ding to the next, or should instruction and
training be carried on simultaneously in two or more different
subjects, as one, for example, are taught mathematics, French and
history at the same time, a different hour of the day being devoted to
each subject? In other words, should we, for instance, devote one hour
of the day to attack, one hour to defense, and one hour to the service
of security, thus preventing the soldier from getting weary of doing
the same thing that whole day? Our answer is:

1st. If the instruction and training is being given on the ground
where the application of the principles of any given subject is varied
so much by the type of the ground and the nature of the situation,
each type of ground affording a different solution of the problem, it
is thought the best results can be obtained by finishing each subject
before proceeding to the next, thus not losing the "atmosphere" of one
subject by switching to the next, and also confusing the minds of the
men with different principles.

2nd. However, if the instruction and training be theoretical and the
time available each day be several hours, better results can be
obtained by studying two or more subjects simultaneously. This would
also be the case if the work be practical, but if it be such that the
type of the ground and the nature of the situation will not of
themselves afford variety in the application of the same principles.

=921. Responsibility.= The Army Regulations and War Department orders
hold the company commander responsible for the training and
instruction of the company. The subject is a most important one and
should receive serious thought and study. Before admonishing one of
your men for not knowing a subject, always ask yourself, "Have I made
an effort to teach it to him?"

=922. Interest.= Special effort should be made to make the training
and instruction of the company interesting, so that the work will not
become monotonous and irksome, and thus cause the men to lose interest
and get stale. To accomplish this, these points should be borne in
mind:

_Variety._ Inject variety into the work. Do not keep the men too long
at one thing.

_Clearness._ Every exercise, lesson or lecture should have in view a
well-defined object, the meaning and importance of which must be
explained to, and understood by, the men at the beginning of the
exercise, lesson or lecture. In other words, at the beginning, explain
the main, governing idea