DOMINICK RISME ED 068 784 AC 012 999 TITLE Introduction to Leadership Development. Reserve Officers Training Corps Manual. INSTITUTION Department of the Army* Washington* D.C. REPORT NO ROTCM-145-4-1 PUB DATE Feb 72 NOTE 360p.. FORS PRICE MF-00.65 HC-S13.16 DESCRIPTORS American History; Armed Forces; Colleges;. *Curriculum Guides; High Schools; *Leadership Training; Manuals; *Military Personnel; Military Science; *Military Training; *Officer Personnel; Textbooks IDENTIFIERS *Reserve Officers Training Corps ABSTRACT This manual is a textbook for the Junior Reserve Officers Training Corps course entitled "Introduction to Leadership Development." Part One of the manual explains the Res4rve Officer Training Corps at the high school and college levels, outlines the concept of the citisen-soldier in American history, and explains the organization of the Army. The Armys role in American history is discussed in Part Two. Other divisions of the manual are concerned with respect to the flag, prisoner of war behavior, i4dividual health, military customs and ceremonies, and descriptions of weapons. AppendixAdeals with uniform care and preservation..(For related document, see AC 012 900.) (RS) U S DEPARTMENT OF HEALTH EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT wAS BEEN REPRO CAKED ExAcTLY AS RECEIVED FROM THE MASON OR ORGANIZATION ORIG 'NAM; IT POINTS OF VIEW OR OPIN IONS STATED DO NW NECESSARILY REPRESENT OFFICIAL MICE OF EDU CATION POSITION OR POLICY FILMED FROM BEST AVAILABLE COPY FOREWORD This manual supports the Junior ROTCMT-1curriculum entitled "Introduction to Leadership Development." The proponent of this ROTCM is the United States Army Infantry School. Users are invited to send comments and Sug- gested improvements on DA Form2028(Recommended Changes to Publications) to the Commandant, United States Army In- fantkir School, ATTN: ATSIN-I-T, Fort Benning, Georgia31905, with information copy urnished Commanding General, United States Continental Army Command, ATTN: ATIT-RED, Fort Monroe, Virginia23351. i Part one of the manual explains the Reserve Officers Training Corpis at both the high school and college levels and outlines the concept of the citizen-soldier as it has. 'developed throughout 1 i American history. Particular detail is given to the basic structure i of the Active Army, concerning how it operates as a fighting i i team. Although the Army's structure may seem complex at first glance, it should be remembered that such a large organization functions according to the.quality of its leadership. Junior ROTC training is an introduction to the leadership qualities required to make.the Army function-efficiently. Part two presents a 'brief introduction to the Artny's role in American history over the past200years. It will be noted that each participation in-armed conflict, from the Revolutionary War of 1776 to Vietnam, hinged on extending the political idealism of democracy. The success of Artily involvement weighed ors the shoulders of Army leaders who headed up the organization, and personal sketches of such men, starting with World War I, are included to further emphasize what makes some men leaders. ''arts three, four, five, and six deal respectively with knowing how and when to respect the US flag and understanding what a soldier should do when a Prisoner of war; why the health of each soldier is important and how the individual may maintain his health; an explanation of military courtesy and customs, ceremonies, and salutes to include how they function relative to everyday life in the military organization; and descriptions of Army titles and grenade launchers. *ROTOA 145-4-1 ROTC MANUAL ) HEADQUARTERS DEPARTMEN' OF THE ARMY No. 145-4-1 5 WASHINGTON, D.C., 1February 1972 INTRODUCTION TO LEADERSHIP DEVELOPMENT Pau PART ONE. INTRODUCTION: ROTC ANDTHE US ARMY t CHAPTER 1. THE CITIZEN-SOLDIER TAADI- I TION: PASTE PRESENT, AND FUTURE 3 I 2.RESERVE OFFICERS' TRAINING CORPS 11 3. COMPONENTS OF THE ARMY__ .. 29 4.CHARACTERISTICS AND PRINCI- PLES OF ARMY ORGANIZATION. 32 5.BASIC ARMY ORGANIZATION_ _ . _ 37 1 6. ARMY BRANCHES AND MISSIONS. 44 i I. ORGANIZATION OF THEDIVI- SION AND LARGER UNITS... _ 52 8.SPECIALIZED AREAS. 87 I PART TWO. US MILITARY HISTORY: THE ARMY HELPS BUILD A NATION CHAPTER 9. THE REVOLUTIONARY WAR.. 93 10. THE WAR OF 1812 109 11. THE WAR WITH MEXICO 114 12. THE WAR BETWEEN THE STATES , 122 13, THE INDIAN WARS._ ..... ..... _ 132 14, THE SPANISH-AMERICAN WAR AND THE BOXER REBELLION 138 15. WORLD WAR I._ ...._: ...._ ..... 144 16. WORLD WAR II: PACIFIC 156 17. WORLD WAR II: EUROPE_ . _ 168 18. KOREA 185 19. THE ARMY SINCE KOREA 192 20. FAMOUS ARMY LEADERS _ 207 'Mk oneavol svperasdos ROTC* 145-4-4,1 isp1solor 150. P. PART THREE. COURTESIES TO THE FLAG, AND THE" CODE OF CONDUCT CHAPTER 21.US FLAGS: SALUTES AND HONORS-.. _. _ _ _ _ 239 22.TIIE CODE OF CONDUCT__ 256 PART FOUR. HYGIENE, FIRST AID; AND FIELD SANITATION CHAPTER 23. HEALTH OF THE ARMY 261 24.PERSONAL HYGIENE_ .. ...... 263 25.FIRST AID: BURNS, FRACTURES, AND:MAJOR WOUNDS 267 26.FIRST AID: COMMON EMERGEN- CIES 289 27.DISEASE CONTROL 310 28.INSECT AND RODENT CONTROL 313 29. WATER SUPPLY, WASTE DISPOS- AL, AND MESS SANITATION.. 317 PART FIVE. FUNDAMENTAL MILITARY KNOWLEDGE AND PROCEDURES CHAPTER 30.HISTORIC CUSTOMS AND CERE- MONIES .. 323 31.CUSTOMS AND HONORS . 328 32, SALUTES 382 PART SIX. ARMY RIFLES AND GRENADE LAUNCHERS' CHAintR 33. ARMY RIFLES: M16A1, M14, M1.. 343 34. GRENADE LAUNCHERS: M79 AND M203 350 APPENDIX A. UNIFORM CARE AND PRESERVA- TION.. 360 PART ONE INTRODUCTION: ROTC AND THE US ARMY CHAPTER 1 , THE CITIZEN-SOLDIER TRADITION: PAST, PRESENT, AND FUTURE ROOTS OF THE TRADITION Since 1776 our national military policy has been based on the 'maintenance of a small Regular Army during peacetime capable of being quickly reinforced in wartime. This policy is part of our citizen-soldier tradition which is founded on. the belief that every citizen should be ready to take up arms in time of national emergency. George Washington 'best expressed this basic Ameri- can ideas when he said that ". .. every citizen who enjoys the protection of a free government owes his personal services toAhe defense of it." An essential 'Ratlike of this- tradition has been the policy Of plaCing our citizen - soldiers in effectively organized and trained units of a citizen Army Reserle. This type of reserve force has been deemed' necessary not only to avoid reliance on' a large stand- ing.army but also to prevent citizen- soldiers from simply serving in the lower ranks of an expansible Regular Army maintained at skeleton Strength in peacetime. The anteeederit Of this reserve force, the Colonial Militia, was composed of civilians who were required bycolonial laws to per- forth military training and service. When threatened by hostile Indians or other enemies, militiamen would leave their civilian pursuits and take up arms for short periods of time in defense of their communities. In longer wars or emergencies, such as. the French and Indian War, the militia formed a base from which volunteer forces were drawn. During the Revolutionary War, the regular Continental Army consisted of such volunteer forces of citizen-soldiers; local militia groupt serving for shorter periods joined the Continental Army when their particular communities were threatened and they contributed at least half of the men who fought in the Patriot cause. 3 5 r Thus the citizen-soldier tradition has its roots deep in our national history. There are several reasons for it, one being the distrust. of the American people for large standing armies. This distrust dates back to our earliest settlers, many of whom came. to Ameriim to escape the tyranny of rulers who sometimes used mili- tary force against their own people. In setting up a free govern- ment, the founding fathers made certain that their armed forces would only serve and protect the people. While the Constitution of the United States empowered Congress to raise and support armies, it also made provision for state militias that could be called into federal service in time of war or emergency. And the founding fathers Clearly expected the citizen-soldiers of the militia rather than Regular Army professionals to be the bulwark of our .Nation's defenses. THE CITIZEN-SOLDIER IN THE NINETEENTH CENTURY Washington himself thought a "well-regulated militia" should be the most essential element of American military strength. He had, however, found during the Revolution that militia: units were untrained and unreliable, a "broken staff" to rely On. In 1790 and 1791 his Secretary of War, Henry Knox, submitted proposals to Congress aimed at remedying these defects and creating a "well-regulated militia," uniform in training and organization among the various states. Knox asked fora militia force consisting of all able-bodied white males 'between the ages of 18 and 60. This militia wouid be divided into three cluck* the Advented Corps of men between 18 and, 20, to be armed, clothed, and equipped at federal expense and trained in state camps for 30 days each year; the Main Corps of men between 21 and 45 to be mustered. and trained:four days a year ; and the Reserve:Corps of men between 46 and 60 to be mustered twice a year. Congress rejected Knox's proposals and in the Militia Act of 1792 provided instead for the enrollment of all men between the ages' of 8 and 45 in state militias, with the responsibility for organizing and training the men left entirely to the individual States. Each man was required to furnish hie own arms. The result was a very large body of "enrolled militia" lacking formal train- ing, adequate organization, and equipment. The system did not produce the "well-regulated militia" desired by Washington.