The sun. [volume] (New York [N.Y.]) 1833-1916, 1914-08-22

Der was at that time half the total num-
Der OF cadets. II seemed ruin to dismiss
or not to dismiss-ruln to the discipline
and tradition to condone the offence and
ruin to the school to empty 1t of
scholars. There were many very f'ne
boys in that escapade. but they were at
once dismissed and sent home. There
was quite a storm for a time. but it
and maintained it's discipline and ira
dition.
military training with It's essential
accomplishments of discipline, rewards
and dement's is fraught with more dan
ger than the ordinary academic cur
riculum. No amount of military
efficiency will help to pass a college
entrance examination. Care must be
taken to avoid handicapping the studen,
In this regard, and the more efficient
the military training the greater the
danger. In the best military schools
heavy premium is placed on academic
efficiency. Promotions are based as
much on scholarship as on excellence in
drill and man9uvring.
There is danger also OF reaction when
the student is released from the rigid
necessity of caring for his room. keep
ing 1t in order-a place for every article
and everything In its place. Reaction
does come in some cases. but 1t is short
lived and incidental. The habit OF or
derllness is its own reward and few
fail to recognize in It an economy Of
time and energy. There is also the
danger OF jingoism and the swagger OF
greatest where the glitter of accoutre-
ments is a mere bait to draw patron
age to the school. An insncere display
Of tinsel is too apparent to fool any
one and too povertystricken in results
to attract the best clientele. These
dangers are present in the best OF mill
tary schools and need careful watch
ing, but are easily offset by a well
selected and thoroughly trained staff.
The spiritual phase Of education is
tant. Wherever this element is an in
cident of minor consideration the school
| fails in its most essential function. 4
| military school should aim at faith
rather than dogma, at aspiration rather
than a code, at a spiritual atmosphere
| rather than positive instruction. II all
must be approached with urgency and
reverence. Were morality divorced from
the spiritual, impulse misses the mark.
| II lacks vigor and life The teacher must
devise his own methods. he must select
his own avenues of approach. Morality
! has been defined as mans relation to
man and religion as mans relation to
| the universe. In the formative period
| this question of relationship must have
place-large place. We approach this
through the personality of the teacher,
through an organized Young Mems
Christian Association and by bringing
the students in personal contact with
the spiritual leaders of the nation.
Education Is an art. An art cannot
be reduced to a system. 1t may be and
is assisted by a system. But even a
good system derives its virtue from
those who use it. Teaching in the long
run is vested in living being. A mill
tary training in the hands Of the right
teachers is good preparation, an
auxiliary. a help. In the hands OF poor
teachers 1t may become n vice. Its aim
however, is to coordinate the mental
intellectual. physical and spiritual fac
ulties in such a manner as to produce
efficient citizenship.