Lt. Col. H. M. Hutchinson, of the British Army, already described in this book as an instructor who made a powerful impression on the American Army in World War I because of his droll wit, was a master hand at taking the oblique approach to teach a lesson. Old officers still remember the manner and the moral of passages such as this one: "On the march back from Mons--and I may say that a very good army sometimes must retreat, though no doubt it wounds the sensibilities to consider it--we did rather well. But I noticed often the confusion caused by marching slowly up one side of a hill and dashing down the other. It is a tendency of all columns on foot. "A captain is sitting out in front on a horse, with a hell of a great pipe in his mouth and thinking of some girl in a cafe, and of course he moves slowly up the hill. He comes to the top and his pace quickens. Well, then, what happens? The taller men are at the top of the column, and they lengthen their stride--but what becomes of Nipper and Sandy down in the twentieth squad? Half the time, you see, they are running to catch up. So the effect is to jam the troops together on an upgrade and to stretch them out going down--you know--like a concertina." Where then is the beginning of efficiency in the art of instruction? It resides in becoming diligent and disciplined about self-instruction. No man can develop great power as an instructor, or learn to talk interestingly and convincingly, until he has begun to think deeply. And depth of thought does not come of vigorous research on an assignment immediately at hand, but from intensive collateral study throughout the course of a career. We are all somewhat familiar with the type of commander who, when asked: "What are your officers doing about special studies, so that they may better their reading habits and further their powers of self-expression?" will puff himself up by replying, "They are kept so busily employed that they have no time for any such exercise." This is one way of saying that his subordinates are kept too busy to get essential work done. Research, on the spot and at the time, is vital and necessary so that the presentation of any subject will be factually freshened and documented. But its nature and object should not be overrated. The real values can be compared to what happens to a pitcher when he warms up before a game. This is merely an act of suppling the muscles; the real conditioning process has already taken place, and it has been long and arduous.