Evening star., 1946-07-14
Britain to Educate
Postwar Soldiers
Program Is Designed to Reduce
Sacrifice in Compulsory Service

an article puoHshed IN the London
Times.)
The decision of the Government to
retain compulsory military service at
least for period introduces educational
considerations essentially different from
those which existed in the Army before
the war. 1t will be important to make
the conscript understand why he has
been compelled to become soldier, to
prepare him for those civic responsible
tiles to which he will return at the end Of
his period of service, and to reduce, as
far as may be, the sacrifices which such
service must necessarily entail.
The years between 1919 and 1899 were
notable for two distinct phases in the
development Of Army education First,
the Army Educational Corps had to con-
quently with opposition in high ones.
Secondly, the time did come when, as
result OF the courageous work of the
early years, the attitude of both officers
and men began to change. The earlier
trickle of men coming forward for the
more advanced classes in their leisure
time became in the late twenties steady
stream which continued to grow in
volume until the outbreak of war in 1899.
Among senior officers, where once there
had been opposition there was growing
cooperation, increasing interest, and in
some cases, real enthusiasm.
With the outbreak of war in 1899
m 3o1
only for a time. 1t was soon realized
that care OF the soldiers mind is in
total war no less important than care
OF his body, that warweariness and
boredom must be eliminated, that in
tellectual stagnation must be replaced
by mental alertness. and that morale
must II necessary be artificially stimu-
lated. The scheme which sought to
achieve all these ends brought to Army
education the rich experience of ad-
venture in an unlimited field The
teacher had to mould his knowledge
and instruction to the lives and atti-
tudes Of men who had made machines.
built houses, driven trains, or dug coal.
perhaps the greatest advance made in
Army education during the past six
years has been the recognition of the
soldiers right and need to develop his
| personal life and interests. When civil
ian educational opportunities are, as
result OF the new Education Act, being
progressively extended, the soldier is
entitled to demand similar opportunities
Education is now regarded as a national
and not sectional privilege. It's con-
tinuous progress should be broken as
little as possible by the accident of
compulsory Cor even of voluntary
service. Thus the need for a continu-
ing close liaison between the War Office
and the Ministry of Education is i'm
medlately apparent. The benefits ac-
crulng from such liaison are not all
on one side. The circumstances of
service life make the Army an admirable
| ground for the introduction OF con-
trolied experiments which are much
less easy to conduct in the freer field
OF civilian adult education.
The Secretary of State for War has
already created an Army Education
ADVISORY Board composed of persons in
clVh Life with educational qualifications
and experience, and of representatives
OF the Ministries Of Education and of
Labour and National Service and of the
Scottish Education Department.. In
addition to keeping under review the
educational policy of the Army, this
board will advise the Secretary of State
on such matters connected with Army
education as it may think fit, as we'll as
upon any questions referred to it bv
MN. A major step has been taken to-
wards making education in the Army
an integral part of the national scheme
About other more detailed plans it is
not yet possible to do more than specu-
late. But it may safely be said that. If
the scheme is to fulfill the purposes
INTENDED, certain broad needs will re-
qulre to be met. First, there must be
provision for the continuation of gen.
eral education, including current affairs
and citizenship and, for those who need
1t, basic education of the most ele-
mentary type. Secondly, there must be
provision for professional and vocational
education, the Importance of which lies
in its potential influence on national
efficiency and prosperity. Thirdly, there
must be educational opportunities for an
enriched appreciation of the arts, for
the acquisition of skill at handicrafts.
and for discovery of the pleasure to be
derived in the wider fields of culture
and scholarship.
| II education in the Army Is to be 4
normal part of military life, it is es-
sential that it be so designed as to
have place in daily routine. Inevitably
the unit" must be the basis of organi-
zation,, and the commanding officer
must be charged with the same re-
| sponsibility for the educational as
for the military efficiency OF his unit.
II the schemes at present under dis
cussion are accepted and approved, his
primary responsibility will be for a
general scheme of community educa-
tion conceived as having a wider con-
tent than the curriculum in current af-
fairs and citizenship in the Army ed
ucation scheme for the release period.
The syllabus under discussion embraces
all the basic subjects-English. calcu-
lation, geography and history-a knowl-
edge of which is generally agreed to
be necessary equipment OF the good
citizen.
Side by side with this compulsory
| uork IT, will he IeSs pecassarv IN pro-