershlp Som(, dlscusslon topics of partlcular lnterest to cadcrs include: LeadcrshtP Wearlng thc UniJorm Discipline Courtcsy Rcspect for rhe Flag of tbc ljnited States Itesponsiblliiics of the Noncommissioned Offlcet Responsibilities of thc Cadct Oflicer (Nore: This llst can bc supplemented or rearrangcd as neededto conform with rhe subjeats scheduledfor the leadership laboratory.) Discussions on these and other toplcs can be used effectively to enlar:ge upon the formal lnstruction recelved In the classroom or on the drill field, The panel discusslon method shouldbe used a6 much as possible throughout the entire leadership laboratory. METHOD I3. THE PANEL DISCUSSION In advance of a scheduled discussion. each cadet should review thc informatlon on the a66igned topic wbich appears in this manual and in any additional availsble references. Questlons to stimulate thinking and discusaion on eachtopic listed above are located at the end ofthis section. After the csdet has reviewed the background information, he should answer the questlons on the assigned topic, The questions can then serve as the basis for group dlscussion and debatc, The discusslon should be conducted to allow partlcipation by the entire group, which should be kept as small as practicable. Tbc indivldual in charge of the leadership laboratory wlll dctcrminc the 6y6tem of conducting discussions whlch best sults the particular condltlons at hls unit. Two possible discusslon metbods arc suggestcd below: (l) A group of cedcts, with the leader chosen from among the partlclpants, (2) A group of member8 of the samc squad of flight, ttth a cadct offlcef or noncommlssloned offlccr assigned to serve as discussion leader. FOR 14. SUGGISTED TOPICS AND OUFSTIONS

DrsarIISSION-

have known perTbink of the lcaders sonally ln the last 5 or 6 years. which lmprcssed you as being the best lcader? Why? (2) ln what ways In your CAP activitles can you dcvelop leadership abiltty? (ll) As a cadct fliSht sergcant, you feel that your cadcts have little rcspect for or confidence in you as a leadcr. What can youdo to lmprove the (4) ln terms of good leadership, explain thc difference bctwecn driving and leadlng, wlth examples. (5) As a cadet flrst sergeant, you notice that considerable unrest and dissatislaction has developed within the squadron as the result of an order pubtishcd bythe squadroncommande{, What should you do? (6) The group commander te1ls you, the squadron commander, that several unfavorable reports have come to the attentlon of highcr headquarters concerning standards of salutingand personal appearanceinyour squadron.Whatacrion will you take?

ItglEs-9r9ryl:i1-tr3t:I:ls (1) you

l0

(7) As rhe cadet commander makinc an rnyou note rhat the general appealance ot scjon, 6. c.ders ts below the accapred 6ra;dard6. What erx' rill you take to corTect thts deflclency? (8) As th9 cedet flight commander, you IeeI , :tr r perdcular policy tnstituted by the sduadron cromander will prove derrtmenrat rothe;elfare e squ:rdron. whar shoutd you do? 'l (9) As the cader fltghr sergeanr, you feeL , !l.r de 6quad I eaders arebccs sto;at I ylndifferenr b tEir obltgaiion8 and responstbtitrtes. Whar .Eir rill you take? Discusslon Questlon6 on Wearlng the Unifotm: (l) You have notlced that three orfour cadets lqlr squadron sre habitually tndifferent to the of the untform, and thit occa sionally they rEr: -.!i.g some unauthorlzed item. As a cadet, whai should you teke? Whaiectlon dovou recom_ -"'ri b the squedron commander? --r five reasons why lt is necessary for - -{Zt,Cive r.r' catcera, both cadet analsenlor member, to G tbe example ln wearlng the unlfotm, lE E:m (i) ln evalueting a cadet, should thelnsrrucror greeter emphasls on ettltude toward the or on proflclencv ln drill?

DiscusslonQuestions on Ardtuale: (1) Why ls a good artttude one of the most lmportant attrlbutea ol the cAp cadet officer? (2) As a squad leader, you find rhat one of your squad members ts incltned ro be roo mucn concerned aboufhlmself andnot conccrned enough aDouthis unit, You feel rhatlnfalrnessro him a;d tne squad somerhtng shoutd be done. Whatwi[ you (3) As a cader ftjght commander,you nortce -, _ two ot your cadetshabjtuallycompjaln, tnar What wlll you do? asked ro rry ro devetop the Y9! hgvg b-een plr-oper -,-_!41 attttude ln four phase I cadets concernlng merr obugauon ro thetr untr and to Ctv Ali ratrot. How would you go about lt? (5) In the squadron whlch you commano,one --you as hevlng ltrtle regera for !19!!,-lmpresses consututed euthority. He neglecrs hls d=utyand appeers unconcefned abour ii. How w l y6u go ' aDout correctlng en aitltude of thls type? Dlscusslon euestions on Dlsclpllne; whet ways do-es the dtsctplineotalarge .._,(l)-In DUSlneSs concern parallel thetofclvtl Alr patrol? (21 _-_ ivly ls lr tncorrect ro rhtnk of dtsctpline ano as belng synonymous? Whar ts .p_unlahmenr rne olnerence between the two? (3) Your squedron commender has a6kedthat you glve hlm e llst of recommendatlona for lm_ plovemenr of dt8cipltne wtthtn the cadet unlt, w nar sre your recommendetions? . (4) For whar reaEons do classeg of CAp caoets come to ettentlon when an officer enrers tbe classroom? (5) CIte three lnstences of self_ dtsctpltne , you have personally wltnessed. ctve three that exampte6 of group dtsctpllne. (6) Shouldan.lndtfferenrariirudeon rhe parr . a cader or roward dtsclpllne dlsqualjfy htm'for an acnlevement award, even thouch he has a rhorough knowledge of the aerospale educarton conrent of rhe achlevemeni? berween moralc . (7) Whar is rhe retartonshlp and disciDltne? (8) As a cadet fltght commander or ftrst aergeant you give a cadet an ordetandhe refuses to obey. Whet action wlll you take? (9) Why is jt lmporrant for you as a phase TII or Phase lV cadet ro set rhe examDle for your subordlnates in wearing rbe unlfor;, sa_ rurrng,mtiiary courtesy,and discipline?

({) Your squedron commander hae aekedyou Ecommend way6 of ralslng the stendard;of the unfform In your unit, What do you -r:iDS end?
(5) As a cadet flight commander, you norrce r cadet conglatently wears hl6 uniform tmy. You have talked 'r,tth htm twlce abour For appearance, but llille orno lmDrovement been noted. Whet should you do? 16) You bave been e6ked by yout instructor FePere a confidentlal llet of tbe ftve cedets in class who heve set the best exemple ln rg the uniform. Support your selectlon with

E L

r)

What quallrle6of leadership ere lmprovcd the proper wearlng of the unlform?

(8) What are your lmpresstons of the cader r:les prlde In wearing hts uniform correcrly? 6e cader l{lho is tndtff6rent to his appearance |[form? Ot Should rhe uniform be worn ro all Civ Parrol acdvtttes or only to drill? Wby? {10) Wharobljgarions are assumed by rheCAp

tl

(10) What are six qualltles of the well- disciplined cader? Dlscuaslon Questions on Mllitary Courtesy:

cadets the mesning of the salute so asto counteract any feellng of subservlence? (14) Why must all CAP cadet and sentor officers be willing to corTect the salutes of cadets? DlscuaslonQuestions on Respecrfor rhe U. S.
fE{-

(l) When the ordlnary acrs of courtesy dtsapPear from the home, school, clvillan business, or CAP unit, dlsclpllne disappesr6 also. How \tould you explaln this fact to a new cadet? (2) You have been appointed as a member of e board to make a recommendatlon to the cadet commander concerning a Phese lI cadet whoae comprehension of the aerospace education portlon of rhe cadet program is sltghtly above average, but whose attitude on mllltary courtesy ha8 fallen below par. This {acr ha6 prevlously been broughr ro the cadet's artentton by hts fllght commander and by hi8 lnstruclor, but litde lmprovement haa resulted. Whet do you re(3) Do you rhlnk rhat a6 a ceder you should use "Yes, Slr." and "No. Sir," ln conversatlon wlth your ouperlors? Why? (4) h ha8 been broughr !o your attenrlon rher rhe fllght whlch you command has low standards of mllitary courtesy. You have been asked totake sode correctlve measures, what wlll you do? (5) What advelse effects are llkelv to resuli lf low standards of mllltery courtesy are sllowed to contlnue in a Bquadron? (6) A cadet or offlcer dlsplays a hlgh degree of mllltary courteay at all tlmes. Doe6 thls mean tbat be wlll. perform his work ln an efflcient manner? (7) Name flve mllltery courtesles. Nsme ten courtesles thet ale common to both the mllltarv and to civlllan llfe. (8) what ts the most effecrive means of correctlng a cadet for lnfractions ot militery courtesy? Flrat aagume that you are a cadet oiflcer; then a66ume that you are a second Ileutenant ln Clvll Alr Patrol. (9) Should on- the- spot correctlons be made for lnfractions of mllitary courtesy? (10) What mea6ure6 do you thtnk wtll result ln an improvement of 6alutlng standards and the quallty of the salutes ln your unit? (11) Three Phase I cadets have beenaastsned to you for tralnlng in rhehandsalute. How witiyou go atout trainlng them? (12) As a secondlieutenanrln CivilAlrPatrol. you pass a senior member airmen who fall6 to 6alute. You feel thatitlsyourdutyto correct him. How do you go about lt? (13) How can you explaln to a gtoup of new

(l) What does rhe flag of the Unlted Stetes symbollze? (2) What portton of rbe U. S.tlaqis conEtdered the honor polnt, and how isthls tndtceredwhen the flag is dlsplayed? (3) Why should every citlzen oI the Unlred StateBhonor the natlonal flag? (4) What doe8 a CAP member ln untfotm do when the U. S. flag passe6? _ (5) In.teachtng Pha6e I cadele proper flag etlquette, how would you de6crlbe the mennel ln whlch the U. S. flag 16 raised and lowered durlng a ceremony? _ (6) What dl6posltion ls made of a U. S. neg when it becomes unservlceable? (7) Why are two people needed ro lower and fold the flag of the Unlted Srates? (8) On what occaslons doe6 a CAP member ln unlform salute the flag of the United Statee? (9) What do the stals and slftpes in the U. S. flag represent? (10) What ts the poeirton of the U, S. ftag tn e procesgion wlth e llne of other flegs?

ffi
(l) In your flrst asslgnmentaaasenlo!member offlcer you are placed ln charge of e sectlon of len men. You bave an apperendy capable and efflclenr NCO aa your asslstanr. What authorlty analresponsibillty should you give htm? (2) Why ls lt necessary for an NCO in Ctvu Air Patrol to set a good example? (3) Should an NCO avold becomtn{ toofemiltar wlth alrmen? (4) You are the senlor member offtcer tn charge of a aectlon with slx Eenlor memoer arrmen. Your NCO ln charge hes often reported late. Hls only explanatlon ls that he cannot arrrve on time. Wbat action should you take? (5) You have been assignedroa supply 6ecrion as the cadet supply offlcer, You notlce thai the asslstant cadet supply officer does not know his job, What actlon do you ptopose?

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(6) What dangers resulr from gtvjng NCO'S too litde responsiblliry and authorttt? (7) In evalueting alrmen or considering them for promotlon, holAimuch wetghr shoulo you $ve @ the commenia and recommendatlons of youc !nlor Nco?

(3) Explain this statement: "The commander who lookE after his men csn be sure that hi6 men will take care oI him." Does rbls mean rhar the officer should do everythlnq Dossjble ro be popular wirh hts men? (4) What are some of the younqofficer's responeibllltles rhat hls men woutd nor be expecred to have? (5) One of rwo of your men occaslonatly become csreless abour rheir Decfotmance on rhe lob. You fjnd tr necessaryto titt wtrh ihem abou( the altuarlon. How would you go abour correcting Ir? (6) You are en aaslstant upply offtcer with 6ix men asslgned to you. How should you teward those who are continually maklng an effort ro do a better lob? (Z) en otttcer who pampers hls men can exPect adverse effects. What are they?

" "*ffi

SrtBff !:l9!E-9gl!9-B9!pe!Et!:t1!!ss

(l) You are the cadet offlcer ln charce of tJpply. Shodd you feel responslble for rha apDcrrance of the cadet8 In your sectlon or should tbat be tbe responslblllry of the commancler? (2) You have Just been glven your fir6r rssignment aB a cadet offlcer, Youwantthe csdets rorklng for you to respect you as a leader and to trave confldence ln you, Whatmu6t you do to lneure thls?

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lr \cl

Al{D C|{APTER DISCIPLINE 3 _ ATTITUDE

If you wlll rccall the effective leadcrs vou have lnown or rLad about, you wjil no doubtI'ind that they all possessed two outstandinq matks of leadcrshlp: thcy had a good arrlrude,and rhey w(re well discjpltncd. Thesc two aspecis oi leadcrshlp ar. exrr, metv tmporrant,bur bfcause lnc) arc somewhar absrract, they arc often misund\rstood. This chaprcr dtscusses borh auitude and disclpline so thar you can Eee jusr exactly whai (hey sre and how rhey retar; ro leadershiptn Clvil Air Parrol.

SECTION A - ATTITUDE
In Cjvit Atr Parrot you frcqucnrtyhear ihar A haa a Sood artlrudc. oc rhar B has a poor attltude. Wiar cxactly docs rhis mcan? Wbt ts good artlrudc cmphasized as an e66enttal qu;ltry of the effective lcadcr? quality of your atrltude. Atflrude, thcn, is your personal philosophyof life as you exprcsslt h your actlons, It is rhe frame of mind tn which you view yourself, your work, andother lndtvl d_ ual6, and lt is usually judged by orbers through You can never escape attltude. Itsresultsarc obscrved _and expertcnced evcrywhere, and ir is cxprLssc0 .rn many ways. your personal ap_ pearance. the exprcssjon in your cyes. rhc ronc or your votcc, a passing remark or comment you may-make, all rhcse rhlngs reflect your arrirud.. ln lhe 6amc manncr, rhe way you go abour )our job or rhe way you salute ano wcar your uniform indlcate your attitude. In one way or anorher, you consranrty dtsptay your allitud(, good or bad, to everyonFarouno you. u(ners constanrty judge you b) ihe arritudc rney sce exprcssed in your aciions, consclousty or unconsciou6ly,you cxpress your arrirude in evcrythingyou do. I6. PRACTICAL APPLICATION ._ .As- applled to Civil Air partot, your in_ divldual arritude ts the key ro vour ;uccess as a member ol your unir, and ihe sum of the attirudFs oI all members of rhe group Is rhe key to unjr cffecrlveness.If propel arrirudeis Important tor_rhe ordlnary individual in every_ oay rrre, lt is essenrial for individuals bound

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cranred thar the rerm ..attitudc,' ls vague and gpnrral, it is rhe bcsr way ro exprcso, very slmple rhing - rhc 6rarc of mind whjch llc; behindcveryrhlnga person docs, Onc of rhcgoats of Ih! lcadcrship laboralory js to help cach CAI, caoel oevelop a good dtLlrude,a co.lsrructlve sl-ar(.of mrnd ln approachingeve.) aspecl ot lue. lr is iheorericaltyposslbtefor an jqdivjdual ro operate efftcienrty wirh a bad arrirudc,bul in rre rong run hc wilt hurr hjmselt and t-is a6 sociares, and ulrimatcly he will hamper to 6omc oegrce rhe accomptishmenr oI rhe mlssion of hig organization. cood or badattlrudes a re conragious: r'hey slowly affecr rhe aqions of orhers. Lile elcryone ctse, approachro tife is your day_to_da) ocrermtncd by your artltude. 'our aclions. wherher largc or small, arc rhe rcsult of rhc general srareof mind you brinq to bear on rhc busjness of ltving. Somesorr of rrtirude lies behind all your acdvities, and the success and effccrivenessol !our acrtons,jndecd you/ whole weu-being, is derermined by rhe narure and

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in Civil Air Patrol. This ls so because cAP activities are cooperatlve operations which -!Ehr at every 6tage on the individual. fi the -t=d fail at any point, the whole operation Fopardtzed. Experience has shown that the -iyidual >aa ?ay to insure individual effectiveness ls to &ilop a proper attltude from the verybeginning J tle individual'B membership in Civll Alr Patrol. r. DEVELOPMENT OF POSITIVE ATTITUDES

tlow can you develop a proper attitudetoward ICAP requirements and procedures? The begtway sioply to understand the reason or purpose bEd every aspect of CAP operatlons, For rtuple, the requlrements of aalutlng, pereonal tlll._rance, and dlscipline are not harassments to bedevtl the llves ofalrmen, cadets, and c.-rs. They have been carefully thought out -rised tsted through centuries of experience. They Gre a larger purpose, and once you underetand txrrpose you can flt them neatly lnto a To attaln a good attltude, lt may be rhar lrFrn. tq rill have to shlft from an "l do lt because I bre to" outlook to an "l do lt because I *rsaand why lt la neceBsary and how it fils b a larger pattern" outlook. lf so, you can FFi'e th16 attltude by rlesdng each detall of situallon not ln lt8elf but as it relates to + & cwerall purpoBe and mlsslon, and by subyour own aelf-lnterest to the greatc! '-rh.dng d the group when nece8gary. !d I ls especlally lmportant for you to have s .tdrude lf you are ln a leadcr8hlp posltlon. .|d lllr rs because your ettitude wlll be reflccred in srbordinatcS, end thelr reaponae to you wlll Fr

greedy affect your ability to guide and dlrect their actions, IJ you have a good attitude, you will be able to handle youi men so that they do lfhat you want - s prime quality of leadership. Your men must feel tbat you have a good atiitude tolrard them and their work, that you appreciaie thelr lndivldual contributions to the mission. You mu8t kelp yourself informed on the individual and group attitudes in your unit, which together form the morale of the unit, Sometlmes it may be necessary to change an atdtude or attltudeswhich affect morale. If you permit a poor morale sltuation to continue, it wlll result in a lowerlng of efflclency, a decllne ln unit p.ide, and a breakdown ln courteay and dlsclpllne, The unlt commander must polnt the way for changing or lmproving poor arrirudes within the group, but esch member ls obllgated to try to lmprove hi6 own attltude and tbereby exert a favorable influence on those around hlm. Your inldal attilude ln life ls the les)lt of many factora such as your education, horne life, health, rellglon, and so forth. Tben, too, each new sltuatlon you meet ln llfe lntroduces new lactorB whlch dlrecdy or lndlrecdy lnfluence your attltude. Oftcn these ne$rfactors result ln a ncw, undeshable attltude that may not be chenged untll the cause is removed o! corrected, To be a good leader, you muat always watch for the cau6es of undeslrablc attitudcs wlthln yourself, wlthln tbe personalities ofihe lndlvldual members of your unlt, and within the unlt ae a whole, ln addltion, you must do everythlng wlthln your control to promote a healthy, construcllve altitude within yourBelf and those you lead.

B . D ISC IPT IN E S E CT I ON
bastc function of a CAP unit ls to actts mlsslon wlth maxlmum efflciency, !o r.cb rhl6 overall coel. each lndividual ln the -Plish r Dust perform hl; lob promptly, correctly, d iD accord wlth evcry other member of the Such unity of actton requlres dlsclpline, -. IA TTSCIPLINEIN CIVIL AIR PATROL tb Discrpllne ln Civil Air Patrol i3 slmply an and special appllcatlon of thedlscipljne i'd in any organized 6oclety. Although unlty -si<xr -t al Fpose is required lnany orgenization. a much degree of control ls essentlal tn Cjvil Atr Ib FGot because public servlces are at stake, The r-irE strucrure of Civll Alr Patrol ls dependent qE discipline. lt 16 the cement whlch binds the iio a worlable force- Wtthout it chaoswould rd-l To some people dlsctpline means elther t-tuhenl or bllnd obedience to orders. It is *r of tlese things. The word "dlsclpline" is derived from the Latln $rord "dlsclpllna," whlch mean6 lnstructlon; and eccordlng to one of the modern uasges of the wo!d, "dlsclpllne ls trelnlng whlch corrects, mo1ds, strengthens, or perfects." Discipline wlthln a CAP unit ls a state oI order characterlzed by habltual but reasoned obedlenceto orders - habltualbecauaethe 6uccess of CAP activltles often dependsuPon lmmedlate re6pon6e to commands, and reaaoned becauae initiatlve snd underetandlng on the part of each tndtvtdual CAP member must be preserved. In this section, you wlll be lntroduced to someof the speclal requlrements for disclpllne in Ctvtl Atr Patrol. 19. SELF. DISCIPLINE Reel dlsclpllne - rhe self- discjPline that guldeE you in your everyday Ufe, regulating and controlling your conduct end actions - cen come only from wlthin. Your chlldhood training contributed immeasurably to the self- all6cipline and control you now have, and as you gain increaaed

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experience and marurity, the standards by which you govern yourselfwill be continually rcinforced. As you.progress throughrheleadershiplaborator) you 1{rrr be indoctalnated in thc lundamenral6 ol discipline so rhar you witl d(vFtopa respecrIoand an unclcrsmnding of rhl. leadershipquatity. when thi6 ts done. you will nor onty be able ro use your sense of discipline in devetoping o(her attribures of leadcrship. you atso wi|l 6e abtc ro in6tlll a senseof disciplinein rhoseyou lcad. As a CAP cadet and potential leader, you are .r6ponsible for dFvFLoping and perfecring within your6(lt a sensc ot dt6ciptine. No oni can do il io" tou. You will bc assisredin rhis cndeavor by the advice and counsel of theleaders in your unit, but in rhc Iinat analysis tt is you who must obtatn an understandind of the importance of dlscipline so tbar you can use ir properry. Th\re is no ser wa) to acquire ihc pcrsonaL convrdion rhar discipljn. ts viral ro indivtdual well - bctng and to gtoup effectivencss. Thcre afc, lrowever, ccftaln thlngs thai rcllect such an attltude._ lor cxamplc, as a CAp cadcr you arc rcquired to aubmit to codes of conduct that dlstlnguish thc CAI) memberfrom the nonmember. tlow you respond to thcsc rcqulrements inclicates qultc accurately your sensc of disclpllnc. Ilow you wcar your unlform, how you 6elu:te,rne rcspcct you havc for aurhorlry, all thcsc are indicatlons of tbc scn6c of obllgarion rhar you nave rowa.d your membe"shtp in ctvil Alr Parrol..And whlle smarr appearancc and bcaring do not insure that you arc cffective as a leadcr; tbey clo 6orve as a cluc that your attltudc towefd dlsclplinc and rralntng is tn all probabiltty 20, TRAININCfOR CROUPDISCITLINL Dcvclopment of sclf- discipline ls not necessarily the goal of discipline rraining. Thc final product sought is group discipllne. Civil Atr Patrol functlons through groups - large and small, Since mlssions are assigncd to groups as though they were a slnglc individuat, rhe group musr acr ds a singlc unlr, and group djsclpllne becomeq cs jmporrarl as self:djs: cipline. The leader must extend his convicrion that self- dlscipline determines his ulrimate wctl being to the larger premise that group discipline governs the eflectiveness of his unir. unit effectlveness, in rurn, furthers rhe tndividual's personal lntcr.ests, which may vary from preselvation of life - especially bis own - to rhe simplc nccessity oI holding his job. To develop and maintain rhe required uniry ot action wlthin his group, the CAP leadcr- must provlde constant and continuous training, but he must always bear in mind this imporranr faci: You can never inatill a sense of disclpllne in others through harsh or tvrannical rteatment, Recatlfor

holv you fetr whenyou tirsr enrered(h 1Jn^oaenl UAH UAOert'rogram. you probably encounrere new and Unlamlliar .ules and regulations,and many of tbese we{e restrictions. The way you dressed. stood. and walked,your mrnner toward supFrlors - all these were regulaiedandstand ar_dized. In lhe beginnjng you hay have foundrr olltlcult ro accept rhe disciplinc required ln the organizarion. This is undersrandable. bur you should look a llrrte deeper jnlo rhe probtem. AI your llfe you have been sDbjecred io djscjp[ne rn some lorm or thF othcr, but these disciplinarv measures we_rF lmposed proprcsstvcty, you; narurer lmputses were fjrAt limited by your parenrs when you wcre very smalt, and ihcn rne6e mttations were conrjnuouslv cnforced and incrcaed rhroughouryour earty years. tn sprrc.or. r s progressjve trrining in discjpLtne you had (o 6olve many problems to exist in a soclal group. Whcn you lotned Ctvit Atr parrol you raced an cven more dlfftculr rask in adapting, almost all ar once, ro tts m ttary _ typi di6: cipltne. Like all new members, y6u wanreo end were entjtled ro receive - rhc reasons folthe new demands and limltatlons that were placed upon you,

It ls no1alwa_ys_ easy to explain rh( nec,,ssiry . ror thc rule6 of djsclplinc to rhc novicc. Fo; example, no* does one pcrson convlnceanothcr tnat e minor failing of one man can lead to a s( rious sfrback tn accomptishtng rhe mis6ton of a rarge unir? Or who can propcily d. scrtbc rhc rmport-anceof conscicnrlous efforr by each mcm De-i.ot an alrcraft ground crcw? ohen lt is ofllcult to make thc beginner undererand rhat he mu6t submlt to llrm control and dlrcction b!causc hr is parr of an organjlation which mulr bc capable. of cflecrjve pcrformancc cvcn undc" dlfficult or cmergcncy condtrtons. Bu( arr .thcse rhings - and morp _ must bc clearly explained ro all new mcmbers bccauseobcdienci cannor be expected unless thero is a desirc ro obcy, and rhis comcs only through undersfanding, The person wbo ts dependable in adminis_ traiive. siruarjons may nor automarjcally bc de penoabreundcr stress. but quire ofren rhe will ro obcy can be dcveloped and enbanced in a.t_ minislrative . rype siruarions,By demandjng pcr rpcrionand by rraining indjvlduatsro funcriotasa parr ol.and.tor rhe goodof the group. discipline can makc the habir ot obedlcncesccondnarur., Wben this occlrs, self- consideration is rempereo by conslderarlon for rhcg,oup;andrherjmeevcn rualL! comcs whcn rhe self-conrrot of eacn rn_ dividual t. dirccred rowardmeeringrhe demands

For all these reasons, esch cader must be . lntrodu(ed _lo dfscipline as soon as he Joins Llvil Air.I,arrol. and he musr be conriniralty tmpresscd wirh rhroughourhis membership. _ir He musr be_.faughr ro obey ordcrs and to rcspecr commands, He mus! be conscientious and reliable,

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h Eot be convlnced that his life. a6 well as the llnes ol his a ssociate s and tho se wh6m he supporrs, depend on dlsclpline. As a CAP cader tt ts luc -ry reryonsibility to accompllsh all rhesethings, t! a leeder ir ls your responsibllityro help <lotie same. 'aE:s !TOOII FOR TEACHING DISCIPLINE

well - gulded agg.essiveness and encourage and recognize initlatlve. In other rrords, restrictions lmposed must be balancedwlthprlvileges granted. At tlmes it may become necessary to resort to puniahment ln teachlng discipline. The important tlring to remember in relatlon to punishment is that lt should alq/ey6 reault in a betteT person or e better unlt. Punislment is effective when lt createa ln the lndlvidual a deglreto obey. Puni8hment that ls administered to wreak vengeance does not teach dl8clpllne. In fact, lf the punl8hed person feels that the sentenceis unjust, or not in ploportlon to his mlsconduct, hls usefulness as a per6on will be dlmlniEhed. IJ hls aasociAtea agree wlth hlm, the dlsclpllne, and therefore the uaefulness, of rhe group 16 le68ened, The unsdse leader mav "throw the book" at an unruly cadet to set a-nexample for the reat of the group, but he rarely achteves hts alm. Group effectlveness must be the guidlng factor ln the use of punlehment. Remember, dtsclpllne.cen nevel be achleved through tyranny or narsh tfeatment,

The best eey to achieve dlsctpllne 16 rhrough i--r:m practice, and thl6 16 the sysrem used ln aH A.tr Patrol end lts leadershlD laborator!. your membershlp you wlli be regulat6d &qhut Fi( c3rriage, your wslklng, your deportment, I tEr unlform; ln addltlon, youwlll be required D L coorteous and lesDecdul to vour suDerlors. I lmportant for youio remember - b6tl wlen F - llcelve dl8clpllne tralnlng and letetwhenyou . - that it thar all of thl6 ls lF 13 done to lmpres lmDres rhe ca obedlence upon the membets of the CAP Ever to produce robot8 wlthout a wlll of i (rn, Dlsclpllne mu8r always be of a dtendard ia accepteble to the members of thegroup. It lbr 3lmply re6rrlct ectlon6; lt mu8t foster

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4 C]|APTER

THE CAP UNIF()RM

But as a mattcr ot ptactice the resourceful American soldier wore whatevcr hc couldforaqc. After the Rcvolutlon, the baslc uniform was a bluc coat trimmed wirh whlrc, with rdmmings varylng accordlng to states. In thc lgtb century, Amcrlcan troops first bcgan to wear uniforms of a common and distinctive rypc. Through chsnges of cut and sryle, Itght and dark blues have tcmained the bs6tc colors of thc drcss unlform, When thc incrcascd rangoand accuracyofweaponsmade brlght colors impractlcal, a kbaki - colored scrvice, or ftcld, uniform was lntroduced, begtnning with the Spanl6h-Amer:lcan War. Ollvc drab unllorms wcrc fir6t worn in World War I. Slncc that rtmc. thc tr(nd ha6 been toward uniforms of color6 that blend eesily wirh rhe surrounding terrain and toward itorns that are both scrviceable and practlcal. The present Air For.ce unlform dates from 1949. Bclore rhar rime, Air Force personnel wore tbe Army uniform. When rhe Air Force becamc a separate servlce in 1947,ancwuniform was needed. The result is thc blue service unlforms for wintcr and summe{ and the tan and gilver- tan service uniforms wirh blue accessories for summer that are currently aurhorizcd. The CAP uniJorm is, in all basic esscntials, the same as that worn by a membcr of the U. S. Air Force. The special CAP inslgnia set CAP personnel apart as members of rhe auxlliary oI the U. S. Air Force. Permission to wear rbe uniform of the U. S, Air Force is a privilege accorded the members of no volunteer, civilian organlzation other rhan Clvil Air Patrol.

As a member of Civil Air Pati:ol, youare not only authorized to wcar thc CAI) uniform, you arc obllgatcd to wear it properly and proudly. It is important, rhercforc, that you learn about the origin and natur of the CAP uniform carly tn your membership so that you will always wcar It in a manncr that brlngs crcdlt to you and your unlt. 22. HISTORYOF THE UNIFCJI(M Thc unlform is a symbol of digntry, pridL, and honor in rhc rradlrlon of milira-' s!rvicc. Thc modern mllltary uniform is a srandardized, distlnctive drcss prescrlbed by a counrry for wear by its soldicrs, saiiors,andairmcn. Amerrcan unlforms, like those of other countrlos, have evolved gradually over rhe yoar:s wirh an lncrcasing trend toward functlonal simplicity to meet thc complexiry oI modorn sliuations. Thc unlJorm of the past tcnded to be more decorarrvc than practlcal; today's uniform is the product of research and expedcnce. Clvll Air I'atrol membcrs wear a uniform similar ro the uniform of the United Stares Air Force, the dlfference being that dlstinctive emblems. buttons,jnslgnla, andbad8esarrcmployed ro jdentlty the wearer as a member of Civtl The present Air Force uniform is a lineal descendantof rhe variery of parmcnls worn b! the colonialfith(ers duringlhe pre - Revolurionary per:iod. These first Amcrican soldlers wore variations of tbe European uniforms of the same period, often with borrowings from rhe Indians and Irontiersmen. The baslc colors were brtght, lncluding vivid red coars like those worn by the Britlsh. In 1776 Congress authorized Washingron to r.aise an atmy by dir.ect enllstment and to prescrlbe a uniform. During tbe greater patt of the Revolution. rhe American uniform was offlcially a light blue coat, a three - cornered hat, a buff vest, and buff breeches and leggings.

The CAP uniform and the grade insignia it carrles are marks of responslbiliryassigned to its wearer. They are evidence thar rhc CAP member is capable of successfully performing the tasks that such responsibillry carries. Every

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should wear N6 uniform properly While ln uniform his conduct s-houlb !9 rhat ir reflecrs credir upon I .rlr Parrol. rhe U. S. Air Force, andihe -pq.yUimselJ. g-TCES FOR THE CAP UMFORM Irl 6ey purchase a CAp uniform at clothtns a {ores on Alr Force bases and at basa llFs by presenring your currenr membercE{ to s:Iles store or exchante Deraonnel l|d.nc of your ettgjbtllry ro acirutre rhe bOrier persons may not purcha'se ltems riform for you. may also purchase a uniform by mall two coples of AF Form 62, .,Mall Requlsirion," and mailnr tt ro ihe Ofi Cherge, Clorhtng Sales -Store, Wrlghr-trering rn A,ir Iorce Baee, Ohlo, vlth a m6ney enilled check, or treasuiy checkpayabl; t Treasuler of the UnlredStares,AF Form rr:! be obtalned from any Alr Force Dase tSA_F- CAP .Ilatson offtcer of your wjng. of the order wlll be mede dr Covern-CAP butonB, ln8lgnia, badges, 4ense. 6i etc., ate not stocked by Alr Force I!' clolhing reteilers sell CAp untforms, EiFries, and lnalgnle, Some of these comr. tlequenily adveitlee tn rhe ,.CAp Ttme6.', IXE BASIC UMFORM YE

hber IEdly.

When participaring in CAp operarlonal misWhen attending offtcial Covetnmenr functions as a representatlve of cAP. When visiting military tnstallstions When flying in milttary aircraft. You should not wear the CAp unlform in any public place where the envhonmenr mav tend io dlscredir Civit Air parrol or irs members. In addtrion. you do !9! wear the unlform. Whenengaging ln political acrivirte6. wnen engaglng jn pald employmenr no( connectedwlrh cAP_ When engaglng ln menial labor. When participatlng ln sport6 events. when a(ending aoclal funcdons having no relation to cAP. 26. HOW TO WEAR THE UMFORM The ltems ln this checklist must be complted wlth for proper weartng of rhe CAp unlform. Refraln from mtxtng ctvtltan clorhtng wirh the CAP uniformAvoid unauthorlzed mlxlng of unlform items. Keep your untform clean;neat, and pressed. Trlm looBe gtrings and fraycd seams. wear your cap lthenever iou are ourooors. Male cedets do not wear headgearindoors; female cadets follow accepiAble ctvllie; practlceg and customs conccrnlng wearlng heedgear lndoors, Place your fllghr cap on your head so rhar ti 16 rllted to rhe rtght 6lde of the head about I lncb above the rlghr eyebrow, or approxtmately two flngers ebove the rlghr eyebrow and two flnqcrs above the rlqhr ear. Plece your ins-ignta correctly. ',C.i.p.C.', collar lnslgnls are centered between the top and bottom edges of the collsr, I lnch ln from thc fronr edge, wlrh rhe tnsignla pafallel ro rhe rop edge of the cofar. Wear only authorjled lnslcnia and decoraHave your shoulderslceve instgnta(patches) 6ewn on the upper lefr shoutder so rhar they are cenrered l/2 inch below the rop seem oi the sleeve, Be surc your untform firs property. The rmifofm wes deslgned to conform to the body line6 but not to ftt "sklntighr.', Any alteration whlch need8 to be made should not compromi6e the deslgn. Be 6ure your unuorm 16 the proper length. Trou6er bottoms shouldtoucirhe shoetoos so rhat the socks do not show when the wearer stands. Skirts ahould be no shorter than I inch below the lower edge of the Xneecap and no longer rhan mjdcalf. Align the leadtng edge of your shirr wiih the belt buckle and fly of your trousers (rhe "gig.line") and ruck your shirr tighr ar

CAP Manual39-1, "Ctvll Atr parrol Unidcscrlbeg ln deratt the CAp unuorm l" yarious
!b authorlzed comblnatlons of unilleEs. CAP Pamphlet 6, ,,Untforms for C:det6," and CAP Pamphler7. "Uniforms F.s.Ie Caders," descibe rfie untforms speclllcelly for CAP caders.

lb

ba6ic unlform fot the male cadei conaa matchlng shlrt and trouEers ln lan 5O5 corron, tn khakl shade I corton. or slade 193 rropjcal worBted or gabardine; r\eb telr; blue neckriei blue flighr cap; Ptarn-toe shoe6; blact socks: and dl8CAP inslgnia. The baslc untform for *-r,le cadet conslsts of the two-piece l_- cord summer drcss; blue fllght cap; zl - cllored nylon hosej black, plah - roe F or odords; black handbaq; and djsrrncC{P insignia.

r-lEN TO WEAR THE UMFORM Yo.r should wear your CAp servlce uniform Fu engage in normal dutiea as a cAP .r and when you attend local, area, ot CAP functlons, such as: Uhfl attendinq CAp meetinq6. llr making public appea;ances as a parr ca CAP groups,

lg

Enter the belt through the loops on the left and fasten the belt through the buckle so rhat the entire metel tip shows, wlth no blue material visible between the metal tip and the buckle. Tuck your de into your shlrt between the second and thlrd buttons when youwearthe shirt as an outer garment. Keep your shlrt, coat, or jacket buttonedat all wear your sleeves down and buttoned. Keep your hair neat. Males should keep their halr closely trimmed, with sideburns no longer than the mldpoint of the ear. Females should choose a bair style that 18 neat and falrly short; there Ia no gpeclflc halr length authorlzed, but long, shouldercut styles are nol consldered lngooaltaste. Appear clean shaven. Keep your llngernalls clean and short. Shlne your shoes frequendy, checklng heels and toes. Femsle members wear only plaln black shoes wllh toes and heel6 clo6ed and wlthout decoratlons, and plaln neutral- colored stocklngs, Do nor place tte6 and flight caps undet the ghoulder loop6, Do not wesr tle pin6, collar cllpe, lapel emblemB, or eimllar ardcles of civllian I ew el r y. Wrlstwatches, ldendficatlon bracelet6, lnconsplcuous rlng6, and tle cllps thAt are not expoaed may be woln.

Lapel insisnia (the meralletters "C.A,P.C." -ire cenie-red horlzonrallyand vertlcallyd the right and left laPels of the service coa and jacket.

Collar insicnia (For cadetairmen andofficer --TEo 6;-! e-=E-oulderboarcl s: the m etal I errer on both the right and let "C.A.P.C." collar- For olficers rvho do not hav 6houlderboards:the letters"C.A.P.C." o the left collsr, and the insignia of gradeo the rlght collar) are worn on both opena closed collars as followa:

(l)On the shirt or blue chambray shlrt. \iaist worn as an outer garment, and d the shade 505 short- sleeved summe shirt ivorn elther wlth or wlthout th bush Jacket - Center lnalgnla betwee the top and bottom edge6 of the collar I lnch from the front collar edge, wld the lnslgnla parallel to the top edge o the collar.

(2)On the bll]e oxlord shirtwalgt *o!n a an outer garment - center lnslgnl horizontelly and vertlcally between th collar tabs and parallel to the top edg of the collar,

27.vE43JNgi4lErlNlIgN4
Militsry lnslgnla are of more tecentdevelopment rhan ls the mllliary unlform, Insignia of gradc ln ihelr present form ere a l9th cenluly development, and mlnor changeato the ofticer's servlce cap lnslgnla were made es late as world war I[, Llke the Air Force lnslgnla theyparallel, CAP ln6lgnia ale a vlsual biography of the CAP member, Ehowlng hi6 wlng, grede, and accompllEhmenrs. The following checkllst for CAP cadet in6lgnle wtll aaElst you in vrearing your lnslgnla pfoPerry. Servlce caD lnsicnia (lf (he caD ls authorized ln tilttng by the wing commander io be woln by cadet officers) ls centered on the front riae of the cap. Fljght cap tnstglta (the cadet circular cap inslgnla for alrmen and ihe inslgnla of grade for cadet offlcers) 16 placed on the left front curtaln of the fllghtcaP, cenrered from top to bottom, and 1- 1/2 inches (l inch for female cadets) from the front edge. Cadet breast p3l!9! is worn on all outer garments, except the ralncoat and overcoat, centered l/2 inch above the rlght breast pocket, lQ!e_bgl!!9gg are worn on all uniforms instead of U. S. Air Force buttons.

Shoulder looD crade inslcnla are worn bv cade officets. who alonot have ahoulder board 5/8 lnch from the outslde edge of th shoulder loops of ralncoats, overcoat8 servlce co&t6, and lackets (but not on tb Bhoulder loops of shlrts).

Shoulder board6. wlth lnslrnle of qrade cen --tered iareraiw rn rne oiui rroooi. are won by cadet offliers on boih shouldets of al unlforms, the polnted edgee toward th collar and the blunt end of the board8 placed drectly on top of the armhole seam

Cadct leadershipinslgnia are worn by non comml6aloned cadeta on theleft shouldero all unlformB, the bAse of the lnslgnlapo6l tloned mldway between the collar and th armhole seam.

Sleevc crade insisnla for noncommlsslone -ca dEi;-iiiorF?le-v r ons) arc worn halfwa between tbe shoulder 6eam and elbow c long- aleeve ourergarment 6hirt6, lacker coata, and overcoats, and halfway betwee the shoulder Eeam and sleeve hem o short - sleeve outergarments.

Shoulder Datch ls worn 1/2 lnch below th -shouldei_=-am of the 1ift sleeve of shit wofn as outefgarmenta, Jackets,coats, an

Ribbons ewarded in accordance wlth CAPI -_-39-3 are worn immediately above the let breaat pocket as prescribed in that regu lation.

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CAP aviation badAs ls worn centeredl/2jnch a5ove rhe lefr breast pocker of shirrs rorn aa oucergarments, jacketa, and coatsi d ribbons are worn, the avlation badge is tcrd l/2 lnch above them; only oneavlation badgemay be worn. ,TryARDS AND DECORATIONS Shce the Purple Heart - first and oldest of ican decoratlons - was authorized in 1782. ry or outstanding performance ln the a'r.vservlce has beenhonoredthroughawards &coratlons. Civtl Alr Petrol has followed Fadidon {rlth the establlsbment of various and decoratlons to recognlze outstandlng ishments. These CAP decoratlonBand are descflbed ln detall ln CAPR 39-3. JR OBLI WEAR THE CAP

in other respects. As in all phases oI clvlllan life, peraonal appearance 16 vitally importent. Often personal appearance and the manner in which uniforms are vorn are the chief means by wbich the casual observer evaluates the unlt and its members. Today's CAP cader or cadet ofllcer 16 romorrow's senior member offlcer, and as such, he should consistendy observe uniform regulatlons. Unllorm violations should be cotrected on the spot to lnsure that high standards of appearance are meintaineal,unlt commanders are resPonalble for the appearance of the members of their unlts, and they should see that unlforms are worn ProPerly and kept clean and neat. A unllorm worn smartly and well seems to tlenaform the whole personality. In wearlng a unjJorm a person galn6 a new Ieellng of untty and comradeship wlth other members of the gloup, a feellng that 16 not posslble wlthout the unlform. Your obligatlon to wcar your CAP unlJorm properly and proudly effects youraelf, your fellov cadet6, yolr indlvldual unlt, your wlng, and the entlre Clvll Alr P atrol organlzadon, When you weer your CAP unlform you are a saleaman lor Ctvtl Alr Patrol, Whlle ln uniform, you reflect elther prlde ln or dlsrespect for your untt, What klnd of lmpresslon do you make upon People? As a matter of self- re6pect, you 6hou1d want to mske the best lrogslble appearance ln end out of unlform, Your ettltude and cenelal efflclency wlll be reflected ln the way yoiuwear tbe unlform, and otherd wlll be affected by the example you aet. Llke habltg of mllltaly courtesy, the unlform may aeem awkward and unnetursl et flrst. But after a wblle, the feeling of awkwardness glves wey to one of prlde. You then will have become a full member of a dedlcated group, and you wlll prouaUy dlsplay your membershlp by weallng tbe unltorm colrectly.

:r-sa member of the auxlllary of theu. S. Air , you are permltted to wear the Alr Fofce wlth dlstlnctlve Clvll Alf PatrollnElcnla. is a prlvilege and honor bestowed upon the rs of no other volunteer, clvlllan organlIt ls elso a re8ponslbllity. ABamernber of -lir Patrol, you ere obliged to wear your m proudly and smartly, ln the tradltlon of
ailita!y. ile alelt cadet take8 pride ln the way he

s his unlform, becauge he realizes that tlre rell - croomed cadet attrects lavorable rdicl.r whereve! he 18 seen - at CAP meetlnga, t local town, and eEpeclally ln communitlea ltich tbe uniform is rerely seen, Llkewlse, :llet who makea e lrcor appearance attracts ro.able attentlon, There is only one way to

ar.dard, unlform manner, as establlshedln

directlves. Tb cadet ifho 6ets e poor example ln wearing lnitorm may leave an unfavorable lmpre eslon

lafie lmplle8, the unlform must be worn ln

tt unlform and that ls rbe rlght way. As

2l

ti,.

)\

- CUSTOMSAl{D CHAPTER5 C(lURTESIES IN cll/ltArR PATR(lL

You will find, es you parttcipare in Civil Alr l)atrol, that customs and courtesles play an importent parr ln all acrlvjrl. sofrheorganizarton, and that thcy con(rlbutegready ro CAP'S unlquc characrcr, OnIy a finc linc separatea customs from court(sic6, and each is rooted ln the same source: respect betwecn t{ro lndividuals for each other, The technical differcnce I s that obscrvance of courtesles is olflclally rcquired, while obscrvance of customs Etems from trsdltion. Both. however, arc unfalltngly practiced by allmembers of Clvil Alr Patrol. Some of thc customs and courtesles of Civil Alr Parrol are discussedin rhis chaDrer.you should learn thcsc soon afrcr vou Sccomc a mcmbcr, and rhcn obscrve them r'hroughour your 30. WHAT IS MILITARY COURTESY? Courtesy - whlch ls simply poltteness, cilility, (espect, and personal recognltlon of the rights and dignlry oI others - has always gutded tbe lives of gentlemen and gentlewomen, In Civll Air Patrol, whcre individuals are requtrcd to work together closely and where cooperative cffort is esscntial, courtesy is vitally lmportanr in promoting coordlnation and in developing esprit de corps. Milirary courresy 1s simply the extension ro rhc military sphcre of rhe ordinary courtesies that enricb and enhance everyday living. But further, ir ls the continutng mutual rccognirion of Lhc role of (he individudl as s part of a close - knit oiganization, Acts of courtesy and civllity are notmarksof lnferiority or servility. Rather, they are indicarions that one indlvidual apprcciates the position and rlghts of another. Courtesies denote a feeling of pride, respect, and comradeship betweenindividuals, and they express a htgh srate of-_unlt or organlzational prtde and tndtvidual As ln the courresles of everyday ctvtltan llfe, mllitery courtesy ls a two-way street for both lunlors and senlors, The courtcsy pald a senlor 16 a rccognltion of the baslc princlples oI command and organlzatlon; ltlsthe respect shown to every leader or commandcr as acknowtedgment of the rcspon8ibillty and authority of his posltlon, Courtesy 6hown to a lunlor ecknowledgea the essential part be plays as a rnember of the team. Just as properly exprcssed m lllta ry court esy lmplles re spect and recognltlon, a slovenly, grudglng dlsplay of milttary courresy ls essentlally dlscourteous to thc lhdividual and the organizatlon he reprcsents. The couttosies whicb have always markcd military life and which havc been adopted by Civil Air Patrol have a profound meaninq. A salure to rhe flag js , dcclaraiion of loyatiy io the United Statcs and to the princlples of liberry and jusiice on which the 4ation wasfounded.When a member of the afmed scrvices presents arms ori saluiea a 6enior, he is recognl,/ing rhe organtzcd authoriry of the nation as rep"escnred by thr. armed servlces, which are charged with irs protcction. When a mcmber of Civil Air Patrol salutes a senior officer, he ls continuing rhis tradition of milltary courtesy, Thus the simplesr expression of milirary courtcsy is charged with larger signlflcance, CAP members realize rhat military courresy develops prlde and discipline ln the individuat and the group, and practice it vrithinrhcir orsanizalion and when assocjarjng with Air t-orcr Personnel on Air Force bases. To have meaning, these courtesies must be mole than external forms or rituals. Unless

22

alrss an inner feellng, theyaremereJorm sbstance. They musr be accompanjed by ve attltude which views them as s apression of mutual confidence and reh a way, they are an application of E to the everyday affalrs of llfe, and the of courtesy is usually a sign of good Vbenever the common acts ofcourtesy trom the home. the school. civilian or the CAP unit, disclpline disappears Carelessness and lndlfference to the toa courtesy lead to carelesaneaa and in-[ to other rules and regulations. Courtesy are so closely related that one rytre y implies tbe other. tb military courtesles practiced ln Civil l-aol are not impersonel and mechanlcel. in whlch the courtesies arerendered --er aFe65 various shades of feellng: pdde,

The custom of saluting with the right hand dates back to the period when allmenwent armed and all strangers were possible enemies, In the age of chlvalry, mounted knlghts worc armorthat covered them from head to toe. Whentwofriendly knights met, it qras the custom for each to raise his viaor with the right hand, while he held the reins with his left hand. This gesture signilied friendship and confldence, slnce lt exposed the face and also rcmoved the sword hand from the weapon, Armed men other than knights u6ually wore no vi6ors. on appropriate occasions they held up the right ban4 palm open, This gesture proved that no weapon was held in the hand and indicated that the meetlng was a frlendly one. ThuE, the history of the mllitary salute csn be traccd back to the order of Knighthood, whichfor centuriea furnlshed the braln and spirit and muscle of European armlea. The salute can be descrlbed as lbe beslc greeting between militery men - li lsthemllltary way of saylng "Hello." You dlsplay a higher degree of courresy by saylng "Good mornlng, Slr," or "Good evenlng, Sir," \rthenyou salute. slnce the aslute ls a greetlng, lt ls proper ancl courteous for you io greet contemporariea of your own grade by a salute. Because lt is u6ed most frequently, the hand salute 13 the mosr important of all mllitsry coufreglea. civll Alr Pairol has adopted thls unlversal cugtom of the mllltery, end llke every CAP member you areobllgatedto saluteproperly, The way you execute tbe hqnd Balute lndlcates your attltude and the state of tralnlng and morale ln your unlt. If you salute smardy, lt indicetes pride and confidence in yourself and your unlr, If you aalue grudglngly, lt usually lndlcate8 neglect or lgnorance of your dutlesandalackof prlde and confidence ln your unlt. You may render the hand 6e1ute whllemounted or dlBmounted, covered or uncovered, standingor marchlng, or lf you are anofflcer acknowledglng a aalute, whlle seeted, Yo! mu6t never execute the cAlute in a casual manner or wlth a pipe, ctga!, clgarette, or eny other object held ln yourmouth or ln your right hand. You may aalute only ar a halt or a walk. If you are running, youmust come to a walk before salutlng, The proper way to salute ls deBcrlbd ln palagraph 120. The following peraohs are saluted by CAP member6 ln unlform: offlcers and warrant offlcers (male and femele) of Civil Air Patrol end the Armed Forces of lhe Unlted States Commiaaloned officers of Allied nations offlcers of lrlendly forelgn countries, when recognized aB such A salute 16 returned by all officers entitled to It, unless they sre in formation. CAP members below warrant offlcer grade do not exchange salutes with each other. The speclflc occaslon6 on which saluteE are exchanged are listed in paragraph 121.

. The unlt wlth hlch standards of and unlform dlsclpllie ls not autorhe mo8t efflcient unlt. but lt doeg tbe srare of mind ln whlch efflclency tr .s elflclency 16 achleved ln other acdv-

6e ?ay for you to leern the proper way to tbe commonacts of milltary courtesy16 trainlng and enforcement. Your tralnlng dtphasize both the methods and the t: Apart lrom your unlttralnlng,yousbould rhough the whole meenlng of mlllkry lts real pu4'ose and t. II you underatand
you wlll be able to practlce lt eeslly

G.lly .

ls ae lmportant aE tralning for of mllitary courtesy. On - ther'rectlon la most etfectlve. but lt should -rfinance ln prlvate tf posslble. CAP --idstered rnd cadet offlcers ale reapon6lble for and correcting thelr gubordlnatea ln mllliary courteay, e6 well as for its real meening andlmportance. Many of mllltary courtesy are not dellberate al rhe unintentlonal result ol lgnorance. to correct a breach of courte6yjs unfair, person wlll contlnue to make the aame Tbe ourDoae of correctlon ls to inaure lttPer ohervance of military courtesy ln the XILITARY SALUTE S-(E prehlstorlc tlmes, men of arms have tbe 6alute not only aa a gesture of greeting dto to expreBa mutual trust and respect. bas always been a privllege enjoyed only datrers in honorable standing. Centuries ago, rere consldered unworthy of bearlng a rm a, bce were forbidden to selute free men. , because they are not in good standlng, prisoners fodeit the rlght to sslute.

E-acment

23

32. REPORTING ,_ When you reporr indoors ro an offjcer in his hcaddress,knock, 3nd 9ltl:s, Iou remove your enrer upon inviralion. (If rhere is an NCo in cnarge, normally youfir6t obraln permis6ionfrom wlth rhe offIcer.) on enrerins rhc LIE-19, ip":"\ or cer s ofijce, .hatr 2 paccs from rhe officer, sarute, and say: '..Str, Cader .......... rcporrs ro usprarn ..........," or ..sjr, cader queats permission to speakto captain ,,.,..,..,.,, Hold rhe salulc unr rhe comptcrionof rhe tormal report, whenrheofficer rerurnsrhesalure.Rcmatn at attention until glven at ease. carry on your jn rhe flrsr and secondpc;son. conversarion !ihen your Dustncssis comptered,iskc I pac( back, salute, c,(Fcute an aboutface when the salutc ha; Deenterurned, and depart. When reporting outdoors, you followthe same as for repofring indoors cxcepr rhar lig.f9l.g" you oo not remove your hcaddress_

honors,.such as \onor guards. cerrain marche pra!eo by _rhe band, and rulnes and flourjshe prayed rhe fJetdmusjc {drumsandrrumpcrs).I ,by rrorlrtsn. is a brjef rrumper lanfar.; a ruffle js I r-o[_orrne drums gjlcn d6theflourishis sounoc {rn civiL Air Parrot. appropriarc*ecordpdmusi( may be used iI rhere ls no band or fjetd musi( avallable.)

W^hen honors are rendered, offlcers, arrmen, ^-, cadFts presenr but nor In formarjon wllj faci anq rne person beinghonored,salureat the first note or music,"andhotd,Jhc salureundt rhe compterto or rne rulites and flourishes andthemarchinuslc I nc ame..procedure t6 to owed when ..Ha ro rne tuet- is ptaycd ro hono. rhe president of the -( UnlredSrares.

whcneverand whercvcr rhenarional . Ourdoor6 the. cotors or Rcrrear is pray(d, 3II": T,. 1. rnc lo owlng rutes apply, excepr ro formatlons. At-rhe fhst note, au dtsmountedpctsons -prescnr - whether in unlform or not - facc rhe t-,3S:-ol !n" music tf rhe flag ls nor vlstbtc; srand ar attentioni and rendcr the prcscribed ;slut. rroae prcsenr ln unjform rendcr rhc hand salute. Mcn nor tn unlform remove thelr heeddrcss wlth rne, rlghr. hand and hold ir at the lefr shoutder, wlrh thc iand over the heart. Men wlthout heed_ ofess and women not ln uniform 6alute by sranding ar attentlon. Thc positlon of sslute ls retalned unul the tasr note of music ls soundedVehlcles in moiion stop at the fjrst norc ol mustc. persons ln passcnler cars or on moror_ cycres rematn a_ea-re4 ar atrention. Occupants or orher. types of CAp vehtcles remain seited, ai,attentjon; the person ln charge (orher rhan rh; orrv-er)olsmoun(s,faces rhe flag or the musjc if rne rrag l6 not visible, and salures. wh,enrhe natlonat anrhemi6 ptayed, (-Ap personncl . in uniform or not _ srano ^, -h999ig ar arrentlon and face the flag, or rhe music if the flag rs nor disptayed.Thcy do nor saturc. .These mark6 of respecr are also shownthc anrh-:l. of any rriendry coun(ry when l3-rl9lar prayed upon off icial occaslons, Mllitary.our(estes are rendpred rhe narional colors of Allled -at6o countrjes. Couriesiesrendered ano. rfrenoly to the narroneritagot rhe UnitedStatesare descrlbedln paragraph176. 34. PERSONAL HONORS Disfingui6hedmitirary and ctvitian officjaLs are enrfred lo speclfic salutesandotherpersonal

.. Weaponsot alt rypes are prohiblredtn Cj\jl Arr tsarrot,,nd ihe organlzatlon does not use rhe gun 6arure.yoU shoutd,however,havesomekno eagc or lhe-htsiory and use of thjs typc of honor ne gun,sature,rtred ar Army and Navy lnsrat_ ,r j'as rhc samc symbotic meanin! as the 3!9ns: nano saturc. By. discharglng his w(aion, rhe sa,urer_dtsa(mshtmaetf. rhus displayjngfrlLnd_ uness Loward the pcrson being saluted. In the Air For_ce. as jn ClvlI Air parrol, gun salutcs are nor ltred at any cerr.monie6. On Armv oosrs. cannon salures are fired ar revcilte and_rarrca ano_^lnbonor.of cerrain hjgh_ranklng vlsi(ors; s 5u-_gun salute to thc narion js fl-rcd on Inj ocpenocncc Day, recognlzing rhc 50 states of tbe (ll 1 narionat-ho-ltdayfalls on Sunday, tr i^",91.ra. o_Dserved on rhc followlng day.) when a gun sarure nonora rhe narlon, no lndlvldual salut;ls

.. , T}e lnicrnsdonal 2l _gun salute wes ot_ rlclarry.rcco_gnired by thc unlreclSrarcsin 1875. urrgrnat.ty, tsritish warshtps ftred sevcn guns as a s-aluie,and shore bafterics answcred wlth rnrce ror Fach gun _ftrcd from rhc vessel. (cun_ powaer rhentn use dererlorated rapldly ar seaand nao De conserved.) Wlth lmprovements in ,ro powder, 2l guns became rhc com;on salure for Dorn- shjp and. shorc batterles. Ivcnrually all narron6 adopred rhe Bridsh cnsrom. 35. COURTESIESTO INDIVIDUALS . Excepr_-es providcd in the nexr paragraph, when an oJttce" enrers a room, att bficcrs oi rower grade, airmen, and cadcrs prescnr wilt uncover ano stand ar auenrlon untlf the of{icer directs 3Eg[ or AT EASE, or teavesrhe room. nen more-"than onp person is present, the first -w 6ec rhe or ce- loudly commandsATTENTION ro u"^_rhe commander enrers a roo6_-?5ita-idinp onrcers onty, ir ts berrcr Iorm for rhe oftice; ,.cenrlemen, rrrsJ seelng,,him to announce, rhe When an offlcer enters a room used as an -", ofirce. workshop,recreatlon room, or classroom rn v/nrcn ctass acrjvitles afe progressjng,rhose at work or play are not requir:ea to come ro

24

unless eddtessed by him. When adby a senior offlcer, s junlor offlcet comes &Edion, except in the conduct of routine betweenthe two men. -5S lbr accompanylng a aenlor. a iunior rlcles h siep on ihe sentor's lefr, eicepr during 'FIls ir*ecrjon. Thts ts another courtesry Mth i and lnterestlng hlstory, For centuiies men a riti sworda, and becau6e mogt men were a lalr<led,the heaviest flghtlng occurred ontbe L The shleld uas carrled o=nrhe tefr arm_ rb left slde became defen6lve. Men and unlt; ..ler r post of honor. When an offlcer valxs on r right, he ts symbolically fttung the posr lbn enterlng an auromoblle. the lunlor rs tirst and others follow in lnverse brder srior on the rlght. When leavlng en auto[, tne senlor goea flrst and others follow

Liated below, as briefly and clearly as Posslble, ere aome of rhe pracrtces fo owed in Clvll Air Patrol, many of whtch srem direcrty trom cusromsof the U. S. Air Force. An offlcer'a offlcial word ts ordinartlv accepted wlthout quesrlon. One must learn t6 obey before he may commend. An offlcer muat prepare himself to perform the dutleB required of the nexr htgher graoe. Officlal channels of epproach - the ltnes of _ authorlry - should atways be foltowed. ract la an ea6endAl tralt to be employed _ ln deallng wtth both juntor and sentor6. l.eraonal appearsnce muat be exemplery at all tlme6. Unduefamlllellty breeda contempt. Publlc breaches of dlsctpllne oamleconducr muat be controlled ln aqulet. firm manner, There 16 no plece tn Ctiil Alr patrol for temper, vulgarlty, or profanlty. A commender'6"I wlsh" or',I deshe', has all the force of'rI order vou.', A Benlor "cslls attenllon'r to oomethlng; e junlor only "lni,ltes" tt. The place of honor ts et the rlgh!, A lunlor walls or slt6 ro the left, ani a gueet at e dfiner party 16 aeated at the flght of the hotThe word "Str" t6 u6ed by lunior offlcers addreaalng a aenlor offlcer. A CAP member an$ver6 rhe relephone by lmmedletely gtvlng hls unlt or ofitce deslgnatlon, then hl6 grade and name (for example: "Mldrown Cader SquadronHeadquarters,CedetFl!st Cles6 Jones, SlI,'). Each new member Ehould be wsfmly greeted, welcomed lnto the unlt. and maie- to feei at eeae. A CAP offlcer attends ethledc eventE and other actlvlrlea ln whlch members of Ns unlt partlclpate es an lndlcetlon of hts lntereat ln unlt affalra, A CAP offlcer 16 expected to set en example for others by performlng tn accordancewtth the prlnclples lnherent tn the CAp moral leedershlp program, andto demonstrete bi6 lntereat ln the CAp Cadetprogrem througb occaslonal vlslta to cadet cla;seE. The senlor offlcer ln agrouphastheprtv ege of belng the flrsr to Choo6ea eeat, tood, 6r drtnkA CAP member should remeln at a tecepdon or soclal gatherlng untll the commander Da6 deDerted. A CAP ;ember extended rhe fscilldes of clubs on mllltary bese6 conducts hlmself ae e guest. A CAP offlcer who lB transferted or retlleal i6 honored with a larewell ceremony or social functlon. A CAP member greets a lady wtrh e slight r'ow or a salute; the uniform caD ls not dpped or raised tn greettng,

tr{erred io fighr rarher rbanro ceur8e +_' end who were proud of rhetr frghrtig b, consldredthe rtghi of a batrle line ro

lDt.

trrde, teklng theit approprtate 6eats wtth of grad, In the ceae of eircraft, rhe E -rlerusually boardE tit6t and departBfirst.
lElrc3se or ln A narrow hallwsy, lt is en old rts rhat the alrman halt and standet attentlon. C!.somE are tho6e thlngs whtch should be ; taboo8 are tho8e thtngs whlch 6hould nor be

lben an enllstedpersonmeets an officer on qvll- AIR PATROL CUSTOMS ANDTABOOS Customs lhat evolve, llve, end endure ml rea6onable,conalstent, and unlver-

r! aome ca6e6 even when the reeson ior

ly compulsory and tend to assume the of law. Taboosllkewlge developand llnger

accpted practlceB that make llfe more trt or facllltate olderly procedures, Confor a long pertod of ttme, they become

eidtence ls no longer apparent.

Ob6ervence of the accepted cusioma and |3 of any natlon, race, trade, or orlenlzetlon ifie6 the nex/comer s6 a r'memb;er of the ano nonobaervance aet6 hlm aalde And that lre prove hlmself before he ls Clvll Alr Patrol is no exception. Th sense of duty well performed, honor rn tlinga, and country ebove self provlde the a not only for the offtctel ects of att Civ PaFoI members, but also forthecustomssnd shich developed wlthjn the or ganlzarton, In m8 rne6e cuatoma, you must always re'r the followlng concernlng relatlons besenlors and lunloTs: The senlor wlll never of the dlfference ln grade; rhe juntor w l lorger lt. The responslbilities thar so wtth and experlence naturally produce aertaln and privileges. For exampte, lr ts cusfor junlors to defef to thelr 6eniors. but G deference in no way tmpties servjllry on the ;dr of rhe iuntor.

25

A CAP member escorts a lady by walklng on her righr so that he can salute with his right hand. The aircrafr commander, regardlessof grade, is the final authority on operation of his aircraft, and is the last to leave tf the alrcraft is abandoned. Aircraft passengers must be prompt, obey safety regulatlons, and avoid unnecessary moving around. Aircraft regulatlons are binding on all persons aboard. Aircraft flyovers for parades andother ceremonies honoring dignitaries are u6ed only after approval is obtained ln advancefrom the Proper authorities. Officers on an aircrew lnsute the wel{are of the other members and pessengere, particulsrly if remainlng overnight at an alrPort away from the unit. The cgrc and protection of cadets 16 of prlmary lmportance. The same courtesles extendedby CAP members to officers of Ctvtl Air Petrol are al6o extended to offlcers of the U. S, Armed Forces and of Allled or frlendly And theae are some of Clvil Alr Pailol'6 don't6 Don't behave ln any way which might decreage tbe prestige of the CAP uniform, Don't offer excu6es or explanatlon6 unlesB requeeteo. Don't be servile, Don't go over a superior's head. Don't gosslp or u6e profanlty. Don't correct or crltlclze your fellow offlcer 6 ln front of other6. Don't talk "Ehop" at soclel functlonsi always select your toplcg of conversatlon carefully, avoldlng the dl6cus6ton of polltlcs, relicion. and ladle6, Don't -i<eep anyone waltlng unnecessarlly, Don't make anyoneguessyour name. Don't lean on a senior offlcer'e desk; atand erect unlesa invlted to slt, Don't smoke in the commander's office wlthout permlaalon, Don't smoke in an alrplane without the pilot's aPproval, Don't amoke or chew gum in publlc. Don't carry an umbi.ella or packages or pu6h a baby atrollet whlle ln uniform. Don't put your hand6 ln yout pockets. Don't appear wlth your unlform coat unbuttoned or your cap not squared away. Don't wrlte bad checksor becomeexcessivelv lndebred. Don't solicit contdbutions for presents to those ln higher positlons, or accept a present from anyone who has a subotdinate posltion. Don't use, or petmlt others to use, the name oi Clvil Air Patrol ln connectionwith commercial enterprlses of any klnd,

Don't use the CAP organization, emblem. or name in political actlvlt Don't n r aowngraoe downgrade Cjtil A1r ulr1i Ajr yarrol; Patrol; rr if you l( an improvement can be mede, submlt t suggesdon through proper channels. 37. HIS]ORY OF CEREMOMAL CUSTOMS You may be interested in the orlgin of f ollowing military ceremonies. The dreas parade was originally intended impress visiting celebritie8 wlrh the sttength the mona.ch's troopa rather than to honor vlsltor. Inspectlng the guard of honor begen wlrh reatoratlon of Cherleo II to the throneofEncll When one of Cromwell's reglments offered I allegiance, the Klng carefully scrurlnlzed t face of each soldler ln ranks looklng for of treachery. Convinced of their slncerlty, accepted-thereglment as hls escort. The "Sound Off" ln which the band Dlavs t "Three Cheers" and marches down th; frbnr aBaembledtroop 6 6tems flom the Cru Eade6. Tho selected as Cruaadera were sretloned at the r of the llne of troops, end the band marched pa them ln dcdlcatlon. whlle the DeoDle cave thr cheers. The "Righi of the Llnet' wa6 tf,e crru( elde ln anclenl battle folmatlons and ls the place of honor ln ceremonlee. Precedence among unlr6 la determ lned bv eq and for rhat reason Aii Force untt6 usuauv fblti the older 6etvices ln paradea. Relslng the rlght hend in rallng the oa 6tems trom anclent dayE when the taker call

upon God aa his \ritness to the truth and pl wlrh hls sword hand.

The white flag of tluce may derive from Truce of God arranged on certeln days by P Urben V ln 1095betweenwarrlng m edtevel baron The uae of rhe arch of 6abet6 ln millta weddlng6recells the day6 whenthe groom's m pledged to protect the wedded couple, 38. CAP CRADES TITLES AND INSIGNIA All CAP personnel sre addreesed by d full titles ln official correspondence. They also addressed by thelr tltles in conversation, the long tltles are shortened as shown ln charr of CAP grade lnsignia and dtles, Insignla of CAP senlormember offtcetqr are gold for majors and second lleurenents, with blue ensmel for wattant officers. and si for all othe.rsenior member offlcers. Senrorm ber offlcers wear thelr insignia oI grade on shoulder loops of coat6 and on the shlfi when a coat ls not worn, All lnsignia of gr for CAP cadet officers ate silver, Cadet offic

26

GIVIL AIR

PATROL GRADE lNSlcNlA O]FICER.S

and TITLES

SENIOR MEMBERS
r4ir$d 33, -coroDsr,)

CADETS
c^DlrTcoL0NEL (CCol) (Addr*3d 3sr "coroncrl

lrE{lTrNANl COrrNrL (Lt C"'

CV
7\ V c^nEr MAJok LLMa, r^rdressdas, Marod)

&

r\ere8sd 03 i csddnnt

.\Pr^N

(crpo

qt-ir
r,. ',r

C^DETCAPTAIN (Ccapt) (^ddr*sd as: caDbrf)

F l l t s l L I L UT T NANT ( l3 r L q

c^r)ET FrRsr LIEUTEN^NT(crsr L9

(addroBa.n!. nr,rdkDdf)

::::.:"?.'l:"ni#J"tii'') @
m ,:ill:,I1:i4ill,3i,Tcr*(c*o)

A v

(2r Ir) c^r)r-T sFcLrNLrru D rF-N A iN (^@ ." ," .d." . u.," " ," r1

WARRANT OFFICERS

,lilljy":":fi::"f'
I

E
p
p

n
t

Ii::."":,111:rx$li" v :::l:i"':x:":::ilil"*' v
:.:i::"Tl::1}u:Yi v
i'fiHL'i:ir,;t*T,t^'q v

NONCOTf, mErtlBERS 'nrSS|ONED

:**:l*llL::ri(;E^Nr(cMssr)
(c1ss'.) :*::*":l'll:1.:,sEricE^Nr

g l*:i"*til :"xi:"'",i',"*'
g if.::lTl,*li:,..''
g 31ff1"'.':ffffilli'p,"'

ll:Y#":::"):""#,T.'", v
"lli.i['i'lii^!$'i,6"")
jEr.iroRMEMBSR(sM)
(\dd.4sed a3: !!senio! Menbr')

\C/

E 3:.::#::lr,::::i'*"

b '3

wear grade insignia on shoulder boards and on the fllght eap, Sometimes the terms "grade" and "rank" are conJused, Colonel or captain are examPles of p,rade6, but no two offlcers jn a grade have ldenlical rank - one ls alwavs senlor io ihe Chaplalns are addressed as such, regardless of thelr grade. A Roman Catholic chaPlaln may be addre;sed as "Father," as may be an Episcopal chaplaln, lf he Prefers lt, Medlcal doctors, lncluding veterinarlans, are addressed a s ''Doctor, " regardle 35 of their grade. Alrmen arc addressed by thelr grade or la6t Offlcers of the aame grade, when among lhemselves, may eddreaa each other by their given names, but lf a ,unior la present, thcy should address each other by thelr ddes. Senlors may address a lunlor ofllcer elther by tltle or by neme, but lf an alrman le al6o pregent, lhe Junlor offlcer Bhould be eddressed by hls tlde. 39. LINES OF AUTHORITY AE stated in the Conatltutlon and By- Lsw6, Civll Alr Patrol laa plivete colporatlon chartered by Congres8 and compoaed of volunteer clvillan members. It 1s organlzed along mllltary line6, the organlzarional pattern resembllng rhat oftheu. s. Alr Forcc. It conalats of a Natlonal Heedquarter3, 8 reglons, and 52 wlngs. Thewlngaare aubdlvided lnto groupa, aquedronB, and, ln some inatence6, flights, As e corporatlon, Ctvtl Alr Patrol ls governed by a Nadonal Board and admlnlstered by a chief executlve known aB the Natlonel Commender. A6 an auxillary of the U, S. Alr Force,

Civll Alr Patrol is supported by the Air F principslly through USAF-CAP llaiEon offl which are staffed by Air Force personnel. You may wonder how orders and infr matlon get from the top levels of Civil Parrol down ro the individual member. C accomplishes tbls by the same method used the Air Force, by lollowing the organlzatio structure, Thls methodhas se!eral namesof command, command channels, thru channe ahannels of approach, lines of authority they all refer to the same idea: followlng organizatlonal atructure through the v levels beglnnlng wlth the next hlgher or level. The llnes of authorlty l lthln ClvllAilPatr whlch are deplcted ln the approvedorganlza charts, go from the natlonal commande!, at top level, consecutlvely tothe re8lon, wlng, gr( and squadron commanders, andfrom the 6quad commander through hl6 various staff and offlcers to indtvldual members, Beglnnlng the new cadet. the next level or Ilnk ln the ls rhe squad leader, then the flight leeder, fll commander, cadet executlve offlcer, cadet dep commander, cadet commander, commandant cadeta (ln a compooite aquedron), equadron

mander, group commander, wlng comman and narlonalcommander. region commander, up and downthe orders and communlcatlong
les6 Apeclflc lnstluctlona are glveh, all C

follow thls structure, It i6 lmportant that ea CAP member deal flrst and dlrect with lmmedlate supellor officer. For thls reaaon, go prescrlbed cnannera channels or of approa( approach so tnat that tne the preacrlDeo be obaerved. each CAP member must exacdy wheie h15 posltlon Ia ln relatlon to ln lhe unlt and the wing.

28

(lFLEADERSHIP ER 6_ RESPOI{SIBLITIES
D Fogesslng rhrough the CAP Cadet Prol. !E rill be required to 6erve 6atlsfactorlly y responslble posltlonB at both the caalet noncommiasloned offlcer (NCO) snd cader offlcer level8. Thls chepter outllnes some of the general responsibllltles of the6e posltlons,

A - R E SP O N SIB IL IT IES S E CT I O N NO N C OMMIS SION ED OF T HECA DE T O F F IC ER

tr! fertorm satlsfacrorlly ln rhe leadershlp b wtll rur flU a6a asa UAP CAPmemDer, membe!. you mu6r tou f,r1rl vou mu6t !r tou!3elf csn 6erve ln theae gradea and, D rhat you can work closely vrlth cadet a D accompllah the varloue aaslgnment6 you h liren a6 a cadet offlcer. In addltlon, the of the cadet NCO persllel those cior member NCO; they slso approxlmate -lldes d the CAP offlcer, rhe dlfference belng a condnuoug oblicatlon to advance lndlvldual and group proftclency; dlsclpllne, morale, and esprit de corp6. Ad an NCO you wtU be clo6e to other cadet6, Particulerly the new member6, a po8ltlon ln which you wlll be eble to lnfluence thelr decislons and have a msrked effect on ihe quallty ofthelr work. For exemple, you can lmplea6 upon oubordlnates the meanlng of CAP'g *adltlons and cu6toms,and thus loster a high state of morele, dlscipllne, and e8prlt de corps ln your unlt. You can make clear ro new cadets the lmportance of thelrjobsend the advantages of membershlp ln Clvll Alr Patrol, You can offer them career guldance and help them adlu6t to the requlrements of belng a CAP cadet. As an NCO you wtll, of course, be the logical pergon to exerclse detalled supervlslon over asalgned ta6ks. 41. RESPONSIBILITIESOF THE NCO To properly flll your role as sn NCO ln Clvll Alr Patrol, you are expected to be proflclent not only ln your speclal asslgnment but al6o, to 6ome extent, as a planner, menager, and teacher. You ahould know enouah about human relatlons and the customs and courtesies of Civil Air Patrol to be able to create a hlgh degree of proflclency, discipline, morale, and esprlt In your unlt. To fulfttt this obllgation, you must esaume certaln responslbllltles, lncludlng the Iollowlng. (l) Understand and practlce the technlquesof leadershlp andpersonnel managementtothe extent called for by your po8ition.

a rbrougb undelstsndlngof the responslr oa the Nco tn ctvtl Alr Patrol, flrst, 3o

rEior membe! - knovledge of the NCO, hl6 E6 resDonslbllltles wlil belndlsDensable pedormAnce, -.-ive GE ROLE OF THE NCO D Doncommlssloned offlcer tn Ctvtl AlI i5 a well- tralned, experlenced person h ca good ludgment and tntttaitve. As a Flticularly ln CAP's senlor structure. the
a great deal of knowledge about

your memt one of degree,Thr.oughout iD Civil AIr Petrol - both aa a cedetand

iEdrEulate6

fteld; howevet, rhe role of the NCO byond technlcal proflclency. The nonofflcer mu6t be e leader of mena?lDilides have io go beyond lobproficjency ElEh lnlluencing and dlrecrlng subordtnares. +clel fb you become e cader NCO you vill heve yorrl grade because you fulfilled certain requlremenrs of the CAP Cedet ProIhese requlrements lnclude that you demP your ability to lead and lnfluence other Like senlor member noncommlssloned rlth your cadet NCO gtade you assume

2S

(2) Know your job and have a hish level of personal profictency. In a sense, as tn NCO you are the middleman between your subordinaies and your superiors. This calls for strict loyalty in both directlons, (3) Relieve yout supertors of rourine detafls and problems, (4) Execureall your duties promprly, wirhour contlnuous aupervision. (5) Use lnltiadve and resourcefirlness, know when to handle matters yourself andwhento refer them to your supetior, but ln allcases, keep your suPerior lnlormed, {6) lnsure thsr goodhousekeeptng andadmtn. rsrrauve proceduresare followed. (7) Conduct drllt and ceremontal Droccdures appllcable to a fltgbr leader. . (8) Plan, supervlse, and conducr tndivtdual an(l_ team on-the-lob tTAlnlngln technlcal and mlulary sublects. (9) MainLatn. a_ htgh standard of behavlor, , , rncrudlng Inctlvldual conduct, courtesy, and per_ sonar appealance. (10) Asslst, supervlse,and correct 6ubordlnetes in mettera perralntngro duty performance, lnqlvlouat conduct, coufiesy, and peraonel ap_ peafance.

42. RULES OF CONDUCT FOR THE NCO

As a noncommissioned officer in Clvil / Patrol, you should obsetve these ru1e6of cond

(l) Knov your job and rry ro perform elllcienrly. The job ar hand has ftrsr prjorl

(2) Culdvate integclry and srrengthof ch acrcr, Peoplework be6t for someonetheyres

(3) Be truth{ul and honest with your Ir!

(4)_Be willlng ro accepr responsibiltty,r penoaDte, and consclentious,

(5) Have a good artlruderoward yuur wo display lnrereEt and en$usia6m, take pride Your work and in Your unlt.

(6) Ser rhe example tn atl rhe m itary fl . qamentals.

(7) Developthe abiuty ro get etongwirh peq . and encourage them to work for you.

(8) Be plessant and cheerful, rake enlnrerl ln you! men end ln thelr work.

(9) . _Pur tbe welfare of your Job and your r! aneao ot your own pef6onel lntereata. (10) Be firm, feir, imparriel, and tacd

(ll) Be Ioyal to your superlors and y( auDoI0liate6.

S E CT I O N B . R ES PON SIB IT IT IES O F T H EC AD E T OFFIC E

In developlng your leaderGhip abtltrtes, you mu$ Iearn what wlll be expected of you whenyou become an offlcer, h iB true that each robtn Clvll Air Pdtrol ha6 cerraln speciat re6p;n6tbllitiee; theae lou learn when vou 6erve ln the posltlon or make a staff duty analysis of lt. It ls alao true, however, that tbere are certein qeneral responEjbjlitle6 commonro atl CAP offtce;sinaU posltlons, Theae are tbe responeibilltle6 dlscu86ed in tbls aectlon. As a potentlal leader you must become famlllar with tbese senetal responsibllirles so thet you canfulftll tham properly when you become a cadet officer. 43. KNOWLEDGE OF MISSION Every CAP member is respongible for acqulrlng a knowledge and appreciation of the organization. Early in Phase I of the CAp Cader Program, you recelved an orlentation on Clvil Air Patrol. During this concentrared tndoctrination, you were brlefed on the hlstorv andmlssion of Civjl Alr Patrol and your unjr. oi the poticies 3nd procedureswhich governcadetactlvities, and to aome extent on the responsibllities you would

fece as a membet of Clvtl Atr patrol. Tl orlentation went fer toward establlBhlng you flrm ground eerly ln your membershlp, bu! ha6 s greater value. when you become an a vanced cadet, partlcularly after you becom cadt offlcer in phase III or lV, you w l caUed upon to preAent theaeorlentedon brlefinl In preparlng ro make these presentetions,i not _only acqulre a good working knowtedge Civil Alr Parrol and become able io puaq knowledge in words, you also become aware] significant new relarlonehips among CAp's vq loue and acqulre a more meanind -activltles insigbt lnto the rraditions and mtssions oI i organizatlon, an eaaendal to every CAP lea&

30

Each unit in Ctvtl Air Patrol has a missl to accompllEtl. Your fifst task a6 a potend leader is ro become rhoroughty farnjlisr rl the assjgnedmission of your unit and undersr how lt relates to rhe mission of other CAp ud and the otganization as a whole. To bec{ m16sion - conEcious - to recognize that the mi sd ia of paramount importance - ls the first si towarcl becoming en effective officer. l

OF JOB TO MISSION EeP la to determlne lust how your rhe accomplishment of the unit Euat be alert to do thls; you mu6t An officer may be forglven for I rl-tle, but he cannot be excused lf |3t a question when he ls not sure Queatlons are expected and entb effectlveness of an officer often !F Ea ablllty and willingness to aak lErdnent queatlons, E b b b tnow any lob 16 not an overnlght study oI regulatlona, standlng FEeduree, and edtablished pollcles

disclpllne, tact, and justice. It callsfor continuous effort to learn ebour the lndlvldual, his vlrtues and faults, hls llkes and dlsllkes, hls mental and physicel Btrengths and weakneaaes. Your 6ubordlnates will not all be highly qualified or expertenced. You must place them ln po6ltlons where they wlll do the moat good most of the tlme. You mu6t lnstlll ln them a sDhit of cooperetlon, mold them lnto a team, and encourage them to work for you and with one snother. A6 an offlcer ln the CAP CadetPro{ram you must be able to adapt yourself to meel the varloua condltlona and the changlng need6 of the indlvlduals under your charge end the unlt es a You wlll flnd that you andthosewlth whom you work in Clvll Ah Patrol have a blg advantage in geftlng off to a good start. You all have an lntereat ln Ctvil Air Petrol and it8 mlsoion end methoda, or you would not be membera. Many of you wlll have been worklng ln the unlt for some tlme, ln dllferent phases of the program, When you begln your new role aa a cadet offlcer, you mu6t convlnce the other members of ihe unlt that you vant to contlnue to be a useful part of the unlt. You must be tectful snd dlplometlc ln exertlng your lnfluence, You mugt remembe!that you afe thefe to lmprove the opetallon of tlre unlt. Tsct and dlplomacy, however, should not take the folm of tlmidlry. If you belleve cbengea are requlred, lt ls your duty to suggestthem. changes or auggestlona !o lmprove or lnclea6e unlt effecllveneag wlll be most welcome. In aome caBea, conBldereblepe!618!encemaybe requhed, If you are convlnced that your recommendatlons are 6ound,your spprosch thould be one of taqtfiil perslatence. However, when your auperlor haa made e flnel deci6lon on e guggestlonor recommendatlon, lt lB your duty to lollow ihat declalon, evCn though you msy con6lde! lt unfavorebly,

! Fr a goodfoundatlon.QueBdons adM aubordlnatea and superlors, aa rcEgeratlve attltude,wlll help roundout Flnally, you must learn from ia not en automallc Proceaa, requlrea conatantPer severance 9nd a con6cloug effort for Belf-duadon.

b oI your aectlon, you mugt not lo6e l& other Eectlona ln your unli. Someand materlel are hoarded by lE:Enel & r-t3

you must conatandybear ln mlnd

c.8er to do ht6 Job weu. Hls PurPoBe admendable, but hi6 approech may
dectlona to afffer, Your outlook lnclude the overall mls6lon, and of your unlt mu6t be geared to

wlth other Bectlonsand eBsentlel. -olutely r tou have detetmlned your responalI the unlt mlaalon, your lob wlU take
meanlng. You! senge of duty and your till Bharpen, and your efllciency wlll Yotr wlll then undergtand the effect of

!t ! E

uponthe unlt as e whole.

46.9rr.l!&3tBM4N3E!{M!!
The offlcer - alrman relatlon8hlp ls also lmporranl The efflclency of a unit may dependon It. The tendency to become overfamlllar wlth Bubordlnatea mugt be cubed, Tbe ne* offlcer often bellevea he can obtsln cooperatlon, unlty, and splrlt through personal popularlty wlth hl8 men. But prestlge ls en lmportent fecto! lnleaderahlp, Few offlcera can malntaln thelr pregtlge by foBterlng overf emlllarlty, Tbls does not mean you should be eloof and unapproacbsble.Not should you flaunt yout gtade or assume an alr of superiorlty. Malntaln a deep lnterest ln the welfare of your men. Glve them a feellng rhar rhey cen dependon you ro hetp rhem ln tlme of need. Always be resdy to llsten to thelr problems or suggestlon6. ready to suggest soludons, your relailonshlp must be clo6e, cordlal, and sympathetic. Take rhemlddle courseand let common sense prevail, 47. OFFICER- NCO RELATIONSHIP The proper ofllcer - noncommlsslonedofficer

a
Ltl

ER. UMT RELATIONSHIP fl-rst regponslblllty of a CAP offlcer the mlaslon and your pert ln that ml66lon - la related to the I reapon8lbtltty - galnlng the regpect of tho lf,ork with 4nd for you. Surveye Er ! fun rhat ablllty ln an offlcer ls me most llkely to geln the reapct r$ordlnate6. Mosi men-prefer a strict -Eriadc vbo know6 hl6 lob to e lenient, good dicer who doe6 not know hl6 lob. They ! an lmpartlel offlcer, I L mt likely that your flrsr asslgnment ss vlll be to a command poeltlon. Problur sill be placed ln charge of a rather goq) of cadets. whatever the sltuadon. you must be famillar withthetechnlques Er, Hing people to mAke the greatest use of dltties, lcong orhers to enloy worllng lor you :ra tbe applicatjon of a delicate balance oI

3l

"elarionshtp de6erves specjal mention. What sDoutd_y-ou a an officer expecr from your NCO? You wilt quickty discover rhar rhe \CO is an essenfiat person ln Chil Atr patrol, In some respecrs, lr is the NCO who keep6 rhe wheets or roufine anctdetail running. But hl6 effective, ness depends a great extentuponrlrc supporr -to from hl6 sxperiors, crven proper ::_l-.,.s,1".99 y Lesp9|lbil and aurhoriry,rhe NCO can retjeve rne ofitcer oI msny details. Theofficer should u6e nra ,Ncu as the auperlnrendent ln civll llfe uses offtcer is usually a , ^_"Jl:--.lgn!o*lni""joned reaoerwtth much knowledge and experrence rn a apecur etd, As an offjce( it ls your responstbllitv ro_ u-ae tru a knowledgeand experience as effecth el i aa posatble.Conslder the NCO as an ssslstanr not as a novice. Recognize and respect hts grad; ano. experlence, bur always remember tha't the Daslcresponsjbllltyfor rhe lob ls yours. Expect much trom rhe NCO and allow him r_ea aonabte _treedom of actlon. u6e hls prevlous rrarnrng.ancl expertence and glve hlm co;parable responslblllry snd eurhortry-. Encoufage'hlm to exercrae., s. lnltlatlve and Judgment,and glve nlm crecltr when credlr t6 due. Hi, ttk6 you, gets aausfacrlone from hl6 work. He should be Lised aa a noncommlaslonedofflcer and not as a basic altman. wtrh e noncomml6sionedofftcer, rememDef -__lLyg_tfl"S theae ruleE! Expect much from rhe NCO and make him teel rnar you depend tnat.you depend upon upon hlm aa as an aaalaranr, asetsreDr ^, urv-e-nlm responelblllty end eurhorlty to go gc wlrh hlB eblltty. Back htm ln hl6 ,crlons, Be loyel to hlm. Ler htm know where he stand6; tell htm hls and weekneBses. -Effengtha -_ delp Dtm overcome hl6 weaknesaes. Llaten to hls auggestlons and recommen_ da ona. Recognlze trt6 poE-ltion of teedersnrp over lndtv,duals wlth lower qrsde. clve ilm credtt when he dleserve6ir. Avold overf emlllertrvNev,er,plecethe blaine on your NCO; ln rhe rrnat analyBts,you make the decislonand _ tDe reaponalblllty ls yours. r elk over pioblem6 wlth hlm. 48. EVALUATION OF SUBORDINATES Periodtcally--you wtll be requhed to anelyze -,, and.recofd the effectlvenessof your subordlnates. Ar rrr6r thl6-may be )imlted to rating rhe ef_ lec veneas of phase I cadets. Later you may nave to_ rate more advanced cader6 and fello\i cader offlcets. The evaluation of a suborallnate 3hould be a conunuoua process. tf you walt until the end of r.ne rating pedod before you beqtn tne subordinate, you mske your iask more dif-

ficult and ltmit the quality oI your report. Wl you--are rsponsible fon radng anoth;r perE

yll]-,,l:I h9""

ald for the prepaiattonot your rEpoii wirent ro mkerheevsluarion, ell you ha
to do is summarlze your separateim _A contlnuouB 6y6tem of evaluadon dlsclo rhe tlme for submttting y-..19"!g:g prior "ro radng report, In lalrness to the lndlvldual rated, you should dtscu66 wtth -i'-_r r-wrur bim rDnr hls nrs evl( e snortcom,ngs and glve hlm an opportunlry rmprove hlmself before a repofi js requtr

basis roi anaiy,rng 'rarei, "a rhe lnclividuat oeveropmeni of being maaure oI hi6lmprovement or regresiion, and

of makingrreq-uenr nor"sbt yo llgp] 9 ,!ysre.m rm-presslons duringrhe perlodof y observation.

f-actuai

F-urther, .you. shoul_qdtscuss_each c;m:pl report wlth the tndtvtdual being rated 6e you forward lr for approval.tsiJeits;hment t uesplte hla natural reluctance to dlscuss h faults, rbe dtscerntng suborcnate atr value a talr Appralsal of hl6 performance. ",tlt honest and ope;'wlth htm. Sugg'"ii-wa;a tor t to overcome ht6 shorrcomtnis, ctie btm aecondhand sourcea;
chance to Improve. Above a-Il, d; nor ar rutnor-a ot your impresslons to reach hlm fr

49. CAP - MTLITARY - CIVIL RELATTONSHIP

Clill Alr petrot youhevecertatnrespon I .,,,-I bllltlea whlcb ln other olganlzetlonawouldbe no concern to your auperlors, As an offlcer LAts,, Dowever,lf you become an obJect cr-ltlclam, ell of Ctv Atr parrol t6 adverE effected, If you behave tn an trreepoieible mr ner,r you may place the en re oiqanlzarron
olalAvor'.

your narton were tncreesidby iyllly "lq ln membershtp

civll Air Patrot_ 50, MORALE

your responstbtlirteE as a cttlzen, If enyrhtn! your cttlzenah.lpreEponslblliUesto your com

cn rhe csuseof Ctv etr eatrol aidi the _advan-ce samertme,.addro yourpersonaidivelopm youJolned Wnen CAp. youwerenotreleasedfr

Jaclng your cdmriunity,and 119, -!Igbl:I" htgh ;rr;lbure; demontrartng oi- a;;;i.,"r.,

*rtin"i t-r," irnug" :llq::-l"n c"an^glgatly Ctv . Alr parrot.By rakrn"g jr_*lll-""-"".9J pa ", ln clvlc_affairs, by honestly trytng
io unoerst

the orher hsnd, lf you behsve tn a man -On ro.roater good CAp - m itery- ctv ien retatt

32

courage, d"etermlnation, and enthuslasm, mor rs nlgn. U th average state o[ mind ls one pe-salmlsm, dissarlsficrion, despondince, anxtety, morale ls low. pracrically every fa

On9 ol.rlu responstbilries you wt .naveas e CAp offtcer -major ts to mainrainhtgtimorai in your unit or secrion ara rtmes. Tha;norale Erare of mindofrheaverage meml :.,iltr li !h" wlth respecr to rhe mlssion of tte linit. ftm average stste of mind is one of confldenc.

lE -t

C.AP actlvlty affects, and ls affected h is often a decisive factor wlrh miaslon of the unlt.

poor bearlng, and even &enieeigm, memberBhlp or hlgh membersbip t L A hlgh level of morale, on rhe orher !a sbow ltseu ln lncreased Job perlorad dlsctpllne andconduct,cheerfulneas, and lncreaslng membershlp. -r_nce, dlcer ln Civil Alr Petrol, it ls your Illlty to watch for theae 6lgn8 and act I to thelr dlctateg. Know the members and how they feel, and tlme your -lt acdona so e6 !o bulld thelr morale to a level ss posslble. Remember, lt la - fuughde68 deed6 and careless words, tbe morale ol a unlt, It 16 a far more to bulld morale back once lt bss rbn than lt 18 to keep lt ar peak level. hie

t I

morale ltaelf ls not tanglble, lt is dGervable factor. By belng elert and b tbe mental state of the members of tou can gage thelr morele level and laediel step6 that may be requlred,

symptoms of lov rnorale you will dtrg8 as poor Job performaice, ex-

to develop esprit de corp6 wlthin your unit. Esprit de corps ls group morale reiniorced by feelings of prlde ln being memberE of an lmportantgroup. Unlt splrlt ls the magic substance whlch brlngs an organizatlon to llfe. Alrhough quite lntangible, It will make two otherelse identical units dlffer as nlght from day ln thelr performance. Tbis Bplrit stem6 largely from the pdde and confldence ln thelr unlt that 16 shared by sll the memberE. It doe6 not metter that thls is largely optnlon; the lmportant thlng ls that sll the members thlnk they belong ro the best unlt ln Ctvll Air Patrol. It ts the unlt wlth eaprlt de corpa that perform8 tbe 3o- called lmpo$lble when the need arises. Egprlt de corps ln a unlt dependd on three essentlal lngredients: (l) The unlt muEt be dlfferent from other unlts ln aome favorable reapect. (2) The unit mu6t be famous for somerhln(, (3) The unit mu6t be effectlve. To delelop espllt ln your unli you must, fhat of all, have e slncere beliet ln your organlzarlon and confldence ln lis cspeblllry. Your a$lrude muat aey, mole plslnly than worda, that your unlt end lts membera are the best in Cll,ll Air Patrol. Secondly, you muat see to lr that the membero of the unlr have a good opinlon of themaelveg end thelr unlt. Thls ls not as dlfflculr a6 lt 6ounda, belng more a mette! of technlque than anythlng elae, for any group ehnay8 wsnts lo thlnk well of tt6elf. At the 6ame tlme. esDrlt 16 a tender growth, and you must be eiert lor fectlona, accldenta, end conte6ts tha! wlll lnlure It.

rh. A6 theh leader, you expect the best d tie membero of you! unlt; es thelr thay have e rlght to expec! your be6t.

t ro pamPer rhe member6, but lt 13 t to do the beet you can for them and rietn belleveltl6thebe6tyou, or anyone,

high morale ln a unlt, 1r ls not

D lreat underlylngforce lrom whlchslema l-.le is confldence- confldence ln Clvll Er o( your unlt are convlnced that the k rbich they are worklng Is worrh all atrt6, lf rhey belleve that rhey cAn acI tle mlaslon wlth tbe meen6 at hand, rly are satlslled that thelf prospecrs ftaure are the very beat, your unlt wlll I, ln lt6 objecllvee, lts progrems, it6 .!ld lts leaders at all level8, lf rhe

52.PIIJ9IEN9f
Each otflcer ln Clvll Alr Petrol is also resPonslble for tbe operatlng etflclency ol hl6 unlt or secdon. Unit efflclency l8 the abtltty to sccomPll6h succeB8fully an aeElgned taak ln the shorteat po6sible time, wlth mlnlmum exPendltures ln manpower and materiel6, and wlth the lea6t poselble confuglon.Whendlsclpllne, morele, and eaprlt de corpa are good, efflclency ia lncreased. You can bu.lld efflclency ln your unlt through good leadershlp, 6ound trainlng, and eff ectlve admlnistratlon,

tl
EIJT Dl

morale.

DE CORPS d8o your re6ponglbllity ass CAP olflcer

33

n9
lf Civil Air I'atrol is ro continue ro enjoy its past success, it must have future leaders of the 6eme hlgh callber as its preaent and pe$ leaders. It muat have leaders who, ln the Amerrcan rradltlon, provide rcal "leadership" rather rhan ''drlvershlp," leaders who atraln the goals of the organizstion through teamwork rather than through compulslon or force, The boundless enthuslaem whlch rbe volunteer member6 of Clvil Alr Patrol brlng with them lnto the program deserve6no leas. When you Jolned Clvil Atr Patrol, you automatically a6sumedan obllgarlonio developio tho fullesr your capabilitles ts a leader. To aevetop these capabllltles, you must f1r6t study about leadershlp. You mu6t lcarn abour the rypes and personallty traits of leadets so that you canfosrer the deahable qualldes of lesdershtp tn yourself. You must galn a general undcrstandlng of the roles played by orhers in dotng a lob so rhat you can functlon pfoperly ln your role as a leader. You muat leatn $,hat sreps are neededrocompletc an asslgnmenr 60 that you can enllst the cooperarionand supporrof orhers. But you musinol jusread abourrhe6erhlngs;you mu6runderstand and learn to apply them in all your dealtngs wtth Thls chapter shows you whar rheseprinctples and policies and techniques are, and how you can 53. LEADERSHIP DEFINED ff you - a CAP cader and a potential teader are to properly develop your leadersbip skills, you muat ftrsr know whar leadershtp is, psrtlcularly leadershipin CAP. ff you will look up rhe word "lead" in WEBSTER'S NEW COLLEGIATE DICTIONARY, you will find that ir means "ro guide or conducr; hence. ro. direct ln action, rhought, opinion,etc.; instrucr. - This definitlonis, of course. basicand

- \*1==

ls:li ' .-:

AND LEADER CHAPTER THE CAP 7 _ LEADERSHIP

can be applled to any useoftheword. To desctlbe leadershlp in Clvil Alr Psrrol, somerhing much more speciflc ia needcd. Many promlnent mlllrary lesders sre also concerned wlrh flndlng a Bpectftc deftnttion for leader8hlp. You may be lnterested tn whar 6ome of these men hsve had to say abou! the sublect: ceneral Lesley J. McNalr, Commandtng Cnerel of Army cround Forces during World War ll, sayB: enrhristaam, "By hls per6onaliry, and 6olld knowledge, rhe leader musr supply rhe spark whlch iniuses hl6 men wtrh ih; splrlt that carrles ihem lndlvldually and collecdvely along wtth him." General Roscoe C. Wtlson, former Alr Force Deputy Chief of Staff for Researcb and Technology, idenrlfle8 rhe functions of aleader as follows: "Basically the leader's Job, once he has been elected to that posltlon, hasthree principal a6pects: (1) ro select rhe rtqhr peoplefor rhe rlghr job: (2) ro organizerhe;c people ln a manner whlch wlllmaxtmlze rhetr efforrs; and (3) to morivare rhe group roward achievlngrhcir goal." General Narhan F. Twjninq, former Arr Force Chlef of Sraff and Chalrman ot rhe Jolnt Chjef6 of Staff, descrlbes a sood leader as follows: "The mosr dependable leader t6 the man wbo wants responslbility so that he can make sure rhe lob will be done properly; who want6 ro lead nor jusr to ger btmself ou( ln fronr, but to ger people starred ln the right direction." . By studying the6e definitions you will 6ee tnat each contains a common conclusion about leadershlp, a conclusion thar relates directly ro leadership tn Civil Atr Parrol. Alrhougheech days it tn a differenr way, the6e authoritie; agree thir it is the rcsponsjbilltyof a lead"r roguide orhers roward the cooperarive. enthusiastic.and suc-

34

devement of ihe misslon - recardless E thai mission ls to complete a-specific aach a certaln level of efficlencv. to - a Droad, general goal, or enyrhtng ;ise, ttris fundamental requlrement lnto r, tben, leedershlp within Clvtl Atr ar! be deflned as the art of lnfluenclnc

ggi_oLpsgple t! j !4y $AiwillTfi-ifiEii

coruloence. reaDect. and loval cooD-

ts ln anyone,but the potentlalfor leaoeraE every lndh'lduel possesses can be

d end uaed, Leader6hlp 16 not eastly c qglly learned, btrt leeders can be nade.

lt deela wlth men end thelr changing d -e rtdrudes lnstead of vlth unchanthg .lement6 such as iho6e composlng-th6 delrces, leede!6hlp ls an att tether than !. As an art, lt enteila a never-endlnq Focesg for the leader. You can nevei a perfect leader - no man cen. You wlll mlatakea, but you can learn froh ridalea and auccesses. and tho6e of -*e ! l&ltural leedershlp ebllity cannor be

components: the leader, the followets, and the sltustion or mlssion. The bssic for:mula would rtm thust the situatlon plus the followers plus rhe leader equals leadershtp. These, however, are merely the worklng components; the way they are mlxed ls much more lmpottant, Thete is also an intanglble factor, the method by whlch the leader guides, dlrects, and lnspires the followers to accomplish rhe mjssion. Thjs lntanglble 16 called the technlque of leadership. It wlll vary wlth each comblnatlon of components. Yet lt ls alwaya there, and by analyzing leaders and leadersblp, you can lsolate the speclalknowledge, Bklll8, snd characterlstlcs eBsential lor the leader and the developmenrof hls leadership technlqire. The Leader, A leeder ln Clvll Alr Patrol 16 not d6fiEEiiE?l-wlrha htgh- level concepi thet has nothlng to do wlth noncommlssloned or lunlor offlcerE. Leedershlp takes place at all levels from the grass rootg up, As a leader of e 6mall group ln Clvil Air Patrol youmayhavea ielatlvely harder leadershlp problem than a commander ai a hlgher level because you mey have no staff to advlae you or fev tools (followere) to work wltb, In auch a situatlon you are lequiied to use the utmost lngenully, regourcefulneas, and inltladve to accompllsh your mlaslon; and ln so dolng you tepreaent teal leaderBhlp ln aclion. Actlvlties 6uch as rho6e ln whlch CAP Dartlclpstes depend upon effectlve leaders ai e'very level from top to botlom, The effectiveness of the leaders et lhe top levels deDends on the eflectlvenes6 of the leeaers at the lo'wer echelons, and vlce versa. The top leaders heve rl6en to top Posltlons by worklng thelr way up. by developlng themaelves ln the Bort6 of Bltuatlon6 encountered by the tunlor olflcers and graduelly acqulrlng greerer competenceand proflclency, partlcularly ln tbe speclel fleld of poltcy declslon. The born leader ls e rerity, Even tlre socalled neturel leader has to develoD hlmself through experlence, progresslng th;ough tncreaalngly complex EltuatlonB, eometlmeaflndlng hlmself lncapable ol hendllng clrcumstances wlth whlcb he 13 unfemlllar, It lsrruetharthe development of leadershlp 16 eaBler for somepeoplethan for others. Some are born wlth or qulckly develop certain qualltles, such as confldence and lnltietlve, whlch msrk them as leader6. They 6eem to heve an lnstlnctlve flalr for leader6hlD. You probsbly have known several Deople of rhls type around your nelghborhood or ar school. There was alwaya someone ro tale over, 6omeone who could gt others to do what he wanted, Perhep8 the others were not even aware of the easy, natural way ln whlch they were maneuvered lnto something. Bur whar happened ro rhe early leaderE you knew? Was the nelghborhood leader able ro projecr hi6 leadershlp quallrles lnto the school sltuatlon and so on throush lite? Or dld a new leader arlse? Are the leadars you knev in school 6till leaders?

GErt peraon, Doaaeaa!he6e qualltles to a F dat you can be a good leeder ll you tlt &velop yout natlve abllltleB. Whether Jur become a grest leeder dependgupon or not you poa6e66lhat extra lnltlatlve, tr, moral courage, end drlve whlch & dlfference between the average per6on above- average, L *t tou hold verlouE lesdershlp posldonE ln program, you wlll tlnd thet they demend

rhlch ere neceBsaryln leadershlp.You,

lr are an averege cedet, you are a leader. Through proper lralnlng you the lnltlatlva, conildence, end mag-

lr-

The numerou 6 reapondiblllties you otten make your work -Xltty,aa a leader wlll you guccesdfullymeet trylng, bur when -re you wlll flnd the mo8t rewardlng klnd

deal oI work and entall a grear deel ol

G(IIPONENTS OF LEADERSHIP fkoqghout rhl6 text the m ethods of developtng bave been streEsed. For exemple, you ! hn ahown the lmportence of drlll tralnlng qualltles esaenHet bging out the our rne quallrlea eEsentlel to [o a {In8 - In addltlon to followlng the proper method s rttloplng leadershlp qualities end hablr6, lhrld al6o examine leader8hlD lrselI and the way lts elementa comblne to r good leader. F-4iial Components of Leedershlp

f tou could take leadership epsrt to seewhat ir dck, you wot-Ild find three essential

35

Part of the trainlng oI a leader must be to build up a background of leadership experience which can be cariled over to and augmentedby each new situation. New elements are constantlv bejng ddded to the leader's equipment,and Iha old ones are constantly being reJined, The neighborhood leader you knew may have failed as e leader in later life because hls ludgment lalled to mature as he met new Eituations. Althoush he srill may have confjdenceand iniriarive, he may not be able to apply them effectlvely ln new, complex situations. On the other hand, another individual who wa6 not a nelqhborhood leader but who made a conscious and conscientious effort to analyze himself and his leadership behavior, may have learned how to use his expcrlcncc - to discriminate between actlonathat do or do not apply to diflercnt leader shlp problem s. This is called the "transfct" proce6s. h means that you can apply lhe general principles Iearned in one situatlon to another sltuetion. and p.rhaps dc\elop a new rechnique in rhe proacss. When you do thls, you eventually have ar your fingertips a complex network oI techniques, and the qualitles of character whlch neccssarlly go along with them, The lvholc alm of the CAP lesdership laborarory ls ro help you, and cach cadet lntheprogram, galne aeiol baslc technlques and qualitles oI character whlch can be applled almost by second naturc to any sltuatlon. Thus, the qualities and technlques you develop ln your CAP leedcrshlp tralnlng wlll be useful ro you ln all aspects of your life. Followers. To bc a leader you musf hevc the second component oI leadershlpt followers. As contradlctory as lt may aeem, you must bc your own best followet, not of course a6 an egolst but ln the sen6e of practlclng what you preach and followlng orders from your:superlors, Flrst you must follow the mlEslon that comes to you from hlghcr authority; then youmusr follow your own bellefs and practlces lf you are to lead effecdvely. Somedmes ir wiU rake rtgid selfdlsclpllne to subordinate your own oplnions and feellngs io the hlgher mission. You must, therefore, develop a wholehearted and complete sensc oI mlssion dedication. The best leadership ri6es out of an inner warmth and dedicadon which is felt in every detall of your actlvities as a leader. In a way, leadership is characrer lnfluencing the actiona of others, Thus, to be a leader you must be more dlsclpltned - and this necessarlly tncludes selfdiscipline - than your lollowers, Whetheryoullke It or not, as the effecdve leader of any group, large or Emall, you wrll be put on a pedestal, Your good actions will be lmitated; youl bad example will be followed. For good or bad, you give your cue to your group or organization, You must be wlth your followera, and yet apart, if you are to establish and maintain effective control. Your authority and responsibility muat necessarily 6et you apart. The great leaders of history in peace and war have known this solltary

intensity of power. President Truman had to make a decision to drop the fir8t atomic bomb, fully realizing that the rcsponslbillty for the consequences would be hi6 alone. This was an example of rhe ultimate in leadership decision, weighlng the terrlble pros and cons and then embarking on a course of action. As a cadet officer you wlll not usually be faced wlth momentous declsions, but you will be confronted with the necessiry oI making dayto - day dccisions. Your responsibilities wlll extend in all dlrections - to your superiors, yor.rr subordlnates, your mlsalon, and yourself, You must continually weigh the pros and cons of any proposed actlon. You muar develop the habir of working effectively wirh orbers, a habit rhar comes only wlth practice and experience. There ale no sei rules, no rigld formulas you can follow. Studying rhe grear leaders ofhistory, even observing them ln operatlon, wlll not make you a leader. You musr develop your indivtdual rechnique or sryle of leadership tn rhe bard, cold achool of practlce and experlence. Situatlon or Mlsslon. The thhd essential comF6fren-i--T-I;E?GiEEIF ls the sttuatlon or mission. Thls brlngs up a cruclal polnt: Leader8hip can be good or bad, destructlve or constructive, An underworld gang leader ls stlll a leader. Oftcn he makea unpleasanily effective u6e of the prlnclples of leadership in directing hl6 followers toward an oblectlve, His ml56lon, as well aa the means of attaining it, ls destructlve. Hitler end Stalin were leaders, however repugnant thelr misslons and methods. The di6cusslon of leadershlp ln this manual, however, refers to good leadershlp dhected toward a constructive goal. The opposlte ls bad leadersbip. In that ltght, effectlve leadershlp meens reachlng the goal, and ineffective leadershlp mean8 faillng to attaln ir, ln Clvll Alr Patrol, the overall goal is the accomplishment of the objects and purposes of the organizatlon, From thla broad concept flow rhe many missions of the unlts at all levels, Thc coal oI the cAP leader 16 the effectlve accompllshment of the mlsslon of hls immedlate unlt as it flts into the broader. pattern of the overall miasion. If leadersbip is not directed toward maximum attalnment of the mlsslon, the leadcr has failed. llla4gible compg!999_9l!9!gslg[:p Although the mission ls of flrst lmportance, you must always remember that lt is closely relared to the welfare of the followers as indlvldual s and the unit as a whole. Some leader6, prlmaril!. concerned wlth their own popularity or inter:ests, lose 6ight of the mlsslon. Others devote rheir full attention to the mission. with no conslderatlon Jor the $,elfare of the individuals or the group. Both types fall as effectlve leaders. You mu6t sealcb out and find the golden mean between

36

iri, admitredly, posslble for a leader to an immedlate mlssion by ineffective - by drlvlng or threatenin{ rather than tsle - but ir ls doubdul if rh; efforr could over an extended period, For the -i4d EE, leaderBhiprequlres wllling cooperarton t tban force. You must, therefore, strive tE a! most from your followers most oI You must be a perfectlonlst, but slso -cIca heve lu6t seen hoc, the leader, the a, and the 6ltuation or mlsslon are rEd through the appllcatlon of the technlque E'rsblp. Unfortunarely the part6, tooked ar rrdy, vill wtll not nor equal rhe whole. There ate F&ly, ale & intangible, elu6ive elements whlch csnnor down and applled arblrrarily - the krldp techniqued you must aeek out ln your qt, You wlll have certaln culdes. certeln la?s, certaln concrete sdvlc:e to ielp you, Peraonal way tlrat you fuae them wlthin ('n Personallty to develop your lndlvtdual rtadp technlque must be your own re6ponI OF LEADERS I'TPES lenerel, there are two besic type6 of tsr - the authoriterlen rype anal the per-

Let us look now at some of tde elements of PerBuasivelesdership. 56. LEADERSHIP TRAITS what qualities must you possess to be a good leader? Just as there la no maqlc foimula for leadershlp, nelther is there t single list of qualltles that wlll make you a leader. Leaders do seem to posseas certaln descrlbable tralts, but they apply these qualitles ln markedly dlfferent waya. No two people wlll ever handle the same sltuation ln the same manner, yet both may be succesaful By the Bame token, no two people wlll sgree on one list of bsslc humsn treita that make up the personallty of a leader. For these reasons, the llst of quallrles dl6cu6ged In this sectlon 16 purely an attempt to glve you a plcture of an ldeal leader. It 16 not intenaledln any way !o impose An albltrary llst of qualltles for you to develop ro become an effectlve leader. The6e attrlbuteg have, however, been recognlzed as belng deslrabla ln a leader, and you Bhorild be famlllar vtth all of tnem. Seven of the quelttle6 whlch are mosr often conFrlderealnecesaary for effective leadershlp are dlgcuaaed ln tblg 6ectlon. There ls no deflnlte order of lmportance of these quallties. They are all nece6aary, and the lmpoitance ol any one of them st e given tlme dependsupon the sltuadon and the lndlvlduels lnvolved. You can eaally 6ee how on one occaslon, tact would be cslled for mo6t, whlle Buch qualltles as lnldatlve or endurance mlghr pley ln8lgnlflcanr role8. Then. ln dlfferent clrcumstances or wlth dllferenr people, any of rhe other quallrles mlght be needed ro handle a 6ltuation. ln addltlon, rhe cohtrlbutldn6 that the leader makes bv wav of undershndlng anal knowledge are noi aldays apparent, For example, operetions may be so smooth thet his organlzatlonel sbllity passes unno ced. Or hi8 technlcal competence may not be recognlzed becauae jt wa6 quledy added to ihe group effort. lnvarlably, however, the leader mekes contrlbutionE to whlch others are alert and re6Dond eagerly, lf sometlmes unknowlngly. He brlng;hls baaic personsl qualities to bear on the group. lf the leader has a negarlve personallty, his other contrlbutlona do not cet across, But when the leader has outstandln-gpersonal qualities and udeE them well, they help create a hlgh 6tate of morale, dlsclpllne, esprit de corp6, and efficlency - the lndexes to effectlve leadership. The basic attributes found in successful CAP leeders lnclude human characterlstlcs that help others develop quallry ln themselves. The tecbnicslly competent leader can organlze hls

or managerlal,type. Da authorltarlan leader use6 lear to sc-

b h16 goal. In the. authortrarian phtd leadershlp, the concept of en equal G r exl6t. For thl6 type tvDe of so- called , rs wlth any dlctator, the wolld 16 comd iho8e irlth power and those wlthour. tlt]) power ale duperlor; those wlihour rre lnferlor. The peraon who bellevea and ail8 mlsguided conceF elther domlnateg (hrirated. He never echleveB the group

rlan leeder ha6 no plece ln Civll Itol. L tyuq 1gr4at, the per6uealve type, tekes 6rlder4tlon the buman element - wlth all and dlfference8 of the phyBlcal, and moral capacltles of each lndlvldual -9lexltles L deallngs wlth others. To a great extent tEtnla6lve leader base6 hls Ieadershlp on laes and ablltty, and he lnverlably set6 hlgh of allscipllne and efflclency for Nmself I! 6ubordlnates. Slnce persuaglve leader-rda .obodie8 the fundamental phdlosophles of , thls iB the type of leadershlp that t Soaf oJ the CAP leadersbip leboratory. I lrqr *lll remember end follow thege8lmple it w l help you become an effectlve - tyPe leader: Dtrdop,..,. Traits and r p | v...,,.,. Prlnclples lhough various . Techniques I de.lirg wlth the . Men and the Sltuatlon Ioartain, . , . Morale, Esprit, Dis clpllne, and Efficiency ld accomplish the . Mi53ion

whlch come6 from true leadershlp.

3t

men, his facilltles, and his functions: he can 6olve problems as the) arise; and he can communicare logically. The net resulrs may be satisfacrory,but in a purelymcchanical operarlon there ls no genuine satisfactlonor secr{ltyfot the men, no desire to dse abovetheir own limitation s. and no undersranding of rhe jmporrance of rha misaion. No robot can provlde leadershtp. The leadcr who brings the personal qualities of integrlty, responslbittry, professional competence, enthuslasm, emotional stability, humaneness, and self- conlldence to the group is the one who satisfies tbe needs of the men and produces real qualtry. These are some of the qualitles a leader ia expectedto posses6. Everyone posse6ses thcse traits to 6ome degreer but if you wish to become an effecrlve leader you must gain a t'etier under6tandlng of them and clevelop them to the degree that they are reaculy aPparent to others. Integrity of Character A leader who belleves ln and sdberes to hlgh moral standards earns the tespeciotother6, Such a man is 6ald to have inregrlty ot cherecter. It js beat expressed by sucb terrrs as moral soundness,honot, trustworthlnes6,deDendabillty, honesty, loyalty, and courage (both mental and physical). These quallrlea are recoSntzed by soclety aE dcsilable characterlatlca that merlt alleglancc, respect, and confldence. Every hunan belng constendy 6earches for the secutlty offered by a leader who possesses the6e tralts, A leader with lntegrlty 18 conslstent and constanr. HIa people know what to expect from him, He ls rcllablc and loyal ln the pertormance of his duty - loyal ro his supertors, hI6 subordtnates, his unlt, hls mlssion. and ht6 ideals. Others can count on bim to keephlspromlses and to complete hl6 asslgnments, wlth or without aupervlslon, And to enforcc orders bolh ln fact and in aplrit. Hls bone6ty, moral sounalness, and courage enable hlm ro uphold rhe prtnclples he bclieves to be righi, to go forward ln the face oI dlsorder, and to reacrfavorablytoanysituaiion wlth clear - minded calmness andfirmness. F rom lntegrity of character comes a senseofresponslblllty. SenseoI Rcsponsibility Sen6e of responsibiliry is that force withtn a leader that causes him to recognlze and do what must be done. It enebles him to think indeDendcntlg and to exercise lnlriative jn origin;dng anA carrylng through a proper and necessary thought or sct witbout superviBion. Itlmpelshim to accept all assignments, whether pleasanr or unpleasant, and it enables him to stay with a task until it is The leader 1l9hopoEsesses a sense of responslbilit) is declslve. He uses good judgmenr and common sense jn acriving ar timely and

correcdy, and prompdy when nece6sary. exercising aound judgmenthe examinesa Eituati from every posslble angle, gathers as mu lnformation abour the subjecr as posslbte, as quallfied people for their opinions, and carefr chooses hls solution aJter raking all rhese i consicleration. Two of the more obvious thlnqs takes inro accouni are (l) rhe experlencas others faced with slmilar sltuatlons in rhe past i (2) the possible consequencesof rhe decision A leader mu6t recognlze hi6 responsibil to subordinates as well as to superiors. Althou other lndividuals may be respongible for ce special needs of hls men, rhe leader ts bagically responslble for thelr welfare, and should check constantly to lnsure that all thel needs are fulfilled. Sensc of reEponsiblliry ls truly a basi trairi without lt, no one in a posltlon of leadersbip can be successful, The lndtvtduat who set a llmit on his responslbility llmlte his effecttveProfe6slonal Competence

The professional compelence of the leadet bas a definlte and lmportant eflect on hl6 leeder6htp ability. The leader musr know hls Job or he wlll not be looked up to as the leader. Subordlnatea seldom respect the lndivldual who must conetantly rely on others when declstons must b be made or guldance cuidance t6 16 requlred. reoulred- Ahhough Althouoh subordlnates usually show a com mendabledegr;e of padence with newly asstgned leaders, rhey lose falth in {he leader who fetls ro aatn ail underatandlng o{ his lob wlrhin a reaaonable perlod of time. The leader must make everv effort to kcep his knowlcdge current. Fa ura to keep up lnvlrea 1o6s of conftdencc on (he part of hls subordtnates, Alrhough practtcal experience in rhe job lB nor an absolute neces6lry, it ls of considerable vatue ro rhc leader iir directlng others and ln maklnq declsions. The leader should nor ltmir hjs leaining ro pracrical experience, however. He should also study 8nd talk to others ln order to prepare hlmself to do a betrer job in hls presenr ,ssignment and tn rutute asslqnments_ Entbusiasm Enthusiasm is that quallty which sparks and gives life to the other aspecrBoI leadership and makes them more effectlve. Ir is a kind of salesmanahlp that causes others to become lnterested in and willing ro accept $,hat ihe leader is attempting to accompllsh and whatistmportanr to him. The leader develops enthusiasm from a firm lalthin the value of hls cause,from dedication to accompllshment of hi8 mlssion, and from confidence in himself and hi6 subordinates. He dsplays his enthusiasm by cbeerfulness, optimism, wiUingness to perform the job, zeal,

38

interest. He tbln.ks positively of all a-rs io accomplish a lob or easignment -Eds lnvolved h conslders the dlfficulties t .ea6ons why it should not be done. Hls and interest generate allligence, per, lnitlative, and aggreaalveness lnhlmd oaber6. All of these qualitles, in tum, i! a spirlt of contaglous enthualaam dre section.
Idallal SEbility

are closety akln. Through these qualities the leader ls able to become a part of the group and at the 6ame time be ln charge of that group. He malntsins a balance between hunanenesa and his responstbtlity for accomplishing the mission. Seff- Confidence Self- conlidence gives the leader the inner strenqth that helps hiri overcome many obstacles' The facr rhat his self- confidence js qlllckly senEed by others results ln thelr increased confldence and strength, A leader with confldence ln blmself - confldence based ongenuinekno{l_ edge and abllity - has Prlde and polse, and he can make declslons reaauly. He sets a good example for others, and by hls good bearlng creates an image ln keeplng with the responalbilltles ol hls posltion. Because he reallzea that hts bearlng - hla aPpearence and conducr - are outward exDresslons of the lnward worth he must Dosse;s to be an effective leader, he ts doubly- csreful tbat hls aPPearance, dress, and deporrment are ebove rcproach at all time6, 57. WHAT DO FOLLOWERSSEEK INA LEADER? Accordlng to a study on leader6hip made by a lerge lndustrlal fhm, followers want a leader 16 not eJrald. . .not afreid of hls posltion, hls superlora, hl6 subordlnate6, a dlfflcult esslgnment, or an honesl mlatake - elther hl6 or thelr6. Belleveo hls work lE imporlant, and ao ale all those who are ln lt wlth hlm. Enjoys hls work and helpE hi8 follower8 enloy thelr6, Llke6 to see someone do what that person thourht be would nevcr be able to do' Stands-up for hls men when they ere ln the richt, Te ; hls men "what'6 what" when lhey have It comlng, wlthout losing hls tempel. Recognlzes each of his men aEahumanbelng, regaldless oI that Persol's exPerlencer schoollng or tralnlng, rellglon, race, 6tatlon ln llfe, or orgenlzatlon6 hemaybelong Knowa mo6t of the anawers, but who wlll admlt lt lf he does not know and then go get the an6wer. can be depended upon to be the eame all the dme. Cannot be deceived by anyone, but who 16 human enough to look the other way when one of hl6 men occaslonally does 6omethlnr foollsh. Underslands hls men. and ls someonetovhom they ere not afrald to go wben tbey have been fooll6h, when they are aahamed or dlscouraged, or when they ere Ploud and happy. Is honest, who cannot be brlbed by anyone, and who can see dlshonesty in any form. Can show his men how to do a iob without Ehowing off or showlng them uP.

a leader has lntegrity of character, litely to be emotlonally stable, The leader world and how lt - rderstand hls ovn the worlds ol othera. and confllcts wlth cEDt solve the equatlon of otherE as long h !3 concerned wlth solving the equatlon of E cennot develop balmonloud relatlonabips &r buman belnge lf he lswrapped up ln hls a-odonal problems. ln develoPlng selfand self- ecceptance - ln faclng to hls own capabllltieo end llml-he removea the greategt barrier to -rely othera. bo.lonal

lh

becure posltlon wlth regard to hla men. t declalona, lmproper treetment ofmen, and d leaderghlp can reault lf tbe leeder ia not .-ol of htm8elf at all times, Therefore, the rt 6u6t trsln hlmself so that he ls eble to arch new oituatlon calmly. The leader who kbd or up6et by every mlnor dlfficulty Lrrlly be expected to face a major problem wlth calmneaa. haneness

I resultlng lrom emotlonal maturlty, ls r a necer61ty for any leader. The 6llghte6t d emotlonallnoteblllty places the leaaler

stabtuly,

whlch lE baslcally 6elJ -

humane leader knows hl8 people and (a them as human belnc6. He under6tand6 behar.lor and personallty well enough to ciderate of thelr baglc needa and desiles lb

cen alweyg deal wlth subordlnates end s tacdully, ln an epproprlate msnner offendlng. He ls cheerful and frlendly, h Dever forgerg that the loyalty he receives rhe loyalty be accords. He ls concerne( tie welfare of other6, and he posse66es ss to the extent that wherever and posslble he conslder6 others fhst, h lb term "selflessness" connote8muchmore are consideratlon. The aelfless leader ls dt unsellt6h in his relatlons wlth othersand E lt'tes advantageof a sltuadonat the expense tEeone e16e. he also feels a personal refor cultlvatlng all ihe qualldes of a leader. Selflesaneas andhumaneneaa

39

Glve6 his men a chance to try something har.dthey have never done before Wants his men to succeed and who ls proud of rhem when rhey do, Never gossips about hi6 men. Knows ftrsthand all that is going on. Is loyal to hts superiors and to hls 6ubordi58. LI]ADERSHIP PRINCIPLES As a Ieade r ou a re r. sponsjble for the smoorh tuncrioning of your ' secrjor. aswettastorinsurlng thar a.slgncd wo.k gcrs done as cfficienrly and pffeLli\el) aspossible.lhFbesrwayroaccoripLislthis is by undersrsndlng and fotLowing rhe prin_ clpl, s of lFddcrship aa (hcy apply 16 effe;rlr( personnel managempnt,these princioles ha\e forbldding rirles, bur stmple meaning". For Unlty of Command means simply that a man must not have more Lhanone boss for a particular job, means that a man musr not -Qp3!_9:__Q_9!991 rre required ro direcdy control morepeople than he can properly and effictently aupar}jomogcneoua Asslgnmentmeans that tbe right man musr be Blven rhe rtghr job. to do tnls, th, supervisor mtrsr know rhe nceds of all humanbeingsandhemustunderstand rhe lndivldual nceds of the personnel as_ signedto him. Delegation ol Aurhoriry mcanstharwhena man is gi\en th responsibiltrylorajob, hcmusr arso be gtvLn rheau(horityro accompll6h rt, 59, MANAGEMENTFU N CTIONS To be an effecttvelcader tn Civil Alr pairol you should employ rhe following live basic sreps or managementfunctions in accompllshingany task or mission: plannln!. organrzinA. djrccrine, coordjnarrnc,conrrolting. lr tddirion: you should bdse all your decjsions and acrtons ir each of those steps on rhe pdnciples of leadership men_ tioned in the precedtng paragraph. If you examtne these flve functions you $rill find that rhey are a simpte breakdowi of rhe sreps ln\olved ln organiztng a unjr lo perfo-m a task. In facr, rl-e) trF so 6asic rhar rhey appty to indlvidual action as woll as ro lntegrareo unrr actlvities. Planning . Planning is rhe Iirsr srep of any acrion.To pran propFrty you mus( undersrand rhe assigned mjssjon. gartrer "elared inforrrarion, otsco!er ablrties.. and tnabiLittes, exptore possibitiries, lrsr a!a abte resources. and sclecr the besr of ar possrblccourses of action. hisinthe plannlng phase of managemenrrhat )our tcnowteCge ani ludgment as a leader wlll be most important.

Organizing Organizjng consisrs of assembling men ma[erials and ar.r.angingthem ln a manner rnl llkely ro resulr ln aheeffedive complerton of: misston at hand. In rhts stage is especial lmporranr that you use the span- oJ- control a 6ure rhat a person is nor put rn charae of m. people than he can propcrl) supervise,rhat E pcople a.e nor gjven rhe same responsiblh: and rhat similar (asks are assign\,dto a gi\ group. Directing . Direcrlng is rhe orienration of acriviry rowa: the desired goal. During rhts phase you tss. you i6suea di rfcti! e aboutanyictlvir' rhsr jr n: De \{rtffen or oral, bLt it must always clcar: state (l) WHO is ro do the ra6k, (2) WHATr: task is, (3) WHEN it ls ro be done, (4) WHERE is ro rake place, and (5) HOW ir is ro be a: compllshed. You should also rcmember that best way for you to dlrect an actlvity ls to lnsu: that your subotdlnatcs understand wby the actjo ls ro undertaken.Then you shoulahetp the: -be loenrlry thetr neds wlrh rhe goal ro be arraint: wlthour brinSing tn the nece;siry ro avolo Lf plasantconsequenccs, Coordinaring Coordinarlng concerns trself prtmarlly wi securlng the cooperatlon of unlta and personn noi ln your sectlon, This functlon ls closely tiel 1n wlth your attltude and your sense oa rrsponslbllity roward orher untrs. In Civit A:: Pati.ol coordlnatlon ts usually accompltshed br pe.6on-ro-perso;r contairs. co;. llaison, rerLnces,and wrltren communlcarlons, Frequenr_ ly the succe6sof your mission wjlt depend to rarge degrce upon rhe amouni and qudllry cooperatlon which you can gcr fro; ornrrs_ Controlling Controlling, the final phase, constltutes rh. most comprehensive funcdon of command o. management. It lmplies the acrive supervlsion necessary to insure that the unit moves towarc tt\c accomplishmentof its mi66ton, By,usinr conrrols - 6uch as personalobservarjon,reporti by special inspectors, or rcports by the subordinates themselves- ,ou can dlscovFr anq correc: lraw6 ln various ac(ivllies. control isnorashorrlived function, since a unit must be gutded rc some degree throughout all of its activities.
dl recrj ves and e6tabl l sh w orkl n g policie6r oco\ al l aspecrs of rhe pl anned acrj vtly. Rem en, Dcr wr the homogeneous assi gnment concepr s. For L ampte, i n oagani zi ng any acrivjr y you shoulc

what leadership 16 - the art ot influencing and directing people to achieve ar:

40

i.ritle6, likes and dtsltkes, vtrtires ano Human are fundamenta y lT.llq"._ _beings mcuraDlyindtvtdualtsts ar hearr.

ctive. This defjnirlon correcrly implies rnsr r reader you rritt be involved tn leadtng of people,_ There is one atl - tmportani, rry racr tnat you must remember when deal wlrh_.groupsi No two tndlvtdual;trr any p ere ellke;_ no two iave the same needs, s, and am_bitions;each has hls own personai

they do because they are dlsagreeable and do not caJe, or Deceusethey jur wanr ro make life mrserableto! you. Wb.ile tt msy be natural ro feel thrs way, rr , - is nor common sen6e to rhink rhts way;ior luat tnts reason. There le always a reason fol the Denavlor of any lndtvldual,regardle6sof wherher rnat behavlor ls good, bad, or lndlfferent,

:idiv#'#iSfFa$:nJ rhecau
No supervlsor Can get very far Onaman to _ m'.sn baals wlth hls gubordlnates unless he proachea trouble convlnced there ls a reason ap_ f6r rna_r troubte,- e reeaon whlch, when found, can be correctect. Aa you galn experlence lnthemecnanrca or a job, you learn to recognlze the thlnqs wDlch are most llkely to cauge trouble. In tie manner, the more experlence you hAve -same wltD,en ofganlzatlon or group of people, rnemore qulckly you can locate the ceuse oi tiouble and remove lt. Trouble ln any orgenlzatlon ls caused Dy rhe,Dehavlor of rhe lndtvlduals; rhua, behavtor ra-,Doth .cau6e and the cure of all orgenl_ zauonal ,tDe breakdowns and problems. In ada[rlon, behavtor t6 elso rhe foundarlon of your reermgs anctatllrude6 rowerd eechtndlvldual

b your ertlrudetowaro ybur subiatnilee rnat h getrlng along wtrh rbem. Thts ls lrnportant.ihanatt ttre-peopte -portent - persuiarng you can learn ln a llfedme. To become a
!*sful aupervlEor you musr not only conlrol Eerlng6 you alreedy have toward vour sub_ aaaesln.general, you musr slso go 6ver tnese lgs wlrh a flne-ioothed comb ind qet rtd of rDet do nor come aa a re6ult of facing facrs.

Tbere are no trlckE ro getring elonq wrm ae, regerdless of the varlous adv:ertlse:rhenrs |n.y 6ee that promlse to glve you a sort of rllc powet over thoae you went to csptlvare.

ro you.. Becsuseof rhts, ir t6 Yl9-_l9p,gt!! exEemelylmportantrhar youknows liftla abou!

numan behavlor and what causes lt. In es6ence, behevlor i6 the product of the klnd ^ person the lndlvlduel ts end the or condlrton he ls ln. Klnd6 of PeoDle .. .There ls no questlon but thet there are all Krnos end vertetles of people. The btg queErlon rE now they got the wey they are and;ow mucn rney can chenge. Thts ls what ls tmporranr ro you when you become a 6upervlsor. Ame"rlca ha6.alweys nx,crrL. uaB .arw ayshad nao a repute reputetlo on n aabe as belng t ng

Your Attttude Towardcroups

Iben you deel wlrh a gloup of people, your d toward the tndlviduels tn'rhit group 3s of the group as e whole ln accomthe deslred vuJccuvc, oblectlve. Aa As a numan humsn Derng belnc

dlnes the effelttveness.of your cof;ii'; tbem. Thl6, ln turn, deterr;tnes lhe ef_
t pr6onB ag a reault of your own back_ and your experienceE wlth each oI thenr,

, you are boundto feel dtlferenr toward

s as far as rhelr work ls concerned, whlle Dave to be gtven Epecial henautng even I lney try ro do thetr besr. Then thdre are tho wlll not even try. Others are clockrrs rls and dru arop prolect a6 aoon drop any prolect soon a6 as they they A few are downrtghtdlshonesr and w l u) .ng rhey can ger by wjrh. Some ere tn le mosE of the tlme, and gome some apend spend moat mosr Elr dme trytng ro sttr up trouble _ et Ieasr (s rnar Ets thar way way ro you. ln to you. In othet other words, you, worde. vour as toward dlfferent people understaridabty lD relatlon to thelr behavlor toward you 6eir lob. Yo{r natural feeung probably ia ro condemn r rbo.do nor behave as you rhlnk they sbould, Fsslbly you feel 6o;ry for you;setf for g.to put-up wlth them ar all. you may even rithoui rhlnking, rhat the6etndtvt dual6 causc Eouble on purpo6e, lhet they act rhe way

aample.you ;ay rhlnk rhat someere ftne

y-19"verteryor marerialsrangtn-g from 1:19. "sn ,.Drltue caatlngato flexlble, tougi sprlngs,
DUryou can never make iron lnto cotd.-

Decomeanythlng_hechooses lf he tsw ltngto pay the prlce ln self- control and herd work _ a sorr or promtsed land fo! those who hltch tielr wagon to atar. _a do goBut, ln 6plre of this, some pdople ;an and f4rrher ln tn certaln certat; dlrectlon; dtrec than othera, wlth the Eame amount of effort. Thl6 is-because people are somewhatllke mater1at_a - t,ke iron, steel, tln, wood. cemenr_ aI userur ln certatn place6, but each more useful rn aom ptaces than ln others. h ls possJble ::-_TalS: .q matertal ro a cerratn extenr, bur rnere are ltmtts beyondwhlch no marerlal can For. exam-ple, you can change rron l1^"1rn-9i9:

one oI the few places on esrtb where anyone can

totrre ..,anges ,* :jlTli? JTffi "i1"",1'S1* 4l

Evldence has been obtained which shows that natural inclinations are often just as much rhe product of the hereditary blueprint wrapped up in each person as is the color of his eyes or the shape of his nose. Because of this, you should concentratc more upon helping others alons the llnes of their natural lnclinations than upon trying to make them over. The acorn can qrow lnto a scrub oak or a giant of the forasr - but it can't become a maple! no matter how much you cullivate it, No two peoplc are alike, and they cannot be sepafeted into clear - cut types. However, yotl like everyone else - probably type most of the people you meet. Thetr looks, thclr manners, and the way they go about things remind youol othcrs like rhem, and the first tbing you know you classify tbem as being a ccrtaintype. Then, ii you are not careful, your mlnd is made upabout them and your attitude toward tbem ls tlxeal. People can be - and often are - classlfled ln almoat as many dllferent groups as there are people. While such classiflcation la nor a supelvisory cure - all, lt I s a uscful managementdevlce. If you as a supervlsor can recognize your people as belng certain types, you csn understand thelr nceds, help solvc thelr problems, and glve them assisnments for whlch tbey are best auited. Undcrslandlng the ways, llmltatlons, and capablllties of lhose in your cherge 16, ln fact, the very foundadon for succe6sful supcrvlslon and the key to mo6t peraonnel managemeniproblems' vocatlonal lyPea people Is to sepsrate one--iI!-i6--6iililty them according to the type of work forr]llhlch they are best sulted.There are two generalgroups of rvoes: rhe MAKERS,who seem io have vocarlonal bcen born ;irh rhe abjlirv to handle cools and make and flx thlngs, snd the NONMAKERS,who are "all thumbs" when lt comea to anything mechanlcal and who must be further classified lnto Beveral addltlonal subdivlsions. Here are some brief descriptions oi the various kinds of people you may know or have ln your charge, The Maker ---SiiEittre MAKER could walk he has been acqulrlng as much mechanical, electrical, and sclentifi c infor mation as he could. If you take rhe dme ro get on a a\ common groundwith somc!, one of this type and let him talk your arm olf about mecbanlcal tblngs - thatis, if you are interested and can understand. If asked whar he considers his greatest accomplishment, nine tlmes out of ten his answer will be some tough mechanical problem he solved when others said tt could never be done.
e p i c k h l 6 6ubj ect, he w i l l

The Nonmakers

/-'e\

The Trader Everyoneremembers tain kids in grade \who could start out ta chipped marble and up wlth a pen knlfe, ro skates, and a wagon, through trading. T chances are that thosek become merchants,

,(e

ers, and buslnessmen, rhar is what rhey are m suitedfor naturally.

The Collector Another type in the N MAKER group looks at obJect end immedlat wonders bow many are ln uae and where :s. are, Thls klnd of pers 1r7ls r 7la lnreresred lnterested in ln kno knowi varleties are manufa ed, and how he can obt literature on lt. He ln fact, a natural- born lcctor, Often found ln a stock room, an acco offlce, or behlnd ihe wlndow of a bank, he has cxcellent memory of great capaclty and can ea learn dates, flgures, names, and placcs. Often ls strong on theory and logic, snd heis bappy r a steady flow of work. The chances aro tbat desk or work bench, dregaer drawer, closet, lralr will be ln order, The SelltngType Thls type of person pres8es himself well adjusts himsclf readil) every person he meet6. He ls keenly competl He llkes io stand alone work bls ovrn way our dlfllculries. lle rar quarrels with those wishes to sell. He ls tinctly an individualist, he u8ually dislikes r or repetitive tasks. He makes a good lnstr public speaker, promote(, or advertiser; anc usually succeeds on any job of persuadingothe whether singly or in group6.

ty' the dare rhe fltsr one Z made, bow many dllf

42

Tbe Crearive Type This type has a vivid im_ aginadon and an unsup_ pressible enthuslasm for his own ideas. He is usually talkarlve and mayanticipate those who address hlm. He ls sensltive and sometimea moody. He prefers to use hls own tniilative rather tban following atrict rules and appreclatea havlng hls cteatlons acceptedandbls value acknowledged. The Arranger ThlE r)?e of person wilt took at something he has Dever seen before and lnstlnctlvely wonder whete the meterlals used came from, how far ahead thev had to be ordered, and ho; he should go about gerring some ll heneedsrhem. This 16 rhe klnd of felloiv who, since chlldhood, has always becn called upon to check uP on rhtngs that wefe , rne ?erson who saw thet nothlnq was . He ls rhe fellow vr/ho usually kno\is how ,i.ings in a hurry. or how t6 set hotd of F Eg[ wito knows.

g.q:.,I99! psgp.lsjE_4jr!!-rss-!!sl\ vER AcF

ln onedlrectionrhanin enorher, wirh rheAVLRACE TYPE in rhe vasr maloriry. Personaliry Types In addttion ro classlfytng people by rhe " work tney are suited for, you must rypc or also considei thejr personaliry rype6 lf you wanr ro manage your personnel effectively. I( is rrue tnat each inallviduel s personaltr) is diffefenr rrom tnat ot ereryone etse; however.lf you can recognrze each peraon's general type. you can better understand hl6 needs and deslres, wlth thls undersrandlng you cen better apply the proler mansgemenr princtples and leadershtp tecbnlques to solve personnel problems ano1nsure tDe smooth operadon of your sectlon, Described brieny below are some of the perGonallty types wblch many manageru, supervlsors, and leaders have foun.C to te-orevalc-nt tn thelr people and wblch you, too, will no doubr encounter at 60me tlme or the other. Thc Bullv is readilv ldcniifiElT!-one who ariempts to force hlmself lnto a Pogltlon hc haa not eerned of ls nor quallfled to hold, Ths Smoothv trle6 to scnefte Dt6 way tnro epoaitlon he has not earnedorls not capable of holdlng. rne otner tellow s abllty ro detect lnslncerity, talk6for effect, knows a llttle about everythlng and norhlng much about anythlng, exaggerates and minlmizea as his needs of the momenr

There ls, of course, no sucb thing as a pure

lfIE belns more neailt a ntitii;E-fin:-![[ ffi;;re

The Leader Anorher type in thls group ls the leader. He ts, byfar, the rarest and moat useful of all. He ls so lmDortanr rhar he ls rhe subjecr of thls entlrc manual. The Average Type

Tls-sFartal"c.underrates

6a
tel

\g,i

Wirh no marked tnclinarton rowerd_anypaftlcular rype or work! an hdividual of rbi6 r'?e ts, wtthin rhe llmirartons oI hi6 physical ano mental capacitlcs. equally effective for varioua kinds of work. He derives satisfaction from an unlnterrupted perfor_ mance oI hi6 duties. This

The Clown wanrsarrenrion wnetner lavorable or unfevorable, and will get tt regardless of lts cost. A practicel joker and a comedian of sorts, he llkes to be vrith people and is lost The Timld Soul is lnclined i6--iitl-eresttmatehtsown worth, expresses himsell r:ather poorly, and sometimes 16 taken advantage of, for he wlll not readlly fight for his righrs atrhough he is loyal to those who Protect him.

43

Jhe, Salr of rhe. Egrrh_is rn rne grear majorrry, He has a marked abiliiy to get along with others, willfight if .forced to protect his rights, but makes allowances for the other fellow. He has a sense of humor and ls symparhetlc toward lhe misfo une of others. He Is a good 6port, makes a good frtend, and can be dcpendedupon to do more than his share, The Pouter ia extremely sensltive, rarcly ger6 what he think s he deserves, ofren feels lmposed upon, and is primarily concerned wtth

All oI these condttions change from day tc day: This is one reason why tt i; lmportani for a supervlsof to get acqualnted $rith those reporring to him, and rhen to keep acquainred wlth them rhrough regLla. per6on- to-per6on conThe "Howdy" Rounds One of rhe besr ways for you to fulf l your responsibilities as a supetvisor and leader is to _get acquainted and keep acquatnredvrtth every jndlvidual reporring ro you. Thts docs or mean that you hrve ro engagcin a popularirycon(sr. Far from lt. It means simply rhar you should contact eacfr of your Bubordinates frequenrl) and regularly, regardless of the naturc or rmportance of their work or the other things thar you may have ro do. Thls isknownas rhe personto-person contact. It is an effective way of letting your people know rhat you know thatihej _ Many supervisors tn Ctv Atr parrot make thelr person . ro - p( rson conractsthroughregular -howdy" rounds. they spend a few mrnures ourtng eafD mecting ro call on everyoneln rhcir crron_,. tnis does not tale long _ it sumcone lool(s llfc hc is polng lnro a long, drawn_out c-xplanation..or. dlscusslon, you can just say rnat you witt be back latcr, and go on to th; next.peraon. Thrc minures a calt as ptenry_ , gooclinvcstmcnt tn tlme if therc cler was one, The Elqlnenrs of Succc6sful t)er6on-rorerson Lontacts:prlcle and Humllity Wfen you .firsr bccome a supervlsor )ou ma! fccl a lltrle awkward or even embaraasseo abou( maklng pcroon- ro - person contacts. l hls ls undcrs(andable, but tr is a fceljng whtch yoL can ovcrcome, whtlc rherc is no sei formula ro TOUOW, herc 16 _a suggcaijonthat may help you overcome your fear of mecrinFand deatinditrh Approach ereryone wlrh suspicjon - wirh ausplc)on that: He may know more than you clo abour sometning. He_may be able to do somethingyoucannot No mafter how screwy he may seem, he may De slncere.

himsclr'1'.-6\
Lf a,d
J

*d (. [*;[*;n:e-i;T:'d"" t5; !\r

r\ l'>

The Neutral TvDeiscolor-

. fhc Tartleralerrlc6 ro lifr himsclf b! loserin8 the Sphlnx eirhcr wlll not or can nor 6how wnat he teelq, holds in un(ll hc loses hl6 tempcr, and tnen starts all over ageln. . -J!S_g-!il!S4q! (alks coniinuously andhysterlCa t Ly. Ihe Scatrerbrain cannor conccntraic. Hts mind wand(rs of lts own frce will. wlrhout rhymc You must nevcr be fatallstlc about theeffects of a person's natur:el tendcncles on hls work and behavlor, Ilemember, wlrhln limits any person can lmprovc. One of your responslbillties a6 a leAder and a supervlsor is to persuade hlm to do so when he can and should. The SecondElement of Behavior Yor.rwill recall that behavlor (the cause and cure of personnel problems) i6 the producr of rhe kind of pcrson and the condltion hc is in. In your deallng6wlth orhers, rhen, you musr nor ont) b( able ro pvaluarc people as ro vocational'and personality type, you must also consider the conditions which exisr at the moment. No individual, regardle6s of hi6 natural incllnation6, isthe 6amc all ol the time. Hechangesasrhe condirionc arouno m change. Some of rhe mar) conditlonswhtch aflecr the . Dena!lor ot an indi\ldual 3t anv qiven lime include rhe fol towing: Physlcal Heslth Mental Health State of Nerves State of Finances Family, Social, Business, School, CAP, and Supervisor Relation6

--1

He may be your bosa some day, or in a posltion to help or hinder you. But, at the same time, approach everyone witb the convictlon thar you too are slncere! that you may know more about something than he doe6, can do something he cannot do, and some. da, may be ln a poslrionro nelp or nrndernrm.

44

&5

iDrmula brings out rhar delicate barance r Ei:cere humiliry rnd jusrifiable pride D; essntialin every mutually satisfactor)

U :!.5 basic approach is used. tr wjll nor Er *:rber person conractea i6 a Bulty, ,thcEr'r, or (he Salt of rhe La rrh _ wherherne a rter, an Arranger, a Salesman. of a E - rberher he holde rhe higbesr or rhe ;osirion - you are off to i good start. lL -{:1 of Srardng a Conversation

. Any one of these starringpolnts can lead lnto rhe A - number- one topic of interesr ro the sub_ orolnate - iim6elf - providedyou ,.e sincerely tnterested ln geftlng acqualnled on a person_ ro_ person basis, and provided (har yot will tisren nor only wlth your ears but wlth your mind and hearr as wellThe Art of Listentns Listening is not a6 slmple as lt seems, ln , racr. tew have masreredrhe art, althoughlt is an essenrtal skltt for rhe elfecrtve leade;, Ir rakes Prentyof will power ro keep our of your mtnd rhc prsonal problems rhar try ro crowij In while you llsten to someone. Of onethjngyoucanbe cerrdtn, nowever--you can never thinkoftwo separare and dlsilnct thlngs ar the ssme tlme. lf youprereno ro you ma' ktd yourself, but you wil nor ktd rhe other fellow. Your preoccupaijon is boundto show rnrough even though you give ihe appeeranceof usrenlng - eyed, followinS rhe orher fellow,s -open srory wrtn appropriate smlles, frowns. eyebrow llftlngs, ohs, ah6. and well _ wlls_ It ls,not easy to becomea good llsrener, Dut you cen lf you work ar it. Hera arc some other piuaua you musr warch out for when you talk N-ever keep rlght on worklng when someone . rl|qnc. to,Jo_u,. tnstrlng, .'co rlght ahead, lp l m.-lr.tenlng." This ts one of rhe mosi tnsulrind ways ol rutnlng a conversadon, .Your fee-llngs about the 6peaker,6 relative ranx oT worth cennorbe hldden.you must accept rne apeeke-r.aa a fellow human betng, equaliy endow-ed. wirh a per8onallry _ and an tiicresttn! one at that - or the converaarion ls bound ro go trat.

b:

in your civlltan emptoimenr,or even Fr-jor Das during your CAp membershlp.you may

As a new 6upervl6or, lou mav flnd conversarton qulrea choie. Of c6urse, Elfil Air Patrot y<iuhave a rtady_macle -_r d conversarton,your mutuai ini6rjsi,n & irs acdvltles. when you become e tr'r:rs heve such an approprtaif i6frc at , : rlJ can hardty walk up ro a srran{er and Er{\ inquire tnto rhe state of hi6 hesfth,hls

ft firsr step in maklng your person_ro_ r :ontact 16 to enter lnto a conversauon 1rE subordlnaie,a conversarionof inrercsr

status, the 61ze of ht6 fam y, hts or nls-educadonal background, If you do i'Drr suspccr that you aTe-up to no good.

b riew of thls,.you can never go wrongrn Erg rhe subordlnare's work es a standard your conversatlon E sedge in beglnnlng of n You mlghr find some of these con_ on srarters hetpful ,n maktng your ftrsr 'ro-person contacr wlth a new 6ubordl_ -{: inquhy about what he is dolng or what he has planned to do. { commenr on hls sk l or speed in doing _+ sugge6tton, lf he appears awkward or clumsy, -AO explanation of the lmportence of the -{ compllment on the few errors made. r question ebout how the operarion can be t ,remark regarding slmjlaa operatjonsor. lunctionselaewhere_ \ question about hjs prFvious experience erth stmilar work, or abour how he came to be ln the sectlon, or on his pasr ex_ perience in other areas.

One of lhe surest ways of ruTnlnga conver_ sArlontnto en argumentis to lnrerr uptcontlnua I ly wlth corTectlons Of tnslgnlflcant lneccuracres. Another wey to ruln a convprsatlon is to . lnterrupJ at each crl(lcal polnr ro bellrtlL rhe apeaker's experiences.accompllshments, plans, ano possesElon6 wlrh grcareTones oI your ownor your uncle s. Tf you do rhts, you mighi as well be ocar lo- alt you ler ou( of a conversation. Probably one of rhc worst thlnqs you can do as__allstener js ro conrtnually reU ihe orher TeIOw whel he or ro anticlpatethe polnr -means, ol tus story iefore he has scarcely begun.lhis js not only dlscourteous.lr can k;ep you from geitjng many vlral facrs. tncldenral; !o a con_ versailon arq frequenrlyjust as lmportant a6 the maJnissue. andyou should alwaysgive rhe speaker a ciance even though you know whar he ts drtvtng et long before he reaches the Doinr_ Tbq Art of Endtng a Conv;rEarion You musr f;ce rwo Iacrs about conversafions. ^ une, Inere are manychafterboxes in ever' orSani_ zation, including Civtl Air p atrol. Two, as a super_

45

visor you probably will not have thetimeto listen to everything everyone would llke to tell you Therefore, ending a conversation ia almost as important as starting one or keeping one going. In fact, ending a conversation without damaging the pride or feelings of the other fellow is an art employed wlth telllng effect by the outstanding Kecn, intelligent listening is also the key to this trlcky art. Once you have established a reputation lor being willingto listen, for possessing an open and dlscerningmlnd, a gooclmemory, rhe abiliry ro quickly grasp the poinr and io settle problcms, evcn thc chatterbox talks himself out ln a hurry. Others, grateful for the attention they know they will get, are r espectful of your time, Eo they say their say and leavc, A sure way of lengthening a conversation is to lnterrupt and argue. In 6pite of the value of time, however, you should never abruptly end a conver sation you have permitted anothcr to bcgin wlthout conaiderlng the other fellow. lf you make this a practice, you raise questions as to your worth in other areas. The lmportant thlng for you to rem ember about convcrsatlons ls this, Attentive, patient, opcnmlndedllstenins - free trom self- consclousness and class dl6tinction- is one ofthc blggestslnglc factors ln leadcrship, It ls also a most lmportent means of gettlng scqualnted, keeplng acqualnted, and bullding the kind of supervisor- aubordlnate reladonshlpe that the good leadcr strlves for, Concluslons About Person - to - Person ConWhat you probably would llke to havc, of courae, ls a handbookcontalning cut - and- drled rccipcs for tbe spcciflc treatment of all theklnds of behavlor that re6u1t from all type6 of people under all possible conditions, Sucha volumecould hardly be called a handbook,Ior lt would have to be so large you would need a truck to move it, a crane to open it, and a corps of librarians ro find your place ln lt. This belngthe case,lt ls doubdul rhat there will ever be such a book - not only because of lts cumbersome size but because of thls all - lmportant fact: Dcallng wlth people is an art - - not a sclence. There are no cut - and- dried procedures you can follow when you paint a plcturc, compose a 6ong, or speak in public - or when you lead and supervise others. There are, it is truer guiding princlples whlch you can follow, but success in all areas like these can come only through practice, You will, bowever, be more successful in dealing with others if you will remember and apply these principles: L Your contribution as a supervi sor depend s largely upon your ability to devclop a mutually

sati6lactory personal relationshlp with each son entrusted ioyourleadership. rega rdless cd klnd of personerch is; hls disposition, backgroaffiliations, and qualifications; o( his aftitrr condition,and relatlvc worth or srandln6 2. You can develop this imporrant per relationship through frequent and regular per sr! to-person contacts with all persons in ! charge, rFgardlessof rhe nature of rheir wort the other demands on your tlme. 3, The effectlveness of your person-:: peraorr contacts depends largely upon the exie to which )ou free yoursetf from bersonal pr. udices, biases, andnegatlveartitudesandfeelj.i towe.d them as a group and as lndiv 4. To lvin the respect and loyslty ol mcmbers of the group, you must recognize r: bcsl effort of every person in rhe group, eli thoughrhat be6( can be dupllcared by rhemajorrn 5. To make the most of regular person- rc peraoncontacts,you musr recognlzerhe fact t talcnr or ablllry js uncquallydlsrrlbuted. 6. To wjn the respecrand loyalry of all yo= subordlnares, you must approach each as r fellow human belng, expectlng rhc best. 7, To make the most of your petson-tcperson contscts, you must learn how to llste._ 8, To win rhe respect and loyalty of you. peoplc, yor.r must control your temper. 9. To work effecrively wlth and through tlr wldely dtffering lndtvlduals reporting ro you, y(r_ must know each and every oneofthem like a book. from covcr to cover, lnside and out - hi! pef sonallry, pccullaritles, lnterests, ambtrtons. and velues, as well as hia evercbanging statc o{ mind, feelings, healrh, and condliion. 6I. LEADERSHIP AND BASIC HUMAN NEEDS The purpose of this manual ts not to subjecr you to a shoi.t course in psychology, but rhe lmportance of thc relationship of human needs (or drive6) to human behavlor - and thus rc leadersbip - must be mentioned, if only brieflf. If you are interested in learninq more on this aspcct of leadership, you should conracr tn individual in charge of rhe leadership laboraror\ or Ihe local library tor addirjonal detailed tnformation, In addltlon to employing proven managemenr principles, io be a successful leader you musr undcrstand the fundamental needsofhuman beinss and take lhesc jnio accounrjn your dealingswirh others. For example, you must realize that all indlvlduals need to belong ro a group, to be esteemedb) rhe members of rhar group, and ro have thelr efforrs rccognizFd.Knowtng rhls you can make it a point to find somerhing worrhy of

46

tn the performance of each of your subat the aame tlme encouraglng that to judge for himself the quality of hla lETlOrmance. To be a good leader you must be concerned & WHY (modvedon) as well as rhe HOW of human beha!.lor. You must realize I a person has unsatlsfled need6 energy 16 tP, and if thls energy 16 not properly exIt may cauae faustratlon or dlstorted - wltbdrawal from competltlve sltuachronlc states of opposltlon, or antlr Denavlot, behavlor. lor for exampte. example. To to prevent thig Prevent tnr .ust, by properly guidlng your aubordlnates, that energy aroused by lntenae needs la constructlvely. In addldon, you should not yourself or those you lead to experiences are unduly f ruatratlng. LEADERSHIP AND SOCIAL NEEDS The relatlonBhlp of aoclal needs to human 16 another sublect whlch mu6t be menbrlefly because of itg lmportance to

The Covernment To be an eflectlve leader you must understand end follow the besic ideal8 of democtatic government and the Amerlcan hetitage. You must realize rhar leadershlp will be aacepted, but not dlctatorial authorlty; that strength is respected when used 1o further rlght and justlce, but not when ir is used merely ro dominare. In essence, you must always remembet thatAmeticans are not llkely to accept autocratlc leader6hip, and strlve to develop the characieristics of the democratic leader. 63. THE TEACHING - LEARNINGPROCESS Slnce the leadershlp process has much ln common with the teaching - Iearning process, to De a reader you muat also - jn a sensc _ be a teachet. In developingyour sk ts in rhts aspecr of leedcr6hlp,youmustreaLIze tharl nltlal suciess ls a powerful motivatlng factot, and plan acclrdtngly - settlng goala for yourself and others that can be met. But youmu6r also remember that challnge ls an exciuent motivatlon and, up to a polnt, the more dlfflcult rhe task, the grealer the rewarda of accompllshment. When you glve rnoae _youtead or supervlge an asaignment, you muat be abte to explaln and perhapa demonstratc the acuon they must take, convinclnlthem thatthe oblectlves of rhe goat parsllel thel-r own tndivtdual needa. You muat reallze that when vou and youf followers learn how to proceed 'ln one situatbn, that leernlng can be tran6fcrfed !o other aituatlong. And ftnally you must realize that through rhe eppltcadon of these prlnctples Dom.you and your aubordlnates grow ln per_ 64. LEADERSHIP POLICIES below, tn condensedform for reaaly_ _-.-Ll6ted reterence,. are_s few policles which manyleeders c_onslstenrly follow and whlch you wlll fi,id helpful rn oeveloplng your own lesder6hlp potential; Asslgn deflnlte snd clear - cut reBponslbllity for eech Job. wtth only one pe;son glven rcsponslbllity for a particular essignment. Couple responslbllirywtth correspondlng autnortty. Inform all personnel concerned when any change tn reaponslbllity, scope,orfunctlon 16 to be made. Follow esrabllshed tines of aurhortr\. ' Correct subordinates ln orlvate. Settle dlsputes betweensubordlneres as ro authortry or responstb try promptly and Recommend deseryed awards andptomodons prompuy. Back up declsions made by your staff mem_ bers, lf eny person makes too many mistakes or wrong decisions, be sure he ls counseled on hls weak areas. Be sure all personnel know about and share ln the unit's mlsslonTake key sraff personnettn(o your confidence. Mate each indivldual feet thar he ts persona y lmportant to you.

r not have the space to go lnto the sublect Lttgrh. You can Ilnd eddtlonal lnformadon tlis toplc at your local llbrary. Each nation develops certaln acccptable os, known ae aoclal lnatiturlonB. for ltE to fulflll thelr common 60clil neede.. family, the church, the school, and rbe ment are the majof social lnatltutions have evolved to meet the needs of the rlcan society, In your reledons wlth others, must take lnto sccount the effects of these need6 on the behavlor of those ln your

Here agaln, however, thls manual

The Church
The church, whlch here refers to orcanized don, fulfllls many tndivldualand soctaineed6. reladon to leadership, one of lts functions is Prortlde, ln cooperation with the home, moral character guidance for the tndtvidual. It is :n .through church- related experlencesthar rqrder tn the Amerlcan tradltlon acouires or Eters many of the general charactcr rralts rB$cjated with leadershlp - honesty, loyahy. toral courage, justlce, to irame a few. 'I be School ln Amerlcan soclety, where educatlon is dtn consldered the gateway to succes6, tbe pro\,ldes one of rhe most effecttve neans Sol af sadsfying many basjc drtves of rhetndlvtdNot only does educaiion,both formal and Lormal, provlde rhe broad base of knowtedqe -L tc663ry for leadershlp, jr also brtngs gre;r r.flards in self - satisfactlonendsen6eof ichieverrt, This is because you can become truly ({trcered only rhrough abtlity, iniriaiive, and ctrort and becauseeducarlonls highly esteemedby .rs socieiy as a whole. you should constantly to further your own educationand encouraqe !'urr -rive subordinates to do the same,

41

person realjze rhe imporranceof Help each_ nls work on the team. Supporr.each person who l.rasdonehis besr, insure rhat each parriclpani jn a mlssiun l6 turry awAre of any risk6 Involved. Never.make promises you cannor keep. urve slncere pralse where it is due. bur only lf ir ts due, Be available. Encourage subordinares to prepare for ad_ Avoid hasry deci6tons when Dosstble. t nderstand the personal ;eeds ot all In_ dlvlduals, and rake rhese needs inro (un_ sideration ln your deallngs wlth others, remembering rhat alt bumsn betngs need; A senseof belongtnq. A beliel in rhe ctuse chev serve. A knowledgerhat their work ts tmporranr. A aense of achievement. A knowledge thar rbetr workts apprectareo. A .aense of preEent and future securlty. A knowledge thar opportuntry for advancement exlsts, A knowledge thar rhetr leadcrship ls tn capabte handa.

65. CONCLUSIONS ABOUT LEADERSHIP 1o bc a ieadcr,rhen.youmusrdoman) rhlngs. . YOU_must undersrand,you mu6t guide. you musr Leacn,Youmu6(manage andadrnjnlsterandsuper_ \,rse. You must possess a dedlcation 3nda senseol responsibillty whlch ln spire other s, youmust set a goodexampleat all rjmes in all rhlngs.you must be conver6ant wilh lndividual andsocial needs, and understand how these needsaffect humanbehar;ior. ln short, you must know how to deal wlth peopte and how best to use resources. This may sound like it ts too much for one person _to do and be, but you can do lt if you sincerely want to. Leadershlp can be and is learned. as any 6k[t t3 learned, by 6iudy and prectice. You musr remember lhjs, keeping in mmq es you progress through the leadersh.lp taboratory - and through llfe - that promorion to greater responsibllltles depende upon how you prePare youlself for advancement and how vou executethe ia6k6 you are asslgned,

48

COMMUT{ICATIIIN APTER 8 _ CLEAR

r( everv level ln Ctvtl Alr Patrol No CAP leaderswho r can bd operatedefflclently-by and apply the best communlc- urderstanal t+ stlll3 ro thelr dally tasks. For thls reason I iDporten! that you leafn to communlcate Earely,
.tr ntlre book could be wrltten on eny of the Cfar communlcation ls essentlal to all CAP dions. The ablllty to think, tolearn, to speak, E rrite effectively are skllls requlred of ev-ery

incllvldual {acers of ctear communication. In fact manv excellent, comprehenslve booka on how to comirunicate effecrively are avallable. In lhi6 cheoter. however. there la 6pace only to mentton lrienv iome of the baslc technlquesandprlnclples involv'eo tn the communlcatlon Proceas and ln effectlve wrltlng end speaklng. lf you are lniliestea tn a mo?e detstlid dtsausslonofeffectlve ionmunlcatlon you Bhould contact you! local llblsry for addltlonal lnformatlon.

P R OC ES S SECT I O NA - T HECOMMU N IC AT ION

Gat i6 communlcatlon snd how doesltwork? three nas. tnrei l. a e procead t}rocesd tnat that has cation 13 Its. The flr$element 16a communlcator d. wlth a meanlng to tfansmlt. The eecond .r bol to transmlt the meanlng, ueually a 6r gesture. The thlrd ls e receptor, some_ I re"ceive the symbol and translate lt lnto these bagic elements are slmple, i.buch FEe6; can be complex.lt 16 not a one- w-af s: rather. lt ls an exchengeof reaponses' teceives but ne only tecerveb li communlcetor not onry -rur "r j sds uarloue slgns end symbols. word6, EESe, Are not the bnly symbol6 o{ commu')leuiryoni, communlcates wlth gestures Nevertheless, languagels bcial exoreaslons, -|Iite. ros trtg:hly developedand complicted form readetg easlly undergtend your meanlnga. Many Der6ons belleve that word6 transfer meenlngs ln itri eame *ay that a truck trensfers materlal. Il you load i truck wlth equlpment, alrive to a desilnatlon, and there unload lt, you unload exactly the same equlpment that you put on the truck," Wolals, howdvel, do not opetate ln thls slmDle wav. Words never trangfer preclBely the sami mea;lngs from communlcator to receptor. Thts ts becaise lhe same words heve dlfferent meanlng6 for diffelent PeoPIe' To each lndlvldual e certalnword gymlrollzes tbe sum of ell hls exPeriences ln wblch lt ha6 Dlaved a Dert. Because no two people ever have ih"' same'e.t of exPerlences, you have dlfflculty wlth words. An exact meanlng6 ln communlcadng approxlmate metnlng ls aboui all you can hope to tiinsfer to a recepior. To say lt another way, before s word can communicate meanlng to an that person must have had experlence lnalivldual, -obiecis or concepts thar the word wlth the svmbollzes. The meanlng 16 in hls mlnd, not ii the word. consequentiy,the meanlng ln-any ls gilned from the nucleus act of communlcation the communicants' of experienceexistlng between Expeiience. then. is-the core of communicatlon' 67. THE ABSTRACTION LADDER

iiini. sJctt as th6seyou make wlth your tnan Perhaps.more ,nd-faie, carry meanlng.

as themalnmedlum rrlrtotisfr. iJslng la;guage r[-ounicatton piesenls ;ome problems.howE:{PE

E - - THE COREOF CO!4MUM-

you muFruse communicate fo Bake language "a iay tnat your llteners and ts in sucl

49

Words sometimes lie a long way from the recepror'scxprrience. To iltusrrare. took arwhsr word specialists call an "abstracrlon ladder." Msreriel Instrumenr of war Airplane Fishrcr Jei ftshrer

times use abstract words. Statements of Io_r example, must be generalenoughro a air the o(ganizatlons rhey concern. In cases, however, specific words are mole nomlcal and efficienr. Use Words in Their you no your receptor have difierenr ideas the "cor;ect" use of a woral, the diiferen interpretation can cause a breakdown rn municarion.For example, tn preparing an ualron reporr. one olficer ca ed rhe job formance oJ a subordlnare '.generally 8or wnen as*ed-wnar hc meanr by ..gcnerauy,. answered.."Notparricularty.',"By ;ssigning own meanings to words, you btock rheihanr^ communication, cause misunderstandlngs,

F -ro b

"Reddy Teddy" Whenyou ialk abour..ReddyTeddy,,, you are " rerertrng ro one particutar aircrafr wjth certain kjnds of marklngs and a cerrain kind of con_ liguration. Therc ts only onF airptan tn rhe world th_at you can call"Reddy lcddy.,' For all p(acficaL purposes. rhc word ..ReddyTeddy" js the lowesr verbrl levet ofabsiractioniirh re;pecr to airplanes. , ..When you move up ro rhe secondrung of rhe raddr and use rhe concepr'.f _ t00,' ro exprcss an ldea, you are lmmedjately abstracttng.Now you arc nor ralking aboura specjflc airplane; you are _ralklngabout a group of aircralt, each of wnrcn naa characrerlstics thar are common to the F- 100 aircrafr - "Reddy Tcddv." ,.t)as_ sionalc PrIscillr."'.seattle Coose."'and orher spcifically labcled F - t00 SuperSabericts. . ..As )ou conrinuc to move up the absrracfion lado(r, two things happcnwirh cach step: (t) Thc term cmbraces more tndivtdual obleci6, and (2) rne concept gcta more remote lrom thc oblect and.from your cxpertcnce wirh the object. iht farrher, up rhe tdder you Fo, rhe highcr the rcvel or abstract,on and rhc gr<atcr the distance rrom acruat experlencc, Thc hlqh tevcls of abstracrjon lncludt shorthandsymbols rnar sum up vast areas of expcriencc withour polntlng to any speclflc iiems o{ expcrlencc.Thc dangcrtn using hjghly abstract ierms js thar rhe rcader or llstener may not call to mind rhe ltcm6 of expericnce rhat the communicarorintcnds. when tnis happcns,thc receptor does nor recclve thc meanings that the communicator means Lo seno. 68. SpGCES-TIONS IOR IMPROVLVFNT HOw, then, can you solve the problems of usrng language to communicate succcssfully? Here are some practical suggestions. For the Speaker or Wirer _ Firsr, consider the communicator, s p.oblem. Whar can yoD, as a spcaker or wriler, do ro awakcn in your recepro,s, minds rhe meanjngs thai VoUwish to evoke?

are discuasing.lr ts alwaysposstblerhar ne lack rne experlence necessary for clear comm catlon,_A brief explanatlon, descriptlon, or rustration may be all he necdsio keep him f: struggllng wirh abstracrtons rhat are iar.em: from his fleld of experience. For rhe Llsrencr or Reader Now look at some of theways you may b to lmprove communicatlonwhen you arl rcccptor rather than tbe communicator. : reader ot a llatener, yourmalnaldin interpri, mcanlnga ls rhe contcxt. Study the scntencl paregraph rhai conratns rhe difficult wora passagc. Analyze rhc contcxt and rry ro f,n: meaninf,rhe writer wani6 you to get. Fven r a wrlrcr.ias selecredhts words ioorly, )oL uaualry ol6cover hls tntended mcanlngby ma a kcen examinatlon of the context. As a listenet, you have an additional aj: undcrstandlng: You can ask qucstlons. By L tbls- ald you can frequently clear up your confusion and, sometinies without reaiiz,_ingir. r conlusion of orher li6runcrs. you mr) n! e.: dlfinition, a more spccific (crm, or an exa:ro hclp you grasp (he spcakpr's meantng.It
need i t, ask for l l .

c#-"ilsi#F",.,'# -u"-qlmffi iiaair'Foit i st-cnei'se.p".ie;;; i;;;;;;

&&trffi#'a#ii#i#,".H#Hi work ro.stay.on its lower rungs. By using words

50

The important thing to rcmember aDoL: communlcation proccss ls that even though$: are imperfect symbol6 they are your chiafrn. or communtcating with otber6, To use ther fecttvely you musr-t sotve atwo - staedpiooter_ a com-municator: - as a writer or a spearer must learn ro use wordsas cff ictentty) aspos.:: Aa a receptor - a6 a reader oT a lislcrLr - , musi.learn to inlerpret words as accurar, pos_srDre, Furthcrmore, in meetina rhis rs.i challenge, you must li cooperattie. fle : munrcator who does not cooperate wrt.

that_call lorrh ctearty delinea ima'ges, can 1,..,u na.rrowand controt rhF mesning6awrkeired in rhe mrnoa or you.r reccprors. ln Civit Air parrol, aDsrract__words and rerms ljke..proper measureE,_- correcrive acilon,', and..mat;riel,,ace overuscd.Higher echetons musr, ot courbe,some_

l!!gp!9.. cessl ul l y. sj mi l arl y, no mafl cr how p. of icl. : , : communtcator may be, the processbr eaksdLf I

.t*gl

expecr ro conrey mean rss rJ

the recepror faits ro coope;aie.Succcsstul : municatjon never occurs wjthout cooperatro: tween wrtrFr and reader or betweenlpeakc: lrstener.

WR IT IN G S E CT I O NB . R E AD AB L E
h people think that the abllity to rrite :tt ts a ralent. This ls not complerely b FU know that many wrlters whose work ba addired have no more natlve wrltlnq lbn you have. They have simply developed cting skills. They have taught themselves to visuallze their readers'needs. and I bguage efiecttvely in meeting those needs. a .t*{t, their writing la lnformetive and tt ls much easier: to wrlte poorly bus rrlte well, you probably have read many : - Fges of Poor wrlilng then of good w-rltlng, trive wrltten thet way as well. Are lJlty ia leiters, reporls, and otherpaPers brtef, ad lnteresrlng? If not, you can learn to Her. Here ere aome of the procedures belp you do so. EE l. PURPOSEOF WRITING . member of Civil Atr Patrol, you wlll Step l -- Clarlfy Your: PurPose At the very beglnning clarlfy in your own Probably the mlnd your pu;pose- tn irjting. best wav to do ihls ts to ask yourself some ouesilon;. A sood one to siart with i6 "why?" Ii you do noi know why you are wrltlng, the chairces are your rsder wlll not know elther. Another quedtlon you should ask yourself ls "who wlll- read wiet I wtlte?" slnce your messece ls lntended lor a readel, you should know ivho he 16. The answer to thla questlon wtll strongly affect what you wllte and hort you You should also ask yourself tbis questlon: "What reactlon do I went my reader to have?" Thls may vary conslderably. Do you slmPly want to tnforri him of somethlng, or do you want hlm to actlvely suPport one of your Projects? Or do you want a riectlon aomewbere beMeen tbe6e two? Whatever the deglreal leacdon, you must determlne It at the outset. Step2-> dlectlve - to do the iob you want tt to do r rrldnc mu6t be clear and 6lmple, end lt the same ldea in h13 mlnd. Lhlt the Sublecl

r crpreis the tdea you have ln your mlnd dly that the reader *lll recelve 3no can
IITAT MAKES WRTTINGREADABLE? rridnr tbat qets lta meaaage acros la 1., dliect, anil eaey to understand. Wrltlng

liei'i'ii

ed by poor orgenlzatlon; poorly dev-eloped DOOTAentence stfucturei ano cofiuElng, oi unfamlllar words. If you are to wrlte y, you mu$ gueldegalnsttheBe barrlers unlcatlon,

ioi'.Gi"*J

ctrarG uJuattv

whlle many subjects dealt wtth tn Ctvtl Air Petrol ere broed, moBt wrltlng covers only a small Dert of the qeneral sublect you want, or need. tb cover. TeLe onlv the part that 13 needed to Badsfy your purPose. When you llmit your sublect, iou can tell your resder exactly what he ;eeds io know - nomore, noleee' For example, lf vou have to wrlte a letter ebout e gPeclfic problem concernlng a cadeCsaeroapeceeducedon Axamlnadon, you do not have io dlscuBa the phtloBophy of ihe centrallzed tesdng Program ln that letter. If you are wrltlng aboui Bomethlng you are famtliar wi!h, or lf your paper covera a rouune metter, ltmlting the Bublect wlll not take much tlme. But lf you are wlltlng ln a new alea, you should Dlan to spend some tlme on tbla atep' Re{ardl;ss of thelmount of tlme requlred,Itwlll beilme wetl spent. Step 3 -- Llst Speclflcldeas Wilte down the ldeas aa they occur to you. Do not worry about puttlng them ln any sPecial order. At ihls staqe lt ia importent not to lo6e an lclea. The lost ldee mlght be just the one ihat would put your polnt across to the reader. When youhave as6embledall your idea6, check them back agalnst your purpose and the subject in its limited form. See lor yourself if these are the ideas you need. You may notice some tbst do nor seem to flt. If not, get rid of them. If you are not sure, hang onto them until a later step. As you proceed you may think of other ideas you need.

ORGANIZE BEFORE YOU WRITE

aIt
I I L

c
E if d

Atter clearly ldentifytng the 6peciflc -purpose organlze your ldeas beiore_you F.E wrltlng, -i/ork on a flrst dralt. Thlnk about bedn to yo,-u are qoing to wrlte; go through a rin - solvtne] process of some klnd. Before can wrlte clearly, you must fllst think ly. So think over your organlzation and, Er can. talk lt over Ytlth a frlend. ofganize i icead tn a systematic way. Carefully thlnl what you want to sey and how You are to say it. There are many systems of organizlng your dDq so that you can do a good iob of writing. d'onot hgv6 a system alieady, try thls one. lFo
f allB.

51

When your list is complete, move on ro the nexr atep.

\ieFTaees

S lc p 4

- C ro u p -- Yo u r S D e c i fi c l dF" 6 U ndcr

The speclllc but random ideas on your list probably can be grouped under two ot three main ideas or broad headings, l-ater on, this step will help your reader relatc the idcas to each other and lo the subjectas a whole,ltwill also hclp you to see the ldeas in better perspective, which is important now that the organlzation of yourpaper ls beginning to take definire shape. Step 5 -- Pick a Pattern Most readers arc thinking people, and they expect ideas to be presented loglcally. slnce you have a choice ofpatternsyoucanuse in presentlng an idea, pick the one that, in your oplnion, will have the greatest appeal for your reader, There are many possible parrerns to be used ln presenting your ldeas. The mo6t common paiterns aro the toplcal pattern, the reason pattern, the problem- solutlon pattern, thc time patrern, and the space pattern. You should learn to use these standard patterns and to recognlze the kind6 of subjccts to whlch eachls wel I adapred. Your decision as to the beat pattern to usc will be lnflucnced by what you are wrlting end why you are wrlting lt. Thc Top]sil:Ejllgt lf you ha\e a lisijnt, sucfi--5F-q uaffiIEElfiEii crc rl s cs. or spectfications, an cnumeratlon or toplcal paltcrn is probably the best. Arrange rhe ldeas ln thelr narural sequence or ln the order that cnables you to move easlly from one idea to the next,

5p4-qs_14!StS.Another classic palern i: the -I-b_e Some peoplc call this rhe geL+iFe pEiiEj-rn. .graphy- book approach. lt is parricularly usefL when the information has to dowlthlocation. Her: again lt ls importantto stay on cour6e. Start ai on: end of the building and proceed totheother end i: an orderly way. Do not talk about the basemenl then the roof, and then the entrance, There are other possibl e pattern s, buttheone: just discu6sedare the most common,Somerime-. you may \{ant to use comblnations oI thes. parterns, par.rlcularly if your paper is ro bc a long one. You should plan to spend cnough time or declding which patiern or combinatlon olpatterns wtll be6t belp you get your ideas across ro the reader. Wben you make your declslon, you wil: have only one steplcfttocomplete the organizatior of your ideas, Step6 -- Make an Ourllnc As you have gone througb the steps of thi organizing process, you have done conslderable thlnklng. Your flnal step is ro collecrand organiz thts thinking. Put lt downon paper ln outline form. This oudlne wlll bc rhe skclcron of your ftna. paper, Since you wlll use your outllne as you wtir, make itasdcteiled a6your needsdlctate, This ma\ mean a few words lorred down tf your papcr ii to be short or lf you know your subjcct well It may mean several pages ln some detail if yola.e writlng aboutan unfamiliar 6ubject. A good outlinc will help you ln severat ways, It wlll help you to concentrate on on polnt at a dme, You wlll not have to stop ana think whether you shouldnowconslder apartlculat ldea: you wlll know. Ir wlll help ro kecp you or course, and it will allow you to wrlte ln spite ot lntcrr.upt1on6, _ Once you havc organized your thinking, yo! Know what you are going to say and how you ar gorng to say it. Now you must get thls across to your reader. You can do this better if yoL show him bow you have developed your raeas. way to accomptish rhts is rhrough , The best (he use ot paragraphs. You coutd cxpress your jdeas tully wjrhoui paragraphjns, bur rhe chances are that your reader would have a haro rrme tollowlng_you. The carefully rhoughrour use ot paragraphs ts csseqtiat (o Fffecthe wrlting. When you write, write from your ourllne. Every main point ln your oudine calls for ar leasr one paragraph,and good paragraphing calls Ior conside-ableskill. Someiime6 rhe marerirl bieaks naturally, and you have no problem. But many dmes you, the writer, must decide where the paragraph breaks should come.

i
I

Thc ReasonPattern. If youwlsh ro convince ope.suadc rhe reader of somethlng,rhe rcasoi parrern rnlAht be your besi gujde.Stow ihe logr( ot your polnt of view by prescnflngrhe reesons which supporr ji. Thcse reason6 serve as th. main pojnrs oI )our psper. You musr, of coursc, prove each mainpoinrbyusingvartous cxpdnda-nd rorms 4r support, such as examptesor crarjsrjcs. Paftern. A va ctarion lllfugUlsojlloLurion " rqe or reason pattern is rhe problem - solurlon partern. This is rhe basic parrern of rhc sralt study reporr. Sraterhe probtem. discuss rhefacts bearlng on fteproblem, propo6eandtest sohltion6, draw conclusions, andrecommcnd specificactlon, r nrs arrangement acquainrsthe reader wjth the process you used in solvtng the problem. The Tlme Pattern. Perhaps rhemostfamiliar pattern 16 the tlme partern. Followed in writing hi6tory and operating procedures, thts patrern ia useful whenever tlme or the sequenceofeventsis important. With no skipplng around, you being at the earliest point in dme and conrinue, point by point, to the latest poinr in tlme.

72.9!tM!t9gBl9E$

52

rlll make these decislons more eaaily rtoember that a good Palagraph has elements: a maln ldea, support Gtial Bea, and transltlon to help the reader L ldee, Let us consider theae elements
Ioore detall.

zatlon. You can use ihese devlces to as6ociate new materlal with what has gone before, to forecast what is coming next, or to ollent the reader so that he will know exactlynthere you ale, Trensitlonal phrases are probably the most common of the transltional devlcea. You can uae them whenever and wherever youneedthem' They wlll fit lnto most sentencea as an opener or at the end es a conclusion. Here is an example: On the other hand, you don't want to write so simply that you bore the reader. AsBume that you have been telling the wdter ro wrlre slmDlv. but vou want to cautlon him nor ro overdo it. i6e phraSe"ontheotberhand" telts hlm !o stop a m6ment and look at the other side of the problem. You witl often find that a single word 16 all rhar ls required to make your tranaitlon. If you Btrlve for brevlty, the Eansltlonal word wlll be verv useful. There are many tran6ltional worda' ordinal numbers, such as "llrst," "second," and ',rhlrd." ale excellenr.Words Ilke "tberefore," "cons;qucntly." and "however" wlll frequently do rbe jbb foi you. These words may tle whole DAtesraDhs tocether as well aE Eentence6 or itausies. Here ire some examples of transltlonal First you shoulddecldewhatyour purPosels. Therefore, we should alway6 wrlte for our readef. In prevlous tests only one Peraoninflvewas ablc to comDlete Part I ln leaa than I hour. it However.three outofeveryflve completed wlthln 2 hours, In the flrst sentence, tbe word "first" la used ourelv for transltion. It lndlcates that en order'of s6me klnd ls lmportant. In the second the word "thereforc" tella the readet sen(ence. to get ;eady for a summary or conclualon.In rhe rhird example, the iwo ldcas atand apart: a them. The word howsao oI meanincseDarates Evir" introduies i contrast and relaies the two In each of the6eexemplesthe sentences. aeDarare senrence js compleie wlthout the transitlonal word. You. the wrlter, csn do wlthout them, but your readef wlll have a better chance of getting your idea if you put them ln. When uslng a transltlon you must be aure to cboose one that shows the exact relatlonshlp between your ldeas. As shown in tbe Iollowing table. several fansltionB can serve the same seneial puroose. but each has lts own special ireantnq._Yoirmdst be especlally careful in uslng Always show a and "rherefore." "howev;r" contrast or exceptlon afler the word "however," and when vou use "therefore" be Bure that you follow tt with a cause, effect, or conclu6ion'

laain ldea r lDint you want to make ls Your maln L rb paragraph it ls called the topic L Stnce it expresses the matn ldea, lt rGt important slngle sentence ln the And since lt ls the moat lmportant you should be partlcularly careaence, rhere you put lt. ln most wrlting, lt - to put the maln ldea at the beginnlng of 6eDh where the reader can flnd lt easily li you may want to put lt at the end, bury lr tn the tniddle of the paragraph. for the Maln Idea y you wllt llnd tt dtffleuli to lealuce tdea to one Bentence. You hsve to

npllfy, relnforce, or emphaslzeyour *z lf you want to be Bule that your r rmderstandswhat you ere saylng to to put it 6lmply, you must support your . -ln
L-

e are many wey6 io supportldeaa.You a story or sn lllustration or an extended Somellmes you can uae an analogy ef. Sutlotlcs ere helpful ln placlng embut they should not be used to the polnt tiey lo6e thelr effectlveness. y the type of suPPorl used most your SuPPose I ln wrltinq wrlting is ls reaaon. reason. Suppose Your of ihe mitn ldea makes the reedcr "why?" or makes hlm ask, "what ths?" In lhet case, you must answer his you must glve hlm the reaaon.

bever type of supportyou use, remember or emtl Dust clarlfv. exDlaln, -of tie relnforce, your statenient maln ldea. At all E-a ro seleci support whtchwill helpyou get across to your reader.
lElnr

ibe stated and supported, your maln ldea is completely. Now You want to add Ed to your writing to help ihe readcrover qi spots. You mty be able to follow yoLlr -liDg t d thoughtvery easily, but can the reader it? You shoulduse transirlonstomakesure h can. As far as the reader is concerned, E probably the most lmportant of the tbree elements of the paragraPh. TEre are several transltional devices that ca[ use: rhe paragraph, the sentence. the rbe word, and (best of all) good organl-

53

To do rhi6: To add some ideas

Try rhis:

ihl{{"1#i:";,,?,..;*
;;f.';*,::1' ;",;":',,n"",;
ahs aresurt' conlli::t"",ii;

i:m*++:+ro -*_%-i"'"*ffi ,'* *i,#,il r#3,lli:i;'';:

To contrast idea6 . bur, yet, neverrheles6. how_

rinsen y:, i:lfl.;. rheroa ii:'j'.'J-r,

To compareidea6. , like, similarly, just as To 6howrcsult. .. . Toshowtime..,...

+,"'11"i'f'.??tT';"",';.'?,Jf i:3.fi::f,'f

l,'"*',i!'" f; i}3lT,il"."?il'"Xia "" -"

::::",1::h c:99,ai;i.-!"i'i!il",#'J"!S,i",rl canro,,ow

;:!ii;ffii
To

tr,. r"sr r,un i rron-il"--u i.", eooa .. i,.,r.i:l " in.soodwriting " is io ",1 ;;f:"."111",:^:.?"..lllimare

hx.t{"r,::f nifi,
,hem

ffif,th-

"'J'.',,:if";:,i1".

4,,ff :gffJ""X"#ix"-^n*, ""

i,,:'"s,"y

;,::::H"l,T""3.5';:i;.:1"^*. .*:.'"' i,l;"riil'""", il,'",l?; #"r"""'Xi",li,

ll,.il

a parasraph wrren a scntcncJwtrr-;;: io,"r" r".

:n'"1",' t ;:,1,.*l;:"ll:ut ill "1.*x *.,

a n e ffe c ri v e wrtr" -.^,, must us. rranslriojro r''"rp'v,ji''-' ,lii'JJ ovou

bc

?il:,,1x,,l5 3: ;xft*.m:"", "* !%

73. SENTENCE STRT]CTURE

ml*:*mffif
ii:?li, I*,:?,"i13,
l-.^.-_1ll,^i:.1"9
Do rhe pilots frcouenrtv ftw i..^

f i!i.-,i.li;, Ji,"'"'lf; iff ".""1 ":?:f

* i,x",':;: i"":".'fl :i #x#.":"f T:;;ll:t; I*jr:if illliii "Il! "i';,'T..,1t'Jtu, theranf uaac lnd rureb ot ;;";#;.Tt?XJl:'r:se
Meaninq

rhundcrstor

6'irri'di"" il:';..Tff : ill-,,i1';'x. "r" ru'**r{;1ii""",""i{f :,:,;l!rl'}il' h,.e^i.._no,i,,it ;"ril ;':##:,i"".#;?i;d y*^:ffi;?:Xv.r'v thun "i;."'ti"f i,::H"
r,nto
ru^rre iJ n;'i,:"'i :,;f ;;:',i:,i:i, -rcrer.nic mes6a8c.rhe w;ircr rs ;;;i?';,j.j,llc^jh: bt rr,t i,;:i:; .q6u! ,r(ause l,:.':,1:or :."-r-,,qpl" an l ndefl nir c r "et".nr"n.e o. cncr : thatbewo ;H;filliJr::tt themajor

j:'*;ll:.lX,. i:.:.:,^:t-"i;:;;;y'i;""nillli, w rer can makc_hi6 l(a

:::;.:1":f"fi liftIj ilil;*:i":,Filf

;ffi:.J ffiI "#y# 54

j]*"".,".H [r*f$i'.:".riiit#iF.* :":i",^". ;:il;

;'iL.t;ji

j?:1.xi"",:"i:,i"""y"*f i.ml: l:,tii:"ff{ti

ir,,,,",:+#$lltt;::"+iifr*rt#i,"r":
frlr"nrt"*o

Who is raktnq rhe fljghr? major? Or someiodv else? The colonel? If a rcferencc can $and for severit words, rhe r*a". iri" De rold exacdy rrhich one it refers to, like rh

told the maior to take

Do not becomediscouragedifyoullnddangllng er6 or other obstaclea to clear meimlng in in thefirstdrafts of firEt draft. Thev aDpear rbe be6t e/rite;6. ihe Important thing ls to them out. They ale marks of hurrled, imwriting.

Beware of Technical words Wheneveryou are writlng lor a readerwhois not familiar wlth your subject, avoid technical terms. lf Dossible. lf you must use a technical word, or t nontechnical word ln a speclal way. define it. U6e Specific Words terms. Replace Avoid usinq tI.ed, overworked 6uchwords with plaln, slmPle language. Instead of This Use This Llke

when you are sule that your sentences have vou can besln to think of the movement ir. Ttre ctea1, readable sentence moves d. lt has action. It is allrect' lt ls written srbject - verb- object order. The reader can You wlll not vrlte evely aentencein subiect )- object order. There *ll1 be tlme-6 whenyou sani ro write lndjrectlv; there wlll be tlmeg you wlll want to use the passlve volce, But pill wrlte more effectlvely ll you glve mo6t your 6entence6 (urect, forwaral movement.

l3rlsg
Wrltlnc 16 dull when moatolthe aentencesale simlla!-conBtructlon and length, or vhen they phrased ellke. The Pollghed writer avolda He changes hls conattuctlon occa'tonv, Jly'and varles the length ofhl6 6entences..He passlve volce and lidlrect phreslng when wttl help hlm expreas hls meanlng moat

Along the line of It is the oplnlon of the underalgned Thls headquarters la cognlzant of It ls recommended that conBideradon be glven to

We lecommend that you conaider

Delete Abstract and Meeningless Terms The6e terms ale Bpecial blockg ln communl_ catinc ldee6. For the sake of convenlence these terml sre cluen speclal names, 6ucb as "deadheads." "biunderbuss words." and "Smothered Deadhesds. These are words that take .up apace wlthout contrtbutlng to lne meanrng, (rn rallroadlnc a deedhead is a paseenger who occuples i seat but pays no fare.) ln the followlnc examDle. the deadhadwordS are underIined.'Thts se;tence can be lmproved 6lmPly by ellmineting the deadhead3' The adverse effect of tbe petsonnel "hump" morale waa conSlgegg! on $Cg3gsfj! Blunderbuss \t/ords. These wo(da scatter the old - feshloned bluntheti-frAa;fii-liEi-Il[F derbuss musE;i scattered ltE shot. Blunderbuss words often occur in long-wlnded writlng. You can elimlnate thm if you will alm at brevlty, clarlty, and specljic meaning. Conslder tnng Framjng orders ls an important part of staff work. At first clance thls mev look like e good, short sentenci. but cthat doe6 "fremlng" mean? The sentence i6 more understandable lf the blunderbuss word ls replaced\rltha more specific writing orders is an important part of staff

ly. You. too. can learn to vary your 6entences. wh6n ybu do, your wlltlng wlll be more for your reader. restlnq and understandable
I.{ EDITING AND REWRITING To heID develop a clear, direcl style of t:itinc- voi Ehould cet into the babit of edlrlng a riti,rittnc your iork. Editlng and rewrlllng Ee rhe kevn;t'esto readablewrjtlng. Your flrsi t'aft usuallv is not ag elfective as lt could be. &It do not iet thet dlBcourage you' Go over it. rork on it. Edlt lt b meke lt cleal before you srd lt out. If you wtll follow the few slmple a{gestions llsted below, you wlll lncleaae your (iances of getting your message acrosa to your Use common Wordg Avoid usinq words ihat your reader ls not Llelv ro under;tand. You will not lmpress him :q tirowtng your vocabutary at hlm. Never use r long or unfamillar word when a ahort, common tae will do. Use This In8tead of This Alleviate Utllize Termlnate Disseminete Initiate Relleve Use End Send Begln

SmotheredVerbs. These words are verD6 wtricT-fiEiE-TEEi-iiined into noun Jormg, Thev

55

are smothered becausc they no longer pedorm the actlon. Tbcy make writing more indlrcct and le8s fo.ceful. Herc is an example: your readinArate, rh. impoflanr In speedlne lacto.s are an increasF in Fye 6pan, a rcduction in the length of flxations, and cessatlon oI regression and subvocalizing. When you rescue thc srnothered verbs, you will have a much better sentence. To read faster, you must incrcase your eye 6pan, rcduce the length of your flxations, and stop regrcssing and subvocalizing. Tbcre are six llttle verbs that causewrircrs to choose scveral words when a verb form would bc much more direct, Thescare "make," "take," "give," "hold," "have," and "be." VJatch rhem stcal the place of action verbs in rhe6eexamples. Whcn we hFlLlthe meerinq (mer) the com manocr miiE-Jh--e dcctston (decidcd) rhar

Mejor Jones sbould rake action (acr)

H e i s ne

(neglecrs) rhe details .t

The officer urged rhe cadet ro give h:s _d!eysl!_1g (answer) tl'e charges. Thcse six rroublesome verbs are not th: only onea that link nouns and adjectives ro : sentence and cause them io be used more oft: than action verbs, For example, "agree" :s jusr as bindinp ,s ".each an agreemeni' ar: ''consider" is jusr as clcar as "show corsiderationfor." Now and thcn you will have ro use abstra.l words, blunderbussterms, or smother.ed verbs in your writlng. But use them aa sparingly as posslble. llemember, if you wanr your writte. work to rcsult ln direct, forcclul action, ).must write in a dlrccl, Jorcetulway.

SECTION C- SPEAKING
The primary rask of cvery lcadet is ro !(cr thlngs done through oiher people, To do thts, thc leadcr must be able ro 6peak clearly, conclsely, and accurarcly.Speech is the most wtdely used mcdium of communicatlon.It is the lubricant that kceps ldeas moving smoorhly up and do\rn the lines of communlcatlon. Evcry membcr of Clvll Air Patrol should be able ro presenr an cffective talk to thc civic and CAP audiencos normally encountered ln CAP command and staff positionE, Thls section pr.esents some of the basic principles you should follow to mako an 75, I)REPARINCTO SI]EAK There are no ftxed rules that guatanrec succeas in speechmaking. However, one rule ahould always be observed; Your preparadon for a speech should be comprehensive 6urflcxible, If someone asks a question, you must be abte to answer. If someone falls asleep, you should be able ro wake him up. The prtnctpal advanrage of the speaker over rhe writer is rhts opportuniiy to adjust immediately ro audience reacrtons. As a apeaker, you can correct misunderstandinqs. confusions. and doubtsar rhe mrmenr rhey occ;r, Bur you can caplrallze on rhib sdvania8e only if you properly prepare for rhc speaktnq siruarton. This means that any srep jn prcparjnp a speech ls our of plrce if ir inrerferes wi(h you. ab ir) to aoJustto audlencereacrjons whjle speaking. The foltowing steps are recommended as rhe besr merhod lor you to use in preparing to make a speech. Conslder rhem as a chFcklisr. Some may require only brlef atrention, white othcrs may dcmand careful analysls, Actually, you Sl rhrough the flrst thr:ee st;ps at thc 6ame rtme. sinc^ your subjccrandyour purpose arc tnttucnr : by the audience and rhc occaslon. Selectand Llmir Your Subjecr ln many cases you wlll not Felectyour o$: sublect. Your commandcr may ask you to ripresent him at a meetlng or a conference.c: hc may ask you ro brief him on a problem. lntroduce a visiting speaker, or welcome : distingulshed guest, In such caaes, you mus: analyze your assigned subjecr so complercly rlra: you make ir your own. When you speak as: repr.esentatlve of yout: commander, you mLrs: convey the inregrlty of hts convicrions. are free ro choose )our 5ublccr.). _ . If should'ou kLep severa)constdc).arjons irml;d.p,rr. erably, your subjecr should be related ro yoL: own expetiences, interests, orconvictions.sele.: a subjecr rhat you ar.e eager to share wirh other:. or ore moves you deeply and jmpcls )oL |. speaF.-r-hat lr you speat on an issue thar stirs,oL I' symparny or anger, you are certain to gire : genuine speech, Your speaking will not seer i.emote, ancl you will wln rhe respect which al peopte give to sincerlty. Whlle some subjecrsareroob-oadorcompl(, " ror you ro do rbem jusrice in a singte speech, usuall) you can co\!r one aspp\t"io.. ot . Droao roptc jn ttre tlme allorred. For example,l: would bc veiy dme consuming ro tell alt abor-:

56

Programs and Actlvities of Civil Alr - in one speech, bur you probably could "T}le CAP Encampmenr Program," Many tackle too broad a subject. Conslder r intereats and qualificatlons, the need6 F -D audlence, and rhe tlme llmlts of your in selecting and limirtng your sublecr. lklrmine
lC

Analyze the Audience and the Occaslon If you are to accomplish your purpose, you mu6t adapt to tbe particular .peech Bltuation. In fact, your subject and purpose *ill be influenced by the nature of the audience. You shouldknow as much as posslblc about who will be in the audlence - their social and economlc 6tatu6, their educatlonal level, their probable reactlon to the speclflc purpose of your speech,Thenature of the occaslon, the slze of the room, snd your place on the program wlll a[6o make a dlfference ln what you 6ay and how you say lt. Prepare a Tentetlve Outllne

Your Purpose

speech muat have a generAl end a Purpoae: You must know why you are alrd rvhat you hope to accompll6b. Most tras one of these three genetal purposes: Response Intended Pleagure Unde!stendlng Agreement; Actlon

lEaeral Purpose no Entertein !o lntorm lo Persuade

5c enlertsinmentwlll seldom be the cenerel Fa of your speech, you should concenilateon ve and perauaslve apeeches. Much of tE4llng is for tbe purpoae ofmaklng6ome<lear. You give blleftnga, lectures, and s ln the hopeof securlng understandlnq from !5leners, On rhe orhar hand, persiastve seek to lnlluence the audlence to make &nge tn thelr feellngs, bellefs, or actlons. l: l! actuelly no cl ear - cui dlstinctlon between D r-ypes, All speaklng lnfluences people to

Do not immedletely plunge lnto research to gatber materlal for your speech. Flrst explore your general knowledge of the subject. Draw up e tentatlve outllne baeed on your own knowledge and expellence. Llst the malor polnt s that you feel ere necessafy ln accompllohlngyour purpoae. Under each major polnt, llat themlnor eupportlng items. Gather Data and Revlse the Outline Ualng the tentadve outllne aa a gulde, aelect your reseafch materlal, As you gathe! data, revlge and expend the outllne. Make surethateach polnl i6 properly supported. A6 you uncove! new fact8, you mey get an entlrely dlfferent outlook on your 6ubjecr. You may want to add o! delete polnt6. You may wl8h to change the orderor very the emphaala. Remembe! that your outllne lE not a 6tralt jacket. h le a worklng gulde which you BbouldkeeD flexlble. Word the Speech The sugge8tlor, to word rather than to wrlte the sPeech aprlnge from the neture of oral communlcetion. Actually Btand on your feet and talk aloud, uslng the tentatlve outllne as your guide. By trlal and error, you can work out the wordlng and bodlly action that will convey your message most effectlvely, This wlll teke tlme, bur it wlll lncreaee tbe effectlveness of the finel Derformence. lI you elr at the de6k and write iour speech, you get no feellng of whet lt means to stand up and talk, then you wlll feel strange when You eventually face the audlence. If you encounterawkward tran sltlons consider rearranglng your rentstlve oudlne. The rrouble may not be in your 1066 for words but ln the organlzatlon itself. You will eventually develop a 6ound sequenceof ldeas that you cen presentwlth eaae and confldence. When thi8 polnt 16 reached, you are ready lo make your flnal revislon oJ the outllne. Although listed aa a separate step, revlsing the outllne is a continuous process. In wording the speech, you should also consider the need for vlsual aid6. II at any time you feel tbe :reed to u6e the blackbosrd or to refer to a c)art or map, you can be sure tbat

.b8re. As e result of an lnformaaivetalk.

mey be moved to actlon, But thls ls

rrl when your general purpose ls to r In plennlng your ralk ask yourself, I tanr my llBtenera to undersiand. or do
tbem to feel strongly, belleve, or acr |jjl way?" Prepare yourself accordtngly.

I ro knowlngyour generalpurpose you mugt also declde upon your {tatlng, purpoee- the exact responeeyou ianr ts-dition Your apeclllc purpose !E|t audlence. stats rbar you{rantyour eirdlenceio u;derstend, or do. For example, tf your sublecris Etion ln CAP EmergencyServlces" and
purposelsropeisuade,your spectfic lEral l! should recelve cereful attentlon. Prebr and ln what way do you want your :?s io particlpate? Do you want them to qdl Alr Patrol? Do you want rhem ro ti importance of rhti CAp acrivtry?Do a them to publlclze s auccesaful mission 6pleted? Do you wanr them ro follow FOCedUreSWhen they ere on a mission? ltant the members of Lhecround and ai' I teams to work cloaer together? You just exactly what you wish ro acbfore you can present your speech -cide and obtain the result6 you want. Record your speclflc purpose, anddurlng let jt dominate everything. lteparation -otence , y.ur speeclri6 llkely to fail.

5t

",*:1.,;l:; : i:itr""':';:t fl i: ll;"t";,f: I l":ixi:^:!i{'i{:K,:-*iff niiruffil#,"$""1

Pracdce the Speech " ..,1:j.cll IiIb:' tr j6 essenriat rharyou makc

your J,.l:Sr :i:",_:i'1, herp.you communi(are

v"r;.lj""ii,J _lisr;ners rne.sake or clariry, you"," "", shoujd il"ilil!:..i9. an overviewor rhe main p"r"t" iJ o""iJi,i l:-,.jl-,y.1_T l.:g to exprain.definc, or srml
;;:^:.::^-,:..1,," Body (ud( are cssenriar ro audi

tell-y.lur

j#!',il,i,, Ir"T"lff i: ;i:lf"+##

76. ORGANIZINGTO SPEAK E?e-axe.s can organize lor themsellcs, DUt rhjs rs nor,enough. your Aoal ls ro organlze tatt swrt I cre"a rrv unde r sta nd 'our ;'"T';' :if

:d""#"*'i;"""T?f :'il;"iru1,'*,:"U::ln"ij,: ;,."T:";,,

ul" 1r,." abilir) mosr uscrul roI speakcr .,^. f gqt is rnar,ol organiztng marerjat for his lj6reners, Mosr

#;,':1:ner

rhe characrerlstic6of each oi l*:1lli..--yl,l ureae runcuons.

Inrroducrton

p_rovlo a note .of ftnaliry. you shbuta bc;ome

parrcrn6 arc used ln borh speaklnd J-11,"'"".T,:?Tfl::.;l:,"J".j:X.,,",i ano wrj Jik"iri ti:_'i::t Concluslon

introducr,on: body, and coni:l?Iqusron. lhla ptan sugSesrs rhar ev;ry spcater j" perform rhrce spectflciunitions: i:, j:(J..^.1",0,

::li9l -p'h you ano your ti"tnn..i-iir ,.l?:iti,lit?:"T;i*:xe si::#::e1"iili:'?!f sp_eechc6. are rradirtonatiy organlzed into rhrce oj."l9l.":,
"_,9:ll9j"
^_..

you can make your rentarwe oudine

never more ttrn- fJ"". u 11arn, many points,your anarysis :f:.,i..111" .roo becnfaulty.you t"". nir"r"fin'"rtoiai"n*" :."1,^T"tl^lg"lg. Aparr from rhe losrcal j,

brul ro usur y have no mor e t han r hr ec -.^,),".T:!,,:I ur polnrs,

ho'xronsyour speech may be,

easler,10 rem,ember two or rhrce well_ rina cho; and well - developed potnrs, Your main potnrs can be arranged

parrerns.Any or thc larre :,.1-::^,j^,.gTllg" dlsc!6sed in rhc onir"iitili" wii""g, oe--u6ed tor presentlng "..a." your idcas, as rne I

j,: ii"*;"",'."ill -l-:._l!,ill,'1lTii:i,'.1',#,.f :H::l'i,irlxlii mainideas and rcminair,e aL,oi, * :r,l!i: iil'3:iqi:5. :y:lT1l1i9 rhe ",:.,';r;: j1"*"?f #yj"::"
to open, The introduction na6."rwo purposes: (l) ro arresr arrenrroD and of_your6peech.h should tea\L d@encc Lo.:"l",l,i"ii'l_,,i?:";i*li:i roward you. A s ro.plan rhe be6r way -ravorably a _dlsposcd or,rnpurpose

so surely weakenE rhe effecrrvcr ^. -N9!ltng. bJea} off suddcntyvrrr ,""'-i :!_".1",1 9s .r.9..

i3l'Jifii,"-;-

w r' and(2)to srate ,ndcrarrrv

""ffi;r

mernods for opening your 6peech; Pelsonsl reference or greetins tnreresringnarrarive oi it tustr"atto"

",t;."?,F:;i, ;liff :iliiix{."_Tfl

77. DEVELOPINC THE SPEECH ourtine js merely a 6rarcmeffs ^,^.]|ll-:u".hin orderly sequence, co ecr,o: tr eacn pornt.and js ro be ctear rnJ conu,n.. " .subpoinr ir must be ire"aop.a,

rhe cenrrat idca. or any or ;.,:,i":.:ll]:,'lc-q r.""*" j*iii,ii,"

:p^....1.-,9 9

rrrcr iccapof youi inarnpo, T,-:.{.::.y_li ihar conden6s.rhe arsumenr of I :":::'fl,:i nur.her, a vi;ld'iii..iii;ii;n

., .,

l:l'::- l!^1,

in-,r,i,i,!i""i

se-riesof,short,. atlention_ gertlngquesllon6 rrrrxrng, dramatjc facts Amuslng stoty Jrn"cereexpressions of pleasure

i;;".:;')i:,.';".'I:'J"'ace

and thc occasion

it ;-ris.t-il#,,pp,,

Verbal SupDorr

"""'iliJ;:.

rhe spec,arlnrercsrs of rhF

ffim
58

,"***..,_"a@;,,Y,ltjrrunarety.lisrenc,sc"-.: questionsduring most i;;;:.. "#".il;

sbould anticiPate any questlons and clear up dnc rhat mip.ht seem confuslng' vague, or .i;nt to the;udlence. You can do thia best &Iinltlons, usuellywith definltlons pr:esented r in the speech to 6stablish a commonground *rs-tandlng. E[mDles. The qenerous use of livld' conof the blgge6t helps in ferarn-oles is;ne r voui speech across. Goodword pictures ierrte ai'a arouse genuine lnteresi' when i;'-i;";h - not trft. or timeworn - they botb to illustrate and to prove a polnt' A comparison is a brldge CrDarisons, uirknown'Youmaymake enothe Ftf,'. nown H"s cte". by sbowlng tt6 simllarlty to rs wlth whlch the audience lB tamula-r' [r]n you should strlve for the new and tne

for any of dle Visual aids are not substitutes lhey serve ecceotd Drlnciplesol speechmaking. of support: irr" s'am"burpoi." as th;verbal means to clarifv' interest, hold to iii-"1li"i'"ttintio., ii .ip-r.ii, i.a to p;ove. slnce visualaids suppleii"-i-".iiLi ."t.ii*t. thev must be selectedwith and be iniegrited into-thespeech, i'ii., tt'.i a in used when presenred, skiluullv * u m,rsi l" -'st haihazardfashton,they are lneffective'
THE SPEECH 78. PRESENTINC

&n "a6 bu;y as a 6ee."

. ior' exampte.lt would be btter lf you ia a otec6 of new alr trafflc control at as 6efng"as tnqutslllve as an X-rey"

No matter how well preparedor interesttng be, vou cannotbe 3 successful '""J udless y6u can put your measageacross ;peaker -.i.-tl"i."v Throuih tte skiltlul useotvoice i,i-'-diri ""ar"n""'. you must Prolect your ldeas to your and bocy, or minner ri'ets the outcome ii;"'i;.'6-v;"; your 6peech, dellvery throughpracdce' You can -iv lmprove ioirpetent crtttitsm and.gddance' rolloi-e-o sre glven bere to help you ln *gi!"tton" 3-oil" your Practlce' Polse and Conflalence

onv. Tbe mere say- so of the speake! Kehlorce your iii-artffictent bellef' Relnforce sufflclent io beller' iFets are accepled who m en .tb'the testlmony of by your llatenefs. Slatlstlcs ale fact6 sclentlllcally classllted, Used wlsely and 6Par. *t csn make clear an otberwl6e vague tibeymuat be tran6lated lnto-term6-your do not enloy Ji unairetana'Audlences your Dramatlze flgures. wtth *tiered -r wltb compartson bv s-- vliJ trt". vlvld

m$'fr$,*I;
Thcre ere certain thingethat canhelp 'lefintle

for reason i.-i.-r-nrJ!i'itt.i" ls-a good

an exact flgure, uae round numDer6' LI. Slnce You must be lnstg-ntly maKe-a tour ltsteners. when You. by

ii*i.]t,Trillffiqi'
t; wclcomedendconrrolled'It r""'iiri?"i""1"'to meet an i. raiirr"'i wav or prepartng you to or nervou amount ccrlatn a wtrite ;;;;;;;v. recognlze i"niii. t" sood slgn. vou muct elso " iomet;nies overdoes it' sometrme6 ;i;;;;t;;" that thev-lnterferewjth i'""!i.itl ."";; * severe Your rrsicnera speech the of ii;-;A;.ii,,"..* to be ln e seem ilir i,-:-"ii''-. receptivewhenvou audlence tovour Jii,i l".iiiio*i ","i" "lthrespect thereiorestrlve tocontrol mu$ :# "il;;ii:l- signs ol emotlonalinstabiury' itt" ,jutwa.a

your maln ldeas iiroirto emptraetze In nccaaery i rbem.suchripetttionlanot -, meanrng gre8p the to falls It a reader

s i i""olig, h?En ."i"ad;A I lstener -ha otren

dance. Fbt thls reaaon, you muat

{:rf ;i"ifJ,Tf"iF$i:r,li:1x'i"?iJ'li:' '- vost etcn" of nervous tnslonshouldnot b

=;",ll,t';*1.'.:xT:llid."""P""*:#ry: io anoifrer waY," and "To 6ummarlze

irst sald,"

lupp!4
torms of support lust dlEcussed the sense o{ hearlng' BY u6ing aooeallnq to a second sen6e You eiiabltsf a much closer bond ot

'**:""1'.il.i""#tii: l,:*F;i**:,1',"#;T""f Imase thatjt stampsan iil; ffi;;;;6'.;shly ! tke"more,'";siilonaI words iiioiiin-iia.-u ar speaxins' ". f reelvin vou-r m*.""'" Xl#; "'iJ-;

i:il":"il"'.1'"'ll'."":"offi';iJ il"i:";"*';u";'f your ideas relate to each otnr'

59

Since pLartorm i-ighr orr.n . _e-I'ysjsgl-_9.9!-ggL snowslrse|| rn muscuJarrensions,torce youroelf to relax. For rhe fhsr minure or two. assume a relared pooition. You may find tr t'elptutro plan some minor physical acrivtry before actuany beginning to spcak. Even rhough)ou ma' ont) erase rhe blackboard.ralse a window,straigfren youf notes, or move a chali. that limited action will help to quiet trembling handsandknees. Keep jn mind also rhc need io control your breathing, Take several deep breaths beforc beginning ro speak and pause at frequenr inrervals ro brcithe Mental Ar(irude. Som. speakers tact pojse becauscTfidii-Siiinrlon is roo 6harpty f ocusedupon themselves. I hey consrantly aiL rhemsctves: ''wlll T makc d misrake:' "Wi I tait?', ..Will thcy laugh ar me?" Select a subject that enables you to shift atrcntion from yourslf !o somerhlnq oursideyo-ursclf, seLccra subject rharenablesyoir to sa!: "I'm norvcry imporrair. Burrhiscausefor which I'm abour ro speak - thts issue. rhis tdea l6 imporrani' And ihe onl) thing that matters is thar I make thls issuc vltal Io rhc6e peooLel" l( you arctrul) mo\edblrheurgero comniunicare, r you concentrate upon your ldeas rather than upon yourself, you have llttle tlme to be afrald and you wlll make a betrer speech, FxpSI19IS.i. Anorherthtng rhar mav mak.)ou neri6isTh-en you gtve a rslkls tharvoir arc rn an unfamjllar siruatlon - a slruaiion rhar you fcar may be roo complex for you to hand[. io sotve this problem, you shoutd rurn rhe unfamilter siruar,onlnto a familiar onc by spcdktnS as often as posstbl,. Thc CAP teadership laborarory espccially rhe panel discusslons- of{ers manv opporrunjtie6 for youro spcakbeforesmalt groups. scck out theae opporrunltles,and you will galn addcd speaking experlence. Addcd e\pcrj;ncr brlngs added confidencc, and conttd,.nce reduces nervous tcnsion. You probably will always feel aome nervousnesa whenever you speak, but this ts 3 normel rcacrion. Bccauseevcry speakjng srtuarion rs differenr from alt orh;rs. everv speskerfeFl6 rhls way to some exr<ntrFAardles; of the spcrkinc expcricnce \e may hava, Bur if you".sp(akotlcn, you wlll speakwirh r.Fdsonable Directness In lts speclfic sense, dlrectnessJmeans eyc contacr. The failure to look your au?iencc tn rne eyes is a serlous defect. It usually indicates that you are tlmid ot afraid. And no one follows a frightened leadert Also, if you do nor lace rhe audience, you will not see thelr signs of approval, boredom,doubr,or disagrcemenr.Whileauqrences seldom say any(hingaloud, rhey ralk wirh rheir bodles all (hc rime. H )ou catch sjgbr ofa rarsed eycbrow or a questloninglook, you must hmediately clarlfy any doubrs or misundersfandings_before proceeding wlrh your speech. r.r you rrnd thai you are not holding lnrerest. you mu6r oo sometningat once ro regain a(enrion.

This opportunity to adjust great advantage in In its broader sense, directness means you are talking to your audicnce, not slm!:r them or ln front of rhem. Thls kind of dir:1 ness is much morc than mere eye conrac: exists whcn you feel an lnner urgency to . municate your ideas and are awarc of wha:
a.F ssyi ng w hi l e you arc sa ling Jr . lt m ec' ' l i vFl y sen6c ol communi car ion, " a f eFlir i

lntimate and friendly contact with the audie

Rtghtly or wrongly, volces are an Ind,I human charactetistics, They are rhoughtro r! attitudes, personality rrairs, and phy6lcal . ditions. Thc weak and apologerlc voice sign: slmllar qualirles in the speaker. The loud noisy volcc indicates a bully or a clown. D,: allow your volce to put you at a dlsadvan: wlth the audience. Keep lt free from distract unpleasant sounds. To hold audlcnce attenir youl voice should be eastly heard, lt snour: pleabant,and lr should possessvariery tr p:: Pitch. A goodspeaklng voicchas an acc^pr: ranFF-and flixtbiliry of pirch. If your vor.i pltched too hlgh or too low, lt lrrlrares r listcners and it lB not flexlble enouqhto be I to best advantage. A flat, monotonouevoice : not express aiDcerlty, animation, and lnten Slncc plrch is derermined by rhc lengrh, thickn. and tenslon of ihe vocal cords, no rules czl lald down 'egarding a desirable pirch io: speakers. Slmply pllch your votce htgh en to permit lowerlng lt for contrast, andlow en to let you i.alse it for the samc purpose. Rate. Rare rs governedbv the rlme jrrak:! proi6iiEe ttre indilldual words and rhe lLns1: pauses betweenwordB. Average speechfate!a: conslderably - from about 100 ro 150 wor: mlnute. For purposeB of emphasls, the rare fall well below 100, and ro srimulate enthusia ir mry somerimes pass I50. Adjusr your r; : what ia be6t Jor audience under6tandins. Var i6 the kcy. To avold monotony, change taceoi Do noi be afraid of moments of silence. Pa are thc punctuatlon marks of speech aswella-: excellent means ofarrestlng andholdlng atren Force. You are familiar: wirh the man shoiiE-E-ach word and rhe tlmld soul whowor Fvery srarement.Borh use poor speakingr. nique. The loudnesa ofyout voice must be adjLi to the condltlons under whlch you speak. You r be heard without strain, but that iB possibie wr: jarring your liatenets' eaidrums. Your \ tntensity, ljke rhe pirch and "are ol your spL shouldnever becomemonotonousArdculation. Thjs.elers todi6rlncl spcFc. rhe tlaTfty w-fifi-v/htch you speak rheparLsot (: word. II )ou mumble or do nor you- s . "peak

60

r!, it is probabl) oecause you havclsz) tips, F s, or a tazy rongue- a diffjculry rhar you lrrcome with a little practice. hdly Acrion

rryej r{ you are honesrlycommunicarin! F t rnd teellngs, you must use some tlnd oI E- II you do nor, lt usually lndlcatesone of df - con6ciou6. Vou cdn never le i:nttr_ety E|e undl you use your muscles freel!.
Gings: You have no deei feetinqs or co!E.ebour the subject, you eTe slik, or you

Bdity action lncludes )our gestures.facral rf,sions, walking, posture, and the miscular Es and muscle tone of your bodyasa whole. Eequent commenr among beglnnlnq spea(ers 'todily ac"tlon doesn't comen-aturaliy,t simply

the,action,rheacrionrotheword, Anygesruresyou make. shoutd arlse from a genulna impluse ro clarili or emphasjze an idea. Above alt. rhe gesture-s you make shortd never draw attention ro rnemselves. Any technlque or move renr rnar orverts sttenrion from rhe central ldea of $e speech ls bed. Thls means simpty rhar your ,j!!4+&4, you are ative. noi deadt If'you :!9t!lc9 .knows. a_re an antmated 6peaker, you jndicate alertness, lnre-ret, and energy, and you transmlt lhe6e quau es to your audlence. Llsteners are qulck to 6enae a certaln.emptjness of thoughr or feallngin a rls aa dellvery, and if thi; occurs ihelr r_eaponsio your apeech msy not be what you 79, THE SPEECH DEPENDS ON THE SPEAKER the fleld, ln rhe lecrure room, ln the "ln coiterence, throughout all your actlvlties a6 a member of Clvll Air perrol, you wlll flnd clear

e$er aa e slngle unlt for your sDaechto el:ly effecrive. Just as a besebaliplicher rirh his whote body, not with his arn !o.r must flt your gestures to theldeas vou !!rg to pregent - you must suit the word ro

g!!9& All pafts o,f your body mu6r

edsential. edsentiAl. Tht6 Tht6 sectlon sectlon hes hes offere offered some sugsuc_ gestlons whtch vrtll help you ro olqanlze sDeaktic maierlal end preent lr loglce[tend foriefully; ol: can do your speaktngfor you. It y6u .:ir,,, wru 19 consloer thla aectlon a3 e gulde and foliow tne. prficlplea end methods lt ourune6. lt w t be or nelp to you, But the rest _ the Job of ectually apeaklng - ia up to you.

and loglcal speech ls not i -tuxury

tt rs an

...--.>.

ACTIVITIES CI|APTER 9 _ C()NFERENCE

As a leader in Civil Air Patrol, you will be placcd tn many sltuailonsln whichyoumustexercise all of the leadersbip skills and knolvledge at your command. It ytould be lmpossible - even foolish - to attempt to liEt all these varlous sliuatlons here. There are, however, certein
broad categori es of l ea dcr ship siiuat lons

which you must become famlliar lf you a progress successfully through rhe adv pha6es of tbe leadership program. The suble Intcrvlc\ring and Counseung and Confe Leadershlp are two of these types of lcade

SECTION A- INTERVIEWING AND COUN SEL I N G

Etther dtrectly or indirectly, sooner or larer, all leaders ln Clvll Air Patrol will be involved ln counsellng and inrcrviewing sltuarlons. If thc Ieader has established a harmonlous relarionshiD with hls tollowcrs, he ofrencandetecrproblemsi; time to solvetbem beforcthey bccome roo serious. In such cases, he may slngle out the disturbed pcrson and deal wlth hlm individually, or the person witb a problem may seek our lhe leader and ask for advice. At tlmes, theleader may necd special informatlon or essistance which cen besr be obtained throush lnrervlewswirh otherswho arc only casually relatedrorheproblem. Asapotential leader you must become familiar wlth the mosr effectlve techniques for properly handling tbese In the squadron or smaller unit, a warm. personal, person - to - person relarionshlp often develops betwcen tbe leader and rhe members, a situetion you should strive to create in your unit. At hlgher echelons, the commander may nor be able to enjoy such a close reladonship with all rhe individuals in bls organization. He mu6t depend upon aubordinate commanders and other officers and noncommisaioned offlcets to deal with the indivldual members. Within his ownheadquarters he relies upon his staff officers to take care of speciJic problems. In a sense, staff officers are specialist- leaders who act as extensions ol the commander's personaliry. Regarallessof wherher you are tbe commander, a staff officer. a leader

of a flight or other group, or a member d unit, you should kno* somethlngabout counse 80. THE SPECIALIZED NATURE OF C Sts A major obstacle to overcome ln d with a personnel problem - especially invotving a person who needs counseling that the real problem ls often bidden at gresses, Tbis is because tbe human per6o is cxtremely complex, and no two lndlviduals ever allke. Also, the causes of the per behavior (or misbehavior) may be hidden in his subconscious so that he is not awa
them and does not reallze tbat he !s holding the true motlvcs of his behavror From little tanglble evidence at thc begin the l acrs sl ow l y unfol d as r he counset t ilq

the counselor. When a person is questioned his behavior. he will probably gtvc a sl answer althougb the problem itself is com Wben this happens, he is not being dishone slmply does nor understand, The danger in a case like this is that yo your zeal to shoulder your responsibilities solve the problems of tlDse you lead, can underestimate the seriousness of the probl overestimate your ability to deal with irmay wish to deal vrirh rhe problems of subordinates as you would those of a yo

62

Er, but you may 6oon flnd that additlonal $metimes profe6sional - help is necessaryry rype of counseling, lt ls imperative that I lxrow where to becln and where to end. You will never be worthy of the tltle comor leader if you Ehrink from facing lt problems. When those ln your charge you our and ask for help, you mu6t prove worthy of their confidence, This is not a matter of permnal prlde but a matter *ing your duty. lf you spendtime in counseling, d find that it paya rich dlvidends ln terms ajsslon eccomplislment. No one in an upset is capable of worklng at a high degree of . In the long run you wlll save valuable Liy helping your men solve their difficulties Ey can get beck to fulltlme, productlve r3bip, 6 the olher hand,asa leader you cannot allow to become deeply involved ln solving the problemg of your aubordlnatea, no

udice, or bias. II you allow your own biases or prejudlces to affecr an analysis of the problem, you are not litely to work out a sadsfactoty solution or help the counBelee rvork out one for him8elf. Using emparhy and ar the same rlme remaining completely obiectlve is one of rhe most allfficult problems that you will face as a leader, but you must leatn to develop such a In following the second fundamental of the counseling proceEs - getting the facts - you must realize that, although many oI the underlying causes of the ptoblem may be hldden, you do have acceaa to certaln sources 0f informetion. Facts from offlcial records can help glve you a picture of rhe counselee's beckqround. You can also obtaln valuble lnfolmatlon by diEcuaslng the counselee with others ln positlons to furnlsh reel inslght lnto thetmmedtate problem. You can supplement thi6 data wlth informetlon obtalned later ln the lntervlew, After you have garhered all tbe avatlable lnformation, you should record the fects and evaluaie them ln the light of your knowledge of human behavlor. Thc purpose of thls pr;llmlnery analysls ls to -deiermlne what- the problem 18, how aerlou6 lt lB, *har the baslc cau6e mlght be, and how lt can be solved, Before decldlng on e pos6lble solurlon you 6hould con6ider the lndlvldual's record and the DoBslble cffect of hls behavlor on other member; of ihe unit and upon the mlsslon. An lndivldual's fellure to adlugt ro lhe !equlrementsof CAP member6hlpmaybetheresult of the atreasea placed upon hlm by ihe environment of the CAP unlt. Although lnabtltty to adlust to these new requlremen'tE may h; the lmmedlate cauae of hls problem, the baslc cause plobebly lle8 somewhere tn h.ts eetlter development. If the ba6lc cause ls deeply tngralned ln hts cheracter and la aerlous enouch to create a mejor behevlor problem, thecounseleeln questlon Probebly cennot be developed lnto a productlve member. As a leader you often can deal effectlvely wlth minor personaltry problems. bur Civll Atr Patrol la not a rehabilltarionagency, It cannot provide the-klnd of counEellngneededby sertousty mataolusted pef60na. If you recognlze symptoms of serlouE maladjustrnents or lf you ate unable to determine the baaic cause of rhe behavior problem, you should seek the assistance of others - the commander, the cheplain, or the medical offtcer. They can help tdenrify the cause of the problem and determine wbat action should be teken. Although the commander ha6 the help of specia.ll6rs in counsellnq andquidlnq the members of hls command, he alone iJalway; re6pon6tbte for the finel aitlon taten. For ;xampte, if tt aPpeers that an incorrigible member of the unit is unreaponsive to e reasonable amount of counsetng, the commander is responstble for taking

in the unlt. If you devote too mucb of time to counaellng, you cannot properly other matters. Usuelly, problems of ttt' demand qulck declslon6. lf an lndlvldual a Frrce of contlnual dlaturbance ln the unlt, crn aoon undermlne motsle. Aa a leeder qnnot 8lt back and ll8ten to tbe problems of cdlselee wlthout viewing them ln the ltght authorlty, but you muat be conatendy lilf tE (bat counseling 16 a bighly specteltzedfteld arlls for profe6olonel trelnlng. When there Eed that goes beyond your capablllty ln the Proce66, you mu6t fefef thecrunselee t chaplaln, the medlcal officer, tbe legal , or sny other 6pecleli6t lndlcated, to the work you have begun, If you show 6en that you heve a genuine lnteredt ln problema and are slncere ln ell your os wlth rhem, they l*lll not thlnk you are them the bruah-off vhen you refer them ?eciallAt for addldonal help. sTEPS IN THE COUNSELINGPROCESS Eren thouqh there are no hard and fast rules XBe you 1n counsellng, you will do well to I tbese three slmple lundementals ln mlnd: cPathy, get the facts, and analyze the fact6. Ptchologlsts agree that a counBelor mu6t ! 6e ability to experience empathy. Thi6 means rhar to counsel effecrively yoL Eentally put youraelf ln the place of the you wiah ro coun6el. You musr gain an rdlng oI that person'6 problem by looklng tlrough hla eye6. You mu6t always remember F.r are dealing with an individual - and iDdlvidual want6 to be treated like a being. To be a successful counselor you al6o be completely objecdve, You mu6t rirh rhe problem without emotion, prej-

ho* expert you mey be ln deallng wlth s of human reledons. You muat not your duty to the mlaalon and to the

63

action to discontinue that person's membersblp in Civil Air Patrol. The commande{ cannot ignore or tolerare an indlvldual whose behavior ls unacceptable and unresponsive to corfective actlon. The commandcr faced with a personality problem has several courses of actlon open to him, but fir6t he must decide whether he lvill attempt to deal with the problem himself or tum it over to thc specialists on his staff. The commander may go to the medical officer or the chaplain for advicc, but rhe final responslbilit) r's. A similar for thc acdon is tbe command. situation prevails at any time the commander and his stafl take action. Tbe commander may not be a specialist on maintenance, communicatlons, or transportation problems, but wben the specialists ln these fields glve him their best recommendatlons, he carefully conslders their advice and decldeB upon tbe best courseofaction. Once the cause of a minot behavior problem has been identified, consellng may be all that ls needed to set lt stralght. lf so, the next step is 82. THE INTERVIEW The lnte leur is used constantly ln counselln!! end in manasement. When the commander vlslts a unit and makes an lnspectlon, hc lntervicg/s those responslble lor performing ccrtain dutics As a CAP leader youwill wlrhln rhe orgenizarlon. use the lnterview as a valuablc tool to help solvc lndlvldual problems and to lmprove managemcnt generally ao that you and youf unlt can mcet the requlrements oI the CAP mission. The lntervlew ls also used outsidc of Civil Alr Patro!. The military servlccs use the lnterview extenslvely ln all type8 of siruarions. Industry and buaine6s use thc lntervlcwin sclectlng new employecs and ln promotlng good relations between management and employees. Through lnterviewing, the psychologist and the psychotherapist obtaln lnformation about thelr ca6e studie6. The journallst uses thc lntervicw as a means of gathering informatlon for his news srories. Because the intervlew ls u6ed extensively ln leadershlp and management, as well as for many commercial and practical purposes, lnierest has lncreascd ln pedectlng the technique6 oI the intervlew, OF INTERVIEWING 83. TECHNIQUES Inrerviewing, like leadership itself, is an ar.t that must be perfected. Also llke leadershlp, the only way you can lmprove your. interviewing techniques ls to practice. AII lntervlews might be consldered to be conducted lor one oI three pu4oses: (l) fact flndinq: (2) informtng; or (3) altering opinions. feelinss. or behavjor. The counseljnginterview clearii serves the rhjrd purpose. Tl'e fi'sl lwo DurDo;es are often comblned in inte iews whicb iat6 ptace in Civil Alr Patrol. For example, when

the commander makes a vl6it to a subordi unit, he may inteniew thecommander andc: sDeclallststo obtrin information.bDr ar rhe time he gives instructions and advice, The office! who Interviews a new CAP membFr lnformation, but at the same time he brief: man on the orsanizatlon of the unit and lts mis! The inrerviewsyou will use as a CAp le: are of three general types: counselinginte rvi progreGs lntervlews, and placement lnte i ln any kind of intervlew there are r'.: lmportant variables: the two persons involvec the English language. When you conduct an ini vlew you must be skilled in thc lntervlev,/proc: unbiased, and able to sce the person you inr vlew as he really is. You ti/ill be most effec wlth the intervlewee when your tecbniques a: from a consciousness of mission and a sinc: consloerationfor others. Be frank and straiJ lorward rather than Ehrewdand clever. Rcm: bcr rhar lf you are intervlcwlng a person has enough lntelligence to be of value to C: Air Patrol, he will be lntelllgent cnougl detect insincerity. You must be able to communicate with pcrson you ale interviewlng, A breakdowr communication usually results when the lnti vlewcr uses language that is not meanlngful or wlthln rhe experlence ot, the pcfson inr viewed. As an lntervlewer you must be awar: rhls possjble djffjculry and alcrt to any or: problcms of communlcatlon that may To communlcate lreely witb the pcrson b: lntervlewed, you should prevent interrupt This includes arranglng beforehand to have lntervlew conducted in prlvatc, confortablc s-: roundings. Belore beglnnlng the intervlew, makc c\. efforr to establish a feellns of frlendliness : trust between yourself and theother person. C the lnterview so that you both lrave a sens. progress wirhout rambllng. Lea'n to lisien ar: distlnqulsh between whet is sald and \rhai actually meanr, While you llsten, watch : gestures and faclal expressions that may ma: truly reflect the speaker's meanlng than i After the intervlew is over, you may finc u6eful to make a recordofthe information obtaii or the decisions reached, Authorities differ on advisablllty oJ notetaklng during an lntervi Probably the best method for you to follow is take short notes when necessary and then mak: fuller record later. 84; TYPES OF INTERVIEWS Tbe simple suggestions outlined above aF in seneral to interviews used in Civil Air Patr Some speciftc suggestions are given below : each of the three types of interviews.

64

:runseling Interviews ::. a counsellng lnterview you help someone : a personal problem, insofar as possible, --,r: he can work at his top level of efficiency. ::.duct auch an intervlew, you do not neces_i have to be a speclalist, but you do have to : desire to help people. The rule that you

A second factor is the counselee, He may be the t)?e of person who can use nothlng but suggestlons centered on himself, Or he may be the aype who 1tke6 honest criticism and streightforward advice. in which case be will welcome the directive, counselor - centered approach. The third factor is the problem itself. If the problem i6 simple and fairly factual, you may use the more direct counselor - centered type of lntervlew. If the problem ls emotlonal end the counselee is upset, beglnwlththe counselee- centered lnterview, Let the counselee get some ofthe emotional charge out of hi6 aystem, If he ls too dlstrubed for you to identify his problem, refer him to your superlor or the unlt chaplain. elggrees Inrerviews In Civil Alr Patrol youwlll use ProgreBsintervlews to obtain or clve lnformetlon about tbe efforts belng made toward meetlng the requlrements of the unlt mlsslon, Information from progress lntervlews ls often included ln surveys or repo.ts preparedfor the commander. Proqress lntervlews are elthel formal or informal. Of the two types, you probably will use the informal proqress lntervlew most often, but you may not r;coEnrzelt for whattt ls, lt lncludes lnrervlews arlslnq out of the vlslta by the commander to the sulunlts of his organtzation, the llslts by rhe commander from a higher headquarters, snd lhe frcquent checks tbat a good iommander or lcsder makea to be ure that lndtvlduals know thelr iobs and are aware of rhelr place In thc overall mlsslon. The good commander or leader. by keeplngln clo6e touch wlth all element6 of hls unit in thls lnformal manner. flnds and solvesthe llttle problems before rhey grow lnto big ones, In addltlon to lnformlng the commander of you lmprovements, exlstjngcondltlonsand needed can use the progress inrerviewto bulldmo*aleand develop mor.e competent supervlslon. Thls l3 possible because the progress lntervlew glves the lndividual e chance to alr hlscomplaints, Thls in rurn helps create good wlll and give8 the lndivldual renewed lnterest ln Ctvtl Air Patrol and its actlvltles. In a large unlt or ln one reaponslble for a complicated job, quesdons often arlse as to whether the organlzatlon I s pe{forming ita mls sion and whether lt ls operating as effectlvely aB possible, You can answer these questions by uslng formal progresa interviews to check on whar the unir is actually doing. ln addition, formal progress lntervlews auch es job analyses and personnel audits provide a systematic inventory of the human resoufces in the unit, and thus enable you and the commander to budget personnel requirements and plan for future need6, Placement lnte{vlews As a leader in Ctvtl Air Patrol, in all llkelihood you lvill have to intervlew members

: know as much as posslbleabouttheperson r.wed is very lmpor.tant in counseling.

apr;troaches. TheJe are two profesEional anolnerpelson. r:,-+s\ ou can useln counsellng c.,-:selor - centered approach and the coun- .:ntered approach. The first theory holds : intervlew should be centered on the :.: or inrervjewer;that is, thelnlcrvlewer a harmonlous sltuation, dlagnoses the =, proposes posslble solutlons, selectsthe r:a then sells thls solution to the person .rher theory bolds that the intervlew crntered on rhe counaelee - an approach Ia :specially uBeful in deallng wtrh hlghty DroblemB.In thls klnd of lnterview, tbe :s are as followa, After hsrmony ls l

r::-) Afrer renslonis released, the counselee 4..over hls problem for blmself. The may help him, but not polnt out the Tben the counselee flnda hlsown course ro solve hls problem, The counaelor !r: helped to develop several posslble !r. :cr rhe counselee selects oneIor him self : :crs on ftat declsion. rlght is neccs8arlly : type oI counseling \ oarricular sltuadonmav indlcatetne theother; however, iale in oreferenceto -.linsin Clvil Alr Patrol probabtywlll lst:ere betweenthe two types of lnterr.= the tendency toward the counselor Lrrervlew. In a slngle lntervlew your =a!'lie somewberebetweenthe two, =a! find yourself movlng llrst in one :-henin the other, es. Three variables determine which E-joech you will lean toward during the t- One is your ownablllty andpersonallty. ary a decisive person. you may feel that can be saved by simply Polnting out ' course of actlon,Somecounselorsa{e o( centerlng the intervlew on the Ia takes much time and patlence to r5&selee (alk his way through his own EC come uo wlth his own answer. You t save tlme by telllng hlm what you you should reallze that in :owever, 'r5.i tbe counselee may be much more a cou{se of ection he has chosen -ith

65

to" job asslgnments. lf you jnter\lFw rhese mem"bers skiilflrllv, you are more lilely to assjqn (hem to projecis and posjrjons in whlch theii services can be used to best adlantage ThIs, bowever, depends partly on your sklll and knowledse in lntelvlewing, and partly on sklll in giving lnformation, the lntervie;ee's During the placementinterview, rr' to findour ibe pe'rson'; real preferences as to rype of work. lJ he does not clearly indicateNs special lnterests, yotl may be able ro perceive lhem' After the interliew, you Ehouldmakc a record of the infor.matlon obtalned during tbe intervlew io ttrat you can follow up to determine whether

the placement was satisfactory. lf you are a goodplacementintervrewer' ycr will not make uplour m:no before the Inrefllet noi*li uoup"ti"i, outsideinterrupdonswhllevl aie conterring, You wllt carefully avold dom nattng or rushitngthe interview. as elthel tact woutd block the-now of informatlon. You also relraln from lecturlng thF indlvldual dodging hls questions' As you improve your Intervlewingt-echnlql you wjil tind_thar many of these skllls,-ca-n iried ln the conference, tcommunlcatlon situa that ls closely related to the intervlew.

RSHIP L EADE SECTION B. CONFERENCE

when a difflcult problem presents trself wtihln hls unlt. a leadir can elther tr) to flnd a ;olution by himself or he can mske use of the knowledce and judgment of his aesoclates and subordln;tes ln saektng a solutlon. In many cases. of course. a problem can be resolved with sufflclent speed and ease by the leader he wlll flnd I(-far morc alone. But frequantly _ln teim5 of the problem ltself effectlve, both anA the'morale of hls unlt ss a whole, to cell upon hds etaff offlcers or other member6 of rhe unlt to reach a lolnt 60lutlon. One man can seldom see all slda6 of a complex plcture, and the leader needs the knowledge and oplnlons of his men as surely as they need hls. Throup,hout your membershlp In Civil Air Parrol - both as acadetandasa senlor member you wlll be called upon to pafticlpete ln meny Lonferences, so that you can meke a real contributlon to these meetings lt is important that you understand the purpose and organlzatlon of an effectlve conference. 85. WHAT IS A CONFERENCE? A conference is a planned meeting through which an attempt ls made to arrive at a iolnt solution of rhe pioblem at hand' A meetlngwhereln rhe leader assembleshis men and then does all the ralkinc himsell mav be called a staffmeetlng, or a brteitns seasion,or somerhingelae, but ii is not a confarence. A conference problem should have ccrtajn characteristlc6. For example, lt should be a oroblem lbat urgently rcqujres a collectjve soiurlon. and it shouldbe 6uchthat the participanta are chosen because they have speclal knowtedge forthelr general itr. sutrect or are outatanding "i knowledge, judgment, and experience. LEADER 86, THE CONFERENCE as the leader of a efflcientlY To sene conferenceyou must exercis alI the qualldes good leedership whlch have been,cllacu-s6cd ihts book, The qualllies you need most ln conference sltuadbn are soclablllty, a good c mand of language, good ludgment, qulck tho(

racr, self- rEstriainti and generalgoodhumor. befr rhe hear of diBcusslonanddlsagreement,

a solullonlg reached, feeltngs ere somedmeghu tsct and flsehe6 of humor and by co By using -any tendency you may hale to loee y, rrbtlinc tempei, you can do e great deal toward sooth embar-raaslng sr ruffled feellngE, 9voidlng embarraaslng atlon6. and li general keeplng the conf' going at a smooth, efficlent Pace. l'he leader llkewl6e has many resPonalbl ln DreDerinc for the conferencc.To be a must lhir all. you flrst of all, con?erince]eader. conierence leader, flrst vou mugt rhrouqh the problem to be consideted.You mu ger aiirm giasp on the essentiels of the proble and be able to rcduce lt to lts slmplest term for preEentstlon to the group. Then you mu oreDere lor the conference. ,\6 the conference leader you musr certain lnformatlon evallable to the participa so that they wlll come to the conference w idea6 about the problem and be plepared rackle it as qulckly as posslble. Thisprepara inlormatlon may take the formofaverbalbrlt before the conference actually beglns, or it be ln the form of a wrltten handout. What form lt takes, Ihe information should contaln sratement o{ the problem ltself, any defini of rerms that may be necessary, all a data on the problem, 6ome standard of ludgm for the solution which ts being sought, and DroDosed order of discusslon known as igeiraa. Vou must also. prepare . queations ti'e conJerees - queations which w l ar' inrerest. sdmulatelhought, develop all asp of tbe problem, and keep rhe considerations the meellng moving ln the right direction.

87.BE!I4.BJNqI9E3-99ME3.PN.g-E

66

Tbe conferees themselves have certain rel-lbllltles, of cour6e. It ls their duty to come t conference prepared to epply rhemselves Etl achieving the conference goal. But it Fo.r job as leader to rle all loose ends to keep the conference golng at an Pace, and to glve everyone e chance > beard, CON]DUCTING A CONFERENCE Tbe rhlngs just menttoned take place ln the |IlnS stage, before the conference convenes. tt|e conference, as the leadet you must Em certeln dutlea to lneure that the meedns pace neceaaaTy neceassTy to aucce6a_ Proceed at the Pace aucceaa:
rccompllsh the gosl. Flrst of all vou must

brlef the conferees, sretlng or restatlng rhe problem for rhem. lf nece-ssary, you slould organlze commlttees to look lnto varlous aspects oJ the problem, committees who6e findings can later be brought out ln the generel discusslon. You must al so see to lt thet the acenda ls edhered to, not too rigidly but enough to thet the baslc problem wlll not be forgotten and lls various subtopics not loat. You muEtuse tactandludgment to reaolve whetever confllcts arlse. and uEe your command of language to reword ldeas which are not clearly stated. And flnelly, to be a good conference leader, you must li;ure thsi an adequate recold ls kept of the proceedlngs, end contlnually aummarlze the progress whlch bas been made and whet stlll remalns to be done.

67

:,t

Souuft

AND REP()RTING PROBLEMS 10- S()LVING CHAPTER S()LUTI()NS

P r ob l e m s o l v i n g i s i m p o rta n t to evcrybody in Civ il A i r Pa tro l . Y o u - l i k e cvery C A I) m em ber - h a v e b c c n s o l v l n g p ro bl ems i n onc way or another since early childhood, and you will contlnue to solvc them throughout your lifc. E v er y day y o u s o l v e p ro b l e m s a n d rhcn rcport

rhe solutions in various i,ays - in oral rcp.:: and discusslonsand in written communicao: such as lctter:s, memorandums, staff srucr. operadonal plans, and opcrational orders. l-_ chaptcr-oudincs one of rhe mosr cfticicnr $:. to solve a problem and then shows you :
propi )r w ay Io offtci al l y rcpo r t t hc soluu: :

S ECTION A-

PROBLEM SOLVING
.rl I typcs of lrndcavors. 90, TH F: S C ILN l ]FIC ME TIIOD

llefore you can rcport on a problem youmust first solve it. One of the most valuablc asscrs a commandor or staff officer can have is thc ablllry to solve problems. In every posirionyou will fill throughour your membership in Civll Alr Patrol, you must mcet problems. Technological advancements and difflcult lssucs ar:o making increasingly severe demands on today's commanders and staff officcrs. You and your contemporarles can expect to encounter, and will have to solve, problems rhar rouch on activities far removed from those met today. Your success in solving command and stalf problems wlll dependon original and resourceful thinking and on objectlvity, 89. ELEMENTS OF A PROBLEM To find the best solution to any problem, you should approachitsystematically, Threeclements exist in every problem situation: (1) a goal, (2) obstacles, and (3) one or more people who want to reach the goal. You are bften one of the elements in auch a picture - the person stdving to reach the goal, the problem solver. Your ability to remove, pass around, or tiavel over the obstacles between you and your goals will largely determine the extent oI your success in o6

ou ined in this chaprer. Masrcring it wilt :: you dcvelop your inrcllectual porenrtal. Tf.: arc six stcps lnvolved in rhe sclentific mcr: of problem solving: (l) Recognizing thc probtem. (2) Cathcring dala. (3) Evaluaring dara. (4) Testing the possiblc solurion6. (5) Selecttng the besrpo6siblesolution. (6) Recommending action. In sctual p-acricF, rhe cteps of p.of solving do not always follow adefinite andord.: sequcnce. The steps may overlap as shownbc: more than one step may be considered at : time, or devclopments at one step may cc you to reconsicler a pt evious step, For. exar, the data you collect may force you to rcd.:

A sci cnl i ti c approach to pro blem solvi. i

iIENTAT ACTtoilS 0FPR0BLEl,l S0tVlile

"."M{

ffi o a ca *

rh' ^i'ffo

EYAUANilEDAN

rEsftilc Ht PosstEtE
sEECnile fflE 8E r PoSStSlt s0lan0il

0tvt ttlt ll U il e AC n oil REC

vour oroblem. Similarly, whlle testing solutions' i,ou miv thtnk of a new solution. orin the proceas 6t seteittng a final solution. you may dtscover a need for addltional lnformation. The steps, as ouiriniC. strouto be considered only as achecklist io bring order io vour menral ;;';;t"t'!* you oioiesses, fley are nbt a guarantee thai will solve your problem 6uccesalulty' Recognizing the Problem Almost every problem has effects' When be'co;e oblecdonable, tbev call *t.".- &l"itJ attentlon to the problem. lf you want ro remove ;;;;i;;t". vou must learn what causea ihem' tbe entire situatlon so as to lnilyze must You t'"come ttroroultrtv lamlltar wlth every apect ot ttre pronleni. Only by dlscoverlng and re;";ft ih; lausee ca; v6u ellmtnate the effects' you wlll begln to iiJ uo'u - in"tvr" the Prablem' rather than causes wlth a$taf iirini & Ooing effecta. With the cau6es clearly ln mlnd, your next dreD t; to Lmtt the problem, to make lt menagedo iii'". ftrnt ln ter-ms of the part you csn your problem to the Llmlt about. domethlnc

of rhe difflculties you have antlclpated do e{isr and that others have no bearjng on y particular Ploblem.

catherin{ Data After vou are thorougbty femlliar ctlrh Droblem, ybu should srart collectlng inlorma iLbouttt. No one can tell youhow much hrorma ttr. i*ot-"tto" out s aolutlon. you exPect to need in wo

vou-wiii ntea to reach ihe best Possibleprol ;olutlon. You should, however, try to get
It Is better to heve too much data than .nougtr. wttn hsdflclent data, you wlll over facto-r6 lravlng an lmPortant bearlng on problem. You ma_y be temPted-, howevcr'

io en area wheie vou can make eletheuniece66arv "iii-"iiiii"", ilii'iirniiailtro"", Ellmlnate ebout'
ments. tfre thlng6 you csn do nothlng After deflnlng the problem area' you- ele readv to make a tentatlvq atatement or lne v;;;a the problem lrom thl6 vlewpolnt: ;;;;id: t reech ioal x whlch ltes wlthln the il"J'"liti tentailve etatement. Do ao lf necesaary.

a"t" compulilvely es It stockPlllng iit*i inal oplnlons were your Pllmary goal: A 16 to evaluste t6- ittiat this ienden:':y "i" data as you gather lt. _In 1!'_I9i, "la]u3!ng lo you!
see whails oily remotely related and you can reject that Pa{.

to analyze ii"iitaiio"i v and z:? As youcondnue iiiii--oidlti., vou mav need to reword lhla
This ts lhe fltstphaBeoftheproblem- 6olvlng otociii. ana l! ts the most importent becau6elt

rhat follows You ior evervthlng fi-;i;-b";i; Jtiiir"nttv 6olvea p;oblemwlthoulfir6t "-rnioi i"iivir"i-iiio at'"co'erallihe factorsthatrelate
to lt. You should be aware of the pldalla common thts stege of Problem eolvlng: to

B. .n" 5P""," "1t""""t""93i:tt: excluslvely "I-*ffi mav be-remptedto deal ;;";;'.ihd "Asr"npiorns. Have you ever Xnown a breacnes about to donotblng -rtrr co;nniander aouadron 6i-mrtiutv courtesy excepi issue on_the- spot He wis dalins wlth the effects il"iiiii"o6l raihel then the cauaea.

Data for solvtng Probtems can be hadfr You are llkely to llnd anv numberof sourc:ea, foliowlng ones most valusb-le: (l). your ii'p"ttin-"., (2) lnformatlon from other pe (3i writte; hformatlon, (a)- ob89lyeil9Jtl cla! isi r"eiii"n. In gathertig tnformatlon, (3) to ("1)sour&, (2) sublect, I 1,"'"ftr.* tlmeltness,.and(5) causea'AJter ettttty. t+l "" i"ii''rtt,i 1"t", what, whv, when,and bow of you can evaluatelL Item of lnJormatlon,
Evaluating Date Actually, lt ts not dlffjcult to eval-uate each ltem a3 (l).,4 Start by ci;Gsifytng -or

Yffi-*.iii#tF"iJJ'X'fi 1i:.[ ."i**ff outsldevour own speclal l,i-ir'ti rj?"ti".iiit.s

rl_"a. Ii t" tmpos;jbli to meaaure the extent or oI a Problem before lnvestigatlng it ioward a solutlon' Ignorance ""ii6ui"."" to .na_ii"tttnc -y." ",oif to creete all- sor-t of lmaglnary ;;; ";r;; s.' onc. vou have ldentlfjed the Problem iiitlcultte to *"oik on it, you mey 6ee thet many iid "tttt"o

(3) a crlterion.. You iji-in i""u-p.ljn, oI ni'o rypes data:facts and-crlt ilways need -v.J

c..,lir-*itiv,

assumollon6. You must fecognlze eecn rype know liow to use lt. Facts, A fact ls a truti. It may relate to conditton or to an actual happenlng' exisii-n'-g

riit atso neea the third i

70

It s problem, you need to conslder every th! reletes closely to your problem. AsennDrlons. An s ssumptlon i s something tbat aqat, for purposea ol solvlng the problem, re to be true. It may be a supposltion about a:tisting situalion or about future develoDla It you can prove a supposltlon, lt cea6;s b en assumption and bec;_mes e fict. whenIbaslble, you should flnd proof for your ao as to convert them lnto facts. me6, however, you wlll not be able to a aul4)o61t1on. When thia 1B the case, you

aupports your lirst 6olutlon.

ldees about a saiisfactory

Avoid leanlng roo heavily on srarisrics. If promise to give a complete and accuJate tney ptcture of the problem sltuarion, use them. Bui be_ aure of their source and valldlty before relylng on rhem. Ll8tlng Pos8lble Solutlons , .Now you are ready to list potentlal solurions. rn oeveloplng poasible aolutlons, you should rely On three thlngsi Experlence. you may have been confronted . Dy a atmlter situatlon at some tlme In the pa6t. If 60, Apply the lessons you learned at rnar tlme, gtvlng pgrtlculAr attention to the way ln whlch you aolved the earller pToblem. From srudylng rhe data you hsve f*glg qaaallle!, ctevelop as meny potentlsl ;olutlons aa poa6tble.

substltute an assumpdonlor s fact.' In

at asaumpttona, baae them on en lntel_ conalderadon of the fact6 you do h6ve.

A crlterlon ls a standerd that a tEr muat meet to b consldered satlsfsctorv. Dy wlsh to thlnk of each crlterlon as a un'lt and of your comblned crlterlaaB latlcx agalnBt whlch to meesure posslble n6. A crlterlon mey deflne llmlts wlthrn tne aolutlon must fall, or lt may specfy to be met by tbe solutlon.

H:ir?"*i,'*l'i#i1',iiJ,,T*T'#El bhed at a hlgher headquertels and sent

r to y_ou wlthout crlterla, you muet set up orn. In suchcases, establldhlng criterle rs of the problem- solvlngproces:s. L 6ettlng up crlterts, think of a sati6faqory h In rerm6 of sultabutty, feeslblltw. and farblltty. The Bolutlonmist be suttabie: tt : t^Ie you to your-goel; tt must do the lob Eve 6et out to do, The aolullon must-be
nth the problem to be solved. If s problem

men! untlt you heve jofted down every tded rh;t come6 to mtnd. By wlrhholdtngludgmenr,you pe-rmlt your llsred tdeas to trigier-new ones. A ef lecordtng all the ldeas to=u can dream go urough-rhem and eltmlnare uP,, thoseobvtously Unde6ervlng ol Conalderetlon.

uon H$;I{*fou;H iSlil'di,ii'i,',f i,,il:

urr""s Eglns lhe_!999919_99!

N-oJ {ou have a llst of po66lb tties, each ^-- orlerfig one .6ome promlse of betng a good aotutrcn, ft la tlme to teet these Eolutl-ons, lnra ta whele you puE yout crlterla to work. In thl_6mental testlng proces6, youl atm 16 nor Eo aelect the beat aolutlon, but td determtne now well_ eech aolutlon meels all crlterla. Work wfrn acD ao:tudon tndtvtdusuy, mentally mea_ surlng lt agatn6r each crlterton. To mak; these mea6urementg accurately, you mu6t be loglcsl, rmaglnaflve, and reellgtlc. Selectlng rhe Best PosAlble Sotutlon Ideally, ln testlng the solurions, you w l tlnd one rhat completely fulfllls every requtrement ln the crtterle. unfortunetely, a 6lngle Golutlon does not alweys do this.'Somettmts by lolnlhg two or more solutions, you can find e combinsdon that meet6 all the criterla, lf so, your be6t aolution ls thia comblnatlon. Even lf no single golutlon or combination of solurlons meets ell the criteria, you can sdll do what you set out to do: sele'ct the be6t poEslble solurion. Obvtously, tht6 solution is lhe one ther meet6 the qreatest number of rhe crlteria. Your succeas ln thls step of the problemaolvlng proceas depends to a great extent on the qualiry oI the work you have done up to now,

Iq lts cost ln manpower, money, materlel, @e muat be reaaonable; end lf pogslble, lt ll-u6e resourcea thet are readllt avallabte. muat be eccepteble: lt mugtbebssed loSic; tt must do ibe Job wtthou! clustng aEd -tluon ll@me conaeouenceE.

rhermlne what ls pertinentto the;robiem and td the lrrelevant.ln claEstfytngeich elemenr

L.sparedngyour dataesfacts, assumptrons, qlterie, youcaneveluateltlnmany wayi, you E, you can Judge lts valtdtty and reiecr rhe nl. By becomlngrhoroughlt fam 6r Mrh nem of lnformadon, you cen determlnehorv
reighr to glve tr tn worklng toward a

L examlnlng and classlfying dera, elmlnate Ea gatfiered from people wlth less ex_ * than you have in the problem aree. you hd aucn Ea Buchoptruong opinlong helpful helplut ln in evalurtlng evatuating your E36, but you are not llkely to flnd them llPful es facrors bearjng on tour problem. Gcrd agein6i stacklng tbe evidence, Do not d date that doe6 not support your premature toward a certaln solutlon. Be obiecdve, Ft for all relevanr date, not iu;t whar -6

11

If you have set up realistic crlterla and developed every posslble solution, a careful measurement of these solutlons against the crlteria should lead to the best possible solurlon. Even lf your work up to the point of selecting the best solution haa been excellent, you must be on the alert for, andavoidasmuch as posslble, these rhree artitudes: Reverence for Authorlt! You maybetempted to select a solutlon on one basis only: whar you thlnk your Euperior $rants, A dellberate attempt to pleese your superlor by selecting an lnferlor solution is not honest. Your superior's preferences should not enter into the problem solving process, and selecting the best solutlon 16 part of that process. "Walt a minute," you say, "the person who lgnores hla supe ot's prefcrences has rocks in his headl" You are right. So what is the answer to thl6 puzzle? It is slmplc: Take tlme to bulld a srrong case for tbc solution you honesdy bclieve to be best, Reverence for Treditlon. It is common practlcc among many people to always take the usual course. If your purpoEe is to find a deep rut and 1^lallow ln lt, thcn you should select a solurton ju6t because lt represents rradltlonal practlces. II, however, you want to be uncommonto tbink for yourself and honestly Judge your flndlngs - you wtll refuse to u6e rraditlon a6 your ma.,or criterlon. Thls does not mean that you should lgnore the lesaons of hlstory end experlence. By all means, proflt from rhem, but bc alert ro posslbillties Ior new, better solLrtions. You may even flnd new ideas as you lnvcstigate tradltional practlces. Even lf the establiEbed practlces do not suggeat new ones, Iook for them el6ewhere. Since sltuatlons cbange, you should approach old problem glruatlons as you would new ones. Refuse to settle for (the way lt has always been done," unlcss you have gone through the entlre problem - solvingproces6

and are convinced the traditional still the best.

solutiol

Preiudlce. It is difflcult to be obiectile. ignore personal attitudes and opinions b: on emotion or incompletc data. You mat : prejudjces in any number of areas. Someo:' most common are racer color, religion, poli: grade, and beckground. The man who is ::
of al l prej udi ce i s dead. Theref or e, il is : siay in control of them, In selecting th : possible solution to a problem, avold fa!c:

portant that you recognize your prejudices : only rhe possjblliriesrhar complemenryour ;.sonal prejudices, Make every effort to mea. the posslble solutions accurately and to objective in selectlng the best one or c.: bination. Recommending Actlon Your purpose in worklng on a problem r:
solve it. Merely selectlng the best pos::

aolutlon ls not enoush, You must do what . can to put lt lnto effect. In mo6t cascs, , cannot act to solve a Problem. As a L: thlng, you work on a problem assigned to ; by someone at a higher echelon. Your supe. ofllcer must pass flnal judgment on your chc solution and dcclde whethcr to u6e the ac: You, however, are the one rcsponslble : rccommendlng speclflc actlon tosolve the pr: lem. Thc problem ltself and the sltuatlon dlctate the type ot actlon needed in each c: You musr thlnk ln terms of the most effec: way to put your solutlon to work. Ask your whether your auperlor's most effectlve me of dolng thls would be through a dlrectlve ro members of the organlzatlon, through a req to higher headquarters, through an announcen at a ataff meeiing, or through some other mea Determlnlng what actlon ls needed is the fi pheae of the problem - Bolving procesa. To short of thls essential 6tep ls to fall in \:

B - REPORTING THE PROBLEM S ECTION SOTU TI O N

When you study and solve a problem, you are expected to submit a written report on what you have done. Thl6 report ls called a siaff srudy reporr. Ir includes all pertlnent findings, conclusions, and recommendations, and it follows a prescribed format. You can vary the format somewhat to fit the siruatlon, bur the reporr always has certaln elements which are described in thia section, Reports oI operations plans, operations orders, etc., whch do not follow the stafJ study format, are not discussed here. 91. PURPOSE OF A STAFF STUDY REPORT The purpose of a 6taff 6tudy report is to give Jour commander, or superlor, a complete solutlon lor any problem assignedtoyou. Al your repoft acqualnrs him wlrh rhe process !.r followed in solving the problem, his prlmll interest is the 6o1ution. He needs answer.s. : In a staff study report, you advlse your ca. mander of a solution to a specific probli. presenting him wirh all the writren mare:: necessary to put the solution lnto action. IJ needs regrilations, dlrectives, memos, or documents to execute the plan, you must m them part oJ your completed report. The staff study report, like all other wr should be directed toward a particular reade:

12

1r commanaler wtth lttde knowled(e of the Eirtions of your unit, you would giv; detatled about the problem and tts possible For a commander familiar wlth the you would not lnclude these unnecessary At any tlme when you are preparlng a staff

of readera.In preparing sucha report for

----E;EEEE-

Problem- Solvinc

Sectlon in Steff Studv RepSg

Feaent your report to your auperlor, even a- rough draft, it should be complete except & extra coples needed. Cdrpleted steff work has three valuable Fket, lt protects the comtuander from

report, you may ask your superlor for , In fact, thi8 often aaves tlme, But once

Act,

........

Action Recommended

Problem
Tbe final te6t of the completeness of your I rork ls thl6 test: would you, e6 the offlcer idng the report, Btake your reputallon on rcommenaled ectlon? If not, revtew your Th18 decrlon tells Bpeclllcelly whaltheproblem ls. Dlscusglon ls out of plece here, The secdon should olfer a almple statement ol the problem end nothdngmore. _ Avold stadng the problem as a tact, llke thls: Peleonnel of this untt fslt !o obgerve dlaclpllne, . -h-_lebetrer to alere your problem ln one of Enerouowlng way6l As a questlon - What should we dolo entorce dtsclpllne in the ullr? AB_enlnflntttve phla8e - To flnd ways to enforce dl6clpllne ln the unlt, Aa e 6tatement of need orpufpoSe- Tbl6 unlt need_lodevelop procedtrres for enforclng oractpune.

and do everythtng neceseaiy ro comilere Problem - Eolvlngwork end your report on l,ldl your report -pa6se6 the &,6t, lt daesnor i tie Btanderdfor completed stsfl wo!k. FORMATFOR THE STAFF STUDYREPORT l- your problem ls complex,you may needto tDe tut repor!; rhat '.tull.repof!; that 18, la, your stalJ etudy etudv
should lnclude alt rhe elaments descrtbeit Heding fb headtng conslsts of (1) the tttle of the or headqualterE orlgtnatlng rhe study, (2) rcrerence l1ne, (3)thedare, anal(4)lhe sublecr. Atter "Reply to Attn Of," type the offlce s or abbrevlated ttde of lhe unlt or 16 orlglnatlng the study, Ih some :s, you mey add your name and telephone . After "Sublecr," srare the sublecr of t *udy a6 brlelly and conclsety ss poasble. Eever, you need to uae a few extra word6 <lrrify a Aublect that vould orherwise conluse rqrder, uee them. Sody Tbe body of the report contalns flveelement6 (l) Problem, (2) Factora Beartng on Pioblem, (3) Discussion, (4) Conclusiod,lnd -dons: Aadon Recommended.These part s correspond rb phases of t}le problem- solvlng process earller,

your problem, also llet them here. Make each o-I theae 6Etement6 brief andunderstandable.A6you word the fectot6, keep these deftnltlons in mtindl A fect ls a 6tatement of truth that can be proved, An assumptlon ls a statement whlch may or may not be true, but whlch must, for the plrpose of Bolvtng the problem, be acceited aE ib; basis for your reeaonhg. A crlterlon la e aEndard, requ-trement, or llmltatlon to be met by a solutlon before you select it a6 the best Dosslble. The deflnlttons should relare only to telms you have uaed ln An unusuAl way or to term6 your reAder 16 urdlkely to know. Be 6ure to distlngulsh between facts and aaaumptlona. Llst your fact6, assutrptions, criterla, and definidons in separate paragraphs. lnclude only the factors that have played an Important part in your work towsrd a solutlon. ln 6ome report6, you mey have no aa6urnpdon6and no deflnltlons, Since lt ls esgendal tlaiyou etate

*,Hi##."q#i*H,,e*"P*'#i have uaed assumptlons or deflnltbn! tn solilnq

73

crlds $e five bolor srclons. rl you onr s o b o flh e p *Bg fu p h 3 sh o m ib tlse o d e t'

SOUSRON

NEW JERSEY

WINC

ArrN oF I

rsrvxM/Maj c..en/2r22?

Petliod

lrcb, 8!!mDhon (rr i.cco.srrr,+ 0r noo8.rr, uld

Brr.lly

!ta!.

tho bqckRlound ol prbl6m.

Lrlt +

3orulroi, urry or!t.!lr lrstod ud.r xF/{cToR3 alANNc oN TI{! PRolLEM,,r oohpue all.olutton.;sdrolst ihs l*,1 po..tbt. .otutLn, glvhg r4.o!.lor ..r numb! ot p.rdgmphs

R..rat. lbc Ix.1 po!.tble aolulto

I
2, wi.in3 Diaelam, Projcdion

74

Iacrors briefly, you should presenr lengthy materlals ln attachinedts. state your s in complete, meaningful sentences. Your should not have ro refer to your attachto get the meanlng of your statements of Discussion, In thls sectlon. vou reDott the c use-d-i-n solving the prottein. Ttre nature ot tkoblem should determlne how you hanille discusaion. Usually, 6ome type of lntro6, givlng the reader backgroundinformatlon i tbe problem, ls desirable. Thls Inrroducrlon co'nsist of only one paragraph or of several, on the smount of detall requlred. C.nerally, report8 on problems asslgned ro c,6iccrs can follow one of the three oanerns Panern I - SINGLE BE BLE s beslc pattem ls y used. In uslng Ii, you list Beveral Le solutlona and aelect the one you vou Judge ludqe lnstructlons you mlght follow in uslng I ere llsred below: (l) LlBt all the po66tble solutlons tn which think your superlor would be intere6ted.

such a reporL You can also use it to rePort on a yes- or - no type of problem. You might follov these steps in using thi6 pattern: (1) List your slngle aolutlon. (2) Test lt agalnst each crlterion, (3) Show hov and why this solution will solve the problem. for Whlchever pattern you use, follow these rules preparing acceptable 6talf study reports: (l) Make tt brtef. (2) Blend your thoughts into a smooth sequence throughout the report. (3) Show the reader how you reasoned the problem through. (4) Pre6ent attachments to aupport every polnt your reader mlght leasonably qUestion, but lnclude enough lnfolmatlon ln the body of the report lor hlm to get your meanlng wlthout referllng to the attachments. Concluslon The purpose of thl6 sectlon ls to save the reade!'a tlme. The concluslon oflers only one thlngt a brlef reatatement of the best possible eolution to the problem. In the conclusion sectlon, two 6dng6 ere endrely out of plecet a continuetlon of the dlscu66lon and the lntroductlon of new mstedal, The leade! who has time to lead only two sectlon6 - the Problem end the ConcluBlonbhould learn from them what the problem l8 and what solullon you propose, Action Recommended In thi6 section, you tell the reader {rhat acdon should b laken, Word the lecommendatlon 60 that your Euperior can lndlcate hls reactlon simply by stgning lt for actlon or disepproval- Never make alternetlve recommendatlon6, Completed staff work lellevea the commander of the study necesaary to declde among alternatlve couraes of sctlon, In recommending action, you commlt yourself to the one preferred line of actlon. Include a6 attachments every directive your superior would sign to initlate the acdon you Endinc In tlrla section, give (l)your Blgnature,grade, and title end tho6e of the other peopleresponsible for the reports and (2) feferences to the attach-

O' Show how you teBted each possibiltty

each criterion. State the advantaces and ages of each solutlon. Be sure-to use one of your crlterla to test eech pos6ible (3) Show how you welghed each poEslble .ion ageihst the other poBclbllltles ln selectlng (a) Clearly lndlcste the bestpoAslble solution,

.ing Patrern Il, you mlght lollow the 6teps (l) Ltst aU the po$lble aolution6 ln which ibink your Buperlor would be Interested.

L!9!!. rrt16 partern ls sultaue when you to comblnetsro or more posalbleaolutlons.

. COMBINATION OF POSSIBLE

(2) Show how you tested eachlrosslble solurlon liD.st D.steach each criterion, criterion, statlng statlng the advantageaand advantageaand Srantages of eech posalbility. Ugeallcrlrerla rea6ure each P,osBlble Bolutlon. (3) Show how you welghed eech possible against the other6. Glve yourreasonsfor certain poasible aolutlonaa6 part of your e aolutlon. (t) Show how and why you have combined the possibilldes to 6olve your problem.

es you

rn III -

to a problem. Pattern III

report on

BLE

one po suitable for

In attachments flu:nlsh all the detalled material necessary to Bupporttlrc facta, aasumptlons,

t5

end oplnlona ln your report. IJ an attacbment mu6t be supported by addltlonal materlal, place tbi8 supplemental material ln an annex, You will, however. aeldom need to use an annex. Failure to attach all needed dlrecdves and lnstructlons may delay the implementation of your recommended action. when you includeall necesaary allrectlveg, a slmple approval by your superlor can aet the machlnery ln motion. The following lt8t suggeets severel typea ol materlal whlch you mlght place among your attachmenta: (1) Il tn the body of the report you refer to an authoflty dlrectlng the 6tudy, youmlghtlnclude among the attachments an actual copy of the directlve. (2) If ln the body of the 6tualy you etele a lltlle - known fact, you mlght thlnk lt wl8e to attach a statement of the Boulce and a vellflcetlon. (3) If tn the body of the report you .efe! to aeverel books or manuacrlptg, you mlght ettach a complete bibltography. (4) If tn the body of the report you refer to e chsrt or to lnlormatlon contalned ln s chert. you mlght attach the complete chart. (5) lf some ol your recommended actlona requhe wlltlen lnstructlon6 dtgned by the commander, you would prepare and attach the needed letters, regulatlons, or otler documentg, Tabs Paper o! plastlc lndlcators, called tabs, belp the lesder locste ettachmenta and annexe6, For each relatlvely short attach$ent, atflx a tab to a blank Bheet ot peper, and put tblB Bheet lmmedlately ln front ol the ettachment. Il lt 13 lmpractlcal to extract neededguppordng materlal from e long docutnenq attqch the entlredocument and afflx the tab to the page on whlch the supportlng materlal 16 prlnted, Wrlte tbe numbe! of erch attachment on the tab for thet attschment, Peste $e f1!6t tab (for Attachment l) near the bottom oleaheetof peper, Place the Eecond tab (fo! Attachment 2) Bltghtly hlgher on enother aheet, end ao on, Staggerlng the tabs ln thls way make6 them all vlstble when the 6taff 6tudy leport t6 lylng tlat, 93. EVALUATING THE STAFF STUDY REPORT Before copylng the flnel draft of your report, you ahould make aure that ltlasagood as you can make lt. In determlning the adequacy of your product, you wlll flnd a checklist helpful. A careful 6tudy of the ltem 6 ln the followlng checkltst wlll help you to be thorough in preparlngyour solutlon end clear ln reportlng lt.
Arrangen.rt of matcrial in sn atiachmcnt,

b ! t r a -u

b ,.Gd b .

"F

(1) Resd the backgloundattechment toflnd vhat the problem ls and whyltneed6to be 6oh (2) Reed the entlre report to get a genet lmpre66lon of lts content. (3) Read and anelyze eech Bectlon ot repofi calefully. A6 a mlnlmum test of 6ectlon, anawe! favorably the que8tlons blow for that sectlon,

4 I i
'I

Problem (1) IB $e stalement of the problem concl6e,and complete? (2) Is tt tree of unnecessary matedel? (3) Does tt accurately reflect the Problem? Conclualon
(l) Is the concluBlon e regtetement of posElble 6oludon selected as the best ln dlocusglon aectlon? (2) Does thts atetement of the chosen lution completely satlsfy the requlrements the Problem? (3) Doe6 the concluslon Btate a end finel Bolutlon whlch needa no new or further discuaalon to Bupport or explain Acdon Recommended (1) Would you a6 the reader be to 6take your reputation on the actlon mended?

Procedure for Critiquing the Report

76

Cll Are the recommendadons speclflc? G) Are the recommendatlong conslstent wrth Omclusion?

Is there a summery paragrapbtn whlch -(8) posslble soludon is welghed aga.tn$ rhe eacn others, rhe best posslble solutiin lden-tified, and the reegon for selectlng thl6 solutlon stited? (9) Is lt obvlous thet the recommended solutlon wa6 reachedln a locical. unbiasedmanner? (10) Does the organtzatlonof the dtscussion Bectlon offer a clear, orderly, and loglel developmenr of therea6ons leadtni to tbecoitcluslon? Attaclments (l) Do the altachmentdlnclude all the supPortlng data needed? . (2) Doe6 each ettachment have a properly Placedtab? (3) Is rhe ortgtnsl source of the matertal ln eschartechment adequately tdenllfled? (4) IB each ettachmentperllnentto theproblem? (5) IB each ettachnent reterred to ln lhe . bodyot the reporr? Readable Wrltlnc (1) ls the report vell olganlzed? (2)

(O Do the attachmenrs incluale a1l lnatruc-

and dlrecdves needed to carrv out the 60lutlon?

O) Are

iHinttlons

the ..fact6, sssumptlons, cttterla, uated ln aeParate Paragraphs?

GD Is each Iactor pertlnent to the problem? , [s each factor used elsevhere ln the
(1, For each facr lher need6 support, t6!he!e r.an'nenr offertng adequateBuptort?

Ct) Are rhe e66umptlonslogicat? Does me rralon aectlon glve the reasons for maklng r !a6umpllon? I Are the crlterla lor restlnc rhe Dosspeculc? Do rhe crlierlq c-over feasibtltry, and acceptab try of -ftabulry,
&lutlona

ic| Are deflnltlonB offered for all terms Er tB unllkely ro knof,r? Eqrs6lon

patagraph concern only one Does . -each 3i:il"b"r:fi loptc or one phase l"'*'f of a toplc? f"1T.l"i"ii"liit!J',"ji:
Does the llsr of pos6lble solurlon6 lnclude ! condldered and tested leter?

(3) Are the lranstttonal devlcesuseoprcp_ --, erlyT (4) Are aU 6entence6cleer and logtcau (5) 16the wordlng easyto understand? Overa.ll Eveluatlon (l) 16the prouem lmportenrenoughtoJustify -. preperarlonof a 6tall Brudyreporti lhe (2) W l_tbereporr brlng the resulrsexpecred " completed ataff work? of (3) 16 rhe sublecr matter ltmlred io one epeciflc, manageeble problem? ({) Wouldany other untt6 be lntetestedtnthe report? If 60, whlch unlt6 Bhouldtecelve a coDv?

||

Are 3ny obvtous posslblesolutlon6 omllted

I| ls each pogslble Eoludon tested scarnst larltrton? ll ls the lnfomatlon tn the dt6cu66lon aectlon logtcauy developed? Cen the reader t !-rnc ldea6 expre66ed and 6ee how they are rithout havlng to refer to attachm;nts? F Are all necessery tablea. charts. and bcluded among the attacfuninte? 16 tne endre |? dlscusslon perdnent to

t1

t. i9 3
Lc
tg'

- PERSONAL CHAPTER 11 LEADERSHIP DEVELOPME PR(lGRAM

When you become a Phase IV cadet you arc approachlng the end of rhe Clvil Alr Patrol Ceder Program. Dut rather than looklng upon thisphase slmply as thelast inthc cadetprogram, you should also look upon it ss the prelude to the new life program that beglns with the presentation of rbe Falcon Award and entry lnio thc senior membership of Clvil Ah Patrol, From thls viewpolnr, then, I)has M6 a transitlon pertod, a brldge to help you cross from thc cadet program to rhe scnior program and ftom adolcscencc to adult95. PHASE IV -THE TIME FOR FIMSHING malntaln proficiency ln all the rcqulrcmcnts earlier phascs of the leadership laborarory sot: you can serve effectively ln the cadethonorcac: as sn adviscr - counselor to the cadet command:: You wlll find rhe lcadcrshlpchcckllsr in Arrar: ment 2 very hclplul ln doing thls, In addlrior. you have not alrcady donc so, you are expccrea dcvelop and follow a pcrsonal program for c: tlnued growth ofyour lcadershlp capabllltics. H:: arc somc brlef guidcllnes you should follo$ : preparing such a program,

97PE

Y VE

CONSIDERATIONS

touffi

Phase IV is the pordon of the cadct program during which you are of greatest service to your unit and to Civll Alr Patrol as a whole. It is a period when you continue your development as a CAP cadet officer and leadcr by practicing and pedecting the skllls, knowledge, andattltudesyou have acquired in the leadership leboratory, when you lea(n how to apply most eflcctlvely your past training and experience to preaent and future real-life situations. It is the time when you put the finlshlng touches and the hlgh polish on your leadership skills so that your luture senior mcmbership in Civil Air Patrolwill beas effectlve a6 possible. Dudng Phase IV you must use to the utmost the initiative, imagination, discipline of mlnd, and all the other characteristics of good leadership that you have developed throughout the firsttbree phases of the cadet program. 96, LEADERSHIP IN THE HONOR CADRE While you are a cadet ln Phasc IV, you must

Every indlvldual, whethci hc rcallzes ir nor, has both long- range Foal6and shorr- r; goals. Thc person v,/bo most clearly 6ees goal6 is the one most llkely to achlevc them. a CAP cadetin PhaseIV, yourlong- rangcgoal the development of your quallfications andabil i r, as a leader. Your short- range goal dcpends you lndlvldually. To achieve your lonp- r". goal, first of all, you must dccide upon ): immediate goAl in life so that you can pr.oi: lntclllgently toward it. Onceyouhave dectdcdL: a specific objectlve, cstlmate what is requir.: achieve leadership ln that area, Thcn mak: sclf- inventory. By comparing your pers: assets with the requlrements of the goal, i will be able to see clearly those aroas in 'r: you will need to increase your knowledge, you can then plan a personal leadership clev: mcnt program in accordance with your own g: and objectives. 98, GUIDE M Here are some general guidelines tbar

18

lur set up yout own leadership development l!, Your program should fit in wtth your work l@ent6 and the rlme you lnve avallable. A rht doe6 not recognlze theselimltations rs no h! s dream that x.lll never be realized. (O Your program should be realtstic; thar ts, be able to accompljsh what yoil ser oul _-$ Undertake only tho6e programs thet are tour capabillttes. O Your program should be balanced, Do nor tar from the world, Malntsdn normar retltb your femily, frlends, and assoctateB. a hobby and some physlcel condlrtonlnS Program.

lrom your mistakes and your strengths. Cultivate youl good qualities andtraits. Be slrl'eanddevelop your communlcarive skills. If your speaking ablliry i_s averege, pracrice good sp;ech rechn_tquei even when telling s srory ro a few people. urgaruze your story in your mlnd; watch your e-u(uence;open lour mouth; use vlvld language. Never write wlthour trying to lmprove. (6) Learn from others. Take the time to final out about other people'6 duties and responsiblllties - what they and thelr acrtvities contrtbute to the mlssion. Be cutlou6. For example, if you aee an artlcle reporttng ther membershjp tn a CAp unlt has reached anew hlgh, rrytoflnd our why. As a regult of your curloslty you ctrn learn who or whai lnfluenced those who became new membersand then you can tly the same rnethods in you; unlt. Srtck ro your ptan, even though tr may --- !7) not be eAsv. .t8l fvatuete your program, As your sttuarton ano .opportunldes change, your plan may need overhgultng, Teke a loiok it yorir progr"ss ar leaat once a year. Each new asslgnmtnt wlll requlre more of you, ln addltlon t-o Drovidtnc hcreaEeal knowledge and experlence, T-hereforel ree*amhe your plsn tn the llght of any new aaalgnm-enryou mey be given. you may flnd rhat you wlll need to use dlfierent method! or em_ pna-stze dlfferent sublectB, For example, ln a eletl eaglgnment you may need to lmprove your ablllry ro Epeak and wrtre, and rhe6! sublects may demand your attentlon. As a resu.lt you'mey heve to rearfenge your plan. 99. IN SUMMARY Knowledge, fects, technlques, end prtnctples are of llrtle u6e unlesa they are appited, .iou, tnerelore, mu6t conatandy analyze yourself to determlne how well you apply wbat you have rearneo, rememberlng ther the ldeea and lnfor_ matlon preaented in thls manual are sirnDlv atds to leadershlp. lt t6 rhe sppltcetton of iheae'princlpre end technlqueG to real problems and sltuauons thgt resulta ln leadershlD, And how v/ell you apply what you have leerned-w l be a major factor ln your success as a leader.

{OYour program should tncludesll sources

Ebds of lncreaslng your general knowledge rHlls, ConBlder readlng, -home study, dt;E, and formal coutaea. (.) Include profe66lona_l and popdar books

ln your proglam. Think about it!cu86 wlth othera whet you haveread, Be -.gazhes I ln your reedingand study,Do not accept aaatement or conclu6lon wlthou!conBlderralldtry. Identtfy rhe prtnclples tnvolved, the hablt of cerrylng a book or magaztne
or keeplng one handy. You may not Fl I solld two or three hours e dey to read, ti. wlll come close to that mdch tf yori

drantage ofthe l5 to 30 unoccupted mlnutes EEd rhroughout your day, O) Rememberthat homeatudycourBesare ,e, especlally lf they are ebout your : gork. Con6lder enrollln! ln the courges U. S. Alr porce Extendlo-n Cou!6eInstlas tho6e of other educatlonal lnstt-

a5 *ell

ac) Plan, tf posstble,a lormsl educarlon to r collegedegree,elther by resldenceor by lbndence. Conaultyour unlt commanderot
educatlon offlcer on thla, for addltlonal ln-

I As you progress rhrougb your progrem, IF your current altuatlonand actlons.Leam

79

o^ i

ffiffiffi
dfi=FE'O t

% a no^V

%+

TER 12 IP
DRI

T|lE I{EED FOR DRITI.

S IN CIVIL

oudlnes the gpeclflc procedures to be in CAP drllls and ceremonlee. The arementa to be me6tered dudng each phaae .egment of the leader8hlp laboratory are in paragraph 8.

rpart

p reDorarory

CERffi

IO4. INTRODUCTION

TO

DRILL

AND

zatlons are divided into squads, flights, ancl squadrona, Group and wtrg formatlons may be asEembled at encampments or othet Bpeclal (2) Drill conslsts of certsin movements by whlch the fllght or squadron ls moved ln an orde?lv manner trom one formetlon to anothetor from one place to another. Theae movement6 ale executed with order and preclslon, The task of each man ls to learn these movementa and to do hl6 part exacllyaa deEcrlbed.Otherwlse confualon wlll re8ult. The lndtvldual alao must learn to adapt hl6 own movements to those of the group. That ls why such standards aa the 30 - lnch step, the cedence of 120 6teps per minute, distance, and lnterval have been e6tebllghed, Everyone muat move on command smoothly, Bmartly, and wlth exactneaa.

a. .q!ll! (l) For thepurpose of drtll, CAPorgsnt_

SCOPE- ThtE chaDter descrlbes the need arit-T-Zia htroauc;e the CAP cadet to the peculla! to drlll and to the methods of inslructlon he can expect lo encounter in lader6hlp laboratory. In aubaequentchepterg Gis patt, the movementg and procedurea for ceremonlea, revlew6, and parades will be

VALUE OF DRILL

AND CEREMOMES:

a. Why are drllls and ceremonles needed? r CAP memher leerns teamwork by Psrln drlll. On the drlll flIdthe indlvldual s to appreclate the need for dlaclPllne - the to reBpond to authorlty, to follow ordera ptly and preclsely, end to recognlze the of his ectlons on the group es ewhole. to follow ls the beginnlng of leader6hlp. b, As lndlvldualg Progress ln grade and ience and become drill leaders, they have ties to develop confldence, poiae,folces. and other cheracterlEtics that further abiliry to work wiih People. Group parion stlmulates esprltde corps, high morale, enthusiestic teamwork. These are aound, I beneflts afforded by drill6 and cer-

(3) CAP cadet6 begin leamlng to drlll almost ss soon as they become members. Tbey are flr6t taught the poaltlon of attentioni rhen, movementsat the halt; suchasfaclngmovements; then movements cf theh feet and arma and their overall bearing in marchlng. When all members have become famlllar withthese movements to the polnt where they execute them smartly and automatically, they are grouped wlth others into a larger unlt where they learn other movements. Eventually, squeds, flights, and squadrons are pe ormlng drill movements smoothly end with preclEron. (1) Ceremoniesare speclal, formal, group performances conducted by clvil Alr Patrol to honor dlsdngulshed persons or to observe netional holidays. Another purpose of ceremonies is to demonstrate the prollciency and 6tate of lraining of CAP members.

b. 99194949$

DRILL

E may lnclude drill

THIN coripetltrons .

83

(2) Ceremonies in a eenseere an exrensron _ .__ or activltlea. The precisjon marchlng, tlre ^orlu in ro command6, a;a rhe !]-.jrjy". ramwork"". -respondJnS developei on rhe drlll fleld darermire tlreeappeer9nce and performance of the group ln

j"..lff. "",','.i;"ffi f",f*-#H,H;Iii#[?1,""",1""* neve been defined end ilustrared _

in Flgure | t.

ln,fronr of rhem. ft. niglr cotn"i*j"-.sl ano ollt_era c,ho6eposlrlons In formation

h, Dlstence, the prescrlbed 6paceirom ro rer between elemen6. The distence bt lndivldual6 in lormation is lO inctreiair rrom rDeir ctest6 to the backs ofper6on6

a ran*erethemservei lonsr

ou ,*o***#nrate

of marchrns r8o

t TlTiJ,',T &,J*'[',lL
t ,,iffir.t "
IOJUITIII

alinemenr of elements s .. J. !S!& slde or in llne malntalntng proper In Elemenr. nexr subdtvtston of any .IOrmatton, -_ _k-..

Ft corons

0 s0ut0n0
a E
+
FU Gflt cot fitltof, Ftnst
SENGfll{I

SIIfF OFFICEI

&

GUIDOI{ EEAREN GUIOE

hr.,hl.,#*ir,3.."hgl"

columnof menpleced

m. Elnet Ltne. rhe ltne on whlchrher " rorm6 toe tron! renk of troops for e parsde

c0[fl]|lDEn

s0uA0 EI TEAOER lsstsTfitI N s0ut0 tE off, E ct0r

n, Flank. rhe extreme rlghr or left (troat rlght or-Idfr) elde of a formatlon tn ltne o; column,
o. Formatlon. an arrangement of the ment6 tn any pregcribed manner, p. Four Wtnds. the delachmenr lhat r. .j8gl]lg rn-etour__pefr6oi the ctcaiton dtetoSr-c

the PhaseIl and IIi awerds ceremony,

Fisutol-1. Synbol'

q. EI94!, lhe spaceoccupled by an eteb meegured from flank to flank. The front ol
lndlvldual ls consldered to be 22 tnches.

i:f,i ffi fl*#i+l$#'

. -- e, AdJurant, dtle of an lndivldual used for 0lltl and ceremonlal purposea ln thi6 manual. b. Allnement, dreas or cover. . . c Egge, ihe elemeni on whtch a movemenr ra prannedor reguleted. d. CAdence. the unlform step end rhyihm tn marcnlng - the number of 6teps marched per mmute. e, gs!l!eI, the mlddte potnr of e formarlon. ^ an odd number front. the un center would be the c-entermen or element. On an even numberfront, tDe center would be tbe right cente! man or each man altninghimsetf dtrecdy ,^".-l Denrnd-F, the man to hl6 immediate front whlle marnretnlng proper dl6rance, the rotal epace from fronr ro C._ !gpl!. rear or any tormaijon. The depth of an individual rs consldered to be 12 inches-

rouowtng r. gg!!S, ;-rbe . . tne dtrectlon

rhe cadei dealgnated ro end rste of march.

8. !Sgg. rhe leadtng element of a col t. In Column. a formrrlon ln nhlch el are piaced one behlnd the other_
are 6lde by 6ide or ebreaat of esch othe!.

rheeter !. I_!!!!S, e formadontnwhtch

or more elementE constltute a llne, v. In!q{vsl,-paceberween elemenrspl aroe -,,- . Dy srde. Normal lnlerval Is an a. length. Close inr-erval ts four inchee. . . w. Line of March, a line or parh Dy rne rroops a6 they pas6 ln revlew, x., Mark Tlme. Tate of marcblngat l20 Per mrhute execuied in Dlace_ y. Mass Formatlon, rhe formatton aquaoron or group jn whlch the component are ln column, abreast oI each othir ar interval. z. 8399, a Btep of 30 inche6, Tnr6 rengrh of a full srep in quick rtme.

84

CENTER

aa, Post, the correct place for an officer or noncommlssioned officer to stand while in forbb. _QulckTime. rhe rare of n-rr.hinr rr r2! sreps (Jo, 15. or l2 incles jn tFr!rr) per cc, Rank, a sinqle line ol men Dlac"dsrqe by side Eti?h is o;ly one etemeni in d,prh. dd. !lg!)_!!!9, a torming tine 20 paLesro lhe rcar of rbe final ltne where rroops are formed ,t an ebrablished rime orior to (hL adjuranis call for a paradeor revleiv.

.:-l

DEPTH
'5 n e l- 2

FRONT

ce. Secrion,normally morc than one sqLao bui less Ihan a Ujghr. tr ls alsoapplledro a group of men organizedIor a spectftcpurpose. tf. Slow Time. rare of marchlnSrr O05reps (J{r in(hes in lengrh) pcr mtnure. This rare ts appropr:iate for funerals only.

tf tl

cs. Squad. two o! more men rne next-su5Jivtston of a fltghr, lor some marchings, \h. 9!g rhe pruscribcddtsranccmeasur,.J rreFl rr.m rn heel bFrweenlhc fe(,r ol a march, ing man. IO7. DIt]LI, INSTRT]CTOI{S: a. Thc mission of Civil Air Parrot is bascd on a conrinuityof discipline and senseofmission throughour all echelons of command. Thc use of drill as one means of insrilling disctpline and accustomrng men ro rcspond ro command is an important duty ol all offlcers, noncommissioned officers, and cadets.All personnelshoutdtamillarize rhemselves wtth the provistons of rhis manual so that uniform lnsrructions may bf effected whenever and wherever required. b. The commander gives all commandsro s unit excepr in cases wherc command is delegated ro a subordinate for instructional purposes. Regardless of grade, where an insrrucror is in charAeol an indirldual or unir.hrs aurnor..\ is oe.lvLd from rhar of t're commander should bear rbe 6ame authority as thar of "no rhe c. For purpoaes of drill instructlon and for other formations, every effort should be made t. have the ranking CAP member presenr assume a leadership posirion. Placrngperson" oL hrj', . rank jn posirionr bubordinare to (hL rnsLru-ro: or person in cbarge of the drill, formarion, o. activity should be avoided whenever possible.

n
tl E
rl

n
l

|---!t-_l
otsr^Nc!

tL ..r l [t

rl ftn

Lt t r E

;.....:....'.-....'.:...:

108. DRILL INSTRUCTIONS: a. Irsrrucrion given sreo b) r--p r5 a effecrive merhod-

85

(1) State the name of the movemenr ro be executedand polnt out its purpose. (2) Give the command to be u6ed and Its parts - the preparatory command and the command of execution. (3) Explain and demonstrare the movement to the group. (4) Have the group perform and obserle for compllance with the lnsrructlons. On-theepot correctlons should be made. (5) Crittque the movemenr and reDest untll mastered before movlng on to the ;ext b. By the Number6 ls the method by whlch preclslon movementB ol two or more counts ere demonatlated, prectlced, and lealned one count at a tlme. (1) Thts method enableg the cadet ro leern step by step and permlts the lnstructor to meke deElled correctlon6. Tbe lnstruclor comDand6 Bv tbe Numbers before gjving commands tor the movementa. Fof By the Numbet6. About. |AL!., toe 1116r COUnt Ot the movement la exe_ cuted on the commafld, FACE. The seconal

countlia executedonlthe command (-l he plvot is the seconctcount,) (?) All subsequent commands are cuted by the numbets until the command. w would be g,ven ar rhe beginning--6fiFdE; exertjse. Each Iaclng t6;epeaied several by the numbers untll the lnstructor clves I og_gs__N!m!glq. Subsequent moveienE execureo1n the cactence of oulck dmec. lnstructors go wherever thelr pre! . rs nec-asary.As tnatlucuon progrease6, the 6noul0 De grouped eccordlng to thelr profici. Tho6e \eho show a lack of aptttude! shoutd separated from the otherE and placed under mo6t experlenced lnetructors, care should exerclsed not to rldlcule 6low learners. 109. D VOIC E g s command volce. Thla can be by rhe example end gtvtng sll com -settlng wlth the correct volce control. dlstln( lnflectlon, cedence. and snap. They should courage the cedets to pfectlce glvlng comms

rlg_Iurn&Lg ls given. For exampte,tn rlght and left face, thecommand Bv the

Instructore

P the cedetl

cate;e st'oua $$i'J3ia#'"'!?1{"lt}o,ri[l

86

l,(lICE TER AND Tl|E COMMAND 13- COMMAI{DS

| ach cadet Drocregses throuch ibe leader|boratory, he irust learn to- command on Ileld, Commandlng a drlll unlt lnvolved ttrore than almply arandlng ln front of a d tetltng lr ro do somerhlng, Commends !c glven properly lf the unlt ls to perlorm , wlth precl6lon and orderllnesE. If a ete not easlly comprehended, the maneuve!8 vlll be sloppy and dl3izcd. For thls reaaon, ir i6 lmportant that cldet develop a good command volce end E Commandcorfectly. give good commands, you mur! meet thre bealc requlrements: (l) you musr develop ano u8e a goocl commsnal volce, (2) you muat &now the commenda and word them properly, (3_)yog mu6t gtve rhe commana at-the rtghi Lnd tlme. In other words, a good commanddepends-on wnar you glve, how you glve ir, and when you Proflclency ln commenalaanalthe command volce depend largely on practtce. If you witl remember th16 and devote as much tlme a5 poaslble to pfactlclng rhe prlnciples and !echniques ln rhi6 chapter, you wtll lncrease your prottclency ln glvlng commanda.

SECTION A - COMMANDS
TYPES OF COMMANDSI a- A drill command 16 an oral order. Most @rmanda hsve two parts known as the commend end the commend of exeblned, for example: FALL IN. AT EASE. end tneae commenda are glven wlthout ina!!!, flectlon and at a unlformly hlgh pttch end toudness compaTable to rhat for a normal command of b. Supplementery command6 ere glvenwhen one element of tbe unlr must execute a movemenr dlfferent from the other elements or the same movement at a diffefent time, Exemple6: CONTINIJE THE MARCH and STAND FASf:c. Informatlonal commands have no preParatory command or command of executlon and ar not aupplementary ln natu:re. Examples ate:

manual,the preparatory command

ln capltal and lower cs6e letters and .{ (Squedron), The command of exeis priniea-'in-?Ii - capttal letrersand underCTTTENTION). (l) The preparatory command tella what 'ement is to be. when calllnc a unlt to I or ln haltlng a unla6 marcli. theprecommand includes the unit desicnation. command Forward. MARCH. Forvard ls pratory commEnd. Tte preparatory comia lollowed by the command of executlon. (2) The command of executlon tells when

ent is to be carried out. In Egryglg, the commandof execudonis gABgE.

BE+BE S(.1UAUKUN . -EqE-l.N!!!qaN

andDTSMISS rHE

(3) ln certain commands,thepreparatory and the command ol executionare com-

d. Mess commands are ptactlce commends glven in unlson by all members of a foimation.

It

B . GIV IN GC O MMA N D S S E C T ION

mander wlll be at tbe position ofattention. Crdets ln formatlon notlce the posture of their leader. If his poature is unmllltery (relaxed, slouched,stlff, or uneasy) that of htB men wlll be stmtlar, cood mllltary bearlng ls neces6ary for good leaderEhlp. Whlle marchlng, rhe leader musr be ln siep wlth hls formarton siall me6. a. The commander faces hls troops $ahen glvlng commands except when hlB unlt 16 a part of a larger drlll unlt or when in ceremonles. b. When a command requlrea an element to execute a movement dlfferent from the other elementa. or the 6ame movements at a dlfferent tlme, the gubordlnate commandet glves a supplementary command over hl6 shoulder. supplementary commanda afe glven between the preparetofy command and command of executlon ol the unlt commender. When the aquadron commende!'s preparaiory command ls Squadronl the rrlgnr commanoer a preparatory command t6 FUcbt.

coM@

I1I. GENERAL

RULES

FOR

GIVING

After the command of execution has been and the movement has already begun, approprlate commands are glven ro brird unlt to the desjred posltlon. lI a comman improperly glven, the men execute the ment to the best of thetr abuity.

I. The preparetory command and the q mend of executlon are given as the heel o{ foot correspondlng to the dlrectjon of the ment atrlkea the cround. g. When ditlllng a unit, the inBtructor not malntgln a llxed posltlon, He 6bould atrive to avold the other common errors of lnexperlenced drll1 lngtructor! (l) He Bhould not glve commandA . croae to the unlt. (2) He should elirays direct com to rhe paft of tbe unlt rhat ls tefthest (3) He dhould avoid ctvtnc com from the tear of the unlr. (4) He should u6e snap and lnfl when glving low- volume command6. (5) He 6hou.ldnor draw out commanos executlon.

c. When the fllghr8 of the 6quadronale to execule a movementln order, aucha6 a column movement,the fllghr commanderof "A" Fltght repeats the squadlon commender'spreparatory commend.Tlre commandersof the other fllchts glve a aupplementerycommandsuch es eONTINUE THE MARCH. Whenthe aouadroncommander clvea the commandof executlon."A" Fllght executes the movementand each of tbe followhg nuhls execute the movement et the Same polnt and ln the 6ame manner a6 "A" Fltght, at the commandof the appropriatefltght commandef,
d. A commander u6e6 the commend AS to revoke hls preperatory commsnA; YpgJE3E

S E CT ION C - T H EC OMMA N DV O IC E
ll2. VOICE CHARACTERISTICS. The prect6ton wltn which a command ts executed ls lnfluenced by the volce ln whjch ir 16 glven, A correcrty dellvered command ls loud en-ddlstlnct enoucil to be clearly understood by everyone tn the unir. It ls given ln a tone, cadence, and with a Enap that demands willlng, correct, and tmmediate response. A volce with the rlght qualirtes of loudne6s, projectlon. dlstjncmess, lnfl ection, and snap enables a commander to obtaln elfective reeults with the least effort and 6ttain, a. Loudnees 16 the volume ueed ln command. It should be adlustedto distance and number of men ln the formetion. The com places hlmself ln the front and center of hls and 6peak6 faclng his unlt 60 that his voice all of hls men. Volume is necessary but exces exertlon ia halmful to the vocal chords. A result of trying too hard ls the elmost uncon tlghtening ol the nect muscles to force out Thls wlll produce strain, hoarseness, sorel and worsr of all, lndtsrtncr and _iumbled

88

. l DTAPHIAG/jA FXIRCTSt

\E DI^T|]KACM FXFRC

D IA P H R A GMIX IR C S I. 3

DIAPHRAG'\T EXIRCISE.,I

OIAPHRACM EXERCISF5

D APHRAGM EXERCISE.6

Fisurc2 1. Diophtosn Exetciser

lnstead oI clear commands. Ease i6 achleved through good posture, prope.r oreathing, and corre_ct adjuatment of the throat and mouth (l) The mosr tmpoftant muscle ueed in breathing ls rhe diaphragm, the targe, powerfut mucle that sepArates rhe chest cavity ffom the aMomlnal. cavtry. The diaphragm automsrtcally controls rhe brearh ln normal brearhingand i; used to control the breath whenglvlng commsnds, (2) Deep bresrhtng exerclses develop rhe ora-pnragm and retresh the enrire body. The following exerctse wtll devetop brearhi;g for glvlng command6:A deep brearh shouldbeiaken tDrough.rhemourh. holdtng the atr tn rbe lungs. wtth retaxed throar muscles, shouldbe 6aid a6 shortty a6 posslbte,The6ound6 snoulo be made enrlrely by expe tng short puffs of eir from rhe _lqrSs. Onty rhe dhpiregm and the muscle around rhe watst shouldbe used:Whenthl6 ia done, a dl6tlnct movement of the abdomlnal muacles can be felt. Thls exerclse ghould be practlced often and as a result, effort andvolume can be increaaed untll they are natural functions. Another excellent exerclae for developlng end alrngthenlng rhe muscular waus of rhe dtaphlagm ls lustreted ln Flgure 2 - l. (3) The ca,vtttes of the lhroar, mouth, and no6e acr as ampllfler8 end help qlve fulliess (reaonence) end prolecdon ro the toiie. (4) To obtain reEonance,thethroet should b kept relexed snd open end the lower Jaw and llpa loogened ao rhar rhe mourh ls enlerg;d. The vowel aounds can lhen be plolonged, b. Prolecdon ts tbe abllity which enebles a peraon to prolect hla volce to whatever dlstences ne w16heswlrhoul undue Btraln. In order ro prol ect the command, the volce should be focuseo on a dlstlnct. apot of on the man lsrthest awsy and dlrecied to hlm. (l) Yewntng t6 a good practjce to ger rhe feel of rhe open mouith ani throat. Aieo pr-onounclng aloudthevowelsandpracrlctng saytng ''Oh" and "Ah" are alrernaremathod6. (2) Counting tn a full, ftrm votce and glving.commands at a unlform cadence,pTolonging the syllablea, are good exerclses. EreCt posture, proper breathing, relexed throet, and open mouln ald ln prolecring rhe volce. (3) Tones tn commandsdeterminewhether the sound ls clear or muffled. The proper sound 16 produced by a comblnatlon of head and chest ione6. A head tone, belnq thln. doe6 not lend ltself ro projecrion; wherets a ihesr rone, being rhlck. is easity proleded bur tacks br liance. The mosr desirabte rone should be abour 60 percent chest tone and 40 petcent head tone. c. Distinctneas depends on the correct use of the tongue, llps, and teeth,which are uaed to form the seperate sounds of a word and to group

tho6e sounds & form worcls. Distinct conm ere effecalve. Indistinct commands cause

li:lol:, wirhour lo6s nounced of effecr. fhe emphlsis placed on proper enunciation(disrlnct;;ss ( ).

oll. com.mands.a" t" ioi,ectry p,

p-lylt?Ji9r makesfuu use of rips, tonsue,

_ !. Inflec on ls the rise and fati in end the tone change of the voice. (l) The preperarory command, whlch -. rhar announces rhe movemenr, shol 11. be :9lTlld

empr f.:3:9ll ,"jl!T9"d a^ inf tectton, tt e pissage't.-;-iiii;.';ii _ristng ror. ihecommand of executton lttmposslb-Ie wii; unoueatraln_
(2) A good rule to remember when b_ lg_to start near the natur.l plrch of -commgnd votce. The aeueiopmini ot a t.,. -a Eheglnnng

wnen beginnlng a prepararory cohman., rs rne.levet.of_thenatural speaking votce. com rsulr wrrh drill rnst,uct,;iJiJio -;;i ^ the

lronounced .vith , ,,stng i;ii;cii;;';;; lrs complerion, usually 1_,-,.!r'l: "nd_.of mosr di;i;ati; i,jiii''orthe ylrable..rhe .,,I

so hlshrhat,afrer

paretory,. command. Commands are porrrayec grapdcally ln Flgures 2_ 2A and Be.. Tlet extra quallty ln e commanq rDar , oemenda lmmecllatere apon se is Enap,Ir expfesses confidence, alermess, and decislveneEs, It in_ orcate comptete control of one,a self and rha arrueuon. lo schleve.thlE quallty, a knowledgea commenda enctthe ablllty to votce them effectivel\ are nceasary. The command of executlon shouli De glven et the preclae lnstant tbe heel of rhE Proper toot atrllea the ground whjle marchinarne Enap 1n glvlng commands lE achleved 61 erect_ standlng, effortlesE breething, and clea; aperhg wlth a rt8tng tnflectton and a retartvetr hlgh_pltch. The commanCof executton ts enappi ou[ er tDe expected lnatant wlth the 6ame effecr aa rDeatarter's 'GOt" I I3. CADENCE: .- e. The cadence of a command means tt( unuorm and rhythmlc flow oI language and ti,e wh e gjvrng comm,nd;. A ftjsr! p_ro-l-"-t-,9TlnS ra unebte io execurea glven movementsmardr ano accuratety unless all the men ln ranki unoersmnd the prepararory command and knor wnen to expeci the command of execution. IJ e rrlgnt commander uses a very brief lnrerval ar 91"-r1T9 _"nd a -protonged tmervat ar anorher. ne rend6 to confuse hls men and take rhem b\ aurPrise. b. In general, rhe interval which produce! - best effecrs in movements resulrjng the direcrl! from rhe commandsgjven ts that whtah altoei the taling ol one step berween rhe prepararorJ command and the commandof executlon. However.

volce. ehould not be attempted lf the narurd ls llSlr, and vtce verea.A properly deltverei !1-!!l clmmand of execudonlas noirineitionl Howev_ei rr gtven ar e hlgher pirch lhan the preD-e _6tu-ul--d

90

irstances, the inrerval should be lengthqdl ro permit proper understendingof the to be executed. The interval should be exacrly in the beats ofthe drill cadence. commands for executing movements to rhen marching are given when the right Gites the sround- and for movements to E rben the'left Joot strikes the ground. In containins two or more word6, thePoint Ls should be on the last word' For

b. Each man ls requiredto give commandsin unison with others as though he alone vere gi\ing riem to the entire unit. The volume of the combined voices encouraqea every cadet to exert himslj in performlng the-movementwlth snaPand precision c, Mass commands in drill are usuellyconfined to slmple movementswlth ahortpreparatory commands and commands of execudon which are executed simultaneously by all elements of the unir. For some men, mass command may be thetl first experlence in giving themselves a command to execute. unless they are instructed in advance, they will start the movement too soon. not realjzing ibat a count elapsesbetween the aommand and start of a movement, although thls is natural when someoneelse is gtving the d. There are three ways to conduct drlll by masa commano: (l) The driU lnstruciol cautions "l\! Your Command" to lndlcate that all commands each movement by the unlt en *TT-6e_!iven-for masse a"ndexecuted ln cadence. Then, for each exerci6e and caalence drill, he announceg the movement to be executed and the peraonnel of the unit glve the command! and execute them in unlson, For examplei lnstructor: At Your Command.Call the Flight to

L= gy_$s_&!s4l-Ul!iLEIE
:rdt

wouldbe siven

foot hlt6 the sround.

rL Commands of executlon to put a unlt ln sbould be on the heavy beat of march lhrs w l hale the unit striking ihe rith the left loot on the heavy beat as .- For a gquadron or Iarger unlt, the berween the squaalron or group coms' DreDArator!commandandthecommand utrbn itroutd -be long enough io allow the unlts to take three steP6 between the L Cadenceln marchlngmeana meagurlng lhe a of march. The correct cadence for

?rovide e unli with exact dming so that lt Frform ell of lts movementa amartly and

per minute; ar qulck rlme la 120stePs of cadencc time, 180 steps. The purpoae

A-tien-;ifi :TdMfi aAND-Fltcht. ATTENTION

v.

Mass!

COUNTING CADENCE:
a- The lnstructor count6 cadence to acrhe new men with cadence rhythm. when oen cet out of steD. he elther correcta them {amri"nr cadence 6r halta the unlt and thcn thc; off tn 6tep, Countlng cedencehelp6to coordlnatlon and rhythm. To help keep in r cadet ls encouraged to keep hls head up ratch the head snd Bhoulders of the man y in front. Excesslve cadence countlng be avolded. b. The command Ior the unit to count COIJNT. Thecommand b<e is CountCadence. qecudon ts slven as rhe lett loot 6trlke6 ine The neir tlme the left foot strikes the l. the group then counis cadence for elght tn a fim tnd vlsorous manner as follows:

In6tructor: Have rhe Fllchr Stand at Parade Rest.

Me6si

lnstructor: March Ma6a:

*"., "]I-ou,

the Flight Forwerd, COM-

Forward, MARCH

Instructor: HaIt the Fught, COMMAND Ma6s: Fusht. HALT (2) The drill instructor lnstrucisthemen Face the

example,

F6PR;ONE,TWO,TF\EP, IUg, THREE, Dv

se commands ate not executec Rlght Step the flrst count ls ONE even
the right Joot i6 moved flrst.

c. Unless specjfically ordered by the comr (or inBtructor), cadence counting from lanks is prohlbited. MASS COMMANDS:

(3) The drllllnstructor gives instructlons to complete a movement. For example, !lgu!.e Fllsht Forward. and Then Halt. COMMAND. The men gtve themsetveaForwaTd.MAKcH, ano tnen as the advancing left foot strlke s the ground, atart rhe command E!S&_HA_[. This-l an advanced type ol mass command end sholild not be given the studenr too early in his trainlng. e. When the instructor desires to end maas commands, he cautlonst. "At Mv Command."

a-JG sE-66frfr?frG trelp developconfldence, and enthusiaam by - reliance, assertiveneas,

the indivtdual think for liimseu.

91

illllt
I

rtu Itv I

t.

=.ffi-,+
illlil,l

rlrlrli

Fisute2-2A. connonds podtored G@phico y

LEFT

RIGHT

LEFI

RIGHT

RIGHT 2

LETT 3

RIGHT

iilr{ti
i||l

olr)i

I lllt:

TEFI I

RIGHJ

IEfT

RIGHI

TIII

R GHI

RICHI

RIGHI

CHAPTER 14- INDItl|DUAL INSTRUCTION

S ECTION A - POSTTIONS
] I 6. P OS IT IO N S A N D M O V l -]MI,]N ' ]' S : 3 . (l c rta i n b a s i c p o s i ti ()n s and movcmcnts wjt h w h i c h c a d c ts m u s r b c c o mpl crol y fami l i ar ar c f xp l a j n c d i n d ri s c h a t)l ( r b y w ordandpi cturc. l hc s c p o s i ti o n s a n d th c c o rrc c l cxccutj on of dr. m ov c m e n i s i n c v c ry d rJ a i l s houl d b. l .rrncd bc f or c p ro c c c d i n g Io fl i g h t d ri l l . h . T h c c x p l a n a tj o n o f a m r )vcncnt rhat rnay bc c x c c u tc d to w a rd c i rh e r fi a n k i s gi vcn i n rhj s dr apt c r fo r o n l y o n r: fl a n k . To cx.rcurc thrl m ov c m c n t ro w a rd rb c o | p o s j rc tl ank, subsri rurc drc " ri g ht" for " l cft" wor d " l c l i ' fo r " rj g h i ' o r in t t ' c e x p l a n a ti o n . 1I 7. I )O S IT IO N O F AT l ' Ii N ' I' I(]N :

a. To comc to attcntjon,thc cadetbringshis hcels togcthcr smardy on thc samclinc. Thc'yarc hcld as near cach othcr as thc conformation of th{: body permits. h. F-Fr ar\ rurn.d our .qually, forrnin! an angle of 45o. c. Legs are kept straight without stiffening or locking the knees.
Figurc3-|. PositioroI Attention

d, Tbe body is erect with hips levcl, chcst lifted and archcd, and shouldcrs square andeven, e. Arms hang straight down wlthout stlffness, thumbs along the seams of trousers. Backs of rhe hands are held out with fingers curved, thumbs rcsting along thc flrst joint of the forefingers, as lllustrated in Figure 3 1, f. The head is kept erect and is hel d squarely ro the front with chin drawn in so that the axis of the head and neck is vertical; eyes are to the fronr, wirh the line of sight parallelto the ground.
g. Thc w ei ght of thebodyr est s equall heels and the balls of the fect, h. S i l ence and i mmobi lit y ar e r.:

i, The position of attention shoulr _ brrai ni ng or rj ' i rg. al rhough{or som , m "n' bc necessary unti l thcy i mpro ve a po. r ': posture. common errors of t he posr : :

94

(l) Chin jutting forward. (2) Hands too far fotward, or backs of facing lorward. (3) Elbows away from (4) Knees forced back. (5) Shouldcrs forced back or back and ''Stand tall" will often help a man correct r.aneouslya poor chest, shoulder, and head (6) Body muscles rlgid. RESTSI a- All ! from rtj are ; otiT rests are executedfrom the halt and the posltion of attentlon. The comParade. RLST; A1 EASE; RESI; and side of body.

hands hang behind naturally, nor held up in the small of the back. Sllence and immobilitv are requlred, c, At rhe command AT EASE the riqhr foor is kepr in place. Silence -iE-iGEiiied and-motron ls permitted. d. Ar rhe command REST the right tool is kept in place. Silence a;A-_immobllliy are not required. e. At the command FALL OUT the men leave ranks but remaln ln-ifiiifrF6diate area. At the command FALL lN former Dlaces are resumed at attentioi-ii-iEFformation p;escribecl. f. Belng at any of the rest8 except fell oui, to resume the positlon of attention, the command ja, for example, Fllqhi, ATTENTION. Ar rhe prepararoryc6mmai-iliihEposit-i6-n--i!iraderest is assumed; at the command ATTENTION, the positlon of atrentlon is assumedlI19, FACINGST a. All facinga are executedfrom thehaltand in quick time. Faclngs are the flr8t drlll rrslnlng movements wbicb conalat of more than one count, At thls polnt, lt ls approprlare to ararr uslng by the numbera in lnitlal demonstratlon and student pracnce. b. To face totherlgbt, thecommand ls Right, FACE. Thts ls a two -toirnt movement. A-t iF; -command FeCf the left heel and rlrhr roe are ralsed sllEFilf end a 90" turn ts ;1ade ro rhe right on the rlght heel esslsted by a slight preasure on the ball of the left foot, in one count. The left leg is held stralght wlrhour etlffness. On the second cormt, the left foot i3 placed smartly beslde the rlght foot as at attentlon. (Arms ere held aa at attention when executlng thls movement,) c. LeIt, FACE is executed by turning on the d. When lnstructlons are belng glven for obllque movements. rhe command Half Rishr (Len). tALL mav De useo. lne Droceoutesas dE6iii6&l-ln tle ioregoing are usied excepr rhar the men execute the command by facing 45o to the righr or lefr.

!. Ai the command RESTof Parade. RES'I dt foot is moved sm;;ili 12-fi;Fes-tTo-Fe

Fisvte3-2, Porcde Rerl

,{ the rlght Ioot. tgs are kepr srralgbr :at the weight of the body reats eqrBlly on feet. At the ssme time, with arm6 fully ded, hands are clasped behind the back. The a are to the rear, thumb and fingers of the =nd clasping the right hand wlrh flngers Eed and jolned as derailed in Figure 3-2. left hand holds the right, and the clasped

e. Face to the Rear. The commandis Atrout. FAcE. Tfi-is is a two-counr movemenr. Ii-iFe a6ffiand FACE rbe ball of rhe rishr foot ls moved to a-position touching the gro,-und so that the toe is approxlmately one - half of the foofs Iength to the rear and slightly ro the left of rhe left heel. This is the first counr ofrhe movemenr. The position of the left foot is norchanged and the right leg is kept srraighr without stlffnesa. Most men unconsclously bend the right knee in getring that Ioot into the count one Dosltlon. and then

95

:f
FiEUrc 3-3. Rbht Fc.. 6tlalghten the knee. In the correct movement the rlghr foot ls blought back wlth lhe knee srretghr from Brart ro flnish. Mosr of rhe welcht of lhe bodv lE restlng on the heel of rhe left foot. -Onrhe Eeconil count, rhe welght of the cadeC6 body ts Bhlfted to the ball of the rlght foot. He feces to rhe reer, turnlng l80o to thtllghr on his lefr heel and the b_allof bl6 rlghr foot. Atthe comptetlon of rhe rurn, the feet are ln the attentlon posltlon. Armaoo nor 6wlng ln the movement but mu6t be held e6 at attentlon e6 ln Flgure 3 - 4. 120. HAND SALUTE! a. The command ts Ha!d. SALUTE_At rhe command SALUTE which Tt-iEE.6ifii;f oNE tn thla.movemenr, aFe righr hand ls ratBed s-mertly ln rne mo6t d,rect manner untll the tlD of the foreflnger iouches the lower part of th; heeddreaa or forehead, above and slighrly to rhe right of ihe rlghteye. The upper arm ts fietd hortzonraity and Eltghtly forwerd of rhe ghoulder ltne, Thumb and flngera afe extended and lolned, Hand and wrial are held stralghr wlth palm down. See Ftgure 3- 5 for detail6. At rh; counr of M, the hand le returned smartly ln one motion t|tt-ti normal posltlon by the slde. When returnrnq or renderlng an lndividual salure, rhe indtvidual turna hl6 head and eye6 toward the colorG or per6on aalured. When tn ranks, be hotds hts head and eye6 at attention urle6 s otherwi6e prescrlbed. b. The commandHend,SALUTE is used for tralnlng purposes only.Fisure:X. Fisut.3-1.

\ i',
i"/

About Foc.

Hot'd Sahn

96

EXCHANGE OF SALUTES.CAp membersin rm exchange salutes with each otler and members of the military service s ln uniform r the condltlo-ns desctibed bloi\r, The Jrmior galutes first and holds the salut6 until i6 aclabwledged by the senior. (The history of ! military Balute snd its role in milttarv ere descrlbeal in Chapter 5.) a. Outdoors,r salutea are exchansed at or o 12 paces by offtcers and sarrani offlcers between officers or watrant offlcers and or airmen. Thl6 applles both on or off installadons. The 6alute 16 rendered bur lf the senlor remalns ln rhe lmmedrale ty and no conversatlon takes Dlace. If e rsatlon takes place, salutes are ageln exupon lta completlon, b- lndoors,*r salute6arenor required except r tolmally reportlng or whenservlngongua;d - A guerd on duty Estutes whetberoitdodrs or a, except durlng challengtng hour6 when g would lntefere wlth the proper per_ tlute enother offtcer, but lI the offlcer wlth E tie guard la converBlng sslutes a senlor , the guard also 6aluteB; c. In formatlon, memberg do not salute or

f. In moving vehicles, drivers $,ill nor aalute and $rill not be saluted. However, lt is cuatomary {or senrries posted ar the entrance of m-iljtary instalLations to salute on recognlzlng an officer, even though rbe officer ts driving rha vehicle and circumstaices may not permlt him to return the salute. Passengersln mo!lng vehicles need not exchang salutes. Exchange of salutes between alrmen and Officer pedestrians and passengeraln movjng vehicles j6 not mandatory, bui when officer passengers are read y identiflable in vehjcles;rhe ss-iureshould be renclered. g. A person carrylng arricles ln bothhands, or when otherwise occupled so as to make salutlng lmpractlcal, need nor salute; howeveT, the lunior shouldat leasrnodandgreetihesenlor. h. In a wotk derall, indivtdual \irorkers wfll not salute. The person ln charge wlll aalute for the endre detail. The person tn aharce ola deteil rldlng in a vehicle renders the han-dsalute for the enthe detatl. t. CivUtan6 may be ssluted by persons tn unform, but milltary headgear ls not raised as a lorm of greellng. The Preslden! oI the Untred Statea, ea Commender-ln-Chlef of the Armed Forcea, ls accorded lhe honor of a sSlute. l, If the excbange of galuteE i6 otherwlse appropriate, lt i6 cuatomsayfor members ln clvillan clotheg to exchange seluteaupontecognition. k, In eny ca6e not coveled by speciftc speciflc lnatfucttons, or ln ceae lnatructlon rae of rea6on rea6onable doubt,

ance--of ht duty. A guerd tn ioniersitlon en ollcer doeanotlntefruptcheconversetlon

6alutea,except et the command presenr_ The lndtvtduet in charge salulEE--dd edgea 6eluteBfor the whole foTmstlon,

d. In groups, but not tn formation, whena r offlcer approaches,the fir6t ddivtdual

hlm cell8 the group to attentlon end all salute, lf the offlcet addresses an al. or the group, ell remaln et attentlon, otherwlae ordered, untll the end of the , at whlchtlmethey salute the offlcer

the galute Ehould be rendered.

meednga, or when a salute would be rlate or lmpractlcel, aalutea between need not be rendered. A member does aalute when engeged ln sports or when in :5 of publlc aaaemblege. such es churches, s, or publlc conveyances.

e. In public garhertngs, such a6 sporrs

'The term "outdoors" 16 congtrued to 6uch bulldlngs ae armortes, drtll halt!, uma, encl other roofed lnclosures usedfor or exerclse purDo6e6. Theatet marquees, ?d walks, and other shelters open o-n ttre to the weather are slsoconsldered outdoors. lncludes office6, hallways, s, orderly tooms, recreauon rooma, and

#fl
Fisurc3-4. EyesRisht

45gJ rs useo q/nen a lormatlon is to salure. Ar.rhe commandARMS of presenr. ARMS. rhe caoe( execurestDetirsi counrof tbe hand salure_ He holds rhe salure until the command ARMS of the commandOrder, ARMS is given. l2_3. EYES RICHT. Eyes righr ma] be gtven at a nalt or whue marchjng. The command is Lves. RICHT. The prepararory and command of-executlon are g1!enon the righr foor whtlemarchtng. At the commandRICHT atl men excep(rhoseon the rlght flank turn headsand eye6smarrly 45o ro the righr. To reiurn heads and eyes ro rh; front, the Readv. .FRONT t6 given as rhe -command_ lerr roor Dlrs tie ground. At the command FRoNT heads and eyes are rurned Emsrrly to rh?:E6ii aB lllutrated ln Ftgure 3-7. Tbe opposttets carrled oui for eves left-

rhe command e-B!!EI\q_13M5. Esss!1, 112,._

Fiswe 3-7. ReodyFrcnr

S E C T ION B - M O V EME N T S
I24. STEPSAND MARCHINC: e, W}len executed ftom a halt, all srep6 end except right srep begtn wtth rhe -marchlngs lett toot. b. Both the preperatory command and the command of executlon are glven as the foot ln
/l

the dlrectlon of the turn 6trlke6 the

Flgure 3-8 lllustrstes. Normallv. Ioi uni larger than a fltghr, the prepariaory com t3 glven a3 ihe left (-rtghofoor srtkes rhe gr anclthe commandof executloni6 clven wh(

left (rlght) heel nexr srrtkes the groiund,Ageo rule applies to any command glven at a ml Afrer the command of executlon, always tale
MARCHI

COLUMN LEF'

Fisut. 3-8. Con',.nd' f6'l L.ft ond Colunn Rblt

COLUMN RIGHT

98

step before starting tbe execution of the movement. The student can avold offby saying to himself "Step" after the of execuiion, and then counting rhrough c- For units larger than a flighr, rime ls lor the subordlnatecommanders to repear lreP:Iratory commend. FORWARD MARCH AND HALT: L To march forward from a halt in quick the command 16 Forward. MARCH. At the lnd EgIygLd, th6-Gig-Ei-f-iE-e body rs

then pause, If the men are antlcipating the command, the leaning forward will be obvious. b. To halt from quick time, the command is Fliqhr. HALT Aiven as ejther foot strikes the groi;A:-A-t re co;mand oI execution, rhe cader takes one more step and then brings his reer foot along6lde of the stationary foot, as at the position of attention, halting ln two count6. c. Quick tlme means the normal cadence.To the beginner thls is sometimes confused wlth somethlng faster than normal cadence, If a man who ha6 trouble keeplng in step will kick our hls heels in advancing hls feet and keep hls eyes on the head and Ehoulders of the man ahead, thi6 wlll help put a definite cadence lnto hia march, 126. DOUBLE TIME. The double rlme movemenr is s controlled, sneppy trot at a cadence of 180 stepe per minute. Tbe common error ls an overlong srride. a. From a hali or msrchlng ln qulck tlme, to marcb ln double dme, the command ls Double Ttme. MARCH.

hartly wlth his left foot and continues the ylth 30 - inch steps uken stralght forward q stlffness or exaggerated movements and eyes stralght ahead. He gwlnge hls arms l! in thetr natural arc, 12 lnches stralght 6e front and 9 lnches to the rear of the seam without notlceably bendlng the ts or swlnglng the arms across the body, tbwn in Flgure 3-9. Measurement ls callrom the back of the hand to the aeam liE forward swlng snd from the front of the i @ the 6eam on the backEwlnc, The natural la to lean forward at the preparatory und Forward. Thls ls not neceagerv !o a stepoff at the command MARCH, A check rtis is to glve the prepararory command and

to i6E-?GFileg wtrhoir nortceable m6veAt the command !4489!L the cadet steps

flre, the cedet shifts tbe welghr of hts Fdy to the right 1egwithout notlceable movemenr. At the commandMARCH, he relseg hl6 forearms to a jo-s-fil6i along the watsrllne, closes hortzontal

b, When at a hslt, et the command DggblC

ftgute J-t,

\Jut.t ttna

Fiswe 3-lO. DoubleTine

99

his fingers with knuckles out, and takes up an easy run with the step and cadence of double time. Arms swing naturally as shown in Ftgure 3- 10. c. When marching in qutck time, at the command Double Time. MARcH, given as ejrher loor strlkes the ground,rhe cadettakes one more step in qulck time and then steps off in doubte d, To reEume quick time from double rtme, _ (he command js Qqlcl Time, MARCH. Ar the command M ARcH-Eii6i-s ei-iFFFT6a srrtkes the ground, he advances two more steDs tn double rime. resumes rhe quick rtme. and drops his handE bv hts sldes. e. At the command HALT when marcblns at double time, he takes rwo-fr-oredouble rLme sGps and halts ln two counts at qulck dme. f. The only commands whtch can be ctven when marching ai double rtme are eutck flme. t6 executed from doubietlme only jn an emcrgency. 127. MARK TIME: a, The command t6 Mark Ttme. MARCHBeins in march. the comm-Fil@[fTi!'i-ven as elrher foot srrlkes rhe gro-ii-d-, .Itrc iacct advances and plents the other foot, then bring6 up bis foor ln rhe rcar plactng ir 60 rhet boih heels rre on line, The cadencels con nued bv alrernsrely ralElng and planting each foor, Whe; the feer are ralsed, the bells of thc feet arc 2 lnches above the ground. Normal armswing ls meintalned wlthout notlceable bendin[ of tbe elbow6, Dre66 end cover ghould be mtinratned. b. Belng at a halt, at the command MARCH. the left foot 16 raised and planred ftrst;tfTEan the rlght. Mark tlme ls execuredtn qutct rtme only. The halr execured from mari time ts simllar to a halr from qulck tlme. c. The commandForward. MARCH ts siven 'step, Io resume marchtng -iitE--iFe--SGiich The cader rakes one hofe step ln place and then steps oIf wirh a full step. Thts commandrs qtven as the left foor strlkes the ground, I28, HALF STEP: a. The command is Hatt Step, MARCH. Ar the command MARCH. on?-fr6iF 3Tlrncn neo is takenfolloweiili-i-y t5- inch srepsln quick r,m;. 'lhe arms are allowed ro 6wlng narurally. To .resume the full 30-lnch siep i/om hatf 6rep, the command js Eorward, MARCH. qtven as the lefr foo( strikes ifE-E?6inn.--TT-iFe iommand of MARCH. one more i5-inch srep is Lakenwirh the riShr foori (hen, rhe tLrtl stcp js begun,

intended to correct faulty distance beNeen not to proride a maneuverinq steD. The execuredfrom half srep js sim aa ro rhe from rh-30-tnch srep. The hatf srep is executedfrom the baltnor are chancesofdit made from the half step. Thehalfsiepis ex only in qulck tlme. I29. RIGHT (LEFT) STEP: a. Tbe command is U.4-B.qE. It ls given only for movlng ahort distances.
t aDa

r!++++++:.++l!:ri-E4!l; i;:pD.-,J ri rJ vr uckusc

b. The only commandsgtven while ar

xa

oI"EQs
6ret

RIGHT Y4Lc=F; !aq;.ano.lNgLlNE ro THF Rlc-T:F rLLrrJ, Normalry, rne natt

EAIT ls stven.

. .b. On ihe commandMARCH. rhe righr rs rarseo keeptngtt 6traight wlthout stlffnes. only high enoughro attow freedom of movem The r-tghr foor-l_splaced 12 tnches ro the righ the left footendtbentheleftfootts moveat,ke;F the lefr leg srratghr, io a posirlon atongsid: the rlght foor as ln the posirlonof atteniion,T movement i5 contlnuedln quick tlme, the c: xeeprng hrs arma sr hte side6. unrll rbe comm.

c. To haltfrom the slde step, the prepara commandls glven whenrheheelsare together. the command of executlon HALT 16 ctven i the heels are rogerhcr the_iEii rlmi. Thc from the 6lde sldc atep EteD16 executed execure<l tn two rw..n,,nr. ln counrs. the command HALT one more step wltb the ril (lefr) foot is Td[-en and the tefi (rtght) fod pleced alongslde the rlght (left) tn rie pos d, In executlng the side step, some E have trouble malntalnlng a cadence. ln thar ce bendlngand 6llghily sttmping the advanctng t wlll help rhelr rhyrhm. Also, the insrrucror6ho execute the movement wlth the unltlrom a Dosi ln front of and facing the unit, The lnsrrucr.: movementa are a mlrror lmage of what hls 16 dolng.

r30. BsB!_.!443!!:
a. The command Backvard. MARCH iscir only from the halt. Ir tsiEifr-tsstlT6i6ln-frcai : number of sieps to be teken by commandlng T Steps Backward.MARCH. b. At tbe command MARCH. a 15- inch backward ls taken wlth thEIEi-t toot ana nrarc i6 continued backward wtrh ls-inch sreDs quick rlme. Normal armswing will be maindiJ c. The haltfrom backwardmatch is exec ln two count6 similar to the halt while mar forward lorward and 16 glven Elven as tbe ball of eirher eirhe f strikes the ground. d. Backward march is executedonly ln time and for short di6tance6.

't00

1?

Fisut. 3-11. foth Re CHA NCE S T EP :

M6t.h

Floak Mot.h Fisu. 3-12. 8y tha Right 134.@ a. The fsclngs ln marchlng are important parts of such movementg as laklng a new post, allnlng or lnspectlng troopa, and execullng column movementg from a halt. b. To face to tbe rlght or left ln marching from a halr. rhe command ls Bv the Rtsht (Left) Flank. MARCH. The turn tsmadEbiihd6'dlTr-fThE-

a. The command Chsnse Step, MARCH ts as the rlsht foot Eiii[EE-iFe1-ii6ifi'ffihtle at quick tlme. b. At the commend of executlon. one more is taken wlth lhe left foot. Then, ln one a, fte rlght toe 13 placed near the heel of lelt foot and then the left foot 16 used to steP |{aln. TO MARCH TO THE REARI a. The command To the Rear, MARCH ts nd as the rlsht foot-li?lEE3-itrE-Ei6ifiifa rhlle marchlng ln qulck tlme. b. At the commend of executlon, one more is taken wlth the left foot, the plvot ls made ahe balls of both feet, turnlng l80o to the and the step 16 taken ln the new dllectlon. vot takes a full count. Figure 3- ll gives 6, Arma are held at the aideE aE et the of attentlon while executlng the Plvot.

r-iifiFl66i-ind, at the same tlme, tbe stepoff ls wlih rhe left feot ln the newdirectlon. Tbe plvot
9nd the 6tep are excuted ln one count.

I35. TO MARCH OTHER THAN ATATTENTION: a. The commend Route SteD.MARCH or At Ease.MARCHtsgtv-Ei'rorr-6i:i-itr6i-I66iwtrEi'

m-iCEli[--ii-qutck

rlme. (Route rhymes wlth

l!4!Ll!9_t'49]El*,iE!I!,

rnaiaI-ng, ihe command ls Bv the (Left) F MARCH. At the command -FIe

ro marchiy the

b. At the command MAB.qE of Route Step, MARCH, one more step is iaken anfiroute step G--EEE-umea. Neither 6llence nor cadence l; requlred, but prescllbed lnterval and alistance must be maintalned. c. At the command MARCH of At Ease, MARCH. one more step ls--i'-en and aT?EEFG assumed. Cadence ls not requlred, bur sllence, prescrlbed lnterval, and diatance must be malntained. d. These commands are glven only from quick time. The fllght must be called to attention before other commands may be glven.

lhe ball of his left (right) foot and then steps rith his rlsht (left) foot ln the new dlrection Darch, Arms ere held at the sldes as in the Eihon of ettention whrle the ptvot is executed, pivot and Btepoff are executed in two counts. D Dis movement ls used for a quick movement to right or left for short dlstancea only.

101

(lF T|{E CI|APTER FLIG]|T 15 DRILI

SECTION A - FORMATIONS
136. THE FLIGHT AS THE BASICDRILL UNIT: a. The ftrsr segmenr of drill tratnlns tnvolves reachlngthe cadet the ba6lc movcm;nts, faclngs, end posltlons, etrher as an tndividual or as s member of a squad, The next segment merges the lndlvldusl with others to form a fllgbt in whlch ba6e form atlons andm ercnrncs are learned. Thi6 chaprer 1s concerned wit-h the fltght,,whtch ts composed of two or more squads, Thls formadon has been found to be the mosr pracricabledrlll group.In fl ightdrlI, rheposirion6 ol tnc fltght commander, fllght sergeant, and the gulde a66ume lmportance. The drill lnstructor may easume any of these tltles and positlon6 for pur:poses of ingttuctlon. When ln column, the fltghi wlll be sired acco.djnCro hejqhtwirh rhe tallest lndivlduals io rhe fronr and ighr. Ever) effort should be made to reratn men-of hiqhe;r grade in poslrlons occupied by squed lcader6 b. Wlthin rhe flighr. 6egmenr6 of men musr be idFntlfled fo- cerrain movemenis.In forminq a column of oDes or rwos, from a cotumn tii fours. the leadingman of each fjte w l be ca ed a squad leador, I37. RULES FOR THE GUIDE: s. The guide sets the directlon and cadence of the march and establishes rhe base element, The leadlng man ln each file is responsible for the lnrerval. The guide ot rhe teadingfttghr of a squaoronln cotumn,setsthedlrectlonandcadence of march for the squadron. b. When a flight in llne is gtven tne com_ mand Rtgbr, FACE. rhe guide exeCures righi face wtrh rE-1|lTtfTFen helmmedtarety faces ro rhe right in marching and marches lo a posirionln while marching, t. When a fligh( in cotumn is giver command to form a slngtefjte. rhe gutde,oc prcparator) command,take6 hi3 positjon jn f: or llle tile that will move fir6r_ g, When a fltght in column ts arven command ro form a column of twos, the gLr on Lhe pfeparatory command, takes his posi: in fronr oI rhe rtghr fite oI rhe cotumnot rr rhat wlll move firsa,

ll3::

*. "

risht f e, harts, and execules

fllghr excepr rhaawhen rhc fltghr ls batrcdin : rn sucn a manner tha( he ie nor abTeasr ot fronr rank, he then moves ro a posltion abrl or tne Itont Iank.

, t. rne tne command9y rhe commano (Lfr) Flank rhe Xlghr Righr (Lfr) Ftankand andT( Ti Rear, MARcH:'iFe-E[[AE-iaai1; e movc;He doesnot change hj6 rcladveposltionwrthr:

c. When fiighr marchjngtn columnis

the ba6e element.

_ d. Unless otherwlse announced,the guic: a fllght ln llne or ln column, in march or :: halt, ts right. When tt ls desired to chens. base for a movcmcnr, rhc new posjtton bf guld. ls a6slgned precedlngrhcpraparaloryc.. mand lor the movement. The dress ls alwa\:
e. W hen l n col umn and i r i6 desir er r r ^.

command, the guta---id-iE6.itghi

lefr. rhe command curoi itiiis

livei. ii:

comman

102

When re-formlng in a column of fours file or a column of twos, the gulde posrs in hls normal posltlon trhen ihe moveis complered, L Normally the flight iE marched wlth the leaders and cuide at the headof the column. j. Except when he is being u8ed as a base rlinement purposes, the guide edjusts hlmself rbe fltght, For example, the gulde does not off. Inflight or Bquadron column movements, r guide does nor establlsh the pivot polnt. In crolwnnmovemelt, he moves ln accordancewlth corresponding man in the front rank, except tldle movlng ln the dlrection of the turn, he s toward the plvot ao aB to repo6ltlon hlmln front of hls flle leader. The file leader. glves correctlons for exact posl-cessary, l
o r a s n ra re nre,

(r) The men on the right flank (guide, 2nd, 3rd, and 4th squadleader s) extendthelr arms but look straight ahead. (2) The men on the left flank turn their headB and eyes 45o to the right but do not extend c. AE soon a6 the proper lnteTval ha6 been obtained, the men drop their arms to their sides, sihultaneouBly turn thelr heads and eye6 to the front without command, and remain at attention, d. The other souads form ln the rear of the leadlng squad at e 4O--lnch distance. Members of the rear squad extend thelr arm6 to obtain their approxlmate lntelvala but cover on the corresponding members of the precedlng squads. e. Indlvldual members of a flicht are numbered lrom rlchr to lefr when ln llne and from front to rear ihen ln column. See Flguleg 4-1 and 4-2. f, To form at cloae lnterval, the command 15 At Cloae lnterval. FALL IN. At the command FALL IN. the movementl6executed ag Drescribed In the foregolng excepl that cloae lnterval 16 observed, Clo6e lnterval ls obtalned by placlng the heel of the left hand on the hlp, flngerg and thumb extended, Jolned, and polnrtng downward. The elbow ts held ln llne wlth rhe body. g. The fltght ordinerily is formeal and di6mi66ed by the drlll lnEtructor or by the fllght aergeant. At the command DISMISSED. rbe men leate ranks and the formati6;-?liiF-erse6, The men leave the area.

Dorlea e double tlme,

g!l!E!N!lNg on a llne by_ rhe command

lf a gulde 16 ordered out of formatlon to

FORMATION OF THE FLIOHT: a. The fltgbt forms in two or more aqued6. b. At the command FALL IN. lhe cuide teke6 posltion to the fllght saageanf6left 5o that the ting equad wtll fall ln centered on end three rom the fllght gergeant. Eech man extende

IeIr erm larerally at shoulderhelghtwtrb rhe

of the hand down end fingerB extendedand . Eech man turns hlo head and eyes 45o to

rlght. Thele are wo excepttons:

Tlt A A EE @a Eg 'E TE a@ TE a@ aa AK
E@ 6W @8

ls l

2 N OI 3 R D a tH

& OUIDT
E
N E
s0ul0 IEt0En N0urD lrIoER
CAOET

lssrstr

8@ &t &l @ t@

DISTANCE: ARrltS LENGTH

Figute1-1. Flisht in Colunns

ffi I ffi ffi ffi ffi

INTERV

PACES

ffi ffi

@KF
@@

rsr sauaDI
2ND SQUAD

wwww&
@ @ @ @

ffi
@

w
&

W
ffi

w@

3RDSQUAD

ru w w
TENGIH

4TH SQUAD

w w

x8

DIST ANCE: ,lo INCHES

Fiswe1-2. Flishtin tin. I39. TO ALINE THE FLIGHTI a. Wben ln llne at a halt, the commandBare preacribed for formtng rbe flighi. Atrhe command Dre8s Left. DRESS.thi procedures are rne eame es dreaa rlght except tbatthe headlsturned to the lefr; the leftarm ig stlll usedtoobtaln the requlrcd lntervel. A man does not ralse bls left arm, or turn hla head and eyes lf there is no one for blm to look at, or lf ihere ls no one to dteas on hi6 rllsd erm. At dreas lefr, for exemple, the left rlank man nelther tufna hla hesd to the left nor relses bis left arm. Members of the rear 6quads extend arm6 to obtain tbelr approxLrnate -thelr mrerval but cover on the correepondlngmembers or rne precedlng squada. .b. When the fltght ls et close tnterval, tt msy be allned by the commandAt Closelntervalby the mo6t dlrect route ln front of hls fl execudng s mlnimum of movements. d. When in column, the commend ro rhe llight t6 COVER.At thls command,each 6randadFec y behlndthe man ln front anda

ffi;#'l!

tbelr allnement by glancing out of the corne: tnelr eyea ee neceeaary, The base quad le:! (drrecBy behtnd the gutdc) obtalns normal d tance trom thegulde, Theremainlng squadlead oDtaln ine,pr.oper lnterval from tbe ba6e sqr leeder anct allne on hlm. Indlvlduals ln the t flle assume ibetr dt6tance, fhe ottrii men n fllghr clect rhaE they ere covertng properl\ file. end allnlng acro;s tn ranks, e. Close lnteIval dress rlght or left is given ro a fllght at normal inrerv-al. f. Drees rlght or lefr ts nor qtven Lo a at close lnterval. 140. TO OPEN RANKS WHEN IN LINE: a. To open ranks when ln llne, the manda are ODen Ro-\two pacea forwaad, -T;fts, and aubmart executeg dress right at normal interval. second rank takes one pace fotward, halts, execures-dresa righr. The rhtrd rank, if pre; stands fast and executes dress riqhi. aucceeding rank present takes two (foirr! or stepa backwaids, halts, and executes dress r Each man covets on the man ln front of b. The flighr commander proceeds as alinlng rhe njght. He moves by rhe mosr orr roure and places htmsetf on $e flenl of

btmself to th6 rtghr Oeft), The men do nor tielr left armB or turn thetr head6,They

-DJg!- except that cloae lnterval w l be used. rorlowecl

c, The fllghr commander, movtngbyrhemosr .. orreci route, places hlmself on the flank of h16 fllght toward whlch tbe dress 16 made, one pace trom and in proLongatlon of the froni rank and laces downrhe llne. From rhis posltlon,heallnes tDe.lront.rnk. If neceasary,he cell6 men up or backward by name or number. He malntalns a milltary bearing and jnsread of weevlncfrom 6tde to side, he take6 6horr 6lde steps-ro verify allnemenr. He rhen faces ro rhe lefr (righr) i; marching, tlatrs on the prolonqation oi each succeedlng rank, execures rtghr alefo face, and alrnes the rank. Atrer verifying the allnement of tne rear ranxs, he faces to rhe right (left) ln maJching-, moves three pace6 beyon-dthe front rank, nartsr taces to the left (riqht) and com_ mands Readv. FRONT. He then iakes hts posr

,Rtqhr. pREss. rne ami6EoiEiiiiE-G

104

Fisu.e 1 3- Notndl lntetrol

Fi surc' t 4. C l osel ntetvol

ftr|,
-

$
-

Fisu.e,l 5. CountOfr in Colunn

flight toward which the dress is made, one pace fTom and in linc with the front rank and laiing down rhe linc. from rhi. posiilon he atines (hc rronr .alk. He rhen faces ro rhe tefr in ma.chin!. halts on line with each succceding rank, cxecwcs right face, and atines rhat rank; Alter verifying rhe alinemcnr of the .ear rank, he taces ro Ine righr in marching, moves rhree pacesbclond Lhc f"onr rank. hatrs, trces ro rh; left. and com_ mands Beadv.FRONT c, If the fltght is ro be inspected, he takes one pace forward and faces ro rhe right, plactng himself in front of rhe guide, The c6mmano to open ranka is glven to a formation when in linc at normal inrerval only. r4I. TO CLOSERANKSWHEN ATOPENRANKS. To cl66eiJF[FwFFi-i.! commanc r\4A.3!I. The tronr (ank srands !s Cfple &I!S. last, lh sFcondrank ra*es one pace forward and narrs. l a(_h succeedjng ranl takes rwo (three, iour, or llvc) paccs forward respecrt!ety ana ni rs. I ach man covcrs on the man dtrcctly ln r42, INDIVIDUALSTO LEAVE RANKS: a. When calltng indtvtduals our of ranks, . qader........ ......., FRoNr AND !l:.,._"SjrT.d ts {<!.!-.1+& Thc cader (akes one 6rep baefteRfT? rnen taces to rhc left or rlghi to procced to the closcst flank and thcn ro the aront ofrhc {ormarron by rhe mosr direcr route. Hc then reports to ihe peron ln charce.

b. When dir.ecrcd to and rerutns by the 6ame fouae t o his posiir . n

ra3. TqqpqNI_.lQII:
a, When in ne, ihe command rs OFF. Ar rhe command of c\ecurlon. al excepr rhe squad leaders and guide turn hFads and eyis 45o ro rhe riAh_r and the , leaders call off ONF. Atrer rhe squra r(. calL out lheir number, rhe nerr man ro rl-:
ol thc squad l eadcr caIs off LWO , at r er t _: hj s head and cl es ro rhF fcont;.TFe num br : .

counredin rhe cadence ot quict rime in sJccL:. A|| movemcntsare madc In a pre(ise m"b. In col umn, rhc comman d is CoL. L -_ rhc squrd l ead!rs rurn rhej r heads i6- iTi]

front. Each rank sounds ott *iitr iti

at ihe commandOFF, catl our the numb.: 6harply o!er I hiT.-right shoulders, arr theh heads back to rhi fronr as illisrra:3! Figurc 4-5, Each succeedtngman rhen :! hls head to rh( righr, caltini off his n*rie then turns hls hcad smacrly blck :.

r,

c. For drilt purposus, counrtnsoft:: cuted only from righr ro tcf( tn tiile an: rront to rea]r ln column or mess. Flighr manders and guldcs do not count ofl !. cotumn,or mass,

S ECTION B . MARCHING
r44. |_L.!QUI__EQ3U4!!QN wHrLE MARCHING:
a. The normal formatlon for marchlng is a column of two or more squads abrelsr, The squao readeramarch ar the l.eadof their squads, b. The fltghr msrches tn line onty forminor . cnangesor posjtion. c. Whenever-commands are given invotving movemenrsjn which att squacls in rhcftighrdo noi exccure rhe same movemenrsimulrancdir6t!, rhe squad lcaders give supplemcntary commands lor tne movemenr of tbeh squads. obraln close in(ervat by takjng 2, 4, ,nd strps respcctivcly toward rhe base sq-": covei on thelr aquad leaders.

irT$i1l"ffitl-'u'alel'
I45.,TQ CHANCL IN'IERVAL WHTLL IN a. When in column at normal lnterval ar a hall or in march ar quick ilme, ro obrainclose lnte_rvatbFtween tiles, the command is Close, MARCH. o, ,h" hol,, on command MARcH. .-tt , -rhe The orher squadi ihe base squad srands fa6r.

arrsquads r:

146. !O CHANGE DIRECTTON IN A a, The command is Cotumn Righi

106

g .'.p l o rq

910

11

12

13 11 IO

?
\,

156

v
q tsT
S O UA O

t
"g

v
t
* 3RO

4r-a

IO

I<r +o+ o

310 1l l2 131l

231

r- n
r+,]
t 2 3 |

r o + c . lo . ] o - o
5 0 t I I

5 6 7 8 9l0

ll 12 13ll

squlD s0ut0 I

& ?l{D H
.

F
|

o+o+o+o'Oo']o
.

l0 1l 12 13 ll

to"tt 'dllor+ |

H
p

rut-tSIEPPlvfil5" Plvorg0" LEFT HAusTE? | | cot"-"riem

o-oq9t
RIGHT

..-

lltctval March al 0rmal Rlghl Column

gj! the commend MARCH ts glven.as the (lcft) foor strlkes the grouncl. lDe leaolng ((he guide and fllght commander excepted) *e riqh-r (lefr) flankadvances one pace, plvotB e. bill of rhe left (right) foot and advances er full 30 - lnch stepi He tben $kes !p the step, Refer to Flgures 4- 0 and rl- /,-one @tn; column rtght a1 normal lntervel and one close interval, b. In the meantlme, the other men of the :g rank obllque to lhe right(left) lnmarchlng

r it +

abrea6t of the ptvot, they execute a oecond flght {left) obllque and conform to the 6tep of the rigtrt (left) flan* man as they come abreast of hlm. c. The rank6 ln rear of the leadlng rank execute the movement on lhe 6ame ground and in the ssme manner eE the leadlng rank, d. As soon as lnterval and dlstance are re-estebllshed, the commander order s LgryelE MARCH- On the command MARCH. lhe 30- lnch step 16 reaumed.In turnlng tothelefton a movlng Dlvot. eacb rank dresse6 left untll folwerdmarch

changtngthe lnterval. when they are

't

+ + + + ++
tr

Y\
f t ftft
I

+ + + 3- l + l + + + + *+ + l * + 3+ + :+ + + l +

1q

b P HH
lST 2I{D 3RD {TH SOUID SOUAD SOUAD SOITD

Plvfi l5o Plvol90" t-Efr HALf sIEp FULTSTEP

I c"r"-"ersr'r

o - o c{ f
RICHT al l

Intetv,l Rlght March at Close Column

ft'

IF
t07

is given, The dre 6s becomea left at the preperatory e. The guide and flight commander execute the movement on the command of execudon and then oblique to their orlginal positions in front of the column, f, When column movements are executed from a halt ln column, the procedures are the same as descrlbed ln the foregoing explanation with thls e{ception: At the commAnd ofexecutlon, the squad leaders starr the movement by executlng a face in mar ching to the indicated dlr ection. The ranks in the rear oI the leading rank march forward and execute tbe movement on the same ground and in the same manner as the leadlng rank. On a column right (only), squad leaders take one pace forward and then exccute tbe 147. PARTIAL C}IANGES OF DIRECTION: a. To chanse lhe directlon of a column bv 45o. the commahd ls Column Helf Rlghr (Lcfr)", MARCH. The command aI FxcaUII6FTFi-rven as i6e toot in the dlrectlon of the turn strlkes rhe ground. The leadlng man (the gutde and fllght commander excepted) on the rlght (lefd flank advances one full atep, plvots on the ball of the left (right) foot, and advancesanother full 30 -lnch step. He then takes up rhe half srcpunrll the other men of the rank are abrea6t, then he reaumes the full step. b. In the meantlme. the other men of the leadlng renk obllque ro thc rlght (lefi) \rlrhout changing the lnierval. When they are abreaat of thc plvot, they conform ro the step of thc rlght (lett) flant man. c, The fltght commander and gulde execute tbe movement on the command of executlon and then oblique to their orlglnal posltlons in front of the column. d. The ranks in the rear of the leadlns rank execute the movement on the same qround and ln the same manner sE the leadlngrank, e. When column half rtght (left) is executed from a halt ln column, [he procedures are the same a6 descrlbed in ihe foregoing explanatlon wlth this exception: At the command ofexecution, the squad leaders start the movement by executing a face in marchlng to the indicated direction, The ranks in the rear of the leadlnc rank march forward and execute the movemeni on the same ground and in the aame manner as the leading f, To execute a Blight change of direction, the command INCLINE TO THE RIGHT (LEFT) rs grven, Ine guroe or gurorngerement move6 in the indicated direction and the test of the unit follows, There is no pivot in thls move-

I48. TO MARCH TO THE OBLIQUE: a. For instruction in marcbinctothe o (pronounced to rhyme with "strike"), th: structor first atines the fliqht ln column. -he ha6 each men face half right (or left)instructor points out each man's positior explalns to him that thds position is r: maintained in the oblique march. See F: 4- 8.

is8!L!ql4lq_q!!!s

b. With the fllght

in column, the com!-

MARCH given a6 the rlght (left) foot strik! ground, the left (right) foot is advanced planted, and the plvot ls made on the ball cr left (right) foot and the stepoff is ln th direction of 45o ro rhe right (left) of the ori; front. Whcnthe command is Left Obltouc. IlAa the dre6s bccomes left al the prepararor) -

QlL At the com-

remain parallel to their orlglnal front,

trr'
L |" i. lii

NGW DIRECIION

oilolN^t DrREorori

rsc
rs$

t I
I

f.' ,

Eist'.a +4.

Flbtn hrot.ht's ro Rig,it Oblique

c. To resume the orlginal dlrection i turn strikes the ground. At the each cadet advancesand planis rhe lefl (rii foot, plvots on the ball oI the left (right) foot, : atepa off ln the original direcrion of march the right (left) foot.
marching to the oblique, the command isForFa: MARCH, given a6 the foot ln the direction of:

108

3!-t &_co,mmand HALT, g:i"enas tn. tefiingnrl r srrrkes the ground, rhe right (lefr) foor ts

atep off ro cotumn half tefr (rigbr) sjmulraneously S;lT"i,:il',110,"84u*,,l"n,'if,lfJ:'l;.':',i and incllne to form to the-left (right) (riahr) ofrh; of the ioot wnen.halttng from the left obtique, right or lefr.

each squaa is hiiied-l! rts l:191c lg*d. to raoer so-aa be abreast of the squao"quao (o lts

td and planted in a forwird direction and lt _(right) foot ts placed by the sjde of rhe e. To etoprhe obtique movemenrremporarily

In conjunction vith formtng singte f es, _c. column -^, _movemenrsmay be executea at ihe same ume, .lne commandsare Column of Files From nunseu ln front of the flle that wlli move flrsr. _r-i. _!q*lo. leader of the righr 0efr) squad comJlalos-u44+!-_B!8$14:!9;theremslnlnssquad reao_ers command STAND FAST- Ar the command MAKUH. ihe aquad leader and tbe guloe execute a race ro the rtghr itefo and rhe -ln _marchlng squeo teacter con nues melciing ln the new orrectton wlrh 30--tnch step6. The obliques to_nls posftlon 40- tnches in froniEuide of the sduad leaoer. the 6quad leaders are base for ihis movement. The remalnlng men ln the base f e marcD torward on the commend of execution and plvot on the same ground as thelr aquad leader -The

of errors, rhecommirnd tsft 5 ,TI.S"r19l' H.ALT. The men hali tn t*o iounis-ffi

ffi

(Drr-ected in_eachrank, he res-wne6 hls post

most dlrect route, executtng a mintmr,rir of

_f. The commands to dress rlght OefO or CDver are not givcn to men hlhe obltoue.

g, To resume the obllque movement. the

ls Reeume MARCH. b- To reaume the ortglnsl directlon when r rnprace, thecommandisForward.MARCH-

rhe 40- inch dtsrance. 3l-",-T_r\r111

trlxii+H !#ieiiffi lTt"'Hf"""":ft

rorrow the leadlng equads ln successlv; order. rne commandd Column of Files from the Left MAR A COLUMN OF .a. When at a helt end ln column. the com_ mandcls Column of Twos ro the Leir (Rtgh0, b, Ar. the commend MARCH, rbe leadlng man atenda fa6t as shown-fn-Fl-gire 4 _ 9. Th; c,ao,et who woutd be the center oI the squad (when lrne) taces to rhe helf left (right) in marchtng, LI, taxe one 6rep, faces to rh; hatf rtghr (lefii -end rn marchtng and moves up untll abrea& of and ar normal tnterval from rhe leadlng man. All men execute the plvot on the same qlound. All men requtred to move do 60 slmu:ltaneously. rsl.tToFORM ASINCLE FILE FROM A COLUMN

squad

rD mendof executroiliiirn'#f ifi Ei6ii .com r (lefr)

dlrectlon of malch.

ln marching ao aa to step off ln rne

L Whe-n at helf step or mark dme whlle nn8, the full atep to the obllque ls re6umed commend Reeume. MARCH. These rwr os ano tne onea mendoned ln the Dre_ paragrephs are the only commands qllven durlng obllques.

I9_I9BU 3_!l\g!LI&E

AND RE_ FoRM :

a- To form 4 slngle llle when ln a column oi or_more squada, the command 16 Column of r rrom rhe Rtghr (Left). Forq,ard:-ir-AITFi-

b. To form a column of two or more flle6 rn a single file, the commend is Column of

ffi"Ll

Fours) ro rh6

T commands STANDFAST: the squad-leader6

.,,!-. 1, rhe commandMARCH, rhe rigbr 0efi) rrre .arepa off Eimulranedfgly_:The leau man rn rne lert (Ttghr) f e execures a half rtghr (lefr) and a ha-[I tefr (right) to follow ar normal dis_ rance tne rear man in rhe rtghr llefr) f e. . , c_.This movemenr 16 executed only from tlle halt.

tiEeleadc e.tan-ancsrast,"";ir'.-tiiiiii'ri,i,"iir"

109

l:i

BSBEEEEH
Fisvte +9. Fotnins Calonn ol f\|os hon o File

ii

t-..'j.

Fisure tl 10. Fornins d file hon o Colunn of T\'c:

T,-F f f t F !-:-:l:ii :::._--ti .- Xl t-: t_:"'i :_-T }]

r :i,::l
f----t lx t _:t:xi rr--F r---r--Ii [ ,r--]{ -----i-Ii
fisute 1-12. colunn o( Fourslron o Colunn o{ l*::

i__1 :4

fisure 1 lI. Colunn of Twosfron o Colunn o{ Fouts

152. t o lioRM

coLLlMN
N I) l t!:

oF Twos
I Ol l .M:

FRoM

C( T L U MN O F F o l l R s

a - T h i s i s n o t a p rc c i s e movemenr, hut j s pr ac tj c c d i n d ri l l s o rh a r w h cn ncccssary th. r nov c mc n t l s c x (i c u tc d s mo othl y and w i thout dc lay. T h c s c mo v c mc n ts .r c xccurcd f.r)m tbc ' :c q u ad l cadcrs shoul d hall o n l y . On c o f th () tw rr s be dc s i g n a tc d r{ ) g i v c a l l c o m m 3 nds w hi chi nvrtvc movcrnenr oI thc squads (two) afnlr thc comman'] of exc c u rj o n i s g j v c n b y th c { l i ght command(i r. b. ln-ing in s column of fours at a halt, to f or m a c o l u mn o f tw o s , th c c ommand i s col umn J,MA R T l l . ur ' lw " - tro m rl t. l ri ' l h r (L c l r), lor$

l cad(i r coi nmrr(s S ' Ir\N l ) l n ST. At t hc ( , ' N l { LI:LL rl c rw u l .aJi n, ' .luJlr . . . r 't rhc tw o rcmai ni ng squads i nclinc in bf f r _ tw o l cadtng squl ds at thc com m and. L:

V4!q!1 by thc 2nd (,+th)sqlradlcrdcr'. lll

bctw ecn squads w i l l bc thr.c paccs.

c. l l ci ng i n a col umn o I r wos ar forn a col umn of fours, thc com m lnd is . ot F,rur:- rn rh, L, tr (l ri ,i l r r ) . M AI {r I .;m;r-nJ . 1r, l.riiioiv commanLl s sl ' A N 1) IrA S T: thc 2nd ( 4t t r ) l cader commands C r)l u r I lalf Lcit

Ar thc command MARCII; aFaLadr-n!

stafld fast and rhc rcnlaininp, squads . ro col umn hJl t l .[r (.' tl ,r) Jnll inclin to thc lcft (right) of thc lceding squads. :

It in" I'r, I'erarory tumnur,l,- il" 4'FTtnJtEii-u tcadcr commands Forurr+ rbc 2nd (4rh)squad

t 10

.::ll:i::

APTER 16_ DRILL OF THE SOUADROl{

S E C T IONA - RUL ES F OR SQUADRONDRILL
::.mations as arc nc'ccssary for marches, : and ccremonies are prescribcd for thc ::rn in thls chapter. The squadronforms _:. .olumn. In mass, jn rrrcnded mass 'n ln column of flights in linc, When i:ss formation, rhc squadronwlll be sized
: r':i n g r o helght , \ , v i th th e ta l l e s r i n d i v i d u a l s _,:. :ront and right. -1 F S O UA DRO N AS A D I{ IL L U N IT . A :: 1 .ons ls t s o[ r s o o r m o rF fl l g h i s . On l y

the leadtngflight commender'spreparatorycommand )s (olumn I{rsht; succeedlnptlighr commander" ionr rnandf o r-w,cd. Ar ihe command MARCH. given ly -i-e:quadron commander, the leadlng flight execures the column right and other fltghts march forward and execurerhe column movement at the command of thcir appropriatc flight commandcrs.Each flight executes tne movemenr at the aamc point and in tbc same manner as the ftrsr fught. c. To open ranks, the squadroncommandcr gives an infofmarlonal command ro rhe flighr commanders: rlliLrA.nF FoR !!!!tL cTroN. Ih, tliphr command, T6l-rand in "s, from righr successrve order, command their'oflights q9! B4$9. 1\44!!Il, They alinc rhelr fltghis and sive the commandReadv.FRoNT. d. When rhe squadron is in column and ir is desircd ro obralnthe correct disrancebetwccn flights (such as a column from standard mass !".rllqtf-t, rhe commandis CLost oN Lf AptN0 l-LlUHl, Ar lhls command, rfc leading fllthr commanclcr commands ht6 flighr ro take up the half srep. Each succeeding fljghr, as soon as the correct distance haa been obtalned, takes up the half step at irs commandcr's command. When all flights have obtained tbe correcr orsrancc. rhe squadroncommander Aives Fo-wd-d. and all fliahrs srep ofI wirh rh;rrorm-r] Yalltl' 30 - inch srcp. ir. Whenevercommands are qtvcn in which one fllght is to srand fa sr or ro conti;ue !!e narcn while other flights do not, its ftjshr commander

r, Thc squadrondocs nor exccute march_ linc exccpttor minor changcs ln poslrlon. :. Whcnchanges offormarioninvolvcchang: post, rhc new po6t ls taken by the mosr :: route and as soon as possible after thc -rnd of execution, .OI!1MANDS: .:. ln squadron drill (cxccpr in mass for:::1) when the men in rhe unit arc to exccure !ement together, the flight commanders .:r !he preparatory commandsofrhc squadron '3nder for faclngs. sreps. and marchings ::! when the prepararory command of lhe ::ron commanderis Squadron.In rhis ca6e, rrrht commanders glve the preparatory com:: Fliqht. When flights of rhe squadron are to -:-te a movement in succeasiveorder. such i :olumn movemenr while marchinq. the coxri. -.. ot Flighr "A" -epears ih; souadron .-..----....'.... .landei's prepararory command, and the r-anders of rhe orher flights give a sup:-!-nlary command such as coNTrNLtE THE 1 r!I. The ttlght command"rs oi ili-orSF repeat rha squadron commander's pre::ory command and command of execution so -::s their flights execure the movcmenr on the . ground as the flrst flight. b. If the squadron is at rhe halt ano rne -:iron commander commands Column -&igE,

:9tlilds

!I4r.Jp -E_l!I or coNl rNr .

I Fr-

.f. In giving commands, rhe flighr comIiLolJs 1ay srarc the le er of rhci. fli!-rs rs li4!1 or "B ' Flief t. F, -wr'.. .+f++gli.rrp rrrgrr commrnders do not rFpea,-LA scLaa_ ron commander'scombinedcommandi_

lt l

SECTIONB - FORMATIONS
I 55. T O F O R M T H E SQU AD R ON IN LIN D : a. The squadron is formed in liDe wiih nights in line by the first sergeaD r|aLs his lnitial post ninc paccs in fronr ol thc point wher e rh e c e n te r o f th e s q u a d ron i s to be, faces t hai po i n t, a n d c o mma n d s F A LL tN , A t thc c om m a n d F ' A I-I- IN . th e s q u a d ron forms i n tw o or m ore fl j g h ts w i th n o rm a l i n terval bctw een m en ( un l e s s c l o s ! i n tc ' r!a l i s d i re cted)andthreepac . ln te rra l s b c tw c c n fl i g h ts . l.i gure 5-l i ndic at c s k c y p o s i ti o n s . b. Wh i L c l )o s i ti o n i n g u n l ts i n an area or f or m aiio ., th ' . .:o m m a n d i s . I)accs For A l l fl i ghts havi ng reported, t be f ir st scr g. : commands POST The flight scrgcants face 3: j and move by thc most direct routes to t: positions in thc ranks. The squadron comma. ccntcfs himself 12 paccs in front of and f3 thc squadron to r:eccive the report of the i: scrgcant, The gui don bearer assum cshispos: : w i th the commandcr. Tbc Iir st ser gcant faccs thc squadron comman dcr , salut . s. rcporrs, ' si r, al l prcscnt or account cd f or " S i r, (numbcr) cadds absent;" and wit hout . mand, faccs about and moves by t bc m osi dr roure to hi s posi tj on. f. l hc fl i ght commandcrs im m cdiat cl\ _ thci r posts aftor drc fi rst scrg canr has f ct ) . ] g. l n formi ng thc squadr on, any indi\ : rcqui rcd ti ) makc a rcport sal u r i s whil. r r l) r r ' and hol ds thc sal utc unri l l t is r ct ur nd. i ndi vi durl rccetvi ng thc rcpor t docs not r , thc srl D r. unti l thc r(i port i s com plct cd.

y4l!

m ands !rc rs .d fo r s h o rt d i s ranccs onl y, fol rr r r c ! s (s t.p d o r l .s s . c . l ..rc h fl i g h r s c rg c rn t trk , s hi s posr drroc pac . s i n tr(n rt o f th c c c n tc r o f hi s fl tght.' l Lc f light s th .n b rm a s p rc s c ri b c c l L rnd.r rhc supcr! is ion o f th . fl i g h t s c rg c a n rs . Ih o l cft fl ank of t hc f ljg h t w i l l l ! s (tu a rc d a s n .!rl y rs possj bl c. d. Ih . fl i g h t s c rg c a n rs th c n command l l l -: l t(\n a i n i n g tn p o s i rj o n , rhc squ.rd l ca(l { rs ! 1) lll in s uc c c s s i o n fi o n r fro n r r() rc a r r)f cach fl i ght s aLuii !n d rc t)()rt, t(. s q u r d, al l prcscnf' or " . . S q u a d , (n u mb c r) c rc l d s abscnt." fhc a n ts frc . a l x )u t, I ljght s r' .!,,( ( . . r th . f ir s t s d g c :rn r, wilh t h c ri g h t r { . lx ) . t , , f ( ) r " or " . c o mma n d R l ..l 1 l l !' I, si vcn by thc tl ' c fl i g h t s c rg c ants, bcgi nni ng fl j g h t, s L rc .c s s j v .l y sal ui ( and l .l i g h r, i 1 1 1 trc s .n l or accountcd .!l i g b t, { n u mh rr) c:l dcl sabscnl ."

(1i!1," !,1!\v3!q.

l!4 4!M!-

rhesc com-

t56. 'tI) ALINIaTIlt,;rs_Q!14!l|:

a. Thc squadron bci ng i n linc ar a hr : al i nc thc squadrr)n, thc squadr ( ) n conr m r _ ordcrs l l l tl tS S Ir!-l (;l l l S II) I1 ll: RI ( ; 111 . ]\' cc' mi nand, thc l l i ght cof' n' fl ndcr s f a. c NlloL. thc fl i ght commandfr of rhc b asu f lighr dr ! hi s fl i ght i n' m(i i l tcl y by thc conr nr anLt sI l , i rhr. l )l l I sS : l r. i ,l \. I l (' ,N l - l lr j, r . . r ', ! I as dcscrj b.d j nf l l ghrdri l l . I.l achf li, jhr com m . , drr' sscs hi s IIi ght ti ) thc ri ght a s soonas r h! : rrnk of th(i fl i ght ro hts ri ght has c{) m t r lr t l W l nn n" r A Ji r,, nr r,, rh, l, 1\ , t lr " ' 1,.... drcsses hi s tl j ght on l he nexr f lighr bwr r : -

F
r

tr I
E
'l,

---:"--"'--.l

r''--___---_--E] r . -----------r _-.-- "--------

Figure5 1. ForDingthe Squodronin line

112

,I TI
6 PACEI

rtl

>?

+
+

+ mirrDs

furrl

E^* 3,.itl,,t.A DIII 0 ffrs'r + (uoo -E 0Fr RIS L-I E *orD r {uo

rzrocts
I

a ,filltl,
H,.i[i,i"

N,"il,J'tilJ,,
l "*'

|-- ---.1-,,,-,-- & :'.

El

tisute 5-2- Sqlddrcn in Line b . T o aljnc t h c s q u a d ro n w h e n j n a m a ss '-.rri { ) n at a halt, th f c o m m a n d s a rc A t c l o sc - :\al l) r c s s Rls h t. D R U S S: Itc a d v , l rn ON T . A t _ command DltISS. thc squadron drcsscs at Th e b a s c fl i g h t c o mma n dcr -. int er v al. :p tl y v c r if ic s lh e a l i n c me n t o f ra n k s W hcn h i s Po s t, thc .. i l i ght c om m an d e ': :dron commandcr comrnands Br4dJ--l.l!NT. command(' r bri ngs hi s fl i ght to :rttcnti on, salut cs, and rcports " S i r, . ts-l tghri s prcparcd f or i nspcctbn." A s soon as hc has bcen i nspccn d, the fl i ghr aommandcr accompani cs hi m tbro ughout thc tnsl)ection of rhc flight. d. l hc i nspccti on !s madc from ri g hr t o l ol t i n front rnd f.om l cfr t() ri ' { ht i n rear of cach t:. S quads not trei ng i nst)ccrcd may b(i givcn paradc rcst by rhe fl i ght cr)ntn' andcr.' l hc squad l eadcr shoul d cal l rhc squad to attonti on j ust bct or . the i nspccti ng offtc.r compl et| s thc i nsi re ct ion of the prccedj ng squad. I-i kcw i sc, th. squad sm ay be gi ven paradc resl by thc squad l eadcr af t er bcing inspectcd. f. On compl cti on of rhc i nspecl i on of each fl i ght, the fl i ght commandcr movcs thrcc p accs bcyond the front rank, hal ts, faces down t he l i ne, and cal l s the fl i ght to attenti on. H c t hen rakes one pace forward, faccs to the right, and rcceives commcnts from rhe inspecting officcr. He salutes the inspecting officer upon departure. He thcn faces down the line and commands Close R anks. MA R C H . H c then gi \es par" de rest , at ease, or rer - whichever is appropriate, He takes hls post in front of the center of the flight. I58. TO FOR M TH E S QIJA D R ON IN C OLUM N. For the purpose of moving the troops fr.om one place to another, the squadron is formed lnto a column of flights, as shown in Figure 5- 4. The guldon bearer is one pace lo the rear and two paces to the left of the squadron commander, See Figure 5- 4 for other positions.

'.

INSI'I'CTION OF l IIL SQUAT]RTI\:

a. 'the squadron is formcd ln line. 'thc :-idron commandcrcommandsI'REPAI(FlFOR r:,FICTION Ar this command, thc flight com_::ders facc aboutand causeranks tobeopencd, i.. fligbt drill for opening ranks.) After thc .imand Readv. FRONT. flight commanders .... commandl)aradc. REST b. when all nights are at parade rest, the : -.rdron commander will begin by inspecting the ,,r.lon bearer. The guldon bearer may assume : position of parade rest after being inspccted, c. The squadron commander may dircct tbe ' :.r sergeant to join him and take notcs durlng : inspection. The flight commander's position ! !o rhe right rear of the inspecling officer in :::er io walk in the lead, such as in a showing ::!acity. Refer ro Figure 5- 3 for the position of ': inspecting officer. Single file between ranks r::l be observed with rhe flight commander ln the ."d followed by the inspecting officer and in '-rn by the first sergeant as requlred. The j:radron commander, beginning at the head of :: column or right of the line, makes a mlnute .- spection of the equipment, dress, andappearance : the men, As he approaches each flight, the

113

6 Tf:,1r'.,1 & ,il;ul. t,.!i1'ri*,d**

&Dor --E t_, trrd 0 m"*@ & Mo,
a DMf

_.
+
I

3 PAcEs

t,il',ill8i,8,,.1,J* N,oii,JT.l,i., &;*1,, -,!lllll, o"''

acc.nrNc JHEtNspEcfrNc oFFrcti

| ' ;5
3 PAcEs

N t]EEf]EEV*

&srr-fl
wHrrs rNspEcTrN. EACH MAN

rrLrE
?f
E

Itrtlt-]t:]t]flx

"E

Asr :Er:r:rlL<

WHIIIi MOVINC IROM /IAAN TO MAN.

+.,+l)( ttr r] r_t E t] rl [tr L<

ta

&snrfnfl

rrE<

FisureS 3. lnspectionol the Sguodron I 59. T O (:()t t M\ IT O IT M S (]I]AD R ON N 1 AS S W H LN IN [i (to q -t tN | .t(VA t : squadron rn mass w i rb 4, i nch i nr cr vals t ! . al l rhc mcn l n rants, as show n jn t , igu, . c. The squadron bci ng i n mar ch. r h! mands by rhe squadron commander ar c t hr r Thc " 4" Irl i ght commandcr gi vcs CO NTI NI : N !A Ii C !; fl i ght commanders of succeer t i. g t _give column Half.,LI!. Aftcr rhc co.:. N IA I{ C H . th. nf ra c lF", i . h]lilFfiis flight and thc other fljghrs r,: thc new posi ri ons i n the same mannef as t . : d. To changc direction when in nrlsj mati on and the squadroni satthehalt or in J] . rhe comma.d.' dre B l st (-Ffr) I Lr n. \ ' oi l hr l i nF of gui de" and fl i ghr ( or m athe pivots for rhc'sc mo.r'ements. Ar rho c,r.:

a. W h e n rh e s q u a d ro n ts a r a hal t, rhe c om m and rs Sq u d o o n \4 a s . r . i l . V A tC h. Al lh, pr r t r ,J n , ) c o m rn " n d . rh . l -aJrnp i ti ; l c om m and e r g i v c s rh e c o mma n d ST A N D t A S T Thc f light c o mma n d c rs o f d re s u c c c c d i ng fl i ghrs gi ve Colum n IJ a l f L e fr-

b. Al rhe commBnd l\' \hgtL rh. lc"drrB llisl r sra.d- ta"r. t actr 7c:i-lljshr in lu-n exccutes a column half lefr, ihcn cotumn half lisht to move to thc new posltjon ar a 4- inch intcrral alongside the flight it was foltowing. Lach flight is haltedby its flight commanoer wocn lrs leading rank is on line wirh thc leading r ank of rbe flighr already on line. This forms the

Forwr.d. MAR(H. rln-r,Aha;d

i;Til."-

114

he laces to the lefr in ances one 30 - inch srep, and rakes * :l f sreo. Ar the command Riqht Turn. :-. be take6 one pace torwaro, executesa .': lhe right, advances one 3o-inch steP, zi: -. rhc halt slep. Other tron( rank men (left) oblique, advance until opposite ! =ht -p ;i:ces in line, do a second right (left) , and upon arrivlng abreast of the pivot ::.ie up the half step.
I!'lARCH

a. When at a halt, the command is gqull! of Flishrs. Rishr Flisr'r. Forward. MARCP. At the prcparatory commano, tne rrgnr Tllgnrcommsnder commands Forward and the other fliqht commanders comm-andSTAND FAST. At the fliaht marches forcommand MARCH. rh( rjtJ]F-r ward. taih-i-fih'e remaining flrghrs follows in column in its normal formation, executingcolumn half right and column half left uponthc commands of its commander, b. When ln march, the squadroncommander gives the same commandsas lnthe pievious movement except that double time is given insteaal of forward, and commanders of flights other than rhe rishrflishr commandcONTINUE THE MARCH. on rha com;and MARCf, rhF rigtifiETi.rnaaCfies out in double time. Other flight commanders give Column Half Ri to bring tghts I6I. TO FORM EXTENDED MASSFORMATION WHEM a. The extendedma ss formadon ls usedwben a more impresslve appearence for drtlls and ceremonlesl5 desired. SeeFlcure 5- 6.

:. Each succeedins rank mskea the move:. the same qrouna and ln the same msnner 'irE firsr rank. All contlnue marctring at the I *:p until the command Forward. MARCH, $r::. This command is glven after the entire rn has changed dlrection and is at halt :. ln rurning to the lft on a movlng pivot, :ank dressea left at the preparatory com3nd contlnues to dress left until the comForward, MARCH; alter that, the dress

:-t:iGlE

ss-6iEerwisdannounced.

a- The squadron commandcr faces the ::cn and marcbes bsckward until the chanqe rL-::tion has been completed. ]O FOI{M COLUMN OF FLIGHTSWHEN IN

f 5 tacr r

e+
6 .icEr

D? E

l*&
l,,iil',r,"-*

a
ENEET]E]N -

r-'1T--tT--tT--t,T-1T- t--_lr-l

Ent:-lnnFn
&

-.il',ill8[, "i'Lill, - !,ii,,i$

E ,i1']& s,"il'J'lllJ.,
E dd'

L-r r----ru!i !!!! ----i

EEDr litJn - n
r- F-_1Fi T-iT-t T-_tT-_t r-l

FIIGHT B FIIGHT A ' DISTANCI: INTERVAIi ,t lNCtiESl

S+ EEi

n &
INCHES

Ftsute 5-1.

Sqoodrcn in Colunn

f;gure 5-5.

Sguodron in Mos Fonotion

115

>l

a
i

-t

Illltll |ll|1 1 uliII r il i l I

H d<
*
Fisote 5 6. Squo.tton in Extentled Moss Famotion L. Th. . , , m m indr ir , . q,tuJ,t r,,n

llultI Iiltl | l l| t l lllill i lt i|| illIilll l l| |

+ Lil T'
[1J
^_u!\ and al l l{u1 1. n, rh....on,mJn.l n l rs , \, .u| ,

aE?

.E

a
]!-1

cl

fisu.e 5 7. squodrc" in coiumn of ftislrrr tn t r

m' d J,. I' Lscr i b.{ l , \ 1,.p, I' ar rl , r..rl t,J .!!rrtt, a , o l L rn n l , fr Jnd r i .,tumr rr!,r r o mo a e l o rh c n c w p o s i ri o n bcsi dc i l x, l ci cung f ligh t a r rh e i n rc rv a t o rd c rcd. tr;ach fl i ghr i ; halt i \i w h e n i rs Ic rd i n g ra n k i s on l j n. w fth rhf r . J d i n ' ,d n t,' t rh ,. r!h r J tr,.Jdy,,n ti n,.. ii r F ,:I,. ,ro i n r

ll*Ill',:1,_!tro \i

squadron c0mmandcr thcn com n'a nd s Lgl!, ,-('. kcy pcrsonncl post to r heir new posir L -

c. Io rc - form rhc squadron in column i: r hal(, thc squadron conrnlan{ler conmand s lt r -

. . c . In .rr\n d L J n a .s I,j rm atr,j n.th,. ..1ur(l r,,n l r ll c i n Ih , a s tur mds: t.rnJri on, m r in r" i n i n a l r. i n r,.rv a t I,e ,w .e n l rghr.:. T 62. T O F O R M C OL U M N OI' FLIC H TS IN LIN L]: a . B.i n ! i n c o tu m n o t fti shrs al no-mal in( rv a l a rd d i F ra rc . , tl c s q u adron command.r., q g !? d ro n M a s 5 (N Lmhcr) pr\e. c or aa n d 's

nand qolulnl liahr. VI!!]U, rrrrrtrs )n

ountnd tti l hr " 4,.

, xc, ur i on MA l l ( H . or he I fti q hl com m a nL( r s a. 'o r hFl r o\

brin!

thc field to re - form for paradc.

i3i;,i$H*l*,1*8ff i' H#H'"11,""S

a. The squadron commanderaives DIS\Ij YOI R r- L!!!lLq. I he ftishr comm;.Jers ETrre squad.on commandcr relLrns thei. .aL :
2nd hc and l he Ii rsr scrA eant and il, . J .l beare" fdl l our. The ni ghr comm andFr st aca-

RicIL f:!]4!E--itF formarion inspections.SeeFigure 5- 7.

coql ma nd V13cr -c++g.]+[J:qtlql]qlL]! ano Frrehr. HArT. wh.n -Fac,jng l6asajii:TFI to

IShffi

b, Flighr "A"

commander commands CON_

,i,1,1,'#ffi ,l;"T'.1 . ard

command ttiqhr Sc"qcant. DIS\4tss L -'.^''^.' Al thF prcpa.ator' comFarc,!.LrcJl.

sergeant posts hlmself three paces ln d hri flicht commander and sslutes. The command=ersretun the salute and glve of execution DISMISSTHE FLIGHT. bt6 fall out. The fltght aelgeants then .bout end dlsmls8 the llight6. L, The squadron commander mey dlreci rhe serqeana io dtsmlss ibe squadron. The THE SQUADSQUAD: r.Dd DTSMISS od is is Flrst Flrst Serceant. Serseant, DISMISS -;qiffiEarniiin -c@mand Flrst sergeant, the first aergeant route to a polnt thtee ly the66EillTrect from the squadron commander (nlne pacea t nt of the center ot lhe 6quadron), halts, ilute6, The squadroncommander returnsthe

ere again exchansEi[-eiirTEEllfd6i-46fr -

EAlute and commands DISMISSTHE SQLADROI The Ilrst sergeant salutea; tne gquadron cm_ mander retums the salute and falla out. At tb same time, the other offlcera of the squadroa and the quldon bearer fall out. The llrat Ergeatt execute; about face and the flIght sergeanta tate their posts three paces ln front of the center of their flights, The first sergeantthendlsmlaaes the squedron. c. The flrst sergeant may order the fll8ht serqeants to dlsmlBs their flights by glvlng them the- command DISMISS YOUR FLIGHTS. The fllcht serceants salutei the firat sergeantreturna th; salutt and fell6 out. The fllght sergeantsthen face about and dlsmlss their fllghtB.

rh;

nrc--,i a E

C . MA N U ALO F T H E G U ID ON SE CT I O N
* commander. It is dlsplayed atthe Bquaallon

2\l^ The gutdon.tB carrled. at at othef tlme6 whenpre6crlDeo

rters. The culdon bearer i3 a speclslly comby the squadron , cadet deslEnated

f. At double !lme, the guldon i6 held diaconelly across the body as tn Ftgure 5-8D. Tle staff ls grasPed wl$ the llght band at the posltton udedit tht cerry wltb lhe rlght forearm Lorlzontal and the elbow near the body The 6tafl ls grasped ln the left hand opposile the tunctlott of the neck and left thorilder' g. when executlng column movemenis and turna. the culdon beare! executea the movemenl on the cominend of execution end then obllquea to hls posltlon ln front of the leadlng rsnk. h. when the souedron 16 ln column wlth the Bouadron comminder on the left flank, the quldon bearer's Dosltlon la five paces ln front 6f end centered on rhe front rank of the leadlng fltght. WHILE AT 167. TO FXFCIITF ORDER CUTDON CARRY CUIDON. The stafl lE Permltled to slide throuch the rlcht hand untll the ferrule la on the groun? In lhd whh end touchlng ihe toe of the itght shoe, Then the stsff ls regradped wlth the hand aa at the ctrly poaltlon. YG left hend w}tte at the same tlme rhe grlP of rhe riqht hand 16 loosened on the Btaff. The guidon is ra-l6ed verticelly wlth the left hand, the stafl sltdinc throuch the riqht hand untjl the ferrule is 6tx tn-chec fiom the- qround. Tbe steff ls.then regrasped with the rlg-ht hand. The lefl hand is cut awav smartlv to the left 6ide. AT I69. TO EXECUTE PRESENT GLIIDON\A'HEN CARRY OR ORDER CUTDON To execute present guldon whefl at carry or order guidon while command marchlns or at a halt. at thepreparatory Present or Eves. tbe quidonls rajsed vertically unfiT-iFe rtsii--tarm ts filty extended. At the same time. the left hand ls brought smaftly acroas rhe

istheposltlon L ORDER Orderguldon CUIDON. Enr-l6i-E=Fo-iFfin Flcure 5- 8A.Theferrule trPt on the ground toudhlng the outslde of lhe
foot. The shoe oDDo;lte the loe of tbe rlqht r'v" formed ls heldin the rl{ht hand ln the 6e flngers extended end lolned, and by rhe . Thd rtchr hend and arm ere kept behlnd lreff wtth ihe arm bent naturally, The staff aesred ecalnst the hollow of the 6houlder' CARRY GUIDON: a. Carry guldon 16 the posltlon ln whlch the le lE .etDroximerely slx lnchea from the Refe! to Flgure 5- 88. b. Feclngs, allnementa, or formal marchrequlre carry guldon. The steff l3 kepi in trticel pogltion throughout the movementE, |3 brought to carry guidon on the preparatory rmand for the movement. c. When marchlng at loute atep or at ease, bearer mey hold the guldon ln elther hand tte carry posldon. d. Carry guidon i6 executed at al1 precommand6 Yrhlle at the halt except reat, preBent alms, otder arm6, or e, Perade rest ls executed by sliding the up the sraff and inclrning the staff of the !n r forward at erm's length lensth with the hand at level. Fl{ure 5- 8C further lllustrates this

t17

Fiswe HA.

Otd.t Guidon

Fisut. 5-48. Caftr Guidon

Fisu.e5+C.

Pdrode Re5t

Fisurc5 4D. DoubleTine

chest to guide the staff as snosn in Figu.F 5_ q. At rhe commandoI execurionARMS o. RICHTrhe guidon is lowe-ed srrajghr-i6 rEe fr6ii-ii6 rne nghi arm exrcndedand rhe sraff resrinS jn the pit of the right arm, The lefr hand is cur awav sm_3rrly ro rhe tefr side. Ar rhe commandRlcHT. of Eyes, RIGHT. rhe guidon bearer turns-hishea.d and eyes in the same manner prescrjbed for orner lndivlduatsinthefofmarion.Arthecommand o[ erecutionoI Read], FRONT,rhe guidonbearer rurns hrs headand eve6 to the fronr.

Fig.rte g.

rne srall rs rataed to tne verucat postt,onand at the same tjme the left arm is br-ought smartly acroEs the chest in order for the left hand to gulde the 6taff. On the command of execution, the left hand releases the Btaff and the richt hand is lowered, retalnlng its gresp on rhe staff to tbe right slde. The left hand steadtes rhe staff unttl the ferrule ls approxlmately six inches from the ground. The left hand ts then cut smertly to the le{t Bide.

B-BE!E$-qgq9\

Ar !!!!oN wHEN 110:,IgJ+=Eg^lfgj4B!f onthe paettaatoitcdmmtff.

s.
I

pre6crlbed in the precedlng paragraph except thar, when the guldon ls broughr ro rhe carry posttjon, the taff ls permlrred ro sllde through rhe rtght hend. The staff is sreadted wtrh th; teft hind until the guldon ls ln the posldon olorder guldon, and then the left hand ts cut smartly ro ihe lefr sloe, 172. INNIVTNUAL SALUTE BY GUTDONBEARER WHEN NOT IN FORMATION. When ar order guldon;-iFe--Ea'Iure ls-EiEEnieif \l'itb the tefr hand ln a two-count movement. on the flrst count, the left arm l moved horizonrally across th6 body wlth forearm end wrtsr Etrelgbr, ftngers end thumb extended end lotned wlrh -petm d6wn. The flrst lolnr of the foreftnger touch-es lhe staff as 6hown ln Ftgure 5- 10. On rhe decond count, the lefr hend 16 cut smarrty away to tbe 6tde.

iil;ffi*

t20

APTER 17- C(lTllRS

CAP membersobserveproper flagetiquette ?rescrlbedln CAPR900- 2 and lnthlamanual.
chapter contalns thfee malor aectlonc concerning colors: (l) Respect for the Flag, (2) The cAP Color Cuard and Manual of Color6, and (3) Flag Rablng and Lowering CetemonleB,

F OR T H EF L A G A - RE S PE C T S E CT I O N
@The ; of flars authorlzed for u6e ln Clvll Alr . wblch are descrlbed in detatl tn CAPR -2, lnclude the all-Purpose U. S, flag, the rnizadonal U. S. flag, the CAP natlonal flag, CAP reglon and wtltg flegs, andthe CAP group squadron flag6. FXPLANATION OF TERMSRELATINO TO 15. Four general nemes are uEedto refer io nag of theiJntted States: flag, color, Btandlrrd, enalgn. e. A guldon ls a swallov - talled organlzational flag c5rried by amaller unlt6, such as aquedrona. f. A pennant lB a trlangu.lar flag pdmarlly lor parade markers, etc, used

175. HISTORY OF THE U, S. FLAG, The flag ol the Unlted Stares ls a dymbol of lta people, irs land, and lts democrattc ldeal. It i6 a symbol all should honor.

a. The fllst Amerlcanflegwaa authorized by Congre66 on June 14, 1777, the datenowobserved a. Usuelly the term "fl49" 16 appllceble, e6 Flag Dey, The design featured 13 alternate dless of 6lze and uae. red and whlte gtrlpes and 13 whilte sters in a blue field for the Thlrteen Original States. The orlglnal plan was to add another star en4 stlipe b. color. as used ln Clvll Alr Petrol, 16 for each addltional state. and when Vermont and the q: :. 1 1P!'q9:" l1q.-9l-'h;'^,u^:9; Kentucky were admltted to the Union ln 1791 and 1792, the number of stars end strlpes was ralsed to 15. A6 other states came lnto the Unlon, it became evldent that the numbex of stripes must be limtted.In 1818Concress reduced the numbel of are carrled in ceremonles lb CAP flac6whentbev guard" srripes to 13 to honor ihe Thirteen orlglnal State refers L the color;uard. The term "color and declared that only a star would be added for b tne tndvlduals who handle the colors in a c. A standard ls a llag carrledbymotorized other mounted units, hts, d. An ensigl ls a flag flown on shlps, small and airahips. b, ceorae Washinston ls credited $.lththese words about ihe 6ymbol-l6mof ihe flag: "we take the 6tars lrom Heaven, the red from oul motber country, separating tt by white stlipes, thus showing that we have separated from her, andtbe vhite Btrlpes 6hall go down to posterlty rePle_

t2l

senting Liberty." The star, an ancient symbol of India, Persir. and Egypr, slmbolizes domtnion and sovereignty as well as lofty aspirarion. The consrellarion of stars (one Ior: each stare) within tbe blue field or union is emblematic of rhe Constitution. Tbe color red standsforvalor. zeal_ and fervency; \r'hite for hope, purity, cleanliness of life, and rectitudc of conduct; and blue, the color of heaven, for loyalry, sinceriry, jusrtce, truth, and revercnce to cod. c. Only, year )oun8er (hanrheUnjonirseLt, rhe IIag was first unlurlcd at Forr Sranwlx, on lhe site of thc present city of Rome, New York, on August 3, 1777, and first came under fire three days later in the Barrlc of Oriskany, August 6, 1777. Amcrican troops firsr carrled lt into batde at the Battle of Brandywine, September 11, 1777, and lt has been serving ever sincc asthe rallying point for Amcrican accomplishmenr in pcace and ln war. Some of the names alone can evoke the triumphs it haa secn: Saratoga and Yorktown, Horseshoe Bend and Ncw Orleans, Palo A1ro, Gettysburg, Manila Bay, Chateau-Thlerry and Belleau Wood,Iwo Jlma andtheBulge,andlnchon. These are the triumphs of war, but ever increasingly the American flag stands senrinel ln the far-flung bartle for world pcace, Today for countlcss milllons, Americans and non-Amerlcans allke, lt rcpresents the triumphand srrcngrh of an ldea, a democratic idea ln whlch men's natural idcallsm and yearnlng for libcrty have found rheir most fruidul and permanent exR] FS]F.STO THF L \I I ED STATCS !16. .COU -a cAP personnel passlng an uncased u. s. cer(jmonial or U. S. organlzatlonal flag salure slx paces before reaching rhe flag and hold rhe saturc untll they have passed six paces beyond tt. Ltkewi6e, when an uncased U_ S. ceremonlal or U. S. organizarional flag pe6se6 by, the salute ts rendcred slx paces beforc the flag ts cven wtrh the individual and beld unttt thc flag bas passed six paccs beyond hlm. b. Small flags and flags on ftagstaffs are not saluted. Flag6 flownfrom stationaryflagstaffE on bases are saluted ar revellle, rctreat, and on speclal occ4sion6. I77. SALUTINGWHENTHE NATIONALANTHEM IS PLAYED: QII TO THE COLORS a. The U. S. flag 16 symbolic of the United States and the principles lor which ir 6rands. The natlonal anthem is a declaration of reverence and loyalty to the United States with rhe flag as b, On certaln occasions, such as dur:lng inclement weather or when a band is nor present for a retrear ceremony, To the Colors is played instead of the national anthem. To the Colors is a bugle call sounded as a salute to the flag and symbolizes respect ro thc nation and the flag

in the same manner as does the national anthlrThe flag and the United States are thoughr of
being the same; therefore,

anthem or To the Colors i6 played, the prc courteay aa prescribed in rhe following pa::graphs must be iendered.

any time rhe natioadl

c. When in unlform in formarion, but nn: r part of a ceremony, the unlt commanoer coi:mancls Present, ARMS, when the narional anrl:r0 or To the Colors ls played, The unit shoula faced toward the Ilag before being given pre d, When tn uniform but nor ln for-matr.e (I) Outdoors, at any ceremony wher. rr U. S. flag is pre8ent, the flag in the ceremon\ rj faccd and saluted. If the flas is not visi:i:
the musi c i s faccd and sal urcd. A t 6pof ls e\ ! . - r , if thc flag ls visible, the flagisfaccd and salu:: If the flag iB not visiblc, thc band may be fa:

and the salute is rendered in ir6 dhecrion. the music ls rccorded, tbe indtvidual fac. the front and aalutes. At all other outdoor r:caslons, the samc general prlnciple is folloF: The salute is rcnder:ed, faclng the flag lf visi:,.r
oth!rw i se the musi c 1s faccd.

(2) Indoors, when the national anthct To tbe Colors ts belng played ai the bcgini or cnd of a program or sports activirl', : poslrlon of artenrlon is rakenand rhc flat lq f.: if lt is prcsent, If no flag ls present, e pos::l of atientlon ls taken facing the muslc. No se:. la rendered unless the lndlvidual ts undet a:When ll8tcning to a radlo or watching a r:_ vlsion program, thc individual rakeB no aci:: (3) When tn civillan clorhes, rnc s.: action la teken as when ln uniform excepr : when the salutc is approprlare, the mann: saluting is different. Mcn should remov! headdrcss with the rlghr hand, holdtng rhe h.":dres6 ar the lcft shoulder, the rtght hand b. over the heart. Mcn wlthout hats salur. : placing the ight hand over thc hcarr. A w.salutcs by standlng at attention wirh the :: hand placed over the heart.
(4) When in athletic clothing, rhe _.:, dtvi dual facq6 thc fl ac' or rhe musi c as pr L sL: - - < tor rhose i n uni l orm. H c uncove. s, cor j :

attention, but does not rendcr the hand sa:r:

(5) Whcn in vehiclcs, as ar a flag c..mony, thc driver brlngs the moving vehiat. :: r
stop at the flrst

vlsible

To the Colors. Personnel in civilian vehi:t.:a including the driver, remain seared. Occui::?x of miUtary vehicle6 remain seatcd,ar arrc-- -Whoever is in charge (other than the dr:r:,] dismounts and salutes, He laces the flajr r-,:J
or the music if the flag is not vi::: 1

note of the national aniheF- r

(6) Flags and national anrhemsoffrii- trr foreign countrles are shown the same mark: rl

122

.\RMY OR NAVY GUN SALUTES: a. When gun salutes are flred at Army \avy installations to honor a living person, i:ldividuats ln the ceremo ial palty salute spectators stand at attendon. when gun DayandMemoon IndePendence --; are fired Day, all people present salute, faclng the rhen visible or the site of the saluting guns flag is not vlslble. b. ln the Air Force and ln Civil Air Patrol, salutes are not fhed at sny ceremoniea. DISPLAY OF THE UNITED STATES FLAG: a. Public Lan 820 calls for partlcular to be pald to flYlng the flag, weether iftlng, on the followlng alays: \ew Year's Day, I January bauguratlon Day, 20 Jenuary (every four years) :incoln's Blfthday, 12 February rashlngton's Blrthday, 22 February '.{rmy Day, 6 April Easter (variable) \torher's Day, second Srmdayln MaY \lemorlal Day, 30 May (half - Etaff untll noon) Flag Day, l4 June lndependence Day, 4 July bbor Day, first Monday ln September Conslltutlon Day, l7 September Columbu8 Day, 12 Octobe!

tNarry Dey, 27 October veterans Day, ll November Day, fou:rth ThursdaY T hanksgiving in November Chrl8tmas Day, 25 December *The observance of Almy and Navy Days has been generally supelseded by that of Armed Forces Day, the thlrd SeturdaylnMay' b. The flaa of the United States represents the natlon. the union (blue field and stars) being the honor polnt. The right ls the place of honor. The edce which is toward the staff 13 the rlght edge. The unlon and the flag ltself are always given the place of honor. c. The flag of the Unlted States ls nevel dlDoed ln salule. nor i6 li eve! permltted to roirah the cround. Solled, torn, or bxdly faded llaq6 shouid not be dlsplayed but should be deslroyed prlvately by burnlng' The flag Ehould dever be used as a coBtume or dreg6, nor on a veblcle or lloat excePt attached to a ataff, nor ea drapery in any form. For draplng rnd decoratlon ln ieneral. buntlnc of the natlonal colora mey be ised, wlth tba blue uPpermost. No letrerlnc or obiect of any klnd should be placed on the isg of ihe Unlted States, nor should lt be u6ed ln any form of advertislng. d. SPeciftc rules governlng the use of the tlac ale llsted ln CAPR 900 - 2.

SECT T O B N - T HEC A P C O L ORG U AR D A ND M A NU A LOF C OT OR S

COLOR GUARD: a, The color cuard con6lsts of two nonmissioned offlcar cadets who are the flag :ers and two experlenced gadeta below the of cadet stafl 6ergcant who are the guards. carrylng of the Unlted States flag and the Air'Pai(ol flac ln ceremonies is an honor /d only upon responslble noncommissioned s. wheraver po66lble, Ilag bearels and ids who have had experlence in this function be selecred. lf experlenced per6onnel are available, those selected should bethorougbly ned in the manual of the colorsandmade fully of the honor of thelr duty. The senior llag carrle6 the U. S. flag and commands rhe r suard. He dves the necessary commands and lor renderlng the honors. tbd movemenr-s iunior flas bearer carries the CAP flag' eec tlag is always placed on the marchlng ot the U; s. flag in ihatever direcilon they - when only tha U. s. flag is carrled. the r guard ls aomposed of one flag bearer and cuards. b. The color guard ls formed and matched ln one rank at clo6e lnterval withthellag beerela ln the center. The color guerd does not execute to the rear, march or about face' When the unit to whlch lt is attached executea a facing movement (riqht. Ieft, or about), the color guard, at the comhand of the senior flag bearer, wlll execute a half rtght (left) about or a rlght (left) about. After the new directlon has been obtAined, the guard shoutd be halted by the command Color Crria. uerr. when rheunltiowhlchitis atta?IEil m.iEiE[EE-6-ihe flank ln column, the color guard executes half right (left) about. When the unit moves in new dliecdon for short dlstances, the about movement is executed and the guard halts in it6 proPer Place. The base or pivot man wlll quard toward whlch the movement ls dlbe the -Each member will turn (without pivot) rected. around thls point and malntain dres6 until the new dtrection is establlshed. c. At the command of the Benior flag bearer, the quards o{ the color guard present arms upon receiving and pertlng wirh the L. S. flag. After

123

djrecrly io lrs posr. The color ji:,.gTJ".,;: Xl;lli,',T::i":Ti^'!ii;":;,1"1,'; lliC b:_"r.r rakes --i ils posjrton in rhecenlerwhenrhesq;]

:i[?1'J,r,J"-o*
-, , d.

whois rhe risht flankman

g. When in formarlon, tbe color 11?:".'ii,:1":i'il"-fJ,i:i,:!"?'...'i": ;:'"',"",ff Auarc - resr wir-rrrhe coloi squ" ;:::,"-:, _i"-*--,qg keepingrhe srarrs of rhe u. s.-iiii iif:: ff';:iiJi:T';i';i'::#;,'i,li*o'"lT::'d.*d; verti cal -

Ha v i n g re c e j v e d rh e U . S. fl a g , (hesenj or

post.

is in. tine-or cotumn tr,ii i.ri *n.. mass.when ""a rhe color sqj: ."^q,:,^"l?i il jotn-s '.: rhe formarjon, tt"
".toi g*iir ir'r],

Fisurcrl

|. Position ot the Ftogdt Otdel fisut. 5-12, position ol the Flos dt Cony

Ar dlr]ls and ceremonies jn whlch rhc ,, ^ :: u, b. rrag and CAp flag are ro perdcipare.cxcepr ersco-rtof rhe U. S. flag, rhe U, S. fteg and CAp rrags are recetved by rhe cotor squadion before tne tormation of the command formed witn)rscom_ .f. The color squadron, manoer tactng the front, recelves rhe colors ln tne lorrowtngmenner: thF color guard, conouctecl Dy the sentor IIag bearer, appr_oaches from rronr ano nati6 ar a distance oI l0 paces the from rne squadron _commander. The squa?roncom_ faces his squadron a;d brinss rr io :l'^i"-:I arms, l!:l presenr iaces the U. S. flae and s;juies, dnd again faces hts squadronand brings to oroer arms.. The guards of the color guaro execute present and order.aTmswith the col-or squadron. Ine color guerd rhen ts marched by rhe senior

: .:Hf :::. i?r'."'j:; 1 :. iilq:l'flliliii.i.]#ff squadron (funerar escorr I r ;iiljli"?Tl,"Ti*",

i+#!! ArR PATROL MANUA

jIl3l.9it Ih" squadron presenrsarmi. r r,".. r_ u. s. andcAp ftas-.-: ff:.:-:Tl _:9.9., " -the

j :'"5'i"'.""Tii:'3,,i::lff ':,"*;:x,j:l':;l,'J";

ir is desired io di6mi6s rhc c .:_ gua-rd -..__.h...W|"n at rhe,co_nclusion of a drill or cerLn:., rn the_U. S. andCAp ftagshave parucrparr: _wnrch

124

**.l**#;nt#;**ftga*S.tf; i.*li,H

i?",ittl..,."rf*", :l:,11s,h,_.:il^c_l!:-i1' ro the fronr. rhe rrgDrarm :i"T; +'f*ltiii::ilx?iit s- 14' ;ti itl d 3:ril;#iii'.:"":'::1ff"1*Fisure jr

ii:ii:ril:i1Y"r,":r5*nilj
ln Figure 5- 11.
lne sDoutdcr. The left hand should be e aresoy the staff ln a strong wind,

l lffiffilirle" :#r#E'*:*: r!: ri.sl,r "," r,"c gi""Gir,.'"iihi?,n" l1ngt

-j -r(r

I82. ESCORTOF THE UMTED STATES FLAG:

*n*n,'"t L"oJ,lt*,#,oi;:n??. ;?i* ?"nTf ;

mav beexecuted 8J.ll,?'Y;rn 'a " "&""3i,?i!

r
;

Felr 5.l3.

Pdilion of rA a Ftasot pdtad. R6sl

Fieurct11. Positio^ of the An fot.e FIds dt the Sdlut.

fi

adiuta nr direcr6 ::1": ::.::' present Your croups lv-:-tl1l *e lrms."'; see iiq-u1.

i6 incttned sltghrly ro rhe fronr. The

receive the u. s, fleg as a part of that ceremony, Prtor ro- rhe ceremony for s parade ,,," .- ...(?) wnen,rne troops areformedasa unlion a separate paraoe area and marched to rhe designareo area, L F rtag and takes its posr wlth the ceremonlal coLor.6quadron" prior ro rhe group betngformed. r m6 rs done informally. Th: {Ing belng tn line end lne enrrre ^-,_.". coror.guard in postrion wtrh rbe winA CAp flag, Dur wrrhour ihe u. s. flag. the group iommanoer qera s a squadron, orhar rha; thi, ceremonial coror squadron,ro receive and escort lhe U. S. escort of rhe It s -. uagis ro lake ptace, *,e ioto, g"aio oiiai"Jir,i b. Whenthe ceremonyof

iffi I','",',i:"i""'i :'r:fl ;t'*-n't :l5.

,and

at ttr" co.miic 411e'i.ftroru. l.-j"-!y1"ud :er parade rest

are exec-iiFdijt-F-rlre Position of rhe Civtl AlI patrol Fla

+i:

s l)o6lrion is assumeaFi6fr-E; the rtghr hand up rhe staff to eye, rhen lowerint rhe sraff bt

125

flag ro its place. Durjng (he ceremony lhe wj;s CAP color guard is 3r its post with the

winE.

d. The band moves straight to its lront untll clear of the line of group commanders, chanses dlrecrion. If neccssary, and hAlts. lhe squadronforms a column of lljghrs desis-nated 18 Diaces in rcar of rhe band (if a band is par dcipating), with the ceremonial flag bearer in rear of the lcadlng flight. e. The escort thcn marches wlthout music to the wing (group) commanaler's olflce andforms ln line facing the entrance. f. The U. S, flag bearer, preceded by tbe senior flight commander of the escort squadron and followed by a deslgnated noncommlssioned officer of tbe escort squaCron,obtalns the U. S. f1ag. s. When the U. S. flag bearer returns, folloiFd bv lhc flight commander and (he non_ commis.loned officer, he halts before rhc eniiance. tactng the e;corr squadron.the flight commandcr p_lrceshlmself on thc rlght and the offlcer on the lelt of the L. S' noncommlssionea flaq bcarcr, Tbc escort squadronis lhcn brought io i."s.nr atrns and tbe band (or rccord) plays rhc'national anthcm or To the Colors. The fllght commanaer ancl the noncommlssloned offlcer salute at the command of the squadron com_

i. the U. S. nag bearcr havinghalred :: -(group) commanderJaces about..and -... of{j: ARMS. Thc commandinp (squad" group center) ce;iii of thc i6iiig-Fr -a'ics"p.isenr. commands Prcsenr. ARMS. The orher !: ': wlng

ii'i i"",iiil,tf

squadronc::r* flanks, and the escort "i.uit"n"o toiiard both",lfiiiiiii'"-ij;itinu"' mander brings his units io present arrrc :E rhenfaces lo the fron_ira wins ({roup) commandcr narionalanlbem or'lo the Colo:' :$ salu'rei. T-he plsyed, and organizational CAP flags saluteF:the music ls being Played k, The wing (group) commander tncn l:: about and brings the wing (group)to ord'-:- _ and Ibc U. S. flag bearer movcs lonls posr': right of the wing (group) CAP flag. l After tbe escort squadron executs i:: arms, at the command of its commander, -it::: to rhi risht. rnd prccedcd b' thc band.rt ' ' partlctpating, marches to lts placein Ilnc Iitgbt oi ttle_-colors,pa6sing around the lefi:: and rear of thc troop6.

-,"

passesthe left of the llne. lt then returns:: posr on the rlght, Passhg In rear of rh. (group).

Thc muslc pl ays until thc eacort sqL::

n, The wing (group) may be glven rb' :r mand BE!!, when the escort squaqron pas!! i

t
I I
I

h. At the last note ofthemuslc, tbe squedlon commander brlngs thc squadfonto ordcr arms. Tbc fliqht commander and ihe noncommlssioned officerlermlnate thelr salute and leturn to their Dosts in the squadron. The squadron ls formed in column. the band, ff present, taking post in Iront of the column. The U. S.flagbearer centers hlmself ln the reer of the center fllght. Thc escorr souadron then marches jn qulcl rime back ro rlic Daradc area wiih the muslc playlng. The marcb ls conducted so that the escort sauadron arrjves at a pojnt 24 pace6 in front oi rhe commander of ttoops lt ente's from the right oI the troops and then moves parallel to their ffont. i. When the U. S. flag arrlves opposite the cenrer of the wjng (group), the escort squadron ana tanA ar. for-m;d tn line faclng the wing (srouD). 'lhe lJ. S. flag bearer' passingberwcen a;d halls 6jx pacesin fronr ifii iiiit't". advances ot rttc"*ing (group) commander at this posi in front of tbe center of lhe wing (groupl.

the lefilFifre lhe.

I83, SALUTESBY FLACSI a. Thc CAP flag salutesbY betngdr;:*: _':! cdremonies whilc thc,nationt l : mllltary alt

;; ?;"ii#

renderlnq honors. [n marchlng, thc L-i 6alures irhcn 6ix paces from the fro"' i ocrson entiilcd to the salute. I( resl.rl: tarry when slx Paces beyond hlm,
b. l n P assj ng i n revi ew , th e colo: ! :r I executcs eyes ri ght ai the pr< scr ibed

cti-." r" t"tng pllved "r:

ai"tan." at itt" coimand of the senior fla! : who command6 L-y! 9.-R-IGU-Land Bl?dl'I: When thc grade ot rhe revlewingoftjccr :htm ro ihi: honor, the cAP flag salur,: E RIGHT and rcsumes lhe carrl ir_ command Krurlr comman. command FRONT. All except thc man on!-i flank of the color guard execure e\r: c. The t . S. flag 16 neve" dippedr-

S E C TIO NC - FL AG RAISINGAND LOWERINGCER EM O N

In aalditionto knowing how to properly raise lower the U. S. flag, CAP cadets must become and familiar v,/ith reveille and retreat ceremonies ao rhar they can partlcjpateproperly jn these events ar encahpments, bj!ouacs, or special acrivitics at military bases. I84. REVEILLE: a. Reveille ls the signal for the sta- d officlal duty day. As the time for the sta::
dutv dav varj es from one actl vj l y t o an : : isp" cl fl i ti m" must bc de(ermi ncd a'd: - 1. r

t 26

::!eille at each activiry. If rhe commander --rs. a "cveille ceremonymay accompany the :rs of rhe flag. this ceremonyrakesblace in of (he flagsraff and iE nor hetd before -cinlr) i. In rhe unir arca, reveitLenorma v should :Eld uslng rhq formarlon of squadron in tine. rs formadon is used when a reveille ceremonv lE. held al rhe flasstaJf, ACCOMP CERE FLAC RAISINC

analhalted, and rheftagi6 artechedtothe hatyards. The llag i6 always raised and towered from the leewatd side of the flagslaff. Thehalyardsare manned the rwo caderstho iake posirion facing -byin ordcr ro hoisr rhe ftag wi(houi the sraff entanglingrhe halyards. The cadet noncommrs_ sloned officer conrinucsro hold rhe flas unrlLiris hoistedclear of hls grasp, rakingparriaular care rhat no poriion of ii touchesthc qround, Whenthc flag is clear of his grasp, he co,-mes to atrenrron and execute6 present arms. c. The flrg is hoisred smrfljy ar rhc firsr notc of rhc natlonal anthcm, or. if no bandis prescnt, ar tbe first note of To rhc Cotors. The flag may be hoisred or lowered without music. As soon as rhe flsg has be(n hojstedro rhe sraffhead, the caders hold il rhcre. grasping rhe halyards wirh rheir lefr hands:andwithouim-ovtng from rhelr positlons,rhey executcpresenrarms. d, On the last note of the muslc or after tbe flsg has beenhoistcdro rhe staffhead. all mem be!s of thedeiailexecureorderarms.Ihehalyarclsthen are securedto rhc clear of the siaff (or if appro_ prlete, the flag ls lowered ro half- staff ana rhe halyards secured). The detall ls formedacsln and marcbed to the dlsmi6sal area, I87. RETREAT CEREMONY: a. The rctreet ceremony serves a twofold purpo8e. Ir aignals rhe end of tbe ofilcial dury day and aerves a8 a ceremony for paylng fcspect to the flag. Tbe dme for rhe enO ot ibe dritv aev varlcs among CAP untr6 dcployed in the iteldl tneretore, the commander should deglonatethe 6Pecj{lc dme for the retrear ccrem6ny, The ceremony should be held beforc sundown. b. The retreat ccremony may tale placc ar . rne squaclron 3rca. rhe parade ground,or jn rhq vlcinity of rhe flag6taff. If conducred at rheparade ground, retrcst will be a part of rhe barade ccremony. If conducred wlthln rhesquadron area, lr rs usuarrya ceremony nor lnvolvinga parede. If rne retieat ceremony is conductedat the fl agsiaff, the unlta participatlng may be formed tn line or may bcmasseddependlnguponrhesrzeandnumber ol units and rhe spaceavallablc.

a. A-_shofltime prtor ro rhe specifiedrlme :e\e|lre. troops are marched to a pre_ Fated poslrio-n near the flegstaff, heired, roward tbe flagEraff, and dressed, The flag iry detatl. should arrive ar the flagsraff ai :ime and shorild remaln at attentlon, 5. The unlt commander commancls parade, .. The unit commandet commands Souad_ at the speclfted tlm--J-or SIIENIIaN, e. lhe tlag derail moves rorheflagsraffand ::es rhe flag ro rhe halyards. The unit commender commands present (hen faces the flagsraff and E;EaIi-s t arma. Upon rhts slgnat. revetlle ls :. On th ftr6t note of reve le, the flag :Eiry detall ratses theflag. The gentor member lr derail holds theflagto-keepit from touchtng a:ound. The unit commander holds hls sslut; rhe last note of reveille. f. After tbe la st noreof revellle I s played, the :rmmancler executesorder erm6, feces about, :3mmands Order, ARMS. a. The unlt commsnder commands REr- Each fllght commander salutes and !c, "Sir, all present or accounted for.', !. The unlt commander acknowledces the r by returnlng tbe salute. :.. Aftcr receiving reports from alt flights, -nlt commander may direcr the adjuta;r ro

isE8iEW
a. A short time previous ro the spccified . ume lor rerrear, rhF band(it oneisava able) and tne troops par-ttcipartngin rhe ccremony are marched lo rhc ftagsraff. hatred,faced ioward rhe rrag. and drcssed,Whjle marching roandfrom the l,-re-ill!, . rh". band should precede rhe troops parrlcipating in the ceremony. b.- Whjle rhe band and rroops march ro rhe _ rrsgsrau, a IlaS secu"iry derait. consisting of a cacler noncommlssioned officer and th{ee caoers for the all-purpose flag, when pracrjcal, atso marches rc the flagstaff and halts.Alterrhedetail

sh anyperrtnenr informerton. Therrdoos rhcn narched back ro ihe area and disnitssed.
RAISING THE FLAG: :- A detail consiartng, whenpracticable, ofa roncommissioned ofJtcer andtwo caderswilt rhe flag. b. Tbe derail is formed in line wirh rhe cadet missioned officcr carrylng rhe flaq in th( The derail rbeni6 marchea rorhefl:assraff

127

Parade' nalts, the senior membel commands

D F S'T

to the oPen edge. (4) In step E, the outer Point is ttre open edge to r inwaral, p;rallel iith second trlangle. (5) ln srep F, the triangular fol. continued undl on; lap from the end B! : from the blue field ind insertlng into t: fold Jrom the striped section, tbe Srom I89, LOWERINGTHE FLAG: a, The personnel requjred for.loee: flag aie a a-adet.noncommlssioned of{r:

es the troops ale dressed' the e" soon -.om.ana s Partde, RES:ri He then 'iii.'ir.i;tr. assufre-F-E-e poEliion of the "o-mlnie-t i^"ii'i I::gi.
;;;;;:";;d'waits retreat. for rhe specilled rime lor d. At the specifieal tlme the commander orders SOUNDRETREAT. not e. The band plays rctreal (If a bendts played') Durlng be may o..""-nt. i.corO"a mli6ic

or iri" irlir* 6ri",*",, (hetwolunior-members halvardsonthe arranse'rhe lii! iii,i for proper lowerlng ot lne rlag flass(aff"."""iriv'a;i"iI

ii'l?"-."oit"
ls formed, _rt"fv"ia"

to' the all - purposeflas'-Tb:

to the llagslarl'

ll# :."'**-*'#f, rm*#P@

f. The commander faces about.and com-

c. The commander commands l-.gi!!l!j present ARMS: As soon as the troops execute frarn", ,tt" commander faces to. the front and prcsent arms The members of iiin L""*"" rhe flac sccur,iy detall execute present arma bY the commancler' uoon co-mmand h. The netlonal antbem or To the Colors ts played, ana the flag ls lo\tere<l by the lunlor members of the flag securlty deiall' l. The commander executea order arma _itrl last note of the muslc ls played and _iric 'xtren been securely grasped' The comn"" ir,"

cletachedand manned-from ': "i" On the fllst note ol tne waid stce. To the color6, the cadet or anthem ni-i"Jlon"O ottt."t and members of the lowerlng the {lag execute Presnt.arr<

marched

i ot trrenag te cogrdllal:-d iowertn! Ylll q:' "-u"t" c

in older that botb are oi thi slmultaneously,The cadet noncommtss
i_lre ftac ts low enough to rccelve' steff. t-he flag is holsted to.ihe staflhtr: Colof,3.) b. The flag 16 dctached from the and folded into the 6haPe of only the blue ftcld 6howlng, The hallr: secured to the 6taff.

irili-lorn-"nit" ,tt" cetallto ordqr. AB\'':(If |:

and then lower': iliitai ia l"ing sounded iiret note of the natlonal enthem o: :

aboutand slvesihetroops9IgS! iiii"il?tiii" fecesto thefront. and agaln .4&!!q

i- The flac securlty detall folds the flag' The;enlor meinber of tbe detall remalns at atiention *ttue the flag ls belng folded unlc36 tri" eirvtc"s are needed to control the flag' k. When foldlng of the flag 15 completed, the flac securlty deiatl with the senlor member on the- rlcht and the'flag bcarer in the centel marct' ro -a posltion threa psces from tbe commander (in an informal ceremony, three pacea iiom tte btrtcer ot ttre Dav)' The senlor member "slr-,. the flas ls secured " ;*;-;epo;is ;;i;;; The commandar returns the 6alute, and the flat security detall marches away. The troops the_nare marched to thelr areas and dlsmiased' 1. Foldlng instructione are as follow6: (See Figure 5 - 15 for step8.) (l) ln steDs A and B, wlth the nag held hi;h, the lower striped sectjon of the flag wat6t ts folded over the blue field. (2) In step c, the folded edge (the ealge nearest the reader in B) ls then folded over to meet the open edge. (3) ln steD D. a trianaular fold ls started by bringing the sirtped corner of the folded edge Srot h foldingtie United Fisu.e5-15.

128

PTER 18- GROUP AI{D llt|ING F(IRMATI(INS

-iecau6e of the nature and slze of mosr .filts ancl actlvlties, CAp cadets vlll be t rFon (o form or march ln unltslarqer Lnan only on rarc occaslons.Aisoeclal +dron s, such a6 encampmentsoT wlng con_ s. however, they mAy be requl;cd to :lc in group or wing foimarions'for parrJn in a group_or wing rcvlew, parade, :, or other mtltrary celemony.'F;r rhls resson. tt is_ lmporranr rher all porenrial par_ i,cipanrs jn rhese elenrs hare a qineraL uniler. stsndlng of tbe composltion andJunctlonins of g.roup and wlng formarions. In addition ro thc gencrel--understanding expected of all parriclpanrs, tsnaac lll cadetsare speclficallyrc6ponsiblefor rne contentpresentedln ihls chaptcr to theexrent rnar they can serve satlsfactorlly in any statf olllcer posltlon ln group and wing formatlons.

CTIONA - F UNCT I O N O F T H EGR O U PA N D T H EW IN G

: )\'POSITIONOF THE CRO(IPAND WI\G: r- The group ls composed of two or morc ns; the \r,ingjs composed of 6r/0or more t orma(ionsandmovements a*e concerned :eremonies. Thls chapter describes the s preceding inspecdons, revlews, and :- The assembly of unlts in mas6 formatlon rared by the group commandet. Each souad_ ::crmander moves hls squadron to its alace nost convenient manner. :- Whenln ma6s formation, the qroupdrills rIE-mand.Suchdr t is llmired ro;ovi,menrs E emoniea where the units of the srouD exe_ ! =e faclngs, and marchtngs as oie l6ay at :bmand of the group c-ommander.. Tne6e rents are executed by the groupinamannei : ro that preacribed for the squedron. ( The wing does nor drilt by command.Its . rorm.and march as direcred by rhe wing r. When practicable, the for;ation anA of the subdivistons oI the group anat ri. made clear to rhe unttcommand.lrs iefore 1 To assume any formation, the group or wlng_commander announccs thc deslredformarlon, tne polnt.tor rte rjght flefr) of rhc group or win8, ano-thc direcdon tn whlch rhe tina or column is to [ace, The unlrs approachrhe linF on whjch rhc group_or wlng forms in column o- tinc. Atrcr comprefion of a movement, tbc squadronsar. grven at ea6e untll anotber movemcni ls ordered. f. Afrer a group ts halred and if under rhe . rmmcotarecommandof rhe groupcommander, rhe squroron commandersdo nor give supplFmLnrary commands ro correcr rhc alinement or po.rrion or rneir squadronsunless ordered by rhe group cOmmandeig, In cetemonies afrer the cereirony has started, the unlts remain atattention unril oraered [o a rest posltion by the next higher commander. h. A untr may bepresenrcdrotrscommander or to a. reviewing officer, When rhis is done, rhe presenring officer faces his untr and qives the commandPresenr,ARVs. whenall etemenrs of hts unrr aTc ar presentdrms, hefacesrotl-efronr and command,s rbc members of his staff to presen( 3rms, Ltis guidon or nag bearer (if prescnr) salutes on commandto rhe sraff. 191. COMPOSITION OF A STAFF: a. The gfoup isthe smalle sr form ation with a

129

Etaff. The commissioned staff of a commander forms ln one rank. one and one-half paces to his rear, The noncommissioned officers of his staff form one and one-halJ paces to the rear of the officers but do not normally Particlpate in his marchins staff. When only one staff officer is present. he is posted one pace to the rlght and one and one-half Daces to the fear of rhe commanaler. Staff members usually are arranged from right to lelt in order of rank, the senior on the right; however, tbe commander may cause tbem to be arranged in any desired order, Noncoms forming with the steff ordinarlly are posted in order of rank from rlght to left, Thearrangement js diagrammed for reference ln llgure 6- l. b. When necessary to reduce the frontofthe staff, as in marching, it 15 formed ln a column oI threes and follows the commander. The staff marches under the directlon of the Eenlor staff officer.

B - G R O U PF O R M AT ION S S E C T IO N
OF THE GROUP: I92. FORMATIONS a, For ceremonlea,the groupisformedwitb 60uadron9 ln mas6: and when an lncrease ln aize fo-r appearance l6 necessary, the group lsformed ln llne wlrh squadron6 ln llne, When formadon8 are ln movement,the group le u8ually ln column wlth squadrons in column and fllghts in columnas shown ln Figure 6- 2. The group in ma66 formadon wlll be used for speclal command revlews, for example, a reglonal ot wlng review. b. The attached unlts take thelr positlonsas dtrected by the group commander.They conform io rh fornietlon and movemenisof ihcother unlts of the group. c. Reqardless of the dlrection the group y alphabeticall are deslgnated faces, the ;quadrons from riqht to lefl ln llne and from tronr to rear in column; thar is, "A" squadron,"8" Squadron, "cr' Squadron, etc, Group6 sre also lettered from risht to left when in line and from front to rear when in column. Thc terms "right" and apply to right and left as the formatlon "left" faces. d. The deslgnation "center squadron" lndicate6 the, center or the rlght centel squadron accordlng to whether the number of squadrons is e. The group commander supervises the formation from such positions as will bestenable hlm to correct alinements. lntervals, and distances. With his staff (less the adjutant), he takes hrs post ln tlme to receive the report. f- While lormatlons or comblnatior,: marlons may on occasion bc employcc ': pecullar Jequlrements of 6pace or purp( i" pr(:x ano Pr(: spacinq,precedence,and irems as spacing, items prevlously spec specllled wlll bc adhered to : i as posslble. r93. TO FORM THE CROUP IN COLI-.']it\: a. The group form6 ln column frc':: of squadrons ln line by ex_ecutlnFrli't Usually the group commander presc.:I (l) Formatlon, (2) Dlrection the column lvlll fa..:(3) Hour of forming, (4) Location of the head of the (5) Order in column of the gr..-q quarters, squadrons, and attached unlts. b. At the eppolnted time, ihe commanders form their rmits as p. They place their units ln column a.,: their arrival in place to the group com his adjutant,

194.
IN LINE: SOUADRONS a, Before the ceremonles, the adji rhar rhe group posirion on rhc parade;: t ags ar.;i ar ' , w l th tw o tl flaga. ags, The l he r flags marked with two
each fl ank ol rhe l i ne on whlch r he c:

t 30

form, Additional markcrs ma,v be pla..c .: :i: line to lndicare rhe position of guides. b. Whcn a band (or recorded music) is i.l b. u.ed in rh. ceremonie5. lhe ,: ar.ranges a signal or a specific timc "djurr-for adjuranr' i call to be sounded.The adjutant takes his inirial pocr lor th. rhe rigl-r ot and t..rn_ c. Squadrons arc marched onto the parade ground from the r{oops' lefr flank facing the revi$ring stand and broughr onto rhe rcady tine d. As each squadron arrivcs in its position on thc ready line, it ts halted and faced ro rhe 1cft, Thc squadron commander: then commands .ir IDr! !\ Ar rhi. commdnd, rhe sutJ!l\!_ nl or(h Urghr dnubl. rime. lo hjs posjrionon rh. final lin, Inoicarpdb\ rhe ttrp.-. hatrs,rno lac, s rhL ddjurJnr.Th, adjuranratin!s the AUid, s (r1rh,. rigbt squadronj thc guidcs of thc othcr squadrons advancc in rhc samc mann.r an.l covcr on rhc guidcs alrcady on rhc linc. As soon as rhc,guidcs hnv(i cstablishcd thcmsetvcs on rhc line, thc squadron commandcrs command ! orward. 't he command of executioFT;i-ror tlrcrr !14!!q!: rnor,m,nr is s,' rim.(t rhdr rt(y wr rr..p,,it ||.1,, 1i." n.i, or rh,. U.:tcru owrn! rJjurrnr's call. 1h. s{tLr.rd.on is' hatnlt so rhat rjrc cnesr of thc rjghr Illan of Orc fronr rank in each flighr touchcs rh. fighr arm of rhc guidc. The squrd_ on .,,...'JnJi r ru dri.s.. ^rd,.f.. rt,. ...luadron ,n! rlr tlr!hr cummJnd,.. I ch,ak r|ln,.m,.nl. scc ligurc 6 il. c. Whcn thc unfs havc rcachcdrbcir posi_ ti()n on thc line, rho nusic is sropDed. Th; ad jutant thcn movcs with dignjty by rti routc to a posfion ftidway bdwcen thc tine of squa{rron cummrn'l, rD rnd rhp ar,,upiomm!nd.r. H, hrlrs lrcind down rhc trni oi noops, rtn.n executes left face. f. When all unirs are drcsscd, rbc adjutant co,rmands C,Lidcs.POSt. AL this commanq,rn,. turo(s move to lhei- prop(r posilionsb) rakinS onc pac. rorwaru. takinp onr pacc ro rhe righl rn mar.chlng, and facing about. .-_,_c. Ihc adjutant then commands !l:9!!I! commandpr.salures,lnu 1_BI1: r99t. rh! sror.rp reporrs, "Srr, rhe group is formed." h. The group commandei retur.ns tne sarurc and orders TAKE YOUR POST. The adjurant ps.sses to (FE-;6i torn m-a nder's rishi cno rai\es his post on ljnc wi(h rhe sratf. Thi froup commander commands order, ARMS. I95. TO FORM THE CROUP
:-2. The Grcup in Colunn with Squddrcn 1 Colunn ond rlishts in Colunh

:o/n 4AND8 +

stAtt

. , l,

12 pAcES

*t . Jor rri*.

" -,-5 -r-&

Ll lll
Iv
.,

liitl
+ *o

I I i I | "'o"' "
=:1
]2 PACES

ttttl

lrfTr

r.lT

'- - ' - &

LINE WITH

_ a. Thc procedure is the same as in forming in line with the following exceptions:

't3l

=' :. -

I L tg PAcs
I
la 'dr
,f]

=-

d'r

fwi,h Squddrons in tine

fisute6

3. Gtoup in lire

(l ) T b c s q u a d ro n s i n mass l orm:rti on ar c ma rc h c d o n to th c p a ra d c ground from (' trhcr f lr n k o n u l i n c w c l l to th c rc nr of l hc rcady l i nc. (2 ) l h c g rc ,u l r o r w i ng shoul d bc' l ormcd f jr sr o n th c fc a d y l i rc a n d thcn, l ]t thc fj rst notc o f a d j u ra n i s c a l l , mo .!r' d ro thc fi nal l i nc. b . W h c n s p a c c i s l i mi i c d , l hc squadron w i tl bc D ro u g b r o n ttr p l rrrd (. ground i n col unrn of f lig h ts a fl d l n a s s q i l e fr a s rhc fl j ghrs cornc {)n t o th c rc a d y l i n c . 19 6 . T o I)J SMIS ST IIE (J ]IO IJ]' : a . T h c g r o u p c o m m l n d.r M ISS Y O U R S Q I]A I)ItO N S.

b. Thc squadron com m ! nd! r : group c0n' mandcr, mrrch t hcir rh. pl acc of di smi ssrl , and dism is. : c- A I(cr tl rc squadro ns m ar ch commandfr di smi sscs hts st af f . :-

d. In casc thc group cc'm nr r nJ r' l Js' r1,, :.1u.,,1,,' ns r " r l, r ' w i thour pr.scri bi ng l bat t hc squ: , 4: mi sscd fromptl y, hc comn'ands lr ()]r Y OLIl l S OLJA D IION S- 'lhc s. r . msnd.rs sal utc thc group conr m sich.rrgc of thci r squadrons4 rxhiorx i

Qn"**cir:,

'

i ta

a (urrru,
3 rh,

' Li"iill,, s.:r ':

+ - ;r :,r ,. nf I

-l

l .J
GIOUP D C GROUP

:f

.a

Iib:1 6 .
l-lR
GROUP A

Gi OU PB

132

fisurc6-1.

Wins tn Line with SquodronJin Mo$ Fotndtion

C - W I NG F OR M AT ION A N D R E VIE W SEC T I O N

-ORMATIONS: :. On special occasions, the wlng may be .d in line with groups ln mass formarion. :,rrmal formation for the wlng, however, a a wlng revlew will be rhe wing ln llne squadrons in mass formations, as illusin Figure 6- 4. :. The lnterval between squadrons wlll be E::s with 12 paces bewreen groups and/or :. The color guard ls posilloned ln the . of tbe formatlon and ls consldeted when :ing interval, :. Distance ls measurcd ftom the rear of :adlng elemenr ro the front of the element :1 the order of merch. : EVIEW: r. A revlew ia the lormatlon of troops ln and/or wlng and marchlng in a prcscrtbed :. Thc purpose is ro inspectrhe degree of driU proficiency of the unit and the state of readiness of equipment. b. A review may be held to allow a hlghcr commander, olflclal, or dignitary to observe rhe state of training in a command. c, A review may conslst of the fotlowing parrs: (l) Formation of troops, (2) Inspection of troops. (From ttre reviewlng stand or as outllned in lhe next chaptcr.) (3) March ln revlew. d. As descrlbcdin rhe for'.golngparsgraphs o, thts chaptcr. rwo ormoregroupsareformed on the flnal line and presentedro the troop commander. Thc adJurant, by order of rhe rroop commander, rakes hls post on ltne wlth rhe sraff. Tbe rroop commanderinayrhenprcscnrtherroops to rh( reviewingo[[lcer. lnsp(cdon or rroop6ma] foILowlf rhc revlewing offtc;r desjres,

199, SI:OUIiNCII OF Rl':vluw COMMANDS: Adjutantl CauscsAdlutant'sCalI to bc r\oundod

a l- "-l -n-p-c

i'efuiffirt"

D neT

AaUutant: COof Troopsr

SOUND OFF ''Cive You! Croups Alrention" (Dtrccrs) ''Glve Youi. croup6 Prcsent Arm6" (Dlrccts) To thc Colors or natlonalanthem, "Slr, the paredc 1s formed" AKE YOUR POST "Glvc Your Groups Order Arms" ITECEIVF, THE RFPORT ITLPORT From right to left, while saluting,rcport: ''A { B, C ) r, roup,dlI trosenr or rccounr-cllor,sl." Executesahoutface, salutes,and reports: "Sir, all )resentor accountcd forr' PUBLISTITHE ORDLRS

paradeRest,' (urrecrs)

(Direcrs)

,^djutant: ( ; r oup Co mma n d c rs : A djut ant : CO of T r o o p s : A djut ant :

Omier or-5e-Dffi........,
C o l ---...-.-." Offi cers, C enter, MA R C H

AT TFN TInN

TO O(D

R S , ' l rFrai l l o-

By Order or

Today,

Senior Group Commander: CO of Troops:

Forward. MARCH Order. ARMS Offlce)'s,Post. MARCH

133

Senior Group Commander; Co of Troops:

Officers. HALT Post, MARCH "Glve Your Cloups Present Arms" (Directs) To staff Chanqe Post. MARCH
lo stall Prescnt A RM5

ReviewingOfficer: CO of Troops:

slr, r presenrrne commano Ruffles and flourisbes and appropriate march it person of sufllcient rank is present. MARCH THE COMMANDIN REVIEW To staff order. ARMS To staff ChanqePost. MARCH "ctve yiii-troups o-idEi Arms" PASSIN REVIEW Column of i.ii-iiiii ar. ;n massr t the command ltlqht Squadron. squadroncommandcrs face aloiii--

(Dtrects)

croup Commanders:

2oo.W,
Adjutant: CauscsAdjutant'sCall to be sounded "Clve Your Groups Parade Rest" (Dlrects) SOUNDOFF iFCroups Artcntion" (Dirccrs) "tfiE Lxccutes present arms on command of CO of Iroops To the Colors or national anlhem Executesaboutface
'rci r rha

CO of Troopgl

TAKF, YOUR POST Adiutent takcs Dost ln staff '-clve lour--C,roups Order Arm6'1 (Dlrects) To the adjutant RECEIVE THE REPORT Moves to hls post REPORT From right to left, while saluting, report: "A (B, C) croup, all presentor eccountedfor,sir" Executea about face, salutes, and reportsl "Sir, all present or accounted for" Returns the salute PUBLISH THE ORDERS Executes about face ATTEh$TIONTO ORDERS:"Detail For Today, Offjcer Of The Da\, Lr .........., By Order of
C ol ..,......,"

^.r..1^

Adjutant: croup Commandors: Adjutant: cO of Troopsr Adjutant:

Ofllcers. Center MARCH

Senior Group Commander: CO of Troop6: Senior Group Comdr: CO of Troops:

oi]ffi]iEl-

Forward. MARCH

Order, ARMS o-TTicet;;Tost. MARcH Officers. HALT Posr, MA RCH "Cive Your croups Presenr Arms" (Directs) To 6talf Chan{ePost. MARCH i o srarr Pteseni. ARMS "str, I pi6-6it-TfiE-E6ii mand" Ruffles and flourishes and appropriate march music if person of sufficlent rank ls pr:esent'

Reviewlng Offlcerr CO of Troops: Group Commanders: CO of Troops: Oroup Commander6: CO of Troops:

PITIJPARI-] F OI( INSPECTION To sraff Order, ARMS ulve Yout Groups Order A!ms" Order, ARMS PRIiPARII I'OR INSPECTION PREPARF 'OR INSPF:CTION Prcsen(s arms "Slr, rhe wing (group)is prcpared Executesorder arms and aboutface' ''clve Your ctoups paradc Rest" (Dtrec!6) (Direct6)

Group Commandcrsl CO of Troopsl

Paradc, IiEST Executcsaboutface To stslf Parade, REST In8pection ls made et ihls tlme by revlewlng offtcerWhen all members of inspecting party and CO of Troops have resumed rhelr posts, rhe CO of Troops salute the revlcwing offlcer.

Reviewlng Offlcer: CO of Troops:

MARCH TI]E COMMANDIN IlLVIEW Returns to order and commands staff: Chanqe Post. MAI{Ctl

FASSTtrRFVTFWGroup A Commanderi

manders fece abou-C

At the command Right Squadron,

C]|APTER CEREM(II{IES 19 _ MILITARY

Civil Air Patrol members at encampments and other special gatherings may be called upon to parriclpate in any or all of the special mllltary ceremonics discusscd in thls chapter. Phasc III cadets are responslble for becoming thoroughly famillar witb all of the dclails concernlnc tbese ceremoniea so (hey can servc cffcctiicly ln eDcamDmentand other staff offlcer Dosltlons and bestowal of honors and decoratlonson ra: " lndlviduals,and groups. Proceduresfor rs: rhe U. S. flaq and for revellle and retre;: : . monles are outllned ln Chapter 17. Pro:.:j to be followcd ln presentlngCAP CaderP::: awards arc descrlbedln Chapter21.
P arl i ci pate i n the6e ceremoni es, Thi s chapter expl ai ns ceremonies su. - : -

A - P AR AD E S E CTIO N C ER EMON Y

il"iiW
Th" purpose of a ccrcmony rs ro ac^. compllsh one or more of the followlng: promore tcamwork and pride in Clvll Alr Patrol, dtsplay lhe proficlency and amte of trainlng of the members, or accord dlstlnctlvehonorstonational symbols or indlviduals on speclal occasions. b. In ceremonies, the indivldual will realize tbat his personal performance reflects upon the unit to which he belongs. P ride in bis organizarion is aroused by making him leel rhat he has a responsibility in developlng the efficiency of rhe unit. A sense of unity is promoted by pride in his own accompllshments, by pride ln the reputatlon of his unir, and by confidence in his companiona. Thls unity of effort is felr by every indivldual participating in a cetemony. c, It ls easential that each cadet thor.ouqhlv undcrsrand the differenrml LIrary ccremoniesise;i in Civil Air Patrol, the purposes andrelatlonship of these ceremonies to each other, and the steps involved in each. The cadet should concenrrareon learning the sequence of events for each type ol ceremony, particularly parades and review6, This knowledge ls necessary to confident pedormance in any assigned role in a ceremony, After inltial

study, rhe caclet should menrally review : he will be requlredtodo ln filllng varlo us f,: !_ ln a ceremony and (2) whcn, in rhe c!::hc will be required to do lr, 202. ORDEROF PRECEDENCE: a. Wbenforeignpersonnelareinvire: : ticlpate in a ceremony wirhln the re.::. theyare a: ! Jurisdictionof the UniredStates, a posltlon of honor ahcedof rhe CAp p.:i: erc(pt rhai a small CAP derdchmenr in n: : precedes the foreign group as a guard.: b. Members of Civil Atr Parrol ar: :l tioned as follows: senlor member offlcr:: commissionedscnior members, PhaseI\':.1 PhaseIII cadets,Phase II cadets,phase :::: 203. DEFINITIONOF A PARADE: a. A paradels a revlew with honors, b, A paradeia a ceremonywithin i!s:t: r.espectis paid to the U. S, flag, as in ,.-204. SUGGESTED CHECKLIST: a. Establish rhe dme, dete, and : b. Derermtne rhe rlpe of tormari(squaorons in mass, extended mass! nur.:Esquaorons and groups.

136

:::i1 those who will perform : : : nns and a s c o l o r g u a rd .

in com-

of troops. Aftcr thc frontage of units has bcen measured and rhe field appropriately marked, units will occupy their places in llne as shown inFigure7-2. c. In ceremonies of a wing or larllcr unit, especially when iroops pass in r.eviewin mass forrnation, special arrangcments arc made to provide for breaktng up into mar:ch columns after the troops pass the reviewing officr. This is donc by assigning areas into which the different units can move without blocking thc d. Where units larger than a wtng will participate, the appropriate command designations and staffing \\,ill bc substitukrd. c. lhc paradc or rcvjcw of a group or wing will be rcferred to as a group or wtng paradc or rf!tcw. For cxamplc:(;roupl)aradf, WingItevicw, Commandl,aradc. 206. ADJUt]\NI',S CA] L:
a. l hc adj urant pl ac(i s hi mscl f on thc f inal l i nc si x paccs to rhc l (' ft of tbc' banct(or if a rccordi ng i s uscd, sj x p!ccs ro rhc ri ghr of S quadron A as show n i n fi gurc 7- 2), faccs down

' : r k par ade fi e l d i n c l u d i n g fi n a l l i ne : f m ar c h, a s s h o w n i n F i g u rc 7 -1, ' : lc ar r ange me n ts fo r. b a n d { o r -re c o rd ed : - blic addr e s s s y s tc m , a n d c o m m u n i ; :. fLight line for coordinattng fly- ovcrs - i. r m ine th e n e c e s s i ty fo r fo r p ra c ti ce

I lnounc e u n tfo rm : ] , I A T I O NS :

rh c e rc mo ny,

. - : 1 of t hc fo rm a ti o n s i o r th e g ro u p or - : hf used, If ihe spacc available is too r h( . ac t iv it y c o n tc m p l a tc d , th c f o rm a ti on _ odif ic d t o m c e t th c l o c a l s i tu a ti o n , a nd r jt ) r opr iar e s l z c ma y h c u s c d . . r ops s hou l d m o v c i n to th c i r p o s i ti o ns : . . I y m annc r. l l o u tc s o f ma rc h a n d ti mc r : will bc p rc s c ri b c d b y tb c c o m m a n i l c' :

FINATLINI

I
a d

P
t-tfE r MAt(ti -- ?o i^cE3 TPr. I o

I_

FisuteT 1, Prepototionfot Porod.

't37

-,"itl,,t,,

Tiir|8,? & ,I;i?fl, d**

;L'llll8l, tr<l,lt& a .i,il,lll," N ,"iiil'lilJ., + '-" *M rf4<t$

-?-o--*------

----l

oa;------I

i{--'x'----' iti'
Jr9l rl
:l

A-r ! , n' I r X' a 3l

Afi- j

"i I

{crt t rl

.
I

6 altFs

iro L
l-i ar

ll

fisvteT-2.

fornotion of froopsto. Pdtode

the 1ine,and beginsrhe cercmonyby commanding lhr band (or r,cord,o music) ro s.Jn,r rh. ,Ltjurdnr's call. Ar lhe li.sr not,. ot rh,. mu.ic, a|l squadr:oncommandcrs face their units and caLl them to artehtion. If the parade consists or lrorc than onr groupi rhF groDp adjurdnrsar tru ad_ juranrc call facp abour and movF to rhe frnal linF. I hLv hatr lhrFF pac.s from rhe squadrons, i.cc to rhe ripl r. and alire on rhe wjng adjuranr. WhFre a unir targer rhan a wing t6-in\ol\ed, groLp and wing ddjurdnrsretair thei- pocirions ln rhe staff of their respective commanders. b. The group adjutants rcmain on line lrntil all unirs ln.rhelr -especri\e groups have con-e onro Dnc. Incn rhe) join rhe group sraft b' rhe mo<i ctrcct i.oulear rhc same cadencL.pr\crjbed ror Lnewrng adiuranr,

207. MARCH O-N: a, llirh thc be8inning of thc musjc :j. aulutanis call. aJlurani's call, h tn -ordcr: ordrr, righi right ru tFil tefr group), thF sqLradron command(.rsair r. jrg conmand. (rUlDr oN I lNL,l . mano or cutpt ON I INE. rhe !,uidr I 6Ei'., racl,i io : and alincs on rhe adjutant.

doubrer:m-FoiidTini

b. The squadroncommander hatts hi. , ron so that the chesr of the No, I nL;: rigr-t file rouchcsthe righr bhouloe.of c, The squadron commander dre,.... squad.on, After the flight commandir.

138

the alinement (in squadron mass, the Flight commander only), the Bquadroncomc. commands Readt. FRON]. The squadron -ander (hen fiiEE-to the front ana atines lf upon other commande.s to bis rlgtlt. I If alargenumber of units are participating :onslderable time is requlred Ior the march :he squadron commander Bhould glve his Darade rest after it hasbeendre ssed. He rhe aquadron to attentlon lmmediately after -on :arch on muslc stops. :. The guides of tbe squadrons other than :eading squadron allne on tbe guldeE of ::ons to their rlght. If the squadrons form maa6 as they come onto llne, only the . of the leadlng aquadron moves on llneat the =and GUIDE ON LINE. The groupcommander s the group, and the squadron commender :e right checks rhe allnement. Afrer the ls dre66ed, the group commander faces GE front. CUIDONBEARER: a. The guldon bearer ls poaitloned one pace :: rear and two paces to theleft of the squadb. Guldon bearerg 6hou1dexecute rlght face : the aquadron ls belng dressed, This acdon :les each bearer to posltlon hlmEelf on hl8 squadron and to cover behlnd otber guldon :ers to the rlght. He faces to the front at the

the entlre band has passed the front rank of lhe troops, it agsln counlermarches and halts in its orlglnal position. Wben the band ceases playing the march, the sound off is played again. This entire movement is called trooping $e line. b, If it is not desired that the band troop the line or lf recorded muaic 16 u6ed, the adjutant commands In Place. SOUNDOFF, With thls command, the band (or record) plays the sound off of three chorda, then plays the introductlon to a march, and repeats the three chords of sound off, c, At e retrear parade, lmmediately alter the completion of sound off, retreat ls played and the retreat ceremony follows. d. The commander of troops and hls staff stand at attentlon durlng the aoundoff ceremony and the playing of retreat. 2T1. OFFICERSCENTER: a, Irnmediately following the publtshtng of the orders by the adlutant, he commandsOfflcera. Center. MARCH. and then faces about and takes 13 positlo beFlnd the commander of troops (one pace to the rlght and one and one - belf paces to the rear), b. Ar rhe command Offlcels, squadroncommanderE take elght (+two) paces forward, guldon beerers execute carry guldon end take flve (rone) paces forward (rbackward), "A" Fllght commander takea 81x (.standfaso psces forwerd, "B" Fllght commsnder tskes four (+two) paces forward (*backward), and "C" Flight commander rake6 two (rfour) pace6lorward (*beckward). Note: iworda and numbers wlthln parentheees above, apply when the group ls ln llne wlth squadron8in llne. Offlcers and guldon bealera in rear squadrona (aecond llne of squadron8)move around the front llne of equadrona on the flank neareEt the center and assume posltlonB on llne wlth oiher offlcers snd guldon bearers equal to thelr posltlons. When the formation lncludea a second llne of squadrons, ell fligbt commanders wlll be omltted lrom offlcers center and flr6t serqeants will nor take commanders' posltlons. Refarence may be made to Flgure 7 - 3. c. At the commend Center. offlcers and guldon bearers face to the cEiiE d. At the command MARCH. the music beglns to play and the office?E-a;aFidon beerers close to center, maintaining relative posltlona. The ftst sergeant wlll occupy thecommandpoaition ln the absence of the commander. He wlll move to ttre command position ln the most direct route around the flank neareat the center and return in the same manner ea the commander tetutns to asaume command. e, Upon raching the center, eachlndividual halta and automatlcally faces the front at close

:nand3ggryLIBfNI.
CUIDESPOST!

a. After ell unlta come onto llne, lhe muslc pleylng and the adjutant walk8 brlskly ce of ailproxlmetely 140) to a polntbetween commander of troops and the front llne of nanders. randets. He face6 down the llne llne ol of He hatte, halte. iace6 down tDe and dlstlnct volce Guldes, POST. (The i "cutdes" ls prolongedJ-s, executes left face. and commands ln a

b. At the command POST, thequldes Cuides. a r ro rheir positionsfi-irilE-Fy executing face andtaklng one paceforward, lf ln ma6s
SOUND OFF: a. After glvlng the troops parade rest, the commands SOIJNDOFF. Tbe band, in , plays the sound off of three chord6. At .onclusion of the third chord, the band moveg ard playlng a march ln qulck time. It executes rurn to march acroas the front of the troopa y between the edlutant and front line of 6, When the band has passed to the of the line of troops, lt countermarchea and s oi,er the same ground to the right of Iine. AJrer it hea passed beyond the right = line of troops, lt executes rlght turn, When

139

interval. The group commanders and their staffs crose ro $te center, mainraining relative unir f. When all officers andguidonshave r.eached _ lhe ce1r.r and faceJ ro rt- tronr, rhe .r8lf ,.Slr, rprt ttant commande-. att in f.om "nd rhe -ly. (lcfr). risht ' Thpn rhe orti\econr rnds ".niorgryard. )IARCL IhL cenn.r offj\cr or cad.r ranr is rhr ba.e ctemenl dnd rhe s' nior otfice- jc rhc gu'de. thp group is h.rtlrd srx pdcFs trom rhe commardo. ot rroops hy rhL officer's command Offiqers, HALT.' Thc -senior ha,1t and pr.escnt arms arc rhe oiTlcors in three counrs and guidon bearcrs in tour counts, NOTF: Guidon hearcrs -xe.u6a--Fi shouracxe_ cutc thc first movemcnt of prcsent arms ar lhc preparatory command,officcrs. _ g. Th! commandcr oI rroops rerurns rhc s.rur. rr,t cnmmsnJs t{ l A R\t5, tor tf ,. ri of .1. r-a tu,;-.nA foil, AUidon 'n,rliri ro nr tcrurn ro carry guidon, huarcrs h. If a untr rward (srrcamcr) rs i() Dc I)rcscnrcd,tlle commandc. of troops commands In' afprot' i,r, -r r'-rdor Frunr Jrn' ( ,.nrLr_ \4 \1r(' . rt,, .omrnand(:. n';i i6a,Is-inri:1 gui<lonlrcar.r ^r witl rakc oii srcp ro thf rc.rr and cc to rnc ncarrsr flank. Ar ttrL.command MAR Cl t. fc rrk(s a rouk around rhc ncarcst fta;k r.;

posltion four paces in fronr of the comrrLa. troops. The bcarer witl rhcn executethein{tr- : salute wirh the guidon. When the comnrar troops returns the saiute, rhe guidon is lr ; as rn p-ceenr E|.idor co rhar ir wjlt br ir. venient position foj. rhe streamcr ro be arr:Thc guidon bca_rer will then return to rh. : poF'rro. and \ ^.cLre rh. indiviaustaLidul lhp Lornma'rder ol rroops commalos p . rhF . \lARcFr. 't te gLidon bearer .eruriJ

5
+

COMMANDEN -'lOF TROOPS

&

FI-IG HT SRGEANT c0t0Rs GUIDOI{ BEANER GUIOE SQUAO TADER ASSISTA}IT SQUADTEADEF CADET

a
A

GROUP COMMANDER ADJUTATIT STATF OFFICTR SQUAORON COMMINOIR

tl

tr

a
-f

0
o

&
xt

fTIGHT COMMAI{OTR FIRST STRGEAIIT

N E

&

0'; , ..---, :_ :, _ - -:

-,---,----,-,-0

- - -- - - -i- -- - - ---* - - --l

afred
ar aa

q{

140

Fisute 7 3.

OfricersCentel

the same route taken when moving FFICERSPOST:

:.i s, Pos t . M A RCH

:, The commander of troops commands At the command Post, all officers and bearera face about-

::r_

:. At the command MARCH. rhev steD off. ,.:nior offlcer comm-nd6 Tificeis. HALT. --!e leading rank i6 approximaTely-tx paces :he finsl line. He then commands Pg!!r

:. At the command Posr, rhe oflicers and :- bearers face outwa;El:. Ac the command MARCH, officcrs snd :- bearers move off lfr-ElEEEEsion at four Jistances. Squadron commanders, Ilighr and guldon bearcrs execute rtghr -andera, flank upon arriving at their rcspective ,. They resume thelr origlnal positlon in _:.mation and face the fronr. Guidonbearers lo order guidon, The commanders rvlth : march ro thelr posltions as a unit, At the -sion of the6e movcments,thc muslc stops :. During the cxecuttonof :;i for saluting, att gutdon -.! guldon. : RESENTATION OF TROOPS: _-:ops to the commander of troops, Thls ls by the adjuranr who commands rhe [i -?lished !o salure the commander of troops. The -rnder: oltroops returnsthc salureinacknow-:'rr betorc lo personalry rakcs chdrge o. :, A similar presentation of rhe troops is :o the rcviewing officer by the commander , ps during the course ofaparadeor rcview. -:re troops afe presentedto the commander _:,:ps,he,larer ln the ceremony, prcsentsthem :-. reviewing officer by stating, "Sir, I i::r rhe command." Appropriate hbnors then :rr.n to the rcviewing officcr. The reviewing
i- A dl6tlncrlve featurc of the parade cerco r rc v iew 16 t he fo rma l p re s e n a a tl o n o f

the reviewing offIcer, accompanied bysuchmember6 oI his parry as he may desjgnare,moves Ior*ard and halrs six pace6In froni of rhe commander of rroops. The two exchange salutes; rhelr staffs do not salute, The music Dlavs whiie the reviewing officer i6 at tbe front; side, or re"r ot an organizatlon. The commander oftroopsthen gurdes thc revjewingparr) aroundrhe lormarion, beAinnjngwlrh the unlr on rhe rtchr of rhe tjne and passing in front of the line and then around the rcar of the formation. In lar:geformarions, the ]:eviewlng pary normally passes between thetine of wing commandFrsand rhe line of group commdndcrs.In wing formartons,rhe revtewingpa..ry normally passes between the llne of group commanders and thc line o[ squadroncommanders, The command(r of rroops ano rhe local commander march on thc ;ide of rhe revrewlnq offlcer rhai is away trom rhe rroops. Ihey ar; followed by the s(aff. of rhF c6mmander of rroops, of rhc local commdnder(if preseno, and or thF reviewing olticer. Fach sraft foltow6 irs own commander in column of files. b. Thc revjewlng officer may dlrecl rnar hls sraff rcmain at rhe posr ol the revlewlng offlcer or that his personal staff accompeny c. As the rvlewlng party approeches, each squaclron or group commander (when the group ls in mass formatlon) brinSs the unjr roartention. He rh.n commandsLy.s, R]CHT. Allmencxccut. eyes rlght, As so-6i--EF i[6-ieviewtnq offlcer comes lnro rhcir line of vision, rhey follow htm wlth their cyes, turnlng rhetr head6, unril hc raches thelr front, Ar this point, the head and eyes of cach man rematn ftxcd ro rhe fronr. As rh( reviewlnp pany rcachcs d poinr six paccs ro lhc rlrhr of rh( squadroncommander, hec\ccures rhc hand salurcand holds ir unnl relurnFd by rhe officer making the inspecrton. The flishr commanders exccure thc salute with thc squadron commander. Guidon bearers wilt not present guidon, bur wllt cxecure qycs riSht. Wh c his troup js bFing insprcrcd, rhc g.oup commander and tlis sraff are ar arienrron_ d. The -c!iewjng oflrccr and rhoseaccompanying hlm salurc rhc I . S. flag when pdssing in front of ite. The rcviewing officermakes suchgenerat inspection of rhc command as he may desi;ewhile passing around the rroops. A detailed inspection is not a part of a revlew. f. On arriving ar the right of rhe band afrer passing around thc line (or if there ts no band, a-rlherjSl^rofsquadronAasshownin Figu-c 7- 2), tne commandLr of rroopc saluies and halrs. The r.evlewing officer rerurns the salute andproceeds wjth his srfi ro l^ls posr. When rhe r;viewtng officer and his staff have passedhimand tesumed their positions on the reviewing stand, the commancler of troopa and his staff move directly to their posts facing rhe r evicwing officc]:. The commander of troops then salutes; the t eviewlng

:,: then dl{ects the contlnuation of thc review

-]NORS. In Civll Air Patrol, honorsconsisr |::: playing of ruffles and flourishes and aptrre muslc by the band or by a recording. :: the pre sentationoI honor lu r u r 5 s, , w^ spectator:s slcL u lu r b CAP r '-:.ors and aalute.
: _ o a ffent lon and f a c e rh e p e -s o l re c e i v i n !

:\SPECTION BY A REVIEWING OFFICERI Upon announccmentby the commander of rhal thc cornmand is rcad) lor inspe. on,

t4 t

officer retuins the salutc and commands MARCH THE COMMANDIN REVIEW. 2I6. PRESENTATION OF DECORATIONS: a. The presentation of CAP decorations and awards to personnel and the appendlng of unlt decoration streamers and service streamers onto a CAP organizetional flag are made ar a parade. The same parade may honor persons and units to be decorated or receive awards and persons retlrlng. CAP Cadet Program awards ar.e presented as prescribed in Chapter 21. b. Per6onsro bc decoraredvdll bepositioned before the start of the ccremony on the right Ilank and at close inlerval to the unit to the left of the colors. Thcy llne up in col umn according to rank of the decoratlons to be conferred wlth the highest ranking decoratlon ln the front. Tbose receiving 3im11ar decoratlonB take posltlon according to their CAP gradewithin each decorarlon group. c. Aftcr the command has been presented, the revlewing offlccr lnstructs the commander of troops to have the persons to be decoreted and colors brought forward. The commander of troops commands O_Id!!,-,4\!!9. He then commands Peraons to be Decorated and Colors. Center. fficH. at rhe command MARCH. rhe musii starta and the peraons to bc decorated movc forward five paces from the line of troops and proceed to a polnt ln lront of and centered on rhe colors. Thcy iben halr lndlvldually so rhat when they are faced to tbe lett by the Eenior member of the detall, they wlll be at close d. Organlzattonal CAP flags to bedecorated sr:e placed ln a single rank llve paces ln lront of the center of the llne of per sonsto be decoreted. They arc llned jn groups according ro the rank of decorationro be besrowcd, the highesrranking decoratlon on the riqhr. e. The commander of troops moves forward to a positlon three pace6 ln fronr of the center of the leadlng element, His staff, on the command Center. executes rlght face. On the command MARCH. lt moves ro the right far enough to provide cleatance for the flags and persons to b deco"ared, Here rhe sraff halrs and executes lefr face. The staff returns to its orlglnal position under command of lts senior. offlcer after the detachment has pa6sed, When the 6taff has cleared rhe necessary line of march, the commsnder of rroops commands Detachment, Forward, MARCH. At the commtndTfne[-lFe commander oI troops, the persons and flags to be decorAted, and the colots advance with the muslc playlng, The commander of iroops marches directly toward the tevie$/ing offlcer. The dress is center in all rank6. The group is halted by the commander of ttoops when he has reached a point five paces from the reviewing officer by the command Detachment, HALT. The music ceases playing wTEi-iEe

detschmenrhaL(6.He then saluresrhe r' ,. officer and reporrs,"Sir, rhe persons (j:! be decorated are present." The reviewiiE : returns the salute and directs that the ca.:: f. The commander of troopa passes i: rhe right flank oJ the detachment and !:r: directly to his post, On reachlng his ;.:lr, brings the troops to present arms, face: and brlngs h16 staff to present arms. The:i: anrhem or To rhe Colo-s is ihcn plalr: completlon of the music, the comma:,tr:troops brings his sraff Lo o-der drm:. i about, and brings the troops to order a-: parade resr. He rhen faces abour and rrr:. srafl parade rest, The persons to be or. and color guard come to present arms iIirst note ol rhe naiional anrhem, or : Colors, and executeorder arms at the ciof rhe senior flac bearer as rhe musl! .-. g, A staff offlcer rhen reads rb: .:: or the order announcinqthe awards. :f cltarlon (order) ls bclng rcad. rhc r.l offlcer, accompanled by hls staff, or ::. members oI hls staff, advancesto the nait to the llne of persona to be decore:.:fastens the streamer lmmedlately bl: r staff ornament of rhe flagEtaff, Meda:-: plnned on the lett breast pocket of cn: sonnel end on others at the dlBcrctlon :i presentlng offlcer, Whenposthumous aw::acceptedon behalf of deceasedCAP perr: the decoratlon may be handed to fte neri :i ln the open decoration contalner. He ther :_' the reciplent of the medal to take a pos::r:r hls rlght or lelt ln the reviewlng stali: per6ons decorared, ar rhc commsndof rh. officer or NCO present, form a llne on::{ of the reviewing officer or as dlrectea flags return to their po6ts by the most :' route after which the revlewlnc offlcer Ithe commander of lroops to march the co: 2I7. MARCH IN REVIEW: a. When the reviewing party ts a;:j place after tbe lnspectlon of troops :: presentatlon oi decoratlons and awards, r|.= mander of troops commandsPASS IN RF._i band, lf particlpating, changes dlredior':a . cuting column right, moves out on the r:-:: marcb, and comes to a halt. c. Then the group commanders,rr : f'om rlghr to lefr, glve the commandcol-- t
b. A t thE C OrnMA N d P A S S IN REVI Ei

ro pur

designated for review. The band (or r.::. music) starts to play and marches forE::: rhe commandof execurlonMARCH. giver :. group commandFr.Other unjts move out :j cession to tollo\i, in column at the pre.::: dlstance. See Fisure 7 - 4 for detalls.

142

t rltI I tl.
lo I

iA]IETHODS IA^PLOYEO lN IaVERSING l, 2, & 3

I

CO^^r^ANDER OF IIOOPS AND TOUTE TAKENAFIER CoA{A4ANO PAIS tN tEVtEW

?l tY: l ^ ol
ta.ol
t o.e l
1a I

..+
i1' ' +' .i.+

rt

6"

^^**ra
Fisurc7-1. hldtch i^ Reri.v

d. The band, ff PArtlclpatlng, end esch unlt : (urectlon et the polnt8 lndlcated on the

the revlewlng stsnat by commandtnc Readv. do not galute.

of march,

The revtewtni offlce! returne -itr-fii Elglll. 6alute6. otber members party of the revlewlng
l. After execuling ready front, rhe commendet of troops turn6 out of the column end takes hla_post on the rtghr stde of the revlewtng offlcer, The membrs of hls staff eccompeny hlm, malntalnlng relettve postrlong, When- th; la6t unlt of hla command lls6 passed, the commender of Eoopa faceg che revlesrlnc offlcer and Ealure6. l. Bend leaders executeandendthelr aslutes at the point prescrlbed fo! the other commendels. Each band, when lt has paBsed the revlewlng offlcer executes column lelt three tlmes to tak; e posltlon ln front of and feclng the revlewtng offlcer end at lea6t 12 pace6 tro=m rhe left flanF of the marching troops, [t contlnues to play until the bandfollowtig ir nears the poet of the ieviewtng offlcer. It rhen Ceasegplavtnq and mav leave rhA field. The band fotlowtig beg-tns playtirg as soon as the preceaungband ha6 ceased. k. In large comtletrds two b4nds may remaln alongslde each other after rhey bare turned ourof

e. When the unlt8 ele ln ma6g formatlon. ach change of dlrectlon, the commander oi

aquadron(or group, tf tn group me33) ln commands Left Turn, MARCH. The com-.r f aces the-bifr aildi-Eii-marches backuntll the change he6 been accompuBhed,

l. The wlng and group commandersand

other than the commende! of tloopa, lnto posltlon ln the column et the head lilr troops eJter the flr6t left turn. 8. The cohmander of trooDs and staff move Po8ldon et $e head of the column, l8 paces front of the band, after the second lelt turn, L The commander of troops and the wing Sroup commender6 command Eyes, RICHT tley arllve slx peces from t-[e=evlewlngThey and all membera of rhelr staffs eye6 rlght and the hand 6a1ute (foretouchea heeddress as explelnedunder Hand ). They end the aalqte lnd face to the front their 6taffs lave paased six pac6 beyond

t4 3

column to altcrnate in playing while the troops pass in revlew. Bands may bc massed and posted as direcrcd b) the comirdnde- ot troopc. L Each squadron commander (or group commander lf thc formadon is in group mass) turns his head to the right and commands Eye6, He give6 the commandRIGF1T whenhe is six_pea6i Irom the reviewing staftmtihe commandRIGHT. the squadron commander salutes and the officers in the fronr ranks execute eyes right and salute simultaneously. No othcrSsalute.The commandcr keeps his hcad to rhe righr throughout the command Eyes, RIGHT. m. All rroops cxccpr those on thc right flank exccute eyes right. Thc guidon bearcr executes prescnt guidon. On the command FRONT f,r\.1 wh' n rhe lasr ra'1l of rhe unlr is si-\ oa-paccs byond thc rcviewing srand, all offlcer s term inare thc salute. Th! guidon bearcr execurescarry guidon, and all rroops turn head and cyes ro rhe n. All tndividuals ar rhc reviewtng srand salutc thc U. S. flag as ir passes. o. Thc rcvicwing officcr rcturns tne sarurc of thc comnandcr of rroops and the satutes of subordinarc commandcrs down ro and inctudjng thc squadron commandcrs.Orhcr membcrs ofrhc ..vicwing parry d0 nor salutc.
l ( rrt II(rx ' ti r A N I) S tA l j tj : ' ,\4 \4 4 \l ,l a, A c o m m a n d e r rcvicwing his own tr:oops des igna tc s s o mc o th c r officcr as commandcr of ?ljr . (

tloops. When the review is given for : hi gher conmanu(r o- ci \i l i an a ig. iLa- \ commandcr de" j gnares a comrande: : l har he ma, dccompany i tc vl5ir or r thr revi ew w i rh hi m. W hen th\ bar d - , , the msrch on mJsi c, rLF com - iandeFxcrpl rhe ad jur a. r , . : . and hi s raff. posl ri on. " berw een rh( front l i ne ol . o. and Ihe post ot rh, revj ew j ng ot t jr L. . ' b. Thc memburs ot hi 6 sr ct l d w i rh rLF commande- w h( n rhc t ro ops ". l .

i . Tn a ( er\ mony, rhc sr at t . r . . (faces abouO in the fouowing manncr:

M\R C I , b\ l h! commdndcr ot r r or - . (ol l i cer.) movFs fo-w ar d r i. offi cr hal rs, anu , \ccLres about tacFa ur . , m r oui command. Thc commandcr of r r ooi abour facL at rl . ri m( hi s srrft lcc, : . aw a' ds dr! p.qs, nt, U , h( do.r nor staff. In pobri nr hrm sett, I hu aJj ur r nr I tbc conrmander oftroops, obl i qucsr o t f . : i n posi ti on, and cxecurcs abour facc(2) W hcn tbc sraff consisis oi. l w " m.ml r' rc, Jt th c.mmrnd Lt , . MA l l C H , by rhu Lummrndur oftrr ) Lr oi li mnvci l our i ,rcLs forw rrd, fdlLs r o

(l) When rhc staff consisis : lwo mcmbcrs, ar lhc command , .

mJ.chinL. Jnd BdvrncL..ro r tosl . n uppu:lt' hi.. orrfrnJl po: j|lon. r ,thr. . rh, sldtf frc, ro lh, riAhl BndI. os. ..

offlcEr

'th

r{

sTAff Oa tryEwlNC OFfrC$

figue 7-5.

Revie\|ing Potiy

144

:manders and the commanderof trooDs. He -rns ro hls posr tn the sraff by rhe REVIEWINC PARTY: a. The reviewing officer, local commander nor acting as commander of troops), dls_ iire re-ished pelsons inuitea to accompany

rder, at which time he oblique s to the rtqhr ano ances to his position betwe;n the ftont"line of

acuutsnt until they have r:eachedrelarive ople positionsi they then halt and lace rle esring stand wlthout command to completethe 'ement. In advanclng to receive the teport, aolutant moves two paces forward, obliquesto left mtil he is dtrectly in fronr bf thdcom-

viewing officer but not themsetves receiving rhe review, staffs, positions faiing .and cadets rake _ rne troop6, as shown in Fisurc 7 5b. When an organlzation is reviewed before an inspecting officerororber officer iunior rn raru( lo rhe I ocal ,com mander,rhe junior r;kes position to the left of rhe local commander. c. An officer from rhe local staff is destcnated to escort distlnauished and ro sh;w Derson6 tbem rheir properplaces.Whenschllian rcce'\es a review, he takes position on the right of the local commander. If necessaty, timely explanatlon of rbe ceremony ia made to hlm. Figure 7 _ sderails exact posltiona.

220. SIQUF,NCLOF PARADE COMMANDS:

ASSE[.tBLy
Wlng Adjurant: Group Staffs: Positlonshlmself on the ftnal ltne Posltlon thcmselves

itARcfi01,
Wing Adlutant: Gr.oup Adjutant6: SoundAdjuranCs Call At Adlutant's Call, they execute about facc and move ro (he final ltnc. lhcy ha](threepaccsfrom (hc righr flenk of rhe righ( 6quadronof rhe re_ specuvc Sroups. Thcy alinc on rhc wtng adju(anr by.Flancinc ro rhe Icfi, lhcy execuie itghi face and remain in posirionuntll alt untts hava haltcd on rhe linal ltne. Afrer ve.tfytng altnemenr,rhcy toln rhe group sraff by thc rnost direcr route ar a cadenccof 140On the firsr nore of AdluranCs Call, ell squadron commandel.s come ro attentlon and exccute about face. Then, in thc order of rlqht to left in each group, they command: Squadron, ATTENTTON CUIDE ON LINE Ar flrsr note ofmarch- onmusic Forward, MARCH Squadroncommandeismarch backward Squadron, HALT At Close Interval, Dress Rishr. DRESS Ready, FRONT Squadroncommanders face to the On the firsr noreof AdjutanCs Call, calt their sraffs to attention, execute about face, and remain untll the adjutant resumes hls post ln the staff C"9mmanderof rroops and rhe remairing sraff oTrrcer(s) rnarch ro their posltionbat rhelasrnore

Squadron Commanders:

Gi.oupCommanders:

CO of Troops:

GUIDESPOST When thc group adjurantshave lakcn their positions, rhe wing adjutant wilt rake his posr by the most dirccr route, face the final line, and comG-u-i-d-e-s, POST SOUND OFF "Give Croup Commandcrs: Your (lroups Parade Rest" (Dtrecrs)

Paradc, RIIST 5q-.dr^r commdndFrs .ela) pr,.pararur) comSOUNDOFF or In Place, SOUND OFI'

P RE S E ^ lr A r I 0 N 0 F C0 M NA NO
At completionof music ''Givc Your croups Attention" (Directs) (lroup (lommanders: C;roup, AI TIINTION ''(live Your Croups i)rescnr Arms" (Dirccrs) (lroup Commandcrs: Prcsent, AIIMS FAccs about, salutcs,and reports: ''Sir, tho paradeis formcd" (;O of Troops: I{eturns saluteand command6:

14-E!_f!\a_9E5.
Adjutantmoves direcdy toward !ho commandor of rrooli, crrcurr's a lcfi obllquq. a riBhr ob tqur, anC r- ibour facc ro arriv, at his posi(tor, CO of Troopsl CjroupCommandrs: co of Troops: "Civc Your Groups Ordcr Arms" (Directs)

Ordcr , AnMS Commands adjutant: R]::CLIVI] TIJI-] RLPOl{'i' Advancos to previous position and commands: II EPORT From riqht lo lcft, whilc saluting,report: ''A (8,t )( -^up.rilPr.". rro'a.;ourr.dfor, and r.eports: Faces about, salLltes, for" "Sir. all prcsent or accountcd Returns saluteand commands: PUBLISHTTIh ORDERS I accs aboutand commands: ATTEN1ION TO ORDIRS. Dtrail For Today. 6iTjcel--7lT--Trej-ay- Lt- ........... By Ordcr ol Colonel,.,..,,,,," "r'''

wing Adjurant: Group Commanders: Wing Adjurrnt: CO of Troops: Wing Adjutant:

E RS CEA.l7ER OF F1 C
After publishing the orders, commands:

o_l!4si!, !!4!!_\4,4-!!
tT- rhe' Officcrs and CuidonBcarers:

,.rurn. ro hic poiirior $iLf rhe stsff

Ai rhe command officers, they move forward the At tbe command required numbei i'-paces. and step off at the center, thc they face ceiter, c-friand MARCH lo"" "no ","0 J^,,he samctime as officers and

(lroup Commanders: First Scrgeants: Senlor Group Commander: CO of Troops: Senlor Group Commancler:

Takc rhe commanders'posilions(withdoublcline o{ squadrons, tbc first sergcanrs stand fasO

r-.oIys4--'_M4_ej.E
91I4Sl!. I1Lr Order.AnMS
O ffi c e rs , P ost, l \4A R C Il

llgiceILIIAL! P osr,MA I T CH

P R E S E ^/ r A r l00 iiF c ? l lA { o
CO of Troops: (;roup Commandcrs: CO of TrooPs:
" (i i v c Y our C roups Irr.scnt A fms" (D i r.cts) l ) r(s c n t, A R MS c o mn ra nds hi s staff: C h a n q c l)ost. Mi \l i q!! I' ru s rn t., \l tM5 Itr P o rts to rt !rtw rnt ol rrcur: " s i r. I p r.scnt the command" Ku n l c s and fl ouri rh(s and rhc approp" i at^ march a rc p l ayed l f thc rank o. .ti rl c of rhu revi ew tnc o ffi c F r .nri tl es hi m to thl s nonor'

o i/s AID A0 ART S t E c o R A rt

Revicwing Officer:

Returns saluteand then, adaptingthcwordsto the occasion,dirccts: "Flavc the l)erson(s) (To Be Retircd, To Bc Dccorated, and To ltcccive Awards) Comc ForCommands hls 6taff: Order, ARMS FiEe-iT6ou-ioutanddirects: "ctve Your Croups order Arms" Ordcr, ARN'lS

CO o{ Troops:

Group Commanclcrs:

C O o f Troops:

fffi
ffa-icrcs f^rward dnd hatrs rt-reepaces tron rh lronr rank of rh. dFtachmcnr. taees about, dnc Detachment. Forward_N4ARCH ]'er-5chrl$i. TTITT)arurcs and reDorrs: 'Sir,.rhc per;on(s) to (reccive awards, be dec_ orared, be retired) is (ar.) presenC'

RcvtcwingOfficer:

Rcrurns rhe salure

g3!!f!r
CO of Troop6: Croup Commanders: CO of Troops:

trerurnsro IHE hrs posirton

coMM^Np
(f)irccrs)

''Glve Your croups prescnt Arms'

r.accs atJour and commands hts sraff: l/rcsen!. ARMS tlrn0 plals thc naltonJlanrh..mor lotrc Cotori. un Iasr nore ot muqic, he commandshlc slaff: I accs sbourand dirccrs: ''Clve Your croups Order Arms,,

(lroup Commandcrs: CO of Troopsl (iroup Commandc'rs: CO of Troops: Revi0wingOfflcef: Color (juard: CO of 'I roops:

Ordcr, AIIMS. ''(;lvc Your (lroups paradc Itosr', Paradc, RIjST Frcc-6abourand comrnands his staff: |,eradr, ItFST

r-[]ilIi",,on
Executes a rlghr about and rcturns ro position I\s -lhc color Cuard arrivcs abrcasrof his posr on,

roN +ts4.-a-I{r4 Hc raccs abourand direcrs:

croup Commandcrs: CO of l roops: \\1".

"Civc Your airoupsArtonrion/, (,roup, ATTEN'1tON 'n. \olo sur.otsinposjrion, h- far. " aDo-r rhc - \iLwir,,olfic,.r. No ropo.l i" " -' "

lteviewingOfficer: CO of Troops:

-,i. Frturns rhe salureand commands: Rcrurnsro ordcr and commands:

lr lpcE tse covivaso tN nevtnw

F*#ft+Et##sr
Group A Commander:

*+|l-91:9:sgl9l::I

ellqqua oro1. Rjrhr I r''!.

ffi;p:g;grrre{s.

squadro' cor-

RELAY OF COMMANDSTO TROOPS:

3.

ll there is only one group parriciparlng ceremony, the adjuranr and rhe comof troops gjve commandsdirecr ro rhe

commanalersgive command6 ln succession startlng from the righr flank, c. If the formatton con6ists of t$,o or mo.e wlng6, the commands are relayed from the adjutant or commander of rroops to the wing com manders, and then to rhe group commandeis wbo give the command to the rroops. The command of the adjutant would rhen be "ctve your Winqs Parade Rest" and ihe command of the wi;c commanderswould be "Cive YourcrouDsParad; Rest." The command of the sroup commanders would be Parade, REST. ,rr. o*o RETREAT. procedures f orho-Iilfi "ru;;",F-?674fl Td--i?I-ldt-reatceremonres are outlined ln the chaprer on C, lors.

b, If the formation consists of a vring with oa more groups, the adjutant and the comr of troops relay rhelr commands through group commanders, auch a6, "Give Your ps Psrade Rest," Tbis command sbould !:iven wlth moderate volume gnd force, The commanders should permlt tlme between Preparatory commancl and command of exeso that the squadron commanders may r tne preparatory command. The group

S E CT I O N B - C H AN G EOF C O MMA N D
RESPONSIBILITIES OF THE OLD COMa. Whenever practlcalr the old commander aellnqulsb and hls successor assume comat a levlew or other approprlate ccremony, old commander wlll determlne whether ur I formatlon wlll be held. b, When a ceremony 16 to be held, rhe otd :iander will make all necessary arrangec, Whenever posslble, the comm4nder from t :ext hlgher echelon ahould attend the cbanqe c.mmandceremony,If present.humay parrlc-iin the cercmony or artend as a member of aevlewlngpafty. SEQUENCE OF EVENTS: a. Formatlon of troops, b. Presentation of troops and honors to rne r commandcr,when hc ls pardciparing.and c. Inspection of ti.oops, d. Presentatlon of decoratlon6 andawards(lf e. Formal change of command.This may le a brlef address by the new commander. f. March ln review. FORMAL CHANGE OF COMMAND: a. At a formal review ceremonvnot attended iiFadluranr -'commande.of higher echeton, I rne order dirFcting tlc change ol command after thepresentatlon of decorallon s and awards, if scbeduled, otherwlse after all persons have aasumed thelr posrs on completlon of inspectlon oJ the tIoops. Afier rhe readtng of the order, the old and new commanders. iho have been atAndlng togethcr wlth the old commander on the rlght, right, face each other and salute, and the neqt commander says, "Slr, I a6sumecommand." b. The old commander and hia flac bearer cbange posltlons wtrh rhe new commandei and hls flag beareri then all face the rroops. c. The commander of trooDs then causesthe formetion ro be broughr to piesent erms and preaents the command to rhe neEtSfrfei?Giwho dlrccts the march ln revlew. d. At a formal tevlew ccremony ln whlch the coinmander of the blgher echelonpartlclpete s, the ceremony ls simllar through rhe readlng of the order dlrecttng ihe change oi command. T-hen the senlor commander faces left and the new and the old commanderg fece rlcht, The new commender sleps up ro rhe left ofiheold commande-. Iney salute the sentor commander. The otd commander moves to allow room lor the new commander betweenhlmself and the senror commander, snd all three resume laclng the troops. The new commander ts now ro rh; left of;be senlor commander,and rhe old commanderrotl-e lell of rhe new commander. The commander of troops then causes the fotmadon to brousht to Drepent arms and presenrs the commandio rhF senior commander, who directs rhe march in tevle\t. 226,
F

EOF

D BY OTHER THAN

adaptatlon wlll be made of the formal ceremony described above,

t4 9

PATRoL AIR t1{ ctvtL GUARD CI|APTER 20 _ II{TERI(lR

The mission of Civil Atr Patrol includes, among other thlnga, providlng aerospaceeducation and rralning to lts membcrs and asslsting in meeting local and national emcrgcncles, In accompllshlng thls mlsslon, CAP members undoubtedly wtll be called upon to dlsplay knowledge of. o! pcrform functlons slmllar ro, the mjlitary's lntrlor guard, partlcularl' whenartendlng encampments,blvouacing,orpartlclpatlng ln emergency mlaalons. Members, therefore, should become famlllar wlth thc purpose and working8 of the interlor guard. When guard deEils are requircd by CAP unlta for apeclel purposes - such as guardlng wrecked alrcraft, for exemple - they should be organized in generel a6 dcscribed ln thls chapter, I! EtlE! !9 !C!q!!q!9I the performance of his duttes, the Ol ordcrs only from the command"r, cx\epr :'.F danger the senior officer present is reqL-::.! give necesaaryorders to the offlccrofthe::i
rhe empl oyment of the guard. In ihe absci: : case of an al arm ofanykl ndandar a t im L Li . -

speclal lnstructlons from the commanc:: ofiiccr of the day pcdorms the followin! :r (l) Inspects the guard and senrj:. i such tlmes durlng the day and nlghta6 he cor.rl necessary. At an encampment or Eimllar a.--i he in6pects the guard at lea6t once midnlgbt and dayllght. (2) Pre6crlbes vlsltB of lnspecrio.' made by offlcers and noncommiasloned ohof the guard whenever he considers it nec*s (3) In case oI sn alsrm of anr lakes steps at once to protect llfe and pr:; and to pr:eaerve order, uslng the guard f:: puspose.

227. PURPOSEOF THE INTERIORGUARD.The proInterl6i-![5id-liFFe-ii perty, and lnsures compllance with pertinent directlves. The CAP lnterlor guard conslsts of two elements: the main guard and the special guards. In general, these group6 malntaln a system of flxed posts and regular patrols. They aie reaponsible for being familiar with the l1 gcneral ofdcrs pertalnlng to the lnterlor guard and any Epecial orders that mayhave beenlasued. 228. OFFICER OF THE DAY: a, The ofllcer of the day (OD)ls responslble for the proper performence of duty by the main guard and other guards when speciJically directed. He is charged with the execution of ell ordera of the commander relating to interior guard duty. b, Hjs acrual rour beginswhenhe rcceives the instructions of the commander and ends when he has been relieved by the same authority, In

(4) Keepsthe guard lnformcd astoi he may be found at any tlme. (5) Slgns the guard reporr, on wtrx enters bi6 comments. The guard repor! l! mitted to the commander or his represen: by the offlcer of the day ln the followtnq ma:-n On pre8entingrhemselvesto lhe comnan::. his represenradve, rhe old and new OD's salute. The old OD, standtng on the rtgnr :! new, then says ro the commanderor his:!:_sentative, "Slr, I report as old offtcer .a I day," and presents the guard report. As as the commander or hls representatlve nc the old officer of the day rhat he is relieve: latter salutes and retlres.

229. COMMANDER OF THE GUARD: ;;-me-aomfrander oflhe guard (Cot the commander of the relief on duty. F:

primarlly responslble for the lnstrucrion, cipline, and performance of duty of the g--::

t50

b. The COG receives and obeys the ordets

Hs successor all lnstructions end lnformatlon to bls dutie6. He sees that all member 6e guard ate correctly ln6tructed in their s end duties and rhat rhey underEtand and ly perform them. He questlons his nonisaloned officers and sentinels on the in. ions they may have recelved, He sees that s perform thelr dudes properly and that of lnspection are made as dtected by officer of the day, He sees rbar rhe speciil for each post and each member of the are dlsplsyed in the approprlate place, c. The commander of the guard inspects g]lard at 6uch tlmea as may b necessary io re thar thelr durles are properly carrled our lhai thet equlpmenr is ln proper condlrion. SERGEANT OF THE GUARD: a. The senlor noncommlaBloncd offlcer of shift on duty, whatever hla grade, is offlcially aa the sergeanr of the guard (SG). lf rhcre !o officer of rhe guard, he pedorm8 tbe dutles ibed for the commander of the guard. b. The sergeant of the guard has general lon over the other noncommleEloned a and alrmen (or cadets) of the guard and be fsmillar wlth all rhelr orde16 anddutlcs. c. He ls responslble for the prope{y under cbarge of the noncommissioned offlcers and tbat lt ls properly cared for. If lt ls ected or mlauaed, be reports the lacts io thc mander of the guard. d. He prepareE dupllcate llsts of the name6 ttie noncommlssloned offlcerG and alrmcn (or s) of the guard, Bhowing the rellefs, and s rhc dutles of eech, e. He makes lnapectlona and see6thatother missionedofflcers of rhe guardmakesuch ctions and patrols ss mey be prescrlbed by or authorlty.
f. He repolts to the olficer of the guArd or, i h e re ls none, to rbe officer of the day, any

232. COLOR SENTINELS. Cuards may b furnished for the colors which are unlurled and posted out of doors, For this purpose guards are aletailed and governed by rhe 6ame legulations that apply to other members of the main guard. 233, INSPECTION OF THE GUARDS: a. Haling reporred ro the designered area, the sergeant of rhe guard orders FALL lN. When the guard has complied with rIG-o?iIe4 the SG dresses rhe guard into three ranks, returns to a posltlon 6 paces in front of the center flle of rhe guard, and facing the COG, salutes and reports, "Sir, the guard ls Iormed." The seigeant of the guard does en about facc and haa the guard open ranks. The commander of the guard then lnspects rhe guard, b. LIPon completlon of hls inspection, rhe COG returns to hls post, and the SC halts at hls position 6 paces to the fronr. They exchange salures, and the COG dtrects "Take charre and post the guard," or slmpl! "Post rie guard." The SG tben saluies, facc6 rhc guard. and_haait_close rank6. Hc tben poets rhe guard ln nrs usual manner, 234. POSTING OF RELIEFS: a. Al an epproprlate iime before the aentlnels are due to go on post, the sergeant assembleethcmi check6thelr appearance, fltness for duty, and condldon of equipmenr; and aa6urus himself that thcy understand thelr lnstTuc[rons. When the rellef ls large, lt may be more convenlent to form the rcllef, call the roll, and lnspcct the sentinela ln ranks. The sergeent then reporta to the commender ol the guard that hl6 rellef is rcady ro be postcd or, tf dtrected, sends the scntinels to the po6ts bv the direct ordcr Cader Jones. Cadet S;lrh, TAKE yoUR

POSr s.@

LA C n aenunel w l l l men D toccco

or musuel occurfences that comc to MEMBERSOF THE GUARD: a. Members of the guard are asslgned to :fs by the commander of the guard and ro ific po6ts by the sergeant oI their reliefs. ers afe not chansed from one rellef to r excpr by proper authority. b, Membera of the {uard must be familiar: the general ordersJor sentlnels and wlth sPecial orders applying to their parrlcular

i6--5G--F6Ei-One scntlncl relleves anoiher by meeilng at a particular polnt at a preerranged time. The sentlnel on post at the exphatlon of hls tour will remaln on post wlthln view of the prearranged relieving polnr, and whcn relleved by the sendnel, he wlll report tmmediately to the sergeant of the old reltcf. The lesr sentlnel on duty on a nlght post will report to the sergeant of the old rellef at a deslgnated b. The sergcant records the names oI the sentincls, the numbers of their posts, the tlme and date they are posted, and rhetlmcthey report to him upon relief. Thls record is kepr on flle by the command'erof the guard. c. Sentinels mounted on vehlcles are posted and lelleved in accordance with tbe same Drinciples. 235. CENERAL ORDERS: a. All sentlnels are required to know and

t5r

perform the 11 general orders that pertain to the lnterior guard. b. The 1l general orders that pertain to the interior guard are; (l) To take charge of this post and all deslgnated property in view. (2) To walk the post in a military manner, keepjngalways on the alert and observingevery rhing rhar takes place wirhin sight or hearing. (3) To report all violationsoforderslam instructed to enforce, (4) To rcpeat ali calls from other posts, (5) To quit my post only when properly (6) To receive, obey, and pass on to the sentinel wbo relieves me, all orders lrom the commandcr, officer of the day, and officers and noncommissloned offlcers of rhe guard. (7) To talk to no one except ln tbe llnc of duty. (8) To Sive the alarm ln casc of fire or disorder. (9) To call the aergeant of the gusrd in any case not covered by lnstructlons. (10) To salutc all officer.a and all colors and standards not cesed. (tl) To be especially watchful at nlght and, durlng the tlme lor chellenging, to challenge all peraons on or near ihe post and ellow no onc to pass wlthoLrtthe proper authorlty, 236. METHOD OF CHALLENGING: a" Durtng-iFti6Emg--bours, if a sehtlnel sees anyone on or near hlapost, he should advance along hls post toward the person or party. When v'lthln about 30pace6,be should request the pcrson or party to stop and be identlfled by challenging, "Haltl Who is there?" The sentlnel may contlnue to advance whlle challenging, or he may halt lf clrcumstances requlre. After challenging, be places himself ln the most advantageousposirion to determlne whether the person or party shortd be passed. b, If the person or party ls mounted or ln a veblcle, the sentlnel should proceed as when the per6on or party challenged ls on foot, c, The sentinel should permit only one of a party (the senlor member in the group) to approach him for the purpose of being recogd. The sentlnel houldsatisfy himselfbeJond a reasonable doubt that those challenged ale

what they represent themaelves to be and rhey have a rlght to pass. If he is not satisfi he calls the sergeant of the guard. In Civil . Patrol. it is not necessary fol the sentlnel individually challenge each member of a pa: when rhe senior member of apartylsrccognr he vouches for all other members in his pa: e. When a party approaches,the senu: repeating the answer to his challenge, Thu-.. rhe answer to the qucstion "Who is there?'' etc., the sentlnel s:! "Patrol," "Frlends," "Advance one to be recognized." Then r: rhat person ls recognized, ttle sentlncl sa "Advance, Patrol (Friends, etc.)." t. lf a person approachesalone, he s! :
be requested to advance to be recognlzed, A

recosnlzed. he should be advanced as indi above for one of a party. Thu3, if the an is "Fricnd," "Officcr of tbe Day," etc.. scnrinel say6, "Advance, Frlend (Offlcer c: Day, etc.), to be recognlzed." After recognr: tbe sentlnel says, "Advance, Friend (Offici: the Day, etc,)," g. If two or more Persons or Partie: proach rh the sendnel'a post et the seme tlme :: dlfferent directions, they should be chall: ln turn and asked to halt and remain halrei advanced. The senior ls advanced ftst i: cordance wlth the foregolng guldes. h, If a person ls already advanced r-c conversation wlth a aentinel, the sentinel : lengea any other pergon or party thar approach. lf a person or: perty chelleng.: senior to the one alrcady on hls po6t, the se:: advances tbe aenior. If ihe pcrson alrerd! vanced is senior to the new arrlval, the s: advances no one untll the senlor leavesaentlnelthen advances the Benior ofrhoses"l. The following order of precedenceg. r a sentlnclin advanclng differentpersonsor FL approachlng hls post: commander, ofllcer :r dsy, officer of the guard, officers, patrols, :: noncommlssloned offlcers of the guard ino. grade, and frlends. j. A sentinel should never allo\, :-:a ro be surprjsed. On ra-e occasions w'.' circumstances warrant lt, a pass that is a
for identificsdon may be laid on the r:o paces from ttl e seni l nel . t he bear er m i.

retTeat 6 paces for the aentinel to exalr:::E pass. k. Confustng or misleading answ.:: sentinel's challengeare prohtblted. 't I'( auch an answer as "Frlends" by offic': parrols i6 noi conslderedro be mlsleadir; the purpose of their visit makes ir dc:-_ rhat their official capaclty shouldnotbean

152

s O*t'ag w
,E\+

alo

IIAPTER 2I _ SPECIAT CAP CEREMONIES

TYPES OF CAP CEREMONIES: a. As pre8crlbed in CAPM 50-16, Bpeclal ceremonles are en lntegral part of eech .rd meeting ln the CAP Cadet Program. All onlesfor PhaaeI cadetsare separatefrom ceremonles lor cadets ln Pha6e8 II end lll. Ill cadet8 are reaponalble for ihe auperand conduct of all ceremonled pregenled generel .types: Openlng Ceremonles, Closlng Ceremamie6,end Awards Ceremonie8. Each standard meeting ln the CAP Ceder Program beglng wltlr sn opening ceremony and ends wlth aclostng ceremony. An alaerds ceremony ls conducted durlng the eleventh meetlng of each achlevement, at srhlch tlme caders who have quellfleal for CAP awards are aultably recogntzed. The procedurea to be followed ln conductlng esch of thede ceremonles are outllned ln detall ln thls chapter.

. part of the cAP cadet Progfam. b. Special CAP ceremonlea are of tbree

F O R PH AS E I A - C E R E M O N IES SE CT I O N
238. !!49E I OPENING CEBIVQNY. The fol lowlng Bequence ol events and commands are to be f or eeih Pha6e I meetlng. rolroiEi'ii'?5ffi6i]i-di[E-6!EiGE?eremony Noncommlasloned Cadet Olllcer Assumes posltlon 6 pacea ln lront of the polnt where the center ol the formation ls to be, face6 that polnt, and commands: FALL IN Phase I cedets fall h, formlng a single lltghr of one or more squads as dlctated by the number of cadets ln Phese I, to complete rhe standardfltghtin-llne tormation. The formation is positioned by the NCOIC. The lormatlon may conslst of eny number oI Phaae I cadet8 (from oneup);however, regardless of the number, they *ill assemble ln a slngle fllght. NCOIC: SquadLeaders: Commanda: REPORT In succession from front ro rear, squad leadrg salute and reporr: "........., Squad,all pre6enC' or ".......... Squad, ..,...,... (number) cadets absenr"

tn chargel(Ncolc):

153

Cadet Offlcer in Charqe of PhaBe I Cedet(COI"C):

Positions hlmself 9 paces tn front of and facing the fllght ro receive the NCOIC'S report The chaplain, or the chaplain's cadet deslgnee,ts ln posltlon I pace to the rear and 2 pacesro rnc left of rhe COIC.

NCOTC: COIC: NCOIC:

Faces about, Ealutes, snd reportst "Sir, all present ot accountedfot" Commands: PUBLISHTHE ORDERS Facea ebout and commxnds: ATTENTION TO ORDERS Keaoa tDe orders ot the day, ihen faces about, 6eluteB, and take6 hls post et rtghl resr of COIC Commanda: Parade, REST ^_ ulrectS: "Invocatlon" All membera bow lhelr heads.

corc:

Chaplsln (or cedet deslgnee):

Steps forward on a llne wlth and lmrnediately to the left of rhe COIC end, factng the fltghi, offefs thc lnvocatlon, Upon completi-on. returns ro nla poat Command6l Fhghr, ATTENTION Re6umea hla posltlon 6 paces ln front of the fltght, faclng rhe COIC Commsnds: CARRY OUT THE ORDERSOF THE DAY Salutea, faces about, end glve6 the neces6ary commanoa to carry out prearranged plans Phase I-cadet6 proceed wlth the meetlng schedule under the dlrecdon ol the persons daslgnared.

colc:
NCOIC: COICr NCOIC:

ENOOT PHASE 1 OPENINC CER,EUONV

are to be tollowed ln conductlng rhe closlng ceremonyfor each Pha6eI meetlng, Noncommlsaloned Cadet Offtcer in Charge (NCOIC)I

239.-P.ts499-!-q,LggNq_9-E-BEU!NI. Thelollo{,lns sequence of eventsandcommands

Aaaumes positlon 6 paces ln front of the polnt arhere the center of rhe formation of pbese I cadets ls to be, Iace6 that polnt, and commands: FALL IN Pha6e I cadersfall ln, formingoneor more squads a6 dictaled by the number oacadeis,ro complete the standard fl ight - ln - line formarion. The-formation i6 positioned by the NCOIC. Reqardless of the number of Phase I caders tn the gloup, rhey wlll assemble in a single fllght,

NCOIC: Squad Lesders:

CommandB: REPORT In. successionfrom front to reer, squadleaders satuleano reporti "..,., Squad, all present" or '......,..,., Squad, .,..,,,... (number) cadets absent,,

Cadet Ofllcer ln Charge Posltion8 hlmself 9 paces ln front ot and factng of Phe6e I Cadet (COIC): the fllghr to recetve the NCOIC's reporr The cheplaln, or rhe chapletn's cader destgnee,ts ln posltlon I pace to the rear and 2 paces ro Ene left of the COIC. NCOIC: COIC: NCOICT COICT Faces about, gslutes, and reporta: "Slr, all pre6ent or accountedfor" Commands: POST Movea to the rlght rear of the COIC Commanal6: FIIqht. AT EASE The doIC tfen-FfijilGa . crltlque ofthemeetlng, lncludlng ln evaluatlon ol the perlormsnce ol the Phade I cadeta aB meaEured aqalnst the dtandard meetlng as publt6hed by CA-P Natlonal Headquarterg, and mrke6 fotmal announcements. Upon compledon, the COIC commands: Dlrectsl " Benedlctlon"

All members bow thelr heeds, Cheplaln (or cadet deslgnee): Sleps forward on a llne \rrith and lmmediately to rhe left of the COIC and, factng rhe fltght, offers the benedlcllon, Upon completlon, returns to hle post COIC: NCOIC: COIC: NCOIC: CommandE: Fltghr, ATTENTION Resumes hls posltlon 6 paces ln front of the fllght, factng rhe COIC Dlrectai "Dismls6 the fllght" Salutes, faces about, end commandg: Fltght, DISMISSED

EN?0F ?HASE r clos rc IERE ONr

240. PHASE I AWARDS CEREMONY: a. Schedulg The following schedule tstobe usedtn conducdng the awards, or graquarron, ceremony for Phe6e I cadets durtng the eleventh meeting of ahe Curty Achrevemenr. Tlme 1900 bours 1910 Length of Tlme. Allorred l0 mlnutes 20 mlnutes Event Obse e Phase lI and III Opening Ceremony March ln ranks wlth Phase ll caders (NOTET This ls rhe ftrsr ttme pha6e I caalets participare ln any acttvtry wirh pha6e II cadet6.) Phase I cadet6 fall ln for awards p.resenration. Phase ll and III cadets musr nor bi on rhe field during the Phase I ceremony. The phase I formarlon should be as close a6 possiblero thc area designaredfor rhe Phase II and tII revlewing offlcer so rhat spectarorswill be able to hear the dlalogueTecltatlons. lnEpecdon by the senlor cader fllght commender Speechby the Cader Adlutanr: "The Furure ano Responslbllities of CAP Cader6" Ilvaluatlon of Phase I caders es a group by the Cadet Exccutive Offtc Speechby the CadetDeputyCommander: Rem4rk6 on entering Phase II Reclretlon or readlng by the outsrandlng cader ln Ine tlrst Achtevemenr of Phase lll: .,Herltage,' written by Glll Robb Wtlson Speech by rhe Cadel Commander: ',you and Civ[ Alr. Patrol" and presentetlon of rhe Curry Achlevement Rtbbons by the Cedet Commande; Break Observe Phase II and III Awerds Cc.emony Participate ln r.anks ln lhe squadron Closlng

I
'l

1930

2 mlnutes

t932 1947 1952 t951 2002

15 mlnuted 5 mlnutes 5 mlnutee 5 mlnutes 3 mlnutea

2005

l5 mlnuteg

2020 2030 2120

10 mlnute6 50 mlnutes l0 mlnutes

b.@ :
HERITAGE The Red one travelled slowly But he openedup a land, And went where e'et he had a wlll In Eearch of contraband And though an aborigine He ploneered from sea to sea With strength of heart and hand, The mountaln men and plalnsmen And the rrappers ln rheir day The wa6pylads who rode Cayu6e For Well6 and Farqo Dav These each and all-reiied upon Themselves to see another dawn. And they too paved the way.

The boatmen bucked the rivers And the lmmigrant tbe track; Tbey came from every creed end breed To Joln ln the anack, They herded sheep and wrengled beef And hunc the border carde rhlef To pushihe frontlers back.

And 60 they built a netion And rhey dled ro keep tr one, Secure end ftee ftom nortb to south. From rlse to set of srm: Then lald them down beiearh tts sod Submlttlng ro thelr sons and cod To Judgewhat they hed done.

The herveer of rhetr treve Ie beneath my fleetlng wlnq: How lovely, Cod - mi her_itaceThts land of whtch I Bincr And may to it some qlft-of mlne Be found at last uponlts shrlne Llxe thelra - a worthy thlng. By ctll Robb Wilson

SECTIO N B - CE RE M O N IES F ORP H A SE S II A N D III

2aW stown belovt 16 the stendaro sequenceof commanos ro De u6edln the opentng ceremony for phase II and pha6eIIi cedetsln eecd;;;itn;.
Flrst Sergeant: A,ssume poaltlon 9 paces ln fron! of tbe polnt where the center of rhe squadron is to be, fice6 rnar poht. and commanda: FALL IN The gquadron fall6 ln end forms two or more tllgDta io complete the standatd aqueoron_rn_ llne formarlon..unlts-sreposlrtoned-by rhe fllgbr sergeants. sergeant takes hi6 p66t -fllght pacB_lnfront -Eacbof rbe center of hts fltght, faitng -J. tDe lucht. Flight Sergeants: Squad Leader6! Command: REPORT In. successlonfrom front to reer, squadleaders aatute nd repofi: ",....-.... Squad,all preseni, oE ..........., bquao. .......... (number) cadcts absent.' Face about Commands: REPORT Beglnnlng.wlrh rhe right ftighl, flighr ser8eanrs 6ucce6rvetyreport: ''..... Fllghr, atl presenror accounred tor', o.r ".......... Flighc, .......... (number) cadets Commands: POST

Fllghr Sergeanr6: Flrst Sergeant: Fllght Sergeants:

Flrst Sergeant:

157

Fllgbt

Sergeantg:

Face about and move by the most direct route to thelr posiiions in rank6 Centers hlmself 12 paces in lront of and facing the squadron to recelve the first sergeant's report

First

Sergeant:

Faces about, salutes, analreports: "51r, all present or accounted for" ol "Str, ....,,..., (number) cadets ebeent" lltlthout further command drops aalute, faces about, and moves by most dlrect route to hl6 POAltlon lmmedlately take their posts 6 pacea in front oI end centered on thelr fllghts Commandsi DRESS FLICHTS TO THE RIGHT Face about and allne theh fllght8 The fllght commander of the base fllght dre6ses his fllght immedlstely by the commands Dreas. Rtaht. DRESS: Resdv-FRONT.Fllcht6 are dresBed dre66ea hls fllght to the right as 6oon as the flrst rank of the fllght to hl8 rlght ha3 completed it6 dre6s, when not adlacent to the base flight, he dresses hls fllght on the next flight towerd the b.se fllght,

Fllght Commanders: Adlutantr Fllght Commandersl

iightcommander a;-6iibe-a1n--iliE6iiiiii-l.Eachf

Fllght Commandersl Squedron Cedet Commender:

Face about Centers hlmself l5 paces ln front of and feclng rhe squadron (o receive the edjutent's rcport Guldon bearer ls ln position at left rear of tbe squadron cadet commander.

Adlutant: Squadron Cadet Commenaler: Adlutantl

end reDort6: Facea about. Balutea. or aclountedfor" "str ;ll Dreaenr Co--ana", PUBLISH THE ORDERS Facea about and commanda: ATTENTION TO ORDERS "Detall for ToDay Lt ' , . ' . . . . . , , B y day. offlcer day. The Day offlcer of The Takes post at rlght rear ol squadron cadet com-

p!09r oJ Lr colonel .,.... ' . (CadetCom-

Squadron Commander, SM:

Po6ltlon6 hlmself 18 paces in front of and facing the squadron to receive the squadron cedet comChaplaln ls in posltlon I pace to the rear and 2 paces to the left of the squadron senlor member

Squadron Cadet Commander: Fllghr Commanders:

Directs: "cive Your Flights presenr Arms'! Face ebout and command: Fece about and prdsent arms

Squadron Cedet Commander:

Commands h16 staff: c.lelsejgst-Nl}BlHi Present, ARMS Reports to the squadron senlor member com"Slr, the squadron ls formed and ready ro carry out the orders of the day"

Squadlon Commander, SM:

Dlrectsi "Glve the Squedron Order Arms,, Returna the salute Commends hls steff! Order. ARMS

Squadron Cadet Commander:

F acee-d6[t-fr<iil-trects: "clve Your Fltghtg Order Atms',

Fllght Commandersl

Face abou!and commend: Order, ARMS ! ace aDout Dlrec!a: "ctve You! Flights porade ResC, _ recea aDout
Face ebout lnd coBmand:

Squadron Cade! Commandet:

Flight Commandcrs:

F"""#.W
Squedron Cadet Commander: Squadron aommander, SM: Commandahla steff: Pareale, REST Dlrects: "Invocetlon" Al1 members bow thelr heads. Cheplalnr Steps forvard on a ltne wlth end tmmeatiately to rhe left of rhe _sluedron commander and, fa;tng the aquadron, offera the lnlocqtton Upon compleflon, returnB to hls post Co[rmanda hls stslf: Steff. ATTENTION F aces-Ei-tn-dd;ECiE: "Glve Your Fllghts Attentton"

Squadron CaderCommander:

Flight Commanders:

Face abotrtand command: FItsht. ATTENTION

Squadron Cadet Commandcr: Squadron Comrnander, SM: Dlrects: "Carry Out the Orders of the Day"

Squadron Cadet Commander: Salute6, faces about, and commands: Fliqhr Commandcr6, CARRY OUT THf Flight Commander6: Salute, face about, and carry out the orders of the day

E N OOF P HASEII

ANO111 O?ENING cEREi{0lry

242. PHASE II AND lII CLOSINCCEREMONY.Shownbelow i3 the standerd sequence :: commands to be used fi-i6e alosFg ceremonyT;or Phasc II and Phase III cadet8in eacnmcetin: Flrst Sergeant: Assumes positlon 9 paccs ln front of tbe point wherc tbe center of the squadron is to be, faces that Point, and commands: FALL IN Tbe squadron falls in and forms two or more fllghts to complete the standard squadron- ln- llne formatlon. Unlts are positioncd by the flight sergeents. Eech flight sergeant takea hls post 3 paces ln front of the center of hls fllght, faclng the fltght. Fllght Sergeants: Squad Leaders: command: REPORT In successlon from front to rear, squad leaders aalute and report: '1.,..,,,.,. Squad,all present" o! "..,...,,... Squad, .......... (number) cadets absent" Face about Commandsi REPORT sergeants (number)
Fii6t Flight Sergcanti Sergeants:

Fllght Sergeants: Flrst Scrgeant: Flight Sergeants:

Face about and move by the mosrdirect route to their positions in ranks

Adjutanr:

Centers hjmself t2 paces in fronr of ano Ircing lne 6quadron lo rF(eivc rh( fjrsr .erpeanr's Faces abour.salures,and reporrs: ''51r. all presenr or accounredfor" or ''Sir, .......... (number)cadetsabscnC, Wlthout furthcr command drops salute, faces about, and moves by most direct route to his Immediatelyrake rheir posrs Commands: DRESS I'LICHTS TO THE RIGHT Face aboutand aline their nichrs The flight commandcr of rhe basc fltsht dresses his flight immedlately by rho commendsDrcss Right, DRESS; Read!. t RON l . Flichrsa.q dr;;;El as describr'd tn lIighr drl . !ach flighr com_ mander dressea his flighr to thc rlsht as soon as the first rank of rhc fllghr to hls righr has completed its drcss, When not adiacenrro rne baAe fllght, he drcssc6 hls fllqht_on the ncxr fllght toward thc base fliqht.

First Sergeanr:

Fllght Commanders: Adjutant: Fllght Commanders:

Fllght Commanders:

Face abour

SquadronCader Commander: Ccntcrs htmsclf lS paccs ln fronr of and facing thc squadton to rcceive thc adjutanls reporr Guldon bearer ls in posltion er left rear of squadron cadet commender. Chaplaln is in posirion in rhe squadron cader commander's staff as the last man on the rlgbt. Adjurant: Squadron CadetCommander: AdJutanr: Squadron CadetCommander: Flight Commanders: Facea about,salutes,and reporrs: ''S1r, all prrscnt or accountcd for' Commands: POST Movcs to the righr rear of the squadron cadet Dlrects: "Give Your Flighrs Ar Ease" Fece aboutand command: Flisht, AT EASE -Face al6irtProvidcs a cririque of the meering,includingan evaluation of the squadron's pcdormance measured against the standard meering as published by CAP National Fleadquafters; makes formal announcementsi then direcrs: ''Call Your Flights To Attenrion"

Squadron Cadet Commandcr:

Fligbt Commanders:

Face aboutand command:

FIi fht. A TTE N TION

Face about Cladet Commander: Squadron Flight Commanders: Directs: "cive Your Flights ParadeResC' Face about and command: Parade. REST Dlrects: "Benediction" All members bot/,/ rheir heads, Cbaplain: Moves forward 3 paces in frobt of rhe squadron cedet commandcr and offers benedlctlon; then he face6 about, takes' 12 paces ln marchlng, and moves out of formatlon Dlrecls: "Glve Your Fllghts Attentlon" Face aboutand command: FItqht. ATTENTION FeceES6tiDlrectB: "Dismiss Your Flights" Salute,fsce about,end commendi Fllght Scrgeanr, DISMISS THE r-LIGHT Approachthc fllghr commanders,salure,face rhe fllght, and command: Fltght, DISMISSED

CadetCommander: Squadron

Squedron CadetCommander: Fllght Commanders:

Squadron CadetCommander: F'llght Commanders: Fllght Sergeants:

Ellt 0F PHASE tI

y ANO111 Ctosr,\,GcERE,rlot

243. PHASE II AND III AWARDSCEREMONY: a. ExceDtlons to Awards Ceremonv. The lollowlng stanoard sequenceol commendswas established fof a squadron wlth rwo Jllghts. Squadronswlth more or less than two flight8 will

modlly these procedures aB oudined in pa: graph 244, b. Dlaloaue Ior Awards Ceremonv. The logue tor the citation portlon 01 the awards c mony ls located ln paragraph 246.

t62

for Phase ll and PhaseIII cadetsdurlng rhe elevenrhmeertngof ea

The srandard awar:d6cetemony

y ASSE,qBt
Squadron Cadet Commander: Positlons himsclf 2l paces in fronr of, centered on, and faclng the fronr Ilne of rhF lighrs Tbe squedron cadet commander's stsff is centered l-l/2 paces ro his rear, Flrst Ser!{eanr: Aasumes a poslrion q paces in fronr of the polnr where the cenrer of rhe squadronis ro be, fecc6 rnat polnt. and commands: FALL IN The aquadron falls ln and forms two or more fllghts ln llne l2 paces aparr. The rwo fltghrs with the color guard and rhe four wlnds betdien them form 18 paces apart. unlrs are posltloncd by rhe nighr sergeenrs. Fach flighr sergianrrakes h1s poat 3 pacea ln fronr of the cenrer of hls flight, feclng rhe fltght. The color guard forms between fllqhis on a llne even wlrh the ffont line of the fllght;. If awards_ere to be presented asoutllnco rn paragrept 245, the four winds fall in, faclng iront, at close lnrerlal bctween f ghrs and behind rhe squedron on e llne evenwjth the in - rAnks Dosltion of rheJirsr sergeenr,The order of thetr pAstttons from lefr ro rlghr wtlt be North, We6r, Sourh, and Eaet, The four wind6will bc between thc aame two fllghts as the color guard, While thc .squadronls forming and during rhe reporr, eachfltghr commandert l be tn poslrion J pacesto tne rear and 2 pecesto thc rlght of the laet 6quadleader in ht6 ftiqhr. The cutd;n bearer wlll be ln posltion I pacc 6 rhe reai and 2 paces to tbe left of rhe rlghr flighr commender, Fllght Sergeant6: Squad Leaders: Command: REPORT In successlon from front to rear, squad leaders salute and r.eport: '',.,....... Squad.a presenr', Squad, ,......... (number) caders absenl' Face about Commands: REPORT

Fllght Sergeants: Flrst Sergeanti

r63

F ligh t Se rg e a n ts :

tleginning wlth the right flight, fllgbr sergeants successively report: ' ' .,.....,.. Fl i ght, ell present or accounted (number) for" or "........,, F119ht,,...,...,. cadets absenC' Commands: POST Face abourand mo\e by the mosr dirFct route to rhelr posirions ln ranks (No'lu: Normally ihis js done by rsking 2 pacestoward rhe flight. execudng a right flank, proceedlng to a position on tbc left flank of the fllght even wirh rhe in - ranks po3ltion, execuiing a lelt flank, moving to the posr, and facing about to face front,) Movea to a positlon 12 pace6 ln front of, centered on, and facing the squadron to receive tbe first sergeants report. (Thls posltlon,for thls ceremony, ls definedas the adjurant'6 posr. command ) Faces about, salutes,and reports: "Slr, all prescnt or accountedfor" or ''Sir, .....,..., (number)cader6absenr" Wlthout further command drops salure, raKes I pacc back, faccs left, and moves by mos! clirect route to hl6 posltlon As soon as the flrst sergeanttakes 1 psce back, movc to thcir posts 6 paces ln front of and centered on thelr respectlve fllght6 Whrn movlng io their posrs,the flight commanders move forward to e point 6 peccs in front of (hetr fllghta, execuiea Ieft flsnk, andcenrcrrhemselves on thelr flights. They then Iecc fronr. The guidonbearcrmo\estoapointSpaccs in front of the rlghr fllght. Thc final tostt,oi ofrhe guidon bearcr is I pacc (o rhe rcar and 2 osces ro rn lcfr of thc rjghr flighr commendcr. (N6TE: Beforr moving forwar"d.rl-e righr fltghr commandcranc thc Suidonbearer facc rlghr, take 2pac!sforward. facc lefr, and move forward.)

F'ir:st Sergeanl: Flight Sergcanrs:

Adjutant:

Fllst Sergeantl

l' 1lg h t C o mmA n d (,r!i a n d Cuidon llcarcr:

Adjutant: Flight Commanders:

Commands: DRESS FLIGHTSTO THE RIGHT Face aboutand aline rheir flights The fllghr commanderof rhe righr ftlghr dresses hls flight immedjarel! by rhe commandsDress Righr, DRISS;Ready, FRONT,Flishrs are d'rta;A as oescrtbFdunder [ight driu ( par 139). Is in positlon 21 paces in front of and facing rhe squadron to receive rhe adjutanCs reporr

a
Squadron Cadet Commander:

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PRESEMIAIIOA' OF COMMAN,
l\olurant: Flight Commanders: Directs: ..cive your Flights present Arms,, Face aboutand command: preg9!r, ARMS _ race aDour and prcsent arms Faces abou(, prcsenrs arms, and reports to the squadroncadct commander: .'Sir, the parade is formed,,

Adjutant:

Squadron CadetCommandcr: Returns saluteand commands: TAKE YOUII POST Adjutant: Movcs to a poslrion I pace !o rhe tlqht and l-ll2 paces to rhe rear of rhesquadron cadeicommandur and face8 rhe fllghrs Flighrs Order Arms,,

SquadronCadetCommanderi DiTects: ..Cive your Fllght Commanders:

Ordcr arm6, face about.end command: r ac aDo-Ii-

PUEttsH r ,/f o RT ERS

Squadron Cadct Commender: Commancls: PUBLISH THE ORDERS Adjutant: Moves to command post and commands:

Rcads-the ordEi!-f ]IE?;t-

ATTIINTJ.9!J9SB!!45

O F F T CE RS Cf [ r E R
AdJutantl Commsnds: Offlcers, Center. MARCH NOTP: Ar rhe command 9!l&Slg rhc flrsnr commanoers move torward 3 pacc6 end thc guldon bcafer srands fasr, At rhc commsnd ccnrer. rncy race centcr. Ar rhc commandMARCH. thev siep off and rhe adjuranr rcru"ns r6.frG-F sirio; Senior Flight Commander: Commands the fltght commanders and guidon bearer: Forward. MARCIT OFiteri fAfT-

NOTE: Flight commanders and guidonbearer halt 6 paces from the squadron cadet commander and automaticslly present arms as descrlbed in paragraph 21lf. Squadron CsdetCommander: Returns saluteand commands: Order, ARMS If a unit award (streamer) is to be presentedas a pari of the awards ceremony, it is done at this time as prescrlbed ln paragraph 211h. Squadron Cadet Commander: Senlor F'llght Commander: Commends: Officers, Post, MARCH Commendsi Officers, HALT Post. MARCH NOTEr Offlcers reiurn to thelr postsas prescrlbed ln paragraph 212d end e.

PRESE TAT I 0 0 F c | u A NO
Squadron Cadet.Commanderl F'llghrCommander6l Dlreci6: "Glve Your Fllghts Present Arms" Face aboul and command: Present, ARMS Commsnds hls staff! Change Post, MARCH NOTE: The staff changes post as shown ln ftgure 7- 4. Squadron CedetCommander: Commendahls ataffi Present, ARMS pA6^rF_''-'-_'''-str, I pres"nt the command" Revlewlng Offlcer: Returns selute and then dlrectsi "Have the Person(s) To Receive Awards come Forward" Commands hl6 ataff: Order, ARMS Faces iS6iiliiFillrects: "Give Your Fllghts Order Arms" Face about end command: Order, ARMS Face i6ou-i-

Squadron Cadet Commander:

Squadron Cadet Commander:

Fllght Commander6:

167

SquadronCadetCommandci.:

AI.,' AI'AR'S 'ECORATIOA'S

Commands: Awards Detachment, ASSEMBLE The aquadron cadet commander then walts until the cadets who are to rcceive awards complete these maneuvers! Each cader to be recogntzedfalls out of ranks and proceeds to the flenk of his flighr rhat is most distant from the center llnc. On arrlvlns 3r thF flank, rhey proceed bchind rhe fttghrs 16 form in column at close lnrerval on the rtcht flank of the Lnir to lhe lefr of the colors. persoins rccci!ins llkc awa.ds wttl be proLpedrogerhcr. l)osltlons in rhe awards deraihmcnr shduld be piedetermlned so that cadets to be recoqnlzed can lall inro preset poslrlonsin column. NOTE: lf tbe squadron cadet commander or members of his staff are to recelve awards, they rcmain in ftelr posltlons until thelt nAmc ls called, then thcy move ro rhe left flank of the front rank of the a*ards detachmentto rccelve the decoratlon, If fllght commanders are to re"ceivraward6,they proceedto a posjtionon the rcrr enk ot thL awards dcrachmenrwhcn tbc Preludc of the cltatlon for thelr award ls belnq rcad; .thcy return ro rhelr positlons sfrer thet nsvc been rccognlzed, If cadets who normelly scrve as the guldonbearer or as members of the color guard are to recclve awards, they will be replaced in rhesc posltlons for the cercmony ln wDlch they arc (o be recognized60 that tbey can parilclpate ln the awerds d;techmeni.

Squadron CadetCommendcr:

Commanda: Per6on(6) To Recelve Awards, angjg]g:!,

Cer ei:MAtrCH--

Ar rhe commend !!AElg!, rhe awardsderachment, unoer tnc command of rhc Eenior cadet in the detachment, moves from the ln - columnformation to an in - line formadon, $dth the last rank of the detachmenrin flnal posjtlor 5 pace6 ln flont of rhe fronr llne of flighrs, cenreredon rhe colors, and faclng front. Squadron CadetCommandcr: \,'larches forward and halts 3pacesfrom the f,ont "ank. ol the detachmeni.faces abou(. and comDetecbmenr, Forward, MARCH At the command (band or -MARCH, the music record) starts anfTEE-afia.rds detachmenr moves forward under the command of the squadroncadet commander, The color guard moves forward behind the awards detachment and halt6 4 paces behind the detachmenr when ir {caches its final po61tion,

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The adjutant moves by rhe most direc roure ro a position 2 pacesro the left and 1-ll2paces to the redr ofrhe rF\ iewingofficer tor recop;t,,ingaward recipjrnrs. If no awards ar( ro be pr.5enlcd, he rcmains with rhe squadron cadct commsnder, NOTE: Seeparagrapbs216 e and 216f SquadronCaderCommander: When a position 5 pacesin fronr of the rcviewing standor revlcwing officer is reached, commands: DetachmentHALT Jarutes3nd rcDorts: "Sir, the person(s)to receivc awarqs rs (are) presenr',
R e v i e w i n g Offl c e r:

Returns salute and dlrccts: ''Presenr rhe Command', positlon wlth h1s sraff, 2l paces ln fronr of rhc fltghts, facing th flights, and dirccts: "Give Your Fllgbts Presenr Arms"

Sq u a d ro n C a d e t C o m m a n d er: As prescfibed in paragraph216f, rcturns to his

Fllght Commandersi

Face aboutand command: Presenr, AIIMS Face about and presentarms

Squadron CadetCommander: Faces aboutend commandshls siaff: PreBenr,ARMS Thc natlonal anrhcm ts playcd by band or record. Squadron cadet CommandcriOn tbe last note of muslc, commands hls suff: Faces aboutand directs: ''Glve Your Fllghts Order Arms" Flight Commanders: Face aboutand command: Order, ARMS

Q4Le_Ll\RMs

Squadron CadetCommsnder: Dlrects: ''Glvc Your Flight6 Parade Rest" l light Commanders: Face about and commandi Parade. RLST

Squadron CaderCommander: Faces about and commands his staff: Parade, REST

AWAR'SCITATI0N - PRESETIJTATI0T
Ar thls point, the ciiation - presentation segment of the awards ceremony occurs. Durlng this segment the following awards are presented, as outlined in paragraph 245: l. Rlbbonsfor the Phasellachievementjust complercd. 2. Thc Ceneral Billy Mitchell Award. 3. CadetOfflcer comml6sionlng. 4. The Amella Earbart Award. If there are no awards in the above categorles to be presented, the cltatlon - presentatlon scgment ls ellrnlnaied from the ewsrds ceremony. Immediatcly aftcr the four winds havc returned to thelr orlglnal posilions and have bcen given parade rest (see paragraph 245) a( the conclu6lon of the cltation- presentationsegment,the followlng procedurestake place.

RETURiJ 70 posrs--A0ARtsoETACH ENf A t cotoRs

Squadron CadetCommandcr! Commanda: Awards Detachment

Squadron Cadet Commandcr and Staffl Move to the rlgbr to allow the color guerd snd awards detachment to return to its posltlon wlft the flight8. The adjutant rJoins the squadron cedet commenderat this tlmc

Color cuard: Squedron cadetCommander:

Executes a light about and returns to posltlon As the color guard arriv es abrea st of hls position, Staff, ATTENTION r aces aooutand dlrccts: "Give Your Flighrs Artention"

Flight Commanders:

Face about and command: Flight, ATTENTION -Face aT6[i-Under the command of the sentor. cadet tn the detachment,faces abour, walts untll color guard ra rn posr on, and the"treru-ns io a polnr 5 paces ln fronr of ihe flighis, hatrs, faces righr, and executes a column left movement, thus returning to it6 ln - column startlng point, Tbe delachment member:a then return to their indlvidual places in the flights in the same manner as they tefr

Awards Detachment:

S q u a d ro n C a d e t C o mma n d e r and S !aff: Itesume their posts as soon as rhe awards de-

tachmenthas passed

S q u a d ro n C a d c t

WhFn thF pF.bons rn rhe rwards dclachmenr n3\c ..rurnFd ro rheir po-rrion! tn ranks, fdc... aboul and saluresrhc reviewtnpofficr.r: no r-porr

PASS III RE UI E{l'|

Rev i c w i n g O ffi c e r: S qu a d ro n C a d c ' r C o m m a n d e r:

Returns the salutc and commands: MARCH TIIE COMN,IAND IN REVITJW Returns ro ord-r and commands his slati: Chanqe Posr. MARCH F-A3S-iNFf. V-IE'WMarchcs forwa.d and rrke5 a poslrion 4 p:(!s behindthc squadron cadcr commandcr'ssraff ani ccntcred on thc squadroncadetcommander
S l aff:

( luid o n B e a rc rl

S qu a d ro n C a d c t C o m m a n d fr' s

Moves at a half step untll the guldonbcarr reachcs his posirion NOTE: The squadron cadet commander, his staff, and the guidon bearer perform lnthepess-inreview a6 directed tn paragraph 217h and i.

Itighr Flighr comrnander:

Faces eboutand commands: Right, FACF. vovce--i6-I-is postion as prcscrtbcd in squadr.. drill Commands: For$ard, MAITCH NOTE: Column movementawlll bc usedinsr.aa of rurns.ro marth rhe flighr tn revtLw, Th( flisl-: com-mandLr wUl bF reqponstbtc fo" commrnds.. nrs ulgnt, In sequencefrom the righr, and in rhc sam. mannF"as ourlinedfor rhF "tphr fttAhr,rhFflr!f.:or the. squad-on pas. jn .evi!w al l2-pa. rnrervarq.and then ceturn to rhei- originar squac_ ron - in- line posltions, \,VhFnrhe ftrghr commaroL.rof rhc fligLt to r.. "rg't grvps rhe prepardlory command I orwa::. rne colo" tLard execurcsa right abourdno cor_ tmucs to march forward, obtaining its prope: positlon in tbe paradc as the ftight aheadmo\e. Jh" lwo fljChrs hj\ing rte coto. eua*d ana .,. ToLr wrros bctween rh,m w l marcr- t8 pa.. apat. The color guard wilt march 6 iac.! -

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behind the first of thesc two flights, Iollowed at 6 paces by thc four w i nds. The four winds will be followed at 6 paces by the second of lhese tw o fl i ghts. The four w i nds march i n review un.ier tho command of Nortb. After the flights have passed the revlewing stand, the squadron commandcr directs the adjutant to al i ne and di smi ss the squadron. The adj ut ant then pi occeds to the squadron cadet command er 's post faci ng the fl i ghts, 2l paces out and cenr er ed on the squadron, i o carry out thc ordcr. Ad j u ta n t: l .l i g h t C o mma n d e rs : D i rccts: " D ress Y our Fl i ghts l o the R tghC Facc about, al i ne thei r fl i ghts, and face about As soon as thc fl i ghts " B cncdi cti on" are al i ned, di re ct s:

r\d j u ta n r: Chaplain:

Moves onto fi cl d, posi ti ons hl msL' l f 3 paccs in front of the adj utant, and gi ves bcncdi c t ion. H c then l eaves thc fi cl d " l )l sml ss Y our Fl i ghts"

Ad j u ta n t: !' l i g h t C o m m a n c l c rs :

S al utc, tace about, and command:

Ili&h!-Pl$'qSS.!D Alr 0 llI

E N OOF Pt( lSE lI

ltARDS CEREI' I0lly

TO I'HASEIIANDIII AWARDS 244. EXC!]I)TIONS

C-E.BEMONT:

(b) On the commandCenter rl. bearer faccs rlght, moves to c?nte-ian: Ironr. the fll8h( commanderstandcfasr (c) On the commandMARCH rl.' com:; halt 6 paccsfrom the squadroncadet
commande/ and Fui don bcarcr m ovL lor $: _:

a. For OneFlight: (l) Positlons: (a) Squadron centcr line Passes rhrough the middle of the fllght. (b) Squadron cadct commander: centers on rhe flighr, (c) Color guard forms on the front line 8 paces to the right of the flighl. (d) Four wlnds form 8 Paces to thc rigbt of the flight on aline evenwith the in - ranks position of the first sergeant, (2) offlcer Center: (a) On the command Officer thefllght commander takes 3 paces forward. Guidonbearer stands fast.

(d) On thc commandI9S! gi\i- :. squadron cadet commander, the flight colr.'- i: and guidon bearer do an aboLrt face. commander and suidon bearer move ba.r the ccnrer llne, haltlng whenthe flight cor :-;
i6 9 paces in front of thc flight.

(e) on the command !!!BlU ri. '

(f) On ihe commandPost sr,.' fliShr commander.tl.e guldor beTiFTia. . (s) On the command MAF. guldon bearcr movcs 2 paccs ro i6i-:-lfaces righr. The fllphr commander mo!. .' 3 paces and does an about face. (3) Awards Detachment:

114

.r

fall

(a) Members of the awards detach. our on rbe lelr side of the fligbt.

(2) Officers Center: (a) For rhree flights, on the command Officers: _ 1. Flight commanders take 3

(b) Tbe awards detachment forms r column on the right flank ofthe flight, I pace _-he rear of the front llne. detachment moves out in column, executes a !-mn left, and form6 in llne centered on tbe ler llne with the back rank 3 paces in front of flight commander. (d) The a$,ards detachmentreturnsin :rse oI this process. (4) Color cuard:
( a) O n RCH t be

(c) on rbecommand qg&Ly!4LcH

z Guidon bearer standFfast(b) For more than rhree flighrs (five, seven, etc.), on the command officersl 1. Flighi commanders of cven flights (two, f6n-r, six, etc.) rake 5 paces forward; commanders of odd flights take 3 paccs Z Cuidon bearer stands fast. (c) On thc commandCenter, MARCH. rnF mlddle flight commandFr, bernF6n'ThF-i?iiEF linc, standsfast. (3) Awards Detachmcnt: (a) Members of rhe awards detachment ln the center lllghr fall our on ihe left flank. Members of the detachmcnt fsll out from thc other fllghts as called for in rhe regular ceremony, Thc members of the awards detachmcnt then fall ln ss prescribcd in rhe rcgular ceremony. (b) On thc commandCcnter, MARCII . the detechmcnr moves our ln collm;:-?l6EEcolumn left lo form ln llnc centcred on the center line with the back rank 3 peccs ln front of the center fllghi commander. (c) The awardE detachmcnrrclurns in reverse of thj6 process, (4) Color Cuard: {a) On the command Eorwa.d, \4ARCH tl'e colo- auard mo'cs torwiid6-Fi?. s-, Fxecures a helf lcft ,bour moving toward the center line, executes a half right about to center themselves on the llnc, and then continucs up the line to posltlon behind thc awards deiach(b) Returns by executing righr abour, moving down thc center line dolng half lefr about and half righr about to return ro origtnal Position, and upon reaching final position executlng a lefr about to face front. (5) Four Wtnds: (a) \love forward q pacrs from fronr linF. do half lefr abour and hrtl rishr aDoulro center on line. Conrinue forward to a point t5 paccs in fronr of fronr line and proceed as direcred in regular ceremony. (b) R(ru.n jn rev(rse ofrhisprocess, . ooing an aboLtr face ro facc frolr whcn ieachjng final posirton.

half left about movlng loward the executes e half riSht about to center on the llne, and then continues up l i n e t o positlon behind the awards detachri ,

color suard movesrorwtid q die;,

the

command

F o rw a rd ,

(b) Returns by executing right about, ing down tbe center llnc dolng balf lcft about half rlght about to return to orlginal posl. and upon reachlng final posltlon executlng about to face front. (5) Four Wlndst (a) Move forward 9 pace6 and do a turn followed by a rlght rn to ccnter on squadron center llne. Move to a point l5 .s ln front of the fllght and procccd as ln (b) Return ln reverse otthisprocess, : an about face to facc front when rceching :positlon. (6) Pass in Revicw: (a) The color guard leads 12 ::ont of rhe fllght. (Tbe color guard should its right about on the command Right,
i by the fllght commander.)

(b) The four winds follo$r the color :: at a 6-pace interval. (Tbe four winds d begin rigbt about ai the same time a6 rhe : guaro.) Odd Number of F (Three

(1) Posltions: (a) The cenrer line passes rhrough of the center flight. --iddle (b) The color guard and four: winds in between the cenrer flighr and rhe flight ::. right.

t75

(1) The procedures wtll be as descrlbed c;remony with one exception, the r;gular the in offlcers center. (2) Offlcers Center: (a) For four flights, all offlcers take 3 paces forward on the command Ofllcers. (b) For more than four flight8, fllght comman<lers ;f even fllghts (two, four, stx, et!') iate J paces rotwara; co-mmandersof odd fllghtg take 3 Paces forward. 2{5. CITATION a. Order ln whlch Awarcls Citedon-Presentation ceremonlea o!!!Ii (l) CltatlonB in the Phese ll end III eward6 ceremony a!e as follows! (a) The Phase lI echlevement lust being comPleted. (b) The General BtUy Mitchell Avard, (c) Cadet Olflcer Commlsslonlng. (d) The Amelie Earhart Award, (2) Awards ln any or all ol these four cateqorieg may be Presented durlng a slngle awafus crem6ny, If, however, more than one cateqorv of awardB is to be preaented, the orde-r 6f presentatlon must follow thet outllned above. Eech of these categorles 16 a comPlete entltv. and each has its own cltation whlch mu8t be d_eitveredas s part of the pregentatlon ceremonv for that award. The cltatlon for each cate;ory of eward6, followed by the actual present;tlon of the awards ln that cetegory, must be colnDletedbefore ltle cltatlon and ple6entatlon ceremonv for tbe next category of &werda teke6 place, (3) If there are no swardstobe presented in anv cateqorv lls(ed above, the clratlon for that c;teqort oi awards is eljmlnated from the iwaro" c"er"monv.If there are no awards to be presented, the squadron performs the awards ;eremony'wlthout ihe citetion segmenti andunder these co;ditlons the celemony becomes a review (4) The General Carl A. Spaatz and the Falcon Awards are not plesented in a squadron b, Cltation Composition and Dialogue:

(1) The citadon portion of the presen_ rarion ce.emony for Phese ll and lll awardl is composed of a short milltary rltual and extensive dialocue. lhe cltetion dialogue fot each cliatlon c6nslsts o{ four parts. Lach d these parts ls reed aloud. or reclfed, by r narrator: and each part ls represented on tlE drlll fieid bv a member of the four winals detachment. (a) East represents the Prelude. (b) West represents the lnterlude' (c) South represents the Eulogy. (d) North represents the Benedlclion(2) The dlalocue for the Prelud 16 tbe eame foi all awardB-cltstlons; but the dlaloSt: for the lnterlude, Eulogy, and Benedlction i. diJferent for each award. Hard text for eachaward ciratlon ls locaied ln psraglaph 246' (3) In each citallon, the four parts of tbc dialocue are reclted or read aloud ln the ord: Itateii above: that ts. flrst the Prelude, next tb Interlude, tlien ttle Eulogy, and lest the Bene_ dlctlon. c. The Four Wlnds: (l) The four winds 16 the name of tti. delachment thst vlgually repregentBthefour Partr of the cltation dlalocue ln the awards ceremon!The four wtnd6 are referred to lndlvldually r.s East, West, South, and North. These are the namet of men or ceremonlal func on6; they are DCa geographlcal dlrectlons or geograpblcalloc atlon!ceo-graptrtcal or magnetlc dlrectlon6.of the fors com-pas; polnt6 are io be dlsregarded durlng tb. awarda celemony. (2) The positions of the four winds areto be ftlled by honor cadre cadet6 lf posslble. tr honor cadre cadets are not available, cadets witl the qrade of cedet captaln, or hlgher, wlllfunctrco ln tie posltlons of ihe four winds' The rankiD! cadet wlll flU tbe North postlon, the next ranki4 cadet vlill flll the Southpogitlon, the next ranki-Di! csdet v'111flll the West posltlon, and the le.-* ranklng cadet of the four wlll fill the Eai positlon. (3) At the begtnntng of the awards 'erts a: monv- t6e four winds will fall ln, faclng fronl closa interval. between the fltghts and behiDi rhe souaclron on a llne even wlth the ln- rant-: Dosition of the frrst sergeant The order ot theE iosiLlons from left to rlgbt will be North WesL South, and East.

1t6

d. SsgEllsgt lqommands for Awards cirarion - Presentarion. Immcdiately afrer rhe squadron cadct commanderbrings the squadronro parade rcst in tbc awards ccrcmony, the following proccdures

A 0A R 'SC rrA r l0 - P RE S E T / I A oI ^Ir

North: Commands tbc four winds: four Winds, Ccntcr, NlARCH Proceed to a position l5 pac.s ln front of and ccntcred on rhe squadron North: Nlorth and F.ast: Commands thc four winds: l.'our Winds,HALT
T a k c onc 40-i nch pacc forw ard and rhcn si d. s te p tow ard thc squadron ccn(r l i nc to obtai n C o v er on N orth and ]l as!, r.spccti vel y l h e four w i nds arc norv faci ngfrontandfornri ng a s q u a r c w i rh thc squadron ccnttr l i nc mi dw ay b c tw c en N orth and l l ast i n thc' front rank, rnd b rr$ r' Ln W rsr anLiS ourL rn rl -' " r rJnl ..

North:

C o mmands thc tour w i nds (us1n8 comrnan(l s a u d j bl c onl y to thc four w i nds): C fntcr, F A C l l ,\t thc command ll!!!!I North and l.last ('xfcur(' a ri ght and l ei t fac(] resprcri !el y to ftcf cacb o th c r across thc squadfon ccnt.. Ii n.. ]\r tbc c o m m and Fr\C Il N orth and W l st fxccurf a hal f ri g h t and T:3-t and S outh a hel t l cu. W hcn l hi s fa c i n g mo!cmrnt i s compl et!d, N ofth w i l l be f:rc i n g S outh and Li ast w i l l bc faci nA w fst di sgon a l l y .rcross thc squadron ccnt.r l i nc

Nor t h:

C o rn n rands rh. i our w j nds: A buu!. f ,\C I

i;;ii;r.

\iJli( H

N'larch forward ^6 paces+ (each on an angle approximately 45" to thc squadron center line), halt, and face about Thc iour winds, facing the irnaginarypoinl in the cenrer of rhc squarc thcy arc fofming, arc now in their ceremonialposts.

111

REVIEWING STAND ORAREA

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o prcrs

AWARDS DETACHMENT

NARRAIOR
F LI G H I MMMTNDER

&
*

FIRST STNG T ft-tcHT SENGEANT G UI D E

&

fouR wrr{os

FouR wrNDs "n"* l;d'6''...

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l5 Ptcts

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I I I
Fi{ure 8-5

* Frlloxr=gi

(*SPECIAL NOTL: If it is impossible for the four winds to take 6 paces to reach their ceremonial posts, ftc number of paces taken will be in mulriples of 2, such as 2, 4, 6,8, I0, erc. Lhder these conditions, however, the ceremonial posts of North and East will nevcr bc located behind the reviewing stand, l,ikewise, the ceremonlal posts of Wcst and South wlll ne\rer be locared behind the front rank of the squadron or dlrccrly ln front of the flights ar lcss rhan 2 paces, The ceremonlal posts of West and South may bc on a linc cven wiih and to lhc sidc of the front ranks of tbe squadron,)

C IT A Il OI.l.PRESEIIT ATI ON OF CURRE T PfiASE II ACIIIEVEMENT AROS AW

0f rhe awards to bc prcscnredtncludethose for complcdon of the currcnt PhaseII achievcmcnt, the following eventstakc placc.) The awards dialogueis presenrcdby a narraror. If a publlc addrcss systcm ls available,it shoLrld bc uscd. lf no public address system is availablc, when the four winds rcach thelr ccrcmonialposts thc narrator assumcs e position 8 paces to thc lefr of the front line of the awards detachmcn!, faces down the front llnc of thc awards detachmonr, and rcads aloud (or rccites) thc dlaloguc for each oI the four wlnds. whlle his dlaloguc ls belng prcscnted, tho appropriatc wind prcscnts arms. Narratori Recltes, or reads aloud, lhc l'rcludc of thc dla loguc for thc appropriaro citation, as shown in paragrapb246 a Prescnts arms during the l)reludc Recites, or reads aloud, the Intcrludc of the dlalogue for the appropriate citaiion, as shown in paragraph246 b Presents arms during thc lntcrludc Narrator: Recites, or reads aloud, thc Lulogy of the dialoguc for thc appropriate citarion, as shown in paragrapb 246 b Presents arms during the F,ulogy Recites, or reads aloud, the Benedictionof thc dlalogue for the appropriate citation, as shown in paragrapb246 b

Last;

Souih:

t79

North:

Presents arms during the Benediction Upon completion of the Benediction, moves to the left of the reviewing officer and announces: " l he re.tnlpnrtslofthe,...,,.,,,Achjevement Ribbonis (are): .....,...," Then ennounces the last name, first name, and new grade of the cadet to be recognlzed (Through tbt6 formal ennouncement, the cadet is authorlzed and dlrected to wear the insignla of hls new grade at the nexr meeltng.)

Reviewlng O ffi c e rl

Presents the achlevement ribbon lo the cadet recognized Each cadet \rho 16 to recelve the rlbbon for the achlevement lust completed lg ennounced and presented hts ribbon ln lurn. Thls procedule 16 repeated until sll cadets utho are to recelve thls Ti6bon ha\'e becn recognlzec,

Itevlcwing Offlcer and Adluleni:

Return to thelr post6 when all rlbbons for the achlevement lust completed have been presented

O NOF CIT A T I O i' .P RE S EA TI T

IrcfiEtt ArrARts
(If the awards to be presentedlncludethe General Btlly Mltchell Award, tbe followlng events take pIace.) The dlalocucfor the Milchell Award is presenleai by a nariator. If a publtc addrcss systcm is aiatlable, it should be_uscd ll no publii sddre66 system ls avallable, when the four wlnds reach their ceremonial posts the narrator asaumes a Dosltlon I Deccs to the lclt of the front llne of ihe awardg detachment. faces down the front line of the awerds dclachment, and reada aloud (or recltes) thc dlalogue for cach of the four wlnds. whlle his dialogue16 being presented,the approprletc wlnd pre6entsarms. Narrator: Recltes, or reads aloud, the Prelude of the dielogue for the Mitchell Award cltatlon, aa shown ln palagraph 246 a Pre6ents erms durlng the Prelude Recites, or rcads aloud, the Interlude of the dialogue for the Mitchell Award citatlon, as shown in paragraph 246 c Presents arms during the Interlude

East:

Narratori

Reclres, or reads atoud, rhe E utogyof the dialogue for the Mitchell Award cltailon, as shown ln paragraph 246 c Present8 arms during rhe Eulogy Recitea, or reads aloud, the Benedlction of tbe dialogue for the Mitchell Awardcitation, as shown ln paragraph 246 c Presents arms durlng lhe Benedlctlon Upon completlon of the Benedlctlon, moves to the leJt of the reviewing officer and announces: ''The reclptent(s) of the Mircbell Award is (are)r ..,,..,..," Then announces tbe lest name, flrst name, and new grede of the cadet to be tecognized (Througb thls formal announcement, the cadct is authorlzed and dlrected to weer the insignla of hls new grade at the next meertng.)

Soutbl Narrator:

North: Adlutantl

Revlewlng Officcrl

Preaents the rlbbon and certlllcate to the cadet recognized Eech cadel who is ro receive the Mttchell Award is announcedand presented his awsrd ln rurn, Thls procedure ts repeetcd unrll all cadct6who are to recelve thls awerd heve been recognized,

Revlewlng Officer and Adjutantt Return to thelr post6 when rhe Mitchell Award presenta ons are completed

C TAT'OT.PRESEAIT ATTON OF ' c A tE T oF F I CE R. CO r s s I o t s

(If the awards ro be presented include commisBlons for cadet officers, the following event6 teke place,) Ttle dlalogue for the cadct offtcer commissiontng citailon ia presented by a nerrator. If a publia addrcss system 16 avatleble, tt sbould be u;ed. If no public address 6y6rem is available,whenthe four wlnds reach their cLrcmonlal po6rs thc narrstor assumeaa posirlon 8 paces ro thc left of the front llne of the awards detachment, faces down the front llne of the ewards detachment,and reads aloud (or rectres) the dialogue for eech of the four wlnds, While his dlalogueis bFtng prcsenred,tbe approprlate wlnd presentsarms. Narrator: Recites, or reads aloud, the prelude of the dlalogue for the cader officer commtssionlnq citatlon, as shown ln paragraph 246 a

Eaat:

Presents arms during the Prelude Recites, or reads aloud, the Interlude of the dialogue for the cedet officer commissioning citation, as shown in paragrapb 246 d Presents arms during the Interlude

Narrator:

Recites, or reads aloud, the Eulogyoftbe dlelogue for the cadet offlcer commiaslonlng cltation, as shown in paragraph 246 d Presents arms durlng the Eulogy Recites, or reads aloud, the Benedlcdon of tbe dlalocue for the cadet offlcer commissionlng cltatl6n, as gholunin paragraph 246 d

South:

Northl Adjurant:

Pre6ents arms during the Benediction moves to the Upon completlonof the Benedictlon, left of the re!lewing officer and announces: is (are): to be commlssioned "The cadet(s) Then announces the laet name. flrst name, and new srade ol the cadet to be commlssloned (Through this formal announcement, the caclet is auth;rlzed and dlrected to wear the inslgnle of hls new grade at the nexl meeting.)

Reviewlnc Officcr:

Presents shoulder bosrds (or ioken $creof lf not avallable) to the cedet commissioned 1sannounced Each cadelwho13to be commlssioncd and presented hls offlcer gtade shoulder boalds in turn, Thls procedure i6 lepealed untll all csdcts recognlzed. havebeen who are to be commi6sloned

Revlewlng Offlcer and Adjutant:

Return to their posts when all cadeta who are to have been recognlzed be commissloned

TATlOX-PRESEI' CT T I ON OF AT EARIIART AI'AR'S

Of rhe av,ards to be presented inclLrdethe Amelia Earharr Awerd, the following events take place.) The dlalogue for the Earhart Award is presented by a narretor. lf a public address system ls available, lt should be used. tf no public address system ls avallable, *hen the lour wlnds reach thelr ceremonial posts the narrator assumes a Dosition 8 Daces to the left of the front line of ihe awards detachment, faces down the front llne of rhe awards detachment. and reads aloud (or recltes) the dialogue lor each of the four wlnds.

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Whlle his dtalogue ts being presented, rhe ap_ proprlare wind presentsartIs.

Narrator:

Recites, or reads eloud, the prclude of rbe dialogue for the Earhart Award citation, as shown in peragraph 246 a Presents arms during the prelude Recltes, or teads aloud, the Interlude of the dialogue for the Earhart Award citatlon, as shown ln paragraph 246 e Presents arms durlng the Interludc

East: Narrator:

Narrator:

Recltes, or reada aloud, the Benedlc on of the dlalogue for the Esrhart Award cltatlon, a6 ahown ln paregraph 246e Pxeaenlsarms durlng tbe Eulogy Recltes, or reads eloud, the Benedlction of the dlalogue for the Earhart Award Ciiation, e6 abown in paragraph 246 c Prcsents erms durlng the Benedic on Upon completlon of thc Benedlctlon, moves !o the left of the reviewlng offlcer eid announcesl ''The reclpien(s) of the Esrhart Award ls (erc): ......,,..,, Tben snnounces the la6t name, fhst name, and new grade of the cadet to recelve the Earhart Award. (Through thls formel ennouncement,the csdet ls authortzed and dtrccted to weAr thd in6ignla ol his new grade at the next meetlng,)

South: Narrator:

Norrh: Adlutent:

Revlewlng Offlcer:

Preaents thc rlbbon and cerlificate to lhe cadet rccognlzed Each cadet who is to receive the Earhart Award ts announced and presented hls award ln turn. This procedure is repeated untll all csdets who arc to recelvc thjs award have been recognlzed.

Reviewlng Offlcer and Adjutant: Return to their posts when the Earhart Award presentetlon6 are completed

cITAtt0lr-PREsEr'rArI 0 C0l,ctusl 0,\, [,llrts RETuR,v r0 Posr) lFouR

Four Winds: Proceed to four wlndscenter, without commandas aoon as the revlewlng offIcer andadiutant resume rheir posrs after allp-resentarions haie beenmade.

On arriving centet, West and South wlll execute half left and hau right respectively ro face front, North and Easr will execute halfrighr andhalf teft rcspectlvely to face the flights, take a side 6rep out, stcp forward to their starting position on the four - man front and face about to form one rank with North, West, South, and East (from left to right) facing front Norrh: Commands lhe four windsl About, FACL

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Return to $elr orlginal posltlons

No rth l

Comftands the four wlnds: HALT

(At this point, contlnue wlth the scqucnce oI commands for the awAlds ceremony, beginning with Return to Posts -- Award6 Detachment and Colors.)

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a. PRELUDE for AU Awards:

NlrVltV\rV^tW^tV\tV pRELUDE - for Au Awaros wvvvvnvv p p p We are members of Civtl Atr Petrol. We spsce aupremacy. We do stlll more. We assist irl p atand in the shadow oJ a long line of Amerlcen providing emergency servlces, we fosrer rlE who served aa mlnutemen of the air -development of aerospsce educatlon, and we are p heroes Cill Robb Wllson, Hap Arnold, Ben Curry, Tooey rhe foundarion of the ctv Atr Pat{ol cad6 p Spaat?, and meny othets who fanned the llame of Program. We dedlcate our:selves

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volunteei servlce to our nation.

to the sustenanc of aeroapece po\rer. We dedicate ourselves tothe prlnciples of aerospace leadership, and we set:i example for all Americans to follow tn e worlc Membership ln Civil Air Parrol demands dominated by air and space vehtcles. We dcdicare dedlcatlon to the prlnclples of freedom and our6elves to the conttnuedprogress of our comaggressive actlon to sustain our nation's aero- munity, state, and nation.

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INTERLUDE. EULOGY. and BENEDICTION for

AU Phase II Achievement Awards:

(l) The Wrlght Brothers AchiFvemenr:

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INTERLUDE-- WRIGHTBROTHERS ACHIEVEMENT

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The Civil Air Patrol cadets assembled here are to be honoredlor attainlng signlflcant acbievements in the cAP cader P{ogram. We may reasonably ssk what they bave accomplisbed to be recognlzed in the name oI the Wrlght Brothers, the creators of powered flisht in heavler - than- air craft. The answer is co;plex. These fledglings have mastered a comprehen6lve course of instructlon ln the CAP aerospace educatlon program. Theyhave acquired a general knowledgeof fundamentalaerodynamlcs and the basic princlples of flylng. They have developed effective leadershlp sklllsln a rigorous leadershlp laboratory. They have malntalncd

commendable examples of good moral leadership in their daily lives, and tbey have attained hjgh standards of individual perlormance in a dynamic physical fitncss program. These cadets are as Orville and Wilbur would have asked rhat they be on tbe sand6 of KiU Devil Hlllr alert, enthuslastlc, keen of mlnd, tenaclous - flne examplesofyoung America, Thelr acbievements offer a trlbute tothememory of the wright Brothers, and these same accompllahments provlde personal monuments that wlll serve as vltal checkpolnts ln their flight through life,

EULOCY -- WRIGHTBROT}IERS ACHIEVEMENT They came from a Dayton, Ohlo, blcycle shop to Kttty Hawk to chellenge fate and acbleve everlaotlnr fame. Oni1le and Wllbur overcame rradltlon ;nd feulty lnformation to provlde the world wlrh the most glorlous 120 feet ln the hisrory of transportlng mankind. The herltage rhey gave ro rhe Amerlcan PeoPleprovides the abllily suiesr guarantceof thl6 natlon's contlnulng ro exer-ctsemofal force for the ffeedom of msnkind and the peace of the world, The wheel and the sall, concelved ln distant anriquity, are stlll ln the evolutlon of utllity, alrhoughthey long sincc have cllmbed thc mountains and spanned the seas.Howmuchmo*e,rhen, wlll the wlng lay lts mark on clvillzatlon? It can be fairly said that Orvllle andwtlbur, and those who operated on the bighfrontler durlng the first flfty years, had morc fun than any otber {eneratlon whlch ever llved. However. there are so many challenges and adventureslooming ahead them ls a major problem, that even to catalogLre Even so, the srep from global fllght to space fltghr w111be les6 problemstlc lhan the step lhc Daytonlans took from balloon ro eirplene. They fave manklnd lts flrst chancc to shafe a God'6 ijye vlew of the complex world beneath the wing, Slmultaneously they removed the geographlc and climatic barricrs obstructlve to man'6 lnsatlable need to travel. Yes, whenever man through mechanlcal mean6 rlses tothe challenge of lhe thlrd dlm enslon and brldges the gap between earth and unlverse, thc Wright Brothers will have glven the lmpetus, and their leedership ls typlcal of young, dynamic Amerlcans. Orvllle and Wllbur: accepted a near lmposslble challenge, and tbey succeeded in meeting thar challenge. We are grateful thet they provlded us wlth the opportunity to walk ln greal forrune on the bigh road of history.

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BENEDICTION - - WRICHT BROTHERS ACHIEVEMENT One has to smlle at rhe wood and wire, and the brakeless tire The warDins wins -hts That once'ro ouestine mind had seemed The answer to all that i boy had dreamed. And one must smile at the scanty 6klll He had for climbing the vaulted hill With a brash disdain for things unknovtn By an earrh_ bound breed that had never flown.

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And yet, perhaps if we wait to see How perfect the tools of dreams should be, And wait till we've mestei.ed our every skill All life would be just an unclimbed hlll.

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Robb wilson

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185

(2) rhe!c!34-l-E3!lg!91lg3sg9ls!1gr!
:E$VVVWVVVVV ACHIEVEMENT TNTERI,UDE -- ARNOLD
oratorv. They have maintalned commendable exampies of cood moral leadership In rheir dall) liles, and rhey have attained hlgh standardsof tndividual Derformance ln a dvnamic pbyslcal fitness protram. These cadets sle now as Hap Arnold would have reoulred they be ln bis alr armade: alert enrhusla;tic- keeri of mlnd, tenactous _ fine examoles oi voungAmerlca' Thetr achlevements offer; trtbute to eeneral Arnold andhlscrusade, and these same accompllshments provide personal monuments thet wlll serve as vltal checkPolntsln thelr fllght through llle,

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The Civil Air Patrol cadets assembled here are to be honoredlor attainlng signlflcant achievements in the CAP Cadet Program' we ma! reasonablyask what they have accomolished io be recognized ln the name ot Hap Arn6ld. oilot. qeneral, and archltect ofalrpower' 'I he ans;er :-s complex. These fledgllngs have mastered a complehenslve course oi lnatructlon in the CAP aerospace educetlon program. Tbey harJe acqulred a general knowledgeof ihe poten-italltles.'the efieits, and the rcsponglblltdes of aeroaDace pov/er' They have developedeffective liaaeiship'stilts ln a' flgorous leadershjp lab-

EULOGY-- ARNOLD ACHIEVEMENT A thoussnd times hc had felt stronger and heppicr efter looklng down on lhe fa-r reaches of rh6"land and pondcring thet ttle 6wlft molding of rhe natlon {rom e rew wilderne8s must have reoulred the greateff outpourlng of human eplrlt in rie annala of hlstory. Thl6 x|es hl8 heritage. Hi6 herltaqe al6o embrsced the legacy of Bllly Mtrcbell "-The Crusader" and the yeara of abruPt chenges inoplnion andapethyconcernlng alr powcr that -were iharacterlstlc ol the leeders of our land. Countle6s time6 he had associated the old trails. the battteflelds, the rlver valleys, and the mor.rniah passes beneath hls wing8 wlth the falth and coursqe of the men and women wno cave theae thinqs signlflcance. He drew therci;om fajth and couiage for himself and hl6 caclre. who were destinid to change the lace of history, Manv of the thlnqs that seem desilable, most of us mav never havi - wealth, power' positlon, fame - yet as Hap medltatedon whatthe airmen could have as a resultofhis experience,lt aeemed to hlm that no other6 could have more. Hap Amold seized the chellengeof eir power when ii was an unpopular And dogmatlc word. He nurtured the les;o;s of the Mitchell era and fogtered the ascenslon of our all arm to colps status ln the Depertment of the Army. He loved the challenqe and adventure of the North Countty. He loved the short odds of gucceas for the geDerate eir aelvlce, e prlze whlch fiercely buined ln the breest of all alrmen. He became the tao root of alr power, and through hlm lts founalailon wa6 lald end sustalned. From him and hl6 wlBdom came a wellsprlng ol 6oundconcepts ln air stratecy end creatlve development. Yet, he recocnlzeil the role of the volunteer ln alr oower. Fap Arnold end GlIl Robb Wl18onestabinslEted iished Ctvll Alr Patrol. Hap'spersuaslon thar the truth be told: mllltary alr power could not exi6t or floudsb wlthout the clvlllan factor knowlnc and crowlng with lt. He dealt wlth vtar' machln-e6,pol_itlcs, concepts, loglstic6, research, and deleio;ment. He wag at home, mogt of all, tn the blue wlth hls boys, where he lnslsted that li's noi the flyjng that gets into the blood, but wbar gets into ihe blood through flylng thar tte knew thet even tbe greateat force """ntsl of the zeal of youth cannot return divi_ bereft dends on its creatness. He belleved that unless vounq Amerlc;ns were launched on the ail ocean in tietr formative vears, they and their nation would be ewept lnto obljvion by lts jrresisllblp curlents . Air power begjnswith people'and If it ls broad and deep and atrong 1n peopte, rt is real power.

-. ARNOLD ACHIEVEMENT BENEDICTION

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Betimes for the peace of my heart I have turned my winas ro (he high country where narure has .o'nrrtueia ner own cathedral and ln some pew oI meadow or mountaln lake have sat to lefresh my soul. Here, each mornlng ls a doxology and each

evenlnq a benediction. I bave only to look abou! me to'know that God i6 in His heaven and ahal all is well with the world. This is a divideni without listing in the market place but among the high prollts of llight. Cill Robb wilso.

(3) The Captaln Eddle Rickenbacker Achievement:

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INTERLUDE AcHIEvEMENT -- RIoKENBAcKER ryryryrygggyryV14

shlp taboratorv. Thev have $ "o*- X mendabte exaiptes df qood moral leadershiD -"in,rin"a in rheir daily ves, and"rhey have atrainedhig'h B

The Civll Atr Patrol cadets assembled bere are to be honored for atraining signjficant achlevements in ihe CAP CederProgram. accompllshed to be recognized in rhe name of Captein Eddie Rlckenbecker, Amerlca's leading ace of World War I. The answer ls complex. These fledgllngshave masrereda comprehenslve courae of inatructlon ln the CAP aerospace educatlon program, They have acqulred ageneral knowledge.of piston and Jet alrcrafr englnes end thelr auxlllary ayatema. They have developed effective leadershtp skitla ln a rtgorouE leader-

we may reasonabry askwhar rhey,"""

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These cadets ere as ..Rlck" would have requtred rhat rhey be tn his Har in-the-Rins Sqdadron: alerr, 'enrhuslasrtc, *""n .i *i"al tenaclous - flne examDles of vounq amerlca. Thelr achtevemenrs off6r a tribute"to Caotain Eddte, end rhese seme sccompltshmenrs pr6vide peraonal monumenrs rbat wlll setve as vlral checkpoinrs in thelr flighr throlrgh ltfe. A 5 X X S G G 2i

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EULOGY -. RICKENBACKER ACHIEVEMENT Soclology, polltlcat sclence, lnternatlonal trade, educatlon, tourlsm, and slmllar llnes of endeavor have been effected by the lmpecr of rhe elrplane. Bur li ls ebove and beyond even 6uch mattela as these thet evtation wtu lmpacr durlng the yeara to come. It will go furrher ro modernize the gtandards of human conduct and llvellhood than any influence slnce Chrlsr. The conqueat of alr ln tlme of war end opera onal domlnance ln the-alr ln tlme of peace have been among our nadon'.s greateet achlevemenrs. Few men have geen the wo gldes of thls endeavor ae hes Captaln Eddte Rtckenbecker, Themembers of ht6Hat-in-the-Rlng Squadron emergedfrom the great war aa Amerlcs's heroes, and he was o-ur leadlng ece - tbe sublect of natlonal pride. He developed end opereted one of Amerlca's largest commeTclal alrllnes, a re6outce vital to the aeroapece aupremacy of our natlon. space capaclty grows. ao trow6 the securltv of our natlon. M6reover, heln;istedthatanlnforired ctitzenry wee the 6asts for rh.ls crowth. Hc demandad of htmself and hte comoltrtors et_ rn on to the development of an ali consclous_ ness wjrhtn rhe mtndjand hearrs of all am ertians. He knew lbat aerosDace Dowe! cannot le seen ln lts true pergpec ve exaeDt in lts relatlon to otber force;, Wlsely he sata thar norhlnc rrulv great stand6 alone. io htm acrospace porier wai borb ctvll and mtltrary and rhey wire t;dtvtstble.

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BENEDICTION -- RICKENBACKERACHIEVEMENT Oh thet will be a sadder day When poets ceese to sing Of nations come to parllament Foregathered on the wing stnce dreama must cruisc beyond rhe apan Of times olll: liveE embrace Before the east and west shall flnd A destlned meeting place. And if it seem from now tlll then A countless meld of years, And if the future seem too fraughr With blood and swext and rears, How far I ask have spun the leagues Since man first lifted eye In seemlng hopelessness to walk The reaches of tbe 6ky? Are srars more dlstant from our dav Than flight was dtstanr rhen; Are wc less men of dreams than thev Who drcamedwhen scarccly men;' And lf it seem from earlh to heaven A cllmb for prayer atone How high abov; Oimpu6 cltmbs The contrailed way we,ve gone? cod grant us then in test and toil Upon rbese high frontiers, Although we nevet grasp the gra Beyond the mist 6f years, " We may remember that in us The dream keeps ageless rrysr With rhat dlm aay andthat far ptace Where meet the east and we6t. g

B B S S< G rE _B X S G G .rt Eddie Rlckenbscker Iefr EuroDe beaoed m ) honor, and we bafed htm as an Aniertcanhero. E More lmpoTtant, slnce the treat war wc have S had an opportuniry to 6ee rhar-he rtchty dcserves q the edoratlon, W; cannot forcet the vesDered d gquadrona of broken ship6 en-dmen who'could < not be broken. They fosiered a herltage rlch X

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18t

(4) The General Jlmmy

Doollttle

Achievement:

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INTERLUDE -- DooLrrrLE AcHTEVEMENT

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The Clvll Air Patrol caders assembled here are to be honoredfor atrainlng signlficanr achlevemenrs in rhe CAP CaderProcram. We mey reasonably ask what rhey have accompllshed to be recognlzed in the name of Jlmmy Doolittle, ralder of Japan and survlvor of the Gee Bee. the answer is complex. These fledglings have masiered a comprehensive course of instructlon tn the CAP aelospace educatlon program. They have acqulredageneralknowledge ol the nature of airporta and alrwaya and the use o[ elecrronics ln avlatlon. They have developed eflectlve leadershlp skills in a rtgorous leadar-

ship laboratory. Tbey have maintatnedcommendable examples of good moral leadershtp tn their dally live6, and rhey have attatned htqh srandards oJ indlvldusl performance tn a dynafuic phystcal nmesa program, These caders are as Jlmmy Dootirite would _ heve r_equlredrhey be as crewmen during rhat lifellme over Tokyo: aterr, enrhusGsric, -sbort teen of mlnd, tenacloua - flne examplesof yound America. The,r achlevemenrs offer a tribute to General Doolltde and his leadership, and these same accompllahments provlde personal monu_ mnta thar wlll serve as vlial chetkpotnrstn rhetr r[gnr Enrougnll'e,

EULOGY. - DOOLITTLE ACHIEVEMENT To Jlmmy Doollttle rhe United States ta the producr of men who would not be sllenced. To hlm tbe digniry and freedom of the tndlvldual was our genlu6, Out of thl8 love and respect for hls land and hlB fellow cltlzens, he came to cballenFe 6peed, lnsrabllhy of atrcrafr, soctalceprtce, po6r vlstbtltty, and lnglrumenr flylng. Never one to comptatn or ergue, he - aa no other alrman ln modern tlme - has set the example for all to follow. Wharever rhe shtp - cee Bee. Mltchell Bomber, or Eupersonlc let - he responded with tDe sme lntelllgent determlnatlon ro digplay tbat freedom and dlgntty of man were our ataidard beererB aloft or elsewhere. home. He end hts relders ltfred lbe bearts oI a na on lrom despelr to hope, from sadneBstoJoy, and ln eo dolng elevated a narlonal ego ln tlme of olESater.

Ther muar be Bomethlngabldlngly goodin a natlon and.a form of govenment tbet contlnuously command the dedlcerlon of uncountedqeneratlon6. Freedom has generared soldter6, ;a[ors, and elrmen 6uch a6 Doolttlle, a man on hors;bsck who flr$ carrled lhe word to forever protect lt. ceneral Jlmmy' zeel for freedom aid countrv refueed- ro dlmlnlsh; he ploneered rhe Aerospac; Age as hl6 boundedduty. He soughtnoreward. He exempllfles ell those penetrar6r6 of rhe barHl6 eerly research a6 a test pllot form ed the rlers - soclal or gclentlflc - whohevellved and sherp gpearhead of our mlgratlon to the stars. dled to malntaln-thls natlon's eeroapacepower. Hl6 nsme wlll forever be enshrlned ln the hearta Jlmmy Doollltle's cau6e was lmeilca. It enof Amerlcens who remember or atudy WorldWar grossed hls every devotion. It mede hlm forever II and hls darlng 6klll ln attacktng the enemy at clear ln memoriam. BENEDICTION-Not one who plow6 upon lhe blue Is free from threet of 6torm And none there are who do not know The dreaded anvil form Where blow on blow ls folq'd the sword Of ltghtntng's brlghr blaAe To cleave ihe 6ky and bltnd rhe eye And mske the hearr afreid. DOOLITTLE ACHIEVEMENT Yet were the heavens alwavs clear_ The wlndE forever fatr The cockpit where I sweai my owear Were but a rockinq chalr Where I should wtthel ln my soul And fret my life away Untempered by my daily ro To meet a ludgment day.

I can not know what He will ask Who tots the qreet whlte book Of what I selfle;s gave to ltfe Or $'hat I selflsh took, But this much I will hazard Htm When ask'd tf I'm afraid, "Aye, Sir, but fear has served me welll I've walk'd where Etorm ls madel"

Gill Robb Wilson

188

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" Ltndy', rhey called hlm, andhe . ro caloled Amertcans tnro [atentng to th" orntnou" avletton an unquenchable .brought S founratn of insptrdrton. waintngs ;i;'p;;", before world wer ,rj overII. nelEcted, "i;;;i; ."i'"-riii,iii.ai",*".ed,heturned i"",i":'.1"

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(6) The Dr' Robert H' Goddard Acbievement:

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fi 6 menrs in the cAP cadet Program. reasonablv,a^sk physicsl tltness program.

y-h:ilh:Jj::: we mav hev , wourd rheae cadet6are as Dr, co.t.terd "": .",''ollSn$'1"'o'i".i::"1["?-ii:*:d"ti:lb; B ,*,I];t"?.li:iJt"i,?1.!"lj".,t1X"t the esteemeo (. no#.t H. Goddard.. iliit, enI"'Hil,';..j":,1i ;; ;i"';"';;;;-;r;ft-,' ^tatner

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B B ehtP laboratory. TheY have ma A.HIE'EMENT EULocY-- G'DDARD

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]NTERLUDE,

E U LOGY

andBENEDICTION for rhe General Billy Mitche

Award: ' I

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__MTTCHELL TNTERLUDE AWARD V{4\TVVVVITWVVV6

instruciion in rhe CAp a".ospac. education pro_ $

and they haveatrained high 6tandard6 ot petformancein a dvnamicphvsical we may reasonably a6k whar rhev r'r'. rrmess ll9:l9Yl ${ program, accomplisheat to te rec6gniiea r" irr,-.--"i." li G ceneral Billy Mitchell, a-man who believedthat Therr achrevements have eaurDDed rhem as << 'ir',uv our g.reatestsrrength was to be reauzed rhe Btuy Mitchelr would tr"r" r"q"itic' ir,"t l. G -tn

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The Civil Atr patrol cadets assembled here

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EULOGY.. MITCHELL AWARD . rriarron waahr6flrst love;a separate ArrForce; :is Holycratl. Nofree min can-know the rhoushr; 0.r plansof an-eggressor. Free menmuatk;ow rnatrnatrength lles securrry andrbarbssrc nattonal cri Orvtlle teuglr htm to fly, From the beginnlng

ln a CAP encsmp;enr.Thei have in ?articipated

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t; tatoioin s career, securlty muatbelnvlolable.In hls heartthe!e crew : deep auaplclonthat our secur{ty was a h-ouse _ -Today as flerce flghterS surge sloft ln the dividedsgaln.r ttself. Bfly Mlrchelt beuevedthar sott Ugnt<ifaawn,ioaafiiir,erry UfrUeii *ir:nd"i cur g.reate6t srrengthwas to be dertvedfrom rhe acros; ntghr skiee, tiley plai a s6ph;;t-;i :omplete adaptarronor aviatron ro the narronel rreedom t"o tbrs i'ru;l,ier' \iho e6ht;ved'bts i4ense.He trted, ln hl6 ownway, to Jusrtfyhls greatness in *rJp"g"" oi r,istory. "-ui"uon
BENEDICTION -- MITCHELL AWARD Htgh Fltght Oh, I heve sltpped the surly bonds of earth And danced the skies on Isughtcr- stlvered wtngsj Sunward I've cllmbed, and lolned the tumbling mirth Of.sunsplir clouds - and donea hundredthtngs ,, You have not dreamed of - wheeled and soered ., Hlgh in . ahe sunltr 6ilence. Hov'rtng rnere, I v.e cnased the" shoudng wind along, and nung My eager crafr rhrough foorless halLs of atr. Up, up the long, delhtous, burninc blue I've ropped rhe windswepr heighrs wirh easy grace Where never lark, or even eacle flew. And, while with sttenr, ltfiing mind l,ve rrod The hlgh untrespassed sancrtry d? space, Pui our my hand, and rouched rhe face of Cod. John Gillespie Magee, Jr.

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d. INTERLUDE.

EULOGY.

andBENEDICTION for rheCommissiontnq oJCadet Officers:

TNTERLUDE - - CADET OFFTCER COMMTSSTONTNG \t{r\4v

The Civil Air Patrol cadelsassembled her.e examlnation. They have maintained commendab:: are to behonoredforattaining significant achicve examples of good moral leadership in rheir daiti ments in the CAP Cadct Program. 1l!e", and rhey ha!e alrained htAh srandarcs .i indtvldual pcrfo-mance ln a dynamic phvsic= We may reasonably ask what rhey have accomplished to be commissioned a6 cadet officers in Civil Air. Patrol. The answer iscomplex, ,n""" are now as all true lead:i ""U*" These fledglings have successfully completed must be when they embark on a life of servic: Phase I and PhaseII of the CAP CaderProqram, to lhejr. counrry and fellow mcn: alerr, !.nlh_ 'they have earned the Ccneral BIlly Miichell siastlc, keen of mlnd, tenacious - fine examplis Award, and they have completed satisfactorlly of young America. Thelr achlevements off: one achlevcmen(in Phase lll of (he program. trlbure to the countless grear offtcersandleade:. Thcy havc de!eloped effectlve leadershlp sktlts ort the past in whose footsteps they follow, ar: jn a rlgorou5 leadership laborarort, and rhe) these aame accomplisbments provlde personal hr\c demonsrrarFdrhelr knowledqeof leader- monumcnts that will setve as vital checkpoinrs ship princtples on a comprehenslve qualifytng ln their flighr rhrough life, EULOGY .. CADET OFFICER COMMISSIONING Thc shoulder boards of a CAP cader offlcer clearly show that I am a leader ln Ctvil Air Patrol. But the boards are only symbols, symbols of the responsiblllrles I must accepr wtth ofltcer grado. It is ea6y to accepr rhe symbolsof leadershlp. It 18 not casy to accepi rhe responslbtllties of leadershlp. As a young cadet offlcer I may make mlstake6. ThaCs only human. If I shlrk, shorrcur, or fall to respond to thc fundamentals of leadershtp, I will surely get off coursc, And tt wtll be no one's fault but my own, especlally if I don't take stock of myself end solve the problems lnher.cnt in my own performance. I can, however, learn and proflt from my errors, and become a better person and leader in so dolng. IJ I do not know from wbence I came. I hsve no reason for thlnklng I know wbere I am going. Maturity of Judgment I musr develop, for r: ls at a premlum ln all situations where *,. shouldcr boards identify me. I know rhet in rl.. future it wlll takc many leadcrshlp sktlls r: stee! a shlp of slate on an ocean oJ alr or space, and I musr be prepared, Dlscipllnc js rheprrc, (: exc(.llcnce.If I'm to bc worthy of rhe boards an: equsl to thc challenge, I must be ready, Each tlme I proudly perform abovc an: beyond the mcre requirements of duty, a hearr, enlng lnsplratlon radlates from the center of m.. actlvity. And perhapsrhls ls the secret of g., arnes6 in a netlon and lt6 people. A proud counr:\ cen only be crceted by proud, capable men an:

BENLDIC]ION - - CADLT OFFICt:R COMMISSIONING So long ss thls ls a free man's world somebody has to lead; Somebodyhas to carry the ball tn word and tbough and deedi Somebody's gol to knock on doors which never bave known a key; Somebody's gor ro see the things rhat rbe throng would never see. Hotter than thrust when the boost is hit, somebody's feith must burn! And faster than mach when the rocket's lit, somebody's mlnd must turn; Somebody's got to get lhe proof for what the deslgners plan; S_omebody'6 gor ro rhtnk of pay in rerms that are more rhan gold; And somebody ha6 to 6pend himsclf what the heavens hold;
to bLl

Somebody's got to leave the ci.owd and walf witb hi6 feats alonej Somebody's got to accept the thorns and weave for hlmself a crown. It's ever thus as the ages roll and the record's written cleai- Somebodyhas to give hlmself as the price of each frontier; Somebodyhas to take a cross and climb

192

And test the dreams that the prophets dream Where a lonesome man with a will to lea: can make the truth shine through. ln behall of their fellow man, Gill Robb Wilsc.

e. INTERLUDE,

EU LOG Y, andBENEDICTION fot the Amelta Eerharr Awardi

INTERLUDE -- EARHART AWARD ryivrylvvvA'Vryivrytvv34

They have maintalned commendable examples of good moral lesdershlp In thelr daily ltves, and they have airalned hlgh standards of tndtvldual performance in a dynamlc pbystcet fitness proWe may reasonably ask what they heve gram. accomplished to be recognlzed ln the name of Amella Esrhart, the rou8led-headed gtrl who Their achlevemenr6 have equtppedrhem wlth etched avlatlon history across the skles of the the sptrlt of leadershlp rhat was characterlstlc North Atlantlc and the blue PacIItc, The answer of Amelle Earhart, Tbey are elert, enrhuslasilc, ls complex. The8e fledglngs have complered four keen of mlnd, tenaclous ftne exsmples oi achlevemenra tn Phe6e III of tbe CAp Cader young Amerlcs. Thelr echlevements ofler a Program. They heve masteri:d a comprehenslve trlbute to the memory of Amelia, and these same pfogIam of lnstluctlon ln aerospace educatlon. accompllshments provlde personal monumenta They heve developedlncreeainqlv aomDlexleader- ihat wlll 6e!ve as vltal checkpolnts ln thelr ship sktlla ln a rtgorous leeAeishtp-leborarory. fught rhrough ltfe. The Clvil Air Parrol cadets assembled here are to be honoredfor attalning slgnlflcant achievement6 ln the CAP CadeiProsram.

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EULOCY AWARD -. EARHART

The resonance of blEtory ls nelther ln tbe keenlng of the crowd nor ln the tbunder of conquerora, bur ln the hearibeatg of the handful who sklrmlsh ln the unknown beyond 6ecurtty. The medlum of thelr advenrure is varled. bilr they are oneln chellengtngtbe ltmttetlons tmio6ed by lgnorance andleer. ThlB handfulmay be tdol tzed or lgnored, clowned or cruclfled, but only in the perspectlve of tlme can they be measured. To the evolution of men came,lndue cour6e, . rhe crude t@16 of ftrsr fllghr. end the hithert6 aancEery of the gods became avelleble Lo men. lnto thl6 $orld of fllght srrode a long- legged 8irl from Alchlson, Ken6a6. Asklng noadvandirge, Slvlng none beceuaeof herfemlnttt 6hemasrereo the skllls of the elrman snd began ro dupltcete feqts ol establlshed heroes. Th; lslands-of the Norrh Atlantlc and wlde PaclJlc were he! constent checkpolnt6. <ll8appe-ared forever ln the reaches ofthepactftc, her.globe - gtrdtlng obJectlve almostwlthln grasp. rn rDAt decede she remlnded uE thqt llfe ls nor s span of tlme bur ol spiltt. Other women had llown betore Amella, aa havethey slnce; however, 1r \raa hera to aerve at a dme when flylng wes gpanrfng e chasm of grtm skepttctdm ana tbe reauzallon of e new freedom_

Her love, care, snd concern for themaEtery of the alrman'6lore standses a monumenttohe; ptofeaalonel romance wlth lhe wlngs offltght. She belongs ln the hearts and memortei ofallAmertcana and yet in a apeclel eense Ehebelonge to the atrmen. Durlng hei llfe she gave endrec;tvedthe seme open- hendedcomradeshlp ihst alrmenglve one enother. She mtssed the blc moment 6f a flrs! - cla6s pllot - ro letlre altv;. Thlouch her feat6 and passlng she gave ua the rtght sild the exemple to carry the cru6ade lnto tbl8 thlrd dlmenBlon - rhe abode ol rhe qodE, Amell4 EarA 6cent ten years wete hers before she hert wlll be lemembered and l6ved, BENEDICTION . - EARHART AWARD

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Somewbere a lln on a lazv 6ea And a broken prop on a c6ral key; somewhete e dewn who6e motnlnc star Must etch dlm llght on a broken 6Dar: Somewhere a twlll{ht that cannot co Till lr klsses rhe surl wtih afrerri-ow: But here, only sllence and weari eyes And an empty hangar and empty skjes.

G G G g Somewhere the tosE of a tousled heaal G g In the atreet of the ancels overhead: Somewhere a smlle that would neve; fade g A the, acore reverEed ln the geme she played; g som_ewhere a splrlt whoae course held irue G ro do the thlng ther lt wlshed to dor But here, only sllence and wearv eveE G And an empry hangar and empty-skies. G r93

OF CADETPROGRESS E VALUATION

A BOR AT OR Y IP I N T HE LE A D E R S HL
The Drosress each cadet makes in theleadership laboraiory must be evaluaredperiodically. Thlsjsnecessary at feast once each achievement. for several reasons: to determlne the etfectlveness of the leader6hip laboratory itself, to Drovide the commander with a means of deter;ininq whetber or not eech cadet has met the reouliements of the leadcrship laboratory for thi achievementin progress, to identify cadets yrho have exceptional ieadership potentlal and those who need additional lnstluction, and to inform the cadet of his strong and weak areas. Since the leadershlp laboratory covers a wlde ranqe of actlvitles with many subjcctlvefactor6, it is usually difficult to rate on a numerlcal scale. A numerlcal acale ls, however, the most oblectlve way to evaluate cadct6, and if ueed Dr;oerlv bv the ratinc officer, the mosteffectlve. itri evaiualton form ae!lsed for use inthe lcadershlD laboratorv lncludes anumcrlcal ratlng scale. Pr;ferably, the rating system used in the unit should u;t cadets ln nume cal order' Tbls ls posslblewlth small groups. butwlthlarge groups, ;umerlcal llstinc ls dlfflcult and time conauming. For larger gror.ips the ratlng system should elm at deteimln-ing the toP and bottom grouPa of cadets ln each category or grade.-lJthetoP cadetg are known. the seleillon of indlvlduals to flll kev Do6itioirs wlll be more effectlve. Ifthe bottom gr6ui: ts known, these cadets can be provlded aDeclal lnsrructlon. deputy commander for cadets (ln a composite squadron) or the commandet (in e cadet squadron); oi lt ls completed by a Phsse III cadet, indorsed by the military educstion office{, and approved by the deputy commander for cadets (ln a composlte squadron) or the commander (in a cadet squadron). (4) Prlor tocompletlngthe certification section of the achievement answer aheet, rhe commander rcvlews the ratlng form to determlne whether or not the cadet haa satlsfactorlly comPleted the leadershlp laboratory requhemente for tb acbdevement. (5) The completed ratlng form ls kept in the cader's CAP Form 66. The cadet should bc encouraged to levlew hls ratlng formsatfrequenr lntervals. (6) Any low ratlng ehould be brought to rb attentlon of the cadetthrough a personal lnterviee, Durlng the lntervlew thecadet dhouldbe counseled on how to overcome hla weaknees. (7) Eech cadet 16 rated agalnat other cedeG ln the same grade; for example, a cadet fir* clags would be rated agalnet other cadets ln thrr grade, not against cedet maater sergeants, (8) The form ls completed as specifled in tb instructlona, Numerlcal ratlng6 are lndlcated b placlng an X ln the approprlate column on rlE ratlnc form. The number of X'B ln each columr ts m-uhlplted by the asglgned numerlcal value of the column and tlrese products are adde< together. That total 16 then dlvlded by thenumbr of X's to obtein the cadet'B everage rating t9) A sectlon is provtded for any pertinerd or explanatory comments by the ratlng officer. HOW TO RATE A CADET The following polnts should be used as a guid. ln evaluatlna the cadet in the various area! shown on the rating form. Ratings are based c! the requlrements of the leadership laborato4 category in whlch the cadet i6 currendy partici patrng.

LE A DE RS
CAP Form 50 ls used to evaluate and record the Drosress of each cadet ln tbe leadership laboiato?y. A sample form lB lncluded ln this attachment, HOW TO COMPLETE THE RATING FORM (l) Each cadet ls tated on hls progress ln the leadershtp laboratory at lea6t once durlng each achlevement. The ratlng offlce! muat be as objectlve a6 posstble in maklng his evaluatlons, and he should baae hls ratings on continuou6 observatlon of the cadet throughout the achleve_ ment, rsther than on a one-time observatlon. (2) Ratinp,s are basedon how the cadetapplies the concept; and technlques Eught ln the leadership laborarory ln all adivitles of the CAP Cadet Proqram, For example, the rating on courtesy wouid rnclude an evaluation of the csdet's conduct ln the aerospece education sessions, during field trlp6, etc,, ss well as on the ddll field. (3) The rating form is completed by the military educatlon officer and approved by the

P-9rs9!al-4PP9grg!99
Exhibits correct posture and bearing; keeps heir cut and shoes shlnesi is clean 6haven, neal. clean, and well groomed; s/ear6 uniform ploperl!Courtesy ii-E6iil6ous, tactful, and conslderate; executes mllltary courtesles proudly and smaltly; (espG and follows CAP cusromsand tradltlonE. page 1 of attachmer:

t 94

CADET EVALUATION FORTHELEADERSHIP LABORATORY

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r96

Page 3 of attachment :

Drill end Ceremonies a. Phase I Cader - parrtcipanr. Fotlower: ^ Lompetent in executlng rhe basic fundamcnrals of milltary drill postrion6 andindt\idualmovemenrs. b. Phsse IICadet (First Three Achieve_ ments) -- Participant- Follower: proftcient tn executlng facing and matching movenrenrs; executes movements:orrecrly, tirh snap and prc_ cislon; respondsqutckly ro alt commands of rhe c. Pha6e II Cadet (Lasr Three Achieveme s) - - Pafrtctpant- Lcader: proflctenr in conducilng squad, ftigbr, and squadron dri[; nas gooclbearlng; sers a goodexample; commands unrr m a bTlsk manner; is dynamlc,forceful, and oectslve;dlsplays aelf- confidence; knowswhat he rs oorng; hes good command volc; makes cor_ rectlons and polnt6 out weaknesses; 4chlevcs correct re6ponse from c4dets. III Cader -- planner_Supervrsor: ^ 9: 1h""9 Protlclent ln advanceddr t. lncludlng tire abiliry ro-lartlclpate ln, direct, and evalueG group and wlng tormadonE, mllitary ceTemonles,snd speclal LA], ceremonles; pfoperly supervlses drill ec_ tlvitle_s of Phe6e I and phase II csders; sers a goo0 exemple. Profeasional Competence his teadershtp laborarory Job; ,.---Uld9:?,".nd" Keeps-hla knowledge current; makes eft6rt; roward aelt- lmprovement; excrclse6 re6ource_ t^Tl-"-!?, gld ingeNtty tn performing duttes; ts aoaptable to new sltuedonF Attltude Toward Tratnlng Takee duttes eerlously; ts altentive; does hts Deat "to lmprove;.Is energetlc, I-ard_ worklng. ano eagerly antlclpates poslrtons of incrcased resPonattrlllty. Attltude Tovrard Ctv Atr patrol

causes others to become lnterested in andwi inc to whar he is rrling ro accompltsh;mixe; -accept werr wlth groups; irlendlv. Effectiveness in Communicartno ,. Makes hts tdeasclear ro ttisusreners;presenrs his vjewpoinr in a loAlcal, persuaslve,and com_ poseo manner; knows whar he is ralking about or teachhg. Integdry of Character Adheres to high morel standards; ts none6r, trustworrhy. loyal, and courageous;kceps hjs promiaes; can be retjed upon ro ierform his duty; enforces olders both ln fact and ln spirit. Sense of Responslbfliry and fulf ts hts responstb irjcs to . Recognizes n1s, auperjors..and-hls subordlnares; accepts asglgnments willlngly; recognlzes and docs what mu6t be done; uses Sood judgmenr and common senge; bases declslons on all avallablc lnfor_ 13 dcpendablc, prompr. accurare, and llt1on;, rnorough;. can be counted on io do a gooil job; wlrh a raet unt tr ts complercd; witd o; -stays wrtDout aupervlsjon, Enthusle6m . IB dcdlcated to rhe accomplishmcnr of hls mrsslon; na6 a posjthe zeal and lntensc lntercst tl.Ine riqk at hand; la slncercly intercsred in LAp acuvtues; haa a flrm falrh jn rhc value of nra ceuse; has aclf- as6uranccand confidcnccin rnoewtth whom heworksi js checrful,optlmlstlc, and w llng ro perform s Job, rhtnks p;slrtvcty: Humaneness undersrands human behavlor and ls consrd_ erare oi othcr6j ls fair. honesr,and lusr in hls o-calrngs wtih orhera; ts racdul, che;rful, and rrlcnory; ma,ntains the proper balance beMecn numanenea6 and responsjblltryfor accompLlshtng Self - Confldence Ha6, confidence_tn htmself beEedon genuine , jry; ha6 prtdc and-poise, Knowtelge and ab . excmpttfted through proper appearance, dress, anc deportmenq has good bearjng tn keeptng wlri the responslbllirles of his posiijon; makes de_ crslons promptly and correcrlv_ Initlative Exercis-es initiatlve and carries rnrougn ploper and necessarythoughtsor acts wrrnour supervislon; pcrforms duries \rvirhminimum of lnsiruction; possessesdrllJe, inAenuitv.and re_ sourcefulness; thinks independeniy.

,ls coopcrarlve; respects authority; ooeys rur es and regu lations ivirr in gly; ,"jd^.]-"i,f9ll l: prouo to 9y" be a CAp cadet;wanrsto learn more about CAP; lndlcates a deslre (o learn and accompltshmore thanrhemlnimum rcqui| \ mcnrs. Effecrlveness tn Workilg wirh Others . Command6 respecr and cooperatlon ot hi6 auDordinates; leads lnsread of drlve6; has sense or numor; motlvatesothers ro wanr to do a a g.oo-q lob; uses commonsenseandsolvesproblems JUsfly,.correcu), and promprly; js ;quiiable, hpartial, and consisrenr in-his aeaLtigs wirh looked ro for advice; a(nerarcs 9l].St"; :"perseverence, allrgence, and inirjart;e in orhers; Page 4 of attachment I

r97

C HECKLISTS PERSONAL
Ncarly evcryone, consciously or not, creates a mentalchecklist to guide himself through his everyday activities, thereby insurlng morc efficiency and less chancc for. ovcrsight The checklists in this attachment incorporate jn d cinrle (uidr the clemLnrsot correcr bca-lnq and condu\i Ior aAt cadels: the lcchniquesot drill. command, and leadership; and matter6 relaied ro procedures and policies followed in Civil Air Patrol. As vour expericnce incr:eases, you will unconscioirslv ad6 mor and more itcms from thc jn ]orrr m"nralcheckl lsrs, .jsl" qj\en h. . to lhosr' so rhdr afrer d while much ol lhis material will naturc. bccome second anyparticular Thcse lists are not designedfor assiqnment or place of duty. You will ltnd them usefirl throushout your cntire mcmbcrship in Civil Air Patrol. As a newcomor in CAP, you will find thosc sections on the functionlng of the individual particularty useful and pertincnt. You should read thc other sections as well. howevcr, ro hclp you know and und(rstano th. objcctlvcs of ( ivil Air I)arrol's leadr.ship labo"at.-y, As )ou gain this knowledgc, you will gain confldencc as As vou Droqress jn qrld. and authorjt). rhc s. crions on cor;mandand lcadcrshipwtll bccomc in(.caslnslv rmportant, bur !otl wlll flnd lhar thc iLndrmcniais wlll elwavs epply In lhe trainin8 of oth.'rs and in self- anatysls. Theselists wlllhelp vou measure your abllity to lead othcrs; Indecd, ih. acqree to whtch thc members of your unlt contorm to the standerds outltned hcrc is an cxcellcnt gage oI your success as a leadcr. The chccklists ale organlzed into four par.ts. The flrst part deals wtth baslc technlques. Masterins ihese techniqucs is your personal rcsDonsibiliw. This section is the mo st important of t'he four because tt contalns the fundamentals. Ar rl'e beglnnlng of !our mcmber6hip in Cllil learn tl'ese princlples; durlng your Al'fatrol, mcmbership, practice them continually; and as a leader in the organizatlon, tcach them, The second part pe*ains prlmarily to gloup action, such as marching ln ranks. For you as an indlvidual in ranks, lt is an oudlne of correct techniques, For you as a leader, it establishes the standard toward whlch your unit must progress. thc third part is designcd primarily for you as a lcadcr of a marching unlt, but it serves anotber important purpose as v,/ell. It provides each individual with a picture oI the objectives of his unit. 'Ihe fourth part contains a checklist by which you can evaluate your leadership qualities as rhey pertain to your mission, your superio:. youi subordinates, and yourself. The valuc and uselulness of these checklis:. durinq your enlire membcrshjp in Cjvjl \'_ \oucanachi' PaLroi cinnor beovercmphasized. success only if you know what is expccted of ): and iI you continually evaluate your progrcs! toward fulfilllng thesc expectations. CHECKLIST1-BASICTECHMQUES

ot your grade,youshouldthorousi ReAardlcss ly understandthc funoamentalsourlined in rl fdllowlng checklists. Youwlll benefitlrom readir i thcse chccklist6 from iimu lo iime, but ! should not stop with readlng them, You shoul: make cach of tbese ltems a part of tbe menta: checkllsts you unconsciously follow cach d3\. The checkljsr for wcarlng lhe unjform ic IChaptcr 4. you shoulc: Ar rh( lrosirion of Attcltion . nor strff. but wlth legs straight Sfficrrcr llold your hcad uP, Your chln in. Fix \bur cyes on a polnt strajght to thc front. I(otaic tour shouldersback and down Hotd y6ur arms straiSht, wlth your rhumb: along the scams ol your trouaels (6klrt). KccDvour arms in next to Your body' l,rc;s your hands and wrlsts ltghtly sqaln"r your leg6, CuJ vour irands naturally, wlth your thumbs 'r;sring on first Jointsof your forcflngers' ln, your cncst oul. Hold your abdomen Stand- with your he-els together, wlth your feet formlng a 45u angle. Avoid an unnatural,srralncd positlon, To Render a Hand salure. y9!-9!9ClS: Rrise rhp righr hand narurally and smartl). Touch the lower part oI the headdress (or the Jorehcad, lf uncovered) above the right cye. Kcep your Ihumb and fingers exrendcdand ioined wlth thumb. Keeo vour w"isrs slraighr so lhat your hand ind torearm form ; straight llne frorr the tlp of your ftngers to the point of vour elbow. Keep your upper arm parallel to the ground and i.otat-ed slightly forward (approximatelv 30u). Holal the'palm of your hand down, with the plane of the hand parallel to the longitudinal axis oI your body. Look at the person you are Baluting. Hold your salute until the superior ha s returned tt. Bring your hand and arm Etraight down in completing the 6alute, not out and down. Avoid an unnatural, stiff execution of the hand 6alute,

t 98

Page 1 ol attachment 2

Practlce saluting by observlng yourself in a Encourage friends to correct your salute. Observe lndlvlduals who salute properly. Salute an officer outdoors whenever he 16 wlthln a reasonable dlstance from vou. Salute an approaching offjcer in sufficlent lime to permit him to return the salute (at or within 12 psces). Speak to the lndivldual you salute by saylng, "Cood morning, Slr," or a slmllar greetlng. At Personal Inspectlon, yoll should: Check yourself wlth partlcular care agelnst the checkllst ln Chapter 4 for wearing of the unlform. Stand at pogldon of attention as descrlbed

Stand ln the pre senceof an officer unril directed to be aeated. Rise when an officer enters or leaves a room. Walk on the left of a senlot officer and keeD jn 6repv/irh hlm. Remember rhat rhc junior enters an suromobtle first and sits on the left bur the senior leaves the automoblle flrst. Remove your cap when enterlng a bulldlng. Remember that courtesy is the mark of; gentleman. Ask questlons about any customs and courtesles that you will be required to observe es a member of Ctvtt Air Parrol. CHECKLIST 2 -- GROUP ACTION IN DR]I,L The unlt thatls adepr er ma rchinghasdevelopcd a rhyrhm for group action, a sensc of unlt) ano participetlon which goes beyond rhe funcrioning of the lndividual ln ranks. Of course, eachperson ln the group must be proflclent et executlng marchlng fundamentels, but he mu6i atso develop a feellng for group perlormence and realize the lmportance of hla own contrlbutlon. Such results can be achleved only when the cadet in ranks ls well grounded tn besic fundapracdces frequendy wlth the group mentals -and Tralnlng cadetS to perform as e coordlnated tcam l3 rhe rcsponslblllly of theleader,Howevcr, rhe coordlnated group 1s a collectlon of person6. For thia reason, rhe list below ts deslgned to beneflt the renk - and - flle ee well as the ieader. For the lndlvldual, rhe checkllst ts a detatled oulline of correct performance ln which he must become proflclenl For the leader, lt 16 a way to asseas indlvlduel pcrformance end group pcrformence. It aI60 reDrcscnts a standaid to which the cadet mey be ref;rred for correctlve advice. When Performlnc tn Drlll or Ceremomes- voL A - ssume the posltlon of attentlon at the command FALL lN. Dress to it-c-Et-t when executinsFALL IN and cover autoriatlcallv. Step off wtrh a full30 - fich step at the command MiARCH._ -, March erecdy, head up, ch_ln ln, chest our, abdomen in. shoulders back and down. Keep your eyes off the ground, flxed on a polnt straight to the front, Keep covered at all times. Malntein 40- inch dlstance between ranks. Check allnement frequently by glanclng out of the corner of your eye withoutturnlng your Keep ln step. Count cadence snapplly. Swing you{ arms straight to the front and to the rear without bendlng the elbows, (To a'oid bendtng the elbows, reach for tbe

ro Rep9I!_!9_944!SSII$99I!, you should:

Remove your cap. Place your flight cap under your belt, between the flrst and second loops on the rlghr, or Carry your servlce cap (lf aulhorlzed by the wlng commander to be worn by cadets) under your lelt arm wlth vl6ortotbefront. Knock twlce At the door and walt until you erc esked to enter. Oei permls6ion to speak ro the officcr if there ls an NCO on dury. When perml6eion ls granted, advsncctowlthln 2 pace6 of the offlcer's desk, Belute, and report "Sir, Cadet Smtth requesrs perml8alon to to Captaln Joncs," or _Slr, Cadet6pcak Smlrh rcporls ro Caprain JOnea.aa dlrecteat- ' Hold the salute untll tbe offlcer has rerurneo tbe salute. Remaln at acentlon untll the offlcer directs otherwlEe. Carry on conversatlon ln the first and second pe!6on. Rlse after your buslne6slscompleted, assume the poslrlon of attenilon 2 pace6 ln front of the officer's dcsk, a6k "W111thar be aII, Slrf," take I pace back, salure, facc about, and oepert. To Report to an Offlcer Outdoors, you 6hould: Approach wlrhln 2 paceB of the offtcer, salute, and reporr ae outllned in the checkltst lor repoftlng indoors. Observe, as you do indoors, the rutes for ettention and converEatlon. Sxlute upon completion of your business and depart by faclng sbout ot by executlng a face ln marchinc movement. For Militaty Courtesy in ceneral, you should: Practice courte6y and respect to subotdlnates as well as to suDerlors. use "Sir" ln conve;sing .\\,trh officers, Page 2 of attachment 2

r99

qround and press the tlps of your thumbs asainsr Your forefingers') Swin-s, rour arms 12 inches to the front 3nd g-i;cnes to rhe rear ot the trouser (skirr) ln e'(ecuttngcolumn or turn mo\ements lace ln marchlnq at the pilot polnr il you are on the inside Ilank; or make two - and onlv rwo - dlstinct obllques if you are noi'on the inslde flant. (In columnhalf-left s, only one obllque and ttatt - .lght -ouement Take a full 30 - inch step off the pivot' without throwlns Execute flanklng movements sroes tne out to arms voul thrce ways whcn executlng obUque Dre'ss -_ d;css rlgbt. on the dlagonal' and keep covered. -ot"m"nrs, Snao leaC'anC eves 45 degrees to ihc dgbt when execudng eyes rlghl Freezc ln placc when o'dered to hall ancl holcl posttjon until ordcrecl to cover and dtesa, In Executln your Keep lour hands and arms in next to movemenrs' ;tdas when executlng faclng reep--your rlght leg stritght when executlng an ebout facc. Pcdorm all movemL'ntswltb preclslon and snap. CHECKLIST3 - - MARCHINGUNITS Thl6 checklist is designed for the organiratlonei commander; that is, the squad leader, 6r squadron commander' It nlotri'iomrnana"t,

Present a good appearance, with good postur and carrlage. Place yourseif where )ou crn best see ilF unit'and $here You can best be heardPractlce the lundamentals of command vorcei loudness. dlstinctness, inflection, caalence. and snaD, iommands from the posiiion of cive_ iti aftention. Mlx lhe commands and make lhe activlr! interestingto guard againstbo-reoom but relieve tenslcri dnweaknesbes, concentrate "' bv having the -unlt Pcrfnn: l-.Jiio."ttv movements at whlch it i6 prollclenr' when er"lJ iiiing vour troops into the sun halt' at the Put vour troops at ease when glving lnor ou(linlng correctlve a'ltorsti_ucrlons (,lve each man tndlvldual atlentton' coh_ olimentlnq deserving lndlvlduals' deftajenciesln dresa, courtesy arE Correct 'of those under your control i.-".nor Offer lirm but tactful crltlclsm. the use of a sPeclal 6quad o: Eniourace who are slo! lndlviduals ni*tri to assist toiearn.

the to measure i.l; wtifi a sta'naarc i,''B"ia""'rlecree rnc arr

of hls personal proflclency ln prooi'lommanahg, as well as thc degrce of commanoeo' belng ficiency of the unlt

Have tall men to the flont and to the rlg= of the unlt. column movemen!-s -i"r* turns and 'Make -plcclset\_ itt plvot men taklng a full 6tep 6 rhe Dlvot. and wlth all others makhg two and- only two _ obllque movcments :: comDlete the turn. prciinf a good apPearance: all men clear -6-b;en.-with-islr cut, shoes shln{and caPs cr clean, and neat unforms Dropetly. each men at the position J 'uafitr'erecttv, 'eyes up and stralght to froraiientton, vainiltn atigninent tnd keep covered at aL vtlth the muslc, srrlking tt fn k"Jp "",trlilif'" "t"p ,iround with the left foot on the nean drumbeat. Maintaln Propel arm sw1ng. pace6^ from t! Execute Evss.-i!!lf -6 revlew-trig-siifrilnd Bsegv,lB.q|-T "bE the unjt has pasGedo pacea Deyono As Organlzatlonal Commander, you sborile Practlce the princlples of commandvol''a iecoenlze voui responstbllity rc develoPth Dioficlencv of your organlzatlon. Olsirve indiiiduals fo_ leadership qualitier. to traln' develop'd Take Dolitlve meaGures subordinates. asiist vour Practlce wlth your guldon bearer and that he is ProperlY tr:ained . - -Hold a crjtiqu! on each parade anddrlll peri:a wtth voui subordinaG offlcers and NCdiTake Do;itive and definlte actlon to improt? yorir effectiveness as a commander'

It serves an even grcater purpose' For a unti to be ploflclent, each member must be have itroioueltty giounceo in fundamentalE and r il"ai oict-ute of what ls exPectedof the group' ittii it" responsiblllty to the group wlll con"o to, rather than detractfrom, the objecrlves irrluic aougnt, Thls checkllst, (hen not only gjves the commander an lnstrumentfor anelyling the progre6s of the qroupi lt also helps lhe men NeepIn mlno the obi;ctives toward whjcbtheymust progressas a group. When Drllling a Unit, You should: not Plan vour actiuitlee so that the trooPs will extended for Periods'. tdte stand on- drlll bcrore thc R""i;;-rh;'it'lpt"." "'l""i"iittip la'boratoryperjod so rhat you ai-e itroroi:entvramltt6r vljth the pa "ticulars of the Plan-you lntend ro follow'

ranti between 40-inch distance

ni"iir i

Lead Your troops, don't dri\'e tnem'

'Jo.no'"itii ln exerclslng command'

200

Page 3 of attachmebr !

CHFCKLIST4 -- LLADERSHIPABILITIES Thls section is designed as a checkllst on leadership ln general. Leadership cen be demonstrated in many ways, and no two leaders have followed the same path to success, Some men seem to have an lnborn capacity for leading. ln dealing with others, they know instincrlvely whet actlons to take to obtaln best results. These are the natural leaders, but even they must learn thTough experience. The avetage person musr develop leadership abllities rhrough 6tudy, hard work, prectice, and experlence. There are no shortcuts to leadershlp. However, you may adopt or modify certaln practlces that heve proved valuable for most leadels end thus avold many tlme- consumlng trlal - and error experlmente. One accepted practlce ls that of self- analy8ls. Every successful leader periodtcally sublects hlmself ro self- analyets, ettemptlng dctermlne hds personal queli-to_ IlCAtlOn6 and sholtcomhca. ThlB cbeckllst doe6 nor artempt to provtde a foolproof gulde ro successlul -leade;ship It outllnea a aiartlng polnr only. The indtvldual must develop hls own method of eelf- analysis and uae lt throughout his career. However, thls checkllst does incorporate proved principles, concfete advlce, and numerous practlcal atep6 for self - analvsis. There are 11 prlnclples of leadershtp ln thls checkllsr. If you use the8e prlnclples wtsety, tbey should lncreaae your ablltry to lead. Under each prlnclple are quesrlon6 de6tgned to help yol.r understand how to epply rhese prlnctples, Check the ll6t of queGtloneto determlne your effectlveness a6 a leader. If you thtnk of other princlples that should_ be used in your own speclfic asstgnment, add ihem to the 116t. Know Your {ob. Do youl Understand your mlaslon andhow lt contrlbutes to the mlsslon of the next hlcher unlt? Belleve ln the worth of your work? Have a clear ldea of your responslbllftres on the lob, and the responstbtltttes of rhose worklng fot and wlth you? Frequently revlesr the functions ol your mlsslon to be aure that each functlon ls being performed by a destgnatedtndivldual or group? Know the general provislons of dlrectlves governlng your job, revlew them frequently for currency, and keep lnformed on new _ developments ln your specialty? Itudy ordera and djrectives and carfv them out to rbe best of your abtltry? Pedorm your wotk so tbat others have conIldence in and tespect for you? Know Yourself and Seek SeIf- lmprovement. Have you: Paee 4 of attachment 2

Determined your career oblectives? Identllled the qualtflcations whtch you need to meet the objectlves and consldered the areas for improvement? Reviewed your effectlveness to find out your weak areas? Di6cussed with your lmmediate superlor any questions you may hAve concerning your progression through the CAP Cader Program? Determined what correspondence courses are avallable to you through the U. S. Air Force Extenslon Course Instltule? Kept abreast of current events and analyzed thelr impllcations? EEtabllshed a self- lmprovement progtam? Started on rhe ftrst 6ti?p of that iroErem? Knoy .Your and Look Our for Their wellate. -Men uo you: Understand baslc pBychology and constder the needa and feellngs of others ln your dealings wlth rhem? Show slncere interest ln your subordlnales snd encourage them to dl6cus6 thelr problems wlth you? Kno\r the name, background,educatlonallevel, capabllitleg, and llmltatton8 of your lmmedlate aubordlnates? systemsdcally check the progfess of your men, egpeclally thoee who have been recently aBslgned? Glve publlc recognlrion to subordtnates for 6uperlor performance? Cenaure ln pllvate? Avold Ehowlngfevorltlsm? Get rhe facts on "grtpe8"? Handle grlevances promptly, bu! lske flme in hendling emotlonelly charged lssues? Permlt men to explaln thelr ml6takes? See that your men understsnd the mls6lon. Bltuatlon, and lmmedlate cosla of tbe unlt? Explaln pollcy end procedura change s ro your men, glvlng reAaons for the changes? Keep your men "ln ihe know" onfuture oltns? Judlclously use order6, memorandums-,conferenceg, talk6, lnformatlonal and educatlonal materlals, and bullettns,to lnform yout men? Insure that the personnel affected know the schedules? Keep alett for lalse rumors and stop them by gil'lng the facts to your men? Make sure that your key subordlnares inform the men?

!SS!J9!gJ{gJ!&r!qS$

Do you:

!9!!9jIggpl9.

Do you:

Conduct your life each day as you would llke to see your subordinatea conduct thelr llves? Constantly attempt to improve youi cbaracter? Keep yourself phy8ically fir, mentally alerr, well groomed, and correcdy dressed?

ml

Mainiain self - control? Accomplish unpleasant but necessary tasks willinslv? 'lvillingly wlth other sections and Coopcrat; units? Support decisions and policies of youl superlor6? Refrain from crltlcizing any man to another? loose talk? CossiP? SupDress Have a senseof humor? Look at the bright side of things? Practice loyalty to superiors? Flnish every lob you starr, tcgardless ot obstacles? Meet each task with vlgor and entbusiasm? set hiqh standards for wolk and conduct? Conduci)ourself in a m annertharI s dlgnifled? Polsed?Assured?Confldent? Practice self - dlsclpline? Have a personal code of honol and llve by your moral princlples? Be Sure Tha.tihe Task 13 qn{er8tood.:9lpslvlaed, anclAccompuaneo. uo you: Understand the capabllitles of your section? clve c1ear, complete lnetructions, taklng dme to exPlaln and answer questions when necessaly? Glve orders only when needed? Avold over_ dlrectlnq? cbeck to s-ee that work ls progresslng on schedule? Frequently vlslt your mcn on the Job? nefuie to'be sarl;fled with lowcr quality work than your men ere capable of produclng? Inglst on an honesl effoll from your subordlnates? Frequently revlew procedures Iooklng for more efflclcnt methods? Train Your Men as a Tesm. Do Youi Foster esprlt de corp6? bevelop tiamwork, ;howlng how each man'6 lob contrlbutes to the total effort? Ideitjfv and bcqln training replacementa for kev oerson;el who will leave the unlt? Do evervrhlnc posslble to lnsure proper jmolemintatlon ot tbe CAP Cadet Program? ctve your key subordinetes authorlty to do rhelr iob andlnsist tbai they make decislons within rheir area of resPonslbillty? Srandardjze procedures for routlne job6? Encouraq.e ind carcfully consider aubordlnatesr suscestion6? Occasionallilest your unit's caPabiUty by demandln!. maxlmum performance for a short tlme? Make Sound and Timely Decialons. Do you: Recocnize and enalyze new situadons quickly? careiutly and objecdvely consider avallable facts before making a decislon / Use the sclentlllc problem - solving method to errlve at the most logical declslon?

Use technical advisers when their assistalr-t is lndicated? Analyze your decisions objectively to determjne why some were good,others bad' Glve vour subordinates a clear and definitr deiislon as soon as posslble so that rher wlll have tlme to Plan? Seek snd consjder advlce of superjors, coD_ temporaries, and subolallnates? seek Responstb,Jy--g!!LPgCLop;!l3!!s+I

Bqsp9!!!!l!.lE--4g9rg--!!g!!3lsg

(rc

Look forways to do the job efflciendy insteaC of looking for reasons why you should ne do lt st all? Trv to understand declslons from "up tbe 'llne" and support them fully, not presem them aE "This ls whatthe OldMan wants " Avoid blaming unPopular orders on higher comrnanda? Know the duties and responslbllilies of you! immedlste suPerlor? Encoursqe your men to lmprove themselvest Asslgn iesponslblllty and delegate authorl$. EuDervlse and intervene o y when neces6Ary7 Fosrer lnlttatlve in subordlnate6? Provlde opportunltles for men wlth the potentlal to move lnto morc reaPonglble jobs? Correct errors ln Judgment ln a way that eubordlnates' lnltiative ls encouraged? Accept reBponBibillly for your subordinates' miatekes. Report to your suPerlor, or take appropriale actlon youreelf, on all cases whlch Justi4 dlsclDlinarv acdon? of your ereat lneure sitlsfaitorv housekeeplng to lts uapab[1t1ea. uo you: enaG?i-any -.ssk you asstgn in relatlon to the capabllltles of your unlt? Try to aa8lgn your men to a Job which fits thelr specific talents? Revlew personnel record6 and performance when determinlng asslgnments? Protect your unlt againgt arbltrary, unnecesssrlly heavy workloads?

Emp.LgJ_g!9ec!E$p-!.9elg9!3g4'l!s

edrFit mtstak?s. corrections gracef ully? Carry out your superior's policles and directlves aa though they wele your own? Make promises you can keep and keep promlses you make? Follow and lnsist that your subordinates tollow the prescrlbed lines of authority? Make sure that a subordlnate does not fail as a reault of your actions or failure ro act? Adhere to whst you know lo be right; hsve the courage of your convictions?

r r"tqrF"fnii.#"r'&*@ analvze the cause, and male

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1
A -B-C-D'SOF LEADERSHIP
Dr. Thomas F. Statonl Two generals and t$,o psychologists lecrured to a group ol offlcers on leade(ship. When tbe 6erles of lectures was over, an officer remarked: "I have llstened to four lectures onIeadership in the last week and no two peoplewere ln agreement, It lust conflama what I have contendedall along. Leadershlp is too complex a thlng to be pinned down." A painstaklng check of the lectures revealed that tbe officer had been entirely correct In bis statement that no t\ro lecturers had said at all the same thlngs about leadership. In fact, except for an occaslonal mentlon of the word "leadershlp" a llstener would hardly have know the four men were islking about the same 6ublect, Wa6 the officer equally correct ln his other stetement? Is, as he contends,leader shlp sonebuloue a thlng thai lt cannot be dlscussed,analyzed, and syntheslzed ratlonally, ln Sucha manncr that objective, radonal men can agree on it? Of cour6e, speakers and wrltera will not echleve anythlng apptoacblng exact agreemcnt on the sublect of leadershlp. You will nevcr find two surgeons who wlll agree precl6ely on the best way of handling an appendectomy.You will not find two golferB who agree precisely on how to play a certaln cour6c. Evefybody recognizes that no exact agreement wlll be found on bow to pedorm an appendectomyor play a round ofgolf. Bui no one therefore says, "Thls proves thst performlng an appendectomy (or playtng gou) ts sucb a complex thlng thet you can't pin lt down, You can't analyze or ayntheslze the things that arc involved, lt dcpends too much on the indlvidual," Is lt loglcal to make such a statement about leadershlp, alleglng ftat failure ofdifferent speakers or wrlters to agree on thc subject "proves" that leederEhip ts an lnnate, lntultlve art and not somethlng that can be analyzed and developed like, for lnstance, clty management? Let's look at thc lour lectures referred to for evidence from which to answer the question, Notes on the four lectures given onleadership showed the Bpeakers covered the followingareas: Dr. X Slncerlty Courage Integrity Loyalry Industry Patriotism Group climate Flexibility Human needs lnteryersonal relations Ceneral Y_ Be yourself Do your best Circulate lnspire men Be avallable Dr. Z_ Menral abtltry Mental alertness Knowlcdgc Ability to Personality When you try to superimpose one of these lectures on another and make them fit. vou find thar rhe' rack up wirh odd corne.6 s(likins our. exactly as a group ot pteces from a jlg saw puzzle would stack, The stack looks somethlns likc thts:

But look at tbose outlines agaln,anda6kyourself, "Whai wa6 each of thcsc lccturers gcttlng at ln h16 lecture?" It ls qulckly apparent that lecturer numbor one we6 tslking about charecterlstlcs of a leader. Lecturer number two was talklnq about rhc dynamics of leadership, Lecrurer ;umbcr three was talklnc ebout bchaviors of a leader observable by ht6 men. Lecturer number four was talklng about abil itles that a leader requires. Let's look at these lectures In another way, nota6 each bcing about "leade'ship" but each belng abour "an aspect of leadershlp." Irue, each of rhe lecturers had, by implication, indicated that he wa6 talking about leadcrshlp as a whole, that he was coverlng the field, but notes on the lectures show quite clearly that none really had. Each, hke the six blind men of Indla studylng an elephant, had seized on a leg, side, trunk, or tu6kof leedership and talked about it as if lt were all of leadershipl Exhaustive checkinq of books and articles on leadershlp will reward anyone with an lmportant icvelation: although the vatious writers will be considering different thlngs, dlsagreementamong them is as rare as hen's teethl Each one has, merely wlthour saying so (and I srrongly suspecr wlthout even reallzlng i0. been ralking abour a fragmentary aspect of leadershlp, Bur there will be substantlal agreement among those who wrlte

Educational Adviser to the Comman'Former dant, Air Command and staft College, Arlicle adaptedfor Civil Air Patrol. Page 1 of attachrnent 3

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on a qjvcn asp \'r. Odt of a 'andom dozenor so characrFristics for Instance. ar(icl;s mentlorring. wlll ba\e a rhem of prodjolv r.n a teaocr, oi i;", ot a nati ooz"n characteristicsand ..--1" then each draws in a couple unique to the conBullundamenlall) ."oiion ot't'" indivldLaLauthor. the auth,'rs3 re in rgreemenl ratherthandisagrLemenr on characteristicsassociar!dwith lead"rs' is found ro be true of leadcrship ;^.. it" a;ha\ior. tomDaraiivelv IiltLe hab bcen writtcn r;qulred tor succcsstul leadership .r iltt:"-" what exis(s in or rhe dynamlcsof leadership bLrr in agrecment' each of thcseficlds is substanljall) Seen in their proper relation ship to each other, lhen, arljcles and lectures 'epres'nlinl loeas on srud.nrsot the subjecl Icadershjpheld by " djfferenr Oo not .6in.ia. Thc) really complcmcnt each other. They do not form a uniform stack; they do form a mcaningiul pattcrn like this: BEHAVIORS

(3) Leaders. as we use the term in CAP, disDlav personal characteristics ot juqtnFS" ioiradc, rnregrlrv,Iovalrv. patrlorism ard orher such laudable qualities. (4) Leader6,bv d. finitjon mustbeaccordedtte rcspeci ana "foliowership" ol the group. othe'*i"! tn"v a." not l(aders but merc official To acfieve and malntrln this iiq"*". ",i,r,otiiu eves of thF group requires sensrrhe i; status lndi\iduals oI rhr-sroup *ir* .i"iJ tli 'nd mcrhod of 'r'.: lr, flexibiltry in one'3 *tro'comoo"" rship for achie\lng a misbion excrcisini Lead. cllmale ol rhc group' ,daptabillry to rhe changlng eflorts into a individual and'skjll in marshallini unlted group elfort. Two Iactols besides the leader influencc tht excrcise of leaalershlp:thc groupandthe sltuation' o' 'lh\ sroup as a faclor in lFadc.ship l3 (ouched rnd in dvnamlcs" called' aspect ln *E L"^ie."nip iL"-i;"liJi,v" ciem6nrcaLl"d' personalltv" Ih' iiiuat:on a! a tacror influcnclng rhc clPrcisc of i"iO"iinrp i" partiall' dcrlr wlth in the "rbilir\" ciemcnr iattcit 'knowlcoge." optimum Fxp'cis ot leadership requircs furrhcr study nt rhes( nonieaaerraitors ln leadership,compLcmen(ins itre sett- studv and self- devclopment of one's self as a leader, There we have the A-B_C-D's of leadership_ abillties, behsvlors,characterlstlcs,ano oynam_ ics. Pcihaos some o{ them are lnbo-n, ccrrainl\ some of rhem are formcd so ea.ly and ao subrll bv envlronment that a person is llmlled in his hjmself in respect tothcm.Mos: aLilirv ro chen!,e acqulrcd, cultivated, and d(arc predomlna--ntly veloped aB a result of consclous efforl on rii part of thc lndividuel, Just about every article or book wrltten o: leadershlD llts ln this framework, Slngly o: thcy do not disagree wjrh o!hF: l.ll".ti"itv, *iriinct *l'"n ir is recognlzcdrhai thev oflen 'reach other by treatlng diffcre_' suoote-mentine asi"cts of rie sublecl' rathcr than comper'ri wiitr eactr orher' Fr;m this frame of refcrLnc' it can be seen thet leadership ls a predominandt cultivated functlon, not an lnborn characterlstl'thing lt:= Ir ls a complex Lhln8, an abstracl ji cannor :i tha( abEtlact and compiex nor so rationallv discussed and systematically de!loped. Ce-rtalnty,some Peoplecan developmr' iiaoersntp capilitiLy than can otlers. T\is dG ' not mcan that it li thereby "born" not ii veloped." Some peollc can learn-to play rFnrjj tetrir than otheis can possibly lcarn ro Tt:'' does not mean rhat tennls players are borr. :T made, because many tennls plalers who co-: be great never acije!e grcatness sincL t:'r nevei .vstemaricallr work to do so O(hers :i more U;lited native capacity at least approa:: it'i tot,orn llmils of grealness th'ough exl:;oi lbosF caF!ordinarv efforl and developmenr clties tliev have. The same can be said regarcj-i leadershiP.

ffigruu

Ab ilities Bchatiors Charactrlistics Dynanics

CAr offjccrs needa commo' unlfyinc doct11" on the subjectof leadcrships'r rhcy can ralk wlrn )dcas. and share knowlcdge otf,"t'. cxchan8c "i"n mcans that (hcy have (o Thds mosr clfectlvel). talk a common Ianguagc (hc' i\a!c ro navc a common framc of ieferencL about lt adership Hcre ls a frame of rcferencc that brlngs order and systcm lnto thc dllfercnt approacFosraken bv lecrurers and wrlters on rhc subjcct: subjcc(. Lcadershipls ar least a four - dimcnsional iren wleri dlgcussedfrom thc.srandpojntol rhc leadcr alone. To gct a full view of a leader reoutres lookinq at hi6 abllitles, behaviors, charant the dynamlcs ol lnterpersonal i.tiriisttc", relations. {l) Leaders !,enerall} possess cerLaln abrl' ittes- such as menral alc'tness' ablllr! ro car') on il"rtact Lhoughta( a hjgh level abjlity to rcqujred for cuDDlv rhe orofesilonal knowlcdEe or in a certain subjecr a ceriain feir]eistrip on their idea6 rhe ability to communlcate siruation,_ jn wirh rmony ha work to a6lllty anC the ro ottrers'. suoL rlors. contempora"ies and aubordjnales' (2) Leaders manilest certain behaviors ln thei:' characleristlc u,ays of dealing with their iutorajnrt"". They are since"e rather than afi"it"a. lt'"v are accesslble lo their men; rhey qet arounduihcre ihe operatlonthry are supposed ;o be leadjnP,16 being carried on. ralher tban spendinqall ineir rtmi behind the closed doo's itreii'otttc. s. 1hev keep themselvesinphvsical "i condjtion and their personal appearanceat a standard whlch sets a good example for their

204

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Finatly, the Idea rhar teadershjp is tunda_ mentally a malier o[ an indivlclual's workins with pcople jn rhe way rhar seem. bcsr suilei Jo his temperament is mostly wrongj fundamentally, leadership is skiltful mastery and application of a number of identifiable principles. Flne leade{6 are usuallv more al1ke rhan ctiffercnrin rheir exe-ctse of teidership, becauqc tney are generally alike In rhe fLrdamcnralsof what rhey do and are, and dlffer onty tn degree and relarlve emphasls they gt\c r; diffe.cnr aspecrsof leadership,Jusr as no rwo conducrors sill lead an orchesrra through a slmphony in tne same way, no rwo CAP lcaders w l exercise theh leadership in the 6ame v,ay. But ln each case the dlfference6 are primarllv marrers of technique and emphasts. whtie the 6i; arities 3re fundamenral principles of music and mitirar\ lcadershlp. To hold orherwisets ro forleir one's maximum potential as a leader, because i! deemphaslzes sysrematlc study of rhc subjecr and $e rlgorous self- dtsciptlne required to

master any higbty comptex skilt. No onc becomes a fine civil engineej. by emphasjzing rhe indlvldualiry oI cngin;ers, approachesto problemsandminimizJng rheph)slc; L prlnciples within whlch the inclinations of individuality musr be restr.ained. One becomes an engineer b) masterina the princiDLesoI his c"aft and djsclplining l 6 personatiri to functton within thcm, Thc same ts rrue of rhe human engineer; when you rhink of making yourseti 3 befter leader (hink of srudyingan:drraining yourself in a scmi-exrcr scienac, not of ex: preBsing your indivlduality. You wilt bccome a better leadct as a result of that attirude. Even when you have excrted your maxlmum effort to fit yourself wirhin rhe broao paramc(ers of leadershlp developedIn rhis ar(icte, enoughof your esscnrialIndl!iduallry witl rematn ro sramp you as dlffcrenr from all orher leadcrs. Concenrrating on rhe "lndi\ldualiW', apOroachto leadership resulrs tn chaos, and any ltadership quellties that emergc are accidenrall

lin.'*

' ".;i:,':::'',,l1'',t

Page 3 of attachment 3

THE CAP MOTTO

VIGILAN'I' VICILANS--ALWAYS SLJMPEI{

T H E C AD ET O A T H
I pledge that I will serve faithfuuy in the Civil Air Patrol Oadet Program, and th;t I -will attend meetings regularly, participate actively in unit activities' obey my officers, wear my uniform properly' and ddvance my education and trlrlning ra;idly to prepare myself to be of servil'e to my community, st'rte, and Nation'

A DDI T I O N AT R EA D IN G S
BIOGRAPHTES OF AND WORKSBY SELECTED LEADERS IN AVIATION and Eaker. lre C. WINGEDwARFARE. ---TGFY-ork: Harper & Brothers, 1941.

General Worka Brophy, Arnold. THE AIR FORCE, New York: Jullan Mes8ner, Inc., 1956, Donovan, Frank. THE EARLY EACLES. New Yorkt Dodd, Meed & Company, 1962. Feeny, Wllllem. lN THEIR HONOR. Nec, York: Duell, Sloan & Pearce, lnc., 1963. Gauvreau, Emlle. THE WILDBLUEYONDER. New York: E. P. Dutton & Company, Inc., 1944. Josephy, Alvtn M., edttor, HISTORY OF FLIGHT. New York: Amerlcan HerlrageCompeny,Inc., t962. May, Charlee P. WOMENINAERONAUTICS. New York: Thomas Nel8on & Sons, 1962. Morrl8, Lloyd, and Smlth, KendeU, CEILINC UNLTMITED. New York: Macmlllan Company, 1963. Oughton, F. THE ACES.NewYork: c. P, Putnam'6 SonB,Inc., 1960. Reynolds, Quentln J. THEY FOUOHT FOR THE SKY. New York! Rinehart & Company, Inc,, 1957. Sunderman, James F. EARLY AIR PIONEERS. New York: Frenklin Watts, Inc., 1961.

Jlmmy Doolltde Cline8, C. V. DOOLITTLE'S TOKYO RAIDERS, Prlnceton, N. J.: D. Van Nostrand, Inc., 1964. Reynolds, Quentln J, THE AMAZING MR. DOOLITTLE. NewYork: Appleton-Century-Crofts, lnc., 1953. Amelia Earhsrt Brland, Peul L. DAUCHTER OF THE SKy. New York: Duell, Sloan & Pearce, 1960. DeLeeuw,Adele. STORYOF AMELIA EARHART. New York: Croaaetr & Dunlap, Inc., 1955 (elementary). Earhart, Amelia. LAST FLICHT. New york: Hercourt, Brece and Compeny, 1937. GaTAt, Shannon. AMELIA EARHART. HERoINE OF THE SKIES. New Yorki Juliail Messner, Inc., 1946, Howe, Jene Moore, AMELIA EARHART: KANSAS OIRL. Indlenapolls, Ind,! Bobbs- Merrlll Compsny, Inc. (elementery). Morllssey, Murtel Esrhart. COURAGEIS THE PRICE, Wlchtta, Ken.: ArmArrongpublt6hlng Company, 1963, Coddsrd.Robert H-

H. H. "Hap" Amold Arnold, H. H. ARMY FLYER. New York: Harper & Brothers, 1942, THIS FLYINC GAME. New York: --lliF"E-wagnall s Company, 1943. CLO_B_AL MISSION. New york: Harper .-..........*-...-. & t'rorneI6, 1949. TARGFT: cERMANIY. New york: Simon and Schusrer,Inc., 1943. WAR - R FPORTS OI" GFNLRAL ---Gtr6F-6E c. vensH-e'ii," clrudinI rl. s.

LehmAn,MIIton. THIS HIGH MAN: THE LIFE oF ROBERT H. GODDARD.New Yorki Farrar, StrauEand Compsny,1963. Charles A. Ltndber(h Davl6, KennerhSydney.THE HERO. New york: Doubleday and Compsny,Inc., 1959, Llndbergh, Charles A. OF FLIGHT AND LIFE, New York CharleF Scrlbner'6 Sons. 1948.

New York' -cffiEG 3il'"::1ry:&:slk?uls'

Reeves.EarI. LINDBERGHFLIES oNI NeF York: RobertMcBride & Company, 1929.

ARNOLD, AND ADMIRAL ERNEST J. KING. New Yotk: J. B. Ltppincott Company, 1947.

ml

Billy Mitchell Burlingame, R, GENERAL BTLLY MITCHELL: CHAMPION OF AIR DEFENSE. New York: Mccraw-Hlll Book Company, 1952. cauvreau, Emile, BILLY MITCHELL. New York: lnc., 1942. E. P. Duttonand Company, OF.AIR Levine, IsaacDon. MITCHELL, PIONEER POWER, New York: Duell, Sloanand Pearce, Inc., 19s8. Mitchell, Ruth. MY BROTHER BILL. New YCTK: Harcourt, Brace and world, 1953. Mitchell, Wllllam. MEMOIRSOF WORLDWAR L Ncw York: Random House, 1960, New Yorkr G, P. WINGEDDRFENSE. ---?ilndfr's Sons, Inc,, 192s. Eddie Rickenbacker Adamson, Hans Chrlstlen, EDDIE RICKENBACKER. New York: Macmillan ComPany, t946. Edwerd V. SEVEN CAME Rickenbacker, THROUCH. New York: Doubleday and Company, Inc., 1943, whlttaker, Jamea C. wE THOUGHTWE HEARD THE ANGELS SINC. New YoIK: E. P. DuttoN and Company, Inc., 1943,

THE COMMUNICATIONPROCESS Bradford, Curtis, and Moritz, Hazel. THE COIUMUMCATION OF IDEAS. Boston: D. C. Heath and Company, 1951. Brlggs, Harold. LANGUAGE. . .MAN, . .SOCIETY, READINGS IN COMMUNICATION. New York: Rinehart & Company, 1949. Chase, Stuart, POWER OF WORDS. New York: Harcourt, Brace and company, 1954. HayaKawa, S, I. LANGUAGE IN THOUGHT AND ACTION. New York: Harcourt, Brace and Company,1949, PEOPLE INQUANDARIES. Johnson,Wendell. Ne$ Yorkr Harper & Brothers, 1946. Keyes, Kenneth S,, Jr, HOW TO DEVELOPYOUR THINKINGABILITY, NewYork:Mccraw- Hill Book company, 1950. Korzybskl, Alfred, SCIENCEANDSANITY.Lakeville, Conn,: Internatlonal Non-Arlstotelian Librery Publi6hingCompany,1948. Lee, ITvIng J, LANOUAGEHABITS IN HUMAN AFF AIRS.NewYork: Herper & BrorherB,1941. CONFERENCE ACTIVITY AucI, J, Jcffely. THE ESSENTIAtJ OF PARLIA. MENTARY PROCEDURE.New York: F, S. Croft8 and Company,1945. and Ewbenk, Henry L. HANDBOOK FOIF-DISCUSSION LEADERS. New york: Harper & BrorherB, 1954, Chase, Stuart. ROADS TO AGREEMENT. New York: Harper & Brother6, 1951. Halman, Franklyn S. cROUp LEADERSHIP AND D,E-M OCRATIC ACTION. Boston:Houghron Mifflin Company, 1951. McBurney, James H,, and Hance, Kenneth c. DISCUSSION IN HUMAN AFFAIRS. New YoTk: Harper & Brothers, 1950. Robrr. Henr) M. pARLIAVFNtARy LAW. \es york: Appleron-cenrury_crofts, tnc, RULES OF ORDLR. RFVTSED. Chi--E5[i53con, Foresman and Ca., lo5t.

The wricht Brother6. Orville and wilbur Charnlcy, Mitchell V. THE BOYS' LIFE OF THE WRIOHT BROTHERS. New York: Harper & Brother6, 1928. Cardner, Jeanne L. SKY l)lONEERs.Ncw York: Harcourt, Brace and World, 1963(elementary). Freudenthal,Elspetb E. FLICHT INTOHISTORY: TIIE WRIGHTBROTHERS ANDTHE AIR AGE. Norman, Okla.: Univer6ity of OklahomaPress, t949. Kelly Fred C. MIRACLE AT KITTY HAWK. New York: Farrar, Srraus & Young,1951 --FEi?Aa THE WRIGHTBROTHERS. NewYork: Straus & Young, 1950,

Reynolds,Quentin J. THE WRIGHTBROTFIERS: PIONEERS OF AMERICAN AVIATION. New York: RandomHouse, 1950. Wright, Orville. HOW WE INVENTED THE AIRPLANE. New York: David McKay Company, Inc., 1953.

208

SIUISiS. AIiCE F. LEARNING PARLIAMENTARY P-ROCEDURE-New York: Mccraw-Hlll Book Company, 1953. STANDARD CODE OF PARLIAMEN--'lER\rp Roc E DURE, New York: Mccraw-Hill Book Company, 1950. Wagner, Russell H,, and Arnold, Carroll C. BOSTON: HANDBOOK OF GROUP DISCUSSION. HoughtonMiIflln Company, 1950. COUNSELINGAND INTERVIEWING Bingham, Walter v., and Moore, Bruce v. How & TO INTFRvIEw. New Yort: HarPer Brothers, 1959. THtR APY. Rogers,CaTl R. CLIENT-CENTERED Mlfflln Company,1951. Bo6ton:Houghton -THERTPY. t942, C OUNSE LING AND PSYCHOBostonrHoughtonMllflln company,

carnegle, Dale, How TO wIN FRIENDS AND INFLUENCE PEOPLE. NeW YOIK: SiMON& Schuster,Inc., 1936. Clarke, Bruce C. GUIDELINES FOR THE LEADER AND COMMANDER.Harrlsburg, Pa,: Stackpole Company,1963, Copeland, Normen. PSYCHOLOGY AND THE SOLDIER. Harrisburg, Pa,: Stackpole Comp^ny, 1942. Department oJ Defense, THE ARMED FORCES OFFICER, Washington,D. C.: Government Printing Offlce, 1950. Dollard, Jobn. FEAR lN BATTLE. Institutc of Human Relations, New Haven, Conn.: Yale Unlverslty Press, 1943. Freytag-Lorlnghoven,H. F, P. J. THE PowER OF PERSONALITYIN WAR. Harrisbtrrg, Pa.: Stackpole Company, 1955. Han6en,KennethK. HEROES BEHIND BARBED WIRE. P nccton, N. J.: D, Van Nostrand Compeny, Inc., 1957. APPLIED Hepner, Harry walker. PSYCHOLOGY TO LIFE AND WORK. Englewood Cllffs, N. J.: Prentice-Hsll, Inc,, 1957, THE STORY Hunter, Edward, BRAINWASHTNG: OF MEN wHO DEFIED IT. NewYork: Farrar, Straus & Cudshy,1956.

THE FLAG ESgenberger,Davtd. FLAGS OF THE U. S. A. New Yorki Thom48Y, CrowellCompany, 1959. Quatfe,Milo M. THE HISTORYOF THE UNITED STATESFLAG. NewYork: Harper & Brother6, 1961. '-. S. Depertment of Defense. OUR FLAGS. washlngton, Prlntlng D. C.: U. S. Government Offtce, 1958.

Kinkeed, Eugene, IN EVERY WAR BUT ONE. New York: W, W. Norton & Company, Inc., 1959.
Laird, Donald A. and Eleenor C, THE NEW PSYCHOLOCY FOR LEADERSHIP. NewYoTK: McGraw-Hlll Book Company, 1956. Llndgren, Henly Clay.EFFECTM LEADERSHIP IN HUMAN RELATIONS. NeW YOI.K:HET'nlt. age House, 1954, PSYCHOLOCY OF PERSONALAND ----SOefAf ADJUSTMENT. New York: Amerlcan Book Company,1953, METshall, S. L. A. MEN ACAINST FIRE. New York: Wtlliam Morrow & Compahy, 1947. MCGIegoI, DougIas. THE HUMAN SIDE OF ENTERPRISE. New York: Mccraw-Hill Book Company, 1960. Meief, Nolman C. MILITARY PSYCHOLOGY. New York: Har.per & Brothers, 1943. MiIIaT, Ward M. VALLEY OF THE SHADOW. New York: David McKay Company, Inc,, 1955. Montgomery, Bernard Law, THE PATH TO LEADERSHIP. New York: G. P. Putnam's Sons,Inc,, 1961.

LEADERSHIP ,{IR OFFICER'SGUIDE.Harrisburg, Pa.: Stackpole Company,1961. IIRMAN'S GUIDE. Hardsburg, Company, 1960. Pa,: Stackpole

3llows, Roger. CREATIVL LEADLRSHIP, New York: Prentice-Hall, Inc., 1959, Bi<IeTmai, AIbeIt D. MARCH TO CALUMNY. NCW York: Macmillan ComPanY,1963. glair, Clay, Jr. BEYOND COURAGE.New York: David McKay Company, lnc,, 1955. Oogardus, Emory Stephen,FUNDAMENTALS oF SOCIAL PSYCHOLOGY.New York: D. Appleton-Century Co., lnc., 1942.

20s

Morgan, Cllfford Thomas, INTRODUCTION TO PSYCHOLOGY.New York: Mccraw-Hill Book Company, 1956, oervall, Sylvanus M. THE ART AND SKILL oF cETTING ALONG WITH PEoPLE. Englewood Cliffs, N. J.: Prentlce-Hall, Inc., 1961. Overstreet, Harry A. THE MATURE MIND. New York: W, W. Norton & Company, 1949. Pennlngton, Leon Alfred; Hough, Romelyn 8., Jr.; and Case, H. W. THE PSYCHOLOGY OF MILITARY LEADERSHIP.New YoIK: PIendce-Hall, lnc., 1943. Sebree, Edmund L LEADERSHIP AT HlcH LEVELS OF COMMAND AS VIEWED BY SENIORAND EXPERIENCEDCOMBATCOMMANDERS, Presldlo of Monterey, Callf,r U. S. Army Leadership Humsn Research Unlt, 1961. Selvin, Hanan C. THE EFFECTS OF LEADERSHIP. Glencoe, IIL: Free Press, 1960. Tannenbaum, Robert; Weshler, Irvlng R.;. and MassaTlK, Fied. LEADERSHIPANDORGANI. ZATION. Ncw Yorkr Mccraw-Hill Book Company, 1961. TRAIMNC CROUP LEADERS. Cht--=EE6.'Itl.: Adult Educerlon Assoctatton of the U. S. A., 1956. LEADERSHIP IN ACTION: SE. ---TE-CTts D READINGS. washtngron, D. C.l NetionalEducatlonA6aocladon, 1961. LOOKINC IN I'O LEADERSHIP: ---II-ONO-dRAPHS l-12. Washtngbn, D. C.: LeadershipResources,1961. Taylor, Jack W.HOWTOSELEcT ANDDEVELOP Book LEADERS, New York: Mccraw-Hlll Compeny,1962, Tead, Ordway, THE ART OF LEADERSHIP. New York: Mccraw-Hill Book Company, 1935. Vatcher, wllllam H., Jr, PANMUNJOM. New York: Frederick A. Praeger, lnc,, 1958. Wavell, AIchibald. GENERALS AND GENERALSHIP. New York; Macmlllan Company, 1943. LISTENINC Nlcbols, Ralph C., and Lewls, Thomas R. LISTENING AND SPEAKING, Dubuque, Iowa: William C. Brown Company, 1954. Whythe, WiUiam H. IS ANYBODY LISTENING? Ne{, York: Simon & Schuster, 1952.

ORGAMZATION, M ANAGEMENT,AND SUPERVISION Barnard, Chester 1. OROANIZATION AND MANAGEMENT. Cambridge, Mass.: Ha ard University Press, 1956. BTown, Alvin. THE ARMOR OF ORGANIZATIO\. New York: Hlbbert, 1953, Burger, Chester.SURVMLINTHE EXECUTIVE JUNGLE. New York: Macmillan compan-!, t964. Bur8k, Edward C,, editor, HUMAN RELATIONS FOR MANAGEMENT. New YoIK: HAryeT & Brothers, 1956. Dimock. Msrshall. THE ExECUTIVE INACTION. New York: Harper & Brothers, 1945. Dooher, M. Joseph, editor. EFFECTIVE COMMUNICATION ON THE JOB. NewYorkt American Menagement Assoclatlon, 1956. Dubln, Robert. HI,MAN RELATIONS INADMINISTRATION, New York: Prentlce-Hall, lnc,, 1951. SKILLSFOR Gardiner, GlennLlon. MANAGERIAL SUPERVISORS. Mount Vernon, N. Y.r Elllott Servlce Compeny, 1960, HlttlE, J. D. THE MILITARY STAFF!ITSHISTORY AND DEVELOPMENT. Harrl6burg, Pa.: Stackpole Company, 1949. Holden, Paul E, TOP - MANACEMENTORGAMZATION AND CONTROL. New Yorkr McGrawHlll Book Company, 1951. Letd, DonaldA. andEleanorC. THE TECHNIQUE OF HANDLINGPEOPLE. NewYorkrMccrawHtU Book Company, 1954. --TrefYlork: THE TECHNIQUESOF DELECATING. McGraw-Hlil Book Company,1957.

Learned, Edmund P; Ulrlch, David N.; and Booz, Donald R. EXECUTIVE ACTION. Boston: Hsrvard Universlty Pre6s, 1951. LeAvitt, Hafold J. MANACERIALPSYCHOLOCY. Chlcago, Ill,: University of Chicago Pre8s, 1958. Maier, Norman R. F.; Hoffman, L. Richard; Hoover, John J.; Read, Wllllam H.; et al, SUPERIOR - SUBORDINATECOMMUMCATION IN MANACEMENT. NewYork: American ManagementAssoclatlon, 1961, Newman, WiIIiam H. ADMIMSTRATIVE ACTION, Chapter 2, "The Role of the Staff," NewYork: Prentice-Hall, Inc., 1952.

210

PaIKeI, WIIlaId E. HUMAN RELATIONS IN New York: Mccraw-Hill Book SUPERVTSION. company, 1951. Pearce, Charles Alvin. RICHT DOWN THE LINE. New York: Arrowhead Books, 1956. IN Redfield, Charles E, COMMUNICATION MANAGEMENT. Chicago: University of Chicago Press, 1953. Sampson, Robert C. THE STAFF ROLE IN New York: Harper & MANAGEMENT. Brothers, 1955. PROBLEM SOLVING Beardsley, Monroe C. TFIINKING STI{AIGHT. New York: Prentlce Hall, Inc., 1950. -iL6:Ifdl1, PRACTICALLOCIC.NewYork: PrenInc., 1950.

Stroud, Jame6 B., and Ammons, Robert B. IMPROVING READING ABILITY. New York: Appleton-Century-Crofts, 1949, SPEAKING Brigance, W. Norwood. SPERCH COMMUNICATION. Nevr York: Appleton-CcnturyCroIts, 1955, Gray, Giles W., and Braden, waldo W. PUBLIC SPEAKING: PRINCIPLES AND PRACTICE. NFw York: Harper & B(others, 1q51. Monroe, Alan H. PRINCIPLES AND TYPES OF SPEECH.Chicago:Scott, Foresmanand Company, 1955. Sarett, Lew, and Foster, William T. BASIC PRINCIPLESOF SPEECH. Boston:Houghton Mifflin Company, 1946. WRITING Bachelor, Joseph M., and Haley, Harold L. THE PRACTICE OF EXPOSITION. New YoTK:Ap. pleton-Century-Crolts, Inc,, 1947. Crane, Wllliam G,, and Riedel, F. Carl. HOW TO THINK AND WRITE. Ncw YoTKt HEryeI & Brothers, 1950. F1c6ch, Rudolph, THE ART OF PLAIN TALK. Ncw York: Harper & Flrothers,1q46. THE ART OF READABLE WRITING. _---New fork: tlarpcr & Brothers, 1949 Foerster, Norman, and Stcadman,J. M., Jr. WRITINC AND THINKING. Boston: Houghton Mifflin Company,r 952. Gunning,Robert. THE TECHNIQUEOF CLEAR WRITING.Ncw York: McGraw-Hill BookCompany, 1952. cuthrie, L. O. FACTUAL COMMUMCATION. New York: N'lacmillan Company, 1948, Perrin, Porter G. WRITER'SCUIDE AND INDEX TO ENCLISH. Chicago: Scott, Foresmanand Company,1950, Steel, ETic M. READABLE WRITINC.New YofK: Macmillan Company, 1950.

Dewey, Jobn. HOW WE THINK. Boston: D. C. Heath & Company,1933. Flesch, Rudolph. THE ART OF CLEARTHINKINC. New York: Harper & Brothers, 1951. Humphrey, George. DIRECTED THINKING.New Yorkr Dodd,Mead & Company,1948, Larrabee, Harold A. RELTABLE KNOWLF:DGE. Boston: HoughtonMlfflin Company, 1945. McBurney, Jamea H., and Hance, Kenneth G. DISCUSSION IN HUMAN AFFAIRS.New York: Harper & Brothers, 1950,

READINC Brown, James I. EFFICIENT READING.Boston: D. C. Heath & company, 1952. Cray, W. S., editor, READING IN AN AGE OF MASS COMMUNICATION. New YofK: ApPIeton-Century-Crofts,1949. Lewls, Norman. HOW TO READ BETTER AND FASTER. New York: Thomas Y. Crowell Company,1958.

****************

***************

2ll

INDEX
$straction ladder ldjutant, definitionoI rdjutant's call ,Idviser-counselor ,tirman relationshi! ...,........ - officer Iilement, definition 01 Position of , . of . Teaching
49 84 13t 2 3l 84 g4 9

106 206 46 106 I1 ? t2

PuasruPh Pase By the numbers: Ddll instructioDs . . . . , . , . . , . . . , . . . 108 86 8 ll Teachiog dri]l . . .. ,.... .. .. ".....

c
CounthgoI . Definition of .
M$ning oI .

114 106 I13

9l 84 90

15 1? DeYelopment ol 1l questions t4 or Discussior 14 l5 of Meaning andscope 16 14 Practica.lappllcationoI 60 4l groups Toward 1?8 123 -\rmyor Navygunsalutes ,hold Achivement dislogue %6 t86 lor averdscremony 28 2L .t$ardsanddecoletlons -\{aros cerenonies: 0 158 Phase1.....,,...., u3 t6z Phase II andIII Phase ll ard III--exceptions, . .... ".. u4 114 .{rads ceremony, citation nroc6nt.ll^n mrtinn. Dlalogue:. . ArnoldAchlevement Commissioning CadetOflicer .,.,... Doolittle Achlevement EarhertA'rerd Achlvemeni Coddard Lln&erghAchlevement MltchellAward Prelude--All Achlevements . . ..,.. RickenbackerAchievemert . . . ...,. Wright BrothersAchierement . . . .,. Sque[ce ol commands: Assembly- Four Winds CadetOlflcer Commissioning ....... Phase Culrent lAchievment . . .,.. EarhartA$'ard MltcheuAward..,.. Rturn to Post--Forr winds . .. . . , . 246 2A 6 246 245 24 6 2,46 246 246 246 246 248 u5 I84 186 t92 188 193 I90 189 19I t84 181 t85 116 t77 I8I 1?9 I8Z 180 183 100 84 4l

OfficerComnissioning Cadet lor a{ardsceremony dialogue ., . .,... Cadet oflicer responsibilities, qestionson discussion Carly guidon: Positionof.. guidon. . . . . \vhen at present To execute, guidon. . . , , , at order To execute, 'xhile for parlicipation in Categories laboratory theleadership Center, dellnitlon ot CAPtypes.......... Defintttonof . lncivilAir Petrcl. , ...,.......... btroductlonto . ..,.,,..."....,.., Purloseof .,,,...,......,,,.... Scope,........,....,.......... Vrlueof., .,,,...,.......,..... Ceremony: Phase1..,................., Phase II endIII . . , . . . . . . , . . . . , . Phase II andIII - - exceptlons . ....,. Closlng: PhesI. . . , . . . . . , . . , . . . . , . . , Phas llendtrI.. . ...........,.. FLa: Lo\re n9 . . . .... ,., ., .. ...... RrisiDg . . . .....,, .. ......,.. opening: Phase I . . . .. .. .. . , .. ., .. .. .. PhaseIl andltr Retreat: Delinition of . Eventsaccompanying
Reveile: D fi ni ti onof,....

u6 t9z
l4
I3

166 t 1? l?0 tza 168 1I? 3 106 2 84

231 153 201 136 83 100 83 104 83 201 136 101 83 102 83

240 243 l6z 244 114 239 154 24z 160 188 12? 185 12? 238 153 24r l5? 136 18? t27 l8E t27

u5

u5
245 245

g
Ba ch{ ar dm ar c h, . . ..............,. Aa se ,def inlt ionof. , . .,......,.....,. Ee h av ior adpr s onn e l p m b l e ms . . .,..,. I3 0 106 60

lor Benedictlon dialogu a\{aldsceremony: Arrcld Achlevement Cadet Officer Commissioning . ...,.,.. Doolittl Achievment EarhartAward Godalard Achievement Lin&erghAchievement MitcheuAv,ard Rickenbacker Achievement WrkhtBroihers Achivement,.,....,,

46 186 %6 192 ?46 188 u6 193 246 190 u6 189 246 191 246 18? 246 185

184 t26 Events accompanying . . . . . . . . . . , . 185 12? Review . .....,... ,. ,. ......,.. , 198 133

Certificatiou of leadershiplaloratory onachievement examination requiremeots l9l sheet answer " of . . . . . . . . , , . . . . . 236 rt: challenging, method
Change directlon: P arti al ,... 1{; . . . . . . . . . , . , . . . . . . l.{6

l-8
I

213

Paiagaph ol command: Change tnatr forma.l revi\{.....,.... By other Formal . , , . . . . , . . . . . . . . . . . , . . . RespoDsibilities of the old commander. . . sequence ol events . . .............. Changestep.,......,..........,.., Checklists: Basictechniques progress Evaluating in the leadership laboratory croup action in drill Insigni a, cadet . .......,. ,.....,,. abilities Ladership Marching uoits Parade.. .........,...,.....,, program. . . . .. .. Personal development StsJlstdy report, .....,..,....... 226 225 223 zU 131 149 149 149 149 101 198
194 199

Z?

Church..,,.,...,.......,...,,... for avardscre{nonyl Citations Dialo$e . . . . . . . . . , . , . . , , . . . . . , . 246 olceremony U5 Segment . .. ........... Civll Alr Patrol - milihry - civil relationsbip 49 ...,.....,.....,..... ceremonies: Closing phasI..,.......,............. 239 Phas II andIII . ,.... ,.,.,. .. ... .. 242 Color: Deflnitlon ol . . . . . . . . . . . , . . . . . , . , l?4 180 Guard.....,..,..,.,.,.,.,..,,. 232 Sentinels .......,.......,....,.. Cotrors, CAPmanual of ,,......,....... l8l Column,ln, detlnltion ol . . . . . . . . . . . . , . . 105 of fllghtsl Column Toform,inllne . ....,..........,. 162 To forn, when ln squadron mass. .. . . . . 160 Colurnn of is,osl 150 To form ,frcmesinglelil.,, ....... To lorm, fmm colunnof fours andr e-lorm 152 .,,,.,.,..,.,,.,.. ol Command, change Commandof execution, 110 .,,,........,.. Command volce: Chamctellstlcsof tlz . . . ........,,... Glvlngcommands lll .,............,., Incadets....,........,..,,...., 109 Teacbing ol . 12 .......,..... Commander of theguard 229 ............... 218 Commander of iroops end staJf ., ........ commands: By the numbers: Drillinstructions............... 108 Teachingby... ......,........ 11 voice Command hdividual ll ..............,.,..... Inlornetional. , , . . . . . , . . . . . . . . . . . 1l0 Mass.. ..,....,............... 1t5 221 Relayto troops ................... giyins. ................. Ruleslor ll1 Parade .......,......,....... Plaselclosingceremony . . ....... Phase I openbgceremony . ........ Phase II andm arsrds ceremony . ... 220 239 238 2{3

?01 200 204 136 90 ?8 94 ?6 26 19 62 4'1 184 l?6 32 154 160 tzl t23 l5l 84 116 115 109 Il0 149 8? 88 88 86 9 150 r44 86 8 88 8 8? 9l 149 88
145 154 153 163

PhaseII andItr ari/ards citatioo-presentation . . ........ Phasetr atrdtrI closing ceremony. . . . PhaseIl aDd III opening ceremony. . . ! RYier, ...,..,,.,......,,.... Rvieq, andhspection .,.......... Supplementary. ...,.,......,..... Tr"esof . ..,.,................. whengivn....,................ pmcess: Commudcation E)erlence-the coreoI communication.............,... Howtoimprove................., Comptence,protessionrl,,............ driil . . . . . . . , . . , . . . . . . . Comptltions, competitive drill exrclses . . . . . . . ,. . . . . Conducting ..,....,.. Dditritionof......... Leaders ,.,.,...,... Preparetion for contmlling, ln managmenf Conversstions Coordi04ting, in management ....,...., r. Counseling: Intervlews..,...,... Naturo1...........,.........., Stes jn..,.......,....,........ Countoff .,....,...,..........,... Courtesles to: Flag,U.S.,.........,.........,. Individua]s ,. . ,,..,,,. ,...,. ,.,,. Couiesy,military: Deflnltion01.,................... questions Discu6sioo on . , . , . . . . . . . . . Tesching ol , .,........... Cover, dJinitionof , ..,.,..,...,..... customs: cAP .............,...,...,.... Historyol.,...,.,.,...,.,,..... D Decorationsi A'{ardsand.......,.,.........,. Presentatlon ol ....,., .,.. ,...,... Ddinitionsot terms: Drill......,.....,............. Flaes. .,...,.,,......,........ Delegationof autholity...,.....,...... Demonstration-performance ..,.....,... Dpth, definttionof ...,...,........,.. tor a'xards citalions. . ., . . .. . . . Dlalogue AmoldAchleveme . . . . . . . . . . . . . . , Cadet Officerconmissioning . ........ Achievement Doolittle . ,. ......... .. Earhalt A\\,ad . . . . . . . . . . . . . . . . . . . coddardAchieveme . .,......,..,. LinalberyhAchievement . ...,.,...... MitchellAvArd . . ....,.,........, Prelude--AllAchievements,,...,.... Achievement Rickenbacker ....,.,... . wrightBrothers Achievement ......... Dirctitrg, in nanagment. . . . . . . . . . , . . .

U5 242 241 199 200 154 ll0 113 66 68 56 103 11

l:* l6I lll t ll Ei 9;

3a
E: I

E8 85 86 8? 59{ 60 t3 16 59 84 80 62 8l {i3 143 106 1?6 la 15 30 14 12 106 36 3? IZ E 8.1 6

28 2l 216 t42 106 l?4 58 ll 106 246 46 246 U6 246 246 246 UG 246 UG 246 59

u
tzl 40 1 8{ 18.1 186 192 186 193 190 189 t9l 18{ l8? 185 40

214

Parastuph Paee Discipline: qustions Discussion on tl 20 Group..,.,........ l6 ln Civit Air Patrcl 2l Teaching.,....,.... t'l Disc0ssion on: toplcs andquestions Ailitudc . . . . . . . . . . . . . . . . . . , , . . . 14 ll Disclpline 1l 14 . ....,..,. .. . ,........ Leadership. 14 l0 ............. Military courtesy 14 l2 . ................ Noncommissioned olficr, responsibilities ol the . . . . . . , . . . , . 14 12 Officer,responsibilities ol thFcadel................,.... 14 13 the ...... ...,..... 14 tl Uniform, l{earing 12 lor . . . . . . . , . . , . . . 14 u. S. flag, respect Distanc,definitionof 106 84 , . ............,. Distinctness in Civing commatrds llz 90 . ........ Doolittle Achievement dialogue lor avards ceremo[y A6 188 ..... ,,.....,., Double time: Definitionof 106 84 .,,...,.............. Commandfor 126 99 .....,,.,........... Deflnitlonof ..,..........,.,..... To attnetheilight .......,...,..,.. DriI: Competltions wlthlnCivil Air Petrol . , ... F light........,..,. ]nstmcilons,..........,.....,... lnstructors . . ...,..,.......,,... Squedron...,.,..... Drlllsl In Civil Alr Patrol . . . . . , . , . , . , . . . . h theleadership laboratory " . ... ., ., , Introductiolto . ......,.......,... 106 84 139 104 83 102 108 85 l0? ltl 100 2 104 83 I 83 83 83 7 7 83 103 Eva.luation ol: proglam . . . . . . . . 98 Persomldevelopment laioratory: Progress in thleadership 9 Individual......,.,...,......, Rating form . . . , . , . . . 93 study repofts Staff . . .. ......,.,... 48 Subodinates...,..........,..... Examinations: ol Achivment, crtilicatlon znswersheet by command Fieldgradequalifying , ............, I Leadership , . .,......,.......... 0 12I Exchang of salutes ,.,.... ,..,....... ceremonyl Excptiors to Phase Il andm a,xards For even numlerof flishts ir excess of tvo (rour,six, etc.) .. .. . , . 244 ror oddnumber oI flights (three,Iive, etc.), .,.,....,.,... U4 For oneilisht .. 244 E)elanaiion oI terms: 106 D U. . . , . , , . , . . . . l'14 FfaC s..,..,,.,....
Extendd mass ro nation, to lorm whenin colomn E yesri ghf,..,......

?8 4 194 ?6 32 194 4 4 9? l?6 175 174

84

tzl
115 98

161

rz3

F ahalt . . . ..,.. 134 Face, to, in marchinglrcm Facingsl 119 Expcutionof .. . .,.,...........,. Teachingof.,......,......12 progress considered in evaluating Factors laboreiory intheleadership . ......... 245 FalconA\r,ard .......,......,....... 106 Fil,detlnltionoi . . ....,,,.....,.,., 106 Ftnatline, detinitionor . . . ...,.,...... FIag,U. S,: coriesiesto ,, 176 questions Discussion on . . . . . . , . . . . , . 14 182 Escori of ,. ,.... ,.. . ..........., 1?9 Display o{ . . . .. ...... . ,...,..,.. Folding 188 of . . . ...... .. ..,......,. Hislory oI . . . . . . . . . . . . . . . . . . . . . . l?5 Lowering 189 ..... .. .........,...... Lowering at retreat 188 ...,...,.....,., 186 Raising ,. ,. ............ ....,.., at reveille , . . . , . . . . . . . , . . . 185 Raising Flags: 183 Salutesby.....,..............., l?4 Terms relatingto .,...,..,........ Use of inCivilAir Patrcl............1?3 Flank,deJinition ol . . . . . . , . . . . . , . . . . . 106 133 Flankingmovements . .,.,............ Flkht: Formation while marching ,..........144 Sizingin. . . . . . . . . . . . . . . . . . . . . . . 136 To3.liDe. , , . . , . . . . . , . . . . . . . . . . . 139 To drill ... .,136 Tolorm . , .,.....,.............. I38 Flishts: To formcolumn of, in line . ......,... 162 To lorm col'rmnof, whenin squadronmass 160 .. . .............
l0l

95
9

194 l?6 84 84 122 1? 125 123 lZ8 tzl I28 l2? l2? 12? 126 t2l t2l 84 l0I 106 102 104 102 103 116 ll5

Scope.,.....,....,............ 101 Teachingfundamentals,. l2 .......... Technlques for ieeching , , . . . . , . . . . . . 11 Vs.lueof . . .,....,...........,,. 102 E Earhart Awarddla.logue lor a\{ards cerernony 246 . ....,........... Editing andrewriting ?4 ..,.,...... ...... Elficiency.. 52 ..........,.. Element, definition of . , . , . . . . . . , . . . . . . 106 Emotiona.lstabil ity.,...........,..,. 56 Ensisn, definition ol . . . . . . . . . . . . . . , . , 1?4 Enthusiasm. ,...........56 Escortof theU. S,I1a8..........,..... 182 Esp i de corps . . . . . . , . . . . , . . . . , . , . 5l :ulogydiatogue for avardsceremony: ArnoldAchievement . , . . . . . . . . . . . . . 246 Cadetofficer Commissioning U6 . ...,.,.. Doolit[eAchievement 246 ...,....,.,,., f,arhertA'rard 246 ..,................ coddardAchievement . . .........,.. U6 LindberghAchi evement 246 . ..,....,.... MitcheUAvard ........,.,........ 246 Rickenbacker Achievement 246 ........... Wright BrothercAchievment 246 .....,...

193 55 33 84 39 t2l 38 725 33 186 792 r88 193 190 189 191 18? 185

215

PataCraPh 24 34 delbitionoi,.............. Flourishes, I88 128 s. flag ................. FoldinEtheU. of command .. "..... ". ".. 225 149 charye Formsi oI . . . . , , . . . . . , . . . . ' . . . 106 84 Definition 106 84 . . ...,.,....'... Mass. definitionof in colnru . ' 161 115 mass,when To loirn extended 133 wing, rnd reviev Fught,....,.,..... Groupandwing of . .,..........'.... Modilicrtions Squadrotr,.,........ wing....,..,...,. .......... Forvardmarchandhalt 102 l29 205 137 llz 133 lZ5 99

Handsatute: 120 C ommandl or...........,...,.... lz . .....,. of . ,.......... Teachi ng ' 106 H ea4 defi ni ti onof........' .......' .. ..H er' i tage" 240 ...,... . . .. ,........... 246 " H i ghFi i eht" ..........,........... Ilistoly oI: .. ' 3? cei moni alcustoms, .,. ' ....... 22 U ni Jorm.,.....,.....' ......... l?5 U . S . {bg ......... ' .. ' . ' ... ' .... 58 assi gnnent . .........' .,. H omogeneous and us of advancd Developmeot l eadershi pski l s . ..,.,......... Leadershi pi n..,...,........' .' . of . .. ......,.,.,.. Obj ecti ves 95 96 ?

96 9 84 156 I 9l 26 IE

tzl 40
?8 ?8 4

"...

oI . . . . . . , . , . . . . . . . . . , . 106 84 Deiinition ln Positions andmovements 245 1?6 ceremony'..'..'..,.. awards -.. 106 84 delinitionof . . .........'...... Frcnt,
G

' .. .

orders Ceneral tor dialogue Achievement coddard awardscermony . .,.......,.,.... ,.....,...'.. covemmni . '. CAP . . ,,..... .. ,. , '. '... ' '. Grades, Group: .............'..,.. Compositlonof ,. ...,......,,..,., Formaflonsof Todismiss .,,.....,.,...'...'.. Toformin colunn, . ...,.,.'.'..'. To torm in llne withsquadrons inlin. . ...,................ 10 torm in line vrithsquadrons formation . . ..........'. inmass Cuide: ., . ..,........'..... Definltlonof Rulesfor.,. ..,...,,...,....... cuidesposi . . . , , . , . . . . . . . . . . . . . ' ' ' Guidon: Cery........,.....,..'...".. Definltionol ...,..,....,..'..'... of the Manu3l order ...,.,....,..,.......'... carrY,\tnenal To execute present gui{ton ............',... . . carry, vhile at order gllidon To execute at order,when To execute guidon.,.,............. present . . order,whilat carry guitkrn To execute present, vhenat To execute griabn .......,.... carryororder Usol . . . . . . . . . , . . . . . . . . . , . . ' . . Gui&nbearer; by, \,hen not Individualsa.lute inlormation,. ...,............ Positionof -......,.......,..... ArmyorNavy,......,...., Gunsalutes,

235

l 5l

246 190 62 38 26 190 192 196 193 LZS 130 t32 130

214 141 of . .. ..,..... .. ..,..... Dfinition 24 Personal . , . . . . . . , . . . . , . , . . . ' . ' . 34 or To th nauonalanthem 33 "To theColors" I94 Ho\rr to rate a cadet 44 60 46 6t . ..........' Humanneedsandleadershtp 56 39 Humaneness ,.

l
106 delidtionof ....,.,......... Incolumn, 106 It|line,deflnitionof ,.............'... .. II commands . .. ... . ......,. Individusl 142 ranks,,..,,,....... Individuelsioleave IndooN,defidtlonol . , . , . . . . . . . . , , . . . lzl 112 commands Inflection in givlng . .....,.... 1I0 commands hrormetlonal ..,,,........,. Insigntal 38 cAp .....,,,.........,........ 21 cadet Ho\yto wear, ,.,.,.......,.,. InsPection: 215 Bya reviewingofficer ......,.,..,.. 233 guard Interior . . ...........,..... l5? squadron...,........,..,.,..... individual lnstmction, drill . , , . . . . . , . . . . . . . , . . 108 lnstructions, drlll . . , . . . . . . . . . . . . . . . . . l0? Instructors, 56 lntegrityot.harecter,....,.,......... lnte or guardl 236 methodof chalenging, ,,.,,..,...... 229 of ..,.,..... commander .......... . . 233 Inspection of 231 of . .. .......... .. ...,.. Members 221 . . . Purpose . . . . . , , . . . . . , . . . . . .. posting Relifs, of . . . . . . , . . . . . . . , . 234 ..230 Sergeantof. hterlud dblogu lor awardsceremony: ArnoldAchievement . . . . . . . . . . . . . , . 246 Cadt Oflicer commissionitrg . .. . .. , . . 246 Achievement Dootitue . . . . . . . . . . . . . . 246 EarhartA\rard . . . . . . . . , . . , . . . . . . , 246 Achievement coddard . . . . , . . . , . . . . . 246 Linalberyh Achievemest. . . . . . . . . , . . . 246 Mitcbel Award. . . . . . . . . . . . . . . . , . . 246 Achievement Rickenbacker . . . . . . . . . . . 2{6 Achievement WrightBrothers . " . . . . , . . 246 E4 84 8 106 9? 00 8? 26 20 14l l5r 113 94 85 38 l5z 150 l5r 151 150 151 l5l 186 192 188 lS3 190 I89 191 18? 185

1S4 130 195 13t 106 84 13? 102 209 139 166 l1? 1?4 tzl 1I? 165 ll? l?0 120 168 t1? I7I 120 16? 11? 169 I1? 164 II? 1?2 120 ?08 r39 l?8 123 128 100 125 99

JL
HajJstep......,...........,...... Ha.It.. .,...............,.....,.,

216

lnierval: Clos e,t oobt nin, .....,...,.,...... of , . , . .. Def init ion " ,... " ........, Nor m al,t o obt ain, ......,.....,... v hile i n c o l u m n....,....., To c hange,

I3 8 106 139 145

103 84 I04 r06 64 64 64

T}?es ol ...,.,..... K Keyto symbols of mission Kno,vledge

L C onier enc e. . , . . ,.,.,..,.,....,. Qu alit ies oI . . . . ...,.,....,...... Leadership: A- B - C- D' s ol Abilities for .

82 83 84

LinahergnAchievemnt dia.logu ior awards ceremony Line, in, definitionol ol .........,.. Lineolmarch, definition Linesof authority Listening,..,.,..... Loudness in givingcommands . .,........ M Managementluntions,...",.,.,.... Manualof colors,CAP .........,,.,.,. March:

246 106 106 39 60 112

189 81 84 28 '15 88

59 10 181 tz4 130 t?5 ztt zt? 135 148 132 I00 99 142 138 101 108 l0l

105 43

84 30

86 5? 5l

66 39 3'.1 203 203 203 203 35 48 34 10 203 ?8 46 41 40 11

On.
To, oiher tban ai ntlcntion To, to th.. oblique To, to thc rear Marching: FliRht Iormation l nl ormai i on......... Movements, ieachingo! Stpsand . . To lace in, lrom a halt Mark ti me: Conmand Ior D cl i ni ti onot,....,,.. D el i ni ti onol ......... E xecuti on 01 ,.....,., To tact drill ol ...,.,...... Massi ormati on, dci i ni ti oD Meaningin a sentenc! Military courtesy: Daflnitionot . Discussionqucsiionson Tellchingoi . oi Mission, knowledga ior Mitchell Awird di3.loglle awards ceremony

Behaviors of Characteristirs ol Components of Conclusions about Detinitionof .,......, questions on Discussion Dynamlcs oI ......... Honor cadre,in the and Human needs Policies...,....... Principles.."....... Socialneeds...,..... Tralts ............, Ladershlp laboratory: Categorles oI participantsr lor T)rtrequirements Titls . . . . . . . . , . . . . . . , . . . . ' . . Certilication oi completion on the achievemant oxamination ans{er sneea Drill in . . . . . . . . . . . . . . . . . . . . . . . .
Evaluationof: Cadetperlornance lndividual progress Subordinatcs Examination . objctivs/Requirements: P has eI . . . . . . . . ,." . P has eI L , . , . . ..... PhaseIIL . . P has eI Y . . , Presentinglext materid Pur los eol . . . . " . . ... Resultsto be epected iro Teachingteclrniques lbr: Dr ill . . . . . . . . . " ... Fundamentals Panel discussions Training sequence lor Lelt (risht) step

65 I4 96 61 64 58 62

144 106 106 tz9 124 98 134 101 12? 100 106 84 110 115 11 106 ?3 8? 91 8 84 5,1

3
I94 I l9,l I 32 4 2 3 3 7 8 I IO 11 l2 13 8 129 4 I 7 l0 4 100

22 30 14 12 128 43 30

2
9 48 I 3 4 5

246 I9I Moditiers: Danglinr . . . .. .... .. . ,. ... ...,. . ?3 54 ?3 54 Misphcad...................,., &uintins. . . . ,..,. .. ... .. .... ". . ?3 ! T 50 32 Monte.,..........,...,......... ?3 55 Movement in a sentence . . ... .. .. ..,.,.
Indi vi dual .. P osi ti ons and .. ,. ,. ,. ,. . ....,.,. Teachi ng oI . ,..,.......... ,. , 116 12 98 94 8

I
Nalionallntham: 2'l 33 H onorsto,w hennoti nformati on....... S al uti ng vhenl l ayd . . .. ... ... .. ... 111 l2Z olficers: Noncommissioned 30 42 C onduct01.....,................ l2 Discussionquestions on . . . . . . . . . , . . . 14 4? 3l R el ai i onsl riw p i thol fi cers ..........., 29 R esponsi bi l i ti esol ...,..,.,......,.,11 , 10 29 R ol eol ......," ....,.. " ......,.

211

Patuglaph

Patdglaph

P.:!

_9Objectivesof the readership laboniory: Overvie\,,...,................. 3 z PhaseI.............,......... 4 3 Phasetr . . . . . . . . . . . . . . . . , . . . . . . 5 3 Phase III . ,.................... 6 3 PhasIV......,.........,..... ? 4 Officerof tneday. . ..,.,.....,.,.... 22A 150 Officers: 139 Post.. . ...,....,..,.,.,...... 212 t4l Rerationship xdth: Airmen...,............,,... 46 3l Noncommissionedoflicers.. 4? ...... 3l Unit..,.................... 45 Opening ceremonies: PhaseI. ..............,.....,. 238 153 Phasetrandm,.,............... 241 l5? order sui&n: Descriptionof ., ..........,...... 165 1I? To execute, vhenat present guidon . . . . . 1?l 120 To execute, *hile at carryguldon,. ..., 16? l1? Order olprecedence in cremontes . . .,... 202 136 Ordpri, general. . . . . . . . , . . . . . . . . . , , 235 l5l Orgsnizing,inmanagemnt. . .,...,.... 59 40 Outaloors, dellnitionof . . . . . .,......., 121 9? P Pace, de.finitiono(.......:......,,... 106 Panel discussion method . . . . . . , ,. . . . . . . 13 Parade: Checkllst 204 ....,,.,.,.,.......,... Delinitlonof ,,...,,.........,..,, 203 Orderol precedence in . . . . . . . . , . . , , , 202 Sequnce ol commands . . . . . . . ., . . , , . 220 Paradrest..,.......,...,........ 118 Parlialchlngesof dirctiol| . .,......... 14? Padicipart - louover . . . . . . . . . . . . . . . , , 3 Parlicipant - leader. . . . . . . , . . , . , . , , . . 3 lessin revle\\, . ....,,,,............ 199 Pattems lor communications: cography*bookepproach . ...,.,..,. ?1 h a speech . , . . . . . . . . . . . . . . . . . . , ?6 Problem . . . . , . . . . . . . . . . . ?1 - solutlon Reason,.......,.,..,.,.,..,... ?l slace . . . , . , . , . . . . . . . . . . . . . . , . , ?1 Time . . . . . , . . , . . . . . . , . . . . . . , . . ?1 Topics.l .,.,.,..,.............., ?1 PennaDt, definitionof .,.........,,.... l?4 Person conta4ts . , . . . . . . , . . . 60 - to - person Personal program: development GuideIines......,.............,. 98 Preliminaryconsiderations ., ........ 9? Prsonalhonors . .........,. 34 ;....... problemsandiftlividual Personnel behavior,........,............. 60 Phase I: Avardsceremony .......,..,...,.. 240 Closing ceremony,....,..... "...,. 239 Objectives...,.................. 4 Opening ceremony 238 ................. Text requi.ments Ior 84 t0 I36 136 136 145 95 108 2 2 133 58 52 52 lzt 40 ?8 ?8 24
4l

lnase tr ard m: Avards cremotry ................. 243 Crosingceremony. . . . . . , . . . . . . . . . . 242 Exceptionstoawardsceremony 244 ........ objectives- - Ph3seIt . . . . . . . , . . . . . . 5 objctives--PhaseIIL......,....., 6 Opening ceremony . . . . . . . , . . . . , . . , . 241 Pnase IV: Objectives . ,.. ........ ....,.,,.. 7 Personal program development ......,. Placeme iniervievs . . . , . , . . . . . . . . . . . 84 Planner ......,........... 3 - superyisor Plandng, in manageme[t, . , . , . . . . . . . . . . 59 People, kinds ol ..,.,.......,....,... 60 Personalityt]!es .,.,..,...,.,....... 60 Positions andmoTem'rnts: Intmductiol .......,...,......,.. 116 Teachlngof, ......,.,.., t2 Post, delinltionof . ............,..... 106 Postingol rliefs. . ....,.,.......,.. 234 Precedenc, orderinceremoDies ., . ..... 202 Prel'rd dleloguefor the awards ceremonyinallacNevements . . . . .... 246 lreparatorycommand... ., .,..,..... ll0 Presenterms.,.,.,.,,............ 122 guldon, Prsent to execute when atcarryor orderguldon . . .......... 169 Preseotatlon ofi Cadetprogrsm awards,. .,,....,.., 245 Decorations . ....,,,..,......... 216 Troops.........,......,.,.... 213 Problem solving: Assumptiots. ....,........,...,, 90 criterla .....,............,..,. 90 Elemenisof aproblem .., .......,.. 89 Eva.luatlngdata............,..,.. 90 ............ 90 Gathering &ta ....,....... 90 l,lstingpossible solutions , . . , . , . . . , . 90 Recogniztngtheprcblem . . ....,,.... 90 Recommendingection . .,.,..,..,.., 90 Slecting thbestpos siblesoluiion, . , . . 90 possible Testing solutions . . . . , . . , . . . S0 Ptotessionel competence . . , . . , . . . . . . . , 56 Pro$ess inte ievs . . . . . . . . . . . . . . . . . 84 Projection in giving commands, . .,.,.... 112

16: l! l;r : : lj; .l ?6 2 40 4I 43 9.t 8 85 t5l 136 l8{ 8? 98 ll? t?6 t12 141 1l ?l 68 70 ?0 ?0 7l 10 ?l ?l 38 90

a
time,derinitior ol .......,....,.. Quick R tunk, definition or . . . . . . . . . . . . . . . . . , . 106 R?nks: Individualsto lav . . . . . . . , . . . . . . . . 142 To close, \yhen at open rarks . ........141 To open, vhenin line . , , . . . . . . . . . . . 140 Rating forms: Hov to complete Sample torm . . , . . , ... Wherto comprte. . . . . . , . . . . . . . . . . 9 85 106 106 104 194 195 4 106 Ab

156 154 3 153 4

218

ParagraPh Page Radable ' ritbg: ol Characteristics Clarilying th purpose ideas Devloping Editins andrevritine Grcupirg spcilic ideas Limiiin8 the subject Listingspecilicides Main ida . . Makingan outline in a sentenc Meaning Molementin a sentence oryanization ol Pickinga paitern oI ..,...,.., Purpose Supportfor mein ideas . , , , . . ' . . . . Traffitlon in .,.,.,,.,,... Va etyof senterces . .......'... ol . . . . , . , . , . . . Ready line, de{inition Rlationships: CAP-military - ci vil ........,,.....

s
?0 71 7t ?l ?1 7Z ?3 ?3 ?l 7t 69 72 72 ?3 106 5l 51 52 51 51 53 54 55 51 32 5l 53 53 55 85 Salute: Hand. . , . . . . . . . . . . . , . . . . . . . . . . . Military, . .,...,....... ,....... Salutes: Byflags.. . . . . . , . . . . . . . . . . . . , . . By guitun bearer vhen not in formation . ..... ,....,. ....... Exchange ol . . . . . . . , . . . . . . . . . . , . . cun,Armyor Navy,... ,.. ,.,..,.,. or Wlen th nationalanthem "To theColors" is played. . . .. . .. . Scientilicmethod.,........,.,....,. School.,..,.,.............,...... Section,dafinitionol . , . . . , . . . . . . , . . . . SelJ-conlidence .....,.,...... Self- discipline. . . , . , , . . . . . . . . . , . . , . responsibility Senseot ................ structure Sentence . ...,.. ,. . ,...,.... oI commands, lor ceremonles: Sequence parade.........,..........,... PhaseI closing.. .,.............. Phase I operng . . . , . . . . . . , . . . . . . . PhaseII andtrlawards . . .....,..,.. Phase Il endtrI cltation - pr esentatiDn po ionofrvadsceremony ...... :. Phase U andUI closing . . . .. .. ..... , Phase II and lll opening . .,.......,., Revie*. ....,.......,.....,.... Revie$'andinspection, .,..,........ Sergantof theguard,....,......,.... Sidestep.........,........,,,.,,. Single tilel To lorm andre-form . ............. tvos .,...... To formlromacolumnof Siztnginlliehts ..................... Slow ol . , . , , . . . . . . . . . . . time, delinition Smpin givingcommands ....,....,.,.., Socialinsiitutions ............., Socia.l needs ard lsdership . . . . . . . . . . . . . Sound oll . . . , . , . . , . . . . . . . . . . , . . , . . Award. . ... , .. , .. . ., .. ...... Sla2tz Slenot control.......,........,.... 120 31 96 23

183 126 1?2 120 97 12I 178 123 1?7 122 90 68 62 106 39 56 l5 l9 56 38 ?3 54 220 239 238 243 245 2Az z4L 199 200 230 129 149 151 136 106 l1? 62 62 210 U5 58 145 154 153 163 t7't 160 l5? I33 I34 t5l 100 109 109 102 90 41 139 l?6 40

... ... ,.. ...

49 3Z 44 3l 46 31 olflcer-airman . ....,.....'.,..'. 4? 3l office!-Nco,.,....,............ 3l 45 olflcer- unit . .....,..,.......,.. 221 149 RelayolcommanGtotroops .....,...'.. 234 151 Reliefs,postingof .,,.,.,.,.......,.. 24 Reporting . . . . , . . . . . . . , . . . ' . . . . . . . ' 32 ot: Responslbilitis 223 149 OldcommAnder,,,,.,..,.......,. Officrs: 30 Cedet ...,....,.... cadet Noncommissloned, 194 Reting.........,.. 4 3 Phaselcadts.,................' 3 5 Phase II cedets , . , ,.. ,... ..... '.. 3 6 Phase III cadets .,...,,.....,..... 4 ? Phase lV cadets ...,..........,... 56 38 . ....',........ Responsibility,senbeof 118 95 Rests. . ..,.,.....,............., Retreat: t8? 121 Cermony .. .. . ......... . ..,.,.. corftesies io theU 5,llag . . . ...... ' l?6 12? 188 121 Events atflagstafl . . . ..,.,........ 33 24 ....... Honors to, whetrnotinformation l?8 189 Lo\reringtheibg,.....,.....,.... Reveiue: 185 tz1 Cremony,........,.....'.'.... 184 126 Dfhitiono1,.,............'..... DeJinitiorof .....,....,..,.....,. commards,..... sequenceof Inspection, Marchin........... .,.......... commands ........'..... Sequenceof by ...... ... olticer, inspectioa Revieving pa y ,.,.........,........ Revivring andeditins ,.............. Rewritins Achievenentdialogue Rickenbacker lor a\radsceremony .,.. ".......... Right(lelt)step ........,,.......,... RuJ[es,delinition of . . . .. . , . . . . . . . . 198 200 211 199 215 219 74 133 134 142 133 14l 145 55

246 18? lzg 100 z4 34

ard occasion . . . .. 75 the audienc Ana.lyzing ?8 Animation during ?8 Bodily action during ?6 B odyof.....,.,..., 17 in Comparisons ?6 Cotrclusiorol ?8 Coordination during ?? Defimtions i$ 75 Deiernining the Pur?ose ?? D evel oP i ng .......... ?8 D i rectness vi th the audi nce .....,.,.. 71 E xanpl esi n.......,. ?8 E4erience in giving '15 Gathering dai3 '15 Generalpu$ose ol ?6 tntroductiotr of

57 6r
6l 58 59 b8 61 58 57 58 60 59 60 5',1 a7 58

zlg

Ms.king a tentxiive outline . . . . . . . . . . . ?5 Menial attitudeduring . . . . . . . . . . . . . . ?8 ?6 of , . . ..,.. ... ....... Organizr{ion Physical controlduring. . . . . . . . . , . . . ?8 durtug. . . . . . . . . . ?8 Poiseandconlidnce ?5 ... '. '........ Pncticing ........ ?5 for . , ... ....... ...... Preparation ?8 Presenting.,..,,............... ?? in , .................. Restatement ?5 Reusingtheoutlin.. .,....,...... ?5 subject . ......'..'.... Selectingtbe ?5 purpose ol .....'......'... slecific ............'17 in ...,.,... Statistics . ?? in . ...... .. ..,....... Testimony Ve$al suppo in . . , . . . , . . . . . . . . . . ?? 7i ..,.,....,...... Yisua.lsupportin. Wording . . . . . . . . . . . . , . . . . . ' . . . . ?5 106 detinitlonot Squaq . . ..............., Squadron: 153 Composition, . . ..,..,..'....'... l5? Inspectionol. ...,..,........... 156 Toatine.,,.....,.............. 163 Todlsmiss .......,.,,....,...'. 158 Toformin column . .,..,..,..'.... 155 Tolorminline.,..........,..... in column To lorm ln messwhen at closeintefis.l . . . . . . . . . . . . . . . 159 Sta.Il: 218 . .,...,.,'.... commandoroltroops lSl Composition ., . ...,....,........ Stalfstudyreport: 92 to ...., ... ... ,....... Attachments 92 Body0t,.........,.,,,,,...,... 94 Checklisifor,.......,....'...... 92 Concluslonol........,.,..,...... 92 Endingot .. .,,...,.,......'.... of . ,.. ., .. ...... '... ' ' 93 Evaluation 9z Formattor.. ...,.,....,........ 92 of .. , ..,.....,. . ....... Heading ' 92 Problemin.....,........'...... 9l Purposeof ......,..,,....,,,.'., 92 Recommendationsln............,.. Tabsin , , . , . . , . . , . . . . . , . . . . . . . . SZ 1?4 delinitlonof , . ...,.,........ Standard, Step: l3l Change.,,.......,..,.,,,...,.. 106 Definitionot . . . ................. lZ8 Hau. ....,,................... 129 Rishl(lelt) ..,......,..,......... 108 irstfuction,............. Step-by-step 124 stepsrndnarching. ..,.............. commanG: Supplementary 1r0 Detinitiorof , . . .,........,...,.. drill . . . . . , . . . . . . . , . . . 154 tn squadron 105 keyto, . . ................. Symbols, T Tanoos,CAP ....................,. Teaching: Disciplin.......... method Discussion Drill .....,..,..... Fundamentals process Leaming 36 l3 l1

60 58 60 56 59 59 56 57 59 59 58 59 85 l1l 113 ll2 1I6 113 7tz 114 144 t29 ?3 ?5 ?5 ,16 ?3 ?3 ?3 12 75 76

of: Terms,erlla.nation Drill .. .............. .,......,.. F1aes ,..,. ...... .. .. ........... cAP . ,. ,. ,...,. .....,.,.... Tlttes, . ,...... Honors to, vhenmt in formation vhenplnyed,..,.,.......... Saluting sequence for leadership Training Iaboratory.........,.........,.. Tmops: commenderol . ..,..,............ Presentationoi, . . .,.,.,..,....,.

106 84 t?4 t2l 26 , 38 33 l?? I Zt8 I44 213 I 4l t?z

U
Uniform: Basic, ",.....,...,.........,.. checklistforrearing,. .,........,. questions on . . . . . . . . . . . . . Discussion Historyol. ........,,.....,..,.. Honto {eer . ,. . ...... ... ........ Soulcesof .,,...,........,...... TeachlBgvrearingof .,.,.........,., when to wear . . . , . , . . . . , . , . . . . , . . in vearing . . . . . . . . , . . Yourobllgaiion relationship unit-olficer . ............. Uniiyof command, ...,.,.,.,........ Vocetlonaitl?es .................... Commsndi Characteristics ol . ......,...,.. Distinciness. .......,.....,... Givingcommands,.,....,....... Incadets................,.,.. Injlecilon.................... Loudness . .....,.,........,.. Projectjon,....,,.,,...,,.,.,, Snap,...,,....,......,..,:,. Teachingof ...,......,...,, .. In speechmaking: AriiculatioD .. .. .. Force....,......r,,..... ., Pitch.,.,..,.,...,....... .. Rat,..,.....,.......... .. 24 26 14 22 26 23 l? 25 29 45 58 60 112 I12 111 I09 ll2 112 ll2 112 19 l9 ll l8 19 8 l9 2l 3l 40 4Z 88 90 88 86 90 88 90 90

t2

pr

101 85 100 100 85 98 8? 1Il 84

?8 ?8 ?8 ?8 ?8

60 60 60 60 60

\ry
wrng: Composition ..,....,.......... Formations . Blundrbuss .........,........ Deadhead...,...,... Derinitions .......... Meaningless..,..,... Short, common verbs Smothered Spcilic ......,........,.,... Technical . . Useof,..,..,..... Achievment w ghtBrothers dialogue for a\rards ceremony . . 1S0 129 129 ., ,. 14 55 55 50 55 55 55 55 55 50 185

25 1? l0 ,1 8 47

tz
63

.. 74 .. 68 .. 74 ..'14 ,. '14 .. 74 .. 74 .. 68 . , 246

220

CHANGE 1 CAP MANUAI, NO . 50- 3

cA P l ! 50 - 3 NATIONAL HEADQUARTERS CI\'IL AIR PATROL Auxiltaiy of the United Siates Air lorc Ellineton AtI I'orce Base, Texas l E N ovember 1966 Training THE LEADERSHIP LABORATORY NIANUAL

CAP Manual 50-3, 1965 ditlon, ls ctnnged as foilo$s: 1. rrage 150, Becond paragmph, lines 2 and 3: Insert ,.for interior suard and" after .!units" and Dlete "- such as guardrng wrcked aircraft, for examtle -", Lo mrke rhis faragraph readj WIen guard details are requlred by CAp uits for intedor guard and fo! special purtr'oss, they Bhould be organlzed ln genemt as deecribed in thls chapter. It must be. reme,rnbered. ho_*!'er. that arms are prohtbited in Civil Atr patrol. and ant not applicable to CAP or its activlties.

relerenSe ,t? arm=s. in sru-prlbtished rnaterrar concemfiA tGl;G;G; lound_

su;;al;

2. Page 150, btween the Fecond paragraph and paragraph 22?: Add the foltowing new paragraphs: CAP members may not use force, or the appearance oI force, in the execution of any

lhe extent !o wldch CAt memberB may cooperate with civllian taw enforoemenr asencres i6 outilnccl tn CAPR 900-3, .rctvil Ah ?atrol Assistlnce tt Law Dnforcemert o.fficdrE and Agencies.,, AU CAP membere essociated with the gurrd must be famtltar wtth the provislons of this reguhtion. Iembere actlng in the name of Ctvtl Ah patrol may cooperate with and as6iEt trw enlorcement office! engaged ln bnevolent actl\.:ttle6 6uch ils dtsaster relief, searches lor mlsslnq pel8on, search and reecue actlvltleE, evacuatton missions, or Drercy misstons, They mat also, under directloA of the senlor CAP memberpresent and st the speclfic !quest of the Federal Aviation Agency o? mllitary &uthoritles, provlde cr,rsh Blte durvelllance and aBststance such as: {1) Giv dlrectlorc. (2i Inform the public the area ls restdcted. (3) Ad!.is lndivlduals whom to contact for authorlty to enter a rcstrtcted sre4. {.1) Notrfy proper authorltis if unautho zed peraons are observed enterlnE the lestricte.l (5) Carry messases. (6) Other Atmtlar lunctions. It must be clearly understood ihat membe$ must be sure their actilittes do not violate any of the restrictions sei out 1n the Dext paragraph, and neither dircctly nor indirecfly lnvotve the u6e of force. CAP members acting in the name of Crivil Air Petrol may hot engage in any form of law (NOTE: enforcemeni. delegatlon ol authority from a law enforcemnt agency (deputtzauon) does not change or cancel thi8 restriction: An individual may not act concurrenuy as a menber of Ctvil Air Patrol and as a deputy of a law enforcement agency.) CAp members may not: (1) Assist law enforcement officers to execute or enforce the laws. (2) Assist raw enlorcement officers wheD 6uch aststance misht result in Dunitive actton against ah lndivid'ral, OPR: CP E DISTRIBUTION: 5 each Regton, 8 each Wing, 2 each Group, Sq'radxon,and Flight.

CtLrgo 1 to.CAPM 50-3 (9) uEs CAP pttpelty, such aa vBblclea. ln law enforcement.

(4) Entr oD prlvrt prcperty *.lthout permlsBlon. except ln emelgncler to eave llvea or peruoml ploprty. (5) Reatllct acceBrto wrockag! or rettfldted ereaa by mrn6 of force. (6) Carry or us e!ftB oI any ldnd. (?) Exelcl.e any authoilty othe! than tltd.t ihey hrvs .6 prlvat cltireh6, 3. Pige 160. prleglrph 22?; ttb6 8: Delote r'lltt between'th6' aDd Igon6rrrr.

4. Page 152, palagraph 285a: Delete'r1l" btween"thot' and rrgonelal". rrThe' and r'gneral,'. 5. Pag162, prriglrph 236b: Delete rr11, btsren 6. Page 162. psle8repii 235b(11), llre 3: aentence.to make General Older 11 leadl Inrirt i prlod dte! rpos 'sncl clblt th !bt of the

(11) To be espechlly watchlul st nlght Andr durtng ths tlme fo! chall6h8lng,to chau6ngeaU peraom on o! noar the po6t. (12): 7. P&g152, patrgleph 235b(12): Add the followlng nlr9 Bubparagraph (121 to i.rs no force, o! 6howof folce; ln lhg oxecuuonof my dutles,

oIncIAL:

JOE L.' MASON. Colonel. USAF Natlondl Colnmander

L, M. fHOMPSON, Lt CObNEL USAF

Dlrbctor of AdmlnlBtratlve ServIcs