The cAPM 50-3

LEADERSHIP LABORATORYMAN UAL

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PUBLISHED BY NATIONAL HEADAUARTERSCIVIT AIR PATROLETLINGTON AFB, TEXAS

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CIVIL AIR PATROL IV]ANUAL 50-3

IheLEADERSH'P

I,ABORATORYMANUAL

Whtle this m&nual w&s wrltten prlmarlly lorthe l,eadel8hlp Labor.tory of the CAP CadetProgram, the prlnclpleg std technlqueB tt de-Ecrlbes can be &pplted to other CAP acttvtttes.For thls rea8on, it lE r€commended fgr u8e byell CAP members--aenlors aE well aE cadete--who s,re lnter€Eted ln lmprovlng thelr leader-Bhtp tnd mslegement sktlls.

FrRST EOrT rON , 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 majorcontenr areas of the cAP cadei Program. This i3 fitring and proper: Leadership is a fascinating andchallenging art, but lt ls an art that can be learned with study and practice. ]n addition, it is tbc respon-sibility of Civil Air Patrol to provide lts cadet members with the opportunlty to devclop to the utmosttheir leadership capabilities, This manual conteins some of the principles and rechniques that, whenproperly applied, will help achieve thls purpose.

The leadcrshlp laboratory of the CAP Cadet Program provldes for cadet progress rhrough fourincreaslngly challenging categorles of re spon sibil ity: participant - followcr, particlpant- leader, planner -supervisor, and adviser - counselor. Cadets in Phase Iand those in rhe first three achlevements of PbascII have the ststus of pert icipant - follower s ln tbe lcadership laboratory, They are lntroduccd to andacquire a basl c knowledge of fundam ental mllitary drill, As rhey lncrease rheir experience and proflciencyduring the last three achlevements inPhasel l , they become part lc lpant- leaders. Durlng rhe part ic ipanr-leader phase, cadets assume poslt lons of responslbi l i ry and aurhorlry ln which thcy lnsrruct borh lndividuelmembers and Equeda ln executlng baslc faclng movementa and marching movements. In the Phase UIleadershlp laboratory, cadets are glven addldonal respon8lblllry and aurborlty as planne!-supervlsors.They develop growlng leader8hip 6kllls through lhe aupervlston of subordtnere cadets, lhe appltcqrton ofproblem - solvlng technlque6, and the m ana!{ement of m llltar y formatlon s and ceremonlcs, Phasc IV cadetsl'ave the status of advise! - counselorE ln the l eader shlp laborstory. As members of the honor cadre, theyserle as spcclal advlsers and counselorsend seekto lmprove the knowledge and proflclency of the entirerlnit.

This manual ls divlded lnto two parts. Theflrst 99 paregraphs make up Part One, " Leadcr6hlp Prln-aiples and TechniqueS," PartOneout l lnesingeneralrerms rhe fundamenlals underly lng effect lve leader-sl ip. Pert Two, "Drl l l xnd Ceremonie6," conralns speclf lc, detai led instrucr ion6 on how to ex€cute therarious movement6 and fohatlons of drlll and ceremonles. Beceuse of the dlfference between the types3f subjecr matter ln the two parts, the style and format of each par! ls dlfferent. One malor differenccis that the content of Part Two lB dlvlded lnto lettered and numbered subpsragraphs so ihat cadels canquickly 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 thcleadership laboratory.

CADF,TS IN: MUST MASTER CHAPTERSI

PHASE I l ,3, 4, 12, end 14

PHASE l l lFlrst Three AchlevemenlsLest Three Achl€vements

5, 13-Sec A, 15, 16, 17, and 202-Sec A, 6-Sec A, and 13-Secs B and C

PHASE II I 2-Sec B, 6-Sec B, 7, 8, 9, 10, 18, 19, end 21

PHASE IV l l

As cadets progress through each pha6e of the cadet program, they mus! master the parrs of thlsEanual that are prescribed above lor that pha6e of the leadershlp laboratory. Not only muBt they masterte 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 flrmtrundatlon upon which to lmprove and lncrea8e their leedershtp knowledge and skilts.

To attaln, and retaln, mastery of the pr lnciplesand techniqucs descrlbed ln thts manual, cadets must:.nrinually study and practice to become proficient - to improve old skills and io develop new ones, Ifael do this, they will attain theobjectives ser for each phase of the program and rhelr leadership growth

e*. *-JOE L. MASONCotonel, USAFNational CommanderCivi l Air Patol

rill be constant and well founded.

CHAPTER

4

5

6

11

TABLE OF CONTENTS

PART ONE: LEADERSHIP PRINCIPLDS AND TIJCHNIQUES

The Leadership Laboratory in Civi l Air patrol . . .A--fhrposeB--Objectives

Methods of Training .A--Dri i l as a Leadership Laboratory TechniqueB--Discussion as a Leadership Laboratory Technique. ' . . . .

Attitude and DisciplineA--.AttitudeB--Discipl ine

The CAP Uniform

Customg ancl Coultesies in Civi l Air Prtrol . .

ResDonsibi l j t ies of LeddershiPA'-- l iesponsibi l i t ies of the Cadet Noncomnissioned Off icer 'B--Responsibilities of the Cadet Officer

Leadershlp and the CAP Leader

CtearCommunlcat ion . . . .A--The Communication I)rocessB--lleadable Writing .C--Speaking

Conference Activit ies .A--Interviewing and CounselingB--Conference LeadershiP

Solving Problems and Reporting Solutions 'A--Problem Solving 'B--Reporting the Problem Solution

Personat Leadership Development Program .

PAGE

IO

7

8

72

112

77

10

141415

18

22

292930

34

4949

626266

686872

PART TWO| DRILL AND CEREMONIES

The Need for Dri l l . . . 83

Commands and the oommand Voice ' ' 87

A--Commands """" ' 8?

B--Giving Commancls . . . ' . 88

C--The Command Voice . . . 88

CHAPTER PAGE

l4

77

Indlvldual Instructlon... . .

B--Movement6

94949E

Dlill of ttre Flight . .. 102A--Folmation8 102B--Marchlng 106

Drtll of the Squadron . 111A--Ruleo for Squadron Drlll 111B--Folmatlona lt2C--Manual of the Gutdon . . . . . . . . . . . . 11?

Colors .. 721A--ReEpect for tlle Ffag . .. 721B--The CAP Colo! Cuard and Manual ol Colora 723C--Flag Rat8tng and Irwerlng Ceremonles . . . 126

Group and Wlng Formatlona 729A-- Functlon of tlle Croup and the Wtng . 129B--Croup Formatlona 130C--wlng Formatlon and Review .. , . .. .. 133

Milltary Ceremonlea , . . . . . 136A--Par&de Ceremony . . . . . 136B--Change of Command . , . . . . . . . . . . 149

19

20 Interlor Guald ln Clvtl A1! Patrol

LIST OF ATTACHMENTSITTACHMENT PAGE

16

150

27 Speclal CAP Ceremonlee . . .. 153A--Cerernonles for Phase I 153B--Celemonles for phaees II and III . 15?

I2

Evaluatlon of Cadet ProgreaB ln the Leadershlp Laboratory . . . . . 194Personal Checkl lsts . . , . . . . . , .198A-B-C-D'8 of Leaderehip .. . . . 203

Addit ional Readings . , . . . , . . . , 207

The Cadet Oath , . . . .?.40.. . . c4

The cadet Motto , . . . .1! ! . , . . ag

Index . . . . . . . . . . . . .273

PART ONETEADERSHIPPRINCIPTES

ANDTECHNIQUES

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CHAPTER 1 - THE LEADERSHIP LABORATORYIN CIVIL AIR PATROL

as a cadet member oI Clvll Alr Patrol, you!.?. rhe prlvllege of partlclpeting ln rhe flnesrIE:{ram of it3 klnd tn the world. one facet oft CIP Cadet Program - the leader8hlp labora-irlar. rirh whlch thls manuel 16 concerned - cives.q. en unequeled opportunlry ro develop

_youf

)E3:€rship ab ltteB ro the fulle6t. Tbe CAp,..:E!Ehip laboratory 16 not ea6y. It wlll require

::f, purpcse of the Clvll Alr Patrol CadetF::r::m is lhe development of dynamlc Amerl-lE&a and aerospace leaders. The leadershlp1&?rrory offers a pracrlcal method of developlngk!:stui potenrtal-- an lndlspensable element oi[h ultimate goal, Tbi6 guide ls lntended totF:!.!o. the nece66ary toolslor 6uch development.TL rrjcle conralns rhe oblectlves of rhe leader-4 r-boratory program, eugge8red methods forEE:68 achieve rhose oblectlveE, slds for meas-lr8a learning and ptoflclency, end relstedlrkErdon of spectal concern to the CAP leader.l 15:Jrrelared wlth the srandard meetinc 6ched-dE lnd overall oblectlves of rhe CAF CaderP:':E:an, and tr ls io be used as the besls fortb :+rdership laboratorv procram Drescr ibed| : . rP\t 50:t6. "The Ci i i l l t r parrol caderF:4=!1,"

L .''.RPOSE OF THE LEADERSHIP LABORA-

-_=a-:L content of the leader6hip laboretorypro-

ar-E is designed to provlde you wlth an op-frE:rril]' to become proflcienr ln the following!G lajor areas: ( l ) Leadership LaboratoryI.&ds, (2) Mi l i rary Drj l l lechnlques sndCere-

much heral work, end llke everything in llfe,*hat you ger out of the laboratory will dependon whet you put lnto it. one tblng ls ceftain,however. Tbe resulls that you can aftaln ln theleade r6hip laboratory wlll fa r exceed rhe effort youmusr expend, and when you flni sh rhe program youwlll be better lnformed. more matule. and moreunderatandlng than when you 6tarted.

SECTION A - PURPOSE

monles, (3) Speclel CAP Ceremonles, (4) TheCAP Unlform, (5) Customg end Courte6lea lnCivll Alr Patrol, (6) Securtty Functlona of theInterlor cuard, (7) Characterl6dc6 and Prln-ciples of Leader8hip, and (8) Technlques ofLeadershlp. The baalc content of the leboretoryls taught contlnuously tbroughout the program,As you progreEs through the progrem, yourrelarionshlp to the requlred activltles change6,Durlng the program, you wlll partlclpate in thefollowlng four increedngly r€aponslble leader-ship stage8: (1) Partlclpant- Follower, (2) Parti-clpant- Leader, (3) Planner - Supervlsor, and (4)Advlser - Counselor.

In educatlonal terma, a laboratory course isone in which the students galn thelr knowledge ofchemlcal, physical, or humen processes from aplanned serlea of problem- 6olvlng asslgnmentsand dlrect experlence. The CAP leadershlplaboratory ls no exception; however, leadershipproblems and thelr solutlons cannot be reducedtoformulas. Leadership - the ability to guide ordirect the actions of others 60 as to galn their

PURPOSE THE LEADER

wil l in0 coopcrar ion jn doing " job, somFrtmes rloD lney nci ther wanr ro do nor know aow ro do _rs a numan process, and i t lendsi isel tro tcachlnsrn'ougn the tsbo.dtory merhod. since jr is not rh;sum .rotal of set formulas or rules, lt is notpossible ro provide you with the kind of iaboratortmanual usFd jn a chemjstry or physicsctass.Noirs r t !ossible lo supply )ou wir ts standardizeornslenats or r i rh specjf i c an6wers to lhe problemsyou wit t mcer lnrheleadershiptabo-dtort . Never_rnerF6s, as a cApcdde(andapotFnr ia l leade., 'oUmu6r tearn lo recognjze, analyzc, dnd solvereaoersnip probtems when rhcy occLr. The CAI-readership taborarory wi l t hctp lou do rhis.

. A lahoratory lor rhe de\elopmenr of Ierder_snlp cout0 be desjgned around r lmosr any t ind ofcooperat jve acr iv iry. Dri as thc medium tor thereao, rsnrp taboraror) has numeroLs aovantaSes:ir rs .elar ive eas) ro recch. l t requlcs ctonel:1T19I l of

-sma , . medrrrm, or larfF grolps. t rcannoi bc per lormed Indiv idual t ) . I i ia a nccessa r)sr l l r lor succcscfut membFrshtp in c i i l t Ai ;Har.ol_ and musr cvenrLal ly be lcarned, when oonewcl l , r t has a unif l ing effe(t rhar promores djs_crplne and esprl t de corps,

, . , , ,H,o_*:1". , rhe most imporranr reason for uslneorl l l ln t ic lead€r6hip lsborarory is rhat i t ts ameans Dy *hl(h you can gradualty proqress tromrne s-tmpte ro rhe di f f tcul t . In p( r foimjnS th.dr jm.o!emenrs thr ms(. l res, )ou srarr wtrhin-( s lmplc.oaslc lactngs_ and advanc, ro rhc ctabu,are ma_:: : : : l : ^"f . , -

j ! ' I r^vicw. rn sor\rn8rh( readr rshipproolems rnat ar isc du.rnc rhls process, yousrarr wl lh rh! re lar i \ety 6rmpte pr;btFm. of rhc

SECTION B - O

.The leadershtp tdbora(or ' m usr nor be l im L dl? l].,.^lrlt! lj."td: Lcadershjp ts an tnresrat pdrror arr ( AP acr ivt t tcs, rnd rhe conccprs and;er iodsor rne taboraiory musr be appl ied in (he class,r .ooms, o jces. and opct ar lonal fact l i r jes of rheunrr as wel| as on rhe d. l f ietd, yol cannor::i,gT: 1- Flq:I - profrcjenr in wearins rhc

mit i rary courresy. tn m irarydiscip_laborarory, or in one meetin! , o.rn one pnese. you muar srudy and pracr jcc o!€ra period of t lme, and you must receive frequent,repeluve rratning from parienr, unae.smriAing.sKlrreo lnstructots_

squad leader and progress ro rhe comptex pro_Drems ot the cader commander

.Sra-r ing at rhe boirom as a beginner tn thcleade.ship laborarory. you f i rsr ac-qulre a basicknowtedge of lundamenrals and Iearn how ro obeyrne o.de rs and lnsrruct ions of your leader prompt_tJ and precisely. As you mole up, yuu assumepo-srtrons.wt ih grearer aurhoriry and responsibi l i tyunur rrna| ly you are chargedwirhptannjng, super_vrsrng, and c,onducrtng rhe teadershtp taborarory.fa( h rung o-[ rhe ladder requirFb,nore advanced

kno\rt€dge, and prof jc iency with re_apecr ro rDe techniques of leadershtD-

. .ThF rechniques rhar are the goals oI rher€aoefsnrp taboratory are noi pecdiar to clv i lArr, Harrol . Ihe manager of a basebal l team anda lgnt commander use essenrial ly the samel: .111! i :6 91 readershrp; r ikewt6e, r i re presroentor a cor-p!ra on and rhe commander of a targe CApunlr,prac ce much rhe same leadership. Becaus€or this siml lartry, many succcssfut CAn teaaL.rsmove smoothty into posjr tons of teadcrshtp inDusrnes6, _government, and rhe profe66ions. Ttereverse ot this sl(uat lon ts also rrue. . l c su,rces6

Parrot ts due ln larqe part ro rhe:: : l , , , l l l l l membershjp incrudes ;any our_.sranolng tedders from busine6s. tndu6try, andrhealprrcatron may be dl f ferent, bui tn cver) walkor, l rre lcaders draw on the samc baslc leader_6n1p rechniquee. To help you bccome prof ictenrrn rn(, use of the8e rechnlqucs ancl pr inclples isll;",:,,:1i,"

obJecrrvc of rhc cAi readcrshrp

BJ E CT IVES

3. qVERVIEW OP OBJECTTVES

- As you advance thfough thc teadershtplabora-

rory Pr.ogram, you wj l l serve as a sruoenr(parrtctpanr - fol lower), ss an in6rrucror (part ic l_panr- teader), as a .supervisor (planncr _ supcr_vrso-), and as a counsetor (adviser _ counsel6r) _rn that. order. To be a good student. you musrxnow what you wl l l be expected ro do, and thenrcdrn to do _j t . To In6trucr wel l , you must knowm,ore tran rhe 6rudents you teach. To supervlsepropef ly. )ou must know wha( is expected of rhernsrrucrors. I o gjve wise counsel, your combinedexpenence, ski l ts, and knowledge musr be broadenougn ror you to sohe rhe var ied paoblcms youmay, encounrcr. I r tuch of your succeis rs a caoetrn^pnas_cs T, and t Iw| l l depend on rhe kind of 6uper_vrs.ron and teader6hip you receive from aovancedcao(ts, .And when you become an advanced cader,much ot lhc success oI lho6e jn your charge wi l ioepqnd on how wel l you supervis; and tead rhem.

". . -C:._,1in obJecrives,. al t inrerdependenr, naveoeen asslgned" ro rhc leadersl , tp t i loratoiy torof rhe program, Seierat objeci j resdre repeared in larer phases, . lhc.c

for rhjs - whar 'you relrn and.rrFr-pracrrce in 6ucceedlng monrirs and yearsnew meanlng and importance as l ime

:: : :^. 'D: 1ld .as you and rhe condi i ions rhatsurrouno you change.

2

" - ."" )9u progress rhrough the program andDpcome, increasjngty prof iatenr i ; e.xercistngreaoersnlp aki | ]s, you w i be gi \ ,en correspond:rngry, ccsponslbte-asstgnments. vou wit t acqui ierne aD rry io handJe rhi6 jncreased responsi l i i l t ty

{. I?EADERSHIP LABORATORY OBJECTIVESFORFEASE

in stages, which in general correspond wlth thetour pha6e8 of the cadet program. First, inPhaseI you must become acqualnted wlth whdt wlll beerpected of you and leem to move with a militaryorganization in a milltary manner, Next, duringtb€ fir:st three achievements of Phase II, youmust master the lndlvldual drlll movements andsquadron ceremonies and increaae your generalleadershlp abllltles to the point where you canfunctjon effectlvely as a partlclpant - follower.Tben, as you achleve hlgher cadet NCO stetusrnd become a partlclpant - leader in the la6ttitee achlevements oI Pha6e II, you mustdemon-strate your capacltytolnatruct other cadet6, undersupervision. when you serve as a planner-supervlsor In Pha6e I I I , you musr supervl6ecadets ln Phaaes I and I l , lneddlt lon to lncreaslngl le prof lc lency of yourdr l l l rechnlqueabymasrer-ing the maneuverE and detalls requlred for CAPceremonlea. And f lnal ly. es an advlaer - counaelorin the Phsse Monor cadre, you musr insure rhee-ttectlve implementatlon and edmlnjstratlon ofthe overall program.

facing snd marching movementa, how to salute,how to wear the unlform, and how to respond inaccordance wlth CAP cugtoms and courtesles.To serve in thls capaclty, you must have thenecessary knowledge and experlence to performthe fundamentals ln a manner that commands therespect and confldence of those whom you teach,In additlon, you must be able to translate tblsknowledge lnto termswhich lndlvlduals and squadswlll understand and accept, In so doing, youlncrease your own proflclency, polse, self-con-fidence, and understanding of the fundamentalsof drlll.

For satlsfectory completlon of the Phase IIleadersblp laboratory, you must attaln the fol-lowlng speclflc objecrlves.

(1) Master the fundamentals of milltary drllllechnlques and leedershlp prlnclples presentedln Pbaee I and Phase I I .

(2) Understand and follow the customs andcourtesles of Ctvtl A1I Patrol.

(3) Become proficlent ln lnatructlng subordl-nate cadetB ln such sublects as milltery drlll,wearlng the unlform, CAP custom6 end cour-te6ies, and the fundam ental s of dlsclpllne (throughsquadron formetlon6),

_ (4) Understend rhe purposes of Ctvtl AtrPetrot at the gquadron, group, wlng, and nadonallevela end the functlona of commendlng offlcerset theee levels.

. (5) Assume Ieadershlp poslllons at the fllgbt

6. LEADERSHIP LABORATORY OBJECTIVESFORffi

In the Phase III lesder6hlp laboratory, youare given additlonal responglblllty and authortry,together wlth greater oppottunity to assume lnerole of the leader, Durlnc vour trs lnlnqlnPha6esI end II, you acqulre a kn6ivledge and epipreciarjonof the fundamenrels. In Pha6e I I I , you developleadersblp 6kll1s by 6upervl6lng sib6rdhate ca-alela, by lncreealng your own ptoflclency, andby acqulrlng new skllle ln leedershlp - relaredarea6 such aa ptoblem solvlng and mllitaryceremonleA. You must master the proceduresfor conductlng group and wlng formetions, mili-tary ceremonieg, and specisl CAP ceremonies,not only 60 that you can partlcipate in and dlrectthese actlvities but so thet you can superviseand evaluate tbe performance of others.

Aa a Phase III cadet, you must set a goodexample and malnrain high srandards in basicmll l iary fundamentals ln order ro command andretaln the respect and conJldence of those belngled, raughr, and supervised. To do rhts, you musiatudy and pracr ice rhe ba6ic pr inciptes of goodleadershlp and develop, maintaln, and improveYour leadership techniques.

3

As a csdet ln the Pha8e I leadershtp labora-rory, you Acqulre a baslc knoqrledge of rhefimdamental6 of mllltary drill and ceretronlea andan understandlng of the lmportance of theae skllls.For sarlsfectory completion of the phese Ileadershlp laborelory, you musr altain rbe fol-lowing Bpeclflc oblectlves:

(l) Under8land the role ot lesderBhlDlabora-rory acdvlrles ln tbe cAP cader Proqram and tnpreparlng eech cader for leedershtF respondl-bllltiea ln borh clvtltan end CAP postrtons.

(2) Weer the CAP unlform properly andunderslsnd the necegslty for corieci peisonalePPearance.

(3) Perform competendy ln the baslc funda-mentals of mtlttery drtll and be able to moverlth e mllltary unlt in I mllltery manner.

(4) Understand the purpose oI, and yourre6ponslbilltles wlth regpect to, attltude end dls-cipllne ln Clvll Alr Patrol,

5- LEADERSHIP LABORATORY OBJECTIVESFORffi

Durlng the leadershdp laboratory periods ofahe flrst three achievements of Pha8e lI, youare intioduced to CAP cuatoma and courteaieaand acqulre a higher level of knowledge andProficiency in ba6ic military Ekills through con-tinued partlclpatlon ln the status of partlclpant-follower. During the laat three achlevements,after you lncrease your experience and profi-clency, you aerve a6 a partlclpant - leader, Asa pardclpant - leader, you flll positions of re-sPonsibility and authorlty ln which you teachindivlduals and squads how to execute ba6lc

d

;v

For satisfactory completion of the Phase IIIleadership laboratory, you must altain the fol-lowing specific oblectives:

( l ) Understand the relat ionshlps betweenleadership principles and the actual problemsthat face CAP cadet officers.

(2) Conduct and supervise the leadershiplaboratory for Phase I and Phase II cadets.

(3) Evaluate cadets ln Phases I and II andludge the effectiveness of the overall leadersbiplaboratory program. The rating form descrlbedin Attachment I will be used by the Phase IIIcadet railng offlcer to evaluate other cadets,

(4) Becofte proficlent in advanced mllltarydrilI, includlng participating in, dlrecting, andevaluaring milttary and special CAP ceremonles.

(5) Plan and supervlse leadershlp lebolatoryactivlties and write cadet Equadron dlrectlves

(6) Serve as a member of cadct boalda andreport ftndlngs and recommendetlons ln proPelform.

(7) Sol\c actual leadcrshlp problems€ncoun-rerud in the admlnistrat lon of cadet act iv i l ies

(8) Assume any command or staff posltlonat any Ievel.

7.ryln Phase IV you continue your growlh and

development as a leader on an indlvldual basls.A6 a cadet colonel ln the honor cadre, you servea6 a special sdviser and consultant to the cadetcommander to provide your leadershlp exper-tence, knowledge, and proflclency for the benefltof the entire unlt. Llke the cadets ln Phase III,in Phase IV you must gein end maintaln theconfldence, respect, and suPport of other s throughdemonstrated proflclency and ability to handlegroups.

For 6atisfactory completlon of theleadershiprequirements for Phase IV, you must attain theebility to:

(l) Plan for the accompllshment of speclflc

(2) Organlze. direc(, coordinate, supervise,and evaluare al l elements o[ cadet act iv i t ies,including the command of ell echelons of thecader srrucrure in fleld activities.

(3) In8truct all subjects relevent to cadet

(4) Serve as the president ol chalrman ofcadet boards and instruct, advise, and evaluatethe actions o{ cadet board members,

4

(5) Plan, organize, and dellver m ilitary _ typebriefings,

(6) Expre6s the results of command andstafl planning in proper form, such aa in direc-tives, and arrange for effective communlcatlonchannels for all cadet personnel.

(7) Develop and implement a continuing per-sonal development program.

(8) Msster and apply all the technlquea andconcepts presented in thls manual.

8. GUIDE FOR PRESENTING TEXT MATERIAL

Thcre are many ways in whlch the indlvldualsubiects ln thls manual can be iaught. Becauseof ihe var lat ions ln personnel, facl l l t ies' andcondltions from unlt to unit, no rigld sequenccor methods of trsinlng can be prescribed, Eachunlt must. therefore, devlse a speclflc tralningseouence ior its leadershlp laboratory. The unlttrainlng sequence adopted must meet these three

(1) It mu6t conform wlth the meetlng sched-ules publlshed in oAPM 50 - 16.

(2) It must provlde for texi materlal to bepresented as shown ln the chart.

(3) lt must cive each cadet an opPortunlly toatrain rhe leader;hlp leboratory oblectivesfor lhephe6e (or category) ln whlch he ts pertlclpatlng.

Some soeclfic methods of tralning, whlch maybe helDful io lndividuals conductlng [he leader-itrip tibotatory as weII es to cadet-s learnln-giJ ^le tnstruct'ors, are presenled ln chapter 2.Eventually, as chey progress through lheprogramand becoine increa8ingly ekilled, the cadels wllledminister an d evsluata ihe I eader shiP 1e-boratoly 'under the supervlson of qullfted senior mem-bers. The leadership exeminadon l3 admlniateredro cadets abouc io complete the flrst achleve-ment in Phase ItI. The field grade quali.fyingexamlnarion 16 adminlEtered durlng the flfthachlevement in Phase [II.

h^?wJhe proqress each cadet makeslntheleader-

ship laborar;ry muEt be evaluated at lcast oncein aach achiev6ment. P rocedures for maklng tbeseevaluadons are outlined tn Attachment 1. Check-lists for personal evaluatlon snd self- anslyslsare found in Attacbment 2.

IO. RFSULTS OF THE LEADERSHIP LABORA-TORY PROCRAM

"*,"t"" ,- ln the leader6hip laboratory

tendi io Oeuetop special knowledge, sklll6. andctraracter ist tcs'esieni ial to the leader. TNBpri i i . ip"t ion lncludes the fol lowing exerclses andthe outcomes of each,

GUIDE FOR PRESENTING TEXT MATERIAL

'.,::..il ::i:X-'l$ii'"i:'ii,i:3i"Tj::i1,::",J;l**' rhar is ro be presenrcd in the readership

: . ]ETS IN: WITH STATUS OF: AR I . ] ITESITONSIBLE FOR MASTF]RING:

ctrapter I Title

P R FSENTLD IN:

: i :SE ] Part ic lpant-

I

3

I2t4

Leadcrshrp Laborarory in Ci! t t

Arr i rude and DtsciDl ineThe CAP Unlform'The Need for Drf l tIndividual Instrucrton

1 :.I, I I

Part lc lpant-Fol lower

lJart lc lpant-Lcadcr

(

I

5

13A

15l6l7

2A

l3 B,

Customs and Courtesics incivl l Atr Patrol

Commands and rhc Command Voicc -Drl l t of thc Fl tshrDrili of rh(j SquadronColoIsIntcr lor ( ;uard in Clvl t Air patrol

Merbods of Trsinlng - Drf l l as eL(edership Laboratory Tcchniaue

f i csponsibj l i t ics of Lt jadershiD _Bcsponstbj l t r tes of thc Cader

^ Noncommls6ioned Off icer

Lommands and rhc Command Volce _urvrng uommands. Thc Command

I ,,,,,,Achrevem0nrs

LastThree

Supcrvlsor

2B

6ts

789

l0

l8l92l

Methods of Traintng - Djscusstonas a Leadershlp Laboratory

Rcsponslbi l l r ics of l_cadersht o _Re"sponstbi l i r ies of rhe Cad;r

Leadership and rhc CAp Lead(rLlear CtommunlcartonConfcrence ActiviriesSolving t)robtems and Reporr lnq

i rOlut lonaGroup and Wing For:marionsMlt i tary CeremontesSpecial CAP Ceremonies

One

F'-:.ri: I v I I Pe_rsonal Leadership Devclopment IndlvidualBasis

5

(1) Executtng lacing and marching move-

Teaches immedlate obedience to order6'Develops mllltary bearing and poise'Develois spirlt of teamwork.Develo-ps cbnttdence and self-assurance'Providas moderate but effectlve physical

exerclse.

(2) Particlpatlng in personal inspectionB:

lmProves Personal aPpearance,tmoroves mll l tarv bearlng and polse.Develops Prtde and confldence.-Stlmulates desire to set example.Develops knowledge of lnepectlon 6tand-

ards and Procedures.

(3) Pa(iclpatlng ln comPetltive drllls and

Teaches lmmediste obedlence to 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 conductlng unitdrlll lnBtructlon:

lncrea6es knowledge of methoda and pro-

lncreeEes deslle to set examPle.Leads lo knowledce of men.Develops skill ln -handllng people.Develop6 sense of personal responsiblllty

to unlt.Develops lndividual and unit prlde.Develoos 6e1f - confldence and aelf - con-

tfol-.Develops inltlatlve and ablllty to adapt

to lmmediate eltuadona.

Develops decislveness in making de-cislona.

DeveloPs ludgment 'Develops entbusiasm and Interesi '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 appear-

Develops self - confldenceDevelops drlve and force.DeveloDE Poi6e,Develois sklll In handltng subordlnarea'DeveloDs dlcnitv.Develois teihnique of keen ob€ervatlon.

(6) Participatlng ln dlscusslons on sublectarelated to leadershlp:

Increases knowledge ot subJect matter.Develops self - expre66lon.-St lmulates lntere6i and entDualeam'Serves as trainlng in Iearnlng lo get

elong wlth PeoPle,Develops abl l i ty (o solve ProDlems.Develops aelf - confldence'DeveloDs tact.Develo-ps ludgment and loglcal thinklng.

(7) Teaching and leadlng dlecusslons on fun-damentels 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'DeveloPs force and drlve.Develops ludgment'DeveloDa deci6lveneas.Develo-ps prlde in weatlng the unlform'

HIAPTER 2 METH()DS ()F TRAINING-ne of thc cont lnulng responsibi l j i ies of al l

: ! - : members is to teach and asslsr others wlrhJ.rs erperlence and sklll. You, tberefofe, notI|trl must learn the principles and rechnlquesrr.s€rred ln thls manual, you also must learni! !o reach them to orhers, for you will be5!::c uF,on to do lust that when you become*diaiently advenced to take part ln tbe edminls-

-rcro and formal lnstruction of the progrem,

:Es chapter descrlbes some effective tralnlnctt.lds you Ehould use whcn you are celleAr)gEc (o insrruct others ln rhe leadership labo-

'a hen you analyze the I eader shlp laboratory asr .ble you wlll flnd that many different rechntque s|rtc approaches csn be used ln conductlnc theJE-:tsajn. Whlle many alrernettves are avetlable,llrdrng whlch methods Bhould be u6ed vrtll not4 ',ro cllfflculr lf rhls besic quesiton ts kepr jn! :- : Does rhe leadershlp la6oratory gjve; 'ach

cadet an equal opportunlty to learn and practlcethe technlques required?

Tbe most effectlve way to dcvelop good leader-ship BktUs t6 to apply end prectice the princlplegpreaented ln the leadershlp laboratory, Theorganlzatlonal slructuTe of the CAP unlt offersyou a unique opportunlty to do thi6 as you gerveln the varlous leederahlp posltlons,

The leadershlp laborarofy program lrselfBhould lnclude the use of all methods of tn-structlon - the lecture, demonstrstion - pedorm-ance, dlscusslon, problem solvlng, erc. Frequenrevaluatlona of progtess should include wrlttenand performancc rests. Tradlrlonel petterns oflnstructlon ln dflll Ehould be used only when tbe seAre the beat means available to achleve tbedeslred oblecrlve. These oblectlveE should alwaysbe relared ro the indtvtdual. as welt as ro rheunlt,

SECTION A - DRILL AS A TEADERSHIP LABORATORY TECHNIQUE

As drlll in strucrion progre s 6e s, caders 6hould!. douped accordlng to their proflclency. Thosern: show a lack of aptitude ahould be separated=:a the others and placed under the most::Ee.ienced lnstructors. Care shouldbeexercisedEia to ridlcule slow learners.

: : . TECHMQUES FOR TEACHING DRILL

You will find the following technlques usefuld :eachlng drill exerciaes,

Demonstration - P erf ormance

To teach by this method,ltls notnecessary to!:dorize each word of the explanations Jor thet*ious drill movements, butyou - theinstructor -

mu6t be sure thai your commanda are correctlyworded and easily understood. You sbouldpractlcein pr lvete, checking agaln6t the manual, unt l l youhave a clear, complete explsnat lon ln mlnd. Thedemonstration- pedormance method of instruc-tlng conslsts of rhe followlng steps:

(l) Gtve the name of themovement or exerciseand it6 practlcal use to rhe individual unit.

(2) Gtve the command ro be used for themovement or exerclse, and explain its elements -the preparatory command and the command of

(3) Explain the movemenrand rhe commend sothat the student canundetstand the demonstration.

(4) Demonstrate the movement or exercise,lf the movement has more than one count, demon-srrate it by tbe numbers - one count at a tlme.

(5) Ask if there are any questions,

(6) Give the student an opporlunity to trythe movement informally by himself.

(7) cive practical work by the numbers andtalk througb the movement or exercise.

(8) Make correct lons whenever errorsoccur,

(9) Repeat with rhe numbers unrll rhedesiredproficiency i6 achieved.

By the Numbers

This ls the technique by whlctr preclslon move-ments of rwo or more counts are demonstrated,practiccd, and lcarned - one step at a tlme, Tblsmethod enables the atudent to learn step by stepand permits the lnstructor to make detalled cor-rections. It can be used wlth marchlng movementsas well as with those performed at a balt. In6ome of the more complicated movements, suchas column rlgbr (for a fltght) from a halt, useof ihe numbers ls the only effeclive way to catchand correct errors. The steps you should followin teachlng by thls method are de8crlbed below.

(l) In a marching movement by the numbeta,the lnstructor counts throuch the dealred numberof counts befor e termlnatlng-the exer ci se by havtngthe student bring up tbe tralllng foor to the nolmalbalt po6ltion.

(2) The ingtructor commands Bv the Numbersbefore glvlng commands for the m-o'riEfrEfri6,-F6iBv the Numbera. About. FACE. the f i rsr count ofof the movemenr 16 executed on the command olexecutlon,4!gE. The second count i s executed onthe commsnd Readl TWO. (The ptvor is thc

After a unit has acquired some skill in executingcommands and in giving masa commands, theinsrructor can designare individuals inrankswho,in successlon and !\rithout leavlng ranks, wlllgive commands and execute them with the group.Tbe next man starts giving his commands on aprearranged ba6ls, elther on slgnal from theinstructor or after the preceding man has glvena certaln number of commands,

Competitive Drill Exercises

The use of theae exerci ses between lndlvldualsor units is another way oI lncreasingdrill knowl-edse and sklll.

In partlclpatlng ln the leadershlp laboratoryas an lnstructor, you wlll flnd the following sug-gestlons useful:

In reachlng wearing oI rhe unlform:

Dlsplay posrers and charts to showcadetstheproper way to wear the unlform,

Maintaln hlgh etandards ln wearlng of theunlform.

use full - length mirrors wlth captlona on the6lde; for example, " ls your cap onstralcht?" or "Are vour shoes shined?"

Requlriadvanced cadeis to correct uniformdl6crepancies of subordlnates.

Have sdvenced cadets polnt out lndlvldualdlscrepancieB at lnspections and expleinmethods of correctlng the dlacrepanclea.

Have the unil commender demonstrate theProper wearlng of the unlform.

In the classroom or drl]I area, call on oneor two cadetE to discuss major pointsbriefly (2 or 3 mlnutes), after whlch theclasa can llat omltted ltema.

In teachlng mllltary courtesy:

Eerabllsh and maintaln hlgh 6tandard6 ofmilitary courtesy.

Have cadet officers end NCO'S observe andcorrect 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 areaby cadet officers, NCO'8, and basic cadetson a partlcular phase of m illtary courtegy.

Make sure that all cadets understand thereasons for obse ing the courtesles, aswell as how to pedotm them.

In teaching positlons and movements:

Become thoroughly familier wirh rhe move-ment or procedure to be taught.

(3) All subsequent commandE areexecutedbythe numbers untll the command Wlthout tbe Num-bgr€ is siven. For example, in t6i6frii!-i!6i-ialeft face, tbe command Byrhe Numbers would begiven at the beginning of the practlcal exercls€.Each faclng is repeated aeveral times by thenumbera untll the lnBtructor slvesA!!g!Srg subsequent movemcnis arethe cadence of d'rlcl ttme-

Without the

Mass Commands

These commands have an excellent tr&ininsvalue and should be uscd frequenrly. Al l of thathree types of commands descrlbed ln para-graph 115 are effectlve rreinlng technlquea.

lnidividual Commands

Having indlvlduals ln the rsnk6 give commandsis another way of increasing lnterest and skill.

I

r2. SUGGESTIONSDAMEIITAI-

f i.',sr're for purposes of lnstructlon, gruup

- 4ler5 accordlng to thelr proftciency:

lE!fu'ur ner movements by the numleis. onerdd at a rime, maklng certaln to explainkg rb€ purpose or use of the new move-

-I correctlons for eech movement-

,t< c.d€ts_ acqulre s knowledge or sllll,

lts €rplajning a movement or Dosltlonrble tbe cadets are at atten on-

qte rhe movement, then demonsirate lt,,hrl| bavtng the cadets remAin too lonc ar

I (Ee position.tE ri€ cedets away from rhe eun, lf

&1ble.h! rne cadets understand eech posrtlon

'!' rrovement before taking up another.llrila .sststanr tnsrructors 16mdke indlvtd_

I lrrdicable, break the unit down into smallfor inatruction.

Have mirrors aval lable at conventenrlocet ions for cadets to pracr ice individ-ually or ro check salures--

Uae rhe coach- and - pup merhod in rhecta6stoom 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 lrontof rhe class or untr, with the classpointlngout malor errora and maklng correcr ions,

Mainrain hlgh srandards of satui ing.

In teachlng facing movements:

Have leaders explain and demonsrrare rnfront ol the unir or clasE_

Let one or two students demonstrate lnfront 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 polndngout ma.lot errots and maklng corrirctlons';

In reachlng ma!chlng movements:

Have lead€r explaln and demonsrrate,HAVe leader explaln, using cadets from the

rank6 to demonstrate.HaIr the unlt a! frequent tntervals, ar which

t lme the cadet ln chsrge andhis aa6lst_anrs makelndlvldusl and group correcuonsano explaln the next moveDent. (shor! andr.equent pertods of marchlng wlth cor_rectlons are more eflecttvd than longexrended periods ol marchlnq.)

Allow only one peraon to addiess rne unrtwDen t t la marchlng. The ceders cannorconcentrete 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 6lmto _onc eide, In many cese6, mlnor de_rlclencles ln the leadcr,s technlques cenbe overcome mofe effectlvely by on _ rne _spot correctlon wllhout recard to thepreaence of rhe cedets tn iank6, At al ltlme-s, nowever, the prestige of the leadersnout0 be constdered-

En:9yr!S-e cgmpeittion berweenuntrs Infacingand marchlng movements as an effect lvEmonvsdon for caders to lmprove rhelrpforrclencv,

In teaching volce and commandi

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!Ltidduel-I F. special Equad lor cadela who lackilE e$ or who do not take rrelnlnc serious-!!-k rssiEtant lnatructolg and cedets fromrL renlsexplaln and demon strate pogltlons

al! alEins.

c3clet6 to prActlce lndlvlduelly orfrlend ourstde rhe scheduled drtll

tbe positlon of etten on!

l|la] po6ter6 and charts ln placeE that areriril-able to all cader6.r r aull - length mtrror wtrh capdongon rheE, oppo6ite the verlous ltem6: for ex_EIte, "Feer form 45o encle."E ca<lct ln str ucror pTesenia demongtratlonI rbe classroom or ln ihe drlll area.

&Erlatethe ovements toauoiahreaom.

rro cadets from the class demonstrate

h.

the hand salute:

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.)

a c.d€t NCO's make Indivtdual correci ionstnin the squad, fllght, or squadron whller leader explatn6 rhe details trem by

Observe a cadet offlcer wlth a goodcommanct

Have quallfied cader offtcers explatn anddemonsrrare rhe f tve qualtr tes of a goodcommano votce.

Use mass commands wirhtn the squad, f l ight,

Require_ cadet6 to take turn6 ln explalninganddemonsrrating the quelities of i good com-

Have advanced cadets give commands to thebasic cadets.

+.:y posters and charrs ln places tharlre available to all cadets_

Have the cadets break up into traininggroupsol s ix or eight; hdve each group conduct acr i r iquc on eacb mcmber afrerhchaslakrnhis turn at giv ing commands.

l f space permits, haverhecadet whoisissuingcommands separate himself from his unitby approximately 50 or 75 feet.

Srudy thc exercises on devclopment of com-mand voice in this manual.

Schedule special trainlng periods to bc con-ducted by cadcts who have good commandvoice. In a flight formation, wben cxecutlngfaclng and marching movcments, number

In the normal discharge of thcir duties, CAPmembers arc frequently tnvolved in pancl ordiscussion conference6. Lvery CAP membershould be ablc to conduct and partlclpate ln suchmcct ings, Trainlng in discussion tcchniqucs lsan esscndal part of Ieadershlp tfelning.

The varlous subjects covered ln !h16 manualar€ cxccllcnt toplcs lor cadet panel dl6cu5slon lobc conducted as a part of the leadershlp laboratory.Som(, dlscusslon topics of partlcular lnterest tocadcrs include:

LeadcrshtPWearlng thc UniJorm

Discipl ineCourtcsyRcspect for rhe Flag of tbc ljnited StatesItesponsiblliiics of the Noncommissioned

OfflcetResponsibilities of thc Cadct Oflicer

(Nore: This llst can bc supplemented orrearrangcd as needed to conform withrhe subjeats scheduled for the leader-ship laboratory.)

Discussions on these and other toplcs can beused effectively to enlar:ge upon the formallnstruction recelved In the classroom or on thedrill field, The panel discusslon method shouldbeused a6 much as possible throughout the entireleadership laboratory.

I3. THE PANEL DISCUSSION METHOD

In advance of a scheduled discussion. eachcadet should review thc informatlon on thea66igned topic wbich appears in this manual andin any additional availsble references. Questlonsto stimulate thinking and discusaion on eachtopiclisted above are located at the end ofthis section.After the csdet has reviewed the background in-formation, he should answer the questlons on theassigned topic, The questions can then serve as

l0

cadets and have them rotate in glvingcom-mands. Allow a maxlmum oJ 10 secondsbetween commands. For example, whenNo,I has.given a command, No. 2 is allowedl0 seconds In whlch to give a command; thencontinue to Nos. 3, 4, etc.

TEADERSHIP TABORATORY TECHNIQUESECTION B . DISCUSSION AS A

Form the squad ln a clrcl e and have its mem-bers rotale in giving commands for po-sltlons, rests, and laclng movcments suchas paracle rest, present arms, and alroutface. The groups should hold critiques arfrequent intervals to polnt out the strengthor weakness of the squad members.

the basis for group dlscussion and debatc, Thediscusslon should be conducted to allow partlci-pation by the entire group, which should be keptas smal l as pract icable.

Tbc indivldual in charge of the leadershiplaboratory wlll dctcrminc the 6y6tem of con-ducting discussions whlch best sults the parti-cular condltlons at hls unit. Two possible dis-cusslon metbods arc suggestcd below:

(l) A group of cedcts, with the leader chosenfrom among the partlclpants,

(2) A group of member8 of the samc squadof flight, ttth a cadct offlcef or noncommlsslonedofflccr assigned to serve as discussion leader.

14. SUGGI STED TOPICS AND OUFSTIONS FORDrsarIISSION-

ItglEs-9r9ryl:i1-tr3t:I:ls(1) Tbink of the lcaders you have known per-

sonally ln the last 5 or 6 years. which lmprcssedyou as being the best lcader? Why?

(2) ln what ways In your CAP activitles canyou dcvelop leadership abiltty?

(ll) As a cadct fliSht sergcant, you feel thatyour cadcts have little rcspect for or confidencein you as a leadcr. What can youdo to lmprove the

(4) ln terms of good leadership, explain thcdifference bctwecn driving and leadlng, wlth ex-amples.

(5) As a cadet flrst sergeant, you notice thatconsiderable unrest and dissatislaction has de-veloped within the squadron as the result of anorder pubtishcd bythe squadron commande{, Whatshould you do?

(6) The group commander te1ls you, thesquadron commander, that several unfavorablereports have come to the attentlon of highcrheadquarters concerning standards of salutingandpersonal appearanceinyour squadron. Whatacrionwill you take?

(7) As rhe cadet commander makinc an rn-scjon, you note rhat the general appealance ot6. c.ders ts below the accapred 6ra;dard6. Whaterx' rill you take to corTect thts deflclency?

, (8) As th9 cedet flight commander, you IeeI:tr r perdcular policy tnstituted by the sduadroncromander will prove derrtmenrat rothe;elfare

'l e squ:rdron. whar shoutd you do?

, (9) As the cader f l tghr sergeanr, you feeL!l.r de 6quad I eaders arebccs sto;at I ylndifferenrb tEir obl tgai ion8 and responstbt i t r tes. Whar.Eir rill you take?

Discus slon Questlon 6 on Wearlng the Unifotm:

(l) You have notlced that three orfour cadets

- lqlr squadron sre habitually tndifferent to the

-.!i.g of the untform, and thit occa sionally they

rEr: some unauthorlzed item. As a cadet, whai-"'ri should you teke? Whaiectlon dovou recom_--r b the squedron commander?

- - -{Zt,Cive five reasons why lt is necessary for

r.r' catcera, both cadet anal senlor member, toG tbe example ln wearlng the unlfotm,

(i) ln evalueting a cadet, should thelnsrrucrorlE greeter emphasls on ettltude toward theE:m or on proflclencv ln drill?

({) Your squedron commander hae aeked you

- Ecommend way6 of ralslng the stendard; of

-r:iDS the unfform In your unit, What do you

Discusslon Quest ions 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 ofyour squad members ts incltned ro be roo mucnconcerned abouf hlmself and not conccrned enoughaDout his unit , You feel rhat lnfalrnessro him a;dtne squad somerhtng shoutd be done. Whatwi[ you

-, _ (3) As a cader f t jght commander, you nortcetnar two ot your cadets habjtual ly compjaln, Whatwlll you do?

-,-_!41 Y9! hgvg b-een asked ro rry ro devetop theplr-oper attttude ln four phase I cadets concernlngmerr obugauon ro thetr untr and to Ctv Aliratrot. How would you go about lt?

--- (5) In the squadron whlch you commano, one

!19!!,-lmpresses you as hevlng ltrtle regera forconsututed euthority. He neglecrs hls d=uty andappeers unconcefned abour ii. How w l y6u goaDout correctlng en aitltude of thls type? '

Dlscusslon euestions on Dlsclpllne;

. ._,( l )- In whet ways do-es the dtsctpl ineotalargeDUSlneSs concern paral lel thetofclvt l Alr patrol?

_-_ (21

ivly ls lr tncorrect ro rhtnk of dtsctplineano .p_unlahmenr as belng synonymous? Whar tsrne olnerence between the two?

(3) Your squedron commender has a6kedthatyou 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 CApcaoets come to ettentlon when an officer enrerstbe classroom?

, (5) CIte three lnstences of sel f_ dtsctpl tne

that you have personally wltnessed. ctve threeexampte6 of group dtsctpl lne.

. (6) Should an. lndtf ferenr ar i i rude on rhe parr

or a cader roward dtsclpl lne dlsqual j fy htm'foran acnlevement award, even thouch he has arhorough knowledge of the aerospale educartonconrent of rhe achlevemeni?

. (7) Whar is rhe retartonshlp berween moralcand disciDltne?

(8) As a cadet fltght commander or ftrstaergeant you give a cadet an ordetandhe refusesto obey. Whet action wlll you take?

(9) Why is j t lmporrant for you as a phaseTII or Phase lV cadet ro set rhe examDle foryour subordlnates in wearing rbe unlfor;, sa_rurrng, mti iary courtesy, and discipl ine?

(5) As a cadet flight commander, you norrcer cadet conglatently wears hl6 uniform tm-

end?

y. You have talked 'r,tth htm twlce abourE For appearance, but llille orno lmDrovementL been noted. Whet should you do? -

16) You bave been e6ked by yout instructorFePere a confidentlal llet of tbe ftve cedets in

class who heve set the best exemple lnrg the uniform. Support your selectlon with

r) What qual l r le6 of leadership ere lmprovcdthe proper wearlng of the unlform?

(8) What are your lmpresstons of the caderr: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 CivParrol acdvtttes or only to drill? Wby?

{10) Whar obl jgar ions are assumed by rhe CAp

t l

(10) What are six qualltles of the well- dis-ciplined cader?

Dlscuaslon Questions on Mllitary Courtesy:

(l) When the ordlnary acrs of courtesy dts-apPear 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 memberof e board to make a recommendatlon to thecadet commander concerning a Phese lI cadetwhoae comprehension of the aerospace educationportlon of rhe cadet program is sltghtly aboveaverage, but whose attitude on mllltary courtesyha8 fallen below par. This {acr ha6 prevlouslybeen broughr ro the cadet's artentton by htsfllght commander and by hi8 lnstruclor, but litdelmprovement haa resulted. Whet do you re-

(3) Do you rhlnk rhat a6 a ceder you shoulduse "Yes, Slr ." and "No. Sir ," ln conversat lonwlth your ouperlors? Why?

(4) h ha8 been broughr !o your attenrlon rherrhe fllght whlch you command has low standardsof mllitary courtesy. You have been asked totakesode correctlve measures, what wlll you do?

(5) What advelse effects are llkelv to resulilf low standards of mllltery courtesy are sllowedto contlnue in a Bquadron?

(6) A cadet or offlcer dlsplays a hlgh degreeof mllltary courteay at all tlmes. Doe6 thls meantbat be wlll. perform his work ln an efflcientmanner?

(7) Name flve mllltery courtesles. Nsme tencourtesles thet ale common to both the mllltarvand to civlllan llfe.

(8) what ts the most effecrive means ofcorrectlng a cadet for lnfractions ot militerycourtesy? Flrat aagume that you are a cadetoiflcer; then a66ume that you are a secondIleutenant ln Clvll Alr Patrol.

(9) Should on- the- spot correctlons be madefor lnfractions of mllitary courtesy?

(10) What mea6ure6 do you thtnk wtll resultln an improvement of 6alutlng standards and thequallty of the salutes ln your unit?

(11) Three Phase I cadets have been a astsnedto you for tralnlng in rhehand salute. How witiyougo atout trainlng them?

(12) As a second lieutenanr ln CivilAlrPatrol.you pass a senior member airmen who fall6 to6alute. You feel thatitlsyourdutyto correct him.How do you go about lt?

(13) How can you explaln to a gtoup of new

12

cadets the mesning of the salute so asto counter-act any feellng of subservlence?

(14) Why must all CAP cadet and sentorofficers be willing to corTect the salutes of cadets?

Dlscuaslon Quest ions on Respecr for rhe U. S.fE{-

(l) What does rhe flag of the Unlted Stetessymbollze?

(2) What portton of rbe U. S. tlaqis conEtderedthe honor polnt, and how isthls tndtceredwhen theflag is dlsplayed?

(3) Why should every citlzen oI the UnlredStateB honor the natlonal flag?

(4) What doe8 a CAP member ln untfotm dowhen the U. S. flag passe6?

_ (5) In.teachtng Pha6e I cadele proper flagetlquette, how would you de6crlbe the mennel lnwhlch the U. S. flag 16 raised and lowered durlnga ceremony?

_ (6) What dl6posltion ls made of a U. S. negwhen it becomes unservlceable?

(7) Why are two people needed ro lower andfold the flag of the Unlted Srates?

(8) On what occaslons doe6 a CAP member lnunlform 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 eprocesgion wlth e llne of other flegs?

ffi( l ) In your f l rst asslgnmentaaasenlo!mem-

ber offlcer you are placed ln charge of e sectlonof len men. You bave an apperendy capable andefflclenr NCO aa your asslstanr. What authorltyanal responsibillty should you give htm?

(2) Why ls lt necessary for an NCO in CtvuAir Patrol to set a good example?

(3) Should an NCO avold becomtn{ toofemiltarwlth alrmen?

(4) You are the senlor member offtcer tncharge of a aectlon with slx Eenlor memoer arr-men. Your NCO ln charge hes often reported late.Hls only explanatlon ls that he cannot arrrve ontime. Wbat action should you take?

(5) You have been assigned roa supply 6ecrionas the cadet supply offlcer, You notlce thai theasslstant cadet supply officer does not know hisjob, What actlon do you ptopose?

(6) What dangers resulr f rom gtvjng NCO'Stoo litde responsiblliry and authorttt?

(7) In evalueting alrmen or considering themfor promotlon, holAi much wetghr shoulo you $ve@ the commenia and recommendatlons of youc!€nlor Nco?

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

(l) You are the cadet offlcer ln charce oftJpply. Shodd you feel responslble for rha ap-Dcrrance of the cadet8 In your sectlon or shouldtbat be tbe responslblllry of the commancler?

(2) You have Just been glven your fir6rrssignment aB a cadet offlcer, Youwantthe csdetsrorklng for you to respect you as a leader and totrave confldence ln you, What mu6t you do to lneurethls?

(3) Explain this statement: "The commanderwho lookE after his men csn be sure that hi6 menwill take care oI him." Does rbls mean rharthe officer should do everythlnq Dossjble ro bepopular wirh hts men?

(4) What are some of the younq off icer 's re-sponeibllltles rhat hls men woutd nor be expecredto have?

(5) One of rwo of your men occaslonat lybecome csreless abour rheir Decfotmance on rhelob. You f jnd tr necessary to t i t t wtrh ihem abou(the altuarlon. How would you go abour correctingIr?

(6) You are en aaslstant €upply offtcer with6ix men asslgned to you. How should you tewardthose who are continually maklng an effort ro doa better lob?

(Z) en otttcer who pampers hls men canexPect adverse effects. What are they?

ji li:,

l5iw

If you wlll rccall the effective leadcrs vouhave lnown or rLad about, you wj i l no doubt I ' indthat they all possessed two outstandinq matks ofleadcrshlp: thcy had a good arr l rude, and rheyw(re wel l discjpl tncd. Thesc two aspecis oileadcr shlp ar. exrr, metv tmporrant, bur bfcause

SECTION A -

In Cjvi t Atr Parrot you frcqucnrty hear iharA haa a Sood art l rudc. oc rhar B has a poorattltude. Wiar cxactly docs rhis mcan? Wbt tsgood artlrudc cmphasized as an e66enttal qu;ltryof the effective lcadcr?

lnc) arc somewhar absrract, they arc oftenmisund\ rstood. This chaprcr dtscusses borhauitude and disclpl ine so thar you can Eee jusrexact ly whai (hey sre and how rhey retar; roleadership tn Clvi l Air Parrol .

ATTITUDE

quality of your atrltude. Atflrude, thcn, is yourpersonal phi losophy of l i fe as you exprcssl t hyour actlons, It is rhe frame of mind tn whichyou view yourself, your work, and other lndtvl d_ual6, and lt is usually judged by orbers through

You can never escape attltude. Itsresultsarcobscrved _and expertcnced evcrywhere, and ir iscxprLssc0 .rn many ways. your personal ap_pearance. the exprcssjon in your cyes. rhc roncor your votcc, a passing remark or commentyou may-make, all rhcse rhlngs reflect yourarr i rud.. ln lhe 6amc manncr, rhe way you goabour )our job or rhe way you salute ano wcaryour uniform indlcate your attitude. In oneway or anorher, you consranrty dtsptay youral l i tud(, good or bad, to everyonF arouno you.u(ners constanrty judge you b) ihe arr i tudcrney sce exprcssed in your aci ions, conscloustyor unconsciou6ly, you cxpress your arr i rudein evcrything you do.

I6. PRACTICAL APPLICATION

._ .As- appl led to Civi l Air partot, your in_divldual arr i tude ts the key ro vour ;uccess asa member ol your unir , and ihe sum of theatt i rudFs oI al l members of rhe group Is rhekey to unjr cf fecr lveness. I f propel arr i rude isImportant tor_rhe ordlnary individual in every_oay rrre, l t is essenrial for individuals bound

.$Fg

i I lr \cl

C|{APTER 3 _ ATTITUDE Al{D DISCIPLINE

cranred thar the rerm ..at t i tudc, ' ls vagueand gpnrral , i t is rhe bcsr way ro exprcso, veryslmple rhing - rhc 6rarc of mind whjch l lc;behind cveryrhlng a person docs, Onc of rhcgoatsof Ih! lcadcrship laboralory js to help cach CAI,caoel oevelop a good dtLlrude, a co. lsrruct lvesl-ar(.of mrnd ln approaching eve.) aspecl otlue. l r is iheorer ical ty posslbte for an jqdivjdualro operate eff tc ienrty wirh a bad arr i rudc, bul inrre rong run hc wi l t hurr hjmselt and t- is a6sociares, and ulr imatcly he wi l l hamper to 6omcoegrce rhe accomptishmenr oI rhe mlssion of higorganizat ion. cood or bad att l rudes a re conragious:r'hey slowly affecr rhe aqions of orhers.

Li le elcryone ctse, 'our

approach ro t i fe isocrermtncd by your art l tude. your day_to_da)acl ions. wherher largc or smal l , arc rhe rcsultof rhc general srare of mind you br inq to bear onrhc busjness of l tv ing. Some sorr of rr t i rude l iesbehind all your acdvities, and the success andeffccr iveness ol !our acrtons, jndecd you/ wholeweu-being, is derermined by rhe narure and

t4

-!Eh€r in Civil Air Patrol. This ls so because

cAP activities are cooperatlve operations which

-t=d at every 6tage on the individual. fi the

-iyidual fail€ at any point, the whole operation

- Fopardtzed. Experience has shown that the

>aa ?ay to insure individual effectiveness ls to&i€lop a proper attltude from the verybeginningJ tle individual'B membership in Civll Alr Patrol.

r. DEVELOPMENT OF POSITIVE ATTITUDES

tlow can you develop a proper attitudetowardICAP requirements and procedures? The begtway

- sioply to understand the reason or purpose

bEd every aspect of CAP operatlons, Forrtuple, the requlrements of aalutlng, pereonaltlll._rance, and dlscipline are not harassments

-rised to bedevtl the llves ofalrmen, cadets, and

c.-rs. They have been carefully thought out

- t€sted through centuries of experience. They

Gre a larger purpose, and once you underetand

- txrrpose you can flt them neatly lnto a

lrFrn. To attaln a good attltude, lt may be rhartq rill have to shlft from an "l do lt becauseI bre to" outlook to an "l do lt because I*rsaand why lt la neceBsary and how it filsb a larger pattern" outlook. lf so, you canFFi'e th16 attltude by rlesdng each detall of+ situallon not ln lt8elf but as it relates to& cwerall purpoBe and mlsslon, and by sub-'-rh.dng your own aelf-lnterest to the greatc!!d d the group when nece8gary.

I ls especlally lmportant for you to have s.|d .tdrude lf you are ln a leadcr8hlp posltlon.lllr rs because your ettitude wlll be reflccred inFr srbordinatcS, end thelr reaponae to you wlll

greedy affect your ability to guide and dlrecttheir actions, IJ you have a good attitude, youwill be able to handle youi men so that they dolfhat you want - s prime quality of leadership.Your men must feel tbat you have a good atiitudetolrard them and their work, that you appreciaiethelr lndivldual contributions to the mission. Youmu8t kelp yourself informed on the individual andgroup attitudes in your unit, which together formthe morale of the unit, Sometlmes it may benecessary to change an atdtude or attltudeswhichaffect morale. If you permit a poor moralesltuation to continue, it wlll result in a lowerlngof efflclency, a decllne ln unit p.ide, and abreakdown ln courteay and dlsclpllne, The unltcommander must polnt the way for changing orlmproving poor arrirudes within the group, butesch member ls obllgated to try to lmprove hi6own attltude and tbereby exert a favorable in-fluence on those around hlm.

Your inldal attilude ln life ls the les)lt ofmany factora such as your education, horne life,health, rellglon, and so forth. Tben, too, eachnew sltuatlon you meet ln llfe lntroduces newlactorB whlch dlrecdy or lndlrecdy lnfluence yourattltude. Oftcn these ne$r factors result ln a ncw,undeshable attltude that may not be chengeduntll the cause is removed o! corrected, To bea good leader, you muat always watch for thecau6es of undeslrablc attitudcs wlthln yourself,wlthln tbe personalities ofihe lndlvldual membersof your unlt, and within the unlt ae a whole, lnaddltion, you must do everythlng wlthln yourcontrol to promote a healthy, construcllve al-titude within yourBelf and those you lead.

is derived from the Latln $rord "dlsclpllna,"whlch mean6 lnstructlon; and eccordlng to one ofthe modern uasges of the wo!d, "dlsclpllne lstrelnlng whlch corrects, mo1ds, strengthens, orperfects." Discipline wlthln a CAP unit ls a stateoI order characterlzed by habltual but reasonedobedlence to orders - habltualbecauae the 6uccessof CAP activltles often depends uPon lmmedlatere6pon6e to commands, and reaaoned becauaeinitiatlve snd underetandlng on the part of eachtndtvtdual CAP member must be preserved. Inthis section, you wlll be lntroduced to someof thespeclal requlrements for disclpllne in Ctvtl AtrPatrol.

19. SELF. DISCIPLINE

Reel dlsclpllne - rhe self- discjPline thatguldeE you in your everyday Ufe, regulating andcontrolling your conduct end actions - cen comeonly from wlthin. Your chlldhood training con-tributed immeasurably to the self- all6cipline andcontrol you now have, and as you gain increaaed

l5

SECTION B . DISCIPTINE

tb bastc function of a CAP unit ls to ac-

-Plish tts mlsslon wlth maxlmum efflciency,

!o r€.cb rhl6 overall coel. each lndividual ln ther Dust perform hl; lob promptly, correctly,d iD accord wlth evcry other member of the

-. Such unity of actton requlres dlsclpline,

IA TTSCIPLINE IN CIVIL AIR PATROL

Discrpllne ln Civil Air Patrol i3 slmply an

-si<xr and special appllcatlon of thedlscipljne

-t i'€d in any organized 6oclety. Although unlty

al Fpose is required lnany orgenization. a muchIb degree of control ls essentlal tn Cjvil AtrFGot because public servlces are at stake, Ther-irE strucrure of Civll Alr Patrol ls dependentqE discipline. lt 16 the cement whlch binds the

-l iio a worlable force- Wtthout it chaoswould

rd-

To some people dlsctpline means elthert-tuhenl or bllnd obedience to orders. It is*r of tlese things. The word "dlsclpline"

experience and marurity, the standards by whichyou govern yourselfwill be continually rcinforced.As you.progress through rhe leadership laborator)you 1{rrr be indoctalnated in thc lundamenral6 oldiscipl ine so rhar you wit l d(vFtop a respecr Io-and an unclcrsmnding of rhl . leadership quat i ty.when thi6 ts done. you wi l l nor onty be able rouse your sense of discipl ine in devetoping o(herattr ibures of leadcrship. you atso wi| l 6e abtcro in6t l l l a sense of discipl ine in rhose you lcad.

As a CAP cadet and potential leader, youare .r6ponsible for dFvFLoping and perfecr ingwithin your6( l t a sensc ot dt6cipt ine. No onican do i l io" tou. You wi l l bc assisred in rhiscndeavor by the advice and counsel of theleadersin your unit, but in rhc Iinat analysis tt is youwho must obtatn an understandind of the im-portance of dlscipline so tbar you can use irproperry.

Th\re is no ser wa) to acquire ihc pcrsonaLconvrdion rhar discipl jn. ts viral ro indivtdualwell - bctng and to gtoup effectivencss. Thcreafc, lrowever, ccftaln thlngs thai rcllect such anatt l tude._ lor cxamplc, as a CAp cadcr you arcrcquired to aubmit to codes of conduct thatdlstlnguish thc CAI) memberfrom the nonmember.tlow you respond to thcsc rcqulrements inclicatesqultc accurately your sensc of disclpllnc. Ilowyou wcar your unlform, how you 6elu:te, rne rc-spcct you havc for aurhorlry, al l thcsc areindicat lons of tbc scn6c of obl lgar ion rhar younave rowa.d your membe"shtp in ctvi l AlrParrol . .And whl le smarr appearancc and bcaringdo not insure that you arc cffective as a leadcr;tbey clo 6orve as a cluc that your attltudc towefddlsclplinc and rralntng is tn all probabiltty

20, TRAININC fOR CROUP DISCITLINL

Dcvclopment of sclf- discipline ls not neces-sarily the goal of discipline rraining. Thc finalproduct sought is group discipllne. Civil AtrPatrol functlons through groups - large andsmall , Since mlssions are assigncd to groupsas though they were a slnglc individuat, rhegroup musr acr ds a singlc unlr , and groupdjsclpl lne becomeq cs jmporrar l as sel f :d js:cipline. The leader must extend his convicrionthat self- dlscipline determines his ulrimate wctl -being to the larger premise that group disciplinegoverns the eflectiveness of his unir. unit ef-fectlveness, in rurn, furthers rhe tndividual'spersonal lntcr.ests, which may vary from pres-elvation of life - especially bis own - to rhesimplc nccessity oI holding his job.

To develop and maintain rhe required uniryot action wlthin his group, the CAP leadcr- mustprovlde constant and continuous training, but hemust always bear in mind this imporranr faci: Youcan never inatill a sense of disclpllne in othersthrough harsh or tvrannical rteatment, Recatlfor

t6

1Jn^oaenl holv you fetr when you t i rsr enrered (h€UAH UAOer t ' rogram. you probably encounrerednew and Unlamll iar .ules and regulat ions, andmany of tbese we{e restrictions. The way youdressed. stood. and walked, your mrnner towardsupFrlors - al l these were regulaied andstand-ar_dized. In lhe beginnjng you hay have found rrol l t lcul t ro accept rhe discipl inc required ln theorganizar ion. This is undersrandable. bur youshould look a l l r r te deeper jnlo rhe probtem. AIyour l l fe you have been sDbjecred io djscjp[nern some lorm or thF othcr, but these discipl inarvmeasures we_rF lmposed proprcsstvcty, you;narurer lmputses were f j rAt l imited by yourparenrs when you wcre very smalt , and ihcnrne6e mttat ions were conrjnuouslv cnforcedand incrca€ed rhroughour your earty years. tnsprrc. or. r s progressjve trr in ing in discjpLtne,you had (o 6olve many problems to exist in asoclal group. Whcn you lotned Ctvi t Atr parrolyou raced an cven more dlfftculr rask in adapting,almost all ar once, ro tts m ttary _ typi di6:cipl tne. Like al l new members, y6u wanreo -end were ent j t led ro receive - rhc reasons folthe new demands and limltatlons that were placedupon you,

. I t ls no1 alwa_ys_ easy to explain rh( nec,,ssiryror thc rule6 of djsclpl inc to rhc novicc. Fo;example, no* does one pcrson convlnce anothcrtnat e minor failing of one man can lead to as( r ious sfrback tn accomptishtng rhe mis6ton ofa rarge unir? Or who can propci ly d. scrtbc rhcrmport-ance of conscicnrlous efforr by each mcmDe-i . ot an alrcraft ground crcw? ohen l t isof l lcul t to make thc beginner undererand rhathe mu6t submlt to llrm control and dlrcctionb!causc hr is parr of an organj lat ion whichmulr bc capable. of cf lecr jve pcrformancc cvcnundc" dl f f icul t or cmergcncy condtrtons. Bu(arr . thcse rhings - and morp _ must bc clear lyexplained ro al l new mcmbers bccause obcdiencicannor be expected unless thero is a desirc roobcy, and rhis comcs only through undersfanding,

The person wbo ts dependable in adminis_trai ive. s iruar jons may nor automarjcal ly bc depenoabre undcr stress. but quire ofren rhe wi l lro obcy can be dcveloped and enbanced in a.t_minislrat ive . rype siruar ions, By demandjng pcrrpcr ion and by rraining indjvlduats ro funcr iotasaparr ol .and. tor rhe good of the group. discipl inecan makc the habir ot obedlcnce sccond narur. ,Wben this occlrs, self- consideration is rempereoby conslderar lon for rhcg,oup;andrherjme evcnrualL! comcs whcn rhe sel f-conrrot of eacn rn_dividual t . dirccred roward meering rhe demands

. For al l these reasons, esch cader must belntrodu(ed _lo dfscipl ine as soon as he JoinsLlvi l Air . I ,arrol . and he musr be conriniral tytmpresscd wirh _ir rhroughour his membership.He musr be_.faughr ro obey ordcrs and to rcspecrcommands, He mus! be conscientious and reliable,

h Eo€t be convlnced that his life. a6 well as thellnes ol his a ssociate s and tho se wh6m he supporrs,

-ry depend on dlsclpline. As a CAP cader tt ts

luc reryonsibility to accompllsh all rhesethings,

- t ! a leeder i r ls your responsibl l i ty ro help

'aE:s <lo tie same.

!- TOOII FOR TEACHING DISCIPLINE

The best eey to achieve dlsctpllne 16 rhroughi--r:m practice, and thl6 16 the sysrem used lnaH A.tr Patrol end lts leadershlD laborator!.&qhut your membershlp you wlli be regulat6d

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 letetwhenyoulF it - thar all of thl6 13 done to lmDres€ rhe. - that all of thl6 ls done to lmpres€ rhe

ca obedlence upon the membets of the CAPEver to produce robot8 wlthout a wlll of

i (rn, Dlsclpllne mu8r always be of a dtendardia accepteble to the members of thegroup. It

well - gulded agg.essiveness and encourage andrecognize initlatlve. In other rrords, restrictionslmposed must be balanced wlthprlvileges granted.

At tlmes it may become necessary to resortto puniahment ln teachlng discipline. The im-portant tlring to remember in relatlon to punish-ment is that lt should alq/ey6 reault in a betteTperson or e better unlt. Punislment is effectivewhen lt createa ln the lndlvidual a deglreto obey.Puni8hment that ls administered to wreak ven-geance does not teach dl8clpllne. In fact, lf thepunl8hed person feels that the sentence is unjust,or not in ploportlon to his mlsconduct, hlsusefulness as a per6on will be dlmlniEhed. IJhls aasociAtea agree wlth hlm, the dlsclpllne,and therefore the uaefulness, of rhe group 16le68ened, The unsdse leader mav "throw thebook" at an unruly cadet to set a-n example forthe reat of the group, but he rarely achteves htsalm. Group effectlveness must be the guidlngfactor ln the use of punlehment. Remember, dts-clpllne.cen nevel be achleved through tyrannyor narsh tfeatment,lbr 3lmply re6rrlct ectlon6; lt mu8t foster

l1

But as a mattcr ot ptactice the resourcefulAmerican soldier wore whatevcr hc couldforaqc.After the Rcvolutlon, the baslc uniform was abluc coat trimmed wirh whlrc, with rdmmingsvarylng accordlng to states.

In thc lgtb century, Amcrlcan troops firstbcgan to wear uniforms of a common and dis-tinctive rypc. Through chsnges of cut and sryle,Itght and dark blues have tcmained the bs6tccolors of thc drcss unlform, When thc incrcascdrango and accuracy ofweaponsmade br lght colorsimpractlcal, a kbaki - colored scrvice, or ftcld,uniform was lntroduced, begtnning with theSpanl6h- Amer: lcan War. Ol lvc drab unl lormswcrc fir6t worn in World War I. Slncc that rtmc.thc tr(nd ha6 been toward uniforms of color6that blend eesily wirh rhe surrounding terrainand toward itorns that are both scrviceable andpractlcal.

The present Air For.ce unlform dates from1949. Bclore rhar rime, Air Force personnelwore tbe Army uniform. When rhe Air Forcebecamc a separate servlce in 1947, ancwuniformwas needed. The result is thc blue serviceunlforms for wintcr and summe{ and the tan andgi lver- tan service uniforms wirh blue acces-sories 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 CAPpersonnel apart as members of rhe auxlliary oIthe U. S. Air Force. Permission to wear rbeuniform of the U. S, Air Force is a privilegeaccorded the members of no volunteer, civilianorganlzation other rhan Clvil Air Patrol.

The CAP uniform and the grade insigniai t carr les are marks of responslbi l i ry assignedto its wearer. They are evidence thar rhc CAPmember is capable of successfully performingthe tasks that such responsibillry carries. Every

r*-l\, -J

C]|APTER 4 THE CAP UNIF()RMAs a member of Civi l Air Pat i :ol , youare not

only authorized to wcar thc CAI) uniform, you arcobllgatcd to wear it properly and proudly. It isimportant, rhercforc, that you learn about theorigin and natur€ of the CAP uniform carly tnyour membership so that you wi l l a lways wcarIt in a manncr that brlngs crcdlt to you and yourunlt .

22. HISTORY OF THE UNIFCJI(M

Thc unlform is a symbol of digntry, pr idL,and honor in rhc rradlr lon of mi l i ra- ' s!rv icc.Thc modern mllltary uniform is a srandardized,dist lnct ive drcss prescr lbed by a counrry forwear by i ts soldicrs, sai iors, and airmcn. Amerr-can unlforms, like those of other countrlos, haveevolved gradually over rhe yoar:s wirh anlncrcasing trend toward functlonal simplicityto meet thc complexiry oI modorn sliuations. ThcunlJorm of the past tcnded to be more decorarrvcthan practlcal; today's uniform is the product ofresearch and expedcnce.

Clvll Air I'atrol membcrs wear a uniformsimilar ro the uniform of the United Stares AirForce, the dlfference being that dlstinctive em-blems. buttons, jnslgnla, andbad8esarr cmployedro jdent l ty the wearer as a member of Civt l

The present Air Force uniform is a linealdescendant of rhe var iery of parmcnls worn b!the colonial f i th(ers during lhe pre - Revolur ionaryper:iod. These first Amcrican soldlers worevariations of tbe European uniforms of the sameperiod, often with borrowings from rhe Indiansand Irontiersmen. The baslc colors were brtght,lncluding vivid red coars like those worn by theBritlsh. In 1776 Congress authorized Washingronto r.aise an atmy by dir.ect enllstment and toprescrlbe a uniform. During tbe greater pattof the Revolution. rhe American uniform wasofflcially a light blue coat, a three - corneredhat, a buff vest, and buff breeches and leggings.

l8

Irl 6ey purchase a CAp uniform at clothtnsa {ores on Alr Force bases and at basallFs by presenring your currenr member-cE{ to s:Iles store or exchante Deraonnel

l|d.nc€ of your ettgjbtllry ro acirutre rheb- Orier persons may not purcha'se ltems

UimselJ.

g-TCES FOR THE CAP UMFORM

riform for you.

of the order wlll be mede dr Covern--

IXE BASIC UMFORM

CAP Manual 39-1, "Ctvl l Atr parrol Uni-l" dcscrlbeg ln deratt the CAp unuorm!b yarious authorlzed comblnatlons of uni-

4ense. CAP butonB, ln8lgnia, badges,6i etc., ate not stocked by Alr Force

I!' clolhing reteilers sell CAp untforms,EiFries, and lnalgnle, Some of these com-r. tlequenily adveitlee tn rhe ,.CAp Ttme6.',

hber should wear N6 uniform properlyIEdly. While ln uniform his conduct s-houlb

-pq.y

!9 rhat ir reflecrs credir uponI .r l r Parrol . rhe U. S. Air Force, andihe

When participaring in CAp operarlonal mis-

When attending offtcial Covetnmenr functionsas a representatlve of cAP.

When visiting military tnstallstionsWhen flying in milttary aircraft.

You should not wear the CAp unlform inany public place where the envhonmenr mavtend io dlscredir Civi t Air parrol or i rs members.In addtrion. you do !9! wear the unlform.

When engaging ln pol i t ical acr iv ir te6.wnen engaglng jn pald employmenr no(

connected wlrh cAP_When engaglng ln menial labor.When participatlng ln sport6 events.when a(ending aoclal funcdons having no

relat ion to cAP.

26. HOW TO WEAR THE UMFORM

The ltems ln this checklist must be compltedwlth for proper weartng of rhe CAp unlform.

Refraln from mtxtng ctvtltan clorhtng wirhthe CAP uniform-

Avoid 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 headgear indoors;female cadets follow accepiAble ctvllie;practlceg and customs conccrnlng wearlngheedgear lndoors,

Place your fllghr cap on your head so rhar ti16 rllted to rhe rtght 6lde of the head aboutI lncb above the rlghr eyebrow, or approxt-mately two flngers ebove the rlghr eyebrowand two flnqcrs above the rlqhr ear.

Plece your ins- ignta correct ly. ' ,C. i .p.C. ' ,collar lnslgnls are centered between thetop and bottom edges of the collsr, I lnchln from thc fronr edge, wlrh rhe tnsignlapafal lel ro rhe rop edge of the cofar.

Wear only authorj led lnslcnia and decora-

Have your shoulder slceve instgnta (patches)6ewn on the upper lefr shoutder so rharthey are cenrered l/2 inch below the ropseem oi the sleeve,

Be surc your untform f i rs property. Thermifofm wes deslgned to conform to thebody line6 but not to ftt "sklntighr.', Anyalteration whlch need8 to be made shouldnot compromi6e the deslgn.

Be 6ure your unuorm 16 the proper length.Trou6er bottoms should toucirhe shoetoosso rhat the socks do not show when thewearer stands. Skirts ahould be no shorterthan I inch below the lower edge of theXneecap and no longer rhan mjdcalf .

Align the leadtng edge of your shirr wiih thebelt buckle and fly of your trousers (rhe"gig. l ine") and ruck your shirr t ighr ar

YE may also purchase a uniform by mall

-trering

two coples of AF Form 62, .,MallRequlsirion," and mailnr tt ro ihe Of-

i Cherge, Clorhtng Sales -Store, Wrlghr-rn A,ir Iorce Baee, Ohlo, vlth a m6neyenilled check, or treasuiy checkpayabl;

t Treasuler of the Unlred Stares, AF Formrr:! be obtalned from any Alr Force Dase

- tSA_F - CAP .Ilatson offtcer of your wjng.

speclllcelly for CAP caders.

lb ba6ic unlform fot the male cadei con-

lleEs. CAP Pamphlet 6, ,,Untforms forC:det6," and CAP Pamphler 7. "Uniforms

F.s.Ie Caders," descibe rfie untforms

aa matchlng shlr t and trouEers ln lan5O5 corron, tn khakl shade I corton. orslade 193 rropjcal worBted or gabardine;

r\eb telr; blue neckriei blue flighr cap;Ptarn-toe shoe6; blact socks: and dl8-

*-r,le cadet conslsts of the two-piecel_- cord summer drcss; blue f l lght cap;zl - cllored nylon hosej black, plah - roeF or odords; black handbaq; and djsrrnc-C{P insignia.

r-lEN TO WEAR THE UMFORM

Yo.r should wear your CAp servlce uniformFu engage in normal dutiea as a cAP.r and when you attend local, area, ot

CAP inslgnia. The baslc untform for

CAP functlons, such as:

Uhfl attendinq CAp meetinq6.ll€r making public appea;ances as a parr

ca CAP groups,

lg

Enter the belt through the loops on the leftand fasten the belt through the buckle sorhat the entire metel tip shows, wlth noblue material visible between the metaltip and the buckle.

Tuck your de into your shlrt between thesecond and thlrd buttons when youweartheshirt as an outer garment.

Keep your shlrt, coat, or jacket buttoned at all

wear your sleeves down and buttoned.Keep your hair neat. Males should keep

their halr closely trimmed, with sideburnsno longer than the mldpoint of the ear.Females should choose a bair style that 18neat and falrly short; there Ia no gpeclflchalr length authorlzed, but long, shoulder-cut 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 onlyplaln black shoes wllh toes and heel6clo6ed and wlthout decoratlons, and plalnneutral- colored stocklngs,

Do nor place tte6 and flight caps undet theghoulder loop6,

Do not wesr tle pin6, collar cllpe, lapelemblemB, or eimllar ardcles of civllianI ew el r y. Wrlstwatches, ldendficatlonbracelet6, lnconsplcuous rlng6, and tlecllps thAt are not expoaed may be woln.

27. vE43JNgi4lErlNlIgN4Militsry lnslgnla are of more tecentdevelop-

ment rhan ls the mllliary unlform, Insignia ofgradc ln ihelr present form ere a l9th cenlulydevelopment, and mlnor changea to the ofticer'sservlce cap lnslgnla were made es late as worldwar I[, Llke the Air Force lnslgnla theyparallel,CAP ln6lgnia ale a vlsual biography of the CAPmember, Ehowlng hi6 wlng, grede, and accomp-llEhmenrs. The following checkllst for CAP cadetin6lgnle wtll aaElst you in vrearing your lnslgnlapfoPerry.

Servlce caD lnsicnia (lf (he caD ls authorizedln tilttng by the wing commander io bewoln by cadet officers) ls centered on thefront riae of the cap.

Fl jght cap tnstgl ta ( the cadet circular capinslgnla for alrmen and ihe inslgnla ofgrade for cadet offlcers) 16 placed on theleft front curtaln of the fllghtcaP, cenreredfrom top to bottom, and 1- 1/2 inches (l inchfor female cadets) from the front edge.

Cadet breast p3l!9! is worn on all outer gar-ments, except the ralncoat and overcoat,centered l/2 inch above the rlght breastpocket,

lQ!e_bgl!!9gg are worn on all uniforms insteadof U. S. Air Force buttons.

20

Lapel insisnia ( the meral let ters "C.A,P.C."- i re cenie-red horlzonral ly and vert lcal lyd

the right and left laPels of the service coaand jacket.

Col lar insicnia (For cadet airmen and off icer l--TEo 6;-! e-=E-oulder boa rcl s: the m etal I e rrer

"C.A.P.C." on both the right and letcollar- For olficers rvho do not havr6houlder boards: the let ters"C.A.P.C." olthe left collsr, and the insignia of gradeothe rlght collar) are worn on both openaclosed collars as followa:

(l)On the shirt or blue chambray shlrt.\iaist worn as an outer garment, and dthe shade 505 short- sleeved summeshirt ivorn elther wlth or wlthout thbush Jacket - Center lnalgnla betweelthe top and bottom edge6 of the collarI lnch from the front collar edge, wldthe lnslgnla parallel to the top edge othe collar.

(2)On the bll]e oxlord shirtwalgt *o!n aan outer garment - center lnslgnlhorizontelly and vertlcally between thicollar tabs and parallel to the top edg,of the collar,

Shoulder looD crade inslcnla are worn bv cadeofficets. who alo not have ahoulder board5/8 lnch from the outslde edge of thlshoulder loops of ralncoats, overcoat8servlce co&t6, and lackets (but not on tbBhoulder 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 alunlforms, the polnted edgee toward thcollar and the blunt end of the board8placed drectly on top of the armhole seam

Cadct leadershipinslgnia are worn by noncomml6aloned cadeta on theleft shoulderoall unlformB, the bAse of the lnslgnlapo6ltloned mldway between the collar and tharmhole seam.

Sleevc crade insisnla for noncommlsslone-ca dEi;-iiiorF?le-v r on s) arc worn halfwa

between tbe shoulder 6eam and elbow clong- aleeve ourergarment 6hirt6, lacker€coata, and overcoats, and halfway betweethe shoulder Eeam and sleeve hem oshort - sleeve outergarments.

Shoulder Datch ls worn 1/2 lnch below th-shouldei_=-am of the 1€ift sleeve of shitwofn 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 regulation.

CAP aviat ion badAs ls worn centered l /2jncha5ove rhe lefr breast pocker of shirrsrorn aa oucergarments, jacketa, and coatsid ribbons are worn, the avlation badge istcrd l/2 lnch above them; only oneavlationbadge may be worn.

,TryARDS AND DECORATIONS

Shce the Purple Heart - first and oldest ofican decoratlons - was authorized in 1782.

ry or outstanding performance ln thea'r.v servlce has beenhonoredthrough awards&coratlons. Civtl Alr Petrol has followedFadidon {rlth the establlsbment of various

in other respects. As in all phases oI clvlllanlife, peraonal appearance 16 vitally importent.Often personal appearance and the manner inwhich uniforms are vorn are the chief means bywbich the casual observer evaluates the unlt andits members.

Today's CAP cader or cadet of l lcer 16 ro-morrow's senior member off lcer, and as such,he should consistendy observe uniform regu-latlons. Unllorm violations should be cotrectedon the spot to lnsure that high standards ofappearance are meintaineal, unlt commanders areresPonalble for the appearance of the membersof their unlts, and they should see that unlformsare worn ProPerly and kept clean and neat.

A unllorm worn smartly and well seems totlenaform the whole personality. In wearlng aunjJorm a person galn6 a new Ieellng of unttyand comradeship wlth other members of thegloup, a feellng that 16 not posslble wlthoutthe unlform. Your obligatlon to wcar your CAPunlJorm properly and proudly effects youraelf,your fellov cadet6, yolr indlvldual unlt, yourwlng, and the entlre Clvll Alr P atrol organlzadon,When you weer your CAP unlform you are asaleaman lor Ctvtl Alr Patrol, Whlle ln uniform,you reflect elther prlde ln or dlsrespect for youruntt,

What klnd of lmpresslon do you make uponPeople? As a matter of self- re6pect, you 6hou1dwant to mske the best lrogslble appearance lnend out of unlform, Your ettltude and cenelalefflclency wlll be reflected ln the way yoiu weartbe unlform, and otherd wlll be affected by theexample you aet.

Llke habltg of mllltaly courtesy, the unlformmay aeem awkward and unnetursl et flrst. Butafter a wblle, the feeling of awkwardness glveswey to one of prlde. You then will have becomea full member of a dedlcated group, and you wlllprouaUy dlsplay your membershlp by weallng tbeunltorm colrectly.

and decoratlons to recognlze outstandlngishments. These CAP decorat lonB andare descf lbed ln detal l ln CAPR 39-3.

JR OBLI WEAR THE CAP

:r-s a 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

directlves.

rs of no other volunteer, clvlllan organl-It ls elso a re8ponslbllity. ABamernber of

-lir Patrol, you ere obliged to wear yourm proudly and smartly, ln the tradltlon of

ailita!y.

ile alelt cadet take8 pride ln the way hes his unlform, becauge he realizes that tlre

rell - croomed cadet attrects lavorablerdicl.r whereve! he 18 seen - at CAP meetlnga,t local town, and eEpeclally ln communitlealtich tbe uniform is rerely seen, Llkewlse,:llet who makea e lrcor appearance attractsro.able attentlon, There is only one way to

tt€ unlform and that ls rbe rlght way. Aslafie lmplle8, the unlform must be worn ln

ar.dard, unlform manner, as establlshed ln

Tb€ cadet ifho 6ets e poor example ln wearinglnitorm may leave an unfavorable lmpre eslon

2l

t i , .

J) \

C(lURTESIES INPATR(lL

of-_unlt or organlzational prtde and tndtvidual

CHAPTER5 - CUSTOMSAl{Dcll/lt ArR

You will find, es you parttcipare in Civil Alrl)atrol, that customs and courtesles play animportent parr ln al l acr lv jr l . sofrheorganizarton,and that thcy con(r lbute gready ro CAP'S unlquccharacrcr, OnIy a finc linc separatea customsfrom court(sic6, and each is rooted ln the samesource: respect betwecn t{ro lndividuals for eachother, The technical differcnce I s that obscrvanceof courtesles is olflclally rcquired, while ob-scrvance of customs Etems from trsdltion. Both.however, arc unfalltngly practiced by allmembersof Clvil Alr Patrol.

Some of thc customs and courtesles of CivilAlr Parrol are discussed in rhis chaDrer. youshould learn thcsc soon afrcr vou Sccomc amcmbcr, and rhcn obscrve them r 'hroughour your

30. WHAT IS MILITARY COURTESY?

As ln the courresles of everyday ctvtltanllfe, mllitery courtesy ls a two-way street forboth lunlors and senlors, The courtcsy pald asenlor 16 a rccognltion of the baslc princlples oIcommand and organlzatlon; ltlsthe respect shownto every leader or commandcr as acknowt-edgment of the rcspon8ibillty and authority ofhis posltlon, Courtesy 6hown to a lunlor ec-knowledgea the essential part be plays as arnember of the team. Just as properly exprcssedm lllta ry court e sy lmplles re spect and recognltlon,a slovenly, grudglng dlsplay of milttary courresyls essentlally dlscourteous to thc lhdividual andthe organizatlon he reprcsents.

The couttosies whicb have always markcdmilitary life and which havc been adopted byCivil Air Patrol have a profound meaninq. Asalure to rhe f lag js , dcclarai ion of loyat iy iothe United Statcs and to the princlples of liberryand jusiice on which the 4ation wasfounded. Whena member of the afmed scrvices presents arms orisaluiea a 6enior, he is recognl, / ing rhe organtzcdauthoriry of the nat ion as rep"escnred by thr.armed servlces, which are charged with irsprotcction. When a mcmber of Civil Air Patrolsalutes a senior officer, he ls continuing rhistradition of milltary courtesy, Thus the simplesrexpression of milirary courtcsy is charged withlarger signlflcance,

CAP members realize rhat military courresydevelops prlde and discipline ln the individuatand the group, and practice it vrithinrhcir orsani-zal ion and when assocjar jng with Air t -orcrPersonnel on Air Force bases.

To have meaning, these courtesies must bemole than external forms or rituals. Unless

Courtesy - whlch ls simply poltteness, ci-lility, (espect, and personal recognltlon of therights and dignlry oI others - has always gutdedtbe lives of gentlemen and gentlewomen, InCivll Air Patrol, whcre individuals are requtrcdto work together closely and where cooperativecffort is esscntial, courtesy is vitally lmportanrin promoting coordlnation and in developingesprit de corps. Milirary courresy 1s simplythe extension ro rhc military sphcre of rheordinary courtesies that enricb and enhanceeveryday living. But further, ir ls the continutngmutual rccognir ion of Lhc role of (he individudlas s part of a close - knit oiganization,

Acts of courtesy and civllity are notmarksoflnferiority or servility. Rather, they are in-dicarions that one indlvidual apprcciates theposition and rlghts of another. Courtesies denotea feeling of pride, respect, and comradeshipbetween individuals, and they express a htgh srate

22

-[toa

alr€ss an inner feellng, theyaremereJormsbstance. They musr be accompanjed by

ve attltude which views them as sapression of mutual confidence and re-

The custom of saluting with the right handdates back to the period when allmenwent armedand all strangers were possible enemies, In theage of chlvalry, mounted knlghts worc armorthatcovered them from head to toe. When twofriendlyknights met, it qras the custom for each to raisehis viaor with the right hand, while he held thereins with his left hand. This gesture signiliedfriendship and confldence, slnce lt exposed theface and also rcmoved the sword hand from theweapon, Armed men other than knights u6uallywore no vi6ors. on appropriate occasions theyheld up the right ban4 palm open, This gestureproved that no weapon was held in the hand andindicated that the meetlng was a frlendly one.ThuE, the history of the mllitary salute csn betraccd back to the order of Knighthood, whichforcenturiea furnlshed the braln and spirit andmuscle of European armlea.

The salute can be descrlbed as lbe beslcgreeting between militery men - li lsthemllltaryway of saylng "Hello." You dlsplay a higherdegree of courresy by saylng "Good mornlng,Slr," or "Good evenlng, Sir," \rthen you salute.slnce the aslute ls a greetlng, lt ls proper anclcourteous for you io greet contemporariea of yourown grade by a salute.

Because lt is u6ed most frequently, the handsalute 13 the mosr important of all mllitsrycoufreglea. civll Alr Pairol has adopted thlsunlversal cugtom of the mllltery, end llke everyCAP member you areobllgatedto saluteproperly,The way you execute tbe hqnd Balute lndlcatesyour attltude and the state of tralnlng and moraleln your unlt. If you salute smardy, lt indicetespride and confidence in yourself and your unlr, Ifyou aalue grudglngly, lt usually lndlcate8 neglector lgnorance of your dutlesandalackof prlde andconfidence ln your unlt.

You may render the hand 6e1ute whllemountedor dlBmounted, covered or uncovered, standingormarchlng, or lf you are anofflcer acknowledglng aaalute, whlle seeted, Yo! mu6t never execute thecAlute in a casual manner or wlth a pipe, ctga!,clgarette, or eny other object held ln yourmouth orln your right hand. You may aalute only ar a haltor a walk. If you are running, youmust come to awalk before salutlng, The proper way to salute lsdeBcrlb€d ln palagraph 120.

The following peraohs are saluted by CAPmember6 ln unlform:

offlcers and warrant offlcers (male and fe-mele) of Civil Air Patrol end the ArmedForces of lhe Unlted States

Commiaaloned officers of Allied nationsofflcers of lrlendly forelgn countries, when

recognized aB suchA salute 16 returned by all officers entitled toIt, unless they sre in formation. CAP membersbelow warrant offlcer grade do not exchangesalutes with each other. The speclflc occaslon6on which saluteE are exchanged are listed inparagraph 121.

23

h a way, they are an application ofE to the everyday affalrs of llfe, and the

of courtesy is usually a sign of goodVbenever the common acts ofcourtesytrom the home. the school. civilian

or the CAP unit, disclpline disappearsCarelessness and lndlfference to thecourtesy lead to carelesaneaa and in-

tb military courtesles practiced ln Civill-aol are not impersonel and mechanlcel.

--er in whlch the courtesies arerendered

aFe65 various shades of feellng: pdde,

to other rules and regulations. Courtesyrytre are so closely related that one

y implies tbe other.

. The unlt wlth hlch standards ofand unlform dlsclpllie ls not auto-rhe 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 common acts of milltary courtesy 16trainlng and enforcement. Your tralnlng€dtphasize both the methods and the

t: Apart lrom your unlttralnlng, you sbouldrhough the whole meenlng of mlllkryt. II you underatand lts real pu4'ose and

you wlll be able to practlce lt eesllyG.l ly.

E-ac€ment ls ae lmportant aE tralning for

-rfi€nance of mllitary courtesy. On - the-

€r'rectlon la most etfectlve. but lt should--idstered ln prlvate tf posslble. CAP

rnd cadet offlcers ale reapon6lble forand correcting thelr gubordlnatea lnmllliary courteay, e6 well as for

its real meening andlmportance. Manyof mllltary courtesy are not dellberate

al rhe unintentlonal result ol lgnorance.to correct a breach of courte6y js unfair ,

-

person wlll contlnue to make the aameTbe ourDoae of correctlon ls to inaure

lttPer ohervance of military courtesy ln the

XILITARY SALUTE

S-(E prehlstorlc tlmes, men of arms havetbe 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 con sldered 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.

32. REPORTING

,_ When you reporr indoors ro an off jcer in his9l t l :s, Iou remove your hcaddress, knock, 3ndenrer upon inviral ion. ( I f rhere is an NCo incnarge, normal ly you f i r6t obraln permis6ion fromLIE-19, ip":"\ wlth rhe offIcer.) on enrerins rhcor cer s of i jce, .hatr 2 paccs from rhe off icer,sarute, and say: ' . .Str , Cader . . . . . . . . . . rcporrs rousprarn . . . . . . . . . . , " or . .s j r , caderqueats permission to speak to captain , , . , . . , . . , . , ,Hold rhe salulc unr rhe comptcr ion of rhe tormalreport , when rhe off icer rerurns rhe salure. Rcmatnat attention until glven at ease. carry on yourconversarion jn rhe f l rsr and secondpc;son. ! ihenyour Dustncss is comptered, iskc I pac( back,salute, c,(Fcute an about face when the salutc ha;Deen terurned, and depart .

When reporting outdoors, you followthe samelig.f9l.g" as for repofring indoors cxcepr rharyou oo not remove your hcaddress_

honors,.such as \onor guards. cerrain marchelpra!eo by _rhe band, and rulnes and f lour jshe(prayed ,by rhe fJetd musjc {drums and rrumpcrs). Irror l r tsn. is a br jef rrumper lanfar. ; a ruff le js Ir-o[_or rne drums gj lcn d6thef lour ishis sounocd

{rn civ iL Air Parrot. appropriarc *ecordpd musi(may be used i I rhere ls no band or f jetd musi(avallable.)

^-, W^hen honors are rendered, offlcers, arrmen,anq cadFts presenr but nor In formarjon wl l j facirne person being honored, salure at the f i rst noteor music,"and hotd,Jhc salure undt rhe compterton

or rne rul i tes and f lour ishes andthemarchinuslc,I nc €ame..procedure t6 to owed when . .Ha rorne

-( tuet- is ptaycd ro hono. rhe president ofthe Unlred Srares.

. . Weapons ot al t rypes are prohiblred tn Cj\ j lArr tsarrot, ,nd ihe organlzat lon does not use rhegun 6arure. yoU shoutd,however,havesomeknoul_eagc or lhe-htsiory and use of thjs typc of honor,,r ne gun,sature, r t red ar Army and Navy lnsrat_3!9ns: j 'as rhc samc symbotic meanin! as thenano saturc. By. discharglng his w(aion, rhesa,urer_dtsa(ms htmaetf . rhus displayjng fr lLnd_uness Loward the pcrson being saluted. In theAir For_ce. as jn Clvl I Air parrol , gun salutcsare nor l t red at any cerr.monie6. On Armv oosrs.cannon salures are f i red ar revci l te and_rarrcaiano_^ln bonor. of cerrain hjgh_ranklng vls i(ors;s 5u-_gun salute to thc narion js fl-rcd on Injocpenocncc Day, recognlzing rhc 50 states of tbei^",91.-

(ll 1 narionat

-ho-ltday falls on Sunday, trra. o_Dserved on rhc fol lowlng day.) when a gun

sarure nonora rhe narlon, no lndlvldual salut; ls

. Ourdoor6 whcnever and whercvcr rhe narional3II" : T,. 1. the. cotors or Rcrrear is pray(d,rnc lo owlng rutes apply, excepr ro formatlons.

-- At-rhe fhst note, au dtsmounted pctsons

prescnr - whether in unlform or not - facc rhet-,3S:-ol !n" music tf rhe flag ls nor vlstbtc; srandar attent ioni and rendcr the prcscr ibed ;slut€.rroae prcsenr ln unjform rendcr rhc hand salute.Mcn nor tn unlform remove thelr heeddrcss wlthrne, r lghr. hand and hold i r at the lefr shoutder,wlrh thc iand over the heart. Men wlthout heed_ofess and women not ln uniform 6alute by srandingar attentlon. Thc positlon of sslute ls retalnedunul the tasr note of music ls sounded-

Vehlcles in moi ion stop at the f j rst norc olmustc. persons ln passcnler cars or on moror_cycres rematn a_ea-re4 ar atrention. Occupantsor orher. types of CAp vehtcles remain seited,ai ,at tent jon; the person ln charge (orher rhan rh;orrv-er) olsmoun(s, faces rhe f lag or the musjc i frne rrag l6 not v is ible, and salures.

^, -h999ig wh,en rhe nat lonat anrhem i6 ptayed,(-Ap personncl . in uniform or not _ srano ararrent lon and face the f lag, or rhe music i f thef lag rs nor disptayed. Thcy do nor saturc.

.These mark6 of respecr are also shown thcl3-rl9lar anrh-:l. of any rriendry coun(ry whenprayed upon off ic ial occaslons, Ml l i tary.our(estesare

-at6o rendpred rhe narional colors of Al l ledano. r frenoly countr jes. Couriesies rendered to thenarroneri tag ot rhe United States are descr lbedlnparagraph 176.

34. PERSONAL HONORS

Disf ingui6hed mit i rary and ctvi t ian off ic ja Lsare enrfred lo speclf ic salutes andotherpersonal

24

. . , T}e lnicrnsdonal 2l _gun salute wes ot_r lc larry.rcco_gnired by thc unlrecl Srarcs in 1875.urrgrnat. ty, tsr i t ish warshtps f t red sevcn gunsas a s-aluie, and shore bafter ics answcred wlthrnrce ror Fach gun _ftrcd from rhc vessel. (cun_powaer rhen tn use derer lorated rapldly ar sea andnao ,ro De conserved.) Wlth lmprovements inpowder, 2l guns became rhc com;on salure forDorn- shjp and. shorc batter les. Ivcnrual ly al lnarron6 adopred rhe Bridsh cnsrom.

35. COURTESIES TO INDIVIDUALS

. Excepr_-es providcd in the nexr paragraph,when an oJttce" enrers a room, att bf iccrs oirower grade, airmen, and cadcrs prescnr wi l tuncover ano stand ar auenrlon unt l f the of{ icerdirects 3Eg[ or AT EASE, or teaves rhe room.

-w nen more-"than onp person is present, the f i rstro 6ec rhe or ce- loudly commands ATTENTION

u"^_rhe commander enrers a roo6_-?5ita-idinponrcers onty, i r ts berrcr Iorm for rhe oft ice;rrrsJ seelng,,him to announce, , .cenrlemen,

rhe

-", When an offlcer enters a room used as anof irce. workshop, recreat lon room, or classroom

rn v/nrcn ctass acr jv i t les afe progressjng, rhoseat work or play are not requir:ea to come ro

|3 of any natlon, race, trade, or orlenlzetlonifie6 the nex/comer s6 a r'memb;er of the

ano nonobaervance aet6 hlm aalde Andthat lre prove hlmself before he lsClvll Alr Patrol is no exception.

Th€ sense of duty well performed, honor rntlinga, and country ebove self provlde thea not only for the offtctel ects of att CivPaFoI members, but also forthecustomssnd

shich developed wlthjn the or ganlza rton, Inm8 rne6e cuatoma, you must always re-'r the followlng concernlng relatlons be-senlors and lunloTs: The senlor wlll never

of the dlfference ln grade; rhe juntor w llorger lt. The responslbilities thar so wtthand experlence naturally produce aertalnand privileges. For exampte, lr ts cus-for junlors to defef to thelr 6eniors. but

G deference in no way tmpties servjllry on the;dr of rhe iuntor.

unless eddtessed by him. When ad-by a senior offlcer, s junlor offlcet comes

&Edion, except in the conduct of routine

-€5S between the two men.

lbr accompanylng a aenlor. a iunior rlcles'FIls h siep on ihe sentor's lefr, eicepr duringir*ecrjon. Thts ts another courtesry Mth i

and lnterestlng hlstory, For centuiies mena riti sworda, and becau6e mogt men were

a lalr<led, the heaviest flghtlng occurred ontbeL The shleld uas carrled o=n rhe tefr arm_rb left slde became defen6lve. Men and unlt;tr€{erred io fighr rarher rban ro ..ler ceur8e+_' end who were proud of rhetr frghrtigb, consld€red the rtghi of a batrle line ror post of honor. When an offlcer valxs onr right, he ts symbolically fttung the posr

lDt.

lbn enterlng an auromoblle. the lunlorrs tirst and others follow in lnverse brdertrrde, teklng theit approprtate 6eats wtthsrior on the rlght. When leavlng en auto-[€, tne senlor goea flrst and others follow

-rler of grad€, In the ceae of eircraft, rhe

E usually boardE tit6t and departB first.

lben an enllsted person meets an officer onlElrc3se or ln A narrow hallwsy, lt is en oldrts rhat the alrman halt and stand et attentlon.

qvll- AIR PATROL CUSTOMS ANDTABOOSC!.somE are tho6e thlngs whtch should be; taboo8 are tho8e thtngs whlch 6hould nor be

Customs lhat evolve, llve, end endureml rea6onable, conalstent, and unlver-

acc€pted practlceB that make llfe moretrt or facllltate olderly procedures, Con-for a long pertod of ttme, they become

ly compulsory and tend to assume theof law. Taboos llkewlge develop and llnger

r! aome ca6e6 even when the reeson ioreidtence ls no longer apparent.

Ob6ervence of the accepted cusioma and

Liated below, as briefly and clearly asPosslble, ere aome of rhe pracrtces fo owed inClvll Air Patrol, many of whtch srem direcrtytrom cusroms of the U. S. Air Force.

An offlcer'a offlcial word ts ordinartlv ac-cepted wlthout quesrlon.

One must learn t6 obey before he may com-mend.

An offlcer muat prepare himself to performthe

- 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.Undue famlllellty 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

al l the force of ' r I 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 ate dfiner party 16 aeated at the flght ofthe ho€t-

The word "Str" t6 u6ed by lunior offlcersaddreaalng a aenlor offlcer.

A CAP member an$ver6 rhe relephone bylmmedletely gtvlng hls unlt or ofitce des-lgnatlon, then hl6 grade and name (forexample: "Mldrown Cader Squadron Head-quarters,Cedet Fl !st Cles6 Jones, SlI , ' ) .

Each new member Ehould be wsfmly greeted,welcomed lnto the unlt. and maie- to feeiat eeae.

A CAP offlcer attends ethledc eventE andother actlvlrlea ln whlch members of Nsunlt partlclpate es an lndlcetlon of htslntereat ln unlt affalra,

A CAP offlcer 16 expected to set en examplefor others by performlng tn accordancewtththe prlnclples lnherent tn the CAp moralleedershlp program, and to demonstrete bi6lntereat ln the CAp Cadetprogrem througboccaslonal vlslta to cadet cla;seE.

The senlor offlcer ln agrouphastheprtv egeof belng the flrsr to Choo6e a eeat, tood, 6rdrtnk-

A CAP member should remeln at a tecepdonor soclal gatherlng untll the commanderDa6 deDerted.

A CAP ;ember extended rhe fscilldes ofclubs on mllltary bese6 conducts hlmselfae e guest.

A CAP offlcer who lB transferted or retlleali6 honored with a larewell ceremony orsocial functlon.

A CAP member greets a lady wtrh e slightr'ow or a salute; the uniform caD ls notdpped or raised tn greettng,

25

A CAP member escorts a lady by walklng onher righr so that he can salute with hisright hand.

The aircrafr commander, regardlessof grade,is the final authority on operation of hisaircraft, and is the last to leave tf thealrcraft is abandoned.

Aircraft passengers must be prompt, obeysafety regulatlons, and avoid unnecessarymoving around. Aircraft regulatlons arebinding on all persons aboard.

Aircraft flyovers for parades andother cere-monies honoring dignitaries are u6ed onlyafter approval is obtained ln advance fromthe Proper authorities.

Officers on an aircrew lnsute the wel{are ofthe other members and pessengere, parti-culsrly if remainlng overnight at an alr-Port away from the unit.

The cgrc and protection of cadets 16 ofprlmary lmportance.

The same courtesles extended by CAP mem-bers to officers of Ctvtl Air Petrol areal6o 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 decreagetbe prestige of the CAP uniform,

Don't offer excu6es or explanatlon6 unlesBrequeeteo.

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 care-fully, avoldlng the dl6cus6ton of polltlcs,relicion. and ladle6,

Don't -i<eep anyone waltlng unnecessarlly,Don't make anyone guess your 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 unbut-

toned or your cap not squared away.Don't wrlte bad checksor become excessivelv

lndebred.Don't solicit contdbutions for presents to

those ln higher positlons, or accept apresent from anyone who has a subotdi-nate posltion.

Don't use, or petmlt others to use, the nameoi Clvil Air Patrol ln connection with com-mercial enterprlses of any klnd,

26

Don't use the CAP organization,emblem. or name in pol i t ical act lv l t

Don't downgrade Cjt i l Ajr Patrol ; i f youn r aowngraoe ulr1i A1r yarrol; rr you l(an improvement can be mede, submlt tsuggesdon through proper channels.

37. HIS]ORY OF CEREMOMAL CUSTOMS

selected as Cruaadera were sretloned at the rof the llne of troops, end the band marched pa

You may be interested in the orlgin off ollowing military ceremonies.

The dreas parade was originally intendedimpress visiting celebritie8 wlrh the sttengththe mona.ch's troopa rather than to honorvlsltor.

Inspectlng the guard of honor begen wlrhreatoratlon of Cherleo II to the throneofEncllWhen one of Cromwell's reglments offered Iallegiance, the Klng carefully scrurlnlzed tface of each soldler ln ranks looklng forof treachery. Convinced of their slncerlty,accepted-the reglment as hls escort.

The "Sound Off" ln which the band Dlavs t"Three Cheers" and marches down th; frbnraBaembled troop 6 6tem s flom the C ru Eade6. Tho

them ln dcdlcatlon. whlle the DeoDle cave thrcheers. The "Righi of the Llnet' wa6 tf,e crru(elde ln anclenl battle folmatlons and ls theplace of honor ln ceremonlee.

Precedence among unlr6 la determ lned bv eqand for rhat reason Aii Force untt 6 usuauv fbltithe older 6etvices ln paradea.

Relslng the rlght hend in rallng the oa6tems trom anclent dayE when the taker callupon God aa his \ritness to the truth and plwlrh hls sword hand.

The white flag of tluce may derive fromTruce of God arranged on certeln days by PUrben V ln 1095 between warrlng m edtevel baron

The uae of rhe arch of 6abet6 ln milltaweddlng6 recel ls the day6 when the groom's mpledged to protect the wedded couple,

38. CAP CRADES TITLES AND INSIGNIA

All CAP personnel sre addreesed by dfull titles ln official correspondence. Theyalso addressed by thelr tltles in conversation,the long tltles are shortened as shown lncharr of CAP grade lnsignia and dtles,

Insignla of CAP senlormember offtcetqrare gold for majors and second lleurenents,with blue ensmel for wattant officers. and sifor all othe.r senior member offlcers. Senror mber offlcers wear thelr insignia oI grade onshoulder loops of coat6 and on the shlfiwhen a coat ls not worn, All lnsignia of grfor CAP cadet officers ate silver, Cadet offic

GIVIL AIR PATROL GRADE lNSlcNlA and TITLESO]FICER.S

SENIOR MEMBERS CADETS

r4ir$d 33, -coroDsr,)

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

lrE{lTrNANl COrrNrL (Lt C"' &

CV7\ c^nEr MAJok LLMa,

V r^rdressdas, Marod)

.\Pr^N (crpo qt-irr\ere8s€d 03 i csddnnt r,. ',r

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

Fl l ts l LILUTTNANT ( l3r Lq c^r)ET FrRsr LIEUTEN^NT (crsr L9(addroBa.n!. nr,rdkDdf)

::::.:"?.'l:"ni#J"tii'') @ A c^r)r-T sFcLrND Lrru rF-NAN i (2r I r )v (^@."," .d." . u. ,"" , " r1

WARRANT OFFICERS

,:ill:,I1:i4ill,3i,Tcr*(c*o) m

,lilljy":":fi::"f' ENONCOTf,

'nrSS|ONED mErtlBERS

Ii::."":,111:rx$li" v p :**:l*llL::ri(;E^Nr(cMssr)

:::l:i"':x:":::ilil"*' v p :*::*":l'll:1.:,sEricE^Nr (c1ss'.)

:.:i::"Tl::1}u:Yi v g l*:i"*til :"xi:"'",i',"*'

i'fiHL'i:ir,;t*T,t^'q v g if.::lTl,*li:,..''

ll:Y#":::"):""#,T.'", v g 31ff1"'.':ffffilli'p,"'

"lli.i['i'lii^!$'i,6"") \C/ E 3:.::#::lr,::::i'*"jEr.iroR MEMBSR (sM)( \dd.4sed a3: ! !senio! Menbr ')

Int

ta

t

a

d

b'3

wear grade insignia on shoulder boards and onthe fllght eap,

Sometimes the terms "grade" and "rank"are conJused, Colonel or captain are examPlesof p,rade6, but no two offlcers jn a grade haveldenlical rank - one ls alwavs senlor io ihe

Chaplalns are addressed as such, regardlessof thelr grade. A Roman Catholic chaPlaln maybe addre;sed as "Father," as may be an Epis-copal chaplaln, lf he Prefers lt,

Medlcal doctors, lncluding veterinarlans, areaddressed a s ''Doctor, " regardle 35 of their grade.

Alrmen arc addressed by thelr grade or la6t

Offlcers of the aame grade, when amonglhemselves, may eddreaa each other by theirgiven names, but lf a ,unior la present, thcyshould address each other by thelr ddes. Senlorsmay address a lunlor ofllcer elther by tltle or byneme, but lf an alrman le al6o pregent, lhe Junlorofflcer Bhould be eddressed by hls tlde.

39. LINES OF AUTHORITY

AE stated in the Conatltutlon and By- Lsw6,Civll Alr Patrol laa plivete colporatlon charteredby Congres8 and compoaed of volunteer clvillanmembers. It 1s organlzed along mllltary line6, theorganlzarional pattern resembllng rhat oftheu. s.Alr Forcc. It conalats of a Natlonal Heedquarter 3,8 reglons, and 52 wlngs. Thewlngaare aubdlvidedlnto groupa, aquedronB, and, ln some inatence6,flights, As e corporatlon, Ctvtl Alr Patrol lsgoverned by a Nadonal Board and admlnlstered bya chief executlve known aB the Natlonel Com-mender. A6 an auxillary of the U, S. Alr Force,

Civll Alr Patrol is supported by the Air Fprincipslly through USAF-CAP llaiEon offlwhich are staffed by Air Force personnel.

You may wonder how orders and infrmatlon get from the top levels of Civi lParrol down ro the individual member. Caccomplishes tbls by the same method usedthe Air Force, by lollowing the organlzatiostructure, Thls method has se!eral names-of command, command channels, thru channeahannels of approach, lines of authority -they all refer to the same idea: followlngorganizatlonal atructure through the vlevels beglnnlng wlth the next hlgher orlevel.

The llnes of authorlty l lthln ClvllAilPatrwhlch are deplcted ln the approved organlza

commander through hl6 various staff andofflcers to indtvldual members, Beglnnlngthe new cadet. the next level or Ilnk ln thels rhe squad leader, then the flight leeder, fllcommander, cadet executlve offlcer, cadet depcommander, cadet commander, commandantcadeta (ln a compooite aquedron), equadronmander, group commander, wlng commanregion commander, and narlonal commander.les6 Apeclflc lnstluctlona are glveh, all Corders and communlcatlong up and down thefollow thls structure, It i6 lmportant that eaCAP member deal flrst and dlrect withlmmedlate supellor officer. For thls reaaon,so that the prescrlbed channels of approachgo tnat tne preacrlDeo cnannera or approa(be obaerved. each CAP member mustexacdy wheie h15 posltlon Ia ln relatlon toln lhe unlt and the wing.

charts, go from the natlonal commande!, attop level, consecutlvely tothe re8lon, wlng, gr(and squadron commanders, andfrom the 6quad

28

ER 6 _ RESPOI{SIBLITIES (lF LEADERSHIPD Fogesslng rhrough the CAP Cadet Pro-l. !E rill be required to 6erve 6atlsfactorlly

y responslble posltlonB at both the

SECTION A - RESPONSIBILITIESOF THE CADET NONCOMMISSIONED OFFICER

tr! fertorm satlsfacrorlly ln rhe leadershlpb tou wt l l f lU asa CAP membe!. vou mu6r

caalet noncommiasloned offlcer (NCO) snd caderofflcer level8. Thls chepter outllnes some ofthe general responsibllltles of the6e posltlons,

- tou f,r1rl rur a6a UAP memDer, you mu6t

a rbrougb undelstsndlng of the responsl-r oa the Nco tn ctvtl Alr Patrol, flrst, 3o

!r tou!3elf csn 6erve ln theae gradea and,D rhat you can work closely vrlth cadet

a D accompllah the varloue a aslgnment 6 youh liren a6 a cadet offlcer. In addltlon, the

-lldes

of the cadet NCO persllel thosecior member NCO; they slso approxlmated the CAP offlcer, rhe dlfference belng

t one of degree, Thr.oughout your mem-iD Civil AIr Petrol - both aa a cedet and

rEior membe! - knovledge of the NCO, hl6

- E6 resDonslbllltles wlil belndlsDensable

-.-ive pedormAnce,

GE ROLE OF THE NCO

D Doncommlssloned offlcer tn Ctvtl AlIi5 a well- tralned, experlenced person

a condnuoug oblicatlon to advance lndlvldual andgroup proftclency; dlsclpllne, morale, and espritde corp6.

Ad an NCO you wtU be clo6e to other cadet6,Particulerly the new member6, a po8ltlon ln whichyou wlll be eble to lnfluence thelr decislons andhave a msrked effect on ihe quallty ofthelr work.For exemple, you can lmplea6 upon oubordlnatesthe meanlng of CAP'g *adltlons and cu6toms, andthus loster a high state of morele, dlscipllne, ande8prlt de corps ln your unlt. You can make clearro new cadets the lmportance of thelrjobsend theadvantages of membershlp ln Clvll Alr Patrol,You can offer them career guldance and helpthem adlu6t to the requlrements of belng a CAPcadet. As an NCO you wtll, of course, be thelogical pergon to exerclse detalled supervlslonover asalgned ta6ks.

41. RESPONSIBILITIES OF THE NCO

To properly flll your role as sn NCO ln ClvllAlr Patrol, you are expected to be proflclent notonly ln your speclal asslgnment but al6o, to 6omeextent, as a planner, menager, and teacher. Youahould know enouah about human relatlons andthe customs and courtesies of Civil Air Patrolto be able to create a hlgh degree of proflclency,discipline, morale, and esprlt In your unlt. Tofulfttt this obllgation, you must esaume certalnresponslbllltles, lncludlng the Iollowlng.

(l) Understand and practlce the technlquesofleadershlp and personnel managementto the extentcalled for by your po8ition.

iEdrEulate6 a great deal of knowledge about+clel fteld; howevet, rhe role of the NCO

b€yond technlcal proflclency. The non-offlcer mu6t be e leader of men-

h ca good ludgment and tntttaitve. As aFlticularly ln CAP's senlor structure. the

a?lDilides have io go beyond lobproficjencyElEh lnlluencing and dlrecrlng subordtnares.

fb you become e cader NCO you vill heveyorrl grade because you fulfilled certain

requlremenrs of the CAP Cedet Pro-Ihese requlrements lnclude that you dem-P your ability to lead and lnfluence other

Like senlor member noncommlsslonedrlth your cadet NCO gtade you assume

2S

SECTION B . RESPONSIBITITIES OF THE CADET OFFICERIn developlng your leaderGhip abtltrtes, you

mu$ Iearn what wl l l be expected of you when youbecome an off lcer, h iB true that each robtnClvl l Air Pdtrol ha6 cerraln speciat re6p;n6t-bl l i t iee; theae lou learn when vou 6erve ln theposltlon or make a staff duty analysis of lt. It lsalao true, however, that tbere are certein qeneralresponEjbj l i t le6 common ro at l CAP off tce;sinaUposltlons, Theae are tbe responeibilltle6 dls-cu86ed in tbls aectlon. As a potentlal leader youmust become famlllar with tbese senetal re-sponsibllirles so thet you can fulftll tham properlywhen you become a cadet officer.

43. KNOWLEDGE OF MISSION

Every CAP member is respongible for ac-qulrlng a knowledge and appreciation of theorganization. Early in Phase I of the CAp CaderProgram, you recelved an orlentation on ClvilAir Patrol. During this concentrared tndoctri-nation, you were brlefed on the hlstorv andmlssionof Civj l Alr Patrol and your unjr . oi the pot ic ies3nd procedures which govern cadetact lv i t ies, andto aome extent on the responsibllities you would

30

(2) Know your job and have a hish level ofpersonal profictency. In a sense, as tn NCO youare the middleman between your subordinaiesand your superiors. This calls for strict loyaltyin both directlons,

(3) Relieve yout supertors of rourine detaflsand problems,

(4) Execure al l your dut ies promprly, wirhourcontlnuous aupervision.

(5) Use lnltiadve and resourcefirlness, knowwhen to handle matters yourself andwhento referthem to your supetior, but ln allcases, keep yoursuPerior lnlormed,

. {6) lnsure thsr good housekeeptng andadmtn-rsrrauve procedures are fol lowed.

(7) Conduct drllt and ceremontal Droccduresappllcable to a fltgbr leader.

. (8) Plan, supervlse, and conducr tndivtdualan(l_ team on-the-lob tTAlnlng ln technlcal andmlulary sublects.

, , (9) MainLatn. a_ htgh standard of behavlor,

rncrudlng Inctlvldual conduct, courtesy, and per_sonar appealance.

(10) Asslst , supervlse, and correct 6ubordl-netes in mettera perralntng ro 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 ru1e6 of cond!

( l ) Knov your job and rry ro performel l lc ienr ly. The job ar hand has f trsr pr jor l

(2) Culdvate integclry and srrength of chacrcr, People work be6t for someonetheyresp

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

(4)_Be wi l l lng ro accepr responsibi l t ty, rpenoaDte, and consclent ious,

(5) Have a good art l rude roward yuur wodisplay lnrereEt and en$usia6m, take pr ideYour work and in Your unlt .

. (6) Ser rhe example tn at l rhe m i tary f lqamentals.

. (7) Develop the abiuty ro get etong wirh peqand encourage them to work for you.

(8) Be plessant and cheerful, rake enlnrerlln 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

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

fece as a membet of Clvtl Atr patrol. Tlorlentation went fer toward establlBhlng youflrm ground eerly ln your membershlp, bu!ha6 s greater value. when you become an avanced cadet, part lcular ly after you becomqcad€t off lcer in phase I I I or lV, you w lcaUed upon to preAent theaeorlentedon brlefinlIn preparlng ro make these presentet ions, inot _only acqulre a good working knowtedgeCivi l Alr Parrol and become able io puaqknowledge in words, you also become aware]significant new relarlonehips among CAp's vqloue

-activltles and acqulre a more meanind

insigbt lnto the rraditions and mtssions oI iorganizatlon, an eaaendal to every CAP lea&

Each unit in Ctvtl Air Patrol has a misslto accompllEtl. Your fifst task a6 a potendleader is ro become rhoroughty farnj l isr r lthe assjgned mission of your unit and undersrahow lt relates to rhe mission of other CAp udand the otganization as a whole. To bec{m16 sion - conEcious - to recognize that the mi sdia of paramount importance - ls the first sitowarcl becoming en effective officer. l

b oI your aectlon, you mugt not lo6el& other Eectlona ln your unli. Some-lE:Enel and materlel are hoarded by

c.8er to do ht6 Job weu. Hls PurPoBeadmendable, but hi6 approech may

& dectlona to afffer, Your outlookr-t3 lnclude the overall mls6lon, and

An officer may be forglven forI rl-tle, but he cannot be excused lf

- |3t a question when he ls not sure

Queatlons are expected and en-tb effectlveness of an officer often

!F Ea ablllty and willingness to aaklErdnent queatlons,

b tnow any lob 16 not an overnlghtstudy oI regulatlona, standlng

FEeduree, and edtablished pollcles

OF JOB TO MISSION

requlrea conatant Per seve rance 9nd

-duadon. a con6cloug effort for Belf-

you must conatandy bear ln mlnd

of your unlt mu6t be geared towlth other Bectlonsand

-olutely eBsentlel.

dltties,

E EeP la to determlne lust how yourb rhe accomplishment of the unitb Euat be alert to do thls; you mu6t

! Fr a good foundatlon. QueBdons ad-

- M aubordlnatea and superlors, aa

rcEgeratlve attltude, wlll help roundoutFlnally, you must learn fromia not en automallc Proceaa,

disclpllne, tact, and justice. It callsfor continuouseffort to learn ebour the lndlvldual, his vlrtuesand faults, hls llkes and dlsllkes, hls mental andphysicel Btrengths and weakneaaes. Your 6ub-ordlnates will not all be highly qualified orexpertenced. You must place them ln po6ltlonswhere they wlll do the moat good most of thetlme. You mu6t lnstlll ln them a sDhit ofcooperetlon, mold them lnto a team, and en-courage them to work for you and with onesnother. A6 an offlcer ln the CAP CadetPro{ramyou must be able to adapt yourself to meel thevarloua condltlona and the changlng need6 of theindlvlduals under your charge end the unlt es a

You wlll flnd that you and those wlth whom youwork in Clvll Ah Patrol have a blg advantagein geftlng off to a good start. You all have anlntereat ln Ctvil Air Petrol and it8 mlsoion endmethoda, or you would not be membera. Many ofyou wlll have been worklng ln the unlt for sometlme, ln dllferent phases of the program, Whenyou begln your new role aa a cadet offlcer, youmu6t convlnce the other members of ihe unltthat you vant to contlnue to be a useful part ofthe unlt. You must be tectful snd dlplometlc lnexertlng your lnfluence, You mugt remembe!thatyou afe thefe to lmprove the opetallon of tlre unlt.Tsct and dlplomacy, however, should not take thefolm of tlmidlry. If you belleve cbengea arerequlred, lt ls your duty to suggestthem. changesor auggestlona !o lmprove or lnclea6e unlteffecllveneag wlll be most welcome. In aomecaBea, conBldereble pe!618!ence maybe requhed,If you are convlnced that your recommendatlonsare 6ound, your spprosch thould be one of taqtfiilperslatence. However, when your auperlor haamade e flnel deci6lon on e guggestlon or recom-mendatlon, lt lB your duty to lollow ihat declalon,evCn though you msy con6lde! lt unfavorebly,

46. 9rr.l!&3tBM4N3E!{M!!The offlcer - alrman relatlon8hlp ls also lm-

porranl The efflclency of a unit may depend onIt. The tendency to become overfamlllar wlthBubordlnatea mugt be cubed, Tbe ne* offlceroften bellevea he can obtsln cooperatlon, unlty, andsplrlt through personal popularlty wlth hl8 men.But prestlge ls en lmportent fecto! lnleaderahlp,Few offlcera can malntaln thelr pregtlge byfoBterlng overf emlllarlty,

Tbls does not mean you should be eloof andunapproacbsble. Not should you flaunt yout gtadeor assume an alr of superiorlty. Malntaln a deeplnterest ln the welfare of your men. Glve them afeellng rhar rhey cen depend on you ro hetp rhemln tlme of need. Always be resdy to llsten tothelr problems or suggestlon6. ready to suggestsoludons, your relailonshlp must be clo6e, cor-dlal, and sympathetic. Take rhemlddle courseandlet common sense prevail,

47. OFFICER- NCO RELATIONSHIP

The proper ofllcer - noncommlsslonedofficer

3l

r tou have detetmlned your responal-I the unlt mlaalon, your lob wlU take

!t meanlng. You! senge of duty and your! till Bharpen, and your efllciency wlllE Yotr wlll then undergtand the effect of

aupon the unlt as e whole.

ER. UMT RELATIONSHIP

Ltl-

fl-rst regponslblllty of a CAP offlcer -the mlaslon and your pert lnthat ml66lon - la related to the

I reapon8lbtltty - galnlng the regpect ofEr tho lf,ork with 4nd for you. Surveye! fun rhat ablllty ln an offlcer ls me

-Eriadc most llkely to geln the reap€ct

-

r$ordlnate6. Mosi men-prefer a strictvbo know6 hl6 lob to e lenient, good -dicer who doe6 not know hl6 lob. They

! an lmpartlel offlcer,I L mt l ikely that your f l rsr asslgnment ss

vlll be to a command poeltlon. Prob-lur sill be placed ln charge of a rathergoq) of cadets. whatever the sltuadon.

Er, you must be famillar withthetechnlquesHing people to mAke the greatest use of

lcong orhers to enloy worllng lor you:ra tbe applicatjon of a delicate balance oI

"elar ionshtp de6erves specjal mention. WhatsDoutd _y-ou a€ an officer expecr from your NCO?You wi l t quickty discover rhar rhe \CO is anessenf iat person ln Chi l Atr patrol , In somerespecrs, l r is the NCO who keep6 rhe wheetsor rouf ine anct detai l running. But hl6 effect ive,ness depends -to

a great extent upon r l rc supporr::_l-.,.s,1".99 from hl6 sxperiors, crven properLesp9|€lbi l y and aurhoriry, rhe NCO can ret jeverne of i tcer oI msny detai ls. Theoff icer should u6enra ,Ncu as the auperlnrendent ln civ l l l l fe uses

, ̂ _ "Jl:--.lgn!o*lni""joned offtcer is usually areaoer- wtth much knowledge and experrence rn aapecur etd, As an off jce( i t ls your responstbl l i tv

ro_ u-ae tru a knowledge a nd expe rience a s effecth el iaa posatble. Conslder the NCO as an ssslstanrnot as a novice. Recognize and respect hts grad;ano. experlence, bur always remember tha' t theDaslc responsjbl l l ty for rhe lob ls yours.

Expect much trom rhe NCO and al low himr_ea aonabte _treedom of actlon. u6e hls prevlousrrarnrng.ancl expertence and glve hlm co;parableresponslblllry snd eurhortry-. Encoufage'hlm toexercrae., s. ln l t lat lve and Judgment,- and glvenlm crecltr when credlr t6 due. Hi, ttk6 you, getsaausfacrlone from hl6 work. He should be Lisedaa a noncommlasloned offlcer and not as a basical tman.

-__lLyg_tfl"S wtrh e noncomml6sioned offtcer,rememDef theae ruleE!

Expect much from rhe NCO and make him teelrnar you depend upon hlm as an asetsreDr^, tnat.you depend upon hlm aa an aaalaranr,

urv-e-nlm responelblllty end eurhorlty to gc

ficult and ltmit the quality oI your report. Wlyou--are r€sponsible fon radng anoth;r perEllgp] 9 ,!ysre.m of making rreq-uenr nor"sbt yorm-presslons during rhe perlodof observation. yyll]-,,l:I h9""

"a f-actuai basis roi anaiy,rng

oeveropmeni of rhe lnclividuat being 'rarei,m€aaure oI hi6lmprovement or regresi ion, andald for the prepaiatton ot your rEpoii wiren tro m€ke rhe evsluarion, el l you hato do is summarlze your separateim

_A contlnuouB 6y6tem of evaluadon dlscloy-..19"!g:g prior

"ro rhe tlme for submttting

radng report, In lalrness to the lndlvldualrated, you should dtscu66 wtth bim hls e- i ' -_r r-- wrur rDnr nrs evl(snortcom,ngs and glve hlm an opportunlryrmprove hlmself before a repofi js requtrF-urther, .you. shoul_q dtscuss_ each c;m:plreport wlth the tndtvtdual being rated 6eyou forward lr for approval. tsiJeits;hment tuesplte hla natural reluctance to dlscuss hfaults, rbe dtscerntng suborc nate

",tlt atrvalue a talr Appralsal of hl6 performance.

honest and ope;'wlth htm. Sugg'"ii-wa;a tor tto overcome ht6 shorrcomtnis, ctie btmchance to Improve. Above a-Il, d; nor arrutnor-a ot your impresslons to reach hlm fraecondhand sourcea;

49. CAP - MTLITARY - CIVIL RELATTONSHIP

.,,,-I Clill Alr petrot you heve certatn respon Ibllltlea whlcb ln other olganlzetlona would beno concern to your auperlors, As an offlcerLAts,, Dowever, l f you become an obJectcr-ltlclam, ell of Ctv Atr parrol t6 adverEeffected, If you behave tn an trreepoieible mrner,r you may place the en re oiqanlzarronolalAvor'.

-On the orher hsnd, lf you behsve tn a manro.roater good CAp - m i tery- ctv ien retatt

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

ln clvlc_affairs, by honestly trytng io unoerst119, -!Igbl:I"

Jaclng your cdmriunity, anddemon€trartng htgh ;rr; lbure; oi- a;;; i . ,"r. ,c€n _advan-ce rhe csuse of Ctv etr eatrol aidithe same rtme,.add ro your per sonaidi velopmWnen you Jolned CAp. you were not releasedfryour responstbtlirteE as a cttlzen, If enyrhtn!your ct t lzenah. lp reEponslbl l iUes to your comiyllly "lq

your narton were tncreesid bymembershtp ln civll Air Patrot_

to gowlrh hlB eblltty.

Back htm ln hl6 ,crlons,Be loyel to hlm.Ler htm know where he stand6; tell htm hls-_ -Effengtha and weekneBses.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 dleserve6 ir.Avold overf emlllertrv-Nev,er,plece the blaine on your NCO; ln rherrnat analyBts, you make the decislon and_ tDe reaponalblllty ls yours.r elk over pioblem6 wlth hlm.

48. EVALUATION OF SUBORDINATES

-,, Periodtcally--you wtll be requhed to anelyzeand.recofd the effectlvenessof your subordlnates.

Ar rrr6r thl6-may be ) imlted to rat ing rhe ef_lec veneas of phase I cadets. Later you maynave to_ rate more advanced cader6 and fello\icader offlcets.

50, MORALE

The evaluation of a suborallnateconunuoua process. tf you walt untilr.ne rating pedod before you beqtntne subordinate, you mske your iask32

.- On9 ol.r lu -major

responstbi lr ies you wtnave as e CAp offtcer ts to mainrain htgti moraiin your unit or secrion ara rtmes. Tha;norale:., i l tr l i !h" Erare of mind ofrhe average memlwlth respecr to rhe mlssion of tte linit. ftmaverage stste of mind is one of confldenc.courage, d"etermlnation, and enthuslasm, morrs nlgn. U th€ average state o[ mind ls onepe-salmlsm, dissarlsficrion, despondince,anxtety, morale ls low. pracr ical ly every fa

3hould be athe end of

more dif-

t memberBhlp or hlgh membersbipL A hlgh level of morale, on rhe orher!a sbow ltseu ln lncreased Job perlor-

C.AP actlvlty affects, and ls affectedlE h is often a decisive factor wlrh

-t miaslon of the unlt.

morale ltaelf ls not tanglble, lt isdGervable factor. By belng elert andb tbe mental state of the members oftou can gage thelr morele level and

laediel step6 that may be requlred,t symptoms of lov rnorale you willI dtrg8 as poor Job performaice, ex-

&enieeigm, poor bearlng, and even

to develop esprit de corp6 wlthin your unit. Espritde corps ls group morale reiniorced by feelingsof prlde ln being memberE of an lmportantgroup.Unlt splrlt ls the magic substance whlch brlngsan organizatlon to llfe. Alrhough quite lntangible,It will make two otherelse identical units dlfferas nlght from day ln thelr performance. TbisBplrit stem6 largely from the pdde and confldenceln thelr unlt that 16 shared by sll the memberE.It doe6 not metter that thls is largely optnlon; thelmportant thlng ls that sll the members thlnk theybelong ro the best unlt ln Ctvll Air Patrol. It tsthe unlt wlth eaprlt de corpa that perform8 tbe3o- called lmpo$lble when the need arises.

Egprlt de corps ln a unlt dependd on threeessentlal lngredients:

(l) The unlt muEt be dlfferent from otherunlts 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, fhatof all, have e slncere beliet ln your organlzarlonand confldence ln lis cspeblllry. Your a$lrudemuat aey, mole plslnly than worda, that yourunlt end lts membera are the best in Cll,ll AirPatrol. Secondly, you muat see to lr that themembero of the unlr have a good opinlon ofthemaelveg end thelr unlt. Thls ls not as dlfflculra6 lt 6ounda, belng more a mette! of technlquethan anythlng elae, for any group ehnay8 wsntslo thlnk well of tt6elf. At the 6ame tlme. esDrlt16 a tender growth, and you must be eiert lorfectlona, accldenta, end conte6ts tha! wlll lnlureIt.

52. PIIJ9IEN9fEach otflcer ln Clvll Alr Petrol is also re-

sPonslble for tbe operatlng etflclency ol hl6unlt or secdon. Unit efflclency l8 the abtlttyto sccomPll6h succeB8fully an aeElgned taakln the shorteat po6sible time, wlth mlnlmumexPendltures ln manpower and materiel6, andwlth the lea6t poselble confuglon. Whendlsclpllne,morele, and eaprlt de corpa are good, efflclencyia lncreased. You can bu.lld efflclency ln yourunlt through good leadershlp, 6ound trainlng, andeff ectlve admlnistratlon,

ad dlsctpllne and conduct, cheerfulneas,

-r_nce, and lncreaslng membershlp.

- dlcer ln Civil Alr Petrol, it ls your

Illlty to watch for theae 6lgn8 and actI to thelr dlctateg. Know the members

-lt and how they feel, and tlme your

-

acdona so e6 !o bulld thelr morale toa level ss posslble. Remember, lt lafuughde68 deed6 and careless words,

rbn than lt 18 to keep lt ar peak level.

hie high morale ln a unlt, 1r ls nott ro pamPer rhe member6, but lt 13t to do the beet you can for them andrietn belleve ltl6thebe6tyou, or anyone,

rh. A6 theh leader, you expect the bestd tie membero of you! unlt; es thelrthay have e rlght to expec! your be6t.

D lreat underlylng force lrom whlchslemal-.le is confldence - confldence ln Clvll

I, ln lt6 objecllvee, lts progrems, it6.!ld lts leaders at all level8, lf rhe

Er o( your unlt are convlnced that thek rbich they are worklng Is worrh allatrt6, lf rhey belleve that rhey cAn ac-

tbe morale ol a unlt, It 16 a far moreto bulld morale back once lt bss

tle mlaslon wlth tbe meen6 at hand,I rl€y are satlslled that thelf prospecrs

ftaure are the very beat, your unlt wllltl morale.

EIJT DE CORPS

Dl d8o your re6ponglbllity ass CAP olflcer

33

lf Civil Air I'atrol is ro continue ro enjoy itspast success, it must have future leaders of the6eme hlgh callber as its preaent and pe $ leaders.It muat have leaders who, ln the Amerrcan rra-dl t lon, provide rcal " leadership" rather rhan' 'dr lvershlp," leaders who atraln the goals of theorganizst ion through teamwork rather thanthrough compulslon or force, The boundless en-thuslaem whlch rbe volunteer member6 of ClvilAlr Patrol brlng with them lnto the programdeserve6 no leas.

When you Jolned Clvil Atr Patrol, you auto-matical ly a6sumed an obl lgar lon io develop io thoful lesr your capabi l i t les ts a leader. To aevetopthese capabllltles, you must f1r6t study aboutleadershlp. You mu6t lcarn abour the rypes andpersonallty traits of leadets so that you can fosrerthe deahable qualldes of lesdershtp tn yourself.You must galn a general undcrstandlng of theroles played by orhers in dotng a lob so rhat youcan functlon pfoperly ln your role as a leader.You muat leatn $,hat sreps are needed rocompletcan asslgnmenr 60 that you can enllst the co-operar ion and supporr of orhers. But you musinoljusread abour rhe6e rhlngs; you mu6runderstandand learn to apply them in all your dealtngs wtth

Thls chapter shows you whar rheseprinctplesand 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 f t rsr know whar leadershtp is, psr-t lcular ly leadership in CAP.

ff you will look up rhe word "lead" in WEB-STER'S NEW COLLEGIATE DICTIONARY, youwil l f ind that i r means "ro guide or conducr;hence. ro. direct ln act ion, rhought, opinion, etc. ;instrucr. - This def ini t lon is, of course. basicand

34

- \*1==

n9CHAPTER 7 _ LEADERSHIPAND THE CAP LEADER

can be applled to any useoftheword. To desctlbeleadershlp in Clvil Alr Psrrol, somerhing muchmore speciflc ia needcd.

Many promlnent mlllrary lesders sre alsoconcerned wlrh flndlng a Bpectftc deftnttion forleader8hlp. You may be lnterested tn whar 6omeof these men hsve had to say abou! the sublect:

ceneral Lesley J. McNalr, CommandtngC€nerel of Army cround Forces during WorldWar l l , sayB: "By hls per6onal i ry, enrhr istaam,and 6olld knowledge, rhe leader musr supplyrhe spark whlch iniuses hl6 men wtrh ih;splrlt that carrles ihem lndlvldually andcollecdvely along wtth him."

General Roscoe C. Wtlson, former AlrForce Deputy Chief of Staff for Researcb andTechnology, idenrlfle8 rhe functions of aleaderas follows: "Basically the leader's Job, oncehe has been elected to that posltlon, hasthreeprincipal a6pects: (1) ro select rhe rtqhrpeople for rhe r lghr job: (2) ro organize rhe;cpeople ln a manner whlch wlllmaxtmlze rhetrefforrs; and (3) to morivare rhe group rowardachievlng rhcir goal."

General Narhan F. Twjninq, former ArrForce Chlef of Sraff and Chalrman ot rheJolnt Chjef6 of Staff, descrlbes a sood leaderas fol lows: "The mosr dependable leader t6the man wbo wants responslbility so that hecan make sure rhe lob will be done properly;who want6 ro lead nor jusr to ger btmselfou( ln fronr, but to ger people starred ln theright direction."

. By studying the6e definitions you will 6eetnat each contains a common conclusion aboutleadershlp, a conclusion thar relates directly roleadership tn Civil Atr Parrol. Alrhougheech daysit tn a differenr way, the6e authoritie; agree thiri t is the rcsponsjbi l l ty of a lead"r roguide orhersroward the cooperar ive. enthusiast ic. and suc-

ls:li' . - :

I

devement of ihe misslon - recardlessE thai mission ls to complete a-specific

- a€ach a certaln level of efficlencv. to

a Droad, general goal, or enyrhtng ;ise,

ttris fundamental requlrement lntor, tben, leedershlp within Clvtl Atr

ar! be deflned as the art of lnfluenclncggi_oLpsgple t! j !4y $AiwillTfi-ifiEii

coruloence. reaDect. and loval cooD-

-e lt deela wlth men end thelr changing

d rtdrudes lnstead of vlth unchanthg.lement6 such as iho6e composlng-th6

delrces, leede!6hlp ls an att tether than!. As an art , l t entei la a never-endlnqFocesg for the leader. You can nevei

a perfect leader - no man cen. You wlll

-*e mlatakea, but you can learn froh

ridalea and auccesses. and tho6e of! l&ltural leedershlp ebllity cannor be

ts ln anyone, but the potentlal for leaoer-aE every lndh'lduel possesses can be

d end uaed, Leader6hlp 16 not eastlyc qglly learned, btrt leeders can be

components: the leader, the followets, and thesltustion or mlssion. The bssic for:mula wouldrtm thust the situatlon plus the followers plus rheleader equals leadershtp. These, however, aremerely the worklng components; the way theyare mlxed ls much more lmpottant, Thete isalso an intanglble factor, the method by whlchthe leader guides, dlrects, and lnspires thefol lowers to accomplish rhe mjssion. Thjs ln-tanglble 16 called the technlque of leadership. Itwlll vary wlth each comblnatlon of components.Yet lt ls alwaya there, and by analyzing leadersand leadersblp, you can lsolate the speclalknowl-edge, Bklll8, snd characterlstlcs eBsential lorthe leader and the developmenr of hls leadershiptechnlqire.

The Leader, A leeder ln Clvll Alr Patrol 16not d6fiEEiiE?l-wlrh a htgh- level concepi thet hasnothlng to do wlth noncommlssloned or lunlorofflcerE. Leedershlp takes place at all levelsfrom the grass rootg up, As a leader of e 6mallgroup ln Clvil Air Patrol youmayhavea ielatlvelyharder leadershlp problem than a commander aia hlgher level because you mey have no staff toadvlae you or fev tools (followere) to work wltb,In auch a situatlon you are lequiied to use theutmost lngenully, regourcefulneas, and inltladveto accompllsh your mlaslon; and ln so dolng youtepreaent teal leaderBhlp ln aclion.

Actlvlties 6uch as rho6e ln whlch CAP Dar-tlclpstes depend upon effectlve leaders ai e'verylevel from top to botlom, The effectiveness ofthe leaders et lhe top levels deDends on theeflectlvenes6 of the leeaers at the lo'wer echelons,and vlce versa. The top leaders heve rl6en to topPosltlons by worklng thelr way up. by developlngthemaelves ln the Bort6 of Bltuatlon6 encounteredby the tunlor olflcers and graduelly acqulrlnggreerer competence and proflclency, partlcularlyln tbe speclel fleld of poltcy declslon.

The born leader ls e rerity, Even tlre so-called neturel leader has to develoD hlmselfthrough experlence, progresslng th;ough tn-creaalngly complex EltuatlonB, eometlmeaflndlnghlmself lncapable ol hendllng clrcumstances wlthwhlcb he 13 unfemlllar, It lsrruetharthe develop-ment of leadershlp 16 eaBler for somepeoplethanfor others. Some are born wlth or qulckly developcertain qualltles, such as confldence and lnl-tietlve, whlch msrk them as leader6. They 6eemto heve an lnstlnctlve flalr for leader6hlD. Youprobsbly have known several Deople of rhlstype around your nelghborhood or ar school.There was alwaya someone ro tale over, 6ome-one who could g€t others to do what he wanted,Perhep8 the others were not even aware ofthe easy, natural way ln whlch they were maneu-vered lnto something. Bur whar happened ro rheearly leaderE you knew? Was the nelghborhoodleader able ro projecr hi6 leadershlp qual l r leslnto the school sltuatlon and so on throush lite?Or dld a new leader ar lse? Are the leadars youknev in school 6till leaders?

nade.

lr are an averege cedet, you are aleader. Through proper lralnlng you

the lnltlatlva, conildence, end mag-rhlch ere neceBsary ln leadershlp. You,

GErt peraon, Doaaeaa !he6e qualltles to aF dat you can be a good leeder ll youtlt &velop yout natlve abllltleB. Whether

Jur become a grest leeder dependg uponor not you poa6e66 lhat extra lnltlatlve,tr, moral courage, end drlve whlch

& dlfference between the average per6onabove - average,

L tou hold verlouE lesdershlp posldonE ln*t program, you wlll tlnd thet they demend

lr- deal oI work and entall a grear deel ol

-Xltty, The num erou 6 reapon diblllties you

-re aa a leader wlll otten make your worktrylng, bur when you guccesdfully meetyou wlll flnd the mo8t rewardlng klnd

G(IIPONENTS OF LEADERSHIP

fkoqghout rhl6 text the m ethods of developtngbave been streEsed. For exemple, you

! hn ahown the lmportence of drlll tralnlngbging out the qualltles eEsentlel [o a{In8 our rne quallrlea esaenHet to a

- In addltlon to followlng the proper method srtt€loplng leadershlp qualities end hablr6,lhrld al6o examine leader8hlD lrselI and

the way lts elementa comblne tor good leader.

F-4iial Components of Leedershlp

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

35

Part of the trainlng oI a leader must be tobuild up a background of leadership experiencewhich can be cariled over to and augmented byeach new situation. New elements are constantlvbejng ddded to the leader 's equipment, and Ihaold ones are constantly being reJined, The neigh-borhood leader you knew may have failed as eleader in later life because hls ludgment lalledto mature as he met new Eituations. Althoushhe sr i l l may have conf jdence and inir iar ive, hemay not be able to apply them effectlvely ln new,complex situations. On the other hand, anotherindividual who wa6 not a nelqhborhood leaderbut who made a conscious and conscientiouseffort to analyze himself and his leadershipbehavior, may have learned how to use hisexpcrlcncc - to discriminate between actlonathatdo or do not apply to diflercnt leade r shlp problem s.

This is cal led the "transfct" proce6s. hmeans that you can apply lhe general principlesIearned in one situatlon to another sltuetion. andp.rhaps dc\elop a new rechnique in rhe proacss.When you do thls, you eventually have ar yourfingertips a complex network oI techniques, andthe qualitles of character whlch neccssarlly goalong with them, The lvholc alm of the CAPlesdership laborarory ls ro help you, and cachcadet lntheprogram, galne aeiol baslc technlquesand qualitles oI character whlch can be applledalmost by second naturc to any sltuatlon. Thus,the qualities and technlques you develop lnyour CAP leedcrshlp tralnlng wlll be useful royou ln all aspects of your life.

Followers. To bc a leader you musf hevcthe second component oI leadershlpt followers.As contradlctory as lt may aeem, you must bcyour own best followet, not of course a6 anegolst but ln the sen6e of practlclng what youpreach and followlng orders from your: superlors,Flrst you must follow the mlEslon that comes toyou from hlghcr authority; then youmusr followyour own bellefs and practlces lf you are to leadeffecdvely. Somedmes ir wiU rake rtgid self-dlsclpllne to subordinate your own oplnions andfeellngs io the hlgher mission. You must, there-fore, develop a wholehearted and complete senscoI mlssion dedication. The best leadership ri6esout of an inner warmth and dedicadon which isfelt in every detall of your actlvities as a leader.In a way, leadership is characrer lnfluencing theactiona of others,

Thus, to be a leader you must be moredlsclpltned - and this necessarlly tncludes self-discipline - than your lollowers, WhetheryoullkeIt 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 badexample will be followed. For good or bad, yougive your cue to your group or organization,You must be wlth your followera, and yet apart,if you are to establish and maintain effectivecontrol. Your authority and responsibility muatnecessarily 6et you apart. The great leaders ofhistory in peace and war have known this solltary

36

intensity of power. President Truman had tomake a decision to drop the fir8t atomic bomb,fully realizing that the rcsponslbillty for theconsequences would be hi6 alone. This was anexample of rhe ultimate in leadership decision,weighlng the terrlble pros and cons and thenembarking on a course of action.

As a cadet officer you wlll not usually befaced wlth momentous declsions, but you willbe confronted with the necessiry oI making day-to - day dccisions. Your responsibilities wlll ex-tend in all dlrections - to your superiors, yor.rrsubordlnates, your mlsalon, and yourself, Youmust continually weigh the pros and cons of anyproposed actlon. You muar develop the habir ofworking effectively wirh orbers, a habit rharcomes only wlth practice and experience. Thereale no sei rules, no rigld formulas you canfollow. Studying rhe grear leaders ofhistory, evenobserving them ln operatlon, wlll not make you aleader. You musr develop your indivtdual rech-nique or sryle of leadership tn rhe bard, coldachool of practlce and experlence.

Situatlon or Mlsslon. The thhd essentialcomF6fren-i--T-I;E?GiEEIF ls the sttuatlon ormission. Thls br lngs up a cruclal polnt:Leader8hip can be good or bad, destructlve orconstructive, An underworld gang leader ls stllla leader. Oftcn he makea unpleasanily effectiveu6e of the prlnclples of leadership in directinghl6 followers toward an oblectlve, His ml56lon,as well aa the means of attaining it, ls destruc-tlve. Hitler end Stalin were leaders, howeverrepugnant thelr misslons and methods.

The di6cusslon of leadershlp ln this manual,however, refers to good leadershlp dhected to-ward a constructive goal. The opposlte ls badleadersbip. In that ltght, effectlve leadershlpmeens reachlng the goal, and ineffective leader-shlp mean8 faillng to attaln ir,

ln Clvll Alr Patrol, the overall goal is theaccomplishment of the objects and purposes ofthe organizatlon, From thla broad concept flowrhe many missions of the unlts at all levels,Thc coal oI the cAP leader 16 the effectlveaccompllshment of the mlsslon of hls immedlateunlt as it flts into the broader. pattern of theoverall miasion. If leadersbip is not directedtoward maximum attalnment of the mlsslon, theleadcr has fai led.

llla4gible compg!999_9l!9!gslg[:pAlthough the mission ls of flrst lmportance,

you must always remember that lt is closely re-lared to the welfare of the followers a s indlvldual sand the unit as a whole. Some leader6, prlmaril!.concerned wlth their own popularity or inter:ests,lose 6ight of the mlsslon. Others devote rheirfull attention to the mission. with no conslderatlonJor the $,elfare of the individuals or the group.Both types fall as effectlve leaders. You mu6tsealcb out and find the golden mean between

krldp techniqued you must aeek out ln yourqt, You wlll have certaln culdes. certelnla?s, certaln concrete sdvlc:e to ielp you,

I iri, admitredly, posslble for a leader toan immedlate mlssion by ineffective

- - by drlvlng or threatenin{ rather than

tsle - but ir ls doubdul if rh; efforr could

-i4€d over an extended period, For the

EE, leaderBhip requlres wllling cooperartont tban force. You must, therefore, strive

tE a!€ most from your followers most oI

-c- You must be a perfectlonlst, but slso

Ica heve lu6t seen hoc, the leader, thea, and the 6ltuation or mlsslon are

down and applled arblrrarily - the

rE€d through the appllcatlon of the technlqueE'rsblp. Unfortunarely the part6, tooked arF&ly, wtll nor equal rhe whole. There alerrdy, vill not equal rhe whole. There ate

& intangible, elu6ive elements whlch csnnor

Let us look now at some of tde elements ofPerBuasive lesdership.

56. LEADERSHIP TRAITS

what qualities must you possess to be a goodleader? Just as there la no maqlc foimula forleadershlp, nelther is there t single list ofqualltles that wlll make you a leader. Leadersdo seem to posseas certaln descrlbable tralts,but they apply these qualitles ln markedly dlf-ferent waya. No two people wlll ever handlethe same sltuation ln the same manner, yet bothmay be succesaful By the Bame token, no twopeople wlll sgree on one list of bsslc humsntreita that make up the personallty of a leader.

For these reasons, the llst of quallrlesdl6cu6ged In this sectlon 16 purely an attemptto glve you a plcture of an ldeal leader. It 16not intenaled ln any way !o impose An albltraryllst of qualltles for you to develop ro becomean effectlve leader. The6e attrlbuteg have, how-ever, been recognlzed as belng deslrabla ln aleader, and you Bhorild be famlllar vtth all oftnem.

Seven of the quelttle6 whlch are mosr oftenconFrldereal necesaary for effective leadershlpare dlgcuaaed ln tblg 6ectlon. There ls nodeflnlte order of lmportance of these quallties.They are all nece6aary, and the lmpoitance olany one of them st e given tlme depends uponthe sltuadon and the lndlvlduels lnvolved. Youcan eaally 6ee how on one occaslon, tact wouldbe cslled for mo6t, whlle Buch qualltles aslnldatlve or endurance mlghr pley ln8lgnlflcanrrole8. Then. ln dlfferent clrcumstances or wlthdllferenr people, any of rhe other quallrles mlghtbe needed ro handle a 6ltuation. ln addltlon, rhecohtrlbutldn6 that the leader makes bv wav ofundershndlng anal knowledge are noi aldaysapparent, For example, operetions may be sosmooth thet his organlzatlonel sbllity passesunno ced. Or hi8 technlcal competence may notbe recognlzed becauae j t wa6 quledy added toihe group effort.

lnvarlably, however, the leader mekes con-trlbutionE to whlch others are alert and re6Dondeagerly, lf sometlmes unknowlngly. He brlng;hlsbaaic personsl qualities to bear on the group. lfthe leader has a negarlve personallty, his othercontrlbutlona do not cet across, But when theleader has outstandln-g personal qualities andudeE them well, they help create a hlgh 6tateof morale, dlsclpllne, esprit de corp6, andefficlency - the lndexes to effectlve leadership.

The basic attributes found in successfulCAP leeders lnclude human characterlstlcs thathelp others develop quallry ln themselves. Thetecbnicslly competent leader can organlze hls

Peraonal way tlrat you fuae them wlthin('n Personallty to develop your lndlvtdualrtadp technlque must be your own re6pon-

I lenerel, there are two besic type6 oftsr - the authoriterlen rype anal the per-'TPES

OF LEADERS

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

whlch come6 from true leadershlp.rlan leeder ha6 no plece ln Civll

I! 6ubordlnates. Slnce persuaglve leader-.obodie8 the fundamental phdlosophles of

, thls iB the type of leadershlp that

it w l help you become an effectlve- tyPe leader:

Traits andPrlnclplesTechniquesMen and the SltuatlonMorale, Esprit, Dis -clpllne, and EfficiencyMi53ion

Itol.L tyuq 1gr4at, the per6uealve type, tekes6rlder4tlon the buman element - wlth all

-9lexltles and dlfference8 of the phyBlcal,

tEtnla6lve leader base6 hls Ieadershlp onlaes and ablltty, and he lnverlably set6 hlgh

-rda

of allscipllne and efflclency for Nmself

and moral capacltles of each lndlvldual -L deallngs wlth others. To a great extent

b h16 goal. In the. authortrarian pht-d leadershlp, the concept of en equalr exl6t. For thl6 tvDe of so- calledG exl6t. For thl6 type of so- called

, rs wlth any dlctator, the wolld 16 com-d iho8e irlth power and those wlthour.tlt]) power ale duperlor; those wlihourrre lnferlor. The peraon who bellevea and

-

ail8 mlsguided conceF elther domlnateg(hrirated. He never echleveB the group

t Soaf oJ the CAP leadersbip leboratory.I lrqr *lll remember end follow thege8lmple

Dtrdop,. . , .rp|v. . . , , . , .lhough various .I de.lirg wlth the .Ioartain, . , .

ld accomplish the .

3t

men, his facilltles, and his functions: he can6olve problems as the) ar ise; and he can com-municare logically. The net resulrs may besat isfacrory, but in a purely mcchanical operar lonthere ls no genuine satisfactlonor secr{ltyfot themen, no desire to dse above their own limitation s.and no undersranding of rhe jmporrance of rhamisaion. No robot can provlde leadershtp.

The leadcr who brings the personal qualitiesof integrlty, responslbittry, professional com-petence, enthuslasm, emotional stability, hu-maneness, and self- conlldence to the group isthe one who satisfies tbe needs of the men andproduces real qualtry. These are some of thequalitles a leader ia expected to posses6. Every-one posse6ses thcse traits to 6ome degreer butif you wish to become an effecrlve leader youmust gain a t'etier under6tandlng of them andclevelop them to the degree that they are reaculyaPparent to others.

Integrity of Character

A leader who belleves ln and sdberes tohlgh moral standards earns the tespeciotother6,Such a man is 6ald to have inregrlty ot cherecter.It js beat expressed by sucb terrrs as moralsoundness, honot, trustworthlnes6,deDendabillty,honesty, loyalty, and courage (both mental andphysical). These quallrlea are recoSntzed bysoclety aE dcsilable characterlatlca that merltalleglancc, respect, and confldence. Every hunanbelng constendy 6earches for the secutlty offeredby a leader who possesses the6e tralts,

A leader with lntegrlty 18 conslstent andconstanr. HIa people know what to expect fromhim, He ls rcl lablc and loyal ln the pertormanceof his duty - loyal ro his supertors, hI6 subordt-nates, his unlt, hls mlssion. and ht6 ideals.Others can count on bim to keephlspromlses andto complete hl6 asslgnments, wlth or withoutaupervlslon, And to enforcc orders bolh ln factand in aplrit. Hls bone6ty, moral sounalness, andcourage enable hlm ro uphold rhe prtnclples hebcl ieves to be r ighi , to go forward ln the faceoI dlsorder, and to reacrfavorablytoany si tuai ionwlth clear - minded calmness and firmness. F romlntegrity of character comes a sense ofresponsl-blllty.

Sense oI Rcsponsibility

Sen6e of responsibiliry is that force withtn aleader that causes him to recognlze and do whatmust be done. It eneble s him to think indeDendcntlgand to exercise lnlr iat ive jn or igin;dng anAcarrylng through a proper and necessary thoughtor sct witbout superviBion. Itlmpelshim to acceptall assignments, whether pleasanr or unpleasant,and it enables him to stay with a task until it is

The leader 1l9ho poEsesses a sense of re-sponslbi l i t ) is declslve. He uses good judgmenrand common sense jn acr iv ing ar t imely and

38

correcdy, and prompdy when nece6sary.exercising aound judgmenthe examinesa Eituatifrom every posslble angle, gathers as mulnformation abour the subjecr as posslbte, asquallfied people for their opinions, and carefrchooses hls solution aJter raking all rhese iconsicleration. Two of the more obvious thlnqstakes inro accouni are ( l ) rhe experlencasothers faced with slmilar sltuatlons in rhe past i(2) the possible consequences of rhe decision

A leader mu6t recognlze hi6 responsibilto subordinates as wel l as to superiors. Al thouother lndividuals may be respongible for cespecial needs of hls men, rhe leader tsbagically responslble for thelr welfare, andshould check constantly to lnsure that all thelneeds are fulfilled.

Sensc of reEponsiblliry ls truly a basitrairi without lt, no one in a posltlon of leader-sbip can be successful, The lndtvtduat who seta llmit on his responslbility llmlte his effecttve-

Profe6slonal Competence

The professional compelence of the leadetbas a definlte and lmportant eflect on hl6 leeder-6htp ability. The leader musr know hls Job orhe wlll not be looked up to as the leader. Sub-ordlnatea seldom respect the lndivldual whomust conetantly rely on others when declstonsmust be made or cuidance 16 reoulred- Althouohmust b€ made or guldance t6 requlred. Ahhoughsubordlnates usually show a com mendable degr;eof padence with newly asstgned leaders, rheylose fal th in {he leader who fet ls ro aatn ai lunderatandlng o{ his lob wlrhin a reaaonableperlod of time. The leader must make everveffort to kcep his knowlcdge current. Fa urato keep up lnvlrea 1o6s of conftdencc on (hepart of hls subordtnates, Alrhough practtcalexperience in rhe job lB nor an absolute neces6lry,i t ls of considerable vatue ro rhc leader i i rdirectlng others and ln maklnq declsions. Theleader should nor l tmir hjs leaining ro pracr icalexperience, however. He should also study 8ndtalk to others ln order to prepare hlmself to doa betrer job in hls presenr ,ssignment and tnrutute asslqnments_

EntbusiasmEnthusiasm is that quallty which sparks and

gives life to the other aspecrB oI leadership andmakes them more effectlve. Ir is a kind ofsalesmanahlp that causes others to become ln-terested in and willing ro accept $,hat ihe leaderis attempting to accompllsh and whatistmportanrto him. The leader develops enthusiasm from afirm lalthin the value of hls cause, from dedicationto accompllshment of hi8 mlssion, and fromconfidence in himself and hi6 subordinates. Hedsplays his enthusiasm by cbeerfulness, opti-mism, wiUingness to perform the job, zeal,

cEDt solve the equatlon of otherE as longh !3 concerned wlth solving the equatlon of

E cennot develop balmonloud relatlonabips&r buman belnge lf he lswrapped up ln hlsa-odonal problems. ln develoPlng self-

-Eds€ interest. He tbln.ks positively of all

a-rs io accomplish a lob or easignmenth€ conslders the dlfficulties lnvolved

t .ea6ons why it should not be done. Hlsand interest generate allligence, per-, lnitlative, and aggreaalveness lnhlm-

d oaber6. All of these qualitles, in tum,i! a spirlt of contaglous enthualaam

dre section.

Idallal SEbility

lh a leader has lntegrity of character,

- litely to be emotlonally stable, The leaderrderstand hls ovn world and how lt

and confllcts wlth the worlds ol othera.

are closety akln. Through these qual i t ies theleader ls able to become a part of the group andat the 6ame time be ln charge of that group. Hemalntsins a balance between hunanenesa andhis responstbtlity for accomplishing the mission.

Seff- Confidence

Self- conlidence gives the leader the innerstrenqth that helps hiri overcome many obstacles'The facr rhat his self- confidence js qlllcklysenEed by others results ln thelr increased con-fldence and strength, A leader with confldenceln blmself - confldence based ongenuinekno{l_edge and abllity - has Prlde and polse, and hecan make declslons reaauly. He sets a goodexample for others, and by hls good bearlngcreates an image ln keeplng with the responal-billtles ol hls posltion. Because he reallzea thathts bearlng - hla aPpearence and conducr - areoutward exDresslons of the lnward worth hemust Dosse;s to be an effective leader, he tsdoubly- csreful tbat hls aPPearance, dress, anddeporrment are ebove rcproach at all time6,

57. WHAT DO FOLLOWERS SEEK INA LEADER?

Accordlng to a study on leader6hip made by alerge lndustrlal fhm, followers want a leader

16 not eJrald. . .not afreid of hls posltion,hls superlora, hl6 subordlnate6, a dlfflcultesslgnment, or an honesl mlatake - eltherhl6 or thelr6.

Belleveo hls work lE imporlant, and ao aleall those who are ln lt wlth hlm.

Enjoys hls work and helpE hi8 follower8 enloythelr6,

Llke6 to see someone do what that personthourht be would nevcr be able to do'

Stands -up for hls men when they ere ln thericht,

Te ; hls men "what'6 what" when lhey haveIt comlng, wlthout losing hls tempel.

Recognlzes each of his men aEahumanbelng,regaldless oI that Persol's exPerlencerschoollng or tralnlng, rellglon, race, 6ta-tlon ln llfe, or orgenlzatlon6 hemaybelong

Knowa mo6t of the anawers, but who wllladmlt lt lf he does not know and then goget the an6wer.

can be depended upon to be the eame allthe dme.

Cannot be deceived by anyone, but who 16human enough to look the other way whenone of hl6 men occaslonally does 6ome-thlnr foollsh.

Underslands hls men. and ls someone tovhomthey ere not afrald to go wben tbey havebeen fooll6h, when they are aahamed ordlscouraged, or when they ere Ploud andhappy.

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 withoutEhowing off or showlng them uP.

39

-rely

and self- ecceptance - ln faclngto hls own capabllltieo end llml-removea the greategt barrier toothera.

-he

I resultlng lrom emotlonal maturlty, lsr a nece€r61ty for any leader. The 6llghte6td emotlonal lnoteblllty places the leaalerb€ecure posltlon wlth regard to hla men.

t declalona, lmproper treetment ofmen, andd leaderghlp can reault lf tbe leeder ia not

.-ol of htm8elf at all times, Therefore, thert 6u6t trsln hlmself so that he ls eble to

bo.lonal stabtuly, whlch lE baslcally 6elJ -

arch new oituatlon calmly. The leader whokb€d or up6et by every mlnor dlfficultyLrrlly be expected to face a major problem

wlth calmneaa.

ciderate of thelr baglc needa and desiles

h cen alweyg deal wlth subordlnates end

haneness

lb humane leader knows hl8 people and(a them as human belnc6. He under6tand6behar.lor and personallty well enough to

s tacdully, ln an epproprlate msnneroffendlng. He ls cheerful and frlendly,

h Dever forgerg that the loyalty he receivesrhe loyalty be accords. He ls concerne(

tie welfare of other6, and he posse66esss to the extent that wherever andposslble he conslder6 others fhst,

lb term "selflessness" connote8 muchmorea€re consideratlon. The aelfless leader ls

dt unsellt6h in his relatlons wlth othersandE lt'tes advantage of a sltuadonat the expensetEeone e16e. he also feels a personal re-

for cultlvatlng all ihe qualldes of aleader. Selflesaneas andhumaneneaa

Glve6 his men a chance to try somethinghar.d they have never done before

Wants his men to succeed and who ls proudof rhem when rhey do,

Never gossips about hi6 men.Knows ftrsthand all that is going on.Is loyal to hts superiors and to hls 6ubordi-

58. LI ]ADERSHIP PRINCIPLES

Organizing

Organizjng consisrs of assembling menma[erials and ar.r.anging them ln a manner rnlllkely ro resulr ln ahe effedive complerton of:misston at hand. In rhts stage is especiallmporranr that you use the span- oJ- control athe homogeneous assignment conceprs. For Lampte, in oaganiz ing any acr iv j ry you shoulc6ure rhat a person is nor put rn charae of m. -people than he can propcrl) supervise, rhat Epcople a.e nor gjven rhe same responsiblh:and rhat s imi lar (asks are assign\,d to a gi \

A s a Ieade r ' ou a re r . sponsjble for the smoorh

tuncrioning of your secr jor. aswettastor insurlngthar a.slgncd wo.k gcrs done as cf f ic ienr ly andpffeLl i \e l ) aspossible. lhFbesrwayroaccor ipLis l -this is by undersrsndlng and fotLowing rhe pr in_clpl , s of lFddcrship aa (hcy apply 16 effe;r l r(personnel managempnt, these pr incioles ha\eforbldding r i r les, bur stmple meaning". For

Unlty of Command means simply that a manmust not have more Lhan one boss for aparticular job,

-Qp3!_9:__Q_9!991 means that a man musr notrre required ro direcdy control morepeoplethan he can properly and effictently aupar-

}jomogcneoua Asslgnmentmeans that tbe rightman musr be Blven rhe rtghr job. to dotnls, th, supervisor mtrsr know rhe ncedsof al l human beings andhemust understandrhe lndivldual nceds of the personnel as_signed to him.

Delegat ion ol Aurhoriry mcans thar when a manis gi \en th responsibi l t ry lora job, hcmusrarso be gtvLn rhe au(hori ty ro accompll6h r t ,

59, MANAGEMENT FU N CTIONS

. Direcrlng is rhe orienration of acriviry rowa:the desired goal. During rhts phase you tss.dlrecr jves and e6tabl lsh worklng pol ic ie6roco\al l aspecrs of rhe planned acr jvt ly. Remen,Dcr wryou i6sue a di r fct i ! e about any ict lv i r ' rhsr j r n:De \{r t f fen or oral , bLt i t must always clcar:state ( l ) WHO is ro do the ra6k, (2) WHATr:task is, (3) WHEN i t ls ro be done, (4) WHEREis ro rake place, and (5) HOW ir is ro be a:compllshed. You should also rcmember thatbest way for you to dlrect an actlvity ls to lnsu:that your subotdlnatcs understand wby the actjols ro

-be undertaken. Then you shoula hetp the:

loenrlry thetr ne€ds wlrh rhe goal ro be arraint:wlthour br inSing tn the nece;siry ro avolo Lfpl€asant consequenccs,

Coordinaring

Coordinarlng concerns trself prtmarlly wisecurlng the cooperatlon of unlta and personnnoi ln your sectlon, This functlon ls closely tiel1n wlth your attltude and your sense oa rr-sponslbllity roward orher untrs. In Civit A::Pati.ol coordlnatlon ts usually accompltshed brl la ison, pe.6on-ro-perso;r contairs. co; .rerLnces, and wrl t ren communlcarlons, Frequenr_ly the succe6s of your mission wj l t depend torarge degrce upon rhe amouni and qudl l rycooperat lon which you can gcr fro; ornrrs_

group.

Directing

To be an effecttve lcader tn Civi l Alr pairolyou should employ rhe following live basic srepsor management funct ions in accompllshing anytask or mission: plannln! . organrzinA. djrccr ine,coordjnarrnc, conrrol t ing. l r tddir ion: you shouldbdse al l your decjsions and acrtons i r each ofthose steps on rhe pdnciples of leadership men_tioned in the precedtng paragraph.

If you examtne these flve functions you $rillfind that rhey are a simpte breakdowi of rhesreps ln\olved ln organiztng a unjr lo perfo-ma task. In facr, r l -e) t rF so 6asic rhar rhey apptyto indlvidual action as woll as ro lntegrareo unrractlvities.

Planning

. Planning is rhe I i rsr srep of any acr ion. Topran propFrty you mus( undersrand rhe assignedmjssjon. gartrer "elared inforrrar ion, otsco!erablr t ies.. and tnabiLi t tes, exptore possibi t i r ies,l rsr a!a abte resources. and sclecr the besr ofar possrblc courses of act ion. his inthe plannlngphase of managemenr rhat )our tcnowteCge aniludgment as a leader wlll be most important.

40

Control l ing

Controlling, the final phase, constltutes rh.most comprehensive funcdon of command o.management. It lmplies the acrive supervlsionnecessary to insure that the unit moves towarctt \c accomplishment of i ts mi66ton, By,usinrconrrols - 6uch as personal observarjon, report iby special inspectors, or rcports by the subordi-nates themselves - ,ou can dlscovFr anq correc:l raw6 ln var ious ac( iv l l ies. control isnorashorr-lived function, since a unit must be gutded rcsome degree throughout all of its activities.

influencing andwhat leadership 16 - the art otdirecting people to achieve ar:

ct ive. This def jnir lon correcr ly impl ies rnsrr reader you rr i t t 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 anyp ere ellke;_ no two iave the same needs,s, and am_bitions; each has hls own personaii.ritle6, likes and dtsltkes, vtrtires anolT.l lq"._ Human _beings are fundamenta ymcuraDly indtvtdualtsts ar hearr.

:idiv#'#iSfFa$:n J rhe cau

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

b your ertlrude towaro ybur subiatnilee rnat

-portent h getrlng along wtrh rbem. Thts lslrnportant.ihan att ttre- peopte - persuiarng

you can learn ln a llfedme. To become a!*sful aupervlEor you musr not only conlrolEerlng6 you alreedy have toward vour sub_aaaes ln.general, you musr slso go 6ver tneselgs wlrh a flne-ioothed comb ind qet rtd ofrDet do nor come aa a re6ult of facing facrs.

Your Attttude Toward croups

Iben you deel wlrh a gloup of people, yourd€ toward the tndlviduels tn'rhit groupdlnes the effelttveness. of your cof;ii';tbem. Thl6, ln turn, deterr;tnes lhe ef_

3s of the group as e whole ln accom-the deslred oblectlve. As a humsn belncvuJccuvc, Aa a numan Derng

, you are bound to feel dtlferenr towardt p€r6onB ag a reault of your own back_and your experienceE wlth each oI thenr, Ame"rlca ha6.alweys had a reputetlo n a s belng€aample. you ;ay rhlnk rhat some ere ftne nx,crrL. uaB.arways nao a repute on aabetng

one oI the few places on esrtb where anyone can

they do because they are dlsagreeable and do notcaJe, or Deceuse they ju€r wanr ro make l i femrserable to! you.

, - Wb.ile tt msy be natural ro feel thrs way, rr

luat is nor common sen6e to rhink rhts way;iortnts reason. There le always a reason fol theDenavlor of any lndtvldual, regardle6s of wherherrnat behavlor ls good, bad, or lndlfferent,

No supervlsor Can get very far Ona man - to _m'.sn baals wlth hls gubordlnates unless he ap_proachea trouble convlnced there ls a reason f6rrna_r troubte,- e reeaon whlch, when found, can becorrectect. Aa you galn experlence lnthemecnan-rca or a job, you learn to recognlze the thlnqswDlch are most llkely to cauge trouble. In tie-same

manner, the more experlence you hAvewltD,en ofganlzatlon or group of people, rnemorequlckly you can locate the ceuse oi tiouble andremove lt. Trouble ln any orgenlzatlon ls causedDy rhe,Dehavlor of rhe lndtvlduals; rhua, behavtorra-,Doth ,tDe .cau6e and the cure of all orgenl_zauonal breakdowns and problems.

In ada[rlon, behavtor t6 elso rhe foundarlon ofyour reermgs anct atllrude6 rowerd eechtndlvldualYl9-_l9p,gt!! ro you.. Becsuse of rhts, ir t6exEemely lmportant rhar you know s liftla abou!numan behavlor and what causes lt.

^ In es6ence, behevlor i6 the product of the klndor person the lndlvlduel ts end the condlrton he lsln.

Klnd6 of PeoDle

.. .There ls no quest lon but thet there are al lKrnos end vertetles of people. The btg queErlonrE now they got the wey they are and;ow mucnrney can chenge. Thts ls what ls tmporranr royou when you become a 6upervlsor.

Decome anythlng_he chooses lf he tsw ltngto paythe pr lce ln sel f- control and herd work _ a sorror promtsed land fo! those who hltch tielr wagonto _a atar. But, ln 6plre of this, some pdople ;an

s as far as rhelr work ls concerned, whl leDave to be gtven Epecial henautng even

I lney try ro do thetr besr. Then thdre aretho wlll not even try. Others are clock-rls and drop any prolect a6 soon as theyrrs dru arop any prolect a6 aoon a6 they

A few are downrtght dlshonesr and w l u).ng rhey can ger by wjrh. Some ere tnle mosE of the tlme, and some spend mosrgome apend moat

Elr dme trytng ro sttr up trouble _ et IeasrEts thar way to you. In other words, you,(s rnar way ro you. ln othet worde. vour

as toward dlfferent people understaridabtylD relatlon to thelr behavlor toward you

and do go f4rrher tn certat; dtrecothera, wlth the Eame amount of effort.

ln certaln dlrectlon; than

6eir lob.

Yo{r natural feeung probably ia ro condemnr rbo.do nor behave as you rhlnk they sbould,Fsslbly you feel 6o;ry for you;setf forg.to put-up wlth them ar al l . you may evenrithoui rhlnking, rhat the6e tndtvt d ual6 causcEouble on purpo6e, lhet they act rhe way

Thl6 is-because people are somewhat l lkemater1at_a - t ,ke i ron, steel, t ln, wood. cemenr _aI userur ln certatn place6, but each more usefulrn aom€ ptaces than ln others. h ls possJble::-_TalS: .q matertal ro a cerratn extenr, burrnere are l tmtts beyond whlch no marerlal canl1^"1rn-9i9: For. exam-ple, you can change rron1:19. "- y-19" vertery or marerials rangtn-g fromsn , .Drl tue caat lnga to f lexlble, tougi spr lngs,DUr you can never make iron lnto cotd.-

,* :jlTli? JTffi "i1"",1'S1* to trre ..,anges

4l

Evldence has been obtained which showsthat natural inclinations are often just as muchrhe product of the hereditary blueprint wrappedup in each person as is the color of his eyes orthe shape of his nose. Because of this, youshould concentratc more upon helping othersalons the llnes of their natural lnclinations thanupon trying to make them over.

The acorn can qrow lnto a scrub oak or agiant of the forasr - but it can't become amaple! no matter how much you cul l ivate i t ,

The Maker

The Nonmakers

ln fact, a natural- born

The Trader

ed, and how he can obtl i terature on l t . He

Everyone remembers

The Collector

Another type in the NMAKER group looks atobJect end immedlatwonders bow many

varleties are manufa

tain kids in grade\who could start outta chipped marble and

up wlth a pen knlfe, roskates, and a wagon,through trading. Tchances are that thosekbecome merchants,ers, and buslnessmen,rhar is what rhey are msuited for naturally.

No two peoplc are alike, and they cannot besepafeted into clear - cut types. However, yotl -like everyone else - probably type most of thepeople you meet. Thetr looks, thclr manners, andthe way they go about things remind youol othcrslike rhem, and the first tbing you know youclassify tbem as being a ccrtaintype. Then, ii youare not careful, your mlnd is made upabout themand your attitude toward tbem ls tlxeal.

People can be - and often are - classlfledln almoat as many dllferent groups as there arepeople. While such classiflcation la nor a supel-visory cure - all, lt I s a uscful management devlce.If you as a supervlsor can recognize your peopleas belng certain types, you csn understand thelrnceds, help solvc thelr problems, and glve themassisnments for whlch tbey are best auited.Undcrslandlng the ways, llmltatlons, and capa-blllties of lhose in your cherge 16, ln fact, thevery foundadon for succe6sful supcrvlslon andthe key to mo6t peraonnel managemeniproblems'

vocat lonal lyPeaone--iI!-i6--6iililty people Is to sepsrate

them according to the type of work forr]llhlch theyare best sul ted. There are two general groups ofvocarlonal rvoes: rhe MAKERS, who seem io havebcen born ; i rh rhe abj l i rv to handle cools andmake and flx thlngs, snd the NONMAKERS, whoare "all thumbs" when lt comea to anythingmechanlcal and who must be further classifiedlnto Beveral addltlonal subdivlsions. Here aresome brief descriptions oi the various kinds ofpeople you may know or have ln your charge,

are ln uae and where:s. are, Thls klnd of pers1r7ls lnterested ln knowir 7la lnreresred in knoty' the dare rhe fltsr oneZ made, bow many dllf€

lcctor, Often found ln a stock room, an acco

learn dates, flgures, names, and placcs. Oftenls strong on theory and logic, snd heis bappy ra steady flow of work. The chances aro tbatdesk or work bench, dregaer drawer, closet,lralr will be ln order,

offlce, or behlnd ihe wlndow of a bank, he hascxcellent memory of great capaclty and can ea

The Sel l tng Type

Thls type of personpres8es himself welladjusts himsclf readi l )

whar he considers his greatest accomplishment,nine tlmes out of ten his answer will be sometough mechanical problem he solved when otherssaid tt could never be done.

42

every person he meet6.

He ls keenly competlHe llkes io stand alonework bls ovrn way ourdl f l lculr ies. l le rarquarrels wi th thosewishes to sell. He lstinctly an individualist,he u8ually dislikes r

or repetitive tasks. He makes a good lnstrpublic speaker, promote(, or advertiser; ancusually succeeds on any job of persuadingothe

---SiiEittre MAKER couldwalk he has been acqulrlngas much mechanical, elec-trical, and sclentifi c infor -mation as he could. If youtake rhe dme ro get on a

a\ common groundwith somc-!, one of this type and let hime pick hl6 6ubject , he wi l l

talk your arm olf aboutmecbanlcal tblngs - thatis,if you are interested andcan understand. If asked

/-'e\,(e

whether singly or in group6.

Tbe Crearive Type

This type has a vivid im_aginadon and an unsup_pressible enthuslasm forhis own ideas. He is us-ually talkarlve and mayan-ticipate those who addresshlm. He ls sensltive andsometimea moody. He pre-fers to use hls own tni-ilative rather tban follow-ing atrict rules and ap-preclatea havlng hls ctea-tlons accepted andbls valueacknowledged.

The Arranger

ThlE r)?e of person wilttook at something he hasDever seen before and ln-stlnctlvely wonder whetethe meterlals used camefrom, how far ahead thevhad to be ordered, and ho;he should go about gerringsome l l heneedsrhem. This16 rhe klnd of felloiv who,since chlldhood, has alwaysbecn called upon to check

, uP on rhtngs that weferne ?erson who saw thet nothlnq was. He ls rhe fellow vr/ho usually kno\is how

F ,i.ings in a hurry. or how t6 set hotd ofEg[€ wito knows.

The Leader

Anorher type in thls groupls the leader. He ts, byfar,the rarest and moat usefulof al l . He ls so lmDortanrrhar he ls rhe subjecr ofthls entlrc manual.

The Average Type

Wirh no marked tnclinartonrowerd_any paftlcular rypeor work! an hdividual ofrbi6 r'?e ts, wtthin rhellmirartons oI hi6 physicalano mental capaci t lcs.equal ly ef fect ive forvarioua kinds of work. Hederives satisfaction froman unlnterrupted perfor_mance oI hi6 duties. This

There ls, of course, no sucb thing as a pureg.q:.,I99! psgp.lsjE_4jr!!-rss-!!sl\ vER AcFlfIE belns more neailt a ntitii;E-fin:-![[ffi;;reln onedlrect ion rhan in enorher, wirh rhe AVLRACETYPE in rhe vasr malor iry.

Personaliry Types

" In addttion ro classlfytng people by rhe rypcor work tney are sui ted for, you must also

considei thejr personal i ry rype6 l f you wanr romanage your personnel ef fect ively. I ( is rruetnat each inal lv iduel s personaltr) is di f fefenrrrom tnat ot ereryone etse; however. l f you canrecognrze each peraon's general type. you canbetter understand hl6 needs and deslres, wlththls undersrandlng you cen better apply theproler mansgemenr princtples and leadershtptecbnlques to solve personnel problems ano 1nsuretDe smooth operadon of your sectlon,

Described brieny below are some of theperGonallty types wblch many manageru, super-vlsors, and leaders have foun.C to te-orevalc-nt tnthelr people and wblch you, too, will no doubrencounter at 60me tlme or the other.

Thc Bullv is readilv ldcn-iifiElT!-one who ariemptsto force hlmself lnto aPogltlon hc haa not eernedof ls nor quallfled to hold,

Ths Smoothv t r le6 toscnefte Dt6 way tnro epoai-t lon he has not earnedorlsnot capable of holdlng.

@Tls-sFartal"c.underratesrne otner tel low s abl l ty rodetect lnslncerity, talk6foreffect, knows a llttle abouteverythlng and norhlngmuch about anythlng, exag-gerates and minlmizea ashis needs of the momenr

s

6ate l\g,i

The Clown wanrs arrenrionwnetner lavorable or un-fevorable, and will get ttregardless of lts cost. Apracticel joker and a com-edian of sorts, he llkes tobe vrith people and is lost

The Timld Soul is lnclinedi6-- i i t l -eresttmatehtsownworth, expresses himsellr:ather poorly, and some-times 16 taken advantageof, for he wlll not readllyfight for his righrs atrhoughhe is loyal to those whoProtect him.

43

Jhe, Salr of rhe. Egrrh_isrn rne grear majorrry, Hehas a marked abiliiy to getalong with others, willfightif .forced to protect hisr ights, but makes al-lowances for the other fel-low. He has a sense ofhumor and ls symparhetlctoward lhe misfo une ofothers. He Is a good 6port,makes a good frtend, andcan be dcpended upon to domore than his share,

All oI these condttions change from day tcday: This is one reason why tt i; lmportani fora supervlsof to get acqualnted $rith those re-porr ing to him, and rhen to keep acquainred wlththem rhrough regLla. per6on- to-per6on con-

The "Howdy" RoundsOne of rhe besr ways for you to fulf l your

responsibilities as a supetvisor and leader isto _get acquainted and keep acquatnred vrtth everyjndlvidual reporr ing ro you. Thts docs or meanthat you hrve ro engagc in a popular iry con(€sr.Far from lt. It means simply rhar you shouldcontact eacfr of your Bubordinates frequenrl)and regularly, regardless of the naturc or rm-portance of their work or the other things tharyou may have ro do. Thls isknownas rhe person-to-person contact. It is an effective way ofletting your people know rhat you know thatihej

_ Many supervisors tn Ctv Atr parrot makethelr person . ro - p( rson conractsthroughregular-howdy" rounds. they spend a few mrnures

ourtng eafD mect ing ro cal l on everyone ln rhcir€€crron_,. tnis does not tale long _ i t sumconelool(s l l fc hc is polng lnro a long, drawn_outc-xplanat ion..or. dlscusslon, you can just sayrnat you wit t be back latcr, and go on to th;next. peraon. Thrc€ minures a cal t as ptenry _ ,goocl invcstmcnt tn t lme i f therc cler was one,

The Elqlnenrs of Succc6sful t )er6on-ro-rerson Lontacts: pr lc le and Humll i ty

Wfen you . f i rsr bccome a supervlsor )ouma! fccl a l l t r le awkward or even embaraasseoabou( maklng pcroon - ro - person contacts. l h lsls undcrs(andable, but t r is a fcel jng whtch yoLcan ovcrcome, wht lc rherc is no sei formula roTOUOW, herc 16 _a suggcai jon that may help youovercome your fear of mecrinF and deat ind i t rh

Approach ereryone wlrh suspicjon - wirhausplc)on that:

He may know more than you clo aboursometning.

He_may be able to do something youcannot

No mafter how screwy he may seem, hemay De slncere.

He may be your bosa some day, or in aposltion to help or hinder you.

But, at the same time, approach everyonewitb the convictlon thar you too are slncere!that you may know more about somethingthan he doe6, can do something he cannotdo, and some. da, may be ln a poslr ion ronelp or nrnder nrm.

sensltive, rarcly ger6 whathe think s he de serves, ofrenfeels lmposed upon, and ispr imari ly concerned wtth

V himsclr'1'.-6\

The Neutral TvDe iscolor- Lf a,d

[*;[*;n:e-i;T:'d"" *d (. t5;r\ J l'> |! \ r - -1

. fhc Tart lerale rr lc6 ro l i f r himsclf b! loserin8

the Sphlnx eirhcr wl l l not or can nor 6howwnat he teelq, holds in un(l l hc loses hl6 tempcr,and tnen starts all over ageln.

. -J!S_g-!il!S4q! (alks coniinuously and hyster-

lCat Ly.

Ihe Scatrerbrain cannor conccntraic. Htsmind wand(rs of l ts own frce wi l l . wlrhout rhymc

You must nevcr be fatallstlc about theeffectsof a person's natur:el tendcncles on hls work andbehavlor, Ilemember, wlrhln limits any personcan lmprovc. One of your responslbi l l t ies a6 aleAder and a supervlsor is to persuade hlm todo so when he can and should.

The Second Element of Behavior

Yor.r will recall that behavlor (the cause andcure of personnel problems) i6 the producr of rhekind of pcrson and the condltion hc is in. In yourdeal lng6 wlth orhers, rhen, you musr nor ont) b(able ro pvaluarc people as ro vocat ional 'andpersonality type, you must also consider theconditions which exisr at the moment. No indivi-dual, regardle6s of hi6 natural incllnation6, isthe6amc al l o l the t ime. Hechangesasrhe condir ioncarouno m change.

. Some of rhe mar) condit lons whtch af lecr theDena!lor ot an indi \ ldual 3t anv qiven l imeinclude rhe fol towing:

The Pouter ia extremely

Physlcal HeslthMental HealthState of NervesState of FinancesFamily, Social, Business, School, CAP,

and Supervisor Relation6

44

&5 iDrmula brings out rhar delicate barancer Ei:cere humil i ry rnd jusr i f iable pr ideD; ess€nt ial in every mutual ly sat isfactor)

. Any one of these starr ing polnts can lead lntorhe A - number- one topic of interesr ro the sub_orolnate - i im6elf - provided you , .e sincerelytnterested ln geft lng acqualnled on a person _ ro_person basis, and provided (har yot wi l l t isrennor only wlth your ears but wlth your mind andhearr as wel l -

The Art of Listentns

, Listening is not a6 slmple as l t seems, lnracr. tew have masrered rhe art , al though l t is anessenrtal skl t t for rhe el fecrtve leade;, I r rakesPrenty of wi l l power ro keep our of your mtnd rhcp€rsonal problems rhar try ro crowi j In whi le youl lsten to someone. Of onethjngyoucanbe cerrdtn,nowever --you can never think oftwo separare anddlsi lnct thlngs ar the ssme t lme. l f youprereno royou ma' ktd yourself , but you wi l nor ktd rheother fellow. Your preoccupaijon is bound to showrnrough even though you give ihe appeerance ofusrenlng

-open - eyed, followinS rhe orher fellow,s

srory wrtn appropriate smlles, f rowns. eyebrowl l f t lngs, ohs, ah6. and wel l _ w€l ls_

It ls,not easy to become a good l lsrener, Dutyou cen lf you work ar it. Hera arc some otherpiuaua you musr warch out for when you talk

. N-ever keep rlght on worklng when someonelp r l |qnc. to,Jo_u,. tnst€r lng, . 'co r lght ahead,l m.- l r€. tenlng." This ts one of rhe mosi tnsulr indways ol rutnlng a conversadon,

.Your fee-llngs about the 6peaker,6 relativeranx oT worth cennor be hldden. you must acceptrne apeeke-r. aa a fellow human betng, equaliyendow-ed. wirh a per8onallry _ and an tiicresttn!one at that - or the converaarion ls bound ro gotrat.

One of lhe surest ways of ruTnlng a conver_sArlon tnto en argument is to lnrerr upt cont lnua I lywlth corTect lons Of tnslgnlf lcant lneccuracres.

. Another wey to ruln a convprsatlon is tolnterrupJ at each cr l( lcal polnr ro bel l r t lL rheapeaker 's experiences. accompllshments, plans,ano possesElon6 wlrh grcareT ones oI your own oryour uncle s. Tf you do rhts, you mighi as wel l beocar lo- al t you ler ou( of a conversat ion.

Probably one of rhc worst thlnqs you can doas__a l lstener js ro conrtnual ly reU ihe orherTeIOw whel he

-means, or ro ant ic lpate the polnr

ol tus story iefore he has scarcely begun. lhisjs not only dlscourteous. l r can k;ep you fromgeit jng many vlral facrs. tncldenral ; !o a con_versai lon arq frequenrly just as lmportant a6 themaJn issue. and you should always give rhe speakera ciance even though you know whar he ts drtvtnget long before he reaches the Doinr_

Tbq Art of Endtng a Conv;rEarion

^ You musr f ;ce rwo Iacrs about conversaf ions.

une, Inere are many chafterboxes in ever ' orSani_zation, including Civtl Air p atrol. Two, as a super_

U : ! .5 basic approach is used. tr wj l l norEr *:rber ,thc- person conractea i6 a Bulty,Er ' r , or (he Salt of rhe La rrh _ wherher nea rter, an Arranger, a Salesman. of aE - rberher he holde rhe higbesr or rhe

;osirion - you are off to i good start.

lL -{:1 of Srardng a Conversation

ft f i rsr step in maklng your person_ro_r :ontact 16 to enter lnto a conversauon1rE subordlnaie, a conversarion of inrercsr

b: As a new 6upervl6or, lou mav f lnd

-_r

conversarton qulre a choie. Of c6urse,Elf i l Air Patrot y<iu have a rtady_macle

d conversarton, your mutuai ini6rjsi,n& irs acdvltles. when you become e

Fr- jor in your civ l l tan emptoimenr, or evenDas during your CAp membershlp. you maytr'r:rs heve such an approprtaif i6frc at, : rlJ can hardty walk up ro a srran{er andEr{\ inquire tnto rhe state of hi6 hesfth, hls

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

b r iew of thls, .you can never go wrongrnErg rhe subordlnare's work es a standard

E sedge in beglnnlng your conversat lon ofn You mlghr find some of these con_on srarters hetpful ,n maktng your f t rsr' ro-person contacr wlth a new 6ubordl_

-{: inquhy about what hehe has planned to do.

{ commenr on hls sk l

_+ sugge6tton, lfc lumsy,

-AO explanation of

is dolng or what

or speed in doing

he appears awkward or

the lmportence of the

-{ compllment on the few errors made.r quest ion ebout how the operar ion can be

t ,remark regarding slmj laa operat jons or.lunct ions elaewhere_

\ quest ion about hjs prFvious experienceerth stmi lar work, or abour how he cameto be ln the sectlon, or on his pasr ex_perience in other areas.

45

visor you probably will not have thetimeto listento everything everyone would llke to tell youTherefore, ending a conversation ia almost asimportant as starting one or keeping one going. Infact, ending a conversation without damaging thepride or feelings of the other fellow is an artemployed wlth telllng effect by the outstanding

Kecn, intelligent listening is also the key tothis trlcky art. Once you have established areputation lor being willingto listen, for possess-ing an open and dlscerningmlnd, a gooclmemory,rhe abiliry ro quickly grasp the poinr and io settleproblcms, evcn thc chatterbox talks himself outln a hurry. Others, grateful for the attention theyknow they will get, are r e spectful of your time, Eothey say their say and leavc,

A sure way of lengthening a conversation isto lnterrupt and argue.

In 6pite of the value of time, however, youshould never abruptly end a conve r sation you havepermitted anothcr to bcgin wlthout conaiderlngthe other fellow. lf you make this a practice, youraise questions as to your worth in other areas.

The lmportant thlng for you to rem ember aboutconvcrsatlons ls this, Attentive, patient, opcn-mlnded l lstenins - f ree trom self- consclousnessand class dl6t inct ion - is one ofthc blggest slnglcfactors ln leadcrship, It ls also a most lmportentmeans of gettlng scqualnted, keeplng acqualnted,and bullding the kind of supervisor- aubordlnatereladonshlpe that the good leadcr strlves for,

Concluslons About Person - to - Person Con-

What you probably would llke to havc, ofcourae, ls a handbook contalning cut - and- drledrccipcs for tbe spcciflc treatment of all theklndsof behavlor that re6u1t from all type6 of peopleunder all possible conditions, Sucha volumecouldhardly be called a handbook, Ior lt would have tobe so large you would need a truck to move it, acrane to open it, and a corps of librarians ro findyour place ln lt. This belngthe case,lt ls doubdulrhat there will ever be such a book - not onlybecause of lts cumbersome size but because ofthls all - lmportant fact:

Dcallng wlth people is an art - - not a sclence.

son entrusted ioyourleadership. rega rdless cdklnd of person erch is; hls disposit ion, backgro-affiliations, and qualifications; o( his aftitrr

sati6lactory personal relationshlp with each

condit ion, and relat lvc worth or srandln6

2. You can develop this imporrant perrelationship through frequent and regular per sr!to-person contacts with all persons in !charge, rFgardless of rhe nature of rheir wortthe other demands on your tlme.

3, The effectlveness of your person-::peraorr contacts depends largely upon the exieto which )ou free yoursetf f rom bersonal pr.udices, biases, andnegatlveartitudesandfeelj.i

There are no cut - and- dried procedures youcan follow when you paint a plcturc, compose a6ong, or speak in public - or when you lead andsupervise others. There are, it is truer guidingprinclples whlch you can follow, but success inall areas like these can come only through prac-tice, You will, bowever, be more successful indealing with others if you will remember and applythese principles:

L Your contribution as a supervi sor depend slargely upon your ability to devclop a mutually

46

towe.d them as a group and as lndiv

4. To lvin the respect and loyslty olmcmbers of the group, you must recognize r:bcsl ef fort of every person in rhe group, el ithough rhat be6( can be dupl lcared by rhemajor rn

5. To make the most of regular person- rcperaon contacts, you musr recognlze rhe fact ttalcnr or abl l l ry js uncqual ly dlsrr lbuted.

6. To wjn the respecr and loyalry of al l yo=subordlnares, you must approach each as rfellow human belng, expectlng rhc best.

7, To make the most of your petson-tc-person 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 subjecryou to a shoi.t course in psychology, but rhelmportance of thc relationship of human needs(or drive6) to human behavlor - and thus rcleadersbip - must be mentioned, if only brieflf.If you are interested in learninq more on thisaspcct of leadership, you should conracr tn€individual in charge of rhe leadership laboraror\or Ihe local l ibrary tor addir jonal detai led tn-formation,

In addltlon to employing proven managemenrprinciples, io be a successful leader you musrundcrstand the fundamental needs ofhuman beinssand take lhesc jnio accounr jn your deal ings wirhothers. For example, you must realize that allindlvlduals need to belong ro a group, to beesteemed b) rhe members of rhar group, and rohave thelr ef forrs rccognizFd. Knowtng rhls youcan make it a point to find somerhing worrhy of

tn the performance ofat the aame tlme

to judge for himselflETlOrmance.

of human beha!.lor. You must realize

To be a good leader you must be concerned& WHY (modvedon) as well as rhe HOW

To be an eflectlve leader you must under-stand end follow the besic ideal8 of democtaticgovernment and the Amerlcan hetitage. Youmust real ize rhar leadershlp wi l l be aacepted,but not dlctatorial authorlty; that strength isrespected when used 1o further rlght and justlce,but not when ir is used merely ro dominare. Inessence, you must always remembet thatAmeti-cans are not llkely to accept autocratlc leader-6hip, and strlve to develop the characieristicsof the democratic leader.63. THE TEACHING - LEARNING PROCESS

Slnce the leadershlp process has much lncommon with the teaching - Iearning process, toDe a reader you muat also - jn a sensc _ be ateachet. In developing your sk ts in rhts aspecrof leedcr6hlp, youmust rea LIze thar l nl t la l suciessls a powerful motivatlng factot, and plan ac-clrdtngly - settlng goala for yourself and othersthat can be met. But youmu6r also remember thatchall€nge ls an exciuent motivatlon and, up toa polnt, the more dlfflcult rhe task, the grealerthe rewarda of accompllshment. When you glvernoae _you tead or supervlge an asaignment, youmuat be abte to explaln and perhapa demonstratcthe acuon they must take, convinclnlthem thattheoblectlves of rhe goat parsllel thel-r own tndivt-dual needa. You muat reallze that when vou andyouf followers learn how to proceed 'ln

onesituatbn, that leernlng can be tran6fcrfed !oother aituatlong. And ftnally you must realizethat through rhe eppltcadon of these prlnctplesDom.you and your aubordlnates grow ln per_

64. LEADERSHIP POLICIES

_-.-Ll6ted below, tn condensed form for reaaly _reterence,. are_s few policles which manyleedersc_onslstenrly follow and whlch you wlll fi,id helpfulrn oeveloplng your own lesder6hlp potential;

Asslgn deflnlte snd clear - cut reBponslbllityfor eech Job. wtth only one pe;son glven

- rcsponslbl l i ty for a part icular essignment.

Couple responslbl l i ry wtth correspondlng au-tnort ty.

Inform all personnel concerned when anychange tn reaponslbllity, scope, orfunctlon16 to be made.

Fol low esrabl lshed t ines of aurhortr \ .Correct subordinates ln orlvate. 'Sett le dlsputes between- subordlneres as ro

authortry or responstb try promptly and

Recommend deseryed awards andptomodonsprompuy.

Back up declsions made by your staff mem_bers, l f eny person makes too many mis-takes or wrong decisions, be sure he lscounseled on hls weak areas.

Be sure all personnel know about and shareln the unit's mlsslon-

Take key sraff personnet tn(o your confidence.Mate each indivldual feet thar he ts persona y

lmportant to you.

41

each of your sub-encouraglng that

the quality of hla

The Covernment

I a person has unsatlsfled need6 energy 16tP, and if thls energy 16 not properly ex-

It may cauae faustratlon or dlstorted- wltbdrawal from competltlve sltua-

chronlc states of opposltlon, or antl-behavlor. for example. To prevent thigr Denavlot, lor exampte. to Prevent tnr€

.ust, by properly guidlng your aubordlnates,that energy aroused by lntenae needs la

constructlvely. In addldon, you should notyourself or those you lead to experiences

are unduly f ruatratlng.

LEADERSHIP AND SOCIAL NEEDS

The relatlonBhlp of aoclal needs to human16 another sublect whlch mu6t be men-

brlefly because of itg lmportance toHere agaln, however, thls manual

r not have the space to go lnto the sublectLttgrh. You can Ilnd eddtlonal lnformadontlis toplc at your local llbrary.

Each nation develops certaln acccptableos, known ae aoclal lnatiturlonB. for ltE

to fulflll thelr common 60clil neede..family, the church, the school, and rbe

ment are the majof social lnatltutionshave 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

The church, whlch here refers to orcanizeddon, fulfllls many tndivldualand soctaineed6.

reladon to leadership, one of lts functions isPrortlde, ln cooperation with the home, moral

character guidance for the tndtvidual. It is:n . through church- related experlences tharrqrder tn the Amerlcan tradl t lon acouires or

Eters many of the general charactcr rral tsrB$cjated with leadershlp - honesty, loyahy.toral courage, justlce, to irame a few.

'I be Schoolln Amerlcan soclety, where educatlon is

dt€n consldered the gateway to succes6, tbeSol pro\,ldes one of rhe most effecttve neansaf sadsfying many basjc drtves of rhetndlvtd-

-L Not only does educai ion, both formal and

Lormal, provlde rhe broad base of knowtedqetc€663ry for leadershlp, j r also brtngs gre;rr.flards in self - satisfactlonendsen6eof ichieve-r€rt, This is because you can become truly({trcered only rhrough abtlity, iniriaiive, andctrort and because educarlon ls highly esteemed by.rs socieiy as a whole. you should constantly

-rive to further your own education and encouraqe

!'urr subordinates to do the same,

The Church

Help each_ person real jze rhe imporrance ofnls work on the team.Supporr .each person who l . ras done his besr,insure rhat each parr ic lpani jn a mlssiun l6

turry awAre of any r isk6 Involved.Never. make promises you cannor keep.urve slncere pralse where i t is due. bur

only l f i r ts due,Be available.Encourage subordinares to prepare for ad_

Avoid hasry deci6tons when Dosstble.t nderstand the personal ;eeds ot al l In_

dlvlduals, and rake rhese needs inro (un_sideration ln your deallngs wlth others,remembering rhat alt bumsn betngs need;A sense of belongtnq.A beliel in rhe ctuse chev serve.A knowledge rhat 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 advance-

ment 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 musrLeacn, You mu6( manage and adrnjnlster and super_\,rse. You must possess a dedlcat ion 3nd a sense olresponsibillty whlch ln spire other s, youmust set agood example at al l r jmes in al l rhlngs. you mustbe conver6ant wi lh lndividual and social needs, andunderstand how the se needs affect human behar;ior.ln short, you must know how to deal wlth peopte andhow best to use resources.

This may sound like it ts too much for oneperson _to do and be, but you can do lt if yousincerely want to. Leadershlp can be and islearned. as any 6k[t t3 learned, by 6iudy andprect ice. You musr remember lhjs, keeping inmmq es you progress through the leadersh.lptaboratory - and through llfe - that promorion togreater responsibllltles depende upon how youprePare youlself for advancement and how vouexecute the ia6k6 you are asslgned,

48

APTER 8 _ CLEAR COMMUT{ICATIIINCf€ar communlcation ls essentlal to all CAPdions. The ablllty to think, tolearn, to speak,E rrite effectively are skllls requlred of ev-ery

r( everv level ln Ctvtl Alr Patrol No CAPr can bd operated efflclently-by leaderswho

c- urderstanal and apply the best communl-t+ stlll3 ro thelr dally tasks. For thls reasonI iDporten! that you leafn to communlcateEarely,.tr €ntlre book could be wrltten on eny of the

SECTION A- THE COMMUNICATION PROCESS

Gat i6 communlcatlon snd how doesltwork?l. e t}rocesd that has threecation 13 a procead tnat nas. tnrei

I ts. The f l r$element 16 a communlcatord. wlth a meanlng to tfansmlt. The eecond.r bol to transmlt the meanlng, ueually a6r gesture. The thlrd ls e receptor, some_

I re"ceive the symbol and translate lt lnto

i.buch these bagic elements are slmple,FEe6; can be complex.lt 16 not a one- w-af

s: rather. lt ls an exchenge of reaponses'communlcetor not only teceives but neli communlcetor not onry tecerveb -rur "rj sds uarloue slgns end symbols. word6,

EESe, Are not the bnly symbol6 o{ commu')l-- iiini. sJctt as th6se you make wlth your

,nd-faie, carry meanlng. Perhaps.more tnan

-|Iite. euiryoni, communlcates wlth gestures

bcial exoreaslons, Nevertheless, language lsros trtg:hly developed and complic€ted form

rrlrtotisfr. iJ slng la;guage as the maln medlumr[-ounicatton piesenls ;ome problems. how-

fo Bake language communicate you muFr usets in sucl "a iay tnat your ll€teners and

incllvldual {acers of ctear communication. In factmanv excellent, comprehenslve booka on how tocomirunicate effecrively are avallable. In lhi6cheoter. however. there la 6pace only to menttonlrienv iome of the baslc technlques and prlnclplesinvolv'eo tn the communlcatlon Proceas and lneffectlve wrltlng end speaklng. lf you are ln-iliestea tn a mo?e detstlid dtsausslonofeffectlveionmunlcatlon you Bhould contact you! localllblsry for addltlonal lnformatlon.

E:{P E E - - THE CORE OF CO!4MUM-

readetg easlly undergtend your meanlnga. ManyDer6ons belleve that word6 transfer meenlngs lnitri eame *ay that a truck trensfers materlal.Il you load i truck wlth equlpment, alrive to adesilnatlon, and there unload lt, you unloadexactly the same equlpment that you put on thetruck," Wolals, howdvel, do not opetate ln thlsslmDle wav. Words never trangfer preclBely thesami mea;lngs from communlcator to receptor.Thts ts becaise lhe same words heve dlfferentmeanlng6 for diffelent PeoPIe'

To each lndlvldual e certalnword gymlrollzestbe sum of ell hls exPeriences ln wblch lt ha6Dlaved a Dert. Because no two people ever haveih"' same'e.t of exPerlences, you have dlfflcultyln communlcadng exact meanlng6 wlth words. Anapproxlmate metnlng ls aboui all you can hope totiinsfer to a recepior. To say lt another way,before s word can communicate meanlng to anlnalivldual, that person must have had experlencewlth the -obiecis or concepts thar the wordsvmbollzes. The meanlng 16 in hls mlnd, noti i the word. consequent iy, the meanlng ln-anyact of communlcat ion ls gi lned from the nucleusof experience exist lng between the communicants'Expei ience. then. is- the core of communicat lon'

67. THE ABSTRACTION LADDER

49

Words sometimes lie a long way from therecepror 's cxprr ience. To i l tusrrare. took arwhsrword special ists cal l an "abstracr lon ladder."

MsrerielInstrumenr of warAirplaneFishrcrJei ftshrerF-rob"Reddy Teddy"

" When you ialk abour. .Reddy Teddy,, , you are

rerertrng ro one part icutar aircrafr wjth certainkjnds of marklngs and a cerrain kind of con_l igurat ion. Therc ts only onF airptan€ tn rheworld th_at you can cal l"Reddy lcddy., ' For al lp(acf icaL purposes. rhc word . .Reddy Teddy" jsthe lowesr verbr l levet ofabsiract ioni i rh re;pecrto airplanes.

, . .When you move up ro rhe second rung of rheradd€r and use rhe concepr ' . f _ t00, ' ro exprcssan ldea, you are lmmedjately abstracttng. Nowyou arc nor ralk ing abour a specjf lc airplane; youare _ralklng about a group of aircral t , each ofwnrcn naa characrer lst ics thar are common tothe F- 100 aircrafr - "Reddy Tcddv." , . t )as_sionalc PrIsci l l r . " ' .seatt le Coose." 'and orhersp€cif ical ly labcled F - t00 Super Sabericts.

. . .As )ou conrinuc to move up the absrracf ionlado( r , two things happcn wirh cach step: ( t ) Thcterm cmbraces more tndivtdual obleci6, and (2)rne concept gcta more remote lrom thc oblectand.from your cxpertcnce wirh the object. ihtfarrher, up rhe t€dder you Fo, rhe highcr thercvel or abstract,on and rhc gr<atcr the distancerrom acruat experlencc, Thc hlqh tevcls ofabstracr jon lncludt shorthand symbols rnar sumup vast areas of expcriencc withour polntlng toany speclf lc i iems o{ expcrlencc. Thc dangcr tnusing hjghly abstract ierms js thar rhe rcader orl lstener may not cal l to mind rhe l tcm6 ofexpericnce rhat the communicaror intcnds. whentnis happcns, thc receptor does nor recclve thcmeanings that the communicator means Lo seno.

68. SpGCES-TIONS IOR IMPROVLVFNTHOw, 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 wri ler, do roawakcn in your recepro,s, minds rhe meanjngsthai VoU wish to evoke?

&&trffi#'a#ii#i#,".H#Hiwork ro.stay.on i ts lower rungs. By using wordsthat_ cal l lorrh ctearty del inea ima'ges, 1, . . ,u canna.rrow and controt rhF mesning6 awrkeired in rhemrnoa or you.r reccprors. ln Civi t Air parrol ,aDsrract__words and rerms l jke. .proper mea-sureE,_ - correcr ive aci lon, ' , and..mat;r iel , ,aceoveruscd. Higher echetons musr, ot courbe, some_50

times use abstract words. Statements ofIo_r example, must be general enough ro aair the o(ganizat lons rhey concern. In

the "cor;ect" use of a woral, the diifereninterpretation can cause a breakdown rnmunicarion. For example, tn preparing anualron reporr. one olficer ca ed rhe jobformance oJ a subordlnare '.generally 8orwnen as*ed- wnar hc meanr by . .gcnerauy,.answered.."Not parr icularty. ' , "By ;ssigningown meanings to words, you btock rheihanr^communication, cause misunderstandlngs,

-u"-qlmffi c#-"ilsi#F",.,'#iiaair'Foit i st-cnei's e.p".ie;;; i;;;;;;are discuasing. l r ts always posstble rhar nelack rne experlence necessary for c lear commcatlon,_ A br ief explanat lon, descr ipt lon, orrustrat ion may be al l he necds io keep him f :struggllng wirh abstracrtons rhat are iar.em:from his fleld of experience.

For rhe Llsrencr or ReaderNow look at some of theways you may b€

to lmprove communicat lon when you ar lrcccptor rather than tbe communicator. :reader ot a llatener, yourmalnaldin interpri,mcanlnga ls rhe contcxt. Study the scntencl

you €no your receptor have di f ierenr ideas

paregraph rhai conratns rhe difficult wora

cases, however, specific words are mole

a kcen examinatlon of the context.

nomlcal and efficienr.

Use Words in Their

passagc. Analyze rhc contcxt and rry ro f ,n:meaninf, rhe wri ter wani6 you to get. Fven ra wrlrcr. ias selecred hts words ioor ly, )oLuaualry ol6cover hls tntended mcanlng by ma

As a listenet, you have an additional aj:undcrstandlng: You can ask qucstlons. By Ltbls- ald you can frequently clear up yourconfusion and, sometinies without reaiiz,_ingir. rconlusion of orher l i6runcrs. you mr) n! e. :dl f in i t ion, a more spcci f ic (crm, or an exa:-ro hclp you grasp (he spcakpr 's meantng. I tneed i t , ask for l l .

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 therfecttvely 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 l is lcrLr - ,musi . learn to in lerpret words as accurar, -pos_srDre, Furthcrmore, in meetina rhis rs. ichallenge, you must li cooperattie. fle :munrcator who does not cooperate wrt.l!!gp!9.. .t*gl expecr ro conrey mean rss rJcesslul ly. s jmi lar ly, no maf lcr how p.of ic l . : , :communtcator may be, the processbreaksdLfIthe recepror fai ts ro coope;aie. Succcsstul :municat jon never occurs wjthout cooperatro:tween wrtrFr and reader or betweenlpeakc:lrstener.

SECTION B.READABLE WRITINGh people think that the abllity to rrite Step l -- Clarlfy Your: PurPose

At the very beglnning clarlfy in your ownmlnd your pu;pose- tn irjting. Probably thebest wav to do ihls ts to ask yourself someouesilon;. A sood one to siart with i6 "why?"Ii you do noi know why you are wrltlng, thechairces are your rsder wlll not know elther.

Another quedtlon you should ask yourselfls "who wl l l - read wiet I wt l te?" slnce yourmessece ls lntended lor a readel, you shouldknow ivho he 16. The answer to thla questlonwtll 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 wantto tnforri him of somethlng, or do you want hlmto actlvely suPport one of your Projects? Or doyou want a riectlon aomewbere beMeen tbe6etwo? Whatever the deglreal leacdon, you mustdetermlne It at the outset.

Step2-- Lhl t the Sublecl

whlle many subjects dealt wtth tn Ctvtl AirPetrol ere broed, moBt wrltlng covers only asmall Dert of the qeneral sublect you want, orneed. tb cover. TeLe onlv the part that 13 neededto Badsfy your purPose. When you llmit yoursublect, iou can tell your resder exactly whathe ;eeds io know - nomore, noleee' For example,lf vou have to wrlte a letter ebout e gPeclficproblem concernlng a cadeCs aeroapece educedonAxamlnadon, you do not have io dlscuBa thephtloBophy of ihe centrallzed tesdng Program lnthat letter.

If you are wrltlng aboui Bomethlng you arefamtliar wi!h, or lf your paper covera a rouunemetter, ltmlting the Bublect wlll not take muchtlme. But lf you are wlltlng ln a new alea, youshould Dlan to spend some tlme on tbla atep'Re{ardl ;ss of thelmount of t lme requlred,I twl l lbeilme wetl spent.

Step 3 -- Llst Speclflcldeas

Wilte down the ldeas aa they occur to you.Do not worry about puttlng them ln any sPecialorder. At ihls staqe lt ia importent not to lo6ean lclea. The lost ldee mlght be just the one ihatwould put your polnt across to the reader.

When youhave as6embled all your idea6, checkthem back agalnst your purpose and the subjectin its limited form. See lor yourself if these arethe ideas you need. You may notice some tbst donor seem to flt. If not, get rid of them. If you arenot sure, hang onto them until a later step. Asyou proceed you may think of other idea s you need.

51

:tt ts a ralent. This ls not complerelyb FU know that many wrlters whose work

ba addired have no more natlve wrltlnqlbn you have. They have simply developed

cting skills. They have taught themselvesto visuallze their readers'needs. and

bus€ tt ls much easier: to wrlte poorly

- rrlte well, you probably have read many

: Fges of Poor wrlilng then of good w-rltlng,lJlty trive wrltten thet way as well. Areia leiters, reporls, and otherpaPers brtef,

ad lnteresrlng? If not, you can learn toHer. Here ere aome of the procedures

belp you do so.

the same ldea in h13 mlnd.

IITAT MAKES WRTTING READABLE?

rridnr tbat qets lta meaaage acro€s la1., dliect, anil eaey to understand. Wrltlngliei'i'ii ioi'.Gi"*J G uJuattv ctrar-

ed by poor orgenlzatlon; poorly dev-elopedDOOT Aentence stfucturei ano cofiuElng,

oi unfamlllar words. If you are to wrltey, you mu$ gueldegalnsttheBe barrlers

unlcatlon,

I bguage efiecttvely in meeting those needs.a .t*{t, their writing la lnformetive and

EE PURPOSE OF WRITING

l. . member of Civil Atr Patrol, you wlll

> dlectlve - to do the iob you want tt to do -r rrldnc mu6t be clear and 6lmple, end ltr crpreis the tdea you have ln your mlnddly that the reader *lll recelve 3no can

a-ItI

ILcE

if

d

ORGANIZE BEFORE YOU WRITE

Atter clearly ldentifytng the 6peciflc -purpose

F.E wrltlng, organlze your ldeas beiore_youbedn to -i/ork on a flrst dralt. Thlnk aboutyo,-u are qoing to wrlte; go through a

rin - solvtne] process of some klnd. Beforecan wrlte clearly, you must fllst thinkly. So think over your organlzation and,

Er can. talk lt over Ytlth a frlend. ofganizei icead tn a systematic way. Carefully thlnl

what you want to sey and how You areto say it.

There are many systems of organizlng yourdDq so that you can do a good iob of writing.

lFo d'o not hgv6 a system alieady, try thls one.f allB.

I

I

i

I

When your list is complete, move on ro the nexratep.

Slcp 4 - Croup Your SDeci f ic ldF"6 Undcr\ieFTaees --

The speclllc but random ideas on your listprobably can be grouped under two ot three mainideas or broad headings, l-ater on, this step willhelp your reader relatc the idcas to each otherand lo the subject as a whole, l twi l l a lso hclp youto see the ldeas in better perspective, which isimportant now that the organlzation of yourpaperls beginning to take definire shape.

Step 5 -- Pick a Pattern

Most readers arc thinking people, and theyexpect ideas to be presented loglcally. slnce youhave a choice ofpatterns youcanuse in present lngan idea, pick the one that, in your oplnion, willhave the greatest appeal for your reader,

There are many possible parrerns to be usedln presenting your ldeas. The mo6t commonpaiterns aro the toplcal pattern, the reasonpattern, the problem- solutlon pattern, thc timepatrern, and the space pattern. You should learnto use these standard patterns and to recognlzethe kind6 of subjcct s to whlch each ls wel I adapred.Your decision as to the beat pattern to usc will belnflucnced by what you are wrlting end why youare wrlting lt.

Thc Top]sil:Ejllgt lf you ha\e a lisijnt,s uc fi--5F-q uaffiIEElfiEii crc rl s cs. or spectfi-cations, an cnumeratlon or toplcal paltcrn isprobably the best. Arrange rhe ldeas ln thelrnarural sequence or ln the order that cnablesyou to move easlly from one idea to the next,

Thc Reason Pattern. I f you wlsh ro convince o-pe.suadc rhe reader of somethlng, rhe rcasoiparrern rnlAht be your besi gujde. Stow ihe logr(ot your polnt of v iew by prescnf lng rhe reesonswhich supporr j i . Thcse reason6 serve as th.main pojnrs oI )our psper. You musr, of coursc,cxpdnd a-nd prove each mainpoinrbyusingvartousrorms 4r support , such as examptes or crar jsr jcs.

" lllfugUlsojlloLurion Paftern. A va ctarionor rqe reason pattern is rhe problem - solur lonpartern. This is rhe basic parrern of rhc sral tstudy reporr. Srate rhe probtem. discuss rhefactsbearlng on fteproblem, propo6e andtest sohltion6,draw conclusions, and recommcnd specif ic act lon,r nrs arrangement acquainrs the reader wjth the

process you used in solvtng the problem.

The Tlme Pattern. Perhaps rhemostfamiliarpattern 16 the tlme partern. Followed in writinghi6tory and operating procedures, thts patrern iauseful whenever tlme or the sequence ofeventsisimportant. With no skipplng around, you being atthe earliest point in dme and conrinue, point bypoint, to the latest poinr in tlme.

52

-I-b_e 5p4-qs_14!StS. Another classic palern i:the +iFe pEiiEj-rn. Some peoplc call this rhe geL-

.graphy- book approach. lt is parricularly usefLwhen 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 basemenlthen the roof, and then the entrance,

There are other po ssibl e pattern s, buttheone:just discu6sed are the most common, Somerime-.you may \{ant to use comblnations oI thes.parterns, par.rlcularly if your paper is ro bc along one.

You should plan to spend cnough time ordeclding which patiern or combinatlon olpatternswtll be6t belp you get your ideas across ro thereader. Wben you make your declslon, you wil:have only one steplcfttocomplete the organizatiorof your ideas,

Step 6 -- Make an Ourl lnc

As you have gone througb the steps of thiorganizing process, you have done conslderablethlnklng. Your flnal step is ro collecrand organiz€thts thinking. Put lt down on paper ln outline form.This oudlne wlll bc rhe skclcron of your ftna.paper,

Since you wlll use your outllne as you wtir€,make i tasdctei led a6your needsdlctate, This ma\mean a few words lorred down t f your papcr i ito be short or lf you know your subjcct well Itmay mean several pages ln some detail if yol-a.e wri t lng about an unfamil iar 6ubject.

A good outlinc will help you ln severatways, It wlll help you to concentrate on on€polnt at a dme, You wlll not have to stop anathink whether you shouldnow conslder apartlculatldea: you wlll know. Ir wlll help ro kecp you orcourse, and it will allow you to wrlte ln spite otlntcrr.upt1on6,

72. 9!tM!t9gBl9E$_ 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 acrossto your reader. You can do this better if yoLshow him bow you have developed your raeas.

, The best way to accomptish rhts is rhrough(he use ot paragraphs. You coutd cxpress yourjdeas tul ly wjrhoui paragraphjns, bur rhe chancesare that your reader would have a haro rrmetol lowlng_ you. The careful ly rhoughr our use otparagraphs ts csseqt iat (o Fffecthe wrl t ing.

When you write, write from your ourllne.Every main point ln your oudine calls for arleasr one paragraph, and good paragraphing cal lsIor conside-able ski l l . Someiime6 rhe marerir lbieaks naturally, and you have no problem. Butmany dmes you, the writer, must decide wherethe paragraph breaks should come.

aence, you should be partlcularly care-

- rhere you put lt. ln most wrlting, lt

to put the maln ldea at the beginnlng of6eDh 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.

. npllfy, relnforce, or emphaslze your*z lf you want to be Bule that your

r rmderstands what you ere saylng toto put it 6lmply, you must support your

for the Maln Idea

y you wllt llnd tt dtffleuli to lealuce

-ln tdea to one Bentence. You hsve to

rlll make these decislons more eaailyrtoember that a good Palagraph has

Gtial elements: a maln ldea, supportBea, and transltlon to help the reader

L ldee, Let us consider theae elementsIoore detall.

laain ldea

zatlon. You can use ihese devlces to as6ociatenew materlal with what has gone before, toforecast what is coming next, or to ollent thereader so that he will know exactlynthere you ale,

Trensitlonal phrases are probably the mostcommon of the transltional devlcea. You can uaethem whenever and wherever youneedthem' Theywlll fit lnto most sentencea as an opener or atthe end es a conclusion. Here is an example:

On the other hand, you don't want to writeso simply that you bore the reader.

AsBume that you have been telling the wdterro wrlre slmDlv. but vou want to cautlon him norro overdo i t . i6e phraSe "ontheotberhand" tel tshlm !o stop a m6ment and look at the other sideof the problem.

You witl often find that a single word 16 allrhar ls required to make your tranait lon. I f youBtrlve for brevlty, the Eansltlonal word wlll beverv useful. There are many tran6ltional worda'ordinal numbers, such as " l l rst ," "second," and' ,rhlrd." ale excel lenr. Words I lke "tberefore,""cons;qucntly." and "however" wlll frequentlydo rbe jbb foi you. These words may tle wholeDAtesraDhs tocether as well aE Eentence6 oritausies. Here ire some examples of transltlonal

First you shoulddeclde whatyour purPosels.

Therefore, we should alway6 wrlte for ourreadef.

In prevlous tests only one Peraoninflvewasablc to comDlete Part I ln leaa than I hour.However. three outofeveryf lve completed i twlthln 2 hours,

In the flrst sentence, tbe word "first" laused ourelv for t ransl t ion. I t lndlcates that enorder 'of s6me klnd ls lmportant. In the secondsen(ence. the word "thereforc" tel la the readetto get ;eady for a summary or conclualon. Inrhe rhird example, the iwo ldcas atand apart : asao oI meaninc seDarates them. The word how-Evir" introduies i contrast and relaies the twoaeDarare sentences. In each of the6e exemplesthesenrence js compleie wlthout the transi t lonalword. You. the wrlter, csn do wlthout them, butyour readef wlll have a better chance of gettingyour idea if you put them ln.

When uslng a transltlon you must be aure tocboose one that shows the exact relatlonshlpbetween your ldeas. As shown in tbe Iollowingtable. several fansltionB can serve the sameseneial puroose. but each has lts own specialireantnq._Yoir mdst be especlally careful in uslng"howev;r" and "rherefore." Always show acontrast or exceptlon afler the word "however,"and when vou use "therefore" be Bure that youfollow tt with a cause, effect, or conclu6ion'

53

r lDint you want to make ls Your malnL rb€ paragraph it ls called the topic

L Stnce it expresses the matn ldea, ltrGt important slngle sentence ln the

And since lt ls the moat lmportant

L-

e are many wey6 io support ldeaa. Youa story or sn lllustration or an extendedSomellmes you can uae an analogy ef-

. Sutlotlcs ere helpful ln placlng em-but they should not be used to the polnt

tiey lo6e thelr effectlveness.

y the type of suPPorl used mostln wrl t ing ls reason. SuPPose YourI ln wrl t inq is reaaon. Suppose yourof ihe mitn ldea makes the reedcr

"why?" or makes hlm ask, "whatths?" In lhet case, you must answer his

you must glve hlm the reaaon.

E-a ro seleci support whtchwill helpyou getlElnr across to your reader.

i t? You should use transir lonstomakesure

elements of the paragraPh.

bever type of support you use, remembertl Dust clarl fv. exDlaln, relnforce, or em-

-

your statenient -of tie maln ldea. At all

ibe stated and supported, your maln ldea isE€d completely. Now You want to add

-l iDg

to your wri t ing to help ihe readcroverqi spots. You mty be able to follow yoLlrt d thought very easi ly, but can the reader

h can. As far as the reader is concerned,E probably the most lmportant of the tbree

TEre are several transltional devices thatca[ use: rhe paragraph, the sentence. the

rbe word, and (best of all) good organl-

To do rhi6: Try rhis:

To add some ideas

To contrast idea6

To compare idea6.

To 6how rcsult . . . .

Toshowtime.. , . . .

ihl{{"1#i:";,,?,..;*. bur, yet, neverrheles6. how_

;;f.';*,::1' ;",;":',,n"",;, like, similarly, just as

lli::t"",ii; ahs a resurt' con-

hx.t{"r,::f nifi,.. ",1 i,.,r.i:l

tr,. r"sr r,u n " i r r o n-il"--u i.",

" eooa;;f:"."111",:^:.?"..lllimare in. sood writing is io::::",1::h c:99,ai;i.-!"i'i!il",#'J"!S,i",rl;:!ii;ffii

"'J'.',,:if";:,i1". can ro,,ow ,hem

-*_%-i"'"*ffi i:m*++:+ro:**

,'* *i,#,il r#3,lli:i;'';:""*'iJiiT:iii:'j'.'J-r, y:, i:lfl.;. rhe roa ri ns ens

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

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

ffif,th-4,,ff : gffJ""X"#ix"-^n*,t""d "",

;xft*.m:"", "* !% ?il:,,1x,,l5:i#, 3::xf i!i.-,i.li;, Ji,"'"'lf; ":?:f iff ".""1f;:l

ml*:*mffiffi

To bc an ef fecr ive wrtr"- .^, ,rranslrioj ro r' '"rp'v,j i ' '- ' , l i i 'JJ ovou must us.

:n'"1",' t ;:,1,.*l;:"ll:ut "1.*x illa parasraph wrren a scntcncJwtrr-;; : io,"r" r".;,::::H"l,T""3.5';:i;.:1"^*. .*:.'"' *.,i,,:'"s,"y i,l;"riil'""", il,'",l?; #"r"""'Xi",li, ll,.il73. SENTENCE STRT]CTURE

#x#.":"f * i,x",':;: i"":".'fl :i ii:?li, I*,:?,"i13, rhundcrstormsDo rhe pi lots frcouenrtv f tw i . .^

i:.:.:,^:t-"i;:;;;y'i;""nillli, j:'*;ll:.lX,.il-.^.-_- 1ll,^i:.1"9 w rer can makc_hi6 l(ail:';..Tff

"i;."'ti"f ill-,,i1';'- 6'irri'di "r" ""

i,::H" y*^:ffi;?:Xv.r'v r,nto thun

ilil;*:i":,Filf :::;.:1":f"fi liftI jru^rre -rcrer.nic

iJ n;'i,:"'i :,;f ;;:',i:,i:i,; ; ; i?' ; , j . j , l lc^jh: mes6a8c. rhe w;ircr rsi,;:i:; l,:.':,1: :."-r-,,qpl" bt

" ".nr"n.e rr,t.q6u! , r (ause or an lndef ln i rc reto.cncr:

;H;filliJr::tt the major that be wo

ru'**r{;1ii""",""i{f : :,:,;l!rl'}il' x.h,.e^i.._no,i,,it ;"ril ;':##:,i"".#;?i;d

I*jr:if illliii "i';,'T..,1t'Jtu, T:;;ll:t; " I l!;;";#;.Tt?XJl:'r:se

the ranf uaac lnd rureb ot

Meaninq

ir,,,,",:+#$lltt;::"+iifr*rt#i,"r":l:,tii:"ff{ti j?:1.xi"",:"i:,i"""y"*f i.ml:[r*f $i'.:".riiit#iF.* j]*"".,".H;f fi:.J "#y# ffi I

:":i",^". ;:il; ;'iL. t;ji54

Who is raktnq rhemajor? Or someiodvcan $and for severitDe rold exacdy rrhich

f l jghr? The colonel?else? I f a rcferenccwords, rhe r*a". iri"one it refers to, like rh

frlr"nrt"*o told the maior to take

Do not become discouraged ifyoullnddangllnger6 or other obstaclea to clear meimlng in

f i rEt draft . Thev aDpear in thef i rstdrafts ofrbe be6t e/rite;6. ihe Important thing ls tothem out. They ale marks of hurrled, im-

writing.

when you are sule that your sentences havevou can besln to think of the movementir. Ttre ctea1, readable sentence moves

d. lt has action. It is allrect' lt ls writtensrbject - verb- object order. The reader can

You wlll not vrlte evely aentence in subiect -)- object order. There *ll1 be tlme-6 whenyousani ro write lndjrectlv; there wlll be tlmegyou wlll want to use the passlve volce, But

pill wrlte more effectlvely ll you glve mo6tyour 6entence6 (urect, forwaral movement.

l3rlsgWrltlnc 16 dull when moatolthe aentencesale

simlla!-conBtructlon and length, or vhen they

Beware of Technical words

Whenever you are wri t lng lor a readerwhoisnot familiar wlth your subject, avoid technicalterms. lf Dossible. lf you must use a technicalword, or t nontechnical word ln a speclal way.define it.

U6e Specific Words

Avoid usinq t I .ed, overworked terms. Replace6uch words with plaln, s lmPle language.

Instead of This Use This

Along the line ofIt is the oplnlon of

the underalgnedThls headquarters

la cognlzant ofIt ls recommended

that conBideradonbe glven to

Llke

We lecommend thatyou conaider

passlve volce and lidlrect phreslng whenwttl help hlm expreas hls meanlng moat

ly.

I.{ EDITING AND REWRITING

You. too. can learn to vary your 6entences.wh6n ybu do, your wlltlng wlll be more

restlnq and understandable for your reader.

phrased ellke. The Pollghed writer avolda

'tonv, He changes hls conattuctlon occa-Jly'and varles the length ofhl6 6entences..He

Delete Abstract and Meeningless Terms

The6e terms ale Bpecial blockg ln communl_catinc ldee6. For the sake of convenlence theseterml sre cluen speclal names, 6ucb as "dead-heads." "biunderbuss words." and "Smothered

Deadhesds. These are words that take .upapace wlthout contrtbutlng to lne meanrng, (rnrallroadlnc a deedhead is a paseenger whooccuples i seat but pays no fare.) ln the fol-lowlnc examDle. the deadh€ad wordS are under-I ined. 'Thts se;tence can be lmproved 6lmPlyby ellmineting the deadhead3'

The adverse effect of tbe petsonnel "hump"Slgegg! on $Cg3gsfj! morale waa con-

Blunderbuss \t/ords. These wo(da scattertheti-frAa;fii-liEi-Il[F the old - feshloned blun-derbuss musE;i scattered ltE shot. Blunderbusswords often occur in long-wlnded writlng. Youcan elimlnate th€m if you will alm at brevlty,clarlty, and specljic meaning. Conslder tnng

Framjng orders ls an important part ofstaff work.At f i rst c lance thls mev look l ike e good,

short sentenci. but cthat doe6 "fremlng" mean?The sentence i6 more understandable lf theblunderbuss word ls replaced\rltha more specific

writing orders is an important part of staff

To heID develop a clear, direcl style oft:itinc- voi Ehould cet into the babit of edlrlnga riti,rittnc your iork. Editlng and rewrlllngEe rhe kevn;t 'es to readable wrj t lng. Your f l rs it'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 yousrd lt out. If you wtll follow the few slmplea{gestions llsted below, you wlll lncleaae your(iances of getting your message acrosa to your

Use common WordgAvoid usinq words ihat your reader ls not

Llelv ro under; tand. You wi l l not lmpress him:q tirowtng your vocabutary at hlm. Never user long or unfamillar word when a ahort, commontae will do.

In8tead of This Use This

AlleviateUtllizeTermlnateDissemineteInitiate

RelleveUseEndSendBegln

Smothered Verbs. These words are verD6wtricT-fiEiE-TEEi-iiined into noun Jormg, Thev

55

are smothered becausc they no longer pedormthe actlon. Tbcy make writing more indlrcct andle8s fo.ceful. Herc is an example:

In speedlne your readinA rate, rh. impof lanrlacto.s are an increasF in Fye 6pan, arcduction in the length of flxations, andcessatlon oI regression and subvocalizing.

When you rescue thc srnothered verbs, youwill have a much better sentence.

To read faster, you must incrcase your eye6pan, rcduce the length of your flxations, andstop regrcssing and subvocalizing.Tbcre are six l l t t le verbs that cause wrircrs

to choose scveral words when a verb form wouldbc much more direct, Thescare "make," " take,""give," "hold," "have," and "be." VJatch rhemstcal the place of act ion verbs in rhe6eexamples.

Whcn we hFlLl the meerinq (mer) the commanocr miiE-Jh--e dcctston (decidcd) rhar

S E CTION

The pr imary rask of cvery lcadet is ro !(crthlngs done through oiher people, To do thts,thc leadcr must be able ro 6peak clear ly, con-clsely, and accurarcly. Speech is the most wtdelyused mcdium of communicat lon. I t is the lubr i-cant that kceps ldeas moving smoorhly up anddo\rn the lines of communlcatlon. Evcry membcrof Clvll Air Patrol should be able ro presenr ancffective talk to thc civic and CAP audiencosnormally encountered ln CAP command and staffpositionE, Thls section pr.esents some of thebasic principles you should follow to mako an

75, I)REPARINC TO SI]EAK

Jones sbould rake action (acr)Mejor

There are no ftxed rules that guatanrecsucceas in speechmaking. However, one ruleahould always be observed; Your preparadonfor a speech should be comprehensive 6urflcxible,If someone asks a question, you must be abteto answer. If someone falls asleep, you shouldbe able ro wake him up. The prtnctpal advanrageof the speaker over rhe writer is rhts opportuniiyto adjust immediately ro audience reacrtons. Asa apeaker, you can correct misunderstandinqs.confusions. and doubts ar rhe mrmenr rhey occ;r ,Bur you can caplral lze on rhib sdvania8e only i fyou properly prepare for rhc speaktnq siruarton.This means that any srep jn prcparjnp a speechls our of plrce i f i r inrerferes wi(h you. ab i r)to aoJust to audlence reacrjons whj le speaking.

The foltowing steps are recommended as rhebesr merhod lor you to use in preparing to makea speech. Conslder rhem as a chFckl isr. Some

56

(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 act ion verbs, For example, "agree" :sjusr as bindinp ,s " .each an agreemeni ' ar :' 'consider" is jusr as c lcar as "show cor-siderat ion for."

Now and thcn you will have ro use abstra.lwords, blunderbuss terms, or smother.ed verbsin your writlng. But use them aa sparingly asposslble. l lemember, i f you wanr your wri t te.work to rcsult ln direct, forcclul act ion, ) . -must wr i te in a dlrccl , Jorcetul way.

C- SPEAKING

may require only brlef atrention, white othcrsmay dcmand careful analysls, Actual ly, you Slrhrough the f l rst thr:ee st ;ps at thc 6ame rtme.sinc^ your subjccr and your purpose arc tnt tucnr :by the audience and rhc occaslon.

Select and Llmir Your Subjecr

ln many cases you wl l l not Felect your o$:sublect. Your commandcr may ask you to r i -present 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.

. I f 'ou

are free ro choose )our 5ublccr. ) . _should kLep severa) constdc).ar jons i rml;d.p,rr .erably, your subjecr should be related ro yoL:own expet iences, interests, orconvict ions. sele.:a subjecr rhat you ar.e eager to share wirh other:.or ore

-r-hat moves you deeply and jmpcls )oL | .speaF. l r you speat on an issue thar st i rs,oL I '

symparny or anger, you are certain to gire :genuine speech, Your speaking will not seeri.emote, ancl you will wln rhe respect which alpeopte give to sincerlty.

" Whl le some subjecrs areroob-oadorcompl( ,

ror you ro do rbem jusr ice in a s ingte " io. .speech, usual l ) you can co\!r one aspp\t ot .Droao roptc jn t t re t lme al lorred. For example, l :would bc veiy dme consuming ro tell alt abor-:

He is ne

in select ing and l imir tng your sublecr.

lklrmine Your Purpose

speech muat have a generAl end aPurpoae: You must know why you arealrd rvhat you hope to accompll6b. Mosttras one of these three genetal purpose s:

lC

Programs and Act lv i t ies of Civi l Alr- in one speech, bur you probably could"T}le CAP Encampmenr Program," Many

tackle too broad a subject. Conslderr

-D intereats and qualificatlons, the need6

F audlence, and rhe tlme llmlts of your

Analyze the Audience and the Occaslon

If you are to accomplish your purpose, youmu6t adapt to tbe particular .peech Bltuation. Infact, your subject and purpose *ill be influencedby the nature of the audience. You shouldknow asmuch as posslblc about who will be in theaudlence - their social and economlc 6tatu6,their educatlonal level, their probable reactlonto the speclflc purpose of your speech, Thenatureof the occaslon, the slze of the room, snd yourplace on the program wlll a[6o make a dlfferenceln what you 6ay and how you say lt.

Prepare a Tentetlve Outllne

Do not immedletely plunge lnto research togatber materlal for your speech. Flrst exploreyour general knowledge of the subject. Draw upe tentatlve outllne baeed on your own knowledgeand expellence. Llst the malor polnt s that you feelere necessafy ln accompllohlng your purpoae.Under each major polnt, llat themlnor eupportlngitems.

Gather Data and Revlse the Outline

Ualng the tentadve outllne aa a gulde, aelectyour reseafch materlal, As you gathe! data,revlge and expend the outllne. Make surethateachpolnl i6 properly supported. A6 you uncove! newfact8, you mey get an entlrely dlfferent outlook onyour 6ubjecr. You may want to add o! deletepolnt6. You may wl8h to change the orderor verythe emphaala. Remembe! that your outllne lE nota 6tralt jacket. h le a worklng gulde which youBbould keeD flexlble.

Word the Speech

The sugge8tlor, to word rather than to wrltethe sPeech aprlnge from the neture of oral com-munlcetion. Actually Btand on your feet and talkaloud, uslng the tentatlve outllne as your guide.By trlal and error, you can work out the wordlngand bodlly action that will convey your messagemost effectlvely, This wlll teke tlme, bur it wllllncreaee tbe effectlveness of the finel Der-formence. l I you elr at the de6k and wri te iourspeech, you get no feellng of whet lt means tostand up and talk, then you wlll feel strange whenYou eventually face the audlence.

If you encounter awkward tran sltlons considerrearranglng your rentstlve oudlne. The rroublemay not be in your 1066 for words but ln theorganlzatlon itself. You will eventually develop a6ound sequence of ldeas that you cen presentwltheaae and confldence. When thi8 polnt 16 reached,you are ready lo make your flnal revislon oJ theoutllne. Although listed aa a separate step, re-vlsing the outllne is a continuous process.

In wording the speech, you should alsoconsider the need for vlsual aid6. II at any timeyou feel tbe :reed to u6e the blackbosrd or torefer to a c)art or map, you can be sure tbat

lEaeral Purpose

no Entertein!o lntormlo Persuade

Response Intended

PleagureUnde!stendlngAgreement; Actlon

5c€ enlertsinmentwlll seldom be the cenerelFa of your speech, you should concenilateon

ve and perauaslve apeeches. Much oftE4llng is for tbe purpoae ofmaklng6ome-<lear. You give blleftnga, lectures, ands ln the hope of securlng under standl nq 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 betweenD r-ypes, All speaklng lnfluences people to

.b8re€. As e result of an lnformaaive talk.mey be moved to actlon, But thls ls

rrl when your general purpose ls tor In plennlng your ralk ask yourself,I tanr my l lBtenera to undersiand. or do

tbem to feel strongly, belleve, or acr|jjl way?" Prepare yourself accordtngly.

I -dition

ro knowlng your general purpose{tatlng, you mugt also declde upon yourts purpoee - the exact responee you ianr!E|t audlence. Your apeclllc purpose stat€s

rbar you {rant your eirdlenceio u;derstend,or do. For example, tf your sublecr isEtion ln CAP Emergency Servlces" and

lEral purpose lsropeisuade, your spectf icl ! should recelve cereful at tent lon. Pre-

br and ln what way do you want your:?s io particlpate? Do you want them toqdl Alr Patrol? Do you want rhem ro

t i€ importance of rht i CAp acr ivtry? Doa them to publlclze s auccesaful mission

6pleted? Do you wanr them ro fol lowFOCedUreS When they ere on a mission?ltant the members of Lhe cround and ai '

I teams to work cloaer together? You

-cide

just exactly what you wish ro ac-b€fore you can present your speech

and obtain the result6 you want. Record

-otence your speclflc purpose, anddurlng

lteparation let jt dominate everything., y.ur speeclr i6 llkely to fail.

5t

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

nii ruffi l#,"$""1 fl ",*:1.,;l:; ll;"t";,f: IPracdce the Speech

" . . ,1: j .c l l I i Ib: ' t r j6 essenriat rhar you makc:d""#"*'i;"""T?f :'il;"iru1,'*,:"U::ln"ij,:;i:lf"+## j#!',il,i,, I r" T"lff ;,."T:";,, i:76. ORGANIZING TO SPEAK

l":ixi:^:!i{'i{:K,:-*iff : i:itr""':';:t i:tel l-y. lur _l isr;ners v"r;. l j"" i i ,J

"," "",i l" i l i l ! : . . i9. rne.sake or clariry, you shoujdan overview or rhe main p"r"t" iJ o""iJi, il:-,.jl-,y.1_T l.:g to exprain. definc, or srml; ; :^: . : :^- , : . .1, ," (ud( are cssenriar ro audi

Body

-.^,),".T:!, , : I ho'x rons your speech may be,brulro usur y have no more than rhrec ur

11arn, polnrs, never more ttrn- fJ"". u:f: . , i . .111" .roo many points, your anarysisbecn faulty. you t"". nir"r"f in'"rtoiai"n*":."1,^T"tl^lg"lg. Aparr from rhe losrcal j,::li9l -p'h

you ano your ti"tnn..i-iir rinaeasler,10 rem,ember two or rhrce wel l_ cho;and well - developed potnrs,

^_.. Your main potnrs can be arranged

:,.1-::^,j^,.gTllg" parrerns. Any or thc larredlsc!6sed in rhc "..a."

on ir"i i t i l i" wii""g,oe--u6ed tor present lng your idcas, as rne Iparrcrn6 arc used ln borh speaklnd ano wrj

Concluslon

^. -N9!ltng. so surely weakenE rhe effecrrvcr

,""'-i :!_".1",1 9s .r.9.. bJea} off suddcnty vrrr

-l-:._l!,ill,'1lTii:i,'.1',#,.f ii"*;"",'."ill j,::y:lT1l1i9 rhe main ideas and rcminair,e aL,oi,or,rn€ purpose of_your 6peech. h should tea\Ld@encc

-ravorably _dlsposcd roward you. A sT,-:.{.::.y_ li a rrrcr iccap of youi inarn po,:"::: ' f l ,: i ihar conden6€s.rhe arsumenr of I:p^....1.-,9 9 nur.her, a vi;ld'iii..iii;ii;n ., .,;.,:,i":.:ll]:,'lc-q rhe cenrrat idca. or any orl:l'::- l!^1, r.""*" j*iii,ii," in-,r,i,i,!i""i

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

. ,^. f gqt ul" 1r,." abi l ir) mosr uscrul ro I speakcr isrnar,ol organiztng marerjat for his l j6reners, MosrE?e-axe.s can organize lor themsel lcs, DUt rhjsrs nor,enough. your Aoal ls ro organlze 'our

tat t;'"T';' :if #;,':1:ner

s wrt I cr e"a rr v unde r sta nd

"_,9:l l9j" you can make your rentarwe oudine

si::#::e1"iili:'?!f ,.l?:iti,lit?:"T;i*:xesp_eechc6. are rradirtonatiy organlzed into rhrcei:l?I- oj."l9l.":, introducr,on: body, and con-qusron. lhla ptan sugSesrs rhar ev;ry spcateri:, j:(J..^.1",0, j" perform rhrce spectflc iunitions:

Jik"iri ti:_'i::t J-11,"'"".T,:?Tfl::.;l:,"J".j:X.,,",ip_rovlo€ a note .of ftnaliry. you shbuta bc;omel*:1lli..--yl,l rhe characrerlstic6 of each oiureae runcuons.

Inrroducrton

* :r,l!i: iil'3:iqi:5. :H::l'i,irlxlii ",:.,';r;:#yj"::" j1"*"?f Lo.:"l",l,i"ii'l_,,i?:";i*li:iro.plan rhe be6r way to open, The introduct ionna6."rwo purposes: ( l ) ro arresr arrenrroD and

i3l'Jifii,"-;- w r' and (2) to srate ,nd crarrrv

""ffi;rmernods for opening your 6peech;

Pelsonsl reference or greetinstnreresr ing narrar ive oi i t tustr"atto"

i;;".:;')i:,.';".'I:'J"'ace and thc occasion

se-r ies of,short , . at lent ion _ gert lng quesl lon6rrrrxrng, dramatjc factsAmuslng stotyJrn"cere expressions of pleasure

"""'iliJ;:. rhe spec,ar lnrercsrs of rhF

ffim58

77. DEVE LOPINC THE SPEECH

^,^.] | l l - :u".h ourt ine js merely a co ecr,o:6rarcmeffs in orderly sequence, tr eacn

"pornt.and .subpoinr

js ro be ctear rnJ conu,n..ir must be ire"aop.a, it ;-ris.t-il#,,pp,,Verbal SupDorr

,"***.. ,_"a@;,,Y,lt jrrunarety.l isrenc,sc"-.:questions during most "#".il; i;;;:..

sbould anticiPate any questlons and clear updnc rhat mip.ht seem confuslng' vague, or.€i;nt to the;udlence. You can do thia best&Iinltlons, usuellywith definltlons pr:esentedr in the speech to 6stablish a commonground

H"s cte". by sbowlng tt6 simllarlty tors wlth whlch the audience lB tamula-r'[r]n you should strlve for the new and tne. ior' exampte. lt would be b€tter lf youia a otec6 of new alr trafflc controlat as 6efng "as tnqutslllve as an X-rey"

Visual aids are not substitutes for any of dleecceot€d Drlnciples ol speechmaking. lhey serveirr" s'am"burpoi." as th;verbal means of support:iii-"1li"i'"ttintio., to hold interest, to clarifv'ii .ip-r.ii, i.a to p;ove. slnce visual aids supple-ii"-i-".iiLi ."t.ii*t. thev must be selected withi'ii., tt'.i

-'st be iniegrited into-the speech, and

* u m,rsi l" skiluullv presenred, when used in ahaihazard fashton, they are lneffective'E[mDles. The qenerous use of livld' con-

ferarn-oles is;ne of the blgge6t helps inr voui speech across. Good word pictures

ierrte ai'a arouse genuine lnteresi' when

*rs-tandlng.

i;'-i;";h - not trft. or timeworn - theybotb to illustrate and to prove a polnt'

CrDarisons, A comparison is a brldgeFtf,'. nown enothe uirknown' Youmaymake

78. PRESENTINC THE SPEECH

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

onv. Tbe mere say- so of the speake!iii-artffictent io bellef' Relnforce youriFets sufflclent io beller' Kehlorce your

.tb'the testlmony of m en who are acc epledby your llatenefs.

Slatlstlcs ale fact6 sclentlllcallyclassllted, Used wlsely and 6Par-

. *t csn make clear an otberwl6e vague

-r

tibey muat be tran6lated lnto-term6-yourJi unairetana' Audlences do not enloy

*tiered wtth flgures. Dramatlze yours-- vliJ trt". vlvld bv compartson wltb

i.-i.-r-nrJ!i'itt.i" ls-a good reason foran exact flgure, uae round numDer6'

LI. Slnce You must be lnstg-ntlytour ltsteners. when You. maKe-a

-, iiroirto emptraetze your maln ldeas by

i rbem. such ripettt ionlanot n€ccaaery InIt a reader falls to gre8p the meanrngi i""olig, h?En ."i"ad;A I lstener

-ha s

dance. Fbt thls reaaon, you muat otren

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

irst sald,"

lupp!4torms of support lust dlEcussedthe sense o{ hearlng' BY u6ingaooeallnq to a second sen6e Youeiiabltsf a much closer bond ot

No matter how well prepared or interesttng

'""J -.i.-tl"i."v be, vou cannot be 3 successful

;peaker udless y6u can put your measage acrossi,i-'-diri

""ar"n""'. Throuih tte skiltlul useot voice

and bocy, you must Prolect your ldeas to yourii;"'i;.'6-v;"; minner ri'ets the outcome oryour 6peech,

You can lmprove dellvery through pracdce'rolloi-e-o

-iv ioirpetent crtttitsm and. gddance'3-oil" *gi!"tton" sre glven bere to help you lnyour Practlce'

Polse and Conflalence

m$'fr$,*I;"s*ffiii*i.]t,Trillffiqi'*f.._:{

Thcre ere certain 'lefintle

thingethat canhelp

{:rf ;i"if J,Tf"iF$i:r,li:1x'i"?iJ'li:'#:i::'- vost etcn" of nervous t€nslon should not b€r""'iiri?"i""1"'to t; wclcomedendconrrolled'Iti. raiirr"'i wav or prepartng you to meet an;;;;;;;v. wtrite a ccrlatn amount or nervou€i"niii. t"

" sood slgn. vou muct elso recognlze

;i;;;;t;;" iomet;nies overdoes it' sometrme6i'""! i . i t l ."";; * severe that thev-lnterferewjthii;-;A;.ii,,"..* of the speech Your rrsicnerailir i,-:-"ii''-. receptive when vou seem to be ln eJii,i l".iiiio*i ","i" "lthrespect

tovour audlence:#

"il;;ii:l- mu$ thereiore strlve tocontrol

itt" ,jutwa.a signs ol emotlonal instabiury'

l,:*F;i**:,1',"#;T""f '**:""1'.il.i""#tii:iiil; ffi;;;;6'.;shly that jt stampsan Imaseiiioiiin-iia.-u

". ,'";siilona I words ! tke "more-

Xl#; "'iJ-;

m*.""'" f reelv in vou-r speaxins' ar

il"i:";"*';u";'f i:il":"il"'.1'"'ll'."":"offi';iJyour ideas relate to each otn€r'

59

. _e-I'ysjsgl-_9.9!-ggL Since pLartorm i-ighr orr.nsnows l rse| | rn muscuJar rensions, torce youroel fto relax. For rhe fhsr minure or two. assume arelared pooit ion. You may f ind tr t 'e lptut ro plansome minor physical acrivtry before actuanybeginning to spcak. Even rhough )ou ma' ont)erase rhe blackboard. ralse a window, straigfrenyouf notes, or move a chali. that limited actionwill help to quiet trembling hands andknees. Keepjn mind also rhc need io control your breathing,Take several deep breaths beforc beginning rospeak and pause at frequenr inrervals ro brcithe

Mental Ar( i rude. Som. speakers tact pojsebecausc Tfidii-Siiinrlon is roo 6harpty f ocused uponthemselves. I hey consrant ly aiL rhemsctves:' 'wl l l T makc d misrake: ' "Wi I ta i t? ' , . .Wi l lthcy laugh ar me?" Select a subject that enablesyou to shift atrcntion from yours€lf !o somerhlnqourside yo-urscl f , seLccr a subject rharenablesyoirto sa!: " I 'm nor vcry imporrair . Burrhiscause forwhich I'm abour ro speak - thts issue. rhis tdea -l6 imporrani ' And ihe onl) thing that matters isthar I make thls issuc vl tal Io rhc6e peooLel"l ( you arctrul) mo\edblrheurgero comniunicare,r you concentrate upon your ldeas rather thanupon yourself, you have llttle tlme to be afraldand you wlll make a betrer speech,

FxpSI19IS. i . Anorher thtng rhar mav mak.)ouneri6isTh-en you gtve a rslk ls thar voir arc rn anunfamjl lar s iruat lon - a slruai ion rhar you fcarmay be roo complex for you to hand[. io sotvethis problem, you shoutd rurn rhe unfamil tersiruar,on lnto a famil iar onc by spcdktnS as oftenas posstbl , . Thc CAP teadership laborarory -espccial ly rhe panel discusslons - of{ers manvopporrunjt ie6 for you ro spcak before smalt groups.scck out theae opporrunlt les, and you wi l l galnaddcd speaking experlence. Addcd e\pcr j ;ncrbr lngs added conf idencc, and conttd,.nce reducesnervous tcnsion. You probably will always feelaome nervousnesa whenever you speak, but thists 3 normel rcacr ion. Bccause evcry speakjngsrtuarion rs di f ferenr from alt orh;rs. evervspesker feFl6 rhls way to some exr<nt rFAardles;of the spcrkinc expcricnce \e may hava, Bur i fyou".sp(ak ot lcn, you wl l l speak wirh r .Fdsonable

Directness

This opportunity to adjustgreat advantage in

In its broader sense, directness meansyou are talking to your audicnce, not slm!:rthem or ln front of rhem. Thls kind of dir:1ness 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 ssying whi le you arc sal ing Jr . l t mec-' ' l ivFly sen6c ol communicar ion," a feFl i r ilntimate and friendly contact with the audie

Rtght ly or wrongly, volces are an Ind, Ihuman charactetistics, They are rhoughtro r!attitudes, personality rrairs, and phy6lcal .ditions. Thc weak and apologerlc voice sign:slmllar qualirles in the speaker. The loudnoisy volcc indicates a bully or a clown. D,:allow your volce to put you at a dlsadvan:wlth the audience. Keep lt free from distractunpleasant sounds. To hold audlcnce atteniryoul voice should be eastly heard, lt snour:pleabant, and lr should possess var iery tr p: :

Pi tch. A good speaklng voicc ha s an acc^pr:ranFF-and f l ixtbi l i ry of pirch. I f your vor. ipltched too hlgh or too low, lt lrrlrares rlistcners and it lB not flexlble enouqh to be Ito best advantage. A flat, monotonoue voice :not express aiDcerlty, animation, and lntenSlncc plrch is derermined by rhc lengrh, thickn.and tenslon of ihe vocal cords, no rules czllald down 'egarding a desirable pirch io:speakers. Slmply pllch your votce htgh ento permit lowerlng lt for contrast, andlow ento let you i.alse it for the samc purpose.

Rate. Rare rs governed bv the r lme jrrak:!proi6iiEe ttre indilldual words and rhe lLns1:

iI pauses between wordB. Average speech fate!a:

conslderably - from about 100 ro 150 wor:mlnute. For purposeB of emphasls, the rarefall well below 100, and ro srimulate enthusia

excellent means ofarrestlng and holdlng atren

ir mry somerimes pass I50. Adjusr your r ; :what ia be6t Jor audience under6tandins. Vari6 the kcy. To avold monotony, change taceoiDo noi be afraid of moments of silence. Paare thc punctuatlon marks of speech aswella-:

In lts speclfic sense, dlrectnessJmeans eyc -contacr. The failure to look your au?iencc tn rneeyes is a serlous defect. It usually indicatesthat you are tlmid ot afraid. And no one follows afrightened leadert Also, if you do nor lace rheaudience, you will not see thelr sign s of approval,boredom, doubr, or disa grcemenr. Whi le auqrencesseldom say any(hing aloud, rhey ralk wirh rheirbodles al l (hc r ime. H )ou catch sjgbr ofararsed eycbrow or a quest loning look, you musthmediately clar l fy any doubrs or misunder-sfandings _before proceeding wlrh your speech.r.r you rrnd thai you are not holding lnrerest. youmu6r oo sometning at once ro regain a(enrion.

60

Force. You are familiar: wirh the manshoiiE-E-€ach word and rhe tlmld soul whoworFvery srarement. Borh use poor speaking r.nique. The loudnesa ofyout voice must be adjLito the condltlons under whlch you speak. You rbe heard without strain, but that iB possibie wr:jarring your liatenets' eaidrums. Your \tntensity, l jke rhe pirch and "are ol your spLshould never become monotonous-

Ardculat ion. Thjs.elers todi6r lncl spcFc.rhe tlaTfty w-fifi-v/htch you speak rheparLsot (:word. I I )ou mumble or do nor

"peak you- s .

r ! , i t is probabl) oecause you havclsz) t ips,F s, or a tazy rongue - a di f f jculry rhar you

the,act ion, rheacrionrotheword, Anygesrures youmake. shoutd ar lse from a genulna impluse roclar i l i or emphasjze an idea. Above al t . rhegesture-s you make shortd never draw attent ion rornemselves. Any technlque or move renr rnarorverts st tenr ion from rhe central ldea of $espeech ls bed.

,j!!4+&4, Thls means simpty rhar your: !9t ! lc9 .knows. you are at ive. noi deadt I f 'youa_re an antmated 6peaker, you jndicate alertness,lnre-re€t, and energy, and you transmlt lhe6equau es to your audlence. Llsteners are qulck to6enae a certaln.emptjness of thoughr or feallngina r ls €aa del lvery, and i f thi ; occurs ihelrr_eapons€ io your apeech msy not be what you

79, THE SPEECH DEPENDS ON THE SPEAKER

"ln the fleld, ln rhe lecrure room, ln thecoiterence, throughout all your actlvlties a6 a

member of Clvll Air perrol, you wlll flnd clearand loglcal speech ls not i -tuxury - tt rs anedsentiAl. Tht6 sectlon hes offered some suc_

Bdity act ion lncludes )our gestures. facralrf,sions, walking, posture, and the miscularEs and muscle tone of your body asa whole.Eequent commenr among beglnnlnq spea(ers'todily ac"tlon doesn't com en-aturaliy,t simply

F rryej r{ you are honesrly communicarin!t rnd teellngs, you must use some tlnd oIE- II you do nor, lt usually lndlcates one of

Gings: You have no deei feetinqs or co!-E.ebour the subject, you eTe slik, or you

df - con6ciou6. Vou cdn never le i:nttr_etyE|e undl you use your muscles freel!.

lr€rcome with a little practice.

hdly Acrion

g!!9& All pafts o,f your body mu6re$er aa e slngle unlt for your sDaech toel:ly effecrive. Just as a besebaliplicherrirh 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

edsential. Tht6 sectlon hes offere sug-gestlons whtch vrtll help you ro olqanlze sDeakticmaierlal end pre€ent lr loglce[tend foriefully;.:ir,,, 19 ol: can do your speaktng for you. It y6uwru consloer thla aectlon a3 e gulde and foliowtne. prficlplea end methods lt ourune6. lt w t beor nelp to you, But the rest _ the Job of ectuallyapeaklng - ia up to you.

...--.>.

CI|APTER 9 _

Etther dtrectly or indirectly, sooner or larer,all leaders ln Clvll Air Patrol will be involved lncounsellng and inrcrviewing sltuarlons. If thcIeader has established a harmonlous relarionshiDwith hls tol lowcrs, he ofrencandetecrproblemsi;time to solvetbem beforcthey bccome roo serious.In such cases, he may slngle out the disturbedpcrson and deal wlth hlm individually, or theperson witb a problem may seek our lhe leaderand ask for advice. At tlmes, theleader may necdspecial informatlon or essistance which cen besrbe obtained throush lnrervlewswirh otherswho arconly casual ly relatedrorheproblem. Asapotent ialleader you must become familiar wlth the mosreffectlve techniques for properly handling tbese

In the squadron or smaller unit, a warm.personal, person - to - person relarionshlp oftendevelops betwcen tbe leader and rhe members, asituetion you should strive to create in your unit.At hlgher echelons, the commander may nor be ableto enjoy such a close reladonship with all rheindividuals in bls organization. He mu6t dependupon aubordinate commanders and other officersand noncommisaioned offlcets to deal with theindivldual members. Within his ownheadquartershe relies upon his staff officers to take care ofspeciJic problems. In a sense, staff officers arespecialist- leaders who act as extensions ol thecommander's personaliry. Regaralless of wherheryou are tbe commander, a staff officer. a leader

62

pha6es of tbe leadership program. The suble

that the real problem ls often bidden atFrom little tanglble evidence at thc beginthe lacrs s lowly unfold as rhe counsett i lqgresses, Tbis is because tbe human per6ois cxtremely complex, and no two lndlvidualsever allke. Also, the causes of the perbehavior (or misbehavior) may be hiddenin his subconscious so that he is not awathem and does not reallze tbat he !sholding the true motlvcs of his behavrorthe counselor. When a person is questionedhis behavior. he wi l l probably gtvc a slanswer althougb the problem itself is comWben this happens, he is not being dishoneslmply does nor understand,

The danger in a case like this is that yoyour zeal to shoulder your responsibilitiessolve the problems of tlDse you lead, canunderestimate the seriousness of the probloverestimate your ability to deal with ir-

80.Sts

C()NFERENCE ACTIVITIESAs a leader in Civi l Air Patrol , you wi l l be

placcd tn many sl tuai lons ln whichyoumust exer-cise all of the leadersbip skills and knolvledgeat your command. It ytould be lmpossible - evenfoolish - to attempt to liEt all these varloussliuatlons here. There are, however, certein

SECTION A- INTERVIEWING AND COUNSELING

broad categor ies of leadcrship s i iuat lonswhich you must become famlliar lf you aprogress successfully through rhe adv

Intcrvlc\ring and Counseung and ConfeLeadershlp are two of these types of lcade

of a flight or other group, or a member dunit, you should kno* somethlng about counsel

A major obstacle to overcome ln dwith a personnel problem - especiallyinvotving a person who needs counseling

THE SPECIALIZED NATURE OF C

may wish to deal vrirh rhe problems ofsubordinates as you would those of a yo

in the unlt. If you devote too mucb oftime to counaellng, you cannot properly

other matters. Usuelly, problems ofttt'€ demand qulck declslon6. lf an lndlvldual

a Frrce of contlnual dlaturbance ln the unlt,crn aoon undermlne motsle. Aa a leeder

Er, but you may 6oon flnd that additlonal -$metimes profe6sional - help is necessary-

ry rype of counseling, lt ls imperative thatI lxrow where to becln and where to end.

You will never be worthy of the tltle com-or leader if you Ehrink from facinglt problems. When those ln your charge

to become deeply involved ln solving theproblemg of your aubordlnatea, no

ho* expert you mey be ln deallng wlths of human reledons. You muat notyour duty to the mlaalon and to the

you our and ask for help, you mu6t proveworthy of their confidence, This is not

a matter of permnal prlde but a matter*ing your duty. lf you spend time in counseling,

d find that it paya rich dlvidends ln termsajsslon 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 difficultiesE€y can get beck to fulltlme, productlve

r3bip,

6 the olher hand, asa leader you cannot allow

udice, or bias. II you allow your own biasesor prejudlces to affecr an analy sis of the problem,you are not litely to work out a sadsfactotysolution or help the counBelee rvork out one forhim8elf. Using emparhy and ar the same rlmeremaining completely obiectlve is one of rhemost allfficult problems that you will face asa leader, but you must leatn to develop such a

In following the second fundamental of thecounseling proceEs - getting the facts - you mustrealize that, although many oI the underlyingcauses of the ptoblem may be hldden, you dohave acceaa to certaln sources 0f informetion.Facts from offlcial records can help glve youa picture of rhe counselee's beckqround. Youcan also obtaln valuble lnfolmatlon by diE-cuaslng the counselee with others ln positlonsto furnlsh reel inslght lnto thetmmedtate prob-lem. You can supplement thi6 data wlth in-formetlon obtalned later ln the lntervlew,

After you have garhered all tbe avatlablelnformation, you should record the fects andevaluaie them ln the light of your knowledgeof human behavlor. Thc purpose of thls pr;-llmlnery analysls ls to -deiermlne what- theproblem 18, how aerlou6 lt lB, *har the baslccau6e mlght be, and how lt can be solved,Before decldlng on e pos6lble solurlon you 6houldcon6ider the lndlvldual's record and the DoBslblecffect of hls behavlor on other member; of iheunit and upon the mlsslon.

An lndivldual's fellure to adlugt ro lhe !e-qulrements of CAP member6hlp maybetheresultof the atreasea placed upon hlm by ihe environ-ment of the CAP unlt. Although lnabtltty toadlust to these new requlremen'tE may h; thelmmedlate cauae of hls problem, the baslc causeplobebly lle8 somewhere tn h.ts eetlter develop-ment. If the ba6lc cause ls deeply tngralned lnhts cheracter and la aerlous enouch to create amejor behevlor problem, thecounseleeln questlonProbebly cennot be developed lnto a productlvemember. As a leader you often can deal effectlvelywlth minor personaltry problems. bur Civll AtrPatrol la not a rehabi l l tar ion agency, I t cannotprovide the-klnd of coun Eellng needed by sertoustymataolusted pef60na.

If you recognlze symptoms of serlouE mal-adjustrnents or lf you ate unable to determinethe baaic cause of rhe behavior problem, youshould seek the assistance of others - the com-mander, the cheplain, or the medical offtcer.They can help tdenrify the cause of the problemand determine wbat action should be teken.

Although the commander ha6 the help ofspecia.ll6rs in counsellnq and quidlnq the membersof hls command, he alone iJalway; re6pon6tbtefor the finel aitlon taten. For ;xampte, if ttaPpeers that an incorrigible member of the unitis unreaponsive to e reasonable amount of coun-setng, the commander is responstble for taking

qnnot 8lt back and ll8ten to tbe problems ofcdlselee wlthout viewing them ln the ltght

lilf authorlty, but you muat be conatendytE (bat counseling 16 a bighly specteltzedfteld

arlls for profe6olonel trelnlng. When thereEed that goes beyond your capablllty ln the

Proce66, you mu6t fefef thecrunseleet chaplaln, the medlcal officer, tbe legal

, or sny other 6pecleli6t lndlcated, tothe work you have begun, If you show

6en that you heve a genuine lnteredt lnproblema and are slncere ln ell youros wlth rhem, they l*lll not thlnk you arethem the bruah-off vhen you refer them

?eciallAt for addldonal help.

sTEPS IN THE COUNSELING PROCESS

being. To be a successful counselor youal6o be completely objecdve, You mu6t

Eren thouqh there are no hard and fast rulesXBe you 1n counsellng, you will do well toI 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 yoLEentally put youraelf ln the place of the

you wiah ro coun6el. You musr gain anrdlng oI that person'6 problem by looklng

tlrough hla eye6. You mu6t always rememberF.r are dealing with an individual - and

iDdlvidual want6 to be treated like a

rirh rhe problem without emotion, prej-

63

action to discontinue that person's membersblp inCivil Air Patrol. The commande{ cannot ignoreor tolerare an indlvldual whose behavior lsunacceptable and unresponsive to corfectiveactlon. The commandcr faced with a personalityproblem has several courses of actlon open tohim, but fir6t he must decide whether he lvillattempt to deal with the problem himself or tumit over to thc specialists on his staff. The com-mander may go to the medical officer or thechaplain for advicc, but rhe f inal responslbi l i t )for thc acdon is tbe command. r 's. A simi larsituation prevails at any time the commander andhis stafl take action. Tbe commander may notbe a specialist on maintenance, communicatlons,or transportation problems, but wben the spe-cialists ln these fields glve him their bestrecommendatlons, he carefully conslders theiradvice and decldeB upon tbe best courseofaction.

Once the cause of a minot behavior problemhas been identified, consellng may be all that lsneeded 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 vlsltsa unit and makes an lnspectlon, hc lntervicg/sthose responslble lor performing ccrtain duticswlrhln rhe orgenizar lon. As a CAP leader youwil luse the lnterview as a valuablc tool to help solvclndlvldual problems and to lmprove managemcntgenerally ao that you and youf unlt can mcet therequlrements oI the CAP mission.

The lntervlew ls also used outsidc of CivilAlr Patro!. The mil i tary servlccs use the lnter-view extenslvely ln all type8 of siruarions. In-dustry and buaine6s use thc lntervlcwin sclectlngnew employecs and ln promotlng good relationsbetween management and employees. Throughlnterviewing, the psychologist and the psycho-therapist obtaln lnformation about thelr ca6estudie6. The journallst uses thc lntervicw asa means of gathering informatlon for his newssrories. Because the intervlew ls u6ed exten-sively ln leadershlp and management, as well asfor many commercial and practical purposes,lnierest has lncreascd ln pedectlng the tech-nique6 oI the intervlew,

83. TECHNIQUES OF INTERVIEWING

the commander makes a vl6it to a subordiunit, he may inteniew thecommander andc€:sDeclal lsts to obtr in information. bDr ar rhetime he gives instructions and advice, Theoff ice! who Interviews a new CAP membFrlnformation, but at the same time he brief:man on the orsanizatlon of the unit and lts mis!

The inrerviews you wi l l use as a CAp le:are of three general types: counseling inte rviprogreGs lntervlews, and placement lnte i

ln any kind of intervlew there are r'.:

lntervlewed, you should prevent interrupt

the English language. When you conduct an inivlew you must be skilled in thc lntervlev,/ proc:unbiased, and able to sce the person you inrvlew as he really is. You ti/ill be most effecwlth the intervlewee when your tecbniques a:from a consciousness of mission and a sinc:consloerat ion for others. Be frank and straiJlorward rather than Ehrewd and clever. Rcm:bcr rhar l f you are intervlcwlng a personhas enough lntelligence to be of value to C:Air Patrol, he will be lntelllgent cnougldetect insincerity.

You must be able to communicate withpcrson you ale interviewlng, A breakdowrcommunication usually results when the lntivlewcr uses language that is not meanlngfulor wlthln rhe experlence ot, the pcfson inrviewed. As an lntervlewer you must be awar:rhls possjble dj f f jculry and alcrt to any or:problcms of communlcatlon that may

lmportant variables: the two persons involvec

To communlcate lreely witb the pcrson b€:

lntervlew conducted in prlvatc, confortablc s-:This includes arranglng beforehand to have

roundings.

efforr to establish a feellns of frlendliness :

u6eful to make a recordofthe information obtaii

trust between yourself and theother person. Cthe lnterview so that you both lrave a sens.progress wirhout rambl lng. Lea'n to l is ien ar:distlnqulsh between whet is sald and \rhaiactually 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

Belore beglnnlng the intervlew, makc c\.

or the decisions reached, Authorities differ onadvisablllty oJ notetaklng during an lntervi

Inrerviewing, like leadership itself, is anar.t that must be perfected. Also llke leader-shlp, the only way you can lmprove your. inter-viewing techniques ls to practice.

AII lntervlews might be consldered to beconducted lor one oI three pu4oses: (l) factf lndinq: (2) informtng; or (3) al ter ing opinions.feel inss. or behavjor. The counsel jng interviewcleari i serves the rhjrd purpose. Tl 'e f i 's l lwoDurDo;es are often comblned in inte iews whicbiat6 ptace in Civil Alr Patrol. For example, when

64

Probably the best method for you to follow istake short notes when necessary and then mak:fuller record later.

84; TYPES OF INTERVIEWS

Tbe simple suggestions outlined above aFin seneral to interviews used in Civil Air PatrSome speciftc suggestions are given below :each of the three types of interviews.

: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: know as much as posslble aboutthepersonr.wed is very lmpor.tant in counseling.

r ; t roaches. TheJe are two profesEional ap-r: , -+s \ ou ca n use ln counsel lng anolner pelson.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 second factor is the counselee, He may bethe t)?e of person who can use nothlng but sug-gestlons centered on himself, Or he may be theaype who 1tke6 honest criticism and streight-forward advice. in which case be will welcome thedirective, counselor - centered approach.

The third factor is the problem itself. If theproblem i6 simple and fairly factual, you mayuse the more direct counselor - centered type oflntervlew. If the problem ls emotlonal end thecounselee is upset, beglnwlththe counselee - cen-tered lnterview, Let the counselee get some oftheemotional charge out of hi6 aystem, If he ls toodlstrubed for you to identify his problem, referhim to your superlor or the unlt chaplain.

elggrees Inrerviews

In Civil Alr Patrol you wlll use ProgreBs inter-vlews to obtain or clve lnformetlon about tbeefforts belng made toward meetlng the requlre-ments of the unlt mlsslon, Information fromprogress lntervlews ls often included ln surveysor repo.ts prepared for the commander.

Proqress lntervlews are elthel formal orinformal. Of the two types, you probably will usethe informal proqress lntervlew most often, butyou may not r ;coEnrze l t for what t t ls, l t lncludeslnrervlews arlslnq out of the vlslta by the com-mander to the sulunlts of his organtzation, thellslts by rhe commander from a higher head-quarters, snd lhe frcquent checks tbat a goodiommander or lcsder makea to be €ure thatlndtvlduals know thelr iobs and are aware ofrhelr place In thc overal l mlsslon. The goodcommander or leader. by keeplng ln clo6e touchwlth all element6 of hls unit in thls lnformalmanner. flnds and solvesthe llttle problems beforerhey grow lnto big ones,

In addltlon to lnformlng the commander ofexlst jng condlt lons and needed lmprovements, youcan use the prog res s inrerview to bul ld mo*ale anddevelop mor.e competent supervlslon. Thls l3possible because the progress lntervlew glvesthe lndividual e chance to alr hlscomplaints, Thlsin rurn helps create good wlll and give8 thelndivldual renewed lnterest ln Ctvtl Air Patroland i ts act lv l t les.

In a large unlt or ln one reaponslble for acomplicated job, quesdons often arlse as towhether the organlzatlon I s pe{forming ita mls sionand whether lt ls operating as effectlvely aBpossible, You can answer these questions byuslng formal progresa interviews to check onwhar the unir is actually doing. ln addition,formal progress lntervlews auch es job analysesand personnel audits provide a systematic in-ventory of the human resoufces in the unit, andthus enable you and the commander to budgetpersonnel requirements and plan for future need 6,

Placement lnte{vlewsAs a leader in Ctvtl Air Patrol, in all

llkelihood you lvill have to intervlew members

l crntered on rhe counaelee - an approachIa :specially uBeful in deallng wtrh hlghty

DroblemB. In thls klnd of lnterview, tbe

=, proposes posslble solutlons, selectsther:a then sells thls solution to the person

.rher theory bolds that the intervlew

:s are as followa, After hsrmony ls

r::-) Afrer renslon is released, the counselee4..over hls problem for blmself. The

may help him, but not polnt out theTben the counselee flnda hlsown coursero solve hls problem, The counaelor

!r: helped to develop several posslble!r. :cr rhe counselee select s one Ior him self

: :crs on f tat declsion.

: type oI counsel ing is neccs8arl ly r lght\ oarr icular s l tuadon mav indlcate tneiale in oreferenceto theother; however,- .€l ins in Clvi l Alr Patrol probabty wl l l

lst :ere between the two types of lnter-r.= the tendency toward the counselor -

Lrrervlew. In a slngle lntervlew your=a! ' l ie somewbere between the two,

=a! find yourself movlng llrst in one:-hen in the other,

a harmonlous sltuation, dlagnoses the

es. Three variables determine whichE-joech you wi l l lean toward during thet- One is your ownablllty andpersonallty.

ary a decisive person. you may feel thatcan be saved by simply Polnting out

' course of act lon,Somecounselorsa{eo( centerlng the intervlew on theIa takes much time and patlence to

r5&selee (alk his way through his ownEC come uo wlth his own answer. You

t save tlme by telllng hlm what you'r5- :owever, you should reallze that in

.i tbe counselee may be much more

-ith a cou{se of ection he has chosen

65

to" job asslgnments. l f you jnter\ lFw rhesemem"bers ski i l f l r l lv, you are more l i le ly toassjqn (hem to projecis and posjr jons in whlchthei i services can be used to best adlantageThIs, bowever, depends partly on your skllland knowledse in lntelvlewing, and partly onthe lntervie;ee's sklll in giving lnformation,

During the placement interview, rr ' to f ind-our ibe pe'rson' ; real preferences as to rype ofwork. lJ he does not clear ly indicate Ns speciallnterests, yot l may be able ro perceive lhem'After the inter l iew, you Ehould makc a recordof the infor.matlon obtalned during tbe intervlewio ttrat you can follow up to determine whether

when a di f f lcul t problem presents trsel fwtihln hls unlt. a leadir can elther tr) to flnda ;olution by himself or he can mske use of theknowledce and judgment of his aesoclates andsubordln;tes ln saektng a solutlon. In manycases. of course. a problem can be resolvedwith sufflclent speed and ease by the leaderalone. But frequant ly he wl l l f lnd I(- far morceffectlve, both

_ln teim5 of the problem ltself

anA the'morale of hls unlt ss a whole, to cel lupon hds etaff offlcers or other member6 ofrhe unlt to reach a lolnt 60lutlon. One mancan seldom see all slda6 of a complex plcture,and the leader needs the knowledge and oplnlonsof his men as surely as they need hls.

Throup,hout your membershlp In Civil AirParrol - both as acadetandasa senlor member -you wlll be called upon to pafticlpete ln menyLonferences, so that you can meke a real con-tributlon to these meetings lt is important thatyou understand the purpose and organlzatlon ofan effectlve conference.

85. WHAT IS A CONFERENCE?A conference is a planned meeting through

which an attempt ls made to arrive at a iolntsolution of rhe pioblem at hand' A meetlngwherelnrhe leader assembles his men and then does al lthe ralkinc himsel l mav be cal led a staffmeetlng,or a brtei tns seasion, or somerhing elae, but i iis not a confarence.

A conference problem should have ccrtajncharacter ist lc6. For example, l t should be aoroblem lbat urgent ly rcqujres a col lect jve so-iur lon. and i t should be 6uch that the part ic ipantaare chosen because they have speclal knowtedge

"i i t r . sutrect or are outatanding forthelr general

knowledge, judgment, and experience.

the placement was satisfactory.

l f you are a good placement intervrewer' ycrwill not make uplour m:no before the Inreflletnoi* l i uou p"t i " i , outside interrupdons whl le vlaie conterr ing, You wl l t careful ly avold domnattng or rushitng the interview. as el thel tactwoutd block the-now of informatlon. Youalso relraln from lectur lng thF indlvldualdodging hls questions'

As you improve your Intervlewing t-echnlqlyou wj i l t ind_thar many of these skl l ls,-ca-niried ln the conference, tcommunlcatlon situathat ls closely related to the intervlew.

SECTION B. CONFERENCEL EADE RSHIP

ln DreDerinc for the conferencc. To be acon?erince ]eader. f l rst of al l . vou mustconierence leader, flrst of all, you mugt lhirrhrouqh the problem to be consideted. You muger aiirm giasp on the essentiels of the proble

for preEentstlon to the group. Then you muoreDere lor the conference.

and be able to rcduce l t to l ts s lmplest term

conference you must exercis€ al I the qual ldesgood leedership whlch have been, cll ac u-s6cdihts book, The qualllies you need most lnconference sltuadbn are soclablllty, a good cmand of language, good ludgment, qulck tho(racr, self- rEstriainti and general good humor.rhe hear of diBcusslon and dlsagreement, befra solullonlg reached, feeltngs ere somedmeghuBy using tsct and flsehe6 of humor and by corrbtlinc -any tendency you may hale to loee y,tempei, you can do e great deal toward soothruffled feellngE, 9voidlng embar-raaslng srruffled feellngE, 9voidlng embarraaslngatlon6. and li general keeplng the conf'going at a smooth, efficlent Pace.

of rerms that may be necessary, al l adata on the problem, 6ome standard of ludgm€for the solution which ts being sought, andDroDosed order of discusslon known asigeiraa. Vou must also. prepare . queationst i 'e conJerees - queat ions which w l ar 'inrerest. sdmulate lhought, develop al l aspof tbe problem, and keep rhe considerationsthe meel lng moving ln the r ight direct ion.

l'he leader llkewl6e has many resPonalbl

87. BE!I4.BJNqI9E3-99ME3.PN.g-E,\6 the conference leader you musr

certain lnformatlon evallable to the participaso that they wlll come to the conference widea6 about the problem and be pleparedrackle it as qulckly as posslble. Thispreparainlormatlon may take the formofaverbalbrltbefore the conference actually beglns, or itbe ln the form of a wrltten handout. Whatform l t takes, Ihe information should contalnsratement o{ the problem ltself, any defini

86, THE CONFERENCE LEADER

To sene efflcientlY as the

66

leader of a

l-lbllltles, of cour6e. It ls their duty to comet conference prepared to epply rhemselvesEtl achieving the conference goal. But itFo.r job as leader to rle all loose ends

to keep the conference golng at anPace, and to glve everyone e chance

Tbe conferees themselves have certain re-

> 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 mustEm certeln dutlea to lneure that the meednsProceed at the pace neceassTy to aucceaa:Pace neceaaaTy to aucce6a_rccompllsh the gosl. Flrst of all vou must

brlef the conferees, sretlng or restatlng rheproblem for rhem. lf nece-ssary, you slouldorganlze commlttees to look lnto varlous aspectsoJ the problem, committees who6e findings canlater be brought out ln the generel discusslon.You must al so see to lt thet the acenda ls edheredto, not too rigidly but enough to thet the baslcproblem wlll not be forgotten and lls varioussubtopics not loat. You muEtuse tactandludgmentto reaolve whetever confllcts arlse. and uEeyour command of language to reword ldeas whichare not clearly stated. And flnelly, to be a goodconference leader, you must li;ure thsi anadequate recold ls kept of the proceedlngs, endcontlnually aummarlze the progress whlch basbeen made and whet stlll remalns to be done.

67

:,t

Souuft

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

Problem solv ing is important to evcrybodyin Civ i l Air Patrol . You - l ike cvery CAI)member - have bccn solv lng problems in oncway or another since early childhood, and youwill contlnue to solvc them throughout your lifc.Everyday you solve problems and rhcn rcport

To find the best solution to any problem, youshould approachitsystematically, Threeclementsexist in every problem situation: (1) a goal, (2)obstacles, and (3) one or more people who wantto reach the goal. You are bften one of theelements in auch a picture - the person stdvingto reach the goal, the problem solver. Yourability to remove, pass around, or tiavel overthe obstacles between you and your goals willlargely determine the extent oI your success in

o6

propi)r way Io of f tc ia l ly rcport thc soluu::

SECTION A- PROBLEM SOLVING

rhe solut ions in var ious i ,ays - in oral rcp.: :and discusslons and in wri t ten communicao:such as lct ter:s, memorandums, staff srucr.operadonal plans, and opcrational orders. l-_chaptcr- oudincs one of rhe mosr cf t ic icnr $:.to solve a problem and then shows you :

.rl I typcs of lrndcavors.

90, THF: SCILNl]FIC METIIOD

A scicnl i t ic approach to problem solv i . iou ined in this chaprer. Masrcr ing i t wi l t : :you dcvelop your inrcl lectual porenrtal . Tf. :arc six stcps lnvolved in rhe sclentific mcr:of problem solving:

l lefore you can rcport on a problem youmustf i rst solve i t . One of the most valuablc asscrsa commandor or staff officer can have is thcabl l l ry to solve problems. In every posir ion youwill fill throughour your membership in CivllAlr Patrol , you must mcet problems. Techno-logical advancements and difflcult lssucs ar:omaking increasingly severe demands on today'scommanders and staff officcrs. You and yourcontemporarles can expect to encounter, andwill have to solve, problems rhar rouch onactivities far removed from those met today.Your success in solving command and stalfproblems wlll depend on original and resourcefulthinking and on objectlvity,

89. ELEMENTS OF A PROBLEM

(l) Recognizing thc probtem.

(2) Cathcring dala.

(3) Evaluaring dara.

(4) Test ing the possiblc solur ion6.

(5) Selecttng the besr po6sible solut ion.

(6) Recommending act ion.In sctual p-acr icF, rhe cteps of p.of

solving do not always follow adefinite andord.:sequcnce. The steps may overlap as shown bc:more than one step may be considered at :time, or devclopments at one step may ccyou to reconsicler a pt evious step, For. exar,the data you collect may force you to rcd.:

"."M{iIENTATACTtoilS 0FPR0BLEl,l S0tVlile

f f ioaca*

@ ̂ i'ffo rh'

EYAUANilE DAN

sEECnile fflE8E r PoSStSlt

s0lan0il

rEsftilc Ht PosstEtE

REC 0 tvt ttl t ll U il e A C n oil

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 aneed for addltional lnformation. The steps, asouiriniC. strouto be considered only as achecklist;;';;t"t'!* io bring order io vour menral

oioiesses, fley are nbt a guarantee thai you

will solve your problem 6uccesalulty'

Recognizing the Problem

Almost every problem has effects' When*t.".- &l"itJ be'co;e oblecdonable, tbev callattentlon to the problem. lf you want ro remove;;;;i;;t". vou must learn what causea ihem'You must lnilyze tbe entire situatlon so as tot'"come ttroroultrtv lamlltar wlth every a€pectot ttre pronleni. Only by dlscoverlng and re-;";ft ih; lausee ca; v6u ellmtnate the effects'iiJ uo'u in"tvr" the Prablem' you wlll begln toiirini

- & Ooing a$taf wlth causes rather than

effecta.

With the cau6es clearly ln mlnd, your nextdreD t; to Lmtt the problem, to make lt menage-iii'". ftrnt ln ter-ms of the part you csn dodomethlnc about. Llmlt the problem to your

"iii-"iiiii"", io en area wheie vou can make

ilii'iirniiailtro"", Ellmlnate the uniece66arv ele-ments. tfre thlng6 you csn do nothlng ebout'

After deflnlng the problem area' you- elereadv to make a tentatlvq atatement or lne;;;;id: v;;;a the problem lrom thl6 vlewpolnt:il"J'"liti t reech ioal x whlch ltes wlthln theii"iitaiio"i v and z:? As you condnue to analyzeiiiii--oidlti., vou mav need to reword lhlatentailve etatement. Do ao lf necesaary.

This ts lhe fltstphaBeoftheproblem- 6olvlngotociii. ana l! ts the most importent becau6e ltfi-;i;-b";i; ior evervthlng rhat follows You

"-rnioi Jtiiir"nttv 6olve a p;oblem wlthoul fir6t

i"iivir"i-iiio at'"co'er allihe factors that relateto lt.

You should be aware of the pldalla commonto thts stege of Problem eolvlng:

.n" 5P""," "I-*ffi B.

"1t""""t""93i:tt:;;";;'.- "A

mav be- rempted to deal excluslvely

-rtrr ihd sr"npiorns. Have you ever Xnown a

aouadron co;nniander to donotblng about breacnes6i-mrtiutv courtesy excepi issue on_the- spotil"iiiii"o6l He wis d€alins wlth the effectsraihel then the cauaea.

."i**ff Yffi-*.iii#tF"iJJ'X'fi 1i:.[l,i-ir'ti rj?"ti".iiit.s outslde vour own speclalrl_"a. Ii t" tmpos;jbli to meaaure the extent or

""ii6ui"."" oI a Problem before lnvestigatlng it

.na_ii"tttnc to ",oif

ioward a solutlon' Ignorance;;;

";r;; -y." to creete all- sor-t€ of lmaglnary

iiitlcultte s.' onc. vou have ldentlfjed the Problemiid

"tttt"o to *"oik on it, you mey 6ee thet many

70

of rhe difflculties you have antlclpated doe{isr and that others have no bearjng on yparticular Ploblem.

catherin{ Data

After vou are thorougbty femlliar ctlrhDroblem, ybu should srart collectlng inlormaiLbout tt. No one can tell youhow much hrormavou-wiii ntea to reach ihe best Possible prol;olutlon. You should, however, try to getttr. i*ot-"tto" you exPect to need in woout s aolutlon.

It Is better to heve too much data than.nougtr. wttn hsdflclent data, you wlll overfacto-r6 lravlng an lmPortant bearlng onproblem. You ma_y be temPted-, howevcr'iit*i a"t" compulilvely es It stockPlllnginal oplnlons were your Pllmary goal: A

"i" t6- ittiat this ienden:':y 16 to evaluste

data as you gather lt. _In "la]u3!ng 1!'_I9i,

I

see whails oily remotely related lo you!and you can reject that Pa{.

Evaluating Date

Data for solvtng Probtems can be had franv number of sourc:ea, You are llkely to llndfoliowlng ones most valusb-le: (l). yourii'p"ttin-"., (2) lnformatlon from other pe(3i writte; hformatlon, (a)- ob89lyeil9Jtlisi r"eiii"n. In gathertig tnformatlon, cla!1,"'"ft r.*

"" to ("1) sour&, (2) sublect, (3) I

ettttty. t+l tlmeltness,.and (5) causea' AJteri"ii''rtt,i 1"t", what, whv, when, and bow ofItem of lnJormatlon, you can evaluate lL

Actually, lt ts not dlffjcult to eval-uateStart by ci;Gsifytng each ltem a3 (l).,4

iji-in i""u-p.ljn, -or (3) a crlterion.. Youilways need ni'o rypes oI data: facts and-crltc..,lir-*itiv,

-v.J riit atso neea the third iassumollon6. You must fecognlze eecn rypeknow liow to use lt.

Facts, A fact ls a truti. It may relate toexisii-n'-g conditton or to an actual happenlng'

It s problem, you need to conslder everyth! reletes closely to your problem.

AsennDrlons. An s ssumptlon i s som ething tbataqat, for purposea ol solvlng the problem,

re to be true. It may be a supposltion abouta:tisting situalion or about future develoD-la It you can prove a supposltlon, lt cea6;s

b en assumption and bec;_mes e fict. when-Ibaslble, you should flnd proof for your

ao as to convert them lnto facts.me6, however, you wlll not be able toa aul4)o61t1on. When thia 1B the case, yousubstltute an assumpdon lor s fact.' In

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

A crlterlon ls a standerd that atEr muat meet to b€ consldered satlsfsctorv.Dy wlsh to thlnk of each crlterlon as a un'lt

and of your comblned crlterlaaB

aupports your lirst ldees about a saiisfactory6olutlon.

- Avoid leanlng roo heavily on srarisrics. If

tney promise to give a complete and accuJateptcture of the problem sltuarion, use them. Buibe_ aure of their source and valldlty beforerelylng on rhem.

Ll8tlng Pos8lble Solutlons

, .Now you are ready to list potentlal solurions.rn oeveloplng poasible aolutlons, you should relyOn three thlngsi

. Experlence. you may have been confrontedDy a atmlter situatlon at some tlme In thepa6t. If 60, Apply the lessons you learned atrnar tlme, gtvlng pgrtlculAr attention to theway ln whlch you aolved the earller pToblem.

- f*glg From srudylng rhe data you hsveqaaallle!, ctevelop as meny potentlsl ;olutlons

aa poa6tble.

uon H$;I{*fou;H iSlil'di,ii'i,',f i,,il:men! untlt you heve jofted down every tded rh;tcome6 to mtnd. By wlrhholdtng ludgmenr, youpe-rmlt your llsred tdeas to trigier-new ones.A ef lecordtng all the ldeas to=u can dreamuP,, go urough- rhem and eltmlnare those obvtouslyUnde6ervlng ol Conalderetlon.

Eglns lhe_!999919_99! urr""s

^-- N-oJ {ou have a llst of po66lb tties, eachone orlerfig .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_6 mental testlng proces6, youl atm 16nor Eo aelect the beat aolutlon, but td determtnenow well_ eech aolutlon meels all crlterla. Workwfrn €acD ao:tudon tndtvtdusuy, mentally mea_surlng lt agatn6r each crlterton. To mak; thesemea6urementg 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 requtre-ment ln the crtterle. unfortunetely, a 6lngleGolutlon does not alweys do this.'Somettmtsby lolnlhg two or more solutions, you can finde combinsdon that meet6 all the criterla, lfso, your be6t aolution ls thia comblnatlon.

Even lf no single golutlon or combinationof solurlons meets ell the criteria, you cansdll do what you set out to do: sele'ct the be6tpoEslble solurion. Obvtously, tht6 solution islhe one ther meet6 the qreatest number of rhecrlteria.

Your succeas ln thls step of the problem-aolvlng proceas depends to a great extent on thequaliry oI the work you have done up to now,

11

latlcx agalnBt whlch to meesure posslblen6. A crlterlon mey deflne llmlts wlthrntne aolutlon must fall, or lt may specfy

to be met by tbe solutlon.

H:ir?"*i,'*l'i#i1',iiJ,,T*T'#Elbhed at a hlgher headquertels and sentnth the problem to be solved. If s problemr to y_ou wlthout crlterla, you muet set uporn. In such cases, establldhlng criterle rsof the problem - solvlng proces:s.

reighr to glve tr tn worklng toward a

L 6ettlng up crlterts, think of a sati6faqoryh In rerm6 of sultabutty, feeslblltw. andfarblltty. The Bolutlon mist be suttabie: tt: t^Ie you to your- goel; tt must do the lobEve 6et out to do, The aolullon must-beIq lts cost ln manpower, money, materlel,@e muat be reaaonable; end lf pogslble, ltll-u6e resourcea thet are readllt avallabte.

-tluon muat be eccepteble: lt mugtbebssed

aEd loSic; tt must do ibe Job wtthou! clustngll@me conaeouenceE.

L.s€paredng your data esfacts, assumptrons,qlterie, youcan eveluateltlnmany wayi, yourhermlne what ls pertinentto the;robiem andtd the lrrelevant.ln claEstfytngeich elemenr

E, you can Judge lts valtdtty and reiecr rhenl. By becomlng rhoroughlt fam 6r Mrhnem of lnformadon, you cen determlne horv

L examlnlng and classlfying dera, elmlnateEa gatfiered from people wlth less ex_*€ than you have in the problem aree. youhd Buch opinlong helpful in evatuating yourEa aucn optruong helplut ln evalurtlng yourE€36, but you are not llkely to flnd theml€lPful es facrors bearjng on tour problem.

Gcrd agein6i stacklng tbe evidence, Do notd date that doe6 not support your premature

-6

toward a certaln solutlon. Be obiecdve,Ft for all relevanr date, not iu;t whar

I

If you have set up realistic crlterla and de-veloped every posslble solution, a careful meas-urement of these solutlons against the crlteriashould lead to the best possible solurlon.

Even lf your work up to the point of selectingthe best solution haa been excellent, you mustbe on the alert for, andavoidasmuch as posslble,these rhree artitudes:

Reverence for Authorlt! You maybetemptedto select a solutlon on one basis only: whar youthlnk your Euperior $rants, A dellberate attemptto pleese your superlor by selecting an lnferlorsolution is not honest. Your superior's pre-ferences should not enter into the problem -solving process, and selecting the best solutlon16 part of that process. "Walt a minute," yousay, "the person who lgnores hla supe ot'sprefcrences has rocks in his headl" You areright. So what is the answer to thl6 puzzle?It is slmplc: Take tlme to bulld a srrong casefor tbc solution you honesdy bclieve to be best,

Reverence for Treditlon. It is commonpractlcc among many people to always take theusual course. If your purpoEe is to find a deeprut and 1^lallow ln lt, thcn you should select asolurton ju6t because lt represents rradltlonalpractlces. II, however, you want to be uncommon -to tbink for yourself and honestly Judge yourflndlngs - you wtll refuse to u6e rraditlon a6your ma.,or criterlon. Thls does not mean thatyou should lgnore the lesaons of hlstory endexperlence. By all means, proflt from rhem,but bc alert ro posslbillties Ior new, bettersolLrtions. You may even flnd new ideas as youlnvcstigate tradltional practlces. Even lf theestabliEbed practlces do not suggeat new ones,Iook for them el6ewhere. Since sltuatlons cbange,you should approach old problem glruatlons asyou would new ones. Refuse to settle for (the

way lt has always been done," unlcss you havegone through the entlre problem - solvingproces6

When you study and solve a problem, you areexpected to submit a written report on what youhave done. Thl6 report ls called a siaff srudyreporr. Ir includes all pertlnent findings, con-clusions, and recommendations, and it followsa prescribed format. You can vary the formatsomewhat to fit the siruatlon, bur the reporralways has certaln elements which are describedin thia section, Reports oI operations plans,operations orders, etc., whch do not follow thestafJ study format, are not discussed here.

91. PURPOSE OF A STAFF STUDY REPORTThe purpose of a 6taff 6tudy report is to

give Jour commander, or superlor, a complete

12

and are convinced the traditional solutiolstill the best.

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. Some o: 'most common are racer color, religion, poli:grade, and beckground. The man who is ::of al l prejudice is dead. Therefore, i l is :portant that you recognize your prejudices :siay in control of them, In selecting th€ :possible solution to a problem, avold fa!c:only rhe possjbl l i r ies rhar complemenr your ; . -sonal prejudices, Make every effort to mea.the posslble solutions accurately and toobjective in selectlng the best one or c.:bination.

Recommending ActlonYour 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.

solution and dcclde whethcr to u6e the ac:ofllcer must pass flnal judgment on your chc

You, however, are the one rcsponslble :

SECTION B - REPORTING THE PROBLEM SOTUTION

at a ataff meeiing, or through some other meaDetermlnlng what actlon ls needed is the fipheae of the problem - Bolving procesa. Toshort of thls essential 6tep ls to fall in \:

solutlon lor any problem assignedtoyou. Alyour repoft acqualnrs him wlrh rhe process !.rfollowed in solving the problem, his prlmllinterest is the 6o1ution. He needs answer.s. :

lem. Thc problem ltself and the sltuatlondlctate 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 yourwhether your auperlor's most effectlve meof dolng thls would be through a dlrectlve romembers of the organlzatlon, through a reqto higher headquarters, through an announcen

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. IJneeds regrilations, dlrectives, memos, ordocuments to execute the plan, you must mthem part oJ your completed report.

rccommendlng speclflc actlon tosolve the pr:

The staff study report, like all other wrshould be directed toward a particular reade:

of readera. In preparing such a report for1r commanaler wtth lttde knowled(e of theEirtions of your unit, you would giv; detatled

about the problem and tts possibleFor a commander familiar wlth theyou would not lnclude these unnecessary

At any tlme when you are preparlng a staffreport, you may ask your superlor for, In fact, thi8 often aaves tlme, But once

Feaent your report to your auperlor, evena- rough draft, it should be complete except& extra coples needed.

Problem- Solvinc----E;EEEE- Sectlon in Steff StudvRepSg

Act, . . . . . . . . Act ion Recom-mended

Cdrpleted steff work has three valuableFket, lt protects the comtuander from

Problem

fb headtng conslsts of (1) the tttle of theor headqualterE orlgtnatlng rhe study, (2)

rcrerence l1ne, (3)thedare, anal(4) lhe sublecr.

Tbe final te6t of the completeness of yourI rork ls thl6 test: would you, e6 the offlceridng the report, Btake your reputallon onr€commenaled ectlon? If not, revtew your

and do everythtng neceseaiy ro comilereProblem - Eolvlng work end your report on

l,ldl your report -pa6se6 the &,6t, lt daes nori tie Btanderd for completed stsfl wo!k.

FORMAT FOR THE STAFF STUDY REPORT

l- your problem ls complex, you may need totDe tut repor!; that la, your stalJ etudv' . tu l l . repof! ; rhat 18, your stalJ etudy

should lnclude alt rhe elaments descrtbeit

Heding

Th18 decrlon tells Bpeclllcelly whaltheprob-lem ls. Dlscusglon ls out of plece here, Thesecdon should olfer a almple statement ol theproblem end nothdng more.

_ Avold stadng the problem as a tact, llkethls:

Peleonnel of this untt fslt !o obgerve dla-clpllne,

. -h-_le betrer to alere your problem ln one of

Ene rouowlng way6l

As a questlon - What should we dolo entorcedtsclpllne in the ullr?

AB_en lnflntttve phla8e - To flnd ways to en-force dl6clpllne ln the unlt,

Aa e 6tatement of need orpufpoSe- Tbl6 unltneed€_lo develop procedtrres for enforclngoractpune.

*,Hi##."q#i*H,,e*"P*'#ihave uaed assumptlons or deflnltbn! tn solilnqyour problem, also llet them here. Make each o-Itheae 6Etement6 brief andunderstandable. A6youword the fectot6, keep these deftnltlons in mtindlA fect ls a 6tatement of truth that can be proved,An assumptlon ls a statement whlch may or maynot be true, but whlch must, for the plrpose ofBolvtng the problem, be acceited aE ib; basis foryour reeaonhg. A crlterlon la e aEndard, re-qu-trement, or llmltatlon to be met by a solutlonbefore you select it a6 the best Dosslble. Thedeflnlttons should relare only to telms you haveuaed ln An unusuAl way or to term6 your reAder16 urdlkely to know.

Be 6ure to distlngulsh between facts andaaaumptlona. Llst your fact6, assutrptions, cri-terla, and definidons in separate paragraphs.lnclude only the factors that have played an Im-portant part in your work towsrd a solutlon. ln6ome report6, you mey have no aa6urnpdon6 andno deflnltlons, Since lt ls esgendal tlaiyou etate

Atter "Reply to Attn Of," type the offlces 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.

Tbe body of the report contalns flveelement6

-dons: (l) Problem, (2) Factora Beartng on

Pioblem, (3) Discussion, (4) Conclusiod,lndAadon Recommended. These part s correspond

rb€ phases of t}le problem- solvlng process

Sody

earller,

73

crld€s $e five bolor srclons. rl you onrsob€of lhep*Bgfuph3shomibt lseodet ' SOUSRON NEW JERSEY WINC

Petliod lrcb, 8!!mDhon€ (rr i.cco.srrr,+0r n€oo8.rr, uld -

ArrN oF I rsrvxM/Maj c..en/2r22?

Brr.lly !ta!. tho bqckRlound ol prbl6m. Lrlt +

3orulroi, urry or!t.!lrlrstod ud.r xF/{cToR3 alANNc oN TI{!PRolLEM,,r oohpue all.olutton.;sdrolstihs l*,1 po..tbt. .otutLn, glvhg r4.o!.lor

..r numb€! ot p.rdgmphs

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

I2, wi.in3 Diaelam, Projcdion

74

discusaion. Usually, 6ome type of lntro-6, givlng the reader background informatloni tbe problem, ls desirable. Thls Inrroducrlon

Iacrors briefly, you should presenr lengthymaterlals ln attachinedts. state your

s in complete, meaningful sentences. Your

tkoblem should determlne how you hanille

should not have ro refer to your attach-to get the meanlng of your statements of

Discussion, In thls sectlon. vou reDott thec use-d-i-n solving the prottein. Ttre nature ot

such a reporL You can also use it to rePort ona yes- or - no type of problem. You might follovthese steps in using thi6 pattern:

(1) List your slngle aolutlon.

(2) Test lt agalnst each crlterion,

(3) Show hov and why this solution will solvethe problem.

Whlchever pattern you use, follow these rulesfor preparing acceptable 6talf study reports:

(l) Make tt brtef.

(2) Blend your thoughts into a smooth se-quence throughout the report.

(3) Show the reader how you reasoned theproblem through.

(4) Pre6ent attachments to aupport everypolnt your reader mlght leasonably qUestion, butlnclude enough lnfolmatlon ln the body of thereport lor hlm to get your meanlng wlthout re-ferllng to the attachments.

Concluslon

The purpose of thl6 sectlon ls to save thereade!'a tlme. The concluslon oflers only onethlngt a brlef reatatement of the best possibleeolution to the problem. In the conclusion sectlon,two 6dng6 ere endrely out of plecet a continuetlonof the dlscu66lon and the lntroductlon of newmstedal, The leade! who has time to lead onlytwo sectlon6 - the Problem end the ConcluBlon -bhould learn from them what the problem l8 andwhat solullon you propose,

Action Recommended

In thi6 section, you tell the reader {rhat acdonshould b€ laken, Word the lecommendatlon 60 thatyour Euperior can lndlcate hls reactlon simplyby stgning lt for actlon or disepproval- Nevermake alternetlve recommendatlon6, Completedstaff work lellevea the commander of the studynecesaary to declde among alternatlve couraesof sctlon, In recommending action, you commltyourself to the one preferred line of actlon.Include a6 attachments every directive yoursuperior would sign to initlate the acdon you

Endinc

In tlrla section, give (l)your Blgnature, grade,and title end tho6e of the other people responsiblefor the reports and (2) feferences to the attach-

In attachments flu:nlsh all the detalled ma-terial necessary to Bupport tlrc facta, aasumptlons,

on the smount of detall requlred.

C.nerally, report8 on problems asslgned roc,6iccrs can follow one of the three oanerns

co'nsist of only one paragraph or of several,

Panern I - SINGLE BE BLEs beslc pattem ls

y used. In uslng Ii, you list Beveralsolutlona and aelect the one vou ludqeLe solutlona and aelect the one you Judge

lnstructlons you mlght follow in uslng

(l) LlBt all the po66tble solutlons tn whichthink your superlor would be intere6ted.

I ere llsred below:

O' Showeachages

one of

how you teBted each possibilttycriterion. State the advantaces andof each solutlon. Be sure-to use

your crlterla to test eech pos6ible

rn III - P

(3) Show how you welghed each poEslble.ion ageihst the other poBclbllltles ln selectlng

(a) Clearly lndlcste the bestpoAslble solution,

. COMBINATION OF POSSIBLEL!9!!. rrt16 partern ls sultaue when youto comblne tsro or more posalble aolutlons.

.€ing Patrern Il, you mlght lollow the 6teps

(l) Ltst aU the po$lble aolution6 ln whichibink your Buperlor would be Interested.

(2) Show how you tested eachlrosslble solurlonD.st each criterion, statlng the advantageaandliD.st each criterion, statlng the advantageaand

Srantages of eech posalbility. Ugeallcrlrerlarea6ure each P,osBlble Bolutlon.

(3) Show how you welghed eech possibleagainst the other6. Glve yourreasonsfor

certain poasible aolutlonaa6 part of youre aolutlon.

(t) Show how and why you have combined thepossibilldes to 6olve your problem.

BLEes you report on one poto a problem. Pattern III suitable for

t5

end oplnlona ln your report. IJ an attacbment mu6tbe supported by addltlonal materlal, place tbi8supplemental material ln an annex, You will,however. aeldom need to use an annex.

Failure to attach all needed dlrecdves andlnstructlons may delay the implementation of yourrecommended action. when you includeall neces-aary allrectlveg, a slmple approval by yoursuperlor can aet the machlnery ln motion. Thefollowing lt8t suggeets severel typea ol materlalwhlch you mlght place among your attachmenta:

(1) Il tn the body of the report you refer toan authoflty dlrectlng the 6tudy, youmlghtlncludeamong the attachments an actual copy of thedirectlve.

(2) If ln the body of the 6tualy you etele alltlle - known fact, you mlght thlnk lt wl8e toattach a statement of the Boulce and a vellfl-cetlon.

(3) If tn the body of the report you .efe! toaeverel books or manuacrlptg, you mlght ettacha complete bibltography.

(4) If tn the body of the report you refer toe chsrt or to lnlormatlon contalned ln s chert.you mlght attach the complete chart.

(5) lf some ol your recommended actlonarequhe wlltlen lnstructlon6 dtgned by the com-mander, you would prepare and attach the neededletters, regulatlons, or otler documentg,

TabsPaper o! plastlc lndlcators, called tabs, belp

the lesder locste ettachmenta and annexe6, Foreach relatlvely short attach$ent, atflx a tab toa blank Bheet ot peper, and put tblB Bheet lm-medlately ln front ol the ettachment. Il lt 13lmpractlcal to extract needed guppordng materlalfrom e long docutnenq attqch the entlredocumentand afflx the tab to the page on whlch the supportlngmaterlal 16 prlnted,

Wrlte tbe numbe! of erch attachment on the tabfor thet attschment, Peste $e f1!6t tab (forAttachment l) near the bottom oleaheetof peper,Place the Eecond tab (fo! Attachment 2) Bltghtlyhlgher on enother aheet, end ao on, Staggerlngthe tabs ln thls way make6 them all vlstble whenthe 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 canmake lt. In determlning the adequacy of yourproduct, you wlll flnd a checklist helpful. A care-ful 6tudy of the ltem 6 ln the followlng checkltst wlllhelp you to be thorough in preparlngyour solutlonend clear ln reportlng lt.

(1) Resd the backglound attechment toflndvhat the problem ls and whyltneed6to be 6oh

(2) Reed the entlre report to get a genetlmpre66lon of lts content.

(3) Read and anelyze eech Bectlon otrepofi calefully. A6 a mlnlmum test of6ectlon, anawe! favorably the que8tlonsb€low for that sectlon,

Arrangen.rt of matcrial in sn atiachmcnt,

Problem

(3) Doe6 the concluslon Btate aend finel Bolutlon whlch needa no newor further discuaalon to Bupport or explain

Acdon Recommended

b!tra-u b, .Gd b. "F

4Ii' I

(1) IB $e stalement of the problemconcl6e, and complete?

(2) Is tt tree of unnecessary matedel?

(3) Does tt accurately reflect theProblem?

Conclualon

(l) Is the concluBlon e regtetement ofposElble 6oludon selected as the best lndlocusglon aectlon?

(2) Does thts atetement of the chosenlution completely satlsfy the requlrementsthe Problem?

(1) Would you a6 the reader beto 6take your reputation on the actlonmended?

76Procedure for Critiquing the Report

Cll Are the recommendadons speclflc?

G) Are the recommendatlong conslstent wrthOmclusion?

(O Do the attachmenrs incluale a1l

-(8) Is there a summery paragrapb tn whlcheacn posslble soludon is welghed aga.tn$ rheothers, rhe best posslble solutiin lden-tified, andthe reegon for selectlng thl6 solutlon stited?

(9) Is lt obvlous thet the recommended so-lutlon wa6 reached ln a locical. unbiased man-ner?

(10) Does the organtzatlon of the dtscussionBectlon offer a clear, orderly, and loglel de-velopmenr of the rea6ons leadtni to tbe coitcluslon?

Attaclments

(l) Do the altachmentd lnclude all the sup-Portlng data needed?

. (2) Doe6 each ettachment have a properlyPlaced tab?

(3) Is rhe ortgtnsl source of the matertalln esch artechment adequately tdenllfled?

(4) IB each ettachment perllnent to theprob-lem?

. (5) IB each ettachnent reterred to ln lhebody ot the reporr?

Readable Wrltlnc

(1) ls the report vell olganlzed?

- . (2) Does -each

patagraph concern only oneloptc or one phase of a toplc?

--, (3) Are the lranstttonal devlces useo prcp_

erlyT

(4) Are aU 6entence6 cleer and logtcau(5) 16 the wordlng easy to understand?

Overa.ll Eveluatlon

-. (l) 16 the prouem lmportenr enoughtoJustify

lhe preperarlon of a 6tall Brudy reporti

" (2) W l_tbe reporr brlng the resulrsexpecred

of completed ataff work?

(3) 16 rhe sublecr matter ltmlred io oneepeciflc, manageeble problem?

({) Would any other untt6 be lntetested tnthereport? If 60, whlch unlt6 Bhould tecelve a coDv?

lnatruc-out the

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

Iactor pertlnent to the problem?

factor used elsevhere ln the

crlterla lor restlnc rhe Dos-speculc? Do rhe crlierlq c-overfeasibtltry, and acceptab try of

and dlrecdves needed to carrv60lutlon?

O) Are theiHinttlons

GD Is each

€, [s each

(1, For each facr lher need6 support, t6!he!er.an'nenr offertng adequate Buptort?

Ct) Are rhe e66umptlons logicat? Does merralon aectlon glve the reasons for maklngr !a6umpllon?

I Are the&lutlona

-ftabulry,

ic| Are deflnltlonB offered for all termsE€r tB unllkely ro knof,r?Eqrs6lon

3i:il"b"r:fi l"'*'f f"1T.l"i"ii"liit!J',"ji:Does the llsr of pos6lble solurlon 6 lnclude! condldered and tested leter?

|| Are 3ny obvtous posslble solutlon6 omllted

I| ls each pogslble Eoludon tested scarnstlarlt€rton?

ll ls the lnfomatlon tn the dt6cu66lon aectlont

- logtcauy developed? Cen the reader

!-rnc ldea6 expre66ed and 6ee how they arerithout havlng to refer to attachm;nts?

-

Are all necessery tablea. charts. andF bcluded among the attacfuninte?

tne|?

endre dlscusslon perdnent to16

t1

Lc

tg'

1CHAPTER 11 - PERSONAL LEADERSHIP DEVELOPMENT

When you become a Phase IV cadet you arcapproachlng the end of rhe Clvil Alr Patrol CederProgram. Dut rather than looklng upon thisphaseslmply as thelast inthc cadetprogram, you shouldalso look upon it ss the prelude to the new lifeprogram that beglns with the presentation of rbeFalcon Award and entry lnio thc senior member-ship of Clvil Ah Patrol, From thls viewpolnr,then, I)has€ M6 a transitlon pertod, a brldgeto help you cross from thc cadet program to rhescnior program and ftom adolcscencc to adult-

95. PHASE IV -- THE TIME FOR FIMSHINGtouffi

Phase IV is the pordon of the cadct programduring which you are of greatest service to yourunit and to Civll Alr Patrol as a whole. It is aperiod when you continue your development as aCAP cadet officer and leadcr by practicing andpedecting the skllls, knowledge, andattltudesyouhave acquired in the leadership leboratory, whenyou lea(n how to apply most eflcctlvely your pasttraining and experience to preaent and futurereal-life situations. It is the time when you putthe finlshlng touches and the hlgh polish on yourleadership skills so that your luture seniormcmbership in Civil Air Patrolwill beas effectlvea6 possible.

Dudng Phase IV you must use to the utmostthe initiative, imagination, discipline of mlnd, andall the other characteristics of good leadershipthat you have developed throughout the firsttbreephases of the cadet program.

96, LEADERSHIP IN THE HONOR CADRE

you can serve effectively ln the cadethonorcac:as sn adviscr - counselor to the cadet command: :You wl l l f ind rhe lcadcrshlp chcckl lsr in Arrar:ment 2 very hclplul ln doing thls, In addlrior.you have not alrcady donc so, you are expccreadcvelop and follow a pcrsonal program for c:tlnued growth ofyour lcadershlp capabllltics. H::arc somc brlef guidcllnes you should follo$ :

t.3i9

PR(lGRAMearlier phascs of the leadership laborarory sot:

preparing such a program,

Y CONSIDERATIONS

malntaln proficiency ln all the rcqulrcmcnts

Every indlvldual, whethci hc rcallzes ir

97-PE VE

goals. Thc person v,/bo most clearly 6eesgoal6 is the one most llkely to achlevc them.a CAP cadet in Phase IV, yourlong- rangcgoalthe developm ent of your quallfications and abil i r,as a leader. Your short- range goal dcpendsyou lndlvldual ly. 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. Once youhave dectdcd L: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, iwill be able to see clearly those aroas in 'r:you will need to increase your knowledge,you can then plan a personal leadership clev€:

nor, has both long- range Foal6 and shorr- r ;

mcnt program in accordance with your own g:and objectives.

98, GUIDE

18

While you are a cadet ln Phasc IV, you must

M

Here are some general guidel ines tbar

{OYour program should tnclude sll sources

lur set up yout own leadership development

l!, Your program should fit in wtth your workl@ent6 and the rlme you lnve avallable. Arht doe6 not recognlze these limltations 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 aretour capabillttes.

O Your program should be balanced, Do nortar from the world, Malntsdn normar re-

tltb your femily, frlends, and assoctateB.a hobby and some physlcel condlrtonlnSProgram.

lrom your mistakes and your strengths. Cultivateyoul good qualities andtraits. Be slrl'eanddevelopyour communlcarive skills. If your speakingablliry i_s averege, pracrice good sp;ech rechn_tqueieven when telling s srory ro a few people.urgaruze your story in your mlnd; watch youre-u(uence; open lour mouth; use vlvld language.Never write wlthour trying to lmprove.

(6) Learn from others. Take the time to finalout about other people'6 duties and responsi-blllties - what they and thelr acrtvities contrtbuteto the mlssion. Be cutlou6. For example, if youaee an artlcle reporttng ther membershjp tn a CApunlt has reached anew hlgh, rrytoflnd our why. Asa regult of your curloslty you ctrn learn who orwhai lnfluenced those who became new members-and then you can tly the same rnethods in you;unlt.

--- !7) Srtck ro your ptan, even though tr maynot be eAsv.

.t8l fvatuete your program, As your sttuartonano .opportunldes change, your plan may needoverhgultng, Teke a loiok it yorir progr"ss arleaat once a year. Each new asslgnmtnt wlllrequlre more of you, ln addltlon t-o DrovidtnchcreaEeal knowledge and experlence, T-hereforelree*amhe your plsn tn the llght of any newaaalgnm-enr you mey be given. you may flnd rhatyou wlll need to use dlfierent method! or em_pna-stze dlfferent sublectB, For example, ln aeletl eaglgnment you may need to lmprove yourablllry ro Epeak and wrtre, and rhe6! sublectsmay demand your attentlon. As a resu.lt you'meyheve to rearfenge your plan.

99. IN SUMMARY

Knowledge, fects, technlques, end prtnctplesare of llrtle u6e unlesa they are appited, .iou,tnerelore, mu6t conatandy analyze yourself todetermlne how well you apply wbat you haverearneo, rememberlng ther the ldeea and lnfor_matlon preaented in thls manual are sirnDlv atdsto leadershlp. lt t6 rhe sppltcetton of iheae'prin-clpre€ end technlqueG to real problems andsltuauons thgt resulta ln leadershlD, And howv/ell you apply what you have leerned-w l be amajor factor ln your success as a leader.

Ebds of lncreaslng your general knowledgerHlls, ConBlder readlng, -home study, dt;-E, and formal coutaea.

(.) Include profe66lona_l and popdar books

-.gazhes ln your proglam. Think about

it!cu86 wlth othera whet you have read, BeI ln your reeding and study, Do not acceptaaatement or conclu6lon wlthou! conBlder-ralldtry. Identtfy rhe prtnclples tnvolved,

the hablt of cerrylng a book or magaztneFl or keeplng one handy. You may notI solld two or three hours e dey to read,

ti. wlll come close to that mdch tf yoridrantage ofthe l5 to 30 unoccupted mlnutesEEd rhroughout your day,

O) Remember that home atudycourBesare,e, especlally lf they are ebout your: gork. Con6lder enrollln! ln the courgesU. S. Alr porce Extendlo-n Cou!6e Instl-

a5 *ell as tho6e of other educatlonal lnstt-

ac) Plan, tf posstble, a lormsl educarlon tor college degree, elther by resldence or bylbndence. Conault your unlt commanderot

educatlon offlcer for addltlonal ln-on thla,

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

79

io^i%ano^V

ffiffiffidfi=FE- 'O t

%+

TER 12IPDRI S IN CIVIL

€r part p reDoraroryoudlnes the gpeclflc procedures to be

in CAP drllls and ceremonlee. Thearementa to be me6tered dudng each phaae.egment of the leader8hlp laboratory are

in paragraph 8.

SCOPE- ThtE chaDter descrlbes the needarit-T-Zia htroauc;e the CAP cadet to the

peculla! to drlll and to the methods ofinslructlon he can expect lo encounter in

l€ader6hlp laboratory. In aubaequentcheptergGis patt, the movementg and procedurea for

T|lE I{EED

ceremonlea, revlew6, and parades will be

VALUE OF DRILL AND CEREMOMES:

a. Why are drllls and ceremonles needed?r CAP memher leerns teamwork by Psr-

ln drlll. On the drlll fl€Idthe indlvlduals to appreclate the need for dlaclPllne - theto reBpond to authorlty, to follow ordera

ptly and preclsely, end to recognlze theof his ect lons on the group es ewhole.

to follow ls the beginnlng of leader6hlp.

b, As lndlvldualg Progress ln grade andience and become drill leaders, they have

ties to develop confldence, poiae,folce-

FOR DRITI.IO4. INTRODUCTION TO DRILL ANDCERffi

a. .q!ll!(l) For the purpose of drtll, CAP orgsnt_

zatlons are divided into squads, flights, anclsquadrona, Group and wtrg formatlons may beasEembled at encampments or othet Bpeclal

(2) Drill conslsts of certsin movementsby whlch the fllght or squadron ls moved ln anorde?lv manner trom one formetlon to anothetorfrom one place to another. Theae movement6 aleexecuted with order and preclslon, The task ofeach man ls to learn these movementa and to dohl6 part exacllyaa deEcrlbed. Otherwlse confualonwlll re8ult. The lndtvldual alao must learn toadapt 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, Everyonemuat move on command smoothly, Bmartly, andwlth exactneaa.

(3) CAP cadet6 begin leamlng to drlllalmost ss soon as they become members. Tbeyare flr6t taught the poaltlon of attentioni rhen,movements at the halt ; suchasfaclngmovements;then movements cf theh feet and arma and theiroverall bearing in marchlng. When all membershave become famlllar withthese movements to thepolnt where they execute them smartly andautomatically, they are grouped wlth others intoa larger unlt where they learn other movements.Eventually, squeds, flights, and squadrons arepe ormlng drill movements smoothly end withpreclEron.

b. 99194949$(1) Ceremoniesare speclal, formal, group

performances conducted by clvil Alr Patrol tohonor dlsdngulshed persons or to ob serve netionalholidays. Another purpose of ceremonies is todemonstrate the prollciency and 6tate of lrainingof CAP members.

83

s. and other cheracterlEtics that furtherabiliry to work wiih People. Group par-

E

ion stlmulates esprltde corps, high morale,enthusiestic teamwork. These are aound,

I beneflts afforded by drill6 and cer€-

THINDRILL

may lnclude drill coripetltrons .

_ .__ (2) Ceremonies in a eense ere an exrensronor ^orlu

activltlea. The precisjon marchlng, tlre!]-.jrjy". "".

in -respondJnS

ro command6, a;a rher€amwork developei on rhe drlll fleld darermiretlreeappeer9nce and performance of the group ln

,','.i;"ffi f",f*-#H,H;Iii#[?1,""",1""*neve been defined end ilustrared in Flgure | _ t.

h, Dlstence, the prescrlbed 6pace iromro re€r between elemen6. The distence b€tlndivldual6 in lormation is lO inctreiairrrom rDeir ctest6 to the backs ofper6on6ln,fronr of rhem. ft. niglr cotn"i*j"-.slano ollt_era c,ho6e poslrlons In formationj"..lff.

""- a ran* ere themservei lonsr

ou ,*o***#nrate of marchrns r8o

. . J. !S!& al inemenr of elements sslde or in llne malntalntng proper In

.- -_ _k-.. Elemenr. nexr subdtvtston of anyIOrmatton,

hr.,hl.,#*ir,3.."hgl" column of men pleced

" m. Elnet Ltne. rhe l tne on whlchrher

rorm6 toe tron! renk of troops for e parsde

Fisuto l-1. Synbol'

i:f, i ffi fl*#i+l$#' ;-rbe rouowtng

n, Flank. rherlght or-Idfr) eldecolumn,

extreme rlghr or left (troatof a formatlon tn ltne o;

o. Formatlon. an arrangement of thement6 tn any pregcribed manner,

p. Four Wtnds. the delachmenr lhat r..j8gl]lg rn-e- tour__pefr6 oi the ctcaiton dtetoSr-cthe Phase Il and IIi awerds ceremony,

q. EI94!, lhe space occupled by an etebmeegured from flank to flank. The front ollndlvldual ls consldered to be 22 tnches.

. . r. gg!!S, rhe cadei dealgnated rotne dtrectlon end rste of march.

8. !Sgg. rhe leadtng element of a col

t. In Column. a formrrlon ln nhlch elare piaced one behlnd the other_

!. I_!!!!S, e formadontnwhtch rhe eterare 6lde by 6ide or ebreaat of esch othe!.or more elementE constltute a llne,

- , , - v. In!q{vsl ,-€pace- berween elemenrs pl

aroe . Dy srde. Normal lnlerval Is an a.length. Close inr-erval ts four inchee.

. . w. Line of March, a line or parhDy rne rroops a6 they pas6 ln revlew,

b. Allnement, dreas or cover.

. . c Egge, ihe elemeni on whtch a movemenrra pranned or reguleted.

. -- e, AdJurant, dtle

0l l t l and ceremonlal

d. CAdence.marcnlng - themmute.

of an lndivldual used forpurposea ln thi6 manual.

the unlform step end rhyihm tnnumber of 6teps marched per

^ e, gs!l!eI, the mlddte potnr of e formarlon.

un an odd number front. the center would be thec-enter men or element. On an even numberfront,tDe center would be tbe right cente! man or

,^".- l -F, each man al tning himsetf dtrecdy

Denrnd the man to hl6 immediate front whl lemarnretnlng proper dl6rance,

C._ !gpl!. the rotal epace from fronr rorear or any tormaijon. The depth of an individualrs consldered to be 12 inches-

84

x., Mark Tlme. Tate of marcblngat l20Per mrhute execuied in Dlace_

y. Mass Formatlon, rhe formattonaquaoron or group jn whlch the componentare ln column, abreast oI each othir arinterval.

z. 8399, a Btep of 30 inche6, Tnr6rengrh of a full srep in quick rtme.

t TlTiJ,',T &,J*'[',lLt ,,iffir.t

" Ft corons

IOJUITIII

SIIfF OFFICEI

s0ut0n0c0[fl]|lDEn

FU Gfltcot fitlto€f,

FtnstSENGfll{I

0

-+a

E

I&EINE

GUIDOI{EEAREN

GUIOE

s0uA0TEAOER

lsstsTfitIs0ut0 tE off,

ct0€r

CENTERaa, Post, the

noncommlssionedcorrect place for an off icer orofficer to stand while in for-

. : - l

DEPTH

'5ne l -2

FRONT

bb. _Qulck Time. rhe rare of n-rr .hinr rrr2! sreps (Jo, 15. or l2 incles jn tFr!rr) per

cc, Rank, a sinqle l ine ol men Dlac"d srqeby side Et i?h is o; ly one etemeni in d,prh.

dd. ! lg!)_!! !9, a torming t ine 20 paLes rolhe rcar of rbe f inal l tne where rroops areformed , t an ebrabl ished r ime or ior to (hLadjuranis cal l for a parade or revleiv.

ce. Secrion, normal ly morc than one sqLaobui less Ihan a Ujghr. t r ls alsoappl led ro a groupof men organized Ior a spectf tc purpose.

t f . Slow Time. rare of marchlnS rr O0 5reps(J{r in(hes in lengrh) pcr mtnure. This rare tsappropr:iate for funerals only.

cs. Squad. two o! more menrne next-su5Jivtston of a f l tghr,lor some marchings,

- \h. 9!g rhe pruscr ibcd dtsrancc measur, .Jrr .m rreFl rn heel bFrween lhc fe(,r ol a march,ing man.

IO7. DIt ]LI , INSTRT]CTOI{S:

a. Thc mission of Civi l Air Parrot is bascdon a conrinui ty of discipl ine and senseofmissionthroughour all echelons of command. Thc use ofdr i l l as one means of insr i l l ing disctpl ine andaccustomrng men ro rcspond ro command is animportant duty ol al l of f lcers, noncommissionedoff icers, and cadets. Al l personnel shoutd tamil-lar ize rhemselves wtth the provistons of rhismanual so that uni form lnsrruct ions may bfeffected whenever and wherever required.

b. The commander gives al l commands ros unit excepr in cases wherc command is

delegated ro a subordinate for instructional pur-poses. Regardless of grade, where an insrrucroris in charAe ol an indir ldual or unir . hrs aurnor. . \is oe. lvLd from rhar of t ' re commander "noshould bear rbe 6ame authority as thar of rhe

c. For purpoaes of drill instructlon and forother formations, every effort should be made t.have the ranking CAP member presenr assumea leadership posir ion. Placrng person" oL hr j ' , .rank jn posir ionr bubordinare to (hL rnsLru-ro:or person in cbarge of the dr i l l , formarion, o.activity should be avoided whenever possible.

108. DRILL INSTRUCTIONS:

a. Irsrrucr ion given sreo b) r--p r5 aeffecrive merhod-

tftlntlEn

r l l

tL. . rl [ t

|---!t-_lotsr^Nc!

r l f tn Lt t r E

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

85

(1) State the name of the movemenr robe executed and polnt out its purpose.

(2) Give the command to be u6ed andIts parts - the preparatory command and thecommand of execution.

(3) Explain and demonstrare the move-ment to the group.

(4) Have the group perform and obserlefor compl lance with the lnsrruct lons. On-the-epot correctlons should be made.

(5) Crittque the movemenr and reDestuntll mastered before movlng on to the ;ext

b. By the Number6 ls the method by whlchpreclslon movementB ol two or more countsere demonatlated, prectlced, and lealned -one count at a tlme.

(1) Thts method enableg the cadet roleern step by step and permlts the lnstructor tomeke deElled correctlon6. Tbe lnstruclor com-Dand6 Bv tbe Numbers before gjving commandstor the movementa. Fof By the Numbet6. About.|AL!. , toe 1116r COUnt Ot the movement la exe_cuted on the commafld, FACE. The seconal

countlia executedonl the command(-l he plvot is the seconct count,)

(?) All subsequent commands arecuted by the numbets until the command. wrlg_Iurn&Lg ls given. For exampte, tnrlght and left face, thecommand Bv thewould be g,ven ar rhe beginning--6fiFdE;exertjse. Each Iaclng t6;epeaied severalby the numbers untll the lnstructor clves Iog_gs__N!m!glq. Subsequent moveienEexecureo 1n the cactence of oulck dme-

. c. lnstructors go wherever thelr pre!rs nec€-asary. As tnatlucuon progrease6, the6noul0 De grouped eccordlng to thelr profici.Tho6e \eho show a lack of aptttude! shoutdseparated from the otherE and placed undermo6t experlenced lnetructors, care shouldexerclsed not to rldlcule 6low learners.109. D VOIC E

Instructore P the cedetlg s command volce. Thla can be

by -settlng

rhe example end gtvtng sll comwlth the correct volce control. dlstln(lnflectlon, cedence. and snap. They shouldcourage the cedets to pfectlce glvlng comms

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

86

TER 13 - COMMAI{DS AND Tl|E COMMAND l,(lICE| €ach cadet Drocregses throuch ibe leader-|boratory, he irust learn to- command on

Ileld, Commandlng a drlll unlt lnvolvedttrore than almply arandlng ln front of a

, wlth precl6lon and orderllnesE. If

give good commands, you mu€r! meet

TYPES OF COMMANDSI

commend end the commend of exe-manual, the preparatory command

ln capltal and lower cs6e letters and

thr€e bealc requlrements: ( l ) you musr developano u8e a goocl commsnal volce, (2) you muat&now the commenda and word them properly,Lnd (3_) yog mu6t gtve rhe commana at-the rtghitlme. In other words, a good command depends-onwnar you glve, how you glve ir, and when you

Proflclency ln commenala anal the commandvolce depend€ largely on practtce. If you witlremember th16 and devote as much tlme a5poaslble to pfactlclng rhe prlnciples and !ech-niques ln rhi6 chapter, you wtll lncrease yourprottclency ln glvlng commanda.

d tetltng lr ro do somerhlng, Commends!c glven properly lf the unlt ls to perlorm

a ete not easlly comprehended, themaneuve!8 vlll be sloppy and dl3-

izcd. For thls reaaon, ir i6 lmportant thatcldet develop a good command volce endE Command corfectly.

.€{ (Squedron), The command of exe-is priniea-'in-?Ii - capttal letrersand under-

CTTTENTION).

SECTION A - COMMANDS

a- A drill command 16 an oral order. Most@rmanda hsve two parts known as the

(l) The preparatory command tella what'ement is to be. when calllnc a unlt toI or ln halt lng a unla6 marcl i . thepre-

Exemple6: CONTINIJE THE MARCH andSTAND FASf:-

command includes the unit desicnation.command Forward. MARCH. Forvard lspratory commEnd. Tte preparatory com-ia lollowed by the command of executlon.

(2) The command of executlon tells whenent is to be carried out. In Egryglg,

the command of execudon is gABgE.(3) ln certain commands, thepreparatory

blned, for example: FALL IN. AT EASE. enda!!!, tneae commenda are glven wlthout in-flectlon and at a unlformly hlgh pttch end toudnesscompaTable to rhat for a normal command of

b. Supplementery command6 ere glvenwhenone element of tbe unlr must execute a movemenrdlfferent from the other elements or the samemovement at a diffefent time,

c. Informatlonal commands have no pre-Paratory command or command of executlon andar€ not aupplementary ln natu:re. Examples ate:BE+BE -EqE-l.N!!!qaN

and DTSMISS rHES(.1UAUKUN.

d. Mess commands are ptactlce commendsglven in unlson by all members of a foimation.and the command ol execution are com-

It

glve a aupplementery command such es eON-TINUE THE MARCH. When the aouadron com-mander clvea the command of executlon. "A"Fllght executes the movement and each of tbefollowhg nuhls execute the movement et theSame polnt and ln the 6ame manner a6 "A"Fltght, at the command of the appropriate fltghtcommandef,

d. A commander u6e6 the commend ASYpgJE3E to revoke hls preperatory commsnA;

l l2. VOICE CHARACTERISTICS. The prect6tonwltn which a command ts executed ls lnfluencedby the volce ln whjch i r 16 glven, A correcrtydellvered command ls loud en-d dlstlnct enoucilto be clearly understood by everyone tn the unir.It ls given ln a tone, cadence, and with a Enapthat demands willlng, correct, and tmmediateresponse. A volce with the rlght qualirtes ofloudne6s, projectlon. dlstjncmess, lnfl ection, andsnap enables a commander to obtaln elfectivereeults with the least effort and 6ttain,88

result of trying too hard ls the elmost uncontlghtening ol the nect muscles to force outThls wlll produce strain, hoarseness, sorel

SECTION C - THE COMMAND VOICE

SECTION B . GIVING COMMANDS

I1I . GENERAL RULES FOR GIVINGcoM@mander wlll be at tbe position ofattention. Crdetsln formatlon notlce the posture of their leader. Ifhis poature is unmllltery (relaxed, slouched, stlff,or uneasy) that of htB men wlll be stmtlar, coodmllltary bearlng ls neces6ary for good leader-Ehlp. Whlle marchlng, rhe leader musr be ln siepwlth hls formarton siall me6.

a. The commander faces hls troops $ahenglvlng commands except when hlB unlt 16 a partof a larger drlll unlt or when in ceremonles.

b. When a command requlrea an element toexecute a movement dlfferent from the otherelementa. or the 6ame movements at a dlfferenttlme, the gubordlnate commandet glves a supple-mentary command over hl6 shoulder. supple-mentary commanda afe glven between the pre-paretofy command and command of executlon olthe unlt commender. When the aquadron com-mende!'s preparaiory command ls Squadronl therrlgnr commanoer a preparatory command t6FUcbt.

c. When the fllghr8 of the 6quadron ale toexecule a movement ln order, auch a6 a columnmovement, the fllghr commander of "A" Fltghtrepeats the squadlon commender's preparatorycommend. Tlre commanders of the other fllchts

After the command of execution has beenand the movement has already begun,approprlate commands are glven ro brirdunlt to the desjred posltlon. lI a commanimproperly glven, the men execute thement to the best of thetr abuity.

I. The preparetory command and the qmend of executlon are given as the heel o{foot correspondlng to the dlrectjon of thement atrlkea the cround.

g. When ditlllng a unit, the inBtructornot malntgln a llxed posltlon, He 6bouldatrive to avold the other common errors oflnexperlenced drll1 lngtructor!

. (l) He Bhould not glve commandAcroae to the unlt.

(2) He should elirays direct comto rhe paft of tbe unlt rhat ls tefthest

(3) He dhould avoid ctvtnc comfrom the tear of the unlr. -

(4) He should u6e snap and lnflwhen glving low- volume command6.

(5) He 6hou.ld nor draw out commanosexecutlon.

a. Loudnees 16 the volume ueed lncommand. It should be adlusted to distance andnumber of men ln the formetion. The complaces hlmself ln the front and center of hlsand 6peak6 faclng his unlt 60 that his voiceall of hls men. Volume is necessary but excesexertlon ia halmful to the vocal chords. A

and worsr of all, lndtsrtncr and _iumbled

DIAPHRAGM IXIRC SI. 3

D APHRAGM EXERCISE.6

Fisurc2 1. Diophtosn Exetciser

DIAPHRAG'\T EXIRCISE.,I

DI^T|]KACM FXFRC \E 2

OIAPHRACM EXERCISF 5

DTAPHIAG/jA FXIRCTSt . l

lnstead oI c lear commands. Ease i6 achlevedthrough good posture, prope.r oreathing, andcorre_ct adjuatment of the throat and mouth

( l) The mosr tmpoftant muscle ueed inbreathing ls rhe diaphragm, the targe, powerfutmu€cle that sepArates rhe chest cavity ffom theaMomlnal. cavtry. The diaphragm automsrtcal lycontrols rhe brearh ln normal brearhing and i ;used to control the breath when glvlng commsnds,

(2) Deep bresrhtng exerclses develop rheora-pnragm and retresh the enrire body. Thefollowing exerctse wtll devetop brearhi;g forglvlng command6: A deep brearh should beiakentDrough.rhe mourh. holdtng the atr tn rbe lungs.wtth retaxed throar muscles,should be 6aid a6 short ty a6 posslbte, The6ound6snoulo be made enrlrely by expe tng short puffs ofeir from rhe _lqrSs. Onty rhe dhpiregm and themuscle around rhe watst shouldbe used: Whenthl6ia done, a dl6tlnct movement of the abdomlnalmuacles can be felt. Thls exerclse ghould bepractlced often and as a result, effort andvolumecan be increaaed untll they are natural functions.Another excellent exerclae for developlng endalr€ngthenlng rhe muscular waus of rhe dtaphlagmls lustreted ln Flgure 2 - l.

(3) The ca,vtttes of the lhroar, mouth, andno6e acr as ampllfler8 end help qlve fulliess(reaonence) end prolecdon ro the toiie.

(4) To obtain reEonance, thethroet shouldb€ kept relexed snd open end the lower Jaw andllpa loogened ao rhar rhe mourh ls enlerg;d. Thevowel aounds can lhen be plolonged,

b. Prolecdon ts tbe abllity which enebles aperaon to prolect hla volce to whatever dlstencesne w16hes wlrhoul undue Btraln. In order ro prol ectthe command, the volce should be focuseo on adlstlnct. apot of on the man lsrthest awsy anddlrecied to hlm.

(l) Yewntng t6 a good practjce to gerrhe feel of rhe open mouith ani throat. Aieopr-onounclng aloudthevowelsandpracr lctng saytng' 'Oh" and "Ah" are alrernare mathod6.

(2) Counting tn a full, ftrm votce andglving.commands at a unlform cadence, pTolongingthe syllablea, are good exerclses. EreCt posture,proper breathing, relexed throet, and open moulnald ln prolecring rhe volce.

(3) Tones tn commands determinewheth-er the sound ls clear or muffled. The propersound 16 produced by a comblnatlon of head andchest ione6. A head tone, belnq thln. doe6 notlend ltself ro projecrion; wherets a ihesr rone,being rhlck. is easi ty proleded bur tacks br -liance. The mosr desirabte rone should be abour60 percent chest tone and 40 petcent head tone.

tho6e sounds & form worcls. Distinct conmere effecalve. Indistinct commands causeli:lol:, oll. com.mands- .a" t" ioi,ectry p,nounced wirhour lo6s of effecr. fhe emphlsisplaced on proper enunciation (disrlnct;;ss ). (p-lylt?Ji9r makes fuu use of rips, tonsue,

_ !. Inflec on ls the rise and fati inend the tone change of the voice.

- . ( l ) The preperarory command, whlch

11. :9lTlld rhar announces rhe movemenr, sholbe lronounced .vith , ,,stng i;ii;cii;;';;;1_,-,.!r'l: "nd_.of

lrs complerion, usually the I€ylrable..rhe mosr di; i;ati; i , j i i i ' 'or .,,wnen beginnlng a prepararory cohman., rsrne.levet.of_the natural speaking votce.

^ comrsulr wrrh drill rnst,uct,;iJ iJio -;;i the

f.:3:9ll ,"jl!T9"d so hlsh rhat, afrer empra^ _ristng inf tectton, tt e pissage't.-;-iiii;.';iiror. ihe command of executton lttmposslb-Ie wii;unoue atraln_

(2) A good rule to remember when b€_glnnng -a -commgnd

lg_to start near the natur.lplrch of Ehe- votce. The aeueiopmini ot a t.,.volce. ehould not be attempted lf the narurd!1-!!l ls llSlr, and vtce verea. A properly deltvereiclmmand of execudon las noirineitionl Howev_eirr _6tu-ul--d D-e gtven ar e hlgher pirch lhan the pre-paretory,. command. Commands are porrrayecgrapdcally ln Flgures 2_ 2A and B-

c. Distinctneas depends on the correct useand teeth,which are uaed to

, e.. Tlet extra quallty ln e commanq rDaroemenda lmmecllate re apon se is Enap, Ir expfessesconfidence, alermess, and decislveneEs, It in_orcate€ comptete control of one,a self and rhaarrueuon. lo schleve.thlE quallty, a knowledge €acommenda enct the ablllty to votc e them effectivel\are n€ceasary. The command of executlon shouliDe glven et the preclae lnstant tbe heel of rhEProper toot atrllea the ground whjle marchina-rne Enap 1n glvlng commands lE achleved 61erect_ standlng, effortlesE breething, and clea;ape€rhg wlth a rt8tng tnflectton and a retartvetrhlgh_pltch. The commanC of executton ts enappiou[ er tDe expected lnatant wlth the 6ame effecraa rDe atarter 's 'GOt"

I I3. CADENCE:

.- e. The cadence of a command means t t(unuorm and rhythmlc flow oI language and ti,ep_ro-l-"-t-,9TlnS wh e gjvrng comm,nd;. A ftjsr!ra unebte io execure a glven movement smardrano accuratety unless al l the men ln rankiunoersmnd the prepararory command and knorwnen to expeci the command of execution. IJ err lgnt commander uses a very br ief lnrerval ar91"-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!

the best effecrs in movements resulrjng direcrl!f rom rhe commands gjven ts that whtah al toeithe taling ol one step berween rhe prepararorJcommand and the command of executlon. However.

of the tongue, llps,form the seperate

90sounds of a word and to group

irstances, the inrerval should be length-qdl ro permit proper under stending of the

to be executed. The interval should beexacrly in the beats ofthe drill cadence.

commands for executing movements torhen marching are given when the right

Gites the sround- and for movements toE rben the'left Joot strikes the ground. In

containins two or more word6, thePointLs should be on the last word' For

L= gy_$s_&!s4l-Ul!iLEIE would be siven:rdt foot hlt6 the sround.

rL Commands of executlon to put a unlt ln

b. Each man ls requiredto give commands inunison with others as though he alone vere gi\ingriem to the entire unit. The volume of the combinedvoices encouraqea every cadet to exert hims€lj inperformlng the-movement wlth snaP and precision

c, Mass commands in drill are usuellycon-fined to slmple movements wlth ahortpreparatorycommands and commands of execudon which areexecuted simultaneously by all elements of theunir . For some men, mass command may bethetl first experlence in giving themselves acommand to execute. unless they are instructedin advance, they will start the movement toosoon. not real jz ing ibat a count elapses betweenthe aommand and start of a movement, althoughthls is natural when someone else is gtving the

d. There are three ways to conduct drlllby masa commano:

(l) The driU lnstruciol cautions "l\!Your Command" to lndlcate that all commands*TT-6e_!iven-for each movement by the unlt enmasse a"nd executed ln cadence. Then, for eachexerci6e and caalence drill, he announceg themovement to be executed and the peraonnel ofthe unit glve the command! and execute them inunlson, For examplei

sbould be on the heavy beat of marchlhrs w l hale the unit str ik ing iherith the left loot on the heavy beat as

.- For a gquadron or Iarger unlt, theberween the squaalron or group com-

s' DreDArator! command andthecommandutrbn itroutd -be long enough io allow the

unlts to take three steP6 between the

L Cadence ln marchlngmeana meagurlng lhea of march. The correct cadence for

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

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

lnstructor: At Your Command. Cal l the Fl ight toA-tien-;ifi :TdMfi aAND--

Fltcht. ATTENTION

Have rhe Fllchr Stand at Parade Rest.

"]I-ou, *".,

v.COUNTING CADENCE:

Mass!

In6tructor:

Me6si

a- The lnstructor count6 cadence to ac-

oen cet out of steD. he elther correcta them{amri"nr cadence 6r halta the unlt and thcn

rhe new men with cadence rhythm. when

se commands ate not executec Dv

Rlght Step the flrst count ls ONE eventhe right Joot i6 moved flrst.

c. Unless specjf ical ly ordered by the com-r (or inBtructor), cadence counting from

lanks is prohlbited.

MASS COMMANDS:a-JG sE-66frfr?frG trelp develop confldence,

- reliance, assertiveneas, and enthusiaam by

(3) The drllllnstructor gives instructlonsto complete a movement. For example, !lgu!.eFl lsht Forward. and Then Halt . COMMAND. Themen gtve themsetvea ForwaTd. MAKcH, ano tnenas the advancing left foot strlke s the ground, atartrhe command E!S&_HA_[. This-l€ an advancedtype ol mass command end sholild not be giventhe studenr too early in his trainlng.

e. When the instructor desires to end maascommands, he cautlonst. "At Mv Command."

thc; off tn 6tep, Countlng cedencehelp6tocoordlnatlon and rhythm. To help keep in

r cadet ls encouraged to keep hls head upratch the head snd Bhoulders of the man Ma6a: Forward, MARCH

y in front. Excesslve cadence countlngbe avolded. Instructor: HaIt the Fught, COMMAND

b. The command Ior the unit to count Ma6s: Fusht. HALT(2) The dr i l l instructor lnstrucisthemenb<e is Count Cadence. COIJNT. Thecommand

qecudon ts slven as rhe lett loot 6trlke6 ineThe neir tlme the left foot strikes the example, Face the

l. the group then counis cadence for elghttn a f im tnd vlsorous manner as fol lows:IUg, THREE, F6PR; ONE, TWO, TF\EP,

lnstructor: March the Flight Forwerd, COM-

91the indivtdual think for liimseu.

2 3

illllt

rtuItv I

II!

t.

=.ffi-,+illlil,l

r l r l r l i

Fisute 2-2A. connonds podtored G@phico y

LEFT RIGHT LEFI RIGHT

2

iilr{ti

@

RIGHT LETT RIGHT2 3

i||l olr)i I l l l t :

TEFI RIGHJ IEfT RIGHI TIII R GHI

I 5

RICHI RIGHI

CHAPTER14- INDItl|DUALSECTION A

INSTRUCTION- POSTTIONS

] I6. POSITIONS AND MOVl-]MI, ]N' ] 'S:

3. ( lcr ta in basic posi t i ( )ns and movcmcntswjth which cadcts musr bc complcroly fami l iararc fxplajncd in dr is chat) l ( r by wordandpicturc.l hcsc posi t ions and thc corrccl cxccut jon of dr .movcmenis in cvcry drJai l should b. l . r rncdbcforc procccding Io f l ight dr i l l .

h. Thc cxplanat jon of a mr)vcncnt rhat rnaybc cxccutcd toward cirher f iank is givcn in rhjsdraptcr for only onr: f lank. To cx.rcurc thr lmovcmcnt roward rbc o|posjrc t lank, subsr i rurc drcword " lc l i ' for "r jghi 'or "r ight" for " lcf t "in t t 'c explanat ion.

1I7. I )OSITION OF ATl ' I iN' I ' I ( ]N:

a. To comc to attcnt jon, thc cadetbr ingshishcels togcthcr smardy on thc samcl inc. Thc'yarchcld as near cach othcr as thc conformation ofth{: body permits.

h. F-Fr ar\ rurn.d our .qual ly, forrnin! anangle of 45o.

c. Legs are kept straight without stiffeningor locking the knees.

d, Tbe body is erect with hips levcl, chcstlifted and archcd, and shouldcrs square andeven,

e. Arms hang straight down wlthout stlff-ness, thumbs along the seams of trousers.Backs of rhe hands are held out with fingerscurved, thumbs rcsting along thc flrst joint ofthe forefingers, as lllustrated in Figure 3 1,

f. The head is kept erect and is hel d squarelyro the front with chin drawn in so that the axis ofthe head and neck is vertical; eyes are to thefronr, wirh the line of sight parallelto the ground.

94

Figurc3-|. Positior oI Attention

g. Thc weight of thebodyrests equal lheels and the balls of the fect,

h. Si lence and immobi l i ty are r . :

i, The position of attention shoulr _

brraining or r j ' i rg. a l rhough{or som, m"n'bc necessary unt i l thcy improve a po.r ' :posture. common errors of the posr: :

(l) Chin jutting forward.

(2) Hands too far fotward, or backs offacing lorward.

(3) Elbows away from side of body.

(4) Knees forced back.

(5) Shouldcrs forced back or back and''Stand tall" will often help a man correct

hands hang behind naturally, nor held up in thesmall of the back. Sllence and immobilitv arerequlred,

c, At rhe command AT EASE the riqhr fooris kepr in place. Silence -iE-iGEiiied and-motronls permitted.

d. Ar rhe command REST the r ight tool iskept in place. Si lence a;A-_immobl l l iy are notrequired.

e. At the command FALL OUT the menleave ranks but remaln ln-ifiiifrF6diate area.At the command FALL lN former Dlaces areresumed at attentioi-ii-iEFformation p;escribecl.

f. Belng at any of the rest8 except fell oui,to resume the positlon of attention, the commandja, for example, Fl lqhi , ATTENTION. Ar rheprepararoryc6mmai-iliihEposit-i6-n--i!iraderestis assumed; at the command ATTENTION, thepositlon of atrentlon is assumedl-

I19, FACINGST

a. All facinga are executed from thehaltandin quick time. Faclngs are the flr8t drlll rrslnlngmovements wbicb conalat of more than one count,At thls polnt, lt ls approprlare to ararr uslngby the number a in lnitlal demonstratlon and studentpracnce.

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 areralsed sllEFilf end a 90" turn ts ;1ade ro rheright on the rlght heel esslsted by a slightpreasure on the ball of the left foot, in onecount. The left leg is held stralght wlrhouretlffness. On the second cormt, the left footi3 placed smartly beslde the rlght foot as atattentlon. (Arms ere held aa at attention whenexecutlng thls movement,)

c. LeIt, FACE is executed by turning on the

d. When lnstructlons are belng glven forobl lque movements. rhe command Half Rishr(Len). tALL mav De useo. lne Droceoutes asdE6iii6&l-ln tle ioregoing are usied excepr rharthe men execute the command by facing 45o tothe righr or lefr.

e. Face to the Rear. The command is Atrout.FAcE. Tf i - is is a two-counr movemenr. I i - iFea6ffiand FACE rbe ball of rhe rishr foot lsmoved to a-position touching the gro,-und so thatthe toe is approxlmately one - half of the foofsIength to the rear and slightly ro the left of rheleft heel. This is the first counr ofrhe movemenr.The position of the left foot is norchanged and theright leg is kept srraighr without stlffnesa. Mostmen unconsclously bend the right knee in getringthat Ioot into the count one Dosltlon. and then

r.aneously a poor chest, shoulder, and head

(6) Body muscles rlgid.

RESTSI

a- All rests are executed from the halt and

! .dt

! from the posltion of attentlon. The com-rt j are Parade. RLST; A1 EASE; RESI; and; ot iT -

Ai the command REST of Parade. RES'Ifoot is moved sm;;ili 12-fi;Fes-tTo-Fe

Fisvte3-2, Porcde Rerl

,{ the rlght Ioot. t€gs are kepr srralgbr:at the weight of the body reats eqrBlly on

feet. At the ssme time, with arm6 fullyded, hands are clasped behind the back. Thea are to the rear, thumb and fingers of the=nd clasping the right hand wlrh flngersEed and jolned as derailed in Figure 3-2.left hand holds the right, and the clasped

95

:f \ i',tI

i"/

FiEUrc 3-3. Rbht Fc..

6tlalghten the knee. In the correct movement therlghr foot ls blought back wlth lhe knee srretghrfrom Brart ro flnish. Mosr of rhe welcht of lhe bodvlE restlng on the heel of rhe left foot. -On rhe Eeconilcount, rhe welght of the cadeC6 body ts Bhlftedto the ball of the rlght foot. He feces to rhe reer,turnlng l80o to thtllghr on his lefr heel and theb_all of bl6 rlghr foot. Atthe comptetlon of rhe rurn,the feet are ln the attentlon posltlon. Armaoo nor6wlng ln the movement but mu6t be held e6 atattentlon e6 ln Flgure 3 - 4.120. HAND SALUTE!

a. The command ts Ha!d. SALUTE_ At rhecommand SALUTE which Tt-iEE.6ifii;f oNE tnthla.movemenr, aFe righr hand ls ratBed s-mertlyln rne mo6t d,rect manner untll the tlD of theforeflnger iouches the lower part of th; heed-dreaa or forehead, above and slighrly to rhe rightof ihe rlghteye. The upper arm ts fietd hortzonraityand Eltghtly forwerd of rhe ghoulder ltne, Thumband flngera afe extended and lolned, Hand andwrial are held stralghr wlth palm down. SeeFtgure 3- 5 for detail6. At rh; counr of M,the hand le returned smartly ln one motion t|tt-tinormal posltlon by the slde. When returnrnq orrenderlng an lndividual salure, rhe indtvidualturna hl6 head and eye6 toward the colorG orper6on aalured. When tn ranks, be hotds hts headand eye6 at attention urle6 s othe rwi6e prescrlbed.

b. The command Hend, SALUTE is used fortralnlng purposes only.-

96

Fisut.3-1. About Foc.

Fisure:X. Hot'd Sahn

EXCHANGE OF SALUTES. CAp membersinrm exchange salutes with each otler andmembers of the military service s ln uniformr the condltlo-ns desctibed b€loi\r, The Jrmior

f. In moving vehicles, drivers $,ill noraalute and $rill not be saluted. However, lt iscuatomary {or senrr ies posted ar the entranceof m-iljtary instalLations to salute on recognlzlngan officer, even though rbe officer ts driving rhavehicle and circumstaices may not permlt him toreturn the salute. Passengers ln mo!lng vehiclesneed not exchang€ salutes. Exchange of salutesbetween alrmen and Officer pedestrians andpassengera ln movjng vehicles j6 not mandatory,bui when officer passengers are read y identi-flable in vehjcles;rhe ss-iure should be renclered.

g. A person carrylng arricles ln bothhands,or when otherwise occupled so as to makesalutlng lmpractlcal, need nor salute; howeveT,the lunior should at leasrnodandgreet ihe senlor.

h. In a wotk derall, indivtdual \irorkers wfllnot salute. The person ln charge wlll aalute forthe endre detail. The person tn aharce ola deteilrldlng in a vehicle renders the han-d salute forthe enthe detatl.

- t. CivUtan6 may be ssluted by persons tn

unform, but milltary headgear ls not raised asa lorm of greellng. The Preslden! oI the UntredStatea, ea Commender- ln-Chlef of the ArmedForcea, ls accorded lhe honor of a sSlute.

galutes first and holds the salut6 untili6 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 oro 12 paces by offtcers and sarrani offlcersbetween officers or watrant offlcers and

or airmen. Thl6 applles both on or offinstalladons. The 6alute 16 rendered bur

lf the senlor remalns ln rhe lmmedralety and no conversatlon takes Dlace. If ersatlon takes place, salutes are ageln ex-

b- lndoors,*r salute6arenor required exceptr tolmally reportlng or when servlngongua;d- A guerd on duty Estutes whetberoitdodrs or

a, except durlng challengtng hour6 wheng would lntefere wlth the proper per_

ance--of ht€ duty. A guerd tn ioniersitlonen ollcer doea notlntefruptche conversetlon

tlute enother offtcer, but lI the offlcer wlthE tie guard la converBlng sslutes a senlor

upon lta completlon,

, the guard also 6aluteB;

c. In formatlon, memberg do not salute or

s, or publlc conveyances.

'The term "outdoors" 16 congtrued to6uch bulldlngs ae armortes, drtll halt!,uma, encl other roofed lnclosures usedfor

or exerclse purDo6e6. Theatet marquees,?d walks, and other shelters open o-n ttreto the weather are slsoconsldered outdoors.

6alutea, except et the command presenr_The lndtvtduet in charge salulEE--dd

edgea 6eluteB for the whole foTmstlon,

d. In groups, but not tn formation, when ar offlcer approaches, the fir6t ddivtdual

meednga, or when a salute would berlate or lmpractlcel, aalutea betweenneed not be rendered. A member does

aalute when engeged ln sports or when in:5 of publlc aaaemblege. such es churches,

excbange of galuteE i6 otherwlsei6 cuatomsay for members lnto exchange selutea upon tecog-

l, If theappropriate, ltclvillan clothegnition.

hlm cell8 the group to attentlon end alllnatfucttons, or ln ceae of rea6onthe galute Ehould be rendered.

salute, lf the offlcet addresses anal. or the group, ell remaln et attentlon,otherwlae ordered, untll the end of the

, at whlchtlmethey salute the offlcer

e. In public garhertngs, such a6 sporrs

k, In eny ca6e not coveled by speciftcrae of rea6onable doubt,

speciflclnatructlon

#fllncludes office6, hallways,

tooms, recreauon rooma, ands, orderly Fisurc 3-4. Eyes Risht

112,._ e-B!!EI\q_13M5. rhe command Esss!1,45gJ rs useo q/nen a lormatlon is to salure.Ar.rhe command ARMS of presenr. ARMS. rhecaoe( execures tDe t i rs i counr of tbe hand salure_He holds rhe salure until the command ARMS ofthe command Order, ARMS is given.

l2_3. EYES RICHT. Eyes r ighr ma] be gtven at analt or whue marchjng. The command is Lves.RICHT. The prepararory and command of-exe-cut lon are g1!en on the r ighr foor wht lemarchtng.At the command RICHT at l men excep( rhose onthe r lght f lank turn heads and eye6 smarr ly 45o rothe righr. To reiurn heads and eyes ro rh; front,the

-command_ Readv. .FRONT t6 given as rhe

lerr roor Dlrs tie ground. At the command FRoNTheads and eyes are rurned Emsrrly to rh?:E6iiaB l l lu€trated ln Ftgure 3-7. Tbe oppostte tscarrled oui for eves left-

I24. STEPS AND MARCHINC:

- e, W}len executed ftom a halt, all srep6

end -marchlngs except right srep begtn wtth rhe

lett toot.

b. Both the preperatory command and thecommand of executlon are glven as the foot ln

/ l

Flgure 3-8 lllustrstes. Normallv. Ioi unilarger than a fltghr, the prepariaory comt3 glven a3 ihe left (-rtgho foor srtkes rhe grancl the command of executlon i6 clven wh(left (rlght) heel nexr srrtkes the groiund, Ageorule applies to any command glven at a mlAfrer the command of executlon, always tale

Fiswe 3-7. Reody Frcnr

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

SECTION B - MOVEMENTS

the dlrectlon of the turn 6trlke6 the

COLUMN LEF'

COLUMN RIGHT

MARCHI

98

movement. The student can avold off-by saying to himself "Step" after the

step before starting tbe execution of the then pause, If the men are antlcipating the com-mand, the leaning forward will be obvious.

b. To halt from quick time, the commandis Fl iqhr. HALT Aiven as ej ther foot str ikes thegroi;A:-A-t re co;mand oI execution, rhe cadertakes one more step and then brings his reerfoot along6lde of the stationary foot, as at theposition of attention, halting ln two count6.

c. Quick tlme means the normal cadence. Tothe beginner thls is sometimes confused wlthsomethlng faster than normal cadence, If a manwho ha6 trouble keeplng in step will kick ourhls heels in advancing hls feet and keep hlseyes on the head and Ehoulders of the manahead, thi6 wlll help put a definite cadence lntohia march,

126. DOUBLE TIME. The double rlme movemenris s controlled, sneppy trot at a cadence of 180stepe per minute. Tbe common error ls an over-long srride.

a. From a hali or msrchlng ln qulck tlme,to marcb ln double dme, the command ls Double

b, When at a hslt, et the command DggblC

of execuiion, and then counting rhrough

c- For units larger than a flighr, rime lslor the subordlnate commanders to repear

lreP:Iratory commend.

FORWARD MARCH AND HALT:

L To march forward from a halt in quickthe command 16 Forward. MARCH. At thelnd EgIygLd, th6-Gig-Ei-f-iE-e body rs

to i6E-?GFi leg wtrhoir nortceable m6ve-At the command !4489!L the cadet steps

hartly wlth his left foot and continues theylth 30 - inch steps uken stralght forward

q stlffness or exaggerated movements andeyes stralght ahead. He gwlnge hls arms

l! in thetr natural arc, 12 lnches stralght6e front and 9 lnches to the rear of the

seam without notlceably bendlng the

la to lean forward at the preparatoryund Forward. Thls ls not neceagerv !o astepoff at the command MARCH, A check

flre, the cedet shifts tbe welghr of hts Fdy tothe right 1eg without notlceable movemenr. At thecommand MARCH, he relseg hl6 forearms to a

ts or swlnglng the arms across the body,tbwn in Flgure 3-9. Measurement ls cal-

liE forward swlng snd from the front of thei @ the 6eam on the backEwlnc, The natural

lrom the back of the hand to the aeam Ttme. MARCH.

rtis is to glve the prepararory command and hortzontal jo-s-fil6i along the watsrllne, closes

ftgute J-t, \Jut.t ttna Fiswe 3-lO. DoubleTine99

his fingers with knuckles out, and takes up aneasy run with the step and cadence of doubletime. Arms swing naturally as shown in Ftgure3- 10.

c. When marching in qutck time, at thecommand Double Time. MARcH, given as ejrherloor str lkes the ground, rhe cadet takes one morestep in qulck time and then steps off in doubte

_ d, To reEume quick time from double rtme,(he command js Qqlcl Time, MARCH. Ar thecommand M ARcH-Eii6i-€s ei-iFFFT6a srrtkesthe ground, he advances two more steDs tndouble r ime. resumes rhe quick r tme. and dropshis handE bv hts sldes.

e. At the command HALT when marcblns atdouble time, he takes rwo-fr-ore double rLme sGpsand halts ln two counts at qulck dme.

f. The only commands whtch can be ctvenwhen marching ai double r tme are eutck f lme.Y4Lc=F; !aq;.ano.lNgLlNE ro THF Rlc-T:F RIGHTrLLrrJ, Normalry, rne natt t6 executed fromdoubie t lme only jn an emcrgency.

127. MARK TIME:

a, The command t6 Mark Ttme. MARCH-Beins in march. the comm-Fil@[fTi!'i-venas elrher foot srrlkes rhe gro-ii-d-, .Itrc iacctadvances and plents the other foot, then bring6up bis foor ln rhe rcar plactng ir 60 rhet boihheels rre on l ine, The cadence ls con nued bvalrernsrely ralElng and plant ing each foor, Whe;the feer are ralsed, the bel ls of thc feet arc2 lnches above the ground. Normal armswing lsmeintalned wlthout notlceable bendin[ of tbeelbow6, Dre66 end cover ghould be mtinratned.

b. Belng at a halt, at the command MARCH.the left foot 16 raised and planred ftrst;tfTEanthe r lght. Mark t lme ls execured tn qutct r tmeonly. The halr execured from mari t ime tssimllar to a halr from qulck tlme.

c. The command Forward. MARCH ts sivenIo resume marchtng -iitE--iFe--SGiich 'step,The cader rakes one hofe step ln place and thensteps oIf wirh a ful l step. Thts command rs qtvenas the left foor strlkes the ground,

I28, HALF STEP:

a. The command is Hatt Step, MARCH. Arthe command MARCH. on?-fr6iF 3Tlrncn neois taken fol lowei i l i - i -y t5- inch sreps ln quick r ,m;.' lhe arms are al lowed ro 6wlng narural ly. To.resume the ful l 30- lnch siep i /om hatf 6rep,the command js Eorward, MARCH. qtven as thelefr foo( strikes ifE-E?6inn.--TT-iFe iommand ofMARCH. one more i5- inch srep is Laken wirhthe r iShr foor i (hen, rhe tLrt l stcp js begun,

't 00

b. The only commands gtven whi le ari;:pD.-,J r!++++++:. ++l!:ri-E4!l; oI"EQs

ri rJ vr uckusc xa 6retintended to correct faulty distance beNeennot to pror ide a maneuverinq steD. Theexecured from half srep js sim aa ro rhefrom rh€-30-tnch srep. The hatf srep isexecuted from the baltnor are chances ofditmade from the half step. Thehalfsiepis exonly in qulck tlme.

I29. RIGHT (LEFT) STEP:

a. Tbe command isU.4-B.qE. It ls given onlyfor movlng ahort distances.

t aDa

. .b. On ihe command MARCH. rhe r ighrrs rarseo keeptng t t 6traight wlthout st l f fnes.only high enough ro attow freedom of movemThe r-tghr foor-l_s placed 12 tnches ro the righthe left footendtbentheleftfootts moveat, ke;Fthe lefr leg srratghr, io a posir lon atongsid:the r lght foor as ln the posir lon of at teni ion, Tmovement i5 cont lnued ln quick t lme, the c:xeeprng hrs arma sr hte side6. unr l l rbe comm.EAIT ls stven.

c. To haltfrom the slde step, the preparacommand ls glven when rhe heels are together.the command of executlon HALT 16 ctven ithe heels are rogerhcr the_iEii rlmi. Thcfrom the sldc EteD 16 execure<l tn rw..n,,nr.from the 6lde atep 16 executed ln two counrs.the command HALT one more step wltb the ril(lefr) foot is Td[-en and the tefi (rtght) fodpleced alongslde the rlght (left) tn rie pos

d, In executlng the side step, some Ehave trouble malntalnlng a cadence. ln thar cebendlng and 6l lghi ly st tmping the advanctng twl l l help rhelr rhyrhm. Also, the insrrucror 6hoexecute the movement wlth the unltlrom a Dosiln front of and facing the unit , The lnsrrucr. :movementa are a mlrror lmage of what hls16 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 TSteps Backward. MARCH.

b. At tbe command MARCH. a 15- inchbackward ls taken wlth thEIEi-t toot ana nrarci6 continued backward wtrh ls-inch sreDsquick r lme. Normal armswing wi l l be maindiJ

c. The haltfrom backwardmatch is execln two count6 similar to the halt while marforward and 16 Elven as tbe ball of eirhelorward and 16 glven as tbe ball of eirher fstrikes the ground.

d. Backward march is executed only lntime and for short di6tance6.

1?

Fisut. 3-11. foth€ Re M6t.h

CHANCE STEP:

a. The command Chsnse Step, MARCH tsas the rlsht foot Eiii[EE-iFe1-ii6ifi'ffihtle

at quick tlme.

b. At the commend of executlon. one moreis taken wlth lhe left foot. Then, ln one

a, fte rlght toe 13 placed near the heel oflelt foot and then the left foot 16 used to steP

Fisu. 3-12. 8y tha Right Floak Mot.h

134.@

a. The fsclngs ln marchlng are importantparts of such movementg as laklng a new post,allnlng or lnspectlng troopa, and execullng columnmovementg from a halt.

b. To face to tbe rlght or left ln marchingfrom a halr. rhe command ls Bv the Rtsht (Left)Flank. MARCH. The turn tsmadEbiihd6'dlTr-fThE-r-iifiFl66i-ind, at the same tlme, tbe stepoff lswlih rhe left feot ln the new directlon. Tbe plvot9nd the 6tep are ex€cuted ln one count.

I35. TO MARCH OTHER THAN ATATTENTION:

b. At the command MAB.qE of Route Step,

requlred, but prescllbed lnterval and alistancemust be maintalned.

c. At the command MARCH of At Ease,MARCH. one more step ls--i'-en and aT?EEFGassumed. Cadence ls not requlred, bur sllence,prescrlbed lnterval, and diatance must be maln-tained.

a. The command To the Rear, MARCH tsas the rlsht foot-li?lEE3-itrE-Ei6ifiifa nd

rhlle marchlng ln qulck tlme.a. The commend Route SteD. MARCH or At

Ease.MARCHtsgtv-Ei ' rorr-6i : i - i t r6i- I66iwtrEi 'b. At the commend of executlon, one moreis taken wlth the left foot, the plvot ls made

ahe balls of both feet, turnlng l80o to them-iCEli[--ii-qutck rlme. (Route rhymes wlth

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 MARCH, one more step is iaken anfiroute stepG--EEE-umea. Neither 6llence nor cadence l;

|{aln.

TO MARCH TO THE REARI

of attentlon while executlng the Plvot.

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

-FIe

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

lhe ball of his left (right) foot and then stepsrith his rlsht (left) foot ln the new dlrection

Darch, Arms ere held at the sldes as in theEihon of ettention whrle the ptvot is executed,D pivot and Btepoff are executed in two counts.Dis movement ls used for a quick movement to

d. These commands are glven only fromquick time. The fllght must be called to attentionbefore other commands may be glven.

101right or left for short dlstancea only.

SECTION A - FORMATIONS

136. THE FLIGHT AS THE BASIC DRILL UNIT:

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

a. The ftrsr segmenr of drill tratnlns tn-volves reachlng the cadet the ba6lc movcm;nts,faclngs, end posltlons, etrher as an tndividualor as s member of a squad, The next segmentmerges the lndlvldusl with others to form afllgbt in whlch ba6e form atlons and m ercnrncs arelearned. Thi6 chaprer 1s concerned wit-h thefltght,,whtch ts composed of two or more squads,Thls formadon has been found to be the mosrpracr icable dr l l l group. In f l ight dr l I , rhe posir ion6ol tnc fltght commander, fllght sergeant, and thegulde a66ume lmportance. The drill lnstructormay easume any of these tltles and positlon6 forpur:poses of ingttuctlon. When ln column, thef l tghi wl l l be sired acco.djnC ro hejqht wirh rhetal lest lndivlduals io rhe fronr and ighr. Ever)effort should be made to reratn men-of hiqhe;rgrade in poslr lons occupied by squed lcader6

b. Wlthin rhe f l ighr. 6egmenr6 of men musrbe idFnt l f led fo- cerrain movemenis. In forminqa column of oDes or rwos, from a cotumn t i ifours. the leading man of each f j te w l be ca eda squad leador,

I37. RULES FOR THE GUIDE:

s. The guide sets the directlon and cadenceof the march and establishes rhe base element,The leadlng man ln each file is responsible forthe lnrerval. The guide ot rhe teading f t tghr of asquaoron ln cotumn, sets the dlrect lon and cadenceof march for the squadron.

b. When a flight in llne is gtven tne com_mand Rtgbr, FACE. rhe guide exeCures r ighi facewtrh rE-1|lTtfTFen helmmedtarety faces ro rheright in marching and marches lo a posir ion ln

102

ll3:: " *. risht f e, harts, and execules

, c. When € f i ighr marchjng tn column is t .tne command 9y rhe Righr (L€fr) Ftank and Tirne commano 9y rhe Xlghr (L€fr) Flank and T(R ear, MARcH:'iFe-E[[AE-iaai1; e movc;-He does not change hj6 rcladveposlt ionwrthr:f l lghr excepr rhaa when rhc f l tghr ls batrcd in :rn sucn a manner tha( he ie nor abTeasr otfronr rank, he then moves ro a poslt ion abrlor tne I tont Iank.

_ 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 posjt ton bfguld. ls a6slgned precedlng rhcpraparaloryc..mand lor the movement. The dress ls alwa\:the ba6e element.

e. When ln column and i r i6 desirerr r^.lefr. rhe command curoi it i i is l ivei. i i :command, the guta---id-iE6.itghi comman

while marching,

t . When a f l igh( in cotumn is givercommand to form a slngte f j te. rhe gutde, ocprcparator) command, take6 hi3 posit jon jn f :or llle tile that will move fir6r_

g, When a fltght in column ts arvencommand ro form a column of twos, the gLron Lhe pfeparatory command, takes his posi:in fronr oI rhe r tghr f i te oI rhe cotumn ot rrrhat wlll move firsa,

When re-formlng in a column of foursfile or a column of twos, the gulde posrsin hls normal posl t lon trhen ihe move-

(r) The men on the right flank (guide,2nd, 3rd, and 4th squad leader s) extend thelr armsbut look straight ahead.

(2) The men on the left flank turn theirheadB and eyes 45o to the right but do not extend

c. AE soon a6 the proper lnteTval ha6 beenobtained, the men drop their arms to their sides,sihultaneouBly turn thelr heads and eye6 to thefront without command, and remain at attention,

d. The other souads form ln the rear of theleadlng squad at e 4O-- lnch distance. Members ofthe rear squad extend thelr arm6 to obtain theirapproxlmate lntelvala but cover on the cor-responding members of the precedlng squads.

e. Indlvldual members of a flicht are num-bered lrom rlchr to lefr when ln llne and fromfront to rear ihen ln column. See Flguleg 4-1and 4-2.

f, To form at cloae lnterval, the command15 At Cloae lnterval. FALL IN. At the commandFALL IN. the movementl6 executed ag Drescr ibedIn the foregolng excepl that cloae lnterval 16observed, Clo6e lnterval ls obtalned by placlngthe heel of the left hand on the hlp, flngergand thumb extended, Jolned, and polnrtng down-ward. The elbow ts held ln llne wlth rhe body.

g. The fltght ordinerily is formeal and di6-mi66ed by the drlll lnEtructor or by the fllghtaergeant. At the command DISMISSED. rbe menleate ranks and the formati6;-?liiF-erse6, Themen leave the area.

is complered,

L Normally the flight iE marched wlth theleaders and cuide at the head of the column.

j. Except when he is being u8ed as a baserlinement purposes, the guide edjusts hlmselfrbe fltght, For example, the gulde does not

off. Inflight or Bquadron column movements,or a snrare nre,

r guide does nor establlsh the pivot polnt. Incrolwnn movemelt, he moves ln accordance wlth

corresponding man in the front rank, excepttldle movlng ln the dlrection of the turn, he

s toward the plvot ao aB to repo6ltlon hlm-ln front of hls flle leader. The file leader.

-cessary, glves correctlons for exact posl-

l lf a gulde 16 ordered out of formatlon toon a llne by_ rhe command g!l!E!N!lNg

Dorlea e double tlme,

FORMATION OF THE FLIOHT:

a. The fltgbt forms in two or more aqued6.

b. At the command FALL IN. lhe cuide teke6posltion to the fllght saageanf6left 5o that theting equad wtll fall ln centered on end three

rom the fllght gergeant. Eech man extendeIeIr erm larerally at shoulder helght wtrb rhe

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

rlght. Thele are wo excepttons:

als l 2NO I 3RD atHTltAAEE

'ETETEaaE@

6W

@8

@aEga@a@AK8@

&t &l

@t@

OUIDT

s0ul0IEt0En

lssrs trN0urD lrIoER

CAOET

ARrltS LENGTH

&EN

E

DISTANCE:

Figute 1-1. Flisht in Colunns

+ffiI

PACES

rsr sauaD I@KF2ND SQUAD

@@3RD SQUAD

w@4TH SQUADww

@

ffi

@

ruTENGIH

ffi

ffi

W

ffi

ffi

ffi

ffi

ffiINTERV

wwww&

,lo I

Fiswe 1-2. Flisht in tin.

I39. TO ALINE THE FLIGHTI

a. Wben ln llne at a halt, the commandB are

ffi;#'l!

by the mo6t dlrect route ln front of hls flexecudng s mlnimum of movements.

d. When in column, the commend rorhe l l ight t6 COVER. At thls command, each6randa dFec y behlnd the man ln front andabtmself to th6 rtghr Oeft), The men do nortielr left armB or turn thetr head6, They

flle assume ibetr dt6tance, fhe ottrii men nfllghr clect rhaE they ere covertng properl\

preacribed for formtng rbe flighi. Atrhe commandDre8s Left. DRESS. thi procedures are rne eamees dreaa rlght except tbatthe headlsturned to thelefr ; the lef tarm ig st l l l usedtoobtaln the requlrcdlntervel. A man does not ralse bls lef t arm, orturn hla head and eyes lf there is no one for blmto look at, or lf ihere ls no one to dteas on hi6rlls€d erm. At dreas lefr, for exemple, the leftrlank man nelther tufna hla hesd to the left norrelses bis left arm. Members of the rear 6quadsextend

-thelr arm6 to obtain tbelr approxLrnate

mrerval but cover on the correepondlng membersor rne precedlng squada.

.b. When the fltght ls et close tnterval, ttmsy be al lned by the command At Closelnterval-

-DJg!€- ,Rtqhr. pREss. rne ami6EoiEiiiiE-Grorlowecl except that cloae lnterval w l be used.

. . c, The f l lghr commander, movtng byrhemosrorreci route, places hlmself on the flank of h16fllght toward whlch tbe dress 16 made, one pacetrom and in proLongatlon of the froni rank andlaces down rhe l lne. From rhis poslt lon, heal lnestDe. lront. r€nk. I f neceasary, he cel l6 men up orbackward by name or number. He malntalns amilltary bearing and jnsread of weevlncfrom 6tdeto side, he take6 6horr 6lde steps-ro verifyallnemenr. He rhen faces ro rhe lefr (righr) i;marching, tlatrs on the prolonqation oi eachsucceedlng rank, execures rtghr alefo face, andalrnes the rank. Atrer verifying the allnement oftne rear ranxs, he faces to rhe right (left) lnmaJching-, moves three pace6 beyon-d the frontrank, nartsr taces to the left (riqht) and com_mands Readv. FRONT. He then iakes hts posr

104

two pacea forwaad, -T;fts, and aubmartexecuteg 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! orstepa backwaids, halts, and executes dress rEach man covets on the man ln front of

@

ww

DIST

@

@

@ANCE:

w&

x8NCHES

tbelr allnement by glancing out of the corne:tnelr eyea ee neceeaary, The base €quad le:!(drrecBy behtnd the gutdc) obtalns normal dtance trom thegulde, Theremainlng squad lead€oDtaln ine,pr.oper lnterval from tbe ba6e sqrleeder anct allne on hlm. Indlvlduals ln the t

file. end allnlng acro;s tn ranks,

e. Close lnteIval dress rlght or left isgiven ro a fllght at normal inrerv-al.

f. Drees rlght or lefr ts nor qtven Lo aat close lnterval.

140. TO OPEN RANKS WHEN IN LINE:

a. To openmanda are ODen

ranks when ln llne, theRo-\-

b. The flighr commander proceeds asalinlng rhe njght. He moves by rhe mosr orrroure and places htmsetf on $e flenl of

Fisu.e 1 3- Notndl lntetrol Fisurc ' t 4. Close lntetvol

-

ftr|,

$-

Fisu.e,l 5. Count Ofr in Colunn

flight toward which the dress is made, one pacefTom and in linc with the front rank and laiingdown rhe l inc. f rom rhi . posi i lon he at ines (hcrronr .alk. He rhen faces ro rhe tefr in ma.chin!.halts on line with each succceding rank, cxecwcsright face, and atines rhat rank; Alter verifyingrhe al inemcnr of the .ear rank, he taces ro Iner ighr in marching, moves rhree paces bclond Lhcf"onr rank. hatrs, t rces ro rh; lef t . and com_mands Beadv. FRONT

c, If the fltght is ro be inspected, he takesone pace forward and faces ro rhe right, plactnghimself in front of rhe guide, The c6mmano toopen ranka is glven to a formation when in lincat normal inrerval only.

r4I. TO CLOSE RANKS WHEN ATOPENRANKS.To cl66eiJF[FwFFi-i.! commanc!s Cfple &I!S. r\4A.3!I. The tronr (ank srandslast, lh€ sFcond rank ra*es one pace forward andnarrs. l a(_h succeedjng ranl takes rwo (three,iour, or l lvc) paccs forward respecrt !ety anani rs. I ach man covcrs on the man dtrcct ly ln

b. When dir.ecrcd toand rerutns by the 6ame

ra3. TqqpqNI_.lQII:

fouae to his posi i r .n

r42, INDIVIDUALS TO LEAVE RANKS:

a, When in ne, ihe command rsOFF. Ar rhe command of c\ecurlon. alexcepr rhe squad leaders and guide turnhFads and eyis 45o ro rhe r iAh_r and the ,leaders cal l of f ONF. Atrer rhe squra r( .calL out lheir number, rhe nerr man ro r l - :ol thc squad leadcr caIs of f LWO, atrer t_:hjs head and cles ro rhF fcont; .TFe numbr: .counred in rhe cadence ot quict r ime in sJccL:.A| | movemcnts are madc In a pre( ise m"-

-_ b. In column, rhc command is CoL.L

rhc squrd lead!rs rurn rhejr heads i6- iTi ]at ihe command OFF, cat l our the numb.:6harply o!er I hiT.-r ight shoulders, arrtheh heads back to rhi fronr as illisrra:3!Figurc 4-5, Each succeedtng man rhen : !hls head to rh( r ighr, cal t in i of f his n*-r ie then turns hls hcad smacrly blck : .front. Each rank sounds ott *iitr iti r,

. a. When calltng indtvtduals our of ranks,! l : . , ._"SjrT.d ts qader. . . . . . . . . . . . . . . , FRoNr AND{<!.!-.1+& Thc cader (akes one 6rep baefteRfT?rnen taces to rhc lef t or r lghi to procced to thecloscst flank and thcn ro the aront ofrhc {ormarronby rhe mosr direcr route. Hc then reports to iheper€on ln charce.

c. For dr i l t purposus, counrtns oft : :cuted only from r ighr ro tcf( tn t i i le an:rront to rea]r ln column or mess. Fl ighrmanders and guldcs do not count of l ! .cotumn, or mass,

obraln close in(ervat by takjng 2, 4, ,nd -strps respcct ivcly toward rhe base sq-":covei on thelr aquad leaders.

irT$i1l"ffitl-'u'alel' arr squads r:

146. !O CHANGE DIRECTTON IN A

SECTION B . MARCHINGr44. |_L.!QUI__EQ3U4!!QN wHrLE MARCHING:

a. The normal formatlon for marchlng is acolumn of two or more squads abrelsr, Thesquao readera march ar the l .ead of their squads,

. b. The f l tghr msrches tn l ine onty forminorcnanges or posj t ion.

c. Whenever- commands are given invotvingmovemenrs jn which att squacls in rhcft ighrdo noiexccure rhe same movemenr simulrancdir6t! , rhesquad lcaders give supplemcntary commands lortne movemenr of tbeh squads.

I45.,TQ CHANCL IN' IERVAL WHTLL IN

a. When in column at normal lnterval ar ahal l or in march ar quick i lme, ro obrain closelnte_rvat bFtween t i les, the command is Close,MARCH.

.- t t o, ,h" , hol , , on -rhe

command MARcH.ihe base squad srands fa6r. The orher squadi106

a, The command is Cotumn Righi

6 r 8 910 11 12g. ' .p lorq

13 11IO

?\,

1564r-a

v231

+ r-n

IIO

310 1l l2 13 1lI<r+o+o

t 5 6 7 8 9l0 l l 12 13 l lro+c. lo. ]o-ov "g

q

tsTSOUAO

t&

?l{DsqulD

I

H

t*

3ROs0ut0

Ft 2 3 | 5 0 t I I l0 1l 12 13 l l

r+,] o+o+o+o'Oo']o

'dl lor+| |

to"t t .

H LEFT HAu sTE? rut-t SIEP Plvfil5" Plvorg0"o-oq9t

RIGHT. . - r i t+p . | | cot"-"r iem

Column Rlghl March al 0rmal lltctval

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, plvotBe. bill of rhe left (right) foot and advances

er full 30 - lnch stepi He tben $kes !p thestep, Refer to Flgures 4- 0 and r l - / , -one

@tn; column rtght a1 normal lntervel and oneclose interval,

b. In the meantlme, the other men of the:g rank obllque to lhe right(left) lnmarchlng

changtng the lnterval. when they are

abrea6t of the ptvot, they execute a oecond{left) obllque and conform to the 6tep of the(left) flan* man as they come abreast of

flghtrigtrthlm.

c. The rank6 ln rear of the leadlng rankexecute the movement on lhe 6ame ground andin the ssme manner eE the leadlng rank,

d. As soon as lnterval and dlstance arere-estebllshed, the commander order s LgryelEMARCH- On the command MARCH. lhe 30- lnchstep 16 reaumed. In turnlng tothelefton a movlngDlvot. eacb rank dresse6 left untll folwerdmarch

't+ + + + +++ + +3- l+l++ + +*++l*+ 3 ++:+++l+

Y\,

f t f t f t tr

I 1q I I

b PHHlST 2I{D 3RD {TH

SOUAD SOUAD SOITD SOUID

I I I I c"r"-" ersr'rColumn Rlght March at Close Intetv,l

t-Efr HALf sIEp FULTSTEP Plvfi l5o Plvol90"

o-oc{fRICHT

al l ft' IF

t07

is given, The dre 6s becom ea left at the preperatory

e. The guide and flight commander executethe movement on the command of execudon andthen oblique to their orlginal positions in front ofthe column,

f, When column movements are executedfrom a halt ln column, the procedures are thesame as descrlbed ln the foregoing explanationwith thls e{ception: At the commAnd ofexecutlon,the squad leaders starr the movement by exe-cutlng a face in mar ching to the indicated dlr ection.The ranks in the rear oI the leading rank marchforward and execute tbe movement on the sameground and in the same manner as the leadlngrank. On a column right (only), squad leaderstake one pace forward and then exccute tbe

147. PARTIAL C}IANGES OF DIRECTION:

a. To chanse lhe direct lon of a column bv45o. the commahd ls Column Helf Rlghr (Lcfr)" ,MARCH. The command aI FxcaUII6FTFi-rven asi6e toot in the dlrectlon of the turn strlkes rheground. The leadlng man (the gutde and fllghtcommander excepted) on the rlght (lefd flankadvances one full atep, plvots on the ball of theleft (right) foot, and advances another full 30 -lnchstep. He then takes up rhe half srcpunrll the othermen of the rank are abrea6t, then he reaumes thefull step.

b. In the meantlme. the other men of theleadlng renk obllque ro thc rlght (lefi) \rlrhoutchanging the lnierval. When they are abreaat ofthc plvot, they conform ro the step of thc rlght( let t) f lant man.

c, The fltght commander and gulde executetbe movement on the command of executlon andthen oblique to their orlglnal posltlons in frontof the column.

d. The ranks in the rear of the leadlns rankexecute the movement on the same qround andln the same manner sE the leadlng rank,

e. When column half rtght (left) is executedfrom a halt ln column, [he procedures are thesame a6 descrlbed in ihe foregoing explanatlonwlth this exception: At the command ofexecution,the squad leaders start the movement by exe-cuting a face in marchlng to the indicated direction,The ranks in the rear of the leadlnc rank marchforward and execute the movemeni on the sameground 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 gurorng erement move6in the indicated direction and the test of theunit follows, There is no pivot in thls move-

108

structor first atines the fliqht ln column. --

the dre6s bccomes lef t al the prepararor) -

remain parallel to their orlglnal front,

I48. TO MARCH TO THE OBLIQUE:

rsc

he ha6 each men face half right (or left)-instructor points out each man's positiorexplalns to him that thds position is r:maintained in the oblique march. See F:4- 8.

b. With the fllght in column, the com!-is8!L!ql4lq_q!!!s QlL At the com-MARCH given a6 the rlght (left) foot strik€!ground, the left (right) foot is advancedplanted, and the plvot ls made on the ball crleft (right) foot and the stepoff is ln th€direction of 45o ro rhe right (left) of the ori;f ront. Whcn the command is Left Obltouc. I lAa

a. For instruction in marcbinctothe o(pronounced to rhyme with "strike"), th:

NGW DIRECIION

oilolN^t DrREorori

tII

rs$

Eist'.a +4. Flbtn hrot.ht's ro Rig,it Oblique

c. To resume the orlginal dlrection i

trr'

L

|"i.

lii

f.'

,

marching to the oblique, the command isForFa:MARCH, given a6 the foot ln the direction of:turn strikes the ground. At theeach cadet advances and planis rhe lef l (r i ifoot, plvots on the ball oI the left (right) foot, :atepa off ln the original direcrion of marchthe right (left) foot.

S;lT"i,:il',110,"84u*,,l"n,'if,lfJ:'l;.':',i3!-t ioot wnen.halttng from the left obtique,&_co,mmand HALT, g:i"en as tn. tefiingnrlr srrrkes the ground, rhe right (lefr) foor tst€d and planted in a forwird direction andl€t _(right) foot ts placed by the sjde of rhe

e. To etop rhe obtique movemenr remporarily5 ,TI.S"r19l' of errors, rhe commirnd tsft

atep off ro cotumn half tefr (rigbr) sjmulraneouslyand incl lne to form to the- lef t (r iahr) ofrh;(right) of thel:191c lg*d. each squaa is hiiied-l! rts

"quaor€aoer so-aa to be abreast of the squao (o ltsright or lefr.

H.ALT. The men hali tn t*o iounis-ffi

(Drr-ected in_each rank, he res-wne6 hls postmost dlrect route, executtng a mintmr,rir of

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

g, To resume the obllque movement. theMARCH.

b- To reaume the ortglnsl directlon whenr rnprace, thecommandis Forward. MARCH-rD€ . com mend of executroiliiirn'#f ifi Ei6iir (lefr) ln marching ao aa to step off ln rnedlrectlon of malch.

L Whe-n at helf step or mark dme whllenn8, the full atep to the obllque ls re6umed

commend Reeume. MARCH. These rwros 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 oior_more squada, the command 16 Column ofr rrom rhe Rtghr (Left). Forq,ard:-ir-AITFi-

b. To form a column of two or more flle6rn a single file, the commend is Column of

ffi"LlT commands STANDFAST: the squad-leader6

tiEeleadc

-^, _c. In conjunction vith formtng singte f es,column _movemenrs may be executea at ihe sameume, . lne commands are Column of Fi les From

ffinunseu ln front of the flle that wlli move flrsr._r-i. _!q*lo. leader of the righr 0efr) squad com-Jlalos-u44+!-_B!8$14:!9;theremslnlnssquadreao_ers command STAND FAST- Ar the commandMAKUH. ihe aquad leader and tbe guloe executea race

-ln _marchlng ro the rtghr itefo and rhesqueo teacter con nues melciing ln the neworrectton wlrh 30--tnch step6. The Euide obliquesto_nls posftlon 40- tnches in froni of the sduadleaoer. the 6quad leaders are base for ih ismovement. The remalnlng men ln the base f emarcD torward on the commend of execution andplvot on the same ground as thelr aquad leader3l-",-T_r\r111 rhe 40- inch dtsrance. -The squad

ls Reeume !#ieiiffi lTt"'Hf"""":ft trlxii+Hrorrow 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,

Fours) ro rh6

b, Ar. the commend MARCH, rbe leadlngman atenda fa6t as shown-fn-Fl-gire 4 _ 9. Th;c,ao,et who woutd be the center oI the squad (whenLI, lrne) taces to rhe helf left (right) in marchtng,taxe€ one 6rep,

-end faces to rh; hatf rtghr (lefii

rn marchtng and moves up untll abrea& of andar normal tnterval from rhe leadlng man. Allmen execute the plvot on the same qlound. Allmen requtred to move do 60 slmu:ltaneously.

rsl.tToFORM ASINCLE FILE FROM A COLUMN

.,,- ! - . 1, rhe command MARCH, rhe r igbr 0ef i )rrre .arepa off Eimulranedfgly_:The leau man rnrne 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 fromtlle halt.e.tan-ancsrast,"";ir'.-tiii i i i 'ri,i,"i- ir"

109

l:i

BSBEEEEH

T,-F

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

ii t-..'j.

Fisvte +9. Fotnins Calonn ol f\|os hon o File Fisure tl 10. Fornins d file hon o Colunn of T\'c:

rr--F f----t lxr---r--Ii

-----i-Ii

r : i , : : li__1 :4t _:t:xi[ ,r--]{

fisure 1 lI. Colunn of Twos fron o Colunn o{ Fouts

152. t o l ioRM coLLlMN oF Twos FRoMC(TLUMN OF Fol lRs NI) l t ! : I Ol l .M:

a- This is not a prccise movemenr, hut jspract jccd in dr i l l so rhar whcn ncccssary th.rnovcmcnt ls cx( icutcd smoothly and withoutdclay. Thcsc movcmcnts . r

' :c cxccurcd f . r )m tbc

hal l only. Onc of th() twrr squad lcadcrs shouldbe dcsignatcd r{) g ivc al l comm3nds whichinvrtvcmovcrnenr oI thc squads (two) afnlr thc comman']of exccur jon is gjvcn by thc { l ight command(ir .

b. ln-ing in s column of fours at a halt, toform a column of twos, thc command is columnur ' lw"- t rom r l t . l r i ' lhr (Lclr) , lor$ J,MART l l .It in" I'r, I'erarory tumnur,l,- il" 4'FTtnJtEii-utcadcr commands Forurr+ rbc 2nd (4rh) squad

fisute 1-12. colunn o( Fours lron o Colunn o{ l*::

lcad( i r coinmrr(s S' I r \Nl) ln ST. At thc ( ,

Nl{LI :LL r lc rwu l .aJin, ' . luJlr . . . r ' t 'rhc two rcmaining squads incl inc in bf f r_two lcadtng squlds at thc command.L:V4!q!1 by thc 2nd (,+th) sqlrad lcrdcr ' . l l lbctwecn squads wi l l bc thr .c paccs.

c. l lc ing in a column oI rwos arforn a column of fours, thc commlnd is .ot F,rur:- rn rh, L, t r ( l r i , i l r r ) . MAI{r I1r, l.riiioiv .;m;r-nJ .commanLls s l 'AN1) I rAST: thc 2nd (4t t r )lcader commands Cr) lu r I la l f Lci tAr thc command MARCII; aFaLadr-n!stafld fast and rhc rcnlaininp, squads . :ro column hJl t l . [ r ( . ' t l , r ) Jnl l incl into thc lcft (right) of thc lceding squads.

t10

.::ll:i::

APTER 16 _ DRILL OF THESOUADROl{SECTION A - RULES FOR SQUADRON DRILL

-1F SOUADRON AS A DI{ ILL UNIT. A:: 1 .onslsts o[ rso or morF f l lghis. Only: : .mat ions as arc nc'ccssary for marches,

: and ccremonies are prescr ibcd for thc::rn in thls chapter. The squadron forms_:.

'n .o lumn. In mass, jn rrrcnded mass

ln column of f l ights in l inc, Wheni:ss formation, rhc squadron wl l l be sized

: r ' : ing ro helght, \ ,v i th the ta l lesr indiv iduals_,: . :ront and right.

r , Thc squadron docs nor exccute march-_ l inc exccpt tor minor changcs ln poslr lon.

: . Whcn changes offormarion involvc chang-: post, rhc new po6t ls taken by the mosr: : route and as soon as possible after thc-rnd of execut ion,

.OI!1MANDS:

.: . ln squadron dr i l l (cxccpr in mass for-: : :1) when the men in rhe unit arc to exccure

!ement together, the flight commanders.:r !he preparatory commands ofrhc squadron'3nder for faclngs. sreps. and marchings

::! when the prepararory command of lhe::ron commander is Squadron. In rhis ca6e,rrrht commanders glve the preparatory com-

:: Fliqht. When flights of rhe squadron are to-:- te a movement in succeasive order. suchi :olumn movemenr while marchinq. the coxr-

i . - . . ot Fl ighr "A" -epears ih; souadron.- . . - - - - . . . . ' . . . .. landei 's prepararory command, and ther-anders of rhe orher flights give a sup-:-!-nlary command such as coNTrNLtE THE1 r! I . The t t lght command"rs oi i l i -orSF

-::s

repeat rha squadron commander's pre-::ory command and command of execution so

their flights execure the movcmenr on the. ground as the flrst flight.

the leadtng f l ight commender's preparatory com-mand )s (olumn I{rsht ; succeedlnp t l ighr com-mander" ionr rnandf o r-w, cd. Ar ihe commandMARCH. given ly -i-e:quadron commander,the leadlng flight execures the column rightand other f l tghts march forward and execure rhecolumn movement at the command of thcirappropriatc f l ight commandcrs. Each f l ight exe-cutes tne movemenr at the aamc point and intbc same manner as the f t rsr fught.

c. To open ranks, the squadron commandcrgives an infofmarlonal command ro rhe flighrcommanders: r l l iLrA.nF FoR !! ! ! tL cTroN. Ih,t l iphr command, "s, f rom r ighr

'o T6l-r and in

successrve order, command their flights q9!B4$9. 1\44!!Il, They alinc rhelr fltghis and sivethe command Readv. FRoNT.

d. When rhe squadron is in column and iris desircd ro obraln the correct disrance betwccnflights (such as a column from standard mass!".r l lqt f- t , rhe command is CLost oN Lf AptN0l-LlUHl, Ar lh ls command, r fc leading f l l thrcommanclcr commands ht6 flighr ro take up thehalf srep. Each succeeding fljghr, as soon asthe correct distance haa been obtalned, takesup the half step at irs commandcr's command.When all flights have obtained tbe correcr ors-rancc. rhe squadron commander Aives Fo-wd-d.Yalltl' and all fliahrs srep ofI wirh rh;rrorm-r]30 - inch srcp.

i r . Whenever commands are qtvcn in whichone fllght is to srand fa sr or ro conti;ue !!e narcnwhile other flights do not, its ftjshr commander:9tlilds !I4r.Jp -E_l!I or coNl rNr . I Fr-

.f. In giving commands, rhe flighr com-I iLolJs 1ay srarc the le er of rhci . f l i ! - rs rs.+f++gl i . - l i4!1 or "B ' Fl ief t . F, -wr ' . .r rp rrrgrr commrnders do not rFpea, -LA scLaa_

ron commander's combined commandi_b. If the squadron is at rhe halt ano rne

-:iron commander commands Column -&igE,

l t l

SECTION B - FORMATIONS

I55. TO FORM THE SQUADRON IN LIND:

a. The squadron is formed in liDe wiihnights in line by the first sergeaD r- |aLshis lnitial post ninc paccs in fronr ol thc pointwhere rhe center of the squadron is to be, facesthai point , and commands FALL tN, At thccommand F'AI- I - IN. the squadron forms in twoor more f l jghts wi th normal interval bctweenmen (unless c los! intc ' r !a l isdirected)andthree-pac. lnterrals bctwccn f l ights. l . igure 5- l in-dicatcs kcy posi t ions.

b. WhiLc l )osi t ioning unl ts in an area orformai io. , th ' . . :ommand is . I )accs Fory4l! (1i!1," !,1!\v3!q. l!4 4!M!- rhesc com-mands !rc rs.d for short d isranccs only, fo l r rr rc!s (st .pd or l .ss.

c. l . . rch f l ighr scrgcrnt t rk, s his posr drrocpac.s in t r (nr t of thc ccntcr of h is f l tght . ' lLcf l ights th.n brm as prcscr ibccl Lrnd.r rhc supcr-! is ion of th. f l ight scrgcanrs. Iho lcf t f lank ofthc f l jght wi l l l ! s( tuarcd as n. ! r ly rs possjblc.

d. Ih. f l ight scrgcanrs thcn command l l l - :!1) l l l l t ( \naining tn posir jon, rhc squ.rd lca( l { rsin succcssion f ionr f ronr r() rcar r) f cach f l ightsaLui i !nd rct)()r t , t ( . squrd, a l l prcscnf 'or " . . Squad, (numbcr) crc lds abscnt." fhcI l jght sr ' . ! , , ( ants f rc. a lx)ut ,

( . . r th. command R l . . l1 l l ! ' I , s ivcn by thcf i rst sdgc:rnr, t l 'c f l ight scrgcants, bcginningwi lh thc r ight f l jght , sLrc.cssjv. ly salui( andr{ . lx) . t , , l . l ighr, i111 trcs.nl or accountcdf()r" or " . . ! l igbt , {numhrr) c: ldclsabscnl ."

Al l f l ights having reported, tbe f i rst scrg. :commands POST The flight scrgcants face 3: jand move by thc most direct routes to t:positions in thc ranks. The squadron comma. -ccntcfs himself 12 paccs in front of and f3thc squadron to r:eccive the report of the i:scrgcant, The guidon bearer assumcshispos::wi th the commandcr. Tbc I i rst sergcantfaccs thc squadron commandcr, salut .s.rcporrs, 's i r , a l l prcscnt or accountcd for"Sir , (numbcr) cadds absent;" and without . -mand, faccs about and moves by tbc mosi dr-roure to his posi t jon.

f . lhc f l ight commandcrs immcdiatc l \ _

thcir posts af tor drc f i rst scrgcanr has fct) . ]

g. ln forming thc squadron, any indi \ :rcquircd t i ) makc a rcport salur i s whi l . r r l ) r r 'and holds thc salutc unr i l l t is rcturnd.indiv idur l rccetving thc rcport docs not r ,thc sr lDr. unt i l thc r( iport is complctcd.

t56. ' t I ) ALINIa TI l t , ;rs_Q!14!l|:a. Thc squadron bcing in l inc ar a hr:

al inc thc squadrr)n, thc squadr()n conrmr_ordcrs l l l t l tSS Ir ! - l ( ; l l l S I I ) I1 l l : RI( ;111 . ] \ 'cc 'minand, thc l l ight cof 'n ' f lndcrs fa.c Nl loL.thc f l ight commandfr of rhc basu f l ighr dr!his f l ight in 'm(i i l tc ly by thc conrnranLts Il , i rhr . l ) l l I sS: l r . i , l \ . I l ( ' ,N l - l l r j , r . . r ' , ! Ias dcscr jb.d jnf l lghrdr i l l . I . lach f l i , jhr comm.,drr 'sscs his I I ight t i ) thc r ight as soonas rh! :r rnk of th( i f l ight ro hts r ight has c{)mtr l r t l

'1, . . . . Wlnn n"r AJir , , nr r , , rh, l ,1\ , t l r "drcsses his t l jght on lhe nexr f l ighr bwrr: -

+F

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

trII'l,

Figure 5 1. ForDing the Squodron in line

E r' '--___---_--E]

r . ------------r _-.-- "- -------

112

+>?r t l

, ITI

t rz rocts

6 PACEI I

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

tisute 5-2- Sqlddrcn in Line

b. To al jnc thc squadron when jn a mass'- . r r i { )n at a hal t , thf commands arc At c losc

- : \a l l ) rcss Rlsht. DRUSS: I tcadv, l rnONT. At_ command DltISS. thc squadron drcsscs at

- . interval . The basc f l ight commandcr:pt ly vcr i f ics lhe al incment of ranks Whcn

.. i l ight commande his Post, thc': :dron commandcr comrnands Br4dJ--l.l!NT.

' . INSI ' I 'CTION OF l I IL SQUAT]RTI\ :

a. 'the squadron is formcd ln line. 'thc:- idron commandcr commands I 'REPAI(Fl FORr:,FICTION Ar this command, thc f l ight com-

_::ders facc about and cause ranks tobeopencd,i . . f l igbt dr i l l for opening ranks.) After thc

. imand Readv. FRONT. f l ight commanders.. . . command l)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:: !aci ty. Refer ro Figure 5- 3 for the posit ion 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 f i rst sergeant as requlred. Thej:radron commander, beginning at the head of:: column or right of the line, makes a mlnute

. - spection of the equipm ent, dress, and appearance: the men, As he approaches each flight, the

El

command( ' r br ings his f l ight to : r t tcnt ion, salutcs,and rcports "Sir , . ts- l tghr is prcparcd forinspcctbn." As soon as hc has bcen inspccn d,the f l ighr aommandcr accompanics him tbrough-out thc tnsl)ection of rhc flight.

d. lhc inspcct ion !s madc from r ighr tolo l t in f ront rnd f .om lcfr t ( ) r i ' {ht in rear of cach

t: . Squads not t re ing inst)ccrcd may b( i g ivcnparadc rcst by rhe f l ight cr)ntn 'andcr. ' lhc squadleadcr should cal l rhc squad to at tont ion just bctor.the inspcct ing of f tc.r complet |s thc insirect ionof the prccedjng squad. I - ikcwisc, th. squadsmaybe given paradc resl by thc squad leadcr af terbcing inspectcd.

f . On complct ion of rhc inspecl ion of eachf l ight , the f l ight commandcr movcs thrcc paccsbcyond the front rank, hal ts, faces down thel ine, and cal ls the f l ight to at tent ion. Hc thenrakes one pace forward, faccs to the right, andrcceives commcnts from rhe inspecting officcr.He salutes the inspecting officer upon departure.He thcn faces down the line and commands CloseRanks. MARCH. Hc then gi \es par"de rest , atease, or re€r - whichever is appropriate, Hetakes hls post in front of the center of theflight.

I58. TO FORM THE SQIJADRON IN COLUMN.For the purpose of moving the troops fr.om oneplace to another, the squadron is formed lnto acolumn of flights, as shown in Figure 5- 4. Theguldon bearer is one pace lo the rear and twopaces to the left of the squadron commander, SeeFigure 5- 4 for other positions.

113

+ mirrDs i furrl

3,.itl,,t.- E^*-E0FrA DIII L-I RIS

0 f f rs ' r E orDr

+ + (uoo *- {uo

- a ,filltl, N,"il,J'tilJ,,H,.i[i,i" l "*'

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

--E &Dor + +a DMf t_, trrd I

0 m"*@ & Mo, 3 PAcEs

t,il',ill8i, 8,,.1,J* | '

-,!l l l l l, N,oii,JT.l,i., ;5

&;*1,, o"'' Iacc.nrNc JHE tNspEcfrNc oFFrcti

3 PAcEs

Nt]EEf]EEV*

&srr- f l r rLrE

wHrrs rNspEcTrN. EACH MAN ?f "EE

I t r t l t - ] t : ] t ] f lx

Asr:Er:r : r lL<

WHIIIi MOVINC IROM /IAAN TO MAN. +.,+l)(ttr r] r_t E t] rl [tr L<

&snrfnf l r rE<

FisureS 3. lnspection ol the Sguodron

I59. TO ITOITM S(] I ]ADRON N1ASS WHLN IN(:() t t M\ [ i ( toq-t tN| . t (VAt :

a. When rhe squadron ts ar a hal t , rhecommand rs Squdo on \4as. r . i l . VAtCh. Allh, prr t r ,Jn, ) comrn"nd. rh. l -aJrnp i t i ; lcommander givcs rhe command STAND t AST Thcf l ight commandcrs of dre succccding f l ighrs giveColumn IJal f Lefr-

E

ta

b. Al rhe commBnd l \ ' \hgtL rh. lc"drrBl l is l r sra.d- ta"r. t actr 7c: i - l l jshr in lu-nexccutes a column half lefr, ihcn cotumn halfl isht to move to thc new poslt jon ar a 4- inchintcrral alongside the f l ight i t was fol towing.Lach f l ight is hal ted by i ts f l ight commanoer wocnlrs leading rank is on l ine wirh thc leadingr ank of rbe f l ighr already on l ine. This forms the

114

squadron rn mass wirb 4, inch inrcrvals t ! .a l l rhc mcn ln rants, as shown jn t , igu, .

c. The squadron bcing in march. rh!mands by rhe squadron commander arc thr rThc "4" I r l ight commandcr givcs CONTINI :N!AI iC!; f l ight commanders of succeert i .g t _-give column Half.,L€I!. Aftcr rhc co.:. -NIAI{CH. th. nf rac lF", i .h]lilFfiis flight and thc other fljghrs r,:thc new posir ions in the same mannef as t . :

d. To changc direction when in nrlsjmat ion and the squadronisat thehal tor in J] . -rhe comma.d. ' dre Blst ( -Ffr) I Lrn. \ 'Forwr.d. MAR( H. r ln-r,Aha;d i ;Ti l ."-oi lhr l inF of guide" and f l ighr (orma-the pivots for rhc'sc mo.r'ements. Ar rho c,r.:

zi : - . -p rhc halt s lep. Other tron( rank men! =ht (left) oblique, advance until opposite

;i:ces in line, do a second right (left), and upon arrivlng abreast of the pivot

::.ie up the half step.

:. Each succeedins rank mskea the move-:. the same qrouna and ln the same msnner

'irE firsr rank. All contlnue marctring at theI *:p until the command Forward. MARCH,$r::. This command is glven after the entire

rn has changed dlrect ion and is at hal t

:. ln rurning to the l€ft on a movlng pivot,:ank dressea left at the preparatory com-3nd contlnues to dress left until the com-Forward, MARCH; al ter that, the dress

*: l f:-. be

.': lhe

I!'lARCH

f5 tacr

he laces to the lefr inances one 30 - inch srep, and rakes

sreo. Ar the command Riqht Turn.take6 one pace torwaro, executes aright, advances one 3o-inch steP,

a. When at a halt, the command is gqull!of Fl ishrs. Rishr Fl isr ' r . Forward. MARCP. Atthe prcparatory commano, tne rrgnr Tl lgnr com-msnder commands Forward and the other fliqhtcommanders comm-and STAND FAST. At thecommand MARCH. rh( r j tJ]F-r f l iaht marches for-ward. taih- i - f ih 'e remaining f l rghrs fol lows incolumn in its normal formation, executing columnhalf right and column half left upon thc commandsof its commander,

b. When ln march, the squadron commandergives the same commands as lnthe pievious move-ment except that double time is given insteaal offorward, and commanders of flights other thanrhe rishrflishr command cONTINUE THE MARCH.on rha com;and MARCf, rhF rigtifiETi.rnaaCfiesout in double time. Other flight commanders give

:-t:iGlE s s-6iEerwisdannounced.a- The squadron commandcr faces the

::cn and marcbes bsckward until the chanqerL-: : t ion has been completed.

]O FOI{M COLUMN OF FLIGHTS WHEN IN

I6I. TO FORM EXTENDED MASS FORMATIONWHEM

a. The extended ma ss formadon ls usedwbena more impresslve appearence for drtlls andceremonles l5 desired. See Flcure 5- 6.

D?E

aENEET]-E]N

r-'1T--t T--t T--t,T-1 T- t--_l r-l

Ent:- lnnFn

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

EEDrl i tJn-n

e+r 6 .icEr

l *&

Column Half Rito bring tghts

INCHES

-

E

-

l,,iil',r," €-*

-.il',ill8[,

E ,i1']&

- "i'Lill,

s,"il'J'lllJ.,& !,ii,,i$ E dd'

r- F-_1Fi T-iT-t T-_t T-_t r-l

S+EEi

FIIGHT B '

FIIGHT AINTERVAIi ,t lNCtiESl DISTANCI:

n&

Ftsute 5-1. Sqoodrcn in Colunn f;gure 5-5. Sguodron in Mos Fonotion

115

a>l

- t

i

T'+Lil

[1J

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

- ]!-1rcl

thcn com n'a nd s Lgl!, ,-('. -post to rheir new posirL

a

.E

llultI| l l | t li lt i||l l l | ||l l|1 1r i l i l I

*

aE?

Iiltll l l i l lillIillIl ll tl luli IIHd<

Fisote 5 6. Squo.tton in Extentled Moss Famotion

L. Th. . , ,mmindr i r , . q, tuJ, t r , ,n ^_u!\l l*Il l ',:1,_!t l{u1 1. n, rh....on,mJn.l

ro\ i m' n l rs , \ , .u| , d J, . I 'Lscr ib.{ li i rF, : I , . , ro inr t ,J. ! ! r r t t , , \1, .p, I 'ar r l , r . . r l

a , o lLrnn l , f r Jnd r i . , tumr rr ! , rro moae lo rhc ncw posir ion bcsidc i lx , lc icungf l ight ar rhe inrcrvat ordcrcd. t r ;ach f l ighr i ;hal t i \ i when i rs Icrding rank is on l jn. wfth rhfr . Jdin ' ,dnt , ' t rh, . r !hr Jtr , .Jdy, ,n t in, . .

. . c. In.rr \ndLJ na.s I , j rmatr , jn. th, . . .1ur( l r , ,nl r l lc in Ih, as tur mds: t . rnJr ion,mrinr" in ina l r . inr , . rvat I ,e,w.en l rghr. : .

T62. TO FORM COLUMN OI ' FLICHTS IN LINL]:

a. B. in! in cotumn ot f t ishrs al no-malin( rval ard diFrarc. , t lc squadron command.r . ,coraand

's qg!?dron Mas5 (NLmhcr) pr\e.

RicIL f:!]4!E--itF formarioninspect ions. See Figure 5- 7.

b, Flighr "A" commander commands CON_IShffi ,i,1,1,'#ffi ,l;"T'.1coql ma nd -c++g.]+[J:qtlql]qlL]! V13cr .ano Frrehr. HArT. wh.n -Fac, jng l6asaj i i :TF-

I to

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

, xc, ur ion MAl l ( H. or he I f t iqhl com ma nL( rs -nand qolulnl l iahr. VI!!]U, 'o brin!r r r r r t rs )n ountnd t t i lhr "4, . a. rhFl ro\thc field to re - form for paradc.

i3i;,i$H*l*,1*8ff H#H'"11,""S1fi i'a. The squadron commander aives DIS\I j

YOI R r- L!!!lLq. I he ftishr comm;.Jers ET-rre squad.on commandcr relLrns thei . .aL :2nd hc and lhe I i rsr scrAeant and i l , . J . lbeare" fd l l our. The nighr commandFrstaca--

squadron c0mmandcrand al l kcy pcrsonncl

ard command t t iqhr Sc"qcant. DIS\4tss L- ' .^ ' '^ . '! .LrcJl . Al thF prcpa.ator ' comFarc,-

of execution DISMISS THE FLIGHT.ere again ex chansEi[-eiirTEEllfd6i-46fr -

bt6 fall out. The fltght aelgeants then.bout end dlsmls8 the llight6.

L, The squadron commander mey dlreci rheserqeana io dtsmlss ibe squadron. The

r.Dd is Flrst Serseant, DTSMISS THE SQUAD:od is Flrst Serceant. DISMISS THE SQUAD-rh; -;qiffiEarniiin nrc--,i a E

-c@mand Flrst sergeant, the first aergeantly the66EillTrect route to a polnt thtee

from the squadron commander (nlne paceat nt of the center ot lhe 6quadron), halts,ilute6, The squadron commander returnsthe

2\l^ The gutdon.tB carrled. atat othef tlme6 when pre6crlDeo

* commander. It is dlsplayed atthe Bquaallonrters. The culdon bearer i3 a speclslly, cadet deslEnated by the squadron com-

L ORDER CUIDON. Orderguldon istheposlt lonE€nr-l6i-E=Fo-iFfin Flcure 5- 8A. TheferruletrPt on the ground toudhlng the outslde of lhe

shoe oDDo;lte the loe of tbe rlqht foot. Thels heldin the rl{ht hand ln the r'v" formed

6e flngers extended end lolned, and by rhe. Thd rtchr hend and arm ere kept behlnd

lreff wtth ihe arm bent naturally, The staff

SECTION C . MANUAL OF THE GUIDON

a.le

sergeant posts hlmself three paces lnd hri flicht commander and sslutes. Thecommand=ers retun the salute and glve

EAlute and commands DISMISS THE SQLADROIThe Ilrst sergeant salutea; tne gquadron cm_mander retums the salute and falla out. At tbsame time, the other offlcera of the squadroaand the quldon bearer fall out. The llrat E€rgeattexecute; about face and the flIght sergeanta tatetheir posts three paces ln front of the centerof their flights, The first sergeantthendlsmlaaesthe squedron.

c. The flrst sergeant may order the fll8htserqeants to dlsmlBs their flights by glvlng themthe- command DISMISS YOUR FLIGHTS. Thefllcht serceants salutei the firat sergeantreturnath; salutt and fell6 out. The fllght sergeantsthenface about and dlsmlss their fllghtB.

f. At double !lme, the guldon i6 held di-aconelly across the body as tn Ftgure 5-8D.Tle staff ls grasPed wl$ the llght band at theposltton udedit tht cerry wltb lhe rlght forearmLorlzontal and the elbow near the body The 6taflls grasped ln the left hand opposile the tunctlottof the neck and left thorilder'

g. when executlng column movemenis andturna. the culdon beare! executea the movemenlon the cominend of execution end then obllqueato hls posltlon ln front of the leadlng rsnk.

h. when the souedron 16 ln column wlththe Bouadron comminder on the left flank, thequldon bearer's Dosltlon la five paces ln front6f end centered on rhe front rank of the leadlngfltght.

167. TO FXFCIITF ORDER CUTDON WHILE ATCARRY CUIDON. The stafl lE Permltled to slidethrouch the rlcht hand untll the ferrule la on thegroun? In lhd whh end touchlng ihe toe of theitght shoe, Then the stsff ls regradped wlth thehand aa at the ctrly poaltlon.

aesred ecalnst the hollow of the 6houlder'

CARRY GUIDON:

Carry guldon 16 the posltlon ln whlch thelE .etDroximerely slx lnchea from theRefe! to Flgure 5- 88.

b. Feclngs, allnementa, or formal march-requlre carry guldon. The steff l3 kepi in

t€rticel pogltion throughout the movementE,|3 brought to carry guidon on the preparatoryrmand 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 pre-command6 Yrhlle at the halt except

reat, preBent alms, otder arm6, or

e, Perade rest ls executed by sliding theup the sraff and inclrning the staff of ther forward at erm's lensth with the hand at

left hend w}tte at the same tlme rhe grlP of rheriqht hand 16 loosened on the Btaff. The guidon isra-l6ed verticelly wlth the left hand, the staflsltdinc throuch the riqht hand untjl the ferrule is6tx tn-chec fiom the- qround. Tbe steff ls.thenregrasped with the rlg-ht hand. The lefl hand iscut awav smartlv to the left 6ide.

I69. TO EXECUTE PRESENT GLIIDON\A'HEN ATCARRY OR ORDER CUTDON To execute presentguldon whefl at carry or order guidon whilemarchlns or at a halt . at thepreparatory commandPresent or Eves. tbe quidon ls rajsed vert ical lyunfiT-iFe rtsii--t arm ts filty extended. At the sametime. the left hand ls brought smaftly acroas rhe

t17

YG

!n forward at erm's length with the hand atlevel. Fl{ure 5- 8C further lllustrates this

Fiswe HA. Otd.t Guidon

1

Fisu.e 5+C. Pdrode Re5t Fisurc 5 4D. Double Tine

Fisut. 5-48. Caftr Guidon

chest to guide the staff as snosn in Figu.F 5_ q.At rhe command oI execurion ARMS o. RICHT-rhe guidon is lowe-ed srrajghr-i6 rEe fr6ii-ii6rne nghi arm exrcnded and rhe sraff resr inS jnthe pit of the right arm, The lefr hand is cur awavsm_3rr ly ro rhe tefr s ide. Ar rhe command RlcHT.of Eyes, RIGHT. rhe guidon bearer turns-hishea.dand eyes in the same manner prescr jbed fororner lndivlduats inthefofmarion. Arthecommando[ erecut ion oI Read], FRONT, rhe guidon bearerrurns hrs head and eve6 to the fronr.

Fig.rte g.

9

s.I

110:,IgJ+=Eg^lfgj4B!f !!!!oN wHEN ArB-BE!E$-qgq9\ onthe paettaatoitcdm m tff.rne sral l rs rataed to tne verucat postt ,on and atthe same tjme the left arm is br-ought smartlyacroEs the chest in order for the left hand togulde the 6taff. On the command of execution, theleft hand releases the Btaff and the richt handis lowered, retalnlng its gresp on rhe staff to tberight slde. The left hand steadtes rhe staff unttlthe ferrule ls approxlmately six inches from theground. The left hand ts then cut smertly to thele{t Bide.

iil;ffi*pre6crlbed in the precedlng paragraph except thar,when the guldon ls broughr ro rhe carry posttjon,the €taff ls permlrred ro sllde through rhe rtghthend. The staff is sreadted wtrh th; teft hinduntil the guldon ls ln the posldon olorder guldon,and then the left hand ts cut smartly ro ihe lefrsloe,

172. INNIVTNUAL SALUTE BY GUTDONBEARERWHEN NOT IN FORMATION. When ar orderguldon;-iFe--Ea'Iure ls-EiEEnieif \l'itb the tefr handln a two-count movement. on the flrst count,the left arm l€ moved horizonrally across th6body wlth forearm end wrtsr Etrelgbr, ftngersend thumb extended end lotned wlrh -petm d6wn.The flrst lolnr of the foreftnger touch-es lhe staffas 6hown ln Ftgure 5- 10. On rhe decond count,the lefr hend 16 cut smarrty away to tbe 6tde.

t20

APTER 17 - C(lTllRSCAP members observe proper flagetiquette

?rescrlbed ln CAPR 900- 2 and lnthlamanual.chapter contalns thfee malor aectlonc con-

@The; of flars authorlzed for u6e ln Clvll Alr

. wblch are descrlbed in detatl tn CAPR-2, lnclude the all-Purpose U. S, flag, thernizadonal U. S. flag, the CAP natlonal flag,CAP reglon and wtltg flegs, andthe CAP groupsquadron flag6.

FXPLANATION OF TERMS RELATINO TO15. Four general nemes are uEed to refer io

nag of theiJntted State s: flag, color, Btandlrrd,enalgn.

a. Usuelly the term "fl49" 16 appllceble,dless of 6lze and uae.

thecolor. as used ln Clvll Alr Petrol, 16q: :. 1 1P!'q9:" l1q.-9l-'h;'^,u^:9;

cerning colors: (l) Respect for the Flag, (2) ThecAP Color Cuard and Manual of Color6, and (3)Flag Rablng and Lowering CetemonleB,

SECTION A - RESPECT FOR THE FLAG

lb CAP f lac6whentbev are carr led in ceremonlesL the color;uard. The term "color guard" refersb tne tndvlduals who handle the colors in a

c. A standard ls a llag carrledbymotorized

- other mounted units,

d. An ensigl ls a flag flown on shlps, smallhts, and airahips.

e. A guldon ls a swallov - talled organl-zational flag c5rried by amaller unlt6, such asaquedrona.

f. A pennant lB a trlangu.lar flag usedpdmarlly lor parade markers, etc,

175. HISTORY OF THE U, S. FLAG, The f lag olthe Unlted Stares ls a dymbol of lta people, irsland, and lts democrattc ldeal. It i6 a symbol allshould honor.

a. The fllst Amerlcanflegwaa authorized byCongre66 on June 14, 1777, the datenowobservede6 Flag Dey, The design featured 13 alternatered and whlte gtrlpes and 13 whilte sters in ablue field for the Thlrteen Original States. Theorlglnal plan was to add another star en4 stlipefor each addltional state. and when Vermont andKentucky were admltted to the Union ln 1791 and1792, the number of stars end strlpes was ralsedto 15. A6 other states came lnto the Unlon, itbecame evldent that the numbex of stripes mustbe limtted.In 1818 Concress reduced the numbel ofsrripes to 13 to honor ihe Thirteen orlglnal State€and declared that only a star would be added for

b, ceorae Washinston ls credited $.lththesewords about ihe 6ymbol-l6m of ihe flag: "we takethe 6tars lrom Heaven, the red from oul motbercountry, separating tt by white stlipes, thusshowing that we have separated from her, andtbevhite Btrlpes 6hall go down to posterlty rePle_

t2l

b.

senting Liberty." The star, an ancient symbol ofIndia, Persir . and Egypr, s lmbol izes domtnionand sovereignty as well as lofty aspirarion. Theconsrellarion of stars (one Ior: each stare) withintbe blue field or union is emblematic of rheConstitution. Tbe color red standsforvalor. zeal_and fervency; \r'hite for hope, purity, cleanlinessof life, and rectitudc of conduct; and blue, thecolor of heaven, for loyalry, sinceriry, jusrtce,truth, and revercnce to cod.

c. Only, year )oun8er (hanrheUnjonirseLt,rhe I Iag was f i rst unlur lcd at Forr Sranwlx, on lhesite of thc present city of Rome, New York, onAugust 3, 1777, and f i rst came under f i re threedays later in the Barrlc of Oriskany, August 6,1777. Amcrican troops firsr carrled lt into batdeat the Batt le of Brandywine, September 11, 1777,and lt has been serving ever sincc asthe rallyingpoint for Amcrican accomplishmenr in pcace andln war. Some of the names alone can evoke thetriumphs it haa secn: Saratoga and Yorktown,Horseshoe Bend and Ncw Orleans, Palo A1ro,Gettysburg, Manila Bay, Chateau-Thlerry andBel leau Wood, Iwo Jlma andthe Bulge, andlnchon.These are the triumphs of war, but ever in-creasingly the American flag stands senrinel lnthe far-flung bartle for world pcace, Today forcountlcss milllons, Americans and non-Amerl-cans allke, lt rcpresents the triumphand srrcngrhof an ldea, a democratic idea ln whlch men'snatural idcallsm and yearnlng for libcrty havefound rheir most fruidul and permanent ex-

!16. .COU R] FS] F.S TO THF L \ I I ED STATCS

-a cAP personnel passlng an uncased u. s.

cer(jmonial or U. S. organlzatlonal flag salure slxpaces before reaching rhe flag and hold rhe saturcuntll they have passed six paces beyond tt. Ltke-wi6e, when an uncased U_ S. ceremonlal or U. S.organizarional flag pe6se6 by, the salute tsrendcred slx paces beforc the flag ts cven wtrhthe individual and beld unttt thc flag bas passedsix paccs beyond hlm.

b. Small flags and flags on ftagstaffs arenot saluted. Flag6 flownfrom stationaryflagstaffEon bases are saluted ar revellle, rctreat, and onspeclal occ4sion6.

a. The U. S. flag 16 symbolic of the UnitedStates and the principles lor which ir 6rands. Thenatlonal anthem is a declaration of reverenceand loyalty to the United States with rhe flag as

b, On certaln occasions, such as dur:lnginclement weather or when a band is nor presentfor a retrear ceremony, To the Colors is playedinstead of the national anthem. To the Colors isa bugle call sounded as a salute to the flag andsymbolizes respect ro thc nation and the flag

122

The flag and the United States are thoughr ofbeing the same; therefore, any time rhe natioadlanthem or To the Colors i6 played, the prccourteay aa prescribed in rhe following pa::-graphs must be iendered.

c. When in unlform in formarion, but nn: rpart of a ceremony, the unlt commanoer coi:-mancls Present, ARMS, when the narional anrl:r0or To the Colors ls played, The unit shoulafaced 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\ rjfaccd and saluted. If the flas is not visi:i:the music is faccd and salurcd. At 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:,.roth!rwise the music 1s faccd.

in the same manner as does the national anth€lr-

(2) Indoors, when the national anthctTo tbe Colors ts belng played ai the bcginior cnd of a program or sports activirl', :poslr lon of artenr lon is raken and rhc f lat lq f . :if lt is prcsent, If no flag ls present, e pos::lof 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 _.:,dtv idual facq6 thc f lac ' or rhe music as pr L sL: - -<tor rhose in uni lorm. Hc uncove.s, cor j :attention, but does not rendcr the hand sa:r:

(5) Whcn in vehiclcs, as ar a f lag c. .-mony, thc driver brlngs the moving vehiat. :: rstop at the flrst note of the national aniheF- rTo the Colors. Personnel in civilian vehi:t.:aincluding the driver, remain seared. Occui::?xof miUtary vehicle6 remain seatcd, ar arrc-- --Whoever is in charge (other than the dr:r:,]dismounts and salutes, He laces the flajr r-,:Jvlsible or the music if the flag is not vi::: 1

(6) Flags and national anrhems offrii- trrforeign countrles are shown the same mark: rl

I77. SALUTING WHEN THE NATIONALANTHEMQII TO THE COLORS IS PLAYED:

a. When gun salutes are flred at Army\avy installations to honor a living person,i:ldividuats ln the ceremo ial palty salutespectators stand at attendon. when gun

--; are fired on IndePendence DayandMemo-Day, all people present salute, faclng therhen visible or the site of the saluting guns

.\RMY OR NAVY GUN SALUTES: tNarry Dey, 27 Octoberveterans Day, ll NovemberT hanksgiv ing Day, fou:r th ThursdaYin November

Chrl8tmas Day, 25 December

*The observance of Almy and Navy Dayshas been generally supelseded by that ofArmed Forces Day, the thlrd SeturdaylnMay'

b. The flaa of the United States representsthe natlon. the union (blue field and stars) beingthe honor polnt. The right ls the place of honor.The edce which is toward the staff 13 the rlghtedge. The unlon and the flag ltself are alwaysgiven the place of honor.

c. The flag of the Unlted States ls neveldlDoed ln salule. nor i6 li eve! permltted toroirah the cround. Solled, torn, or bxdly fadedllaq6 shouid not be dlsplayed but should bedeslroyed prlvately by burnlng' The flag Ehoulddever be used as a coBtume or dreg6, nor on aveblcle or lloat excePt attached to a ataff, norea drapery in any form. For draplng rnd deco-ratlon ln ieneral. buntlnc of the natlonal coloramey be ised, wlth tba blue uPpermost. Noletrerlnc or obiect of any klnd should be placedon the isg of ihe Unlted States, nor should lt beu6ed ln any form of advertislng.

d. SPeciftc rules governlng the use of thetlac ale llsted ln CAPR 900 - 2.

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:

\ew Year 's Day, I Januarybauguratlon Day, 20 Jenuary (every four

years):incoln's Blfthday, 12 Februaryrashlngton's Blrthday, 22 February

'.{rmy Day, 6 AprilEaster (variable)\torher's Day, second Srmday ln MaY\lemorlal Day, 30 May (half - Etaff untll noon)Flag Day, l4 Junelndependence Day, 4 Julybbor Day, first Monday ln SeptemberConslltutlon Day, l7 SeptemberColumbu8 Day, 12 Octobe!

a. Public Lan 820 calls for partlcularto be pald to flYlng the flag, weether

iftlng, on the followlng alays:

COLOR GUARD:

a, The color cuard con6lsts of two non-missioned offlcar cadets who are the flag

:ers and two experlenced gadeta below the

b. The color guard ls formed and matchedln one rank at clo6e lnterval withthellag beerelaln the center. The color guerd does not executeto the rear, march or about face' When the unitto whlch lt is attached executea a facing move-ment (riqht. Ieft, or about), the color guard, atthe comhand of the senior flag bearer, wlllexecute 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 ColorCrria. uerr. when rheunltiowhlchitis atta?IEilm.iEiE[EE-6-ihe flank ln column, the color guardexecutes half right (left) about. When the unitmoves in new dliecdon for short dlstances, theabout movement is executed and the guard haltsin it6 proPer Place. The base or pivot man wlllbe the quard toward whlch the movement ls dl-rected. -Each member will turn (without pivot)around thls point and malntain dres6 until thenew dtrection is establlshed.

c. At the command of the Benior flag bearer,the quards o{ the color guard present arms uponreceiving and pertlng wirh the L. S. flag. After

123

SECTTON B - THE CAP COLOR GUARD

AND MANUAL OF COTORS

of cadet stafl 6ergcant who are the guards.carrylng of the Unlted States flag and theAir'Pai(ol flac ln ceremonies is an honor/€d only upon responslble noncommissioneds. wheraver po66lble, Ilag bearels and

ids who have had experlence in this functionbe selecred. lf experlenced per6onnel are

available, those selected should bethorougblyned in the manual of the colorsandmade fully

of the honor of thelr duty. The senior llagcarrle6 the U. S. flag and commands rhe

r suard. He dves the necessary commandstbd movemenr-s and lor renderlng the honors.

iunior flas bearer carries the CAP flag'eec tlag is always placed on the marchlngot the U; s. flag in ihatever direcilon they- when only tha U. s. f lag is carr led. ther guard ls aomposed of one flag bearer andcuards.

Xl;lli,',T::i":Ti^'!ii;":;,1"1,'; ji:,.gTJ".,;::i[?1'J,r,J"-o* who is rhe risht flank man

- , ,d. Having recejved rhe U. S. f lag, (hesenjor

;:'"',"",ff 11?:".'ii,:1":i'il"-fJ,i:i,:!"?'...'i":ff ';:iiJi:T';i';i'::#;,'i,li*o'"lT::'d.*d;

lliC b:_"r.r djrecrly io lrs posr. The color --irakes i ls posjrton in rhe cenler when rhesq;]is in. tine- or cotumn ""a -

tr,ii i.ri *n..."^q,:,^"l?i '.: il

mass. when rhe color sqj:jotn-s rhe formarjon, tt" ".toi

g*iir ir'r],post.

- - g. When in formarlon, tbe color Auarc

;:::,"-:, _i"-*--,qg resr wir-rr rhe coloi squ"keeping rhe srarrs of rhe u. s.-iiii iif::vert ical-

Fisurc rl |. Position ot the Ftog dt Otdel

fisut. 5-12, position

ol the Flos dt Cony

, , ^ : : Ar dlr ] ls and ceremonies jn whlch rhcu, b. rrag and CAp f lag are ro perdcipare. cxceprersco-rt of rhe U. S. flag, rhe U, S. fteg and CAprrags are recetved by rhe cotor squadion beforetne tormation of the command

.f . The color squadron, formed witn)rscom_manoer tactng the front, recelves rhe colors lntne lorrowtng menner: thF color guard, conoucteclDy the sentor IIag bearer, appr_oaches from therronr ano nat i6 ar a distance oI l0 paces fromrne squadron _commander. The squa?ron com_:l'^i"-:I l!:l faces his squadron a;d brinss rr iopresenr arms, iaces the U. S. f lae and s; juies,dnd again faces hts squadron and br ings tooroer arms.. The guards of the color guaro executepresent and order.aTms with the col-or squadron.Ine color guerd rhen ts marched by rhe senior124

- . .__.h.. .W|"n i r is desired io di6mi6s rhc c . :_gua-rd at rhe, co_nclusion of a dr i l l or cerLn:. ,rn _wnrch the_U. S. and CAp f tags have parucrparr:

:'"5'i"'.""Tii:'3,,i::lff ':,"*;:x,j:l':;l,'J"; jj I l3l.9it Ih" squadron presenrsarmi. r r,".. r_ff:.:-:Tl _:9.9., " -the

u. s. and cAp ftas-.-:

iilq:l'flliliii.i.]#ff : .:Hf :::. i?r'."'j:; :. 1;iiljli"?Tl,"Ti*", squadron (funerar escorr I r

i+#!! ArR PATROL MANUA

**.l**#;nt#;**ftga*S.tf; i. *li,H

+'f*ltiii::ilx?iit i?",ittl..,."rf*", :i"T; :l:,11s,h,_.:il^c_l!:-i1' ro the fronr. rhe rrgDr armitl d 3:ril;#iii'.:"":'::1ff"1* Fisure s- 14'ii:ii:ril:i jr 1 Y"r,":r5*nilj ;ti

ln Figure 5- 11. I82. ESCORT OF THE UMTED STATES FLAG:

l lffiffilirle" "," :#r#E' *:*:

ir;

l1ngt r!: ri.sl,r r,"c gi""Gir,.'"iihi?,n"-j

lne sDoutdcr. The left hand should be-r(r e aresoy the staff ln a strong wind,

Felr€ 5.l3. Pdilion of rA a Ftas ot pdtad. R6sl

Fieurc t11. Positio^ of theAn fot.e FIds dt the Sdlut.

fi i6 incttned sltghrly ro rhe fronr. The::1": ::.::' lv- :-tl1l *e adiuta nr direcr6Your croups present lrms."'; see iiq-u1.

iffiI','",',i:"i""'i :'r:fl ;t'*-n't :l5. +i:l.-j"-!y1"ud at ttr" co.miic 411e'i.ftroru.:er ,and parade rest are exec-iiFdijt-F-rlre

" "&""3i,?i! 8J.ll,?'Y;rn 'a€

mav be executed

*n* n,'"t L"oJ,lt*,#,oi;:n??. ;?i* ?"nTf ;

receive the u. s, fleg as a part of that ceremony,

, , ," . - . . . (?) Prtor ro- rhe ceremony for s paradewnen,rne troops areformedasa unl ion a separateparaoe area and marched to rhe designareo area,

-. b. When the ceremony of escort of rhe I t suag- is ro lake ptace, *,e ioto, g"aio oiiai"Jir,iL F rtag and takes its posr wlth the ceremonlalcoLor.6quadron" pr ior ro rhe group betng formed.r m6 rs done informally.

^-,_." . Th: { Ing belng tn l ine end lne enrrrecoror.guard in postr ion wtrh rbe winA CAp f lag,Dur wrrhour ihe u. s. flag. the group iommanoerqera s a squadron, orhar rha; thi, ceremonialcoror squadron, ro receive and escort lhe U. S.

125

Position of rhe Civt l Al I patrol Flas l)o6lrion is assum eaFi6fr-E;the rtghr hand up rhe staff toeye, rhen lowerint rhe sraff bt

f lag ro i ts place. Durjng (he ceremony lhewj;s CAP color guard is 3r i ts post with thewinE.

d. The band moves straight to its lrontuntll clear of the line of group commanders,chanses dlrecr ion. I f neccssary, and hAlts. lhedesis-nated squadron forms a column of l l jghrs18 Diaces in rcar of rhe band ( i f a band is pardcipating), with the ceremonial flag bearer inrear of the lcadlng flight.

e. The escort thcn marches wlthout musicto the wing (group) commanaler's olflce and formsln line facing the entrance.

f. The U. S, flag bearer, preceded by tbesenior flight commander of the escort squadronand followed by a deslgnated noncommlssionedofficer of tbe escort squaCron, obtalns the U. S.f1ag.

s. When the U. S. flag bearer returns,fol lo iFd bv lhc f l ight commander and (he non_commis. loned off icer, he halts before rhc en-i iance. tactng the e;corr squadron. the f l ightcommandcr p_lrces hlmself on thc r lght and thenoncommlssionea off lcer on the lel t of the L. S'f laq bcarcr, Tbc escort squadron is lhcn broughtio i."s.nr atrns and tbe band (or rccord) playsrhc'nat ional anthcm or To the Colors. The f l lghtcommanaer ancl the noncommlssloned offlcersalute at the command of the squadron com_

h. At the last note ofthemuslc, tbe squedloncommander br lngs thc squadfon to ordcr arms.Tbc f l iqht commander and ihe noncommlssionedofficerlermlnate thelr salute and leturn to theirDosts in the squadron. The squadron ls formedin column. the band, ff present, taking post inIront of the column. The U. S. flagbearer centershlmself ln the reer of the center fllght. Thcescorr souadron then marches jn qulcl r imeback ro r l ic Daradc area wi ih the muslc playlng.The marcb ls conducted so that the escortsauadron arr jves at a pojnt 24 pace6 in frontoi rhe commander of t toops l t ente's from theright oI the troops and then moves parallel totheir ffont.

i. When the U. S. flag arrlves opposite thecenrer of the wjng (group), the escort squadronana tanA ar. for-m;d tn l ine faclng the wing(srouD). ' lhe lJ. S. f lag bearer ' passing berwcenif i i i i i i t ' t " . advances a;d hal ls 6jx paces in fronrot r t tc"* ing (group) commander at this posi infront of tbe center of lhe wing (groupl.

i . the U. S. nag bearcr having halred : :wlng -(group) commander Jaces about. .and

-. . . -

of thc ce;iii i6iiig-Fr center) group (squad"commands Prcsenr. ARMS. The orher ! : ' :i"",iiil,tf ii'i ",lfiiiiiii'"-ij;itinu"' "i.uit"n"o -,"toiiard both flanks, and the escort squadron c::r*mander br ings his units io present arrrc :Ewins ({roup) commandcr rhenfaces lo the fron_ irasalu'rei . T-he narional anlbem or ' lo the Colo: ' :$plsyed, and organizational CAP flags saluteF:-the music ls being Played

k, The wing (group) commander tncn l::about and br ings the wing (group) to ord'- : -and Ibc U. S. f lag bearer movcs lonls posr ' : _

-a' ics"p. isenr. ARMS. Thc commandinp of{ j : -

right of the wing (group) CAP flag.

l After tbe escort squadron execut€s i::arms, at the command of its commander,

-it:::to rhi r isht. rnd prccedcd b' thc band. r t ' 'part lctpat ing, marches to l ts place in I lnc I-itgbt oi ttle_-colors, pa6sing around the lefi::and rear of thc troop6.

passesposr on(group).

Thc muslc pl ay s until thc eacort sqL::the left of the llne. lt then returns::

the rlght, Passhg In rear of rh.

IIt

IIItI SECTION C - FLAG RAISING AND LOWERING CEREMON

n, The wing (group) may be glven rb' :rmand BE!!, when the escort squaqron pas!! ithe lefilFifre lhe.

I83, SALUTES BY FLACSI

a. Thc CAP f lag salutes bY betng dr; :* :alt mllltary cdremonies whilc thc, nationt l : _':!

;; ?;"ii# cti-." r" t"tng pllved "r:renderlnq honors. [n marchlng, thc L-i6alures i rhcn 6ix paces from the fro" ' iocrson ent i i lcd to the salute. I ( resl .r l :tarry when slx Paces beyond hlm,

b. ln Passjng in review, the colo: !executcs eyes r ight a i the pr<scr ibed :r I

ai"tan." at itt" coimand of the senior fla! :who command6 L-y! 9.-R-IGU-L a nd Bl?dl'I:When thc grade ot rhe revlewing oft jccr : -htm ro ihi : honor, the cAP f lag salur, : Ecommand RIGHT and rcsumes lhe carr l i rcomman. Krurlrcommand FRONT. All except thc man on!-i _

f lank of the color guard execure e\r :

c. The t . S. f lag 16 neve" dipped r-

In aaldition to knowing how to properly raiseand lower the U. S. flag, CAP cadets must becomefamiliar v,/ith reveille and retreat ceremonies aorhar they can part lc jpate properly jn these eventsar encahpments, bj !ouacs, or special acr iv i t icsat military bases.

t26

I84. REVEILLE:

a. Reveille ls the signal for the sta- dofficlal duty day. As the time for the sta::dutv dav var jes f rom one act lv j ly to an : : i -sp"cl f l i t im" must bc de(ermincd a'd:-1.r

a. A-_shof l t ime prtor ro rhe specif ied r lme:e\e| l re. t roops 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

ACCOMP FLAC RAISINCCERE

:ime and shorild remaln at attentlon,

5. The unlt commander commancls parade,

::!eille at each activiry. If rhe commander--rs. a "cvei l le ceremony may accompany the:rs of rhe f lag. this ceremony rakesblace in

-cinlr) of (he f lagsraff and iE nor hetd before

i . In rhe unir arca, reveitLe norma v should:Eld uslng rhq formarlon of squadron in t ine.

rs formadon is used when a reveille ceremonvlE. held al rhe flasstaJf,

anal halted, and rheftagi6 artechedtothe hatyards.The llag i6 always raised and towered fromthe leewatd side of the flagslaff. Thehalyardsaremanned

-by the rwo caders tho iake posir ion facing

the sraff in ordcr ro hoisr rhe f tag wi(houientangl ing rhe halyards. The cadet noncommrs_sloned off icer conrinucs ro hold rhe f las unrlLir ishoisted clear of hls grasp, raking parr iaular carerhat no pori ion of i i touches thc qround, When thcflag is clear of his grasp, he co,-mes to atrenrronand execute6 present arms.

c. The f l rg is hoisred smrf l jy ar rhc f i rsrnotc of rhc nat lonal anthcm, or. i f no band isprescnt, ar tbe first note of To rhc Cotors. Theflag may be hoisred or lowered without music.As soon as rhe f lsg has be(n hojsted ro rhe sraff-head, the caders hold i l rhcre. grasping rhehalyards wirh rheir lefr hands: and withoui m-ovtngfrom rhelr posi t lons, rhey executc presenr arms.

d, On the last note of the muslc or after tbef lsg has been hoistcd ro rhe staffhead. al l mem be!sof thedeiai lexecureorderarms. Ihehalyarclsthenare secured to rhc clear of the siaf f (or i f appro_prlete, the flag ls lowered ro half- staff ana rhehalyards secured). The detall ls formedacsln andmarcbed to the dlsmi6sal area,

I87. RETREAT CEREMONY:

a. The rctreet ceremony serves a twofoldpurpo8e. Ir aignals rhe end of tbe ofilcial dury dayand aerves a8 a ceremony for paylng fcspect tothe flag. Tbe dme for rhe enO ot ibe dritv aevvarlcs among CAP untr6 dcployed in the iteldltneretore, the commander should deglonate the6Pecj{ lc dme for the retrear ccrem6ny, Theceremony should be held beforc sundown.

. b. The retreat ccremony may tale placc arrne squaclron 3rca. rhe parade ground, or jn rhqvlcini ty of rhe f lag6taff . I f conducred at rhe paradeground, retrcst will be a part of rhe baradeccremony. I f conducred wlthln rhe squadron area, l rrs usuarry a ceremony nor lnvolving a parede. I frne retieat ceremony is conducted at the fl ag siaff,the unlta participatlng may be formed tn line ormay bcmasseddependlnguponrhesrzeandnumberol uni ts and rhe space aval lablc.

isE8iEW

. a. A short t ime previous ro the spcci f iedume lor rerrear, rhF band ( i t oneisava able) andtne troops par-t tc ipartng in rhe ccremony aremarched lo rhc f tagsraff . hatred, faced ioward rherrag. and drcssed, Whj le marching roand from thel,-re-ill!, . rh". band should precede rhe troopsparr lc ipat ing in the ceremony.

_ b.- Whj le rhe band and rroops march ro rherrsgsrau, a I laS secu"iry derai t . consist ing of acacler noncommlssioned officer and th{ee caoersfor the al l -purpose f lag, when pracr jcal , atsomarches rc the f lagstaff and halts. Al terrhedetai l

.. The unit commandet commands Souad_SIIENIIaN, at the speclfted tlm--J-or

e. lhe t lag derai l moves rorhef lagsraffand::es rhe flag ro rhe halyards.

t

The unit commender commands present(hen faces the flagsraff and E;EaIi-sarma. Upon rhts slgnat. revet l le ls

:. On th€ ftr6t note of reve le, the flag:Eiry detall ratses theflag. The gentor memberlr€ derail holds theflagto-keepit from touchtng

a:ound. The unit commander holds hls sslut;rhe last note of reveille.

f. After tbe la st nore of revellle I s played, the:rmmancler executes order erm6, feces about,:3mmands Order, ARMS.

a. The unlt commsnder commands RE-

r- Each fllght commander salutes and !c-, "Sir, all present or accounted for.',

!. The unlt commander acknowledces ther by returnlng tbe salute.

:.. Aftcr receiving reports from alt flights,-nlt commander may direcr the adjuta;r rosh any perrtnenr informerton. The rrdoos rhcnnarched back ro ihe area and disnitssed.

RAISING THE FLAG:

:- A detail consiartng, when practicable, ofaroncommissioned ofJtcer and two caderswiltrhe flag.

b. Tbe derail is formed in line wirh rhe cadetmissioned off iccr carrylng rhe f laq in th(The derai l rben i6 marchea rorhef l :assraff

127

nalts, the senior membel commands Parade'D F S'TI::gi. e" soon es the troops ale dressed' the

"o-mlnie-t -.om.ana s Partde, RES:ri He then

i^"ii'i 'iii.'ir.i;tr. assufre-F-E-e poEliion of the

;;;;;:";;d'waits for rhe specilled rime lor

retreat.

d. At the specifieal tlme the commander

orders SOUND RETREAT.

e. The band plays rctreal ( I f a bend ts not

o..""-nt. i .corO"a mli6ic may be played') Durlngiri" irlir* 6r i",*",, (he two lunior-members orlii! iii,i "."""iriv'a;i"iI

arranse'rhe halvardsonthef lass(aff for proper lowerlng ot lne r lag

f. The commander faces about.and com-

ll# :."'**-*'#f, rm*#P@c. The commander commands l-.gi!!l!j

ARMS: As soon as the troops execute present

frarn", ,tt" commander faces to. the front andi i in L""*"" prcsent arms The members of

rhe flac sccur,iy detall execute present armauoon co-mmand bY the commancler'

h. The netlonal antbem or To the Colorsts played, ana the flag ls lo\tere<l by the lunlormembers of the flag securlty deiall'

l. The commander executea order arma

'xtren _itrl

last note of the muslc ls played andir,"

_iric n"" been securely grasped' The com-

iiii"il?tiii" about and slves ihe troops 9IgS!.4&!!q and agaln feces to the front.

i- The flac securlty detall folds the flag'The;enlor meinber of tbe detal l remalns atatiention *ttue the flag ls belng folded unlc36tri" eirvtc"s are needed to control the flag'

k. When foldlng of the flag 15 completed,the flac securlty deiatl with the senlor memberon the- rlcht and the'flag bcarer in the centelmarct' ro -a posltion threa psces from tbe com-mander ( in an informal ceremony, three paceaiiom tte btrtcer ot ttre Dav)' The senlor member;;i;;; ;*;-;epo;is "slr-,. the flas ls secured "The commandar returns the 6alute, and thef lat securi ty detal l marches away. The troopsthe_n are marched to thelr areas and dlsmiased'

1. Foldlng instructione are as follow6: (SeeFigure 5 - 15 for step8.)

(l) ln steDs A and B, wlth the nag heldwat6t hi;h, the lower striped sectjon of the flagts folded over the blue field.

(2) In step c, the folded edge (the ealgenearest the reader in B) ls then folded over tomeet the open edge.

(3) ln steD D. a trianaular fold ls startedby bringing the sirtped corner of the folded edge

128

to the oPen edge.

(4) In step E, the outer Point isinwaral, p;rallel iith ttre open edge to r

second trlangle.

(5) lncontinued undlfrom the bluefold Jrom the

I89, LOWERING THE FLAG:

a, The personnel requjred for. loee:flag aie a a-adet. noncommlssioned of{r:ii'l?"-."oit" to' the all - purpose flas'-Tb:ls formed, marched to the llagslarl'

':_rt"fv"ia"

"i" cletached and manned-from

waid stce. On the fllst note ol tneanthem or To the color6, the cadetni-i"Jlon"O ottt."t and members of thelowerlng the { lag execute Pres€nt.arr<iowertn! ot trre nag te cogrdllal:-d Ylll q:' ioi thi "-u"t" in older that botb are cslmultaneously, The cadet noncommtssirili-lorn-"nit" ,tt" cetall to ordqr. AB\'':-i_lre ftac ts low enough to rccelve' (If |:steff. t-he flag is holsted to.ihe staflhtr:iliitai ia l"ing sounded and then lower':iiret note of the natlonal enthem o: :Colof,3.)

b. The flag 16 dctachedand folded into the 6haPe ofonly the blue ftcld 6howlng,secured to the 6taff.

srep F, the triangular fol.on; lap from the end B! :field ind insertlng into t:€striped section, tbe Srom

from the

The hal l r :

Fisu.e5-15. folding tie United Srot h

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 unlts larqer Lnan+dron only on rarc occaslons. Aisoeclal

s, such a6 encampments oT wlng con_s. however, they mAy be requl;cd to

: lc in group or wing foimarions' for par-rJn in a group_ or wing rcvlew, parade,: , or other mtl t rary celemony. 'F;r rhls

resson. t t is_ lmporranr rher al l porenrial par_i ,c ipanrs jn rhese elenrs hare a qineraL uni ler.stsndlng of tbe composltion andJunctlonins ofg.roup and wlng formarions. In addit ion ro thcgencrel--understanding expected of al l parr ic lpanrs,tsnaac l l l cadets are speclf ical ly rc6ponsible forrne content presented ln ihls chaptcr to theexrentrnar they can serve sat lsfactor l ly in any statfol l lcer posl t lon ln group and wing formatlons.

PTER

s preceding inspecdons, revlews, and

:- The assembly of unlts in mas6 formatlonr€ared by the group commandet. Each souad_::crmander moves hls squadron to its alacenost convenient manner.

ri. made clear to rhe unttcommand.lrs iefore

:- When ln ma6s formation, the qroupdri l lsr IE-mand. Such dr t is l lmired ro;ovi ,menrsE 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 dr i l t by command. I ts. rorm.and march as direcred by rhe wing

r. When practicable, the for;ation anAof the subdivistons oI the group anat

191. COMPOSITION OF A STAFF:

a. The gfoup isthe smalle sr form ation with a

CTION A - FUNCTION OF THE GROUP AND THE WING: ) \ 'POSITION OF THE CRO(IP AND WI\G:

r- The group ls composed of two or morcns; the \r , ing js composed of 6r/0 or moret orma(ions and movements a*e concerned

:eremonies. Thls chapter describes the

wlng_commander announccs thc deslred formarlon,tne polnt. tor r te r jght f lefr) of rhc group or win8,ano- thc direcdon tn whlch rhe t ina or column isto [ace, The unlrs approach rhe l inF on whjch rhcgroup_ or wlng forms in column o- t inc. Atrcrcompref ion of a movement, tbc squadrons ar.grven at ea6e untll anotber movemcni ls ordered.

. f . Afrer a group ts halred and i f under rhermmcotare command of rhe groupcommander, rhesquroron commanders do nor give supplFmLnrarycommands ro correcr rhc al inement or po.rr ionor rneir squadrons unless ordered by rhe groupcOmmandei-

g, In cetemonies afrer the cereirony hasstarted, the unlts remain atattention unril oraered[o a rest posltion by the next higher commander.

h. A untr may bepresenrcdrotrscommanderor to a. reviewing officer, When rhis is done, rhepresenring officer faces his untr and qives thecommand Presenr, ARVs. when al l etemenrs of htsunrr aTc ar present drms, hefacesrot l -e fronr andcommand,s rbc members of his staff to presen(3rms, Lt is guidon or nag bearer ( i f prescnr)salutes on command to rhe sraff .

1 To assume any formation, the group or

129

Etaff. The commissioned staff of a commanderforms ln one rank. one and one-half paces to hisrear, The noncommissioned officers of his staffform one and one-halJ paces to the rear of theofficers but do not normally Particlpate in hismarchins staff. When only one staff officer ispresent. he is posted one pace to the r lght andone and one-half Daces to the fear of rhe com-manaler. Staff members usually are arrangedfrom right to lelt in order of rank, the senioron the right; however, tbe commander may causetbem to be arranged in any desired order, Noncomsforming with the steff ordinarlly are posted inorder of rank from rlght to left, Thearrangementjs diagrammed for reference ln l lgure 6- l .

b. When necessary to reduce the frontofthestaff, as in marching, it 15 formed ln a column oIthrees and follows the commander. The staffmarches under the directlon of the Eenlor staffofficer.

SECTION

I92. FORMATIONS OF THE GROUP:

B - GROUP FORMATIONS

f- While lormatlons or comblnatior,:

a, For ceremonlea, the groupisformedwitb60uadron9 ln mas6: and when an lncrease ln aizefo-r appearance l6 necessary, the group lsformedln llne wlrh squadron6 ln llne, When formadon8are ln movement, the group le u8ual ly ln columnwlth squadrons in column and fllghts in columnasshown ln Figure 6- 2. The group in ma66 formadonwlll be used for speclal command revlews, forexample, a reglonal ot wlng review.

b. The attached unlts take thelr positlonsasdtrected by the group commander. They conformio rh€ forniet lon and movemenis of ihcother unltsof the group.

c. Reqardless of the dlrection the groupfaces, the ;quadrons are deslgnated alphabet ical l yfrom r iqht to lef l ln l lne and from tronr to rearin column; thar is, "A" squadron, "8" Squadron,"cr' Squadron, etc, Group6 sre also letteredfrom risht to left when in line and from front torear when in column. Thc terms "right" and"left" apply to right and left as the formatlonfaces.

d. The deslgnation "center squadron" lndi-cate6 the, center or the rlght centel squadronaccordlng to whether the number of squadrons is

e. The group commander supervises theformation from such positions as will bestenablehlm to correct alinements. lntervals, and dis-tances. With his staff (less the adjutant), hetakes hrs post ln tlme to receive the report.

t30

marlons may on occasion bc employcc ' :pecullar Jequlrements of 6pace or purp( i"i rems as spacinq, precedence, ano pr(:xi tems as spacing, precedence, and Pr(:prevlously specllled wlll bc adhered to : iprevlously specas posslble.

r93. TO FORM THE CROUP IN COLI-.']it\:

a. The group form6 ln column frc'::of squadrons ln line by ex_ecutlnF rli'tUsually 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..-qquarters, squadrons, and attached unlts.

b. At the eppolnted time, ihecommanders form their rmits as p.They place their units ln column a.,:their arrival in place to the group comhis adjutant,

194.SOUADRONS IN LINE:

a, Before the ceremonles, the adjirhar rhe group posir ion on rhc parade;:marked with two flaga. The flags ar.;imarked wlth two t lags, lhe r tags ar ' ,each f lank ol rhe l ine on whlch rhe c:

:-2. The Grcup in Colunn with Squddrcn1 Colunn ond rlishts in Colunh

form, Addit ional markcrs ma,v be pla..c . : : i :line to lndicare rhe position of guides.

b. Whcn a band (or recorded music) is i.lb. u.ed in rh. ceremonie5. lhe "djurr-- , :ar.ranges a signal or a specific timc for ad juranr' icall to be sounded. The adjutant takes his inirialpocr lor th. rhe r igl-r ot and t . . rn_

c. Squadrons arc marched onto the paradeground from the r{oops' lefr flank facing therevi$ring stand and broughr onto rhe rcady tine

d. As each squadron arrivcs in its positionon thc ready line, it ts halted and faced ro rhe1cft, Thc squadron commander: then commands. ir IDr! ! \ ! l \ !_ Ar rhi . commdnd, rhe sutJ-nl or(h Urghr dnubl. r ime. lo hjs posjr ion on rh.f inal l in, Inoicarpd b\ rhe t t rp.- . hatrs, rno lac, srhL ddjurJnr. Th, adjuranr at in!s the AUid, s (r1rh, .rigbt squadronj thc guidcs of thc othcr squadronsadvancc in rhc samc mann.r an. l covcr on rhcguidcs alrcady on rhc l inc. As soon as rhc, guidcshnv(i cstabl ishcd thcmsetvcs on rhc l ine, thcsquadron commandcrs command ! orward.!14!!q!: 't he command of executioFT;i-ror tlrcrrrnor,m,nr is s, ' r im.( t rhdr r t (y wr rr . .p, , i t| | .1, , 1 i . " n. i , or rh, .

' U. : tc ru owrn! rJ jurrnr 's

cal l . 1h. s{tLr.rd.on is hatnl t so rhat r j rc cnesrof thc rjghr Illan of Orc fronr rank in each flighrtouchcs rh. f ighr arm of rhc guidc. The squrd_on . , , . . . 'JnJi r ^rd, . f . . r t , . . . . luadron ru dr i .s. .

,n! r l r t l r !hr cummJnd,. . I ch,a k r | ln, .m,.nl .scc l igurc 6 i l .

c. Whcn thc unfs havc rcachcd rbcir posi_t i ()n on thc l ine, rho nusic is sropDed. Th; adjutant thcn movcs with dignjty by r t iroutc to a posfion ftidway bdwcen thc tine ofsqua{rron cummrn' l , rD rnd rhp ar, ,upiomm!nd.r .H, hr l rs l rc ind down rhc t rn i o i noops, r tn.nexecutes left face.

f. When all unirs are drcsscd, rbc adjutantco,rmands C,Lidcs. POS t . AL this commanq, rn, .turo(s move to lhei- prop(r posi l ions b) rakinSonc pac. rorwaru. takinp onr pacc ro rhe r ighlrn mar.chlng, and facing about.

.-_,_c. Ihc adjutant then commands !l:9!!I!1_BI1: r99t. rh! sror.rp commandpr. salures, lnureporrs, "Srr, rhe group is formed."

h. The group commandei retur.ns tne sarurcand orders TAKE YOUR POST. The adjurantps.sses to (FE-;6i torn m-a nder's rishi cnorai \es his post on l jnc wi(h rhe sratf . Thi f roupcommander commands order, ARMS.

I95. TO FORM THE CROUP LINE WITH

_ a. Thc procedure is the same as in formingin line with the following exceptions:

:o/n 4AND8 +stAtt

?12 pAcES

. , l ,+

*t. Jor " rri*.-,-5 -r-&

lrfTrt t t t lI I i I | "'o"' "l i i t lLl l l lIv =:1

]2 PACES.,+*o

r.lT

' - - ' -&

't 3l

- IL

tg PAc€s

f-

='

: .

=-

I

la'dr

a

,f]d'r

( l ) Tbc squadrons in mass lorm:r t ionarc marchcd on to thc pa radc ground from ( ' t rhcrf l rnk on u l inc wcl l to thc rcnr of lhc rcady l inc.

(2) lhc grc,ulr or wing should bc' lormcdf j rsr on thc fcady l i rc and thcn, l ] t thc f j rstnotc of adjuranis cal l , mo.!r 'd ro thc f inal l inc.

b. Whcn spacc is l imi icd, lhc squadron wit lbc Drougbr on t t r p l r r rd( . ground in colunrn off l ights af ld lnassqi lefr as rhc f l jghrs cornc {)nto thc rcady l inc.

196. To I)JSMISS TIIE (J] IOIJ] ' :

b. Thc squadron comm!nd! r :group c0n'mandcr, mrrch thcir -rh. p lacc of d ismissr l , and dismis. :

c- AI(cr t l rc squadrons march :-commandfr d ismisscs hts staf f .

fisute6 3. Gtoup in lire wi,h Squddrons in tine

I ib:16 .

a. Thc gr oup commlnd.rMISS YOUR SQI ]AI) I tONS.

d. In casc thc group cc'mnrrnJr ' l Js ' r1, , : .1u. , ,1, , 'ns r" r l , r 'wi thour pr.scr ib ing lbat thc squ:,4:misscd frompt ly, hc comn'ands l r( ) ] r YOLI l l SOLJADIIONS- ' lhc s.r . -msnd.rs salutc thc group conrmsi-ch.rrgc of thcir squadrons-

4 rxhiorx i

Qn"**cir : , 'a (urrru, E

' Li"ii l l,, s.:r ':3 rh,

i

ta

- l -

.a

+-;r : , r , .nf I

: fl .J

l - lR

GROUP C GiOUP B GROUP A

132

GIOUP D

fisurc6-1. Wins tn Line with SquodronJ in Mo$ Fotndtion

SECTION C - WING FORMATION AND REVIEW

-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 llnesquadrons in mass formations, as illus-in Figure 6- 4.

:. The lnterval between squadrons wlll beE::s with 12 paces bewreen groups and/or

:. The color guard ls posilloned ln the. of tbe formatlon and ls consldeted when

driU proficiency of the unit and the state ofreadiness of equipment.

b. A review may be held to allow a hlghcrcommander, olflclal, or dignitary to observe rhestate of training in a command.

c, A review may conslst of the fotlowingparrs:

(l) Formation of troops,

(2) Inspection of troops. (From ttre re-viewlng stand or as outllned in lhe next chaptcr.)

(3) March ln revlew.

d. As descrlbcd in rhe for ' .golngparsgraphso, thts chaptcr. rwo ormoregroupsareformed onthe f lnal l ine and presented ro the troop com-mander. Thc adJurant, by order of rhe rroopcommander, rakes hls post on ltne wlth rhe sraff.Tbe rroop commander inayrhenprcscnrtherroopsto rh( reviewing o[[ lcer. lnsp(cdon or rroop6ma]foILow l f rhc revlewing off tc;r desjres,

: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 lnand/or wlng and marchlng in a prcscrtbed:. Thc purpose is ro inspect rhe degree of

199, SI:OUIiNCII OF Rl ' :v luw COMMANDS:

Adjutant l Causcs Adlutant 's CalI to bc r \oundodal-"- l -n-p-c DneTi'efuiffirt" parade Rest,' (urrecrs)SOUND OFF' 'Cive You! Croups Alrent ion" (Dtrccrs)' 'Glve Youi. croup6 Prcsent Arm6" (Dlrccts)To thc Colors or nat lonal anthem,"Slr , the paredc 1s formed"AaUutant:

CO of Troopsr

,^djutant:

( ; roup Commandcrs:

Adjutant:

CO of Troops:

Adjutant:

"Glvc Your Groups Order Arms" (Direcrs)ITECEIVF, THE RFPORT

ITLPORT

From r ight to lef t , whi le salut ing, rcport :' 'A { B, C ) r , roup, dl I t rosenr or rccounr-c l lor , s l . "

Executes ahout face, salutes, and reports:"Sir , al l ) resent or accountcd forr '

PUBLISTI THE ORDLRS

ATTFNTInN TO O(D RS, ' l rFrai l lo- Today,Omier or-5e-D€ffi........, By Order orCol --- . . . - . - . "Off icers, Center, MARCH

Senior Group Commander:

CO of Troops:

Forward. MARCH

Order. ARMSOff lce) 's, Post. MARCH

AKE YOUR POST

133

Senior Group Commander;

Co of Troops:

Reviewing Off icer:

CO of Troops:

Officers. HALTPost, MARCH

"Glve Your Cloups Present Arms" (Directs)To staff Chanqe Post. MARCHlo stal l Prescnt A RM5slr , r presenr rne commano

Ruffles and flourisbes and appropriate march itperson of sufllcient rank is present.

MARCH THE COMMAND IN REVIEW

To staff order. ARMSTo staff Chanqe Post. MARCH"ctve yiii-troups o-idEi Arms" (Dtrects)PASS IN REVIEW

croup Commanders: Column of

i.ii-iiiii ar. ;n massr t the command l t lqht Squadron. squadron com-mandcrs face aloiii--

2oo.W,Adjutant: Causcs Adjutant 's Cal l to be sounded

"Clve Your Groups Parade Rest" (Dlrects)SOUND OFF"tfiE iFCroups Artcntion" (Dirccrs)Lxccutes present arms on command of CO ofIroopsTo the Colors or national anlhem

Executes about face' rc i r rha

^.r . .1^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 postREPORT

From right to left, while saluting, report:"A (B, C) croup, al l present or eccountedfor, s ir"

Executea about face, salutes, and reportsl"Sir, all present or accounted for"

Returns the salutePUBLISH THE ORDERS

Executes about faceATTEh$TION TO ORDERS: "Detai l For Today,Off jcer Of The Da\, Lr . . . . . . . . . . , By Order ofCol . . , . . . . . . , "Ofllcers. Center

CO of Troopgl

Adjutant:

croup Commandors:

Adjutant:

cO of Troopsr

Adjutant:

MARCH

Senior Group Commander:

CO of Troop6:

Senior Group Comdr:

CO of Troops:

Forward. MARCHoi]ffi]iEl-

Order, ARMSo-TTicet;;Tost. MARcH

Reviewlng Offlcerr

CO of Troops:

Group Commanders:

CO of Troops:

Oroup Commander6:

CO of Troops:

"Cive Your croups Presenr Arms" (Directs)To 6tal f Chan{e Post. MARCHi o srarr Pteseni. ARMS

"str, I pi6-6it-TfiE-E6ii ma nd"

Ruffles and flourishes and appropriate marchmusic if person of sufficlent rank ls pr:esent'

PITIJPARI-] F OI( INSPECTION

Order A!ms" (Direct6)

Order, ARMS

PRIiPARII I 'OR INSPECTION

PREPARF 'OR INSPF:CTION

Group Commandcrsl

CO of Troopsl

Prcsen(s arms "Slr , rhe wing (group)is prcpared

Executes order arms and about face'' 'c lve Your ctoups paradc Rest" (Dtrec!6)

Paradc, I iEST

Executcs about faceTo stsl f Parade, REST

Reviewlng Offlcer:

CO of Troops:

Group A Commanderi

In8pect ion ls made et ih ls t lme by revlewlngofftcer-When all members of inspecting party and CO ofTroops have resumed rhelr posts, rhe CO ofTroops salute the revlcwing offlcer.

MARCH TI]E COMMAND IN I lLVIEW

Returns to order and commands staff:Chanqe Post. MAI{Ct lFASSTtrRFVTFW-

At the command Right Squadron,

Off icers. HALTPosr, MA RCH

To sraff Order, ARMSulve Yout Groups

manders fece abou-C

C]|APTER 19 _ MILITARY CEREM(II{IESCivi l Air Patrol members at encampments

and other special gatherings may be called uponto parriclpate in any or all of the special mllltaryceremonics discusscd in thls chapter. Phasc I I Icadets are responslble for becoming thoroughlyfamillar witb all of the dclails concernlnc tbeseceremoniea so (hey can servc cf fcct i ic ly lneDcamDment and other staff offlcer Dosltlons and

il"iiW^.

Th" purpose of a ccrcmony rs ro ac-compllsh one or more of the followlng: promoretcamwork and pr ide in Clvl l Alr Patrol , dtsplaylhe proficlency and amte of trainlng of themembers, or accord dlst lnct lve honorsto nat ionalsymbols or indlviduals on speclal occasions.

b. In ceremonies, the indivldual will realizetbat his personal performance reflects upon theunit to which he belongs. P ride in bis organizarionis aroused by making him leel rhat he has aresponsibility in developlng the efficiency of rheunit. A sense of unity is promoted by pride inhis own accompllshments, by pride ln the rep-utatlon of his unir, and by confidence in hiscompaniona. Thls unity of effort is felr by everyindivldual participating in a cetemony.

c, It ls easential that each cadet thor.ouqhlvundcrsrand the di f ferenr ml LIrary ccremonies ise; iin Civil Air Patrol, the purposes andrelatlonshipof these ceremonies to each other, and the stepsinvolved in each. The cadet should concenrrareonlearning the sequence of events for each type olceremony, particularly parades and review6, Thisknowledge ls necessary to confident pedormancein any assigned role in a ceremony, After inltial

136

Parl ic ipate in the6e ceremonies,This chapter explains ceremonies su.- : -

bestowal of honors and decorat lons on ra: "lndlviduals, and groups. Procedures for rs:rhe U. S. f laq and for revel l le and retre;: : .monles are out l lned ln Chapter 17. Pro:. : jto be fol lowcd ln present lng CAP Cader P:: :awards arc descr lbed ln Chapter 21.

study, rhe caclet should menrally review :he wi l l be requlredto do ln f i l l lng var lo u s f , : !_ln a ceremony and (2) whcn, in rhe c! : : -hc will be required to do lr,

202. ORDER OF PRECEDENCE:

a. Wben foreignpersonnelareinvire: :t ic lpate in a ceremony wirhln the re.: : .Jur isdict ion of the Unired States, they are a: !a poslt lon of honor ahced of rhe CAp p.: i :erc(pt rhai a smal l CAP derdchmenr in n: :precedes the foreign group as a guard.: -

b. Members of Civi l Atr Parrol ar: : lt ioned as fol lows: senlor member off lcr : :commissioned scnior members, Phase I \ ' : .1Phase I I I cadets, Phase I I cadets, phase : : : :

SECTION A - PARADE CEREMONY

203. DEFINITION OF A PARADE:a. A parade ls a revlew with honors,b, A parade ia a ceremonywithin i !s: t :

r .espect is paid to the U. S, f lag, as in , . --

204. SUGGESTED CHECKLIST:a. Establ ish rhe dme, dete, and :

b. Derermtne rhe r lpe of tormari(-squaorons in mass, extended mass! nur.:E-squaorons and groups.

:::i1 those who will perform in com-: : :nns and as color guard.

' : rk parade f ie ld including f inal l ine: f march, as shown in Figurc 7-1,

' : lc arrangements for . band{or -recorded:-bl ic address systcm, and communi-

; :. fLight line for coordinattng fly- ovcrs

- i . rmine the necessi ty for pract ice

I lnounce untform for rh€ cercmony,: ] , IATIONS:

. - :1 of thc format ions ior the group or- : hf used, If ihe spacc available is too

rh(. act iv i ty contcmplatcd, thcf ormat ion_ odi f icd to mcet thc local s i tuat ion, andr j t ) ropr iare s lzc may hc uscd.

.rops should movc into thcir posi t ions: . . Iy manncr. l loutcs of march and t imcr: wi l l bc prcscr ibcd by tbc commani lc ' :

of troops. Aftcr thc frontage of units has bcenmeasured and rhe f ie ld appropriately marked,units will occupy their places in llne as showninFigure7-2.

c. In ceremonies of a wing or larllcr unit,especial ly when iroops pass in r .eview in massforrnat ion, special arrangcments arc made toprovide for breaktng up into mar:ch columnsafter the troops pass the reviewing offic€r.This is donc by assigning areas into which thedif ferent uni ts can move without blocking thc

d. Where units larger than a wtng wi l lpart ic ipate, the appropriate command desig-nations and staffing \\,ill bc substitukrd.

c. lhc paradc or rcvjcw of a group or wingwil l be rcferred to as a group or wtng paradc orrf ! tcw. For cxamplc: ( ; roup l)aradf, Wing I tevicw,Command l ,aradc.

206. ADJUt] \NI ' ,S CA] L:

a. lhc adjurant plac( is himscl f on thc f inall inc s ix paccs to rhc l ( ' f t of tbc ' banct (or i f arccording is uscd, s jx p!ccs ro rhc r ighr ofSquadron A as shown in f igurc 7- 2), faccs down

FINAT LINI

Iad

s

Pt - t f - -- - ?o i^cE3E TPr.r MAt(ti I o

I_

FisuteT 1, Prepototion fot Porod.

' t37

-

Tiir|8,? & ,I;i?fl,

-,"itl,,t,,

d**

-

;L'llll8l, tr< l,lt&a .i,il,lll," N ,"iiil'lilJ.,

+ '-" *M rf4<t$

Jr9l rl

-?-o--*------ - - - - l

oa;------ I

iti'i { - - 'x ' - - - - '. 6 altFs

I

i roLl-i ar

: l

A-r ra l l

{crt t rl

" i IX'! ,n ' I3l I

JAfi- j

fisvteT-2. fornotion of froopsto. Pdtode

the 1ine, and begins rhe cercmony by commandinglhr band (or r ,cord,o music) ro s.Jn,r rh. ,Lt-jurdnr 's cal l . Ar lhe l i .sr not , . ot rh, . mu. ic, a| lsquadr:on commandcrs face their units and caLlthem to artehtion. If the parade consists or lrorcthan onr groupi rhF groDp adjurdnrs ar t ru ad_juranrc cal l facp abour and movF to rhe frnall inF. I hLv hatr lhrFF pac.s f rom rhe squadrons,i .cc to rhe r ip l r . and al i re on rhe wjng adjuranr.WhFre a unir targer rhan a wing t6- in\ol \ed,groLp and wing ddjurdnrs retair thei- pocir ionsln rhe staff of their respective commanders.

b. The group adjutants rcmain on line lrntila l l unirs ln.rhelr -especri \e groups have con-eonro Dnc. Incn rhe) join rhe group sraft b ' rhemo<i ctrcct i .oule ar rhc same cadencL.pr\cr jbedror Lne wrng adiuranr,

138

207. MARCH O-N:

a, l l i rh thc be8inning of thc musjc : j .aJlurani 's cal l , tn -ordcr: r ighi ru tefraulutani s cal l . h ordrr , r ight ru tFi lgroup), thF sqLradron command(.rsair r .j rg conmand. (rUlDr oN I lNL, l .

and alincs on rhe adjutant.

b. The squadron commander hatts hi. ,ron so that the chesr of the No, I nL;:r igr- t f i le rouchcs the r ighr bhouloe. of -

c, The squadron commander dre,. . . .squad.on, After the flight commandir.

mano or cutpt ON I INE. rhe ! ,uidr Idoubre r:m-F oiidTini 6Ei'., racl,i io :

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

the alinement (in squadron mass, theFlight commander only), the Bquadron com-

c€. commands Readt. FRON]. The squadron-ander (hen f i iEE-to the front ana at ines

the entlre band has passed the front rank of lhetroops, it agsln counlermarches and halts in itsorlglnal position. Wben the band ceases playingthe march, the sound off is played again. Thisentire movement is called trooping $e line.

b, If it is not desired that the band troopthe line or lf recorded muaic 16 u6ed, the ad-jutant commands In Place. SOUND OFF, Withthls command, the band (or record) plays thesound off of three chorda, then plays the intro-ductlon to a march, and repeats the three chordsof sound off,

c, At e retrear parade, lmmediately alterthe completion of sound off, retreat ls playedand the retreat ceremony follows.

d. The commander of troops and hls staffstand at attentlon durlng the aound off ceremonyand the playing of retreat.

2T1. OFFICERS CENTER:

a, Irnmediately following the publtshtng ofthe orders by the adlutant, he commands Offlcera.

: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

a. The guldon bearer ls poaitloned one pace::€ rear and two paces to theleft of the squad-

ls dre66ed, the group commander facesGE front.

CUIDON BEARER:

b. Guldon bearerg 6hou1d execute rlght face: the aquadron ls belng dressed, This acdon:les each bearer to posltlon hlmEelf on hl8squadron and to cover behlnd otber guldon

CUIDES POST!

-on Darade rest after it has been dre ssed. He

rhe aquadron to attentlon lmmediately after

s the group, and the squadron commender

SOUND OFF:

a. After glvlng the troops parade rest, thecommands SOIJND OFF. Tbe band, in

:e right checks rhe allnement. Afrer the

a. After ell unlta come onto llne, lhe muslcpleylng and the adjutant walk8 brlskly

ce of ailproxlmetely 140) to a polntbetweencommander of troops and the front llne ofnanders. He halte. face6 down the llne ofrandets. He hatte, iace6 down tDe llne ol

s, executes left face. and commands ln aand dlstlnct volce Guldes, POST. (The

i "cutdes" ls prolongedJ--

b. At the command Cuides. POST, thequldesr ro rheir positions fi-irilE-Fy executing aface and taklng one pace forward, lf ln ma6s

Center. MARCH. and then faces about and takes13 positlo beFlnd the commander of troops (one

pace to the rlght and one and one - belf paces tothe rear),

b. Ar rhe command Offlcels, squadroncom-manderE take elght (+two) paces forward, guldonbeerers execute carry guldon end take flve (rone)paces forward (rbackward), "A" Fllght com-mander takea 81x (.standfaso psces forwerd,"B" Fllght commsnder tskes four (+two) pacesforward (*backward), and "C" Flight commanderrake6 two (rfour) pace6lorward (*beckward). Note:iworda and numbers wlthln parentheees above,apply when the group ls ln llne wlth squadron8 inllne. Offlcers and guldon bealera in rear squad-rona (aecond llne of squadron8) move around thefront llne of equadrona on the flank neareEt thecenter and assume posltlonB on llne wlth oiherofflcers snd guldon bearers equal to thelr posl-tlons. When the formation lncludea a second llneof squadrons, ell fligbt commanders wlll beomltted lrom offlcers center and flr6t serqeantswi l l nor take commanders' posl t lons. Refarencemay be made to Flgure 7 - 3.

c. At the commend Center. offlcers andguldon bearers face to the cEiiE

d. At the command MARCH. the musicbeglns to play and the office?E-a;aFidon beerersclose to center, maintaining relative posltlona.The ftst sergeant wlll occupy thecommandpoai-tion ln the absence of the commander. He wlllmove to ttre command position ln the most directroute around the flank neareat the center andreturn in the same manner ea the commandertetutns to asaume command.

e, Upon r€aching the center, eachlndividualhalta and automatlcally faces the front at close

:ers to the rlght. He faces to the front at the:nand3ggryLIBfNI.

€, plays the sound off of three chord6. At.onclusion of the third chord, the band movegard playlng a march ln qulck time. It executesrurn to march acroas the front of the troopa

y between the edlutant and front line of6, When the band has passed to the

of the line of troops, lt countermarchea ands 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 staffscrose ro $te center, mainraining relative unir

_ f. When all officers and guidons have r.eachedlhe ce1r. r and faceJ ro r t - t ronr, rhe . r8 l f

"ndrprt t tant commande-. - ly .

, .Slr , at t in f .om rherisht ( lcfr) . ' Thpn rhe ".nio- ort i \e- conr rndsrgryard. ) IARCL IhL cenn.r of f j \cr or cad.r

ranr is rhr ba.e ctemenl dnd rhes' n ior ot f ice- jc rhc gu'de. thp group is h.r t l rdsrx pdcFs trom rhe commardo. ot r roops hy rhL-senior officer's command Offiqers, HALT.' Thcha,1t and pr.escnt arms arc

-xe.u6a--Fi

rheoiTlcors in three counrs and guidon bearcrs intour counts, NOTF: Guidon hearcrs shoura cxe_cutc thc f i rst movemcnt of prcsent arms ar lhcpreparatory command, off iccrs.

_ g. Th! commandcr oI rroops rerurns rhcs.rur. r r , t cnmmsnJs t{ l AR\t5, tor t f , .r i

'n,r l i r inr of .1. r -a tu, ; - .nA foi l , AUidonhuarcrs ro tcrurn ro carry guidon,

h. I f a untr rward (srrcamcr) rs i () DcI)rcscnrcd, t l le commandc. of t roops commandsIn' afprot ' i , r , - r r ' - rdor Frunr Jrn ' ( , .nrLr_\4 \1r( ' .

^r r t , , .omrnand (: . n ' ; i i6a,Is- inr i :1

gui<lon l rcar.r wit l rakc oi i srcp ro thf rc.rr andcc to rnc nca rrsr f lank. Ar t t rL.command MAR Cl t .fc rrk(s a rouk around rhc ncarcst f ta;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 i r wj l t br i r . -venient posi t ion foj . rhe streamcr ro be arr:-Thc guidon bca_rer will then return to rh. :poF'rro. and \ ̂ .cLre rh. indiv iaust aLidullhp Lornma'rder ol r roops commalos p .rhF . \ lARcFr. ' t te gLidon bearer .erur iJ

- , - - - , - - - - , - , -0 a

- - -- - - -i- -- - - ---* - - --l

!

0'; , ..---, :_ :, _ - -:

afred

aa

q{

ar

E

+5+aA

0a-fo

&

COMMANDENOF TROOPS

GROUPCOMMANDER

ADJUTATIT

STATF OFFICTR

SQUAORONCOMMINOIR

fTIGHTCOMMAI{OTR

FIRSTSTRGEAIIT

-'l-&

trtlg&xtN

E

FI-IG HTS€RGEANT

c0t0Rs

G U IDOI{BEANER

GUIOE

SQUAOT€ADER

ASSISTA}ITSQUAD TEADEF

CADET

140 Fisute 7 3. Ofricers Centel

FFICERS POST:

the same route taken when moving the reviewing off Icer, accompanied bysuchmem-ber6 oI his parry as he may desjgnare, movesIor*ard and halrs six pace6 In froni of rhe com-mander of rroops. The two exchange salute s; rhelrstaffs do not salute, The music Dlavs whiie thereviewing officer i6 at tbe front; side, or re"rot an organizatlon. The commander oftroopsthengurdes thc revjewing parr) around rhe lormarion,beAinnjng wlrh the unlr on rhe rtchr of rhe t jneand passing in front of the line and then aroundthe rcar of the formation. In lar:ge formarions, the]:eviewlng pary normally passes between thetineof wing commandFrs and rhe l ine of group com-mdndcrs. In wing formartons, rhe revtewingpa..rynormally passes between the llne of group com-manders and thc l ine o[ squadron commanders,The command(r of rroops ano rhe local com-mander march on thc ;ide of rhe revrewlnqoff lcer rhai is away trom rhe rroops. Ihey ar;fol lowed by the s(aff . of rhF c6mmander ofrroops, of rhc local commdnder ( i f preseno, andor thF reviewing ol t icer. Fach sraft fol tow6 irsown commander in column of files.

b. Thc revjewlng off icer may dlrecl rnarhls sraff rcmain at rhe posr ol the revlewlngofflcer or that his personal staff accompeny

c. As the r€vlewlng party approeches, eachsquaclron or group commander (when the groupls in mass formatlon) br inSs the unjr roartent ion.He rh.n commands Ly.s, R]CHT. Al lmencxccut.eyes rlght, As so-6i--EF i[6-ieviewtnq offlcercomes lnro rhcir line of vision, rhey follow htmwlth their cyes, turnlng rhetr head6, unril hcr€aches thelr front, Ar this point, the head andeyes of cach man rematn ftxcd ro rhe fronr. Asrh( reviewlnp pany rcachcs d poinr six paccs rolhc r l rhr of rh( squadron commander, hec\ccuresrhc hand salurc and holds i r unnl relurnFd by rheofficer making the inspecrton. The flishr com-manders exccure thc salute with thc squadroncommander. Guidon bearers wilt not presentguidon, bur wl l t cxecure qycs r iSht. Wh c histroup js bFing insprcrcd, rhc g.oup commanderand t l is sraff are ar ar ienrron_

d. The -c! iewjng of l rccr and rhose accom-panying hlm salurc rhc I . S. f lag when pdssingin front of it-

e. The rcviewing officermakes suchgeneratinspection of rhc command as he may desi;ewhilepassing around the rroops. A detailed inspectionis not a part of a revlew.

f. On arriving ar the right of rhe band afrerpassing around thc line (or if there ts no band,a-r lher jSl^rof squadronAasshownin Figu-c 7- 2),tne commandLr of rroopc saluies and halrs. Ther.evlewing officer rerurns the salute andproceedswjth his sr€f i ro l^ ls posr. When rhe r;v iewtngofficer and his staff have passedhimand tesumedtheir positions on the reviewing stand, the com-mancler of troopa and his staff move directly totheir posts facing rhe r evicwing officc]:. The com-mander of troops then salutes; the t eviewlng

:, The commander of troops commands: . is , Post. MARCH

At the command Post, all officers andbearera face about-

:. 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

::r_: . At the command Posr, rhe of l icers and

:- bearers face outwa;El-

:. Ac the command MARCH, officcrs snd:- bearers move off lfr-ElEEEEsion at four -

Jistances. Squadron commanders, Ilighr

-andera, and guldon bearcrs execute rtghr

flank upon arriving at their rcspective,. They resume thelr origlnal positlon in_:.mation and face the fronr. Guidon bearers

lo order guidon, The commanders rvlth: march ro thelr posl t ions as a unit , At the-sion of the6e movcments, thc muslc stops

:. During the cxecutton of:;i for saluting, att gutdon

-. ! guldon.

: RESENTATION OF TROOPS:i- A dl6tlncrlve featurc of the parade cerc-

or rcview 16 the formal presenaat lon of_-:ops to the commander of t roops, Thls ls

-?lished by the adjuranr who commands rhe

[ i !o salure the commander of t roops. The-rnder: ol t roops returnsthc salurein acknow--: ' r r 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 presented to the commander_ : , :ps, he, larer ln the ceremony, prcsents them:-. reviewing officer by stating, "Sir, Ii::r rhe command." Appropriate hbnors then:rr.n to the rcviewing officcr. The reviewing

:,: then dl{ects the contlnuation of thc review

- ]NORS. In Civl l Air Patrol , honorsconsisr|::: playing of ruffles and flourishes and ap-

trre muslc by the band or by a recording.:: the pre sentation oI honor s, CAP spectator:slurur 5, w^r s lcLulurb: _o af fent lon and face rhe pe-sol receiv in!' - : .ors and aalute.

: \SPECTION BY A REVIEWING OFFICERI

Upon announccment by the commander ofrhal thc cornmand is rcad) lor inspe. on,

t4t

officer retuins the salutc and commandsTHE COMMAND IN REVIEW.

detschmenr haL(6. He then salures rhe r ' , .

anrhem or To rhe Colo-s is ihcn plalr :completlon of the music, the comma:,tr:-

about, and brings the troops to order a-:parade resr. He rhen faces abour and rrr : .

and color guard come to present arms i-I i rst note ol rhe nai ional anrhem, or :

MARCHofficer and reporrs,"Sir, rhe persons (j:!be decorated are present." The reviewiiE :

2I6. PRESENTATION OF DECORATIONS: returns the salute and directs that the ca.::

a. The presentation of CAP decorations andawards to personnel and the appendlng of unltdecoration streamers and service streamers ontoa CAP organizetional flag are made ar a parade.The same parade may honor persons and unitsto be decorated or receive awards and personsretlrlng. CAP Cadet Program awards ar.e pre-sented as prescribed in Chapter 21.

b. Per6ons ro bc decoraredvdl l beposit ionedbefore the start of the ccremony on the rightIlank and at close inlerval to the unit to the leftof the colors. Thcy llne up in col umn according torank of the decoratlons to be conferred wlth thehighest ranking decoratlon ln the front. Tbosereceiving 3im11ar decoratlonB take posltlon ac-cording to their CAP gradewithin each decorarlongroup.

c. Aftcr the command has been presented,the revlewing offlccr lnstructs the commander oftroops to have the persons to be decoreted andcolors brought forward. The commander of troopscommands O_Id!!,-,4\!!9. He then commandsPeraons to be Decorated and Colors. Center.f f icH. at rhe command MARCH. rhe musi istarta and the peraons to bc decorated movcforward five paces from the line of troops andproceed to a polnt ln lront of and centered onrhe colors. Thcy iben halr lndlvldually so rhatwhen they are faced to tbe lett by the Eeniormember of the detall, they wlll be at close

d. Organlzattonal CAP flags to bedecoratedsr:e placed ln a single rank llve paces ln lrontof the center of the llne of per sons to be decoreted.They arc l lned jn groups according ro the rankof decorat ion ro be besrowcd, the highesr rankingdecoratlon on the riqhr.

e. The commander of troops moves for-ward to a positlon three pace6 ln fronr of thecenter of the leadlng element, His staff, on thecommand Center. executes rlght face. On thecommand MARCH. lt moves ro the right farenough to provide cleatance for the flags andpersons to b€ deco"ared, Here rhe sraff halrsand executes lefr face. The staff returns to itsorlglnal position under command of lts senior.offlcer after the detachment has pa6sed, Whenthe 6taff has cleared rhe necessary line ofmarch, the commsnder of rroops commandsDetachment, Forward, MARCH. At the com-mtndTfne[-lFe commander oI troops, thepersons and flags to be decorAted, and the colotsadvance with the muslc playlng, The commanderof iroops marches directly toward the tevie$/ingofflcer. The dress is center in all rank6. Thegroup is halted by the commander of ttoopswhen he has reached a point five paces fromthe reviewing officer by the command Detach-ment, HALT. The music ceases playing wTEi-iEe

142

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:

t roops br ings his sraff Lo o-der drm:. i

sraf l parade rest, The persons to be or.

Colors, and execute order arms at the ci-of rhe senior f lac bearer as rhe musl! . - .

g, A staff offlcer rhen reads rb: .::or the order announcinq the awards. : fc l tar lon (order) ls bclng rcad. rhc r . lofflcer, accompanled by hls staff, or ::.

accepted on behalf of deceased CAP perr:

the reciplent of the medal to take a pos::r:rhls rlght or lelt ln the reviewlng stali:

flags return to their po6ts by the most :'route after which the revlewlnc offlcer I-

mander of t roops commands PASS IN RF._i

c. Then the group commanders, rr :

ro pur

cession to tol lo\ i , in column at the pre.: : :

members oI hls staff , advances to the naitto the llne of persona to be decore:.:-fastens the streamer lmmedlately b€l: rstaff ornament of rhe flagEtaff, Meda:-:plnned on the lett breast pocket of cn:sonnel end on others at the dlBcrctlon :ipresent lng off lcer, When posthumous aw::-

the decoratlon may be handed to fte neri :iln the open decoration contalner. He ther :_'

per6ons decorared, ar rhc commsnd of rh.officer or NCO present, form a llne on::{of the reviewing officer or as dlrectea

the commander of lroops to march the co:

2I7. MARCH IN REVIEW:

a. When the reviewing party ts a;:jplace after tbe lnspectlon of troops ::

designated for review. The band (or r.::.music) starts to play and marches forE:::rhe command of execurlon MARCH. giver : .group commandFr. Other unjts move out : j

presentatlon oi decoratlons and awards, r|.=

b. At thE COrnMANd PASS IN REVIEiband, l f part ic lpat ing, changes dlredior ' :a .cuting column right, moves out on the r:-::marcb, and comes to a halt.

f 'om r lghr to lefr , glve the command col-- t

dlstance. See Fisure 7 - 4 for detalls.

t r l tt l . Ilo I

tY: ?ll^ o l

ta.ol1a I

to.el

A]IETHODS IA^PLOYEOI lN IaVERSING l, 2, & 3

2 . .+

i -I CO^^r^ANDER OF IIOOPS

AND TOUTE TAKEN AFIERCoA{A4ANO PAIS tN tEVtEW

ai1 ' '+ ' . i .+r t

P ^^**ra

6"

Fisurc7-1. hldtch i^ Reri.v

d. The band, ff PArtlclpatlng, end esch unltthe polnt8 lndlcated on the: (urectlon et

of march,

e. When the unlt8 ele ln ma6g formatlon.€ach change of dlrectlon, the commander oi

aquadron (or group, tf tn group me33) lncommands Left Turn, MARCH. The com--.r f aces the-bifr aildi-Eii-marches back-untll the change he6 been accompuBhed,

l. The wlng and group commanders andother than the commende! of tloopa,

lnto posltlon ln the column et the headli€lr troops eJter the flr6t left turn.

8. The cohmander of trooDs and staff movePo8ldon et $e head of the column, l8 paces

the revlewlng stsnat by commandtnc Readv.Elglll. The revtewtni offlce! returne -itr-fii6alute6. otber members of the revlewlng partydo not galute.

l. After execuling ready front, rhe com-mendet of troops turn6 out of the column endtakes hla_post on the rtghr stde of the revlewtngofflcer, The memb€rs of hls staff eccompenyhlm, malntalnlng relettve postrlong, When- th;la6t unlt of hla command lls6 passed, the com-mender of Eoopa faceg che revlesrlnc offlcer andEalure6.

l. Bend leaders execute and endthelr aslutesat the point prescrlbed fo! the other commendels.Each band, when lt has paBsed the revlewlngofflcer executes column lelt three tlmes to tak;e posltlon ln front of and feclng the revlewtngofflcer end at lea6t 12 pace6 tro=m rhe left flanFof the marching troops, [t contlnues to play untilthe band followtig ir nears the poet of the ieviewtngofflcer. It rhen Ceaseg plavtnq and mav leave rhAfield. The band fotlowtig beg-tns playtirg as soonas the preceaung band ha6 ceased.

k. In large comtletrds two b4nds may remalnalongslde each other after rhey bare turned ourof

front of the band, after the second lelt turn,

L The commander of troops and the wingSroup commender6 command Eyes, RICHTtley arllve slx peces from t-[e=evlewlng-

They and all membera of rhelr staffseye6 rlght and the hand 6a1ute (fore-

touchea heeddress as explelned under Hand). They end the aalqte lnd face to the fronttheir 6taffs lave paased six pac€6 beyond

t43

column to altcrnate in playing while the troopspass in revlew. Bands may bc massed and postedas direcrcd b) the comirdnde- ot t roopc.

L Each squadron commander (or groupcommander lf thc formadon is in group mass)turns his head to the right and commands Eye6,He give6 the command RIGF1T when he is six_pea6iIrom the reviewing staftmtihe command RIGHT.the squadron commander salutes and the officersin the fronr ranks execute eyes right and salutesimultaneously. No othcrS salute. The commandcrkeeps his hcad to rhe righr throughout the com-mand Eyes, RIGHT.

m. All rroops cxccpr those on thc rightflank exccute eyes right. Thc guidon bearcr exe-cutes prescnt guidon. On the command FRONTf,r \ .1 wh' n rhe lasr ra '1l of rhe unlr is s i- \ oa-paccsb€yond thc rcviewing srand, all offlcer s term inarethc salute. Th! guidon bearcr execures carryguidon, and all rroops turn head and cyes ro rhe

n. Al l tndividuals ar rhc reviewtng srandsalutc thc U. S. f lag as i r passes.

o. Thc rcvicwing officcr rcturns tne sarurcof thc comnandcr of rroops and the satutes ofsubordinarc commandcrs down ro and inctudjngthc squadron commandcrs. Orhcr membcrs ofrhc..v icwing parry d0 nor salutc.

?l j r . ( ' , \4\44\ l , l

l ( r r t I I ( rx ' t i r ANI) StAl j t j :

tloops. When the review is given for :h igher conmanu(r o- c i \ i l ian aig. iLa-\commandcr de" jgnares a comrande- : :lhar he ma, dccompany i tc v l5 i ror r -thr review wirh him. When th\ bar d - , ,the msrch on mJsic, rLF com-iande-and his "raf f .

Fxcrpl rhe adjura.r , . : .poslr ion. berween rh( f ront l ine ol . o.and Ihe post ot rh, revjewjng ot t j rL. . '

b. Thc memburs ot h i6 srct l d lwirh rLF commande - wh( n rhc t roops " . .

i . Tn a ( er \ mony, rhc srat t . r . .(faces abouO in the fouowing manncr:

( l ) When rhc staff consisis :lwo mcmbcrs, ar lhc command , .M\RCI , b\ lh! commdndcr ot r ror- .of f icr (o l l icer.) movFs fo-ward r i .halrs, anu , \ccLres about tacFaur. ,mr-oui command. Thc commandcr of r rooi -abour facL at r l . r im( his srr f t lcc, : -

.awa'ds dr! p.qs, nt , U, h( do.r norstaf f . In pobr inr hrm sett , I hu aJjurrnr Itbc conrmander of t roops, obl iqucsro t f . :in posi t ion, and cxecurcs abour facc-

(2) Whcn tbc sraf f consis is oi .lw" m.mlr ' rc, Jt th c.mmrnd Lt , . -MAl lCH, by rhu Lummrndur of t r r )Lroi l imnvci lour i , rcLs forwrrd, fd lLs ro

a, A commanderdesignatcs somc othcr

rcvicwing his own tr:oopsofficcr as commandcr of

mJ.chinL. Jnd BdvrncL.. ro r tosl . nuppu: l t ' h i . . orr f rnJl po: j | lon. r , thr . .rh, s ldt f f rc, ro lh, r iAhl Bnd I . os. . .

offlcEr

' thr{ sTAff Oa tryEwlNC OFfrC$

144

figue 7-5. Revie\|ing Potiy

acuutsnt until they have r:eached relarive op-le positionsi they then halt and lace rleesring stand wlthout command to completethe

REVIEWINC PARTY:

'ement. In advanclng to receive the teport,aolutant moves two paces forward, obliquestoleft mtil he is dtrectly in fronr bf thdcom-

rder, at which time he oblique s to the rtqhr anoances to his position betwe;n the ftont"line of:manders and the commander of t rooDs. He-rns ro hls posr tn the sraff by rhe

viewing officer but not themsetves receiving rhereview, staffs, .and cadets rake positions faiingrne troop6, as shown in Fisurc 7 _ 5-

b. When an organlzation is reviewed beforean inspecting officerororber officer iunior rn raru(lo rhe I ocal ,com mander, rhe junior r ;kes posit ionto the lef t of rhe local commander.

c. An officer from rhe local staff is destc-nated to escort dist lnauished Derson6 and ro sh;wtbem rheir properplaces. Whenschl l ian rcce' \esa review, he take s position on the right of the localcommander. If necessaty, timely explanatlon ofrbe ceremony ia made to hlm. Figure 7 _ sderailsexact posltiona.

a. The reviewing officer, local commandernor acting as commander of troops), dls_- ished pelsons inui tea to accompany i i re re-

220. SIQUF,NCL OF PARADE COMMANDS:

Wlng Adjurant:

Group Staffs:

Wing Adlutant:

Gr.oup Adjutant6:

ASSE[.tBLy

Posit lons hlmself on the f tnal l tne

Poslt lon thcmselves

itARcfi 01,Sound AdjuranCs Cal l

Squadron Commanders:

At Adlutant 's Cal l , they execute about facc andmove ro (he f inal l tnc. lhcy ha](threepaccs from(hc r ighr f lenk of rhe r igh( 6quadron of rhe re_specuvc Sroups. Thcy al inc on rhc wtng adju(anrby.Flancinc ro rhe Icf i , lhcy execuie i tghi faceand remain in posir ion unt l l a l t untts hava haltcdon rhe l inal l tne. Afrer ve.t fytng al tnemenr, rhcytoln rhe group sraff by thc rnost direcr route ar acadencc of 140-

On the firsr nore of AdluranCs Call, ell squadroncommandel.s come ro attentlon and exccute aboutface. Then, in thc order of rlqht to left in eachgroup, they command:Squadron, ATTENTTONCUIDE ON LINE Ar f l rsr note ofmarch- onmusicForward, MARCH Squadron commandeis marchbackwardSquadron, HALTAt Close Interval, Dress Rishr. DRESSReady, FRONT Squadron commanders face to the

On the firsr nore of AdjutanCs Call, calt their sraffsto attention, execute about face, and remain untllthe adjutant resumes hls post ln the staff

C"9mmander of rroops and rhe remair ing sraffoTrrcer(s) rnarch ro their posl t ionb at rhelasr nore

Gi.oup Commanders:

CO of Troops:

GUIDES POSTWhen thc group adjurants have lakcn their posi-t ions, rhe wing adjutant wi l t rake his posr by themost dirccr route, face the f inal l ine, and com-

G-u- i -d-e-s, POST

SOUND OFF

"Give Your ( l roups Parade Rest" (Dtrecrs)

Paradc, RIIST

5q-.dr^r commdndFrs .e la) pr, .pararur) com-

SOUND OFF or In Place, SOUND OFI'

Croup Commandcrs:

( l roup ( lommanders:

( l roup Commandcrs:

( ;O of Troops:

CO of Troopsl

Cjroup Command€rs:

co of Troops:

wing Adjurant:

Group Commanders:

Wing Adjurrnt:

CO of Troops:

Wing Adjutant:

PRESE^lrArI0N 0F C0MNANOAt complet ion of music' 'Givc Your croups Attent ion" (Directs)

C;roup, AI TIINTION

' '( l ive Your Croups i)rescnr Arms" (Dirccrs)

Prcsent, AIIMS

FAccs about, salutcs, and reports:' 'Sir , tho parade is formcd"

I{eturns salute and command6:14-E!_f!\a_9E5.Adjutant moves direcdy toward !ho commandor ofrrool i , crrcurr 's a lcf i obl lquq. a r iBhr ob tqur,anC r- ibour facc ro arr iv, at h is posi( tor ,

"Civc Your Groups Ordcr Arms" (Directs)

Ordcr , AnMS

Commands adjutant:R]: :CLIVI] TIJI- ] RLPOl{ ' i '

Advancos to previous posit ion and commands:I I EP ORT

From r iqht lo lcf t , whi lc salut ing, report :' 'A (8, t ) ( -^up.r i lPr." . r ro 'a. ;ourr .dfor, " r ' ' '

Faces about, salLl tes, and r.eports:"Sir . al l prcsent or accountcd for"

Returns salute and commands:PUBLISH TTIh ORDERS

I accs about and commands:ATTEN1ION TO ORDIRS. Dtrai l6iTjcel--7lT--Trej-ay- Lt- ...........Colonel , . , . . , , , , , "

For Today.By Ordcr ol

Off iccrs and Cuidon Bcarers:

O FF 1C ERS CEA.l7ER

After publishing the orders, commands:o_l!4si!, !!4!!_\4,4-!!tT- rhe' , . rurn. ro hic poi i r ior $ iLf rhe stsf f

Ai rhe command officers, they move forward therequired numbei i'-paces. At tbe commandceiter, they face thc center, and step off at thec-friand MARCH

lo"" "no ","0

J^,,he samc t ime as off icers and

Takc rhe commanders' posi l ions (withdoublcl ineo{ squadrons, tbc f i rst sergcanrs stand fasO

r-.oIys4--'_M4_ej.E91I4Sl!. I1Lr

Order. AnMSOff icers, Post, l \4ARCIl

( l roup Commanders:

First Scrgeants:

Senlor Group Commander:

CO of Troops:

Senlor Group Commancler: llgiceILIIAL!Posr, MAITCH

PRESE^/rAr l0 i i 0F c?l lA{o"( i ivc Your Croups Irr .scnt Afms" (Dir .cts)

l ) r (scnt, ARMS

CO of Troops:

(;roup Commandcrs:

CO of TrooPs:

Revicwing Officer:

CO o{ Troops:

Group Commanclcrs:

comnrands his staf f :Chanqc l )ost . Mi\ l iq! !I ' rusrnt . , \ l tM5Itr Ports to r t ! r twrnt o l r rcur:"s i r . I pr .scnt the command"

Kunlcs and f lour i rh(s and rhc approp" iat^ march

arc played l f thc rank o. . t i r lc of rhu reviewtnc

off icFr .nr i t les him to th ls nonor '

tEcoRArt o i /s AID A0ARTSReturns salute and then, adapt ing thcwordsto theoccasion, dirccts:"Flavc the l )erson(s) (To Be Retircd, To BcDccorated, and To l tcccive Awards) Comc For-

Commands hls 6taff:Order, ARMSFiEe-iT6ou-ioutanddirects:"ctve Your Croups order Arms"

Ordcr, ARN'lS

CO of Troops: fffif fa- icrcs f^rward dnd hatrs r t-ree paces tron rhlronr 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 ret i red) is (ar.) presenC'

Rcrurns rhe salureg3!!f!r IHE coMM^Npt rerurns ro hrs posir ton

' 'Glve Your croups prescnt Arms' ( f ) i rccrs)

r .accs atJour and commands hts sraff :l / rcsen!. ARMStlrn0 plals thc nal tonJl anrh. .m or lotrc Cotor i .un Iasr nore ot muqic, he commands hlc s laf f :

I accs sbour and dirccrs:' 'Clve Your croups Order Arms,,

Ordcr, AIIMS.

' ' ( ; lvc Your ( l roups paradc I tosr ' ,

Paradc, RI jST

Frcc-6 abour and comrnands his staff :| ,e radr, I tFST

r-[]ilIi",,onExecutes a r lghr about and rcturns ro posit ion

I\s - lhc color Cuard arr ivcs abrcasr of his posr on,

+ts4.-a-I{r4 roNHc raccs abour and direcrs:"Civc Your airoups Artonrion/,( , roup, ATTEN'1tON

Rcvtcwing Off icer:

CO of Troop6:

Croup Commanders:

CO of Troops:

( l roup Commandcrs:

CO of Troopsl

( i roup Commandc'rs:

CO of Troops:

Revi0wing Off lcef:Color ( juard:

CO of ' I roops:

croup Commandcrs:

CO of l roops:

l teviewing Off icer:

CO of Troops:

Group A Commander:

\ \1". 'n. \o lo sur.ots inposjr ion, h- far . " aDo-r

- , i . " - ' " rhc - \ iLwir , ,o l f ic , . r . No ropo. l i "

Frturns rhe salure and commands:l r lpcE tse covivaso tN nevtnwRcrurns ro ordcr and commands:

F*#ft+Et##sr*+|l-91:9:sgl9l::I ellqqua o ro1. Rjrhr I r''!.

ffi;p:g;grrre{s. squadro' cor -

3.

RELAY OF COMMANDS TO TROOPS:

l l there is only one group parr ic ipar lngceremony, the adjuranr and rhe com-of troops gjve commands direcr ro rhe

b, If the formation consists of a vring withoa more groups, the adjutant and the com-

r of troops relay rhelr commands throughgroup commanders, auch a6, "Give Yourps Psrade Rest," Tbis command sbould

!:iven wlth moderate volume gnd force, Thecommanders should permlt tlme between

Preparatory commancl and command of exe-so that the squadron commanders may

r tne preparatory command. The group

in the cercmony or artend as a member ofaevlewlng pafty.

SEQUENCE OF EVENTS:

a. Formatlon of troops,

b. Presentation of troops and honors to rner commandcr, when hc ls pardciparing. and

c. Inspection of ti.oops,

d. Presentatlon of decoratlon 6 and awards(lf

e. Formal change of command. This mayle a br lef address by the new commander.

f. March ln review.

FORMAL CHANGE OF COMMAND:

a. At a formal review ceremonvnot attended- 'commande. of higher echeton, i iFadluranrI rne order dirFct ing t lc change ol command

commanalers give command6 ln succession start-lng from the righr flank,

c. If the formatton con6ists of t$,o or mo.ewlng6, the commands are relayed from the ad-jutant or commander of rroops to the wing commanders, and then to rhe group commandeis wbogive the command to the rroops. The command ofthe adjutant would rhen be "ctve your WinqsParade Rest" and ihe command of the wi;ccommanders would be "Cive YourcrouDsParad;Rest." The command of the sroup commanderswould be Parade, REST.

,rr. "ru;;",

o*o RETREAT. proceduresf orho-Iilfi F-?674fl Td--i?I-ldt-reatceremonresare outlined ln the chaprer on C, lors.

after thepresentatlon of de corallon s and award s, ifscbeduled, otherwlse after all persons haveaasumed thelr posrs on completlon of inspectlonoJ the tIoops. Afier rhe readtng of the order,the old and new commanders. iho have beenatAndlng togethcr wlth the old commander onthe right, face each other and salute, and thethe rlght, face each other and salute, and theneqt commander says, "Slr, I a6sume command. "

b. The old commander and hia flac bearercbange posltlons wtrh rhe new commandei and hlsflag beareri then all face the rroops.

c. The commander of trooDs then causes theformetion ro be broughr to piesent erms andpreaents the command to rhe neEtSfrfei?Giwhodlrccts the march ln revlew.

d. At a formal tevlew ccremony ln whlchthe coinmander of the blgher echelon pa rtlclpete s,the ceremony ls simllar through rhe readlng ofthe order dlrecttng ihe change oi command. T-henthe senlor commander faces left and the new andthe old commanderg fece rlcht, The new com-mender sleps up ro rhe lef t of iheold commande-.Iney salute the sentor commander. The otd

commander moves to allow room lor the newcommander between hlmself and the senror com-mander, snd all three resume laclng the troops.The new commander ts now ro rh; left of;besenlor commander, and rhe old commander rot l -elel l of rhe new commander. The commander oftroops then causes the fotmadon to brousht toDrepent arms and presenrs the command io rhFsenior commander, who directs rhe march intevle\t.

226, EOF D BY OTHER THANF

adaptatlon wlll be madedescribed above,

of the formal ceremony

SECTION B - CHANGE OF COMMAND

RESPONSIBILITIES OF THE OLD COM-

a. Whenever practlcalr the old commanderaellnqulsb and hls successor assume com-at a levlew or other approprlate ccremony,

old commander wlll determlne whether urI formatlon wlll be held.

b, When a ceremony 16 to be held, rhe otd:iander will make all necessary arrange-

c, Whenever posslble, the comm4nder fromt :ext hlgher echelon ahould attend the cbanqec.mmand ceremony, I f present. hu may parr lc- i -

t49

CI|APTER 20 _

necessary. At an encampment or Eimllar a.--i

the performance of his duttes, the Olordcrs only from the command"r, cx\epr : ' .Fcase of an alarm ofanyklndandar a t imL Li . -danger the senior officer present is reqL-::.!give necesaary orders to the off lccrofthe:: irhe employment of the guard. In ihe absci : :speclal lnstructlons from the commanc::ofiiccr of the day pcdorms the followin! :r

( l ) Inspects the guard and senrj : . isuch tlmes durlng the day and nlghta6 he cor.rl

The mission of Civil Atr Patrol includes,among other thlnga, providlng aerospace educationand rralning to lts membcrs and asslsting inmeeting local and national emcrgcncles, In ac-compllshlng thls mlsslon, CAP members un-doubtedly wtll be called upon to dlsplay know-ledge of. o! pcrform funct lons slml lar ro, themjl i tary 's lnt€r lor guard, part lcular l ' when ar-tendlng encampments,blvouacing, orpartlclpatlngln emergency mlaalons. Members, therefore,should become famlllar wlth thc purpose andworking8 of the interlor guard.

227. PURPOSE OF THE INTERIOR GUARD. TheInterl6i-![5id-liFFe-ii pro-perty, and lnsures compllance with pertinentdirectlves. The CAP lnterlor guard conslsts oftwo elements: the main guard and the specialguards. In general, these group6 malntaln asystem of flxed posts and regular patrols. Theyaie reaponsible for being familiar with the l1gcneral ofdcrs pertalnlng to the lnterlor guardand any Epecial orders that mayhave beenlasued.

228. OFFICER OF THE DAY:

a, The ofllcer of the day (OD) ls responslblefor the proper performence of duty by the mainguard and other guards when speciJically directed.He is charged with the execution of ell ordera ofthe commander relating to interior guard duty.

b, Hjs acrual rour begins when he rcceivesthe instructions of the commander and ends whenhe has been relieved by the same authority, In

t50

II{TERI(lR t1{ ctvtL AIR PATRoLGUARD

he in6pects the guard at lea6t oncemidnlgbt and dayllght.

(2) Pre6crlbes vls l tB of lnspecrio. 'made by offlcers and noncommiasloned oh-of the guard whenever he considers it nec*s

(3) In case oI sn alsrm of anrlakes steps at once to protect llfe and pr:;and to pr:eaerve order, uslng the guard f::puspose.

(4) Keeps the guard lnformcd astoihe may be found at any tlme.

(5) Slgns the guard reporr, on wtrxenters bi6 comments. The guard repor! l!mitted to the commander or his represen:by the offlcer of the day ln the followtnq ma:-nOn pre8ent ing rhemselves to lhe comnan:: .his represenradve, rhe old and new OD'ssalute. The old OD, standtng on the rtgnr :!new, then says ro the commander or his: ! :_-sentative, "Slr, I report as old offtcer .a Iday," and presents the guard report. Asas the commander or hls representatlve ncthe 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,

When guard deEils are requircd by CAPunlta for apeclel purposes - such as guardlngwrecked alrcraft, for exemple - they shouldbe organized in generel a6 dcscribed ln thlschapter, I! EtlE! !9 !C!q!!q!9I

cipline, and performance of duty of the g--::

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 generallon over the other noncommleEloned

a and alrmen (or cadets) of the guard andbe fsmillar wlth all rhelr orde16 anddutlcs.

c. He ls responslble for the prope{y undercbarge of the noncommissioned offlcers and

Hs successor all lnstructions end lnformatlonto bls dutie6. He sees that all member€

6e guard ate correctly ln6tructed in theirs end duties and rhat rhey underEtand andly perform them. He questlons his non-

isaloned off icers and sent inels on the in.

b. The COG receives and obeys the ordets

ions they may have recelved, He sees thats perform thelr dudes properly and thatof lnspection are made as dtected by

officer of the day, He sees rbar rhe speciilfor each post and each member of the

are dlsplsyed in the approprlate place,

c. The commander of the guard inspectsg]lard at 6uch tlmea as may b€ necessary iore thar thelr dur les are properly carr led ourlhai thet equlpmenr is ln proper condlrion.

SERGEANT OF THE GUARD:a. The senlor noncommlaBloncd offlcer of

shift on duty, whatever hla grade, is offlcially

tbat lt ls properly cared for. If lt lsected or mlauaed, be reports the lacts io thcmander of the guard.

d. He prepareE dupllcate llsts of the name6ttie noncommlssloned offlcerG and alrmcn (or

232. COLOR SENTINELS. Cuards may b€ fur-nished for the colors which are unlurled andposted out of doors, For this purpose guards arealetailed and governed by rhe 6ame legulationsthat apply to other members of the main guard.

233, INSPECTION OF THE GUARDS:

a. Hal ing reporred ro the designered area,the sergeant of rhe guard orders FALL lN.When the guard has complied with rIG-o?iIe4the SG dresses rhe guard into three ranks,returns to a posltlon 6 paces in front of thecenter flle of rhe guard, and facing the COG,salutes and reports, "Sir, the guard ls Iormed."The seigeant of the guard does en about faccand haa the guard open ranks. The commanderof the guard then lnspects rhe guard,

b. LIPon completlon of hls inspection, rheCOG returns to hls post, and the SC halts athls position 6 paces to the fronr. They exchangesalures, and the COG dtrects "Take charreand post the guard," or s lmpl! "Post r ieguard." The SG tben saluies, facc6 rhc guard.and_haa i t_close rank6. Hc tben poets rhe guardln nrs usual manner,

234. POSTING OF RELIEFS:

a. Al an epproprlate iime before the aen-tlnels are due to go on post, the sergeantassemblee thcmi check6 thelr appearance, f l tnessfor duty, and condldon of equipmenr; and aa6urushimself that thcy understand thelr lnstTuc[rons.When the rellef ls large, lt may be more con-venlent to form the rcllef, call the roll, andlnspcct the sentinela ln ranks. The sergeent thenreporta to the commender ol the guard that hl6rellef is rcady ro be postcd or, tf dtrected,sends the scntinels to the po6ts bv the directordcr Cader Jones. Cadet S; lrh, TAKE yoURPOSrs.@

LACn aenunel wl l l men Dtocccoi6--5G--F6Ei-One scntlncl relleves anoiher bymeeilng at a particular polnt at a preerrangedtime. The sentlnel on post at the exphatlonof hls tour will remaln on post wlthln view ofthe prearranged relieving polnr, and whcn re-lleved by the sendnel, he wlll report tmmediatelyto the sergeant of the old reltcf. The lesrsentlnel on duty on a nlght post will report tothe sergeant of the old rellef at a deslgnated

b. The sergcant records the names oI thesentincls, the numbers of their posts, the tlmeand date they are posted, and rhetlmcthey reportto him upon relief. Thls record is kepr on flle bythe command'er of the guard.

c. Sentinels mounted on vehlcles are postedand lelleved in accordance with tbe same Drin-ciples.

235. CENERAL ORDERS:

a. All sentlnels are required to know and

t5r

s) of the guard, Bhowing the rellefs, ands rhc dutles of eech,

e. He makes lnapectlona and see6thatothermissioned off lcers of rhe guardmakesuch

ctions and patrols ss mey be prescrlbed by

f . Heihere ls

or authorlty.

repolts to the olficer of the guArd or,none, to rbe officer of the day, any

or musuel occurfences that comc to

r exc€pr by proper authority.

MEMBERS OF THE GUARD:

a. Members of the guard are asslgned to:fs by the commander of the guard and roific po6ts by the sergeant oI their reliefs.

ers afe not chansed from one rellef to

b, Membera of the {uard must be familiar:the general ordersJor sentlnels and wlth

sPecial orders applying to their parrlcular

perform the 11 general orders that pertain to thelnterior guard.

b. The 1l general orders that pertain to theinterior guard are;

(l) To take charge of this post and alldeslgnated property in view.

(2) To walk the post in a military manner,keepjng always on the alert and observing everyrhing rhar takes place wirhin sight or hearing.

(3) To report al l v iolat ionsoforderslaminstructed 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 thesentinel wbo relieves me, all orders lrom thecommandcr, officer of the day, and officers andnoncommissloned offlcers of rhe guard.

(7) To talk to no one except ln tbe llncof duty.

(8) To Sive the alarm ln casc of fire ordisorder.

(9) To call the aergeant of the gusrd inany case not covered by lnstructlons.

(10) To salutc all officer.a and all colorsand standards not cesed.

(tl) To be especially watchful at nlghtand, durlng the tlme lor chellenging, to challengeall peraons on or near ihe post and ellow no oncto pass wlthoLrt the proper authorlty,

236. METHOD OF CHALLENGING:a" Durtng-iFti6Emg--bours, if a sehtlnel

sees anyone on or near hlapost, he should advancealong hls post toward the person or party. Whenv'lthln about 30pace6, be should request the pcrsonor party to stop and be identlfled by challenging,"Haltl Who is there?" The sentlnel may contlnueto advance whlle challenging, or he may halt lfclrcumstances requlre. After challenging, beplaces himself ln the most advantageous posirionto determlne whether the person or party shortdbe passed.

b, If the person or party ls mounted or ln aveblcle, the sentlnel should proceed as when theper6on or party challenged ls on foot,

c, The sentinel should permit only one ofa party (the senlor member in the group) toapproach him for the purpose of being recog-

d. The sentlnel €hould satisfy himselfbeJonda reasonable doubt that those challenged ale

152

what they represent themaelves to be andrhey have a rlght to pass. If he is not satisfihe calls the sergeant of the guard. In Civil .Patrol. it is not necessary fol the sentlnelindividually challenge each member of a pa:when rhe senior member of apartylsrccognr

recosnlzed. he should be advanced as indi

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?''"Patrol," "Frlends," etc., the sentlnel s:!"Advance one to be recognized." Then r:rhat person ls recognized, ttle sentlncl sa"Advance, Patrol (Fr iends, etc.) ."

t . l f a person approaches alone, he s! :be requested to advance to be recognlzed, A

above for one of a party. Thu3, if the anis "Fr icnd," "Off iccr of tbe Day," etc. .scnrinel say6, "Advance, Frlend (Offlcer c:Day, etc.), to be recognlzed." After recognr:tbe sent lnel says, "Advance, Fr iend (Off ic i :the Day, etc,) ,"

g. If two or more Persons or Partie:rh the sendnel'a post et the seme tlmeproach the sendnel'a post et the seme tlme ::

dlfferent directions, they should be chall€:ln turn and asked to halt and remain halreiadvanced. The senior ls advanced ftst i:cordance wlth the foregolng guldes.

h, I f a person ls already advanced r-c

lengea any other pergon or party tharapproach. lf a person or: perty chelleng.:senior to the one alrcady on hls po6t, the se::

conversation wlth a aentinel, the sentinel :

advances tbe aenior. I f ihe pcrson alrerd!

dsy, officer of the guard, officers, patrols, ::

parrols i6 noi consldered ro be mlsleadir ;

vanced is senior to the new arrlval, the s€:advances no one untll the senlor leaves-aent lnel then advances the Benior ofrhose s"-

l. The following order of precedence g. ra sent lncl in advanclng di f ferent persons or F Lapproachlng hls post: commander, ofllcer :r

noncommlssloned offlcers of the guard ino.grade, and frlends.

j. A sentinel should never allo\, :-:aro be surpr jsed. On ra-e occasions w'. 'circumstances warrant lt, a pass that is a€for identificsdon may be laid on the r:-o paces from t t le seni lnel . the bearer mi.retTeat 6 paces for the aentinel to exalr:::Epass.

k. Confustng or misleading answ.::sent inel 's chal lenge are prohtbl ted. ' t I ' ( -auch an answer as "Fr lends" by off ic ' :

the purpose of their v is i t makes ir dc:-_rhat their official capaclty shouldnotbean

alo,E\+s w

O*t'ag

238. !!49E I OPENING CEBIVQNY. The fol lowlng Bequence ol event s and commands are to berolroiEi'ii'?5ffi6i]i-di[E-6!EiGE?eremony f or eeih Pha6e I meetlng.

Noncommlasloned Cadet Olllcertn chargel(Ncolc):

Assumes posltlon 6 pacea ln lront of the polntwhere the center ol the formation ls to be, face6that polnt, and commands:

FALL IN

Phase I cedets fall h, formlng a single lltghr ofone or more squads as dlctated by the number ofcadets ln Phese I, to complete rhe standardfltght-in-llne tormation. The formation is positioned bythe NCOIC. The lormatlon may conslst of enynumber oI Phaae I cadet8 (from oneup);however,regardless of the number, they *ill assemble lna slngle fllght.

Commanda:REPORT

NCOIC:

Squad Leaders: In succession from front ro rear, squad lead€rgsalute and reporr:

" . . . . . . . . . , Squad, al l pre6enC' or " . . . . . . . . . .Squad, . . , . . . , . . . (number) cadets absenr"

IIAPTER 2I _ SPECIAT CAP CEREMONIESTYPES OF CAP CEREMONIES:

a. As pre8crlbed in CAPM 50-16, Bpeclalceremonles are en lntegral part of eech.rd meeting ln the CAP Cadet Program. Allonles for Phaae I cadets are separatefrom

ceremonles lor cadets ln Pha6e8 II end lll.Ill cadet8 are reaponalble for ihe auper-and conduct of all ceremonled pregenled

. part of the cAP cadet Progfam.b. Special CAP ceremonlea are of tbree

generel .types: Openlng Ceremonles, CloslngCeremamie6, end Awards Ceremonie8. Each stand-ard meeting ln the CAP Ceder Program beglngwltlr sn opening ceremony and ends wlth aclostngceremony. An alaerds ceremony ls conducteddurlng the eleventh meetlng of each achleve-ment, at srhlch tlme caders who have quellflealfor CAP awards are aultably recogntzed. Theprocedurea to be followed ln conductlng esch ofthede ceremonles are outllned ln detall ln thlschapter.

SECTION A - CEREMONIES FOR PHASE I

153

Cadet Offlcer in Charqeof PhaBe I Cedet€ (COI"C):

Positions hlmself 9 paces tn front of and facingthe fllght ro receive the NCOIC'S report

The chaplain, or the chaplain's cadet deslgnee, tsln poslt lon I pace to the rear and 2 paces ro rncleft of rhe COIC.

Faces about, Ealutes, snd reportst"Sir, all present ot accounted fot"

Commands:PUBLISH THE 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.

Steps forward on a llne wlth and lmrnediatelyto the left of rhe COIC end, factng the fltghi,offefs thc lnvocatlon, Upon completi-on. returnsro nla poat

Command6lFhghr, ATTENTION

Re6umea hla posltlon 6 paces ln front of thefltght, faclng rhe COIC

Commsnds:CARRY OUT THE ORDERS OF THE DAY

corc:

Chaplsln (or cedet deslgnee):

NCOTC:

COIC:

NCOIC:

colc:

NCOIC:

COICr

NCOIC: Salutea, faces about, end glve6 the neces6arycommanoa to carry out prearranged plans

Phase I-cadet6 proceed wlth the meetlng scheduleunder the dlrecdon ol the persons daslgnared.

ENO OT PHASE 1 OPENINC CER,EUONV239.-P.ts499-!-q,LggNq_9-E-BEU!NI. The lollo{,lns sequence of events and commandsare to be tol lowed ln conduct lng rhe closlng ceremony for each Pha6e I meetlng,

Aaaumes positlon 6 paces ln front of the polntarhere the center of rhe formation of pbese Icadets ls to be, Iace6 that polnt, and commands:

FALL INPha6e I caders fal l ln, forming one or more squadsa6 dictaled by the number oacadeis, ro completethe standard fl ight - ln - line formarion. The-for-mation i6 positioned by the NCOIC. Reqardless ofthe number of Phase I caders tn the gloup, rheywlll assemble in a single fllght,

Noncommlsaloned CadetOfftcer in Charge (NCOIC)I

NCOIC:

Squad Lesders:

Cadet Ofllcer ln Chargeof Phe6e I Cadet€ (COIC):

CommandB:REPORT

In. succession from front to reer, squad leaderssatule ano report i

" . . , . , Squad, al l present" or ' . . . . . . , . . , . ,Squad, . , . . , , , . . . (number) cadets absent, ,

Posltion8 hlmself 9 paces ln front ot and factngthe fllghr to recetve the NCOIC's reporr

The cheplaln, or rhe chapletn's cader destgnee, tsln posltlon I pace to the rear and 2 paces ro Eneleft of the COIC.

Faces about, gslutes, and reporta:"Slr, all pre6ent or accounted for"

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 thePhade I cadeta aB meaEured aqalnst the dtandardmeetlng as publt6hed by CA-P Natlonal Head-quarterg, and mrke6 fotmal announcements. Uponcompledon, the COIC commands:

NCOIC:

COIC:

NCOICT

COICT

All members bow thelr heeds,

Cheplaln (or cadet deslgnee): Sleps forward on a llne \rrith and lmmediatelyto rhe left of the COIC and, factng rhe fltght,offers the benedlcllon, Upon completlon, returnsto hle post

COIC: CommandE:Fltghr, ATTENTION

NCOIC: Resumes hls posltlon 6 paces ln front of thefllght, factng rhe COIC

COIC: Dlrectai"Dismls6 the fllght"

NCOIC: Salutes, faces about, end commandg:Fltght, DISMISSED

Dlrectsl" Benedlctlon"

EN? 0F ?HASE r clos rc IERE ONr

iI

I

'l

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.

Length of Tlme.Allorred Event

Obse e Phase lI and III Opening Ceremony

March ln ranks wlth Phase ll caders(NOTET This ls rhe ftrsr ttme pha6e I caaletsparticipare ln any acttvtry wirh pha6e II cadet6.)

Phase I cadet6 fal l ln for awards p.resenrat ion.Phase l l and I I I cadets musr nor bi on rhe f ie ldduring the Phase I ceremony. The phase Iformarlon should be as close a6 possible ro thcarea designared for rhe Phase I I and t I I re-vlewing off lcer so rhat spectarors wi l l be ableto hear the dlalogue Tecltat lons.

lnEpecdon by the senlor cader fllght commender

Speech by the Cader Adlutanr: "The Furure anoResponslbl l i t ies of CAP Cader6"

Ilvaluatlon of Phase I caders es a group by theCadet Exccutive Offtc

Speech by the CadetDeputy Commander: Rem4rk6on entering Phase II

Tlme

1900 bours

1910

1930

l0 mlnutes

20 mlnutes

2 mlnutes

t932

1947

1952

t951

2002

2005

2020

2030

2120

15 mlnuted

5 mlnutes

5 mlnutee

5 mlnutes

3 mlnutea

l5 mlnuteg

10 mlnute6

50 mlnutes

l0 mlnutes

Reclretlon or readlng by the outsrandlng cader lnIne t l rst Achtevemenr of Phase l l l : . ,Herl tage, 'written by Glll Robb Wtlson

Speech by rhe Cadel Commander: ',you and Civ[Alr . Patrol" and presentet lon of rhe CurryAchlevement Rtbbons by the Cedet Commande;

Break

Observe Phase I I and I I I Awerds Cc.emony

Participate ln r.anks ln lhe squadron Closlng

b.@:HERITAGE

The Red one travelled slowlyBut he opened up a land,And went where e'et he had a wlllIn Eearch of contraband -And though an aborigineHe ploneered from sea to seaWith strength of heart and hand,

The mountaln men and plalnsmenAnd the rrappers ln rheir day -The wa6py lads who rode Cayu6eFor Well6 and Farqo Dav -These each and all-reiied uponThemselves to see another dawn.And they too paved the way.

The boatmen bucked the riversAnd the lmmigrant tbe track;Tbey came from every creed end breedTo Joln ln the anack,They herded sheep and wrengled beefAnd hunc the border carde rhlefTo pushihe frontlers back.

And 60 they built a netionAnd 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 sodSubmlttlng ro thelr sons and codTo Judge what they hed done.

The herveer of rhetr treveIe beneath my fleetlng wlnq:How lovely, Cod - mi her_itace -Thts land of whtch I BincrAnd may to it some qlft-of mlneBe found at last upon- lts shrlneLlxe thelra - a worthy thlng.

By ctll Robb Wilson

SECTION B - CEREMONIES FOR PHASES I I AND I I I

Flrst Sergeant:

2aW stown belovt 16 the stendaro sequence ofcommanos ro De u6ed ln the opentng ceremony for phase II and pha6e IIi cedets ln eecd;;;itn;.

A,ssume€ poaltlon 9 paces ln fron! of tbe polntwhere the center of rhe squadron is to be, fice6rnar poht. and commanda:

FALL IN

The gquadron fall6 ln end forms two or moret l lgDta io complete the standatd aqueoron_rn_l lne formarlon..unl ts-sre poslr toned-by rhe f l lgbrsergeants.

-Eacb -fllght sergeant takes hi6 p66t

-J. pac€B_ln front of rbe center of hts fltght, faitng

tDe lucht.

Command:REPORT

In. successlon from front to reer, squad leadersaatute €nd repofi:

" , . . . . - . . . . Squad, al l preseni , oE . . . . . . . . . . . ,bquao. . . . . . . . . . . (number) cadcts absent. '

Face about

Commands:REPORT

Beglnnlng .wlrh rhe r ight f t ighl , f l ighr ser8eanrs6ucce6€rvety report:

' ' . . . . . Fl lghr, at l presenr or accounred tor ' ,o.r " . . . . . . . . . . Fl ighc, . . . . . . . . . . (number) cadets

Commands:POST

Flight Sergeants:

Squad Leader6!

Fllghr Sergeanr6:

Flrst Sergeant:

Fllght Sergeants:

Flrst Sergeant:

157

Fllgbt Sergeantg:

First Sergeant:

Fllght Commanders:

Adlutantr

Fllght Commandersl

Adlutant:

Squadron Cadet Commenaler:

Adlutantl

Face about and move by the most direct route tothelr posiiions in rank6

Centers hlmself 12 paces in lront of and facingthe squadron to recelve the first sergeant's report

Faces about, salutes, anal reports:"51r, all present or accounted for" ol"Str, ....,,..., (number) cadets ebeent"

lltlthout further command drops aalute, facesabout, and moves by most dlrect route to hl6POAltlon

lmmedlately take their posts 6 pacea in front oIend centered on thelr fllghts

CommandsiDRESS FLICHTS TO THE RIGHT

Fllght Commandersl

Squedron Cedet Commender:

Face about and allne theh fllght8

The fllght commander of the base fllght dre6seshis fllght immedlstely by the commands Dreas.Rtaht. DRESS: Resdv- FRONT. Fl lcht6 are dresBeda;-6iibe-a1n--iliE6iiiiii-l.Eachf iightcommanderdre66ea hls fllght to the right as 6oon as theflrst rank of the fllght to hl8 rlght ha3 completedit6 dre6s, when not adlacent to the base flight,he dresses hls fllght on the next flight towerd theb.se fllght,

Face about

Centers hlmself l5 paces ln front of and feclngrhe squadron (o receive the edjutent's rcport

Guldon bearer ls ln position at left rear of tbesquadron cadet commander.

Facea about. Balutea. end reDort6:"str ; l l Dreaenr or aclounted for"

Co--ana",PUBLISH THE ORDERS

Facea about and commanda:

day. offlcer of The Day Ltp!09r oJ Lr colonel .,.... ' .

Takes post at rlght rear ol squadron cadet com-

Po6ltlon6 hlmself 18 paces in front of and facingthe squadron to receive the squadron cedet com-

Chaplaln ls in posltlon I pace to the rear and 2paces to the left of the squadron senlor member

"Detall for To-' , . ' . . . . . , , By

(Cadet Com-

Squadron Commander, SM:

ATTENTION TO ORDERSday. offlcer of The Day

Squadron Cadet Commander:

Fllghr Commanders:

Directs:"cive Your Flights presenr Arms'!

Face ebout and command:

Fece about and prdsent arms

Squadron Cedet Commander:

Squadlon Commander, SM:

Squadron Cadet Commander:

Fllght Commandersl

Squadron Cade! Commandet:

Fl ight Commandcrs:

Squedron Cadet Commander:

Squadron aommander, SM:

Cheplalnr

Squadron Cader Commander:

Commands h16 staff:c.lelsejgst-Nl}BlHi Present, ARMS

Reports to the squadron senlor member com-

"Slr, the squadron ls formed and ready rocarry out the orders of the day"

Dlrectsi"Glve the Squedron Order Arms,,

Returna the salute

Commends hls steff!Order. ARMS

F a ce e-d6[t-fr<iil-trects:"clve Your Fltghtg Order Atms',

Face abou! and commend:Order, ARMS

! ace aDout

Dlrec!a:_ "ctve You! Flights porade ResC,recea aDout

Face ebout lnd coBmand:

F"""#.W

Commanda hla steff:Pareale, REST

Dlrects:"Invocetlon"

Al1 members bow thelr heads.

Steps forvard on a ltne wlth end tmmeatiately torhe left of rhe _sluedron commander and, fa;tngthe aquadron, offera the lnlocqttonUpon compleflon, returnB to hls post

Co[rmanda hls stslf:Steff. ATTENTION

F aces-Ei-tn-dd;ECiE:"Glve Your Fllghts Attentton"

Flight Commanders: Face abotrtand command:FItsht. ATTENTION

Dlrects:"Carry Out the Orders of the Day"

Salute6, faces about, and commands:

Salute, face about, and carry out the orders ofthe day

Squadron Cadet Commandcr:

Squadron Comrnander, SM:

Squadron Cadet Commander:

Fl ight Commander6:

ENO OF PHASE I I ANO 111 O?ENING

242. PHASE II AND l I I CLOSINC CEREMONY. Shown belowfi-i6e alosFg ceremonyT;or Phasc II and

cEREi{0lryi3 the standerd sequence ::

Phase I I I cadet8 in eacn mcet in:commands to be used

Flrst Sergeant:

Fl lght Sergeants:

Squad Leaders:

Fllght Sergeants:Flrst Scrgeant:

Flight Sergeants:

Fii6t Sergcanti

Flight Sergeants:

Tbe squadron falls in and forms two or morefllghts to complete the standard squadron - ln- llneformatlon. Unlts are positioncd by the flightsergeents. Eech flight sergeant takea hls post3 paces ln front of the center of hls fllght, faclngthe fltght.

command:REPORT

Assumes positlon 9 paccs ln front of tbe pointwherc tbe center of the squadron is to be, facesthat Point, and commands:

FALL IN

In successlon from front to rear, squad leadersaalute and report:

'1. , . . , , , . , . Squad, al l present" o! " . . , . . . , , . . .Squad, . . . . . . . . . . (number) cadets absent"

Face aboutCommandsi

REPORT

sergeants

(number)

Face about and move by the mosrdirect route totheir positions in ranks

Fl iqhr Commandcr6, CARRY OUT THf

Adjutanr:

First Sergeanr:

Fl lght Commanders:

Adjutant:

Fl lght Commanders:

Adjurant:

Squadron Cadet Commander:

AdJutanr:

Squadron Cadet Commander:

Fl ight Commanders:

Squadron Cadet Commandcr:

Centers hjmself t2 paces in fronr of ano Ircinglne 6quadron lo rF(eivc rh( f j rsr .erpeanr 's

Faces abour. salures, and reporrs:' '51r. a l l presenr or accounred for" or' 'Sir , . . . . . . . . . . (number) cadets abscnC,

Wlthout furthcr command drops salute, facesabout, and moves by most direct route to his

Immediately rake rheir posrs

Commands:DRESS I 'LICHTS TO THE RIGHT

Face about and al ine their nichrs

The f l ight commandcr of rhe basc f l tsht dresseshis f l ight immedlately by rho commends DrcssRight, DRESS; Read!. t R ON l . Fl ichrs a.q dr; ; ;Elas descr ibr 'd tn l I ighr dr l . !ach f l ighr com_mander dressea his f l ighr to thc r lsht as soonas the first rank of rhc fllghr to hls righr hascompleted i ts drcss, When not adiacenr ro rnebaAe f l lght, he drcssc6 hls f l lqht_ on the ncxrfllght toward thc base fliqht.

Fl lght Commanders: Face abour

Squadron Cader Commander: Ccntcrs htmsclf lS paccs ln fronr of and facingthc squadton to rcceive thc adjutanls reporr

Guldon bearer ls in posl t ion er lef t rear ofsquadron cadet commender.

Chaplaln is in posirion in rhe squadron cadercommander's staff as the last man on the r lgbt.

Facea about, salutes, and reporrs:' 'S1r, a l l prrscnt or accountcd for '

Commands:POST

Movcs to the righr rear of the squadron cadet

Dlrects:"Give Your Fl ighrs Ar Ease"

Fece about and command:Fl isht, AT EASE

Face al6irt- --

Providcs a cr i r ique of the meering, including aneval uation of the squadron's pcdormance mea s ur-ed against the standard meering as published byCAP National Fleadquafters; makes formal an-nouncementsi then direcrs:

''Call Your Flights To Attenrion"

Fl igbt Commanders: Face about and command:FI i fht . ATTENTION

Face about

Squadron Cladet Commander:

Fl ight Commanders:

Squadron Cadet Commander:

Directs:"cive Your Fl ights Parade ResC'

Face about and command:Parade. REST

Dlrects:"Benedict ion"

All members bot/,/ rheir heads,

Moves forward 3 paces in frobt of rhe squadroncedet commandcr and offers benedlctlon; then heface6 about, takes' 12 paces ln marchlng, andmoves out of formatlon

Dlrecls:"Glve Your Fl lghts Attent lon"

Face about and command:FItqht. ATTENTION

FeceES6ti-

DlrectB:"Dismiss Your Fl ights"

Salute, fsce about, end commendiFl lght Scrgeanr, DISMISS THE r-LIGHT

Cbaplain:

Squedron Cadet Commander:

Fl lght Commanders:

Squadron Cadet Commander:

F' l lght Commanders:

Fl lght Sergeants: Approach thc f l lghr commanders, salure, face rhef l lght, and command:

Fltght, DISMISSED

Ellt 0F PHASE tI ANO 111 Ctosr,\,G cERE,rlot y

243. PHASE II AND II I AWARDS CEREMONY: modlly these procedures aB oudined in pa:graph 244,

a. ExceDtlons to Awards Ceremonv. Thelol lowlng stanoard sequence ol commends wasestablished fof a squadron wlth rwo Jllghts.Squadrons wlth more or less than two flight8 will

b. Dlaloaue Ior Awards Ceremonv. Thelogue tor the citation portlon 01 the awards c

t62

mony ls located ln paragraph 246.

and Phase I I IThe srandard

awar:d6 cetemonyfor Phase l l cadets durlng rhe elevenrh meertng of ea

Squadron Cadet Commander:

ASSE,qBt y

Posit lons himsclf 2l paces in fronr of, centeredon, and faclng the fronr I lne of rhF l ighrs

Tbe squedron cadet commander's stsff is centeredl-l/2 paces ro his rear,

Aasumes a poslr ion q paces in fronr of the polnrwhere the cenrer of rhe squadron is ro be, fecc6rnat polnt. and commands:

FALL IN

Flrst Ser!{eanr:

Fllght Sergeant6:

Squad Leaders:

The aquadron falls ln and forms two or moref l lghts ln l lne l2 paces aparr. The rwo f l tghrswith the color guard and rhe four wlnds betdienthem form 18 paces apart . unlrs are poslt loncdby rhe nighr sergeenrs. Fach f l ighr sergianrrakesh1s poat 3 pacea ln fronr of the cenrer of hls flight,feclng rhe fltght.

The color guard forms between fllqhis on a llneeven wlrh the ffont line of the fllght;.

If awards_ere to be presented asoutllnco rn para-grept 245, the four winds fall in, faclng iront,at close lnrerlal bctween f ghrs and behind rhesquedron on e llne even wjth the in - rAnks Dosltionof rheJirsr sergeenr, The order of thetr pAstt tonsfrom lefr ro rlghr wtlt be North, We6r, Sourh, andEaet, The four wind6 wi l l bc between thc aame twofllghts as the color guard,

Whi le thc .squadron ls forming and during rhereporr, each f l tghr commander t l be tn poslr ionJ paces to tne rear and 2 pecesto thc r lght of thelaet 6quad leader in ht6 f t iqhr. The cutd;n bearerwl l l be ln poslt ion I pacc 6 rhe reai and 2 pacesto tbe lef t of rhe r lghr f l ighr commender,

Command:REPORT

Fllght Sergeants:

Flrst Sergeanti

In successlon from front to rear, squad leaderssalute and r.eport:

' ' , . , . . . . . . . Squad. a presenr ' ,Squad, , . . . . . . . . . (number) caders absenl '

Face about

Commands:REPORT

r63

Fl ight Sergeants:

F'ir:st Sergeanl:

Fl ight Sergcanrs:

l '1 lght CommAnd(,r ! i and Cuidon l lcarcr:

tleginning wlth the right flight, fllgbr sergeantssuccessively report:

' ' . , . . . . . , . . F l ight ,for" or " . . . . . . . . , ,cadets absenC'

Commands:POST

ell present or accountedF119ht, , . . . , . . . , . (number)

Face abour and mo\e by the mosr dirFct route torhelr posir ions ln ranks (No' lu: Normal ly ihisjs done by rsking 2 paces toward rhe f l ight. exe-cudng a right flank, proceedlng to a position ontbc left flank of the fllght even wirh rhe in - rankspo3ltion, execuiing a lelt flank, moving to the posr,and facing about to face front,)

Movea to a positlon 12 pace6 ln front of, centeredon, and facing the squadron to receive tbe firstsergeant s report . (Thls poslt lon, for thls cere-mony, ls def ined as the adjurant '6 command posr. )

Faces about, salutes, and reports:"Slr , al l prescnt or accounted for" or' 'Sir , . . . . . , . . . , (number) cader6 absenr"

Wlthout further command drops salure, raKesI pacc back, faccs lef t , and moves by mos!clirect route to hl6 posltlon

As soon as the f l rst sergeant takes 1 psce back,movc to thcir posts 6 paces ln front of and cen-tered on thelr respectlve fllght6

Whrn movlng io their posrs, the f l ight commandersmove forward to e point 6 peccs in front of (hetrf l lghta, execuie a Ief t f lsnk, and cenrcr rhem selveson thelr f l ights. They then Iecc fronr.

The guidonbearcrmo\estoapointSpaccs in f rontof the r lghr f l lght. Thc f inal tostt ,oi ofrhe guidonbearcr is I pacc (o rhe rcar and 2 osces ro rn€lcfr of thc r jghr f l ighr commendcr. (N6TE: Beforrmoving forwar"d. r l -e r ighr f l tghr commandcr ancthc Suidon bearer facc r lghr, take 2pac!sforward.facc lefr , and move forward.)

Commands:DRESS FLIGHTS TO THE RIGHT

Face about and al ine rheir f l ights

The f l lghr commander of rhe r ighr f t lghr dresseshls f l ight immedjarel ! by rhe commands DressRighr, DRISS; Ready, FRONT, Fl ishrs are d'r ta;Aas oescrtbFd under [ ight dr iu ( par 139).

Is in positlon 21 paces in front of and facing rhesquadron to receive rhe adjutanCs reporr

Adjutant:

Fl lst Sergeant l

Adjutant:

Fl ight Commanders:

a

Squadron Cadet Commander:

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PRESEMIAIIOA' OF COMMAN,l \o lurant: Directs:. .c ive your Fl ights present Arms,,Fl ight Commanders: Face about and command:

_ preg9!r, ARMS

race aDour and prcsent arms

Adjutant: Faces abou(, prcsenrs arms, and reports to thesquadron cadct commander:. 'Sir , the parade is formed,,

Squadron Cadet Commandcr: Returns salute and commands:TAKE YOUII POST

Adjutant: Movcs to a poslr ion I pace !o rhe t lqht and l- l l2paces to rhe rear of rhe squadron cadei commandurand face8 rhe f l lghrs

SquadronCadetCommanderi DiTects:. .Cive your Fl ighrs Order Arms,,

Fl lght Commanders: Ordcr arm6, face about. end command:

r ac€ aDo-Ii-

PUEttsH r , / f oRTERSSquadron Cadct Commender: Commancls:

PUBLISH THE ORDERS

Adjutant: Moves to command post and commands:A T TIINTJ.9!J9SB!!45

R cad s-the ordEi!-f ]IE?;t-

AdJutant lOFFTCERS Cf[rER

Commsnds:Offlcers, Center. MARCH

NOTP: Ar rhe command 9! l&Slg rhc f l rsnr com-manoers move torward 3 pacc6 end thc guldonbcafer srands fasr, At rhc commsnd ccnrer.rncy race centcr. Ar rhc command MARCH. thevsiep off and rhe adjuranr rcru"ns r6.frG-F sirio;

Senior Flight Commander: Commands the fltght commanders and guidonbearer:

Forward. MARCITOFiteri fAfT-

Squadron Csdet Commander:

Fllght Commander6:

NOTE: Flight commanders and guidon bearer halt6 paces from the squadron cadet commander andautomaticsl ly present arms as descrlbed inparagraph 21lf.

Returns salute and commands:Order, ARMS

If a unit award (streamer) is to be presented asa pari of the awards ceremony, it is done at thistime as prescrlbed ln paragraph 211h.

Commends:Off icers, Post, MARCH

Squadron Cadet Commander:

Senlor F'llght Commander:

Revlewlng Offlcer:

Squadron Cadet Commander:

Commendsi

Squadron Cadet.Commanderl

F' l lghr Commander6l

Squadron Cadet Commander:

Squadron Cedet Commander:

NOTEr Off lcers reiurn to thelr posts as prescr lbedln paragraph 212d end e.

PRESE TATI0 0F c|u ANO

Dlreci6:"Glve Your Fl lghts Present Arms"

Face aboul and command:Present, ARMS

Commsnds hls staff!Change Post, MARCH

NOTE: The staff changes post as shown lnftgure 7- 4.

Commenda hls ataffiPresent, ARMS

pA6^rF_-' ' - ' -_ ' ' ' -str ,

I pres"nt the command"

Returns selute and then dlrectsi"Have the Person(s) To Receive Awardscome Forward"

Commands hl6 ataff:Order, ARMS

Faces iS6iiliiFillrects:"Give Your Fl lghts Order Arms"

Face about end command:Order, ARMS

Face i6ou-i-

Off icers, HALTPost. MARCH

167

'ECORATIOA'S AI., ' AI'AR'S

SquadronCadetCommandci. : Commands:Awards Detachment, ASSEMBLE

Squadron Cadet Commendcr:

Squadron Cadet Commandcr:

The aquadron cadet commander then walts untilthe cadets who are to rcceive awards completethese maneuvers!

Each cader to be recogntzed fal ls out of ranksand proceeds to the flenk of his flighr rhat ismost distant f rom the center l lnc. On arr lv lns3r thF f lank, rhey proceed bchind rhe f t tghrs 16form in column at close lnrerval on the rtchtf lank of the Lnir to lhe lefr of the colors. persoinsrccci ! ins l lkc awa.ds wtt l be proLped rogerhcr.l )osl t lons in rhe awards deraihmcnr shduld bepiedetermlned so that cadets to be recoqnlzedcan lal l inro preset poslr lons in column.

NOTE: l f tbe squadron cadet commander ormembers of his staff are to recelve awards, theyrcmain in ftelr posltlons until thelt nAmc lscalled, then thcy move ro rhe left flank of thefront rank of the a*ards detachment to rccelvethe decoratlon, If fllght commanders are tore"ceivr award6, they proceed to a posjt ion on thercrr enk ot thL awards dcrachmenr whcn tbcPreludc of the cl tat lon for thelr award ls belnqrcad; . thcy return ro rhelr posi t lons sfrer thetnsvc been rccognlzed, I f cadets who normel lyscrve as the guldon bearer or as members of thecolor guard are to recclve awards, they wi l l bereplaced in rhesc poslt lons for the cercmony lnwDlch they arc (o be recognized 60 that tbey canpari lc lpate ln the awerds d;techmeni.

Commanda:Per6on(6) To Recelve Awards, angjg]g:!,Cer ei:MAtrCH--

Ar rhe commend ! !AElg!, rhe awards derachment,unoer tnc command of rhc Eenior cadet in thedetachment, moves from the ln - columnformationto an in - line formadon, $dth the last rank of thedetachmenr in f lnal posj t lor 5 pace6 ln f lont ofrhe fronr l lne of f l ighrs, cenrered on rhe colors,and faclng front.

\ , ' larches forward and halts 3pacesfrom the f ,ont"ank. ol the detachmeni. faces abou(. and com-

Detecbmenr, Forward, MARCH

At the command -MARCH, the music (band orrecord) starts anfTEE-afia.rds detachmenr movesforward under the command of the squadron cadetcommander, The color guard moves forwardbehind the awards detachment and halt6 4 pacesbehind the detachmenr when ir {caches its finalpo61tion,

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Squadron Cader Commander:

The adjutant moves by rhe most direc roure ro aposit ion 2 paces ro the lef t and 1- l l2paces to theredr ofrhe rF\ iewing off icer tor recop;t , , ingawardrecipjrnrs. I f no awards ar( ro be pr.5enlcd, hercmains with rhe squadron cadct commsnder,

NOTE: See paragrapbs 216 e and 216 f

When a posit ion 5 paces in fronr of the rcviewingstand or revlcwing off icer is reached, commands:

Detachment- HALTJarutes 3nd rcDorts:

"Sir , the person(s) to receivc awarqs rs(are) presenr ' ,

Returns salute and dlrccts:' 'Presenr rhe Command',

As prescf ibed in paragraph 216 f , rcturns to hispositlon wlth h1s sraff, 2l paces ln fronr of rhcf l tghts, facing th€ f l ights, and dirccts:

"Give Your Fl lgbts Presenr Arms"

Face about and command:Presenr, AIIMS

Face about and present arms

Faces about end commands hls siaf f :PreBenr, ARMS

Thc natlonal anrhcm ts playcd by band or record.

On tbe last note of muslc, commands hls suff :Q4Le_Ll\RMs

Faces about and directs:' 'Glve Your Fl lghts Order Arms"

Face about and command:Order, ARMS

Dlrects:' 'Glvc Your Fl ight6 Parade Rest"

Face about and commandiParade. RLST

Faces about and commands his staff:Parade, REST

Reviewing Off lcer:

Squadron Cadet Commander:

Fl lght Commandersi

Squadron Cadet Commander:

Squadron cadet Commandcri

Fl ight Commanders:

Squadron Cadet Commsnder:

l light Commanders:

Squadron Cader Commander:

AWAR'S CIT AT I0N - PRESETIJTATI0T

Ar thls point, the ciiation - presentation segmentof the awards ceremony occurs. Durlng this seg-ment the fol lowing awards are presented, as out-lined in paragraph 245:

l . Rlbbons for the Phasel lachievementjustcomplercd.

2. Thc Ceneral Bi l ly Mitchel l Award.3. Cadet Off lcer comml6sionlng.4. The Amella Earbart Award.

If there are no awards in the above categorlesto be presented, the cltatlon - presentatlon scg-ment ls ellrnlnaied from the ewsrds ceremony.

Immediatcly aftcr the four winds havc returnedto thelr or lglnal posi l ions and have bcen givenparade rest (see paragraph 245) a( the con-clu6lon of the cl tat ion- presentat ion segment, thefol lowlng procedures take place.

RETURiJ 70 posrs--A0ARts oETACH ENf A t cotoRs

Squadron Cadet Commandcr!

Squadron Cadet Commandcr and Staff l

Color cuard:

Squedron cadet Commander:

Flight Commanders:

Awards Detachment:

Commanda:Awards Detachment

Move to the rlgbr to allow the color guerd sndawards detachment to return to its posltlon wlftthe flight8. The adjutant r€Joins the squadroncedet commender at this t lmc

Executes a light about and returns to posltlon

As the color guard arriv e s abrea st of hls position,

Staff , ATTENTIONr aces aoout and dlrccts:

"Give Your Fl ighrs Artent ion"

Face about and command:Fl ight, ATTENTION

Face aT6[i-- --

Under the command of the sentor. cadet tn thedetachment, faces abour, walts unt l l color guardra rn posr on, and the"t reru-ns io a polnr 5 pacesln fronr of ihe f l ighis, hatrs, faces r ighr, andexecutes a column left movement, thus returningto it6 ln - column startlng point, Tbe delachmentmember:a then return to their indlvidual placesin the flights in the same manner as they tefr

Squadron Cadet

Squadron Cadct

Commander and S!af f : I tesume their posts as soon as rhe awards de-tachment has passed

WhFn thF pF.bons rn rhe rwards dclachmenrn3\c . . rurnFd ro rheir po-rr ion! tn ranks, fdc. . .aboul and salures rhc reviewtnp of f icr . r : no r-porr

PASS III RE UI E{l ' |

Returns the salutc and commands:MARCH TIIE COMN,IAND IN REVITJW

Revicwing Off icer:

Squadron Cadc'r Commander:

( lu idon Bearcr l

Returns ro ord-r and commands his slat i :Chanqe Posr. MARCHF-A3S-iNFf. V-IE'W-

Squadron Cadct Commandfr 's Slaf f :

I t ighr Fl ighr comrnander:

Marchcs forwa.d and rrke5 a poslr ion 4 p:( !sbehind thc squadron cadcr commandcr 's sraff aniccntcred on thc squadron cadet commander

Moves at a half step unt l l the guldon bcar€rreachcs his posir ion

NOTE: The squadron cadet commander, his staff,and the guidon bearer perform lnthepess-in-review a6 directed tn paragraph 217h and i .

Faces ebout and commands:Right, FACF.

vovce--i6-I-is postion as prcscrtbcd in squadr..dr i l lCommands:

For$ard, MAITCH

NOTE: Column movementa wl l l bc used insr.aaof rurns.ro marth rhe f l ighr tn revtLw, Th( f l is l - :com-mandLr wUl bF reqponstbtc fo" commrnds..nrs ulgnt,

In sequence from the r ighr, and in rhc sam.mannF" as our l ined for rhF " tphr f t tAhr, rhFf l r ! f . : -or the. squad-on pas. jn .evi !w al l2-pa.rnrervarq.and then ceturn to rhei- or iginar squac_ron - in- l ine poslt ions,

\ ,VhFn rhe f trghr commaroL.r of rhc f l igLt to r . ." rg ' t grvps rhe prepardlory command I orwa:: .rne colo" tLard execurcs a r ight abour dno cor_tmucs to march forward, obtaining its prope:posit lon in tbe paradc as the f t ight ahead mo\e.

Jh" lwo f l jChrs hj \ ing r te coto. eua*d ana . , .ToLr wrros bctween rh,m w l marcr- t8 pa.. -apat. The color guard wi l t march 6 iac.!

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l . l ight Commanders:

r \d jutanr:

Chaplain:

Adjutant:

! ' l ight Commanclcrs:

behind the first of thesc two flights, Iollowedat 6 paces by thc four winds. The four windswill be followed at 6 paces by the second of lhesetwo f l ights. The four winds march in reviewun.ier tho command of Nortb.

After the flights have passed the revlewing stand,the squadron commandcr directs the adjutant toal ine and dismiss the squadron. The adjutantthen piocceds to the squadron cadet commander 'spost facing the f l ights, 2 l paces out and cenreredon the squadron, io carry out thc ordcr.

Dirccts:"Dress Your Fl ights lo the RtghC

Facc about, a l ine their f l ights, and face about

As soon as thc f l ights are al ined, directs:"Bcncdict ion"

Moves onto f ic ld, posi t ions hlmsL' l f 3 paccs infront of the adjutant, and gives bcncdict ion.Hc then leaves thc f ic ld

" l ) lsmlss Your Fl ights"

Salutc, tace about, and command:Ili&h!-Pl$'qSS.!D

Pt( lSE l I Alr0 l l I l tARDS CEREI ' I0 l lyENO OF

244. EXC!]I)TIONS TO I 'HASEIIANDIII AWARDSC-E.BEMONT:

a. For One Fl ight:

( l ) Posit lons:

(a) Squadron centcr l ine Passesrhrough the middle of the fllght.

(b) Squadron cadct commander: cen-ters on rhe f l ighr,

(c) Color guard forms on the frontline 8 paces to the right of the flighl.

(d) Four wlnds form 8 Paces to thcrigbt of the flight on aline evenwith the in - ranksposition of the first sergeant,

(b) On the command Center rl.bearer faccs r lght, moves to c?nte- ian:Ironr. the f l l8h( commander standc fasr

3 paces and does an about face.

(c) On the commandMARCH r l . 'commande/ and Fuidon bcarcr movL lor$:_:halt 6 paccs from the squadroncadet com:;

(d) On thc command I9S! gi\i- :.squadron cadet commander, the flight colr.'- i:and guidon bearer do an aboLrt face.

(e) on the command !!!BlU r i. 'commander and suidon bearer move ba.rthe ccnrer llne, haltlng when the flight cor :-;i6 9 paces in front of thc flight.

( f ) On ihe command Post sr , . 'f l iShr commander. t l .e guldor beTiFT ia. .

(s) On the command MAF. -guldon bearcr movcs 2 paccs ro i6i- : - l -faces r ighr. The f l lphr commander mo!. . ' -

(2) offlcer Center:

(a) On the command Officer thefllghtcommander takes 3 paces forward. Guidonbearerstands fast.

114

(3) Awards Detachment:

(a) Members of the awards detach..r fall our on rbe lelr side of the fligbt.

(b) Tbe awards detachment formsr column on the right flank ofthe flight, I pace_-he rear of the front llne.

(c) on rbe command qg&Ly!4LcHdetachment moves out in column, executes a

!-mn left, and form6 in llne centered on tbeler llne with the back rank 3 paces in front offlight commander.

(d) The a$,ards detachment returnsin:rse oI this process.

(4) Color cuard:

RCH tbe(a) On the command Forward,color suard moves rorwtid q die;,half left about movlng loward theexecutes e half riSht about to centeron the llne, and then continues uppositlon behind the awards detach-

r i ,

(b) Returns by executing right about,ing down tbe center llnc dolng balf lcft abouthalf rlght about to return to orlginal posl-

. and upon reachlng final posltlon executlngabout to face front.

(2) Officers Center:

(a) For rhree f l ights, on the com-mand Officers:

_ 1. Fl ight commanders take 3

z Guidon bearer standF fast-

(b) For more than rhree flighrs (five,seven, etc.), on the command officersl

1. Fl ighi commanders of cvenflights (two, f6n-r, six, etc.) rake 5 paces for-ward; commanders of odd f l ights take 3 paccs

Z Cuidon bearer stands fast.

(c) On thc command Center, MARCH.rnF mlddle flight commandFr, bernF6n'ThF-i?iiEFl inc, stands fast.

(3) Awards Detachmcnt:(a) Members of rhe awards detach-

ment ln the center lllghr fall our on ihe left flank.Members of the detachmcnt fsll out from thcother fllghts as called for in rhe regular cere-mony, Thc members of the awards detachmcntthen fal l ln ss prescr ibcd in rhe rcgular cere-mony.

. (b) On thc command Ccnter, MARCIIthe detechmcnr moves our ln collm;:-?l6EE-column left lo form ln llnc centcred on thecenter line with the back rank 3 peccs ln frontof the center f l lghi commander.

(c) The awardE detachmcnr rclurnsin reverse of thj6 process,

(4) Color Cuard:{a) On the command Eorwa.d,

\4ARCH t l 'e colo- auard mo'cs torwi id6-Fi?. s-,Fxecures a helf lcf t ,bour moving toward thecenter line, executes a half right about to centerthemselves on the llnc, and then continucs upthe line to posltlon behind thc awards deiach-

(b) Returns by executing righr abour,moving down thc center line dolng half lefrabout and half righr about to return ro origtnalPosition, and upon reaching final position exe-cutlng a lefr about to face front.

(5) Four Wtnds:

(a) \ love forward q pacrs from fronrl inF. do half lefr abour and hrt l r ishr aDoul rocenter on line. Conrinue forward to a point t5paccs in fronr of f ronr l ine and proceed asdirecred in regular ceremony.

. (b) R(ru.n jn rev(rse ofrhisprocess,ooing an aboLtr face ro facc frolr whcn ieachjngfinal posirton.

l ine to

(5) Four Wlndst

(a) Move forward 9 pace6 and do aturn followed by a rlght rn to ccnter onsquadron 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:posit lon.

(6) Pass in Revicw:

(a) The color guard leads 12::ont of rhe fllght. (Tbe color guard

- its right about on the command

i by the fllght commander.)

shouldRight,

(b) The four winds follo$r the color(Tbe four windssame t ime a6 rhe

:: at a 6-pace interval .d begin rigbt about ai the

: guaro.)

Odd Number of F (Three

(1) Poslt ions:(a) The cenrer line passes rhrough

--iddle of the center flight.

(b) The color guard and four: windsin between the cenrer flighr and rhe flight

::. right.t75

(1) The procedures wtll be as descrlbedin the r;gular c;remony with one exception, theofflcers center.

(1) The citadon portion of the presen_rar ion ce.emony for Phese l l and l l l awardlis composed of a short mi l l tary r l tual andextensive dialocue. lhe cltetion dialogue foteach cliatlon c6nslsts o{ four parts. Lach dthese parts ls reed aloud. or recl fed, by rnarrator: and each part ls represented on tlEdrlll fieid bv a member of the four winalsdetachment.

3 paces

(b) For more than four flight8, fllghtcomman<lers ;f even fllghts (two, four, stx, et!')iate J paces rotwara; co-mmanders of odd fllghtgtake 3 Paces forward.

(2) Offlcers Center:

(a) For four flights, all offlcers takeforward on the command Ofllcers.

a. Order ln whlch Awarcls Citedon-Pre-sentation ceremonlea o!!!Ii

(a) East represents the Prelude.

(b) West represents the lnterlude'

(c)

(d)

(l) CltatlonB in the Phese ll end IIIeward6 ceremony a!e as follows!

(a) The Phase lI echlevement lustbeing comPleted.

(b) The General BtUy Mitchell Avard,

(c) Cadet Olflcer Commlsslonlng.

(d) The Amelie Earhart Award,

(2) Awards ln any or all ol these fourcateqorieg may be Presented durlng a slngleawafus c€rem6ny, If, however, more than onecateqorv of awardB is to be preaented, theorde-r 6f presentatlon must follow thet outllnedabove. Eech of these categorles 16 a comPleteent l tv. and each has i ts own cl tat ion whlch mu8tbe d_eitvered as s part of the pregentatlon cere-monv for that award. The cltatlon for eachcate;ory of eward6, followed by the actual pre-sent;tlon of the awards ln that cetegory, mustbe colnDleted before ltle cltatlon and ple6entatlonceremonv for tbe next category of &werda teke6place,

(3) If there are no swardstobe presentedin anv cateqorv lls(ed above, the clratlon forthat c; teqort oi awards is el jmlnated from theiwaro" c"er"monv. I f there are no awards to bepresented, the squadron performs the awards;eremony'wlthout ihe citetion segmenti andunderthese co;ditlons the celemony becomes a review

(4) The General Carl A. Spaatz and theFalcon Awards are not plesented in a squadron

South represents the Eulogy.

North represents the Benedlclion-

(2) The dlalocue for the Prelud€ 16 tbeeame foi all awardB-cltstlons; but the dlaloSt:for the lnterlude, Eulogy, and Benedlction i.diJferent for each award. Hard text for each awa rdciratlon ls locaied ln psraglaph 246'

(3) In each citallon, the four parts of tbcdialocue 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 repregentB thefour Partrof the cltation dlalocue ln the awards ceremon!-The four wtnd6 are referred to lndlvldually r.sEast, West, South, and North. These are the nametof men or ceremonlal func on6; they are DCageographlcal dlrectlons or geograpblcal loc atlon!-ceo-graptrtcal or magnetlc dlrectlon6.of the forscom-pas; polnt6 are io be dlsregarded durlng tb.awarda celemony.

(2) The positions of the four winds aretobe ftlled by honor cadre cadet6 lf posslble. trhonor cadre cadets are not available, cadets witlthe qrade of cedet captaln, or hlgher, wlllfunctrcoln tie posltlons of ihe four winds' The rankiD!cadet wlll flU tbe North postlon, the next ranki4cadet vlill flll the South pogitlon, the next ranki-Di!csdet v'111 flll the West posltlon, and the le.-*ranklng cadet of the four wlll fill the Eaipositlon.

(3) At the begtnntng of the awards 'ertsmonv- t6e four winds wi l l fa l l ln, faclng fronl a:

closa interval. between the fltghts and behiDirhe souaclron on a llne even wlth the ln- rant-:Dosition of the frrst sergeant The order ot theEiosiLlons from left to rlgbt will be North WesLSouth, and East.

2{5. CITATION

1t6

b, Cltation Composition and Dialogue:

d. SsgEll€sgt lqommands for Awards cirarion - Presentarion. Immcdiately afrer rhe squadron cadctcommander br ings the squadron ro parade rcst in tbc awards ccrcmony, the fol lowing proccdures

A0AR'S CrrAr l0 - PRESET/IAII o^r

North:

North:

Nlorth and F.ast:

Commands tbc four winds:four Winds, Ccntcr, NlARCH

Proceed to a posit ion l5 pac.s ln front of andccntcred on rhe squadron

Commands thc four winds:l . 'our Winds, HALT

Takc onc 40- inch pacc forward and rhcn sid.step toward thc squadron ccn(r l inc to obtain

Cover on North and ] las! , r .spcct ively

lhe four winds arc norv facingfrontandfornr ing asquarc wirh thc squadron ccnttr l inc midwaybctwcen North and l last in thc ' f ront rank, rndbrr$r 'Ln Wrsr anLi SourL rn r l - ' " r rJnl . .

Commands thc tour winds (us1n8 comrnan( lsaudjblc only to thc four winds):

Cfntcr , F ACl l

North:

,\t thc command ll!!!!I North and l.last ('xfcur('a r ight and le i t fac(] resprcr i !e ly to f tcf cacbothcr across thc squadfon ccnt. . I in. . ] \ r tbccommand Fr\CI l North and Wlst fxccurf a hal fr ight and T:3-t and South a hel t lcu. Whcn lh isfacing mo!cmrnt is complet !d, Nofth wi l l bef : rc ing South and Liast wi l l bc facinA wfst d isgo-nal ly.rcross thc squadron ccnt.r l inc

Cornnrands rh. iour wjnds:North:Abuu!. f , \C Ii;;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 i rnaginary poinl in thecenrer of rhc squarc thcy arc fofming, arc nowin their ceremonial posts.

111

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FLIGHIMMMTNDER

FIRSTSTNG Tft-tcHT

SENGEANT

GUIDE

fouR wrr{os

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REVIEWING STANDOR AREA

AWARDS DETACHMENT

Fi{ure 8-5

(*SPECIAL NOTL: I f i t is impossible for thefour winds to take 6 paces to reach their cere-monial posts, ftc number of paces taken will bein mulr iples of 2, such as 2, 4, 6,8, I0, erc.Lhder these conditions, however, the ceremonialposts of North and East wi l l nevcr bc locatedbehind the reviewing stand, l,ikewise, the cere-monlal posts of Wcst and South wlll ne\rer belocared behind the front rank of the squadron ordlrccr ly ln front of the f l ights ar lcss rhan 2paces, The ceremonlal posts of West and Southmay bc on a linc cven wiih and to lhc sidc of thefront ranks of tbe squadron,)

CITAI lOI. l . PRESEIIT AT I ON OFCURRE T PfiASE II ACIIIEVEMENT AW AROS

Narrator i

Last;

Narrator:

Souih:

0f rhe awards to bc prcscnred tnclude those forcomplcdon of the currcnt Phase I I achievcmcnt,the fol lowing events takc placc.)

The awards dialogue is presenrcd by a narraror.I f a publ lc addrcss systcm ls avai lable, i t shoLrldbc uscd. l f no publ ic address system is avai lablc,when the four winds rcach thelr ccrcmonial poststhc narrator assumcs e posit ion 8 paces to thclefr of the front l ine of the awards detachmcn!,faces down the front l lnc of thc awards detach-monr, and rcads aloud (or rcci tes) thc dlalogucfor each oI the four wlnds.

whl le his dlaloguc ls belng prcscnted, tho ap-propriatc wind prcscnts arms.

Recltes, or reads aloud, lhc l ' rc ludc of thc dlaloguc for thc appropriaro ci tat ion, as shown inparagrapb 246 a

Prescnts arms during the l )reludc

Recites, or reads aloud, the Intcr ludc of thedlalogue for the appropriate citaiion, as shown inparagraph 246 b

Presents arms during thc lntcr ludc

Recites, or reads aloud, thc Lulogy of the dia-loguc for thc appropriate ci tar ion, as shown inparagrapb 246 b

Presents arms during the F,ulogy

Recites, or reads aloud, the Benedict ion of thcdlalogue for the appropriate citation, as shownin paragrapb 246 b

t79

North: Presents arms during the Benediction

Upon completion of the Benediction, moves to theleft of the reviewing officer and announces:

" l he re. tn lpnrts lof the, . . . , , . , , ,AchjevementRibbon is (are): . . . . . , . . . , "

Then ennounces the last name, first name, andnew grade of the cadet to be recognlzed

(Through tbt6 formal ennouncement, the cadetis authorlzed and dlrected to wear the insignlaof hls new grade at the nexr meeltng.)

Presents the achlevement ribbon lo the cadetrecognized

Each cadet \rho 16 to recelve the rlbbon for theachlevement lust completed lg ennounced andpresented hts ribbon ln lurn. Thls procedule 16repeated until sll cadets utho are to recelve thlsTi6bon ha\' e becn recognlzec,

Adluleni: Return to thelr post6 when all rlbbons for theachlevement lust completed have been presented

CI TATI Oi ' . PRESEATT AT I ON O FI rcf iEtt ArrARts

( I f the awards to be presented lncludethe GeneralBtlly Mltchell Award, tbe followlng events takepIace.)

The dlalocuc for the Mi lchel l Award is presenleaiby a nariator. If a publtc addrcss systcm isaiatlable, it should be_uscd ll no publii sddre66system ls aval lable, when the four wlnds reachtheir ceremonial posts the narrator asaumes aDosltlon I Deccs to the lclt of the front llne ofihe awardg detachment. faces down the front lineof the awerds dclachment, and reada aloud (orrecltes) thc dlalogue for cach of the four wlnds.

whl le his dialogue 16 being presented, the ap-proprletc wlnd pre6ents arms.

Recltes, or reads aloud, the Prelude of thedielogue for the Mitchell Award cltatlon, aa shownln palagraph 246 a

Pre6ents erms durlng the Prelude

Recites, or rcads aloud, the Inter lude of thedialogue for the Mitchell Award citatlon, as shownin paragraph 246 c

Presents arms during the Inter lude

Reviewlng Off icer l

I tevlcwing Offlcer and

Narrator:

East:

Narrator i

Soutbl

Narrator:

North:

Adlutantl

Reclres, or reads atoud, rhe E utogy of the dialoguefor the Mitchell Award cltailon, as shown lnparagraph 246 c

Present8 arms during rhe Eulogy

Recitea, or reads aloud, the Benedlction of tbedialogue for the Mitchell Awardcitation, as shownln paragraph 246 c

Presents arms durlng lhe Benedlct lon

Upon completlon of the Benedlctlon, moves tothe leJt of the reviewing off icer and announces:

' 'The reclptent(s) of the Mircbel l Awardis (are)r . . , , . . , . . , "

Then announces tbe lest name, f l rst name, andnew grede of the cadet to be tecognized

(Througb thls formal announcement, the cadctis authorlzed and dlrected to weer the insignlaof hls new grade at the next meertng.)

Preaents the rlbbon and certlllcate to the cadetrecognized

Eech cadel who is ro receive the Mttchell Awardis announced and presented his awsrd ln rurn,Thls procedure ts repeetcd unrl l a l l cadct6 whoare to recelve thls awerd heve been recognized,

Adjutantt Return to thelr post6 when rhe Mitchell Awardpresenta ons are completed

C ' TAT' OT. PRESEAIT ATTON OF

cAtET oFFICER. CO rssIot s(If the awards ro be presented include com-misBlons for cadet officers, the following event6teke place,)

Ttle dlalogue for the cadct offtcer commissiontngcitailon ia presented by a nerrator. If a publiaaddrcss system 16 avatleble, tt sbould be u;ed. Ifno publ ic address 6y6rem is avai lable, when thefour wlnds reach their cLrcmonlal po6rs thcnarrstor assumea a posir lon 8 paces ro thc lef tof the front l lne of the awards detachment, facesdown the front llne of the ewards detachment, andreads aloud (or rectres) the dialogue for eech ofthe four wlnds,

Whi le his dlalogue is bFtng prcsenred, tbe ap-proprlate wlnd presents arms.

Recites, or reads aloud, the prelude of thedlalogue for the cader officer commtssionlnqcitatlon, as shown ln paragraph 246 a

Revlewlng Officcrl

Revlewlng Officer and

Narrator:

Eaat:

Narrator:

South:

Northl

Adjurant:

Presents arms during the Prelude

Recites, or reads aloud, the Interlude of thedialogue for the cedet officer commissioningcitation, as shown in paragrapb 246 d

Presents arms during the Interlude

Recites, or reads aloud, the Eulogyoftbe dleloguefor the cadet offlcer commiaslonlng cltation, asshown in paragraph 246 d

Presents arms durlng the Eulogy

Recites, or reads aloud, the Benedlcdon of tbedlalocue for the cadet offlcer commissionlngcltatl6n, as gholun in paragraph 246 d

Pre6ents arms during the Benediction

Upon complet lon of the Benedict lon, moves to theleft of the re!lewing officer and announces:

"The cadet(s) to be commlssioned is (are):

Then announces the laet name. f l rst name, andnew srade ol the cadet to be commlssloned

(Through this formal announcement, the cacletis auth;rlzed and dlrected to wear the inslgnleof hls new grade at the nexl meeting.)

Reviewlnc Officcr: Presents shoulder bosrds (or ioken $creof lf notavallable) to the cedet commissioned

Each cadel who 13 to be commlssioncd 1s announcedand presented hls offlcer gtade shoulder boalds inturn, Thls procedure i6 lepealed untll all csdctswho are to be commi6sloned havebeen recognlzed.

Revlewlng Offlcer and Adjutant: Return to their posts when all cadeta who are tobe commissloned have been recognlzed

CT TATl OX- PRESEI 'T AT I ON OFEARIIART AI'AR'S

Of rhe av,ards to be presented inclLrde the AmeliaEarharr Awerd, the following events take place.)

The dlalogue for the Earhart Award is presentedby a narretor. lf a public address system lsavailable, lt should be used. tf no public addresssystem ls avallable, *hen the lour wlnds reachthelr ceremonial posts the narrator assumes aDosition 8 Daces to the left of the front line ofihe awards detachment, faces down the front llneof rhe awards detachment. and reads aloud (orrecltes) the dialogue lor each of the four wlnds.

t82

Narrator:

East:

Narrator:

Narrator:

South:

Narrator:

Norrh:

Adlutent:

Whlle his dtalogue ts being presented, rhe ap_proprlare wind presents art Is.

Recites, or reads eloud, the prclude of rbedialogue for the Earhart Award citation, as shownin peragraph 246 a

Presents arms during the prelude

Recltes, or teads aloud, the Interlude of thedialogue for the Earhart Award citatlon, as shownln paragraph 246 e

Presents arms durlng the Inter ludc

Recltes, or reada aloud, the Benedlc on of thedlalogue for the Esrhart Award cltatlon, a6 ahownln paregraph 246e

Pxeaenls arms durlng tbe Eulogy

Recltes, or reads eloud, the Benedlction of thedlalogue for the Earhart Award Ciiation, e6 abownin paragraph 246 c

Prcsents erms durlng the Benedic on

Upon completlon of thc Benedlctlon, moves !o theleft of the reviewlng offlcer eid announcesl

' 'The reclpien(s) of the Esrhart Awardls (erc): . . . . . . , , . . , ,

Tben snnounces the la6t name, fhst name, andnew grade of the cadet to recelve the EarhartAward.

(Through thls formel ennouncement, the csdet lsauthortzed and dtrccted to weAr thd in6ignla olhis new grade at the next meetlng,)

Preaents thc rlbbon and cerlificate to lhe cadetrccognlzed

Each cadet who is to receive the Earhart Awardts announced and presented hls award ln turn.This procedure is repeated untll all csdets whoarc to recelvc thjs award have been recognlzed.

Adjutant: Return to their posts when the Earhart Awardpresentetlon6 are completed

cITAtt0lr-PREsEr'rArI 0 C0l,ctusl 0,\,lFouR [,llrts RETuR,v r0 Posr)

Proceed to four wlndscenter, without command asaoon as the revlewlng offIcer and adiutant resumerheir posrs after al lp-resentar ions haie been made.

Revlewlng Offlcer:

Reviewlng Offlcer and

Four Winds:

Norrh:

On arriving centet, West and South wlll executehalf left and hau right respectively ro face front,North and Easr will execute halfrighr andhalf teftrcspectlvely to face the flights, take a side 6repout, stcp forward to their starting position on thefour - man front and face about to form one rankwith North, West, South, and East (from left toright) facing front

Commands lhe four windslAbout, FACL]b?fia"d-, fiTBlE

Return to $elr orlginal posltlons

Comftands the four wlnds:HALT

Northl

(At this point,commands forwith Return toand Colors.)

contlnue wlth the scqucnce oIthe awAlds ceremony, beginning

Posts -- Award6 Detachment

Npppppppppppppfr,

lrVltV\rV^tW^tV\tV pRELUDE - for Au Awaros wvvvvnvv

2 a 6. !I4!99!EI9B-4IAI4II{UQN!'a. PRELUDE for AU Awards:

We are members of Civtl Atr Petrol. Weatand in the shadow oJ a long line of Amerlcenheroes who served aa mlnutemen of the air --Cill Robb Wllson, Hap Arnold, Ben Curry, TooeySpaat?, and meny othets who fanned the llame ofvolunteei servlce to our nation.

Membership ln Civil Air Parrol demandsdedlcatlon to the prlnclples of freedom andaggressive actlon to sustain our nation's aero-

spsce aupremacy. We do stlll more. We assist irlproviding emergency servlces, we fosrer rlEdevelopment of aerospsce educatlon, and we arerhe foundarion of the ctv Atr Pat{ol cad6Program. We dedlcate our:selves to the sustenanc€of aeroapece po\rer. We dedicate ourselves totheprlnciples of aerospace leadership, and we set:iexample for all Americans to follow tn e worlcdominated by air and space vehtcles. We dcdicareour6elves to the conttnued progress of our com-munity, state, and nation.

INTERLUDE. EULOGY. and BENEDICTION for AU Phase II Achievement Awards:

( l ) The Wrlght Brothers AchiFvemenr:

iuvvv rvvvrrvvv INTERLUDE -- WRIGHT BROTHERSACHIEVEMENT

EULOCY -- WRIGHT BROT}IERSACHIEVEMENT

v^twv tvnvvvv34The Civil Air Patrol cadets assembled here

are to be honoredlor attainlng signlflcant acbieve-ments in the cAP cader P{ogram.

We may reasonably ssk what they baveaccomplisbed to be recognlzed in the name oIthe Wrlght Brothers, the creators of poweredflisht in heavler - than- air craft. The answer isco;plex. These fledglings have mastered a com-prehen6lve course of instructlon ln the CAPaerospace educatlon program. Theyhave acquireda general knowledge of fundamental aerodynamlcsand the basic princlples of flylng. They havedeveloped effective leadershlp sklllsln a rigorousleadershlp laboratory. They have malntalncd

commendable examples of good moral leader-ship in their daily lives, and tbey have attainedhjgh standards of individual per lormance in adynamic physical fitncss program.

These cadets are as Orville and Wilburwould have asked rhat they be on tbe sand6 ofKiU Devil Hlllr alert, enthuslastlc, keen ofmlnd, tenaclous - flne examplesofyoung America,Thelr acbievements offer a trlbute tothememoryof the wright Brothers, and these same accom-pllahments provlde personal monuments that wlllserve as vltal checkpolnts ln their flight throughl i fe,

They came from a Dayton, Ohlo, blcycleshop to Kttty Hawk to chellenge fate and acbleveeverlaotlnr fame. Oni1le and Wllbur overcamerradltlon ;nd feulty lnformation to provlde theworld wlrh the most glorlous 120 feet ln thehisrory of transportlng mankind. The herltagerhey gave ro rhe Amerlcan PeoPle provides thesuiesr guarantce of thl6 nat lon' s c ont lnulng abl l i lyro exer-ctse mofal force for the ffeedom of msn-kind and the peace of the world,

The wheel and the sall, concelved ln distantanriquity, are stlll ln the evolutlon of utllity,alrhough they long sincc have cl lmbed thc moun-tains and spanned the seas. How much mo*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 durlngthe first flfty years, had morc fun than any otber{eneratlon whlch ever llved. However. there are

so many challenges and adventureslooming aheadthat even to catalogLre them ls a major problem,Even so, the srep from global fllght to spacefltghr w111 be les6 problemstlc lhan the step lhcDaytonlans took from balloon ro eirplene. Theyfave manklnd l ts f l rst chancc to shafe a God'6ijye vlew of the complex world beneath the wing,Slmultaneously they removed the geographlc andclimatic barricrs obstructlve to man'6 lnsatlableneed to travel.

Yes, whenever man through mechanlcalmean6 rlses tothe challenge of lhe thlrd dlm en slonand brldges the gap between earth and unlverse,thc Wright Brothers will have glven the lmpetus,and their leedership ls typlcal of young, dynamicAmerlcans. Orvllle and Wllbur: accepted a nearlmposslble challenge, and tbey succeeded inmeeting thar challenge. We are grateful thet theyprovlded us wlth the opportunity to walk ln grealforrune on the bigh road of history.

BENEDICTION - - WRICHT BROTHERSACHIEVEMENT

One has to smlle at rhe wood and wire, And one must smile at the scanty 6klllThe warDins wins and the brakeless tire He had for climbing the vaulted hillThat once'ro -hts ouestine mind had seemed With a brash disdain for things unknovtnThe answer to all that i boy had dreamed. By an earrh_ bound breed that had never flown.

And yet, perhaps if we wait to seeHow perfect the tools of dreams should be,And wait till we've mestei.ed our every skillAll life would be just an unclimbed hlll.

ctll Robb wilson

185

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(2) rhe!c!34-l-E3!lg!91lg3sg9ls!1gr!

:E$VVVWVVVVV TNTERI,UDE -- ARNOLD ACHIEVEMENT

The Civil Air Patrol cadets assembled hereare to be honor ed lor attainlng signlflcant achieve-ments in the CAP Cadet Program'

we ma! reasonably ask what they have ac-comolished io be recognized ln the name ot HapArn6ld. oi lot . qeneral , and archltect ofalrpower''I he ans;er :-s complex. These fledgllngs havemastered a complehenslve course oi lnatructlonin the CAP aerospace educetlon program. TbeyharJe acqulred a general knowledge of ihe poten--italltles.'the efieits, and the rcsponglblltdes ofaeroaDace pov/er' They have developed effectivel iaaeiship'st i l ts ln a' f lgorous leadershjp lab-

EULOGY -- ARNOLD ACHIEVEMENT

BENEDICTION -. ARNOLD ACHIEVEMENT

oratorv. They have maintalned commendableexampies of cood moral leadership In rheir dall)l i les, and rhey have attained hlgh standards oftndividual Derformance ln a dvnamic pbyslcalfitness protram.

These cadets sle now as Hap Arnold wouldhave reoulred they be ln bis alr armade: alertenrhusla;tic- keeri of mlnd, tenactous _ fineexamoles oi voung Amerlca' Thetr achlevementsoffer; t r tbute to eeneral Arnold andhlscrusade,and these same accompllshments provide personalmonuments thet wlll serve as vltal checkPolnts lnthelr fllght through llle,

>tbppit

pbp

p

A thoussnd times hc had felt stronger andheppicr efter looklng down on lhe fa-r reaches ofrh6"land and pondcring thet ttle 6wlft molding ofrhe natlon {rom e rew wilderne8s must have re-oulred the greateff outpourlng of human eplrlt inrie annala of hlstory. Thl6 x|es hl8 heritage.Hi6 herltaqe al6o embrsced the legacy of BlllyMtrcbell "-The Crusader" and the yeara of abruPtchenges inoplnion and apethy c oncernlng alr powcrthat -were iharacterlstlc ol the leeders of ourland.

Countle6s time6 he had associated the oldtrails. the battteflelds, the rlver valleys, and themor.rniah passes beneath hls wing8 wlth thefalth and coursqe of the men and women wnocave theae thinqs signlflcance. He drew therc-i;om fajth and couiage for himself and hl6caclre. who were destinid to change the lace ofhistory,

Manv of the thlnqs that seem desilable, mostof us mav never havi - wealth, power' posi t lon,fame - yet as Hap medltated on whatthe airmencould have as a resultofhis experience,lt aeemedto hlm that no other6 could have more.

Hap Amold seized the chellenge of eir powerwhen 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 colpsstatus ln the Depertment of the Army. He lovedthe challenqe and adventure of the North Countty.He loved the short odds of gucceas for thegeDerate eir aelvlce, e prlze whlch fiercelybuined ln the breest of all alrmen. He becamethe tao root of alr power, and through hlm ltsfounalailon wa6 lald end sustalned. From him andhl6 wlBdom came a wellsprlng ol 6ound conceptsln air stratecy end creatlve development. Yet,he recocnlzeil the role of the volunteer ln alroower. Fap Arnold end GlIl Robb Wl18on estab-i ished Ctvl l Alr Patrol . Hap'spersuaslon inslEtedthar the truth be told: mllltary alr power couldnot exi6t or floudsb wlthout the clvlllan factorknowlnc 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 thatl i 's noi the f ly jng that gets into the blood, butwbar gets into ihe blood through flylng thar

"""ntsl tte knew thet even tbe greateat force

bereft of the zeal of youth cannot return divi_dends on its creatness. He belleved that unlessvounq Amerlc;ns were launched on the ail oceanin tietr formative vears, they and their nationwould be ewept lnto obl jv ion by l ts j r resisl lb lpcurlents . Air power begjns with people' andIf it ls broad and deep and atrong 1n peopte, rtis real power.

Betimes for the peace of my heart I have turnedmy winas ro (he high country where narure has.o'nrrtueia ner own cathedral and ln some pew oImeadow or mountaln lake have sat to lefresh mysoul. 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 ahalall is well with the world. This is a divideniwithout listing in the market place but amongthe high prollts of llight.

Cill Robb wilso.

(3) The Captaln Eddle Rickenbacker Achievement:

rr5BsD$DbsspDDDDDp

DDDDDDDDDDDDpDDDDDBD5DBDDDD

DDD

VVVV$VVVV INTERLUDE -- RIoKENBAcKER AcHIEvEMENT ryryryrygggyryV14The Civll Atr Patrol cadets assembled bere shlp taboratorv. Thev have

-"in,rin"a "o*- $

are to be honored for atraining signjficant a- mendabte exaiptes df qood moral leadershiD Xchlevements in ihe CAP Ceder Program. in rheir dai ly ves, and"rhey have atrained hig'h B

we may reasonabry ask whar rhey ,""" ;i1,i1:lf?,i,i"'lj'Jl:;?l*:'-'^**inadvnamrc &accompllshed to be recognized in rhe name of

_ A

Captein Eddie Rlckenbecker, Amerlca's leading These cadets ere as ..Rlck" would have 5ace of World War I . The answer ls complex. requtred rhat rhey be tn his Har in-the-Rins XThese f ledgl lngs have masrered a comprehenslve Sqdadron: alerr , 'enrhuslasrtc, *""n . i * i "al Xcourae of inatructlon ln the CAP aerospace tenaclous - flne examDles of vounq amerlca. Seducatlon program, They have acqulred ageneral Thelr achtevemenrs off6r a tribute"to Caotain Gknowledge.of piston and Jet alrcrafr englnes end Eddte, end rhese seme sccompltshmenrs pr6vide Gthelr auxlllary ayatema. They have developed peraonal monumenrs rbat wlll setve as vlral 2ieffective leadershtp skitla ln a rtgorouE leader- checkpoinrs in thelr flighr throlrgh ltfe.

d

EULOGY -. RICKENBACKER ACHIEVEMENT g

ISoclology, polltlcat sclence, lnternatlonal space capaclty grows. ao trow6 the securltv of B

trade, educatlon, tourlsm, and slmllar llnes of our natlon. M6reover, heln;istedthatanlnforired Bendeavor have been effected by the lmpecr of ctitzenry wee the 6asts for rh.ls crowth. Hc Srhe elrplane. Bur li ls ebove and beyond even demandad of htmself and hte comoltrtors et_ S<6uch mattela as these thet evtation wtu lmpacr r€n on to the development of an ali consclous_ Gdurlng the yeara to come. It will go furrher ro ness wjrhtn rhe mtndjand hearrs of all am ertians. rEmodernize the gtandards of human conduct and He knew lbat aerosDace Dowe! cannot le seen _Bllvellhood than any influence slnce Chrlsr. The ln lts true pergpec ve exaeDt in lts relatlon to Xconqueat of alr ln tlme of war end opera onal otber force;, Wlsely he sata thar norhlnc rrulv Sdomlnance ln the-alr ln tlme of peace have been great stand6 alone. io htm acrospace porier wai Gamong our nadon'.s greateet achlevemenrs. Few borb ctvll and mtltrary and rhey wire t;dtvtstble. Gmen have geen the wo gldes of thls endeavor .rtae hes Captaln Eddte Rtckenbecker, Themembers Eddie Rlckenbscker Iefr EuroDe beaoed m )of ht6Hat- in-the-Rlng Squadron emerged from honor, and we bafed htm as an Aniertcan hero. Ethe great war aa Amerlcs's heroes, and he was More lmpoTtant, slnce the treat war wc have So-ur leadlng ece - tbe sublect of natlonal pride. had an opportuniry to 6ee rhar-he rtchty dcserves qHe developed end opereted one of Amerlca's the edoratlon, W; cannot forcet the vesDered dlargest commeTclal alrllnes, a re6outce vital gquadrona of broken ship6 en-d men who'could <€to the aeroapece aupremacy of our natlon. not be broken. They fosiered a herltage rlch X

csprein Lddre beueved rhat aa our eero- ?11t""i?1 #" jnnj#."rlcan tradltlon' captatn dG

BENEDICTION -- RICKENBACKER ACHIEVEMENT gsOh thet will be a sadder day Are srars more dlstant from our dav B

When poets ceese to sing Than flight was dtstanr rhen; )}Of nations come to parllament Are wc less men of dreams than thev $-

Foregathered on the wing Who drcamed when scarccly men; ' gstnce dreama must cruisc beyond rhe apan And l f i t seem from earlh to heaven A

Of times olll: liveE embrace A cllmb for prayer atone EBefore the east and west shall flnd How high abov; Oimpu6 cltmbs X

A destlned meeting place. The contrailed way we,ve gone? &

And if it seem from now tlll then cod grant us then in test and toil dA countless meld of years, Upon rbese high frontiers, A

And if the future seem too fraughr Although we nevet grasp the gra ftWith blood and swext and rears, Beyond the mist 6f years, "

BHow far I ask have spun the leagues We may remember that in us E

Since man first lifted eye The dream keeps ageless rrysr SIn seemlng hopelessness to walk With rhat dlm aay andthat far ptace G

The reaches of tbe 6ky? Where meet the east and we6t. Gcill Robb wilson G

18t

(4) The General J lmmy Dool l t t le Achievement:

NVVVV$V$VVV INTERLUDE -- DooLrrrLE AcHTEVEMENT

The Clvll Air Patrol caders assembled hereare to be honored for atrainlng signlficanr achleve-menrs in rhe CAP Cader Procram.

We mey reasonably ask what rhey haveaccompllshed to be recognlzed in the name ofJlmmy Doolittle, ralder of Japan and survlvorof the Gee Bee. the answer is complex. Thesef ledgl ings have masiered a comprehensive courseof instructlon tn the CAP aelospace educatlonprogram. They have acqulred ageneral knowledgeol the nature of airporta and alrwaya and the useo[ elecrronics ln avlatlon. They have developedeflectlve leadershlp skills in a rtgorous leadar-

ship laboratory. Tbey have maintatned commend-able examples of good moral leadershtp tn theirdally live6, and rhey have attatned htqh srandardsoJ indlvldusl performance tn a dynafuic phystcalnmesa program,

_ These caders are as Jlmmy Dootir i te wouldheve r_equlred rhey be as crewmen during rhat-sbort

lifellme over Tokyo: aterr, enrhusGsric,teen of mlnd, tenacloua - f lne examples of youndAmerica. The,r achlevemenrs offer a tribute toGeneral Doolltde and his leadership, and thesesame accompllahments provlde personal monu_m€nta thar wlll serve as vlial chetkpotnrstn rhetrr[gnr Enrougn ll'e,

vvr4wvt4vvs

EULOGY . - DOOLITTLE ACHIEVEMENT

To Jlmmy Doollttle rhe United States ta theproducr of men who would not be sllenced. To hlmtbe digniry and freedom of the tndlvldual was ourgenlu6, Out of thl8 love and respect for hls landand hlB fellow cltlzens, he came to cballenFe6peed, lnsrabllhy of atrcrafr, soctalceprtce, po6rvlstbtltty, and lnglrumenr flylng. Never one tocomptatn or ergue, he - aa no other alrman lnmodern tlme - has set the example for all tofollow. Wharever rhe shtp - cee Bee. MltchellBomber, or Eupersonlc let - he responded withtDe s€me lntelllgent determlnatlon ro digplay tbatfreedom and dlgntty of man were our ataidardbeererB aloft or elsewhere.

Hl6 eerly research a6 a test pllot form ed thesherp gpearhead of our mlgratlon to the stars.Hl6 nsme wlll forever be enshrlned ln the heartaof Amerlcens who remember or atudy WorldWarII and hls darlng 6klll ln attacktng the enemy at

home. He end hts relders ltfred lbe bearts oI ana on lrom despelr to hope, from sadneBs toJoy,and ln eo dolng elevated a narlonal ego ln tlme ofolESater.

Ther€ muar be Bomethlng abldlngly good in anatlon and.a form of govenment tbet contlnuouslycommand the dedlcerlon of uncountedqeneratlon6.Freedom has generared soldter6, ;a[ors, andelrmen 6uch a6 Doolttlle, a man on hors;bsckwho flr$ carrled lhe word to forever protect lt.ceneral Jlmmy'€ zeel for freedom aid countrvrefueed- ro dlmlnlsh; he ploneered rhe Aerospac;Age as hl6 bounded duty. He soughtnoreward. Heexempllfles ell those penetrar6r6 of rhe bar-rlers - soclal or gclentlflc - whohevellved anddled to malntaln-thls natlon's eeroapace power.Jlmmy Dool l l t le 's cau6e was lmei lca. I t en-grossed hls every devotion. It mede hlm foreverclear ln memoriam.

BENEDICTION

Not one who plow6 upon lhe blueIs free from threet of 6torm

And none there are who do not knowThe dreaded anvil form

Where blow on blow ls folq'd the swordOf ltghtntng's brlghr blaAe

To cleave ihe 6ky and bltnd rhe eyeAnd mske the hearr afreid.

-- DOOLITTLE ACHIEVEMENT

Yet were the heavens alwavs clear_The wlndE forever fatr

The cockpit where I sweai my owearWere but a rockinq chalr

Where I should wtthel ln my soulAnd fret my life away

Untempered by my daily roTo meet a ludgment day.

I can not know what He will askWho tots the qreet whlte book

Of what I selfle;s gave to ltfeOr $'hat I selflsh took,

But this much I will hazard HtmWhen ask'd tf I'm afraid,

"Aye, Sir, but fear has served me welllI've walk'd where Etorm ls madel"

188

Gill Robb Wilson

$VVVVI4VVVVV TNTERLUDE -- LTNDBERGH AcHTEVEMENT Vlfgrygggyggl4

$ m*:,k:ll*{;yii:il:r*1x#l::"1";: n,i,is"':".'.".fti:di*" *:i"",{fi","}:.* ${,r*#0i,"il11'.'"r*rr:'*,'rr:.ri",.r*r**r*ttli*:m:'ii*.*'"':"';*:F*":""'xil:E';i:$ril"ig'ii,.f Tii'":d"'.+ili:{"d;.ii;aUti.",,,*:"$4lq'1;g;;".ip$i:.1p,!r"is:Jrii{,xri*r!{+"+l$il*H,:*xn:rx;iiixrs[-;r,r*;x:ys1;";;,9navlgatlon and rhe effects of *""t-h",ot

alrcraft courage' and these same accompll;itfi-;6;;"il; Erhei have deveroped "ri"iir* riii!,i,i.rii*1i',*""f; :;::il:l",fiJffiiit,Sllr,Xllr",",L:; "'" ",ffi

EEULoGY . - LINDBERGH A.HIEVEMENT

€. " Ltndy', rhey called hlm, and he

.brought ro caloled Amertcans tnro [atentng to th" orntnou" Savletton an unquenchable founratn of insptrdrton. waintngs "i;;;i;

;i;'p;;", before world wer ,rji"",i":'.1" :T fJ,ff"# l"-"tXtjT"**?"19 over- II. nelEcted, ."i'"-riii, iii.ai",*".ed, he turned )r_*:.*Ll;j$il"i#j*"lTti1?iqii:sff i?,"]",r3*;'iij:"fi1",,r",1'l*:,"j*nl'e,j*ili €the worrd end.our ;a,il-;;";;^i;:Tffv"ii ii-rlffi]j|!

.rt'1fi,!lfl,"""*:l*t*fil:* $iff 'fi"^:,r:ti'".11Jhil::x"ig:.:ii".i*"";i;!mlf :q.itHtirU#lit*:*$l*"t":ilri$

;il":q3",j-$i,iffJgl8i',ilir'"'.;,f,1|"i"".'""',i 6f ["_tn:1i::" XH:t";ittiiliT# Ef,T".:'"","&"1" l:lfi:",,herrdreem. sni ro m** ;i*:,-l,""t,jl,iltF;3,r+ri+l#ni:::,i#j:T E-.- .Hls scts and. subEequent explotts bulr tnro

unaaaumlng enthuslaBm ror ttre atr ioita, -' - _ {

!U"ff;:"??i:rilf;"'ffin"lif;Sil:L tt*ta.- Ir rs evrden, rhar msn rn rhe"unruerse must 6:*;* tt';;ltk'g-,:n",'"'."*,ftf{:1":i i'::#'ij1^:{"l*T':,$": ff';'ii,;,'i*gli:tilt{ Sc_a.rdrnar 6rn-or "p"tr,y i"i" ioiri'i"iiiX% *.,i1! !i!1#*,iilfi,,fuhT,Xi""1',l"ifii:,,l,l"i"ll* Bfli"T,"5'?,,''s,"",,::fti:ijii.i:,.".',?fi:'1i1: 3i"*:i,f"",,f ,3t:.11".l*"rli,l;a*ll:i.[{iji $

BENEDrcrroN -- LTNDBER.H A.HTEVEMENT $

Ah, whar a kindly fare j r ts And sha I brtng ro rhj6 dear gi fr S

"i'li'!l"nf{1il?:"i{J""";,::l;:*" *::nlli: ll: *iiil":l':l1b:^*" Er$[****if;**':ru fti$g-1$g5T':iffi'." g'T$:#:*-.11T,-,"1x""i1t"S"",. g.vo"d ir,;.po,i,.ol^;,-o..--iE",i1*r""

€Clll Robb Wtlson g

r89

B .",''ollSn$'1"'o'i".i::"1["?-ii:*:d"ti:lb; ,*,I];t"?.li:iJt"i,?1.!"lj".,t1X"t'il"J: ,(. no#.t H. Goddard.. the esteemeo

^tatner -:: I"'Hil,';..j":,1i ;; ;i"';"';;;;-;r;ft-,' iliit, en-Brum:ir""s;;rlu!r.#;f"#.i:#ii*l1qqi-ii"f;{;}{1#f*uioii!H;n:iB ;l"llxt'"1,l:*:n:"3$:^J;"""""0"1"":*?'"f".'ili BTil:i.,Jl.,Xq::'"::i ;i" u,", and,hese samei{r 6r ioctets, mlssileg. aPace tecnn

R h:i,r:\""lii:]ry3*+1rui{rrf""ra,ir: it"?Tp-{tii,Sr:: 'lri":i"""ffi:i""#l"ii'?i}ff;l:B

ehtP laboratory. TheY have ma

B EULocY -- G'DDARD A.HIE'EMENT

p

ff 0""";ln:"1",'i?,1i"$. T,i" i'S::"li"',i:l'?"ii iiii!11"'1"-Y':''"i""?"S*1";'1"'fi'3lJ$""Ti'5K a new lales or ihe tn,"tug"nt -put'*ii"

Jt- "n-oii

tyt"nny.alweY? tg elience - lronclad allence'

U. one ls magntflecl a ,oou""no'o'd"t liriil'ii Vo h6 knew there was another more insldlous

!r exDectancv moves rn tne nearl or ;t atifiiL;: type oJ ellenc€ tyllcal of democracv - the sllence

B :l'T"':/",itii;:it""#il'lli;,"r:tq{t*"i{ f;i{;,;+"i**t1* li+ld;;i'#"r$',:3rirt":11E ::*1i*:: "lnfiflil'"i'ili?";'"?1"11;.":'f;!:"""; *:r'"*i*li**,ti-g**';,,m"11"t";J",1";b

alway. so aPachy,- fear, cjnlclsm end lcnorance' 1116 ca-

$ ̂ .""lrj*"r":r"l#.Tl; i?".,',:;"f"1,'?:1""l: ""{i{ti""liiH'J#ffihi:*iil,afil,i}'"iil:","*:B l:*""1 ,'"tt,ll*"t""":,i.",'",*i"8;:,,1:H'iS "T,"il; *:::'"$J"'*'fi:H:'":T'e" i:J.l"i"'i$:'i::,r:E:1,:"i:til'""."'l;:lii;"Tiiii$"?it"I""?ru"Hl""ri;:^*:dlllii,til"'.;'"!i't':$ilffu :;*1$

rrowever, .stened and rearned. ::":i: +fi:,yi" l'#:thhs ew€somely.won.rerful

$ ".,,,"."""i':: l;:"i,",'"'1"'L'f ,fi"#H";.?J;f"""Tii: il;*."rkij:{:::li'1':ffi:i"'^"ffi:i?"?""i::p ;;:,,;;;; *ii-or rir". r.yq:r*Fi*1ft"Ili i,it'..".;"*:**i"3:,T?li"i,'l"li-?il*iiffi,i;3 ::f'"',i''Jt't" ll,it#"i'.ffl "l'"'"u;"iii;i ;;; ttre unrverse'':tp BENEDlcrloN -- coDDARD ACHIEvEMENT

(6) The Dr' Robert H' Goddard Acbievement:

:SQiryiUV{ry.VUVVV INTERLITDE - - GoDDARD AcHIEVEMENT {l{,9{v{2vr*\2{rrEp

& .,,,i[:fi,ilfi{:liitii"if.:ifoT':""Ts:*,:;:: il:l:"1l"";1'm$iq1*i'.ldt **fi

menrs in the cAP cadet Program. physicsl tltness program.

6 we mav reasonablv,a^sk y-h:ilh:Jj::: "": rheae cadet6 are as Dr, co.t.terd wourd hev€

P* *o,.u",, o"e.1t r:it:"1t:i:j:sh R*jJH"'"lf ff"1'J,'#":;r111--"?; ""111"1"J;( In monrrmental splendor ro the aky;(<

I ken that He shall gradesus everyaol:, ,n"

"un,p N",n"""'f,""jlrlls;,?,l,il3:1,1T"";::., i..rii rlv- r'J" t"[ "*"

S "o", ,"u". :"!y':.,yli,i"^":.t:":: ,T:'",|:tt R:lT*j"":H'gPi":5'J"i,Bti",ij"ii,n" "*.6

Bequeathed them bY the caPrlce

S Gill Robb wllson

t90

: ]NTERLUDE, E U LOGY

'I

EULOGY .. MITCHELL AWARD

. Orvtlle teuglr htm to fly, From the beginnlng beliefs. The Virglnta Capes and the Osdrieslandrriarron waa hr6 flrst love; a separate ArrForce; were tts aieni. 3t!ptiJ,i"ri."#hi',i."=ffirlr-*="t:is Holy cratl. No free min can-know the rhoushr; aam; ;;d;;. iil;;"in-r"itu *"" sunr, tut-ti,ls0.r plans of an-eggressor. Free men muatk;ow knrghr, unlrke sii cai"iii,'*a" to be denred rtrernat rn atrength lles securrry andrbarbssrc nattonal cri ior whtctt t; tato ioin s career,securlty muatbe lnvlolable. In hls heart the!e crew: deep auaplclon that our secur{ty was a h-ouse _ -Today as flerce flghterS surge sloft ln thedivided sgaln.r ttself. Bfly Mlrchelt beuevedthar sott Ugnt <if aawn, ioaafiiir,erry UfrUeii *ir:nd"icur g.reate6t srrength was to be dertved from rhe acros; ntghr skiee, tiley plai a s6ph;;t-;i:omplete adaptarron or aviatron ro the narronel rreedom t"o tbrs i'ru;l,ier' \iho e6ht;ved'btsi€4ense. He trted, ln hl6 own way, to Jusrtfy hls greatness in *rJp"g"" oi

"-ui"uon r,istory.

andBENEDICTION for rhe General Billy Mitche Award:

BENEDICTION -- MITCHELL AWARD

Htgh Fltght

Oh, I heve sltpped theAnd danced the skies

surly bonds of earthon Isughtcr- stlvered

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wtngsjSunward I've cllmbed,

mirthand lolned the tumbling

,, Of.sun- splir clouds - and donea hundredthtngsYou have not dreamed of - wheeled and soered

., Hlgh in . ahe sunltr 6i lence. Hov'r tng 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 easygrace

Where never lark, or even eacle flew.And, whi le with st tenr, l t f i ing mind l ,ve rrod

The hlgh untrespassed sancrtry d? space,Pui our my hand, and rouched rhe face of Cod.

ryvvvvvvrylvvvvv TNTERLUDE __ MTTCHELL AWARD V{4\TVVVVITWVVV6

The Civil Atr patrol cadets assembled here instruciion in rhe CAp a".ospac. education pro_ $;:""[: if ifJ%T$'3:;:'."il;:t."jglo.*,."n** i_f;"11%#x#;ll*:il*l*.r"1*i";J; Enve6, and they have atrained high 6tandard6 ot (s5we may reasonably a6k whar rhev r 'r ' . l l9: l9Yl petformance in a dvnamic phvsical ${accomplisheat to te rec6gniiea r" irr,-.--"i." li rrmess program,

Gceneral Billy Mitchell, a-man who believed that Therr achrevements have eaurDDed rhem as <<our g.reatest srrength was to be reauzed -tn rhe Btuy Mitchelr would tr"r" r"q"itic' ir,"t

'ir',uv l. G

iiT'1""'"'-::",f "'"'j?','.'L'il1:""",j::lil$'"'"fff; ;:,','.:Tr:.,.":pli:,..,:Tff;"ri" '" - ";';#";; dni;t;r,:'u" :1.'1i"";1l,.iH"tnn:i: rr"1.i*";,itff*.:il:t"i,t;{::{i:il'#:it €?articipated ln a CAP encsmp;enr. Thei have in

",tr. t , Airry Mit lr,"rf lerievea. and ir. ,""-n-i"r i ! G

iii[f$":::i!.:"":F'iql'."t"",ffi";,,i:"1;i$:iTi; l,::"tili::t*:i "',..,T1.,"_ffin*t il?iH:lffi :};::lve maatered alx comprehenslve courses of rbrough ttfe. .".--

d

John Gillespie Magee, Jr.

t9t

d. INTERLUDE. EULOGY. and BENEDICTION for rhe Commissiontnq oJ Cadet Off icers:

TNTERLUDE - - CADET OFFTCER COMMTSSTONTNG \t{r\4vThe Civi l Air Patrol cadels assembled her.e

are to behonoredfor attaining signi f icant achicvements in the CAP Cadct Program.

We may reasonably ask what rhey haveaccomplished to be commissioned a6 cadet of-ficers in Civil Air. Patrol. The answer iscomplex,These fledglings have successfully completedPhase I and Phase I I of the CAP Cader Proqram,' they have earned the Ccneral BI l ly Mi ichel lAward, and they have completed satisfactorllyone achlevcmen( in Phase l l l of (he program.Thcy havc de!eloped effect lve leadershlp skt l tsjn a r lgorou5 leadership laborarort , and rhe)hr\c demonsrrarFd rhelr knowledqe of leader-ship princtples on a comprehenslve qualifytng

EULOGY .. CADET OFFICER COMMISSIONING

examlnation. They have maintained commendab::examples of good moral leadership in rheir daiti1 l !e", and rhey ha!e alrained htAh srandarcs . iindtvldual pcrfo-mance ln a dynamic phvsic=

,n""" ""U*"

are now as al l t rue lead€: imust be when they embark on a life of servic:to lhejr . counrry and fel low mcn: alerr , ! .nlh_siastlc, keen of mlnd, tenacious - fine examplisof young America. Thelr achlevements off€:trlbure to the countless grear offtcersandleade:.ort the past in whose footsteps they follow, ar:these aame accomplisbments provlde personalmonumcnts that will setve as vital checkpoinrsln their flighr rhrough life,

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, Dlscipl lnc js rheprrc, ( :exc(. l lcnce. I f 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..act lv i ty. And perhaps rhls ls the secret of g. , ar-nes6 in a netlon and lt6 people. A proud counr:\cen only be crceted by proud, capable men an:

6pend himsclf to bLl

the ci.owd and walf

Thc shoulder boards of a CAP cader offlcerclearly show that I am a leader ln Ctvil AirPatrol. But the boards are only symbols, symbolsof the responsiblllrles I must accepr wtth ofltcergrado. It is ea6y to accepr rhe symbolsof leader-shlp. It 18 not casy to accepi rhe responslbtlltiesof leadershlp.

As a young cadet offlcer I may make mls-take6. ThaCs only human. If I shlrk, shorrcur,or fall to respond to thc fundamentals of leader-shtp, I will surely get off coursc, And tt wtll beno one's fault but my own, especlally if I don'ttake stock of myself end solve the problemslnher.cnt in my own performance. I can, however,learn and proflt from my errors, and become abetter person and leader in so dolng. IJ I do notknow from wbence I came. I hsve no reason for

BENLDIC]ION - - CADLT OFFICt:R COMMISSIONING

So long ss thls ls a free man's worldsomebody has to lead;

Somebody has to carry the ball tn wordand tbough and deedi

Somebody's gol to knock on doors whichnever bave known a key;

Somebody's gor ro see the things rhat rbethrong 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 whatthe deslgners plan;

And test the dreams thatln behall of their fellow man,

192

S_omebody'6 gor ro rhtnk of pay in rermsthat are more rhan gold;

And somebody ha6 towhat the heavens hold;

Somebody's got to leavewitb hi6 feats alonej

Somebody's got to accept the thorns andweave for hlmself a crown.

It's ever thus as the ages roll and therecord's wri t ten cleai- -

Somebody has to give hlmself as theprice of each frontier;

Somebody has to take a cross and climb

the prophets dream Where a lonesome man with a will to lea:can make the truth shine through.

Gill Robb Wilsc.

e. INTERLUDE, EU LOG Y, andBENEDICTION fot the Amelta Eerharr Awardi

The Clvil Air Parrol cadets assembled hereare to be honoredfor attalning slgnlflcant achieve-ment6 ln the CAP Cadei Prosram.

We may reasonably ask what they heveaccomplished to be recognlzed ln the name ofAmella Esrhart, the rou8led-headed gtrl whoetched avlatlon history across the skles of theNorth Atlantlc and the blue PacIItc, The answerls complex. The8e fledglngs have complered fourachlevemenra tn Phe6e III of tbe CAp CaderProgram. They heve masteri:d a comprehenslvepfogIam of lnstluctlon ln aerospace educatlon.They heve developed lncreeainqlv aomDlex leader-ship sktlla ln a rtgorous leeAeishtp-leborarory.

They have maintalned commendable examples ofgood moral lesdershlp In thelr daily ltves, andthey have airalned hlgh standards of tndtvldualperformance in a dynamlc pbystcet fitness pro-gram.

Their achlevemenr6 have equtppedrhem wlththe sptrlt of leadershlp rhat was characterlstlcof Amelle Earhart, Tbey are elert, enrhuslasilc,keen of mlnd, tenaclous - ftne exsmples oiyoung Amerlcs. Thelr echlevements ofler atrlbute to the memory of Amelia, and these sameaccompllshments provlde personal monumentaihat wlll 6e!ve as vltal checkpolnts ln thelrfught rhrough ltfe.

INTERLUDE -- EARHART AWARD ryivrylvvvA'Vryivrytvv34gGsggggGGgG

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EULOCY -. EARHART AWARD

The resonance of blEtory ls nelther ln tbekeenlng of the crowd nor ln the tbunder ofconquerora, bur ln the hearibeatg of the handfulwho sklrmlsh ln the unknown beyond 6ecurtty.The medlum of thelr advenrure is varled. bilrthey are one ln chellengtng tbe ltmttetlons tmio6edby lgnorance and leer. ThlB handful may be tdol tzedor lgnored, clowned or cruclfled, but only in theperspectlve of tlme can they be measured.

. To the evolution of men came,lndue cour6e,rhe crude t@16 of ftrsr fllghr. end the hithert6aancEery of the gods became avelleble Lo men.lnto thl6 $orld of fllght srrode a long- legged8irl from Alchlson, Ken6a6. Asklng noadvandirge,Slvlng none beceuae of herfemlnttt 6he masrereothe skllls of the elrman snd began ro dupltcetefeqts ol establlshed heroes. Th; lslands-of theNorrh Atlantlc and wlde PaclJlc were he! constentcheckpolnt6.

A 6cent ten years wete hers before she

BENEDICTION . -

Somewbere a lln on a lazv 6eaAnd a broken prop on a c6ral key;somewhete e dewn who6e motnlnc starMust etch dlm llght on a broken 6Dar:Somewhere a twlll{ht that cannot coTill lr klsses rhe surl wtih afrerri-ow:But here, only sllence and weari eyesAnd an empty hangar and empty skjes.

<ll8appe-ared forever ln the reaches ofthepactftc,her.globe - gtrdtlng obJectlve almostwlthln grasp.rn rDAt decede she remlnded uE thqt llfe ls nor sspan of tlme bur ol spiltt. Other women hadllown betore Amella, aa havethey slnce; however,1r \raa hera to aerve at a dme when flylng wesgpanrfng e chasm of grtm skepttctdm ana tbereauzallon of e new freedom_

Her love, care, snd concern for themaEteryof the alrman'6lore stands es a monumentto he;ptofeaalonel romance wlth lhe wlngs offltght. Shebelongs ln the hearts and memortei ofallAmert-cana and yet in a apeclel eense Ehe belonge to theatrmen. Durlng hei llfe she gave endrec;tvedtheseme open- hended comradeshlp ihst alrmenglveone enother. She mtssed the blc moment 6f aflrs! - cla6s pllot - ro letlre altv;. Thlouch herfeat6 and passlng she gave ua the rtght sild theexemple to carry the cru6ade lnto tbl8 thlrddlmenBlon - rhe abode ol rhe qodE, Amell4 Ear-hert wlll be lemembered and l6ved,

EARHART AWARD

Somewhere the tosE of a tousled heaalIn the atreet of the ancels overhead:Somewhere a smlle that would neve; fadeA€ the, acore reverEed ln the geme she played;som_ewhere a splrlt whoae course held iruero do the thlng ther lt wlshed to dorBut here, only sllence and wearv eveEAnd an empry hangar and empty-skies.

r93

EVALUATION OF CADET PROGRESSIN THE LEADERSHIP LABORATORY

The Drosress each cadet makes in theleader-ship laboraiory must be evaluared periodical ly.at feast once each achievement. Thlsjsnecessaryfor several reasons: to determlne the etfectlve-ness of the leader6hip laboratory itself, toDrovide the commander with a means of deter-;ininq whetber or not eech cadet has met thereoul iements of the leadcrship laboratory forthi achievement in progress, to ident i fy cadetsyrho have exceptional ieadership potentlal andthose who need additional lnstluction, and toinform the cadet of his strong and weak areas.

Since the leadershlp laboratory covers a wlderanqe of act lv i t les with many subjcct lve factor6,i t is usual ly di f f icul t to rate on a numerlcalscale. A numerlcal acale ls, however, the mostoblect lve way to evaluate cadct6, and i f ueedDr;oerlv bv the rat inc off icer, the mosteffect lve.itri evaiualton form ae!lsed for use inthe lcader-shlD laboratorv lncludes anumcrlcal ratlng scale.Pr;ferably, the rating system used in the unitshould u;t cadets ln nume cal order' Tbls lsposslble wlth smal l groups. butwlthlarge groups,;umerlcal llstinc ls dlfflcult and time conauming.For larger gror.ips the ratlng system should elmat deteimln-ing the toP and bottom grouPa ofcadets ln each category or grade.-lJthetoP cadetgare known. the seleillon of indlvlduals to flllkev Do6itioirs wlll be more effectlve. Ifthe bottomgr6ui: ts known, these cadets can be provldedaDeclal lnsrructlon.

CAP Form 50 ls used to evaluate and recordthe Drosress of each cadet ln tbe leadershiplaboiato?y. A sample form lB lncluded ln thisattachment,

HOW TO COMPLETE THE RATING FORM(l) Each cadet ls tated on hls progress ln the

leadershtp laboratory at lea6t once durlng eachachlevement. The ratlng offlce! muat be asobjectlve a6 posstble in maklng his evaluatlons,and he should baae hls ratings on continuou6observatlon of the cadet throughout the achleve_ment, rsther than on a one-time observatlon.

(2) Rat inp,s are based on how the cadet appl iesthe concept; and technlques Eught ln the leader-ship laborarory ln al l adivi t les of the CAP CadetProqram, For example, the rat ing on courtesywouid rnclude an evaluation of the csdet's conductln the aerospece education sessions, duringfield trlp6, etc,, ss well as on the ddll field.

deputy commander for cadets (ln a compositesquadron) or the commandet (in e cadet squadron);oi lt ls completed by a Phsse III cadet, indorsedby the military educstion office{, and approvedby the deputy commander for cadets (ln a com-poslte squadron) or the commander (in a cadetsquadron).

(4) Prlor tocompletlngthe certification sectionof the achievement answer aheet, rhe commanderrcvlews the ratlng form to determlne whetheror not the cadet haa satlsfactorlly comPletedthe leadershlp laboratory requhemente for tb€acbdevement.

(5) The completed ratlng form ls kept in thecader's CAP Form 66. The cadet should bcencouraged to levlew hls ratlng formsatfrequenrlntervals.

(6) Any low ratlng ehould be brought to rb€attentlon of the cadet through a personal lnterviee,Durlng the lntervlew thecadet dhould be counseledon how to overcome hla weaknees.

(7) Eech cadet 16 rated agalnat other cedeGln the same grade; for example, a cadet fir*clags would be rated agalnet other cadets ln thrrgrade, not against cedet maater sergeants,

(8) The form ls completed as specifled in tb€instructlona, Numerlcal ratlng6 are lndlcated bplaclng an X ln the approprlate column on rlEratlnc form. The number of X'B ln each columrts m-uhlplted by the asglgned numerlcal valueof the column and tlrese products are adde<together. That total 16 then dlvlded by thenumb€rof X's to obtein the cadet'B everage rating

t9) A sectlon is provtded for any pertinerdor 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 laborato4category in whlch the cadet i6 currendy participatrng.

P-9rs9!al-4PP9grg!99Exhibits correct posture and bearing; keeps

heir cut and shoes shlnesi is clean 6haven, neal.clean, and well groomed; s/ear6 uniform ploperl!-

Courtesyii-E6iil6ous, tactful, and conslderate; executes

mllltary courtesles proudly and smaltly; (espGand fol lows CAP cusroms and tradl t lonE.

page 1 of attachmer:

LEADERS

(3) The rating form is completed bymilitary educatlon officer and approved by

t94

thethe

CADET EVALUATION FOR THE LEADERSHIP LABORATORY

man.e io L\e l.adeshrp raborarary(tn.rudine his aFplrcatiod ot tadrt rn tbe laboratory 6 all cAp activiti€s) in each of o,€ aleds

e key on rhc bac* or dris fomrarory cdresory in *nich tn€ c

r . HILI IAiY CHARACIERISTICS 2 3 5(unttonr ned, cte8,

Dbper ntitary bestita)

(Respeds cnp c,so'i bnd b.&tions, u5e, aaad en.'s sn,,i,ft.., cordca,ei.)

s lP.ttcipaes Nopcrty h ddt eadct ship bhotttoty .'t ceoty)

rENcE au'dssdds ris rcadqship t,betototy to4 k.qsue to d.t.;t.eotre.r't in conpretin4 a6stahn6tbi'd'etabt.)

I . At f l tuD€s

(r!is6 dri€s serioui/, akitivot .loss his bcst to innt6v.)

P (RcR?.ct. ethadty; abcy s orderr; aorrow. tulcs ,rd r€rur6lj0rNprcld to be. cAP t:..tct)

I I I . LEADERSHIP

t4od t qact ed sawo ar slbordn,r.sr to:/sinat6 'd o1 t l t tess) nix.s w. tn 4rcqst . .opq!u. . r

(r.jovs '' ',t

he ts ttrtri.a ,hart u te..:hina; ntakcs h];stva; roAi.ttt rchDass)

IV. OTHER PERSOI{AL IRAIIS

INTECRITY 4,4dn...3 .o r'rar n.st, trust,wthy, rayat, ..rt.e&tt;nbtaes o!dd' in h4 nd in spin,

fr (Dep6dahl., ponoa accut,tt. n.t thobue}4 perscvc,,nti.se

eood iulAedt ..d connton 3u!e)

or,s ,.,dd€ inler€sr in 'dse

(cdside,at. of athe.s; taitt inesaiat, sd just io de,tin.s "ith

othc's)

(a,r se[-dssu.-..6as.dd eenuine klow|.d4e sit abilty; nd<es

pdy; dccisivc)

(Pen.nhs dttics -ith

mini"tu

Possess.s d, ye)

Etat

!l

a,,tE

EEI

!a,,E!lEraer?

E

!d

oailrl

i:t.

€AP r ie is 50

&l5oat,1-

15

trt Page 2 of attachment 1 195

V. OVERALL EVALUATION

sCORE A' FOLLOIYSI

ITO NEAREST T€NTB ) tsEREI

(EY FOR NUI, iE RICAL RATINGst

y l.<l1.eiv. oI unusut,l ly hI4

scr&', cq,,rcdr uttv hlah l.ddc'ship patcol't

v.tf Ptahi stnq t aa.lq shit Dol ahti ' t

Nei th. t sk.hp not w.,kt r . dt s@/,r ! , rc . re,( id ' . r ! !

lDa,uty connandet t Cad.

ADoIt IONALCO,\ , r i , tENTSOFREARKsloel tu luarndr i ic i t ic .ad' | l \dmchts* ' r ' 'h 'nr?ea'_d'h 'abic ' r ' ' i r

VII . LIST BELOIV THE LEADER5HIP POSITIOXS THE C DET HA5 HELO DURING TH15 RAIING PERIOD

LIST BELOW THE 5PECIAL ACTIVITIES IHAT RELATE TO THE LEADER!HIP LABOR TORY (SU.h O! dTII I C.M,. I i ' iOi ,

.nco on.d3, rcvl .w3! €t . ) lN VIHICH THE CADET HAS PARTTCIPATED f tndic i re e

DIO THIS CADET 5ATI5FACIORILYACHIEVEA,IENT? I YES

COI,IPLETE ALL THE LEADERSHIP LABORATORY REOUIRE[ ' IENTS FOR THE

r96 Page 3 of attachment :

Drill end Ceremonies

^ a. Phase I Cader - parrtc ipanr . Fot lower:

Lompetent in execut lng rhe basic fundamcnrals ofmi l l tary dr i l l postr ion6 and indt\ idual movemenrs.

b. Phsse I ICadet (First Three Achieve_ments) -- Participant- Follower: proftcient tnexecutlng facing and matching movenrenrs; exe-cutes movements :orrecr ly, t i rh snap and prc_cislon; responds qutckly ro al t commands of rhe

c. Pha6e I I Cadet (Lasr Three Achieve-me s) - - Pafrtctpant- Lcader: prof lctenr inconducilng squad, ftigbr, and squadron dri[;nas goocl bearlng; sers a good example; commandsunrr m a bTlsk manner; is dynamlc, forceful , andoectslve; dlsplays aelf- conf idence; knowswhat hers oorng; hes good command volc€; makes cor_rectlons and polnt6 out weaknesses; 4chlevcscorrect re6ponse from c4dets.

^ 9: 1h""9 I I I Cader -- planner_Supervrsor:Protlclent ln advanced dr t. lncludlng tire abiliryro- lartlclpate ln, direct, and evalueG group andwlng tormadonE, mllitary ceTemonles, snd speclalLA], ceremonles; pfoperly supervlses drill ec_t lv i t le_s of Phe6e I and phase I I csders; sersa goo0 exemple.

Profeasional Competence

,.---Uld9:?,".nd" his teadershtp laborarory Job;Keeps-hla knowledge current; makes eft6rt ;roward aelt- lmprovement; excrclse6 re6ource_t^Tl-"-!?, gld ingeNtty tn performing duttes; tsaoaptable to new sltuedonF

Attltude Toward Tratnlng

"- Takee duttes eerlously; ts altentive; does htsDeat to lmprove;. Is energet lc, I -ard _ worklng.ano eagerly ant lc lpates poslr tons of incrcased

resPonattrlllty.

Attltude Tovrard Ctv Atr patrol

, ls coopcrar lve; respects authori ty; ooeys,"jd^.]-"i,f9ll 9y" rur es and regu lations ivirr in gly;l : prouo to be a CAp cadet; wanrs to learn moreabout CAP; lndlcates a deslre (o learn andaccompltsh more than rhe mlnimum rcqui | \ mcnrs.

Effecrlveness tn Workilg wirh Others

. Command6 respecr and cooperat lon ot hi6auDordinates; leads lnsread of dr lve6; has asense or numor; motlvates others ro wanr to do ag.oo-q lob; uses common sense and solves problemsJUsfly, . correcu), and promprly; js ;qui iable,hpart ial , and consisrenr in-his aeaLt igs wirh9l] .St"; :" looked ro for advice; a(nerarcsal l rgence, perseverence, and inir jart ;e in orhers;

Page 4 of attachment I

causes others to become lnterested in andwi incto

-accept whar he is rr l ing ro accompltsh; mixe;

werr wlth groups; irlendlv.

Effectiveness in Communicartno

,. Makes hts tdeas clear ro t t is usreners; presenrshis vjewpoinr in a loAlcal , persuaslve, and com_poseo manner; knows whar he is ralk ing aboutor teachhg.

Integdry of Character

- Adheres to high morel standards; ts none6r,

trustworrhy. loyal, and courageous; kceps hjspromiaes; can be ret jed upon ro ierform hisduty; enforces olders both ln fact and ln spir i t .

Sense of Responslbfliry

. Recognizes and ful f ts hts responstb i r jcs ton1s, auperjors. .and- hls subordlnares; acceptsasglgnments willlngly; recognlzes and docs whatmu6t be done; uses Sood judgmenr and commonsenge; bases declslons on all avallablc lnfor_llt1on;, 13 dcpendablc, prompr. accurare, andrnorough;. can be counted on io do a gooil job;

-stays wlrh a raet unt tr ts complercd; witd o;wrtDout aupervlsjon,

Enthusle6m

. IB dcdlcated to rhe accomplishmcnr of hlsmrsslon; na6 a posjthe zeal and lntensc lntercstt l . Ine r iqk at hand; la slncercly intercsred inLAp acuvtues; haa a f l rm falrh jn rhc value ofnra ceuse; has acl f- as6urancc and conf idcncc inrno€e wtth whom heworksi js checrful , opt lmlst lc,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 hlso-calrngs wtih orhera; ts racdul, che;rful, andrr lcnory; ma,ntains the proper balance beMecnnumanenea6 and responsjbl l t ry for accompLlshtng

Self - Confldence

, Ha6, conf idence_tn htmself beEed on genuineKnowtelge . and ab jry; ha6 prtdc and-poise,excmptt f ted through proper appearance, dress,anc deportmenq has good bearjng tn keeptng wlrithe responslbl l i r les of his posi i jon; makes de_crslons promptly and correcrlv_

Initlative

Exercis-es initiatlve and carries rnrougnploper and necessary thoughts or acts wrrnoursupervislon; pcrforms duries \rv irh minimum oflnsiruct ion; possesses dr l lJe, inAenuitv. and re_sourcefulness; thinks independeniy.

r97

PERSONALCHECKLISTS

Ncarly evcryone, consciously or not, createsa mentalchecklist to guide himself through hiseveryday activities, thereby insurlng morc ef-ficiency and less chancc for. ovcrsight

The checklists in this attachment incorporatejn d cinr le (uidr the clemLnrs ot correcr bca-lnqand condu\ i Ior aAt cadels: the lcchniques otdrill. command, and leadership; and matter6relaied ro procedures and policies followed inCivi l Air Patrol .

As vour expericnce incr:eases, you will un-conscioirslv ad6 mor€ and more itcms from thc. js l " q j \en h. . to lhosr ' jn ]orrr m"nral checkl lsrs,so rhdr afrer d whi le much ol lh is mater ial wi l lbccome second naturc.

Thcse l ists are not designedfor anypart icularassiqnment or place of duty. You will ltnd themusefirl throushout your cntire mcmbcrship inCivi l Air Patrol . As a newcomor in CAP, youwill find thosc sections on the functionlng of theindividual particularty useful and pertincnt. Youshould read thc other sections as well. howevcr,ro hclp you know and und( rstano th. objcct lvcs of( iv i l Air I )arrol 's leadr.ship labo"at . -y, As )ougain this knowledgc, you will gain confldencc as

As vou Droqress jn qr ld. and authorj t ) . rhcs. cr ions on cor;mand and lcadcrship wt l l bccomcin(.caslnslv rmportant, bur !ot l wl l l f lnd lhar thciLndrmcniais wl l l e lwavs epply In lhe trainin8 ofoth. ' rs and in sel f- anatysls. These l ists wl l lhelpvou measure your abllity to lead othcrs; Indecd,ih. acqree to whtch thc members of your unltcontorm to the standerds out l tned hcrc is ancxcellcnt 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 personalrcsDonsibiliw. This section is the mo st importantof t'he four because tt contalns the fundamentals.Ar r l 'e beglnnlng of !our mcmber6hip in Cl l i lAl ' fatrol , learn t l 'ese pr inclples; dur lng yourmcmbership, practice them continually; and asa leader in the organizatlon, tcach them,

The second part pe*ains prlmarily to gloupaction, such as marching ln ranks. For you asan indlvidual in ranks, lt is an oudlne of correcttechniques, For you as a leader, it establishesthe standard toward whlch your unit must pro-gress.

thc third part is de sign cd primarily for you a sa lcadcr of a marching unlt, but it serves anotberimportant purpose as v,/ell. It provides eachindividual with a picture oI the objectives ofhis unit.

'Ihe fourth part contains a checklist by whichyou can evaluate your leadership qualities as

t98

rhey pertain to your mission, your superio:.youi subordinates, and yourself.

The valuc and uselulness of these checklis:.dur inq your enl i re membcrshjp in Cjv j l \ '_PaLroi c innor be overcmphasized. \oucanachi 'success only if you know what is expccted of ): -and iI you continually evaluate your progrcs!toward fulfilllng thesc expectations.

CHECKLIST 1-- BASIC TECHMQUES

ReAardlcss ot your grade, you shouldthorousi -ly understand thc funoamentals ourl ined in r lfdllowlng checklists. Youwlll benefitlrom readir ithcse chcckl ist6 from i imu lo i ime, 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 checkl jsr for wcarlng lhe unjform ic I-Chaptcr 4.

Ar rh( l rosir ion of Attc l t ion . you shoulc:

Sfficrrcr wlth legs straight but nor strff.llold your hcad uP, Your chln in.Fix \bur cyes on a polnt strajght to thc front.I (otaic tour shoulders back and downHotd y6ur arms straiSht, wlth your rhumb:

along the scams ol your trouaels (6klr t) .KccD vour arms in next to Your body'l , rc;s your hands and wrlsts l tght ly sqaln"r

your leg6,CuJ vour irands naturally, wlth your thumbs

'r ;sr ing on f i rst Joints of your forcf lngers'Hold your abdomen ln, your cncst oul .Stand- with your he-els together, wlth your

feet formlng a 45u angle.Avoid an unnatural , srralncd posit lon,

To Render a Hand salure. y9!-9!9ClS:Rrise rhp r ighr hand narural ly and smart l ) .Touch the lower part oI the headdress (or

the Jorehcad, lf uncovered) above ther ight cye.

Kcep your Ihumb and f ingers exrendcd andioined wlth thumb.

Keeo vour w"isrs slraighr so lhat your handind torearm form ; straight l lne frorrthe tlp of your ftngers to the point ofvour elbow.

Keep your upper arm parallel to the groundand i.otat-ed slightly forward (approxi-matelv 30u).

Holal the'palm of your hand down, with theplane of the hand parallel to the longi-tudinal 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,Page 1 ol attachment 2

(at or within 12 psces).Speak to the lndivldual you salute by

"Cood morning, Slr ," or agreetlng.

At Personal Inspectlon, yoll should:

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

Stand ln the pre sence of an officer unril directedto be aeated.

Rise when an officer enters or leaves a room.Walk on the left of a senlot officer and keeD

jn 6rep v/ i rh hlm.Remember rhat rhc junior enters an suromobtle

first and sits on the left bur the seniorleaves the automoblle flrst.

Remove your cap when enterlng a bulldlng.Remember that courtesy is the mark of;

gentleman.Ask questlons about any customs and cour-

tesles that you will be required to observees a member of Ctvtt Air Parrol .

CHECKLIST 2 -- GROUP ACTION IN DR]I,LThe unlt that ls adepr er ma rching has developcd

a rhyrhm for group action, a sensc of unlt) anoparticipetlon which goes beyond rhe funcrioningof the lndividual ln ranks. Of course, eachpersonln the group must be proflclent et executlngmarchlng fundamentels, but he mu6i atso developa feellng for group perlormence and realize thelmportance of hla own contrlbutlon.

Such results can be achleved only when thecadet in ranks ls well grounded tn besic funda-mentals

-and pracdces frequendy wlth the group

Tralnlng cadetS to perform as e coordlnatedtcam l3 rhe rcsponslbl l l ly of theleader, Howevcr,rhe coordlnated group 1s a collectlon of person6.For thia reason, rhe list below ts deslgned tobeneflt the renk - and - flle ee well as the ieader.

For the lndlvldual, rhe checkllst ts a detatledoulline of correct performance ln which he mustbecome proflclenl For the leader, lt 16 a way toasseas indlvlduel pcrformance end group pcr-formence. It aI60 reDrcscnts a standaid to whichthe cadet mey be ref;rred for correctlve advice.

When Performlnc tn Drlll or Ceremomes- voL

-Assume the posltlon of attentlon at the com-mand FALL lN.

Dress to it-c-Et-t when executins FALL IN andcover 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 apolnt 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, (Toa'oid bendtng the elbows, reach for tbe

saylng,slmllar

Check yourself wlththe checkllst lnof the unlform.

Stand at pogldon of

partlcular care agelnstChapter 4 for wearing

attention as descrlbed

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, orCarry 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 ercesked to enter.

Oei permls6ion to speak ro the officcr ifthere ls an NCO on dury.

When perml6eion ls granted, advsncc towlthln2 pace6 of the offlcer's desk, Belute, andreport "Sir, Cadet Smtth requesrs per-ml8alon to 6pcak to Captaln Joncs," or_Slr, Cadet Smlrh rcporls ro CaprainJOnea. aa dlrecteat- '

Hold the salute untll tbe offlcer has rerurneotbe salute.

Remaln at acentlon untll the offlcer directsotherwlEe.

Carry on conversatlon ln the first and secondpe!6on.

Rlse after your buslne6s lscompleted, assumethe poslrlon of attenilon 2 pace6 ln front ofthe off icer 's dcsk, a6k "W111 thar be aII ,Slr f ," 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 lorrepoftlng indoors.

Observe, as you do indoors, the rutes forettention and converEatlon.

Sxlute upon completion of your business anddepart by faclng sbout ot by executlng aface ln marchinc movement.

For Militaty Courtesy in ceneral, you should:

Practice courte6y and respect to subotdlnatesas well as to suDerlors.

use "Sir" ln conve;sing .\\,trh officers,Page 2 of attachment 2 r99

qround and press the tlps of your thumbsasainsr Your forefingers')

Swin-s, rour arms 12 inches to the front 3ndg-i ;cnes to rhe rear ot the trouser (skirr)

ln e'(ecuttng column or turn mo\ements laceln marchlnq at the pi lot polnr i l you areon the inside I lank; or make two - andonlv rwo - dlst inct obl lques i f you arenoi'on the inslde flant. (In columnhalf-leftand ttatt - .lght

-ouement s, only one obllque

Take a full 30 - inch step off the pivot'Execute f lanklng movements without throwlns

voul arms out to tne sroesDre'ss thrce ways whcn executlng obUque-_

-ot"m"nrs, d;css r lgbt. on the dlagonal '

and keep covered.Snao leaC'anC eves 45 degrees to ihc dgbt

when execudng eyes rlghlFreezc ln placc when o'dered to hal l ancl

holcl posttjon until ordcrecl to cover anddtesa,

Keep lour hands and arms in next to your;tdas when executlng faclng movemenrs'

reep--your rlght leg stritght when executlngan ebout facc.

Pcdorm al l movemL'nts wltb preclslon andsnap.

CHECKLIST 3 - - MARCHING UNITS

Thl6 checklist is designed for the organi-ratlonei commander; that is, the squad leader,nlotri'iomrnana"t, 6r squadron commander' Iti,''B"ia""- i.l; wtifi a sta'naarc to measure the'rlecree of hls personal proflclency ln rnc arroi ' lommanahg, as wel l as thc degrce of pro-

ficiency of the unlt belng commanoeo'

I t serves an even grcater purpose' For aunti to be ploflclent, each member must beitroioueltty giounceo in fundamentalE and haver il"ai oict-ute of what ls exPected of the group'

"o ittii it" responsiblllty to the group wlll con-

irrluic to, rather than detractfrom, the objecrlvesaougnt,

Thls checkl lst , (hen not only gjves the com-mander an lnstrument for anelyl ing the progre6s

of the qroupi lt also helps lhe men Neep In mlnothe obi;ct ives toward whjcb they must progress asa group.

When Drllling a Unit, You should:

Plan vour act iui t lee so that the trooPs wi l l not

stand tdte for extended Periods'.R"" i ; ; -rh; ' i t ' lpt" ." on- dr l l l bcrore thc" ' l "" i " i i t t ip la 'boratory perjod so rhat you

ai-e itroroi:entvramltt6r vljth the pa "ticularsof the Plan-you lntend ro follow'

ni"iir i 'Jo.no'"itii ln exerclslng command'

Lead Your troops, don' t dr i \ 'e tnem'

200

Present a good appearance, with good postur€and carrlage.

Place yourseif where )ou crn best see i lFunit 'and $here You can best be heard-

Practlce the lundamentals of command vorceiloudness. dlstinctness, inflection, caalence.and snaD,

cive_ iti iommands from the posiiion ofaftention.

Mlx lhe commands and make lhe act iv lr !interest ing to guard against bo-reoom

concentrate dnweaknesbes, but rel ieve tenslcr i"'

l-.Jiio."ttv bv having the -unlt Pcrfnn:

movements at whlch it i6 prollclenr'er"lJ iiiing vour troops into the sun when

at the halt'Put vour troops at ease when glving ln-

st i_ucr lons or ou( l in lng correct lve a' l tor-(,lve each man tndlvldual atlentton' coh_

olimentlnq deserving lndlvlduals'Correct deftajencies ln dresa, courtesy arE'- i.-".nor of those under your controlOffer lirm but tactful crltlclsm. -Eniourace the use of a sPeclal 6quad o:- ni*tri to assist lndlviduals who are slo!

toiearn.

Have tall men to the flont and to the rlg=of the unlt.

Make turns and column movemen!-s -plcclset\_' -i"r* 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- is lr cut, shoes shln€{-unforms neat and clean, and caPs crDropet ly.

uaf i t r 'erecttv, each men at the posit ion J'

aiientton, 'eyes up and stralght to fror-vainiltn atigninent tnd keep covered at aL

"",trlilif'" 40-inch distance between ranti

k"Jp fn "t"p

vtlth the muslc, srrlking tt,iround with the left foot on the neandrumbeat.

Maintaln Propel arm sw1ng.Execute Evss.-i!!lf -6

pace6^ from t!revlew-trig-siifrilnd Bsegv,lB.q|-T "bEthe unjt has pasGed o pacea Deyono

As Organlzatlonal Commander, you sborile

Pract lce the pr inclples of command vol ' 'aiecoenlze voui responstbllity rc develoP th

Dioficlencv of your organlzatlon.Olsirve indiiiduals fo_ leadership qualitier.Take Dol i t lve meaGures to traln ' develop' d

asiist vour subordinates.Pract lce wlth your guldon bearer and €

that he is ProperlY tr:ained . - --Hold a crjtiqu! on each parade and drlll peri:awtth voui subordinaG offlcers and NCdi-

Take Do;itive and definlte actlon to improt?yorir effectiveness as a commander'

In Executln

Page 3 of attachmebr !

Thls section is designed as a checkllst onleadership ln general. Leadership cen be demon-strated in many ways, and no two leaders havefollowed the same path to success, Some menseem to have an lnborn capacity for leading.ln dealing with others, they know instincrlvelywhet actlons to take to obtaln best results. Theseare the natural leaders, but even they must learnthTough experience. The avetage person musrdevelop leadership abllities rhrough 6tudy, hardwork, prectice, and experlence.

There are no shortcuts to leadershlp. How-ever, you may adopt or modify certaln practlcesthat heve proved valuable for most leadels endthus avold many tlme- consumlng trlal - and -error experlmente. One accepted practlce lsthat of self- analy8ls. Every successful leaderperiodtcally sublects hlmself ro self- analyets,ettemptlng

-to_ dctermlne hds personal queli-

I lCAtlOn6 and sholtcomhca.

ThlB cbeckllst doe6 nor artempt to provtdea foolproof gulde ro successlul -leade;ship

-It outllnea a aiartlng polnr only. The indtvldualmust develop hls own method of eelf- analysisand uae lt throughout his career. However, thlscheckllst does incorporate proved principles,concfete advlce, and numerous practlcal atep6for self - analvsis.

There are 11 prlnclples of leadershtp ln thlscheckllsr. If you use the8e prlnclples wtsety, tbeyshould lncreaae your ablltry to lead. Under eachprlnclple are quesrlon6 de6tgned to help yol.runderstand how to epply rhese prlnctples, Checkthe ll6t of queGtlone to determlne your effectlve-ness a6 a leader. If you thtnk of other princlplesthat should_ be used in your own speclfic asstgn-ment, add ihem to the 116t.

CHFCKLIST 4 -- LLADERSHIP ABILITIES

Know Your {ob. Do youl

Determined your career oblectives?Identllled the qualtflcations whtch you need to

meet the objectlves and consldered theareas for improvement?

Reviewed your effectlveness to find out yourweak areas?

Di6cussed with your lmmediate superlor anyquestions you may hAve concerning yourprogression through the CAP Cader Pro-gram?

Determined what correspondence courses areavallable to you through the U. S. AirForce Extenslon Course Instltule?

Kept abreast of current events and analyzedthelr impllcations?

EEtabllshed a self- lmprovement progtam?Started on rhe ftrst 6ti?p of that iroErem?

Knoy .Your -Men

and Look Our for Theirwel late. uo you:

Understand baslc pBychology and constderthe needa and feellngs of others ln yourdealings wlth rhem?

Show slncere interest ln your subordlnalessnd encourage them to dl6cus6 thelr prob-lems wlth you?

Kno\r the name, background, educatlonal level,capabllitleg, and llmltatton8 of your lm-medlate aubordlnates?

systemsdcally check the progfess of yourmen, egpeclally thoee who have been re-cently aBslgned?

Glve publlc recognlrion to subordtnates for6uperlor performance?

Cenaure ln pllvate?Avold Ehowlng fevorltlsm?Get rhe facts on "grtpe8"?Handle grlevances promptly, bu! lske flme in

hendling emotlonelly charged lssues?Permlt men to explaln thelr ml6takes?

!SS!J9!gJ{gJ!&r!qS$ Do you:See that your men understsnd the mls6lon.

Bltuatlon, and lmmedlate cosla of tbe unlt?Explaln pollcy end proced ura change s ro your

men, glvlng reAaons for the changes?Keep your men "ln ihe know" onfuture oltns?Judlclously use order6, memorandums-, con-

ferenceg, talk6, lnformatlonal and edu-catlonal materlals, and bullettns, to lnformyout men?

Insure that the personnel affected know theschedules?

Keep alett for lalse rumors and stop them bygil'lng the facts to your men?

Make sure that your key subordlnares informthe men?

!9!!9jIggpl9. Do you:Conduct your life each day as you would llke

to see your subordinatea conduct thelrllves?

Constantly attempt to improve youi cbaracter?Keep yourself phy8ically fir, mentally alerr,

well groomed, and correcdy dressed?

ml

Understand your mlaslon and how lt contrlbutesto 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 rhoseworklng fot and wlth you?

Frequently revlesr the functions ol yourmlsslon to be aure that each functlon lsbeing performed by a de stgnated tndivldualor group?

Know the general provislons of dlrectlvesgovernlng your job, revlew them frequentlyfor 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 con-

Ildence in and tespect for you?

Know Yourself and Seek SeIf- lmprovement.Have you:

Paee 4 of attachment 2

Mainiain self - control?Accomplish unpleasant but necessary tasks

willinslv?Coopcrat;

' lv i l l ingly wlth other sect ions andunits?

Support decisions and policies of youl supe-r lor6?

Refrain from crltlcizing any man to another?SupDress loose talk? CossiP?Have a sense of 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 anner thar I s dlgni f led?

Polsed? Assured? Confldent?Practice self - dlsclpline?Have a personal code of honol and llve by

your moral princlples?

Be Sure Tha.t ihe Task 13 qn{er8tood.:9lpsl-vlaed, ancl Accompuaneo. uo you:

Understand the capabllitles of your section?clve c1ear, complete lnetructions, taklng dme

to exPlaln and answer questions whennecessaly?

Glve orders only when needed? Avold over_dlrectlnq?

cbeck to s-ee that work ls progresslng onschedule?

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 sub-

ordlnates?Frequently revlew procedures Iooklng for

more efflclcnt methods?

Train Your Men as a Tesm. Do Youi

Use technical advisers when their assistalr-tis lndicated?

Analyze your decisions object ively to de-termjne why some were good, others bad'

Glve vour subordinates a clear and definitrdeiislon as soon as posslble so that rherwlll have tlme to Plan?

Seek snd consjder advlce of superjors, coD_temporaries, and subolallnates?

seek Responstb,Jy--g!!LPgCLop;!l3!!s+IBqsp9!!!!l!.lE--4g9rg--!!g!!3lsg (rc

Look forways to do the job efflciendy insteaCof looking for reasons why you should nedo lt st all?

Trv to understand declslons from "up tbe' l lne" and support them ful ly, not presemthem aE "This ls what the Old Man wants "

Avoid blaming unPopular orders on highercomrnanda?

Know the duties and responslbllilies of you!immedlste suPerlor?

Encoursqe your men to lmprove themselvestAsslgn iesponslblllty and delegate authorl$.

EuDervlse and intervene o y when neces-6Ary7

Fosrer lnlttatlve in subordlnate6?Provlde opportunltles for men wlth the poten-

tlal 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 Justi4dlsclDlinarv acdon?

lneure sitlsfaitorv housekeeplng of you r ereat

Emp.LgJ_g!9ec!E$p-!.9elg9!3g4'l!sto lts uapab[1t1ea. uo you:

enaG?i-any -.ssk you asstgn in relatlon tothe capabllltles of your unlt?

Try to aa8lgn your men to a Job which fitsthelr specif ic talents?

Revlew personnel record6 and performancewhen determinlng asslgnments?

Protect your unlt againgt arbltrary, unneces-ssrlly heavy workloads?

r r"tqrF"fnii.#"r'&*@edrFit mtstak?s. analvze the cause, and male

corrections gracef ully?Carry out your superior's policles and di-

rectlves aa though they wele your own?Make promises you can keep and keep pro-

mlses you make?Follow and lnsist that your subordinates tol-

low the prescrlbed lines of authority?Make sure that a subordlnate does not fail

as a reault of your actions or failure roact?

Adhere to whst you know lo be right; hsvethe courage of your convictions?

Foster esprl t 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 jm-

olemintatlon ot tbe CAP Cadet Program?ctve your key subordinetes authorlty to do

rhelr iob and lnsist tbai they make decislonswithin rheir area of resPonslbillty?

Srandardjze procedures for routlne job6?Encouraq.e ind carcfully consider aubordl-

natesr suscestion6?Occasional l i lest your unit 's caPabiUty by

demandln!. maxlmum performance for ashort 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?

202 Page 5 of attachment 2

A-B-C-D'S OF LEADERSHIP

Ceneral Y_

Be yourselfDo your bestCirculatelnspire menBe avallable

Dr. X

Group climate

FlexibilityHuman needslnteryersonal

relations

'Former Educational Adviser to the Comman-dant, Air Command and staft College, Arlicleadapted for Civil Air Patrol.

Page 1 of attachrnent 3

Dr. Thomas F. Statonl

Two generals and t$,o psychologists lecruredto a group ol offlcers on leade(ship. When tbe6erles of lectures was over, an officer remarked:

"I have llstened to four lectures onIeadershipin the last week and no two peoplewere ln agree-ment, It lust conflama what I have contended allalong. Leadershlp is too complex a thlng to bepinned down."

A painstaklng check of the lectures revealedthat tbe officer had been entirely correct In bisstatement that no t\ro lecturers had said at allthe same thlngs about leadership. In fact, exceptfor an occaslonal mentlon of the word "leader-shlp" a llstener would hardly have know thefour men were islking about the same 6ublect,

Wa6 the officer equally correct ln his otherstetement? Is, as he contends, leader shlp sonebu-loue a thlng thai lt cannot be dlscussed, analyzed,and syntheslzed ratlonally, ln Such a manncr thatobjective, radonal men can agree on it?

Of cour6e, speakers and wrltera will notechleve anythlng apptoacblng exact agreemcnton the sublect of leadershlp. You will nevcr findtwo surgeons who wlll agree precl6ely on thebest way of handling an appendectomy. You willnot find two golferB who agree precisely on howto play a certaln cour6c. Evefybody recognizesthat no exact agreement wlll be found on bow topedorm an appendectomy or play a round ofgolf.Bui no one therefore says, "Thls proves thstperformlng an appendectomy (or playtng gou) tssucb a complex thlng thet you can't pin lt down,You can't analyze or ayntheslze the things thatarc involved, lt dcpends too much on the indl-vidual," Is lt loglcal to make such a statementabout leadershlp, alleglng ftat failure ofdifferentspeakers or wrlters to agree on thc subject"proves" that leederEhip ts an lnnate, lntultlveart and not somethlng that can be analyzed anddeveloped like, for lnstance, clty management?Let's look at thc lour lectures referred to forevidence from which to answer the question,

Notes on the four lectures given onleadershipshowed the Bpeakers covered the followingareas:

1

Dr. Z_

Menral abtltryMental alertnessKnowlcdgcAbility to

Personality

When you try to superimpose one of theselectures on another and make them fit. vou findthar rhe' rack up wirh odd corne.6 s( l ik ins our.exact ly as a group ot pteces from a j lg sawpuzzle would stack, The stack looks somethlnsl ikc thts:

But look at tbose out l ines agaln, anda6kyourself ,"Whai wa6 each of thcsc lccturers gcttlng at lnh16 lecture?" It ls qulckly apparent that lecturernumbor one we6 tslking about charecterlstlcs of aleader. Lecturer number two was talklnq aboutrhc dynamics of leadership, Lecrurer ;umbcrthree was talklnc ebout bchaviors of a leaderobservable by ht6 men. Lecturer num ber four wa stalklng about abil itles that a leader requires. Let'slook at these lectures In another way, nota6 eachbcing about " leade'ship" but each belng abour"an aspect of leadershlp." I rue, each of rhelecturers had, by implication, indicated that he wa 6talking about leadcrshlp as a whole, that he wascoverlng the field, but notes on the lectures showquite clearly that none really had. Each, hke thesix blind men of Indla studylng an elephant, hadseized on a leg, side, trunk, or tu6kof leedershipand talked about it as if lt were all of leadershipl

Exhaustive checkinq of books and articles onleadershlp will reward anyone with an lmportanticvelation: although the vatious writers will beconsidering different thlngs, dlsagreementamongthem is as rare as hen's teethl Each one has,merely wlthour saying so (and I srrongly suspecrwlthout even real lz lng i0. been ralking abour afragmentary aspect of leadershlp, Bur there willbe substantlal agreement among those who wrlte

203

SlncerltyCourageIntegrityLoyalryIndustryPatriotism

on a qjvcn asp \ ' r . Odt of a 'andom dozen or soar( ic l ;s mentlorr ing. for Instance. characrFrist icsoi a teaocr, prodjolv r .n of rhem wl l l ba\e a..--1" i ; " , ot a nat i ooz"n character ist ics andthen each draws in a couple unique to the con-."oi ion ot ' t ' " indivldLaLauthor. Bul lundamenlal l )the auth, ' rs 3 re in rgreemenl rather than disagrLe-menr on character ist ics associar!d with lead"rs 'i t " ;^. . is found ro be true of leadcrshipa;ha\ ior . tomDarai ivelv I i l tLe hab bcen wri t tcn.r i l t t : "-" r ;qulred tor succcsstul leadershipor rhe dynamlcs of leadership bLrr what exis(s ineach of thcse f ic lds is substanl jal l ) in agrecment '

Seen in their proper relation ship to each other,lhen, ar l jc les and lectures 'epres'nl in l loeas onIcadershjp held by dj f ferenr srud. nrs ot the subjeclOo not .6in. ia. " Thc) real ly complcmcnt eachother. They do not form a uniform stack; theydo form a mcaningiul pattcrn like this:

CAr off jccrs need a com mo' unl fy i nc doct11"on the subject of leadcrship s 'r rhcy can ralk wlrn

" i"n otf ," t ' . cxchan8c )dcas. and share knowlcdge

mosr cl fect lvel) . Thds mcans that (hcy have (o

talk a common Ianguagc (hc' i \a!c ro navc acommon framc of ieferencL about l t adershipHcre ls a frame of rcferencc that brlngs orderand systcm lnto thc dl l fercnt approacFos rakenbv lecrurers and wrl ters on rhc subjcct:

Lcadership ls ar least a four - dimcnsional subjcc(.i ren wler i dlgcussed from thc.srandpojnt ol rhcleadcr alone. To gct a ful l v iew of a leaderreoutres lookinq at hi6 abllitles, behaviors, char-i.tiriisttc", ant the dynamlcs ol lnterpersonalrelat ions.

{ l ) Leaders ! ,eneral l } possess cerLaln abrl 'i t tes- such as menral alc ' tness' abl l l r ! ro car ' )on i l "r tact Lhought a( a hjgh level abj l i ty tocuDDlv rhe orofesi lonal knowlcdEe rcqujred forfeir ]eistr ip on a cer iain subjecr or in a certainsiruat ion,_ rhe abi l i ty to communlcate their idea6ro ottrers ' . anC the a6l l l ty to work jn ha rmony wirhsuoL r lors. contempora"ies and aubordjnales'

(2) Leaders manilest certain behaviors lnthei: ' characler ist lc u,ays of deal ing with theiriutorajnrt"" . They are since"e rather than af-i" i t "a. l t ' "v are accesslble lo their men; rheyqet around uihcre ihe operat lon thry are supposed;o be leadjnP, 16 being carr ied on. ralher tbanspendinq al l ineir r tmi behind the closed doo's

" i i t rei i 'ot t tc. s. 1hev keep themselvesinphvsical

condjt ion and their personal appearance at astandard whlch sets a good example for their

204

(3) Leaders. as we use the term in CAP,disDlav personal character ist ics ot juqtnFS"ioiradc, rnregrlrv, Iovalrv. patr lor ism ard orhersuch laudable qualities.

(4) Leader6, bv d. f in i t jon mustbeaccordedttercspeci ana "fol iowership" ol the group. othe'-* i" ! tn"v a." not l (aders but merc off ic ial

" , i , r ,ot i iu i iq"*". To acf ieve and malntr ln this

status i ; rhe eves of thF group requires sensr-. i " iJ t l i

' r ' . : * i r* oI rhr-sroup

'nd lndi \ iduals

*tro 'comoo"" l r , f lexibi l t ry in one'3 mcrhod ofexcrcisini Lead. rship for achie\ lng a misbion,daptabi l l ry to rhe changlng cl lmale ol rhc group'and'skj l l in marshal l in i individual ef lorts into aunlted group elfort.

Two Iactols besides the leader influencc thtexcrcise of leaalershlp: thc groupandthe sltuation'' lh\ sroup as a faclor in lFadc.ship l3 (ouched o'ln *E L"^ie."nip aspect cal led' dvnamlcs" rnd iniL"- i ;" l iJ i ,v" c iem6nr caLl"d' personal l tv " Ih 'i i iuat:on a! a tacror inf lucnclng rhc clPrcisc ofi" iO"i inrp i" part ial l ' dcr lr wlth in the "rbi l i r \"c iemcnr iat tc i t 'knowlcoge." opt imum Fxp'cisot leadership requircs furrhcr study nt rhes(nonieaaer rai tors ln leadership, compLcmen(insitre sett- studv and self- devclopment of one'sself as a leader,

There we have the A-B_C-D's of leadership _abi l l t ies, behsvlors, character lst lcs, ano oynam_ics. Pcihaos some o{ them are lnbo-n, ccrrainl \some of rhem are formcd so ea. ly and ao subrl lbv envlronment that a person is llmlled in hisaLi l i rv ro chen!,e hjmself in respect tothcm.Mos:arc predomlna--nt ly acqulrcd, cul t ivated, and d(-veloped aB a result of consclous effor l on r i ipart of thc lndividuel,

Just about every article or book wrltten o:leadershlD llts ln this framework, Slngly o:l . l l " . t i " i tv, thcy do not disagree wjrh o!hF:* ir i inct * l ' "n i r is recognlzcd rhai thev of len ' r-suoote-mentine each other by treat lng di f fcre_'asi"cts of r ie sublecl ' rathcr than comper'r iwi i t r eactr orher ' Fr;m this frame of refcrLnc'it can be seen thet leadership ls a predominandtcultivated functlon, not an lnborn characterlstl'-I r ls a complex Lhln8, an abstracl thing l t :=nor so compiex and abEtlact tha( j i cannor : irationallv discussed and systematically de!€l-oped. Ce-rtalnty, some People can develop mr'i iaoersntp capi l i t iLy than can ot lers. T\ is dG 'not mcan that i t l i thereby "born" not i iveloped." Some peol lc can learn-to play rFnrj jtetr i r than otheis can possibly lcarn ro Tt: ' 'does not mean rhat tennls players are borr. :Tmade, because many tennls plalers who co-:be great never aci je!e grcatness sincL t : ' rnevei .vstemarical l r work to do so O(hers : imore U;lited native capacity at least approa::i t ' i tot ,orn l lmi ls of grealness th 'ough exl : ; -ordinarv effor l and developmenr oi lbosF caF!-clties tliev have. The same can be said regarcj-ileadershiP.

Abi l i t iesBchatiorsCharactr l ist icsDynanics

II

BEHAVIORS

ffigruu

Page 2 of attachme:: :

Finat ly, the Idea rhar teadershjp is tunda_mental ly a mal ier o[ an indivlc lual 's workinswith pcople jn rhe way rhar seem. bcsr sui leiJo his temperament is mostly wrongj funda-mentally, leadership is skiltful mastery andapplication of a number of identifiable prin-ciples. Flne leade{6 are usuallv more al1ke rhanct i f fercnr in rheir exe-ctse of teidership, becauqctney are general ly al ike In rhe fLrdamcnrals ofwhat rhey do and are, and dl f fer onty tn degreeand relar lve emphasls they gt\c r ; di f fe.cnraspecrs of leadership, Jusr as no rwo conducrorssi l l lead an orchesrra through a slmphony intne same way, no rwo CAP lcaders w l exer-cise theh leadership in the 6ame v,ay. But lneach case the dlfference6 are primarllv marrersof technique and emphasts. whtie the 6i; arities3re fundamenral pr inciples of music and mit i rar\lcadershlp. To hold orherwise ts ro for leir one'smaximum potential as a leader, because i!deemphaslzes sysrematlc study of rhc subjecrand $e rlgorous self- dtsciptlne required to

master any higbty comptex skilt.No onc becomes a fine civil engineej. by

emphasjzing rhe indlvldual i ry oI cngin;ers, ap-proaches to problems and minimizJng rhe ph) slc; Lprlnciples within whlch the inclinations of indi-viduality musr be restr.ained. One becomes anengineer b) master ina the pr inciDLes oI hisc"aft and djsclpl in ing l 6 personat ir i to functtonwithin thcm, Thc same ts rrue of rhe humanengineer; when you rhink of making yourset i3 befter leader (hink of srudying an:d rrainingyourself in a scmi-exrcr scienac, not of ex:preBsing your indivlduality. You wilt bccomea better leadct as a result of that attirude. Evenwhen you have excrted your maxlmum effort tof i t yourself wirhin rhe broao paramc(ers ofleadershlp developed In rhis ar( icte, enough ofyour esscnrial Indl ! idual l ry wit l rematn ro srampyou as dl f fcrenr from al l orher leadcrs. Con-cenrrat ing on rhe " lndi \ ldual iW', apOroach toleadership resulrs tn chaos, and any l tadershipquel l t ies that emergc are accidenral l

lin.'*

' ".;i:,':::'',,l1'',t

Page 3 of attachment 3

THE CAP MOTTO

SLJMPEI{ VICILANS--ALWAYS VIGILAN'I'

THE CADET OATH

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' obeymy officers, wear my uniform properly' and ddvance my education and trlrlningra;idly to prepare myself to be of servi l 'e to my community, st 'r te, and Nation'

ADDITIONAT READINGS

BIOGRAPHTES OF AND WORKS BY SELECTEDLEADERS IN AVIATION

General Worka

Brophy, Arnold. THE AIR FORCE, New York:Jullan Mes8ner, Inc., 1956,

Donovan, Frank. THE EARLY EACLES. NewYorkt Dodd, Meed & Company, 1962.

Feeny, Wllllem. lN THEIR HONOR. Nec, York:Duell, Sloan & Pearce, lnc., 1963.

Gauvreau, Emlle. THE WILDBLUEYONDER. NewYork: E. P. Dutton & Company, Inc., 1944.

Josephy, Alvtn M., edttor, HISTORY OF FLIGHT.New York: Amerlcan Herlrage Compeny, Inc.,t962.

May, Charlee P. WOMEN INAERONAUTICS. NewYork: Thomas Nel8on & Sons, 1962.

Morrl8, Lloyd, and Smlth, KendeU, CEILINCUNLTMITED. New York: Macmlllan Company,1963.

Oughton, F. THE ACES. New York: c. P, Putnam'6SonB, Inc., 1960.

Reynolds, Quentln J. THEY FOUOHT FOR THESKY. New York! Rinehart & Company, Inc,,1957.

Sunderman, James F. EARLY AIR PIONEERS.New York: Frenkl in Watts, Inc., 1961.

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," clrudin I rl. s.ARNOLD, AND ADMIRAL ERNEST J. KING.New Yotk: J. B. Ltppincott Company, 1947.

and Eaker. lre C. WINGED wARFARE.---TGFY-ork: Harper & Brothers, 1941.

Jlmmy Doolltde

Cline8, C. V. DOOLITTLE'S TOKYO RAIDERS,Prlnceton, N. J.: D. Van Nostrand, Inc., 1964.

Reynolds, Quentln J, THE AMAZING MR. DOO-LITTLE. NewYork: Appleton-Century-Crofts,lnc., 1953.

Amelia Earhsrt

Brland, Peul L. DAUCHTER OF THE SKy. NewYork: Duell, Sloan & Pearce, 1960.

DeLeeuw, Adele. STORY OF AMELIA EARHART.New York: Croaaetr & Dunlap, Inc., 1955(elementary).

Earhart, Amelia. LAST FLICHT. New york:Hercourt, Brece and Compeny, 1937.

GaTAt, Shannon. AMELIA EARHART. HERoINEOF THE SKIES. New Yorki Juliail Messner,Inc., 1946,

Howe, Jene Moore, AMELIA EARHART: KANSASOIRL. Indlenapolls, Ind, ! Bobbs - Merrlll Com-psny, Inc. (elementery).

Morl lssey, Murtel Esrhart . COURAGE IS THEPRICE, Wlchtta, Ken.: ArmArrong publt6hlngCompany, 1963,

Coddsrd. Robert H-

LehmAn, MII ton. THIS HIGH MAN: THE LIFE oFROBERT H. GODDARD. New Yorki Farrar,StrauE and Compsny, 1963.

Charles A. Ltndber(h

Davl6, Kennerh Sydney. THE HERO. New york:Doubleday and Compsny, Inc., 1959,

Llndbergh, Charles A. OF FLIGHT AND LIFE,New York CharleF Scrlbner'6 Sons. 1948.

-cffiEG 3il'"::1ry:&:slk?uls' New York'

Reeves. EarI . LINDBERGH FLIES oNI NeF York:Robert McBride & Company, 1929.

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:E. P. Dutton and Company, lnc., 1942.

Levine, Isaac Don. MITCHELL, PIONEER OF.AIRPOWER, New York: Duel l , Sloan and Pearce,Inc., 19s8.

Mitchell, Ruth. MY BROTHER BILL. New YCTK:Harcourt, Brace and world, 1953.

Mitchel l , Wl l l lam. MEMOIRS OF WORLD WAR LNcw York: Random House, 1960,

WINGED DRFENSE. New Yorkr G, P.---?ilndfr's Sons, Inc,, 192s.

Eddie Rickenbacker

Adamson, Hans Chrlst len, EDDIE RICKEN-BACKER. New York: Macmil lan ComPany,t946.

Rickenbacker, Edwerd V. SEVEN CAMETHROUCH. New York: Doubleday and Com-pany, Inc., 1943,

whlt taker, Jamea C. wE THOUGHT WE HEARDTHE ANGELS SINC. New YoIK: E. P. DuttoNand Company, Inc., 1943,

The wricht Brother6. Orville and wilbur

Charnlcy, Mitchel l V. THE BOYS' LIFE OF THEWRIOHT BROTHERS. New York: Harper &Brother6, 1928.

Cardner, Jeanne L. SKY l) lONEERs. Ncw York:Harcourt, Brace and World, 1963 (elementary).

Freudenthal, Elspetb E. FLICHT INTO HISTORY:TIIE WRIGHT BROTHERS AND THE AIR AGE.Norman, Okla.: Univer6ity of Oklahoma Press,t949.

Kel ly Fred C. MIRACLE AT KITTY HAWK. NewYork: Farrar, Srraus & Young, 1951

THE WRIGHT BROTHERS. NewYork:--FEi?Aa Straus & Young, 1950,

Reynolds, Quent in J. THE WRIGHT BROTFIERS:PIONEERS OF AMERICAN AVIATION. NewYork: Random House, 1950.

Wright, Orville. HOW WE INVENTED THE AIR-PLANE. New York: David McKay Company,Inc., 1953.

208

Bradford, Curtis, and Moritz, Hazel. THE COIU-MUMCATION OF IDEAS. Boston: D. C. Heathand 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 ANDACTION. New York: Harcourt , Brace andCompany, 1949,

Johnson, Wendel l . PEOPLE INQUANDARIES. Ne$Yorkr Harper & Brothers, 1946.

Keyes, Kenneth S,, Jr, HOW TO DEVELOP YOURTHINKING ABILITY, NewYork:Mccraw- Hi l lBook company, 1950.

Korzybskl, Al fred, SCIENCE ANDSANITY. Lake-vi l le, Conn,: Internat lonal Non-Arlstotel ianLibrery Publ i6hing Company, 1948.

Lee, ITvIng J, LANOUAGE HABITS IN HUMANAFF AIRS. New York: Herper & BrorherB, 1941.

THE COMMUNICATION PROCESS

CONFERENCE ACTIVITY

AucI, J, Jcffely. THE ESSENTIAtJ OF PARLIA.MENTARY PROCEDURE. New York: F, S.Croft8 and Company, 1945.

and Ewbenk, Henry L. HANDBOOKFOIF-DISCUSSION LEADERS. New york:Harper & BrorherB, 1954,

Chase, Stuart . ROADS TO AGREEMENT. NewYork: Harper & Brother6, 1951.

Halman, Franklyn S. cROUp LEADERSHIP ANDD,E-M OCRATIC ACTION. Boston:HoughronMifflin Company, 1951.

McBurney, James H,, and Hance, Kenneth c.DISCUSSION IN HUMAN AFFAIRS. New YoTk:Harper & Brothers, 1950.

Rob€rr. Henr) M. pARLIAVFNtARy LAW. \esyork: Appleron-cenrury_crofts, tnc,

RULES OF ORDLR. RFVTSED. Chi---E5[i53con, Foresman and Ca., lo5t.

SIUISiS. AIiCE F. LEARNING PARLIAMENTARYP-ROCEDURE- New York: Mccraw-Hlll BookCompany, 1953.

STANDARD CODE OF PARLIAMEN---'lER\rp Roc E DUR E, New York: Mccraw-Hill

Book Company, 1950.

Wagner, Russel l H,, and Arnold, Carrol l C.HANDBOOK OF GROUP DISCUSSION. BOSTON:Houghton MiIflln Company, 1950.

COUNSELING AND INTERVIEWING

Bingham, Walter v., and Moore, Bruce v. HowTO INTFRvIEw. New Yort : HarPer &Brothers, 1959.

Rogers, CaTl R. CLIENT-CENTERED THtR APY.Bo6ton: Houghton Mlf f l ln Company, 1951.

C OUNSE LING AND PSYCHO--THERTPY. Bostonr HoughtonMllflln company,

t942,

carnegle, Dale, How TO wIN FRIENDS ANDINFLUENCE PEOPLE. NeW YOIK: SiMON &Schuster, Inc., 1936.

Clarke, Bruce C. GUIDELINES FOR THE LEADERAND COMMANDER. Harr lsburg, Pa,: Stack-pole Company, 1963,

Copeland, Normen. PSYCHOLOGY AND THESOLDIER. Harrisburg, Pa,: Stackpole Com-p^ny, 1942.

Department oJ Defense, THE ARMED FORCESOFFICER, Washington, D. C.: GovernmentPrinting Offlce, 1950.

Dollard, Jobn. FEAR lN BATTLE. Institutc ofHuman Relat ions, New Haven, Conn.: YaleUnlversl ty Press, 1943.

Freytag-Lorlnghoven, H. F, P. J. THE PowEROF PERSONALITY IN WAR. Harr isbtrrg, Pa.:Stackpole Company, 1955.

Han6en, Kenneth K. HEROES BEHIND BARBEDWIRE. P nccton, N. J. : D, Van NostrandCompeny, Inc., 1957.

Hepner, Harry walker. PSYCHOLOGY APPLIEDTO LIFE AND WORK. Englewood Cllffs, N. J.:Prent ice-Hsl l , Inc,, 1957,

Hunter, Edward, BRAINWASHTNG: THE STORYOF MEN wHO DEFIED IT. New York: Farrar,Straus & Cudshy, 1956.

Kinkeed, Eugene, INNew York: W, W.1959.

EVERY WAR BUT ONE.Norton & Company, Inc.,

Laird, Donald A. and Eleenor C, THE NEWPSYCHOLOCY FOR LEADERSHIP. New YoTK:McGraw-Hlll Book Company, 1956.

Llndgren, Henly Clay. EFFECTM LEADERSHIPIN HUMAN RELATIONS. NeW YOI.K: HET'nlt.age House, 1954,

PSYCHOLOCY OF PERSONAL AND----SOefAf ADJUSTMENT. New York: AmerlcanBook Company, 1953,

METshal l , S. L. A. MEN ACAINST FIRE. NewYork: Wtlliam Morrow & Compahy, 1947.

MCGIegoI, DougIas. THE HUMAN SIDE OFENTERPRISE. New York: Mccraw-Hill BookCompany, 1960.

Meief, Nolman C. MILITARY PSYCHOLOGY. NewYork: Har.per & Brothers, 1943.

MiI IaT, Ward M. VALLEY OF THE SHADOW. NewYork: David McKay Company, Inc,, 1955.

Montgomery, Bernard Law, THE PATH TOLEADERSHIP. New York: G. P. Putnam'sSons, Inc,, 1961.

ESgenberger, Davtd. FLAGS OF THE U. S. A.New Yorki Thom48 Y, Crowel l Company, 1959.

Quatfe, Mi lo M. THE HISTORY OF THE UNITEDSTATES FLAG. New York: Harper & Brother6,1961.

'-. S. Depertment of Defense. OUR FLAGS.washlngton, D. C.: U. S. Government Prlnt lngOfftce, 1958.

THE FLAG

LEADERSHIP

,{IR OFFICER'S GUIDE. Harr isburg, Pa.: Stack-pole Company, 1961.

IIRMAN'S GUIDE. Hardsburg, Pa,: StackpoleCompany, 1960.

3€l lows, Roger. CREATIVL LEADLRSHIP, NewYork: Prent ice-Hal l , Inc., 1959,

Bi<IeTmai, AIbeIt D. MARCH TO CALUMNY. NCWYork: Macmillan ComPanY, 1963.

glair, Clay, Jr. BEYOND COURAGE. New York:David McKay Company, lnc,, 1955.

Oogardus, Emory Stephen, FUNDAMENTALS oFSOCIAL PSYCHOLOGY. New York: D. Apple-ton-Century Co., lnc., 1942.

20s

Morgan, Cllfford Thomas, INTRODUCTION TOPSYCHOLOGY. New York: Mccraw-Hill BookCompany, 1956,

oervall, Sylvanus M. THE ART AND SKILL oFcETTING ALONG WITH PEoPLE. EnglewoodCli f fs, N. J. : Prent lce-Hal l , Inc., 1961.

Overstreet, Harry A. THE MATURE MIND. NewYork: W, W. Norton & Company, 1949.

Pennlngton, Leon Alfred; Hough, Romelyn 8.,Jr. ; and Case, H. W. THE PSYCHOLOGY OFMILITARY LEADERSHIP. New YoIK: PIen-dce-Hal l , lnc., 1943.

Sebree, Edmund L LEADERSHIP AT HlcHLEVELS OF COMMAND AS VIEWED BYSENIOR AND EXPERIENCED COMBAT COM-MANDERS, Presldlo of Monterey, Callf,r U.S. Army Leadership Humsn Research Unlt,1961.

Selvin, Hanan C. THE EFFECTS OF LEADER-SHIP. Glencoe, I IL: Free Press, 1960.

Tannenbaum, Robert; Weshler, Irvlng R.;. andMassaTlK, Fied. LEADERSHIP ANDORGANI.ZATION. Ncw Yorkr Mccraw-Hill Book Com-pany, 1961.

TRAIMNC CROUP LEADERS. Cht---=EE6.'Itl.: Adult Educerlon Assoctatton ofthe U. S. A., 1956.

LEADERSHIP IN ACTION: SE.---TE-CTts D READINGS. washtngron, D. C. lNet ional Educat lon A6aocladon, 1961.

LOOKINC IN I 'O LEADERSHIP:---II-ONO-dRAPHS l-12. Washtngbn, D. C.:

Leadership Resources, 1961.

Taylor, Jack W.HOW TOSELEcT ANDDEVELOPLEADERS, New York: Mccraw-Hlll BookCompeny, 1962,

Tead, Ordway, THE ART OF LEADERSHIP. NewYork: Mccraw-Hill Book Company, 1935.

Vatcher, wllllam H., Jr, PANMUNJOM. NewYork: Frederick A. Praeger, lnc,, 1958.

Wavell, AIchibald. GENERALS AND GENERAL-SHIP. New York; Macmlllan Company, 1943.

ORGAMZATION,MANAGEMENT,ANDSUPERVISION

LISTENINC

Barnard, Chester 1. OROANIZATION AND MAN-AGEMENT. Cambridge, Mass.: Ha ard Uni-versi ty Press, 1956.

BTown, Alvin. THE ARMOR OF ORGANIZATIO\.New York: Hlbbert, 1953,

Burger, Chester. SURVMLINTHE EXECUTIVEJUNGLE. New York: Macmillan compan-!,t964.

Bur8k, Edward C,, editor, HUMAN RELATIONSFOR MANAGEMENT. New YoIK: HAryeT &Brothers, 1956.

Dimock. Msrshall. THE ExECUTIVE INACTION.New York: Harper & Brothers, 1945.

Dooher, M. Joseph, editor. EFFECTIVE COM-MUNICATION ON THE JOB. NewYorkt Ameri-can Menagement Assoclatlon, 1956.

Dubln, Robert. HI,MAN RELATIONS INADMINIS-TRATION, New York: Prentlce-Hall, lnc,,1951.

Gardiner, Glenn Llon. MANAGERIAL SKILLS FORSUPERVISORS. Mount Vernon, N. Y.r El l lot tServlce Compeny, 1960,

Hlt t lE, J. D. THE MILITARY STAFF! ITS HISTORYAND DEVELOPMENT. Harr l6burg, Pa.:Stackpole Company, 1949.

Holden, Paul E, TOP - MANACEMENT ORGAM-ZATION AND CONTROL. New Yorkr McGraw-Hlll Book Company, 1951.

Letd, Donald A. andEleanor C. THE TECHNIQUEOF HANDLING PEOPLE. NewYorkr Mccraw-HtU Book Company, 1954.

THE TECHNIQUES OF DELECATING.--TrefYlork: McGraw-Hlil Book Company, 1957.

Learned, Edmund P; Ulrlch, David N.; and Booz,Donald R. EXECUTIVE ACTION. Boston: Hsr-vard Universl ty Pre6s, 1951.

LeAvit t , Hafold J. MANACERIAL PSYCHOLOCY.Chlcago, Ill,: University of Chicago Pre8s,1958.

Maier, Norman R. F.; Hoffman, L. Richard;Hoover, John J.; Read, Wllllam H.; et al,SUPERIOR - SUBORDINATE COMMUMCA-TION IN MANACEMENT. NewYork: AmericanManagement Assoclatlon, 1961,

Newman, WiIIiam H. ADMIMSTRATIVE ACTION,Chapter 2, "The Role of the Staff," NewYork:Prent ice-Hal l , Inc., 1952.

Nlcbols, Ralph C., and Lewls, Thomas R. LIS-TENING AND SPEAKING, Dubuque, Iowa:William C. Brown Company, 1954.

Whythe, WiUiam H. IS ANYBODY LISTENING?Ne{, York: Simon & Schuster, 1952.

210

PaIKeI, WII laId E. HUMAN RELATIONS INSUPERVTSION. New York: Mccraw-Hill Bookcompany, 1951.

Pearce, Charles Alvin. RICHT DOWN THE LINE.New York: Arrowhead Books, 1956.

Redf ie ld, Char les E, COMMUNICATION INMANAGEMENT. Chicago: University of Chi-cago Press, 1953.

Sampson, Robert C. THE STAFF ROLE INMANAGEMENT. New York: Harper &Brothers, 1955.

Stroud, Jame6 B., and Ammons, Robert B.IMPROVING READING ABILITY. New York:Appleton-Century-Crofts, 1949,

SPEAKING

Beardsley, Monroe C. TFIINKING STI{AIGHT.New York: Prentlce Hall, Inc., 1950.

PRACTICAL LOCIC. New York: Pren--iL6:Ifdl1, Inc., 1950.

Dewey, Jobn. HOW WE THINK. Boston: D. C.Heath & Company, 1933.

Flesch, Rudolph. THE ART OF CLEAR THINKINC.New York: Harper & Brothers, 1951.

Humphrey, George. DIRECTED THINKING. NewYorkr Dodd, Mead & Company, 1948,

Larrabee, Harold A. RELTABLE KNOWLF:DGE.Boston: Houghton Mlfflin Company, 1945.

McBurney, Jamea H., and Hance, Kenneth G.DISCUSSION IN HUMAN AFFAIRS. New York:Harper & Brothers, 1950,

Br igance, W. Norwood. SPERCH COM-MUNICATION. Nevr York: Appleton-Ccntury-CroIts, 1955,

Gray, Gi les W., and Braden, waldo W. PUBLICSPEAKING: PRINCIPLES AND PRACTICE.NFw York: Harper & B(others, 1q51.

Monroe, Alan H. PRINCIPLES AND TYPES OFSPEECH. Chicago: Scott , Foresman and Com-pany, 1955.

Sarett , Lew, and Foster, Wil l iam T. BASICPRINCIPLES OF SPEECH. Boston: HoughtonMifflin Company, 1946.

WRITINGBachelor, Joseph M., and Haley, Harold L. THE

PRACTICE OF EXPOSITION. New YoTK: Ap.pleton-Century-Crol ts, Inc,, 1947.

Crane, Wll l iam G,, and Riedel, F. Carl . HOW TOTHINK 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: HoughtonMiff l in Company, r 952.

Gunning, Robert . THE TECHNIQUE OF CLEARWRITING. Ncw York: McGraw-Hi l l Book Com-pany, 19 52.

cuthr ie, L. O. FACTUAL COMMUMCATION.New York: N'lacmillan Company, 1948,

Perr in, Porter G. WRITER'S CUIDE AND INDEXTO ENCLISH. Chicago: Scott , Foresman andCompany, 1950,

Steel, ETic M. READABLE WRITINC. New YofK:Macmillan Company, 1950.

PROBLEM SOLVING

READINC

Brown, James I . EFFICIENT READING. Boston:D. C. Heath & company, 1952.

Cray, W. S., edi tor, READING IN AN AGE OFMASS COMMUNICATION. New YofK: ApPIe-ton-Century-Crofts, 1949.

Lewls, Norman. HOW TO READ BETTER ANDFASTER. New York: Thomas Y. Crowel lCompany, 1958.

***************

2ll****************

INDEX

4984

13t2

t77I8I1?9I8Z180183

100844l

186192188193190

l5?136

t27t27

t26

PuasruPh PaseBy the numbers:

Ddll instructioDs . . . . , . , . . , . . . , . . . 108 86Teachiog dr i ] l . . . . , . . . . . . . . " . . . . . l l 8

c

Counthg oI .Definition of .

$straction ladderldjutant, definition oIrdjutant's call,Idviser-counselor, t i rman - of f icer relat ionshi ! . . . , . . . . . . . .Iilement, def inition 01

Position of , .Teaching of .

DeYelopment olDiscussior questions orMeaning and scope ofPractica.l appllcation oIToward groups

-\rmy or Navy gun salutes,hold Achi€vement dislogue

lor averds c€remony.t$ards and decoletlons-\{aros cerenonies:

Phase1.. . . . , , . . . . ,Phase II and IIIPhase l l ard I I I - -except ions, . . . . . " . ..{rads ceremony, citation -nroc6nt.ll^n mrtinn.

Dlalogue: . .Arnold AchlevementCadetOfl icer Commissioning . , . , . . .Doolittle AchlevementEarhert A'rerdCoddard Achl€vemeniLln&ergh AchlevementMltchell AwardPrelude--Al l Achlevements . . . . , . .RickenbackerAchievemert . . . . . . , .Wright BrothersAchierement . . . . , .

S€que[ce ol commands:Assembly- - Four WindsCadetOlf lcer Commissioning . . . . . . .Culrent Phase lAchiev€ment . . . , . .Earhart A$'ard

2A 6 186246 t92245 18824 6 1932,46 I90246 189246 19I246 t84246 181248 t85u5 116

106206

46106

I1?t2

u5

u5245245

46%6?46u6246u6246246246

9l8490

t9z

114106I13

3l84

g49

l6z114

M$ning oI .

I84246

u6

l41? 15t4 1ll5 1416 1460 4l

1?8 123

%6 t8628 2L

166l?0168

3106

231201

24r

18?l8E

Cadet Officer Comnissioningdialogue lor a{ards ceremony . , . . , . . .

Cadet ofl icer responsibilities,discussion qestions on

Carly guidon:Posi t ionof. .To execute, \vhen at present guidon . . . . .To execute, 'xhile at order guidon . . . , , ,

Categories for parlicipation inthe leadership laboratory

Center, dellnitlon ot

CAPtypes.. . . . . . . . .Definttton of .

lnciv i lAir Petrc l . , . . . , . . . . . . . . . . 100btroduct lonto . . . , . , , . . . " . . . . , . . , 104Purloseof . , , , . . . , . . . . . . , , , . . . . 201Scope, . . . . . . . . , . . . . , . . . . . . . . . . 101Vrlueof . , . , , , . . . , . . . . . . . , . . . . . 102

Ceremony:

Phase1.. , . . . . . . . . . . . . . . . . . , 240Phase II end III . . , . . . . . . , . . . . , . 243Phase II and III - - exceptlons . . . . . , . 244

Closlng:Phes€I. . . , . . . . . , . . , . . . . , . . , 239 154Phas€ l lendtr I . . . . . . . . . . . . . . , . . 24z 160

FLa€:Lo\re n9 . . . . . . . , . , . , . . . . . . . . 188 12?Rris iDg . . . . . . . . , , . . . . . . . . , . . 185 12?

opening:Phase I . . . . . . . . . . , . . . , . . . . . . 238 153

I3

t1?tza1I?

284

153136838383

1368383

MltcheuAward.. , . .R€turn to Post--Forr winds . .. . . , .

gBach{ardmarch, . . . . . . . . . . . . . . . . , . I30Aase, def in l t ionof . , . . , . . . . . . , . . . . . , . 106Eehavioradp€rsonnelpmblems . . . , . . , . 60

Phase Il and ltr

0 158u3 t6zu4 114

18919118?185

Retreat:Delinition of .Events accompanying

Reveile:D€f in i t ionof, . . . .Benedictlon dialogu€ lor

a\{alds ceremony:Arrcld AchlevementCadet Off icer Commissioning . . . . , . , . .Doolittl€ Achiev€mentEarhart AwardGodalard AchievementLin&ergh AchievementMitcheu Av,ardRickenbacker AchievementWrkht Broihers Achi€vement, . , . . . . , ,

184Events accompanying . . . . . . . . . . , . 185 12?

Review . . . . . . , . . . , . , . . . . . . . , . . , 198 133

C ertificatiou of leadership laloratoryrequiremeots on achievement examinationanswer sheet " l9l

challenging, method of . . . . . . . . , , . . . . . 236 rt:

Change directlon:Part ia l , . . . 1{ ;

. . . . . . . . . , . , . . . . . . l.{6 Il -8

213

Paiagaph

Change ol command:By other tnatr forma.l revi€\{ . . . . . , . . . . 226Formal . , , . . . . , . . . . . . . . . . . , . . . 225RespoDsibilities of the old commander . . . 223sequence ol events . . . . . . . . . . . . . . . . zU

Changestep., . . . . . . , . . . . . . . . . . , . . , 131Checklists:

Basic techniquesEvaluating progress in the

leadership laboratorycroup action in drillInsignia, cadet . . . . . . . . , . , . . . . . , , . Z?L€adership abilitiesMarching uoitsParade.. . . . . . . . . . , . . . , . . . . . , , 204Personal development program . . . . .. .. 90StsJlstdy report , . . . . . , . . , . . . . . . . 94

26Church.. , , . , . . . , . . . . . . . , . . . , , . . . 62Citations for avards c€re{nonyl

Dialo$e . . . . . . . . . , . , . . , , . . . . . , . 246Segment olceremony . . . . . . . . . . . . . . U5

Civll Alr Patrol - milihry - civilre lat ionsbip . . . , . . . . . , . . . . . , . . . . . 49

Closing ceremonies:phas€I. . , . . . . . . . , . . . . . . . . . . . . . 239Phas€ I I and I I I . , . . . . , . , . , . . . . . . . . 242

Color:Deflnitlon ol . . . . . . . . . . . , . . . . . , . , l?4Guard.. . . . , . . , . . , . , . , . , . , . . , , . 180Sent inels . . . . . . . , . . . . . . . , . . . . , . . 232

Cotrors, CAP manual of , , . . . . . . , . . . . . . . l8 lColumn,ln, detlnltion ol . . . . . . . . . . . . , . . 105Column of fllghtsl

Toform, in l lne . . . . . , . . . . . . . . . . , . 162To forn, when ln squadron mass . .. . . . . 160

Colurnn of is,oslTo form, f rcm esinglel i l€ . , , . . . . . . . 150To lorm, fmm colunn of fours

andre- lorm . , , , . , . , . . , . , , . , . . 152Command, change olCommandof execut ion, . , , , . . . . . . . . , . . 110Command volce:

Chamctel lst lcsof . . . . . . . . . . . , , . . . t lzGlvlngcommands . , . . . . . . . . . . . . , . , l l lIncadets. . . . , . . . . . . . . , . . , , . . . . , 109Teacbing ol . . . . . . . . , . . . . . 12

Commander of the guard . . . . . . . . . . . . . . . 229Commander of i roops end staJf . , . . . . . . . . 218commands:

By the numbers:Dr i l l instruct ions. . . . . . . . . . . . . . . 108Teachingby.. . . . . . . . , . . . . . . . . 11

Command voicehdiv idual . . . . . . . . . . . . . . , . , . . . . . l lInlornetional . , , . . . . . , . . . . . . . . . . . 1 l0Mass.. . . , . . . . , . . . . . . . . . . . . . . . 1t5Relayto t roops . . . . . . . . . . . . . . . . . . . 221Ruleslor giy ins . . . . . . . . . . . . . . . . . . l l1

Parade . . . . . . . , . . . . . . , . . . . . . . 220Plaselc losingceremony . . . . . . . . . 239Phase I openbgceremony . . . . . . . . . 238Phase II andm arsrds ceremony . ... 2{3

214

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Phase II and Itr ari/ardsci tat ioo-presentat ion . . . . . . . . . . U5

Phase tr atrd trI closing ceremony . . . . 242Phase Il aDd III opening ceremony . . . ! 241R€Yier, . . . , . . , , . , . . . . . . , , . . . . 199R€vieq, and hspect ion . , . . . . . . . . . . 200

Supplementary. . . . , . , . . . . . . , . . . . . 154Tr"esof . . . , . , . . . . . . . . . . . . . . . . . l l0whengiv€n.. . . , . . . . . . . . . . . . . . . . 113

Commudcation pmcess:E)e€rlence- -the core oI

communicat ion. . . . . . . . . . . . . , . . . 66Howtoimprove.. . . . . . . . . . . . . . . . , 68

Comp€tence,protessionr l , , . . . . . . . . . . . . 56Comp€tltions, driil . . . . . . . , . . , . . . . . . . 103competitive drill ex€rclses . . . . . . . , . . . . . 11

Conduct ing . . , . . . . , . .Ddi t r i t ionof. . . . . . . . .Leaders , . , . , . . . , . . .Preparetion for

contmlling, ln manag€menfConversstionsCoordi04t ing, in management . . . . , . . . . , r .Counseling:

Intervlews.. , . . . , . . .

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84Natur€o1.. . . . . . . . . . , . . . . . . . . . . , 80Stes jn. . , . . . . . . . , . . . . , . . . . . . . . 8 l

Countof f . , . . . . , . . . , . . . . . . . . . . , . . . 143Courtesles to:

Flag,U. S., . . . . . . . . . , . . . . . . . . . , . 1?6Indiv idua]s , . . , , . . , , , . , . . . , . , . , , . 15

Couiesy, military:Def ln l t ion01., . . . . . . . . . . . . . . . . . . . 30Discu6sioo questions on . , . , . . . . . . . . . 14Tesching ol , . , . . . . . . . . . . . 12

Cover, d€Jini t ionof , . . , . , . . , . . . , . . . . . 106customs:

cAP . . . . . . . . . . . . . , . . . , . . . , . . . . 36Historyol . , . . . , . , . , . . . , . , , . . . . . 3?

D

DecorationsiA'{ardsand. . . . . . . , . , . . . . . . . . . , . 28Presentat lon ol . . . . , . , . , . . , . . . , . . . 216

Ddinitions ot terms:Dri l l . . . . . . , . . . . . , . . . . . . . . . . . . . 106Flaes. . , . . . , . , , . . . . . . , . . . . . . . . l?4

Delegat ionof authol i ty. . . , . . . . . , . . . . . . 58Demonstrat ion-performance . . , . . . . . , . . . l lD€pth, def int t ionof . . . , . . . , . . . . . . . . , . . 106Dlalogue tor a'xards citalions . . ., . . .. . . . 246

Amold Achleveme . . . . . . . . . . . . . . , 46Cadet Off icerconmissioning . . . . . . . . . 246Dool i t t le Achievement . , . . . . . . . . . . . . U6Earhalt A\\,ad . . . . . . . . . . . . . . . . . . . 246coddardAchieveme . . , . . . . . . , . . , . 246LinalberyhAchievement . . . . , . , . . . . . . 246Mitchel lAvArd . . . . . . , . , . . . . . . . . , UGPrelude--Al lAchievements, , . . . , . . . . 246Rickenbacker Achievement . . . . , . , . . . . UGwright Brothers Achievement . . . . . . . . . 246

Dir€ctitrg, in nanag€ment . . . . . . . . . . , . . . 59

2lt42

utzl401

8{18.1186192186193190189t9l18{l8?18540

Discipline:Discussion qu€stions onGroup.. , . , . . . . . . . .ln Civit Air PatrclTeaching., . . . . , . . . .

Disc0ssion toplcs and questions on:

Parastuph Paee

Eva.luation ol:Persoml development proglam . . . . . . . . 98 ?8Progress in th€ leadership laioratory:

Indiv idual . . . . . . , . , . . . , . . . . . . , 9 4Rating form . . . , . , . . . 194

Staf f study repofts . . . . . . . . . . , . , . . . 93 ?6Subodinates. . . , . . . . . . . . . . , . . . . . 48 32

Examinations:Achi€v€ment, c€rtilicatlon ol

znswer sheet by command 194Field grade qualifying , . . . . . . . . . . . . , I 4Leadership , . . , . . . . . . , . . . . . . . . . . 0 4

Exchang€ of salutes , . , . . . . , . . , . . . . . . . 12I 9?Exc€ptiors to Phase Il and m a,xards ceremonyl

For even numler of flishts irexcess of tvo (rour, six, etc.) .. .. . , . 244 l?6

ror odd number oI flights( three,I ive, etc.) , . , . , . . . . , . , . . . U4 175

For one ilisht .. 244 174E)elanaiion oI terms:

Ailitudc . . . . . . . . . . . . . . . . . . , , . . . 14Disclpl ine . . . . . , . . , . . . . , . . . . . . . . 14Leadership. . . . . . . . . . . . . . 14Mi l i tary courtesy . . . . . . . . . . . . . . . . . 14Noncommissioned olfic€r,

responsibilities ol the . . . . . . , . . . , . 14Officer, responsibilities ol

thFcadel . . . . . . . . . . . . . . . . , . . . . 14Uniform, l {ear ing the . . . . . . . . . , . . . . . 14u. S. flag, respect lor . . . . . . . , . . , . . . 14

Distanc€,def in i t ionof , . . . . . . . . . . . . . , . 106Dist inctness in Civing commatrds . . . . . . . . . l lzDoolittle Achievement dialogue

lor avards ceremo[y . . . . . , , . . . . . , . , A6Double time:

Def in i t ionof . , , . . . , . . . . . . . . . . . . . . 106Commandfor . . . . . , , . , . . . . . . . . . . . 126

Def ln i t lonof . . , . . . . . . . . . . , . , . . . . . 106To at tnethei l ight . . . . . . . , . . . , . . , . . 139

DriI:Competltions wlthln Civil Air Petrol . , ... 103Fl ight . . . . . . . . , . . , .]nstmci lons, . . . . . . . . . . , . . . . . , . . . 108lnstructors . . . . . , . . , . . . . . . . , , . . . l0?Squedron.. . , . , . . . . .

DrlllslIn Civil Alr Patrol . . . . . , . , . , . , . . . . 100h the leadership laboratory " . . . . . , . , , 2Introduct io l to . . . . . . . , . . . . . . . , . . . 104

Scope., . . . . . , . . . . , . . . . . . . . . . . . 101Teachingfundamentals, . . . . . . . . . . . l2Technlques for ieeching , , . . . . , . . . . . . 11Vs. lueof . . . , . . . . , . . . . . . . . . . . , , . 102

E

Earhart Award dla.logue lora\{ards cerernony . . . . . , . . . . . . . . . . . 246

Edit ing and rewri t ing . . , . , . . . . . . . . . . . . ?4Elf ic iency. . . . . . . . . . . . , . . 52Element, definition of . , . , . . . . . . , . . . . . . 106Emotiona. lstabi l i ty . , . . . . . . . . . . . , . . , . 56Ensisn, definition ol . . . . . . . . . . . . . . , . , 1 ?4Enthusiasm. , . . . . . . . . . . .56Escortof the U. S, I1a8.. . . . . . . . . , . . . . . 182Esp i de corps . . . . . . , . . . . , . . . . , . , . 5l:ulogy diatogue for avards ceremony:

Arnold Achievement . , . . . . . . . . . . . . . 246Cadetoff icer Commissioning . . . . , . , . . U6Dool i t [eAchievement . . . , . . . . , . , , . , 246f,arhertA'rard . . , . . . . . . . . . . . . . . . . 246coddardAchievement . . . . . . . . . . . , . . U6LindberghAchievement . . . , . . . . , . . . . 246MitcheUAvard . . . . . . . . , . , . . . . . . . . 246Rickenbacker Achievement . . . . . . . . . . . 246Wright BrothercAchiev€ment . . . . . , . . . 246

19355338439

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Extend€d mass ro nation, to lormwhen in colomn

Eyesr ighf , . . , . . . . . .

106l'14

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Face, to, in marchinglrcm ahalt . . . . . , . . 134Facingsl

Expcut ionof . . . . , . , . . . . . . . . . . . , . 119Teachingof. , . . . . . . , . . . . . .12

Factors considered in evaluating progressinthe leadership laboreiory . . . . . . . . . .

FalconA\r ,ard . . . . . . . , . . . . . . , . . . . . . . 245Fi l€, det ln l t ionoi . . . . . . , , , . . . . . , . , . , 106Ftnat l ine, det in i t ionor . . . . . . , . , . . . . . . 106FIag, U. S,:

cor iesies to , , 176 122Discussion questions on . . . . . . , . . . . , . 14 1?Escor i of , . , . . . . , . . . . . . . . . . . . . . , 182 125Display o{ . . . . . . . . . . . . , . . . , . . , . . 1?9 123Folding of . . . . . . . . . . . . . , . . . . . . , . 188 lZ8Hislory oI . . . . . . . . . . . . . . . . . . . . . . l?5 tz lLowering . . . . . . . . . . . . . . . . , . . . . . . 189 I28Lowering at retreat . . . , . . . , . . . . . , . , 188 l2?Raising , . , . . . . . . . . . . . . . . . . . , . . , 186 l2?Raising at reveille , . . . , . . . . . . . , . . . 185 12?

Flags:Salutesby.. . . . , . . . . . . . . . . . . . . . , 183Terms relat ingto . , . . . , . . , . . . . . . . . l?4Use of inCivi lAir Patrc l . . . . . . . . . . . .1?3

Flank, deJinition ol . . . . . . , . . . . . , . . . . . 106Flankingmovements . . , . , . . . . . . . . . . . . 133Flkht:

Format ion whi le marching , . . . . . . . . . .144 106Sizingin. . . . . . . . . . . . . . . . . . . . . . . 136 102To3.l iDe. , , . . , . . . . . , . . . . . . . . . . . 139 104To dr i l l . . . . ,136 102To lorm . , . , . . . . . , . . . . . . . . . . . . . . I38 103

Flishts:To form column of , in l ine . . . . . . . , . . . 162 116To lorm col'rmn of, when in

squadronmass . . . . . . . . . . . . . . . . 160 l l5

959

194l?68484

126t2lt2l84

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215

PataCraPh

Flour ishes, delbi t ionoi , . . . . . . . . . . . . . . 34FoldinEtheU. s. f lag . . . . . . . . . . . . . . . . . I88Formsi charye of command . . " . . . . . " . " . . 225

Definition oI . . . . , , . . . . . , . . . . ' . . . 106Mass. def in i t ionof . . . . . , . , . . . . ' . . . 106To loirn extended mass, when in colnru . ' 161wing, rnd reviev

Fught, . . . . , . , . . . . .Group and wingModi l icr t ions of . . , . . . . . . . . . . ' . . . . 205Squadrotr , . , . . . . . . . .wing.. . . , . . , . . . , .

Forvardmarchandhal t . . . . . . . . . . " . . . lZ5

Deiinition oI . . . . . . , . , . . . . . . . . . , . 106Positions and movements ln

awards ceremony' . . ' . . ' . . , . . - . . 245Frcnt, del in i t ionof . . . . . . . . . . . ' . . . . . . 106

Ceneral orderscoddard Achievement dialogue tor

awardscer€mony . . , . . . . . . . , . , . . . . 246covemm€ni . , . . . . . , . . . ' . . ' . 62Grades, CAP . . , , . . . . . . . , . , ' . ' . . . ' ' . 38Group:

Composi t lonof . . . . . . . . . . . . . ' . . , . . 190Formaf lonsof , . . . . , . . . . . . , , . . , . , 192Todismiss . , , . . . . . , . , . . . ' . . . ' . . 196Toform in colunn, . . . . , . , . ' . ' . . ' . 193To torm in llne with squadrons

inl in€. . . . . , . . . . . . . . . . . . . . . . 1S410 torm in line vrith squadrons

inmass format ion . . . . . . . . . . . . ' . 195Cuide:

Def in l t lonof . , . . . , . . . . . . . . ' . . . . . 106Rulesfor . , . . . , . . . , , . . . , . . . . . . . 13?

cuides posi . . . , , . , . . . . . . . . . . . . . ' ' ' 209

Guidon:Cery. . . . . . . . , . . . . . , . . ' . . . " . . 166Def in l t ionol . . . , . . , . . . . , . . ' . . ' . . . 1?4Manu3l of theorder . . . , . , . . . . , . . , . . . . . . . ' . . . 165To execute carrY, \tnen al

present gui{ ton . . . . . . . . . . . . ' , . . . l?0To execute carry, vhile at order gllidon . . 168To execute order, when at

present guidon., . , . . . . . . . . . . . . . I7ITo execute order, whil€ at carry guitkrn . . 16?To execute present, vhen at

carryororder gr iabn . . . . . . . , . . . . 169Us€ol . . . . . . . . . , . . . . . . . . . , . . ' . . 164

Gui&n bearer;Individual sa.lute by, \,hen not

in lormat ion, . . . . , . . . . . . . . . . . . 1?2Posi t ionof - . . . . . . , . . . . . . . , . . . . . ?08

Gunsalutes, ArmyorNavy,. . . . . . , . . . . , l?8

JLHajJstep. . . . . . , . . . . . . . . . . . , . . . . . . 128Ha.I t . . . , . . . . . . . . . . . . . . . , . . . . . , . , 125

216

Hand satute:Commandlor . . . . . . . . . . . , . . . , . . . . 120Teaching of . , . . . . . . . . . . . . . . . . , . '

lz

Hea4 def in i t ionof . . . . . . . . ' . . . . . . . ' . . 106..Her ' i tage" . . . . , . . . . . . . . . . . . . . , . . . 240

"HighFi ieht" . . . . . . . . . . , . . . . . . . . . . . 246

Ilistoly oI:cei€monial customs , . , . ' . . . . . . . . . ' 3?UniJorm . , . . . . . , . . . . . ' . . . . . . . . . 22U. S. {bg . . . . . . . . . ' . . ' . ' . . . ' . . . . l?5

Homogeneous assignnent . . . . . . . . . . ' . , . 58

Developmeot and us€ of advanc€dleadershipski ls . . . , . , . . . . . . . . . 95

Leadershipin. . , . . . , . . . . . . . . ' . ' . 96Object ives of . . . . . . . . . , . , . , . . ' . . .

?

D€fini t ion of . . . . . , . . . . . . . . . , . . . . . 214 141Personal . , . . . . . . , . . . . , . , . . . ' . ' . 34 24

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"To the Colors"

Humaneness , .

Ho\rr to rate a cadet

Humanneedsandleadershtp . . . . . . . . . . . '

969

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Incolumn, del idt ionof . . . . , . , . . . . . . . . . 106It | l ine, def ln i t ionof , . . . . . . . . . . . . . ' . . . 106Indiv idusl commands . . . . . . . . . . . . . , . . . I IIndiv iduels io leave ranks,, . . , , , . . . . . . . 142IndooN, defidtlon ol . , . , . . . . . . . . , , . . . lzlInf lect ion in giv lng commands . . . . . . , . . . . 112hrormet lonal commands . . , , , . . . . . . . . , . 1I0Insigntal

cAp . . . . . , , , . . . . . . . . . , . . . . . . . . 38Ho\yto wear, cadet , . , . , . . . . . . . , . , . 21

InsPection:Bya reviewingoff icer . . . . . . , . , . . , . . 215Inter ior guard . . . . . . . . . . . . . , . . . . . 233squadron.. . , . . . . . . . . , . . , . , . . . . . l5?

lnstmction, individuallnstructions, drill . , , . . . . . , . . . . . . . , . . 108Instructors, drlll . . , . . . . . . . . . . . . . . . . . l0?lntegr i tyot .harecter, . . . . , . , . . . . . . . . . 56lnte or guardl

chalenging, methodof , , . , , . . , . . . . . . 236 l5zcommander of . . , . , . . . . . . . . . . . . . . . 229 150Inspection of . . 233 l5rMembers of . . . . . . . . . . . . . . . . . . , . . 231 151Purpose . . . . . , . . . . . . . . . . , . , . . . . 221 150Reli€fs, posting of . . . . . . , . . . . . . . , . 234 151Sergeantof . . .230 l5 l

hterlud€ dblogu€ lor awards ceremony:Arnold Achievement . . . . . . . . . . . . . , . 246 186Cad€t Oflicer commissionitrg . .. . .. , . . 246 192Dootitue Achievement . . . . . . . . . . . . . . 246 188Earhart A\rard . . . . . . . . , . . , . . . . . . , 246 lS3coddard Achievement . . . . , . . . , . . . . . 246 190Linalberyh Achievemest . . . . . . . . . , . . . 246 I89Mitcbel Award . . . . . . . . . . . . . . . . , . . 246 191Rickenbacker Achievement . . . . . . . . . . . 2{6 18?Wright Brothers Achievement . " . . . . , . . 246 185

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lnierval:Close, toobtnin, . . . . . , . . . , . , . . . . . . I38Def in i t ion of , . , . . . " . . . . . . . . , " , . . . 106Normal, to obtain , . . . . . . , . . . . . , . . . 139To change, vhi le in column . . . . , . . . . . , 145

Linahergn Achievem€nt dia.logu€ior awards ceremony

Line, in, definition olLineol march, def in i t ion ol . . . . . . . . . , . .Lines of authorityListening,. . , . , . . . . .Loudness in giv ingcommands . . , . . . . . . . .

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Management lun€t ions, . . . " , . , . , . . . . 59Manualof colors,CAP . . . . . . . . . , , . , . , . 181March:

82 6483 6484 64

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Conierence.. , . . , . , . , . . , . , . . . . , . 86Qual i t iesoI. . . . . . . , . , . . . . , . . . . . . 5?

5lLeadership:

A-B-C-D'solAbilities for .Behaviors ofCharacteristirs olComponents ofConclusions aboutDet in i t ionof . , . . . . . . ,Discussion questions onDynamlcs oI . . . . . . . . .Honor cadre, in theHuman needs andPol ic ies. . . , . . . . . . .Pr inciples. ." . . . . . . .Socialneeds.. . , . . . . .Tral ts . . . . . . . . . . . . ,

L€adershlp laboratory:Categorles oI participantsr

T€)rt requirements lorTitl€s . . . . . . . . , . . . . . . , . . . . ' . . 3

Certilication oi completion on theachievemant oxaminationans{er sneea

Drill in . . . . . . . . . . . . . . . . . . . . . . . . 2

To, oiher tban ai ntlcntionTo, to th.. obliqueTo, to thc rear

Marching:FliRht Iormationlnlormai ion. . . . . . . . .Movements, ieaching o!St€ps and . .To lace in, lrom a halt

Mark t ime:Conmand IorDcl in i t ionot, . . . . , , . .

Del in i t ionol . . . . . . . . .Execut ion 01 , . . . . . , . ,To t€act drill

Mass iormat ion, dci in i t ioD ol . . . , . , . . . . . .Meaning in a sentenc!Military courtesy:

Daflnition ot .Discussion qucsiions onTellching oi .

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Monte. , . . . . . . . . . . , . . . , . . . . . . . . . 50Movement in a sentence . . . . . . . . . . . , . , . ?3

Indiv idual . . , . 98Posi t ions and . . , . , . , . , . . . . . . , . , . , 116 94Teaching oI . , . . , . . . . . . . . . . 12 8

INalional lntham:

Honorsto,whennot informat ion. . . . . . . 33 2 ' lSalut ing vhen l lay€d . . . . . . . . . . . . . . . 111 l2Z

Noncommissioned olficers:Conduct01.. . . . , . . . . . . . . . . . . . . . . 42Discussion questions on . . . . . . . . . , . . . 14Relai ionslr ip wi thol f icers . . . . . . . . . . . , 4?Responsibi l i t iesol . . . , . . , . , . . . . . . , . ,11Role ol . . . . . . , " . . . . , . . " . . . . . . , .

,10

Evaluation of:Cadet perlornancelndividual progressSubordinatcs

Examination .obj€ctiv€s/Requirements:

PhaseI. . . . . . . . , . " .Phase IL , . , . . . . . . .Phase IIL . .PhaseIY.. ,

Presenting lext materid

Pur lose ol . . . . " . . . . .Results to be epected iroTeaching teclrniques lbr:

Dr i l l . . . . . . . . . " . . .FundamentalsPanel discussions

Training sequence lorLelt (risht) step

948

I

345

78

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129

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211

Patuglaph_9-

Objectives of the readership laboniory:Overvie\ , , . . . , . . . . . . . . . . . . . . . . . 3PhaseI. . . . . . . . . . . . . , . . . . . . . . . 4Phase tr . . . . . . . . . . . . . . . . , . . . . . . 5Phase I I I . , . . . . . . . . . . . . . . . . . . . . 6Phas€IV.. . . . . , . . . . . . . . . , . . . . . ?

Off icerof tne day . . . . , . , . . . . . , . , . . . . 22AOfficers:

Post. . . . . . , . . . . , . . , . , . , . . . . . . 212Rerationship xdth:

Airmen.. . , . . . . . . . . . . . . , , . . . 46Noncommissionedof l icers. . . . . . . . 4?Unit . . , . . . . . . . . . . . . . . . . . . . . 45

Opening ceremonies:PhaseI. . . . . . . . . . . . . . . , . . . . . , . 238Phasetrandm,. , . . . . . . . . . . . . . . . 241

order sui&n:Descr ipt ionof . , . . . . . . . . . . , . . . . . . 165To execute, vhen at present guidon . . . . . 1?lTo execute, *hi le at carry guldon, . . . . , 16?

Order olprecedence in c€remontes . . . , . . . 202Ordpri, general . . . . . . . . , . . . . . . . . . , , 23 5Orgsniz ing, inmanagem€nt. . . , . . . , . . . . 59Outaloors, del ln i t ionof . . . . . . , . . . . . . . , 121

PPace, de.f in i t iono(. . . . . . . : . . . . . . , , . . . 106Panel discussion method . . . . . . , ,. . . . . . . 13Parade:

Checkl lst . . . . , , . , . , . , . . . . . . . , . . . 204Del in i t lonof , , . . . , , . . . . . . . . . , . . , , 203Order ol precedence in . . . . . . . . , . . , , , 202Sequ€nce ol commands . . . . . . . ., . . , , . 220

Parad€rest . . , . . . . . . . , . . . , . . . . . . . . 118Parl ia lchlngesof dir€ct io l | . . , . . . . . . . . . 14?Padicipart - louover . . . . . . . . . . . . . . . , , 3Parlicipant - leader . . . . . . . , . . , . , . , , . . 3lessin revle\ \ , . . . . . , , , , . . . . . . . . . . . . 199Pattems lor communications:

c€ography*bookepproach . . . . , . , . . , . ?1h a speech . , . . . . . . . . . . . . . . . . . . , ?6Problem - solutlon . . . . , . . . . . . . . . . . ?1Reason,. . . . . . . , . , . . , . , . , . . , . . . ? lslace . . . , . , . , . . . . . . . . . . . . . . , . , ?1Time . . . . . , . . , . . . . . . , . . . . . . , . . ?1Topics. l . , . , . , . . , . . . . . . . . . . . . . . , ?1

PennaDt, def in i t ionof . , . . . . . . . . . , , . . . . l?4Person - to - person conta4ts . , . . . . . . , . . . 60Personal development program:

GuideI ines. . . . . . , . . . . . . . . . . . . . , . 98Prel iminaryconsiderat ions . , . . . . . . . . 9?

P€rsonalhonors . . . . . . . . . . , . ; . . . . . . . 34Personnel problems and iftlividual

behavior, . . . . . . . . , . . . . . . . . . . . . . 60Phase I:

Avardsceremony . . . . . . . , . . , . . . , . . 240Closing ceremony,. . . . , . . . . . " . . . , . 239Object ives. . . , . . . . . . . . . . . . . . . . . . 4Opening ceremony . . . . . . . . . . . . . . . . . 238Text requi.€ments Ior

218

Patdglaph P.:!lnase tr ard m:

Avards c€remotry . . . . . . . . . . . . . . . . . 243 16:Crosing ceremony . . . . . . , . . . . . . . . . . 242 l€!Except ionstoawardsceremony . . . . . . . . 244 l ; robjectives - - Ph3se It . . . . . . . , . . . . . . 5 :obj€ct ives--PhaseIIL. . . . . . , . . . . . , 6 :Opening ceremony . . . . . . . , . . . . , . . , . 241 lj;

Pnase IV:

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Object ives . , . . . . . . . . . . . . . . , . , , . . 7Personal development program .. . . . . , .

Placeme iniervievs . . . , . , . . . . . . . . . . . 84Planner - superyisor . . . . . . , . . . . . . . . . . . 3Plandng, in manageme[t , . , . , . . . . . . . . . . 59People, k inds ol . . , . , . . . . . . . , . . . . , . . . 60Personal i tyt ] !es . , . , . . , . . . , . , . . . . . . . 60Positions and moTem'rnts:

Intmduct io l . . . . . . . , . . . , . . . . . . , . . 116Teachlngof, . . . . . . , . , . . , t2

Post, del in l t ionof . . . . . . . . . . . . . , . . . . . 106Post ingol r€ l iefs . . . . . . , . , . . . . . . . , . . 234Precedenc€, orderinceremoDies . , . . . . . . 202Prel'rd€ dlelogue for the awards

ceremonyinal lacNevements . . . . . . . . 246lreparatorycommand.. . . , . , . . , . . . . . l l0Presenterms., . , . , . , , . . . . . . . . . . . . 122Pr€sent guldon, to execute when

atcarryor order guldon . . . . . . . . . . . . 169Preseotatlon ofi

Cadetprogrsm awards, . . , , . . . . , . . , 245Decorat ions . . . . . , , , . . , . . . . . . . . . 216Troops.. . . . . . . . , . . . . . . , . , . . . . 213

Problem solving:Assumptiots. . . . . , . . . . . . . . , . . . , , 90cr i ter la . . . . . , . . . . . . . . . . . . , . . , . 90Elemenisof aproblem . . , . . . . . . . , . . 89Eva. luat lngdata. . . . . . . . . . . . , . . , . . 90

. . . . . . . . . . . . 90Gather ing &ta . . . . , . . . . . . . 90l,lsting possible solutions , . . , . , . . . , . 90Recogniztngtheprcblem . . . . . . , , . . . . 90Recommendingect ion . . , . , . . , . . , . . , 90S€lecting th€ best pos sible soluiion , . , . . 90Testing possible solutions . . . . , . . , . . . S0

Ptotessionel competence . . , . . , . . . . . . . , 56Pro$ess inte ievs . . . . . . . . . . . . . . . . . 84Project ion in giv ing commands, . . , . , . . . . 112

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aQuick t ime, der in i t ior o l . . . . . . . , . . . . , . . 106 Ab

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tunk, definition or . . . . . . . . . . . . . . . . . , . 106 85R?nks:

Individuals to l€av€ . . . . . . . , . . . . . . . . 142 106To close, \yhen at open rarks . . . . . . . . .141 106To open, vhen in line . , , . . . . . . . . . . . 140 104

Rating forms:Hov to complete 194Sample torm . . , . . , ... 195Wher to compr€te . . . . . . , . . . . . . . . . . 9 4

ParagraPh Page

s

Salute:Hand . . , . . . . . . . . . . . , . . . . . . . . . . . 120 96Mil i tary , . . , . . . , . . . . . . . , . . . . . . . 31 23

Salutes:Byf lags. . . . . . . , . . . . . . . . . . . . , . . 183 126By guitun bearer vhen not in

format ion . . . . . . , . . . . , . . . . . . . . 1?2 120Exchange ol . . . . . . . , . . . . . . . . . . , . . 1 2 I 97cun, Army or Navy , . . . , . . , . , . . , . , . 178 123Wlen th€ national anthem or

"To the Colors" is played . . . .. . .. . 1?7Scient i l icmethod., . . . . . . . . , . , . . . . , . 90School . , . . , . , . . . . . . . . . . . . . , . . . . . . 62Section, dafinition ol . , . . . , . . . . . . , . . . . 106SelJ-conl idence . . . . . , . , . . . . . . 56Self - discipline . . . , . , , . . . . . . . . . , . . , . l9Senseot responsibi l i ty . . . . . . . . . . . . . . . . 56Sentence structure . . . . , . . , . . , . . . , . . . . ?3Sequence oI commands, lor ceremonles:

parade.. . . . . . . . , . . . . . . . . . . , . . . 220PhaseI c losing. . . , . . . . . . . . . . . . . . 239Phase I oper ng . . . , . . . . . . , . . . . . . . 238PhaseII andtr lawards . . . . . . . , . . , . . 243Phase Il end trI cltation - pr esentatiDn

po ionof rvadsceremony . . . . . . : . 245Phase U and UI c losing . . . . . . . . . . . . , 2AzPhase I I and l l l opening . . , . . . . . . . , . , z4LRevie*. . . . . , . . . . . . . , . . . . . , . . . . 199Revie$'andinspect ion, . , . . , . . . . . . . . 200

Serg€antof the guard, . . . . , . . . . . . , . . . . 230Sidestep. . . . . . . . . , . . . . . . . . , , , . , , . 129Single tilel

To lorm and re-form . . . . . . . . . . . . . . 149To form lrom acolumnof tvos . , . . . . . . 151

Siztnginl l iehts . . . . . . . . . . . . . . . . . . . . . 136Slow time, delinition ol . , . , , . . . . . . . . . . . 106Smp in giv ingcommands . . . . , . . . . , . , . . , l1?Social insi i tut ions . . . . . . . . . . . . . , 62Socia.l needs ard lsdership . . . . . . . . . . . . . 62Sound oll . . . , . , . . , . . . . . . . . . . , . . , . . 210Sla2tz Award . . . . . , . . , . . . . , . . . . . . . . U5Slen ot control . . . . . . . , . . . . . . . . , . . . . 58

R€adable ' ritbg:Characteristics olClarilying th€ purposeDev€loping ideasEditins and revritineGrcupirg sp€cilic ideasLimiiin8 the subjectListing specilic idesMain id€a . .Making an outlineMeaning in a sentenc€Molement in a sentenceoryanization olPicking a paiternPurpose oI . . , . . . , . . ,Support for mein ideas . , , , . . ' . . . . . . . 72Traffitlon in . , . , . , , . , , . . . . . . 72Va ety of senterces . . . . . . . . ' . . . , . . ?3

Ready line, de{inition ol . . . . , . , . , . . . . . . 106R€lationships:

CAP- mi l i tary - c iv i l . . . . . . . . , , . . . . . 4944

ol f lcer-airman . . . . . , . . . . . ' . , . . ' . 46off ice!-Nco,. , . . . . , . . . . . . . . . . . . 4?ol f lcer- uni t . . . . . . , . . , . . . . . . . , . . 45

RelayolcommanGtotroops . . . . . , . . . ' . . 221Rel iefs,post ingof . , , . , . , . , . . . . . . . , . . 234Reporting . . . . , . . . . . . . , . . . ' . . . . . . . ' 32Responslbiliti€s ot:

OldcommAnder, , , , . , . . , . . . . . . . , . 223Offic€rs:

Cedet . . . , . . . . , . . . .Noncommissloned, cadetRet ing. . . . . . . . . , . .

Phaselcad€ts. , . . . . . . . . . . . . . . . . ' 4Phase I I cedets , . , , . . , . . . . . . . . ' . . 5Phase I I I cadets . , . . . , , . . . . . , . . . . . 6Phase lV cadets . . . , . . . . . . . . . . , . . . ?

Responsibi l i ty ,senbeof . . . . . ' , . . . . . . . . 56Rests. . . . , . , . . . . . , . . . . . . . . . . . . . , 118Retreat:

Cer€mony . . . , . , . . . . . . . . . . . . . . . . t8?corf tesies io the U 5, l lag . . . . . . . . . ' l?6Events at f lagstaf l . . . . . , . , . . . . . . . . 188Honors to, whetrnot information . . . . . . . 33Lo\rer ingtheibg, . . . . . , . . . . . , . . . . 189

Reveiue:C€remony,. . . . . . . . , . . . . . ' . ' . . . . 185D€fhi t iono1,. , . . . . . . . . . . . . ' . . . . . 184

DeJini t iorof . . . . . , . . . . , . . , . . . . . , . 198Inspect ion, sequenceof commards,. . . . . 200Marchin . . . . . . . . . . . . , . . . . . . . . . . 211Sequenceof commands . . . . . . . . ' . . . . . 199

Revieving ol t icer, inspect ioa by . . . . . . . . . 215Revi€vr ing pa y , . , . . . . . . . . . , . . . . . . . . 219Rewri t ins and edi t ins , . . . . . . . . . . . . . . 74Rickenbacker Achievenent dialogue

lor a\radsceremony . , . . " . . . . . . . . . . 246

Right( le l t )step . . . . . . . . , , . . . . . . . , . . . lzgRuJ[es, delinition of . . . . . . , . . . . . . . . 34

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Ana.lyzing the audienc€ ard occasion . . . ..Animation duringBodily action duringBodyof. . . . . , . , . . . ,Comparisons inCotrclusior olCoordination duringDefimtions i$Deiernining the Pur?oseDeveloPing . . . . . . . . . .Directness vi th the audi€nce . . . . . , . , . .Exanplesin. . . . . . . , .E4erience in givingGathering dai3General pu$ose oltntroductiotr of

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Ms.king a tentxiive outline . . . . . . . . . . . ?5Menial attitude during . . . . . . . . . . . . . . ?8Organizr{ ion of , . . . . , . . . . . . . . . . . . ?6Physical control during . . . . . . . . . , . . . ?8Poise and conlid€nce durtug . . . . . . . . . . ?8Pnct ic ing . . . . . . . . . . . ' . ' . . . . . . . . ?5Preparat ion for . , . . . . . . . . . . . . . . . . ?5Present ing. , . . , , . . . . . . . . . . . . . . . ?8Restatement in , . . . . . . . . . . . . . . . . . . ??Reusingtheout l in€. . . , . . . . , . . . . . . ?5Select ingtbe subject . . . . . . . ' . . ' . . . . ?5sleci f ic purpose ol . . . . . ' . . . . . . ' . . . ?5Stat ist ics in . . . , . , . . . . . . . . . . . . . . . '17Test imony in . . . . . . . . . . . , . . . . . . . . ??Ve$al suppo in . . , . . . , . . . . . . . . . . ??Yisua. lsupport in. . . , . , . . . . , . . . . . . 7 iWording . . . . . . . . . . . . , . . . . . ' . . . . ?5

Squaq det in i t lonot . . . . . . . . . . . . . . . . . , 106Squadron:

Composi t ion, . . . . , . . , . . ' . . . . ' . . . 153Inspect ionol . . . . , . . , . . . . . . . . . . . l5?Toat ine. , , . . . . . , . . . . . . . . . . . . . . 156Todlsmiss . . . . . . . , . , , . . . . , . . . ' . 163Toform in column . . , . . , . . , . . ' . . . . 158Tolorminl ine. , . . . . . . . . . . , . . . . . 155To lorm ln mess when in column

at close intefis.l . . . . . . . . . . . . . . . 159Sta.Il:

commandorol t roops . . , . . . , . , ' . . . . 218Composi t ion . , . . . . , . . . . , . . . . . . . . lSl

Stalf study report:At tachments to . . . . , . . . . . . , . . . . . . . 92Body0t, . . . . . . . . . , . , , , , , . . . , . . . 92Checkl is i for , . . . . . . . , . . . . ' . . . . . . 94Concluslonol . . . . . . . . , . , . . , . . . . . . 92Endingot . . . , , . . . , . , . . . . . . ' . . . . 92Evaluat ion of . , . . . , . . . . . . . . ' . . . ' ' 93Formattor . . . . . , . , . . . . , . . . . . . . . 9zHeading of . . , . . , . . . . . , . . . . . . . . . ' 92Problemin. . . . . , . . . . . . . . ' . . . . . . 92Purposeof . . . . . . , . . , , . . . . , , , . ' . , 9 lRecommendat ionsln. . . . . . . . . . . . , . . 92Tabs in , , . , . . , . . , . . . . . , . . . . . . . . SZ

Standard, del in i t lonof , . . . . , . , . . . . . . . . 1?4Step:

Change., , . . . . . . . , . . , . , , , . . . , . . l3 lDef in i t ionot . . . . . . . . . . . . . . . . . . . . 106Hau. . . . . , , . . . . . . . . . . . . . . . . . . . lZ8Rishl( le l t ) . . , . . . . . . , . . , . . . . . . . . . 129

Step-by-step i rst fuct ion, . . . . . . . . . . . . . 108stepsrndnarching. . . , . . . . . . . . . . . . . . 124Supplementary commanG:

Det in i t iorof , . . . , . . . . . . . . , . . . , . . 1r0tn squadron drill . . . . . , . . . . . . . , . . . 154

Symbols, keyto, . . . . . . . . . . . . . . . . . . . 105

T

Tanoos,CAP . . . . . . . . . . . . . . . . . . . . , . 36Teaching:

Terms, erlla.nation of:Dr i l l . . . . . . . . . . . . . . . . . , . . . . . . , . . 106F1aes , . . , . . . . . . . . . . . . . . . . . . . . . . t?4

Tl t tes, cAP . , . , . , . . . , . . . . . . , . , . . . . , 38

Honors to, vhen mt in formation . , . . . . . . 33Salut ing vhenplnyed,. . , . , . . . . . . . . . . l??

Training sequence for leadershipIaboratory. . . . . . . . . , . . . . . . . . . , . . I

Tmops:commenderol . . . , . . , . . . . . . . . . . . . Zt8Presentat ionoi , . . . , . , . , . . , . . . . , . 213

Uniform:Basic, " , . . . . . , . . . , . . . . . . . . . , . . 24checkl ist forrear ing, . . , . . . . . . . . , . 26Discussion questions on . . . . . . . . . . . . . 14Historyol . . . . . . . . . , , . . . . . , . . , . . 22Hon to {eer . , . . . . . . . . . . . . . . . . . . . 26Soulcesof . , , . . . , . . . . . . . . , . . . . . . 23TeachlBgvrear ingof . , . , . . . . . . . . . , . , l?when to wear . . . , . , . . . . , . , . . . . , . . 25Your obllgaiion in vearing . . . . . . . . , . . 29

uni t -o l f icer relat ionship . . . . . . . . . . . . . . 45Uni iyof command, . . . , . , . , . , . . . . . . . . 58

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CommsndiCharacter ist ics ol . . . . . . . , . . . , . . 112 88

4Z

Dist inciness. . . . . . . . , . . . . . , . . . I12Givingcommands,. , . . . . , . . . . . . . 111Incadets. . . . . . . . . . . . . . . . , . , . . I09Inj leci lon. . . . . . . . . . . . . . . . . . . . l l2Loudness . . . . . . , . , . . . . . . . . , . . 112Project jon, . . . . , , . , , . . . , , . , . , , l l2Snap,. . . , , . . . . , . . . . . . , . . , : , . 112

Discipl in€. . . . . . . . . .Discussion methodDri l l . . . . . , . . , . . . . .FundamentalsLeaming process

220

Teachingof . . . , . . . . . . , . . . , ,In speechmaking:

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Force.. . . , . . . . . . r , , . . . . .Pi tch. , . , . . , . , . . . , . . . . . . .Rat€, . . , . . . . . , . . . . . . . . . .

\rywrng:

Composi t ion . . , . . . . , . . . . . . . . . .Formations .

Blund€rbuss . . . . . . . . . , . . . . . . . .Deadhead.. . , . . . , . . .Der in i t ions . . . . . . . . . .Meaningless. . , . . , . . .Short, commonSmothered verbsSp€ci l ic . . . . . . , . . . . . . . . , . , . . .Technical . .Useof, . . , . . , . . . . .

w ght Brothers Achiev€ment dialoguefor a\rards ceremony

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CHANGE 1

CAP MANUAI,NO.50-3

cAPl! 50-3

NATIONAL HEADQUARTERS CI\'IL AIR PATROLAuxiltaiy of the United Siates Air lorc€

Ellineton AtI I'orce Base, TexaslE November 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" andD€lete "- such as guardrng wr€cked aircraft, for examtle -", Lo mrke rhis faragraph readj

WIen guard details are requlred by CAp uits for intedor guard and fo! specialpurtr'os€s, they Bhould be organlzed ln genemt as deecribed in thls chapter. It mustbe. reme,rnbered. ho_*€!'er. that arms are prohtbited in Civil Atr patrol. and antrelerenSe ,t? arm=s. lound_ in sru-prlbtished rnaterrar concemfiA tGl;G;G; su;;al;not applicable to CAP or its activlties.

2. Page 150, b€tween 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 asencresi6 outilnccl tn CAPR 900-3, .rctvil Ah ?atrol Assistlnce tt Law Dnforcemert o.fficdrE andAgencies.,, AU CAP membere essociated with the gurrd must be famtltar wtth the provislonsof this reguhtion.

Iembere actlng in the name of Ctvtl Ah patrol may cooperate with and as6iEt trw enlorce-ment office!€ engaged ln b€nevolent actl\.:ttle6 6uch ils dtsaster relief, searches lor mlsslnqpel8on€, search and reecue actlvltleE, evacuatton missions, or Drercy misstons, They matalso, under directloA of the senlor CAP memberpresent and st the speclfic !€quest of the FederalAviation 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 authorlti€s 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 violateany of the restrictions sei out 1n the Dext paragraph, and neither dircctly nor indirecfly lnvotvethe u6e of force.

CAP members acting in the name of Crivil Air Petrol may hot engage in any form of lawenforcemeni. (NOTE: delegatlon ol authority from a law enforcem€nt agency (deputtzauon)does not change or cancel thi8 restriction: An individual may not act concurrenuy as a menberof 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 a€ststance misht result in Dunitive acttonagainst ah lndivid'ral,

OPR: CPEDISTRIBUTION: 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) Ent€r oD prlvrt€ prcperty *.lthout permlsBlon. except ln emelg€ncler to eave llvea orperuoml plop€rty.

(5) Reatllct acceBr to wrockag! or rettfldted ereaa by m€rn6 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" b€tween "thot' and rrgonelal".

5. Pag€ 162, prriglrph 236b: Delete rr11, b€tsr€en rrThe' and r'g€neral,'.

6. Page 162. psle8repii 235b(11), llre 3: Inrirt i p€rlod dte! rpos 'sncl clbl€t€ th€ !€bt of theaentence. to make General Older 11 leadl

(11) To be espechlly watchlul st nlght Andr durtng ths tlme fo! chall6h8lng, to chau6nge aUperaom on o! noar the po6t.

7. P&g€ 152, patrgleph 235b(12): Add the followlng n€lr9 Bubparagraph (12):

(121 to i.rs€ no force, o! 6how of folce; ln lhg oxecuuon of my dutles,

oIncIAL: JOE L.' MASON. Colonel. USAFNatlondl Colnmander

L, M. fHOMPSON, Lt CObNEL USAFDlrbctor of AdmlnlBtratlve ServIc€s