Material and Moral

Thursday, May 22nd, 2014

The effect of an army is both material and moral, Colonel Ardant Du Picq says:

The material effect of an organization is in its power to destroy, the moral effect in the fear that it inspires.

In battle, two moral forces, even more than two material forces, are in conflict. The stronger conquers. The victor has often lost by fire more than the vanquished. Moral effect does not come entirely from destructive power, real and effective as it may be. It comes, above all, from its presumed, threatening power, present in the form of reserves threatening to renew the battle, of troops that appear on the flank, even of a determined frontal attack.

Material effect is greater as instruments are better (weapons, mounts, etc.), as the men know better how to use them, and as the men are more numerous and stronger, so that in case of success they can carry on longer.

With equal or even inferior power of destruction he will win who has the resolution to advance, who by his formations and maneuvers can continually threaten his adversary with a new phase of material action, who, in a word has the moral ascendancy. Moral effect inspires fear. Fear must be changed to terror in order to vanquish.

When confidence is placed in superiority of material means, valuable as they are against an enemy at a distance, it may be betrayed by the actions of the enemy. If he closes with you in spite of your superiority in means of destruction, the morale of the enemy mounts with the loss of your confidence. His morale dominates yours. You flee. Entrenched troops give way in this manner.

Ralph Lauren’s Fading Fantasy

Wednesday, May 21st, 2014

Ralph Lauren isn’t a company in trouble, Virginia Postrel says, but its brand image depends on an ideal of the good life that, to those unaccustomed to hardship, looks out-of-touch and even a little dull:

Glamour isn’t about a specific style. It’s about channeling the audience’s longings into compelling images of escape and transformation. Both those longings and the images that embody them change with the times.

“The world of Ralph Lauren” isn’t universally alluring. It’s created from the images and ideals that enchanted a poor Bronx boy born in 1939: the country life of the WASP leisure class, cowboys in the American west, exotic African safaris, aviators wearing bomber jackets.

Lauren often compares his work to filmmaking. “What I do is make movies with my clothes,” he recently told the Telegraph. But he isn’t talking about today’s films. He’s talking about yesterday’s.

Explaining his “timeless” approach to fashion, he cited a movie from his teens: “Watch Cary Grant in ‘To Catch a Thief’ tomorrow, next year, whenever — you would still want to be him at the end of it. And a woman will want to be Grace Kelly. That’s timeless.”

In fact, that’s 1955, with stars born in 1904 and 1929. Grant and Kelly are still compelling, their clothes still look good, and the film is much loved by classic-movie fans. But “To Catch a Thief” is a historical artifact. Its vision of leisured, international wealth spoke to the striving, upwardly mobile, little-traveled American audiences of the mid-20th century, including the young Ralph Lifshitz. The children and grandchildren of those moviegoers live different lives and dream different dreams.

How People Get Good at Their Jobs

Wednesday, May 21st, 2014

Schools teach few job skills, transfer of learning is mostly wishful thinking, and the effect of education on intelligence is largely hollow, Bryan Caplan notes, so how on earth do people get good at their jobs?

The same way you get to Carnegie Hall: practice. People learn by doing specific tasks over and over. To get better at piloting, you fly planes; to get better at obstetrics, you deliver babies; to get better at carpentry, you build houses.

For the unskilled, progress is easy. Given common-sense conditions, it’s almost guaranteed. In the words of K. Anders Ericsson, the world’s leading expert on expertise, novices improve as long as they are, “1) given a task with a well-defined goal, 2) motivated to improve, 3) provided with feedback, and 4) provided with ample opportunities for repetition and gradual refinements of their performance.”[1] Before long, though, the benefit of mere practice plateaus. To really get good at their jobs, people must advance to deliberate practice. To keep learning, they must exit their comfort zone — raise the bar, struggle to surmount it, repeat. As Ericsson and co-authors explain:

You need a particular kind of practice — deliberate practice — to develop expertise. When most people practice, they focus on the things they already know how to do. Deliberate practice is different. It entails considerable, specific, and sustained efforts to do something you can’t do well — or even at all.[2]

Attaining world-class expertise in chess, music, math, tennis, swimming, and long-distance running requires roughly ten years of deliberate practice.[3] Even champions only deliberately practice for two or three hours a day, so ten years roughly equals ten thousand hours.[4] Malcolm Gladwell famously dubbed this the “Ten Thousand Hour Rule.”[5] Reaching the pinnacle of achievement in writing and science takes even longer.

Fortunately, the labor market offers plenty of sub-pinnacle opportunities. A few thousand hours of deliberate practice won’t make you a superstar, but is ample time to get good in most occupations.[6] What really counts, of course, is not the mere passage of time, but the amount of practice.[7]

The Ten Thousand Hour Rule is widely seen as an intellectual victory for effort over talent. This is a serious misinterpretation. The Ten Thousand Hour Rule doesn’t say that anyone can become a master if he tries hard and long enough.[8] What the Rule says, rather, is that even the best and brightest must spend years practicing their craft to reach the top. People don’t become skilled workers by dabbling in a dozen different school subjects. They become skilled workers by devoting years to their chosen vocation — by doing their job and striving to do it better.

Progressive decline

Wednesday, May 21st, 2014

The embarrassing failure of seven new, multi-million-pound schools in Knowsley offers yet more evidence that money is not the answer for improving schools, and ‘progressive’ teaching methods are a sure route to failure, Robert Peal says:

Knowsley in Merseyside is one of Britain’s most deprived boroughs. In an attempt to save the area from endemic poverty, £157 million was spent on seven spanking new schools. However, this project had the misfortune of falling under the sway of ‘progressive’ educational ideas. Three years after they were built, four of the schools have received critical Ofsted reports and one of them has only 500 pupils filling its 900 places.

In fact, these newly build institutions were not even schools, but ‘centres for learning’. Instead of being taught by teachers, lessons would be run by ‘progress leaders’. The project was billed as ‘ripping up the rulebook’, where classrooms would be ‘democratised’ spaces dubbed ‘homebases’ or ‘warehouses’.

For anyone involved in education, such language will be familiar. It represents a style of thinking about education which entered the mainstream in the 1960s and has been failing our pupils every since. By applying adult ideological precepts to the nurturing of our children, ‘progressive’ educational ideas spurn any teaching which could be construed as ‘oppressive’ or ‘hierarchical’. Instead, pupils are placed in charge of their own learning, and rigour is sacrificed for the sake of pupil ‘self-esteem’ and ‘creativity’.

Such thinking has embedded itself in our schools, and can be seen in all of the mantras familiar to a new teacher: let them learn in groups; don’t aim for a silent classroom; avoid any old-fashioned didacticism; be a facilitator, not a teacher. Needless to say, these ideas are a sure route to failure. Burlington Danes Academy in London is a useful counter-example showing how success can be achieved. This school promotes respect in the classroom, calm corridors, perfect uniform, and a total ban on mobile phones. The result? A leap from 31% of pupils gaining five or more good GCSEs in 2006, to 75% in 2011.

Are those two “opposed” philosophies the only portfolios of qualities allowed? Montessori, for instance, mixes a strong emphasis on respect, quiet, etc. — they call it “grace” — with independence.

I suppose combining freedom and responsibility is unthinkable.

Unknown to His Comrades

Wednesday, May 21st, 2014

In ancient battle unity existed, Colonel Ardant Du Picq says, at least with the Greeks and the Romans:

The soldier was known to his officer and comrades; they saw that he fought.

In modern armies where losses are as great for the victor as for the vanquished, the soldier must more often be replaced. In ancient battle the victor had no losses. To-day the soldier is often unknown to his comrades. He is lost in the smoke, the dispersion, the confusion of battle. He seems to fight alone. Unity is no longer insured by mutual surveillance. A man falls, and disappears. Who knows whether it was a bullet or the fear of advancing further that struck him! The ancient combatant was never struck by an invisible weapon and could not fall in this way. The more difficult surveillance, the more necessary becomes the individuality of companies, sections, squads. Not the least of their boasts should be their ability to stand a roll call at all times.

The New Karate

Tuesday, May 20th, 2014

In Silicon Valley, product testing is the new karate:

As more young children get their pudgy hands on their parents’ mobile devices, tech and toy industry entrepreneurs are feverishly cranking out apps and gadgets aimed at these digital-savvy youngsters. A side effect of this kiddo-market miniboom is a surge in product-testing sessions relying on tot testers.

Much of this product development is centered in the Bay Area, the hotbed of the startup economy. For local tech-minded parents looking to fill their children’s schedules, product testing is the new karate.

“Instead of going to the playground or gymnastics class, we go to the LeapFrog lab,” says Christy Mast, a mother of two in San Leandro, Calif., whose husband works in the biotech industry.

In Praise of Shanghai

Tuesday, May 20th, 2014

David Friedman speaks out in praise of Shanghai:

There is street food everywhere, people are friendly, the architects who built the skyscrapers were crazy enough to put a model of half a planet on top of one and of a space station on another.

The evening before I left I went for a walk in the park near my hotel. There was music playing, I suspect from a boom box, and couples, many of them middle aged, dancing to it, not very well. In the same park the next morning there were people doing tai chi exercises, others doing slow motion dance moves, in groups, to music. The feel of the place is almost the precise opposite of a communist stereotype—it feels as though everyone is energetically doing what he wants and half the population are small scale entrepreneurs. The typical “department store” is a large building occupied by (I’m guessing) a couple of hundred tiny stores, with what they sell sorted to some degree by floors of the building.

One interesting question is whether China, at this point, is more or less capitalist than the U.S. So far as Shanghai is concerned, my guess is less in theory but more in practice. I was told that there are regulations on who can cut hair or sell food out of a cart on the street but they are not enforced very energetically and can be dealt with if necessary by a modest bribe to the policeman who is supposed to enforce them.

Good histories

Tuesday, May 20th, 2014

Like nearly every other school in England, Robert Peal’s school follows a skills based curriculum for history:

This means that history lessons do not teach pupils about the past, but instead teach them ‘thinking skills’ such as source analysis and critical reasoning. Faced with Napoleon, one of the most fascinating figures in world history, we spent a lesson looking at paintings of him and asking the mundane question ‘are these sources reliable?’ The pupils were bored senseless.

Such an approach to teaching history originated in the 1970s with the Schools Council, which promoted the rather oxymoronic concept of ‘New History’. Schools, they thought, could never teach something so unforgivably reactionary as historical narrative or facts, so history was rebranded as a vehicle for gaining ‘skills’. The actual subject matter was irrelevant – developing ‘higher order thinking’ was the real aim. This cold, utilitarian view of history has succeeded in sucking all of the joy out of the subject.

My year eights had not taken an interest in Napoleon because they had not appreciated his story. With minimal context offered, he had appeared to them a foreign and boring relic of an age they did not understand. They could not have cared less if the sources were ‘relevant’ or not. So late that night, I had a brainwave. Ernst Gombrich’s classic work, A Little History of the World, has an excellent chapter on Napoleon entitled ‘the Last Conqueror’. I would make my class of 30 year eights read it.

My colleagues thought I had lost it: ‘Silent reading?!’ they asked. ‘Good luck.’ But I persisted. I told my class that we would be doing some real history, and set them on their way. Usually quite easily distracted, they read avidly for most of the lesson. The only thing breaking the silence was their questions: ‘How many of the French died retreating from Russia?’; ‘How was Napoleon allowed to give his brothers whole countries to rule?’; ‘Why were the English allied with the Germans at Waterloo?’ They were amazed by Napoleon’s rise to power, and shocked by his catastrophic fall.

As the class filed out for break, one of the smartest but most badly behaved pupils in the class puffed out his chest. ‘When I grow up, sir, I’m going to be powerful like Napoleon!’ Facts are easily derided, but facts are what make history come alive. Once pupils become interested in facts, ‘thinking skills’ can follow.

The Science of the Organization of Armies in a Nutshell

Tuesday, May 20th, 2014

Colonel Ardant Du Picq presents the science of the organization of armies in a nutshell:

Four brave men who do not know each other will not dare to attack a lion. Four less brave, but knowing each other well, sure of their reliability and consequently of mutual aid, will attack resolutely.

Social-Desirability Bias and Race

Monday, May 19th, 2014

Recent research reveals that social-desirability bias remains active in the measurement of white anxieties about the changing racial composition of the country:

First, we asked respondents to tell telephone interviewers whether they agreed or disagreed with the statement, “The idea of an America where most people are not white bothers me.” Among whites, 13 percent admitted to an interviewer that the idea of a majority-minority America bothers them. There was only modest variation among white subgroups, ranging from 10 percent of younger whites young than 50 years of age at the low end to 18 percent of white Republicans at the high end who said an America that is not mostly white concerns them.

Next, we employed a technique called a list experiment, which is designed to allow respondents to indirectly express their views on sensitive subjects. We divided the survey respondents into two demographically identical groups and asked each group to tell us how many, but not which specific items from a list bothered them. One group was designated as a control group and received three control statements, while the other group was designated as a treatment group and received the same three control statements plus a fourth statement that read, “An America that is not mostly white.” Because the control and treatment groups were demographically identical, any variation in the average number of statements chosen between the groups is solely attributable to respondents in the treatment group picking the treatment statement. For any subgroup (but not for an individual), then, one can statistically estimate the proportion of respondents choosing the treatment statement by subtracting the mean number of statements chosen by the treatment group from the mean number of statements chosen by the control group. That number is presented in the chart below as the “indirect response.”

Direct vs. Indirect Response
Let’s compare Democrats versus Republicans…

Fixing Income Inequality

Monday, May 19th, 2014

If you could snap your fingers and magically double the wealth and income of every human on earth, Scott Adams (Dilbert asks), would you do it?

Before you answer with some version of “Duh, yes.” keep in mind that you would be severely worsening income inequality. And that, as we are often reminded by the media, will destroy civilization.

I’m not entirely clear why income inequality leads to doom, all other things being equal, but I hear it has something to do with the French. The analogy, as I understand it, is that Marie Antoinette and her historically inaccurate philosophy “Let them eat cake” is exactly like Bill Gates pledging his fortune to eradicating malaria, fixing education, and providing clean water to the poor.

BUT WHAT ABOUT THAT HEDGE FUND GUY AND HIS HIGH FREQUENCY TRADING????

You can kill that guy with a shovel. That has jury nullification written all over it. I haven’t looked into it, but I’m fairly sure there are a few assholes among the middle class and poor too. Can we ignore the outliers for now?

One of the odd things about my career, and where I live, is that I meet a lot of billionaires and hundred-millionaires in the normal course of my work. Allow me to label my experience anecdotal and rare before you do. Anyway, my experience is that all the super-rich people I meet seem to have a few things in common:

  • They don’t need to work.
  • They all work 60+ hours per week.
  • Every penny they make from now on will be spent by others.
  • They are trying to find the best way to give away their money.
  • No one likes higher taxes.

I don’t think we want the rich to stop working. We’re all lucky that Steve Jobs didn’t quit before Pixar. But if the rich keep working, inequality is likely to keep getting worse. So how do you solve the problem of helping the rich give away their money in ways that help low-income folks the most while being meaningful to the givers?

Rich people wish they had a better and more meaningful way to get rid of excess wealth than buying jets or paying taxes:

How about a private entity creating some sort of venture capital funding program that allows the rich to leverage their experience and their cash in ways that best help the economy? Think of it as micro-loans to low-income borrowers but with the kicker that the lender can offer mentoring, contacts, and even training.

Yeah, let’s harness all those low-income people with good business ideas…

The Drugs Used In Execution By Lethal Injection

Monday, May 19th, 2014

David Kroll explains the original three drugs proposed for lethal injection:

  1. a sedating drug to render the condemned unconscious (barbiturates such as sodium thiopental or pentobarbital)
  2. a neuromuscular blocking drug to cause paralysis of all muscles except the heart (such as pancuronium or vercuronium bromide)
  3. a lethal dose of potassium chloride to arrest the heart

He then addresses the drugs in reverse order:

Potassium chloride

Among the various salt ions that allow our bodies to function, one of the most tightly regulated is potassium. It’s required for all manner of nerve signals, proper brain functioning, and for the constant beating of the heart. The body keeps most of our potassium in cells with only a small fraction present in our blood. A large dose of potassium chloride introduced into the bloodstream, like that used in executions, would irreversibly paralyze the heart.

If given alone without the other drugs, the high concentration of potassium chloride would be terribly painful, akin to fire or electricity coursing through the veins.

Pancuronium, vecuronium, or other neuromuscular blocking agents

These drugs are modern relatives of the South American arrow poison, curare. They work by blocking the chemical signals from the brain and spinal cord that tell our muscles to contract. They act precisely where these nerves end at our muscles, hence the term neuromuscular blocker.

These drugs are most often used during surgery to allow a breathing tube to be inserted into the patient and to prevent involuntary muscle contractions during surgery. But the high dose used in executions is intended to stop the offender from breathing while also ensuring that the condemned appears completely still to the audience.

If given without the other drugs, it would be like having the worst night terror imaginable. You would experience oxygen hunger from being unable to breathe but be unable to move, all while being fully conscious.

Thiopental, pentobarbital, or other barbiturates

Barbiturates were first created in the early 1900s and were used intravenously throughout much of the last century to induce anesthesia, producing a loss of consciousness and an inability to perceive pain. They were then usually followed by an inhaled anesthetic for the maintenance of anesthesia. At lower doses, barbiturates were used to relieve anxiety in the years before the introduction of the safer benzodiazepine drugs: Librium (chlordiazepoxide) and Valium (diazepam).

For anesthesia, the barbiturates have largely been replaced by other safer drugs, usually in a combination that includes following: midazolam (Versed), an opioid like fentanyl, and a general sedative-hypnotic drug like propofol.

If given alone without the other drugs, a high dose of barbiturate alone could kill a person just fine. But it would take anywhere from 30 to 60 minutes. In fact, many drugs will cause death within an hour or two. However, corrections officials sought for execution to be rapid. This is why the sedating barbiturate was used in combination with the neuromuscular blocker and the potassium chloride.

How far this is from Roman confidence!

Monday, May 19th, 2014

Colonel Ardant Du Picq contrasts ancient and modern (19th-century) combat:

In ancient combat there was danger only at close quarters. If the troops had enough morale (which Asiatic hordes seldom had) to meet the enemy at broadsword’s length, there was an engagement. Whoever was that close knew that he would be killed if he turned his back; because, as we have seen, the victors lost but few and the vanquished were exterminated. This simple reasoning held the men and made them fight, if it was but for an instant.

Neglecting the exceptional and very rare circumstances, which may bring two forces together, action to-day is brought on and fought out from afar. Danger begins at great distances, and it is necessary to advance for a long time under fire which at each step becomes heavier. The vanquished loses prisoners, but often, in dead and in wounded, he does not lose more than the victor.

Ancient combat was fought in groups close together, within a small space, in open ground, in full view of one another, without the deafening noise of present day arms. Men in formation marched into an action that took place on the spot and did not carry them thousands of feet away from the starting point. The surveillance of the leaders was easy, individual weakness was immediately checked. General consternation alone caused flight.

To-day fighting is done over immense spaces, along thinly drawn out lines broken every instant by the accidents and the obstacles of the terrain. From the time the action begins, as soon as there are rifle shots, the men spread out as skirmishers or, lost in the inevitable disorder of a rapid march, escape the supervision of their commanding officers. A considerable number conceal themselves; they get away from the engagement and diminish by just so much the material and moral effect and confidence of the brave ones who remain. This can bring about defeat.

But let us look at man himself in ancient combat and in modern. In ancient combat:—I am strong, apt, vigorous, trained, full of calmness, presence of mind; I have good offensive and defensive weapons and trustworthy companions of long standing. They do not let me be overwhelmed without aiding me. I with them, they with me, we are invincible, even invulnerable. We have fought twenty battles and not one of us remained on the field. It is necessary to support each other in time; we see it clearly; we are quick to replace ourselves, to put a fresh combatant in front of a fatigued adversary. We are the legions of Marius, fifty thousand who have held out against the furious avalanches of the Cimbri. We have killed one hundred and forty thousand, taken prisoner sixty thousand, while losing but two or three hundred of our inexperienced soldiers.

To-day, as strong, firm, trained, and courageous as I am, I can never say; I shall return. I have no longer to do with men, whom I do not fear, I have to do with fate in the form of iron and lead. Death is in the air, invisible and blind, whispering, whistling. As brave, good, trustworthy, and devoted as my companions may be, they do not shield me. Only,—and this is abstract and less immediately intelligible to all than the material support of ancient combat,—only I imagine that the more numerous we are who run a dangerous risk, the greater is the chance for each to escape therefrom. I also know that, if we have that confidence which none of us should lack in action, we feel, and we are, stronger. We begin more resolutely, are ready to keep up the struggle longer, and therefore finish it more quickly.

We finish it! But in order to finish it, it is necessary to advance, to attack the enemy, 30 and infantryman or troopers, we are naked against iron, naked against lead, which cannot miss at close range. Let us advance in any case, resolutely. Our adversary will not stand at the point-blank range of our rifle, for the attack is never mutual, we are sure of that. We have been told so a thousand times. We have seen it. But what if matters should change now! Suppose the enemy stands at point-blank range! What of that?

How far this is from Roman confidence!

In another place we have shown that in ancient times to retire from action was both a difficult and perilous matter for the soldier. To-day the temptation is much stronger, the facility greater and the peril less.

Now, therefore, combat exacts more moral cohesion, greater unity than previously.

World War I in Photos

Sunday, May 18th, 2014

The Atlantic presents World War I in Photos:

World War I in Photos 01

World War I in Photos 02

World War I in Photos 03

World War I in Photos 04

World War I in Photos 05

World War I in Photos 06

World War I in Photos 07

World War I in Photos 08

World War I in Photos 09

World War I in Photos 10

There are many more photos.

(Hat tip à mon père.)

Real Combatants

Sunday, May 18th, 2014

Under what conditions are real combatants obtained? Colonel Ardant Du Picq offers this answer:

Absolute bravery, which does not refuse battle even on unequal terms, trusting only to God or to destiny, is not natural in man; it is the result of moral culture. It is infinitely rare, because in the face of danger the animal sense of self-preservation always gains the upper hand. Man calculates his chances, with what errors we are about to see.

Now, man has a horror of death. In the bravest, a great sense of duty, which they alone are capable of understanding and living up to, is paramount. But the mass always cowers at sight of the phantom, death. Discipline is for the purpose of dominating that horror by a still greater horror, that of punishment or disgrace. But there always comes an instant when natural horror gets an upper hand over discipline, and the fighter flees. “Stop, stop, hold out a few minutes, an instant more, and you are victor! You are not even wounded yet,—if you turn your back you are dead!” He does not hear, he cannot hear any more. He is full of fear. How many armies have sworn to conquer or perish? How many have kept their oaths? An oath of sheep to stand up against wolves. History shows, not armies, but firm souls who have fought unto death, and the devotion of Thermopylae is therefore justly immortal.

Here we are again brought to the consideration of essential truths, enunciated by many men, now forgotten or unknown.

To insure success in the rude test of conflict, it is not sufficient to have a mass composed of valiant men like the Gauls or the Germans.

The mass needs, and we give it, leaders who have the firmness and decision of command proceeding from habit and an entire faith in their unquestionable right to command as established by tradition, law and society.

We add good arms. We add methods of fighting suitable to these arms and those of the enemy and which do not overtax the physical and moral forces of man. We add also a rational decentralization that permits the direction and employment of the efforts of all even to the last man.

We animate with passion, a violent desire for independence, a religious fanaticism, national pride, a love of glory, a madness for possession. An iron discipline, which permits no one to escape action, secures the greatest unity from top to bottom, between all the elements, between the commanding officers, between the commanding officers and men, between the soldiers.

Have we then a solid army? Not yet. Unity, that first and supreme force of armies, is sought by enacting severe laws of discipline supported by powerful passions. But to order discipline is not enough. A vigilance from which no one may escape in combat should assure the maintenance of discipline. Discipline itself depends on moral pressure which actuates men to advance from sentiments of fear or pride. But it depends also on surveillance, the mutual supervision of groups of men who know each other well.

A wise organization insures that the personnel of combat groups changes as little as possible, so that comrades in peace time maneuvers shall be comrades in war. From living together, and obeying the same chiefs, from commanding the same men, from sharing fatigue and rest, from coöperation among men who quickly understand each other in the execution of warlike movements, may be bred brotherhood, professional knowledge, sentiment, above all unity. The duty of obedience, the right of imposing discipline and the impossibility of escaping from it, would naturally follow.

And now confidence appears.

It is not that enthusiastic and thoughtless confidence of tumultous or unprepared armies which goes up to the danger point and vanishes rapidly, giving way to a contrary sentiment, which sees treason everywhere. It is that intimate confidence, firm and conscious, which does not forget itself in the heat of action and which alone makes true combatants.

Then we have an army; and it is no longer difficult to explain how men carried away by passions, even men who know how to die without flinching, without turning pale, really strong in the presence of death, but without discipline, without solid organization, are vanquished by others individually less valiant, but firmly, jointly and severally combined.

One loves to picture an armed mob upsetting all obstacles and carried away by a blast of passion.

There is more imagination than truth in that picture. If the struggle depended on individuals, the courageous, impassioned men, composing the mob would have more chance of victory. But in any body of troops, in front of the enemy, every one understands that the task is not the work of one alone, that to complete it requires team work. With his comrades in danger brought together under unknown leaders, he feels the lack of union, and asks himself if he can count on them. A thought of mistrust leads to hesitation. A moment of it will kill the offensive spirit.

Unity and confidence cannot be improvised. They alone can create that mutual trust, that feeling of force which gives courage and daring. Courage, that is the temporary domination of will over instinct, brings about victory.

Unity alone then produces fighters.