Recognition: Field Manual, FM 21-80 - Recognition Training - 4. Instructor and his Presentation

Chapter 4: INSTRUCTOR AND HIS PRESENTATION

Section I. GENERAL

58. PURPOSE. The purpose of this chapter is to suggest, to appropriate commanders, considerations in selecting and training instructors for recognition training, and to list helpful hints to instructors for preparation and presentation of an instruction period.

59. SELECTION. a. The qualifications for a good recognition instructor are generally those for a good instructor in any subject; intelligence, enthusiasm, and a knowledge of his subject. If he has had teaching experience in any field, many of the sound teaching principles learned will carry over into recognition instruction. He must have self confidence and a pleasing personality. If soldiers are enthusiastic about an instructor they will be enthusiastic about his subject. (See TM 21-250.)

b. Obviously, the instructor must be a good spotter. This is particularly true if instruction is given in field positions where the instructor will be called upon frequently to verify the identity of objects his students see. It does not follow, however, that the best spotter always will be the best instructor. The ability to express himself, to take command of a class, to earn the confidence of the students, and all other qualities which enable one man to impart knowledge effectively to others, are of supreme importance.

c. The minimum background knowledge an instructor must possess will be governed principally by the type of student. He must be able to discuss technical aspects of the subject at student level if he is to earn confidence. An instructor teaching aircraft recognition to pilots, or armored vehicle recognition to members of armored units, for example, requires broader knowledge than is necessary for a recognition instructor of infantrymen or field artillerymen.

d. The instructor must have ingenuity and imagination. Although all War Department issue training aids may be available, the program will be more varied and interesting if supplemented with valuable improvised aids. A "jack of all trades" can improvise a complete training program with a minimum of issued aids.

Section II. TRAINING

60. RECOGNITION INSTRUCTOR TRAINING SCHOOLS OF THE VARIOUS BRANCHES. a. Some branches have conducted centralized schools for training recognition instructors. At these schools the instructor-students learn not only to be good spotters, but also are indoctrinated with the latest methods for teaching recognition. They become proficient with the various training aids, know how they may be best employed, and learn the different sources of current information.

b. If possible, graduates of these schools should be selected as instructors. If such are unavailable, those selected should be given preliminary training in methods of instruction, both general and the specific techniques of teaching recognition.

61. UNIT SCHOOLS FOR INSTRUCTORS. ,a. If no trained instructors are available and it is impossible to send men to a centralized school for training, such a course for those selected as recognition instructors should be conducted. It is of paramount importance that officers and men selected are interested in recognition.

b. A unit training course for recognition instructors must include not only a recognition training program in which future instructors will learn to be good spotters, but also must train them to be effective teachers. It must thoroughly familiarize them with all materials to be used—both issue and easily improvised. Appropriate portions of this manual and TM 21-250 may be used as a guide. The most effective training will be gained by demonstration and practice. At the same time, indoctrination lectures will ground the prospective instructors in background and semi-technical information. Background lectures will include thorough grounding in nomenclature, instruction in the general tactical employment of the materiel to be taught, a brief history of the development and present composition of friendly and enemy air forces, armored units, or fleets. In addition, instructors who will be called upon to teach recognition of aircraft must be introduced to the simple elements of the theory of flight.

c. Each future instructor should make several presentation lectures before the class, and conduct at least one drill or review under the guidance of his instructor. A critique, either written or oral, will follow each lecture. Thus the student will obtain helpful criticism of instructor and fellow students. If possible, the prospective instructor should practice planning a course as outlined in chapter 5.

Section III. HINTS FOR INSTRUCTORS

62. GENERAL. a. The success of the course depends upon the instructor's attentiveness and energy. To students, the subject will be dull, or an interesting hobby, depending upon the instructor's own enthusiasm. A drill or review will be boring routine, or a lively, competitive game, depending upon the instructor's own attitude.

b. Keep complete and accurate records of the progress of the class as a whole, as well as of each individual. Keep a chart posted in the classroom showing the class median¹. grade for each drill, review, or test. The class will try harder to keep the chart line moving up. Do not post individual grades. Return individual drill, review, and test papers promptly so each soldier will know his approximate standing in the class. To make individual grades public will humiliate the slower members of the class, and will dampen their enthusiasm.

c. Maintain a personal file of battle and performance records from communiques published in newspapers and from official sources, on the material being taught. Thus data will be available for inclusion in initial presentation lectures, as well as for comment during drills. When an item of equipment under study figures in the news, do not fail to call it to the class' attention.

d. Be liberal in praise of good students. Do not play favorites.

e. Develop soldiers' pride in the spotting ability of their unit. Encourage better spotters to assist those who are having difficulty.

f. Develop the spirit of competition, particularly between groups. Arrange competitive drills and games (par. 57) among units. By use of different colored lines, the grade chart may show how the median grades of one unit compare with those of others.

g. The instructor's attitude must instill that recognition is not only a fascinating hobby, but that some day life may depend upon it.

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1 To determine the median grade, record a showing of hands on "no errors," "one error," "two errors," and so on until the total number of hands recorded is one-half the number of men in the class. The number of errors made by the men in this last group is the median. This process requires about 1 minute for a platoon size class.
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63. PREPARING FOR AN INSTRUCTION PERIOD. a. The foundation of the instructional period is the lesson plan. The allotment of time and the subjects to be covered in the lesson plan are discussed in chapter V. Having a good basic knowledge of the subject, the instructor will require at least an hour to prepare the lesson plan (see TM 21-250) for an instruction period in which three new items are to be presented. He will require a longer time if all material is not easily accessible and the drill has not been assembled.

b. Assure that training aids listed on the lesson plan will be in proper place at the proper time, and are in working order.

c. In preparing the lesson plan, outline the background material for the first 3- or 4-minute presentation of each object. Material which may be included is given in paragraph 15a. Consult appropriate pictorial field manuals, files of the Recognition Journal, intelligence reports, and personal file (par. 62c). The instructor's study must include more material than is intended to be given, for class questions may be asked. In preparing a lesson plan, give life to the plane, vehicle, or vessel. Tell of its record in battle, give performance data particularly related to recognition. Review this outline and speak with minimum reference to notes. For those with little experience in teaching, it may be well to write lectures in full, but only to fix thoughts in proper place. If so, review the manuscript to become thoroughly familiar with the subject before the class meets.

Figure 37. Adequate preparation requires time.

d. Make a careful study of the appearance of the objects to be taught. Even an expert spotter may have difficulty in giving an extemporaneous, lucid, logical, and effective discussion on object appearance. The instructor's job is not only to know, but to teach. Inexperienced recognition instructors must re-hearse this phase, regardless of other teaching experience.

e. For points of dissimilarity, before class compare the air-craft, vessel, or vehicle with any other objects covered previously or later. Make certain of all the differences. To avoid confusion, do not volunteer these comparisons to the class. Be prepared to answer any questions—to contrast objects al-ready studied, and by means of pictures or silhouettes of both objects. Do not use the word "comparison." Speak of contrasts. Point out differences on one angle of approach at a time.

f. Make certain of the function of all "bumps." Perhaps some are unimportant from a recognition standpoint, and will not be mentioned in the lecture. Questions may be asked. Never dismiss such questions as "unimportant." They indicate a keen interest and are not to be discouraged.

g. Use similes to make the recognition discussion more vivid. "Does the nose of the airplane look like a barrel?" "Does the turret of the tank resemble an overturned washtub, or a pill-box?" "Does the fire-control tower of that jap battleship re-mind you of a poorly stacked pile of coins?" "Does the object as a whole remind you of anything?" Similes help students during the difficult period of initial familiarity with the object. In using similes, care should be taken to insure that the simile describes some recognition characteristic peculiar to the individual aircraft or ship under discussion. If the noses on several different types of aircraft all look like barrels, then the simile does not contribute much to vivid presentation.

h. Decide upon features to be given greatest emphasis. In selecting them, remember that in the later drills, and finally in combat, often only the large features and the proportions will be distinguishable. Features to be emphasized should be indicated by appropriate sketches and notes in the lesson plan.

i. Plan to lead from the known to the unknown in easy stages. Each design feature of an aircraft, vessel, or vehicle has a purpose. If known, mention some of these purposes, to help in fixing the features in the minds of the class.

j. Decide upon the order in which to present the part of the lecture on appearance of the object. To facilitate sketching and the taking of notes, follow the same order of presentation on each object. For example, if the order of presentation of one plane is first incoming, then overhead, then crossing, all planes are to be presented in similar order. On each view, first call attention to the general impression, then point out each feature in the order of its recognition importance, and finally summarize the general impression.

k. Complete and review the lesson plan.

l. Finally, preview the review or drill.

m. All this must be done before entering the classroom.

64. CLASSROOM HINTS. a. The instructor looks straight at the class as he speaks—not at the screen, blackboard, or poster. Instructors often find it effective to look at individual members of the class.

b. By effective use of a pointer, keep students' eyes on the training aid under discussion.

Figure 38. Soldier's eyes must be directed to the training aid.

c. Take command of the class. Do not tolerate disorder. Do not "bully" the class. The instructor who is firm and at the same time sympathetic has no disciplinary problem.

d. Speak slowly. Enunciate clearly. Speak loudly enough for the man in the back of the classroom.

e. The instructor's voice must not fall into a monotone, or into a set tone pattern. For emphasis, raise the voice, and make use of pauses.

f. Do not fidget or affect annoying mannerisms. Make every gesture mean something.

g. Stick to the subject, but do not discourage questions. Take no more time in answering questions than their importance directs. If some question requires more time than allowable, offer to discuss it with the student during free time.

h. Repeat all questions. Otherwise, the answer may be unintelligible to those who did not hear the question distinctly.

i. Never bluff. If the instructor does not know the answer to a question, he admits it, and if possible, finds the answer, reports it at the next class period.

j. Repeat the name of the object frequently, so the shape seen is firmly associated with a definite name.

k. Above all, do not become discouraged if initial results are disappointing.

Section IV. AIRCRAFT PRESENTATION

65. GENERAL. The sample presentation on aircraft and the explanation of the technique to be used in delivering the presentation which follows are intended primarily to demonstrate the method of presenting an aircraft to ground forces troops. A similar presentation to air crew personnel would perforce be more technical and tactical in nature.

66. DELIVERY OF THE AIRCRAFT PRESENTATION. a. In addition to the necessary preparation which the instructor must make prior to presenting any plane to his class, it is essential that he also consider and study the actual mechanics of presentation and the technique of delivery.

b. The sample on the B-24 Liberator (par. 67) will serve as an illustration for this technique.

c. Using either a projected view, photograph, or a model of the B-24, the instructor points to the training aid as he makes his initial introductory statement. In so doing, he immediately draws attention to the appearance of the plane under discussion. Inasmuch as this is the class' first introduction to the plane, the training aid used must be an interesting and ac curate representation. In the 3- or 4-minute introduction the instructor makes frequent reference to the training aid when ever he mentions the B-24, or any portions of the plane such as wings or fuselage.

d. After the introduction has been covered, the training aid used is removed and silhouettes of the airplane are substituted. This procedure is followed because silhouettes are the most frequently revised training aids.

 
Figure 39. B-24.

Thus they may be the most accurate. Starting with the head-on view, the instructor covers recognition features on all three views, remaining on each view until he covers all recognition points of that particular course. As the instructor indicates those portions of the plane which contribute most prominently to the complete impression, he carefully points to them on the poster.

e. In the summary in which he reiterates all prominent recognition points the instructor uses either a model alone, or a model attached to a heavy piece of wire with which he projects model shadows or other training aid. The instructor again points out all the prominent recognition features by manipulating the model to present a variety of eye impressions. This is best accomplished with model shadow technique, simulating actual flight across the screen. This gives almost the same number of eye impressions as would be obtained by seeing the air-plane in flight.

67. SAMPLE AIRCRAFT PRESENTATION. a. The sample aircraft presentation which follows in b below is intended as a guide in form and content for the presentation of any plane. It is not intended as a "canned" lecture to be read.

b. "This is the B-24 (point to model or slide or photograph) the Consolidated Liberator, companion of the B-17 in the American heavy bomber class. Technically the B-24 is an eight-to-ten place, high altitude, long range bomber, heavily armed and armored and with great fuel capacity, thus following the design line of American heavy bombers.

"Constructionally, one of the most interesting things about the Liberator is the Davis wing (point to the wing) around which the B-24 is built. As the newspaper story goes, this high-lift wing was taken the rounds of almost every manufacturer in the business and consistently turned down until it reached Consolidated. They tested the wing in their wind tunnel and found that it gave 25 percent less drag at normal speeds and 10 percent less at high speeds. The Consolidated engineers, amazed and skeptical, proceeded to tear down their million-dollar wind tunnel, rebuilt it, and tested the wing again. When the wing repeated its performance in the wind tunnel, Consolidated was convinced! The Davis wing is a valuable recognition feature too, with its narrow chord and extreme 110-foot span. (Indicate chord and span.)

"The Liberator is an extremely practical plane, being built along functional lines with a deep fuselage (point out), indicative of a heavy load carrier, and yet with slimness of fuselage, as seen from above and below (point out), which cuts down the bulky body drag. While the Davis wing gives the impression of frailty when compared with the heavy fuselage, this is not the case as the wing has proved itself rugged and dependable in combat. Two other interesting functional points about the B-24 are the fact that it is equipped with tricycle landing gear and that it has sliding bomb-bay doors rather than the gate type conventionally used on bombers. Thus you will never see a B-24 with bomb-bay doors hanging beneath the fuselage.

"While the Pacific has been the scene of the B-24's widest operational use, the Liberators have notable achievements in other areas, too. Bordeaux, Lille (the B-24's debut in Europe), the Lorient U-boat pens, North Africa, Rome, and the Messerschmitt factory at Weiner-Neustadt have all felt the weight of Liberator bombs. And, of course, there was the famous raid on the Rumanian oil fields at Ploesti, stories of which have already become legends in the service. On this mission the huge Liberators actually flew so low that it is said some came back with cornstalks in their bomb bays.

"The Liberator is such a great weight carrier that there is a transport version in operation known as the "Liberator Express" and having the Army designation C-87. In addition, there is a naval patrol and transport version designated PB4Y. Principal visual differences between the transports and the B-24 are the omission of turrets, the blacked-in nose, and a row of windows on the sides of the fuselage. (Indicate differences.)

"While armament will vary, the B-24 customarily carries 10-caliber .5o machine guns, located two in the waist, two in the tail turret, four more in two turrets (dorsal and ventral), and two in the nose. Latest Liberators (B-24 H and J) have an Emerson turret in the top portion of the nose making the fire power equal to the B-17 and changing the shape of Liberator's nose. (Point out or, if necessary, sketch nose changes.)

"The B-24 has a cruising speed of 180-210 mph, a maximum speed of about 310 mph, and a service ceiling of over 30,000 feet. Some versions were not equipped for high altitude work and have been used as night bombers or patrol planes. Now, however, all new B-24 bombers are equipped with exhaust driven turbo superchargers. Normal Liberator bomb load is 2500 pounds, maximum 9040 pounds. With normal bomb load, range is about 3,000 miles.

"RECOGNITION—HEAD-ON VIEW. On the incoming course of the B-24 Liberator we notice a shoulder highwing (point out) on a slab-sided fuselage. (Point out.) The wing, which has very slight dihedral, is thick at the root and tapers out to a thin tip. (Point out.) The horizontal stabilizer, fitted on top of the fuselage, is quite visible and has no dihedral. (Point out.) Observe, too, the twin fins, mounted outboard

on the stabilizers and just behind the outer edge of the inboard engine nacelles. (Point out.) Pay particular attention in this course to the obvious heaviness of that slab-sided fuselage. (Point out.)

Figure 40. B-24 silhouettes.

"PLAN VIEW. Here we use the Davis wing as our primary recognition feature. Notice that this thin wing has practically even taper on leading and trailing edges and rounded tips. (Point out.) Observe too, on this course, the B-24 fuselage looks long and thin. (Point out.) The Liberator's horizontal tail plane is rectangular with outboard-mounted fins and rudders. (Point out.) Just beyond the Liberator's tail plane is a fuselage projection to accommodate the tail gun position. (Point out.)

"SIDE VIEW.—The B-24's primary recognition features on this course are that heavy, full-bodied Liberator fuselage (point out) and the oval-shaped fin and rudder, a Consolidated characteristic (point out). Top of the heavy fuselage runs back in a straight line broken only by the top turret. (Indicate.) The bottom of the fuselage sweeps up in a curve to the tail. (Indicate.)

"SUMMARY. Remember the B-24, the Consolidated Liberator as an American heavy bomber with an excellent combat record in several theaters. To recognize the B-24 remember a heavy, slab-sided fuselage (point out) a shoulder-high thin Davis wing (point out), and twin `race-track' shaped fins and rudders. (Point out.) The fat-bellied bomber with the tooth-pick wing—that's the B-24, the Liberator."

Section V. ARMORED VEHICLE PRESENTATION

68. GENERAL. a. The sample presentation on an armored vehicle and the explanation of the technique to be used in delivery which follow are intended primarily to demonstrate the method of presenting an armored vehicle to ground force troops other than armored units. A similar presentation to personnel of armored units would be more technical, while the presentation to air-crew personnel would stress the problem of air-to-ground recognition.

b. An increasing tendency is toward the production of specialized types of tanks to fit specific tactical requirements. For example, the German PzKw IV may be encountered with a 75-mm howitzer, a 75-mm low velocity gun, or a high velocity 75-mm specially designed anti-tank gun. In many cases, the armor or armament of these special subtype of enemy equipment will require variations in basic tactics. It is therefor important, whenever the subtype of armored vehicles taught will require changes in tactics of the troops being trained, that proper instruction on appearance, tactics, and countertactics is included either in the recognition or in allied training.

69. DELIVERY OF ARMORED VEHICLE PRESENTATION. a. In addition to his regular preparation for presentation on armored vehicles, the instructor considers his technique —the manner in which he presents his material and the aids he uses to obtain the maximum results.

b. The sample presentation on the United States M4 medium tank, which follows in paragraph 70 will serve as an illustration for this technique.

c. In giving the introductory portion, the instructor exhibits a suitable illustration, projected view, photograph, or a model of the vehicle. Because this is the class' first introduction to the vehicle, the training aid used must be an interesting and accurate representation. With his first statement the instructor points to the training aid, thus focuses the attention of the class on the appearance. While giving the introduction, the instructor refers to the training aid at every opportunity, points to it whenever he mentions the name, whenever he indicates a recognition feature, and whenever he wishes to indicate the location of details such as armament.

d. After the introduction, the instructor removes the training aid and replaces it with a silhouette. This is effective because the silhouette poster usually gives several important recognition views and also, because silhouettes are the most frequently revised training aids, thus they may be the most accurate. In presenting the poster, the instructor discusses one view at a time, and does not skip from view to view. Furthermore, where feasible, the instructor discusses each view from the top down, and thereby covers recognition features in the customary order of visibility. The instructor should not overemphasize the traction system of armored vehicles. Such vehicles usually are defiladed if stopped. If in motion, dust or vegetation may obscure all such detail. Each time the instructor covers a specific recognition feature, he indicates it with his pointer, and thus draws attention again and again to the appearance.

e. For the summary, in which he reiterates all major points and emphasizes the over-all appearance, the instructor endeavors to employ a training aid not previously used. If models are available, they are used. Clipping and mounting illustrations of vehicles on cardboard furnishes excellent training aids for use with a shadow box. By placing these silhouette outlines on an artificial horizon and then moving them closer to the light source, the instructor simulates approaching vehicles for this section of his presentation.

Figure 41. M4 medium tank.

70. SAMPLE ARMORED VEHICLE PRESENTATION. a. The sample below is intended as a guide in form and content for the presentation of any armored vehicle. It is not intended as a "canned" lecture to be read.

b. "The United States M4 medium tank, 30 to 33 tons, is one of the finest combat vehicles in use in the war. (Point to training aid.) First employed in force at El Alamein by the British, who call it the "Sherman," the M4 medium tank was one of the American weapons which made a large contribution to British success in that engagement. After meeting the M4 medium tank in these campaigns, the Germans have a high opinion of it. In fact, according to captured documents, it seems likely that they already have plans to copy many of the M4 medium tank's features.

"The M4 medium tank has a clean, compact silhouette. (Indicate.) These unusually clean lines were cleverly used at El Alamein. A large truck concentration was formed behind the Allied lines, clearly placed where German photographic reconnaissance planes couldn't miss it. Then each night M4 medium tanks were introduced into the formation until the entire `truck park' became a `tank park.' Each day the German reconnaissance planes flew over and each day German intelligence officers reported that the `trucks' had not been moved. The secret lay in an ingenious and highly successful conversion. As each M4 was moved into place, the turret was turned to the rear and the gun depressed. Tarpaulins were then stretched over conventional truck bows attached to the rear of the tank hull. A few trucks were left on the outside lines and the tanks were closely parked to conceal their tracks. The Germans didn't realize what had happened until hundreds of tanks appeared in a sector from which no opposition had been expected.

"The M4 is the standard medium tank of the United States armored units and, together with the Cromwell, is standard medium tank equipment of the British armored units. The M4 has also been used by the Russians and is being produced in Canada with a 6-pounder gun under the name of `Grizzly:

"In addition to European and Mediterranean combat, the Sherman has also appeared in the assault on Tarawa, and else-where in the Pacific theaters.

"There are several Sherman models. The M4, M4A2, M4A3, and the M4A4, and other models with welded hulls are almost identical in appearance and performance. The M4A1 can be distinguished from the others by, its smooth, cast hull.

"The M4 medium tank is well gunned. The turret carries a high-velocity 75-mm gun (or 76-mm gun or 105-mm howitzer) and a caliber .30 machine gun on a combination mount. The coaxially mounted .30 is the weapon used in the primary mission of the tank, which is to destroy enemy personnel. Traversing the entire turret produces a full 360° field of fire for both guns. Additionally contributing to the fine record compiled by Sherman gunners is the gyro-stabilizer, which automatically maintains the angle of the gun to the horizontal for the two turret guns while the tank is in motion. Additional armament consists of a caliber .50 machine gun for AA fire mounted on the revolving turret hatch ring and a caliber .30 machine gun in a flexible ball mount in the right bow. The five submachine guns (personal weapons of the crew) and hand grenades complete this formidable array of M4 medium tank fire power. (Indicate location of all guns mentioned.)

"Armor plate up to 3 inches in thickness assures the five-man crew of a high degree of protection from enemy fire.

"Performance specifications of the M4 medium tank indicate why its battle record has been so impressive. Powered by either gasoline or diesel engines of inline or radial types, developing from 350 to 500 hp, the M4 medium has a rated road speed of 25 mph and a cruising range of 150 to 200 miles. When necessary, considerably higher speeds are possible for short distances. Man-made or natural obstacles the Sherman can take in its stride; tank traps or ditches up to 7 feet 4 inches wide, fords of depths to 3 feet (at slowest speed), vertical walls 2 feet high, and ascending 30° grades. A 25° allowable list indicates the M4's stability.

"RECOGNITION--GENERAL. The M4 medium tank (point to training aid) is one of the easiest of all armored vehicles to recognize—from any angle of approach. It looks efficient and compact—streamlined in the best tradition of American industry.

"APPROACHING COURSE. In an approaching course, the M4 medium presents a chesty, compact appearance. The M4 medium tank is 8 1/2 feet wide and 9 feet high. (Demonstrate with pointer.) The low, broad turret covers 3/4 of the width of hull and is placed exactly in the center. (Indicate.) Notice carefully that all models of the M4 medium tank are equipped with a smoothly rounded cast turret. The smooth, curving contours of the upper portions of this turret present good deflection surfaces which minimize the possibility of 90° impact of enemy projectiles and thus reduce the effectiveness of enemy antitank fire. While details of the armament will not always be visible in an approaching course, the 75- or 76-mm gun and its coaxially mounted MG are mounted in a massive cast mantelet which extends about half-way across the face of the turret (point out).

"The hull of the M4 medium extends out over the tracks and resembles a square box set above the tracks (trace outline with pointer, or sketch). A massive casting protects the final drive assembly (indicate), and when this can be seen, its bulging appearance gives the tank a "chesty" look, like a pouter pigeon whose chest has slipped. This characteristic appearance of this final drive is very noticeable in most perspective views of the M4 medium tank.

Figure 42. M4 medium tank silhouettes.

"From the front, the M4 medium appears to be divided into three vertical sections of about equal height: the track, the hull, and the turret (demonstrate with pointer).

"When this vehicle is in operation, the tank commander frequently rides with his head and shoulders out of the top of the turret. This hatch is on the right side of the tank (point out). In addition, the driver and assistant driver may ride with their heads protruding from the hatches (point out).

Figure 43. M4 medium tank rear view.

"In any approaching course, then, remember the efficient, streamlined chesty appearance of the M4 medium tank. Its rounded turret, extending 1/4 of the way across the broad flat hull, and the fairly equal vertical spacing of track hull and turret, all shout `M4 medium tank.'

"CROSSING COURSE. In the crossing course, the M4 medium presents a very distinctive appearance. It has that same streamlined, efficient look that characterizes approaching views.

"Notice that the turret is placed in almost the exact center of the hull. In the crossing course, the smoothly rounded contours of the turret are again distinctive. Observe that the turret is long and relatively flat on top, about one-third as long as the entire tank. The 75-mm gun (medium barrel) extends out almost to the front of the tank. The large cast mantelet in which the main armament is mounted gives a rounded contour to the sloping face of the turret.

"The 19-foot 3-inch hull of the M4 medium tank is of unusual angular design. It reaches an apex just forward of the turret (point out) and slopes gently to the rear, and sharply forward. Notice again that the maximum height of the hull above the track line is about equal to the height of the turret.

"While the traction system of the M4 medium tank may not always be visible, due to dust, vegetation, or defilade, it is a valuable aid to recognition under many circumstances. This consists of a front drive sprocket, three pairs of small bogie wheels in the usual inverted American-T type of suspension, and a high idler at the rear.

"In any crossing course, look for the streamlined turret, the shallow V-top line of the hull, and the characteristic American-T suspension (indicate).

"RECEDING COURSE. Ground troops must be familiar with the appearance of all tanks from the rear for two reasons: first, their own tanks will operate ahead of them, and second, if they are on patrol, they may become a casualty by trying to get around to the front or side of an enemy tank bivouac area to determine the type of vehicles parked there. The M4 medium tank is easy to recognize from the rear. Because the hull slopes back from the turret and the armor is inclined on the rear surfaces (indicate), the tank seems to hug the ground. The smoothly rounded contours of the wide turret, which extends across 3/4 of the hull, are again very evident (demonstrate). On some models a U-shaped depression is visible at the rear of the hull in which access doors to the engine compartment are located. In general, the rear silhouette appears to be a ground-hugging view of the front silhouette.

SUMMARY. Remember the M4 medium tank by its clear outlines and streamlined appearance. From the front or rear, it looks square, streamlined, and efficient. From the side it looks compact and effective. The shallow V-shaped top line of the hull, the smooth contours of turret, and the length and relative size of the barrel of the 75-mm gun can be seen at extreme ranges." (Use pointer to emphasize.)

Section VI. THE NAVAL VESSEL PRESENTATION

71. GENERAL. This section outlines certain special recognition problems characteristic only of naval and merchant vessels and illustrates presentation technique by means of an appropriate sample intended primarily for ground force units. For specialized personnel such as air combat crews a more detailed method of approach emphasizing aerial views and a more technical discussion will be necessary. Such alterations can be made by appropriate expansion of the illustrations given.

72. SPECIAL CONSIDERATIONS. a. The recognition of naval and merchant vessels is similar to but slightly more difficult than the recognition of aircraft or vehicles. The basic teaching techniques are precisely the same but the rate of learning to attain comparable proficiency is usually slower. This applies particularly in regard to tactically similar vessels such as destroyers, whose engineering design requirements lead to a more similar over-all appearance in the navies of all nations than for most other types of ships. Longer exposures may be utilized on drills or tests, because the vessel will be visible to the observer for a longer time than will aircraft or a vehicle. Recognition at maximum ranges is the primary goal. However, a more detailed study of the recognition features of a naval vessel is advisable for troops (such as low-level bomber crews) who may encounter the ship at short ranges. Extremely short flash exposure should not be used in vessel recognition training.

b. It is advisable that the major part of instruction time on naval vessel recognition be concentrated on types of vessels most likely to be encountered by troops under instruction. In general, such vessels as destroyers, LCI's, LST's, and merchant ships are seen much more frequently than heavier units such as battle-ships and cruisers.

73. ADDITIONAL RECOGNITION CLUES. a. Certain recognition clues are peculiar only to naval and merchant vessels and will be utilized by appropriate personnel.

b. For air crews, it is practical to use such characteristics as the size, the length-to-beam ratio, the armament, and employment of the vessel.

c. In recognition of nationality, certain national construction characteristics may be used. Such national characteristics are, in general, less applicable to vessels recently constructed.

d. If classes of vessels are being taught, recognition of class can be accomplished from such salient detail as turrets, masts and stacks, and by the knowledge of the sequence and arrangements of such features within the class.

e. The foregoing leads to ultimate recognition by overall appearance. This is the same for recognition of naval vessels as for recognition of aircraft and armored vehicles.

74. GOALS OF NAVAL VESSEL RECOGNITION. Utilizing these special clues and the teaching technique generally accepted for recognition, the instructor may expect to obtain successful results from his students in the recognition of naval vessels by type (merchant vessel, destroyer, battleship), by nationality (American, British, Japanese) and, if time permits, by class (Porter, Essex, South Dakota). Only in the case of highly specialized and advanced students may he expect to achieve individual vessel designation by name.

75. DELIVERY OF THE NAVAL PRESENTATION. a. To accomplish the foregoing goals the instructor prepares not only the content, but also the technique of delivery and the use of available training aids.

b. The sample presentation on the FUSO Class of Japanese battleships serves as an example of this technique.

c. Using the best available training aid, preferably not the poster or "bump chart" which will be used in the recognition portion of his presentation, the instructor makes his initial introductory statement and points to the training aid. Thus he immediately focuses attention on the type under discussion. Because this is the first introduction to the type, for most of the class, the aid must be as interesting and as accurate as possible. Throughout the 3- or 4-minute introduction the instructor frequently draws attention to the type by pointing to the training aid whenever he mentions it or indicates a feature.

d. At the conclusion of the introduction, the instructor substitutes the poster or "bump" chart for the original training aid and proceeds with the recognition. In discussing recognition, the instructors' presentation follows a clear, logical pattern. It stresses major, not minor features. Wherever the opportunity is presented, in mentioning the name or stressing a feature, the instructor will draw the class' attention to the over-all appearance of the vessel by reference to the training aid.

e. In the summary, if it is possible, another training aid not previously used is substituted. If this is not feasible the instructor returns to the original aid used in introducing the vessel. In either case the instructor reiterates all important points of recognition by pointing with his pointer to the training aid. Thus attention is frequently focused on the appearance of the vessel.

76. SAMPLE NAVAL VESSEL PRESENTATION. a. The sample lecture below is intended only as a guide for general form and content of a presentation on any naval vessel. This model is not detailed enough to serve as the first such presentation given. Only the outline of the "recognition" portion of the presentation is given. It is necessary to amplify the "recognition" portion of the presentation to cover 6 or 7 minutes. This amplification is accomplished not through additional detail, but by additional emphasis on the few salient points presented. Such emphasis is accomplished by questions to the class, by skillful use of the pointer, and by repetition. Necessary emphasis and repetition are gauged by the reaction of the class as instruction proceeds. In the presentation it is assumed that soldiers have been made familiar with the general nature, nomenclature, and characteristics of battleships.

Figure 44. Japanese battleship FUSO

b. "Here we see the Japanese battleship FUSO. The other ship in the FUSO class is the YAMASHIRO, which is treated separately in a later presentation.

"The FUSO is one of the older battleships of the Japanese navy. It was originally built in 1915 but modernized in 1932-1933. This modernization of the FUSO probably included increased AA protection and the latest methods of fire control. The 14-inch guns of the older Japanese battleships, such as the FUSO, can inflict tremendous damage to shore installations as was amply demonstrated by the Japanese night shellings of our positions on Guadalcanal in the early stages of that campaign. Even though Japanese battleships built about the same time as the FUSO look awkward and angular, such appearance must not be mistaken for vulnerability nor for lack of effective fire power.

"The necessity for immediate accurate recognition at long ranges is quickly evident when we consider the fire power of the FUSO. The FUSO can open fire at 30,000 yards with her main 14-inch guns. She carries a total of 12 of these 14-inchers, mounted in six twin gun turrets. (Indicate locations.) As the range shortens to 18,000 yards, the FUSO can also bring into action eight 6-inch casemate guns built into the side of the deck. There are 16 in all, eight on each side (indicate locations)—and eight 5-inch dual purpose guns in twin mounts. (Indicate locations.)

"To direct the fire of this variety of weapons, fire control and searchlight platforms are built into the mainmast tower half a city block (150 feet) above the water line (point out). To supplement this lofty fire control tower, three scout obervation planes, probably PETES or DAVES, are carried (indicate location of catapults). The normal job of these planes is to observe and correct gun fire, but do not forget that they can also drop flares for illumination of our gun positions in a night attack.

Figure 45. "Bump" silhouette of the FUSO.

"While exact performance figures are not available on the FUSO, inspection of data on ships built about the same time would indicate a maximum speed of about 25 knots. The FUSO is slightly more than two city blocks (673 feet) in length, and has a beam of about one third of a city block (94 feet). This size makes the FUSO a nice big target.

"RECOGNITION. Now let us turn to the bump charts (or silhouettes), to see how much detail can actually be discerned at long ranges.

"First of all, over the horizon will come the FUSO's towering foremast (point out). This odd-shaped narrow foremast is stepped back in the lower half, forward in the upper half, creating the top-heavy, unbalanced appearance of a pile of unevenly stacked coins. As we have previously mentioned, all Japanese battleships have high, odd-shaped foremasts, but the foremast of the FUSO is the most distinctive. This foremast appears to be bent forward from the center as if about to fall on the foredeck. Due to the wide separation between the foremast and the single stack, the foremast appears much higher than it would on other ships lacking this wide separation.

"As a whole, the FUSO has three distinctive vertical projections: the foremast, which has just been discussed; the high narrow single stack; and the top-heavy mainmast whose principal structure ends on the same level as the top of the stack and the break in the foremast. (Demonstrate.) Due to the even spacing of the stack between foremast and mainmast we have two large -equal gaps. (Point out.)

"Due to the unique placement of a twin 14-inch turret on either side of the stack, the armament of the FUSO appears to blend into the deckline. Thus the FUSO has a low, flat appearance quite unlike the pyramidal appearance of the United States battleships we have already studied.

"SUMMARY. Remember then, the old but dangerous battleship FUSO. This ship is characterized by a low flat appearance, broken only by the towering foremast, the high single stack, and the unbalanced mainmast. Remember, too, that the top of the mainmast structure, the top of the stack, and the break in the foremast are all on the same level.