The times dispatch. [volume] (Richmond, Va.) 1903-1914, 1911-07-23

ceptions to this description. but 7 have
been led by experience to believe that
the above picture is not overdrawn.
III boys school is to do anything
for him IL must do much for him He
must feel as he crosses the threshold
mat he becomes a part OF a develop
ing machine whose ideals he must up-
hold and for whose reputation he is
responsible. This feeling is most
readily engendcred in an atmosphere
! OF orderliness where the routine seems
automatic and is organic BY Organic
] mean that each act performed in the
daily process of school life has for
It's purpose definite and intrinsically
valuable, object. making plain the rea-
son FOR Its existence. In entering for
the first time a military school our
boy Is met on all sides by evidences
or organic activities. At the call of the
bugle or at the word OF command lie
sees cadets assemble and move in or
Derby formations In realizing easily
the reasons for such manoeuvres and
In performing them he feels that he is
doing something worth while. HIS
Imagination Is captured. and he be-
comes an embryo soldier.
The Ideal System.
i know that many persons object
to the trairing of boys for war" But
does military school really do this
directly? l think the best do not
OF course, some schools emphasize the
military features and neglect all
others. These are not the ones
have in mind. The school that is pro-
gressive In its pedagogy. that holds
fast to old and tested ideas. and that
uses the ideals Of "a soldier and
gentleman" TO develop in our
boys those qualifications all manly,
full blooded boys should acquire. is
the type of school l am endeavorinE
20 depict. This school, based upon the
military idea of willing obedience to
authority, because the cadet sees the
necessity for authority in all walks
OF life, opens to the new boy a path
of distinction in his school life which,
starting with private in the rear
rank leads up TO cadet captain or
cadet major; which. starting with a
minimum of responsibility, gradually
adds duty to duty as the power to
perform these duties develops. until
the young officer hnds himself per-
forming successfully the tasks of a
responsible man
This is the simple story OF the prog
ress of many boys. boys who may have
entered school weak on the physical
side, timid in the personal relation,
and lacking in all practical initiative.
These relatively incompetent fellows
have gone forward step by step along
! the military route to efficient young
manhood, and in acquiring true ideals
of conduct have secured point of
] view OF life which will make largely
! for happiness.
These general remarks may be par
| ticularized in a few words. The mill
| tary school embodies in its daily
| routine three things-the care of the
/ body, the cultivation of the mind. and
| the inculca alton Of the highest ideals
! of individual development and personal
/ honor.
The regular hours observed by all
| cadets. the regular drills Gncluding
such gymnastics with the gun as the
Butts manuaD. the gradual harden
| ing of the body through progressive
| physical exercises, make for an up
! right carriage and n sound physique.
| which is an invaluable basis for
| brains.
| The work in the classrooms, free
| from all unnecessary restraints of any
| nature, catches the inspiration of
| order and honor which breathes
through the whole school. and is sim
ulated into vigorous life as a neces-
| sary and. at best. a pleasant duty.
! The ideal of responsibility without
which no military school can succeed.
| Is essentially a manly one. and leads
| naturally to an effective honor system
| in all the complicated relations of
| cadet life. thereby making for the best
development of Christian manhood. AS
inspecting officer, or as cadet in charge
! of a squad, our boy soon learns the
value of punctualty from the other
| side" and realizes that Louis XIV.
49,. 4. -t.A. ~. 4 Ill
| virtue was "the practice of gentle
men and the privilege of kings"
By learning to put his own room in
4 order, to see that his boots and uni