Interesting to consider that this was a reality for school kids in the early days of the Cold War. By the 1970s, when I was in school and aware of such things, such an understanding of nuclear weapons would have seemed extemely naive.
In the mid-1980s, in the field artillery, we were taught to drop to the ground, asses to the blast and hands between our legs. That was for tactical nuclear artillery rounds, but it felt just as silly.
Source and further details: Prelinger Archives, https://archive.org/details/DuckandC1951.
This is an older critique, and I agree there has been much improvement. Still, negative examples abound, making this short piece as worthwhile as ever.
I’ve been taking some time to think more about a slow-moving article on Wilhelm Groener I’ve been working on. It has received a big boost recently from the GHI’s new focus on the history of knowledge.
A truism holds that generals prepare to fight the last war, not the next one. Unable to peer into the future, they make do with the lessons of the past. Fair enough, perhaps, but this common-sense wisdom presupposes that military leaders will necessarily understand the salient features of the last war without preconceptions about war and officering affecting their discernment. In other words, the truism fails to account for the effects of prior training, experience, and acculturation in the production of knowledge about war. Instead, it implicitly assumes the existence of universal soldierdom, as if officering and soldiering—but for technology—were not culturally and historically contingent.
Wilhelm Groener (1867–1939) offers a case in point. A general staff officer in the German army who rose to prominence quickly in the First World War, Groener became an important spokesman in these interwar period for the so-called Schlieffen school, offering an interpretation of the war seemingly at odds with what actually happened. Instead of deriving new lessons from the stalemate, as his contemporary Erich Ludendorff did in a nightmarish vision of politics serving war instead of vice versa, Groener doubled down on the knowledge he had internalized in peacetime Wilhelmine Germany. Issuing from neither a military outsider nor an original thinker and steeped in antebellum military thoughtways and culture, Groener’s interpretation of the First World War can be analyzed in relation to his prewar training and wartime experiences to show the inner logic of the professional military knowledge and culture in which he was steeped.