New-York tribune., 1901-09-08
BOYS AS SOLDIERS.
TIE VALUE OF MILITARY TRAINING IN
PREPARATORY SCHOOLS.

that military schools had their first great boom
in the days of the Civil War Boys formed com
panies and regiments il those days and showed
their patriotism 10y parading and drilling. work
at school was often neglected in order that
'riltary duty" might be attended to- and par
ents as well as teachers encouraged the leaders
of youthful military organizations in their efforts
To make good soldiers of the boys, who wore
picturesque uniforms and went through the
manual of arms with muskets made of wood
Toward the end of the war many Of tie boys
exchanged their home made uniforms for Uncle
Sans blue. ard when they took up real arms
tie driIlmasters in the provisional camps found
that they could teach the youthful soldiers
nothirg Regular military drills were intro
cuced in many schools not because the teachers
thought that the new feature would do the boys
amy good. but because the military spirit was
abroad in the land, and the boys wanted in
some way share the glory pertaining to brass
buttons and flashing with their elders in
the Held. But when the war was over the bone
fits OF military training and military discipline
had made themselves manifest and many
schools in all parts Of the country retained a
serious part Of the curriculum what had been
add in days a pastime. Educators
discovered that the military training benefited
the boys physically. gave them manly bearing,
improved their habits of attention and made
them prompt to execute and competent to give
orders. The uniform gave them dignity and pro-
NOTED a spirit of good fellowship which had
beneficial effect the individual well as on
the institution.
BENEFITS OF THE DISCIPLINE.
John c. MacVicar. of the Montclar Military
Academy. says:
one Of the most efficient and beneficial por-
ions of the school organization is the military
stem. 1t is not end. il is a means. Yet it
olders every hour Of the DAY. The discipline is
ri-Id. but l.yt more eXactin= than is well for
immature minds and bodies. 1t must have
good moral and physLcl effect any boy. The
erect carriage, the habit of obedience punct-
lallty and neatness, the certainty that extra
drilling viii follow the breaking OF rules. the
earning of the value of concerted action-these
experiences teach lessons that invaluable 10
el cry man.
Men Of good military education employed
a instructors in all the good military schools
and the theoretical course usually Includes a
study of the drill regulations and the elements
OF military science some OF the schools 20 So
far as T. include artillery and cavalry drills
and hospital corps work
MANLY Shirt CULTIVATED
In his recent report on the condition Of nc
Pennsylvania Military College. President Hyatt
said:
The military element enters largely into the
general discipline Of the college. This not only
secures 10 the individual cadet the best physical
cuiture-as seen in erect form. graceful car
rlaSe and vigorous powers of body-but il also
impresses upon him habits Of neatness system
and punctuality; schools him in self restraint:
culuNates manly spirit. and gives that equ-
polSe ana mastery OF self that the necessary
result OF all well directed educat tional effort
Further than this. the repeated calls that mill
tary discipline makes for quick responsive ac-
ton the ever felt necessity of obedience to law
and the exercise of authority under a conscious
ness of personal responsibility are factors in
mental culture eminently desirable. yet very
difficult TO obtain under any other than a mill
tary system. The constant demand for men
mus trained emphasizes the value of a thor
oughly organized military department
The military authorities Of the State showed
II cir appreciation of the military schools during
the war with Spain. when they appointed mem
bers Of the senior class of the Albany Academy
as drillmasters for the raw recruits in the
volunteer service. While military duties claim
much of the time of the boys in some of the
institutions, the regular studies not neglected
on That account, and what the head master of
the Columbia Institute SAYS for his school is
true of all He says:
The impression may exist that military train
ing IS likely to interfere with the lab0rs of the
classroom. Experience proves. the contrary
tilat IL adds "A ZeSt - mental acquisition and
gives an impetus To study. More work and bet
ter work has been done in the school since the
Introduction Of drill sixteen years ago the ma
promptly. and our best commissioned and non
commissioned officers generally those whose
names stand highest in their classes, in our
periodical examinations and our annual roll