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ARMS AND THE BOY 
 
<Photo by International News Service) 
 
 Major-General Leonard Wood, U. S, A., and Colonel L. R 
 Gignilliat Watching Drills of High-School Cadets 
 
 Jl 
 
ARMS AND THE BOY 
 
 i 
 
 Military Training in Schools 
 and Colleges 
 
 Ts Value in Peace and Its Importance in War 
 With Many Practical Suggestions for the Course of 
 ||L Training and With Brief Descriptions of 
 
 B the Most Successful Systems 
 
 B Now IN Operation 
 
 Bt 
 
 COLONEL L. R. GIGNILLIAT 
 
 Superintendent of Culver Military Academy 
 
 with introduction by 
 
 HONORABLE NEWTON D. BAKER 
 
 Secretary of War 
 
 .LUSTRATBO 
 
 INDIANAPOLIS 
 
 THE BOBBS-MERRILL COMPANY 
 
 PUBLISHERS 
 
Copyright I916 
 The Bobbs-Merrill Company 
 
 PRESS OF 
 
 BRAUNWORTH t CO. 
 
 BOOKBINDERS AND PRINTERS 
 
 BROOKLYN, N. Y« 
 
INTRODUCTION 
 
 r 
 
 m At the inauguration of President Wilson I was in Washing- 
 ton and attended a theatrical performance in the New ITa- 
 tional Theater. Just before the plaj began, the Culver cadets, 
 who were in "Washington in a body, marched into the theater 
 and occupied a dozen rows of seats which had been reserved 
 for tliem in front. Their behavior was so conspicuously con- 
 siderate of the rights of others, their appearance so winsome 
 and fine, and their courtesy so genuine, that I have ever since 
 had a strong feeling that whatever might be true of military 
 training for boys in some places, that given at Culver must be 
 based upon a real understanding of the process by which boy- 
 material is fashioned into manhood. Now I have been per- 
 mitted to read the proof sheets of this book by Colonel L. R. 
 Cignilliat on Arms and the Boy, and to say a word to intro- 
 duce it to its readers. 
 
 I Of all callings, it has sometimes seemed to me that that of 
 he headmaster of a secondary school for boys is at once the 
 aost responsible and the most delightful; delightful because 
 he contact there is with the spirit of youth as it is beginning 
 measure itself against the task of life, and responsible be- 
 cause the problem is so subtle, requires so much understanding 
 of personal variation and dlilerence, and also because of the 
 fact that a mistake made with a boy is so much more serious 
 than a mistake made with a man. 
 
 Now, the value of this book, written by the headmaster of 
 such a school, is that it does not start out to demonstrate a 
 reconceived thesis, but gives the results of long-continued ob- 
 
 343119 
 
INTEODTJCTION" 
 
 servation and experience. 5^ Its conclusions are not militaristic, 
 nor Have they, so far as I am able to judge them, the slightest 
 tendency in that direction. They do, however, seem to show 
 quite conclusively that military training on the honor system, 
 and with all unreality and sham taken away from it, so that a 
 boy who is undergoing it does not feel that he is attending a 
 moot court, tends to give boys straight bodies, straight minds 
 and straight morals. The only danger one hears urged 
 against this form of education, properly given, is that ex- 
 pressed by those who fear that the habit of obedience is 
 destructive of initiative, and is in some obscure way un-Amer- 
 ican. But I wonder whether the truth is not that we have so 
 little of the habit of obedience in America that our danger 
 really lies in the other direction, and whether it is not also 
 true that obedience is really a fundamental virtue and doea 
 not involve a sacrifice of individuality. "We obey the laws of 
 nature, we obey the laws of man, we obey the laws of home and 
 society, and the whole process of education is one for learning 
 what things to obey and acquiring the discipline that enables 
 us to give the necessary obedience, j 
 
 Quite apart from any comment of my own upon this book, 
 however, its merits will speak for themselves, and to those who 
 "want to know what the ideals are of a. proper military training 
 for boys, I §m free to say that I know of no one to whom they 
 could turn with greater confidence than the author of this 
 book, no one whose experience is larger, whose own ideals for 
 peace are higher, or whose success in applying military edu- 
 cation would entitle him to speak with more authority. Such 
 a reader will find the whole story told here with enthusiasm 
 for those truths which the author believes demonstrated by his 
 
INTEODUCTIOl^ 
 
 experience, yet witH a candid recognition of tlie arguments on 
 the other side and an attempt to account for the failures 
 which seem sometimes to have attended military education. 
 The hook is clear and frank and helpful. It is, moreover, 
 especially timely Just now when we are all measuring the pos- 
 sible content of the universal obligation of citizenship an^ 
 considering what real preparedness may mean for America. 
 
 N'ewton D. Bakkk. 
 War Department, Washington, D. C, 
 May, 1916. 
 
 /■ 
 
 $p 
 
PREFACE 
 
 Frederick Palmer tells a story of an Irish recruit, who, 
 after the drill master had given him first right face and then 
 left face, column right and column left, hy the right flanh 
 and hy the left flanh, and right shoulder and left shoulder 
 arms for an hour or so, threw down his rifle in disgust, saying, 
 ''Bedad, I won't work for a man who changes his mind so 
 often." 
 
 With the very general lack of military information that 
 exists on the part of most of our citizens there is a chance, 
 parhaps, that some teachers and parents may likewise reach 
 an adverse conclusion with regard to military drill without 
 tlie opportunity of seeing very far into its real whys and 
 "wherefores. 
 
 In the hope, therefore, that it nuay prove helpful and sug- 
 gestive to the many who are now interested in military 
 training, but who have lacked experience in its coordination 
 \nih educational work, I have attempted to bring together 
 ta^a this book some concrete information regarding the applica- 
 ^^ion of the military system to the various types of institutions, 
 j)ublic high schools, strictly military boarding schools, and 
 colleges with military departments. 
 
 In discussing the effects of military training in the schools 
 
 d colleges, it is necessary to recognize the wide variation in 
 
 e scope and character of such training in the various classes 
 
 institutions, to take into account the fact that some are 
 
PKEFACE 
 
 required by law to give military instruction, tliat others are 
 doing so voluntarily for what they believe to be its moral and 
 physical value, that some, like "West Point, regulate the 
 whole life of their cadets from l-eveille to taps on a military 
 basis, and that others rely on the drill hour alone to fix the 
 habits and develop the characteristics that military training 
 is supposed to induce. Therefore, while there may be some 
 slight overlapping, it has seemed best to discuss separately 
 the applications of military instruction in the different types 
 of schools and colleges. 
 
 Drill in the high schools has received attention particularly 
 from the standpoint of the present discussion of the subject. 
 An effort has been made to answer the objections that have 
 been raised to such training, using material that has been 
 generously furnished me by those with wide experience in 
 this field. Some practical data has also been included which 
 may prove helpful in the successful inauguration of such work 
 in high schools that now have military training under con- 
 sideration. 
 
 Military training in the colleges is more briefly covered in 
 connection with the chapters on the utilization of military 
 training in the educational institutions as a means of training 
 reserve oflScers. 
 
 The essentially military schools are treated largely out of 
 my own experience and in a more or less descriptive fashion. 
 
 This material is presented with the further hope that it 
 may make some small contribution toward the preparation 
 of our young men for a more copiplete discharge of the duties 
 
I 
 
 fACE 
 
 of citizensliip, whether in the few years in which the country 
 
 may need their services in its defense or in the much longer 
 
 periods in which more effective and patriotic discharge of the 
 
 normal civic duties of peace will also mean much to the 
 
 nation. 
 
 L. K. G. 
 
CONTENTS 
 
 OHAPliEB 
 
 PAGE 
 1 
 
 II 
 
 HI 
 
 IV 
 
 Some of the Pbos and Cons of Militaby Training . 
 Endorsements — Contrary Opinions — Results De- 
 pend on Methods Used — Insufficiency of Dogmatic 
 Statements — A Test of Military Discipline — Some- 
 thing More Than Academic Discussion. 
 
 Obigix, Government Aid and Classification . . 8 
 Influence of West Point — First Schools— Origin ol 
 
 ^.nnd Hr nnt. rolleggs— In the High Schools— In- 
 Btructors and Equipment — Retired Officers — Issue 
 of Arms to High Schools — Government Classifica- 
 tion — Illustration of Classification — Distinguished 
 Colleges and Honor Schools — Commission for 
 Honor Graduates. 
 
 Life and Training in the Essentially Military 
 School 18 
 
 The Cadet of the Essentially Military School — 
 Why Private Schools Have Adopted the Military 
 Syftem — Success and Failure in Military Schools 
 — The Type of School under Discussion — Value of 
 the Training — Daily Life of the Cadet — His Place 
 In the Organization — Company Spirit — In the Bar- 
 racks—Sizing Him up Physically — Getting into 
 Uniform— Putting Him on to the Ropes — Begin- 
 ning the Regular Routine — His Hour for Rising — 
 Taking Care of His Room — Developing Personal 
 Responsibility — Inspection — The Cadet at Mess — 
 Study Hours and Classes — Military Ideals in the 
 Class Room— The Drill Hour — Drills with a Pur- 
 pose — Keeping up Interest — Appealing Feature — 
 The Boy with Mechanical Tastes — Training His 
 Judgment and Observation — Guard Duty as a 
 Means of Developing Responsibility — His Leisure 
 Time — Passes — Fun — Sunday — The Evening 
 Hours — Bodily Development — Taking the Kinks 
 Out of Him — Acquirement of System and Order — 
 Taking Care of His Room — Putting Things Back 
 Where They Belong — Special Furniture — The 
 Cadet's Spiritual Life— The Daily Schedule. 
 
 The Faculty of the Strictly Military School 
 The Academic Staff— The Military Staff— The Pro- 
 fessor of Military Science — Other Military In- 
 structors — Oversight of Cadets — Superficial Over- 
 sight and Oppressive Surveillance — Relations Be- 
 tween Officers and Cadets— Formality Not Nece* 
 sarily a Barrier. 
 
 40 
 
CONTENTS— Continued 
 
 CHAPTER PAGE 
 
 V Studies and Methods of Instruction in the Mili- 
 tary School V^S 
 
 Does Drill Interfere?— Special "Help" Periods- 
 Danger of Military Features Overshadowing the 
 Academic — Supervision of Class-Room Work-r- 
 Mental Tests — Enhanced by Uniform Life of Ca-' 
 dets — The West Point Plan — Special Provisions 
 for Boys Not Going to College — Developing Execu- 
 tive Qualities— Moderate Ability. 
 
 VI Coopebation of Cadets in Matters of Discipline . 54 
 "OfE Duty" and "On Duty"— Cadet Officers' Re- 
 sponsibility — Effect on Character — Prime Requi- 
 sites — Judging Fitness for Promotion — Training 
 of Cadet Officers — Relation to Other Cadets — Zeal 
 Tempered with Kindness and Fairness. 
 
 VII The System of Discipline in the Strictly Militaby 
 
 School 59 
 
 The Need for Discipline — Building of Character — 
 Effectiveness of the Military System — Needs That 
 the Home Can Not Always Supply — The Discipline 
 Must Be Real — Playing the Game — Illustrating 
 the Effect on the Boy — Respect for Authority — ^A 
 Surgeon's Testimony — Hazing — Excuse Offered — 
 Sentiment Against Hazing — The School Must 
 Rule — Combinations Against Authority — A Dras- 
 tic Stand for Discipline — No Safety in Numbers — 
 The Cost of Discipline. 
 
 VIII Rewards and Penalties in the Military School . 70 
 Opportunities for Promotion — Other Rewards — 
 Merit System — Assignment of Demerits and Pen- 
 alties — No Penalty Without a Hearing — A Speci- 
 men Discipline Sheet — The Cadet's Word— Pen- 
 alty Duty — Serious Cases of Discipline — Trial by 
 Court-Martial. 
 
 IX Ideals of the Military School 81 
 
 Militancy and Militarism — Preparation for Citi- 
 zenship — The Spirit of Democracy — The Ideal of 
 Service. 
 
 X Military Training in the High Schools .... 87 
 Criticism of Moral Effect of Drilling With Rifles 
 — Advantage of Teaching Boys to Handle Fire- 
 arms — Precautions Used in Handling Rifle — Im- 
 presses on the Boy "Safety First" — Military 
 Training Should Be Given Properly — Need for 
 Sincerity — Esprit Can Not Be Engendered by Imi- 
 
CONTENTS— Continued 
 
 CEAPTEB PAGE 
 
 tatlons— Testimony from Those with Experience 
 — Coordination — Introduction in the High Schools 
 
 ■K —Information from Various Sources — An Unusual 
 ^p Questionnaire. 
 
 "KljfiiE Mental Value of Militaey Training ... 94 
 .V^ Coordinating the Work of the Drill Field With 
 That of the Class Room — Interest in Mathematics 
 Stimulated — Cooperation as Well as Coordination 
 Essential — Writing Military Orders as an Exer- 
 cise in English — A Summary of Answers as to 
 Mental Value — Carrying into the Class Room the 
 Spirit of Competition. 
 
 XII Advantage of ^Militaby Training As a System op 
 
 Exercise and Its Relation to Athletics . . • 101 
 
 I Calisthenics— Effect of the Uniform— Constant Re- 
 V ^pinders — Criticism of Set-Up — An Incentive to 
 
 ^^ood Carriage — Doctor Darby's Experiment — The 
 Drill and the Giving of It— Close Order Drills — 
 Interesting and Beneficial Forms — Test of Boy's 
 Ability to Handle Rifle — Summary of Answers 
 Regarding Physical Value — Limitation in Results 
 That May Be Achieved in Day Schools. 
 What Is the Effect of Military Training on AthleU 
 icsf Is It a Substitute for Athletics? 
 Military Athletics — Summary of Answers. 
 
 XIII The Merits of Military Training as a System of 
 ^ Discipline 112 
 
 Citizenship — Developing Responsibility — Present 
 Insuflaciency of School Discipline — Need for Dis- 
 cipline — As a Preparation for Business — Evidence 
 That Military Training Inculcates Discipline — 
 Testimony as to Economic Value. 
 
 What Advantage Does Military Training Have 
 Over the Usual System Employed in Schools? 
 
 Effectiveness as Moral Training — Advantage in 
 Molding Student Opinion — Effect on Lying and 
 Cheating — Incentive to Right Living and Think- 
 ing — A Means of Developing Will Power — Other 
 Views — Boys Realize Value of Discipline — Assist- 
 ance from Students in Maintaining Discipline. 
 
 For an Ordinary School, Is Military Training Bet' 
 
 ter Than a System Which Tries to Train Its 
 
 Students to Act With Reason as a Basis 
 
 Rather Than Implicit Obedience? 
 
CONTENTS— Continued 
 
 CHAPTEB PAQB 
 
 A Noted Educator's Objection — Emphasis on In- 
 itiative — Blind Unthinking Obedience — Obedience 
 as the Basis of Team Work — Distinction Between 
 Leadership and "Drivership" — Neither Reason 
 Nor Implicit Obedience Successful Alone. 
 
 Does Military Discipline Produce the Feeling of 
 
 Restriction Among Cadets and Cause Them "* 
 
 to Break Violently Away from jRe- 
 
 straint When Out of Its Control? 
 
 Is It True That Military Trained Men Do 27ot 
 
 Readily Suhmit to Less Vigorous Control and 
 
 That They Poorly Obey Civil Law? 
 
 Does It Produce the Form Without Developing the 
 
 Spirit of Obedience f 
 
 XIV The Military Value of Cadet Tbaining in the 
 
 Schools 127 
 
 Instruction from the Military Standpoint — A 
 Game of Troop Leadership — Rifle Practise — Siodi- 
 fied Target Practise — For Boys Under Eighteen — 
 Discipline and Appeal — Zest and Imagination — 
 Greater Adaptability — Physical Endurance — Gen- 
 eral Wood's Estimate — Other Views. 
 
 Do Records Show That Students So Trained 
 Join the Militia? 
 High-School Companies as. Units of the Militia — 
 Coordination of High-School Training With Na- 
 tional Guard— Closer Relationship With Militia- 
 Opposition of Labor Unions — Newspaper Quota- 
 tions. 
 
 XV Extent to Which Militaky Training Should Be 
 
 Used in the High School 139 
 
 Influence of Drill on Life of School — Effect of the 
 Uniform — Other Answers. 
 
 Should Military Training in the High Schools Be 
 
 Compulsory for All Students? 
 Excuses on Request of Parents — Excuses Exempt- 
 ing Those Who Need Drill the Most— Do Students 
 Like Military Training? 
 
 At What Time of Day Is Military Instruction 
 Best Given? In School Hours or 
 Out of School Hours? 
 Drill Before School— Afternoon Drill — Time De- 
 voted to Drill — Extra Drills — At What Grade Can 
 Military Instruction Advantageously Be Given? 
 — For Younger Boys — Value of Camps — High 
 Schools That Have Held Camps, 
 
CONTENTS— Conf inued 
 
 CnAI'TEB PAGE 
 
 XYI The Secubixq of Competent Ixstrtjctobs of Mili- 
 tary Drill and the Selection and Duties of Cadet 
 Officers 150 
 
 Necessary Qualifications — How a Competent In- 
 structor May Be Obtained — Possibility of Secur- 
 ing Army OflScers — Can Civilian Teachers 
 Qualify? — Instruction That Commands Respect — 
 Does Military Training Produce an Exaggerated 
 Sense of Importance? — The Cadet Officer's Sense 
 of Responsibility — Selection of Cadet Officers — 
 Election of Cadet Officers — Value of Elective Sys- 
 tem — Selection of Cadet Officers by Faculty — Ap- 
 pointment on Basis of Competitive Examination 
 and Efficiency Record — Recommendations from 
 ^^MH Graduating Officers — Qualities to Be Considered — 
 ^^Hl| Training in Leadership — Other Factors to Be 
 ^^VV Considered — ^Very Young Boys — The System in 
 ^^m California High Schools — Cadet Colonels and Ma- 
 
 HjF jors — Drawback to Promotions on Basis of Senior- 
 
 W^ ity — Try Outs — Necessity for Special Training and 
 
 f Instruction — ^An Illustration — Reducing the Inef- 
 
 ficient. 
 
 XVII Tue Question of Unifobm 163 
 
 Uniform Puts All on Democratic Basis — Expense 
 — State Aid — Government Uniform — Service Uni- 
 form for High-School Use — Fit and Care of Uni- 
 forms — Insignia and Merit Badges — Chevrons and 
 Insignia of Rank. 
 
 XVIII /The Land Grant Colleges and Military Schools as 
 
 Source of Reserve Officers 170 
 
 (Inadequate Training — Officers from the National 
 Guard — Non-Commissioned Officers of the Army 
 as Volunteer Officers — Number of Reserve Officers 
 Needed — Can Colleges Train Officers Effectively? 
 — Broader Training of Strictly Military Institu- 
 tions—The Test of War — Ability to Provide Train- 
 ing of Modern Officer — Present Interest in Col- 
 I leges — Will the Interest Wane? — Need for Utiliz- 
 ing Various Types of Schools — Officers Requiring 
 Highly Technical Training — Estimate of the Num- 
 ber of Trained Officers — Cadet Companies for 
 Training Reserve Officers — Special Training 
 Schools — A Plan That Offers a Strong Appeal to 
 College Spirit — Obligations and Advantages — Age 
 Limit — Not Every Student Need Enroll — Effect on 
 Militia — Economy of Plan — Plan for a Reserve 
 Officers' Training Corps — Requirements of Insti- 
 tutions — Striking a Balance — Land Grant lastl- 
 
 ^III /Ti 
 
COH^T'ENTS— Continued 
 
 CHAPTEB PAGE 
 
 tutions* Failure to Give Efficient Instruction — Ob- 
 ligatioBS of Land Grant Colleges — Failure to Pre- 
 scribe Extent of Training — ^Will They Maintain 
 Efficient Instruction in the Future? — Extent of 
 Proposed Course — Conditions Under Which Dis- 
 ciplinary Influences May Be Made Effective — ^Ac- 
 cording Recognition to Military Department — 
 Breaches of Discipline — Obtaining Effective Re- 
 sults — Blame for Poor Work — One Professor to 
 Two Thousand Students — The Students' Interest 
 —What Is There in It for the Student?— Tempo- 
 rary Commission — Senior and Junior Units — 
 Scope of Training in Preparatory Schools — Spe- 
 cial Insignia — A Feasible and Economical Plan. 
 
 QUESTIONNAIBE SENT OUT IN GaTHEBING MATERIAL . 196 
 
 APPENDICES 
 
 APPENDIX 
 
 I Suggestions for Stabtino Drill in Schools Where 
 Military Instruction Has Not Previously Been 
 Given 209 
 
 To Begin the Work 
 Preparation of Equipment — Starting the Instruc- 
 tion — Subsequent Instruction — Squad Movements 
 — Special Drills for Squad Leaders — Issue of 
 Rifles— Manual of Arms. 
 
 Indoor Instruction in Bad Weather 
 Panoramic Sketching — Method of Drawing to 
 Scale — Omit Foreground on First Sketch — Con- 
 structive Criticism Is Most Effective — Special 
 Ruled Paper Should Be Used — Topographical 
 Sketching— The Pace Scale— The Sand Table- 
 Contour Lines — Permanent Sand Table Terrain — 
 Signaling— Visual Signaling. 
 
 II The Wyoming Plan. A Detailed Description Not 
 Heretofore Published of the Method of Selecting 
 Competition Units and a General Outline of the 
 
 Course of Instruction 224 
 
 Competition Units — Essence of the Wyoming 
 System — Intraschool Competition. 
 
 Report on the Wyoming Plan 
 Good Citizenship — Military Preparation — Rifle 
 Practise — Troop Leadership Competitions — Week- 
 end Camps — Summer Camps — Discussion of 
 
CONTENT S^Continued 
 
 APPEFDIX PA.QH 
 
 Course — Moral Preparation — Civic Preparation — 
 Business Preparation. 
 
 jjLu Report of Superintendent of Cheyenne 
 
 \^ High School 
 
 Camp — Public Exhibitions — Uniforms — Benefits 
 
 from Drill. 
 
 III Ax Ethical, Physical, Militaby System of Train- 
 ing FOB Boys 237 
 
 Instruction of Boys Not Sufficiently Developed to 
 Drill With Rifles— Instruction After Pupil Has 
 Reached Fourteenth Year — Instruction Beginning 
 With Sixteenth Year — Historical Instruction — 
 Providing Competent Instructors — Importance of 
 Early Training. 
 
 IV Tbaininq and Discipline of the Salt Lake City 
 High-School Cadets 243 
 
 V Issue of Rifles and Ammunition to High Schools 
 AND Other Institutions Not Having Officers of 
 the Army Detailed as Pbofessobs of Military 
 Science 246 
 
 Yl California Rules and Regulations fob the Gov- 
 ernment of High-School Cadets 252 
 
 The Law of the State of California Authorizing 
 High-School Cadet Organizations — Number in Ca- 
 det Companies; Age Limit; Authority of Principal 
 —Permission to Use National Guard Ranges — In- 
 spection by State Officers — Property Responsibil- 
 ity — Books and Forms — Commandant of Cadets — 
 [K High-School Authority — Organization — Appoint- 
 H ments and Promotions — Commissions for Cadet Of- 
 '"^ fleers — Seniority — Reductions — Registration — Uni- 
 form — Studies — Discipline — Method of Investigat- 
 iH^ Ing Breaches of Discipline — Responsibility for 
 n Company Discipline — Merits — Demerits — Conduct 
 IV and Deportment — Responsibility of Cadets for En- 
 forcing Discipline — Cadet Officer of the Day — Re- 
 strictions Regarding Use of Arms and Ammuni- 
 tion — Disapproval of Official Action — Redress of 
 Grievances — Religious Duties — Tobacco and Intox- 
 icants — Comradeship — Jealousy — Sportsman- 
 ship — Neatness — Neglect of Studies — Politeness — 
 ■K Protection of Weak — Purity — Profane Language 
 IB — The Cadet's Glory— Target Practise — Gallery 
 IH Practise — Estimate Distances — Rifle Club — Junior 
 IH Marksman — Inter-School Competition — Military 
 IH Correspondence — Ignorance of Regulations no 
 IB Excuse* 
 
 ■ 
 
CONTENTS— ConiiwwecZ 
 APPENDIX PAGE 
 
 Extracts from a Letter from the Adjutant 
 General of the State of California 
 
 Appropriation by Legislature — Expense of Uni- 
 forms — Number of Companies — Teachers' Cer- 
 tificates and Remuneration. 
 
 VII Suggestions foe Rifle Practise in High Schools. 
 By Captain W. R. Kennedy, Instructor of Rifle Prac- 
 tise, Culver Military Academy 270 
 
 Rifle Team Organization — Construction of Gal- 
 leries and Purchase of Rifles — Purchasing Sup- 
 plies from the Government. 
 
 VIII Instruction of High-School Boys in Rifle Shoot- 
 ing IN THE Public Schools of New York City . . 273 
 
 Marksmanship 
 Badges and Qualifications — Practise in National 
 Guard Armories — Number Qualifying — The Army 
 Practise Rod. 
 
 Shooting at PeeTcsJcill State Range 
 
 Range Practise — Conduct of Boys at Matches — 
 Value of Practise on Sub-target gun machine — In- 
 fluence on clean and manly living — Value as a 
 Guarantee of Peace. 
 
 Extract from Letter from General Wingate Re- 
 garding Additional Equipment for Rifle 
 Practise and Introduction of Ele- 
 mentary Drill 
 
 Rifle Practise in Salt LaTce City High Schools 
 IX Rifle Practise for High Schools of California . 281 
 Description of System 
 Range — Targets — Course — Back Stop — Method of 
 Firing — Classification — Insignia — State Champion- 
 ship — Adjutant General's Cup, Gallery Shooting — 
 Adjutant General's Cup, Record Practise Service 
 Ammunition. 
 
 Individual Competitions 
 X Summer Camps for High-School Students . . . 288 
 Organization — Interest in Work — Proficiency Ac- 
 quired — Extent of Instruction — Method of Select- 
 ing Students and Value of Plan — Gain from In- 
 tensive Instruction. 
 
 XI Certificate Issued by the War Department to 
 Graduates of Miutaby Schools and Colleges to 
 
CONTENTS— Con^inuec? 
 Appendix page 
 
 Which Officers of the Army Are Detailed as Pbo- 
 FEssoBS OF Military Science and Tactics .... 295 
 
 XII Securing Military Instructors and Arms And 
 Equipment from the Government — Purchasing 
 Uniforms Economically 297 
 
 Securing an Army Officer as Military Instructor 
 
 Active Officers or Retired Officers With Full Pay 
 from the Government — Retired Officers With Dif- 
 ference Between Active and Retired Pay Paid by 
 School — Condition Under Which the Detail of an 
 Officer May Be Secured — Detail of Retired Non- 
 commissioned Officers — Choice of Institution in 
 Matter of Officer to Be Detailed— List of Available 
 Retired Officers from Adjutant General — Extra 
 Pay — How Applications Are Made — Securing 
 Arms and Equipment from the Government — 
 Equipment — Ammunition — Buildings — Uniform. 
 
 xni 
 
 XIV 
 
 XV 
 
 XVI 
 
 >rvii 
 
 1^ 
 
 5CVTII 
 
 Table Showing Income of Land Grant Colleges 
 from United States, Time Allotted to Military 
 Instruction per Year and Money Allotted to Mili- 
 tary Departments 305 
 
 Condensed Tabulation of Answers to Question- 
 naire Sent to Land Grant Colleges 307 
 
 Making a Success op the Military Course in a 
 University. Giving the Organization and Course of 
 Instruction of a Successfully Conducted Military De- 
 partment at the University of Illinois .... 313 
 
 Extracts from Report 
 
 Classification — Appropriation and Expenditures — 
 Organization — Conditions of Service in Military 
 Department; Pay for Cadet Officers — Military 
 Credits Necessary for Graduation — Theoretical 
 and Practical Instruction — Rifle Teams — Military 
 Topography — Military Information Division — 
 Duty of the College in Building up Reserve Force 
 — National Guard Units Composed of Students. 
 
 The Reserve Officers' Training Corps in England 320 
 
 A Five-Year Combined Military and Classical or 
 Technical Course for Colleges Suggested by Presi- 
 dent Edmund J. James of the University of Il- 
 linois 324 
 
 Suggestions for Military Courses in Non-Military 
 Educational Institutions, from a Circulab Issued 
 
CONTENTS— Continued 
 
 APPENDIX PAGE 
 FEOM HEADQUAETEBS EASTERN DEPARTMENT BY DIREC- 
 TION OF Major General Leonard Wood, Depart- 
 ment Commander 326 
 
 XIX Plan for Military Instruction at Haevabd Uni- 
 versity S32 
 
 Schedule of Instruction— Credit Toward College 
 Degree — Enrollment Agreement — Course in Mili- 
 tary Science. 
 
 XX The Organization op Field Aetillebt at Yale Uni- 
 versity 336 
 
 The Organization of the Yale Undergraduate 
 Batteries 
 How the Movement Was Begun — ^Need for Field 
 Artillery — Response from Students — Connection 
 With National Guard — The War Department's In- 
 terest in This Work — Course of Instruction — 
 Progress of the work. 
 
 XXI Military Instruction Camps for Students. Pre- 
 pared by Lieutenant* R. G. Sickles, Culver Military 
 Academy. Lieutenant Sickles Was a Member of the 
 Burlington Camp in 1914 341 
 
 History of Camps — Object of the Plan — Course of 
 Instruction — Expense to Students — Provision for 
 Future Camps — Success of the Project. 
 
 XXII Compulsory Military Training for the Boys of 
 
 New York 347 
 
 The Military Commission— Time Given to Drill- 
 Field Training — Use of State Property — Instruc- 
 tors — Compulsory Physical Training. 
 
 Index 353 
 
ARMS AND THE BOY 
 
4 
 I 
 
INARMS AND THE BOY 
 m^ CHAPTER I 
 
 SOME OF THE PROS AND CONS OF MILITARY TRAINING 
 
 Professor Orton of Ohio State University has 
 spoken of military training as "the most important 
 tool in our whole educational kit," and President 
 Thompson of the same institution. President James 
 f of Illinois, President Schurman of Cornell, and many 
 other successful educators have gone on record with 
 an endorsement of such training for students apart 
 from its military value. 
 
 Endorsements. — ^There are others, however, who 
 take quite the opposite view, and between the argu- 
 ments of those who endorse military training and 
 those who oppose it, parents and teachers are often 
 left in the uncertain frame of mind of a jury that 
 has just heard the two sides of a case presented by 
 opposing counsel with what appears to be equal bril- 
 liancy and equal convincingness. 
 
 Contrary Opinions. — Parents and teachers are told, 
 on the one hand, that military training will afford an 
 effective discipline that is much needed by our modem 
 youth. 
 
 They are cautioned, on the other hand, by those who 
 
2 ARMS AND THE BOY 
 
 object to military training, that it provides discipline 
 of the wrong type, discipline that destroys initiative 
 and makes the boy wooden. Furthermore, they are 
 warned that military drill will make the boy blood- 
 thirsty, and will benumb the higher and finer elements 
 in his mind. 
 
 If it is asserted that schoolboys need more muscle 
 and better physiques as well as more effective disci- 
 pline, and that military training will provide both 
 effectively, the objectors reply that drill is of no value 
 as an exercise; that, in fact, it is injurious; that it 
 makes a boy so lopsided you can tell as far as you 
 can see him that he has carried a rifle. 
 
 When the argument is advanced that it is desirable 
 that the boy should have some training for the mili- 
 tary service which every able-bodied citizen may at 
 some time be called on to render in his country's 
 defense, the reply is made either that such training 
 should be given in mature years or that the smatter- 
 ing of drill a boy gets in school will do him more harm 
 than good when it comes to actual service. 
 
 Results Depend on Methods Used. — In the midst of 
 so much conflicting testimony it is not surprising that 
 both parents and teachers are sorely puzzled to know 
 who is right and who is wrong. 
 
 I should be inclined to say that both sides are right 
 and both sides are wrong, that everything depends on 
 how the training is given. 
 
 In my opinion, there are schools and colleges that 
 have justified by their perfunctory work practically^ 
 
ARMS AND THE BOY 3 
 
 / 
 
 every criticism that has been raised against military 
 training for schoolboys and college men, and, on the 
 other hand, there are institutions in both classes that 
 have proved conclusively that military training prop- 
 erly given means higher ideals of citizenship for the 
 gtudent, more effective discipline and a better physical 
 basis for educational training and life. > 
 
 Insuflaciency of Dogmatic Statements. — It is easy 
 enough for both sides to a controversy to make purely 
 dogmatic statements, and with such statements settle 
 the matter to their own satisfaction. But the thought- 
 ful parent and the unbiased teacher want more than 
 this. 
 
 I should like at this point to relate an incident which 
 to my mind demonstrates the qualities which proper 
 military training should induce ; namely, 'service, cour- 
 age, discipline and physical endurance. 
 
 I shall be pardoned, I am sure, for taking this illus- 
 tration from the institution with which I am con- 
 nected, for illustrations are always more convincing 
 when they fall within one's own experience. 
 
 A Test of Military Discipline. — One of the most 
 satisfying tests of military discipline that has come 
 under my personal observation occurred during the 
 floods of 1913. The city of Logansport, Indiana, is 
 located at the junction of the Eel and Wabash Rivers. 
 For a time it was in as desperate a plight as any 
 city in the flooded district. Some hundred cadets went 
 to the rescue, using man-of-war cutters that had been 
 loaned them by the national government for the pur- 
 
4 ARMS AND THE BOY 
 
 poses of naval instruction. The call for help came 
 about midnight. The cutters, which are twenty-eight 
 feet long, eight feet in beam and weigh three 
 thousand pounds, were stored for the winter in boat 
 houses. Working? by the light of lanterns the cadets 
 loaded these boats on flat cars, finishing the arduous 
 task about three A. M. 
 
 Rations for a day were issued, and the cadets who 
 were to man the boats clambered into the caboose 
 and the train pulled out into the darkness, feeling its 
 way over weakened bridges and culverts. It finally 
 reached Logansport just as day was breaking. 
 
 The cadets skidded their boats off the cars and slid 
 them down the street-car track for a couple of blocks 
 until they floated. Then they manned their oars and 
 pulled toward the sections in greatest distress, near 
 the banks of the river. 
 
 The current grew more swift and, finally, in a great 
 rushing swirl at a street crossing, the first boat was 
 dashed against a telegraph pole, smashing two of its 
 heavy fourteen-foot oars. Fortunately, extra oars had 
 been supplied. 
 
 From then on, ensued a hard all-day battle with swift 
 currents and foaming eddies, dangerously complicated 
 with wires and treetops. Snatching a mouthful of cof- 
 fee occasionally, as they came to shore, the cadets 
 worked unceasingly. 
 
 During the afternoon they kept steadily on, although 
 half blinded by a driving snow-storm and with hands 
 so cold that they could with difficulty retain their 
 
Main Building— New Mexico Military Academy, 
 Roswell, New Mexico 
 
 Cadets of St. John's College, Annapolis, Maryland 
 
 i 
 
I 
 
 ARMS AND THE BOY 
 
 g:rasp of the oars. Women and children were tenderly 
 helped down from roofs and windows; the sick, the 
 hungry and the cold, the aged and infirm, were put into 
 the boats and taken to places of safety without a slip 
 or a mishap. 
 
 By the second evening fourteen hundred people had 
 been taken from the inundated district by these boys 
 in their four cutters. And then securing their boats 
 because the waters had receded too far to make it pos- 
 sible to get them back to the railroad, they marched by 
 ji long detour back to the depot. 
 
 By all the laws of nature they should have been 
 (jxhausted, but they went their way with a swinging 
 {jtep, singing, and occasionally giving a school yell. 
 
 I do not mean to say that boys of a civilian school 
 would not have been just as anxious to lend the aid 
 that these cadets did, but what I do mean to say is that 
 they could not have done it. 
 
 Even if they had had the physical endurance they 
 would have lacked the organization, the perfect coordi- 
 nation. Obedience had to be automatic; there were 
 times when instant response to commands, absolute 
 coolness and absence of confusion meant, perhaps, the 
 lives of a boat load of people. 
 
 It was not the fact that these boys rendered this 
 service but that they did it so effectively, without slip 
 or accident and merely as a matter of course, that I 
 consider such a fine demonstration of the effects of 
 military discipline. -^ ' 
 
 The people of Loganspqrt have erected in commemo- 
 
 h. 
 
6 ARMS AND THE BOY 
 
 ration of this service a handsome gate at the entrance 
 of the school. It seems most fitting that the cadets of 
 the institution as they enter and as they leave should 
 have this reminder of the value of discipline and effi- 
 ciency and of the ideals of service to their fellow men. 
 
 Once after this incident I was talking to a boy who 
 wanted to give up in the face of some small discour- 
 agement. I had talked to him quite a while without 
 effect. Finally I said to him : "Do you suppose when 
 we took those cadets to Logansport that we would 
 have dared to risk including a man who had ever shown 
 the kind of spirit you are showing now, or a fellow we 
 knew would be wiljing to quit under any circum- 
 stances ?" 
 
 The effect of that concrete illustration was imme- 
 diate. "I will stick it out, sir," he said, and he did. 
 
 Something More Than Academic Discussion. — ^I do 
 not mean to imply that the incident which I have just 
 described answers every objection to military training 
 and proves every contention in its favor. It relates, 
 of course, to a strictly military institution in which 
 the cadet is under the soldier's rules and regulations 
 twenty-four hours out of the twenty-four, and in 
 which military discipline gets a better whack at him 
 than is possible in the day school or in the college 
 where military instruction is limited to a certain num- 
 ber of drills. 
 
 I have used it, however, in the very beginning 
 because there has been a tendency to regard military 
 graining in the schools as a^ew and startling innova- 
 
UrmriK 
 
 ARMS AND THE BOY 
 
 tion, and to discuss it largely from an academic stand- 
 point. As a matter of fact, if one will examine the 
 school advertisements in the magazines he will find 
 tliat about one-fourth of the private schools there rep- 
 resented are military or quasi-military in character. 
 Nor does that, by any means, represent the full extent 
 to which military training is now being given, or has 
 been given in the past. 
 
CHAPTER II 
 ORIGIN, GOVERNMENT AID AND CLASSIFICATION 
 
 Military Training as an adjunct to education is 
 no new thing. The greatest civilization the world has 
 ever known, that of the ancient Greeks, was attained 
 by a system of education under which every boy, for 
 at least two years of his life, was given a course prac- 
 tically identical with that of our best military schools 
 of to-day. 
 
 This training was given him not merely that he 
 might be versed in the art of war, but that he might 
 acquire the disciplined will, the power of endurance, 
 the sturdy physique, and the moral qualities of loyalty, 
 devotion to duty, and self-sacrifice that become the citi- 
 zen no less than the soldier. 
 
 Influence of West Point. — ^In this country our first 
 military school was naturally an expression of our mili- 
 tary rather than our educational needs. Washington, 
 obliged to look to Europe for the skill in military engi- 
 neering required in our war of independence, felt very 
 keenly the need for a national military academy, and 
 in his message to Congress strongly advocated the 
 establishment of such a school. Due primarily to his 
 influence, the United States Military Academy was 
 founded at West Point in 1802. 
 
 8 
 
ARMS AND THE BOY 
 
 West Point not only supplied the needed instruction 
 for officers, but also demonstrated that military train- 
 ing, when coupled with education, possessed some dis- 
 tinct advantages over the civilian school in the 
 discipline of the moral character and the bodily 
 de\'elopment of the boy. Hence, West Point has 
 become the inspiration in the United States for many 
 schools that have used the military system primarily 
 to train young men for well-rounded citizenship. 
 
 Colonel Sylvanus Thayer, Superintendent of West 
 Point from 1817 to 1833, is perhaps more than any 
 other man responsible for that blending of military, 
 intellectual and moral training that has enabled the 
 graduates of West Point to achieve distinction in civil 
 no less than in military pursuits. To him, therefore, 
 those schools that look to West Point for methods and 
 ideals are especially indebted. . 
 
 First Schools. — ^The first private military school in 
 America was founded by Captain Alden M. Partridge 
 in 1820. It was known as the American Literary, 
 Scientific and Military Academy, and is now Norwich 
 University. Captain Partridge was a professor at 
 West Point from 1806 to 1815, acting superintendent 
 the greater part of the time from 1808 to 1815, and 
 superintendent from 1815 to 1816. 
 
 It is fair to assume that even in those initial years 
 of the National Military Academy, before its present 
 ideals and methods were evolved, he saw to his satis- 
 faction the benefit that boys destined for civil life 
 might derive from military training. 
 
X 
 
 10 ARMS AND THE BOY 
 
 Captain Partridge and the graduates of Norwich were 
 instrumental in founding a number of other private 
 military schools throughout the country. 
 
 In 1839 the first state military school came into exist- 
 ence, a school destined to achieve fame as the West 
 Point of the Confederacy. In that year the Virginia 
 Military Institute opened its gates to boys of the Old 
 Dominion under the superintendency of Colonel Francis 
 H. Smith, a graduate of West Point. This institution 
 was conducted from the start on the West Point plan. 
 South Carolina in 1842 established "The Citadel" at 
 Charleston, and in 1845 the Kentucky Military Insti- 
 tute was added to the list of state institutions. 
 
 Histories of West Point, of Norwich University and 
 of the Virginia Military Institute have been published 
 and will furnish interesting reading for those who 
 wish to go more fully into the development in this 
 country of military training in connection with educa- 
 tion. 
 
 Origin of Land Grant Colleges.— In 1862 the Morrill 
 Law was passed by Congress donating public lands for 
 "the establishment of colleges where the leading object 
 shall be, without excluding other scientific and classical 
 studies and including military tactics, to teach such 
 branches of learning as are related to agricultural and 
 the mechanic arts." These institutions are now known 
 as the land grant colleges. In most cases they are the 
 state universities, though in some instances maintained 
 as separate mechanical and agricultural colleges. 
 These schools in general, have not interpreted the 
 
 jm 
 
ARMS AND THE BOY 11 
 
 words 'Including military tactics'* which appear in the 
 law as meaning that they shall become strictly mili- 
 tary institutions, such as Norwich University and the 
 Virginia Military Institute. Several have done so, 
 but in the main the instruction in "military tactics" 
 has been limited merely to several drills per week, the 
 students appearing in uniform and being under military 
 discipline only while the drills are in progress. 
 
 In the High Schools. — The Boston high schools have 
 afforded military instruction for half a century, and 
 the Washington, D. C. schools are now giving such 
 training to a second generation. 
 
 The states of California and Wyoming have both had 
 drill in many of their high schools for a period of 
 years, and cities like Salt Lake City, Omaha and Fort 
 Worth, have had high-school battalions that are known 
 more than locally. 
 
 In 1914 only eighty-two of the eleven thousand 
 pubhc high schools in the United States afforded mili- 
 taiy training in any form ; only nine thousand of the 
 half million boys enrolled in these schools were being 
 taught anything of the soldier's drill or duties. 
 
 This condition is rapidly changing. In 1915, accord- 
 ing to the Bureau of Education, there was an increase 
 of fifty per cent, over and above the figures for 1914, 
 and from the present indications, the current year of 
 1916 will witness a mobihzing of high-school boys 
 under military disciphne that will make the really large 
 increase in 1914 appear as small, by comparison, as the 
 attendance at a football game between village high 
 
12 ARMS AND THE BOY 
 
 schools and the vast outpouring of adherents for the 
 annual contest between two great universities. 
 
 Large cities like New York and Chicago are giving 
 the matter serious consideration, and in many other 
 quarters boards of education either have under advise- 
 ment military training for the high schools or have 
 already voted to adopt it. 
 
 The high school, having no control over its students 
 after school hours, can not, of course, carry out the 
 strict military regime of the essentially military train- 
 ing schools. The most that it could do would be to 
 require military discipline throughout the school day, 
 about the buildings and in the class room; but in the 
 main, this has not been attempted and the enforcement 
 of military rules has begun and ended with the drill 
 hour. 
 
 Instructors and Equipment. — ^In 1888 Congress 
 passed a law under which the Secretary of War was 
 authorized to detail officers of the regular army as 
 military instructors or, to use the official designation, 
 as Professors of Military Science, to schools and col- 
 leges which afford military training and comply with 
 certain stipulated requirements. The law also author- 
 ized the issue to these institutions of such arms, equip- 
 ment and ammunition as may be necessary for the pur- 
 pose of instructing their students and as may be spared 
 for the purpose. 
 
 The officers who may be so detailed with full pay and 
 allowances are, at present, limited to one hundred. 
 They are allotted to the various states on a basis of 
 
x 
 
»l 
 
 Cheyenne, Wyoming, High School 
 First introduced what is now known as the "Wyoming System" 
 
 First Private School in America 
 Norwich University, founded 1809, by Captain Alden W. Partridge 
 
 Yale Students Studying the Mechanism of a Modern Field Piece 
 
w 
 
 ARMS AND THE BOY 13 
 
 population, first to the land grant colleges, which are 
 required by law to give military training, and then 
 to other institutions. The other institutions to take 
 advantage of this law, have been for the most part the 
 essentially military schools. 
 
 Retired Officers. — Later, the law has been amended 
 to permit the detail of retired officers in excess of the 
 one hundred officers previously stipulated, where insti- 
 tutions seeking the service of one of these officers agree 
 to pay the difference between his retired pay and his 
 active pay and allowances. 
 
 Issue of Arms to High Schools. — ^In 1914 a law was 
 passed authorizing the issue of rifles not of the existing 
 service model, and of ball cartridges for target practise, 
 to high schools and other schools at which officers of 
 the army are not on duty but which maintain a uni- 
 formed cadet corps of not less than forty members 
 who receive military instruction and engage in target 
 practise.* It is likely that legislation will be enacted 
 by the present Congress that will extend further gov- 
 eimment assistance toward military training in the 
 schools and colleges.f 
 
 Government ClassificatioiL — ^As already suggested, 
 the scope and character of the military instruction 
 vary considerably at different schools and colleges to 
 which officers of the army may be detailed. The gov- 
 ernment divides these institutions into four classes : 
 
 •The question of the detail of officers and the issue of arms 
 and equipment is more fully covered in the appendix. 
 
 tThe current regulations on the subject may be obtained at 
 any time by writing to the Adjutant General of the Army, Wash- 
 ington. D. C. 
 
14 ARMS AND THE BOY 
 
 Class MC, Comprises colleges and universities 
 which confer a degree and which are essentially mili- 
 tary in character. By "essentially military," is meant 
 that the students are quartered in barracks and are 
 constantly in uniform and under discipline. 
 
 Class C. Includes colleges and universities not 
 essentially military; that is, in which the military 
 instruction is confined to a few drills and lectures per 
 week, the students appearing in uniform and being 
 under military discipline only at such times. 
 
 Class MS, Designates the institutions of the prepara- 
 tory class which do not confer degrees, but which, like 
 Class MC, are essentially mihtary in character. 
 
 Class M. Comprehends all the other institutions 
 which afford military instruction and which are not 
 included in the first three classes. 
 
 Illustration of Classification. — Under the MC 
 classification, fall such institutions as Norwich Uni- 
 versity, a few of the land grant colleges like the Agri- 
 cultural and Mechanical College of Texas, and state 
 military schools like the Virginia Military Institute and 
 The Citadel of South Carolina. 
 
 In such institutions the students are subject for 
 twenty-four hours out of the twenty-four to the cus- 
 toms and discipline of the soldier. 
 
 Most of the colleges that afford military training 
 limit the military life of the students to the drill hour 
 and, therefore, fall in Class C. Most of the state uni- 
 versities and colleges which, like Cornell, are receiving 
 land grant benefits are Class C institutions, and uni- 
 
ARMS AND THE BOY 15 
 
 versities like Yale and Harvard, which have recently 
 undertaken to give military courses are also included 
 in this class. 
 
 The MS class of institutions is made up of strictly 
 military schools of the preparatory type such as the 
 Culver Military Academy. 
 
 These preparatory schools are not required by state 
 or federal law to give military training, but have 
 adopted it largely for what they believe to be its value 
 as an educational instrument. As in the essentially 
 military colleges, their cadets are housed in barracks, 
 march to meals and classes, and respond throughout 
 the entire day to a routine regulated by the trumpet 
 and the customs of the military service. 
 
 In Class M would fall the high schools and other 
 institutions of the preparatory grade which do not find 
 it possible to give their students more of the soldier's 
 training than may be included in the hours devoted 
 to drill. 
 
 Distinguished Colleges and Honor Schools. — ^Each 
 year the War Department sends to schools receiving 
 aid from the government, officers of the General Staff 
 who make a most thorough inspection. These officers 
 note carefully the standard of discipline and the pro- 
 ficiency exhibited by the students of the various insti- 
 tutions in their military training. 
 
 As a result of this inspection, the ten colleges that 
 have exhibited the highest degree of excellence in their 
 military departments are designated by the Secretary 
 of War as "distinguished institutions," and similarly, 
 
16 ARMS AND THE BOY 
 
 ten essentially military schools are designated as 
 "honor schools." 
 
 Commission for Honor Graduates. — ^Naturally, this 
 honor is highly prized. It carries with it, not only 
 prestige for the institutions, but also the privilege of 
 naming a graduate for commission as a second lieu- 
 tenant in the regular army. 
 
 The graduate, so designated for the college, may be 
 commissioned by the President without mental exami- 
 nation. The graduate of the honor school is not so 
 favored, but is given precedence over other candidates 
 who take the examination for promotion if he makes 
 a grade of eighty-five or above. 
 
 Institutions which have been placed in this selected 
 class three or four times are given some special con- 
 sideration in having issued to them the most up-to- 
 date arms and equipment. 
 
 The honor of being in the distinguished or honor 
 class is perhaps not quite so coveted as in earlier years 
 when the number receiving this designation was com- 
 paratively small. Beginning in 1904, the number was 
 limited to six; in 1908, it was increased to eight; in 
 1909 to ten; and finally in 1914, to twenty. Prior to 
 1914, the selection was made from schools and col- 
 leges without discrimination and those selected were 
 all designated as "distinguished institutions."* 
 
 ♦Schools and colleg-es desig-nated as "disting-uished institutions" 
 •when the number so designated annually was limited to six were: 
 Culver Military Academy, 1906, 1907. 
 Pennsylvania Military Colleg-e, 1904, 1905, 190G, 1907. 
 St. John's Colleg-e (Annapolis), 1905. 
 St. John's School (Manlius), 1904, 1905, 190G, 1907. 
 Shattuck School, 1904, 1906. 1907. 
 
ARMS AND THE BOY 
 
 17 
 
 The Citadel (South Carolina Military Academy), 1904, 1905. 
 
 Virginia Military Institute, 1904, 1905, 1906, 1907. 
 
 Schools and colleges which have received the designation of 
 "distinguished institutions," or "honor schools," three or more 
 times prior to 1916 are: 
 
 Agricultural and Mechanical College of Texas, 1910, 1911, 1912, 
 1913, 1914, 1915. 
 
 College of St. Thomas (St. Paul), 1908, 1909, 1915. 
 
 Culver Military Academy, 1906, 1907, 1908, 1909, 1910, 1911, 
 1912, 1913, 1914, 1915. 
 
 New Mexico Military Institute, 1909, 1910, 1911, 1912, 1913, 1914, 
 1915. 
 
 Norwich University, 1904, 1905, 1906, 1907, 1908. 1909, 1910, 1911, 
 1912, 1913, 1914, 1915. / 
 
 Pennsylvania Military College, 1904, 1905, 1906, 1907, 1908, 1909, 
 1910, 1911, 1912, 1913. 
 
 St. John's College (Annapolis), 1905, 1909, 1910, 1915. 
 
 St. John's Military Academy (Delafield), 1911, 1912, 1913, 1914, 
 iri5. 
 
 Shattuck School, 1904, 1906, 1907, 1908, 1909, 1912, 1915, 1914, 
 iri5. 
 
 The Citadel (South Carolina Military Academy), 1904, 1905, 1908, 
 lii09. 1910, 1911, 1912, 1913, 1914, 1915. 
 
 Virginia Military Institute, 1904, 1905, 1906, 1907, 1908, 1909, 
 1910, 1911, 1912, 1913, 1914, 1915. 
 
 These schools are arranged alphabetically by the War Depart- 
 irent. No statement is made of their relative merit. 
 
CHAPTER III 
 
 LIFE AND TRAINING IN THE ESSENTIALLY MILITARY 
 
 SCHOOL 
 
 The essentially military school is altogether a dis- 
 tinct type of institution. It differs widely in its whole 
 scheme of operation from the civilian school and from 
 the school in which military instruction is given merely 
 at stated times. 
 
 There are at this time in the United States eleven 
 colleges and twenty-seven preparatory schools that are 
 essentially military in character. 
 
 The Cadet of the Essentially Military SchooL— The 
 cadet of the essentially military school lays aside with 
 his civilian clothing all distinctions of wealth and 
 social or political prominence. He is quartered in bar- 
 racks in a simply furnished room which he cares for 
 himself. 
 
 His life is regulated by the trumpet call on a basis 
 of absolute promptness and regularity. Eight o'clock 
 means eight o'clock and not a second after. Neatness 
 of person is required at all times ; the heels, as well as 
 the toes, of the shoes must be shined, and he does the 
 shining himself. The fact that he may be the son of 
 a millionaire and have a servant to valet him at home 
 cuts no figure. 
 
 18 
 
T *if f I 
 
 crf\ 
 
 A Company Mess Tent— St. John's, Manlius 
 
 An Outpost — St. John's, Manhus 
 
ARMS AND THE BOY 19 
 
 Orders must be obeyed cheerfully and promptly, 
 with no "back talk." There is always recourse if an 
 injustice is done, but no tolerance of dilly-dallying and 
 argument. 
 
 He must be as soldierly in the quarters and in the 
 class room as on the drill ground. The military spirit 
 of punctilious courtesy, of respect for authority, of 
 order and system, must be carried by him into each 
 hour and duty of the day. 
 
 While he hves the life of the soldier and speaks his 
 'vocabulary he has constantly before him the applica- 
 tion of the soldier's training to the normal life of the 
 citizen in time of peace. 
 
 Why Private Schools Have Adopted the Military 
 System. — Private military schools have adopted mili- 
 tary training because they recognize that the average 
 American boy, while generally intelligent, fearless and 
 self-reliant, is at the same time impatient of restraint, 
 undisciplined and lacking in symmetrical physical de- 
 velopment. Their experience has indicated that these 
 defects are best remedied by continuous mihtary train- 
 ing, with its exactness and precision, its rigid adher- 
 ence to system and discipline, and its enforced exercise 
 and regularity of life. 
 
 Success and Failure in Military SchooIs.^Not all 
 military schools have been equally thorough in their 
 work. Unfortunately, there are some which have 
 fallen considerably short of the highest standards of 
 discipline and instruction, and which are military in 
 name only. 
 
20 ARMS AND THE BOY 
 
 Those who have seen only the feeble efforts of the 
 school that is merely playing with military training 
 have no conception of the splendid work that is being 
 done by the best type of essentially mihtary schools. 
 
 General Baden-Powell, who visited a few years ago 
 one of these schools which is taking its work seriously, 
 said to its corps of cadets, "IVe seen the cadets of all 
 nationalities at work, and I must say you beat the lot." 
 
 Other comments, such as, "The tone and discipline 
 of this institution are superb," and "Its military in- 
 struction is as near perfection as anything of this kind 
 can be made," coming from experienced officers of the 
 regular army who have inspected such schools, indi- 
 cate the high standard that may be achieved where 
 the military training is well and conscientiously given. 
 
 The Type of School Under Discussion. — ^The descrip- 
 tion in this chapter is of the best type of essentially 
 military school. Every detail of custom and routine 
 described does not necessarily apply to all such schools, 
 but in the main they are the same. 
 
 I have not dwelt to any extent on the military value 
 of such training, since that has been covered in the 
 chapter on the training of reserve officers. I have at- 
 tempted rather to describe in a general way the life of 
 the cadet in the essentially military school, and inci- 
 dentally to point out the educational value of such a 
 scheme of training. 
 
 Value of the Training. — Proof of the peace as well as 
 the war value of training in such essentially military 
 
ARMS AND THE BOY 21 
 
 schools is not wanting. Here is a piece of striking 
 testimony, a paragraph from the memoirs of General 
 Granville M. Dodge : ' "A young boy, twenty years old, 
 I left Norwich University, Vermont, a military college, 
 as a civil and military engineer. My military training 
 was of as much or more benefit to me generally, per- 
 haps, in the work I had to undertake, than what I had 
 learned of engineering, for it taught me to command 
 men; it gave me discipline, a respect for authority, 
 obedience to orders, loyalty to my country, and an in- 
 terest in the work of my employer, which would have 
 been impossible for me to have obtained in any other 
 way," ' 
 
 General Grant considered General Dodge one of the 
 ablest officers of the Federal army, and the people of 
 Iowa have given few men so high a place in their 
 esteem as a citizen. 
 
 Daily Life of the Cadet. — ^The routine and life of the 
 essentially military preparatory school is to a large 
 extent the same as that of the essentially military col- 
 leige, the difference lying principally in the advanced 
 academic curriculum. 
 
 To be sure, the cadets in the preparatory school are 
 younger, but at Culver, for instance, no boy is ac- 
 cepted who is under fourteen years of age or less than 
 five feet three inches in height, while the majority 
 of the cadets are over seventeen years of age. Under 
 these conditions, it is quite possible to maintain West 
 I^oint standards of discipline and routine, as in the 
 
22 ARMS AND THE BOY 
 
 case of military colleges such as Norwich and the Vir- 
 ginia Military Institute. 
 
 His Place in the Organization. — The daily routine 
 of the cadet may not be fully understood without some 
 preliminary reference to the organization of the school. 
 When the new cadet reports for duty he is assigned 
 to a company composed ordinarily of from fifty to 
 eighty cadets. 
 
 He finds that he is one of a sub-division of seven 
 men and a corporal known as a squad, and that he is 
 under the immediate direction of the corporal. 
 
 He finds further that his mistakes are corrected by 
 other cadets who stand behind the company in what 
 is called the line of file closers. These file closers are 
 cadet officers and non-commissioned officers, who have 
 been in the school one or more years, and who have 
 shown ability to command and especial aptitude for 
 military instruction. 
 
 The new cadet discovers also that if he is late or 
 absent he is reported by the first sergeant, a cadet 
 who calls the roll or receives reports of lates or ab- 
 sentees from the corporals in charge of squads. 
 
 The new cadet learns that the cadet captain takes 
 ■direct command of the company, but that there is also 
 attached to it in an advisory capacity a member of the 
 faculty known as the tactical officer. This officer in- 
 spects the company occasionally, but the cadet captain 
 inspects it at every formation to see that all cadets are 
 neat and well groomed. 
 
 Company Spirit. — As soon as the new cadet begins 
 
ARMS AND THE BOY 23 
 
 to get the spirit of things, he finds himself believing 
 very firmly that his own company is the best of the 
 companies which form the cadet battalion. He be- 
 comes inspired with the zeal to keep it so, and 
 tries to express this in his efforts at drill and perhaps 
 also by going out for the company teams in athletics. 
 
 In the Barracks. — Together with his assignment to 
 the company, the new cadet receives his assignment 
 to his dormitory, which in the military school is desig- 
 nated as a barrack. His room, which he shares with 
 another cadet of about his own age, he finds is in a 
 "division" of barracks and that this division, like the 
 company, is under the command of a cadet officer. An 
 oificer of the faculty, however, is also quartered in 
 each hall of the barracks and gives it his supervision. 
 
 Sizing Him Up Physically. — The new cadet's first 
 day at the school is ordinarily quite fully occupied in 
 receiving these assignments and undergoing a thor- 
 ough medical examination at the hands of the surgeon 
 and a series of strength tests and measurements given 
 by the physical director. During the latter, his man- 
 ner of standing and the way he carries his shoulders 
 and head are carefully noted and special remedial work 
 is prescribed if necessary. 
 
 Getting into Uniform. — Learning to be a soldier 
 while in citizen's clothes is rather a depressing thing. 
 At Culver, therefore, the new cadet is immediately 
 provided with a ready-made uniform pending the com- 
 pletion of his made-to-measure outfit, measurements 
 for which are taken after he has acquired his "set-up." 
 
24 ARMS AND THE BOY 
 
 Putting Him on to the Ropes. — Another thing that 
 has been found desirable at Culver is to have the new 
 cadets and a few selected drill masters report a week 
 in advance of the old cadets. This week is devoted 
 to military instruction, to the study of the regulations, 
 and to putting the new cadet "on to the ropes," so 
 that his greenness and awkwardness have been largely 
 overcome before the remainder of the battalion reports 
 for duty. This preliminary week also affords the op- 
 portunity for a series of tests of the new cadet's men- 
 tal aptitude and for his very careful academic classifi- 
 cation before studies actually begin. 
 
 Beginning the Regular Routine. — ^The second week, 
 therefore, finds him prepared to take up the full daily 
 routine of military school life. This is very syste- 
 matically laid out. The essentially military school is 
 a firm believer in the theory that better results can 
 be obtained with a boy by plenty of wholesome occu- 
 pation than by excessive admonition. He is kept con- 
 stantly occupied, be it at study, drill or play, from the 
 first bugle in the morning until taps at night. 
 
 As a result of his busy day he goes to bed health- 
 fully tired at night. 
 
 His Hour For Rising. — The early to bed and early to 
 rise precept is rigidly enforced in the cadet's life. He 
 is awakened each morning at six by the peremptory 
 boom of the cannon and the penetrating notes of the 
 trumpet. In this military method of waking people 
 up, he finds little to encourage a second nap. He is sel- 
 dom known to treat it as most boys do the maternal 
 
1 
 
Interior of Mess Tent 
 
 (Photo by Inbody) 
 
 Cadets at Mess— A. and M. College of Texas 
 
 ^ 
 
ARMS AND THE BOY 25 
 
 summons when at home. In ten minutes he is in his 
 place on the company formation ground engaged in 
 filling his lungs with the fresh morning air in re- 
 sponse to his captain's commands of "Inhale ! Exhale V 
 or in circling his arms or bending his legs in the gyra- 
 tions of the setting-up drill. With this limbering up, 
 he will find it easier during the remainder of the day 
 to walk and sit and stand as a soldier should, and in 
 the course of time an erect carriage will become as 
 natural to him as slouching is to the average boy. 
 
 Taking Care of His Room. — After ten minutes of 
 exercising, he returns to his room, puts his own effects 
 in order and makes up his bed. This is a part of the 
 plan of teaching him to be systematic and orderly. 
 Luxuries have no place in the cadet barrack; the 
 rooms are comfortable enough but simple to a degree. 
 When the cadet finds that he must do his own tidying 
 up, the simplicity of the furnishings appeals to him as 
 eminently sensible. If he is "orderly" he is responsi- 
 ble not only for his own things, but must also sweep 
 out the room. He relinquishes this duty with no great 
 unwillingness to his roommate on alternate weeks. 
 
 Developing Personal Responsibility. — He finds also 
 that as orderly he is for the time being in immediate 
 command of the fourteen by fourteen square feet in 
 which he lives and must enforce the regulations there- 
 in. If anything goes wrong within that space, he is 
 held accountable and, even though he is not himself the 
 offender, he is required to place the responsibility. 
 That is not so hard as it may seem, for if some other 
 
 k 
 
26 ARMS AND THE BOY 
 
 cadet is responsible, he is not in fairness going to let 
 the orderly suffer. The idea of personal responsibility, 
 together with the principle of exercising command, is 
 thus inculcated from the very beginning. In fact, 
 things are so organized in the military school that 
 responsibility may be immediately and definitely placed 
 for anything that may occur at any time or place. 
 
 Inspection. — ^When the inspection call sounds, the 
 cadet, havi'Tg straightened up his room and completed 
 his toilet, stands at attention in front of his bed. The 
 cadet hall officer, accompanied once a week by the tac- 
 tical officer in charge of the division, enters the room, 
 looks as searchingly for dust as if it were something 
 he had lost, glances around to see that everything is 
 in its place and passes briskly on to the other rooms 
 in the division. 
 
 This cadet, having been tried in the fire of several 
 years' military service and his military metal having 
 been assayed to the satisfaction of the authorities, has 
 been advanced from the limited sphere of commanding 
 a single room on alternate weeks to full responsibility 
 for a whole hall. 
 
 ' The Cadet at Mess. — As a result of the busy hour 
 following reveille, the cadet is quite ready for break- 
 fast at seven. Mess call means that the meal is ready ; 
 there is no such thing as straggling in five or ten min- 
 utes late. He forms and marches to mess with his 
 company. On marching into the mess hall, he goes to 
 his table and stands until grace is asked, taking his 
 seat at command. 
 
ARMS AND THE BOY 27 
 
 Each mess consists of about ten cadets with a cadet 
 ofiicer at its head who is responsible for the mainte- 
 nance of good order and the observance of correct table 
 manners. 
 
 At mess there is no restriction to conversation, nor 
 do the cadets seem particularly constrained by the 
 fact that they must sit erect, keeping away from the 
 backs of their chairs. Ordinarily there are so many 
 different sections of the country represented at each 
 mess that discussion of school matters and athletics 
 is to some extent interspersed with more broadening 
 exchanges of information. 
 
 The abundant and regular exercise gives the cadet 
 ,a].i unusual appetite even for a boy. At Culver, we 
 have considered his proper subsistence a very impor- 
 tant factor in his health and development. We fur- 
 nish him a simple but most carefully balanced menu 
 prepared in scrupulously clean, tile-lined kitchens and 
 appetizingly served in a very beautiful mess hall. The 
 cadet's happiness and efficiency are both considerably 
 enhanced by these special provisions. 
 
 Study Hours and Classes. — The cadet's academic day 
 begins very shortly after breakfast. He carries quite 
 as many studies as the boy in a civilian school andj 
 perhaps, goes at them with a clearer head by reason 
 of his daily exercise and regular hours. 
 
 Call to quarters is sounded by the trumpeter about 
 fifteen minutes after breakfast is over. If the cadet 
 has no recitation the first period he goes to his room 
 for study. No visiting between rooms is allowed dur- 
 
'28 ARMS AND THE BOY 
 
 ing call to quarters and everything must be very quiet. 
 Occasionally an officer passes through the barracks on 
 inspection. A glass panel enables him to see whether 
 or not cadets are studying (without disturbing them 
 by opening the door). 
 
 If the cadet has a recitation he goes to the court- 
 yard and forms with his class. The ranking cadet, or 
 in some schools the cadet who stands highest in the 
 class, calls the roll and reports absentees and lates to 
 the cadet officer of the day. Three minutes after the 
 assembly for classes the name of every absentee is 
 known. Unless an absentee is properly excused, he is 
 looked up and sent at once to class. 
 
 Military Ideals in the Class Room. — ^When the cadet 
 is marched into his class room he does not leave the 
 military ideal with his hat and overcoat outside the 
 door. When he enters he stands at attention until the 
 section marcher has reported to the instructor and then 
 takes his seat at command. When he sits he sits 
 erect. When he is at the board he uses it for the pur- 
 pose for which it was intended and not as something 
 to lean against; he is as soldierly in handling his 
 pointer as in the use of his rifle, and as neat in the ar- 
 rangement of his work on the board as he would be 
 in preparing his room for an inspection. A soldierly 
 attitude in such matters is certainly conducive to 
 clearer thinking and expression. 
 
 Classes continue until mess call and are resumed for 
 a time in the afternoon. 
 
 The Drill Hour. — ^The drill call is sounded about 
 
ARMS AND THE BOY 29 
 
 three o'clock. It continues for an hour to an hour and 
 a half. It does not trench on time for his studies. 
 Military training in a well organized school might al- 
 most be said to create by its enforced system the time 
 it uses. It cuts out the waste time in the boy's day 
 and gives it to drill. 
 
 Drills With a Purpose. — ^In a truly military school 
 the boy soon finds that drills are not for mere show, 
 but have a real purpose behind them. Probably his 
 manual of arms, the handling of his rifle, is the first 
 thing he has ever been made to do with precision and 
 attention to details. There must be nothing slipshod 
 al:»out it, and it must be full of snap and spirit. In 
 all of his close order drills he must keep constantly on 
 the alert for he does not know what command is com- 
 ing next and he must obey it instantly. He must not 
 b(J a fraction of an instant behind his fellows. 
 
 As a result, the slow thinking boy is awakened and 
 the inattentive boy made attentive. The obeying of 
 command after command in time also tends to make 
 obedience instinctive. 
 
 Keeping Up Interest. — ^In schools where close order 
 infantry drills continue day after day, the cadets be- 
 come very tired of them and after a time derive little 
 benefit. At Culver a great deal of attention has been 
 given to making the drills as varied as possible. 
 
 After the new cadet has mastered the essentials of 
 the infantry drill, a wide range of interesting practical 
 instruction is afforded him. If he is fond of horses, 
 and most boys are, he may take the cavalry instruc- 
 
 k 
 
30 ARMS AND THE BOY 
 
 tion. He learns to ride without a saddle as do the 
 troopers of the regular cavalry. He is awkward 
 enough at first, but it is not long before he is mounting 
 at the gallop, or standing up on his horse as it trots 
 around the riding hall. 
 
 Later on he learns to do more spectacular feats of 
 horsemanship, riding two or three horses at a time. 
 In this way he acquires a wonderful amount of muscle 
 and agility and learns to be perfectly at home on his 
 horse, independent of artificial supports. 
 
 He also drills with the troop in the saddle and is 
 taught the use of the saber, the carbine and the pistol. 
 
 Appealing Feature. — The thing that appeals to him 
 most, however, is the week-end hike. The long rides 
 across the country, and the camp in the evening, with 
 the horses on the picket line and the bacon sizzling 
 over the camp-fire, is an experience to be remembered 
 all his life. He learns on these hikes to take care of 
 his own horse, to groom, to water and to feed him, to 
 adjust his saddle on the march and to take care of 
 himself in the field. 
 
 The Boy with Mechanical Tastes. — The mounted ar- 
 tillery drill is also afforded at Culver. A modem bat- 
 tery with its range finders, its telephonic systems of 
 communication, its intricately constructed guns and 
 carriages, affords an attractive form of instruction to 
 the boy of mechanical tastes. The drill of the field 
 wireless telegraph detachment is also a source of in- 
 tense interest to many boys. 
 
 The engineer company also provides a very popular 
 
A week-end hike with shelter tents— Cul 
 
 ver 
 
 A Cheyenne Squad Leader and Si 
 
ARMS AND THE BOY 31 
 
 and instructive form of drill. These cadets become 
 very proficient in building spar and pontoon bridges 
 across neighboring streams. 
 
 Training His Judgment and Observation. — ^An im- 
 portant feature of the cadet's training, and one that 
 cultivates good judgment and steady nerves, is rifle 
 practise in the gallery and on the range. Marksman's 
 and sharpshooter's badges are given the cadets under 
 the same rules of qualifications as in the National 
 C4uard. 
 
 Field exercises, with instruction in scouting that 
 trains the boy to observe closely and to think for him- 
 self, come in for their share of attention, and such 
 things as camp cooking, first aid and sanitation, are by 
 no means neglected. 
 
 Guard Duty As a Means of Developing Responsibil- 
 ity. — It is possible only to suggest the many interest- 
 ing and highly instructive features of the drill. At 
 least brief mention should be made of the system of 
 inward duty. Even the youngest cadet has his tour of 
 guard duty. It is a fine experience for a boy to be 
 placed on post as a sentinel with definite orders to en- 
 force and to feel that he is occupying a position of 
 trust and responsibility. The system of guard duty 
 is made a very distinct feature at Culver. The older 
 cadets, several of whom go on each day as non-com- 
 missioned officers of the guard and as officer of the 
 day, obtain a great deal of valuable executive experi- 
 ence. Under the direction of the officer in charge, 
 they supervise all formations, see that the day's rou- 
 
 k 
 
32 ARMS AND THE BOY 
 
 tine is carried out as prescribed, keep all records of 
 inspections and reports for breaches of discipline, and 
 keep track of all cadets going on leave from the school 
 or leaving quarters with permission during study 
 hours. They know where every cadet in the school is 
 during every hour of the day. The system in the 
 officer of the day*s office is as complete and as effective 
 as that of any up-to-date business office. 
 
 The drill period frequently closes with battalion pa- 
 rade. The cadets are drawn up in a long motionless 
 line, resplendent with the white cross belts and glisten- 
 ing brasses of the full dress equipment. The trumpet- 
 ers sound retreat, the evening gun is fired, and the 
 band plays the Star Spangled Banner while the na- 
 tional flag is impressively lowered. 
 
 His Leisure Time. — ^After drill, he has the same op- 
 portunities for recreation that are enjoyed by the boys 
 of other schools and he probably enjoys them the more 
 because of his busy day. With his absolute regularity 
 of life and simple wholesome meals he is always in 
 training and it is little to be wondered at that he ex- 
 cels in athletics, especially in football and basketball, 
 where endurance tells. 
 
 Company teams and strong inter-company rivalry 
 afford the opportunity for many cadets to go in for 
 athletics. At Culver, football, track, tennis, baseball, 
 basketball, hockey, skating, swimming and boat-racing 
 form the principal sports. 
 
 Passes. — Cadets who have no demerits may obtain 
 passes to go off the grounds on holidays, but the effort 
 
ARMS AND THE BOY 33 
 
 is made to furnish every opportunity for amusement 
 within the limits of the academy. The recreation 
 period is considered as important as any other part of 
 the day and it is very carefully provided for. The 
 gymnasium, bowling alleys, billiard and pool rooms, 
 and a moving picture theater for Saturday nights are 
 included in the equipment. 
 
 Fun. — Entertainments and lectures are provided 
 each week in the winter, and on special occasions, such 
 as Thanksgiving, Easter and Commencement, the 
 friends of cadets are asked to visit the academy. The 
 glee club and the dramatic club perform for their 
 benefit, exhibition drills are given and dances are held 
 ill the gymnasium. On Satjirday nights, the band 
 plays during the supper hour and popular songs are 
 sung. On the whole, the cadet manages to have a 
 good deal of fun in the manner suggested and also 
 in other ways that there is no space to describe. 
 
 Sunday. — On Sunday mornings he prepares his room 
 for an especially thorough inspection, during which an 
 officer passes his white gloves over all the furniture 
 and sees that underclothes are neatly folded and 
 stacked and everything carefully in its place. 
 
 After the inspection the cadet marches to church. 
 The afternoon he has to himself for letters home or a 
 walk in the country or any form of exercise except 
 match games. 
 
 The Evening Hours.— In the evening, call to quar- 
 ters is sounded at seven, and except on Saturday and 
 Sunday evenings, the cadet studies until nine o'clock, 
 
 k. 
 
84 ARMS AND THE BOY 
 
 after which he has a half hour in which to relax and 
 undress before turning out his light at nine-thirty. 
 Hardly has the inspector passed and the orderly an- 
 swered "Right," meaning that he and his roommate are 
 present and in bed, before they are both sound asleep. 
 
 A boy once told me that when he first entered the 
 school he thought it was an absurd thing to send a 
 seventeen or eighteen-year-old boy to bed at nine- 
 thirty, but that after a few busy days of military life 
 he came to the conclusion that it was one of the most 
 sensible things that was done. Nine-thirty to six is 
 eight and a half hours for sleep, which in most cases 
 seems sufficient. On Sunday mornings, the cadets may 
 sleep an hour longer. 
 
 Bodily Development.^ — ^The changes that take place in 
 a boy physically under this regime are very marked. 
 The habit of standing erect with his chin drawn in 
 fastens itself upon him. His muscles become firm and 
 resilient ; he takes on a ruddy color and a hard-as-nails 
 look. 
 
 In his appearance of physical fitness there is no 
 comparison between the average cadet of an essentially 
 military academy and the average boy of the civilian 
 school. The cavalry drill is an especially fine form 
 of exercise. I have seen many an under-developed 
 stripling grow strong and sturdy in a few months in 
 the riding school. 
 
 Taking the Kinks out of Him. — ^If the cadet needs 
 special developing, he is put under an expert in the 
 
■ 
 
 ARMS AND THE BOY 35 
 
 gymnasium. If he has some lateral curvature or a bad' 
 position of the neck or head, he is given a long pa- 
 ti(3nt course of special remedial work with mirrors 
 and plumb line to guide him. I have had a number 
 of photographs made of cadets stripped at the time 
 of entrance and again at intervals of several months. 
 Tiie photographs register most remarkable improve- 
 ment physically, but even more striking in many cases 
 is the change in physical expression; the tightening 
 up of the lines around the mouth and the coming into 
 the eyes of a more purposeful look. 
 
 Acquirement of System and Order.^ — ^A lack of sys- 
 tem and order is perhaps one of the most serious de- 
 f<3cts in American boys. A boy who has been taught 
 to do things systematically will in his business life 
 possess a decided advantage over boys who have not 
 been so trained. 
 
 It can not be claimed that military training will 
 make every boy systematic and orderly but it will 
 have this result in many cases. In other cases, it will 
 at least give the boy a better idea of the value of such 
 things and create in him the desire ultimately to cor- 
 rect his own shortcomings. 
 
 A great deal depends on the character of the train- 
 ing. If the cadet sees around him every detail of the 
 school's administration conducted on the soundest busi- 
 ness principles of economy and efficiency, and if he 
 himself is pursuing day after day an absolutely sys- 
 tematic schedule, he can not escape the effects. If, 
 
86 ARMS AND THE BOY 
 
 also, he is consistently made to practise neatness and 
 order, he will surely profit from it. 
 
 Taking Care of His Room. — ^The plan of having 
 cadets care for their own rooms is one means adopted 
 by the military school for affording this practise in 
 orderly habits. A boy is much more apt to acquire the 
 habit of neatness when required to pick up his own 
 things than he is when he has a mother or a maid to 
 pick them up for him. 
 
 If he merely learned, however, to clean up his room, 
 little would be gained, but with a full schedule and the 
 minutes at a premium he is apt to reach the point 
 where he concludes that it would be highly desirable 
 and a great economy of time not to have to pick up 
 things at all. 
 
 Putting Things Back Where They Belong.— This 
 state of affairs he may bring about by schooling him- 
 self to put articles back where they belong the instant 
 he is through with them. He is encouraged somewhat 
 in this more helpful view of the situation if the in- 
 spections, instead of being made at stated times when 
 he is notified to be ready for them, are made at odd in- 
 tervals; just after he has changed his clothes and 
 rushed off to drill, for instance. 
 
 Special Furniture. — He is further helped if the fur- 
 niture is of special construction, not only with a place 
 for everything, but with a place to which things may 
 be returned with a minimum of delay. 
 
 At Culver, a great deal of thought has been given to 
 the designing of such furniture. It is not only very 
 
 IB 
 
Cadets before a plumb line on a mirror taking remedial work 
 to get the kinks out 
 
 Improvement in nine months 
 
ip 
 
 ARMS AND THE BOY 37 
 
 I 
 
 compact, but any article may be removed without dis- 
 turbing others. There are no drawers to be mussed 
 up, but sub-divided shelves for each separate kind of 
 clothing, except outer clothing, which is hung so that 
 no garment is in front or in the way of another. 
 
 That boys do backslide and disappoint their moth- 
 ers when they go home from military schools is true, 
 but if the training has been good they will show its 
 effects after the reaction that accompanies a release 
 f]rom close discipline is over. 
 
 The Cadet's Spiritual Life. — The spiritual phase of 
 education is the most difficult, but the most important. 
 YVTienever this element is an incident of minor consid- 
 eration the school fails in its most essential function. 
 In Culver, we aim at faith rather than dogma, at in- 
 spiration rather than a code, at a spiritual atmosphere 
 rather than positive instruction. It must be ap- 
 proached with urgency and reverence. Mere morality 
 from the spiritual impulse misses the mark. It lacks 
 ^'igor and life. The teacher must devise his own meth- 
 ods. He must select his own avenues of approach. 
 Morality has been defined as man's relation to man, 
 and religion as man's relation to the universe. In the 
 formative period this question of relationship must 
 have a place — a large place. 
 
 We approach this problem through the personality 
 of the teacher, through an organized Young Men's 
 Christian Association, and by bringing the students in 
 personal contact with the spiritual leaders of the na- 
 .tion. 
 
38 ARMS AND THE BOY 
 
 The Daily Schedule. — The following is the schedule 
 in force at Culver, which with some modifications is 
 essentially that of other schools of the same type: 
 
 MONDAY P. M. SUNDAY 
 
 TO (Saturday MONDAY 
 
 NATURE OF DUTY SATURDAY P. M. Same as A, M. 
 
 NOON Sunday P. M.) 
 
 A. M. A. M. A. M. 
 
 Reveille— 1st call 5:50 7:00 5:50 
 
 Assembly 6:00 7:10 6:00 
 
 Sick Call 6:25 8:40 6:25 
 
 Police Inspection i_ 6:35 7:40 6:35 
 
 Breakfast— 1st call 6:45 7:50 6:45 
 
 Assembly 6:55 8:00 6:55 
 
 Study and Recitations 7:50 A. M. to 12:50 P. M. 
 
 Inspection of Quarters— 9:00 
 
 Battalion Inspection — ^ 
 
 1st call 9:30 
 
 Assembly 9:40 
 
 Church Call 11 :00 
 
 Assembly 11:10 
 
 P. M. P. M. 
 
 Dinner— 1st call 12:55 12:50 
 
 Assembly 1:05 1:00 
 
 The battalion is marched directly from dinner to 
 chapel exercises. On Monday, Tuesday and Thursday, 
 chapel exercises are of fifteen minutes' duration. On 
 Wednesday and Friday, the spelling period is omitted, 
 and this period thrown into the chapel exercises. 
 
ARMS AND THE BOY 39 
 
 P. M. P. M. 
 
 Spelling— 1st call 2:10 
 
 Assembly 2:15 
 
 Help Period 2:25 
 
 Drill— 1st call*. 2:55 
 
 Assembly 3:05 
 
 Recall from Drill 4:15 
 
 Guard Mounting — 
 
 1st call 4 :25 On Sunday Immediately 
 
 Assembly 4:35 After Church. 
 
 Supper— 1st call 6:05 6:00 
 
 Assembly 6:15 6:10 
 
 Call to Quarters 7:25 7:10 
 
 Tattoo 9:25 9:10 
 
 Call to Quarters 9:40 9:25 
 
 Taps 9:45 9:30 
 
 Saturday afternoon schedule is the same as Sunday. 
 Monday afternoon schedule is the same as other week 
 days. The weekly holiday consists of Saturday after- 
 noon and Monday forenoon. 
 
CHAPTER IV 
 THE FACULTY OF THE STRICTLY MILITARY SCHOOL 
 
 The head of a strictly military institution in con- 
 formity with the West Point custom is ordinarily des- 
 ignated as the superintendent. Usually, he is a man 
 who has had military training. Unless such is the 
 case, the institution is not likely to achieve the highest 
 degree of success in the application of the military sys- 
 tem. The superintendent does not as a rule take active 
 part in the military instruction of cadets, but neces- 
 sarily determines to what extent the school shall be 
 conducted in harmony with military traditions. 
 
 The superintendent naturally has the immediate 
 government of the institution, and all officers, instruc- 
 tors, cadets and employees are under his command. 
 All applications for unusual privileges and cases of 
 severe discipline are referred to him for his judgment 
 and approval. 
 
 The Academic Stafif. — The faculty is ordinarily di- 
 vided into an academic and a military staff. In the 
 smaller schools the two overlap, but in some of the 
 larger schools they are quite distinct. In general, the 
 members of both staffs are given military rank and 
 appear in uniform while on duty. The rank is usually 
 
 40. 
 
 I 
 
ARMS AND THE BOY 41 
 
 local; however, in some institutions commissions are 
 conferred by the state, either on the entire faculty, 
 or on members of the military staff alone. 
 
 The head of the academic staff has immediate super- 
 vision of the claslsipcation of cadets, the arrange- 
 ment of curriculum and the methods of instruction. 
 He is variously designated as the president of the 
 academic board, the head master, director of studies, 
 etc. 
 
 He is responsible to the superintendent for the 
 proper conduct of the academic work of the school. 
 The members of the academic staff at Culver are 
 designated as captain and instructor, first lieutenant 
 ar.d associate instructor, second lieutenant and assist- 
 ant instructor. Each academic department has its 
 own head who is a full instructor and also receives 
 ex;tra compensation. He, in turn, is responsible to the 
 h(;ad of the academic staff for the work of his de- 
 partment. 
 
 The Military Staff. — The mihtary staff, as its name 
 implies, is directly responsible for the military train- 
 ing and instruction of cadets. At its head, is the com- 
 mandant of cadets. This position requires a man of 
 unusual judgment and experience. He must combine 
 with thorough military training more than ordinary 
 ability to deal with boys. 
 
 Many a school has failed as a military institution 
 because this post was inadequately filled. The com- 
 mandant of cadets, as his name implies, is in immedi- 
 ate command of the battalion of cadets; he is also the 
 
 i 
 
42 ARMS AND THE BOY 
 
 chief instructor in military tactics and is responsible 
 for discipline. 
 
 The Professor of Military Science. — ^In some institu- 
 tions the post of commandant of cadets is filled by 
 the officer of the army detailed to the institution by 
 the War Department, as professor of military science. 
 In others it has seemed best to appoint as command- 
 ant of cadets, one who is permanently attached to the 
 institution and who may study its needs and require- 
 ments over a long period of years. In such cases, the 
 professor of military science acts in an advisory 
 capacity to the superintendent, but does not take im- 
 mediate charge of discipline. The professor of mili- 
 tary science lectures to the cadets and in general 
 directs the system of military instruction in harmony 
 with the requirements of the War Department. 
 
 Other Military Instructors. — ^At Culver, the military 
 staff, in addition to the two officers mentioned, con- 
 sists of an instructor of cavalry, an instructor of mili- 
 tary engineering, an instructor of artillery, an instruc- 
 tor of target practise and six instructors of infantry. 
 Each of these officers is in command of a company of 
 the corps of cadets. At West Point, the barracks are 
 under the immediate control of cadet officers. In 
 military schools where younger boys are in attendance, 
 it has been considered desirable to have officers of the 
 faculty quartered in barracks, cadet officers acting as 
 their assistants in maintaining discipline. 
 
 Oversight of Cadets. — A complete system of inspec- 
 tion keeps the cadet very closely under the supervision 
 
Building a Spar Bridge across a Stream twenty-seven feet wide- 
 Culver 
 
 Instruction in Trestle Bridge Building— Western 
 
ARMS AND THE BOY 43 
 
 of his instructors. These inspections are designed to 
 insure not only close conformity to the regulations in 
 the matters of conduct, but also to see that study 
 hours are carefully observed and that the quarters 
 are kept in neat and soldiery condition. 
 
 These inspections are made by officers quartered in 
 barracks, by the officer of the military staff who is 
 especially "in charge" of discipline for the day, by 
 the cadet officer of the day and by cadet officers who 
 are assistant inspectors of divisions of barracks. Some 
 of these inspections are made during study hours and 
 some during recreation ; one inspection is always made 
 between the hour of retiring and the hour of rising. 
 
 Superficial Oversight and Oppressive Surveillance. — » 
 
 There is no spying on the cadet, no sneaking around 
 to catch him unawares. It is understood that his offi- 
 cers are concerned, not so much in catching him in 
 breaches of regulations as in discouraging him from 
 breaking them. I do not mean to say that a system of 
 supervision can be devised that will eliminate every 
 opportunity for the cadets to do wrong. It would be 
 unwise even to attempt it. For the boy to be eternally 
 under the eye of the instructor would not only be op- 
 pressive, it would be unproductive of the best results. 
 
 There is a happy medium between superficial over- 
 sight, which allows serious abuses to creep in, and nag- 
 ging, distrustful surveillance that breeds antagonism. 
 There is some tendency for the cadet to react when 
 first released from strict discipline of the military 
 academy, but if the school has imparted ideals as well 
 
44 ARMS AND THE BOY 
 
 as discipline it is my experience that the reaction at 
 worst will be brief and not very serious. 
 
 Relations Between Cadets and OflScers. — The inter- 
 course between officers and cadets on duty is always 
 formal. Cadets in meeting officers extend the military 
 salute, which the officers punctiliously return. 
 
 The cadet is taught to understand that the salute 
 is not in any sense an expression of servility, but an 
 exchange of courtesy between gentlemen in accordance 
 with the military custom, the junior saluting first. 
 
 For this reason, cadets are cautioned that perfunc- 
 tory salutes are bad form and that a salute to be 
 really courteous must be rendered with spirit and pre- 
 cision. If an officer approaches cadets who are seated, 
 they stand at attention. This rule does not apply in 
 the reading room, recreation rooms or on the athletic 
 field unless the cadet is spoken to by the officer. 
 
 There is none of that lolling against the teacher's 
 desk and greeting him with, "Say, I would like to know, 
 etc." A cadet reporting to an officer stands squarely 
 
 on his feet and saluting, says: "Sir, Cadet ^ 
 
 reports his presence." On receiving the officer's ac- 
 knowledgment of his report the cadet states his busi- 
 ness in a direct, businesslike and respectful man- 
 ner. If the officer wishes to talk with the cadet in a 
 friendly and informal manner, he may ask him to be 
 seated, but at the conclusion of the chat, no matter 
 how informal, the cadet comes to attention, salutes 
 and takes his departure in military fashion. The im- 
 provement that this strict observance of military 
 
ARMS AND THE BOY 45 
 
 courtesy makes in the bearing and attitude of the av- 
 erage boy is very striking. 
 
 Formality Not Necessarily a Barrier. — Despite this 
 formal intercourse between officer and cadet, there is 
 real respect and understanding between the two. Off 
 duty, there is friendliness without the "slap on the 
 back intimacy" so destructive of real influence. 
 
 Capable teachers, men who have a real genius for 
 handling boys, are hard to secure. The problem is 
 even more difficult in the military school. The careful 
 observance of the rules of military courtesy, the sa- 
 lutes, the standing at attention, the use of the "sir," 
 inculcates respect for authority and good manners, but 
 they may interpose a barrier to reaching the real boy 
 unless the teacher or officer is possessed of just the 
 right qualities of tact, discrimination and good judg- 
 ment. 
 
CHAPTER V 
 
 STUDIES AND METHODS OF INSTRUCTION IN THE MILITARY 
 
 SCHOOL 
 
 The military school differs very little, if any, from 
 the civilian preparatory school in its courses of study. 
 Its methods of instruction, however, are more or less 
 influenced by the military traditions of the school and 
 its daily schedule is necessarily made more full by 
 the addition of military drill. Since the drill supple- 
 ments the curriculum of the civilian school, it is fair 
 to ask whether it trenches on the boy's time for study. 
 
 Does Drill Interfere? — ^The time that is given to 
 actual drill is, in part, time that goes to waste in a 
 less carefully organized schedule and in part it is time 
 that the boy in the civilian school would have to him- 
 self. This does not mean that the cadet is overworked. 
 Not including meals, he has from an hour and a half 
 to two hours recreation daily. 
 
 He also has Saturday afternoon, Sunday afternoon, 
 a part of Monday forenoon, and Saturday and Sunday 
 evenings. If necessary, he may readily give even a 
 portion of this time to extra study since he gets a fair 
 amount of daily exercise from the required drills. 
 
 Ordinarily, however, if he makes good use of his 
 
 46 
 
w 
 
 ARMS AND THE BOY 47 
 
 time, he will find sufficient opportunity to prepare his 
 lessons in the regularly allotted study hours. 
 
 At Culver, a cadet has per day an average of four 
 periods of recitation of forty-five minutes each with 
 two hours and a half for study during the day and two 
 hours and fifteen minutes in the evening. This will be 
 found to differ very little, if any, from the average 
 allotment of time for study and recreation in the 
 ci\'ilian school. 
 
 Special "Help" Periods. — At Culver, a special "help" 
 period is included in the day's schedule. During this 
 period, instructors are required to be on duty in their 
 class rooms and to give assistance to cadets who call 
 on them. This does not preclude the giving of assist- 
 ance at other times, but it furnishes a definite period 
 for that purpose when no other duties conflict. Cadets 
 m;ay be instructed to report during this period or they 
 may go of their own volition. 
 
 I do not know of this system being employed else- 
 where. It is not given, therefore, as a typical arrange- 
 ment, but simply as a scheme that has worked out 
 very satisfactorily in practise. It is in harmony with 
 the mihtary idea of having a definite time for every 
 important thing and furnishes assistance more com- 
 prehensively and effectively than is possible under a 
 schedule with no designated time for this purpose. 
 
 Danger of Military Features Overshadowing the 
 Academic. — There is a danger that the military fea- 
 tures of the school may overshadow its academic work, 
 but such need not be the case. No institution in the 
 
48 ARMS AND THE BOY 
 
 country has been able to maintain more rigid stand- 
 ards of academic efficiency than West Point, yet the 
 time and attention given to purely military parts of the 
 curriculum are necessarily much greater than in private 
 military schools. 
 
 West Point, however, puts a high premium on aca- 
 demic efficiency. The relative rating of cadets in the 
 academy, their rank at graduation, the arm of service 
 to which assigned, in fact, the particular cast of their 
 life's work, is determined by their class standing. 
 
 It is necessary for private military schools likewise 
 to place a high premium on scholarship and to guard 
 against class-room duties becoming eclipsed by those 
 military features which make a more ready appeal to 
 the cadets' interest. 
 
 Satisfactory academic work as a requirement for 
 promotion to mihtary rank, the appointment as class 
 marcher of the cadet who stands highest in his sec- 
 tion, and the awarding of special insignia to men who 
 win academic honors, afford tangible evidence to the 
 cadet that the authorities wish to encourage good 
 class-room work. 
 
 But these are not sufficient in themselves. If a cadet 
 is permitted to rock along with half prepared recita- 
 tions and slipshod work in the class-room while a high 
 degree of accuracy and thoroughness is required of 
 him on the drill field, he will very naturally conclude 
 that his studies are considered of less importance than 
 drill. 
 
 It becomes doubly important, therefore, that any 
 
 IB 
 
ARMS AND THE BOY 49 
 
 failure of the cadet in his academic work should re- 
 ceive careful and. effective attention. 
 
 Supervision of Class-Room Work. — The supervision 
 of class-room work and the investigation of the cause 
 of any failure of cadets to keep up to the required 
 standard are duties of the head of the academic depart- 
 ment. To him must be reported each day, cadets who 
 fail to keep their work up to the standard of which 
 they are capable or who neglect to bring assigned work 
 to the class. 
 
 These cadets may at his discretion be required to 
 report to study hall during the recreation period, or 
 may be required to prepare their lessons during study 
 hours in the study hall instead of in their rooms. 
 Study hall is maintained both in the evening and dur- 
 ing the day. In fact, two study halls are maintained: 
 one for cadets who really need assistance, and one 
 for cadets who need only to be made to study. 
 
 In the latter class, will fall those boys of more than 
 usual ability who are satisfied with mediocre work, and 
 who, unless they receive as definite attention as the 
 boys who need actual assistance, will fail to get the 
 discipline that comes from hard work and will prob- 
 ably go out from the school less efficient workers and 
 thinkers than some of their slower comrades. It is 
 not always an easy matter, as teachers know, to de- 
 termine when a boy is working up to the limit of his 
 ability or to distinguish between the boys who require 
 assistance and those who merely need prodding. 
 
 During the last few years at Culver considerable 
 
 M 
 
50 ARMS AND THE BOY 
 
 study has been given to the matter of determining a 
 coefficient of efficiency for each cadet; something that 
 will supplement the judgment of the teacher in de- 
 termining whether or not he is working up to the limit 
 of his ability and that will also give a more scientific 
 and satisfactory basis for his classification. 
 
 Mental Tests. — In this connection a new position has 
 been created in the faculty ; that of consulting psychol- 
 ogist. In addition to conferring with teachers in re- 
 gard to class-room methods of grading and with indi- 
 vidual cadets in regard to their methods of study and 
 other particular difficulties, he has given much atten- 
 tion to correlating a system of mental tests from which 
 may be gained a fairly accurate idea of the ability of 
 each cadet and his probable aptitude for certain lines 
 of effort. 
 
 These tests, like the medical and physical examina- 
 tions, are given to all cadets on entering the academy. 
 To avoid a feeling of restraint and embarrassment they 
 are first given to groups and later those cases that 
 seem to warrant special study are given more extended 
 individual tests. 
 
 Enhanced by Uniform Life of Cadets. — The uniform 
 conditions under which all members of a military school 
 live and study render it possible to make comparisons 
 and deductions from psychological tests with a much 
 greater degree of reliability than would be possible 
 in other schools. It is for this reason that Culver 
 was able to attract from a large university one of the 
 most active investigators in the field of mental tests. 
 
II 
 
 II 
 
Review of Salt Lake High-School Cadets 
 One of the crack high-school cadet corps of the country 
 
 W"-^ 
 
 Members of Indiana State Board of Education \\ atching Drills 
 of High-School Cadets 
 
ARMS AND THE BOY 51 
 
 The West Point Plan. — Many military schools have 
 adopted the West Point plan of dividing the classes in 
 each subject into small sections. The number of cadets 
 in each section rarely exceeds ten or twelve and in 
 those sections which contain the more backward stu- 
 dents there are frequently not more than five or six. 
 
 This, of course, necessitates a large teaching force, 
 but it results in the students covering the subject with 
 greater thoroughness, avoids crowding those who are 
 slower or holding back the more apt, and makes its pos- 
 sible to require daily recitations from each cadet and 
 to give the individual a greater amount of personal at- 
 tention. 
 
 Under such a system, there is naturally more oppor- 
 tunity of correcting the w^asteful and unscientific 
 methods of study so characteristic of most prepara- 
 tory schoolboys. It is needless to say that the boy 
 who has really learned to work goes to college with a 
 much more valuable asset than a list of credits or a 
 mind crammed for an entrance examination. 
 
 Special Provisions for Boys Not Going to College. — 
 There are many boys who will benefit by a secondary 
 school education who would not find it worth while to 
 go to college. These boys as a rule require a degree 
 of guidance and help that can not be afforded in the 
 large classes of the high school. It is doubtful also 
 whether our best private schools make adequate pro- 
 vision for this type of boy. The course in such schools 
 as a rule is shaped almost entirely with a view to 
 preparing boys for college. 
 
 k 
 
52 ARMS AND THE BOY 
 
 Developing Executive Qualities. — Boys of the type 
 referred to, however, are worthy of the best efforts of 
 the private school. The military system frequently 
 discloses in this type executive ability and other quali- 
 ties which will enable the boy to attain a high degree 
 of success in business or commercial pursuits. It is 
 for this reason, perhaps, that schools like Culver have 
 considered it especially worth while to give these boys 
 an unusual degree of help and guidance and, in some 
 cases, to make special provision for them in their 
 courses of study. 
 
 At Culver, a business course is offered which has 
 been prepared with as much care and attention as the 
 courses designed for boys who are preparing for col- 
 lege. This course is not analogous to that of the busi- 
 ness colleges. It includes such electives as stenography, 
 bookkeeping and commercial law, but its aim is to 
 give the boy fundamental principles rather than com- 
 mercial practise, and in addition to afford him as much 
 general information and cultural training as possible. 
 
 Moderate Ability. — ^In affording the special help and 
 guidance that will enable boys of very moderate abil- 
 ity and boys who lack a taste for books to graduate 
 from the school, some risk is run of encouraging these 
 boys to waste time in attempting a college course from 
 which they will be unable to derive any adequate bene- 
 fit. 
 
 To regulate this in a measure, Culver will not recom- 
 mend for admission to college without examination 
 boys who fail to make grades of eighty or above in all 
 
ARMS AND THE BOY 
 
 53 
 
 of the subjects of the last two years. From time to 
 time, boys who are below this standard succeed in gain- 
 ing admission to college and fail to do credit to the 
 school. This consideration is more than offset, how- 
 e^'^er, by the training for useful citizenship that has 
 been given many other boys who without the incentive 
 of a diploma and without special help might have been 
 denied the opportunity afforded them by a secondary 
 school course. 
 
\ 
 
 CHAPTER VI 
 COOPERATION OF CADETS IN MATTERS OF DISCIPLINE 
 
 A DISTINCT feature of the military school system is 
 the obligation of cadets when on duty to report fellow 
 cadets who violate the rules. The cadet, off duty, 
 will no more tell tales on his fellows than the boy in 
 other schools. When the relationship is purely that of 
 comrade to comrade, it is not expected of him, but on 
 duty it is different. In all military schools the cadet 
 officers, the marcher of a class, and the sentinel on 
 duty, are expected to report breaches of discipline 
 on the part of their fellows. Sometimes this is not 
 conscientiously done and where such is the case, the 
 effect is evil, both on the boy who is pretending to do 
 a duty which he fails to perform and on the boy under 
 him who gets such a bad object lesson in fidelity to a 
 trust. 
 
 "Off Duty" and "On Duty."— Under an honor system, 
 cadets may be made to understand the difference be- 
 tween being on duty and off duty, and a roommate 
 or a chum may be reported without giving offense 
 if the report is just. It is understood that the action is 
 impersonal and a matter of duty. 
 
 It is not easy to bring this about ; it requires careful 
 molding of the traditions of the school and keeping 
 
 54 
 
ARMS AND THE BOY 55 
 
 constantly before the cadet officers the highest ideals 
 of duty. 
 
 Cadet Officers' Responsibility. — ^It can be accom- 
 plished, however, and it can be carried to a point where 
 cadet officers feel a responsibility, even off duty, for 
 anything which affects the honor and good name of the 
 school. When this point is reached something very 
 vital has been gained, for however vigilant the officers 
 or teachers of the school may be, they can not know 
 everything that goes on below the surface of outward 
 conformity. But if they can inspire the cadets them- 
 selves to be the guardians of the best interests of the 
 corps in these vital matters, then, indeed, may they 
 say to the parent, "This school is a safe place for 
 your boy." 
 
 Effect on Character. — ^The system of appointment of 
 cadet officers and the administration of discipline 
 through them afford one of the finest features of the 
 military school. Service as a cadet officer furnishes a 
 \ aluable opportunity for the rounding out of character 
 and for the acquirement of executive experience. The 
 minute a boy is given discipline to enforce he sees the 
 other side of the shield ; he acquires balance and a sense 
 of proportion; the view-point of the governor as well 
 jis the governed. I have seen preparatory schoolboys 
 gain from their experience as lieutenants and cap- 
 tains a poise and bearing that would be more than 
 marked even among mature college men. 
 
 In the best schools the greatest care is exercised in 
 the selection of these cadet officers. Those on whom 
 
56 ARMS AND THE BOY 
 
 the most responsibility rests are the commissioned offi- 
 cers, the captains and lieutenants, chosen from the' 
 most mature boys of the senior class. No one who 
 has served less than two, preferably three years, is 
 selected. 
 
 Prime Requisites. — ^There should be abundant oppor- 
 tunity before such responsibility is placed in him, not 
 only for the boy to become thoroughly imbued with 
 the best traditions of the school, but for those who 
 appoint him to become familiar with his every trait 
 and tendency. 
 
 That the boy should be showy in appearance, even 
 that he have force and ability to command, are not 
 sufficient. Great care must be exercised to guard 
 against the danger of jingoism and the spirit that 
 manifests itself in the swagger of the swashbuckler. 
 That the candidate for promotion is trustworthy, that 
 he is able to resist the lure of popularity in the strict 
 performance of his duty, that he is conscientious, -that 
 he is instinctively fair and honorable, — these are the 
 prime requisites. 
 
 Judging Fitness for Promotion. — ^These things can 
 not be determined in a few hours' thought in making 
 up a list at the end of a year. One of the most im- 
 portant things that has been worked out at Culver, 
 is a system of efficiency records which keeps through- 
 out the year the qualifications of the boy constantly 
 in the minds of those who are finally to judge of his 
 fitness for promotion. By this plan the estimates of 
 character and merit on which appointments are made 
 
ARMS AND THE BOY 57 
 
 at the end of the term are as nearly correct as it is 
 humanly possible to make them. By this plan 
 the danger of putting into positions of trust and re- 
 sponsibility boys who will use their influence harm- 
 fully is reduced to the minimum. 
 
 Training of Cadet Officers. — The cadet officers hav- 
 ing been wisely chosen, it becomes necessary to train 
 them with the greatest care. There must be the closest 
 cooperation between cadet officers and officers of the 
 school, but there must be the nicest distinction between 
 cooperation and carrying too much of the boy's respon- 
 sibility for him. Herein is where a serious mistake 
 is sometimes made. The boy's office must mean more 
 to him than the opportunity to wear chevrons and 
 to give mechanical commands at drill. 
 
 While each company has attached to it an officer of 
 the school, he is there in an advisory capacity; the 
 actual handling of the company is done by the cadet 
 captain. 
 
 Relation to Other Cadets. — ^It is impressed upon him 
 that it is not sufficient for him merely to instruct the 
 members of his company in marching and going 
 through the manual of arms, to prevent trifling and 
 talking, and require obedience. He must take a keen 
 interest in the welfare of every boy in his company. 
 His relationship must be such that the boy will be 
 willing to come to him for advice in intimate matters 
 and talk to him about things that, because they per- 
 haps involve his comrades, he would hesitate to speak 
 about to an officer of the faculty. 
 
 I 
 
58 APwMS AND THE BOY 
 
 Zeal Tempered with IGndness and Fairness. — ^The 
 .captain must be taught also that he has a responsi- 
 bility for the other company officers under him. If a 
 newly appointed corporal in the first enthusiasm of his 
 new honors is overzealous and antagonizes and ruffles 
 the cadets in the company by noisy and unnecessary 
 corrections, he has to be straightened out. If some 
 one has been unfair, has really "got it in for some 
 cadet," a thing that does not often happen with care- 
 ful selection, here again the cadet captain must take 
 a hand and see that the offending one is removed 
 from the position he abuses. He must encourage and 
 stimulate those who are not doing well, meet and talk 
 to them from the vantage point of being a fellow cadet. 
 He must "weed" out the mere "knocks" and take the 
 just grievances of his men to higher authority when 
 he can not adjust them. 
 
 It is amazing how successfully this sort of thing is 
 done by boys of seventeen and eighteen. Unless this 
 phase of the cadet officer's duty is strongly emphasized, 
 the system is of little value either to the school or to 
 the boy who has won for himself by diligence and 
 fidelity the award of an officer's chevrons. 
 
CHAPTER Vn 
 
 TilE SYSTEM OF DISCIPLINE IN THE STRICTLY MILITARY 
 
 SCHOOL 
 
 Those who regard discipline in a narrow and 
 restricted sense as something that applies only to meas- 
 ures that must be taken with boys of an unruly type, 
 a];e apt to conclude that because the military school 
 stresses discipline it specializes in those boys whom 
 tlieir parents or civilian schools can not control. 
 
 This is a mistake. Military schools of the best type 
 are as careful in the character of the students admitted 
 as are the best civilian schools, and, perhaps, have the 
 advantage of the civilian school in possessing a system 
 v/hich reveals with greater certainty and with less 
 loss of time any boy of undesirable influence who may 
 have slipped through despite the safeguards to admis- 
 sion. 
 
 The Need for Discipline. — Quite apart from the boy 
 of bad character, however, is the average American 
 boy who is notably lacking in respect for authority; 
 and the son of the wealthy and well-to-do, for whom 
 life has been too easy ; and the only boy, of whom there 
 are many, and around whom the home circle has re- 
 volved until he has become selfish and self-centered. 
 There is to be considered also the fact that a time 
 
 59 
 
60 ARMS AND THE BOY 
 
 comes in the life of every normal boy when he chafes 
 under home discipline and when others can deal with 
 him more effectively than his parents. 
 
 Building of Character. — Discipline should not be a 
 side issue or a by-product of the school. There is too 
 much emphasis laid on mere book learning ; too little on 
 the building of character. "The next twenty pages in 
 history ; the next ten problems in algebra," make defi- 
 nite tasks that take care of themselves. The dis- 
 cipline of the boy's moral nature, the strengthening 
 of his moral fiber, should receive positive, definite, at- 
 tention. Any system should be welcomed that tends 
 definitely to bring out the best that is in a boy, that 
 develops his sense of honor and of duty and that 
 teaches him to obey that he later may learn to com- 
 mand. 
 
 Effectiveness of the Military System. — The military 
 system accomplishes these things effectively because 
 it appeals to the boy. It fails to appeal only when it 
 is a hollow sham to tickle the fancy or lure pupils, 
 as it unfortunately is in some schools. 
 
 But if it is real it exercises over him a subtle and 
 far-reaching influence ; it makes him submit himself to 
 a system of plain and wholesome living and to restric- 
 tions under which he would probably rebel in any other 
 type of school. 
 
 There are over-indulgent parents and spoiled children 
 in every generation, but there are also in this genera- 
 tion many thoughtful and earnest parents who find 
 themselves, in the face of modern conditions, powerless 
 
ARMS AND THE BOY 61 
 
 to train and safeguard their children as they would 
 during that period of greatest danger, from fourteen 
 to twenty. 
 
 Needs the Home Can Not Always Supply. — The boy 
 needs oversight at that time of the most careful and 
 tactful nature. He needs a normal wholesome atmos- 
 phere, regular hours, simple diet and abundant 
 exercise. He needs to be thrown on his own resources 
 just far enough, but not too far. His sense of honor 
 must be appealed to but undeveloped character must 
 not be placed under too great a strain. 
 
 He must learn by suffering the penalty of his mis- 
 takes not to make them a second time ; but the penal- 
 ties, if they are not to antagonize and lose their effect, 
 must be impersonal and meted out with exact justice. 
 Kewards must also play their part. Such conditions 
 are almost ideally provided by an intelligently applied 
 military system. 
 
 The Discipline Must Be Real. — Some schools have 
 been timid about applying the military system. They 
 have been fearful of scaring boys if they made it too 
 hard. The result, as a rule, is a discipline that is 
 poverty-stricken in results. 
 
 Boys are not afraid of a few hardships if they are 
 sure that they are getting the real thing. They may 
 do a little grumbling now and then, like the rest of 
 us, but they will enter into the spirit of a thing that 
 they respect. They have a fine contempt for the imi- 
 tation. They do not like to feel that they are simply 
 "tin" soldiering. 
 
 k 
 
62 ARMS AND THE BOY 
 
 Playing the Game. — I have seen boys who had been 
 brought up in ease and luxury, grooming horses on 
 the picket line, peeling potatoes in the field kitchen, 
 on an overnight march, or standing guard on a cold 
 rainy night, and doing it cheerfully with never a 
 thought of not playing the game. And I have seen 
 many a youngster around whom the home circle had 
 revolved from the day of his birth, obeying, without 
 question and with the most soldierly spirit, the orders 
 of cadet officers and sentinels of his own age and 
 younger. I have seen the amazement and sometimes 
 the amusement of parents because their boys on the 
 very day of entrance have so caught the spirit of the 
 thing that apparently their whole attitude toward obe- 
 dience and promptness had undergone a transforma- 
 tion. 
 
 Where the traditions are right and the true military 
 spirit prevails the boy senses it immediately. 
 
 Illustrating the Effect on the Boy. — ^A specialist who 
 visited a certain school said to a boy who had been 
 under his care, "You hear better than you used to." 
 "You have to hear here, sir," was the immediate re- 
 sponse. This conveys a very good idea of the boy's 
 attitude toward military discipline, as does the remark 
 that a bright youngster made to his mother on his 
 return home for his first vacation: "Mother, " he said, 
 "why haven't you all these years told me *do it' instead 
 of 'won't you do it?' It would have saved me hours." 
 Strangely enough, however, the mother's "do it" would 
 probably not have been so effective as the "do it" of 
 
ARMS AND THE BOY 63 
 
 the smallest corporal with the badge of military au- 
 thority on his sleeve and the atmosphere of military 
 traditions behind him. 
 
 During an experience of seventeen years with some 
 six thousand boys, I can recall but few cases of direct 
 disobedience to orders. Of course, under military rules 
 direct disobedience means expulsion or some heavy 
 penalty. Talking back is a serious offense, but it 
 takes something more potent than the mere fear of a 
 penalty always to keep in check the quick temper and 
 to secure unquestioning obedience and respect for au- 
 thority from the very start,— especially when so fre- 
 quently these things are not required at home. 
 
 Respect for Authority. — ^If the boy merely obeyed 
 under the influence of military suggestion and con- 
 tinued to argue matters at home, little would be gained. 
 As a matter of fact, however, his life, month after 
 raonth, in an atmosphere of discipline, inculcates a real 
 jind permanent respect for authority. I have the testi- 
 mony of many parents to that effect. 
 
 I have no particular reference to the so-called unruly 
 boy. This lack of respect for authority is quite a com- 
 mon trait in the American youth and any system that 
 corrects it effectively renders a distinct service to the 
 boy, his parents and the state. 
 
 A Surgeon's Testimony. — Doctor Austin A. Hayden, 
 a Chicago nose and throat specialist, and member of 
 the faculty of Rush Medical College, told me that the 
 effect of military discipline had manifested itself in 
 a very interesting way in connection with his practise 
 
 I. 
 
64 ARMS AND THE BOY 
 
 at Culver. The institution had made especial arrange- 
 ment with him to operate on those of its cadets who, 
 from time to time, were found to be handicapped by 
 enlarged tonsils, adenoids and similar ailments. In 
 every one of these cases, he said, he had been able to 
 operate perfectly with the use of merely local anes- 
 thetics. He was not only able to operate much more 
 speedily, but also more effectively. The boy did exactly 
 what he was told the instant he was told and submitted 
 unflinchingly to the operation. In no other type of 
 school, he said, could he have done this in every case. 
 The difference to him was most marked. 
 
 Hazing. — On account of its character as a govern- 
 ment institution, a great deal of publicity was given at 
 one time to the alleged mistreatment of new cadets at 
 West Point, and in the minds of some people an asso- 
 ciation grew up between military schools and hazing. 
 Hazing is no more a necessity in a military school 
 than in a non-military school. That has been demon- 
 strated by its practical elimination from the govern- 
 ment schools. As a matter of fact, I have heard of 
 more brutal forms of hazing in some of the colleges 
 than I have ever known to be practised in military 
 schools. 
 
 Unquestionably, the greenness of the newcomer is 
 emphasized at first by his utter unfamiliarity with 
 mihtary customs and requirements and undoubtedly 
 this mental awkardness furnishes a strong temptation 
 to the upper classmen to have fun at the new man's 
 expense. 
 
ARMS AND THE BOY 65 
 
 The opportunity should be given for this first awk- 
 wardness to wear off before the older cadets appear 
 on the scene. 
 
 After all, however, hazing must be controlled largely 
 by the sentiment of the cadets themselves. Doubtless 
 in some of its milder forms it has proved beneficial. 
 I remember a case that once came to my notice of a new 
 boy who walked over from the hotel permitting his 
 mother to carry his suit-case. I learned afterward 
 that some of the upper classmen had occupied this 
 young man's leisure time for several days afterward 
 in making him carry his suit-case up and down the 
 stairs of his barrack. 
 
 Undoubtedly they taught him a lesson in gallantry 
 that could not have been so effectively imparted 
 through more official channels. But boys as a rule do 
 not show much discretion in these things and any lati- 
 tude is apt to be abused. Eeal esprit de corps is not 
 cultivated by hazing and much more harm than good 
 results from its practise, for the bully takes refuge 
 under such a system and is protected by it. 
 
 Excuse Offered. — The discipline of the conceited and 
 stubborn is the excuse usually advanced for the prac- 
 tise of hazing, but the legitimate use of military dis- 
 cipline and the traditions of the school are effective 
 v/ith the majority of such boys and it is better to drop 
 from the school those exceptional cases in which mili- 
 tary discipline is not effective than to permit hazing 
 in any form. 
 
 There is really less excuse for hazing in a military 
 
 I 
 
66 ARMS AND THE BOY 
 
 school than in any other. If the discipline of the 
 school can not command the new cadet's respect with- 
 out being reinforced by hazing, the discipline is not 
 of the best sort. 
 
 Sentiment Against Hazing. — ^I have found that even 
 invariable dismissal of offenders will not control haz- 
 ing, but that it is necessary, in addition, to cultivate 
 a sentiment against it among the cadets themselves. 
 Even then, interference with new cadets will occur, 
 but it will be sporadic at least and not a practise. 
 For ten years I have not known a case that was in the 
 shghtest degree serious although it has been neces- 
 sary, from time to time, to dismiss cadets for this 
 offense. 
 
 I believe such, in general, is the experience of the 
 best military schools and that for the most part they 
 are as free from hazing as any institution can be in 
 which live red-blooded boys are gathered together. 
 The rules of the school generally prescribe not only 
 that no tricks or pranks shall be played on the new 
 cadet, but also that no service shall be required or 
 accepted of him. 
 
 The School Must Rule.- — Every school, at one time or 
 another in its history, has had to deal with the con- 
 certed action of students to disobey a regulation or to 
 show disapproval of some official action. The discipline 
 of the school is forever influenced by the stand it takes 
 in such crises. Especially is this the case in a military 
 school. 
 
 Combinations Against Authority. — ^If the boys feel' 
 
 IB 
 
ARMS AND THE BOY 67 
 
 that they can awe the authorities by mere show of 
 numbers and that the numerical strength of those com- 
 mitting an offense can tie the hands of the school in 
 inflicting a suitable penalty, there will be endless trou- 
 ble and discipline will become to a large extent a farce. 
 Such issue, of course, should be prevented by all possi- 
 ble means and every opportunity should be given for 
 the presentation of just grievances ; but if such crises 
 come there is but one way to deal with them. The 
 school must rule, not the student. 
 
 A Drastic Stand for Discipline. — ^The only serious 
 difficulty of this kind at Culver occurred very early 
 in my experience as commandant of cadets. Two 
 cadets had been dismissed for going beyond bounds 
 after night. One was an exceedingly popular fellow. 
 Tliey were to leave for their homes on an evening 
 train. 
 
 That evening in the half -hour recreation period im- 
 mediately after supper one hundred and four cadets, 
 in order to show their disapproval, left the grounds 
 and went to the depot to see the dismissed cadets take 
 their departure. 
 
 At call to quarters their absence was reported. A 
 far-off sound of yelling in the direction of the depot 
 gave a clue to their whereabouts. A hurried ride 
 brought me to the young mutineers. 
 
 At first there was a tendency under cover of the dark- 
 ness to disregard the command to come to attention 
 and "fall in," and it was necessary by riding among 
 them to disperse groups that were apparently trying 
 
68 ARMS AND THE BOY 
 
 to get together and decide what next move would 
 have the backing of the crowd. 
 
 When men were called by name, however, their 
 training promptly asserted itself and discipline finally 
 prevailed. The one hundred and four cadets were 
 formed and marched back to barracks in fairly good 
 order. There were some very fine boys in that esca- 
 pade, and yet there were some very vital principles 
 involved. Only one thing seemed possible to me under 
 the circumstances: the dismissal of the offenders. 
 
 No Safety in Numbers. — Under military discipline a 
 combination to show disapproval of the official action 
 of the authorities is a most serious offense, and under 
 the rules, punishable by dismissal; also under the 
 rules of the school, absence from the grounds after 
 night was punishable by dismissal. These hundred 
 and four cadets had been guilty of both offenses and 
 the two cadets who had been dismissed had been guilty 
 of but one offense. If these hundred and four were 
 not dismissed the precedent of safety in numbers for 
 almost any breach of discipline seemed inevitable. 
 
 Culver was a young school then: one hundred and 
 four was just half of its enrollment. It seemed ruin 
 either to dismiss or not to dismiss. On the return 
 to barracks before breaking ranks the cadets were 
 told of the decision to recommend their dismissal to 
 the superintendent. They were then ordered to quar- 
 ters under arrest. They went quietly, stunned by the 
 sudden realization of the seriousness of the escapade. 
 The superintendent forwarded the recommendation of 
 
ARMS AND THE BOY 69 
 
 dismissal to the trustees and their reply was laconic 
 and to the point: "There is nothing else to do. If 
 th(3 boys are to run the school we had best discon- 
 tinue it at once. It would be better to use our build- 
 ings for barns and fill them with hay than to try to 
 run a school that way." And so the hundred and four 
 were sent home. Some of the parents sadly agreed 
 with the school that it was the only thing to do, some 
 said nothing, and some were very indignant. 
 
 The Cost of Discipline. — ^Trying days followed. The 
 newspapers published sensational accounts of the 
 af'air. The school was condemned for high-handed 
 and unsjonpathetic treatment of a mere boyish pranko 
 An exception was a satirical but not unsympathetic 
 little editorial that appeared in the old Chicago Record i 
 "In these days," it said, "when the pranks of students 
 mnge from petty larceny to manslaughter it seems 
 incredible that a small Indiana institution should have 
 the temerity to expel one hundred and four students 
 for merely defying the authorities and breaking the 
 rcigulations of the school. We refuse to believe it until 
 we have more convincing evidence. . ." 
 
 An indignation meeting of parents was held in Chi- 
 cago and lawsuits were threatened. The school, how- 
 ever, stood its ground. Later on, many of the cadets 
 having good records, whom it was certain had no part 
 in instigating the trouble, and especially cadets in their 
 first year, were reinstated, but the effect of the 
 school's action was not vitiated thereby, and the stand 
 it took still lives in the tradition of the school and 
 is referred to by cadets as the "big fire." 
 
 ■ 
 
CHAPTER VIII 
 
 REWARDS AND PENALTIES IN THE MILITARY SCHOOL 
 
 The awards offered by the military school are effec- 
 tive because they appeal to every boy's ambition and 
 because many of them are such as every boy may 
 win. The penalties owe their effectiveness to the fact 
 that they are peculiarly impersonal. 
 > Opportunities for Promotion. — Foremost of incen- 
 tives to boys in the military school are the opportuni- 
 ties for promotion. To become even a corporal stirs 
 a boy's pride and ambition as does no other experience 
 in school life. 
 
 I do not except even the winning of his school's 
 athletic emblem. The one means an achievement in a 
 single phase of the school's activities ; the other takes 
 into consideration practically every attribute of the 
 boy. 
 
 The one is an emblem of service rendered in a single 
 field ; the other is an emblem of service to be rendered 
 in connection with every phase of the whole school 
 life. The chevron carries with it not honor alone, but 
 a great deal of responsibility. 
 
 Other Rewards. — The awarding of a collar device 
 which may be worn by any cadet who has achieved a 
 certain standard of efficiency works amazingly well. 
 
 70 
 
The Citadel at Charleston, South Carolina 
 Has achieved distinction for the character of its military training 
 
 
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ARMS AND THE BOY 71 
 
 It is surprising how boys will strive for a little thing 
 of that sort. 
 
 It has been utilized at Culver with gratifying results 
 in the matter of carriage. For a long time, it w^as 
 noted that many cadets, when out of ranks and not 
 under official supervision, relapsed into careless ways 
 of standing, sitting and walking, and that if this 
 were overcome to a large degree in the first year, there 
 was; a tendency to backslide in the second year when 
 the novelty had worn off. Especially was this ten- 
 dency noticeable among a certain class of old cadets, 
 who felt that they had no chance of promotion. 
 
 The rule was made that a cadet must acquire and 
 maintain a good set-up at all times before he could be 
 permitted to wear the school insignia on the collar of 
 his uniform. That rule has resulted in one of the most 
 uniformly well set-up corps of cadets I have ever seen. 
 
 Merit System. — To offset the demerits assigned for 
 breaches of discipline there is a system of merits; 
 these merits being assigned for "best room" at 
 Sunday morning inspection, "best room" at daily in- 
 spections for the week, "neatest personal appearance" 
 in his company and "no lates" for a week. It is surpris- 
 ing how effective these merits are in helping the 
 system of discipline to "work both ways." 
 
 If rewards and incentives and interest would ac- 
 complish results in every instance it would be highly 
 desirable, but such, unfortunately, is never the case. 
 In the military school, as in the non-military school, 
 th(ire are always those who have to learn from bitter 
 
72 ARMS AND THE BOY 
 
 experience that there are always some who have to 
 be given the extreme penalty of dismissal and some 
 who have to be dropped at vacations and between ses- 
 sions. 
 
 Assignment of Demerits and Penalties. — ^There are 
 many things for which the cadets may receive demerits 
 that are not found in the regulations of the civilian 
 school. A fleck of dust on his clothes at a meal forma- 
 tion, heels of his shoes not shined, a half second's 
 tardiness in getting into his section at a class period, 
 towel out of place in his room and failure to sit erect 
 are but a few of the things to which the cadet is 
 required to give attention. 
 
 No Penalty Without a Hearing. — Charges of a seri- 
 ous nature, or those reflecting on the character of a 
 cadet, are made direct to the commandant of cadets, 
 but delinquencies of a less serious character are entered 
 on what is known as the guard sheet and are published 
 daily so that each cadet reported may have the oppor- 
 tunity of "answering" his report. No demerits are 
 assigned, even for a minor offense, until the cadet is 
 given a hearing. He is required to answer his reports 
 whether they are correct or not. 
 
 Each cadet answers his reports to the commandant 
 of cadets or to the tactical officer in charge of his 
 company. All reports of a serious character are re- 
 ferred to the superintendent. The cadet states his 
 excuse, if he has one, or else states that the report 
 is correct. If the excuse seems good, the report is 
 removed. The following copy of a daily guard sheet 
 
ARMS AND THE BOY 
 
 73 
 
 r 
 
 will give an idea of the many details of personal 
 conduct for which the cadet is held strictly account- 
 able: 
 
 A Specimen Discipline Sheet 
 
 Cadet 
 
 Reported 
 
 Adams 
 
 Abbott 
 
 Baiter, C 
 
 Camp 
 
 Dean 
 
 Eames 
 
 Gahns 
 
 Hansen 
 Huston 
 
 Johnson 
 Kaylor 
 
 Lambe 
 
 Lewis 
 
 M(!yer 
 
 Ncster 
 
 Simms 
 Btoeger 
 
 T£.ylor, E. 
 T£,ylor, J. 
 Thompson 
 
 Vestal 
 Ward 
 
 Winiama 
 
 Wood 
 Wright 
 
 GvxLvd Sheet, Dec, 1, 191 — 
 
 Report 
 
 Reporter 
 
 Talking in class 
 
 James 
 
 Chair out of place 2nd C. P. 
 
 Capt. Hall 
 
 Late reveille 
 
 Baker, 0. D. 
 
 Dust on wardrobe shelf 
 
 Capt. Hall 
 
 Slouching 5th class period 
 
 Sweet. , 
 
 Laughing at attention drill 
 
 Sloan 
 
 Putting water in fellow cadet's 
 
 
 bed 
 
 Capt. Hall 
 
 Sleeping during study hours 
 
 Capt. Hall 
 
 Allowing men to trifle while 
 
 
 marching them to guard mount 
 
 Capt. Rife, 0. C. 
 
 Not writing weekly home letter 
 
 Abbott 
 
 Visiting without permission dur- 
 
 
 ing study hours 
 
 Rider 
 
 Inattention at driU 
 
 Atkins 
 
 No cuffs chapel formation 
 
 Kurty 
 
 Clothing not properly arranged 
 
 
 in wardrobe 
 
 Brown 
 
 Not complying promptly with 
 
 
 sentinel's orders 
 
 Capt. Rife, O. C. 
 
 Late class period 
 
 Baker, 0. D. 
 
 Neglect as sentinel In allowing 
 
 
 cadets to call from window 
 
 Capt. Smith 
 
 Dust In barrel of rifle 
 
 Capt. Bruce 
 
 Late drill 
 
 Baker, 0. D. 
 
 Reading magazine during study 
 
 
 hours 
 
 Capt. Byron 
 
 Bed carelessly made 
 
 Guy 
 
 Cap out of place at police In- 
 
 
 spection 
 
 Madden 
 
 Absent chapel 
 
 Baker, O. D. 
 
 Heels of shoes not shlned 
 
 Hunt 
 
 Elbows on table mess 
 
 Lyle 
 
 Table in disorder 
 
 Capt. HaU 
 
 Spots on blouse 
 
 Thorp 
 
 The Cadet's Word. — My own experience has been 
 limited to schools in which the honor system is in effect, 
 and it seems to n>2 that any other spirit is incom- 
 
74 ARMS AND THE BOY 
 
 patible with the application of military training and 
 ideals. 
 
 The standard of the cadet and the gentleman is the 
 accepted one. The officer never questions the cadet's 
 word. As a rule, there is seldom an attempt to de- 
 ceive him, and very little in the way of specious or 
 trivial excuses. 
 
 If there is a conflict between the statement of the 
 reporting officer and the cadet, the cadet is required 
 to answer his report in writing, and the reporting offi- 
 cer to make his endorsement, also in writing, in order 
 »that both may be stated with careful exactness. 
 
 The great care that is exercised to insure justice in 
 the administration of discipline, the emphasis that is 
 placed on truthfulness and the sense of personal re- 
 sponsibility that is developed in the cadet, are the valu- 
 able features of the military system in securing the 
 boy's cooperation in governing himself, which, after all, 
 is the essential thing. 
 
 Penalty Duty. — The demerits the cadet receives 
 are summed up once each week. If he has more 
 than a given number he is required to walk an 
 hour during his recreation for each demerit in excess 
 of the stated limit. A happy-go-lucky youngster from 
 Denver told me he figured that he walked home 
 and back in the course of his first year. He got more 
 out of it, however, than merely healthful exercise. 
 He developed his character as sturdily as he did his 
 calves. It may be said that the large majority of 
 
ARMS AND THE BOY 75 
 
 cadets manage to keep well within the prescribed num- 
 ber of demerits, and to spend their recreation more 
 pleasantly than in walking extra duty. 
 
 Reports for untidiness mean an extra inspection dur- 
 ing recreation, reports for slouching carry with them 
 fifteen minutes of daily setting-up drill for a week. In 
 fact, the penalty is of a corrective character wherever 
 possible. If a cadet receives over a stated number of 
 demerits for a term, he is subject to being dropped 
 for deficiency in discipline. 
 
 Serious Cases of Discipline. — Some serious breaches 
 of discipline carry with them special penalties, such as 
 a large assignment of extra duty, confinement to room 
 or limits, reduction to ranks, and, in extreme cases, 
 dismissal. In such cases the cadet is tried by a court- 
 martial consisting of officers of the faculty and at least 
 one cadet. He is represented by a member of the 
 faculty whom he is permitted to select. His case is 
 reviewed and the action of the court approved or disap- 
 proved by the superintendent of the school. This is 
 immeasurably superior to the passing of judgment on 
 a boy in such serious cases by one man, however com- 
 petent and experienced he may be. The whole proceed- 
 ing carries with it dignity and impressiveness and at 
 the same time an opportunity for dispassionate judg- 
 ment that is most effective. 
 
 The following is the report of the proceedings of an 
 actual court-martial, the name having been changed 
 and the evidence omitted: 
 
76 ARMS AND THE BOY 
 
 Case I 
 
 Proceedings of a general court-martial, which con- 
 vened at Culver, Indiana, pursuant to the following 
 order: 
 
 Special order 
 
 No. 8. May 15, 191— 
 
 A general court-martial is hereby ordered to meet in 
 the faculty room of the Culver Military Academy, at 
 4 p. M. on this date or as soon thereafter as practicable 
 for the trial of such cadets as may properly be brought 
 before it. The court will sit without regard to hours. 
 
 Detail of the court: 
 
 Captain J. Q. Adams, U. S. A. Retd. 
 
 Captain J. F. Grant, C. M. A. 
 
 Lieut. M. A. Andrews, C. M. A. 
 
 Lieut. H. W. Baur, C. M. A. 
 
 Cadet Captain A. 0. Parker, C. M. A. 
 
 Captain H. F. Noble, C. M. A., Judge Advocate. 
 
 BY ORDER OF THE SUPERINTENDENT. 
 
 R. Rossow, C. M. A. 
 Capt. and Adjt. 
 
 The court met pursuant to the foregoing order at 
 4 P. M., May 15, 191—. 
 
 Present all members of the court and the Judge 
 Advocate. 
 
 The court then proceeded to the trial of Cadet L. T. 
 Thorne, Private Company B, who, having been brought 
 before the court, introduced Captain G. H. Crandall, 
 C. M. A., as counsel. 
 
ARMS AND THE BOY 77 
 
 F. L. Brooke was duly sworn as reporter. 
 
 The order convening the court was read to the ac- 
 cused and he was asked if he objected to being tried 
 by any person named therein, to which he replied in 
 the negative. 
 
 The members of the court and the Judge Advocate 
 were then duly sworn. 
 
 The accused was then arraigned upon the following 
 charges and specifications: 
 
 Charge I. Off limits in violation of Article 86 of the 
 Regulations of the Culver Military Academy. 
 
 Specification 1st — In that the said Cadet L. T. Thorne, 
 Private Company B, did go off limits without 
 permission. This at the Culver Military Acade- 
 my on the afternoon of May 14, 191 — . 
 
 Specification 2nd — In that the said Cadet L. T. Thome, 
 Private Company B, having no boating permit 
 from his parents on file in the commandant's 
 ofRce and knowing that such was required in 
 order to go boating, did wilfully go on the lake 
 in a sail boat. 
 
 Charge II. Attempting to mislead an officer while on 
 official duty in violation of Article 85, of the 
 Regulations of the Culver Military Academy. 
 
 Specification 1st — In that the said Cadet L. T. Thorne, 
 Private Company B, having gone on the lake in 
 a sail boat and having failed to return to the 
 academy in time for parade, did apply to the 
 assistant surgeon to be excused absence from 
 
78 ARMS AND THE BOY 
 
 parade on the ground of illness. This at Culver 
 Military Academy on the afternoon of May 14, 
 191—. 
 Specification 2nd — In that the said Cadet L. T. Thorne, 
 Private Company B, did feign illness to the offi- 
 cer of the day and to the assistant surgeon. 
 This at the Culver Military Academy on the 
 afternoon of May 14, 191 — . 
 
 To which charges and specifications the accused 
 pleaded as follows: 
 To the 1st specification, Charge I: "Guilty." 
 To the 2nd specification, Charge I: "Guilty." 
 To the 1st charge: "Guilty." 
 To the 1st specification. Charge II: "Not guilty." 
 To the 2nd specification, Charge II : "Not guilty." 
 To the 2nd charge: "Not guilty." 
 
 (The record of the evidence is necessarily omitted 
 on account of lack of space. The assistant surgeon of 
 the academy, the officer of the day and several cadets 
 were called as witnesses. The evidence of cadets 
 showed that the accused had exerted himself to a con- 
 siderable degree in rowing back to the academy in 
 the hot sun; also, that he had complained of feeling 
 unwell before it became apparent that he would be 
 absent from parade. The testimony of the assistant 
 surgeon was to the effect that he had administered 
 an emetic to relieve the distress of which the cadet 
 complained, but found nothing in the stomach which 
 would account for the cadet's illness, but that it was 
 
 !■ 
 
ARMS AND THE BOY 79 
 
 possible for one who had overtaxed himself to feel 
 sick at the stomach even though he had no indiges- 
 tible food therein. The evidence indicated further that 
 the cadet knew that the real cause of his absence from 
 parade was not illness of which he complained, but 
 his unauthorized boating trip. Hence he was properly- 
 held guilty in attempting to mislead in the latter in- 
 stance, but exonerated from the charge of feigning 
 illness.) 
 
 The accused, the reporter, and the Judge Advocate 
 then withdrew and the court was closed, and finds the 
 accused. Cadet L. T, Thorne, Private Company B : 
 
 Of the 1st specification, Charge I : "Guilty." 
 
 Of the 2nd specification. Charge I: "Guilty." 
 
 Of the 1st charge: "Guilty." 
 
 Of the 1st specification. Charge H: "Guilty." 
 
 Of the 2nd specification. Charge H : "Not guilty." 
 
 Of the 2nd charge: "Guilty." 
 
 The Judge Advocate was then recalled and the court 
 reopened. The Judge Advocate stated that he had 
 no evidence of previous conviction to offer. 
 
 The Judge Advocate then withdrew and the court 
 was closed; and sentenced him, Cadet L. T. Thorne, 
 Private Company B, to be dismissed from the Culver 
 Military Academy. 
 
 The Judge Advocate was then recalled and the court 
 at five thirty p. M. adjourned, sine die. 
 
 (Signed) J. Q. Adams, U, S. A., 
 H. F. Noble, President. 
 
 Judge Advocate. 
 
80 ARMS AND THE BOY 
 
 ACTION OF REVIEWING AUTHORITY 
 
 Headquarters, Culver Military Academy, Culver, 
 Indiana, May 15, 191 — . In the foregoing case of 
 Cadet L. T. Thorne, Private Company B, the findings 
 of the court are approved. It is one of the most 
 highly prized traditions of the academy that the ca- 
 det's word may be accepted without question. Yet 
 consideration must be given to the fact that this cadet 
 is in his first year in the corps of cadets and is not 
 yet fully imbued with the spirit of the school. Further- 
 more, with the exception of the present offense, his 
 record in discipline and attention to duty has been 
 excellent. The sentence is therefore approved, but is 
 commuted to one hundred hours of penalty duty and 
 confinement to the academy grounds until the same 
 has been performed. 
 
 By Order of the Superintendent. 
 
 Note — The superintendent may lessen, but may not increase, the 
 penalty assig-ned by a court-martial. Except in cases of dis- 
 missal or reduction of an officer to ranks he may not chang-e 
 the form of the punishment. 
 

 CHAPTER IX 
 
 IDEALS OF THE MILITARY SCHOOL 
 
 There are some very intelligent people who decry 
 military training for boys on the grounds that it breeds 
 militarism. I have seen their views changed after 
 actually observing the work of a good military school. 
 
 Militancy and Militarism. — The fine distinction that 
 Bishop Fallows has made between militancy and mili- 
 tarism is well exemplified in the ideals of such a 
 school. Military training of boys, properly conducted, 
 gives them the true fighting spirit, the spirit that 
 every man must have who renders effective service in 
 a good cause, whether it be on the military or social 
 firing line. 
 
 The uniform of the best type of military school 
 stands for that sort of spirit, for chivalry and for 
 fair play, not for injustice or oppression of the weak. 
 
 The military instinct is natural to most boys, and 
 it may be utilized to teach him valuable lessons of 
 loyalty, patriotism and discipline without making him 
 bloodthirsty or warlike. Several years of military 
 training are usually quite sufficient to gratify his curi- 
 osity and satisfy his desire for military life. He is 
 then content to enter upon commercial o;* professional 
 pursuits, a citizen prepared to serve his country either 
 
 81 
 
82 ARMS AND THE BOY 
 
 in peace or war. He has gained some small concep- 
 tion of what the horrors of war may be, he has some 
 taste of the arduous side of military life, and he will 
 be logically a greater lover of peace than the boy not 
 so trained and a most stable citizen when the hys- 
 teria of war threatens the nation. 
 
 Preparation for Citizenship. — If one doubts the 
 value of military training in equipping the boy for 
 civil pursuits he has but to examine the roster of 
 eleves and graduates of these older military institu- 
 tions such as Norwich, the Virginia Military Institute, 
 and The Citadel of South Carolina and to note how 
 many of these men have achieved distinction as law- 
 yers, doctors, statesmen, ministers, engineers and in 
 fact, in every walk of life. 
 
 Even younger schools, such as Culver, show a roster 
 of men who, though but barely in the arena, are for 
 the most part holding positions of unusual trust and 
 responsibility for men of their age. 
 
 West Point, an institution designed purely for the 
 training of the professional soldier, can point to its 
 graduates who have entered civil life with no less 
 pride than to its roll of distinguished soldiers. 
 
 In this connection I quote from a paper entitled 
 "Education from a Military View-point," contributed 
 to the North American Review in 1908 by Colonel 
 Charles W. Larned: 
 
 "West Point has been in existence one hundred and 
 five years. During that period it has produced four 
 thousand five hundred and thirty-one graduates, of 
 
 IB 
 
ARMS AND THE BOY 83 
 
 whom two thousand, three hundred and seventy-one, 
 more than one-half, had entered civil life up to 1902. 
 
 "Ignoring its military record of four hundred and 
 sLxty general officers, it has contributed to the for- 
 ward impulse of the world one president of the United 
 States, one president of the Confederate States, three 
 pi-esidential candidates, two vice-presidential candi- 
 dates, one ambassador, fourteen ministers plenipo- 
 tentiary, twenty-seven members of the United States 
 Senate and House, eight presidential electors, sixteen 
 governors of states and territories, one bishop, four- 
 t6;en judges, seventeen mayors of cities, forty-six presi- 
 dents and fourteen regents and chancellors of colleges 
 and universities, fourteen chief engineers of states, 
 eighty-seven presidents of railroads and corporations, 
 sixty-three chief engineers of railroads and public 
 v^'orks, eight bank presidents, two hundred attorneys 
 and counsellors at law, twenty clergymen, fourteen 
 physicians, a hundred and twenty-two merchants, 
 seventy-seven manufacturers, thirty editors, a hundred 
 and seventy-nine authors, besides artists, architects, 
 farmers, planters and many others belonging to useful 
 trades and professions. 
 
 "Three of its alumni are in charge of the greatest 
 engineering work of history, the Panama Canal, and 
 one is reorganizing the police force of the second city 
 in the world." 
 
 The Spirit of Democracy. — A distinct advantage pos- 
 sessed by the military school is its spirit of democracy. 
 In such a school, only merit counts. Spending money 
 
84 ARMS AND THE BOY 
 
 is limited by regulations to a modest sum, and even 
 if parents fail to cooperate with the rules and send 
 extra spending money now and then, there is little 
 opportunity for its use. Eooms are the same for all 
 cadets and are plain and simple in their furnishings, 
 while the uniform serves as an effective check to lav- 
 ish dressing. 
 
 In an article on "Famous American Schools," which 
 appeared some years ago in one of the magazines, a 
 master of one of the schools described was quoted as 
 saying: "We do not exactly refuse the son of the 
 blacksmith, but he would not be comfortable here." 
 
 No matter from what humble circumstances a boy 
 may come, if he has the right stuff in him he may 
 win recognition in the military school. 
 
 If the son of the blacksmith were the best man he 
 would in the course of two or three years become a 
 cadet officer and the son of the millionaire would render 
 him respect and obedience. 
 
 If, on the other hand, the son of the millionaire 
 were the best man he would be the cadet officer and 
 the blacksmith's son would respect him not for his 
 wealth, but because of the real stuff that was in him. 
 They would both be awkward enough at first. 
 
 Military regulations and drill would be as unfamiliar 
 to the one as to the other. While one boy was having 
 some rough edges polished off, the other would proba- 
 bly be losing a little self-conceit and acquiring a new 
 conception of what constitutes real merit. 
 
 Their "plebe" year of probation would be spent in 
 
ARMS AND THE BOY 85 
 
 an atmosphere in which no boy with honesty or pur- 
 pose and real manliness need feel uncomfortable and 
 its finish would find each "tub standing on its own 
 bottom," and each boy receiving only such recognition 
 or promotion as his own efforts and worth entitled 
 him to receive. Under such a system the criticism 
 that private schools breed snobbery need not apply. 
 
 The Ideal of Service. — The ideal of service is ever 
 before the cadet. He must work for the general good 
 of his squad, his company and his battalion. His pride 
 in his corps, or the sub-division of which he is an imme- 
 diate member, is always an incentive to him to put 
 forth more effort than he would be inclined to make 
 for purely selfish reasons. 
 
 If he becomes a cadet officer, he must learn that 
 merely to command is insufficient, he must serve the 
 best interest of those under him ; must make some per- 
 sonal sacrifices of time and pleasure in order to do so. 
 
 If his conception of an office is merely the satisfac- 
 tion of ranking others, of wearing insignia, of obtain- 
 ing privileges, he is not apt to hold it long. Sooner 
 or later will come the report for neglect of duty and 
 the order reducing him to ranks. 
 
 The ideal of service in military life was the theme 
 of a brief and informal talk that President Wilson 
 made to the cadets of the Culver Black Horse Troop 
 in the course of his campaign for the presidency in 
 1912. A detachment of these young troopers had rid- 
 den fifteen miles to a neighboring town to hear Mr. 
 Wilson speak. At the conclusion of his formal address, 
 
86 ARMS AND THE BOY 
 
 they escorted him to the train. At the depot, standing 
 in his automobile, Mr. Wilson beckoned the cadets to 
 ride in close about him, and after thanking them in 
 gracious and friendly fashion for the courtesy shown 
 him, said: 
 
 ... "I am always glad to see the uniform worn in 
 connection with education. To me it has a deeper 
 meaning than as an attribute to war. It means dis- 
 cipline, of course, but in addition it signifies that a 
 man is not hving for himself, but for the social life 
 at large. I am a great advocate of international peace. 
 Because you wear the uniform, I do not think you are 
 less so. But I do not think we will ever have world- 
 wide peace until we can look upon it with the splendor 
 that we look upon war. There is something wonder- 
 fully appealing to our natures in war. We hear of 
 mothers hanging swords and muskets of their sons on 
 the walls so that they may constantly see them. We 
 do not hear of any one hanging as an ornament of a 
 household any of the symbols of peace, such as a 
 ledger, a yardstick, a pick or a shovel. The reason 
 for this is that man supports himself with these imple- 
 ments, but he is doing a service for some one else when 
 he is using a sword or a rifle in battle; and modern 
 people seem to hold a service they do to help them- 
 selves below the things they do to help others. So 
 what I want you youngsters to remember is that you 
 owe a duty to society which is above any interest you 
 can have in self; that you do the greatest good to 
 the world when you live in it to serve your f ellowmen." 
 
 IB 
 
CHAPTER X 
 MILITARY TRAINING IN THE HIGH SCHOOLS 
 
 A Chicago woman who had heard Lieutenant 
 Steever describe the physical and moral advantages of 
 the Wyoming system said to him: "I will withdraw 
 my objection to the introduction of military drill pro- 
 vided the boys are not given rifles." 
 
 Any experienced instructor will, of course, agree 
 with this objection in so far as the overburdening of 
 physically immature boys with heavy service rifles is 
 concerned ; but he will take most positive issue with the 
 view that the boy "who is drilled in the manual of arms 
 has constantly before him the hour when he may draw 
 the trigger which means death to a fellow man," and 
 that he "comes to love the sound of the drum beat 
 and learns to long for a chance to shoulder the murder- 
 ous gun." 
 
 How entirely amusing to those who really know is 
 such a statement ! The boy who has had two or three 
 years of thoroughgoing military training is very glad 
 to dispense with "the murderous gun." 
 
 Criticism of Moral Effect of Drilling with Rifles. — • 
 To the criticism that military training breeds blood- 
 thirstiness the Sacramento {California) Call dryly re- 
 plies: "Certainly the experience of carrying a heavy 
 gun around for an hour or so in the hot sun is not 
 
 87 
 
88 ARMS AND THE BOY 
 
 calculated to arouse in the boys a desire to make a 
 regular practise of that sort of amusement. It does 
 equip them to be of service to their country in an hour 
 of need." 
 
 Doctor William Steams Davis, Professor of History 
 at the University of Minnesota, says: "As for the 
 charge that such an experience has rendered the youth 
 of Minnesota bellicose, jingoistic, and devotees of a 
 heartless militarism, such a suggestion would be 
 laughed to scorn by every person familiar with the 
 peaceful and honorable careers and sympathies of 
 thousands of graduates of this university." 
 
 The statement that in executing the manual of arms 
 the cadet has "ever before him the hour when he 
 may draw the trigger that means death to a fellow, 
 man" is equally absurd. The main thing in the cadet's 
 mind is to obey the command of the drill master as 
 promptly and accurately as possible. 
 
 There are many men who have handled rifles since 
 boyhood and who have become expert marksmen at 
 target practise who do not even like to kill game. 
 Lieutenant Steever, who holds the world's record for 
 target firing for two hundred, six hundred and one 
 thousand yards, is one of them. There never was a 
 greater mistake than the assumption that drill with 
 a rifle makes a boy bloodthirsty. 
 
 Advantage of Teaching Boys to Handle Firearms. — 
 
 The cadet who learns to handle a modem rifle, who 
 has had his shoulder pounded by its recoil at target 
 
ARMS AND THE BOY 89 
 
 practise, and has seen something of the terrific velocity 
 and force of its steel jacketed projectile, becomes a 
 much more conservative citizen about rushing into war 
 than the boy whose knowledge of guns is limited to 
 the pop gun of the nursery. 
 
 So long as firearms are weapons of defense that the 
 
 boy some day may be called on to use, whether he or 
 
 his mother or anybody else wishes it or not, there seem 
 
 / to be more good than bad reasons why he should be 
 
 trained in their use. 
 
 Why should a knowledge of the use of arms be 
 limited, so far as the general run of citizens is con- 
 cerned, to the criminal and the thug? 
 
 Precautions Used In Handling Rifle. — The mother's 
 objection may also arise from the fact that she con- 
 siders firearms dangerous for boys to handle. 
 
 In no other form of instruction is the matter of 
 "safety first" so thoroughly hammered into the boy 
 as in handling a rifle under proper military instruction. 
 As a matter of absolute routine, at the beginning? and 
 end of every formation, chambers are opened and rifles 
 examined to see that no cartridges, blank or ball, are 
 left in the rifle. 
 
 Ball cartridges, however, are never used or put in 
 the boy's possession except on the target range, and 
 here the precautions are most rigidly enforced. 
 
 Impresses on the Boy "Safety First." — ^A boy is 
 given only the number of cartridges to be fired. They 
 are given to him only when he is in position to shoot 
 
90 ARMS AND THE BOY 
 
 and faced toward the target. When he has fired his 
 string, he is made to take the bolt out of his gun, which 
 makes an accidental discharge impossible, and he is 
 carefully inspected before he leaves his position to see 
 that he has no unused ammunition. 
 
 Such thoroughgoing precautions will not only make 
 the boy a safe user of firearms, but they are apt to 
 sink into his "system" in a general way, making him 
 more thoughtful and careful in other things where 
 there is an element of danger, even perhaps in such 
 matters as driving the car, which after all is much 
 more dangerous business than target shooting. 
 
 Military Training Should Be Given Properly. — If 
 military training is to be gx /en, it should be given prop- 
 erly or not at all. You can not fool the boy. He has 
 a contempt for shams and imitations. 
 
 The harm to the boy's character and sensibilities 
 cOmes not from an honest, thoroughgoing, undisguised 
 efft^H to prepare him in some measure to defend his 
 country if it should ever need his service, but in trying 
 to fjivifiam him with some emasculated concoction dis- 
 guised to meet the objections of those who would grant 
 him permission to swim provided he "doesn't go near 
 the water." 
 
 Need for Sincerity. — ^Above all things, we must be 
 honest with the youngster. We can put and should 
 put the emphasis on character building and physi- 
 cal development in adapting military training to school- 
 boy ne^s, "but this emphasis is best given when the 
 training is made real and busmesslike. 
 
I 
 
 Riding School Exercises— Culver 
 
 Riding School L.^ci vises — Culver 
 
ARMS AND THE BOY 91 
 
 Above all, let us not give him military drill and call 
 it something else, because we are afraid of the name. 
 
 It is said that it was proposed in one school to give 
 mihtary drill but to avoid military commands. Instead 
 of ordering the boys to execute "squads right about" 
 or to "about face" they were to be asked to "please 
 revolve !" 
 
 Esprit Can Not Be Engendered by Imitations. — ^The 
 pc'tent thing in military training is the esprit it en- 
 g€!nders. Corps spirit can not be aroused by imitation 
 wooden guns or by imitation military drill or by imita- 
 tion anything else. The training must be real if it is 
 to command the boy's respect and give him anything 
 of real value, either as a citizen or as a citizen soldier. 
 
 Testimony from Those with Experience. — A short 
 time ago in Washington, Lieutenant Steever of the 
 a]*my showed me a letter he had received from one 
 ol" his Wyoming high-school boys. "You put back- 
 bone into me," wrote the boy, "where before I had only 
 wishbone and jawbone." 
 
 The effectiveness of military training in giving boys 
 not only backbone but also better muscles, better 
 morals and higher ideals of citizenship, can of course 
 be best determined from the testimony of those who 
 have had experience with it. 
 
 Coordination. — Military discipline is not something 
 that can be merely appended to the school or college 
 curriculum, and be expected automatically to produce 
 results. Military drill itself is a very elastic term and 
 is conceived to mean very different things by different 
 
92 ARMS AND THE BOY 
 
 people. To prove effective, its various forms must be 
 scientifically adapted to school requirements, and its 
 discipline must be most intelligently coordinated with 
 the regular machinery of the school. 
 
 The day school will require a somewhat different 
 application of the system from the strictly military 
 boarding school, while the college will present certain 
 conditions that will demand yet another sort of appeal. 
 
 Introduction in the High Schools. — Public interest 
 at present centers particularly in the introduction of 
 military drill in the high schools. 
 
 There are a few physical directors and others, 
 perhaps, who oppose it on selfish grounds, feeling that 
 it may supplant their own work. But in the main, 
 the objections that have been raised grow out of hon- 
 est misconceptions as to the effects of military training 
 on the moral and physical development of the boy. 
 
 School boards that are considering the matter 
 throughout the country are seeking as much light on 
 the subject as possible, and teachers in schools that 
 have already decided to introduce military training 
 are trying to get all the information they can as to 
 the particular forms of drill that have been most suc- 
 cessful in other schools and the conditions under which 
 it may be made most effective. 
 
 Information from Various Sources. — ^It is not always 
 possible, however, for one school or person to get such 
 information from any large number of sources. And 
 yet, the wider the range of experience from which this 
 
ARMS AND THE BOY 93 
 
 information is drawn, the more likely are decisions as 
 to the adoption of military training to be justly made, 
 and the more apt is a particular school to find methods 
 adapted to its own particular needs. 
 
 Therefore, in presenting this subject, I have sought 
 to supplement my own experience with that of as many 
 others in this field as possible. With this in view, the 
 superintendent of public instruction and the adju- 
 tants general of the various states were asked for lists 
 of high schools affording military training. To the 
 heads of these schools and to many others having 
 e:q)erience in giving military instruction to boys, a 
 questionnaire was sent. The response was very gen- 
 erous, and a great deal of interesting and illuminating 
 material was received. 
 
 An Unusual Questionnaire. — ^The questionnaire that 
 was sent out was in a sense unique. Remarkably 
 enough, it did not reflect a single bias of my own. I 
 did not prepare it. The questions in it were originally 
 asked me by a man who had no answers to them in 
 his own experience. He was the head of a school in 
 Honolulu, whose trustees were considering military 
 training. He simply wanted to know the facts, and 
 was practically free from preconceived notions on the 
 subject. It was, therefore, an ideal questionnaire for 
 the purpose. It covered the whole field, the peace 
 "N'alue as well as the war value of military training for 
 the schoolboys. I shall not attempt to give a dry 
 category of the answers, but to interweave them with 
 some general discussion of the subject suggested by 
 each question. 
 
CHAPTER XI 
 
 THE MENTAL VALUE OF MILITARY TRAINING 
 
 The president of the state university stood with 
 me one day watching some cadets building a pontoon 
 bridge. Fifty or sixty of them were passing and re- 
 passing over the narrow limits of balks and chess, and 
 were rapidly carrying and laying timbers, tying knots 
 and anchoring pontoons. 
 
 There was the greatest interest and vim visible on 
 every side; every boy was moving swiftly; they were 
 as busy as a hive of bees, but there was no confusion, 
 scarcely a word spoken, no boy running into anybody 
 else. Everywhere, there was perfect coordination, 
 attention and alertness. 
 
 "How fine," he said to me, "it would be if we could 
 carry over that sort of eagerness and interest into the 
 class room." 
 
 Coordinating the Work of Drill Field With Class 
 Room. — Later he found evidence that such things could 
 be carried over, and he told me so. It is mainly a ques- 
 tion of coordinating the military work with the work of 
 the class room, utilizing the steam and interest devel- 
 oped in the more interesting phases of military drill and 
 
 94 
 
ARMS AND THE BOY 95 
 
 linking it up with some of the dryer subjects of the 
 class room. 
 
 Some teachers are opposing military training on the 
 ground that it will interfere with other studies, either 
 by trenching on their time or by absorbing too much 
 of the boy's attention. They do not appreciate its 
 possibilities when properly coordinated with class- 
 room work. 
 
 I have sometimes heard teachers of physics and 
 chemistry complain that boys who came to their 
 classes did not know how to apply, even in such a 
 matter as simple equations, the principles they were 
 supposed to have learned under their teachers of 
 mathematics; that if the equation in their science les- 
 son contained m and v instead of x and y the boys 
 would gaze at it hopelessly as though they had never 
 seen an equation before. 
 
 New text-books, of course, have been written to over- 
 come this difficulty, and the competent teacher ever 
 sc;eks to do the same. Nevertheless, our greatest task 
 still lies in teaching the boy to apply the principles he 
 has learned to new problems in whatever form he may 
 meet them. 
 
 Military training may be so coordinated with 
 academic work that it becomes, to a certain extent, a 
 school of application, where, under the spur of interest 
 and competition, the boy learns to apply some of his 
 foraiulas to practical things. 
 
 Interest in Mathematics Stimulated. — For instance, 
 in military map problems, which are worked out as a 
 
96 ARMS AND THE BOY 
 
 most interesting game, there are certain principles of 
 mathematics to be apphed. A boy in charge of a 
 patrol represented by some colored beads or pins stuck 
 in the map finds it important to know whether he can 
 see from this position a certain point on the map. The 
 map, of course, is a flat surface, but certain contour 
 lines indicate to him the rises and depressions that 
 lie between his position and the point he wishes if 
 possible to see. The application of certain mathe- 
 matical principles will determine for him the visibility 
 of the point in question. 
 
 If he makes a mistake, his side may lose the problem, 
 and the boy doesn't like to lose. If he does not know 
 the mathematical principle involved you may be sure 
 that he will take the earliest opportunity to get hold 
 of it. It may be the first thing he has absolutely 
 mastered and made his own, but the zest of the compe- 
 tition will spur him to it. 
 
 Cooperation as Well as Coordination Essential. — Of 
 course, if the teacher of mathematics is the sort that 
 says to the military instructor, "Here, this is my sub- 
 ject; you have no business trying to teach mathe- 
 matics, stick to your military work," then the possi- 
 bilities for cooperation will be lessened. But such an 
 attitude, it is to be hoped, will not often be encountered. 
 
 Officers of the military staff at Culver are asked to 
 send in to the department of mathematics various 
 problems involving military principles, with a view to 
 carrying over into the class room some of the keen 
 interest that centers about the military work. 
 
ARMS AND THE BOY 97 
 
 Writing Orders as an Exercise in English. — ^Again, 
 there is no better training in the use of concise accu- 
 rate English than the writing of military reports and 
 orders. A single omission, a single inaccurate state- 
 ment, a single ambiguous expression may mean that 
 the writer's side may lose the contest in an exciting 
 field or map problem. 
 
 It is not easy to write an absolutely clear and correct 
 military order. Even a good many military men do 
 it lather poorly, and as a result there have been some 
 historic military disasters. 
 
 I do not mean to imply that much attention has been 
 given to this phase of military training in schools. I 
 am merely suggesting it as a very fine mental exercise 
 that can be afforded by the military department. 
 
 If the school simply permits the military department 
 to worry along as something totally distinct and sepa- 
 rate from the rest of the curriculum, not caring even 
 if the cadets know whether there are two fs or one 
 in battalion, or whether calvary or cavalry is the proper 
 name of the military branch of the service that rides 
 on horses, then, of course, military training may not 
 be of any material assistance to academic work. 
 
 A Summary of Answers as to Mental Value. — ^In 
 general, the answers to the question, "What value has 
 military training mentally?" express the opinion that 
 the effects of military training carry over into the class 
 room and result in a higher degree of attentiveness 
 and more mental alertness. Also, that the regular well- 
 ordered life of the cadets results in a healthier body 
 
98 ARMS AND THE BOY 
 
 and better nervous tone, and necessarily, therefore, in 
 / a better grade of mental effort. 
 
 The principal of the Visalia, California, High School 
 feels that "military training develops concentration, 
 and that its many problems cover a wide range of 
 educational value." 
 
 A somewhat contrary opinion is that "military 
 training in the sense of developing the faculties is of 
 small value as compared with other subjects in the 
 school curriculum." 
 
 New Castle, Wyoming, has found that military drill 
 "awakens the stupid and puts snap into the whole 
 student body." 
 
 Others express themselves as feeling that military 
 training "quickens the mental processes and aids 
 straight thinking," "promotes quick response to direc- 
 tions," and "creates a sense of order and accuracy." 
 
 It's not to be expected, of course, that every boy will 
 be influenced to the same degree by military training. 
 
 It is my observation that to a greater or less degree 
 military training does react on the boy's mentality as 
 indicated. It can not, of course, make a bright boy out 
 of a stupid one, but it may awake some dormant 
 faculty that the boy was not fully conscious of, and 
 it does quicken the sluggish and lazy. 
 
 I have also seen some boys, who could never become 
 students under the most favorable circumstances and 
 who would have become seriously discouraged in a 
 regime of pure academic work, develop under military 
 
ARMS AND THE BOY 99 
 
 instruction such initiative and executive ability as to 
 assure them of success in business. 
 
 Carrying Into the Class Room the Spirit of Compe- 
 tition. — In Wyoming, after the competitive feature 
 between military units has been well inaugurated and 
 has been running well for a couple of years, scholar- 
 ship competitive units have been introduced with excel- 
 lent results, the competition between these squads 
 becoming as keen as that between the wall-scahng 
 and troop-leadership units. 
 
 Standings are posted on the bulletin board every 
 week, and the squads fight to hang up the highest 
 averages in every branch of study. 
 
 Boys have become so eager in the contests that they 
 have undertaken to coach one another. One boy whose 
 squad had failed in other competitions and who 
 determined that he would yet win his star for one 
 of the intra-school contests went around among mem- 
 bers of his squad night after night, coaching them in 
 the work until he finally led his squad to an unquali- 
 fied victory. 
 
 It should be remembered that these academic com- 
 petitive units are not all composed of star students 
 any more than the wall-scaling squads are composed 
 entirely of expert gymnasts. Each squad must have 
 the same proportion of strong, medium and weak mem- 
 bers, so that every boy in the school has a chance. 
 It is not like a scholarship medal or an athletic emblem 
 that is competed for only by a very few naturally well 
 
100 
 
 ARMS AND THE BOY 
 
 developed youngsters who have a reasonable chance 
 to win. 
 
 Finally, it may be said that the interest engendered 
 by the military training tends to keep the boy in 
 school and to cut down truancy. 
 
CHAPTER XII 
 
 ADVANTAGE OF MILITARY TRAINING AS A SYSTEM OP 
 EXERCISE AND ITS RELATION TO ATHLETICS 
 
 ]VIany opponents of military training in the high 
 schools drive home and clinch their arguments by 
 quoting Doctor Sargent, head of the Hemenway Gym- 
 nasium at Harvard, as authority for the statement that 
 military drill is of no value physically, and that to the 
 growing boy, it is positively injurious. 
 
 Apparently they do not consider the splendid 
 phj^sique, the attractive carriage, of our West Point 
 cadets, and overlook the fact that the students of no 
 civilian preparatory school in America can equal in 
 set-up and superb physical condition the fourteen to 
 eighteen-year-old cadets of our best military schools. 
 
 ]3ecause an eminent authority on physical training 
 says that military drill is injurious, those who oppose 
 drill accept his statement with the spirit of the little 
 boy who naively said, "If my mother says it is so, it is 
 so, even if it ain't so." They forget that even experts 
 are sometimes mistaken. 
 
 Doctor Sargent says that we may account for the 
 graceful poise of the West Point cadets by the fact 
 that they spend during the summer an hour or so each 
 day in the hands of the dancing master. The first-year 
 cadets at West Point receive daily instruction in danc- 
 
 101 
 
. If^?: ^^ ABMS AND THE BOY 
 
 ing for one-hour periods from July fourth to August 
 twenty-eighth. 
 
 Calisthenics. — ^The fine set-up of the cadets at West 
 Point and at our other first-class military schools, how- 
 ever, is not attributable to dancing and is due only in 
 part to special calisthenics that are not in themselves 
 essentially military. 
 
 There is another element that has apparently been 
 lost sight of in all the discussions I have heard or read. 
 It was lost sight of by the Massachusetts Special Com- 
 mission on Military Education, which turned down mil- 
 itary training, but approved the adoption of a system 
 of calisthenics just like those at West Point. West 
 Pointers were well set up half a century before the cal- 
 isthenics referred to were ever used. 
 
 Captain Koehler, Master of the Sword at West Point, 
 it is true, has worked out a wonderful system of calis- 
 thenics that develops alertness as well as muscle. 
 Commands are varied so that the cadet must pay close 
 attention to every syllable, and he does not know until 
 the very last word, exactly what he is to do, when he 
 must move, instantly, precisely, and with all sorts of 
 "pep." 
 
 Minus that subtle thing called military discipline, 
 can one get the precision, the "pep," that as much as 
 the exercises themselves makes the set-up of the West 
 Point cadet? One can almost hear the high-school boy 
 of the non-military high school grumble to his neigh- 
 bor: "This is too much like work for me." There 
 
Barracks and Cadets at Calisthenics 
 New York Military Academy, Cornwall-on-the-Hudson, N. Y. 
 
Setiiiig Lp Diili — iVLiiipcr 
 
 A Class in Bayonet Fencing — Wentworth Military Academy, 
 Lexington, Missouri 
 
ARMS AND THE BOY 103 
 
 more required than a fine system of exercises ; there 
 . " discipline, and there is that other subtle thing called 
 esprit de corps, — a thing which military training like 
 that at West Point seems to create more effectively 
 
 an any non-military agency. 
 
 Effect of the Uniform. — ^It is also said that there 
 is another method of getting set-up, the "tailorizing" 
 method; but schools like West Point put the padding 
 on t'le boy, not in the uniform. Nevertheless, the uni- 
 form is a factor and an important one. Can you 
 imagine the boy in a civilian suit that stands for 
 nothing more than the tailor's desire to tickle youthful 
 fancy, carrying himself as well as the cadet in a uni- 
 form that stands for the traditions and ideals of his 
 corps ? It is strange that these more subtle and power- 
 ful influences in military training seem to be so com- 
 pletely lost sight of. 
 JF Constant Reminders. — Again, in the early stages of 
 acquiring a set-up the boy does not always remember 
 to carry himself well. Old habits of posture are not so 
 easy to overcome; he needs a reminder. A father of 
 one of our cadets received a letter from his boy shortly 
 after he enrolled. "They are digging at me all the 
 time about holding myself up," he wrote. "I am glad 
 to hear it," replied the father, "that is what I sent 
 you there for." 
 
 llie recruit is constantly reminded of any relaxa- 
 tion from a correct posture. Under military control 
 he will accept such corrections, whereas under the 
 discipline of the average civilian high school he would 
 
104 ARMS AND THE BOY 
 
 at least resent and probably fail to comply with them. 
 
 Criticism of Set-up. — Colonel Thomas I. Edwards of 
 the Massachusetts National Guard says that in Boston 
 Jhe effect of school drill has been to make boys round- 
 shouldered and narrow-chested, that he never saw a 
 school company well set-up in his life. This is not a 
 reflection on military training, but on the manner in 
 which it must have been carried on in the cadet com- 
 panies which Colonel Edwards has seen. 
 
 I should like to have him look over the corps of 
 cadets of Culver at the end of nine months' training. 
 I should like him to see them not in ranks alone, but 
 in class, at mess, and in off-duty hours. And then 
 with the picture fresh in mind of these erect, alert 
 young soldiers, I would like him to go straight to the 
 non-military school that is giving the best course 
 of physical training that he knows of. I should have 
 no fear of his opinion after making the comparison. 
 Even the cadets of our summer school after but eight 
 weeks are far from being round-shouldered or narrow- 
 chested. He will find new cadets at Culver who from 
 September to January have gained from three to ^ve 
 inches in girth of chest and as much as twenty pounds 
 of weight in pure muscle. The changes in carriage of 
 shoulders and head are such even from the first two 
 weeks of setting-up drills that no measurements are 
 made for the regular uniform until the end of that 
 period. Every cadet of Culver is not only carefully 
 measured when he enters and at intervals thereafter, 
 but he is also photographed. The evidence of both 
 
ARMS AND THE BOY 105 
 
 muscular gain and improved set-up is therefore indis- 
 putable. 
 
 An Incentive to Good Carriage. — The winning of his 
 '^Culvers" for set-up and physical fitness is as great 
 a spur to the boy as the ambition to win an emblem 
 on an athletic team. The "Culvers" for set-up consist 
 of a gold and black enamel collar device with the large 
 C enclosing the other letters of the word. It is the 
 athletic emblem in miniature. When a boy has his 
 set-up and is entitled to wear this device he has a 
 carriage and bearing that will go with him through life. 
 
 Doctor Darby's Experiment. — Doctor Darby of Lon- 
 don, another frequently quoted authority on the bad 
 effects of military drill, says that an experiment was 
 conducted in an English public school with a view to 
 determining the relative value of gymnastics and mere 
 dr: 11, and that the results of the former were more than 
 three times as great as those yielded by drill alone. 
 
 What does he mean by drill? If he means a mere 
 shouldering and ordering of arms and the marching 
 of the close order movements, it is not at all surprising 
 that such results were obtained. 
 
 But even at that, a more interesting comparison 
 would have been between gymnastics alone, and a 
 combination of gymnastics and drill, the amount of 
 time given to the combination being no greater than 
 that to gymnastics alone. 
 
 If we want such a comparison, we can get it between 
 first-class military schools, where drill and gymnastics 
 are both given, and civilian schools where an equal 
 
106 AEMS AND THE BOY 
 
 amount of time is given to physical training only. 
 The comparison will leave no doubt that the combina- 
 tion of calisthenics and drill is more effective. 
 
 The Drill and the Giving of It. — ^Drill may mean 
 several different things. Everything depends on the 
 kind of drill selected, and how it is given. Doctor 
 Sargent's principal objection to drill as a physical exer- 
 cise is his claim that it does not to any extent meet 
 the physiological demands of the body; that it does 
 not increase the respiration and quicken the circulation 
 to a sufficient extent to secure the constitutional bene- 
 fits that should accrue from exercise. 
 
 Doctor Sargent is exactly right if he refers to the 
 "shoulder humps," "forward hutch" sort of drill to 
 which the Boston high schools seem to have been limit- 
 ing their military activities every time Doctor Eliot 
 and Doctor Sargent came around; but if Doctor 
 Sargent had ever taken part in one of the modem 
 skirmish drills, advancing by rushes, and rapidly load- 
 ing and firing a rifle without taking it from his shoul- 
 der while lying down, he would change his mind about 
 whether they quicken the respiration and increase the 
 circulation. 
 
 At least I am sure that the middle-aged men who 
 attended the camps at Plattsburg and Sheridan would 
 not agree with him. I have seen some of them after 
 such a drill "puffing and blowing" and giving every 
 unmistakable evidence of increased respiration as well 
 as increased circulation. The bayonet exercises are 
 inclined to have a somewhat similar effect. 
 
 I 
 
ARMS AND THE BOY 107 
 
 Close Order Drills. — My disagreement with Doctor 
 Sargent is that he appears to condemn military drill 
 as a whole. His strictures are merited when applied 
 to the drill as it has been conducted in too many of 
 our schools. 
 
 The close order drill does become monotonous ; it has 
 a disciplinary value, but it has been overdone. It is the 
 least valuable part of the soldier's training and the 
 least valuable as an exercise. 
 
 Interesting and Beneficial Forms. — ^If Doctor Sargent 
 by his criticism makes the schools emphasize the 
 extended order drills on the drill ground, and 
 the intensely interesting scouting and troop-leading 
 exercises in the field, and pay more attention to such 
 things as wall-scaling, week-end hikes and camping 
 trips, and do less of the things that make a show when 
 the band is playing, he will have made military drill 
 in schools really worth while, from the soldier's stand- 
 point as well as from that of the expert in physical 
 training. 
 
 I hope, however, that he will not in any case succeed 
 in discouraging military drill altogether, I have seen 
 it working under proper conditions, and I know that 
 it does idealize, exercise and give wholesome training 
 to many boys who would otherwise limit their physical 
 activities to "rooting" for the chosen few on the var- 
 sity team. 
 
 Test of Ability to Handle Rifle.— Criticism directed 
 toward the use of heavy rifles by boys of limited 
 strength is also well taken. The United States Gov- 
 
108 ARMS AND THE BOY 
 
 ernment issues a carbine of the 1898 model which is 
 much lighter than the "Krag" rifle used by many- 
 schools, but even this is too heavy in some cases. 
 
 The physical director at Culver has suggested the 
 following as a test of the boy's ability to handle the 
 rifle. Have the boy hold piece at "trail" and raise it 
 diagonally across body until right hand is opposite left 
 shoulder; returning to position of "trail," repeating 
 without stopping and without deranging position of 
 attention. A test made with twenty-four of the smaller 
 cadets at Culver shows an average of sixty-five times, 
 without undue fatigue, using the United States Maga- 
 zine Rifle, Model of 1903, weighing 8.69 pounds with- 
 out bayonet. The Krag rifle with which most schools 
 are equipped weighs 9;187 pounds; with bayonet, 
 10.174 pounds; forty times is suggested as the mini- 
 mum for this rifle. The "Krag" carbine, 8.075 pounds. 
 
 Lieutenant Steever gives special work to boys phy- 
 sically unfit, with a view to bringing them up to par 
 when possible. 
 
 Summary of Answers Regarding Physical Value.—- 
 I have not undertaken to give in detail the answers 
 to the questionnaire on this subject, for, in gen- 
 eral, they agree as to the physical value of military 
 training properly given in waking the boy up, in 
 "making live boys of sluggards," and straight boys out 
 of slouchy ones. Others suggest that it "gives the 
 boy better form ; I do not mean merely shape" ; that it 
 "makes boys walk erectly, not in a slovenly fashion, but 
 with vigor" ; that it teaches the boy to take a pride in 
 
 IB 
 
ARMS AND THE BOY 109 
 
 and "care for his body;" and "gives the boy exercise 
 without the strain that occurs in our usual athletics." 
 
 Limitation in Results Achieved in Day Schools. — ^The 
 high schools at best can not expect to achieve West 
 Point results or to attain in disciphne or carriage the 
 standard of the highest grade strictly military board- 
 ing schools where boys are constantly in a military 
 atmosphere twenty-four hours out of the twenty-four. 
 
 The high schools will probably do their pupils much 
 more harm than good by purely mechanical drills if in- 
 fresquently and perfunctorily given. But with a capa^ 
 ble enthusiastic instructor who knows his business and 
 four or five drill periods per week with plenty of va- 
 riety, lots of snap, steady consistent discipline and a 
 spirit of competition between units, results of real 
 value should be achieved both physically and morally 
 that will fully justify the adoption of military train- 
 ing. 
 
 WHAT IS THE EFFECT OF MH^ITARY TRAINING ON ATHLET- 
 ICS? IS IT A SUBSTITUTE FOR ATHLETICS? 
 
 We have found at Culver that the military organiza- 
 tion can be made the basis of a very effective scheme 
 of intramural athletics. 
 
 Each of the six companies has its team, in football, 
 brsket ball, hockey, baseball, etc., and the interest in 
 the company league schedules is sometimes more in- 
 tense even than in the games with outside institutions. 
 
 In addition, there is an athletic day once per week 
 in which every cadet must represent his company in 
 
110 ARMS AND THE BOY 
 
 some sort of sport, whether it be boxing, bowling, 
 tennis, cross-country running, target practise, or some ' 
 other seasonable form of competition. 
 
 Points are awarded for first, second and third places, * 
 and the company that totals the highest number of. 
 points each month is permitted to carry the athletic 
 pennant in its file closers for parades and other cere- 
 monies. 
 
 Military Athletics. — ^The keen competitive system 
 that Lieutenant Steever has worked out in Wyoming, 
 under which he introduces the game spirit into most 
 of his military training, might, in effect, be said to be 
 military athletics; and certainly it is much more ef- 
 fective than the old system of athletics under which 
 the majority of students took their exercise vicarious- 
 ly by watching the chosen few on the school teams. 
 
 Summary of Answers. — ^Some of the answers that 
 were received to this question of the relation of mili- 
 tary training to athletics are as follows : 
 
 "Takes the place of, with most students. Military 
 training goes hand in hand with clean vigorous ath- 
 letics." 
 
 "School should have both." 
 
 "Does not interfere, but tends to encourage team 
 work and clean athletics." 
 
 "Stimulating to athletics." 
 
 "Both seem to work well together." 
 
 "It has helped athletics. Should not be a substitute 
 for it." 
 
 "Does not affect interest in athletics." 
 
#■ 
 
 ARMS AND THE BOY 
 
 111 
 
 ''iMakes team work and subordinates the individual." 
 "Develops a spirit of obedience to instructions." 
 "Decidedly good effect. Aids athletics, because we 
 can get more boys gathered together." 
 
CHAPTER XIII 
 
 THE MERITS OF MILITARY TRAINING AS A. SYSTEM OB^ 
 DISCIPLINE 
 
 Educators are agreed that a lack of respect for 
 authority is our greatest national defect. We see evi- 
 dence of it everywhere ; in the home, in the school, in 
 the church and in business. Anything that tends to 
 overcome this defect, certainly lays the groundwork 
 for more useful and effective citizenship. 
 
 Citizenship. — The first lesson that a boy in a cadet 
 organization is taught is that of respect for those who 
 are placed above him. Every order that appoints one 
 of his fellow cadets as an officer or a non-commis- 
 sioned officer ends with the words, "He will be re- 
 spected and obeyed accordingly." 
 
 The boy appointed, may be just a corporal, perhaps 
 younger than the other seven cadets in his squad, but 
 this makes no difference. He is to be obeyed, not be- 
 cause he is younger or older or bigger or smaller, or 
 because he is John Smith or Jim Brown, but because 
 he represents the authority of the institution. 
 
 Developing Responsibility. — When the cadet becomes 
 a member of a squad or company, it is borne home to 
 him more effectively than it is at home or in the school 
 room that there are things he must do for the general 
 
 112 
 
ARMS AND THE BOY 113 
 
 good of his organization, and that he owes some duty 
 to something outside of and beyond himself. He ac- 
 quires a group loyalty and a sense of responsibility for 
 the general welfare of those about him that in itself 
 is another attribute of good citizenship. 
 
 Civic corruption and inefficiency are both due to in- 
 difference. "No one cares much for an object that 
 makes no demands on him . . . We need to feel these 
 requirements not simply in the shape of demands on 
 our pocketbooks, like a commercial debt, easy for some 
 and hard for others, but in a more human kind of coin, 
 the one truly democratic currency of time and muscle 
 and fatigue and personal service in the physical fra- 
 ternity of the ranks." 
 
 The foregoing quotation from Professor Hocking of 
 Harvard suggests another important part that military 
 training may play in preparing the cadet for civic life, 
 provided the ideal is held before him that his long 
 hours of drill and hard work are not alone for his own 
 physical and moral benefit, but also that he may serve 
 his country if need arises. 
 
 Present InsuflSciency of School Discipline. — That the 
 present high-school system falls short of the mark in 
 the matter of discipline, is implied by the eagerness 
 w ith which the press throughout the country seems to 
 endorse military training as a means of teaching boys 
 greater respect for authority. 
 
 The Chicago Tribune looks to such training as a 
 means of securing a "better braced American character 
 and for the establishment of habits which will correct 
 
114 ARMS AND THE BOY 
 
 the slack self-indulgence and unregulated impulses of 
 which we see so much in this land and generation." 
 
 Need for Discipline. — This same thought was ex- 
 pressed by Miss E. A. Eiselman in speaking before the 
 Massachusetts Special Commission on Military Educa- 
 tion and Keserve. "This country has already had a 
 full fling of self -governed youth," said Miss Eiselman, 
 *Vith the result that in 1913 four thousand six hun- 
 dred sixty-seven young men from fifteen to twenty-five 
 years of age were imprisoned in the State of Massachu- 
 setts alone;" and Miss Eiselman adds succinctly, 
 "These are statistics of boys who would not obey." 
 
 The pertinent question, of course, is whether or not 
 military training in the schools will help to remedy 
 such conditions. From Wyoming, where military train- 
 ing has been in vogue for five years, there comes this 
 answer: "There used to be about eight per cent, of 
 delinquency among high-school boys, but the self- 
 discipline and self-restraint of the cadets has wiped 
 it out." 
 
 As a Preparation for Business.^— But apart from the 
 relatively small number of high-school boys whose lack 
 of discipline brings them amuck of the law ^'America 
 needs in all its various lines of industry and business 
 boys who will cheerfully and promptly obey, and who 
 can be depended on." , 
 
 The Galesburg (Illinois) Register, from which this 
 statement is quoted, thinks that military training may 
 afford the answer by teaching boys the value of dis- 
 cipline and giving them, at the same time, the ability 
 
ARMS AND THE BOY 115 
 
 to act promptly in conjunction with others in case of an 
 emergency. 
 
 Again, we are confronted with the question, "Will 
 mihtary training in the schools really achieve that 
 end?" The people of the city of Logansport, Indiana, 
 will certainly agree that military training does enable 
 boys to act promptly in an emergency and in conjunc- 
 tion with others, in view of the fact, already men- 
 tioned, that in the floods of 1913 less than one hundred 
 Culver cadets were able as a result of their organiza- 
 tion and discipline to rescue in two days fourteen hun- 
 dred citizens of Logansport from the flooded districts. 
 
 Evidence That Military Training Inculcates Disci- 
 pline. — From the standpoint of increased dependability 
 in business, I can say that in the files of all the best 
 military schools are many letters from business men 
 from all parts of the country testifying to the value of 
 military training in developing the sort of discipline 
 needed in business and industrial pursuits. 
 
 In this connection a boy of our last year's graduat- 
 ing class who had secured a position in an office in 
 New York wrote back to me saying: "Tell the boys 
 for me that when they go to w^ork in an office they 
 should take with them everything they got from the 
 military training except the uniform." 
 
 Testimony as to Economic Value. — But it may be 
 reasonably objected that these illustrations are from 
 a strictly military school in which the boy lives the 
 life of the soldier day in and day out. 
 
 The adjutant general of California, however, is 
 
116 ARMS AND THE BOY 
 
 authority for the statement that "military training- in 
 the high schools is also proving its economic value." 
 A letter which he recently wrote me contains this 
 statement: "It appears that opposition has been al- 
 most entirely overcome, due perhaps to the fact that 
 existing cadet companies have demonstrated the great 
 value to be derived from military training in that it 
 increases the student's business efficiency, and hence 
 his economic value, through the habits acquired of 
 discipline, obedience, self-control, order and command." 
 
 WHAT ADVANTAGE DOES MILITARY TRAINING HAVE OV£R 
 THE USUAL SYSTEM EMPLOYED IN SCHOOLS? 
 
 Effectiveness As Moral Training. — ^All teachers ap- 
 preciate the difficulty of imparting moral instruction 
 to boys by the direct method of precept and preach- 
 ment. In the estimation of the average boy these are 
 much like the amusing advice an anxious but impracti- 
 cal mother is said to have given her son in starting 
 for the front. "Now, Jimmie," she said, "remember 
 that you catch cold mighty easily, and when you get 
 to the front be sure to avoid trenches with a northern 
 exposure." 
 
 Advantage in Molding Student Opinion. — ^If moral 
 standards are to be effective, they must be registered 
 in the traditions of the school to such an extent that 
 the students themselves say, "These are things for 
 which we stand." We all know how powerful is the in- 
 fluence on the boy of the opinion of his fellows. 
 
 I would say from my experience that the greatest 
 advantage of military training over the system ordi- 
 

 i^^f^ 
 
 fmimuiii^inimiimm 
 
 
 Battalion Parade — Culver 
 
 Troop Drill Culver 
 
ARMS AND THE BOY 117 
 
 naiily used in schools is the opportunity it offers for 
 the molding of student opinion and its utilization in 
 imparting wholesome moral ideals. 
 
 Effect on Lying and Cheating. — ^It may be made the 
 basis of an honor system which discourages lying and 
 cheating on examinations and that substitutes for the 
 lax standards of many schools, the standard of the 
 officer and the gentleman. 
 
 It has been said that the West Pointer can not lie, 
 that it would be impossible for him to do so after f ouv 
 years spent under the influence of the strict code of 
 personal honor that the cadets themselves so rigidly 
 enforce. 
 
 I have had new teachers who were accustomed to the 
 schoolboy attitude of trying to "put one over on the 
 teacher" tell me that the hardest thing to which they 
 had to accustom themselves at Culver was the fact 
 that a cadet when questioned about a breach of disci- 
 pline told the exact truth. 
 
 Incentive to Right Living and Thinking.^ — Steever, in 
 his Wyoming system, has found military training a 
 powerful moral agency. Under his system of keen 
 competition between units he has found that the boys 
 to a remarkable extent enforce correct moral standards 
 among themselves. 
 
 If a squad is losing in a wall-scaling contest by 
 reason of the lapses of a member, the measures they 
 take to bring him into line are sure and effective. 
 
 Steever impressed upon these boys the fact that it 
 is the strong man that wins and that the strong man 
 
118 ARMS AND THE BOY 
 
 thinks clean and lives clean. He feels that he has done 
 much by this system to eliminate smoking and im- 
 moral practises. 
 
 Athletics in the ordinary type of school are, of 
 course, often utilized in the same way. But athletics 
 rarely reach more than a small percentage of the stu- 
 dents, while the military system may be made to in- 
 clude them all. 
 
 A Means of Developing Will Power.— Pride in his 
 uniform, pride in his company or squad, and the de- 
 sire to win, may be utilized as an incentive for every 
 boy to go into training. It may not produce results a 
 hundred per cent, perfect, by any means, but it gets a 
 good many more boys interested than the average 
 system does in developing not only the biceps and the 
 leg muscles but also the will power muscles. 
 
 The weakness of the average public school lies in 
 its absence of traditions. Traditions are the most 
 powerful thing in student life, and the military organ- 
 ization is an effective means of creating them. 
 
 Other Views. — Salt Lake City gives at once a clue 
 to why the system there has been successful when its 
 superintendent of schools answers: "The honor of 
 the cadet can be appealed to in most cases. He "is 
 filled with a desire never to disgrace his uniform." 
 The school that inculcates that feeling will get results ; 
 but the school that adopts merely the form, the fuss 
 and feathers, of military training will probably find 
 the system more of a detriment than otherwise. 
 
 From Lander, Wyoming, the state of Lieutenant 
 
ARMS AND THE BOY 119 
 
 Steever's successful experiment, comes the same 
 thought : "Cadets take pride in their organization and 
 refrain from acts that discredit it." "Firmer," "more 
 decisive," "based on honor" are given by others as 
 reasons for considering military training better than 
 the usual form of school discipline. 
 
 Boys Realize Value of Discipline. — I feel like endors- 
 ing particularly the statement that military training 
 "makes boys realize the value of discipline." The 
 average boy thinks that discipline is a purely useless 
 thing, invented by teachers and a few unreasonable 
 parents for the purpose of showing their authority 
 and marring the boy's full enjoyment of life. 
 
 In ranks he learns that his own discipline has a very 
 concrete bearing on something outside of himself ; that 
 things can be done where there is discipline that can 
 iict be done where there is not; that things run more 
 smoothly with discipline; that the difference between 
 a mob that accomplishes nothing, and a company that 
 can be moved as a unit swiftly and effectively in the 
 accomplishment of a definite purpose, is merely dis- 
 cipline; that discipline saves time, saves lives, gets 
 team work; and that to control others, he must first 
 learn to control himself, in other words, acquire dis- 
 cipline. 
 
 He may not think it all out, but way down in his 
 "system" there is, probably for the first time, the feel- 
 ing that "there's a reason" for discipline. 
 
 Assistance from Students in Maintaining Discipline. 
 — With this realization comes a dawning sense of re- 
 
 f 
 
120 ARMS AND THE BOY 
 
 sponsibility, which, when sufficiently developed, brings 
 the chance to become a cadet officer. This is not only 
 a fine opportunity for the boy, but, as another answer 
 suggests, a fine thing for the school, because it gives 
 the teacher an assistant in maintaining discipline that 
 the pedagogue in the non-military school does not have. 
 Allusions from those answering the question to 
 "promotions, demotions, merits and demerits" suggest 
 that the military system is more effective in its re- 
 wards and penalties, as does also the statement that "a 
 boy in a cadet corps feels like a soldier and he wants to 
 be like one. If he does not yield to authority, he is 
 dismissed from the corps and is subject to the disap- 
 proval of his comrades." We have, also, the sugges- 
 tion that "systems are of less importance than the 
 officer administering them," and that military disci- 
 pline is better than the usual system, only if "em- 
 ployed with judgment and discretion." 
 
 FOR AN ORDINARY SCHOOL IS MILITARY TRAINING BETTER 
 THAN A SYSTEM WHICH TRIES TO TRAIN ITS STU- 
 DENTS TO ACT WITH REASON AS A BASIS RATHER 
 THAN IMPLICIT OBEDIENCE? 
 
 "Why is it necessary to put the question on that 
 basis?" was asked in more than one answer to this 
 item in the questionnaire. And since the origin of the 
 questionnaire has already been explained, it will be un- 
 derstood that I do not necessarily agree with the impli- 
 cation that reason and military discipline are incom- 
 patible. 
 
ARMS AND THE BOY 121 
 
 As a matter of fact, this question got a "rise" from 
 advocates of military training that no question of my 
 own making would ever have produced, and it was 
 with this anticipation that I let the question go out in 
 its present form. . 
 
 Even the scriptures were invoked by the phrasing of 
 this question. "Better see Galatians IV, first verse. 
 Later on the boy will learn the *why' of it as he does 
 of other things." 
 
 "It combines very happily prompt obedience with 
 reason." "When there has been an abuse of authority, 
 proper recourse always exists." "I do not understand 
 that the cadet system eliminates in any way the ac- 
 tion of reason in discipline," and many similar answers 
 leave little doubt as to the opinion of those who have 
 actual experience with military training in schools. 
 
 A Noted Educator's Objection. — A very noted educa- 
 tor, however, Ex-president Eliot of Harvard, has been 
 quoted as objecting to military training on the ground 
 that impUcit obedience is the worst habit a boy can 
 acquire after he ceases to be an infant. The boy in 
 the military school must do as he is told with no 
 "back talk," but this does not necessarily mean that 
 he will acquire the wooden or boy-on-the-burning-deck 
 type of obedience that Doctor Eliot very evidently has 
 in mind. This is not the sort of obedience that the 
 soldier or the properly trained cadet is expected to ren- 
 der. The regular officer will testify to the fact that the 
 greatest nuisance in the army is the soldier who does 
 exactly what he is told without using any discretion. 
 
122 ARMS AND THE BOY 
 
 Emphasis on Initiative. — If a cadet is given an order, 
 the emphasis is placed on what he is to do and not how 
 he is to do it. As the boy himself would put it, he is 
 expected to "use his bean." And furthermore, when 
 he is spoken to he will answer, "Yes, sir," and not 
 '"What?" or "Huh?" and if he is given a thing to do, 
 he will do it if it is at all possible, and he will not ask 
 useless questions or bring back futile excuses. 
 
 The properly instructed cadet, like the soldier, is 
 expected to modify or even to disregard an order if the 
 assumption under which it was given ceases to hold 
 good. 
 
 Blind Unthinking Obedience. — Doctor Eliot properly 
 condemns blind unthinking obedience, but he is in 
 error if he attributes this sort of obedience to the mod- 
 ern soldier. Such may have been the type of obedi- 
 ence in the time of Frederick the Great, when men 
 fought shoulder to shoulder and rank on rank, and all 
 that was needed was a perfect machine. But ever 
 since the Indians taught our frontiersmen to scatter 
 and fight from behind trees, more and more has em- 
 phasis been placed on developing the initiative of the 
 individual soldier. 
 
 Obedience as the Basis of Team Work. — Team work 
 was never secured by a coach whose word was not law. 
 Instinctive, automatic compliance with certain general 
 principles does not hamper the player on a team or the 
 soldier in a company. On the contrary, it leaves 
 either one freer to "use his head" in the tight place. 
 
ARMS AND THE BOY 123 
 
 The soldier must do his part as a cog in the whole 
 machine, and he must do his part as an individual. 
 
 Distinction Between Leadership and "Drivership." — 
 Undoubtedly, individual initiative has been crushed by 
 military training that has been misappHed in some 
 school, but that it no fault of the system. What 
 Lieutenant Edgar Z. Steever characterizes as the "rock 
 crusher," close order system of drills may be overdone, 
 but that is no argument against military training 
 intelligently applied. This is evidenced by the success 
 of laeutenant Steever's now famous experiment with 
 the Wyoming schools. 
 
 In his work with these Wyoming boys, Lieutenant 
 Steever made an emphatic distinction between leader- 
 ship and "drivership." He encouraged team work 
 by "doping out" new departures in conferences with 
 the boys, in order that the smallest cadet should un- 
 derstand the "why." 
 
 Neither Reason nor Implicit Obedience Successful 
 Alone. — To this question, of which is best for the ordi- 
 nary school, military training or a system that 'tries to 
 train its students to act with reason as a basis, other 
 interesting replies were received. "Neither (reason 
 nor implicit obedience) is successful alone. Military 
 training develops initiative in the boy if he has it. If 
 he does not, no training in the world will engender it." 
 "All military training ought to be conducted with rea- 
 son as a basis." Others think that the military system 
 is not the best system for the "ordinary school" or the 
 
124 ARMS AND THE BOY 
 
 school that "is supposed to be military but is so only 
 in name." 
 
 DOES MILITARY DISCIPLINE PRODUCE THE FEELING OF RE- 
 STRICTION AMONG CADETS AND CAUSE THEM TO 
 BREAK VIOLENTLY AWAY FROM RESTRAINT 
 WHEN OUT OF ITS CONTROL? 
 
 One of the most successful schools answers succinct- 
 ly, "That has not been our experience." Again : "We 
 have had no such breaks." Wyoming under the Steever 
 system believes that "the whole system of military 
 drill and instruction tends to train the boy in self- 
 control under all conditions." Others qualify their 
 answers: "In extreme cases, yes, there is a tendency 
 to break away when the pressure is relieved." "It has 
 that tendency somewhat," says one, "but if a certain 
 reasonable amount of liberty is granted no reaction 
 is likely to occur," says another ; and the same opinion 
 is echoed in the statement: "There is no reaction if 
 discipline is wisely administered." 
 
 IS IT TRUE THAT MILITARY TRAINED MEN DO NOT READILY 
 
 SUBMIT TO LESS VIGOROUS CONTROL AND THAT 
 
 THEY POORLY OBEY CIVIL LAW.? 
 
 Again we have a question that would not seem to 
 emanate from one biased in favor of military training. 
 Among the answers were: "A well trained man be- 
 comes disgusted rather quickly with loose government 
 of any kind.. Military training fosters a respect for 
 law and the rights of others that a civilian school does 
 
3 ^rcma^. 
 
Rifle Practise — New York Military Academy 
 
 (Photo by Wilfred Smith Studio) 
 
 Champion Rifle Team — New Mexico Military Academy 
 
ARMS AND THE BOY 125 
 
 not/* ''Military men are taught to respect all au- 
 thority." 
 
 The foregoing may be mere opinions, but they come 
 from men who have had experience. Personally, I have 
 cruised across the ocean with sailors of our Atlantic 
 fleet, have seen them, day after day under strict dis- 
 cipline aboard ship, and then have seen them ashore 
 in a foreign port with the restraint suddenly lifted, 
 and deporting themselves, with few exceptions, in a 
 manner that the average crowd of college boys or even 
 high-school students off on a trip would do well to 
 emulate. 
 
 I am quite aware that this is entirely contrary to 
 that popular misconception that has manifested itself, 
 at times, in the custom of barring men in uniform 
 from places of amusement in our own country, and I 
 am confident that for this impression, except in un- 
 usual cases, the present-day regular soldier and sailor 
 wlio has had real discipline is not responsible. 
 
 I believe that it comes from poorly disciplined mili- 
 tia companies that have been hastily recruited with 
 more or less untrained men for a trip to an inaugura- 
 tion or an exposition. Nor would I wish to leave the 
 impression that such conduct is at this time common 
 even to the militia, for I believe under present condi- 
 tions it is fast disappearing. 
 
 There are more emphatic "No's" to this question 
 of military men poorly obeying civil law than to any 
 other. The administration of cities in Cuba and in the 
 Philippines by military men would prove a splendid 
 
126 ARMS AND THE BOY 
 
 example for some of our graft-ridden municipalities 
 under civilians, who, as a class, this question seems to 
 imply are more responsive to civil law. 
 
 DOES IT PRODUCE THE FORM WITHOUT DEVELOPING THE 
 SPIRIT OF OBEDIENCE? 
 
 "No; yet I think there might be some danger here. 
 Results depend very much on the kind of men in 
 charge of military instruction." This reference to 
 the character of the instructor is an oft repeated 
 note in answers to the questionnaire, but one that 
 it is well to impress upon any school seeking to 
 introduce the military system. It occurs again in the 
 answer: "The spirit of obedience is developed if the 
 instructor has a vision of his work." "In some in- 
 stances, yes, but that occurs in the usual system." 
 From the superintendent of a Massachusetts school, 
 who apparently does not favor military instruction, 
 though his school gives it, we have the reply that the 
 question, "Does military training produce the form 
 without the spirit of obedience ?" very aptly expresses 
 the condition. The explanation of an opinion so di- 
 vergent from most of the others may perhaps be 
 found in the method of application rather than in the 
 system itself.* 
 
 ♦On investigation, I find that this school requires only one 
 drill per week for one year, an amount of instruction entirely 
 too limited to implant firmly in the boy the "spirit" of obedience 
 or anything else really worth while. 
 
CHAPTER XIV 
 
 THE MILITARY VALUE OF CADET TRAINING IN THE 
 
 SCHOOLS 
 
 At the outbreak of the Civil War, the entire corps 
 of the Virginia MiHtary Institute was sent to Rich- 
 mond, where, although they were mere boys in their 
 teens, they proved to be most effective drill masters, 
 whipping into shape something like twenty thousand 
 green troops. It has been authoritatively stated that 
 the initial successes of the army of Virginia were due 
 in no small measure to the discipline and drill ham- 
 mered into so many of its rank and file by these youth- 
 ful drill masters. 
 
 ITiese cadets, however, received thorough training 
 under a system closely patterned after that in exist- 
 ence at West Point. Military training in the day 
 school could not, of course, be made quite so effective, 
 but nevertheless it is capable of producing some re- 
 sults of real military value. 
 
 In determining the value of such training the man- 
 ner in which the instruction is given, is of quite as 
 much importance as its extent. Much of the close 
 order drill to which many of the high schools have 
 largely limited their work in the past is in a sense the 
 
 127 
 
128 ARMS AND THE BOY 
 
 least important feature of the soldier's training and 
 the one that requires the least time to impart. 
 
 Instruction From the Military Standpoint. — ^How- 
 ever, we should not discount too greatly the marchings 
 and manual of arms in the close order drill. They 
 have some disciplinary value in that they inculcate 
 precision and alertness and accustom the boy to quick 
 response to orders. It is very easy to overdo them, 
 however, and to give the boy the unfortunate impres- 
 sion that the most important things in military train- 
 ing are those that make a brave showing while the 
 band is playing. 
 
 It is true, especially in cities, that the opportunities 
 for what are known as extended order drills and field 
 problems are limited. Nevertheless, even in such 
 cases, with a little enthusiasm and ingenuity on the 
 part of the instructor some of the more interesting, 
 and at the same time more valuable things in the sol- 
 dier's training can be given. 
 
 An outfit of shelter tents which different groups oif 
 cadets could alternate in using for week-end hikes 
 would not be expensive, and would furnish the oppor- 
 tunity for very interesting field instruction. 
 
 On the school grounds some instruction can be given 
 in bayonet exercises, target designation, fire control, 
 etc. Map problems, also, may be made as interesting 
 as any game, 
 
 A Game of Troop Leadership. — ^In Washington not 
 long ago I witnessed Lieutenant Steever condu(jting 
 One of these map problems in the form of a competi- 
 
ARMS AND THE BOY 129 
 
 tion between two groups from rival high schools. He 
 did it so effectively that for the time being contours 
 on the map became real hills or valleys to these boys, 
 parallel lines became real roads, and little strings of 
 beads became real men. 
 
 One group, advancing over the map by means of a 
 scale showing how far troops might march in a cer- 
 tain number of minutes or hours, beat the other group 
 to a little square convention at a cross roads, which 
 for the time had become the barn of a man named 
 Eclcinrode. Eckinrode's cattle were much needed as 
 food on both sides, and their capture was the mis- 
 sion of both groups in the competition. 
 
 Turning to one of his men the leader of the group 
 first to arrive said, "Corporal White, get those cattle 
 and drive them back to our company as quickly as 
 pojjsible." Corporal White's imagination for the mo- 
 ment failed him, and the bam became a mere square 
 mark on the paper, and the cattle could not be visual- 
 ized. 
 
 Steever came to the rescue. In a gruff voice he said, 
 "I am Eckinrode. What do you want here?" Again 
 the situation became real. "I want your cattle," the 
 boy said. "Well, they are not here any more," said 
 Eckinrode, alias Steever. "They were driven away two 
 days ago." 
 
 That settled it as far as Corporal White was con- 
 cerned, but a member of his party excitedly whispered, 
 "Don't you believe him!" which was good advice, but 
 the delay occasioned by the palaver with Eckinrode, 
 
130 ARMS AND THE BOY 
 
 which had also included some unnecessary questions 
 about whether he "was friendly to our side," etc., was 
 fatal. 
 
 The other side had, by this time, arrived, and Cor- 
 poral White attempted to drive his cattle away under 
 fire, which proved disastrous. However, Corporal 
 White and the others learned something of a much 
 more practical military value from the soldier's stand- 
 point, not only about contours and scales, but using 
 their heads, than could ever be obtained from merely 
 executing "right shoulder arms" and "squads right" 
 a certain number of times per week. 
 
 Rifle Practise. — Even v/here a rifle range is not 
 Available, it should not be difficult to find space for a 
 shooting gallery. This practise can be made very in- 
 teresting to the students and is, of course, valuable 
 from a military standpoint. If a gallery is not avail- 
 able, a sub-target gun machine gives much of the in- 
 terest and practical instruction of the gallery without 
 using bullets. Aim is taken at a target, the trigger is 
 pulled, and the point on the large target that would 
 have been hit by the bullet is marked on a miniature 
 target by a needle-point at the end of a rod connected 
 with the firing mechanism of the rifle. 
 
 One of these machines installed in a hall of the bar- 
 rrack at Culver has been a constant source of interest 
 to the cadets during recreation. The New York Ath- 
 letic League, under the direction of General Wingate, 
 has about ^ve thousand boys engaged in target prac- 
 tise annually. 
 
ARMS AND THE BOY 131 
 
 Modified Target Practise.— Even where an expen- 
 sively equipped range with disappearing targets and 
 pits for markers is not available, easel targets or sil- 
 houette figures may be utilized. Short range ammu- 
 nition may be used if a safe backstop is not at hand. 
 Steever has used easel targets and silhouette figures 
 with satisfactory results in his work in Wyoming. The 
 cadets fire their entire string of shots, each at his 
 own target, bolts are then removed from the rifle so 
 that accidental discharge is impossible, and the cadets 
 then go forward to examine their targets and de- 
 termine their scores. 
 
 I'or Boys Under Eighteen. — Objection has been 
 raised to giving military training to boys under eigh- 
 teen. But "why should the age be set beyond a time 
 when the body responds most flexibly and habit be- 
 comes fixed in a way to be most easily resumed"? 
 Every one has noted the difference between the aver- 
 ag<5 boy and the average man in learning to play a 
 game like tennis. The man may comprehend the 
 theory more quickly, but the boy senses the practise 
 in his muscles and is out of the duffer class before the 
 man is fairly in it. 
 
 The same thing will obtain in military instruction. 
 I know this to be a fact. I have worked side by side 
 with mature men in one of the government camps and 
 I have observed high-school boys undergoing the same 
 sort of instruction in a camp at Culver in the spring 
 of 1915. Boys will learn in weeks what it will require 
 months to hammer into the grown man. 
 
132 ARMS AND THE BOY 
 
 Discipline and Appeal. — In some of the summer 
 camps where high-school boys have been thrown with 
 more mature college men, the high-school boy has not 
 shown up so favorably as the above statement would 
 indicate. 
 
 But the trouble is that boys of this age need a differ- 
 ent and stricter type of discipline than has been main- 
 tained in the camps for older men, and a different sort 
 of appeal. Put them in camps especially organized 
 by men who understand the psychology of the seven- 
 teen to eighteen-year-old boy, and who know their 
 business as instructors, and there will be little ques- 
 tion as to which learns the more rapidly, the boy or 
 the man. 
 
 Zest and Imagination. — There is a difference be- 
 tween the zest and imagination of the fresh enthusias- 
 ,tic youngster of sixteen or seventeen and that of the 
 world-weary business man or sophisticated college 
 ^senior. Under instruction the thing is real to the boy, 
 the enemy really lurking in the shadows out beyond 
 his outpost, the safety of his command really de- 
 pends on his acuteness of vision, on the accuracy of 
 his observation, on his fieetness of foot as he speeds 
 back with a message, on his careful observance of 
 cover as he crawls on his belly through ditch or brush. 
 He gets the spirit of the thing also, and it stays with 
 him. 
 
 ' Greater Adaptability. — The recognition of authority, 
 the spirit of strict and immediate compliance "with 
 legitimate orders, the sense of responsibility, the ideals 
 
I 
 
 ARMS AND THE BOY 133 
 
 of duty and loyalty, are all things with which youth 
 may be readily inoculated and to which adult life is 
 much more immune. 
 
 In a squad of business men at a training camp, in- 
 stead of one corporal and seven privates as the regu- 
 lations call for, there are apt to be eight corporals, 
 seven of them telling the real corporal what to do. 
 They will get over that to a certain extent in time, but 
 the boy learns much more quickly that one corporal 
 to the squad is enough. 
 
 Physical Endurance. — Boys have not the physical 
 endurance at seventeen or eighteen that mature men 
 have. They can not stand the gaff and they should 
 not be subjected to the same strain, but they do have 
 greater flexibility and adaptability and learn more 
 rai)idly, as any fair test will show. According to 
 Major General William H. Carter, United States 
 Army, there were over a million boys of eighteen 
 years of age or under in the Union army during the 
 Civil War, and three-fourths of the men in the entire 
 army were not over twenty-two years of age. Our 
 present minimum age for enlistment is eighteen, and 
 while no future war will probably enlist so many young 
 boys unless in dire extremity, the numbers between 
 eighteen and twenty that volunteer will be very great, 
 whether or not they have had previous training. Some 
 military training, properly given during the high- 
 school period, would enable the young men to be 
 whipped into shape much more rapidly than raw 
 troops, and would doubtless prevent much needless 
 
134 ARMS AND THE BOY 
 
 sacrifice of human life. The only thing is, that such 
 training should be provided for all and not merely for 
 those who enroll in the high schools. 
 
 General Wood's Estimate. — General Leonard Wood, 
 a close student of military training in the schools and 
 colleges, in speaking of the training of boys in the 
 Wyoming high schools, says: "Give these Steever 
 cadets three months in a training camp for the pur- 
 pose of coordinating what they have learned and fa- 
 miliarizing them with the work in the mass, and you 
 will have as fine and effective a body of troops as ever 
 took arms in defense of the country. The high-school 
 training gives the bo3''s the sound physical base that 
 is the first essential to any rational plan of national 
 preparedness. It teaches the important lessons of ab- 
 stinence and self-mastery, and forms the invaluable 
 habits of discipline and cooperative effort. Above all 
 it grounds them in the fundamentals of military sci- 
 ence and training, lifting them high above the raw 
 volunteers who are the despair of officers in a crisis." 
 
 Other Views. — The superintendent of the Canon 
 ^City, Colorado, High Schools, has noted that his high- 
 school boys who joined the local militia company were 
 able to take hold of the work quickly and intelligently, 
 and were good material for non-commissioned officers. 
 Wyoming is very confident that training in the schools 
 is good preparation for the military service. Other 
 answers to this question are: That "it lessens the 
 time to prepare men for military training" and "gives '^ 
 boys an intelligent interest in and respect for the mill- 
 
 / 
 
_ o 
 
 
 
'^0&^ 
 
 Cadet Regiments of the University of Illinois 
 Over two thousand students enrolled in its corps of cadets 
 
 International Rifle Practise Trophy 
 Held by New Mexico Military Academy, 191 5 
 
ARMS AND THE BOY 135 
 
 tarj^ service. It should take care of the discipline end 
 n combined with an intensive field training of proper 
 : coi)e properly applied." "It should be possible to in- 
 culcate a higher conception of discipline than is possi- 
 ble in National Guard organizations, where men are 
 under the influence of discipline only for brief occa- 
 sional drills." Only a few express themselves as 
 believing that such training in the high schools would 
 be of doubtful value as a preparation for military 
 serv^ice. 
 
 DO RECORDS SHOW THAT STUDENTS SO TRAINED JOIN 
 THE MILITIA.^ 
 
 Answers to this question vary considerably with 
 difl'erent schools. In many cases a lack of interest in 
 the militia is undoubtedly due to the fact that the 
 cac.et regards the militia training as being a less thor- 
 ouijh repetition of what he has already received. This, 
 of course, is by no means always the case, though un- 
 doubtedly a number of militia companies under our 
 prcisent system give grounds for this feeling. There 
 is as wide divergence in esprit and efficiency of differ- 
 ent military organizations as there is in the schools. 
 
 In cases where militia officers are instructors in the 
 th(3 high-school battalion, interest will naturally be 
 much keener. A good deal will depend upon whether 
 any active attempt has been made to interest high- 
 scliool cadets in the militia, and whether the esprit and 
 efficiency of the local militia are such as to attract the 
 cadet who has had some military training. 
 
136 ARMS AND THE BOY 
 
 Salt Lake City has record of one hundred and fifty 
 high-school students who have joined the militia. If 
 the militia is federalized, and its training throughly 
 standardized, it would probably attract a great many 
 high-school graduates who are now indifferent to it. 
 
 High-School Companies as Units of the Militia. — In 
 Oregon several high-school organizations are regularly 
 enlisted as parts of the organized militia of the United 
 States. The following is from the adjutant general of 
 Oregon: "Two high-school units have been formed in 
 Portland of boys eighteen years of age or over. They 
 attend one drill each week, which occupies a period of 
 ninety minutes. They are required to engage in tar- 
 get practise and camps of instruction and to perform 
 other duties required of the enlisted members of the 
 National Guard. 
 
 "One unit composed of boys from the Washington 
 High School of Portland is enlisted in the Naval Mili- 
 tia and another unit composed of boys from the Jeffer- 
 son High School makes up the machine gun company of 
 the Third Infantry, 0. N. G. 
 
 "I might add that they make excellent citizen sol- 
 diers, are diligent in attending drills and learn very 
 rapidly. The plan is still in a formative state, but 
 gives promise of extension in the future." 
 
 Coordination of High-School Training With National 
 Guard. — ^In California, the military training in the high 
 schools is under the general control of the adjutant 
 general of the state. Cadet officers in the various 
 pchools are appointed and commissioned by the ad- 
 
ARMS AND THE BOY 137 
 
 jutant general on the recommendation of the com- 
 mandant of cadets of the school. The latter is com- 
 missioned as an officer of the National Guard by the 
 government. The uniform of the cadets is also simi- 
 lar to that of the National Guard, except that the col- 
 lar and cap ornaments are of distinctive design, and 
 that the cadet officers wear the cadet chevron instead of 
 shoulder straps. In this way the work of the high 
 school and that of the Guard is in a sense coordinated. 
 Closer Relationship With Militia. — Brigadier General 
 A. L. Mills, United States Army, head of the militia 
 division of the Army War College, strongly advocates 
 a (closer relationship between the schools and the 
 Guard. He believes that it would be to the advantage 
 of the Guard to sustain and direct interest in military 
 training in the schools.* The two great difficulties 
 wh Lch militate against efficiency in the Guard are those 
 of I'ecruitment and attendance at drills. Slack recruit- 
 ment is largely due to lack of interest or misunder- 
 standing of military affairs, and absenteeism has its 
 source in lack of discipline. Both these evils would be 
 largely cured by the interest aroused, and the discip- 
 line instilled, by instruction in the earlier and more 
 imi)ressionable years of life. It is too much to expect 
 of the limited time devoted to training in the Guard 
 that it should be able to counteract the habits of the 
 whole previous experience of the recruit, and instill 
 that discipline and respect for law which are essential 
 
 •♦From an address delivered by General Mills at the Convention 
 of the National Guard Association, November 11, 1915. 
 
138 ARMS AND THE BOY 
 
 not only to an efficient soldier but also to good citizen- 
 ship. 
 
 Opposition of Labor Unions.^— The labor unions are 
 naturally antagonistic to any relationship between the 
 high-school cadet organizations and the National 
 Guard. Wyoming has found it desirable to keep them 
 entirely distinct. And in large cities like Chicagoi, 
 there would be undoubtedly very serious opposition to 
 military training in the schools if it were coordinated 
 ^ith the militia. 
 
 Newspaper Quotations. — Manchester, New Hamp- 
 shire, American: "In case of war, the young men are 
 going to fight, no matter how peaceably inclined they, 
 their fathers and mothers, and the nation at large 
 may be, so long as there is a chance to preserve peace 
 with honor. Once the call to arms is sounded, the boys 
 will respond. Training the coming youth is not only 
 national insurance against the evils of unpreparedness, 
 but it is also insurance against the needless sacrificing 
 of the boys themselves." ) 
 
 Pittsburgh Leader: "To deprive boys of effective 
 physical training, including military drill, lest they 
 become militaristic, is as silly as to refuse to train 
 boys to become expert machinists and electricians lest 
 they grow up to become safe crackers." 
 
CHAPTER XV 
 
 EXTENT TO WHICH MILITARY TRAINING SHOULD BE USED 
 IN THE HIGH SCHOOL 
 
 Can the military feature, it is often asked, be used 
 successfully as a part of a dual system ? In general this 
 dual system appears to be in effect in the high schools 
 with satisfactory results. There should, however, be 
 certain rules of a military character to which the cadet 
 should conform whenever in uniform, whether at drill, 
 about the school, or away from it. 
 
 Such rules are prescribed in the regulations for the 
 government of the high-school cadets of California, and 
 cover the question of bearing, deportment and neat- 
 ness. For instance, the coat must be worn buttoned, 
 hands must be kept out of pockets, there must be no 
 smoking while in uniform, etc. 
 
 Influence of Drill on Life of School. — ^It should be re- 
 membered that the longer the periods during which 
 the student is subject to the influence of military train- 
 ing, the more lasting will be its effect. It certainly 
 should not be impracticable to require the observance 
 of military courtesy and the military requirements of 
 prompt and unquestioning obedience in the periods of 
 the school day, besides the drill hour. 
 
 Doubtless where the instruction is real and business- 
 like, and the instructor is capable and inspiring, the 
 
 139 
 
14Q ARMS AND THE BOY 
 
 influences of the drill period will carry over into the 
 other duties of the day without definite attempt to 
 make them do so, and not only the students but the 
 civilian teachers will respond to the influence of the 
 military spirit in the school. 
 
 Effect of the Uniform. — ^There would seem to be 
 some distinct advantage in requiring that the uni- 
 form be worn at all times in school. Our public schools 
 are supposed to be essentially democratic, but differ- 
 ences of dress sometimes emphasize distinction of 
 wealth and social position. The uniform is a great 
 leveler. And the influence of wearing the uniform 
 is itself of disciplinary value to the boy. 
 
 Other Answers. — Some of the answers to this ques- 
 tion of the advisability of the dual system in high 
 school are as follows: 
 
 Bichmond, Virginia, states that they get excellent 
 Results when military discipline is enforced only during 
 drill, and that they have not found it true that the 
 other system seems weak or the military system irk- 
 some where the two are used together. 
 
 Fort Worth feels that in high schools it is the dual 
 system that can be used successfully, but where boys 
 live in dormitories it is better to have the military sys- 
 tem in force always; that the boys soon adapt them- 
 selves to dual system in high schools. 
 
 Cafion City, Colorado, states that the dual system 
 works with them. Boys are required to wear their 
 uniforms in school. 
 
 One answer to the question, "Will the regular sys- 
 
ARMS AND THE BOY 141 
 
 tern seem weak or the military irksome under the' 
 dual system?" is that American boys seem reluctant 
 to accept restraint. 'That is mainly why they need 
 it. It does not matter so much what they think." 
 
 Newcastle, Wyoming, seems to think that the con- 
 trast between the regular system in the class room and 
 the military system on the campus is desirable. They 
 feel that better results are obtained by not restraining 
 boys at all times. 
 
 SHOULD MILITARY TRAINING IN THE HIGH SCHOOLS BE 
 COMPULSORY FOR ALL STUDENTS.^. 
 
 The replies to this question indicate a considerable 
 diA^sion of opinion. In Wyoming where the competi- 
 tive feature and the game element have been greatly 
 emphasized in the course of instruction, the voluntary 
 system seems to have worked out very satisfactorily. 
 Ai)parently there are few boys who are physically fit 
 for it who fail to elect the military work. 
 
 The term voluntary, of course, does not mean that 
 the boy is at liberty to take the drill when he pleases, 
 going to it to-day and staying away to-morrow. Having 
 taken up the miHtary course he must continue it dili- 
 gently and regularly, as in the case of any study. The 
 difficulty, of course, with a voluntary system is that it 
 may miss some of those students who need it most. 
 
 If the drill is given out of school hours, that is, if 
 those who elect to have it give to it the time that 
 other students have free, the voluntary system is not 
 apt to prove a success. Salt Lake City, Utah, has 
 
142 ARMS AND THE BOY 
 
 maintained a very efficient high-school corps under 
 the compulsory plan. Its city school board has made 
 this training compulsory for all high-school students, 
 exemptions being granted only in cases of physical 
 disability or for other legitimate causes. 
 
 Excuses on Request of Parents.^-~Some answer that 
 the drill should be semi-compulsory, granting excuses 
 on request of parents. In Washington, D. C, although 
 the school authorities under the law may make mili- 
 tary training compulsory for boys who are physically 
 fit, they have never done so. 
 
 The boy, on entering the high school, is given a 
 blank form of enrollment, giving a concise statement 
 of what will be expected of the boy who enrolls for: 
 the military work. 
 
 On the back of the form is a blank that the parents 
 may fill out requesting "excuse from cadet service" 
 and stating that "after carefully considering the state- 
 ment concerning drill in the Washington High Schools 
 I request that my son be excused drill on the following 
 ground." 
 
 These requests are uniformly granted. Notwith- 
 standing this fact, there are a little over two thousand 
 boys in the military work in the Washington High 
 Schools. 
 
 Excuses Exempting Those Who Need Drill the Most. 
 i— It would seem, however, that such a plan would be 
 undesirable in some instances. Excuses from parents 
 would not always be prompted by deep-rooted personal 
 convictions against the thing in question, but some- 
 
ARMS AND THE BOY 143 
 
 times would be wheedled out of them by spoiled chil- 
 dren who most of all should have the discipline of such 
 training. Some instructors feel, however, that they 
 are very glad to have that type of boy out of the 
 organization. They do not feel that they want to waste 
 time on the trifler, but had rather give it all to 
 the boys who are willing and anxious to leam. 
 
 There can be no real reason for exempting any physi- 
 cally fit boy, if the drill is given in school hours and 
 does not trench on time he needs for work, as might 
 be the case with boys handling a paper route or other- 
 wise employed during their spare time. Unless the 
 school can be assured of a system and an instructor 
 that would arouse so much interest that practically 
 all who are able would elect the work, or unless the 
 same result could be accomplished by credit allowed 
 for* the military training, it would seem better to put 
 the military instruction in the high schools on a basis 
 that would require it uniformly of all students. 
 
 ]Do Students Like Military Training? — This depends 
 altogether on the manner of giving the instruction. 
 Where it is given in a perfunctory manner, or where 
 there is a monotonous repetition of the mechanical fea- 
 tures of drill, students soon grow to dislike it. This 
 point of view is echoed in such answers as: "Yes, if 
 properly managed"; "Depends on the way it is pre- 
 sented to them." Omaha says : "It is the most popular 
 thing in the school." 
 
 Other answers that are not so enthusiastic are: 
 "Some do and some do not" ; "Young boys and officers 
 
144 ARMS AND THE BOY 
 
 do." Dallas feels that the allowance of credit for 
 seniors and one-half credit for juniors has helped to 
 !make military drill popular with the students. 
 
 The principal of the Converse County High School 
 of Wyoming says : "The spirit is such that ninety per 
 cent, of the boys are eager to take the work. It has 
 worked into our system without a jar and has added to, 
 rather than detracted from, the excellence of school 
 work. The drill and manual of arms make it easy to 
 organize the boys into any new plan or project because 
 they are trained to work together in squads." 
 
 AT WHAT TIME OF DAY IS MILITARY INSTRUCTION BEST 
 GIVEN 1 IN SCHOOL HOURS OR OUT OF SCHOOL HOURS ? 
 
 The greater number of high schools that have given 
 military drill agree that it should be given within 
 school hours. . 
 
 One school reports that boys having remunerative 
 work in the afternoon are given drill during school 
 hours, others after school. 
 
 Wyoming considers that the results are not so good 
 if "drill is considered work in addition to school work." 
 
 Drill Before School. — Caiion City High School, Colo- 
 rado, gives military instruction twice a week from eight 
 to eight forty-five A. M. School begins at nine o'clock. 
 They have no trouble in securing attendance, and think 
 the mornings are better than the afternoons because so 
 many boys work after school. 
 
 This plan may be a good one for some schools that 
 seem to anticipate great difficulty in adjusting their 
 
ARMS AND THE BOY 145 
 
 present schedules to include drill without trenching on 
 the time for other things that are considered im- 
 portant. I have recently heard such a discussion in 
 Chicago, where the physical directprs were especially 
 concerned lest the time devoted/to purely physical 
 training be taken away for miUtary instruction. 
 
 Some parents might not loojc with favor on a break- 
 fast hour that would get the boy to school at eight 
 o'clock, but certainly it would do the boy no harm. 
 
 Afternoon Drill. — Salt Lake City requires drill three 
 timciS per week after school hours. However, special 
 instruction for non-commissioned officers is given 
 twice per week during school hours. 
 
 Another school, while giving the actual drill out of 
 school hours, finds time within the regular academic 
 schedule to give instruction in hygiene, first aid, and 
 in other subjects which lend themselves to the lecturei 
 method. 
 
 Target practise is usually given on Saturdays or at 
 other times out of school hours. 
 
 At Culver, drill is given in the afternoon after the 
 academic day is finished. One hour and a quarter is 
 given to drill and an hour and a half to recreation. 
 
 The boy in the day school would probably rebel 
 against much curtailment of the time he now has 
 to himself in the afternoon, but doubtless, in many 
 cas<is, it would be better spent if a part were required 
 for drill. 
 
 Time Devoted to Drill. — The time devoted to drill in 
 the high schools varies from forty minutes once each 
 
146 ARMS AND THE BOY 
 
 week for one year to as much as one hour five times 
 each week for four years, with range work in addition. 
 
 Wyoming, so frequently quoted by reason of the pub- 
 licity given to the success of its system of instruction, 
 gives two periods per week of forty-five minutes each 
 to setting-up exercises and drill. This is the amount 
 of time that those who elect military work are actually 
 required to give to it. 
 
 Extra Drills. — ^In realty much more time is volun- 
 tarily given by the boys out of their recreation, espe- 
 cially when preparing for some special competition or 
 tournament. In fact. Lieutenant Steever has told me 
 that the interest of the boys is so great that the com- 
 petitive units frequently get together for as many as 
 six to fifteen drills per week. 
 
 Target practise conducted out of school hours, and 
 hikes and games in troop leadership on Saturdays and 
 other holidays, swell considerably the sum total of the 
 time devoted to military instruction. 
 
 When boys are thus occupied out of school hours, 
 Ithey are profitably occupied, and both parents and 
 jteachers should welcome this appeal to their interest. 
 
 Drills once per week are too infrequent to produce 
 results of any great value. Three times per week of 
 required drills would probably suffice, if interest can 
 be aroused to the extent of having the boys give spare 
 time for some of the more interesting and competitive 
 forms of instruction. 
 
 At What Grade Can Military Instruction Advanta- 
 geously Be Given? — ^In general, those who have had' 
 
ARMS AND THE BOY 147 
 
 experience in this matter agree that military training 
 should not be given to boys earlier than the first year 
 in high school. 
 
 It has been the experience at Culver that the real 
 spirit of military training passes entirely over the 
 younger boys. Their sense of responsibility is too 
 embiyonic. They require a different sort of appeal. 
 The minimum age limit for this reason is placed at 
 fourteen. 
 
 Of course, an arbitrary age limit has its limitations. 
 John at fourteen may be less responsive to an appeal to 
 his manliness than William at eleven. Considerable 
 judgment must be exercised, therefore, even with a set 
 age limit. In general, the fourteen-year limit has 
 worked well. 
 
 Boys who enter at from fourteen to seventeen years 
 of age adapt themselves much more readily as a rule to 
 the discipline and military instruction than boys of 
 eighteen and nineteen. 
 
 Tor Younger Boys. — Some high schools have limited 
 military training to the junior and senior years. Some 
 small schools have taken in boys from the seventh and 
 eighth grades. In the grades, however, some scheme 
 of instruction similar to the Boy-Scout system could 
 be used with much better results. 
 
 Culver has conducted for some years, during the 
 summer season, a camp for boys under fourteen, uti- 
 lizing elements of the Boy-Scout training coupled with 
 the more exacting discipline of the military organiza- 
 tion. 
 
148 ARMS AND THE BOY 
 
 Scout work has suffered in some quarters for want 
 of more effective discipline. Failure to report regularly 
 for instruction, lack of tidiness, and an absence of the 
 prompt obedience required in a military organization 
 have in my opinion mihtated against the most effective 
 results from this really splendid scheme of training 
 boys. 
 
 Whatever form of training is adopted, therefore, 
 / with boys, should be real and businesslike, well organ- 
 ized and inculcating real discipline. 
 
 Some form of discipline and physical training that 
 enlists the boy's interest is needed in the grade school, 
 in order to reach some of the many boys who do not 
 enter high school. Setting-up drills, scouting and 
 patrolling exercises, camping, hikes and gallery prac- 
 tise with light-weight rifles, all lend themselves to the 
 instruction of younger boys. 
 
 Value of Camps. — Boys who have had camp expe- 
 rience are apt to be much more efficient in their mili- 
 tary work during the school year. It has the same 
 sort of value to them that a summer with a surveying 
 party would have to a young student of civil engineer- 
 ing. 
 
 There should be no question, however, about the 
 camp being properly organized under a man who is 
 thoroughly experienced in camping. Slackly conducted 
 camps do much more harm than good. 
 
 Summer camps for high-school students, if properly 
 conducted, could be made one of the most interesting 
 and valuable features of the military course. Things 
 
X 
 
 > 
 
High-School Students Reporting for Duty at the Culver Camp 
 
 High-School Students Receiving Military Training at Culver 
 
ARMS AND THE BOY 149 
 
 can be taught in camp that can not be learned in 
 i^chool. 
 
 In camp the boy lives continuously in the military 
 atmosphere, and things that he has learned more or 
 less theoretically on the drill ground and in the class 
 room sink in and fix themselves in his mind. 
 
 A very important thing is to teach the boy to take 
 care of himself in the field. He can not learn this by 
 reading about it; he must actually put into practise 
 camp hygiene and sanitation before he will be able 
 to take care of himself or others properly. 
 
 High Schools That Have Held Camps.-— The Omaha 
 High School had four hundred and fifty students in 
 camp last summer for six days. Each cadet paid four 
 dollars and fifty cents each and furnished cot, blanlcets 
 and mess kit. At Fall River, Massachusetts, the 
 expense of a camp is covered by a fund which is created 
 each year for that purpose. 
 
 Ill general, the high schools have not conducted 
 canrips, but many are planning to do so for the coming 
 summer. El Paso, Texas, says that the present plan 
 is to hold a camp at Fort Bliss, and, if satisfactory to 
 the War Department, to put the whole battalion in 
 camp for a full month. 
 
 Undoubtedly by the continuous intensive training in 
 camps much can be accomplished that could not be 
 achieved during the school year. 
 
 A brief report of a very interesting high-school camp 
 conducted at Culver last spring is given in the Appen- 
 dix, and may prove suggestive to those interested in 
 the details of such a camp. 
 
CHAPTER XVI 
 
 THE SECURING OF COMPETENT INSTRUCTORS OF MILITARY 
 
 DRILL, AND THE SELECTION AND DUTIES 
 
 OF CADET OFFICERS 
 
 Too much emphasis can not be placed in getting the 
 right sort of men for this work ; not only men of ade- 
 quate experience and training, but men who have a 
 genius for imparting instruction to boys. 
 
 After a good many years in school work, I say with- 
 out hesitation that the post of commandant of cadets 
 is the most difficult position to fill satisfactorily in the 
 whole school. 
 
 Necessary Qualifications. — ^He should have unbound- 
 ed enthusiasm, magnetism, tact, patience, imagination 
 and ingenuity. He must enjoy working with boys to 
 the extent that he is willing to give it most of his 
 spare time and count it recreation. He must be the 
 sort of man who, though uniformly strict and scrupu- 
 lously impartial, is, nevertheless, able to see things 
 from the view-point of the youngster. He must be 
 the t3^e who is liked by the boys, but who counts 
 popularity not one iota when it comes to doing his 
 duty. 
 
 150 
 
ARMS AND THE BOY 151 
 
 How a Competent Instructor May Be Obtained. — I 
 
 would rather have one such man than a dozen mediocre 
 instructors. He will train his own assistant from 
 among the boys. Such men are not easy to get. Per- 
 sonally, if I were going to tackle the problem of getting 
 military instruction successfully inaugurated in a high 
 school, I would find out from some army friend, the 
 military schools in the country that are really doing the 
 most thoroughgoing military work, and that have the 
 best spirit and ideals; and I would find out the cadet 
 officers of recent graduating classes of these schools 
 who have had the most signal success in commanding 
 and instructing their fellow cadets. 
 
 I would see these men, personally if possible, and 
 I would employ the one who impressed me most favor- 
 ably. There are ninety-nine chances out of a hundred 
 or even better that he ^vill prove a winner. 
 
 He has already had executive experience, and he has 
 shoTvn he can handle boys under the most difficult 
 condition, that is, while being one of them himself. 
 
 Youngsters are tremendously successful in training 
 other youngsters. They have the enthusiasm and the 
 pep. 
 
 I became commandant of cadets at Culver just after 
 I was twenty-one. There were several cadets in the 
 cori)S older than I was. I am sure that I did some of 
 the best work that I ever did in those first years. I did 
 not have the broad view of the situation that I have 
 now, and I made a good many mistakes; but I had a 
 Btock of enthusiasm that I could never have brought 
 
152 ARMS AND THE BOY 
 
 to the work if I had taken it up during more mature 
 years. 
 
 Possibility of Securing Army Officers.— Of course, 
 if the school can get a regular army officer who has a 
 gift for handling boys so much the better, but regular 
 /irmy officers are not easy to get. The War Depart- | 
 ment authorizes the detail of only one hundred, and in 
 their assignment the colleges and the strictly military 
 schools are given preference. 
 
 Occasionally a retired officer can be secured who has 
 been placed on the retired list for some disability that 
 might interfere wdth prolonged service in the field or 
 in the tropics, but that would interfere in no way with 
 his performance of duty with high-school cadets. If 
 such a man can be secured it would, in general, be 
 necessary to pay only the difference between his active 
 and his retired pay, a difference which amounts to one- 
 fourth of his total salary. 
 
 There are sometimes available excellent ex-non- 
 commissioned officers of the regular army. But here 
 also it should be remembered that a man may be a 
 good professional soldier and yet not know how to 
 handle boys. He must know his business, but in addi- 
 tion he must be able to inspire boys, to idealize things 
 to them, to create among them an esprit de corps, to 
 command their enthusiasm, respect and loyalty. | 
 
 Can Civilian Teachers Qualify? — Perhaps if the^ 
 school can not obtain a man already specially qualified, 
 it might have its physical director, or some other 
 teacher who has the interest and inclination and can 
 
APwMS AND THE BOY 153 
 
 spare the time to take a summer course at one of the 
 citizens' training camps, study some books like Moss' 
 Manual, and the principles of a system like that in 
 Wyoming, and then try his hand on the boys. 
 
 As a rule, however, it will be better to get a man who 
 has had some years of thorough training and discipline. 
 Boys quickly detect the difference between a man who 
 knows every inch of the trail over which he is going 
 and the fellow who has to feel his way. 
 
 There is a certain military bearing and attitude of 
 mind that as a rule can be obtained only from some 
 years of training in a military atmosphere. And it is 
 for this reason that I recommend a thoroughly trained 
 man, whether officer or non-commissioned officer of the 
 army or graduate of a high-grade military school. 
 
 Instruction That Commands Respect. — The plan 
 suggested recently in one of our large cities of having 
 the physical directors take a few military drills and 
 then conduct the course of military training in the 
 high schools, would prove a flat failure in practise. 
 Instruction that could be given under such conditions 
 would hold neither the interest nor the respect of the 
 boy. If he is coached in football he wants real football, 
 by a real football coach. If he is taught military drill, 
 he wants real military drill, given by a man who has 
 some claim to being a soldier. 
 
 Does Military Training Produce an Exaggerated 
 Sense of Importance? — The cadet officer is the most 
 important factor in the successful application of mili- 
 tarj' training to the school. It is through him that 
 
154 ARMS AND THE BOY 
 
 the ideals of the instructor must be imparted to the 
 rank and file of the cadets. Much depends on the wis- 
 dom and care used in his selection. 
 
 Whether or not he has an exaggerated sense of his 
 own importance depends on the ideals behind him and 
 his own conception of his job. 
 
 Recently a cadet captain came to me and said, 
 
 « ^ — . (g^ j^e^ cadet in his company) was 
 
 quite sharply reprimanded before the company for 
 talking in chapel. I am sure the officer of the faculty 
 who reprimanded him made a mistake in the man. 
 
 is one of the best new cadets in my 
 
 company; he has tried very hard and feels a little 
 discouraged about being called down for something 
 he did not do." 
 
 The officer of the faculty, on finding he was mistaken, 
 was very glad, of course, to set right a matter which 
 might otherwise have had an injurious effect on the 
 spirit of a boy just starting out on his course as a 
 cadet. 
 
 The Cadet Officer's Sense of Responsibility. — ^The 
 keen interest of this cadet captain in his men and his 
 sense of responsibility for their welfare is typical of 
 the spirit we s^ek to inculcate in the cadet officer at 
 Culver. 
 
 I think that often too little responsibility is delegated 
 to cadet officers ; they are mere figureheads of author- 
 ity, with the emphasis on the trapping and chevrons, 
 and not on the duties and responsibilities of an ofiicer. 
 
 To this question, "Does military training produce in 
 
ARMS AND THE BOY 155 
 
 the officers an exaggerated sense of their importance?" 
 the answers in general are **No." 
 
 Selection of Cadet Officers.— Several different 
 methods of selecting cadets officers are in effect in the 
 vanous schools. It would be difficult to say arbitrarily 
 which is the best. 
 
 Local conditions and the manner of carrying out the 
 instruction would be a necessary factor in determining 
 the most effective method of making appointments. 
 
 Election of Cadet Officers. — In Wyoming, where the 
 military instruction is put on a game basis, with the 
 element of competition strongly predominating, Lieu- 
 teiiant Steever has found it desirable to have cadet 
 officers, or leaders as they are designated there, chosen 
 by a vote of their fellows. 
 
 He says that mistakes are made in the beginning, 
 that leaders are sometimes chosen simply because they 
 are showy or popular or good politicians. 
 
 But when a unit fails a few times in competition by 
 reason of the poor qualities of leadership of the boy in 
 charge, the youngsters who elected him soon discover 
 their mistake and the natural leader of the group gets 
 the job. 
 
 Value of Elective System. — Lieutenant Steever feels 
 that this elective system is valuable from the stand- 
 point of citizenship, since it drives homo through 
 actual experience some lessons which may prove of 
 great value to the boys in mature life, teaching them 
 to recognize true qualities of leadership, and to take 
 an intelligent and effective part in selecting in their 
 
156 ARMS AND THE BOY 
 
 various communities those who are to occupy positions 
 of trust and responsibility. 
 
 Selection of Cadet Officers by Faculty. — Under some 
 conditions, however, the elective system may not prove 
 satisfactory for cadet organizations. Formerly at Cul- 
 ver toward the close of the school year the military 
 instructors of the faculty and cadet oflicers in the 
 graduating class were asked to recommend to the su- 
 perintendent cadets for appointment as officers and 
 non-commissioned officers for the following year; and 
 appointments were made entirely on this basis. 
 
 Appointment on Basis of Competitive Examination 
 and Efficiency Record. — ^This did not prove satisfactory, 
 and a system of appointments on the basis of a com- 
 petitive examination was inaugurated. 
 
 This competitive examination system is used at 
 present in many high schools. It was not found satis- 
 factory at Culver, however, and a combination system 
 was substituted which is now working admirably. 
 
 An efficiency record of each cadet is carefully kept 
 throughout the year. At the end of the year a theo- 
 retical and practical examination on the drill and field 
 service regulations is given and the grades combined 
 with the efficiency grade for the year. 
 
 The names of cadets in each class are arranged in 
 the order of these combined grades. 
 
 If twenty captains and lieutenants are needed the 
 twenty men at the top of the list are taken, but their 
 relative rank is determined by a vote of the military 
 staff of the faculty. 
 
ARMS AND THE BOY 157 
 
 By this plan no cadet is appointed unless his grades 
 are high enough to put him on the efficiency list. But 
 his relative rank and the position he is most quali- 
 fied to fill, whether captain or first or second lieutenant, 
 is left to the judgment of the military staff of the 
 faculty. 
 
 Sergeants are similarly chosen from an eligibihty list 
 determined from cadets in the junior class. 
 
 Corporals are chosen from all classes. 
 
 A cadet may be removed from the ehgibility list for 
 cause by a two-thirds vote of the military staff. 
 
 Ilie qualifications of every cadet in the eligibility 
 list are carefully discussed in faculty meeting before 
 voting commences. Voting is by ballot. 
 
 Recommendations from Graduating Officers. — Cadet 
 captains and other cadet officers of the graduating class 
 are freely consulted by the military staff. 
 
 The opinion of these cadet officers is of especial value, 
 because they have opportunity in off-duty hours of 
 seeing a side of the cadets under discussion that may 
 not always be revealed to the officers of the faculty. 
 
 On the other hand, the faculty, with its more expe- 
 rienced judgment, is able to see latent possibilities in 
 candidates for promotion that may not be apparent to 
 the cadet officers. 
 
 Qualities to Be Considered. — First and foremost the 
 character of the cadet is considered in appointing a 
 cadet officer. There must be no reasonable doubt as 
 to his dependability and trustworthiness. 
 
 If the boy is inclined to be evasive, to lack in 
 
158 ARMS AND THE BOY 
 
 straightforwardness, or if he is a chronic grumbler 
 or knocker, lacking in a spirit of loyalty, he is not 
 suitable material for promotion. 
 
 Furthermore, if he is lacking in force and the 
 ability to command the respect of the other boys, there 
 is no use making him an officer. 
 
 If the cadet is already a corporal or sergeant there 
 is, of course, abundant opportunity to judge of his 
 capacity to hold a position of greater responsibility, 
 but with the private there is less opportunity of sizing 
 him up. The instructor who knows his business, how- 
 ever, will find opportunities for trying out men in the 
 ranks, giving them a little responsibility now and then 
 and seeing how they react to it. 
 
 It should be remembered that it is not always the 
 showy men who make the best officers. In the com- 
 pany, as on the football team, some rather unpromising 
 looking candidate may turn out to be a star. 
 
 The discerning instructor senses in such a fellow 
 the indications of character and of dormant force, and 
 gives him his chance to make good. 
 
 Training in Leadership. — In a military organization 
 one man out of every eight is trained as a leader and 
 two others should be also trained to take his place. 
 It will be seen, therefore, that a large percentage of 
 the boys will have some opportunity for this most 
 valuable feature of military training, the development 
 of qualities of leadership. 
 
 Other Factors to Be Considered. — The spirit in wh ich 
 a boy accepts corrections, his general discipline for the 
 
 «L 
 
ARMS AND THE BOY 159 
 
 year, punctuality, neatness, carriage and bearing, 
 natural aptitude for the drill, all receive consideration 
 in the cadet's efficiency record. 
 
 A satisfactory standing in studies is also required, 
 but relative grades are not considered except in cases 
 where other things are equal. It is found, in some 
 cases, that a boy may be a very satisfactory student 
 and yet be totally lacking in the ability to command. 
 
 Very Young Boys. — Finally, care should be exercised 
 not to appoint very young boys, even as corporals, 
 where they are to exercise command over boys con-, 
 siderably older. Otherwise needless friction will be 
 caused. The younger boy may get his opportunity 
 later on in his school course. 
 
 The System in California High Schools. — ^In Cali- 
 foi-nia cadet officers in the high schools receive their 
 commissions from the adjutant general of the state 
 on recommendation of the commandant of cadets of 
 the school with approval of the principal. Cadet non- 
 commissioned officers are warranted by the com- 
 mandant of cadets, with approval of the principal. 
 
 Under the California rules, cadet officers and non- 
 commissioned officers may be reduced to ranks for fall- 
 ing back in studies, for misbehavior either in the school 
 or in the cadet company (a wise provision, for it em- 
 phasizes to the cadet officer the need of being always 
 an example to those under him) , or he may be reduced 
 for other good cause in the judgment of the principal. 
 
 All cadet officers, that is, captains and lieutenants, 
 are appointed from the senior and junior classes. Ap- 
 
160 ARMS AND THE BOY 
 
 pointments are made at commencement for the follow- 
 ing year, and thereafter as vacancies occur. 
 
 Examinations both theoretical and practical are re- 
 quired for promotion. 
 
 Where larger units are made up of smaller units 
 from several schools, cadet officers for the larger units 
 are chosen by competitive examination, among cadets 
 recommended by the principals of the various schools 
 in the organization. 
 
 Cadet Colonels and Majors. — In Wyoming no cadets 
 are appointed to grades higher than that of captain. 
 If companies are combined into battalions, or battalions 
 into regiments, the ranking captains act as field offi- 
 cers, seniority between cadets of the same grade being 
 determined by 'the date of appointment and between 
 schools by the date of their commissions as high 
 schools. 
 
 This would seem to be an excellent plan, for it has 
 always appealed to me as extremely incongruous to 
 have young boys holding the rank of major and colonel, 
 even in cadet organizations. 
 
 Under the Wyoming plan, although all classes take 
 military drill, appointments even of corporals are 
 limited to the junior and senior classes, in which are 
 the more mature boys. 
 
 Drawback to Promotions on Basis of Seniority. — In 
 some schools promotions from year to year are made 
 on a basis of seniority. That is, if a cadet is ranking 
 corporal this year he becomes ranking sergeant the 
 next, and so on. 
 
 m 
 
 I 
 
ARMS AND THE BOY 161 
 
 TIais is not a good plan. The boy who seems to be 
 the best man for appointment as ranking corporal this 
 yeai- may in the actual discharge of his duties show 
 himself to be less efficient than some other corporal 
 far down the list, and it is bad to establish a custom 
 that makes him feel that he is entitled to hold his 
 seniority in the next higher grade. 
 
 Try Outs. — An excellent plan which has been fol- 
 low(2d at Culver has been that of making all appoint- 
 ments at the beginning of the year tentative, subject 
 to entire readjustment at the end of two months, 
 depending on the ability and diligence cadets have 
 shown in the various grades to which they have been 
 temporarily appointed. 
 
 Also, a cadet officer who falls below a certain fixed 
 efficiency grade for any two months of the school year 
 either may be reduced outright, or reduced with the 
 privilege of immediately entering competition for reap- 
 pointment, in which competition privates or cadets of 
 lower grade may enter. 
 
 Necessity for Special Training and Instruction.—. 
 Cadet officers and non-commissioned officers must 
 receive very careful special training outside of the 
 regular drill. 
 
 No matter what the boy's natural aptitude for leader- 
 ship may be, it is unfair to him to turn him loose on 
 his fellow cadets without very careful coaching as to 
 his special duties, his attitude and bearing toward 
 those under him, and his obligations to them. 
 
 This phase of the matter is more fully covered under 
 
162 ARMS AND THE BOY 
 
 the description of the duties of the cadet officer in the 
 strictly military school. 
 
 An Illustration. — Years ago when I came to Culver 
 it was a very small school, with little esprit de corps ; 
 the cadets looked upon drill as drudgery, and the cadet 
 officers for the most part knew as little as the cadets 
 in ranks, and had much the same attitude of indiffer- 
 ence. 
 
 As the very first move I put all of the cadet officers 
 in a separate detachment and personally instructed 
 them for a month during the drill hour, while another 
 member of the faculty put the other cadets through 
 setting-up exercises. 
 
 At the end of that time the cadets, in general, were 
 beginning to carry themselves as soldiers, and the cadet 
 officers were ready to act as efficient drill masters. 
 
 This was in January. By June they had turned an 
 indifferent aggregation of boys who hated drill into a 
 well drilled and well instructed battalion, and had in- 
 oculated the corps with an enthusiasm and a desire to 
 excel that has stayed with it ever since. 
 
 Reducing the Inefficient. — ^I may say also that if I 
 found a cadet officer inefficient I did not hesitate to 
 take him out. In those days, I was not seeking for the 
 best lookers or the men with the best voice, but the 
 fellows with force. 
 
 I had one cadet officer who stammered and who had 
 to say "Great Scott" before he could give a command, 
 but he was a fellow whose orders no other cadet ever 
 thought of questioning, and that meant more than a 
 clarion voice or a forty-four chest. 
 
CHAPTER XVn 
 THE QUESTION OF UNIFORM 
 
 The effect of the uniform on the spirit and interest 
 of the cadet was emphasized to me some years ago by 
 a change that was made at Culver in the method of uni- 
 forming new cadets. 
 
 For a number of years the newcomer had been re- 
 quired to drill in citizen's clothes for several weeks, 
 while his uniforms were being made to order. Then, 
 principally that the measurements for his permanent 
 uniform might be deferred until he had acquired his 
 set-up, the plan was inaugurated of putting the new 
 cad3t in an inexpensive ready-made uniform immedi- 
 ately on entrance. 
 
 I'he difference in the results under the new plan and 
 the old was most striking. The boy in uniform made 
 twice the progress that the new cadet in citizen's 
 clothes had made in previous years. 
 
 I shall never forget how awkward and out of place 
 I myself felt as a new cadet, years ago, at the Virginia 
 Military Institute, drilling in a derby hat and a pair 
 of white gloves. 
 
 The uniform is more than an ornamental garb to 
 tickle the fancy. In fact, the modern service uniform 
 has no glitter nor trumpery about it. It is far more 
 
 163 
 
164 ARMS AND THE BOY 
 
 modest and simple than the civilian dress of the mod- 
 ern high-school "fusser." 
 
 Uniform Puts All on Democratic Basis. — ^It is a 
 great leveler. In the corps of cadets, the son of a 
 millionaire wears no better clothes than the janitor's 
 boy. Distinctions are not such as are indicated by the 
 length of the father's pocketbook, the cut of the clothes, 
 the exclusive pattern of a silk shirt or the loudness 
 of the socks. There is still individuality, but it shows 
 itself in carriage, in neatness and bearing; there are 
 still distinctions, but they are those of real merit and 
 worth. 
 
 It is a fine thing for boys of all classes to be put on 
 the democratic basis, for each tub to stand on its own 
 bottom, and for young boys to learn to see the stuff on 
 the inside rather than on the outside of the other 
 fellow. 
 
 The uniform should be a factor in developing the 
 character of the boy. If the military instructor is the 
 right sort of man, he will be able to stimulate among 
 the boys a keen pride in their organization, and they 
 will come to feel very strongly that they must not 
 do anything that will reflect discredit on the uniform 
 of their corps. 
 
 Expense. — ^The expense of the uniform in some cases 
 is a serious consideration. It is true, if the uniform 
 is worn throughout the school day instead of only dur- 
 ing the drill hour it in part takes the place of other 
 clothing and is not altogether an additional expense. 
 Even at that, however, there will be parents who will 
 
ARMS AND THE BOY 165 
 
 feel that they can not afford the necessary outlay, 
 small as it may be. 
 
 Slate Aid. — In Wyoming the state annually makes 
 an appropriation of twenty-one hundred dollars for the 
 purchase of uniforms. This appropriation is not, of 
 course, sufficient to provide uniforms for all cadets, 
 but is used in helping out boys who could not otherwise 
 afford to supply themselves with the military outfit. 
 The matter is handled by the principal of the school. 
 There is no embarrassment to the boy who is helped, 
 for no one knows about it. No cadet receives any help 
 in purchasing his uniform who will not agree in writing 
 not to use tobacco in any form. 
 
 The cost of the uniform in Wyoming is eleven 
 dollars and seventy cents. There is no middleman's 
 proit; local dealers do not supply the uniform. The 
 cadet gets it direct from the manufacturer at actual 
 cost. It consists of cap, blouse and trousers. In some 
 cases blue chambray shirts and duck trousers are got 
 for hot weather use, but these are bought locally by 
 the cadet. 
 
 In Salt Lake, the cadets buy their own uniforms, 
 locally, at a cost of sixteen dollars and fifty cents for 
 the full outfit. In California, the state furnishes 
 chevrons for cadet officers and non-commissioned offi- 
 cers, and cap insignia for all cadets. 
 
 In some localities, entertainments or benefits of some 
 kind have been got up to help defray the cost of 
 uniforms, and subscriptions have been solicited from 
 public spirited business men for the same purpose. 
 
166 ARMS AND THE BOY 
 
 Government Uniform. — If Congress would authorize 
 the purchase of uniforms for high-school cadets at cost 
 from the Quartermaster's Department of the army, 
 a very good grade of uniform could be had at a lower 
 cost than is now possible. 
 
 The 1915 prices for olive drab service uniforms were 
 as follows: 
 
 Cap $ .78 
 
 Blouse 3.84 
 
 Breeches 2.35 
 
 Leggins .49 
 
 Total $7.46 
 
 The foregoing outfit is sufficient, but if an olive drab 
 shirt is desired for field work the cost would be 
 $2.37. Campaign hats cost $1.21. Regulation march- 
 ing shoes are listed at $2.90. 
 
 Service Uniform for High-School Use. — The service 
 uniform is much more suitable and sensible for high- 
 school battalions where only one uniform is possible. 
 Some high schools still adhere to the blue dress uni- 
 form, but while more showy it is less serviceable and 
 is not suitable for field work. It would seem much 
 better to use a service uniform of cadet gray or olive 
 drab, consisting of the articles listed above. The gray 
 makes a better looking uniform in low priced materials 
 than the olive drab. The cheaper olive drab cloth has 
 an untidy soiled look about it after very little wear. 
 
 The hat is inclined to lose its shape and to look 
 
ARMS AND THE BOY 167 
 
 untidy unless made of very good felt. In general the 
 cap is better for school use. The hat is intended pri- 
 marily for the field. 
 
 Loose trousers instead of breeches that button 
 around the calf are quite generally used. But the 
 breeches are much trimmer when worn with leggins. 
 
 The trousers, except for wear with the dress uni- 
 form, were discarded at Culver years ago. The trous- 
 ers may, perhaps, be somewhat less expensive than 
 the breeches. 
 
 Fit and Care of Uniforms. — Some care should be 
 exercised to have the uniforms fit. An ill-fitting uni- 
 foriri has a depressing, instead of stimulating, effect on 
 the wearer. 
 
 Blouse (coat) should be V-shaped, that is, snug at 
 waist and loose in chest. The boy does not increase in 
 waist measure as a result of the setting-up drills ; usu- 
 ally it is the contrary, but does increase surprisingly 
 in chest measure. I have seen boys gain three or four 
 inches in as many months. 
 
 Uniforms should always be worn in a soldierly 
 manner, fully buttoned, brushed, and free from spots. 
 Hands should be kept out of pockets, caps on straight. 
 It should be impressed on the cadet that when he is 
 in uniform he must carry himself like a soldier, head 
 up, chest out. When he walks he must step out as if 
 he were really going somewhere, not shamble. When 
 he stands he must do so squarely on both feet. 
 
 Insignia and Merit Badges. — Every one knows how 
 prodigiously a boy will work to win his school athletic 
 
168 ARMS AND THE BOY 
 
 emblem. The success and honors that may be gained 
 in adult life by fitting preparations are too intangible, 
 too far away to be in themselves much of an incentive 
 for such preparation. 
 
 The boy lives in the present. He will work his head 
 off for the tangible bit of ribbon or piece of braid or 
 scrap of metal that stands for an achievement in the 
 life that he is living at the moment, whereas he would 
 not turn a hand to increase his prospects of being a 
 governor or a railroad president twenty years hence. 
 
 I am quoting Lieutenant Steever frequently, because 
 I am writing largely with reference to the high school, 
 and Steever has applied principles to high-school cadet 
 training that I know produce results, because I have 
 seen them in successful operation with the cadets at 
 Culver for a good many years. 
 
 Lieutenant Steever gives the boy the privilege of 
 wearing a narrow gold stripe on the sleeve of his uni- 
 form for each year he has won academic honors, and 
 a star for each year he has been a member of a van- 
 ning squad in any inter-school military competition. 
 
 At Culver, no cadet is permitted to wear the official 
 Culver collar ornament until he is recommended by his 
 cadet captain, his tactical officer and the commandant 
 for his soldierly bearing and set-up both in and out of 
 ranks. 
 
 In our summer schools, devices are awarded for all- 
 round development. One device signifies Proficient 
 Cadet, another Distinguished Cadet and a third Honor 
 Cadet. A certain number of points must be won in 
 
ARMS AND THE BOY 
 
 169 
 
 every school activity, athletic, military, social, fojr 
 each rating. 
 
 Tliese are merely suggestions ; each school must work 
 out its own particular scheme, but the underlying prin- 
 ciple is the same in all. 
 
 Chevrons and Insignia of Rank. — ^Insignia of rank 
 for cadet officers and non-commissioned officers should 
 be of the cadet pattern used at West Point. It looks 
 decidedly out of place to see a seventeen or eighteen- 
 yea]'-old cadet captain wearing the insignia of rank 
 of a captain of the regular army. 
 
CHAPTER XVIII 
 
 THE LAND GRANT COLLEGES AND MILITARY SCHOOLS AS 
 A SOURCE OF RESERVE OFFICERS 
 
 The bugaboo of caste is a little apt to stick up its 
 head when it is proposed to create a reserve officers' 
 training corps in the schools and colleges. 
 
 There is no danger, however, of creating an "officer 
 class" in this country. Besides, there is no reason 
 why volunteer officers should be limited exclusively to 
 graduates of military schools and colleges any more 
 than that officers of the army should be limited to 
 graduates of West Point. 
 
 Inadequate Training. — Many efficient officers, both 
 of the regular army and of volunteers, have risen from 
 the ranks. But that is, nevertheless, an inadequate 
 and uncertain source of supply. 
 
 The modern officer should be a highly trained man. 
 There is no time to train him after war is declared. 
 Men of great natural aptitude for military service and 
 a genius for leadership will continue to surmount the 
 handicaps of limited preliminary training and achieve 
 marked success in war, just as Forrest and Funston 
 have done. But for the many who are to command 
 volunteer troops there should be special training, unless 
 we are to commit some of the military crimes of the 
 
 170 
 
 i; 
 
ARMS AND THE BOY 171 - 
 
 past in needlessly sacrificing troops under inexpe- 
 rienced leadership. It is to be hoped that we have 
 learned our lesson, and that in the future something 
 more will be needed to secure an officer's commission 
 than a military ambition and a political pull. 
 
 Officers From the The National Guard. — There are 
 devoted and enthusiastic officers in the National Guard 
 who at considerable personal sacrifice have taken the 
 time for correspondence study and special courses 
 at army schools, and have fitted themselves for effec- 
 tive service in their respective grades. No system 
 should be inaugurated that would in any way fail to 
 recognize to the fullest extent the work of such men, 
 whether they are college graduates or not. But the^ 
 Guard in the main is composed of those whose time 
 for specialized study is limited, and for this reason 
 the number of reserve officers that the Guard could 
 produce in excess of its own needs would necessarily 
 be simall. 
 
 ^ on-Commissioned Officers of the Army as Volun- 
 teer Officers. — Similarly, no plan should be sanctioned 
 that would curtail the opportunity for volunteer com- 
 missions for the splendid material among experienced 
 non-commissioned officers of the army. 
 
 Neither the Guard nor the army, however, can fur- 
 nish anything like the number of volunteer officers who 
 would be needed in the event of war. The main reli- 
 ance must be on some larger reservoir from which 
 trained material can be drawn. 
 
172 ARMS AND THE BOY 
 
 Number of Reserve Officers Needed. — ^Were the 
 country to become involved in war, something like 
 forty thousand officers would be required for every 
 million men. West Point last year graduated only one 
 hundred and sixty-four officers, — ^barely enough to sup- 
 ply the needs of our small regular army. The gradu- 
 ates of strictly military state and private institutions 
 numbered only nine hundred. 
 
 On the other hand, the colleges graduate a total of 
 thirty-four thousand men. If only fifty per cent, of 
 these college graduates could receive adequate military 
 instruction during the college course, we would in a 
 few years have an abundant supply of trained leaders 
 for volunteer troops. 
 
 Can Colleges Train Officers Effectively? — ^From the 
 standpoint of intellectual equipment the colleges afford 
 excellent material. The question is, however, can the 
 colleges spare the time to give this material the highly 
 specialized training required by the modem officer, and 
 can the colleges furnish the necessary atmosphere of 
 discipline for the development of that attitude of mind 
 which is as essential to the officer as his fund of mili- 
 tary information? 
 
 Unfortunately, many of the land grant colleges re- 
 ceiving appropriations from the government and 
 required by law to give military training have for the 
 most part carried out their military obligations so 
 ineffectively in the past as to give rise to serious doubt 
 as to the feasibility of training reserve officers in the 
 colleges. 
 
ARMS AND THE BOY 173 
 
 Some have given only one hour per week for the 
 freshman year to military drill; others have taken the 
 matter more seriously and have given from three to 
 five hours per week for a period of two years; some 
 have given the instruction perfunctorily and with little 
 true military spirit; a small number have made the 
 work really effective. A very few are essentially mili- 
 tary in character, regulating the whole Hf e of the col- 
 lege on a military basis. 
 
 IJroader Training of Strictly Military Institutions. — 
 If we could train all our reserve officers in these essen- 
 tially military colleges, the problem would be a com- 
 paratively simple one. 
 
 In such institutions the student gets more than mili- 
 tary instruction. He gets discipline, without which 
 mere instruction is of little value. 
 
 His military training is not limited to a few drills 
 and lectures per week, but he actually lives the life of 
 the; soldier. He turns out in the morning to the notes 
 of the bugle, and he goes to bed by the same sum- 
 mons. He marches to meals and to classes, he lives 
 in a military atmosphere where respect for constituted 
 authority and the ideals of the soldier become second 
 nature. 
 
 The Test of War. — ^There is no surmise about the 
 military value of the training afforded by these strictly 
 military institutions. They have stood the test of war. 
 The distinguished records of Norwich University in 
 the North and the Virginia Military Institute in the 
 South bear eloquent testimony to the service the gradu- 
 
174 ARMS AND THE BOY 
 
 ates of such institutions can be expected to render in 
 a time of national stress. 
 
 Norwich University furnished the northern army 
 in the Civil War, fourteen major generals, thirty-eight 
 brigadier generals, one hundred and forty-one colonels 
 and majors, and two hundred and eighty-five captains 
 and lieutenants. This little school in the hills of Ver- 
 mont even contributed to the Confederacy, for among 
 its graduates in the southern army were one major gen- 
 eral, thirteen colonels, one lieutenant colonel, and 
 three majors. 
 
 The Virginia Military Institute in the South con- 
 tributed to the Confederacy eleven hundred commis- 
 sioned officers, including thirty general officers and 
 over' five hundred field officers, a very remarkable 
 achievement when it is considered that up to June, 
 1861, the matriculates of the institution had numbered 
 only twelve hundred and its graduates five hundred. 
 
 Ability to Provide Training of Modern Officer. — • 
 These figures, of course, would not necessarily indi- 
 cate the ability of such institutions to provide the more 
 highly specialized training required for the modern 
 officer. There are more recent statistics, however, 
 which seem to afford satisfactory assurance on this 
 point. Seven hundred graduates of the essentially 
 military schools have obtained commissions in our 
 regular army, and many more will doubtless be ap- 
 pointed in connection with the increase which Congress 
 now has under consideration. 
 
 There are, however, comparatively few of these 
 
i*\*' .• •-<>• / /s J "^t 
 
 ti«Hif: 
 
 
 •^ eiiHi 
 
 nH 
 
 
 ^ 
 
 Armory ot the University of Vermont, showing how government 
 arms are cared for when not in use 
 
 Armory of Ohio State University 
 One of the Land Grant Colleges that has given encouragement to 
 
ARMS AND THE BOY 175 
 
 essentially military institutions, and it will be neces- 
 n'dry to look to the non-military colleges with military 
 courses as the source of supply for the greater propor- 
 tion of reserve officers. 
 
 Present Interest In Colleges. — At present there is 
 much interest among such institutions in affording 
 military training, but later it is conceivable that it 
 will wane. 
 
 Harvard is now forming its regiment and Yale its 
 battery; non-military colleges are putting in military 
 courses, and some of the land grant colleges that for 
 ye^.rs gave as little military training as they possibly 
 coL.ld under the law, with faculties which were unfa- 
 voiable to such training and tolerated it solely because 
 they had to, are turning some of their plowshares back 
 into swords and seeking to do really effective mili- 
 tary work. 
 
 Will the Interest Wane? — But the present ardor of 
 th(j land grant colleges may abate, and the non-mili- 
 taiy colleges that have no obligation to give military 
 instruction, once the war scare is over, may dispense 
 with m.ilitary training as rapidly as they are now 
 taking it up. 
 
 The Spanish War, for instance, so stimulated the 
 interest of the University of Chicago students in mili- 
 tary training, that large numbers volunteered for a 
 student organization. A major from the regular service 
 w£.s detailed for the duty. In a year or so, however, 
 their military ardor flickered out, the battalion 
 dwindled into a company, and finally the major, finding 
 
I 
 
 176 ARMS AND THE BOY 
 
 himself in command of only twenty men out of several 
 thousand students, asked to be relieved. It is, there- ^ 
 fore, manifest that any plan for providing reserve 
 officers that is dependent on the present abnormally 
 stimulated interest in military training will fail. 
 
 Need for Utilizing Various Types of Schools. — ^To 
 obtain the requisite amount of trained material for 
 volunteer officers, it will be necessary to utilize the 
 output of all institutions that afford military training. 
 
 The course of instruction should be prescribed by 
 the government, and any institution which can and 
 does give this course with a satisfactory degree of 
 thoroughness should be included in the scheme for 
 training, whether it be land grant college, private in- 
 stitution, university or high-grade preparatory school, 
 taking from each the material suitable for the differ- 
 ent branches of the service and grades of rank. 
 
 Officers Requiring Highly Technical Training. — Offi- 
 cers of the Ordnance Department require, in design- 
 ing and supervising the construction of material, all 
 the expert knowledge of the mechanical, chemical and 
 electrical engineer. Officers of the Coast Artillery, and 
 of the Engineer, Signal and Supply Corps also require 
 an advanced technical training. 
 
 Naturally such material must come from the colleges 
 alone. But much excellent material for company offi- 
 cers of infantry and cavalry is turned out by those 
 military institutions of the preparatory class that are 
 designated by the War Department as "Honor 
 Schools." 
 
IB 
 
 ARMS AND THE BOY 177 
 
 Estimate of the Number of Trained Officers.— Dur- 
 ing the last ten years forty-four thousand, five hun- 
 dred twenty-nine young men have been graduated from 
 collegiate institutions maintaining mihtary depart- 
 ments, while from the essentially military schools, 
 seven thousand have been graduated. 
 
 In view of the great lack of uniformity in military 
 institutions during the past, comparatively few of 
 these men would make trained officers as the term is 
 no\7 understood. The figures, however, which are for 
 normal years where there has been no great interest 
 in military matters, will give us some idea of the sup- 
 ply of trained men from educational institutions that 
 might be available for reserve officers under a prop- 
 erly standardized course of instruction. 
 
 In view of the widely different conditions existing in 
 these various institutions, the task of standardizing 
 their mihtary courses will not be easy. In fact, some 
 have felt that it would be better to create other 
 agencies especially for the purpose of training volun- 
 teer officers. 
 
 Cadet Companies for Training Reserve Officers. — 
 Cadet companies attached to regiments of the regular 
 araiy have been suggested, with certain educational 
 iid other special requirements for admission to such 
 companies, and with a year's service as a prerequisite 
 to a commission as a reserve officer. 
 
 It is doubtful, however, if such a plan in normal 
 times of peace would attract either the quantity or 
 quality of men needed. It might be used to supple- 
 
178 ARMS AND THE BOY 
 
 ment the output of the educational institutions, but in 
 itself would not suffice. 
 
 Special Training Schools. — A bill has also been intro- 
 duced in Congress by Mr, McKellar of Tennessee, to 
 create special schools in each state for the training 
 of reserve officers. In such schools, cadets are to be 
 educated in military as well as in technical and aca- 
 demic courses. This education is to be wholly at gov- 
 ernment expense, involving the outlay of millions of 
 dollars per year. In return the students must obligate 
 themselves to seven years' service as reserve officers. 
 
 The plan has many excellent features, but would be 
 a costly one to the government. It would seem more 
 economical to utilize, if possible, the existing schools 
 and colleges than to create new ones for the special 
 purpose of offering military training. One of the fol- 
 lowing plans would seem to offer much greater likeli- 
 hood of success, since they make use of the traditions 
 and esprit that our established schools and colleges 
 have developed through many years of labor and effort. 
 Buildings and appropriations can not make a school. 
 There are more vital things, in which time is an ele- 
 ment. 
 
 A Plan That Offers a Strong Appeal to College Spirit. 
 (—College spirit makes the winning team; regimental 
 esprit makes the efficient military organization. An 
 interesting plan proposes to combine them both 
 through a system of reserve regiments bearing the 
 name of the school or college. 
 ^ We can readily understand what a strong appeal to 
 
ARMS AND THE BOY 179 
 
 college pride and fealty this would make. We can 
 picture William Smith of Cornell or Henry Brown of 
 Purdue drilling with much greater zest and enthusiasm 
 if he feels that unless he puts all he has in him into 
 his college drill, Cornell Reserve Regiment No. 1 or 
 Purdue Reserve Regiment No. 2 will suffer by contrast 
 with that of some rival institution if ever called on for 
 active service, 
 
 I]ven the strictly military schools and colleges, which 
 alniady have fine esprit de corps, would find that such 
 a plan would put their cadets more than ever on their 
 toes. A V. M. I. regiment or a Culver regiment would 
 mean a great deal to men of such institutions. 
 
 Men who completed only part of the course would 
 go into the regiment as non-commissioned officers or 
 privates. Men who completed the course satisfactorily 
 would receive commissions as reserve officers. 
 
 Obligations and Advantages. — ^The plan would carry 
 with it some obhgations but also some returns. If 
 William Smith wished to prepare himself for the possi- 
 bility of service with his college regiment, he would 
 bring to the college the necessary legal consent of his 
 parent or guardian to enroll formally for a period of 
 years in the College Reserve of the United States 
 Army. 
 
 He would then receive each year a service uniform 
 complete, fifty dollars cash, his transportation to some 
 summer maneuvers and rations while there. Not a 
 great deal, of course, but nevertheless enough to be of 
 material help to a good many students. 
 
180 ARMS AND THE BOY 
 
 Then if he finished his course satisfactorily the plan 
 would propose for him a further very substantial bene- 
 fit; namely, a year as an additional second lieutenant 
 in the regular service, with a second lieutenant's pay. 
 This would give him experience in handling men that 
 would prove a business as well as a military asset, and 
 five or six hundred dollars in pocket to start life with. 
 
 His year as a "shave tail" lieutenant of regulars 
 would also show his ability as an officer and would de- 
 termine his rank in the reserve regiment of his school 
 or college. As a reserve officer, if the government 
 were disposed to be generous, he might receive, say 
 fifty dollars a year. Or if he were called upon to in- 
 struct a high-school company in his home town, the 
 amount might be doubled or trebled. Meanwhile, the 
 War Department would supply him with all the serv- 
 ice manuals, so that he might keep up with changes 
 as they occur. 
 
 Age Limit. — ^If, on completing the course in his 
 school or college, he were under twenty-one years of 
 age he would still be admitted to the reserve, but he 
 would not receive his year of regular army service or 
 join the field army in time of war until he became of 
 age. Meanwhile, however, if war came he could ren- 
 der valuable aid in training recruits. 
 
 Of course, no school or college would be included 
 under the plan that did not provide a course of military 
 instruction conforming in every way to the standards 
 -set by those in authority in Washington. 
 
 Not Every Student Need Enroll. — Not every man in 
 
ARMS AND THE BOY 181 
 
 the college need enroll as a reservist. If Henry Brown 
 did not care to obligate himself and did not need the 
 f re<3 uniform or the fifty dollars a year, or did not covet 
 the experience of a year as an officer in the regular 
 service, he might take the drill just as he does now, 
 with no obligation after his college course was over. 
 
 But for many, it would prove a real incentive, and 
 there would be fewer men in the government aided in- 
 stitutions "cussing out" drill as a disagreeable and un- 
 welcome burden imposed on them by the land grant 
 laT\% and trying to get out of it to play in the band, or 
 tal^e part in athletics, or to do this or that or any other 
 thing rather than drill. 
 
 Effect on Militia. — ^It is possible that at first thought 
 the militia may oppose this plan. But on further con- 
 teraplation, they will doubtless see an advantage in 
 it to their own organization. The militia, like the 
 army, has suffered in the past from the great lack of 
 interest in military affairs on the part of the general 
 public. Recruitment has been slack, and absenteeism 
 in the militia has made the attainment of anything 
 like satisfactory standards a herculean task. If some 
 real life and interest were now infused into the mili- 
 tary work of the state universities, there would soon 
 be on the part of many leaders in each commonwealth, 
 a genuine interest in the militia rather than the in- 
 diiference and lack of cooperation that now exists. 
 
 Economy of Plan. — Of the thirty-one thousand stu- 
 dents who lined up for the government inspection in 
 the colleges and military schools last year, if only ten 
 
182 ARMS AND THE BOY 
 
 thousand passed into the reserve as privates and non- 
 commissioned officers, and say three thousand as re- 
 serve officers, we would have at the end of ten years 
 at least one hundred thousand reservists and thirty 
 thousand reserve officers. As a matter of fact, with 
 the stimulus of the plan the numbers might well be 
 twice as large. This would be achieved with little 
 strain on the government pocketbook. In fact, the 
 plan is a marvelously economical one, producing one 
 hundred thousand reservists, and at the same time aid- 
 ing many young men to get a collegiate education at 
 an average cost that would probably not exceed three 
 hundred dollars per capita. 
 
 Plan For a Reserve Officers' Training Corps.— The 
 plan favored by the Army War College at Washington, 
 and now a part of the Chamberlain bill before the Sen- 
 ate, is in some particulars similar to the plan just de- 
 scribed. It proposes to coordinate the military depart- 
 ments of all institutions to which officers of the army 
 are detailed, and to designate this coordinated machin- 
 ery as the Reserve Officers' Training Corps of the 
 United States. 
 
 This would immediately give a prestige and unity 
 to the work of these institutions which they have hith- 
 erto entirely lacked. Heretofore, in a vague way, it 
 has been assumed that the training offered by such 
 schools was of value to the government, but there has 
 been no definite provision for conserving it, and no as- 
 surance that those who go through with it would have 
 any more opportunity for securing an appointment as 
 
ARMS AND THE BOY 183 
 
 a volunteer officer than the totally untrained civilian 
 with a political "pull." 
 
 Under the proposed plan the student would be given 
 for the first time something definite to look forward 
 to as a result of the training to which he voluntarily 
 subjects himself. 
 
 Requirements of Institutions.— It would not be nec- 
 essary for the institution to place all of its students 
 under military training, but it must agree to maintain 
 under such instruction not less than one hundred 
 physically fit male students. 
 
 The most important feature of the plan is that the 
 institution must agree to maintain its military work 
 at a standard set by the War Department and to re- 
 quire as its minimum military course certain definite 
 theoretical and practical training prescribed by the 
 Secretary of War. These institutions must also agree 
 to make the course a prerequisite for graduation for 
 the students who enter upon it. 
 
 The course of theoretical and practical training con- 
 templated is less in scope and in time required than 
 that now given in some of the strictly military schools 
 and colleges, but is considerably more than is now 
 given in most of the land grant colleges. The question 
 at once arises as to whether all of these institutions 
 can be induced or required to bring their military 
 training up to the prescribed standard. 
 
 Striking a Balance. — ^It is essential, of course, that 
 the military work prescribed by the War Department 
 shall strike a just balance between the desire of the 
 
184 ARMS AND THE BOY 
 
 government to secure properly trained officers and the 
 necessity of the institution to maintain its academic 
 work at a proper standard. 
 
 It is significant that men like President James of 
 Illinois, and President Thompson of Ohio — ^both heads 
 of great universities that have taken the lead in an 
 effort to make the military courses of the land grant 
 colleges really worth while and a valuable asset to the 
 government from a military standpoint — ^f eel that this 
 can be done without any sacrifice to the academic 
 standards of the institution. It is also worth noting 
 that some of the land grant colleges, like the A, & M. 
 of Texas, find it possible to maintain themselves as 
 strictly military institutions without sacrificing acade- 
 mic ideals. 
 
 Land Grant Institutions' Failure to Give Efficient 
 Instruction. — Now, even if an efficient military course 
 can be conducted without undue interference with 
 other college duties, will it be done in a sufficient num- 
 ber of these institutions to produce the quantity of 
 trained men needed? 
 
 What have been the difficulties in the past with those 
 institutions that, although required to give training 
 for a special purpose, have given it in such a perfunc- 
 tory way as to fall far short of that purpose? 
 
 First, we have what Professor Edward Orton of 
 Ohio has termed "the wrong mental attitude" of the 
 faculties of most of the colleges toward miHtary in- 
 struction; the tendency to regard it as a waste of 
 time, and to "give as little of it as they think will pass 
 
ARMS AND THE BOY 185 
 
 muster.*' This attitude of neglect or indifference is 
 probably due in part to a misconception of the extent 
 to which the land grant colleges are obligated to give 
 military training. 
 
 Obligations of Land Grant Colleges.^ — ^These land 
 grant colleges were born in war times. Their birthday 
 was July 2, 1862, a significant date, just the day after 
 the close of McClelland's Peninsular Campaign. While 
 the law which gave them life stated as their leading 
 object the teaching of the mechanical and agricultural 
 arts, it also prescribed military training; in fact, these 
 two words "military training" unquestionably had a 
 lot to do with the bill becoming a law when it did. 
 
 Some of the faculties of these land grant colleges 
 who are indifferent to military training claim that its 
 inclusion in the bill w^as merely incidental. But doubt- 
 less, they have not read with care the speeches of its 
 father, the Honorable Justin S. Morrill of Vermont. 
 
 Mr. Morrill made quite a feature of military train- 
 ing in urging the bill's passage. He deplored the fact 
 that it had not been passed a quarter of a century 
 earlier in order that the young men of the North might 
 have "more fitness for their duties: whether on the 
 farm, in the workshop, or on the battlefield." "West 
 Point, as a source of ofldcers," he said, "is wholly in- 
 adequate when a large army is to be suddenly put into 
 service." There can be little doubt as to the purpose 
 he had in mind. 
 
 Failure to Prescribe Extent of Training. — ^Unfor- 
 tunately, however, the bill did not prescribe the amount 
 
186 ARMS AND THE BOY 
 
 of training to be given, did not authorize the Secre- 
 tary of War to do so, and did not make any provision 
 for withholding government aid from institutions 
 which failed to keep their work up to the proper stand- 
 ard. 
 
 The question now is : Can these defects be remedied, 
 and can we have any assurance that these institutions 
 will do really effective work in the future ? 
 
 While the question of preparedness has greatly 
 stimulated the interest of the land grant colleges in 
 their military departments, it is doubtful if all faculties 
 can be converted to Professor Orton's view that in- 
 tellectually, physically, and from the standpoint of dis- 
 cipline in its broad sense, military training affords 
 "one of the very best tools in our whole educational 
 kit." But under the proposed plan, if not converted by 
 the advantages, they may at least be aroused by the 
 disadvantages of not maintaining efficient military in- 
 struction. 
 
 Will They Maintain Efficient Instruction in the Fu- 
 ture? — ^Under the present law all of the land grant 
 colleges must continue to maintain military instruction 
 of some sort, and we can readily imagine what will 
 happen in the case of that institution whose training is 
 so poor that it is excluded from the Officers' Reserve 
 Training Corps of the United States! The students 
 themselves are likely to make a strenuous appeal for 
 proper standards or else go elsewhere before they will 
 permit the finger of scorn to be pointed at them by 
 the more efficient student corps of other colleges. 
 
ARMS AND THE BOY 187 
 
 Extent of Proposed Course. — It would, of course, be 
 unfortunate if any colleges were compelled by such 
 pr(3ssure to devote so much time to military training 
 that the academic work of the college would suffer. 
 There is little likelihood however of the War Depart- 
 m€int making unreasonable and oppressive demands on 
 these institutions. The Department would realize that 
 such a course would at once defeat the very purpose 
 it has in mind; that is, of producing reserve officers 
 in sufficient numbers. 
 
 The Army War College has suggested the following 
 as the probable course of instruction for the colleges: 
 
 Senior Division 
 
 Subjects: 
 
 1. Infantry Drill Regulations ( theoretical and prac- 
 tical) ; School of the Soldier ; School of the Squad ; 
 School of the Company and School of the Battalion. 
 
 2. Manual of Guard Duty. 
 
 3. Field Service Regulations; Service of Informa- 
 tion; Service of Security; Marches; Shelter and Or- 
 ders. 
 
 4. Tables of Organization, to include the (Com- 
 pany) Regiment. 
 
 5. Small Arms Firing Regulations; Theoretical 
 Pi-inciples; Estimating Distances and Target Practise. 
 
 6. Military Law (Manual' of Courts-Martial) . 
 
 7. Topography; Map Reading, and Road and Posi- 
 tion Sketching. 
 
 8. Troop Leading, 
 
188 ARMS AND THE BOY 
 
 9. Military Policy and Military History. 
 
 10. Military Hygiene. 
 
 11. Field Engineering. 
 
 Necessary Discipline Imparted in College Course. — ' 
 Even though the college gives the actual military in- 
 struction required, is the instruction sufficient? Is 
 there not an element of discipline that is essential ? Can 
 it be secured from merely a certain number of drills 
 per week? 
 
 Whether or not a fair degree of this attribute of 
 military training can be acquired in non-military col- 
 leges depends largely on the ideals of the institution. 
 It certainly can not be readily imparted ^here the 
 college ideal of student self government is conceived 
 to mean that latitude which leaves the student free 
 to break up a show if he does not happen to like it or 
 commit a miscellaneous assortment of so-called college 
 pranks ranging from petty larceny to manslaughter. 
 
 Of course, this is stating the case in somewhat ex- 
 aggerated form, but we do know that there are certain 
 conceptions of individual student liberty that would 
 quite counteract the influences of a fev/ hours under 
 military instruction. 
 
 Conditions Under Which Disciplinary Influences May 
 Be Made Effective. — ^I have talked with President 
 Thompson of Ohio State University on this matter, 
 and he tells me that in a university like his own, where 
 college traditions call for a generally law-abiding spirit 
 on the part of students, it has not been difficult to 
 make the disciplinary influences of the military depart- 
 
ARMS AND THE BOY 189^ 
 
 ment carry over into the general spirit and activities of 
 the college to such an extent as to impress themselves 
 permanently on individual students. 
 
 According Recognition to Military Department.—- 
 He emphasizes the fact that it is absolutely essential 
 that the military course should be accorded the full 
 recognition given to other departments. 
 
 H a professor of another department holds his stu- 
 dents over for a lecture or experiment, making them 
 miss the drill hour, and offers as an excuse the state- 
 ment that his work is more important than military 
 drill, President Thompson tells the professor that it is 
 not; a que^Jion of relative importance ; it is a question 
 of every department being accorded the right of non- 
 interference from other departments. 
 
 Breaches of Discipline. — Furthermore, he accords to 
 th(i military department the right to conduct its work 
 in strict accordance with proper military standards. 
 Absence from drill, breaches of military discipline dur- 
 ing the drill hour must not be judged by the civilian 
 standards that may obtain in other departments, but 
 according to military custom. 
 
 Penalties inflicted for military delinquencies by the 
 officer in charge of the military department are up- 
 held, insubordination or indifference is not tolerated, 
 and the student is given to understand that the mili- 
 tary work while it lasts is real, and must be accorded 
 the same respect that he would give it were he a sol- 
 dier. It may be seen that in imparting correct ideals 
 of military discipline a great deal will depend on the 
 
190 ARMS AND THE BOY 
 
 attitude and support of the president of the insti- 
 tution. 
 
 Obtaining Effective Results. — ^Military departments 
 in the non-military colleges, if conducted on this basis, 
 may not produce quite the subconscious soldierly 
 bearing and attitude that are attained in the best es- 
 sentially military institutions, but it will produce re- 
 sults far superior to those that have heretofore been 
 obtained in most of the land grant colleges, and will 
 furnish a supply of potential officers, who, with some 
 additional intensive training in summer camps, will 
 make officers vastly superior to most of those who have 
 commanded our volunteer troops in past wars. 
 
 Blame for Poor Work. — The whole blame, however, 
 for poor military training in the college can not be laid 
 to the college itself. The War Department in the past 
 has not concerned itself very greatly with these col- 
 leges, or for that matter, even with the strictly mili- 
 tary schools. Until recent years there has been too 
 much" of a tendency to look contemptuously upon all 
 such efforts as tin-soldiering, and to fail to recognize 
 the returns to be gained from a careful study of the 
 special needs of such institutions. Therefore the De- 
 partment must in some measure share the blame with 
 the indifferent faculty. 
 
 One Professor to Two Thousand Students. — Again, 
 what college is there that would attempt to conduct 
 an academic department numbering thousands of 
 students with just one professor? Yet at the Uni- 
 versity of Illinois last year, with two thousand students 
 
I 
 
A Permanent Summer Camp— Culver 
 
 
 Cadet Field Battery in Action— Culvei 
 
ARMS AND THE BOY 191 
 
 in the military department, there was but one pro- 
 fessor of military science detailed by the government. 
 The fact that he made a success of the military de- 
 partment and placed his institution in the distinguished 
 class was simply an indication of his own remarkable 
 ability. The new plan advocates the detail of one 
 officer for each four hundred students and several 
 
 non-commissioned officers as assistants. 
 
 I 
 
 Beyond doubt, the question of the personality of the 
 officer on duty at the institution is also a vital one. 
 Many officers have been sent to such duty who were 
 temperamentally unfit for it. It may be said *Tf a fac- 
 ulty is unsympathetic or opposed to military training, 
 what can the military officer do ?" but look at Lieuten- 
 ant Edgar Z. Steever, who converted the entire state of 
 Wyoming — labor unions, mothers, legislature — and all 
 against their will, to military training in the high 
 schools of the state. 
 
 The Students' Interest. — ^Moreover, it is often 
 claimed that college students in normal times lack in- 
 terest in military training. This is dependent to some 
 extent on its character. Students everywhere have 
 a contempt for shams. It is not surprising that they 
 have lacked interest in such training as it has been, 
 for the most part, conducted in the colleges, but 
 wherever it has been made thoroughgoing and real it 
 has not been hard to enlist their interest. 
 
 What Is There in It for the Student?— In addition, 
 the student's interest in the plan will naturally depend 
 to some extent on what his obligations are and what 
 
192 ARMS AND THE BOY 
 
 are to be his returns. Unfortunately, we are for the 
 most part yet at a stage in our patriotism where we 
 are wont to ask, not so much what I can do for the 
 government, as what the government can do for me. 
 
 It is proposed that the student who is a member of 
 one of these units of the Reserve Officers' Training 
 Corps shall place himself under no obligation except 
 to perform the duties and undergo the instruction inci- 
 dent to the course. If he continues in the course for 
 'four years, he will receive commutation of subsistence 
 for the last two years. This amounts to about eighty 
 dollars. While the sum is small, it will be attractive 
 to many students of limited means. 
 
 On satisfactory completion of the course the plan 
 provides that the student may be commissioned by the 
 president of the United States as a reserve officer pro- 
 vided he obhgates himself for ten years to respond for 
 service if called on, and to attend certain camps for a 
 more or less brief period each year. If commissioned 
 as a reserve officer, he may then be temporarily com- 
 missioned on pay for six months or a year as a tem- 
 porary second lieutenant of the regular army, and 
 thus round out his training with valuable experience 
 with regular troops. 
 
 Temporary Commission. — ^This temporary commis- 
 sion in the regular army is a most valuable feature 
 of the plan. It provides opportunity to test the 
 man's ability to command. If the various resources, 
 such as cadet companies, non-military colleges and 
 strictly mihtary schools and colleges, are all utilized, 
 
ARMS AND THE BOY 193 
 
 the temporary commission in the army will give an 
 opportunity of testing the relative value of such 
 agencies. 
 
 It will supply men to fill the temporary vacancies — » 
 now a detriment to the service — of regular officers on 
 detached duty, and will also enable the cream of these 
 volunteer officers to be taken into the regular service 
 itself. In this way, some very valuable officers may be 
 gained. 
 
 Senior and Junior Units. — Finally, the plan approved 
 by the War College provides for both senior and junior 
 units — senior units for the colleges, and junior units 
 for the secondary schools. In some instances, how- 
 ever, it should be made possible to form senior units 
 in some of the strictly military academies, those that 
 are known as the "honor schools," with the under- 
 standing that no student shall be included in the same 
 who is less than seventeen years of age. 
 
 It is possible that the graduates of these institutions 
 may not average over nineteen years of age. It may 
 be necessary to hold over their commissions until they 
 are twenty-one, but it should be remembered that 
 these cadets have received their military training at 
 the most impressionable period, from fourteen to 
 eighteen, and that it has been more intensive and effec- 
 tive from the strictly military standpoint, and from the 
 standpoint of discipline, than is possible in most col- 
 leges and with their less specialized organization. 
 
 Scope of Training in Preparatory Schools. — It is also 
 to be remembered that some of the best soldiers of our 
 
194 ARMS AND THE BOY 
 
 Civil War were very young men. A few of the pre- 
 paratory military institutions, such as Culver, provide 
 all the diversified military training of West Point — 
 infantry, cavalry, artillery, practical military engineer- 
 ing — and are superbly equipped. Culver alone last 
 year gave military instruction to over eleven hundred 
 boys, and graduates this year one hundred and eigh- 
 teen well set-up, finely trained young soldiers. 
 
 Boys, who have completed their high-school course, 
 often go to these strictly military academies for the 
 thorough discipline and physical training they afford. 
 This means that their graduates are unusually mature. 
 These graduates, having already had several years 
 of the most intensive military training, probably 
 will not go to colleges where such training is required 
 of them, especially since it is but a repetition of what 
 they have already received in more intensive form. 
 
 Special Insignia. — Another feature of the proposed 
 plan for units of the reserve Officers' Army Corps in 
 the schools and colleges, the value of which will be 
 fully appreciated only by those who understand the 
 psychology of the boy, is the provision of a special in- 
 signia, which students in the Reserve Officers' Training 
 Corps will be permitted to wear. 
 
 A Feasible and Economical Plan. — The Reserve 
 Officers' Training Corps, as briefly outlined, seems to 
 offer a feasible and economical plan for the production 
 of volunteer officers. It has the approval of the officers 
 of the army who know at first hand the work the col- 
 leges are doing ; namely, the college board of the Army 
 
ARMS AND THE BOY 
 
 195 
 
 War College. A similar reserve corps in the English 
 schools and colleges has proved its efficiency in the 
 stern test of war. 
 
 With a quota of reserve officers trained in this man- 
 ner, with some systematized training, largely 
 physical, in the public schools, and with a system of 
 summer camps to utilize for general military training 
 that largely waste product, the vacation of the boy of 
 high-school age, we should go far toward solving the 
 problem of a citizen really trained and accustomed to 
 the use of arms. 
 
QUESTIONNAIRE SENT OUT IN 
 GATHERING MATERIAL 
 
 Among the most interesting and thoughtfully an- 
 swered questionnaires which were returned to me was 
 one from an officer of the army who for several years 
 directed the work of the cadets in the California high 
 schools. This officer has given much study to the 
 question of military training and has enjoyed the op- 
 portunity of carrying on this study not only in our 
 own country, but also in Germany and Switzerland. I 
 have felt that I could not give a better summing up of 
 this book than to add this questionnaire in its original 
 form with answers to it by the officer referred to, Cap- 
 tain W. B. Burtt, of the Twentieth United States In- 
 fantry. 
 
 A STUDY OF MILITARY INSTRUCTION IN 
 SCHOOLS 
 
 L Its Value as Instruction. ^I^V 
 
 1. What Value Has It? 
 
 (a) Mentally. It causes better coordina- 
 tion of mind and body than any kind of ath- 
 letics. Inculcates firmness and decision to the 
 character. 
 
 (b) Physically, Causes more erect carriage 
 
 196 
 
 ^ 
 
ARMS AND THE BOY 197 
 
 of the body. Gives strength and directness to 
 all movements. 
 
 (c) As a preparation for military service. 
 Real military work for men can be completed 
 in one-third the time necessary to instruct 
 raw material. Witness the Swiss system of 
 school work first, then short service. (Theirs 
 is too short, and they admitted it to me last 
 year.) 
 
 2. What special qualities of mind and body does 
 it produce? 
 
 Obedience to law and authority. 
 
 Calmness and decision in character. 
 
 Quick thinking and alertness of mind; 
 strength, directness and precision of move- 
 ment. 
 
 3. Can these be obtained, only from military in- 
 struction or are there other methods by 
 which these results can be secured? For 
 instance, physical exercises for physical 
 benefits. 
 
 I know of no other way. Athletics and phy- 
 sical training help certain muscles. Once in a 
 while we see an all round athlete developed 
 physically. He is usually a **Gym Fiend" and 
 may or may not be a good student. The 
 chances are he devotes too much time to phy- 
 sical training. 
 
 4. Do the records show that students, so trained, 
 join the militia? 
 
198 ARMS AND THE BOY 
 
 No, not in as great numbers as they should. 
 That is due to their youth, objections of par- 
 ents, and to the fact they go away to college. 
 Also, service in the militia is not made as 
 attractive for them in some cases as it should 
 be. However, some of the most promising com- 
 panies in the militia have all the high-school 
 students in them that are permitted by their 
 parents to join. It is very promising material 
 for officers of the militia. If officers of the 
 militia were appointive and not elected by the 
 men, I think a larger number of these school 
 cadets could be got into the militia. In fact, 
 federalization of the militia would cure all the 
 defects I know of in that system. 
 ^ 11. Its Merits as a System of Discipline. 
 
 5. What advantage does it have over the usual 
 system employed in schools ? 
 
 I do not believe there is any comparison be- 
 tween the two. Its advantage is that there is 
 at bottom of all military instruction, the basic 
 idea of obedience to law and constituted au- 
 thority. The modern school idea is that the 
 reason (embryonic in boys of high-school age)^ 
 is supposed to guide them. It doesn't. Mili- 
 tary discipline substitutes for the boy's reason, 
 the combined and coordinated rules and regu- 
 lations for his conduct, based on the reason of 
 older and experienced teachers, officers and in- 
 structors. 
 
ARMS AND THE BOY 199 
 
 So long as a boy exhibits all the characteris- 
 tics of a young animal, I do not believe it is 
 safe to trust him to his own devices. On the 
 other hand, I do not believe in the blind obedi- 
 ence caused by fear of such dire punishments 
 that the will to think for one's self is broken. 
 I believe there is a very great difference be- 
 tween wholesome respect for law and author- 
 ity with complete obedience to the proper su- 
 periors, and the blindness of compliance with 
 ^ unreasonable rules and orders. 
 
 6. For an ordinary school is it better than a sys- 
 tem which tries to train its students to act 
 with reason as a basis rather than unquestion- 
 ing obedience ? 
 
 It is, in my opinion, the only method for 
 training youth into habits of respect for law 
 and authority. I am sure anarchy, violent so- 
 cialism, riotous assemblages and individual acts 
 of violence are directly traceable to the substi- 
 tutions of individuals' reason, for a regulated 
 and systematized habit of respect for law and 
 authority inculcated in youth. 
 
 7. Does it produce the feeling of restriction among 
 the students and cause them to break violently 
 away from restraint when out of its control ? 
 
 I do not think so. It is my opinion that in- 
 culcation of a right soldierly spirit along with 
 the military discipline will obviate any such 
 thing. 
 
■>' 
 
 200 ARMS AND THE BOY 
 
 My observation leads me to say that colleges, 
 schools and assemblages of students not accus- 
 tomed to military control and discipline, when 
 entirely free of restraint are far more lawless, 
 and inclined to far more invasions of private! 
 rights than the same numbers of cadets and 
 youths accustomed to military control. 
 Is it true military trained men do not readily 
 submit to less vigorous control and that they 
 poorly obey civil law? 
 
 If you mean that a soldier has less patience 
 with the laws' delays, that he moves with di- 
 rectness upon his object, and that he looks with 
 disdain upon weakness, vacillation, pusillanim- 
 ity, then I unhesitatingly say "yes." But it is 
 my opinion that no men trained in military 
 discipline wall ever be found opposed to, or in- 
 clined poorly to obey, the civil law. But on the 
 contrary, will be found to be its stanchest 
 defenders. In my experience, I know of no 
 cases of men, trained in real soldierly habits, 
 who did not readily submit to any sort of prop- ^ 
 erly constituted control, no matter how much 
 less vigorous it might be. 
 Does it produce especially in the officers, an ex- 
 aggerated sense of their importance? 
 
 No, only in exceptional cases. Any one any 
 where may get a "swelled head." My experi- 
 ence with cadet officers leads me to think that 
 the military authority they have, helps and 
 
ARMS AND THE BOY 201 
 
 stimulates them to become real leaders and to 
 bring out certain latent powers and character- 
 istics, that too often, envy, malice, or unchari- 
 tableness might say, was an exaggerated sense 
 of their own importance. 
 
 Proper instruction and individual talks, on 
 the part of the commandant, or teachers, will, 
 ordinarily, take all that out. It is not at all 
 general and occurs only in cases here and there. 
 Sense of worth and proper belief in one's indi- 
 vidual importance are necessary and a most de- 
 sirable asset of character in any person. It is 
 not my observation that cadet officers, as a 
 class, are at all set up, by the fact of their 
 commission, in any exaggerated sense. 
 
 10. Does it produce the form of obedience without 
 developing the spirit of obedience ? 
 
 I think it is impossible to have the **form 
 without some of the "spirit" The question of 
 how much of the spirit is instilled, is hard to 
 answer. The character of principal, command- 
 ant and of all officers, contributes to the sum 
 total of how much spirit is inculcated. Human 
 institutions to a very large extent are the 
 lengthening shadows of some one man. 
 III. Extent to Be Used. 
 
 11. Should it be used only where the military sys- 
 tem can be in force in the buildings and on the 
 field all the time? 
 
 No. Drill and military instruction can be 
 
202 ARMS AND THE BOY 
 
 successfully carried on where there is no other 
 discipline. It makes a fine contrast. The petty 
 ignobleness of the lack of discipline is brought 
 into sharp relief, to see for an hour a day, even, 
 what a change can be brought. Of course only 
 the greatest success is achieved where all ideas 
 of discipline, instruction and training are in 
 harmony. 
 
 12. Or can it be used successfully as a part of a 
 dual system giving military instruction and 
 having military control on the field and hav- 
 ing the regular system in force in the class 
 room and dormitories? 
 
 There are no dormitories with high schools, 
 so that feature is left out. But I have seen the 
 wholesome leaven of military discipline per- 
 meate a whole school, till even men, and women 
 teachers, wholly opposed to the military fea- 
 ture, gradually took on some of its features. 
 Promptness, decision and precision, and intol- 
 erance of lateness and laxness. They could 
 see and imitate only the form; they could not 
 see or understand the spirit. 
 
 J.3, Will the regular system seem weak or the mill- | 
 tary system irksome under a double system? 
 
 Nothing better shows how weak and inade- 
 quate the ordinary system is, than to introduce 
 military drill into one of the ordinary type high 
 schools. It quickens and electrifies the whole 
 life of the school. To some boys, the military 
 
ARMS AND THE BOY 203 
 
 system will be irksome ; they need it most. It 
 is a pity it could not be made more irksome to 
 that class. 
 
 14. Should it be 
 
 (a) Absolutely, or 
 
 (b) Semi-compulsory with excuse on request 
 from parents ? 
 
 Of course it may be difficult not to excuse 
 some upon request of parents. But every ex- 
 cuse is a dead weight and they should be as 
 few as possible. Nothing is better than to 
 have any system of instruction, equal and uni- 
 versal upon all. 
 Xc) Voluntary? 
 
 Never. The words "voluntary'* iand *'mz7i- 
 tanj" can not possibly exist side by side. They 
 ought not to be in the same dictionary. 
 
 15. At what grade in school can military instruc- 
 tion advantageously be begun? 
 
 The first year of high school. What is called 
 ninth grade in some schools. Though it would 
 not hurt to be introduced in the eighth grade, 
 in order to touch some boys who never go to 
 high school, or college. 
 
 16. At what time of day can military instruction 
 be best given? 
 
 (a) In school hours? 
 
 Always during school hours, preferably in 
 the middle of the day. For one single hour — i 
 the most satisfactory is from eleven to twelve. 
 
204 ARMS AND THE BOY 
 
 (b) After school hours? 
 
 Never after nor before. For the reason that 
 advantage is taken to be late, or to omit it alto- 
 gether. It should be so arranged as to make 
 a grateful outdoor recess in the midst of class- 
 room work. This refers, of course, to the or- 
 dinary public high school. 
 IV. Its Other Advantages and Disadvantages. 
 
 17. What is the effect on initiative of students ? 
 
 My observation is that it increases the ini- 
 tiative of all students who take any interest in 
 the work. I have talked with numbers of in- 
 structors who assured me they knew it benefit- 
 ed the young men and boys under them, 
 
 18. What is the effect on athletics ? 
 
 It is better than any form of athletics on ac- 
 count of the fact that it reaches all. 
 
 19. Is it a substitute for athletics? 
 
 It is not a substitute, because it does not take 
 the place of the games by teams. It supple- 
 ments the work of individuals on the teams. It 
 is the best form of athletic training, if proper 
 attention is paid to athletic work in connection 
 with the drill. 
 
 For boys, a great deal more work in what 
 might be termed Military Gymnastics should 
 be done and less of formal drill, and thus bring 
 out the gymnastic values rather than formal 
 military values. 
 
ARMS AND THE BOY 
 
 205 
 
 20. Does it work well in co-educational schools? 
 
 Yes. I think it a very beneficial part of co- 
 educational work. Note articles on Steever's 
 work in Wyoming high schools. It never fails 
 to interest and attract the eternal feminine. 
 That factor should be used for its full bene- 
 ficial value and not discountenanced. 
 
 21. What is the relation of the girls to the system ? 
 
 Am not prepared to offer any special remark 
 on that, but Lieutenant Steever's work in Wyo- 
 ming developed this feature. 
 
 22. Do students like it? 
 
 Yes and no. Some do, some don't. But in 
 general, the great majority who feign dislike, 
 are not really opposed to it. The net result in 
 my experience is, that a majority like it. 
 
APPENDICES 
 
APPENDIX I 
 su(;gestions for starting drill in schools where 
 
 MILITARY instruction HAS NOT 
 PREVIOUSLY BEEN GIVEN 
 
 The following suggestions may prove helpful in 
 gi\ing rudimentary instruction in drill, where there is 
 only one instructor, all students are ignorant of the 
 drill, a considerable number must be instructed at one 
 and the same time, and the instructor does not yet 
 know the cadets by name. 
 
 These suggestions have been prepared by Captain H. 
 F. Noble of the Tactical Staff of the Culver Military 
 Ac ademy and have worked well in practise. 
 
 TO BEGIN THE WORK 
 
 Preparation of Equipment. — Before the opening of 
 school, have built in front of the space to be used for 
 prehminary work a platform six by eight feet, four and 
 a half feet high, with a hip-high rail at the back. 
 Twenty feet in front of the platform and parallel to its 
 front have a chalk line on the ground sixteen yards 
 long, its center in front of the center of the platform. 
 Parallel to this line have other lines of the same length, 
 one hundred and four inches apart and sufficient in 
 
 209 
 
210 ARMS AND THE BOY 
 
 number to accommodate all cadets under instruction, 
 allowing eight cadets to the line. 
 
 These lines should be renewed once or twice and 
 can be made by dissolving hydrated lime in water and 
 pouring it from the spout of a sprinkling can with 
 the sprinkler removed. This does not injure grass. Do 
 not use too much lime and have the work done in the 
 forenoon if the drill is in the afternoon. 
 
 Furnish each cadet with a number similar to those 
 used by athletic teams ; to be worn on breast of blouse 
 or shirt during preliminary drills. This number en- 
 ables the instructor to identify cadets for correction, 
 etc., until he learns their names. 
 
 Starting the Instruction. — ^The instructor, provided 
 with a "Kinglet" whistle and a small megaphone, hav- 
 ing assembled the cadet body, mounts platform and 
 sounds whistle. It is almost certain silence will fol- 
 low. Improve opportunity to explain that blast of 
 whistle micst be followed by instant silence and atten- 
 tion. 
 
 Place cadets having numbers from one to eight on 
 the first chalk line facing the stand and have them 
 extend arms laterally until finger-tips barely touch. 
 This will fill the first line. Have other cadets take 
 their places on chalk lines in series of eight directly 
 behind those already formed, the second line contain- 
 ing numbers from nine to sixteen, the third line seven- 
 teen to twenty-four, etc. At the first sign of disorder 
 or rush, sound whistle and caution against confusion. 
 
 As soon as the men are placed, begin instruction in 
 
Signaling with Wigwag Flag— Culver 
 
 Panoramic Sketching— Culver 
 
ARMS AND THE BOY 211 
 
 salutes, facings, right step, left step and calisthenic 
 exercises. 
 
 There should be frequent rests, called to attention by- 
 whistle blast. To dismiss the cadets, cause first line 
 to face to right or left and march off the chalk line 
 and fall out when clear. Have second line advance to 
 position of first, face and march off; continue until all 
 have been dismissed. 
 
 Subsequent Instruction. — ^The second day have men 
 take places as before. Continue instruction in foot 
 mo^^ements and give instructions in kneeling and lying 
 down. On the second or third day, depending upon 
 progress, have the four men on the left of each line 
 cover the first four at a distance of forty inches. Cause 
 them to "count off" and explain the organization and 
 function of the squad. 
 
 I]xplain and cause them to deploy as "skirmishers" 
 and to assemble at the halt until relative position of 
 front and rear rank are clearly understood. Have the 
 men spring promptly into position. Put the emphasis 
 on "pep" from the beginning. Have the "rear rank" 
 men exchange places with the front rank and repeat. 
 Vary with kneeling, lying down, etc., and with calis- 
 thenics. Explain the reasons for deploying squad and 
 its use in battle. 
 
 Squad Movements. — For the next drill form as before 
 in column of squads; explain "squads right" and 
 "s(iuads left." Cause movements first to be executed 
 by one squad at a time and then together at command. 
 No great degree of accuracy can be expected at first. 
 
212 ARMS AND THE BOY 
 
 Now explain column right and column left. Hav< 
 markers placed or station cadets at turning points an( 
 at first trial put one squad at a time in motion and have^ 
 it change direction at the indicated points which should 
 be arranged to bring the squad back abreast of its 
 original position in front of instructor. Then put entire 
 column in motion, marching it around the four sides 
 of the rectangle, changing direction at points indicated 
 by markers and halting the column frequently to cor- 
 rect distances, and caution cadets about maintaining 
 these distances accurately. If possible, use a drum h 
 give cadence in this preliminary marching. 
 
 Special Drills for Squad Leaders. — By the first Satur- 
 day the instructor will have noted boys who are alert, 
 interested and quick to learn. Here is one value of the 
 number. From his elevation the instructor can deter- 
 mine these individuals and make a note of their num- 
 bers. 
 
 An order should be published on Friday before re- 
 call, directing these selected men, designated by num- 
 ber, to report at certain hours on Saturday for special 
 instruction in squad drill. It is, of course, advisable to 
 have but one squad of the men under instruction at a 
 time. It would be well to impress upon these selected 
 cadets that they have been unconsciously competing 
 with the entire body and that they are now competing 
 with one another for positions as assistant instructors 
 or squad leaders who, when finally chosen, will wear 
 the emblem of their office. 
 
 On Monday the announcement might be made that 
 
 I 
 
ARMS AND THE BOY 213 
 
 the competition for squad leadership is open to the 
 entire body, that all have a chance at it. Part of Tues- 
 day's drill might be squad drill under the temporary 
 leaders. On Wednesday or Thursday, if the instructor 
 deems it advisable, he might make the first appointment 
 of leaders, and after drawing lots for order of choice, 
 have the leaders choose their squads. 
 
 Form these squads in columns and announce that 
 the composition of squads and their relative position 
 in column will hold until otherwise directed. Have each 
 squad marched off and dismissed separately by its 
 leader to accustom him and his men to his leadership. 
 
 At the next formation, have squads form in the same 
 rektive order but in line, and have leaders report their 
 squads. Teach the squads to "count off" in sequence. 
 Teach company to "take distance." Give calisthenics 
 in -his position. Practise column right and left and 
 forming and dressing the line. 
 
 Issue of Rifles. — Rifles should, of course, be issued 
 as soon as cadets have acquired a fair degree of pro- 
 fici(3ncy in marching. Elementary nomenclature and, 
 especially, instruction in the care of rifle should be 
 given without delay, impressing upon the cadets the 
 pride the soldier should always take in the care of his 
 rifle. 
 
 I^Ianual of Arms. — ^The instructor from platform with 
 rifle in hand can teach the manual of arms to the en- 
 tire corps with some assistance from squad leaders 
 who have received a little advance instruction. After 
 details are learned cadets may be required to count out 
 
214 ARMS AND THE BOY 
 
 loud in order to secure cadence while executing the 
 manual. The instructor will of course insist upon lots 
 of snap, having the cadets slap pieces but avoid pound- 
 ing them in coming to order arms. It will be well to 
 avoid keeping cadets at the manual too long at a time 
 and to vary with marching. Company movements in 
 close and extended order, fire control, target designa- 
 tion, etc., will, of course, follow in natural sequence 
 after these preliminary drills. Of all things, monotony 
 is to be avoided. The cadet's interest in to-day's drill 
 is best maintained when as unlike yesterday's as 
 possible. 
 
 INDOOR INSTRUCTION IN BAD WEATHER 
 
 The following expedients may prove helpful in giv- 
 ing instruction to large numbers indoors. By the 
 means suggested, the writer has taught indoors the 
 elements of both panoramic and topographical sketch- 
 ing to classes of as many as fifty cadets at a time. He 
 has found sketching to be something in which the 
 cadets take a great deal of interest and acquire con- 
 siderable proficiency, even those who protest at first 
 that they "don't know how to draw." 
 
 Panoramic Sketching. — ^For panoramic sketching a 
 Harge conventional sketch is displayed. The sketch 
 should be on "chalk-talk" paper about three and one- 
 half by five feet. 
 
 The class is seated with the first row about ten feet 
 distant. At first a ruled writing tablet is used. Have 
 ^hem hold the tablet so that the lines are vertical and 
 
 I 
 
/^' Reference Point. 
 'B b5' Onenfotion Marks. 
 Dots on upper ec/ge 
 or tablet, re to five po- 
 sition of sa/ienT cfnd 
 re- en tron t angle, s . 
 
 Illustration of method of teaching panoramic sketching to 
 classes indoors. See Appendix I. 
 
I 
 
ARMS AND THE BOY 215 
 
 at the upper edge; near each end of the sheet have 
 them draw a small arrow-head with the point touching 
 edge of paper. Near center of sheet draw a line across 
 tablet at right angles to ruling. Do not permit cadets 
 to use straight edge, but make them "tease" the line 
 across, using short strokes. 
 
 The instructor should indicate a "reference point" or 
 "orientation point" near horizon and left end of his 
 conventional sketch and should explain and point 
 out the salient and re-entrant angles of the horizon. 
 
 ^Tie instructor should now tack a three and a half 
 by five foot sheet of paper on the easel with its top 
 edge about eighteen inches below the horizon on the 
 conventional sketch and sketch arrow-heads on this 
 sheet and a line across the center and light vertical 
 lincis spaced about four inches apart, making his large 
 sheet resemble the ruled ones in possession of cadets. 
 
 Method of Drawing to Scale. — ^Instruct the students 
 to hold their tablets in one hand at arm's length, edge 
 horizontal, ruled lines vertical and tell them to bring 
 the left arrow-point to bear on the "reference point" 
 on instruction sketch and keep it there. Tell them to 
 dot in on the upper edge of this paper the apex of each 
 salient of the horizon. The instructor illustrates this 
 on his own sheet with charcoal. 
 
 Now directly below the apex marks on the margin 
 of the paper, and using the horizontal line across the 
 center of the sheet as a reference line, have them lo- 
 cate the salients with reference to their heights in the 
 original, alcove or below the reference line, and sketch 
 
216 ARMS AND THE BOY 
 
 the shape of the salient in part for later identification, 
 pointing the "points" and rounding the "rounds." 
 
 With the arrow-point again on or directly below the 
 "reference point" on the original sketch, have them dot 
 in on the margin of the paper the apex points of 
 the re-entrants as in the case of the salients. Sketch 
 the re-entrants with relation to the horizontal line, 
 causing the cadets to proceed with you. 
 
 Have the cadets connect the salients and re-en fcrants 
 with lightly sketched lines and then at once have them 
 proceed to middle distance features in the same man- 
 ner. Keep working on your own sketch and they will 
 imitate your method. 
 
 Omit Foreground on First Sketch. — ^Have no fore- 
 ground during the first lesson. Permit no shading, 
 only outlines of trees, crests, buildings, etc. In mak- 
 ing your own conventional sketch it is better to adhere 
 to hill forms for extreme distances and hill and con- 
 ventional forest forms for middle distances in the 
 first lesson. The cadets will probably reproduce the 
 instructor's sketch with exaggerated vertical distances 
 but the horizontal distances in proportion to the dis- 
 tance of the sitter from the easel. 
 
 Constructive Criticism is Most Ejffective. — Now ex- 
 amine the sketches with criticism of the encouraging 
 variety. This work consumes about one hour of time. 
 Another day, prepare a slightly more difficult sketch 
 but proceed in the same manner. Emphasize the fact 
 in reference to foreground that the sketch is the ene- 
 my's position and that trees, telegraph poles, etc., in 
 
ARMS AND THE BOY 217 
 
 P 
 
 I the immediate foreground have no part in it. After 
 ' four of five lessons, have them do sketching out-of- 
 doors and turn in the sketches for points. 
 
 Special Ruled Paper Should be Used. — Sketching 
 pads may be obtained from the United States School 
 of Musketry, Fort Sill, Oklahoma, or from the Culver 
 Citizen, Culver, Indiana. They are especially ruled for 
 panoramic sketching to mil scale. A hole is punched 
 through the top edge of the Culver tablet. A cord is 
 threaded through this knotted at twenty inches to give 
 correct distance at which to hold tablet from eye. 
 
 iNear the center of the sheet are four horizontal 
 lines, also one-half inch apart. They determine the 
 vertical limits of the average sketch. 
 
 Much emphasis is at present being laid on this sub- 
 ject in the army. All boys try more or less to draw 
 as evidenced by their text-books. After they master 
 the rudiments their progress will largely take care of 
 itself. Panoramic sketching arouses an interest in 
 topographical sketching. 
 
 Topographical Sketching. — ^Instruction in topograph- 
 ical sketching is begun in much the same manner. 
 A large sketch of a landscape, say east of a north and 
 south road, is used on the easel. At the left of the 
 foreground a picture of a plane table is drawn by the 
 instructor on the paper. A line is drawn on the picture 
 of the plane table in the direction the sketcher is to 
 proceed. A point in this line is assumed as the posi- 
 tion of the sketcher. From this point a straight edge 
 is laid on features of the pictured landscape and a line 
 
218 ARMS AND THE BOY 
 
 drawn in that direction on the representation of the 
 plane table. 
 
 A second plane table is then sketched near the right- 
 hand edge of the paper on the easel and the traverse 
 and other lines drawn on the plane table on the left 
 are reproduced. A second point is assumed as the new 
 position of the sketcher, and as before lines are drawn 
 in the direction of features previously sighted on, and 
 their location determined by the intersections. Con- 
 siderable explanation, stripped of technicalities, is used 
 in connection with this illustration. The cadets are 
 required to make notes. 
 
 The Pace Scale.- — The matter of scales is then taken 
 up with especial emphasis on the pace scale as being 
 the only medium of measurement which the sketcher 
 can depend on, under hard service conditions. 
 
 The cadets are instructed to walk a one hundred and 
 ten yard course a dozen times unaccompanied, and to 
 assume the mean of these trips as giving their indi- 
 vidual average in numbers of steps for that distance. 
 They construct working scales based on this data as 
 well as other scales. 
 
 One advantage of a one hundred and ten yard base is 
 that the sketcher who is without a scale can make one 
 of a piece of paper at any time. Fold the sheet length- 
 wise for stiffness and he has a straight edge. What- 
 ever its length, assume it to be a mile, fold it lightly 
 and mark center of folded edge and regard each half 
 as eight hundred and eighty yards. Fold one half 
 lightly and mark its center. This gives four hundred 
 
<"*->». 
 
The Sand Table — Culver 
 Interesting form of instruction in which scouring, patrolling and 
 even military sketching are taught 
 
 The War Game — Culver 
 This can be made a very interesting form of competition and has 
 been used by Lieutenant Steever in his work in Wyoming. A 
 large map with colored beads to represent contending forces is 
 used. It is a fine mental as well as military exercise. 
 
ARMS AND THE BOY 219 
 
 and forty yards. Again, and the measurement is two 
 hundred and twenty. One hundred and ten can be 
 marked off by eye. Also fifty-five. 
 
 These are easy units to work with after a little prac- 
 tise, and fair sketches can be made with such a scale 
 which can be reduced to a standard scale when the 
 sketcher is again where a standard scale is procurable. 
 Oi; course, without a slope board or clinometer, con- 
 touring is wholly a matter of estimating. 
 
 After the making and reading of scales is mastered 
 by the cadets and considerable practise had in sketch- 
 ing in plane, the instructor will take up contours and 
 vertical intervals, illustrated by chalk diagram. The 
 student is required to make full notes. The scale of 
 map distances or "slope scale" and the slope board and 
 clinometer come next. 
 
 Written recitations are now made by each cadet from 
 his own notes. These are gone over carefully and any' 
 misconception corrected by individual instruction. 
 
 The Sand Table. — The sand table may be used to 
 excellent advantage in teaching indoor sketching. The 
 table used at Culver is six by eight feet and three 
 inches deep. The instructor models in the sand a piece 
 of imaginary terrain with hills, ravines, roads, bridges, 
 houses, fences, telegraph lines, etc. Small blocks with 
 windows marked, make good houses. A few tiny sticks 
 lashed together furnish the bridges, matches protrud- 
 ing one-half inch represent fence posts, while matches 
 with the heads up are telegraph poles. 
 
 With a plane table set up against the edge of the 
 
'220 ARMS AND THE BOY 
 
 sand table at one end of the long dimension, the in- 
 structor may proceed to sketch the "territory," locating 
 houses, hilltops, etc., by intersections, ascertaining the 
 vertical angle from the road (the rim of the sand table) 
 by readings of the slope board, locating contour lines 
 by means of the scale of map distances and in fact 
 performing all the details of outdoor sketching except 
 pacing the distances. It is assumed that the sand table 
 is a mile long and that its edge is a road. The resulting 
 sketch is to scale of six inches to one mile or six inches 
 to eight feet (the length of sand table) according to 
 the imagination or lack of imagination of the cadet. It 
 is easy to demonstrate the accuracy of the location of 
 objects off the traverse. A stick eight feet long is now 
 used, marked in one-half, one-quarter, one-eighth and 
 one-sixteenth sections, the latter section divided into 
 eleven parts, each representing ten yards. Distances 
 are scaled off on the sketch with the six-inch scale and 
 verified on the sand table with the eight-foot stick. It 
 clinches that feature in the cadet's mind. 
 
 Contour Lines. — ^The contour line and vertical in- 
 terval, however, are still a bit vague until you show 
 the cadet a hill on the sketch, say thirty feet high and 
 another near it sixty feet high, and seat him on the 
 floor where the corresponding elevations on the sand 
 table become sky-lines and the "road" a horizontal 
 straight edge, which marks off vertical intervals as he 
 raises or lowers his head. Let him ask questions 
 and you will soon find where he is sticking, if at all. 
 Then set up two plane tables. A twelve by twelve 
 
ARMS AND THE BOY 221 
 
 inch board screwed to a camera tripod answers every 
 purpose. Put two students at work on opposite sides 
 along parallel "roads." Make them do the work. When 
 they finish you will know exactly what knowledge they 
 have. Keep equipment in readiness for those who wish 
 to use it and offer points for good sketches of the terri- 
 tory around town and a couple of miles out into the 
 country and it will not be long until you will have 
 plenty of fairly reliable data for a local maneuver map 
 of your own. 
 
 Permanent Sand Table Terrain. — ^If you wish to 
 elaborate and make the terrain of the sand table more 
 or less permanent, proceed as follows. After modeling 
 the sand, sprinkle dnj Portland cement from a perfo- 
 rated box evenly over the entire surface, work over this 
 lightly with a soft dry paint brush to mix the cement 
 and top layer of sand. Resprinkle with cement. 
 
 Now place your fences, telegraph poles, bridges and 
 houses, and with a pallet knife smooth the surface of 
 roads. A carriage sponge torn into tiny bits, dyed 
 green, dried and pinned in place with a half tooth pick, 
 makes a splendid forest or arranged in rows is an 
 orchard. 
 
 With an atomizer filled with water go over the entire 
 surface until it darkens from moisture. Let it set 
 twenty-four hours, then atomize again. After forty- 
 eight hours you can sprinkle sawdust dyed green on 
 grass lands, or paint them. 
 
 Plenty of interested and enthusiastic help will be 
 jivailable from the boys. The thin crust formed by the 
 
222 ARMS AND THE BOY 
 
 hardened cement is fairly permanent if the table is not 
 moved. This table, representing as it does a piece of 
 terrain one mile long and three-fourths of a mile wide, 
 js very useful in teaching patrolling, scouting, etc. (The 
 best text on sketching is by Lieutenant L. C. Greaves, 
 Military Sketching and Map Reading, obtainable 
 through the War College Division of the General Staff, 
 Washington, D. C.) 
 
 Signaling. — Signaling can also be taught indoors to 
 a considerable number of cadets at one time. 
 
 The use of the buzzer can be taught in the following 
 manner: Display the international code in characters 
 large enough to be read by every one, or place a code 
 card in the hands of each cadet. Use a loud buzzer. 
 Sound the letters slowly and let the cadets name the 
 letter in concert, as soon as a display of hands indicate 
 that a considerable number have it. 
 
 Beading signals readily is more important at first 
 than sending. Any one can readily learn to send and 
 perhaps never learn to read. 
 
 After a few such lessons with the code displayed, 
 send a message slowly and require that it be written 
 down. Let those who get it correctly commence the 
 sending of messages. Buzzers are cheap. Big mail- 
 order houses list them. Boy Scouts will probably be 
 found in the school who have them and are proficient 
 in their use. 
 
 Visual Signaling.^— When a fair degree of proficiency 
 is acquired, begin in the same manner with the single 
 flag (wig-wag). On a very dark rainy afternoon use a 
 
ARMS AND THE BOY 
 
 223 
 
 flash-lamp. If the cadets have learned to read the buz- 
 zer they will soon learn the flag or flash. " The flash and 
 buzzer can be combined in one. Have some of the 
 physics men do the necessary wiring. Dry batteries 
 will run a flash-lamp. 
 
 Two-arm semaphore signaling is a little more diffi- 
 cult;. It can be taught in mass, however, out-of-doors^ 
 and reading practise had indoors. 
 
 -A.void too large doses of signaling. In this work 
 keep up the competitive idea, pitting one squad against 
 another. A special collar ornament for the squad hav- 
 ing the highest efficiency mark will put a surprising 
 amount of pep into the work. 
 
APPENDIX II 
 THE WYOMING PLAN 
 
 A Detailed Description Not Heretofore Published of 
 
 the Method of Selecting Competition Units and 
 
 a General Outline of the Course of Instruction 
 
 The main feature of the Wyoming plan is that it 
 recognizes that the boy is a boy and not a man. It 
 goes after his interests with an appeal to a youngster's 
 natural tastes and instincts. 
 
 The boy likes competition, so the Wyoming plan 
 offers military training in the form of a game. There 
 is a difference, however, between playing with mili- 
 tary training and making it a game. A good many 
 schools, most of them, in fact, have played with mili- 
 tary training but they have not made a success of it ! 
 
 Competition Units. — The game idea is not altogether 
 new. The new part of the Wyoming plan is the way 
 the game is played. They play it so that every boy 
 has a chance to win, the weakest as well as the small- 
 est. Here is the way they do it. For instance, let us 
 take wall-scaling. The last two men over the wall must 
 be the strongest for they have to help the others over 
 and go over themselves unaided. 
 
 Suppose there are ten competition wall-scaling squads 
 in the school. The twenty strongest students developed 
 by the preliminary work are selected from the cadets 
 
 224 
 
ARMS AND THE BOY 225 
 
 at lai-ge as "last men over." Only two of them go to 
 any one squad and the squad they go to is decided by 
 lot. 
 
 There is no chance for any one squad to "cop" all 
 the strong men; each gets the same proportion of 
 them. ( 
 
 Then the twenty next strongest are distributed two 
 to e£.ch squad and finally the twenty who are least 
 strong, only they do not designate them that way, but 
 as "first men over," "gun passers," etc. 
 
 Thus each squad has an equal proportion of strong 
 and weak. If the squad wins, the smallest boy in the 
 squad gets as big a medal as the largest boy. 
 
 Essence of the Wyoming System. — ^Now in inter- 
 school competitions there might be the temptation to 
 group all the strongest men in the school in the squad 
 that is to represent the school. If this happened we 
 would have exactly what occurs in athletics, a little 
 group taking all the exercise for the school. 
 
 But it does not happen. The school sends a list of 
 all its "last men over" and "gun passers," etc., down 
 to the office of the state superintendent in Cheyenne, 
 and the assignment to squads is made there. 
 
 Suppose Lander has sent in its list with enough 
 boys say for seven squads. Seven numbers are placed 
 on the state superintendent's table. From the envelope 
 containing Lander's "last men over" two names are 
 drawn and placed on the table on number one, two 
 more are drawn and placed on number two and so until 
 the fourteen "last men over" are distributed. Then 
 
226 ARMS AND THE BOY 
 
 the envelope with the "next to the last men over" is 
 opened and distributed and so on. 
 
 The names on each number are listed and the names 
 on number one become the members of Lander's wall- 
 scaling squad No. 1, and so on. 
 
 Intra-School Competition. — If Lander's squad No. 
 3, for instance, wins from the other six squads in the 
 preliminaries, then squad No. 3 with just the men that 
 were assigned to it in the state superintendent's office 
 must represent Lander in the big inter-school tourna- 
 ment. 
 
 There must be no padding of it with the strong men 
 from other squads. So the weak as well as the strong 
 have an equal chance not only in home contests but 
 also in the state tournament. 
 
 This is the quintessence of the Wyoming plan as it 
 is applied to wall-scaling and to other forms of com- 
 petition. Mixed in with it is a good deal of the per- 
 sonality of the man who is responsible for it. Lieuten- 
 ant Edgar Z. Steever, of the United States Army. 
 Lieutenant Steever has kindly given permission for the 
 inclusion in this appendix of the following outline of 
 his work, 
 
 REPORT ON THE WYOMING PLAN 
 
 (Published through the Courtesy of Lieutenant Edgar 
 Z. Steever, U. S. A.) 
 
 Good citizenship is the fundamental principle under- 
 lying the Wyoming state-wide high-school cadet sys- 
 tem. 
 
ARMS AND THE BOY 227 
 
 Tho Wyoming school authorities hold: 
 
 1. That good citizenship involves a willingness on 
 the part of each able-bodied youth to make 
 such effort and sacrifice as will prepare hifi 
 for his obligations and duties as a citizen. 
 
 2. That this preparation embraces the following: 
 
 (a) Military preparation; 
 
 (b) Moral preparation; 
 
 (c) Civic preparation; 
 
 (d) Business preparation; 
 
 (e) Educational preparation. 
 
 (A) Military Preparation 
 
 It is unsound to assume that any system of training 
 its a(3olescent youth will remove from the nation the 
 respcnsibility of training its manhood. 
 
 Trained youth can not take the place of trained 
 manliood. Youths make imitation, but not real, sol- 
 diers. 
 
 A thorough preliminary military training of its 
 adolescent youth has been recognized in primitive as 
 well as modem civilization as the first step in the 
 greater training of the tribe or nation. 
 
 With the civilized as with the primitive youth, the 
 *'game" is the medium of all successful training. 
 "Competition" is to youth what "Security" is to old 
 age. 
 
 According to the Wyoming plan, all cadets are or- 
 ganized into competition units. 
 
 Loaders take "turnabouts" choosing the members of 
 
228 ARMS AND THE BOY 
 
 their units, so that each unit (squad, platoon or com- 
 pany) is made up of an equal number of strong, me- 
 dium and weak lads. 
 
 After final choosing-up, these units are fixed and 
 can not be added to nor subtracted from. 
 
 All the work is done by competition units. 
 
 There are: 
 
 Wall-scaling units; 
 Infantry drill units; 
 Troop leadership units; 
 Scholarship units; 
 Field firing units; 
 Camp and field units. 
 
 Sponsors are elected from the girls in the mixed 
 schools and assigned to the competition units. The 
 sponsors are in every sense members of the cadet or- 
 ganization. They attend all drills, are the leaders in 
 all social functions, and while they do not actually drill, 
 the young ladies are entitled to and receive such indi- 
 vidual rewards as may be won by their respective units. 
 
 Medals, ribbons and distinctive marks on the uni- 
 form are given each member of a winning unit, the 
 sponsor, of course, included. 
 
 Each cadet organization is based on the voluntary 
 enlistment plan. The cadet classes are held generally 
 during, and after, school hours, and credit toward 
 graduation is awarded therefor. 
 
 Cadet tournaments are held during the school year 
 between the different high schools, to which the pub- 
 
ARMS AND THE BOY 229 
 
 set 
 
 lie is invited, and at which are held infantry drill, 
 wall-KScaling, field firing, and camp and field and troop 
 leadership competition *'games." 
 
 From the Wyoming experience is deduced the fol- 
 lowing theoretical system of training, adapted to the 
 adolescent American youth. Local conditions will 
 necessarily modify the application of this so-called 
 theoretical system of training, but the general princi- 
 ples on which it is based will obtain in any part of the 
 United States. 
 
 1. Cut the school year into separate, short, intensive 
 training periods, working up through preliminary to 
 final competition dates with the fixed competition units. 
 
 2. September 1st to December 31st, wall-scaling and 
 calisi henic events ; minimum of drill, maximum of body 
 building. 
 
 3. January 1st to February 28th, troop leadership 
 competitions, twelve-inch Gettysburg map maneuver. 
 Include military policy of the United States. 
 
 4. January 1st to February 28th, minimum of drill, 
 maximum of gallery practise, group competitions. 
 
 5. March 1st to May 7th, minimum of drill, maxi- 
 mum of range practise and field firing competitions. 
 
 6. May 8th to June 15th, minimum of drill, maxi- 
 mum of camp and field problems, competitive between 
 high schools. 
 
 7. All through school year, commencing in the 
 spring and running through the following fall and win- 
 ter, take boys into camp each week and harden 
 them to the rigors of camp life. Teach them sanita- 
 
230 ARMS AND THE BOY 
 
 tion, cooking, woodcraft, simple field engineering, 
 plains-craft, castramentation, sketching, scouting, pa- 
 trolling, the service of security and information, and 
 qualify them as guides in their own immediate sur- 
 rounding territory. 
 
 8. Summer camp immediately after closing of 
 school, fourteen days. 
 
 The modified Washington high-school cadet season, 
 January to June, 1916, follows: (Please note that this 
 does not represent a normal school year but shows a 
 transition from an old, antiquated, close order drill sys- 
 tem to the new Wyoming system.) 
 
 Rifle Practise 
 
 January and February. — Drill period — close order drill 
 twenty minutes; gallery practise seventy min- 
 utes. 
 
 March 1st to April ISth.'— Outdoor shooting period, tar- 
 get ranges. Congress Heights and Winthrop. 
 
 April 17th to 24th.^ — Field firing competition between 
 platoons of each company to determine marks- 
 manship platoons. Decorations awarded to 
 winning marksmanship platoons. 
 
 April 27th to May 1st. — ^Inter-high school competitions 
 between marksmanship platoons to determine 
 winners of semi-final decorations. 
 
 May 6th. — Competition between four semi-finalist pla- 
 toons — competitive field firing for championship 
 of the District of Columbia. 
 
Scaling a wall fourteen feet high — Culver 
 
Cheyenne High-School Cadets Practising Wall Scaling 
 
 The wall is 8 feet 3 inches high. Record of 6 2-5 seconds by a 
 
 Cheyenne squad 
 
 Riding School Exercises — Culver 
 
ARMS AND THE BOY 231 
 
 Troop Leadershijy Competitions and Military Policy 
 of the United States 
 
 (Twelve-inch war map maneuver.) 
 
 Friday and Saturday evenings from January 7th to 
 29th, inclusive, lectures by United States Army 
 officer on patrolling and battalion combat ex- 
 ercises. 
 February 4th to 12th. — Preliminary map maneuver 
 competitions between Eastern, Western, Cen- 
 tral, McKinley, and Business High Schools. 
 Winners to receive first preliminary ribbon. 
 February 18th to 19th. — Semi-final competitions. Win- 
 ners awarded semi-final ribbons. 
 February 25th. — ^Final troop leadership competition. 
 Winners to be awarded District of Columbia 
 Championship. 
 Review on White House lot about May 25th. 
 Competitive drill about June 15th preceded by try- 
 outs in different high schools the week immediately 
 precediyig. 
 
 Week-End Camps 
 
 Officers and faculty advisors, April 7 to 15. 
 Selected cadets, April 21 to 29. 
 All cadets. May 12 to June 3. 
 
 Summer Camps 
 
 June 23 to July 6, inclusive. 
 
 Discussion of Course in Military Preparation 
 
232 ARMS AND THE BOY 
 
 The organization that puts into effect the "game" 
 idea differs fundamentally from the modern American 
 athletic system. The cadet leaders choose up each in 
 turn so that each fixed competition unit represents a 
 certain proportion of strong, medium and of weak 
 lads. 
 
 In football and basket ball and track only the few 
 physically fit take part. In this system each squad rep- 
 resents an average. Every boy takes part. There is 
 as much "in it" for the weak as for the strong, and 
 the survival of the fittest — ^whether they be squads, 
 platoons, or companies — gives the competition spirit. 
 
 (B) Moral Preparation 
 
 A nation stands or falls, succeeds or fails, just in, 
 proportion to the high-mindedness, cleanliness and 
 manliness of each succeeding generation of men. 
 There can be no question but that the single standard 
 of morality is the only one worthy of a great people, and 
 history shows countless examples of nations that have 
 fallen when they departed from this standard. 
 
 In the Wyoming system, the fundamental factor isi 
 the competition between equally balanced units. The 
 individuals are forced by public opinion among their 
 fellows, to go into training, and this training means' 
 clean moral youths. It is shown conclusively in the 
 various competitions that clean men morally, are the 
 surest kind of winners. Smoking and immoral prac- 
 tises must go. Under the fiercest kind of competitions 
 and a new and fascinating interest in life, the adoles-* 
 
 I 
 
I 
 
 - i !l 
 
 E 
 
 I I 
 
 Ir 
 
 II 
 
 1! 
 
 % 
 
 
ARMS AND THE BOY 233 
 
 cent youth is better enabled to negotiate that difficult 
 period of life. 
 
 It is only necessary to point to Casper's marvelous 
 third squad, all of them boys, no one of whom ever 
 smoked, and a squad that successively lowered the 
 world's wall-scaling record from ten seconds to eight 
 seconds, to seven and one-fifth seconds, to six and four- 
 fifths seconds, to six and one-fifth seconds. This squad 
 was not a picked squad — ^just an average squad. 
 
 The single standard of morality is taught frankly 
 and fearlessly and efficiently to each and every indi- 
 vidual in the Wyoming and Washington cadet organ- 
 izations. 
 
 (C) Civic Preparation 
 
 It is almost a fundamental principle of a military or- 
 ganization that the leader should not be voted for. 
 The Wyoming system is not intended to make soldiers. 
 The Wyoming school masters are of the opinion that 
 soldiers can only be made from mature manhood, and 
 that the preparation of the adolescent youth should 
 be such that when he reaches manhood he may, then, 
 be made into the highest type of soldier. Hence, the 
 objection to voting for leaders does not obtain in the 
 cadet organization, whereas the objection is perfectly 
 valid in a military organization. 
 
 The cadet leaders are chosen at the beginning of 
 each year by the vote of the older cadets. The leaders 
 are selected on merit, very much as the captain of the 
 football team is selected for his merit. It has been 
 noticeable that on the first organization boy politics 
 
234 ARMS AND THE BOY 
 
 elect a certain percentage of popular and inefficient 
 leaders whose very inefficiency is a terrible punishment 
 to the members of their own units. The stress of com- 
 petition soon brings out the real leaders. The cadets 
 never repeat their mistake. After the first election 
 they insure a very wise and careful selection of leaders. 
 This civic lesson can not be wholly lost to them in 
 years to come when they are called upon as citizens to 
 elect the leaders of their city, county, state and na- 
 tional governments. 
 
 (D) Business Preparation 
 
 Team work and efficiency are prime requisites in 
 the business life of to-day. 
 
 The soldier game can be made the keenest, as well 
 as the most fascinating of all games, and efficiency is 
 a necessity if a competition unit is to win. Not only 
 must each man be worked to the limit of his capacity 
 but each competition unit leader must analyze his men 
 and fit each to his proper place. The leaders are al- 
 ways leading and learning efficiency. Six and one-fifth 
 seconds wall-scaling requires the highest type of effi- 
 ciency, 
 
 ADDITIONAL DATA FROM SUPERINTENDENT OF PUBLIC 
 SCHOOLS, CHEYENNE, WYOMING 
 
 Drills are held twice a week during school hours for 
 a period of forty-five minutes each. During the fall 
 and winter, drills are held indoors in the public school 
 
ARMS AND THE BOY 235 
 
 gyirinasium. In the spring the cadets drill out-of- 
 doors as much as the weather will permit and also do 
 considerable range work out of school hours and on 
 Saturdays. The ammunition for this target work is 
 furnished by the board of education. 
 
 Camp. — Usually the day following the close of school, 
 along about the tenth of June, the cadets assemble for 
 their annual hike into the mountains. They take along 
 with them ample supplies to provide for ten days 
 or two weeks, these supplies being taken in wagons f ur- 
 nislied from Fort D. A. Russell, near Cheyenne, or if 
 these are not available, from wagons about the city. 
 Th(i cadets hike their twenty-six miles to their camping 
 grounds in two days. In camp, they do their own cook- 
 ing, squads being detailed for the several duties of 
 camp life. During the day they engage in military 
 maneuvering and drills under the military instructor. 
 During the encampment, one night sham battle is 
 engaged in, and the opposing sides show some real skill 
 in their maneuvers. During recreation hours fishing, 
 hunting and mountain climbing are indulged in. These 
 hikes have great attraction for the boys and they look 
 forward to this outdoor life with great zest. 
 
 Public Exhibitions. — About twice a year public exhi- 
 bitions are given in the public school gymnasium in 
 which all the features mentioned in paragraph three 
 are displayed publicly. The boys take great pride in 
 thiise pubHc exhibitions and drill with enthusiasm for 
 them. The cadets appear in uniform, the uniforms be- 
 ing attractively made, and cared for assiduously by the 
 
236 ARMS AND THE BOY 
 
 boys. The patrons are equally enthusiastic over these 
 cadet tournaments and attend in large numbers. 
 
 Uniforms. — The state of Wyoming has finally be- 
 come sufficiently interested in the cadet movement to 
 make an appropriation to assist in the purchase of uni- 
 forms. This appropriation is sufficiently large to war- 
 rant the expense of about six dollars per cadet. The 
 uniforms our boys wear actually cost eleven dollars and 
 seventy cents this year, of which amount the state paid 
 six dollars and the boys the remainder. The adjutant 
 general, who controls the distribution of these funds, 
 appointed State Superintendent Edith K. 0. Clark, 
 Lieutenant E. Z. Steever and City Superintendent Ira 
 B. Fee as members of a committee to draft rules gov- 
 erning the distribution of this fund for the purchase of 
 uniforms. The committee decided that in order to be 
 eligible to purchase uniforms through the use of any 
 part of the slate funds each cadet would be required 
 to sign a certificate agreeing that he will refrain from 
 the use of tobacco in any form. This rule is almost 
 eliminating the use of tobacco among members of our 
 cadet corps in the state. 
 
 Benefits from Drills. — As above indicated, pupils of 
 small stature are welcomed to this organization, a pol- 
 icy in sharp contrast to that usually prevailing in other 
 forms of athletic sports, of training those whose physi- 
 cal power is already very marked. Furthermore, the 
 drills prove very beneficial, resulting in increased chest 
 capacity, stronger muscles, a surer eye and a clearer 
 brain. 
 
I 
 
 APPENDIX III 
 
 AN ETHICAL, PHYSICAL, MILITARY SYSTEM OF TRAIN- 
 ING FOR BOYS 
 
 The following suggestions for a course of instruc- 
 tion for boys in the public schools were made by 
 Brigadier General A. L. Mills, Chief of the Militia 
 Division of the Army War College, in an address de- 
 livered at the convention of the National Guard Asso- 
 ciation, November 11, 1915, and is included in this 
 appendix with his permission. General Mills was 
 suparintendent of the United States Military Academy 
 at West Point, 1898-1906. The success which marked 
 his administration of that institution entitles his 
 opi]iion to especial weight in matters pertaining to the 
 instruction of boys and young men. 
 
 Instruction of Boys Not Sufficiently Developed to 
 Drill with Rifles. — "It is frequently the case that drill 
 with the rifle is commenced before the boy is sufficiently 
 developed physically to handle the weapon without in- 
 jury to himself. Harm, rather than good, will result 
 from such a course. It frequently happens that those 
 who have charge of military instruction in the public 
 schools fail to understand that there are other phases 
 of this training when apphed to youths that are even 
 more essential from a military point of view than car- 
 
 237 
 
238 ARMS AND THE BOY 
 
 rying a rifle and a pack. Among these preparatory 
 phases, I count the instilling of discipline, in which our 
 youth is woefully deficient, as the most important, for 
 once a lad learns to respect authority, progress is as- 
 sured. Next, I should place the development of his 
 physique, and thirdly, I should lay the greatest stress 
 upon manhness in all that term implies — ^honesty, 
 truthfulness and self-respect. With the development 
 of these qualities, all of which can be accomplished 
 without any military pharaphefrnal4a, the very best 
 foundation will be laid upon which a course of mili- 
 tary training can be constructed that will be enduring 
 in its effect and that can not but redound to the benefit 
 of the individual by increasing his efficiency in any 
 walk of life, and of the country by creating a better 
 and worthier citizen. 
 
 "This is what may be termed the ethical-physical- 
 military system of training for boys. Ethically, I 
 should begin at once by the introduction of the honor 
 system as far as they are able to grasp its meaning; 
 physically, I should begin by laying stress upon proper 
 position, carriage, gait and physical habits ; militarily, 
 I should begin by teaching them obedience, a willing, 
 not a forced obedience, and precision, as far as it is 
 possible in action and thought. 
 
 "During this stage, the positions of the body best 
 adapted to sustain its weight and to facilitate the func- 
 tioning of its organs in all the ordinary walks of life 
 should be taught and illustrated. Children should be 
 taught to sit, stand and walk correctly. Exercises 
 
ARMS AND THE BOY 239 
 
 should be given for the purpose of developing self-con- 
 trol and of practising the muscles in coordination so 
 that they will act in concert. Mental alertness should 
 be developed by training in the execution of movements 
 at the word of command without previous knowledge 
 of the movement to be executed. The feeling of self- 
 respect is promoted by requiring neatness in person 
 and dress. 
 
 Instruction After Pupil Has Reached Fourteenth 
 Yejir. — "I should carry on this kind of instruction, in- 
 creasing steadily the demands, until the pupil has 
 reached his fourteenth year, when I should begin the 
 military drills in the schools of the soldier, squad and 
 company, without arms or equipment. To offer an in- 
 centive and to create rivalry, I should divide the 
 classes into squad units with the members in turn act- 
 ing: as leaders for a given period. Personal hygiene 
 should form part of the instruction, and to give the 
 boys practical application of their knowledge of this 
 and other subjects, military camps should be establish- 
 ed for them for a certain period of their summer vaca- 
 tion. During this period, they should be taught the 
 true history of our country with special stress upon our 
 military history. 
 
 Instruction Beginning with Sixteenth Year. — "Be- 
 giiming with the sixteenth year, rifles should be issued 
 to all those who possess the requisite amount of 
 sti-ength and endurance, which should be determined 
 by what had been accomplished during the previous 
 two years. To establish a standard that will determine 
 
240 ARMS AND THE BOY 
 
 a boy's fitness to carry and handle a rifle without in- 
 jury to himself, a test might be made which would con- 
 sist in holding the piece at the balance horizontally at 
 the side of the body with the arm extended and then 
 lifting it to a horizontal position over the shoulder and 
 extending it a certain number of times without derang- 
 ing the position of attention and without pausing. The 
 standard for qualification might be fixed at a certain 
 fair percentage under the average. This test would 
 bring into play all muscles used in handling the piece. 
 The movements that have been taught without arms 
 should be combined with the manual of arms as soon 
 as the latter has been mustered. After the use of the 
 rifle has been learned, a light pack may be added. Some 
 work in gallery and range practise should also, if prac- 
 ticable, be given. 
 
 "Interest may be sustained and esprit de corps fos- 
 tered by holding state tournaments and competitions 
 in which teams of all the public schools participate, as 
 is now done in the state of Wyoming, which has taken 
 an advanced position in this form of public-school 
 training. These tournaments might include competi- 
 tive drills, wall-scaling exercises, first-aid competi- 
 tions and tent pitching, as well as athletic events. 
 
 Historical Instruction. — "The truth ought to be told 
 in the historical instruction given in our schools. While 
 not omitting the mention of the many fine deeds of valor 
 which our volunteer armies have performed in behalf 
 of their country, the extravagant expenditure of life 
 and wealth that has characterized all our past wars, 
 
ARMS AND THE BOY 241 
 
 should not be concealed from the student. False pa- 
 triotism is induced by false history, and our school his- 
 tories have not been written in such a way as to teach 
 the salutary lessons which should be drawn from our 
 past mistakes and lack of consistent policy. Progress 
 in this direction is essential in order to enable the fu- 
 ture electors of the country to act with intelhgence on 
 the military questions which may in the future call for 
 their decision. 
 
 Providing Competent Instructors. — "One of the great- 
 est difficulties in initiating a course of training of the 
 character outlined will be the provision of competent 
 instructors. Much can be done by utilizing the services 
 of officers and non-commissioned officers of the regular 
 anny on duty with the organized militia and of the 
 officers and non-commissioned officers of the National 
 Guard. Eventually, however, the instruction will have 
 to be in the hands of the teachers, and the efforts of 
 the military instructors largely directed to work pre- 
 pa]ring them for the proper performance of their duties. 
 I presume that special courses in military and physical 
 training and military history could be made a part of 
 the curriculum of the "normal" schools. This might 
 be effected through the cooperation of the adjutant 
 general as head of the military affairs of the state with 
 the state superintendent of public instruction. 
 
 Importance of Early Training. — "I am greatly im- 
 pressed with the importance of the early training of 
 our citizenry for their duties in our national Hfe. For 
 after all, whatever system of defense is adopted, the 
 
242 
 
 ARMS AND THE BOY 
 
 basis of its strength lies in the quahties of the individ- 
 uals who make up the community. No military system 
 which does not rest on that basis, can be enduring. If 
 we neglect the training of our youth, we can not expect 
 that they will be responsive to call of duty, either in 
 their capacity as private citizens in time of peace, or as 
 defenders of their country against aggression in time 
 of war." 
 

 APPENDIX ly 
 
 TRAINING AND DISCIPLINE OF THE SALT LAKE CITY HIGH- 
 SCHOOL CADETS 
 
 Published through the courtesy of Captain William C. 
 Webb, F. A,, N. G. U. 
 
 Three drills are given per week. The drills are fifty 
 minutes long, from two-forty to three-thirty P. M. 
 
 The school year, October first to May thirtieth, is di- 
 vided into three periods. 
 
 l^irst period, October first to November thirtieth. 
 
 First Year Boys — School of the soldier; school of 
 the squad; manual of arms, port and right shoulder, 
 only. 
 
 Ten minutes of each drill period is devoted to double 
 timing and calisthenics with and without arms. 
 
 Second Year Boys — ^^School of the soldier; school of 
 the squad; school of the company; manual of arms; 
 competition in manual; some extended order. 
 
 Second period, December first to February twenty- 
 eighth. 
 
 First Year Boys — Manual of arms; school of the 
 squad and company; care of and cleaning rifle; calis- 
 thenics with and without arms. 
 
 Second Year Boys — Review of first period ; pointing 
 and aiming drills ; extended order. 
 
 243 
 
244 ARMS AND THE BOY 
 
 During this period lectures are delivered to all organ- 
 izations on the following subjects: First aid; outline 
 of an army ; military preparedness in the United States. 
 
 Third period, March first to May thirtieth. 
 
 First Month — Target practise; school of the com- 
 pany and battalion, close order ; school of the company, 
 extended order ; company combat exercises. 
 
 Second and Third Months — Battalion parade and re- 
 view ; combat exercises, battalion ; target practise ; gov- 
 ernor's review. 
 
 Officers' and Non-commissioned Officers' School : All 
 officers and non-commissioned officers are formed into a 
 provisional company for the purpose of instruction. 
 This company is commanded by the senior officer who 
 is responsible for its proper instruction. 
 
 Discipline. — Discipline is maintained by a system of 
 demerits. Each demerit given involves two punish- 
 ment tours of forty minutes each. 
 
 1. At the beginning of each year each cadet will 
 be credited with fifteen merits. All points (merits) 
 earned will be credited to the cadet's account and all 
 demerits will be deducted. When any cadet loses all 
 but five, he will report the fact to the principal for his 
 action. Any cadet losing all his credits will be sus- 
 pended from school. 
 
 2. Officers and non-commissioned officers will with- 
 out favor report all cases of inattention at drill, un- 
 steadiness in ranks, and violations of regulations and 
 orders. 
 
 3. Lists of delinquencies will be published before 
 
ARMS AND THE BOY 
 
 245 
 
 the battalion each week and will be posted on the school 
 bulletin board the day following. Any cadet found 
 delinquent will be given until the drill following to 
 explain the delinquency. 
 
 4. Demerits will be given according to the gravity 
 of the offense, the maximum in each case being as 
 follows : Inattention, l^ ; moving in ranks, i/^ ; talking 
 in ranks, 1 ; insubordination, 10 ; disobedience, 10 ; tardi- 
 ness, 1 ; without gloves, 1 ; omitting a salute, 1. 
 
 At inspection : Dirty rifle, 2 ; soiled gloves, 1 ; no col- 
 lar, 1 ; shoes not polished, 1. 
 
 5. Merits will be awarded as follows : 100 per cent, 
 at inspection, 5 ; 100 per cent, at examination, 2. 
 
 In addition to the above, demerits charged against 
 cadets will be canceled by good conduct report of his 
 corapany commander at the rate of two each four 
 weeks. 
 
APPENDIX V 
 
 ISSUE OF RIFLES AND AMMUNITION TO HIGH SCHOOLS 
 
 AND OTHER INSTITUTIONS NOT HAVING OFFICERS 
 
 OF THE ARMY DETAILED AS PROFESSORS OF 
 
 MILITARY SCIENCE 
 
 TJndei^ an Act of Congress Approved April 27, 1914 
 
 The War Department is authorized to issue rifles 
 and ammunition to schools having a uniformed corps 
 of cadets at least forty in number, who receive military 
 instruction and who must engage in target practise. 
 
 The rifles issued under this act are the United States 
 Magazine Kifle or Carbine of the Model of 1898, known 
 as the "Krag" (Krag-Jorgensen) rifle. This is an alto- 
 gether serviceable and suitable arm for both drilling 
 and target practise, though lacking some of the refine- 
 ments and improvements of the present service rifle. 
 
 The following extracts from a circular issued by the 
 War Department under date of July 2, 1914, give the 
 conditions under which this issue is made. A copy of 
 this circular and further information is obtainable from 
 ^he Chief of Ordnance, United States Army, Wash- 
 ington, D. C. 
 
 ■*These arms will be issued on the basis of one rifle 
 . and the necessary appendages to each uniformed cadet 
 who is receiving adequate military training determined 
 
 246 
 
•r 
 
 REQUISITION BLANK 
 
 rOB USE BT SCHOOLS IN MAKINC APPUCATION rOB BOND, BITLBB, ANB AMMIMmON. 
 
 From: 
 
 To : Tlw Chief of OrdnBzim. U. S. Army, Washington, D. C. 
 
 Subject : Request for Amu and Ammunition and Application for Bond. 
 
 1. I hereby make application for * rifles and appendages therefor under the provisions 
 
 of the Act of Congress approved April 27, 1914, as published iu War Department Regulations, July 2, 
 
 1914. The name of thi.s institution is and the number of 
 
 uniformed cadets receiving militnry instruction 
 
 2. It is requested that bond, Form No.'< \ A' ' 1 , f be prepared and sent me for e.xecution. The 
 names of the principal and sureties who will sign the bond are: 
 
 m 
 
 (Principal) 
 
 (Surety) 
 
 (Surety) 
 
 8. It w abo requested that ball cartridges, for use in the U. S. magazine rifle, 
 
 iiuMlel of 1898, or carbine, mtMlel of 1899 (Krag-Jorgenson), bo furnished, the facilities for range prac- 
 I ice or which this request is baaed being as foUowa: 
 
 ranges, at yards; yards and yards. 
 
 4. Shipping address of the stores requested: 
 
 Loutk Tana 1417 tad I4l« twwfmBy «»m»< tir i<l n ti 
 
 Appnived : 
 
 Istlnd. 
 
 Atljuiint General's Office, SUt* of 
 
 To the (liief of Ordnance, U. S. Army, Washington. D. C. 
 Approved. 
 
ARMS AND THE BOY 247 
 
 as the result of an inspection to be provided for by the 
 military authorities of each state, and who will engage 
 in target practise in accordance with the regulations 
 prescribed by the National Board for the Promotion of 
 Rifle Practise for the course known as the Junior 
 Marksman course. Those persons qualifying in this 
 course will receive decorations from the National Board 
 for the Promotion of Rifle Practise. 
 
 "5. Each application for arms under the provisions 
 of this act must be submitted to the Chief of Ordnance, 
 Umted States Army, Washington, D. C, by the prin- 
 cipal of the school applying for the arms, who will spec- 
 ify the actual number of uniformed cadets who receive 
 military instruction and who will engage in target 
 practise. This application must also be approved by 
 the adjutant general of the state, or governor of the 
 territory, and by the superintendent of schools of the 
 city, town, or district, or chairman of the board of trus- 
 tees or other governing body of the school, applying for 
 the arms. 
 
 "6. No issues of the above arms will be made by the 
 Chief of Ordnance to any school until a bond has 
 been filed in the penal sum of the value of the property, 
 providing that the school take good care of, and safely 
 ke(ip and account for the same, and shall, when required 
 by the Secretary of War, duly return the same, within 
 thirty days, in good order, to the Chief of Ordnance, 
 United States Army, or to such other officer or person 
 as the Secretary of War may designate to receive them. 
 Should this bond be executed by an individual, such 
 
248 ARMS AND THE BOY 
 
 individual should be one having a directory control over, 
 the school, such as principal, trustee, etc. 
 
 "7. Ball cartridges for target practise will be issued 
 annually upon requisition to be forwarded to the Chief 
 of Ordnance, in accordance with the following allow- 
 ances for each uniformed cadet participating in targe 
 practise : 
 
 *Torty rounds of ball cartridges for each range at 
 which target practise is had, but not to exceed a total 
 of one hundred and twenty rounds per year per cadet 
 taking part in target practise. 
 
 "8. As annual allowances of ball cartridges date in 
 all cases from July first of each year, requisitions should 
 be forwarded before or as soon after that date as prac- 
 ticable for each current year's supply. Allowances not 
 drawn in one year can not be drawn in the succeeding 
 year. In submitting requisition for ammunition under 
 the provisions of this bulletin, the number of uniformed 
 cadets receiving military instruction and participating 
 in target practise should be stated. The facilities for 
 range practise should also be shown as follows : 
 ranges; yards, yards, yards. 
 
 "9. The transportation of rifles and cartridges from 
 the government arsenals to such schools, and back to 
 Government arsenals, must always be without expense 
 
 to the United States. 
 
 I 
 
 "10. The cost of packing rifles in addition to those 
 furnished in arm chests in multiples of 10 rifles will be 
 borne by the school. The prices of these packing boxes 
 for the number of rifles indicated are as follows: For 
 
 I 
 
 I 
 
 i 
 
ARMS AND THE BOY 249 
 
 1 rifle, $1.04; for 2 rifles, $1.47; for 3 rifles, $1.74; for 
 4 rifles, $2.20; for 5 rifles, $2.61; for 6 rifles, $3.15." 
 
 (For instance, if 46 rifles are required, 40 are packed 
 without cost to the school in the regulation arms chest, 
 the six, however, will require a special packing case 
 costing as stated, $3.15.) 
 
 *11. The schools to which issues of ordnance stores 
 are; made will be required to keep said property in like 
 good and serviceable condition as when issued by the 
 government, and for this purpose the spare parts, im- 
 plements, and appendages necessary for this purpose 
 will be sold to them at cost price. The sales authorized 
 above of spare parts and appendages for small arms 
 will be made by the commanding officer of the Rock 
 Island Arsenal, Rock Island, 111., or of the Springfield 
 Armory, Springfield, Mass. Application will be made 
 to these commanding officers by the proper official 
 of the school desiring the articles for the maintenance 
 of the arms issued to the school, and he should state 
 that these articles are needed for this purpose. 
 
 "12. When rifles and appendages therefor are re- 
 turned to the Ordnance Department by any school, they 
 will be carefully examined when received at the arsenal, 
 and if they are found imperfect or unserviceable by 
 reason of carelessness or other causes than legitimate 
 use in service, the damage shall be made good to the 
 United States. The cost of all missing property shall 
 be made good to the United States. 
 
 "13. Rifles and appendages therefor which become 
 unfit for use from any cause will, upon application of 
 
250 ARMS AND THE BOY 
 
 the principal of the school and the approval of the 
 Chief of Ordnance, be sent to an arsenal without ex- 
 pense to the United States. Upon reaching an arsenal 
 they will be inspected by an officer of the Ordnance 
 Department, and if their condition is found to be due 
 to the ordinary incidents of service they may be re- 
 placed with serviceable stores of like character ; but if 
 their condition is found to be due to carelessness or 
 other than legitimate causes, the extent of damage or 
 value of missing stores will be determined by the Chief 
 of Ordnance and must be paid by the school or the re- 
 sponsible party under the bond before any new issue 
 of rifles or appendages is made. 
 
 "14. Eegular property returns will be rendered an- 
 nually, June thirtieth, to the Chief of Ordnance by each 
 responsible officer of a school supplied with arms and 
 appendages therefor under this act. These returns will 
 be made on blank forms to be supplied by the Chief 
 of Ordnance upon application therefor. 
 
 "15. Failure on the part of any school to pursue 
 each year the prescribed course of rifle practise or to 
 comply with the foregoing regulations, or with any 
 others that may be prescribed by the Chief of Ord- 
 nance, with the approval of the Secretary of War, for 
 the use, care, preservation, or accountability of any 
 rifles or appendages, or cartridges therefor, issued to 
 it by the United States, will be considered sufficient 
 cause for the prompt withdrawal by the Secretary of 
 War of the government property in its possession. 
 
 "16. Whenever any school shall fail to return the 
 
ARMS AND THE BOY 251 
 
 arms and appendages therefor in its charge within 
 thirty days after demand made by the Secretary of 
 War, the dehnquency will be immediately referred to 
 the Attorney General of the United States, in order 
 that the bond of the school may forthwith be put in 
 suit. 
 
 "17. Upon the receipt of an application for stores as 
 herein provided, accompanied by the certificate and 
 recommendations referred to in paragraph five of these 
 regulations, the Chief of Ordnance will supply the prop- 
 er form of bond and full instructions as to its execution, 
 and no issue will be made until the bond shall have been 
 duly approved and accepted. 
 
 "18. One of the following forms for bonds is re- 
 quired, and in submitting a request for bond the form 
 of bond desired should be stated: 
 
 *'Form K (1417). When principal and sureties are 
 individuals. 
 
 'Torm L (1418). When the principal is a corpora- 
 tion and the sureties are individuals. 
 
 "Form M (1419). When the principal is an indi- 
 vidual and the surety is a corporation. 
 
 "Form N (1420). When both principal and surety 
 are corporations. 
 
 "For information concerning the issue of rifles to 
 rifle clubs organized in institutions of learning not 
 having a uniformed cadet corps, see regulations relat- 
 ing thereto, printed separately. 
 
 "HENRY BRECKENRIDGE, 
 
 "Assistant Secretary of War." 
 
APPENDIX VI 
 
 CALIFORNIA RULES AND REGULATIONS FOR THE GOVERN- 
 MENT OF HIGH-SCHOOL CADETS 
 
 Zeal and interest are more effective than many 
 pages of regulations. Yet always in the background 
 there must be well defined rules. Otherwise there will 
 be conflicts of authority and friction as well as a lack 
 of uniformity in discipline. 
 
 One officer or instructor will require one thing of the 
 cadet; another will require something else and the 
 youngster will never know, to use the vernacular, ex- 
 actly where **he is at." The California rules seem to 
 have struck the happy medium between too much and 
 too little in the way of regulations. They are so couch- 
 ed as to present a minimum of the "must and shall" 
 and as much as possible of the appeal to the boy's pride 
 and sense of manliness. The work of the military de- 
 partment is also very properly placed under the con- 
 trol of the principal, but is otherwise given the dignity 
 and freedom from interference accorded other depart- 
 ments of the school, and is not made an incidental part 
 of the physical department. 
 
 Some sections of the regulations are omitted that 
 are of purely local significance or that have been 
 touched on elsewhere. These regulations were pre- 
 pared in the office and under the supervision of E, A. 
 
 252 
 
ARMS AND THE BOY 253 
 
 Forbes, former Adjutant General of California, and 
 were approved by Governor Hiram W. Johnson. 
 
 They are published through the courtesy of Briga- 
 dier General C. W. Thomas, Jr., the present Adjutant 
 General of California. 
 
 As an officer of the National Guard of California, and 
 fonnerly as a member of the tactical staff of the Cul- 
 ver Military Academy, General Thomas has been a 
 close student of military affairs for many years. He 
 is a graduate of Leland Stanford University and of the 
 Hai.'vard Law School. His view-point of the military 
 needs of the country is both that of the well informed 
 soldier and of the intelligent public-spirited citizen. He 
 is deeply interested in the work of the high-school 
 cadets and believes that "the solution of the problem 
 of future military preparedness for our country is con- 
 tained in the nation-wide adoption of the high-school 
 cadet movement." 
 
 m 
 
 "State of California, 
 "The Adjutant General's Office 
 
 "Sacramento, June 1, 1915. 
 "These rules and regulations, prepared in the office 
 of the Adjutant General, and under his supervision, 
 have been approved by Governor Hiram W. Johnson. 
 They are published for the information and govern- 
 mcmt of the High-School Cadets, with a view to insur- 
 ing uniformity throughout the Cadet Organization. 
 
 "E. A. Forbes, 
 "The Adjutant General." 
 
'254 ARMS AND THE BOY 
 
 ARTICLE I 
 
 The Law of the State of California Authorizing High- 
 School Cadet Organizations 
 
 "1. Members in Cadet Companies, Age Limit, Au- 
 thority of Principal. — Section 1. The male students of 
 any high school in this state, having forty or more 
 such students, fourteen years of age or over, may be 
 organized into a high-school cadet company, or com- 
 panies, of not less than forty members each, under such 
 rules and regulations as the governing body of said 
 school may prescribe. Said cadet company, or compa- 
 nies, shall at all times be under the guidance and con- 
 trol of the principal of the said school, whose duty it 
 shall be to make regulations regarding the moral, edu- 
 cational and physical welfare of said cadets. 
 
 "Permission to Use National Guard Ranges. — ^Sec. 11. 
 Whenever practicable, said high-school cadets shall be 
 permitted to shoot at target practise upon national 
 guard rifle ranges, when not needed by the national 
 guard, under the supervision of the commandant of 
 cadets. 
 
 "Inspection by State Officers. — Sec. 12. Said school 
 cadet companies shall be inspected once each year by 
 officers of the national guard or naval militia detailed 
 by the adjutant general, state of California, for that 
 purpose. Such inspectors shall report to the adjutant 
 general the result of such inspections, relating to the 
 drill, target practise, attendance, discipline and condi- 
 tion of property of said high-school cadet organiza- 
 
 IB 
 
w 
 
 ARMS AND THE BOY 255 
 
 tions. Such reports shall be made and forwarded, in 
 duplicate, one copy to the state superintendent of public 
 instruction, and one copy to the adjutant general's 
 office, and shall bear the endorsement of the principal 
 of said school, containing such remarks as the prin- 
 cipal may deem pertinent. Such reports shall also con- , 
 tain an inventory of the state property on hand in the 
 cadet companies at the time of said inspections. 
 
 "Property Responsibility. — Sec. 13. The principal of 
 the school shall be responsible for all public property 
 sui)plied to said cadet companies, and shall supervise 
 the proper care thereof. 
 
 "Books and Forms. — ^Sec. 14. The adjutant general, 
 state of California, shall provide suitable drill regula- 
 tions, books of instruction and the necessary blank 
 foi-ms for reports of each of said high-school cadet 
 companies. 
 
 '"Commandant of Cadets. — Sec. 15. Upon the recom- 
 mendation of the adjutant general, state of Califor- 
 nia, and with the approval of the school board having 
 jurisdiction over the high school, the governor may 
 commission, in the same manner as national guard of- 
 ficers are commissioned, a commandant of cadets for 
 duty in each high school having one or more cadet com- 
 panies. This officer shall be commissioned major and 
 commandant of cadets, state of California, and shall 
 hold office at the pleasure of the governor, or until his 
 successor has been appointed and qualified, or until his 
 connection with the cadets is severed. Said major and 
 commandant of cadets shall be entitled to the same 
 
256 ARMS AND THE BOY 
 
 privileges and exemptions accorded National Guai'd of- 
 ficers, except that pay and expenses on special detail 
 shall be taken from the high-school cadet appropriation, 
 instead of from National Guard funds. Said major and 
 commandant of cadets shall wear the same uniform 
 and shoulder straps as a major of infantry in the Na- 
 tional Guard of California, with cap and collar orna- 
 ments designating the California High-School Cadets. 
 
 ARTICLE II 
 
 "2. High School Authority. — Nothing in these rules 
 and regulations shall be construed as in conflict with 
 any rule or regulation of any high school, or as revok- 
 ing any such rule or regulation, or as prohibiting the 
 principal of any high school from making and enforc- 
 ing any rule or regulation governing the students of his 
 schools that may in his judgment be for the best in- 
 terests of the students under his control. 
 
 ARTICLE III 
 
 "3. Organization. — Such male students of any high 
 school who are organized in accordance with the pro- 
 visions of the above law, shall constitute the High- 
 School Cadets, State of California ; as such, they shall 
 wear the prescribed uniform and shall be subject to the 
 orders of their superiors, and to these regulations. 
 
 "4. It is taken for granted that the word or signa- 
 ture of every cadet, worthy to be held in good standing 
 in the high-school cadets' organization, will be equiva- 
 lent to a sacred pledge, or word of honor. 
 

 ARMS AND THE BOY 257 
 
 "5. No cadet shall exercise authority as an officer, 
 or non-commissioned officer, without the approval of 
 the principal of the high school. 
 
 "7. Appointments and Promotions. — ^Appointments 
 and promotions shall be awarded to those cadets who 
 have distinguished themselves by the performance of 
 all mihtary duties, whose academic standing has been 
 satisfactory, and whose deportment and personal bear- 
 ing have been such as to create confidence in their abil- 
 ity and steadfastness, and to serve as an example to 
 other cadets. 
 
 "8. No officer shall hold the office of captain of a 
 company for more than one year. After an officer has 
 held the office of captain of a company for one year, 
 he will be placed on the list of additional officers, and 
 will thereafter be available for such duties with the 
 cad(Bts as may be assigned to him by the principal or 
 commandant. 
 
 "11. Commissions for Cadet Officers. — ^A student who 
 has successfully passed examination for commissioned 
 officers, to include the grade of captain, shall receive a 
 certificate of eligibility for promotion to the grade for 
 which examined, duly "feigned by the principal and the 
 commandant of the school. He will forward this cer- 
 tificate through the principal, to the adjutant general, 
 requesting that he be commissioned. The adjutant 
 general will commission the candidate in accordance 
 with section two, article I. 
 
 "12. Seniority. — Between officers or non-commission- 
 ed officers of the same grade and date of commission, 
 
258 ARMS AND THE BOY 
 
 or warrant, relative rank is determined, first by the 
 percentage attained at examination, second by length 
 of service in the high-school cadets, third by lot. 
 
 "13. Reductions — Any officer or non-commissioned 
 officer who by habitual neglect of his duties as a cadet 
 fails to show sufficient appreciation of his office shall 
 be deprived of his rank, 
 
 ARTICLE IV 
 
 "14. Registration. — Every student, except in schools 
 where military instruction is compulsory, who wishes 
 to become a member of the cadet organization of the 
 school, shall register his name in the office of the com- 
 mandant of cadets, and shall at the same time file with 
 the commandant the written permission of the stu- 
 dent's parent or guardian. The commandant will ascer- 
 tain from the principal the student's standing in stud- 
 ies and deportment. If this standing is below that fixed 
 by the faculty for students in good standing, the stu- 
 dent will not be enrolled. Great care will be exercised 
 that only students of good moral character may be en- 
 rolled in the cadet organization. 
 
 "15. No cadet shall withdraw from the cadet organi- 
 zation without the written permission of the principal. 
 
 ARTICLE V 
 
 "18. Uniform. — Each cadet shall keep himself sup- 
 plied with the regulation uniform of his school, which 
 he must maintain in good order. While on duty as a 
 
ARMS AND THE BOY 259 
 
 cadet, he shall wear no other dress, except by permis- 
 sion of the commandant. 
 
 '*19. Neatness of dress and person is required at all 
 times. 
 
 "20. No buttons, ornaments, badges or other de- 
 vices, except those authorized by the adjutant general, 
 shall be worn by any cadet. This regulation does not 
 forbid the cadet to wear insignia of excellence in class 
 standing, or athletic sports, but such insignia shall be 
 worn on the left breast on a line with the top seam of 
 the flap of the upper pocket of the blouse. 
 
 ARTICLE VI 
 
 "21. Studies. — No cadet shall absent himself from 
 any class to which he has been assigned by reason of 
 his military duties. 
 
 "22. The general standing of a cadet shall be deter- 
 mined by combining the academic standing, the mili- 
 tary standing and the deportment, that weight being 
 given each standing which in the judgment of the prin- 
 cipal is proper for the best interests of the cadet. 
 
 ARTICLE VII 
 
 "23. Discipline. — The commandant is responsible to 
 the principal for the proper administration of discipline 
 in the cadet organization in accordance with these regu- 
 lations and the orders of the adjutant general. 
 
 "24. Method of Investigating Breaches of Disci- 
 pline. — Breaches of discipline or violations of these reg- 
 ulations committed by any cadet shall be triable by 
 
260 ARMS AND THE BOY 
 
 court-martial, or summarily punished by the principal, 
 or by the commandant of cadets, according to the na- 
 ture of the offense, provided that any cadet who feels 
 that he has been unjustly accused, may appeal his case 
 to the principal, asking for a careful investigation of 
 his case, pending which execution of sentence shall be 
 withheld, and no punishment will be given unless the 
 principal decides that punishment will be just in the 
 case before him. 
 
 "25. The organizatiton, procedure, and records of 
 all courts-martial shall conform to those prescribed by 
 United States army regulations. 
 
 "26. No sentence of any court-martial shall be car- 
 ried into effect until it has been approved by the prin- 
 cipal and the commandant. 
 
 "28. Responsibility for Company Discipline. — ^Com- 
 pany commanders shall be held responsible to the com- 
 mandant for the proper discipline of their respective 
 commands, and shall submit daily reports of all absen- 
 tees and of all offenses committed by members of their 
 organizations. 
 
 "29. Merits. — ^At the beginning of each term each 
 cadet shall receive a credit of one hundred merits. Any 
 cadet who exhausts his full credit of merits during the 
 term shall be expelled from the cadet organization, or 
 otherwise punished as the principal may direct. Any 
 officer or con-commissioned officer who, during a term, 
 receives a total of fifty demerits shall be reduced. 
 
 "30. Demerits. — Demerits shall not be given lightly. 
 It must be borne in mind that a demerit materially af- 
 
ARMS AND THE BOY 261 
 
 fects a cadet's general standing in the school. When 
 any officer or non-commissioned officer considers that 
 a cadet should be given a demerit, he shall at once bring 
 the cadet's conduct to the attention of the command- 
 ant, and shall notify the cadet that this action has been 
 takiBn. In every case the commandant shall give the 
 cadet a fair opportunity to explain his conduct to the 
 principal before awarding demerits. 
 
 ARTICLE VIII 
 
 "31. Conduct and Deportment. — No cadet shall ad- 
 dress an officer or a cadet who may have reported him 
 for a delinquency on the subject of such report, unless 
 specially authorized by the principal or commandant 
 to do so, and no officer or cadet who has made a report 
 against a cadet shall hold any conversation with him 
 in regard to it, unless by permission of the principal or 
 commandant. 
 
 ''32. Responsibility of Cadets for Enforcing Disci- 
 pline. — It shall be the duty of every cadet, officer and 
 non-commissioned officer aware of any violation of the 
 rules and regulations of the high-school cadets, or of 
 any crime, irregularity, neglect, or other improper con- 
 duc't of which any cadet has been guilty, to report the 
 same without delay to the commandant. Officers and 
 cadets in presenting delinquencies shall, as far as prac- 
 ticable, conform to simple, plain statements of facts, 
 and shall not attempt to characterize offenses. 
 
 "33. Cadet Officer of the Day.— A daily detail of an 
 officer of the day shall be made in each school, the of- 
 
262 ARMS AND THE BOY 
 
 ficer so detailed to hold office for twenty-four hours. 
 During his tour of duty he is senior to all cadets and 
 cadet officers in matters of police and good order, but 
 shall have no power to grant privileges, except as spe- 
 cially authorized. He shall be responsible for the good 
 order, discipline and conduct of the cadets, and for the 
 enforcement of these regulations during his tour of 
 duty. He shall make such inspections and reports, and 
 be subject to such orders as from time to time may be 
 prescribed by the principal or commandant. 
 
 "36. Restrictions Regarding Use of Arms and Am- 
 munition. — No arms or equipment belonging to the gov- 
 ernment, state, or school shall be removed from the 
 school without permission from the commandant. 
 
 "37. No ammunition or unauthorized firearms of 
 any kind shall be carried by the cadet without express 
 permission of the commandant. 
 
 *'38. Cadets shall not discharge firearms within or 
 about the school except in the regular routine of duty. 
 
 "39. Any cadet who shall lose, sell, wilfully damage, 
 destroy, or in any way dispose of the arms, ammuni- 
 tion, equipment, accouterments, or furniture issued to 
 him shall, in addition to paying for the same, be pun- 
 ished according to the nature of his offense. 
 
 "40. Disapproval of Official Action. — Open manifes- 
 tations of feeling, by way of approval, or censure, when 
 official announcements are made are prejudicial to mili- 
 tary discipline, and therefore punishable. 
 
 "41. All combinations under any pretext whatso- 
 ever within the cadet organization are contrary to mili- 
 
ARMS AND THE BOY 263 
 
 tary discipline. Any cadet who, in concert with others, 
 under pretense of procuring redress of grievance, 
 adopts any measure, or signs any paper, or enters into 
 any written or verbal agreement, with a view to violate 
 or evade any regulation of the cadet organization, or 
 does anything to the prejudice of good order and mili- 
 tary discipline, or who endeavors to persuade others 
 to do the same, shall be dismissed or otherwise pun- 
 ished, according to the nature of the offense. 
 
 "42. Redress of Grievances. — Any cadet who consid- 
 ers liimself aggrieved by another, or by an officer, may 
 complain thereof to the principal or commandant. 
 
 "43. Articles of War, United States Army, Art. 25. 
 No officer or soldier shall use any reproachful or pro- 
 voking speeches or gestures to another. Any officer 
 who so offends shall be put in arrest ; any soldier who 
 so offends * * * shall be required to ask pardon of the 
 party offended in the presence of his commanding of- 
 ficer. 
 
 "45. The above articles of war are included in these 
 regulations. 
 
 ARTICLE IX 
 
 "46. Religious Duties. — Every cadet should consider 
 it his duty to observe the days set aside for the wor- 
 ship of the Supreme Being by his parents or guardians, 
 or by the religious denomination to which he may be- 
 long. 
 
 "47. Every cadet should avoid any act of disrespect 
 for the religious beliefs of fellow cadets, and all cadets 
 
264 ARMS AND THE BOY 
 
 shall refrain from making remarks relative to such be- 
 liefs that might give even the least offense to their 
 comrades. 
 
 ARTICLE X 
 
 "48. Tobacco and Intoxicants. — Since all authorities 
 agree that tobacco and intoxicants are injurious to 
 growing boys, no cadet shall use the same in any public 
 place when in uniform, or within the bounds of any 
 cadet camp or at any official function. 
 
 ARTICLE XI 
 
 "/ 
 
 '49. Comradeship. — The good fortune of individuals 
 is not alike. One is successful in life while another 
 equally as deserving meets with reverses. It happens, 
 as a consequence, that all parents are not equally able 
 to provide in quantity and quality the material neces- 
 sities of "life for those entrusted to their care. Every 
 cadet should bear this in mind, and should so conduct 
 himself in his relations with his fellow cadets that each 
 cadet, irrespective of the high school of which he may 
 be a student, will feel for the other cadet true comrade- 
 ship indeed. 
 
 "50. Jealousy. — Nothing is more destructive of com- 
 radeship than petty jealousies. Such jealousies are the 
 hall-mark of mediocrity. Every cadet is duty bound 
 actively to discourage them. 
 
 "51. The success of any cadet organization in any 
 shooting contest, competition, or other effort reflects 
 credit on the entire high-school cadet organization. 
 
ARMS AND THE BOY 265 
 
 "52. Sportsmanship.— Whenever any cadet organiza- 
 tion shall be rewarded for excellence in any contest, 
 competition, or other effort, it shall be the duty of every 
 regimental, battalion, or company commander of the 
 high-school cadets to prepare a letter extending to 
 the successful organization the hearty congratulations 
 of the regiment, battalion and company. 
 
 "53. True comradeship is active, not passive. Every 
 cadet should endeavor by good example to encourage 
 his fellow cadet to keep the laws of God and country. 
 
 ARTICLE XII 
 
 "54. Neatness. — ^No cadet should appear in uniform 
 on the streets, or in any public place with his hands 
 in his pockets, nor should any uniformed cadet appear 
 except in proper uniform with blouse buttoned 
 throughout. Olive drab shirt may be worn without 
 blouse, in which case it shall be buttoned throughout 
 with, collar neatly rolled, except when the cadet is en- 
 gaged in athletic sports. 
 
 "55. Neglect of Studies. — Cadets who are guilty of 
 culpable and continued neglect of their studies are not 
 worthy cadets, notwithstanding any special qualifica- 
 tions they may otherwise possess which particularly 
 fit them for membership in the organization. 
 
 "57. Politeness. — Every cadet should cultivate polite- 
 ness. His conduct toward his teachers and toward 
 elderly people should at all times be above criticism. 
 
 "58. Protection of Weak. — Every cadet should con- 
 
266 ARMS AND THE BOY 
 
 sider himself in honor bound to lend his protection to 
 the weak. 
 
 "59. Purity. — Purity in thought, word and deed is 
 the hall-mark of nobility of character. The impure 
 are not wanted in any community. 
 
 "60. Profane Language. — ^The use of profane or un- 
 seemly language is the clearly defined line separating 
 the ill-bred rowdy from the man of gentle breeding. Be 
 careful to keep yourself on the right side of that line. 
 
 "61. The Cadet's Glory. — ^A high-school cadet is a 
 true gentleman. He stands for the high ideals of life. 
 He loves peace and deplores war, but is always ready 
 to defend his country in its hour of need. He respects 
 authority. He obeys the law. He cultivates filial love, 
 and strives earnestly to be an honor to his father and 
 mother. He honors the Supreme Being in thought, 
 word and deed. 
 
 ARTICLE XIV 
 
 "68. Target Practise. — Every cadet shall be taught 
 the nomenclature, care and use of the rifle. 
 
 "69. Gallery Practise. — As soon as practicable after 
 the enrollment of a student in the cadet organization, 
 he shall be put through the course in gallery practise'] 
 prescribed for Junior Marksman's Course, National 
 Board for the Promotion of Rifle Practise. ! 
 
 "70. Estimate Distances. — Every cadet shall be 
 taught to estimate distances up to 1,000 yards, in ac-.; 
 cordance with the principles set forth in Small Arms ] 
 Firing Manual, United States Army. 
 
ARMS AND THE BOY 267 
 
 "73. Rifle Club. — In each cadet company there shall 
 be organized a rifle club under the rules and regulations 
 of the War Department, National Board for Promotion 
 of Rifle Practise and aflfiliated with the National Rifle 
 Association of America. 
 
 "74. Junior Marksman. — Every cadet under eighteen 
 years of age should strive to win the 'Junior Marks- 
 man's Lapel Button,' issued by the War Department 
 through the National Rifle Association of America. 
 
 "75. Inter-School Competition. — Annually the rifle 
 club in each cadet organization shall appoint a team 
 to compete for the War Department trophy, inter- 
 school championship, and for the adjutant general's 
 trophy. 
 
 ARTICLE XV 
 
 "78. Military Correspondence. — All official corre- 
 spondence will be carried on in a military manner in ac- 
 cordance with the form prescribed by the War Depart- 
 ment. 
 
 "79. Appendix B will show the form of military 
 communications, letters, endorsements, etc. 
 
 "80. Letters and endorsements will be couched in 
 courteous language. Impertinent and flippant remarks 
 will be carefully avoided. Violations of this rule will be 
 punished with demerits. 
 
 "81. A communication will refer to one subject 
 only. 
 
 "82. All communications will be promptly an- 
 swered. Violations of this regulation will be punished 
 according to the nature of the offense. 
 
268 ARMS AND THE BOY 
 
 ARTICLE XVII 
 
 "( 
 
 '88. Ignorance of Regulations No Excuse. — A copy 
 of these regulations shall be furnished each cadet at 
 the time of his enrollment. He shall carefully read 
 them and strive at all times carefully to conform to 
 them. Ignorance of a regulation will not be accepted 
 as an excuse for violation of the same." 
 
 EXTRACTS FROM A LETTER FROM THE ADJUTANT GEN- 
 ERAL OF THE STATE OF CALIFORNIA 
 
 Appropriation by Legislature. — "The state legisla- 
 ture at its session last spring appropriated the sum of 
 thirteen thousand dollars to cover the support of the 
 cadets for the next two fiscal years. Out of this amount 
 we endeavor to furnish as much as possible of the re- 
 quired equipment, with the exception of uniforms. 
 
 Expense of Uniforms. — "One of our greatest difficul- 
 ties lies in the fact that we are unable to furnish 
 uniforms. In public schools it is a hardship for some 
 parents to put up eleven or twelve dollars required to 
 purchase a regulation, olive-drab uniform. I hope that 
 eventually we will be able to obtain cadet uniforms 
 from the government at cost; this would be an im- 
 mense help for the cadet movement. 
 
 Number of Companies. — "At present we have 
 twenty-five cadet companies in high schools through- 
 out the state. Many applications to organize new 
 companies have been received, and I believe our cadet 
 
ARMS AND THE BOY 269 
 
 roster will have several new companies added this 
 tenn. 
 
 Teacher's Certificates and Remuneration. — *The 
 California State Board of Education will issue, upon 
 proper qualifications, certificates to teach military sci- 
 ence in high schools. This in order that the military 
 instructor may receive pay for his services in the same 
 manner that other special teachers are paid. Hereto- 
 fore, the services of these instructors have been given 
 voluntarily, and without compensation. I believe that 
 thiii recent action of the State Board of Education will 
 be a great aid in making the cadet movement in this 
 state a permanent institution. 
 
 "You will note from section 15, of the high-school 
 cadet law, that upon proper recommendation, the gov- 
 ernor may commission, in the same manner that Na- 
 tional Guard officers are commissioned, a command- 
 ant of cadets, with rank of major, for duty in each 
 high school having one or more cadet companies. 
 
 *T have found that cadet companies can not be per- 
 manently successful unless the students receive recog- 
 nition for their military work from the school authori- 
 ties, and the time for drill is provided during the 
 school day." 
 
APPENDIX VII 
 SUGGESTIONS FOR RIFLE PRACTISE IN HIGH SCHOOLS 
 
 By Captain W, R, Kennedy, Instructor of Rifle Prac- 
 tise, Culver Military Academy 
 
 "The purpose in the training of students should be 
 to produce uniform proficiency rather than an expert- 
 ness on the part of a comparatively few men. A man 
 who has once learned to shoot will seldom lose his 
 ability. The attention of the instructor should, there- 
 fore, be concentrated on the poor shots. Particular 
 care should be taken to avoid discouraging the poor 
 shots." S. A. F. R. 
 
 The course will probably embrace the following sub- 
 jects: 
 
 (a) Nomenclature and care of the rifle. 
 
 (b) Sighting drills. 
 
 (c) Position and aiming drills. 
 
 (d) Deflection and elevation correction drills. 
 
 (e) Gallery practise. 
 
 (f ) Estimating distance drills. 
 
 In addition to the above, when an outdoor range is 
 available, the following courses may be added. The 
 National Guard ranges in most states are open to stu- 
 dents of high schools and to civilian rifle clubs. 
 
 270 
 
ARMS AND THE BOY 271 
 
 (k) Individual known distance firing, instruction 
 practise. 
 
 (h) Individual known distance firing, record prac- 
 tise. 
 
 Complete instruction for the diflTerent drills men- 
 tioned above may be had in the Small Arms Firing 
 Manual, published by the government printing office at 
 Washington, D. C, or in Moss* Manual of Military 
 Training, published by the George Banta Publishing 
 Company, Menasha, Wisconsin. 
 
 Rifle Team Organization. — Each year the National 
 Rifle Association, Washington, D. C, conducts a series 
 of matches for high schools, academies and colleges. 
 Thcise matches afl;ord an opportunity for those students 
 who are especially interested in rifle practise to com- 
 pete against the best schoolboy shots in the United 
 States. 
 
 Applications for information and for entrance to 
 these matches should be made to the secretary. Na- 
 tional Rifle Association, Washington, D. C. He will 
 also furnish information as to how arms, ammunition 
 and targets may be procured at a very little expense 
 from the United States government. 
 
 Construction of Galleries and Purchase of Rifles. — 
 Blue prints for the construction of a very complete 
 indoor shooting gallery may be obtained by writing to 
 the E, I. du Pont de Nemours Powder Company, Wil- 
 mington, Delaware. The cost of the equipment will be 
 about six dollars per target. The cost of labor and 
 
272 ARMS AND THE BOY 
 
 lumber will be about twenty-five dollars per target, 
 varying with local conditions. 
 
 A small portable bullet catcher and target holder 
 may be purchased from G. F. Hoffman, of Needham, 
 Massachusetts. It is a steel box with an eighteen inch 
 wooden frame. It can be set on a table or on the floor 
 for prone shooting. It can be used at a distance of 
 fifteen feet by using reduced targets. 
 
 Purchasing Supplies from the Government. — ^The 
 government will sell galleries, rifles, ammunition and 
 targets to high-school rifle clubs. 
 
 Most of the best teams, however, use rifles purchased 
 from private manufacturers. The models in most com- 
 mon use are the Winchester "Winder" musket and the 
 Stevens Semi-Military. These rifles have a much 
 greater distance between the sights than the govern- 
 ment rifle and are more accurate for that reason. The 
 United States Model, 1903, caliber .22, has the ad- 
 vantage, however, in that it makes the student 
 familiar with the action and sights of the rifle which 
 he would use in time of war. The commercial rifles, 
 however, will win the matches as long as the conditions 
 remain as they are at present. 
 
I 
 
 APPENDIX VIII 
 
 INSTRUCTION OF HIGH-SCHOOL BOYS IN RIFLE SHOOTING 
 IN THE PUBLIC SCHOOLS OF NEW YORK CITY 
 
 The following interesting report of rifle practise 
 cQjiducted by the Public Schools' Athletic League of 
 Neiw York City is published through the courtesy of 
 General George Wood Wingate, president and organ- 
 izer of the league. It contains very practical sugges- 
 tions that could be used in connection with similar in- 
 struction in high schools of other cities. 
 
 The work of this league in really getting and 
 holding the interest of the school boys and girls of New 
 York City, and in developing not only their bodies but 
 their characters, through their interest in sports clean- 
 ly and efficiently conducted is too well known to need 
 comment. General Wingate introduced rifle practise 
 in this country as a part of the military instruction of 
 the National Guard and is the founder of Creedmore. 
 He has been president of the National Kifle Associa- 
 tion of the United States for twenty-five years. 
 
 MARKSMANSHIP 
 
 "There are few departments of the work of the 
 league which are of greater national importance than 
 the instruction of the high-school boys in rifle shooting. 
 
 273 
 
274 ARMS AND THE BOY 
 
 "This is carried on by nineteen sub-target gun ma- 
 chines installed in the high schools. 
 
 "These machines are each equipped with an army 
 rifle and are so constructed that a boy practising re- 
 ceives the same training as if he were actually firing 
 a ball cartridge, while, on the other hand, there is 
 neither noise, danger nor expense. 
 
 Badges and Qualifications. — "Those who are able to 
 make forty-five points standing, out of a possible fifty 
 (a very severe test) are called marksmen, while those 
 making a perfect score of fifty are called sharpshooters, 
 and badges for each of these qualifications are pre- 
 sented by the league. The league provided the badges 
 won during the past year in the counties of New York, 
 Bronx and Richmond, while those won in Kings and 
 Queens were donated by the Brooklyn Daily Eagle, to 
 which the league is under great obligations. 
 
 Practise in National Guard Armories. — "Through the 
 courtesy of the commanding officers of the different 
 National Guard regiments, the boys who qualify as 
 marksmen and sharpshooters are permitted to practise 
 with cartridges in the rifle galleries of the various ar- 
 mories. The practise on the machines gives the boys 
 steadiness in aiming and firing, and in consequence 
 they soon develop into remarkable shots. 
 
 Number QuaKfying. — "During the year 1914 over 
 five thousand boys have regularly practised on the ma- 
 chines, three hundred and ninety-nine qualified as 
 marksmen and one hundred and ninety as sharpshoot- 
 ers. A number of girls also succeeded in qualifying. 
 
Cadet Corps of the University of Missouri 
 
 Barracks and Battalions of Cadets — Western Afilitary Academy, 
 Upper Alton, Illinois 
 
ARMS AND THE BOY 275 
 
 The 'Wingate Trophy' for the school qualifying the 
 greatest percentage, was won by Morris High, with 
 one hundred and thirteen marksmen and forty-six 
 sharpshooters. Fourteen schools participated in the 
 tournament for the *Y/hitney Trophy' on the gun ma- 
 chines, in which each school team competed against 
 each other. The excellence of the shooting may be 
 estimated from the fact that Victor Loader and Daniel 
 Darge, of the Boys' High School, each made 'offhand' 
 two hundred four points out of a possible two hun- 
 dr(id and ten. 
 
 The Army Practise Rod. — "Tlie number of boys who 
 are anxious to become marksmen in the different 
 schools is so great that these machines are in constant 
 use and in consequence are becoming in need of con- 
 siderable repair. Their capacity is so inadequate as to 
 permit but a small proportion of those who desire to 
 practise to do so. The league is therefore endeavoring 
 to supplement this by securing for the different schools 
 a number of Springfield rifles furnished with the *Army 
 Practise Rod.' This is a rod which is thrown out of the 
 barrel of the rifle for about eight inches by the blow 
 of the firing pin so that its point makes an indenta- 
 tion on a card target (as a bullet would have done if 
 the rifle had been loaded) . This is used in substantially 
 the same manner as the sub-target gun machine. While 
 it is not quite so valuable for instruction as the gun 
 machine, it nevertheless enables valuable practise to be 
 had, and the expense is only twenty dollars per gun 
 
276 ARMS AND THE BOY 
 
 and apparatus, as against about two hundred and sev- 
 enty dollars for the gun machine." 
 
 SHOOTING AT PEEKSKILL STATE RANGE 
 
 "In previous years the league has borne all the ex- 
 pense of conducting a field day in rifle shooting on the 
 state range at Peekskill, at which those high-school 
 boys who had qualified in practise would be allowed to 
 shoot in the open with the service rifle and ammuni- 
 tion. This included transportation (one dollar and 
 twenty cents per boy) and the cost of his lunch. 
 
 Range Practise. — ^"Through the courtesy of Colonel 
 N. B. Thurston, the league was able to secure the use of 
 the state range at Peekskill on October 24, 1914, and 
 the loan of the necessary rifles from Colonel Walter 
 B. Hotchkin, commanding the Twenty-second Regi- 
 ment, National Guard, New York. The state furnished 
 the necessary ammunition. Major Henry C. Wilson 
 and a number of other prominent riflemen who volun- 
 teered their services were in charge of the matches, 
 and Colonel Thurston acted as executive officer, — to all 
 of whom the league is under great obligations. One 
 hundred and thirty-eight boys participated, and a much 
 greater number would have done so if the league had 
 been able to meet the expense of taking them to the 
 range, as it had done in previous years. The shooting 
 was done with the service rifle and ammunition at two 
 hundred yards, in both the standing and prone posi- 
 tions. 
 
ARMS AND THE BOY 277 
 
 *' Almost none of the boys had ever had any practise 
 in shooting in the open air or with the heavy service 
 charge used in the army rifle; or, in fact, with any 
 actual charge except the small bullet and slight charge 
 used in the rifle galleries. A number of them had 
 pnly had practise for a few weeks on the sub-target 
 gun machines in their school work. It was conse- 
 quently expected by many of the veteran riflemen pres- 
 ent that the loud report and heavy recoil would cause 
 the; competitors to 'flinch' when firing and to shoot 
 badly. They were, therefore, greatly surprised to see 
 lads of fourteen, weighing but little over ninety pounds, 
 making first-class 'offhand' scores at two hundred 
 yards. 
 
 "The highest individual score at two hundred yards 
 standing was ninety out of one hundred, made by E. M. 
 Gregory of Manual Training High School. 
 
 Conduct of Boys at Matches. — "The thorough train- 
 ing which the boys had previously subjected them- 
 selves to produced a difference between their conduct 
 on this occasion and that of other young men of their 
 age, which excited much favorable comment. They 
 were transported in a special train without any par- 
 ticular control, and were given perfect freedom upon 
 the range. Yet neither in coming nor going was there 
 the slightest disorder, and on the range their conduct 
 was unobjectionable. Almost none of the boys were 
 seen to smoke. This was simply because they had 
 been instructed that if they were going to shoot well 
 they must not use tobacco or indulge in any dissipa- 
 
278 ' ARMS AND THE BOY - 
 
 tion. That they did not do this is shown by the scores 
 which they made. But the fact that they did not must 
 be considered as a demonstration of the value of train- 
 ing in this branch of sport. 
 
 Value of Practise on Sub-Target Gun Machines. — 
 "The boys were enthusiastic beyond description over 
 their experience. In particular they were pleased to 
 find that the result of their practise on sub-target gun 
 machines, which they had felt at times to be rather 
 more play than actual work, had really been most 
 profitable training for actual field shooting. 
 
 "This competition has excited much attention from 
 military men and has been commented upon by the 
 press throughout the United States as being a demon- 
 stration of what few really appreciated, that the 'ma- 
 chine-made' shooter is a dependable marksman under 
 service conditions and that the league is doing a work 
 of great value to the country in making sharpshooters 
 of its schoolboys. 
 
 Influence on Clean and Manly Living. — ^"If this in- 
 struction should, as I hope and think it will, be made 
 general throughout the country, so that a large propor- 
 tion of our youth should become sharpshooters, the 
 boys, besides attaining the valuable qualities of quick 
 perception, steady nerves and cool self-reliance, and 
 having an enjoyable time, would be led to abstain from 
 cigarette smoking and other vices and to live clean 
 manly lives. 
 
 Value as a Guarantee of Peace. — "While there is a 
 certain number of peace advocates who have objected 
 
ARMS AND THE BOY 279 
 
 to introducing military instruction in our schools, cer- 
 tainly none can object to teaching our youth the use 
 of the rifle. This country must depend for its defense 
 in time of war upon hasty levies of volunteers. 
 
 'If these are taught in their youth to shoot they will 
 never forget it, and but a little practise will be re- 
 quired to make them efficient if an emergency should 
 ever arise which would require them to volunteer to 
 defend their country and their flag. Without such 
 knowledge they would be worthless as soldiers. If the 
 method which the league is now carrying out could 
 be made general in the high schools throughout the 
 country, so that a large proportion of our youth should 
 become sharpshooters, a force would be provided at 
 nominal expense which would render the nation able to 
 defend its shores against any invader without the nec- 
 essity of maintaining a large regular army. 
 
 "It would, therefore, constitute the greatest possible 
 guarantee for national peace." 
 
 EXTRACT FROM LETTER FROM GENERAL WINGATE REGARD- 
 ING ADDITIONAL EQUIPMENT FOR RIFLE PRACTISE 
 AND INTRODUCTION OF ELEMENTARY DRILL 
 
 *Tn December we supplemented the methods which 
 I mentioned in my report, by purchasing one hundred 
 ten Krag rifles, which are to be equipped with the 
 practise rod, and which will largely add to the number 
 who will be instructed in marksmanship. We have en- 
 deavored to introduce some military instruction in 
 several of the high schools by providing instructors 
 
280 ARMS AND THE BOY 
 
 at some of the armories, at which those boys who go 
 there to shoot, can also obtain some military drill. This 
 drill was confined to : 
 
 "1. Instruction in mechanism and care of the serv- 
 ice rifle. 
 
 "2. School of the soldier and company, which was 
 to be continued only so long as to make a boy fairly 
 ■proficient. 
 
 "3. Verbal instructions in regard to field work, 
 such as camping, hygiene, and similar matters. 
 
 "Special care was taken to avoid too much formal 
 drill." 
 
 RIFLE PRACTISE IN SALT LAKE CITY HIGH SCHOOLS 
 
 The Salt Lake City High Schools provide two rifle 
 galleries completely equipped. Gallery practise is 
 given to all, including girls and teachers. Although 
 not introduced until 1910, the school won the cham- 
 pionship for the Astor cup in 1913. A lady teacher, 
 who is a crack shot, is in charge of the range. 
 
APPENDIX IX 
 
 RIFLE PRACTISE FOR HIGH SCHOOLS OF CALIFORNIA 
 
 The following regulations, which govern target prac- 
 tise of the California high-school cadets, are published 
 through the courtesy of Brigadier General C. W. 
 Thomas, Jr., Adjutant General, State of California: 
 
 "1. In addition to the gallery practise provided for 
 in paragraph 69, California Rules and Regulations, for 
 th€! government of the high-school cadets, the follow- 
 ing regular practise will be held each year: 
 
 Instruction practise 
 Table 1. — Slow fire 
 
 Ranges 
 (real) 
 feet 
 
 Ranges 
 
 (simulated) 
 
 yards 
 
 Targets 
 
 Time 
 
 Shots 
 
 Position 
 
 50 
 
 200 
 30O 
 
 T 
 
 Z 
 
 No Umit 
 
 No limit 
 
 15 
 20 
 
 I 5 prone. 
 •{ 5 kneeling. 
 1 5 standing. 
 
 \ 10 prone. 
 1 10 sitting. 
 
 Tablk 2. — Rapid fire 
 (Battle sight only will be used.) 
 
 Ranges 
 (real) 
 feet 
 
 Ranges 
 
 (simulated) 
 
 yards 
 
 Targets 
 
 
 Time 
 
 Shots 
 
 Position 
 
 50 
 
 200 
 300 
 
 Y 
 
 Z 
 
 1 
 1 
 
 min. 
 
 
 10 
 10 
 
 Kneeling 
 
 from 
 
 standing. 
 Prone from 
 
 standing. 
 
 50 
 
 mln. 
 10 
 
 and. 
 sees. 
 
 281 
 
282 ARMS AND THE BOY 
 
 Record practise 
 Table 3. — Slow fire 
 
 Ranges 
 (real) 
 feet 
 
 Ranges 
 
 (simulated) 
 
 yards 
 
 Targets 
 
 Time 
 
 Sliots 
 
 Position 
 
 50 
 
 50 
 
 200 
 300 
 
 T 
 
 Z 
 
 No limit 
 
 No limit 
 
 10 
 10 
 
 J 5 standing-. 
 1 5 prone. 
 
 J 5 sitting. 
 1 5 kneeling. 
 
 Rapid fire as given in Table 2. 
 DESCRIPTION OF SYSTEM 
 
 
 "2. Range. — The range is fifty feet, which enables 
 the firer to see the hole made by the shot, and saves 
 the time ordinarily taken in indicating the position of 
 the hit. 
 
 "3. Targets. — ^The division of miniature targets X, 
 Y and Z are, respectively, one-sixth, one-twelfth and 
 one-eighteenth of the size of the divisions on the 'A' 
 target, and subtend the same visual angle as do those 
 of the A target when at one hundred, two hundred and 
 three hundred yards. 
 
 "4. Course. — The course uses miniature target Y for 
 two hundred yards, and target Z for three hundred 
 yards firing. It is preceded, when there is no gallery 
 range, by such firing at target X as may be necessary. 
 
 "5. Back Stop. — A back stop ten feet high is, in 
 point of safety, when firing at fifty feet, equivalent to 
 a back stop of sixty feet at a distance of one hundred 
 yards and one hundred and twenty feet at a distance 
 of two hundred yards. It is generally possible to find 
 in the vicinity of the station or camp a perpendicular 
 cut bank having a height of ten feet or more. In case 
 
ARMS AND THE BOY 283 
 
 such a bank can not be found a suitable back stop will 
 be constructed. Nine inches of sand or eighteen inches 
 of loam will be sufficient to stop the bullet. 
 
 "6. Method of Firing. — An instructed man is de- 
 tailed to coach each recruit. The squad of recruits is 
 drawn up facing the targets. At the command or sig- 
 nal 'Commence firing' the recruits, under the super- 
 vision of the expert shots detailed as coaches, fire 
 slowly until five cartridges have been fired. The coach, 
 standing by the recruit, corrects his fault of position 
 or trigger squeezing, points out the position of each 
 shot, and in each case explains the cause of each miss. 
 When ten shots are fired the miniature targets are 
 removed to serve as records, and replaced by new tar- 
 gets, when the firing, if necessary, recommences. The 
 disappearing target is not used in rapid fire in this 
 course. In rapid fire each man takes position standing 
 in front of the target assigned to him. The officer in 
 charge of the line will command *Load.' The magazine 
 will be filled, the piece loaded with one cartridge there- 
 from, and the safety lock turned to *Safe.' When all 
 are ready the officer in charge of the firing line will 
 command 'Ready,' when the safety lock will be turned 
 to the ready and the position of 'Ready' standing as- 
 sumed, with the sling, if used, on the arm. At the 
 command or signal 'Commence firing,' he takes the 
 ^ prescribed position, opens fire and endeavors to fire 
 five shots. The command or signal 'Cease firing' is 
 giyen at the expiration of the time limit, when all firing 
 ceases. 
 
284 ARMS AND THE BOY 
 
 "7. Target X is a rectangular paper target eight by 
 twelve inches. Black circular bull's eye, one and one- 
 third inches diameter; center ring, four and one-third 
 inches diameter; inner ring, seven and two-thirds 
 inches diameter ; outer, remainder of target. Value of 
 hits same as on Target A. (See S. A. F. M. 1913.); 
 
 "8 Target Y is a rectangular paper target, four by 
 six inches. Black circular bulFs eye two-thirds inch 
 diameter ; center ring, two and one-sixteenth inches di- 
 ameter ; inner ring, three and five-sixteenths inches di- 
 ameter ; outer, remainder of target. Value of hits same 
 as on Target A. 
 
 "9. Target Z is a rectangular paper target two and 
 two-thirds by four inches. Black circular bulFs eye 
 four-ninths inch diameter; center ring, one and four- 
 ninths inches diameter; inner ring, three and five-six- 
 teenths inches diameter; outer, remainder of target. 
 Value of hits same as on Target A. 
 
 "10. Classification. — ^The following grades of classi- 
 fication are obtained in record practise : 
 
 Marksmanship, 150 points, possible 200. 
 
 Sharpshooter, 165 points, possible 200. 
 
 Expert Rifleman, 180 points, possible 200. 
 
 *'ll. Insignia. — ^Marksmen will be given a bronze pin ; 
 sharpshooters will be given a bronze cross ; expert rifle- 
 men will be given a silver pin. Insignias will be issued 
 on April first each year. List of cadets with their 
 aggregate scores certified by the commandant of each 
 school will be forwarded to the adjutant general's ofl[ice 
 in time to make the issue. 
 
ARMS AND THE BOY 285 
 
 "12. . From the cadets who have completed the 
 course set forth in Tables 1, 2 and 3, above, a team of 
 ten cadets and two alternates will be selected from each 
 company to attend the state shoot each year. The 
 team thus selected will be known as the regular team. 
 
 "13. The state shoot will be held each year not ear- 
 lier than April first nor later than May thirty-first. 
 
 "14. The competitions mentioned in paragraph 75, 
 California Rules and Regulations for the Government 
 of the High-School Cadets, and all other competitions 
 will be held at the state shoot. 
 
 "'15. Upon arrival at camp the regular teams from 
 esmh school will select from among their members a 
 team to be known as the competitive team. The ag- 
 gregate scores made in the regular team shooting by 
 mcjmbers of the competitive team will constitute the 
 scores of the competitive team. 
 
 "16. At the state shoot the following gallery record 
 practise will be held : Range fifty feet, ten shots stand- 
 ing, ten shots prone, on the National Rifle Association 
 gallery target. 
 
 "17. At the state shoot the following record prac- 
 tise, service ammunition, will be held : 
 
 TABT.H 1. — Target A, slow fire 
 
 Range 
 
 Time 
 
 Shots 
 
 Targets 
 
 Position 
 
 200 
 200 
 
 No limit 
 
 No limit 
 
 10 
 10 
 
 A 
 
 A 
 
 Prone. 
 
 5 kneeling, 5 standing 
 
286 ARMS AND THE BOY 
 
 Table 2. — Target D, rapid fire, "battle sight 
 
 Range 
 
 Time 
 
 Shots 
 
 Targets Position 
 
 200 
 200 
 
 1 minute 
 
 1 minute 
 
 5 
 5 
 
 D Prone. 
 
 D Sitting or kneeling. 
 
 In rapid fire the position may be assumed and cut-off turned to 
 ready prior to the appearance of the target, provided that the butt of 
 the rifle Is not placed to the shoulder until the target appears. 
 
 \ 
 
 "18. State Championship. — ^To the competitive team 
 making the highest aggregate score in both gallery 
 record practise (par. 16), and record practise, service 
 ammunition (par. 17), will be awarded the champion- 
 ship plaque presented by the War Department. 
 
 "19. Adjutant General's Cup, Gallery Shooting. — To 
 the regular team making the highest aggregate score 
 in the gallery record practise (par. 16), will be 
 awarded this cup. 
 
 "20. Adjutant General's Cup, Record Practise Service 
 Ammunition. — To the regular team making the highest 
 aggregate score in record practise, service ammunition 
 (par. 17) , will be awarded this cup. 
 
 "21. To the members of any team not over eighteen 
 years of age who make seventy-five points for both 
 positions in Table 1, paragraph 17, will be awarded the 
 Junior Marksman's Outdoor Medal, National Rifle 
 Association. 
 
 "22. To the members of any team under eighteen 
 years of age who make thirty-eight points standing 
 and forty-two points prone, or a total of eighty points 
 
ARMS AND THE BOY 287 
 
 of a possible one hundred in the record gallery shoot- 
 ing (par. 16) will be awarded the Junior Marksman's 
 Lapel Button, National Rifle Association. 
 
 "23. All shooting will be under the supervision of a 
 judge appointed by the National Rifle Association of 
 America. 
 
 INDIVIDUAL COMPETITIONS 
 
 "24. To the cadet who makes the highest aggregate 
 score in the record practise prescribed in paragraph 1, 
 will be awarded a gold medal, to the cadet making the 
 second highest score will be awarded a silver medal, 
 and to the cadet making the third highest score will 
 be awarded a bronze medal. 
 
 "25. To the cadet who makes the highest aggregate 
 score in the record practise, service ammunition, pre- 
 scribed in paragraph 17, will be awarded a gold medal, 
 to the cadet making the second highest score will be 
 av^arded a silver medal, and to the cadet making the 
 third highest score will be awarded a bronze medal. 
 
 "26. Postgraduates will not be allowed to compete 
 for prize medals or trophies, nor will they be allowed 
 to shoot on the teams sent to the state shoot. They 
 will, however, be allowed to shoot the regular courses 
 indoor and outdoor. 
 
 "27. No cadet shall be permitted to fire on the out- 
 door ranges until he shall have qualified as a sharp- 
 shooter on the gallery range." 
 
APPENDIX X 
 SUMMER CAMPS FOR HIGH-SCHOOL STUDENTS 
 
 The following general data is relative to a free camp 
 of military instruction for high-school students held at 
 Culver Military Academy between the tenth and 
 twenty-fourth of May, 1915. 
 
 The total enrollment of students was two hundred. 
 Their ages ranged from fourteen to twenty. They 
 were selected as is hereinafter described, from the 
 various counties of Indiana. The boys while at the 
 encampment were quartered in seven by nine tents 
 with elevated board floors. Regulation conical or pyra- 
 midical tents would have been preferable. 
 
 Two large mess tents twenty-five by fifty accommo- 
 dated the boys at mess. Provisions were furnished by 
 the academy commissary department. A twenty by 
 fifty foot tent was also used as a kitchen and was 
 equipped with field ranges. 
 
 Organization.- — ^The recruits were organized as a bat- 
 talion of four companies. The company officers and 
 sergeants of the student battalion were chosen from 
 experienced privates of two or three years' service in 
 the cadet corps. They were especially instructed as 
 drill masters prior to the opening of the camp. Their 
 work was entirely satisfactory as evidenced by the re- 
 
 288 
 
 %, 
 
Extended Order Drill^Collcge of St. Thomas, St. l^aul 
 
 (Photo l)y Cliicago Xeus) 
 
 High-School Stiident.s Receiving Instruction m the Trenches 
 — Culver 
 
ARMS AND THE BOY 289 
 
 suits. The experience, also, was a most beneficial one 
 for them and demonstrated the value of their training 
 in qualifying them to command volunteer troops. 
 
 Interest in Work. — Despite much rainy and cold 
 weather, the interest and zeal of the students was most 
 marked and remained unabated throughout the en- 
 campment. Although given a hard daily schedule, they 
 could be seen in the company streets in recreation 
 hours, drilling one another or practising with signal 
 flags, etc. At the end of the encampment, the major- 
 ity showed a marked improvement in carriage. They 
 acquired apparently something of the spirit as well as 
 the outward form of military courtesy. 
 
 Proficiency Acquired. — They acquired in the two 
 W€:eks a wider range of practical information than any 
 high-school cadets I have known. The marching was 
 st<3ady, the movements of the drill enacted with pre- 
 cision and the manual of arms was exceptionally good. 
 The extended order drills were executed promptly and 
 without confusion, the rushes were spirited and well 
 timed. Sights were accurately set and the fire control 
 was good. Corporals appointed from the high-school 
 students after the first week lead their squads with 
 surprising confidence and efficiency. 
 
 Extent of Instruction. — The instruction was by no 
 means limited to mere drill. All students learned the 
 signal code. Thirty per cent, were able to send and 
 receive messages with a fair degree of speed, using 
 flags, heliograph and wireless. All were taught use of 
 the first-aid packet, methods of carrying the wounded 
 
290 ARMS AND THE BOY 
 
 and fundamental principles of military hygiene. They 
 jwere, also, practised in the pitching of shelter tents 
 and the conical wall tent. 
 
 Each company was taken through the ceremony of 
 guard mounting and each individual instructed in the 
 duties of sentries of interior guard and outposts, both 
 by means of lecture and by actually being placed on 
 post. 
 
 Practical instruction was also given in the laying 
 out, construction and use of modern trenches. 
 
 Each student was taught to use the field kit for indi- 
 vidual cooking, one company cooking its noonday 
 meal in this manner. The camp kitchens and mess 
 tents were under the immediate direction of a sergeant 
 of the quartermaster corps detailed by the War Depart- 
 ment. Students were detailed at each meal to assist in 
 serving the food. Each boy washed his ov/n mess kit 
 at the conclusion of the meal. 
 
 Students cared for their own tents and policed the 
 camp streets. Those who were late at formations or 
 were reported for untidiness were, as far as possible, 
 utilized for this duty. 
 
 One practise march of nine miles was given and one 
 field problem. The latter was observed by Lieutenant 
 J. H. Barnard, Fifth United States Cavalry, who com- 
 mented most favorably on the interest, intelligence and 
 judgment displayed by the students in the exercise. 
 Tactical walks and talks on scouting were taken with 
 two companies per day. 
 
 Aiming and sighting drills and gallery practise were 
 
ARMS AND THE BOY 291 
 
 given each student, as well as instruction in the care 
 and cleaning of the rifle. 
 
 Two battalion inspections were held. The battalion 
 was reviewed by the State Board of Education, the 
 Adjutant General of the State, Lieutenant J. H. Bar- 
 nard, Fifth United States Cavalry, and Major-General 
 Leionard Wood, United States Army. General Wood 
 expressed himself as regarding the progress of the 
 students remarkable considering the time under in- 
 struction. 
 
 At the conclusion of the camp, the students formed 
 among themselves a junior league for national defense 
 with the purpose of encouraging such training among 
 high-school students. They elected as president H. A. 
 Lockhart, of Avilla, Indiana, who was also the winner 
 of. the free scholarship in the Culver Summer School, 
 offered by the board of trustees to the student showing 
 the greatest zeal and diligence. 
 
 Method of Selecting Students and Value of Plan. — ■< 
 In considering the results obtained in the experimental 
 camps at Culver as a criterion of the value of a general 
 application of the plan, certain questions may arise, 
 among others, whether or not the boys at the Culver 
 camp were especially selected. One-half of them were. 
 One hundred boys were taken from the state at large, 
 one place being allotted to each county. These boys 
 were selected on a basis in which the element of leader- 
 ship played an important part. Points were given for 
 membership on school athletic teams, debating teams, 
 etc., and additional points to the captains or leaders. 
 
292 ARMS AND THE BOY 
 
 Studies, conduct and so forth were also taken into ac- 
 count. These boys were above the average in initiative, 
 keenness, etc. 
 
 On the other hand, one hundred places were allotted 
 to Marshall County, in which the academy is situated. 
 In this case, the departure from the average was not 
 so great. Even this hundred, however, was, undoubt- 
 edly, above the average in initiative, for they were 
 tackling something new, something that they knew 
 little about. Other boys with less initiative, with less 
 of the spirit of the pioneer would hang back until the 
 "other fellow" had tried it out, until they knew what 
 it was like. On the whole, therefore, in the general 
 application of the plan, the average material would 
 not lend itself so well to the training contemplated as 
 that collected at the Culver student camp. 
 
 Again, at Culver these boys had before them the 
 object lesson of a well-drilled, well-disciplined corps of 
 cadets. Furthermore in the first two days of the en- 
 campment one of these cadets was assigned to each 
 recruit as an instructor. The progress under such con- 
 ditions was naturally more rapid than could be expected 
 outside of a military school or garrison. j 
 
 Nevertheless, making due allowance for the applica- 
 tion of the plan in specially organized camps, if compe- 
 tent drill masters can be supplied, I am confident that 
 the response from the students will be such that re- 
 sults may be obtained of much greater value than from 
 any means of instruction now in operation for affording 
 military training to our citizen population. 
 
ARMS AND THE BOY 293 
 
 Gain from Intensive Instruction. — I am also con- 
 vinced that the high-school students in the camp at 
 Culver gained much more in the two weeks both in 
 military training and discipline than the same body 
 of boys would have gained from two hours per week 
 throughout the school year because the cumulative 
 effect was greater. 
 
 Where drills are given only a certain number of 
 times per week, it is my opinion that the students do 
 not really enter into the military spirit. More com- 
 pelling interests between drills largely efface the dis- 
 ciplinary influence of the training and the advantage 
 is chiefly mechanical, i. e., teaching men to move in 
 mass in response to command. Also in the bi-weekly 
 drills during the school year it would be impracticable 
 to give the wider range to practical instruction af- 
 forded in camp. In the former case, the repetition of 
 the close order drills would tend to become monotonous 
 and the esprit in most cases would be small. 
 
 From my observation and from the present experi- 
 ment, I would be inclined to urge for the high schools 
 systematic physical training, rifle practise, map read- 
 ing, etc., throughout the school year, with a minimum 
 of military drill, most of the actual military training 
 to be given in summer camps. The county fair grounds 
 could be utilized v/herever they afford sanitary condi- 
 tions for camping. Tentage could be furnished by the 
 state or national government, and sufficient officers 
 for supervision and control. Boys, I believe, psycho- 
 logically make the best drill masters for boys. Boys 
 
294 ARMS AND THE BOY 
 
 respond more whole-heartedly to the leadership of their 
 comrades than to adult leadership. Many cadets of 
 our best military schools would doubtless volunteer as 
 drill masters. It would be a good thing for them as 
 well as the boys instructed. Perhaps, to some extent, 
 cadets from West Point might be utilized. It would 
 certainly be an excellent training for many of these 
 cadets who have little opportunity to instruct or exer- 
 cise command until after they graduate. 
 
 There is no doubt as to the benefits that would accrue 
 to young men taking such training. They would ac- 
 quire a discipline and respect for authority which would 
 be invaluable to them. They would be assisted in be- 
 coming good citizens as surely as military reservists. 
 
 A more detailed report of the camp illustrated with 
 photographs of the students under instruction has been 
 prepared by the director of the board of trustees of 
 the Culver Military Academy, and will be mailed on re- 
 Jquest to those who are interested in organizing such 
 camps. 
 
APPENDIX XI 
 
 CERTIFICATE ISSUED BY THE WAR DEPARTMENT TO THE 
 
 GRADUATES OF MILITARY SCHOOLS AND COLLEGES TO 
 
 WHICH OFFICERS OF THE ARMY ARE DETAILED 
 
 AS PROFESSORS OF MILITARY SCIENCE 
 
 AND TACTICS 
 
 *'IJulletin No. 38 
 
 "WAR DEPARTMENT, 
 
 "Washington, December 6, 1915. 
 
 "1. As a result of a conference between a commit- 
 tee of the War Department and a committee represent- 
 ing the Association of Military Schools and Colleges, it 
 h^is been decided that the War Department will issue 
 to the graduates of military schools and colleges, at 
 which officers of the army are detailed as professors 
 of military science and tactics, who have pursued the 
 military course, a certificate as follows : 
 
 "This is to certify that a graduate 
 
 from (class ) has suc- 
 cessfully completed the prescribed course in its military 
 d(;partment, and having demonstrated his military ca- 
 pacity by examination, is recommended by the 
 
 and professor of military science and tactics 
 
 at as qualified mentally, morally, 
 
 and physically for appointment as a 
 
 295 
 
296 ARMS AND THE BOY 
 
 of Volunteers or Eeserves, and that this recommenda- 
 tion has been made of record in the War Department. 
 "In order that a record of this certificate may remain 
 on the files of the War Department, the recipient is re- 
 quired to keep the adjutant general of the army ad- 
 vised of any change in permanent address. 
 
 Secretary of War. 
 
 "2. The examination referred to in the certificate 
 will be both written and practical and will be conducted 
 by the professor of military science and tactics, under 
 instructions from the War Department. 
 "By order of the Secretary of War : 
 
 "H. L. SCOTT, 
 "Major General, Chief of Staff. 
 ^•Official: 
 
 "H. P. McCAIN, 
 "The Adjutant General." 
 
APPENDIX XII 
 
 SECURING MILITARY INSTRUCTORS AND ARMS AND EQUIP- 
 MENT FROM THE GOVERNMENT — PURCHASING 
 UNIFORMS ECONOMICALLY 
 
 This information is gathered from various official 
 sources and an attempt has been made to free it from 
 technical expressions that sometimes prove confusing 
 to the laj-man in the school or college, who is seeking 
 information on this subject. 
 
 It is possible to secure an army officer as military 
 instructor under several different conditions. 
 
 SEC:URING AN ARMY OFFICER AS MILITARY INSTRUCTOR 
 
 7lctive Officers or Retired Officers With Full Pay" 
 from the Government. — Under the present law, the to- 
 tal number of active officers and retired officers with 
 full pay and allowances who may be detailed for duty at 
 schools and colleges is limited to one hundred.* These 
 officers are allotted to the various states according to 
 population. This means that there will be at most, 
 only two or three institutions in each state that can 
 secure the services of an officer wholly at government 
 expense. 
 
 •The Military bill novr before Congresa contemplates Increasing 
 this number to three hundred. 
 
 297 
 
298 ARMS AND THE BOY 
 
 Retired Officers with Difference Between Active and 
 Retired Pay Paid by School. — ^However, it is possible 
 for other institutions to secure the detail by the gov- 
 ernment of a retired officer, provided satisfactory ar- 
 rangements are made with the officer in the matter of 
 a salary to be paid by the institution. Ordinarily, it 
 would be necessary for the institution to pay such an 
 officer the difference between his retired and active pay 
 and to furnish him suitable quarters, heat and light, or 
 commutation of the same. 
 
 The active pay of a captain would be two thousand 
 three hundred dollars plus ten per cent, for each five 
 years of active service. His retired pay is three-fourths 
 of that total amount, so that the institution would have 
 to pay one-fourth of his total active pay. Commuta- 
 tion of quarters for a captain would amount to forty- 
 eight dollars per month. Fuel and lights depend on 
 the season of the year and the geographical location. 
 It probably would average about ten dollars per month 
 for the year. 
 
 Condition Under Which the Detail of an Officer May 
 be Secured. — ^In order to secure the detail of an active 
 officer, or retired officer with full pay, it is necessary 
 that the college shall comply with the following con- 
 ditions : 
 
 It must have capacity to educate at one and the 
 same time, not less than one hundred and fifty male 
 students. 
 
 To secure the detail of an active officer, the institu- i 
 tion must agree to maintain not less than one huadred | 
 
ARMS AND THE BOY ' 299 
 
 and fifty male pupils over fifteen years of age under; 
 military instruction. 
 
 To secure the detail of a retired officer receiving full 
 active pay from the government, the college must 
 agree to maintain under military instruction not less 
 than seventy-five pupils over fifteen years of age. 
 
 The college in both of the foregoing cases must also 
 agi'ee to give a minimum of three hours' military in- 
 struction per week. 
 
 Detail of Retired Non-Commissioned Officers. — It is 
 also possible to secure the detail of a retired non-com- 
 mi.ssioned officer to assist the officer on duty provided 
 the' institution will pay his commutation of quarters 
 and the extra duty pay to which he is entitled for the 
 peiformance of special duty. This will, of course, be 
 a small amount. 
 
 (choice of Institution in Matter of Officer to be De- 
 tailed. — ^The institution has some choice in the matter 
 of the officer to be detailed. If, however, the institu- 
 tion desires an active officer, it may happen that he is 
 not available for college use. In that event, the selec- 
 tion will be made by the War Department. An active 
 officer is not available unless he has had at least five 
 years' commissioned service in the army. Active of- 
 ficeirs are compelled to serve two years out of six with 
 troops. It is therefore difficult, with the present short- 
 ag(i of officers, to get an active officer who has three 
 years in the clear that he can serve on college duty. 
 
 When it comes to retired officers, however, the col- 
 lege may be able to select almost any officer it wishes 
 
800 ARMS AND THE BOY 
 
 provided the detail is agreeable to him, and provided he 
 is not above the rank of major. Retired officers above 
 the rank of major are not permitted to accept college 
 details unless they are to become the president or ex- 
 ecutive head of the institution. 
 
 List of Available Retired Officers From Adjutant 
 General. — Application to the adjutant general will un- 
 doubtedly give you a list of retired officers who will 
 be available for this duty. Many of these officers have 
 been retired for slight disability which would not in- 
 terfere with the performance of duties at the college. 
 It is scarcely necessary to say that a great deal de- 
 pends on getting exactly the right officer. Many offi- 
 cers who are perfectly competent to handle troops, 
 would not be successful in college work. 
 
 Extra Pay. — In some cases even active officers and 
 retired officers receiving full pay from the govern- 
 ment, also get some extra remuneration from the in- 
 stitution. This amount varies and is a matter of 
 personal arrangement between the officer and the in- 
 stitution. 
 
 How AppKcations Are Made.^ — ^Application for the 
 detail of an officer of the army should be made by the 
 president of the institution to the adjutant general of 
 the army. 
 
 Securing Arms and Equipment from the Govern- 
 ment. — The government will furnish arms and equip- 
 ment to institutions at which officers of the army are 
 detailed, provided a bond is given by the institution of 
 double the value of the property, to insure its safe- 
 
JF 
 
 ARMS AND THE BOY 301 
 
 keeping and return when called for, and provided the 
 property is insured at the expense of the institution 
 against loss from fire. The institution pays the cost of 
 transportation from the arsenal. 
 
 The number of rifles issued will be in no case in ex- 
 cess of the number of male students receiving military 
 instruction except in the case of a few special rifles 
 issued for target practise. The government will issue 
 the United States magazine rifle, caliber .30, model 
 1898, popularly known as the Krag-Jorgensen model. 
 This rifle is suitable for the purpose of instruction, 
 though varying in some respects from the United 
 States rifle, caliber .30, model 1903, which is in the 
 hands of regular troops, and issued to those schools 
 and colleges which have been designated three times 
 or more as "honor" schools or "distinguished" insti- 
 tutions. 
 
 ilie government will issue also for target practise, 
 one United States rifle, caliber .30, model 1903, for 
 each fifteen students under military instruction. They 
 will also issue for gallery practise, one United States 
 rifle, caliber .22, for each fifteen students. 
 
 Equipment. — They will also issue the following equip- 
 ment: bayonet scabbard, gun sling, McKeever cart- 
 ridge box with leather waist belt, or in place of the 
 cartridge box and waist belt, a woven cartridge belt 
 such as is worn by all troops in field service. The lat- 
 ter is probably preferable. 
 
 They will also issue either the cavalry saber and 
 scabbard of old design, or the non-commissioned offi- 
 
302 ARMS AND THE BOY 
 
 cers' sword and scabbard for use of officers and non- 
 commissioned officers of the corps of cadets. 
 
 They will also issue two field pieces if instruction in 
 artillery drill is to be given. 
 
 Ammunition. — A very complete allowance of ammu- 
 nition and target supplies for target and gallery prac- 
 tise is also issued annually to institutions at which 
 officers of the army are on duty. The maximum 
 allowance for each student at institutions at which 
 target practise is held, is thirty-seven rounds of rifle 
 ball cartridges for each range, but not to exceed one 
 hundred eleven rounds for a student. 
 
 Sixty rounds of twenty-two caliber ball cartridges 
 are allowed for each student where gallery practise is 
 held in addition to range practise ; one hundred twenty 
 rounds of twenty-two caliber ball cartridges where only 
 gallery practise is held. The government also issues 
 tv/enty-five rounds of rifle blank cartridges per stu- 
 dent. Targets and target supplies are issued in lieu 
 of a corresponding reduction in ammunition allowance. 
 
 Buildings. — It will, of course, be necessary for the 
 institution to provide the proper facilities for the stor- 
 age of arms and equipment. Some institutions during 
 the school session leave the rifles in the hands of the 
 students to be kept in gun racks in their quarters. I 
 think, however, this is the case chiefly in strictly iTiili- 
 tary schools. In colleges, where the instruction is in- 
 cidental, it will probably be more desirable to have 
 these in some sort of room or armory with gun racks 
 along the side of the wall, properly numbered so that 
 
Machine Gun Practise — St. John's, ManHus 
 
 Machine Gun Drill — Wentworth Military Academy, 
 Lexington, Missouri 
 
ARMS AND THE BOY 303 
 
 each student knows where his rifle is kept and can 
 return it to the proper place Avhsn through vrith it. 
 
 If field pieces are drawn the college will, of course, 
 haxe to have a cannon shed for them, as it is not per- 
 mis'.sible to keep them in the w^eather. 
 
 Of course during the winter months it is desirable, 
 if ])ossible, to have some place indoors where the ca- 
 dets may drill. However, considerable instruction can 
 be given in a comparatively small space. The drilling 
 of a battalion or even a company in close order would, 
 of course, require a fair-sized armory, but instruction 
 in the manual of arms, and squad movements, aiming 
 and sighting drills, signaling, sketching, forts, etc., can 
 be given in a small space. 
 
 •[rhe winter months can also be utilized largely for 
 the theoretical part of the course. The college lecture 
 rocms will be suitable and available for this purpose. 
 
 An indoor gallery should also be provided at least 
 se\ enty-five feet in length and about three feet in width 
 for each target. 
 
 Uniform. — For college purposes, all that should be 
 necessary would be the olive drab uniform, such as is 
 worn by regular troops, consisting of cap, coat, 
 breeches, leggins and a suitable pair of marching shoes. 
 The overcoat and dress uniform could probably be dis- 
 pensed with. It is now possible, under the act of July 
 17, 1914, for educational institutions to which officers 
 of the army are detailed, to purchase articles of cloth- 
 ing and quartermaster equipage from the government. 
 
304 ARMS AND THE BOY 
 
 Requests for such purchase should be made to the 
 
 nearest depot quartermaster. 
 
 The cost of the uniform would be, approximately, as 
 
 follows : 
 
 Hat $1.20 
 
 Coat 4.00 
 
 Breeches 1.53 
 
 Leggins .60 
 
 Shoes 2.90 
 
 There is nothing else that it would be necessary for 
 the student to purchase. 
 
APPENDIX Xm 
 
 TABLE SHOWING INCOME OF LAND GRANT COLLEGES FROM 
 UNITED STATES, TIME ALLOTTED TO MILITARY IN- 
 STRUCTION PER YEAR AND MONEY ALLOTTED 
 TO MILITARY DEPARTMENTS 
 
 This table is made up from figures contained in the 
 annual reports of these institutions to the War Depart- 
 ment. It shows the need of standardizing the miUtary 
 work in the land grant colleges by some such means as 
 that proposed in the War College's plans for an officers' 
 reserve corps. 
 
 These institutions are all under equal obligation to 
 give military training, yet as will be noted, their allot- 
 ]nents of time and money to military instruction are 
 far from being uniform. 
 
 LAND GRANT INSTITUTIONS 
 
 STATE 
 
 Total 
 
 Income Time Money Allotted 
 
 INSTITUTION from Allotted to Military Kept. 
 
 U. S. Exs. Land Grant Other Funds 
 
 305" 
 
 Alabama 
 
 .■Uabauia Polyleohulc lostitut* 
 
 J77,7S0 
 
 96 
 
 $200 
 
 Arlzouft 
 
 University of Arizona 
 
 80.000 
 
 143 
 
 None 
 
 Arkansas 
 
 University of Arkansas 
 
 83.<80 
 
 fi« 
 
 None 
 
 ralLfornla 
 
 UnlTcrslty of CallforaJa .... 
 
 129.669 
 
 119 
 
 8.670 
 
 Colorado 
 
 State Agricultural College 
 
 80,000 
 
 124 
 
 None 
 
 Connecticut 
 
 fonnecilcut Asrlcultural Collese 
 
 71,750 
 
 SO 
 
 None 
 
 :Delaware 
 
 Delawaro ColleKO 
 
 74.980 
 
 104 
 
 None 
 
 Tlortda 
 
 Unlrerslty of Florida 
 
 82.700 
 
 141 
 
 None Spedfled 
 
 
 North Georgia Agricultural 
 ColIe^;« 
 
 
 
 
 
 2,000 
 48.287 
 
 173 
 145 
 
 250 
 
 
 University of Georgia 
 
 750 
 
 Idaho 
 
 Unlvofsity of Idaho 
 
 150.377 
 
 199 
 
 1.320 
 
 nunoifl 
 
 UiUnralty of Illinois 
 
 112.463 
 
 84 
 
 2.000 
 
 
 
 97,000 
 
 77 
 
 No PpMfled 
 
 
 
 Amouut 
 
306 
 
 ARMS AND THE BOY 
 
 STATE 
 
 INSTITUTION 
 
 Income 
 from 
 U. S. 
 
 Total 
 
 Time Money Allotted 
 Allotted to Military Dept. 
 Hrs. Land Grant Other Funda 
 
 Iowa. .. 
 Kansas. 
 
 Kentucky. 
 Louisiana. 
 
 Maine ... 
 Maryland. 
 
 Massachusetts. 
 
 Michigan.. 
 Minnesota 
 Mississippi. 
 
 Missouri 
 
 Nebraska. 
 
 Nevada... 
 
 New Hampshire, 
 Now Jersey 
 
 New Mexico. . . . 
 New York . . . , 
 North Carolina. 
 
 North Dakota.. 
 
 Ohio 
 
 Oldahoma 
 
 State College of Agriculture .. 115,000 
 Kansas State Agricultural 
 
 College 103.128 
 
 State University 51,394 
 
 Louisiana State University 
 
 and A. & M. CoUege.. 73,453 
 
 Unirersity of Maine 
 
 Maryland Agricultural College 
 
 80.000 
 85,797 
 
 Massachusetts Agrictiltural 
 
 College 63,966 
 
 Massachusetts Institute of 
 
 Technology 21,973 
 
 Michigan Agricultural CoUege 150,289 
 
 University of Minnesota 137,529 
 
 Mississippi A. & M. College 70,203 
 
 University of Missouri .... 106.6S9 
 
 University of Nebraska .... 123,000 
 
 University of Nevada SS,435 
 
 New Hampslilre College 
 
 of A. & M. Arts 81,800 
 
 Rutgers Scientific School ... 85,800 
 
 Oregon 
 
 Pennsylvania... 
 Ehode Island 
 South Carolina. 
 South Dakota. . 
 
 Texas. 
 
 Utah 
 
 Vermont 
 
 Virginia 
 
 Washington 
 
 Wsst Virginia.. 
 
 Wisconsin 
 
 Wyoming 
 
 New Mexico A. & M. College 80.000 
 
 Cornell Unirersity 111,123 
 
 North Carolina College of 
 
 A. & M Arts 71.000 
 
 North Dakota Agricultural 
 
 College 150,ono 
 
 Ohio State University 81.450 
 
 Oklahoma Agricultural College 103,293 
 
 Oregon Agricultural College.. 92,556 
 
 Peimsylvania State College .. 111,020 
 
 Rhode Island State College .. 82,500 
 
 Clemson Agricultural College 60,754 
 South Dakota State College 
 
 of A. & M. Arts .... 109.636 
 
 University of Tennessee 92,210 
 
 Agricultural and Mechanical 
 
 Colleore of Texas 73.770 
 
 Agricultural College of Utah 80,000 
 
 University of Vermont 88,130 
 
 Vireinla Polytechnic Institute 80,658 
 
 State College of Washington 80.000 
 
 West Virginia University .... 70,000 
 
 CniTersity of Wisconsin 80.000 
 
 University of Wyoming .... 91.730 
 
 129 
 
 107 
 89 
 
 86 
 
 79 
 160 
 
 180 
 
 85 
 
 105 
 101 
 132 
 
 103 
 109 
 246 
 
 106 
 117 
 
 128 
 
 29 
 
 107 
 13^ 
 
 251 
 
 86 
 
 101 
 
 148 
 
 103 
 175 
 
 447 
 99 
 87 
 142 
 95 
 188 
 84 
 95 
 
 1.000 
 
 1,700 
 1.070 
 
 No Specified 
 
 Amount 
 None 
 No Specified 
 
 Amount 
 
 1.500 
 
 1.842 
 '2.654 
 
 5,740 
 No Specified 
 
 Amount 
 
 None 
 
 2,400 
 No Stated 
 
 Amount 
 
 200 
 No Specified 
 Amount 
 None 
 9,055 
 
 2.000 
 
 1,400 
 No I^Ixed 
 Amount 
 
 None Allotments 
 from Regular 
 State 
 Appro- 
 priation 
 
 Nono 
 S.OOO 
 Nona 
 None 
 
 575 
 500 
 
 None 
 807 
 900 
 None 
 None 
 None 
 4.307 
 None 
 
 ?200 
 8,106 
 
 500 
 1.500 
 
rt\ 
 
 (Photo by Howard & Duncan) 
 
 The $5000 Armory o£ the University of Illinois 
 One of the Land Grant Institutions that has been doing real 
 effective military work 
 
 Tlic Vale Datlcry 
 
APPENDIX XIV 
 
 COl^DENSED TABULATION OF ANSWERS TO QUESTION- 
 NAIRE SENT TO LAND GRANT COLLEGES 
 
 The following extracts are taken from a condensed 
 tabulation of the answers received to a questionnaire 
 sent to all land grant institutions by the president of 
 the Association of Land Grant Colleges. 
 
 The questionnaire advanced six proposals for the 
 consideration of the members of the association in rela- 
 tion to their work in assisting in military training, 
 and is largely self-explanatory. 
 
 CONDENSED TABULATION OF ANSWERS ON MILITARY 
 
 QUESTIONNAIRE 
 
 I 
 
 To pass act defining a reasonable minimum of mili- 
 ta::y instruction which every land grant college would 
 have to maintain. Said minimum to include 
 
 (a) Not less than two years of military drill for all 
 students except those exempted for cause. 
 Vote— 
 
 Defmitely approved 16 
 
 Conditionally approved 2 
 
 Disapproved, or approved with 
 
 fatal qualifications 6 
 
 Not voting 2 
 
 26 
 
 307 
 
308 ARMS AND THE BOY 
 
 (b) Not less than three separate periods per week 
 under military control with not less than one hour per 
 period. 
 
 Vote- 
 Definitely approved 13 
 
 Conditionally approved 6 
 
 Disapproved, or approved with 
 
 fatal conditions 6 
 
 Not voting 1 
 
 26 
 
 Xc) The discipline during military drill periods to be 
 strict, with insubordination punishable by suspension 
 from college. 
 Vote-- 
 
 Definitely approved 15 
 
 Conditionally approved 2 
 
 Disapproved, or approved with 
 
 fatal limitations 6 
 
 Not voting 2 
 
 25 
 
 (d) The instruction to comprise drill in manual of 
 arms, squad, company, battalion and regimental drills, 
 military ceremonies, target practise, skirmish drill, 
 outpost duty and not less than one week of camp per 
 year and class-room instruction in tactics and in the 
 care of men and sanitation of camps. 
 
ARMS AND THE BOY 309 
 
 ote — 
 
 Definitely approved 10 
 
 Conditionally approved 4 
 
 Disapproved, or approved with, 
 fatal limitations 12 
 
 26 
 
 The dissent here centered around the requirement 
 of one week camp. Many could not see how to carry 
 tliis out. A number are now carrying it out with what 
 they say are very satisfactory results. 
 
 n 
 
 Pass an act requiring the frequent examination by 
 tlie War Department, of the efficiency of this work, with 
 power not only to withdraw their officers from the 
 school failing to maintain proper standards, but also 
 to enjoin further payments under the act of 1890 and 
 the Nelson amendment, until the case of the college in 
 question had been brought for adjudication before some 
 authority designated by the president. 
 Vote— • 
 
 Definitely approved 11 
 
 Conditionally approved 2 
 
 Disapproved, or approved with 
 
 fatal limitations 11 
 
 Not voting 2 
 
 26 
 
810 APwMS AND THE BOY 
 
 ni 
 
 Amend the act of 1893 which limits the number of 
 army officers who may be detailed to educational insti- 
 tutions to one hundred so as to make it possible to de- 
 tail one active or retired officer under full pay and 
 allowances for each four hundred students under mili- 
 tary discipline. 
 Vote- 
 Definitely approved 15 
 
 Conditionally approved 6 
 
 Disapproved, or approved with 
 
 fatal limitations 3 
 
 Not voting 2 
 
 •"^ 26 
 
 IV 
 
 Pass an act requiring all land grant schools to which 
 two or more officers are detailed, to provide a four- 
 year course in military engineering, said course to in- 
 clude, besides the fundamentals of a good engineering 
 education, four years of military drill, and instruction 
 in such courses in advanced military subjects as the 
 Secretary of War may prescribe. 
 Vote- 
 Definitely approved 12 
 
 Conditionally approved 6 
 
 Disapproved, or approved with 
 
 fatal limitations 7 
 
 Not voting 1 
 
 26 
 
 'n 
 
ARMS AND THE BOY 
 
 The dissent here was in several cases clearly due 
 to failure to understand the question. They thought 
 that all schools were to be required to establish mili- 
 tary engineering courses, whereas the proposition 
 plainly states that only those schools having two or 
 more officers. Others objected to allowing the Secre- 
 tary of War to prescribe a college curriculum, appar- 
 ently thinking that he was to prescribe the whole 
 curriculum, whereas the proposition contemplates the 
 Secretary of War prescribing only the military com- 
 ponent of such courses and not the engineering or 
 ijeneral part. 
 
 y 
 
 Pass an act permitting the Secretary of War to ap- 
 ])oint all graduates of S"ch military engineering 
 courses as second lieutenants in the army for a period 
 of one year following their gi-aduation, with full pay 
 and allowances, at the end of which time their appoint- 
 ment may become permanent if vacancies exist, or 
 they may go into civil life, retaining their commissions 
 as officers of the reserve, 
 yote— 
 
 Definitely approved 11 
 
 Conditionally approved 9 
 
 Disapproved, or approved with 
 
 fatal limitations 4 
 
 Not voting 2 
 
 26 
 
312 ARMS AND THE BOY 
 
 VI 
 
 Encourage the respective states to pass laws, con- 
 necting the cadet regiments in the land grant schools 
 with the National Guard of those states, in the same 
 general relation that the United States Military Acad- 
 emy bears to the United States Army, to the end that 
 the military equipment now furnished to the National 
 Guard by the War Department may be available to the 
 cadet regiments as well and that the officers now de- 
 tailed in the several states to inspect and instruct the 
 militia may be available for similar purposes for the 
 cadet regiments. 
 Vote- 
 Definitely approved 11 
 
 Conditionally approved 6 
 
 Disapproved 5 
 
 Not voting 4 
 
 26 
 
 Of the replies, about six were, in general, opposed to 
 any steps accenting military work, or favoring any- 
 thing resembling militarism. 
 
i 
 
 APPENDIX XV 
 
 MAKING A SUCCESS OP THE MILITARY COURSE IN A 
 UNIVERSITY 
 
 Giving the organization and course of instruction of 
 a successfully conducted military department at the 
 University of Illinois. 
 
 The military department of the University of Illi- 
 nois has been commended for its efficiency by General 
 V/ood and by various officers of the army who have 
 officially inspected the institution. The standard it 
 has attained, and the interest it has succeeded in arous- 
 ing among its students in military training are an indi- 
 cation of what may be accomplished in the land grant 
 colleges where the military department receives proper 
 encouragement and support from the university author- 
 ities and is conducted by an officer of the army possess- 
 ing special qualification for college work. 
 
 The following paragraphs are taken from a report 
 prepared by Major F. D. Webster, United States 
 Army, who as commandant of cadets and professor 
 of military science has been largely responsible for the 
 excellent work of the university during the last three 
 years. 
 
 313 
 
314 AHMS AND THE BOY 
 
 EXTRACTS FROM REPORT 
 
 Classification. — "This university is one designated as 
 Class C under Paragraph 4, G. 0. No. 70, War Depart- 
 ment, 1913, that is, Colleges and Universities (includ- 
 ing land grant institutions) not essentially military, 
 where the curriculum is sufficiently advanced to carry 
 yrith it a degree and where the average age of the stu- 
 dents on graduation is not less than twenty-one years, 
 ^he Military Department of the University of Illinois 
 was established under the Morrill Land Grant Act of 
 1862. 
 
 Appropriation and Expenditures. — ^"The total federal 
 appropriation for the last fiscal year under the various 
 acts, Morrill, Adams, Nelson, Hatch, etc., was $112,- 
 422.14. The expenditures on account of the military 
 department have been as follows: During the two 
 years ending March 31, 1915, $227,918.87 was ex- 
 pended upon the new armory (floor space two hundred 
 by four hundred) which has been in use since January 
 1, 1915. It will require $250,000 more to complete this 
 building. In addition to the above, the appropriation 
 for incidental expenses, military scholarships, etc., per- 
 taining to the military department, was $8,500 for 
 each of the last two years. 
 
 Organization. — "The organization of the corps of 
 cadets is as follows: Two complete regiments of in- 
 fantry, (twenty-four companies), a Foot Batterer of 
 Field Artillery, Signal Company, Engineer Company 
 and Hospital Company ; also> a band for each regiment. 
 
 I 
 
ARMS AND THE BOY 315 
 
 a reserve band, and a trumpet and drum corps. The 
 total number of cadets enrolled in the military depart- 
 ment, at the present time, is two thousand one hundred 
 and forty, including the band of about one hundred and 
 sixty-five men. The band is composed of members from 
 all classes of the university. Those of the first two 
 years substitute this for their mihtary drill. During 
 ttie last two years they have the same status as the 
 c^.det officers, and receive twenty-four dollars per year. 
 
 Condition of Service in Military Department; Pay for 
 Cadet Officers. — "During the freshman and sophomore 
 y(3ars, military training is compulsory. Sergeants are 
 selected from the sophomore class, lieutenants from 
 the junior class, captains and field officers from the 
 S(jnior class. These selections are made by the com- 
 mandant of cadets and approved by the Council of Ad- 
 nriinistration, provided the appointees are in good stand- 
 ing in their under-graduate course, and morally fitted 
 as well. The commissioned officers receive a special 
 military scholarship (value, twenty-four dollars per 
 year) , which is paid to them upon the satisfactory com- 
 pletion of each year's work. They are also presented 
 by the university with a saber and belt upon gradua- 
 tion, as well as a commission by the governor of Illi- 
 nois as brevet captain in the Illinois National Guard. 
 
 Military Credits Necessary for Graduation. — "All 
 students must gain five credits in military training in 
 order to be entitled to graduate. Any student excused 
 from military for any purpose whatsoever must make 
 up these five credits in some other department. 
 
316 ARMS AND THE BOY 
 
 Theoretical and Practical Instruction, — "The military 
 instruction, both practical and theoretical, is conducted 
 by the commandant of cadets with the assistance of 
 the cadet officers of the senior class. Theoretical in- 
 struction is given to all freshmen in the second semes- 
 ter, and to the officers and non-commissioned officers of 
 the cadet corps throughout the entire year, one hour 
 per week. The theoretical instruction of the freshmen 
 is compulsory, and constitutes one of their five credits. 
 That of the officers and non-commissioned officers is 
 elective, and is a necessary qualification in order that 
 they hold their positions. This instruction of the 
 freshmen is conducted by cadet officers of the senior 
 class, selected by the commandant and approved by the 
 president. Last year, ten of these officers were utilized 
 at a salary of one hundred dollars for ^ve months' 
 work. The same or a greater number will be required 
 during the present year. The theoretical instruction 
 of the officers and non-commissioned officers is con- 
 ducted by the commandant of cadets, ten periods per 
 week, one period for seniors, three for juniors, and six 
 for sophomores. During the second semester, the 
 cadet captains are held responsible for the theoretical 
 and practical instruction of the company officers and 
 non-commissioned officers. Par. 159, Inf. D. R. 
 
 "The instruction, both practical and theoretical, 
 comprises all of the drill regulations, portions of the 
 field service regulations, ceremonies, calisthenics, bay- 
 onet exercises, guard duty, target practise, signaling 
 and minor tactics. 
 
ARMS AND THE BOY 317 
 
 Rifle Teams. — "At the end of the year 1915, twenty- 
 two company rifle teams of ten men each competed for 
 first and second prizes (ten medals for each team) . The 
 average for the lowest of these teams was over eighty 
 per cent. A rifle club, under the National Rifle Associa- 
 tion, has been organized for the last two years in the 
 military department, and a team entered in both out- 
 door and indoor inter-collegiate contests. 
 
 IWKlitary Topography. — "A list has been furnished the 
 War Department of eighty-five students who have had 
 suitable instruction in plane table methods as a prelimi- 
 nary to becoming efficient in military topography. An 
 eff^ort is being made to introduce a course of credits 
 which will lead up to a degree of B. S. in mihtary 
 science. The Council of Administration has approved 
 a rule giving credit for two semesters' work for all 
 students attending the summer camps. 
 
 Military Information Division. — "During the last 
 year, by the authority of the board of trustees, the 
 Military Information Division was organized with a 
 senior cadet officer as chief, two junior cadet officers as 
 assistants, and six non-commissioned officers of the 
 sophomore class as clerks, seniors to receive ten dollars, 
 and juniors four dollars per month for a period of eight 
 months. The object of this division is to collect and 
 tabulate, as far as possible, all military information re- 
 garding schools and colleges, National Guard, equip- 
 ment and organization of the regular army and 
 militia of the United States, in order to keep in touch 
 with everything of that nature, and stimulate in the 
 
318 ARMS AND THE BOY 
 
 cadet corps and the university, interest in military 
 affairs. 
 
 Duty of the College in Building Up Reserve Force. — 
 
 "A copy of the report of the inspector, herewith en- 
 closed, shows that in his opinion, 'The military instruc- 
 tion is of such extent and thoroughness in the case of 
 cadet officers, as to qualify the average cadet as a lieu- 
 tenant of volunteers.' This is the object for which the 
 law of 1862 was passed, and a point which has been lost 
 sight of by most institutions of this class in the coun- 
 try. The sooner they are all brought to this state of 
 efficiency, the sooner will the law be carried out strict- 
 ly to the letter, and the greater will be the efficiency of 
 military training in the United States. The above re- 
 port indicates that we are turning out men qualified 
 to become officers of the volunteer army in case of 
 emergency, and are doing our part to build up a reserve 
 force, so necessary in a country with a military policy 
 such as we have. In 1915, we graduated thirty-three 
 such officers, and in 1916, we will graduate forty-four. 
 I don't think many institutions of Class C in this 
 country have ever received such a recommendation 
 from their inspectors. 
 
 National Guard Units Composed of Students. — "In 
 addition to the organizations above stated, there is a 
 troop of cavalry, Illinois National Guard, stationed at 
 Urbana, which is composed of seventy per cent, stu- 
 dents (all members of the cadet corps) , whose officers 
 are members of the faculty, or civilians connected with 
 the institution in some way. 
 
ARMS AND THE BOY 319 
 
 ***A National Guard battery of field artillery just 
 organized, is composed of cadets in the military depart- 
 ment and officered by members of the faculty. This 
 gi\ es us practically what is known in the F. S. R. as a 
 reinforced brigade." 
 
 ♦November 9, 1015. 
 
APPENDIX XVI 
 
 TRAINING CORPS IN ENGLAND 
 
 The Reserve Officers' Training Corps which the 
 United States Army War College has proposed for this 
 country and which is outlined in Chapter X has an in- 
 teresting parallel in Great Britain. The following state- 
 ment of results obtained under the British system with 
 suggestions for its improvement are taken from matter 
 obtained through the Army War College at Washington. 
 
 Comparison with the English Officers* Training 
 Corps. — ^*'A system somewhat similar to the one pro- 
 posed for this course has been in existence in Great 
 Britain since 1908. 
 
 "At the beginning of the war in August, r914, six 
 thousand three hundred and twenty-two men of the 
 Officers' Training Corps were gazetted for duty in the 
 newly formed units of the Kitchener army. From 
 August, 1914, to March, 1915, twenty thousand five 
 hundred and seventy-seven were appointed officers, and 
 in addition, twelve thousand two hundred and ninety 
 served in the ranks of the new army. 
 
 "When it is considered that the total number of col- 
 leges is far below the number in existence in the United 
 States and the number of students very much less, it is 
 
 320 
 
 I 
 
w 
 
 ARMS AND THE BOY 321 
 
 clear that there exists in this country a source for such 
 officers not excelled in any other. 
 
 "A number of reports have been received as to the 
 usefulness and efficiency of these officers who were 
 trained in the British Officers' Training Corps before 
 and during the early part of the present war. Many 
 suggestions have been made looking toward an im- 
 pi'ovement of this corps for the future and among the 
 most prominent are the following: 
 
 " ' * * On the principle, therefore, of striking while 
 the iron is hot, I urge that our first act of peace be to 
 make membership of the 0. T. C. compulsory on all 
 members of Schools and Universities. There are other 
 reasons for this step, and the chief of them is discipline. 
 The 0. T. C. is purely an instructional and not a fight- 
 ing force; compulsion to serve can meet with none of 
 the objections which might possibly be urged against 
 compulsion to fight. It is a hopeless travesty of disci- 
 pline and all that it implies to put into the hands of boys 
 and very young men the power to resign a duty out of 
 pique, or because the work appears irksome. However 
 successful an 0. T. C, however full its ranks, its disci- 
 pline can never be truly of the military type if members 
 f(;el that the key to any difficult situation is in their 
 hands and not in the keeping of their officers. If the 
 last word is allowed to remain with the embryo soldier, 
 he is learning the worst possible lesson he can learn 
 and one that goes far to destroy any benefit he may 
 otherwise have gathered from his apprenticeship. 
 With men of mature age and with the honour of the 
 
322 ARMS AND THE BOY 
 
 regiment, permanent and not ephemeral, in their 
 thoughts this danger is not so acute. Nevertheless, it 
 is a very real argument against any form of voluntary 
 service, and unanswerable unless the inducements to 
 continue to serve are such as to outweigh any tempor- 
 ary temptation "to get one's own back." 
 
 "'There is, too, another strong reason for making 
 membership of the 0. T. C. compulsory, and that is to 
 assure that there will be large numbers from which to 
 make choice of officers. Under the voluntary system 
 some of the very best men and boys are lost, and the 
 more numerous the interests of the individual, and the 
 more capably they are fostered, the greater the tempta- 
 tion to shirk his more obvious duty. I am not amongst 
 those, if any such exist, who consider that training in 
 an Officers' Training Corps necessarily produces an 
 officer. There are some men who will never make lead- 
 ers, and the opportunity must exist to choose only 
 those who have the natural aptitude as well as the 
 special training. Methods adopted perforce in the 
 midst of a tremendous war will naturally give place in 
 peace time to more reasoned judgment and keener dis- 
 crimination. This will not be possible unless there are 
 numbers — ^big numbers — to choose from. If the posi- 
 tion of officers is made really difficult of attainment in 
 all except the pecuniary way, the greater will be the 
 competition to enjoy it. Once establish such a situa- 
 tion, as may easily be done in the after-enthusiasm of 
 the war, and the problem of officering the special i*e- 
 serve and territorial force in peace time will no longer 
 
AKMS AND THE BOY 323 
 
 be a problem at all, always providing that such officers 
 are treated with the honour and privileges which their 
 place deserves. * * * ' 
 
 "The principle, laid down above, has been found to be 
 sound by officers who, in the past few years, have been 
 engaged in the inspection of cadet units at our civil 
 educational institutions, and they have recommended 
 a<rcordingly. It is interesting to note that this recom- 
 mendation is sound and confirmed by actual war experi- 
 ence in England. 
 
 "If this last suggestion be carried out at institutions 
 at which an officer of the army is detailed, there need 
 never be any anxiety relative to furnishing the im- 
 mense number of officers — about sixty thousand — • 
 needed for our next great war. 
 
 "The training required for reserve officers is dis- 
 cussed in the War College study on *The Training and 
 Uses of the Proposed Officers' Rerserve Corps.' 
 
 "No more important a subject than this can be 
 brought up for discussion and none is of greater inter- 
 est. The soul of the army rests in its officers, and a 
 standardization of the character and training of this 
 class should be assured above all things. Hence the 
 regular army should form the sole exemplar and guide 
 and the best material in its corps of officers should serve 
 as instructors for reserve officers." 
 
APPENDIX XVII 
 
 A FIVE-YEAR COMBINED MILITARY AND CLASSICAL OR 
 TECHNICAL COURSE FOR COLLEGES SUGGESTED BY 
 PRESIDENT EDMUND J. JAMES OF THE UNI- 
 VERSITY OF ILLINOIS 
 
 The following extracts are from a letter written to 
 the superintendent of the Culver Military Academy by 
 President James, who has shown a particularly active 
 interest in the problem of efficient military training 
 among the land grant institutions. 
 
 "Urbana-Champaign, 111., January 11, 1916. 
 "Col. L. E. Gignilliat, Culver Military Academy, Cul- 
 ver, Indiana: 
 "My Dear Colonel.^ — I may say that I think the Fed- 
 eral Government ought to organize here at the Univer- 
 sity of Illinois a five-year combined course in military 
 instruction which would be so integrated with other 
 courses. This course should lead to the degree of 
 Bachelor of Science in military subjects and also 
 Pachelor of Science or Bachelor of Arts in some other 
 course in the university, which might be completed at 
 the same time. Thus I think it would be quite feasible 
 to combine the military course with the course in elec- 
 trical engineering in such a way that the degree of 
 Bachelor of Science in electrical engineering could be 
 given at the end of four years ; the Bachelor of Science 
 
 324 
 
 I 
 
ARMS AND THE BOY 325 
 
 I 
 
 Pin military tactics or military methods or whatever we 
 
 might want to call it, at the end of the fifth year. This 
 
 would require a certain amount of attention given to 
 
 I military subjects and military training during each of 
 
 the five years. 
 
 *1 think that it would be perfectly feasible to put in 
 a course of study and practise which would qualify a 
 young man in five years for the position of second lieut- 
 enant in the army and for the position which he might 
 want to take up as electrical engineer or mechanical 
 engineer or chemist or what not. 
 
 "In view of the fact that the student should spend an 
 araount of time during each of these years for five 
 years on military subjects which would qualify him to 
 act as lieutenant in the army, I would suggest that the 
 F(3deral Government would pay to each student so 
 qualifying the sum of two hundred and fifty dollars 
 per annum and appoint him at the end of the five years' 
 course a second lieutenant in the army for one year, to 
 complete and round out his military education. 
 
 '1 believe that an arrangement of this sort made at 
 such an institution as the University of Illinois w^ould 
 be the best form of cooperation between the Federal 
 Government and the states in this subject of military 
 preparation which could be devised. I should have no 
 objection, of course, to seeing the curriculum extended 
 to six years, but I think five years would be adequate, 
 and we ought not to spend any more time on the subject 
 than is necessary to accomplish the end we have in 
 view. "- 
 
APPENDIX XVIII 
 
 SUGGESTIONS FOR MILITARY COURSES IN NON-MILITARY 
 EDUCATIONAL INSTITUTIONS, FROM A CIRCULAR IS- 
 SUED FROM HEADQUARTERS, EASTERN DEPART- 
 MENT, BY DIRECTION OF MAJOR GENERAL 
 LEONARD WOOD, DEPARTMENT 
 COMMANDER 
 
 General Wood has labored unceasingly for the co- 
 ordination of military training with the work of the 
 colleges and universities and in the following extracts 
 are presented his views of the means by v/hich this co- 
 ordination may be best accomplished. 
 
 "The subject of military instruction in our non-mili- 
 tary educational institutions is receiving very consider- 
 able attention at present. On the part of the officers 
 and trustees of these institutions there has developed 
 an earnest and most commendable desire that they par- 
 ticipate in an active way in the policy expressed by the 
 President of the United States in his recent message, 
 viz: 
 
 "'It will be right enough, right American policy, 
 based upon our accustomed principles and practises, to 
 provide a system by v/hich every citizen who will volun- 
 teer for the training may be made familiar with the 
 
 326 
 
ARIMS AND THE BOY 327 
 
 of modern aims, the rudiments of drill and man- 
 euver, and the maintenance and sanitation of camps. 
 
 " *We should encourage such training and make it a 
 means of discipline which our young men will learn to 
 value. It is right that we should provide it not only, 
 but that w^e should make it as attractive as possible, 
 and so induce our young men to undergo it at such 
 times as they can command a little freedom and can 
 seek the physical development they need, for mere 
 health's sake, if for nothing more.' 
 
 "They feel that their graduates should be equipped 
 for citizenship, for their duties to their communities, 
 states, and the United States as well as for the attain- 
 ment of their professional, scientific and commercial 
 aims and ambitions. This duty to state and country 
 involves as a fundamental principle, the defense of its 
 te;:ritory and the perpetuation of its constitutional 
 rights and well established policies, by force of arms if 
 necessary. They are opposed to militarism, a large 
 standing army and a big navy and accept the estab' 
 lished policy of this country that we micst depend on 
 our citizen soldiery with an adeqvxite army and navy 
 as the foundation of the system. They realize fully, 
 however, that under this policy the citizen must be pre- 
 pared in advance of actual war. Now, just how to co- 
 ordinate this with their proper and purely educational 
 function is the problem they are considering. How 
 much time can be spared for this subject? What part 
 it shall play in their curricula? What antagonism they 
 are likely to meet on the part of their anti-military con- 
 
328 ARMS AND THE BOY 
 
 stituents and friends? How may this effort on their 
 part be fitted into the general military policy of the 
 country and so yield definite results? 
 
 "We of the army are most appreciative of this spirit 
 as exhibited spontaneously on the part of so many lead- 
 ing institutions and in working out a scheme are con- 
 sidering both sides of the question. We realize that the 
 best type of our young men is to be found in our 
 colleges and universities and we realize the enormous 
 influence they will carry into public life. They are, or 
 will be, natural leaders, politically in time of peace, 
 and commanders of men in time of war. In the former 
 capacity a lack of proper information as to our military 
 history, policy and present system, certainly renders 
 them incapable of intelligently voting on these ques- 
 tions or shaping the opinion of others. 
 
 "In the latter capacity, as commanders of our citizen 
 soldiery in time of sudden war without training and 
 necessary military education, they would be the un- 
 willing murderers of their men. They would learn 
 their business at a cruel cost in lives, to say the 
 least. 
 
 "These students are physically, mentally and morally 
 good material for officers, and such as desire or have 
 a natural bent for the profession of arms, having fully 
 qualified, should receive a definite status in the military 
 system of the country. 
 
 "It is not believed that men of this type require the 
 continued minutiae of drill, nor that the result would 
 justify such expenditure of time. This is particularly 
 
ARMS AND THE BOY 329 
 
 true as such practical instruction will be entirely volun- 
 tary and difficult to subject to discipline. 
 
 ''Therefore a combination of the intensive practical 
 training, such as given in the student summer camps, 
 an(i a series of lectures illustrated and illuminated by 
 tactical walks and field problems in minor tactics, 
 should stimulate the intellectual side and perfect the 
 mechanical and physical. 
 
 "'1. The course of lectures and college work to be 
 given a place in the curriculum and carry weight to- 
 ward the degree in both junior and senior years. This 
 to consist of not less than twelve lectures in each year, 
 for juniors, on the military history of the United 
 States, the unvarnished facts, our failures, defeats 
 and mistakes as well as our victories; for seniors, on 
 the military policy of the United States, past and pres- 
 ent, and twelve lectures with practical problems in each 
 year. The lectures on military history and policy to he 
 prepared by the General Staff with lists of collateral 
 reading. The twenty-four lectures and practical prob- 
 lems to be conducted by officers of the regular army 
 under a scheme provided by the General Staff. Thus 
 the instruction will be uniformly arranged and given in 
 all non-military institutions under a logically developed 
 system. Training in rifle shooting to be given as many 
 students as possible regardless of whether they elect 
 this military course or not. 
 
 "2. It is required that all students electing this 
 course will volunteer to attend two of the student sum- 
 mer camps. Many exceptions must be made at present 
 
330 ARMS AND THE BOY 
 
 on account of the personal expense involved, slight as it 
 is. We trust that Congress will in time appreciate the 
 immense value of these camps and make provision for 
 relieving the qualified attendants of certain portions 
 of their expenses. 
 
 "The student at one of these camps of only five or six 
 weeks' duration, receives as much military instruction 
 as the average militiaman in three years. This plan 
 has proven such a tremendous success and has met 
 with such unanimous and unqualified approval on the 
 part of students and their parents that it needs no en- 
 largement here. |. 
 
 "3. It is proposed that the names of these young 
 men who, in the opinion of the camp commanders and 
 under regulations drawn by the General Staff have 
 become eligible for commissions in volunteer forces be 
 listed and held in the War Department as available for 
 such service. 
 
 "4. An effort is now being made to induce Congress 
 to authorize the War Department to commission and 
 attach to regular regiments of all branches of the serv- 
 ice for one year, one thousand or more of such young 
 men as have qualified in the foregoing course or simi- 
 lar courses in military schools and colleges. THIS IS 
 CONSIDERED THE BEST OF ALL SCHEMES FOR 
 GETTING REALLY TRAINED OFFICERS. These 
 one-year oflScers to receive full pay and allowances 
 amounting to about $1,750.00 pay proper and $750.00 
 allowances (light, fuel, heat, quarters) which should 
 allow them to leave the service with from $600.00 to 
 
ARMS AND THE BOY 331 
 
 $1,000.00 in pocket. Such of these as become eligible 
 to be commissioned in the reserve to the regular army 
 or reserve forces of the United States for a definite 
 period, be required to attend maneuvers for a few 
 weeks each year and be provided with complete per- 
 sonal equipment for field service. 
 
 "This plan, as you see, is more or less tentative and 
 dependent upon congressional sanction and assistance, 
 but when our most intelligent educators are coming 
 forward on their own initiative to ask what they can 
 do, certainly a way will be found to utilize the splendid 
 resources they control. Our best citizens realize quite, 
 seriously tlmt military service is one of the nation^s 
 forms of taxation and indeed, the one upon which all 
 others depend. If the men of the country are unwilling 
 to assume military service, or preparation therefor, and 
 pay the cost in blood as they pay taxes in money, the 
 life of this country will be short, 
 
 "Heretofore we have apparently preferred to omit 
 the preparation of citizen soldiery until war is upon us 
 at such enormous cost in treasure and criminal wastage 
 of splendid lives. Is it not an insult to our intelligence 
 as well as to our patriotism to presume that we shall 
 continue such a course? This voluntary impetus of 
 college men swinging in behind the movement to pre- 
 piu-e our citizenry for service in time of our country's 
 need is a most effective answer." 
 
APPENDIX XIX 
 
 plan: for military instruction at harvard 
 university 
 
 The winning over of Harvard to the adoption of 
 military training as a part of its curriculum has been 
 attended with much enthusiasm among the students 
 and great interest in educational circles. 
 
 The following extracts from the Harvard Alumni 
 Bulletin,^ December 10, 1915, indicate the voluntary- 
 character of the appeal and a tentative program of in- 
 struction for which there were one thousand two hun- 
 dred volunteers. 
 
 "The details of jthe plan have not been entirely de- 
 termined on as yet, but the general scheme, as it now 
 stands, is as follows : 
 
 Schedule of Instruction. — "1. The work will begin 
 with two hours of drill a week by companies. In the 
 :winter the work will be concentrated on close order 
 drill in either the Hemenway gymnasium or the base- 
 ball cage. As soon as the weather improves, the drill 
 will be cut down and will be held outdoors. Open for- 
 mation and minor tactics will then be emphasized. The 
 hours of drill will in all probability be from four to six 
 and from seven to nine o'clock; members of the regi- 
 ment, therefore, will have ample opportunity to choose 
 
 832 
 
> 
 
 C- 
 
 n 
 3 
 
Field Wireless Detachment— Culver 
 
 
 I 
 
 Watering Horses— Norwich University 
 
 'I 
 
ARMS AND THE BOY 333 
 
 their hours of drill and the days which they prefer. 
 The drill will be in charge of a regular army officer. 
 
 "2. Rifle practise will be arranged, either with sub- 
 caliber rifle somewhere in Cambridge or with Spring- 
 fields at some militia rifle range in the vicinity. A 
 sufficient number of rifles has been assured. 
 
 "3. Every member of the regiment is expected to 
 become a member of the correspondence course con- 
 ducted by the army for Plattsburg men. This consists 
 of monthly problems in map work, and tactics. An- 
 swers are sent to the War Department, are there cor- 
 rected, and the solution, with the most prevalent mis- 
 takes, sent wuth the next problem. 
 
 Credit Toward College Degree. — "4. Lectures in the 
 university course in military science will be given by 
 G€!neral Wood, Captain Dorey, Captain Johnston and 
 other specialists from the army. Tactical walks will 
 be taken in connection with the course. This course 
 will count toward a degree only for those who have 
 attended one of the military camps or have had equiva- 
 lent training in the militia. 
 
 "5. Lectures on our military history, our present 
 army organization and other special topics will be an- 
 nounced from time to time. 
 
 Uniforms. — "6. Uniforms will not be required, but it 
 is strongly urged that every one provide himself with 
 the army field uniform. A contract for these will be 
 arranged by the committee at a later date. 
 
 Enrollment Agreement. — "A tentative enrollment 
 plan for students of military science, drawn up by the 
 
334 ARMS AND THE BOY 
 
 student council committee on military affairs, has beeni 
 issued as follows : 
 
 "1. I hereby agree to enroll in the companies of thei 
 Harvard regiment. In doing this, I promise to devotei 
 three hours a week, arranged so as to interfere in np 
 way with my college work, to military instruction, in- 
 cluding both theoretical and practical work. I further 
 agree, each month, to prepare and hand in a solution 
 to a map problem in the correspondence course con- 
 ducted by the United States Army. 
 
 "2. It is understood that I freely subject myself to 
 obey and respect all officers that may be appointed over 
 me by proper authority, while receiving such military 
 instruction and while enrolled in the Harvard regiment. 
 
 "3. It is further understood, that if I absent myself 
 from any of the drills, or other instruction, without an 
 excuse acceptable to the disciplinary committee, my 
 name, for the first offense, will be posted upon the bul- 
 letin board of the regiment, and for the second offense, 
 I will be dropped from the rolls of the regiment, and 
 my name shall be published in the Crimson. 
 
 "4. I shall endeavor, to the best of my ability, to at- 
 tend, and will encourage others to attend, the camps of 
 military instruction to be held during the summer 
 of 1916. 
 
 "5. My enrollment, under this agreement, expires 
 May 31, 1916. 
 
 Course in Military Science. — "The course in military 
 science to be offered in Harvard College during the 
 second half year will include the following twenty-four 
 
ATMS AND THE BOY 335 
 
 lectures and six 'tactical walks/ It is expected that a 
 few other lectures will be added. 
 
 "1. One lecture on our general military policy and 
 method of raising and maintaining armies. General 
 Wood will open the course with this lecture. 
 
 "2. Four lectures on 'Infantry' to be given by Cap- 
 tain Halsted Dorey, Fourth Infantry, Aide-de-Camp. 
 
 "3. Three lectures on 'Cavalry/ by Captain Gordon 
 Johnston, Eleventh Cavalry, Aide-de-Camp. 
 
 "4. Three lectures on field artillery. 
 
 "5. Three lectures on coast artillery. 
 
 "6. Four lectures on military engineering of various 
 types. 
 
 "7. One lecture on camp sanitation and hygiene. 
 
 "8. Two lectures on the signal corps, including avia- 
 tion. 
 
 "9. Jwo lectures on transportation and supply. 
 
 "10. One lecture on ordnance. 
 
 "11. Six tactical walks conducted by officers of the 
 mobile army and engineers." 
 
APPENDIX XX 
 
 THE ORGANIZATION OF FIELD ARTILLERY AT YALE 
 UNIVERSITY 
 
 Eecognizing the needs of field artillery, General 
 Wood recommended the organization of militia units of 
 the field artillery at Yale. 
 
 It was the intention at first to organize but one 
 battery, but within a week after the matter had been 
 put in the hands of the students, over nine hundred 
 applications were handed in, and the organization of 
 four batteries instead of one was under way. 
 
 The following extracts from the Yale Alumni 
 'Weekly, March 10, 1916, indicate the nature of the 
 proposed work at Yale : 
 
 THE ORGANIZATION OP THE YALE UNDERGRADUATE 
 BATTERIES 
 
 How the Movement Was Begun. — "Due to the energy 
 and enthusiasm of a considerable number of graduates, 
 actively supported and encouraged by President Hadley 
 and other members of the faculty, Yale has undertaken 
 the patriotic duty of affording military training for 
 those of her students who desire it. 
 
 Need for Field Artillery. — "The movement for the 
 organization of a battery of field artillery at Yale was 
 
 836 
 

 ARMS AND THE BOY 33T 
 
 begun by a number of alumni and undergraduates who 
 attended the summer encampment at Plattsburg in 
 1915. 
 
 "The organization of such a battery was suggested 
 by Major General Leonard Wood. General Wood during 
 his term as chief of staff of the United States Army 
 repeatedly called attention in his reports to the utter 
 inadequacy of our field artillery in personnel, material 
 and ammunition. Our regular field artillery comprises 
 but six regiments, only three and one-half of these be- 
 ing within the continental limits of the United States. 
 
 Response from Students. — "It seems wise, therefore, 
 to develop and train college men for this branch of the 
 niihtary service and to give them sufficient technical 
 training to perform the duties required of captains and 
 lieutenants of field artillery units. It was in full recog- 
 nition of the needs of field artillery that General Wood 
 recommended the organization of militia field artillery 
 at Yale. It was the intention at first to organize but 
 one battery. However, when the movement was 
 launched by the undergraduate committee and applica- 
 tions for enrollment were permitted, four hundred and 
 thirty-seven men responded the first day. Within the 
 next week this number had increased to over nine hun- 
 dred, and it was then deemed best to organize four bat- 
 teries. The four batteries, together with that at 
 Branford and the recently organized battery at Stam- 
 ford, would compose one complete regiment of field 
 artillery for the state of Connecticut, to be officially 
 designated as the Tenth Militia Field Artillery. 
 
338 ARMS AND THE BOY 
 
 Connection With National Guard. — "Due to the fact 
 that the strength of the Connecticut National Guard is 
 limited by statute, but four hundred and eighty-six men 
 could be enrolled. This was forty-six men under the 
 number authorized by law as comprising the minimum 
 strength of four batteries. Enlistments were completed 
 and the first muster of the organization occurred on 
 November 22, 1915, the batteries being accepted for 
 the state by Assistant Adjutant General Cowles, and 
 for the United States by Captain Marlborough 
 Churchill, Field Artillery, United States Army. At the 
 instance of President Hadley, the War Department 
 approved the detail of an officer of field artillery to take 
 charge of the training and designated First Lieutenant 
 Robert M. Danf ord. Fifth Field Artillery, for this duty. 
 Lieutenant Danf ord was commissioned as major in the 
 Connecticut National Guard, and was assigned to the 
 command of the Yale batteries. 
 
 The War Department's Interest in This Work.— "The 
 War Department is watching the work at Yale with 
 keen interest. It fully and confidently expects that the 
 Yale batteries will attain such a degree of efficiency as 
 to justify unusual attention being devoted to their 
 training and to justify affording them the benefit of 
 liberal appropriations. The officer in charge of the in- 
 struction has been authoritatively informed that with 
 the beginning of the next instruction period in the fall 
 a sufficient number of horses will be provided com- 
 pletely to horse one battery if accommodations for this 
 number of animals are furnished. This will enable the 
 
ARMS AND THE BOY 339 
 
 organizations at Yale to have field work such as 
 raarches, camps, advance to, and occupation of posi- 
 tions, and, in fact, enable them to cover completely all 
 I)hases of field artillery instruction and practise. This 
 should materially add to the interest and value of the 
 work and insure a high standard of efficiency in the 
 cirganization. Yale alumni are promoting the work of 
 the batteries to the extent of insuring that they will 
 be provided with suitable and adequate armory facili- 
 ties. Plans have been completed and funds are being 
 raised for the construction of an armory, which it is 
 cixpected will be ready for use when college opens next 
 i^aU. 
 
 Course of Instruction, — "On March first the War De- 
 l)artment detailed First Lieutenant E. L. Gruber, Fifth 
 Field Artillery, and four specially selected non-commis- 
 sioned officers from the field artillery detachment at 
 West Point, to assist in the training of the batteries. 
 Officers and gunners must be qualified by May fifteenth, 
 and the encampment at Tobyhanna will begin for two 
 of the batteries on June fourteenth, and for the re- 
 maining two batteries on June twenty-fourth, each 
 organization to be in camp ten days. The War De- 
 partment has outlined special courses of instruction 
 and examinations for those young men who desire to 
 qualify as officers of volunteers. During the ensuing 
 year, it is planned to cover these courses thoroughly 
 and it is expected that a large number of the Yale men 
 now enlisted in the batteries may be qualified for and 
 pass the required examinations. 
 
340 
 
 AEMS AND THE BOY 
 
 Progress of the Work. — "The work of the batteries 
 was recently inspected by Major C. P. Summerall, who 
 is directly in charge of the field artillery in the Division 
 of Militia Affairs in Washington. He expressed great 
 satisfaction with the progress being made by them, 
 and stated : Tt is significant that while the country is 
 talking preparedness, Yale is acting preparedness. 
 While others are satisfied with a more or less super- 
 ficial knowledge of military matters, Yale is preparing 
 to deliver a fire which, in case of need, would affect the 
 course of battle.' " 
 
APPENDIX XXI 
 MILITARY INSTRUCTION CAMPS FOR STUDENTS 
 
 Prepared by Lieutenant R. G. Sickels, Culver Military 
 Academy. Lieutenant Sickels was a member of 
 |L^ the Burlington Camp in 1914 
 
 Five or six weeks at one of the government's sum- 
 mer military instruction camps is an experience not 
 soon forgotten. 
 
 I remember vividly an afternoon in early July, 1914, 
 ^vhen several of us, our college final examinations now 
 a thing of the past, swung off the train at Burlington, 
 Vermont, dumped suit-cases into a waiting army mule 
 van and in company of a bronzed enlisted man, eagerly 
 climbed the hill toward the camp site, near the campus 
 of the University of Vermont, which was to be the 
 scene of so many new and pleasant experiences. 
 
 I was assigned to a tent with five other men, each 
 from a different college, but all had looked forward 
 to such a summer with the greatest anticipation and 
 were bent on "doing the thing up brown" and getting 
 the greatest possible benefit and pleasure out of the 
 work. Needless to say the association with men from 
 colleges all over the country drawn together by a 
 
 341 
 
342 ARMS AND THE BOY 
 
 common interest was in itself a valuable opportunity, 
 equaled only by the expert training and kind assist- 
 ance received at the hands of the army officers and en- 
 listed men who were encamped with us. 
 
 History of Camps. — A brief resume of the history 
 and aims of these camps may prove interesting. 
 
 In the spring of 1913, by direction of the War De- 
 partment, Major General Leonard Wood, then chief of 
 staff, sent to the university and college presidents of 
 the United States a circular letter, proposing the estab- 
 lishment of a system of military instruction camps for 
 college students. 
 
 Object of the Plan. — ^The object of this plan was to 
 give a short course in real military training to a live in- 
 terested body of young men who would not otherwise 
 receive such training: to help equip properly qualified 
 men to fill the great deficiency in commissioned officers 
 which would immediately arise in case of war, and to 
 instill in four or five weeks of healthy outdoor life, 
 habits of obedience and discipline, command and self- 
 control that are the prerequisites of efficiency in every 
 business and profession. There was to be no obliga- 
 tion on the part of the student receiving this training. 
 
 The plan was received with almost universal ap- 
 proval throughout the country. That summer two 
 camps were held, one on the Gettysburg battle-field 
 and one at the Preeidio of Monterey in California, the 
 total attendance being two hundred and twenty-two. 
 
 In the summer of 1914, six hundred and sixty-four 
 students attended similar camps at Burlington, Ver- 
 
 «■ 
 
ARMS AND THE BOY 343 
 
 niont; Asheville, North Carolina; Ludington, Michi- 
 gan ; and Monterey, California. 
 
 During the summer of 1915, one thousand one hun- 
 dred twelve students received instruction at Platts- 
 burg, Ludington and Monterey. The attendance at the 
 Plattsburg camp, seven hundred and twenty, outnum- 
 bered the total attendance at the four camps in 1914. 
 
 Course of Instruction. — In general, the work done by 
 these camps is as follows : The morning is given over 
 to infantry, cavalry or artillery drill, special stress be- 
 ing laid upon open-order and field work, with practise 
 inarches, tactical problems and sham engagements as 
 an interesting part of the routine. Dinner is preceded 
 by an hour's practical lecture dealing with some phase 
 of military science. The afternoons are taken up by 
 miscellaneous drill, map-making, first aid, saber drill, 
 etc. This afternoon work is, in the main, voluntary 
 but nearly every student is found participating in one 
 drill or another, the only regret being that there is so 
 much to learn and so little time in which to learn it. 
 
 Troops of the regular army attend and cooperate 
 in the instruction and field maneuvers and prove ex- 
 tremely valuable to the student in every way. The 
 camp closes with a march of a week or ten days, sham 
 battles and skirmishes forming a regular part of each 
 day's program. 
 
 Expense to Students.— All equipment is furnished by 
 the War Department. The only expense to which the 
 student is put, in addition to transportation to and 
 
344 ARMS AND THE BOY 
 
 from his home, is for his board at the rate of three 
 dollars and fifty cents per week, and for his uniform, 
 costing from five to ten dollars, according to quality. 
 
 Provision for Future Camps. — ^Whether or not the 
 Congress of 1916 makes provision for the military 
 training of citizens on a large scale, there is no doubt 
 that the camps of 1916 will show a tremendously in- 
 creased attendance. The business men's camps held 
 last year at Plattsburg, New York; Fort Sheridan, 
 Illinois, and other places, a natural outgrowth of the 
 student camp project, will be continued and enlarged. 
 With the object of coordinating and developing the 
 common aims of the students' and business men's 
 camps, there has been formed the Military Training 
 Camps' Association which will direct both under 
 a common head. The men attending the camps this 
 year will be divided into two groups. The junior divi- 
 sion comprises undergraduates in colleges and universi- 
 ties and those students in public and private schools 
 who have reached a grade equivalent to senior class, 
 high school. The senior division comprises graduates 
 of colleges and universities and other citizens between 
 the ages of twenty-one and forty-five who have had 
 experience equivalent to such an education. 
 
 The location of all the camps for this summer has not 
 yet been definitely decided upon, but it will be in gen- 
 eral the same as last year. 
 
 Full information regarding either the junior division 
 or the senior division camps in any section of the 
 
 iL 
 
orq 
 
ARMS AND THE BOY 345 
 
 country may be obtained by writing direct to the 
 Military Training Camps' Association, at 31 Nassau 
 Street, New York City, 
 
 In conclusion, to any one familiar with the situation, 
 two facts are evident : 
 
 Success of the Project. — 1. The student camp proj- 
 ect has been a success. The figures speak for them- 
 selves as regards increased attendance and interest. 
 Real military training has been given. Inspectors from 
 the War Department unite in commending the nature 
 of the work done. There is hardly a student who has 
 attended one of the camps who does not look back upon 
 a never-to-be-forgotten summer, a summer of close 
 fi'iendships, pleasant memories, but above all, a period 
 of the hardest work he ever did in his life. Further, 
 the camp method, itself, whether applied to the busi- 
 ness man, the student or the high-school boy as in the 
 camp at Culver in the spring of 1915, has proved the 
 one effective means of imparting military training and 
 discipline in a short period of time. 
 
 2. On the other hand, comparatively speaking, it 
 must not be lost sight of that very little has yet been 
 done, that at best only a start in the right direction has 
 been made. In 1914 the male attendance in the colleges 
 of the country was two hundred and thirty-seven 
 thousand five hundred and sixty-two. Of this number it 
 was estimated that at least two hundred thousand were 
 of proper age and physique to be considered eligible for 
 miUtary training. So far, the student military camp 
 
346 ARMS AND THE BOY 
 
 instruction is reaching only one student in each two 
 hundred. Again, it may be fairly supposed that a stu- 
 dent who has attended one of those camps has gained 
 as much actual knowledge and experience as is physic- 
 ally possible in the time allowed. There have been in- 
 telligence and enthusiasm to start with, expert personal 
 instruction, application, hard work ; and yet no student 
 leaves for his home without a keen realization of how 
 little he really knows, without a clearer perception of 
 what military preparedness means and necessitates, 
 and that is perhaps not the least valuable part of his 
 training. 
 
APPENDIX XXII 
 
 COMPULSORY MILITARY TRAINING FOR THE BOYS OP 
 NEW YORK 
 
 The first positive step toward compulsory military 
 training in this country has been taken by the state 
 of New York. The New York Legislature has passed 
 an act requiring "that all boys over the age of sixteen 
 years and not over the age of nineteen years, except 
 boys exempted by the Commission, shall be given such 
 military training as the Commission may prescribe." 
 
 The Military Commission. — The Military Commis- 
 sion established by this act is composed of "the Major 
 General commanding the National Guard ex-officio, a 
 member to be appointed by the Board of Regents of 
 the university, and a member to be appointed by the 
 governor. 
 
 "In order to more thoroughly and comprehensively 
 prepare the boys of the elementary and secondary 
 schools for the duties and obligations of citizenship, 
 it shall also be the duty of the Military Training Com- 
 mission to recommend from time to time to the Board 
 of Regents the establishment in such schools, of habits, 
 customs and methods best adapted to develop correct 
 physical posture and bearing, mental and physical 
 
 347 
 
348 ARMS AND THE BOY 
 
 alertness, self-control, disciplined initiative, sense of 
 duty and the spirit of cooperation under leadership." 
 
 Time Given to Drill. — The periods of military in- 
 struction are to aggregate not more* than three hours 
 in each week during the school or college year in the 
 case of boys "who are in public or private schools or 
 colleges." For boys who are not pupils the periods 
 devoted to military instruction are to aggregate not 
 more than three hours in each week between Septem- 
 ber first of each year and the fifteenth day of June 
 next ensuing. Any boy, however, "who is regularly 
 and lawfully employed in any occupation for a liveli- 
 hood shall not be required to take such training unless 
 he volunteers and is accepted therefor." 
 
 Field Training. — The law also provides for field 
 training in summer camps ; this training for each de- 
 tachment of boys to cover a period of not less than 
 two or more than four weeks as the commission may 
 determine.! 
 
 Use of State Property. — Provision is made for the 
 use of state military property, including armories, and 
 arms and equipment not at the time required for the 
 use of the National Guard or Naval Militia. 
 
 Organizations having fair grounds entitled to any 
 apportionment of state moneys are required to allow 
 
 ♦It would have been better to have prescribed a minimum 
 rather than a maximum limit. 
 
 fAn appropriation of $200,000.00 made for these summer 
 camps seems inadequate. 
 
ARMS AND THE BOY 349 
 
 the use of such grounds for these camps, when the 
 grounds are not needed for its own purposes.* 
 
 Instructors. — Provision is made for the utilization 
 of officers and enlisted men of the National Guard as 
 instructors, as well as designated teachers and in- 
 structors of the schools and colleges. 
 
 This law goes a step beyond the Swiss system, 
 which requires actual military instruction only in the 
 summer camp periods, and systematic physical train- 
 ing throughout the school year. 
 
 Compulsory Physical Training. — The New York 
 law requires "instruction in physical training and kin- 
 dred subjects for all male and female pupils above the 
 age of eight years in all elementary and secondary 
 schools." They shall receive "as part of the prescribed 
 courses of instruction therein such physical training 
 as the Regents, after conference with the Military 
 Training Commission may determine, during periods 
 v/hich shall average at least twenty minutes in each 
 school day." Provision is made for the employment of 
 competent teachers. 
 
 "Similar courses of instruction shall be prescribed 
 and maintained in private schools in the state, and all 
 pupils in such schools over eight years of age shall 
 attend upon such courses ; and if such courses are not 
 so established and maintained in any private school, 
 attendance upon instruction in such school shall not be 
 deemed substantially equivalent to instruction given to 
 
 ♦It would have been "weU to have added "and when such' 
 grounds are suitable for camping." 
 
850 ARMS AND THE BOY 
 
 children of like ages in the public school or schools of 
 the city or district in which the child resides. 
 
 "Whenever the Regents shall adopt recommenda- 
 tions of the Military Training Commission in relation 
 to the establishment in elementary and secondary 
 school of habits, customs and methods adapted to the 
 "development of correct physical posture and bearing, 
 mental and physical alertness, self-control, disciplined 
 initiative, sense of duty and spirit of cooperation un- 
 der leadership, as provided in the military law, the 
 Regents shall prescribe and enforce such rules as may 
 be necessary to carry into effect the recommendations 
 60 adopted." 
 
 The provisions of this act, in so far as they relate 
 to military training, are somewhat vague. The details 
 must receive the attention of experts if the training is 
 to be effectively carried out. But if this can be done, 
 coming generations will undoubtedly show its effects 
 in a higher type of citizenship, in happier homes, and 
 more effective men. 
 
INDEX 
 
INDEX 
 
 Active officers of the regular army as military instructors, 297-300. 
 
 Aclvantace as a system of exercise, 101-111. 
 
 Ai;e at which military training should be begun, 146-148. 
 
 Aj;e limit in California, 254. 
 
 Agricultural and Mechanical College of Texas, 14. 
 
 Aid, State, 165. 
 
 American Literary, Scientific and Military Academy, 9. 
 
 Ammunition, Issue of, by government, 246-251, 302. 
 
 Restrictions regarding use in California, 262. 
 Arguments for and against military training, 1-2. 
 Ai'ms, Issue of, by government, 300-301. 
 
 Restrictions regarding use in California, 262» 
 Army officer as Commandant of Cadets, 152. 
 Ai'my officer as military instructor, 297-300. 
 Army practise rod, 275-276, 279. 
 Army War College, 182-195, 237, 320, 323. 
 Asheville, North Carolina, Camp, 343. 
 Athletics, Effect of military training on, 204. 
 Athletics, Relation of military training to, 109-111. 
 Authority, Respect for, taught through military training, 63, 112L 
 
 Bachelor of Science degree, 324. 
 Bick stop for rifle practise, 282-283. 
 Baden-Powell, General, 20. 
 Barnard, Lieutenant J. H., 290, 291. 
 Black Horse Troop, sec Culver MiUtary Academy. 
 Blame for poor military training in colleges, 190. 
 Blood-thirstiness not bred by military training, 87-88, 
 Boston high schools. Military training in, 11. 
 Boy Scout system of military training, 147. 
 
 353 
 
354 INDEX 
 
 Boys, Physical endurance, 133-134. 
 
 Bridge, Pontoon, 94. 
 
 Brooklyn Daily Eagle, 274. 
 
 Buildings, 302-303. 
 
 Burlington, Vermont, Camp in 1914, 841. 
 
 Burtt, Captain W. B., 196-205. 
 
 Business, Preparation for, 114-115, 234. 
 
 Cadet companies for training reserve officers, 177-178. 
 
 Cadet officers, 55-58, 150-162. 
 
 Cadet season in Washington, D. C, high schools, 230-232, 
 
 Cadet tournaments, 228-229. 
 
 Cadets, Commandant of, 41-42, 150-153. 
 
 Cadets, Deportment, 261-262, 277-278. 
 
 Cadets, Life of, 18-39. 
 
 Cadets, Relation to officers, 44-45. 
 
 Cadets, Religious life, 37, 263-264. 
 
 Cadets, Standard, 74. 
 
 Cadets, Uniform, 163-169, 258-259, 303-804. 
 
 Cadets, Work during flood of 1913, 3-6, 115. 
 
 California high schools, Military training, 11, 98, 136-137, 
 
 159-160, 165, 252-269, 281-294. 
 California Rules and Regulations, 259-262, 281. 
 Calisthenics, 102-103. 
 Camp and field units, 228. 
 Camps, 106, 148-149, 235, 288-294, 341-346. 
 Carriage of cadets. Effect of uniform, 103-105. 
 Carter, Major-General William H., 133. 
 Certificates issued to graduates of military schools by .War 
 
 Department, 295, 296. 
 Certificates issued to teachers in California, 269. 
 Character, Effect of military training, 60-64, 81-86. 
 Character of cadet officer, 55, 56. 
 
 Character of student admitted to strictly military schools, 59. 
 Cheating, Effect of military training on, 117. 
 Chevrons, 169. 
 Chicago high schools, Military training in, 69, 145. 
 
INDEX 355 
 
 Chicago Record Herald, 69. 
 
 Chicago Tribune, 113-114. 
 
 Chicago, University of, 175-176. 
 
 Cliurchill, Captain Marlborougli, 338. 
 
 "Citadel, The," 10, 14, 17, 82. 
 
 atizenship. Military training aid to good, 81-83, 112-126, 226-236. 
 
 Civil law, Attitude of military trained men to, 124-126, 200. 
 
 Civil War, 127, 133, 174, 193-194. 
 
 Ci v'ilian teachers, 152-153. 
 
 Class room. Coordination of, with drill field, 94-100. 
 
 Class-room work. Supervision of, 49-50. 
 
 Classes, Division of, 51. 
 
 Classical and military courses, Combination suggested, 324-325. 
 
 Classification in rifle practise, 284. 
 
 Classification of military schools, 13-15. 
 
 Ccast artillery officers, 176. 
 
 College reserve regiments, 178-182. 
 
 Colleges, Present interest in military training, 175. 
 
 Colleges, see also Land Grant Colleges. 
 
 Cclorado high schools. Military training in, 134 
 
 Ccmmandant of cadets, see Cadets^ Commandant of. 
 
 Commission as second lieutenant for honor graduates, 16. 
 
 Ccmpetition, Intra-school, 226. 
 
 Ccmpetition, Spirit of, aroused by military training, 99. 
 
 Ccmpetitive units, 99-100, 117-118, 146, 224-236. 
 
 Compulsory military training for boys, 347-350. 
 
 Compulsory versus voluntary military training In high 
 
 schools, 141-143, 203, 204. 
 Comradeship, 264. 
 Conditions under which Issue of rifles and ammunition Is made 
 
 to high school, 246-251. 
 Conduct, 261-262, 277-278. 
 Connecticut National Guard, 338. 
 
 Ccoperation of military and academic staff essential, 96-97. 
 Coordination, 91, 94-96. 
 Cornell University, 14. 
 Correspondence, Military, 267. 
 
356 INDEX 
 
 Course of instruction, 237-242, 813-319, 326-331. 
 
 Course of rifle practise in high schools, 270-272. 
 
 Course proposed for Reserve Officers' Training Corps of the 
 
 United States, 187, 188. 
 Court-martial, Report of proceedings at Culver Military Acad- 
 emy, 75-80. 
 Cowles, Assistant Adjutant General, 338, 
 Creedmore, 273. 
 
 Cuba, Administration of, by military men, 125-126. 
 Culver Citizen, Culver, Indiana, 217. 
 Culver Military Academy: 
 
 Academic staff, 41. 
 
 Athletics, Relation to military training, 109-110. 
 
 Awarding of a collar device for good carriage, 70-71. 
 
 Black Horse Troop, 85-86. 
 
 Boy Scout system utilized, 147-148. 
 
 Business course, 52. 
 
 Cadet officers, 154, 156, 161, 162. 
 
 Cadets, Classification, 49-50. 
 
 Cadets, Commandant of, 151. 
 
 Camps, 147, 288-294, 345. 
 
 Classification, 15. 
 
 College, Admission to, 62-53. 
 
 Cooperation of military and academic staff, 96, 
 
 Court-martial proceedings, 75-80. 
 
 "Culvers," 105. 
 
 Daily schedule, 38-39. 
 
 Distinguished institution, 16, 17, 
 
 Drills, 29, 145, 209-224. 
 
 Efficiency records, 56-57. 
 
 Furniture in barracks, 36. 
 
 Grade in which military training Is begun, 147, 
 
 Guard duty, 31. 
 
 Help periods, 47. 
 
 Honor of cadets, 117. 
 
 Insignia, 168-169. 
 
 Mental tests, 50. 
 
INDEX 357 
 
 Cnlver Military Academy— Continued, 
 
 Mess, 27. 
 
 Military staflP, 42. 
 
 Mounted artillery drill, 30. 
 
 New cadets, 24. 
 
 Physical development, 104-105. 
 
 Eebellion of cadets against authority, 67-69. 
 
 Recitation periods, 47. 
 
 Requirements for entrance, 21. 
 
 Rifle practise, 130. 
 
 Sand table, 219. 
 
 Scope of military training, 194. 
 
 Sketching pad, 217. 
 
 Spiritual life, 37. 
 
 Sports, 32. 
 
 Students hold positions of responsibility in civil life, S2. 
 
 Summer school, 291. 
 
 Test of boy's ability to use heavy rifles, 108. 
 
 Testimony of Dr. Hayden In favor of military discipline, 
 
 63-64. 
 
 Uniforms, 23, 163. 
 ulvers," 105. 
 Cutters, Man-of-war, 3-4. 
 
 Danford, First Lieutenant Robert M., 338. 
 Darby, Dr., Experiment to determine relative value of gym- 
 nastics and drill, 101. 
 Darge, Daniel, 275. 
 Davis, Dr. William Steams, 88. 
 Demerits, 72-75, 244-245, 2G0-261. 
 Democracy, Spirit of, in military schools, 83-85. 
 Disciplinary value of military training, 112-126, 198-201, 238. 
 r»iscipline, 3-6, 54-58, 59-69, 188-190, 244-245, 259-200. 
 Discipline sheet, 73. 
 Distinguished institutions, 15-17. 
 Dodge, General Granville M., 21. 
 Vorey, Captain Halsted, 333, 335. 
 
 ««,-^ 
 
358 INDEX 
 
 Drawing, 214-222. 
 
 Drill, Equipment, 209-210. 
 
 Drill, in relation to study, 46-47, D4-96. 
 
 Drill, Influence on study, 139-140. 
 
 Drill, Instruction, 210-214. 
 
 Drill, Introduction in high schools, 92. 
 
 Drill period, 28-32, 144-146. 
 
 Drill versus gymnastics, 105-107. 
 
 Drilling with rifles. Moral effect of, 87-90. 
 
 Drills, Benefits from, 107, 236. 
 
 Drills, Close order, 107, 127-128. 
 
 Drills, Extended order, 128. 
 
 Drills, Kinds of, 106-107. 
 
 Drills, Skirmish, 106. 
 
 Drills, Suggestions for starting, 209-224. 
 
 Drills, Time devoted to, 144-146. 
 
 Dual system. Advisability of, 139-141. 
 
 Du Pont de Nemours Powder Company, 271. 
 
 Early training. Importance, 241-242. 
 
 Economic value of military training, 114-116, 234. 
 
 "Education from a military view-point," by Col. 0, "W. 
 
 Lamed, 82-83. 
 Edwards, Col. Thomas I., 104. 
 Effect of military training, 3-6, 19, 25-26, 31, 85-37, 52-53, 
 
 60-64, 81-86, 91, 99-100, 196-205. 
 Eiselman, Miss E. A., 114. 
 Election of cadet officers, 155-156. 
 Eliot, Dr. Charles E., 121, 122. 
 Endorsements of military training, 1. 
 Engineer corps, 176. 
 
 England, Reserve Officers' Training Corps, 195, 820-323. 
 English taught in military training, 97. 
 Enlistment in regular army. Minimum age, 133. 
 Enrollment agreement, 833-334. 
 Equipment, Issue by government, 301-302. 
 Equipment of military schools, 12, 13, 16. 
 
INDEX 359 
 
 Jtlilcal-physical-milltary system of training for boys, 237-242. 
 Excuses from military training on request of parents, 142-143, 
 Expense of imiforms, 164-1G6, 268. 
 Expense to students of military camps, 343-344. 
 Extent of Instruction in summer camps, 289-291. 
 Extent of military training, 201-204. 
 
 Faculty of military schools, 40-45. 
 
 Fall River, Mass., Military camp, 149. 
 
 Fallows, Bishop, 81. 
 
 Field artillery. Inadequacy of, 337. 
 
 Field artillery, Organization at Yale University, 336-340. 
 
 Field firing units, 228. 
 
 Firearms, Advantage of teaching boys to handle, j88-89. 
 
 Firearms, Knowledge of use limited to criminals, 89. 
 
 Firearms, see also Rifles. 
 
 Floods of 1913, 3-6, 115. 
 
 Forbes, B. A., 253. 
 
 Fort Sheridan, 111., Camp, 344. 
 
 Fort Sill, Oklahoma, 217. 
 
 Fort Worth high schools, Military training in, 1V1401, 
 
 Frederick, the Great, 122. 
 
 Funston, Major-General Frederick, 170. 
 
 GalesMrg illUnois) Register, 114-115. 
 
 Gallery practise, 266. 
 
 Game idea in military training, 224-236^ 
 
 Game of troop leadership, 128-130. 
 
 G(!ttysburg battle-field. Camp, 342. 
 
 Gignilliat, Col. L. R., 324. 
 
 Girls, Relation to military system, 205. 
 
 Girls as sharpshooters, 274, 280. 
 
 jGirls as sponsors in mixed schools, 228. 
 
 Government classification of military schools, 13-15. 
 
 Government inspection of military schools, 15-16. 
 
 Government issue of arms, 300-301. 
 
 Government Issue of equipment, 301-302. 
 
360 INDEX 
 
 Government of high-school cadets in California, 252-269. 
 
 Government schools for training reserve officers, 178. 
 
 Government sells supplies to high-school rifle clubs, 272. 
 
 Government uniform, 166. 
 
 Grade in which military training should be begun, 146-148. 
 
 Graduates, Certificates issued by War Department, 295-296. 
 
 Graduates of military institutions, Number, 177. 
 
 Grant, General U. S., 21. 
 
 Greaves, Lieutenant L. 0., 222. 
 
 Greek military training, 8. 
 
 Gregory, E. M., 277. 
 
 Gruber, First Lieutenant B. L., 339. 
 
 Guard duty, 31-32. 
 
 Guard sheet, 73. 
 
 Gymnastics versus military drill, 105-107. 
 
 Hadley, President, of Yale, 338. 
 
 Harvard Alumni Bulletin, 332. 
 
 Harvard University, Military training, 15, 175, 332-335. 
 
 Hayden, Dr. Austin A., 63-64. 
 
 Hazing, 64-66. 
 
 High-school cadet companies. Relation to militia, 134-138. 
 
 High schools, Issue of arms, 13, 246-251. 
 
 High schools. Military training in, 11-12, 87-93, 127-138, 
 
 148-149, 166-167, 224-236, 243-245, 252-269, 270-272, 288-294. 
 Hikes, 30. 
 
 Historical instruction, 240-241, 329. 
 Hocking, Prof., of Harvard, 113. 
 Hoffman, G. F., 272. 
 Honor graduates, 16. 
 Honor schools, 15-16, 176. 
 Honor system, 54, 73-74, 117. 
 Horsemanship, 29-30. 
 Hotchkin, Col. Walter B., 276. 
 
 Ideals of cadet, 266. 
 
 Ideals of military school, 81-86. 
 
INDEX 361 
 
 Illtnolg National Guard, 318-310. 
 
 Illinois University, Military training in, 190-191, 313-319. 
 
 Importance of cadet officers, 153-154. 
 
 Income of land grant colleges from United States, 305-306. 
 
 Indians, Lessons in fighting from, 122. 
 
 Indifference of faculty of colleges, 190. 
 
 Individual competition, 287. 
 
 Indoor instruction, 214-223. 
 
 Inefficient military instruction in land grant colleges, 184-185. 
 
 Infantry drill units, 228. 
 
 Initiative, Effect on, 204. 
 
 Initiative emphasized, 122-123. 
 
 Insignia, 167-169, 194, 284. 
 
 Inspection of cadets, Daily, 26, 42-44. 
 
 Inspection of military schools by the government, 15-16. 
 
 Inspection of military schools by state officers, 254-256. 
 
 Instruction at Harvard, 332-335. 
 
 Instruction at military camps, 289-291, 343. 
 
 Instruction for boys in public schools, 237-242. 
 
 Instruction In non-military Institutions, 326-331. 
 
 Instruction, Indoor, 214-223. 
 
 Instruction, Intensive, Gain from, 293-294. 
 
 Instruction, Methods, 46-53. 
 
 Instruction of undeveloped boys, 237. 
 
 Instructors, 12-13, 150-153, 241, 297-300. 
 
 Intensive instruction, 293-294. 
 
 Interest of student, 191-192. 
 
 Intoxicants, Use of, 264. 
 
 James, President Edmund J., of Illinois University, 184, 324. 
 
 Jealousy, 264. 
 
 Johnson, Gov. Hiram W., of California, 253. 
 
 Johnston, Capt. Gordon, 333, 335. 
 
 Junior League for National Defense, 291. 
 
 Junior marksman's lapel button, 267. 
 
 Junior units, 193. 
 
362 INDEX 
 
 Kennedy, Capt. W. R., 270. 
 Kentucky Military Institute, 10. 
 Koehler, Capt, of West Point, 102. 
 Krag rifle, 246, 279. 
 
 [Labor unions oppose relationship between high-school cadet 
 
 organizations and militia, 138. 
 Land Grant College, Military training: 
 
 Income from United States, 305-306. 
 
 Inefficiency, 172-173, 184-185. 
 
 Instructors, 13. 
 
 Morril Law, 185-186. 
 
 Origin, 10. 
 
 Questionnaire, 307-312. 
 
 Source of reserve officers, 170-195. 
 Land Grant Colleges, Association of, 307. 
 Language, Use of profane, forbidden, 266. 
 Larned, Col. Charles W., 82-83. 
 Loader, Victor, 275. 
 Lockhart, H. A., 29L 
 
 Logansport, Indiana, Flood of 1913, 3-6, 115. 
 Luddington, Michigan, Camp, 343. 
 Lying, Effect of military training on, 117. 
 
 McKellar, Representative Kenneth D., 178. 
 
 Manual of Arms, 213-214. 
 
 Marksmanship, 273-274. 
 
 Massachusetts National Guard, 104. 
 
 Massachusetts Special Commission on Military Education, 
 
 102, 114. 
 Mathematics, Interest in, stimulated by military training, 95-96. 
 Medical examinations of cadets, 23. 
 Men, Response of, to military training, 131-133. 
 Mental value of military training, 94-100. 
 Merit badges, 167-169. 
 Merit system, 71-72, 244-245, 260. 
 Mess, 26-27. 
 
I 
 
 INDEX ^^^^^^^^363 
 
 Military ideals In the class room, 28. 
 
 Military Information Division of tlie United States, 317-318. 
 
 Military schools: 
 
 Barracks, 23. 
 
 Business course, 52. 
 
 Cadet officers, 55-58. 
 
 Cadets, Life of, 18-39. 
 
 Character of student admitted, 59. 
 
 Class-room work supervision, 49-50. 
 
 Classes, Division of, 51. 
 
 Classification by government, 13-15. 
 
 Commission as second lieutenant for honor graduates, 16. 
 
 Company spirit, 22-23. 
 
 Court-martial proceedings, 75-80. 
 
 Democracy, Spirit of, 83-85. 
 
 Discipline, 59-69. 
 
 Distinguished institutions, 15-17. 
 
 Effectiveness of training, 17, 
 
 Equipment, 12. 
 
 Faculty, 40-45. 
 
 Furniture, 36-37. 
 
 Guard sheet, 73. '' 
 
 Hazing, 64-66. 
 
 Honor schools, 15-16. 
 
 Honor system, 54, 73-74. 
 
 Horsemanship, Instruction In, 29-30. 
 
 Ideals, 81-86. 
 
 Inspection, 15-16, 26, 42-44. 
 
 Instruction; Methods of, 46-53, 
 
 Instructors, 12-13. 
 
 Medical examinations, 23. 
 
 Mental tests, 50. 
 
 Merit system, 71-72. 
 
 Orderly, Duties of, 25-26w 
 
 Organization, 23. 
 
 Penalties, 72-73, 74-80. 
 
 Promotion Incentive to boys, 70. 
 
364 INDEX 
 
 Military Schools— Continued. 
 
 Psychologist, CoDSulting, 50. 
 
 Bewards, 70-72. 
 
 Rules, Rigid enforcement of, 66-60, 
 
 Schedule, Daily, 38-39. 
 
 Scholarship, High standard of, 47-49. 
 
 Service, Ideal ever before cadet, 85-86. 
 
 Staff, Academic, 40-4L 
 
 Staff, Military, 41-42. 
 
 Superintendent, 40. 
 Military science course to be offered at Harvard, 334-335. 
 Military science, Professor of, 42. 
 
 Military sketching and map reading, by Lieut. L. C. Greaves, 222. 
 Military Training Camps' Association, 344, 345. 
 Militia, Closer relationship with schools, advocated, 137-138. 
 Militia, Coordination of high-school training with, 136-137. 
 Militia, Effect of college reserve regiments on, 181. 
 Militia, High-school companies as units of, 136. 
 Militia, Number of military trained boys who join, 134-136. 
 Militia, Officers from, 171. 
 Militia, Service in, 198-199. 
 Militia, Value of military training to, 134-138. 
 Mills, Brigadier General A. L., 137-138, 237. 
 Monterey, California, Camp, 342, 343. 
 Moral effect of drilling with rifles, 87-89. 
 Moral preparation for good citizenship, 232-233. 
 Moral value of military training, 116-117. 
 Morrill Land Grant Act of 1862, 314. 
 Morrill Law, 10, 1S5-1SG. 
 Morrill, Honorable Justin S., 185. 
 Morris High School, New York City, 275. 
 Moss* Manual of Military Training, 271. 
 
 National Board for the Promotion of Rifle Practise, 247. 
 National Defense, Junior League for, 291. >^h 
 
 National Guard, see Militia. ^'^Sm 
 
 National Rifle Association of America, 267, 271, 273, 317. 
 
INDEX 
 
 365 
 
 I Neatness, 265. 
 New York Athletic league, 130. 
 
 New York City high schools, Military training In, 273-280. 
 New York State, Compalsory military training for boys, 347-350. 
 Noble, Capt H. F., 209. 
 
 Non-commissioned officers as volunteer officers, 171. 
 Non-military educational institutions, Course of instruction 
 
 in, 326-332. 
 "North American Review, 82-83. 
 Norwich University, 9, 11, 14, 21, 22, 82, 173-174. 
 Number of officers graduated from West Point, 172. 
 Number of trained officers, 177. 
 Number of trained officers needed, 172. 
 
 Obedience, Basis of military training, 120-123, 126. 
 
 C'fficers, Cadet, see Cadet officers. 
 
 Officers from the National Guard, 171. 
 
 Officers, Land grant colleges source of reserve, 170-195. 
 
 Officers, non-commissioned, as volunteer officers, 171. 
 
 Officers, Number needed, 177. 
 
 C»fficer3 of the regular army, military instructors, 12-13, 297-300. 
 
 C»fficers of the regular army as commandants of cadets, 152. 
 
 C»fficers, Relation to cadets, 44-45. 
 
 C>fficers, Reserve, Training Corps for, 182-188, 191-195. 
 
 C>fficers, Reserve, Training Corps in England, 320-323. 
 
 Officers, Technical training, 176, 
 
 Officers, Training, 170-171. 
 
 Omaha high schools. Military training in, 11, 149. 
 
 Opposition to military training, 101-108. 
 
 Orderly, Duties of, 25-26. 
 
 Ordnance Department, Officers, 176. 
 
 Oregon high schools. Military training in, 136. 
 
 Organization of high-school cadets in California, 256-257. 
 
 Organization of military school, 22. 
 
 Organization of summer camps for high-school students, 288-289. 
 
 Orton, Prof. Edward, of Ohio State University, 1, 184, 186. 
 
366 INDEX 
 
 Pace scale, 218-219. 
 
 Panoramic sketching, 214-217. 
 
 Partridge, Capt. Alden M., 9, 10. 
 
 Peace, Love of, encouraged by military training, 82, 278-279. 
 
 Peekskill State Range, Shooting at, 276. 
 
 Penalties for breaches of discipline, 72-73, 74-80. 
 
 Philippines, Administration of, by military men, 125-126. 
 
 Physical development of cadets, 34-35, 104-105, 238. 
 
 Physical endurance of boys, 133-134. 
 
 Physical training compulsory in state of New York, 349-350. 
 
 Physical value of military training, 101-111. 
 
 Plattsburg military camp, 106, 343, 344. 
 
 Pontoon bridge, 94. 
 
 Popularity of military training, 143-144. 
 
 Practise rod, 275-276, 279. 
 
 Preparatory schools, Scope of military training in, 193-194. 
 
 Preparedness, 326-329, 340. 
 
 Profane language, 266. 
 
 Proficiency acquired In summer camps, 289. 
 
 Promotion, 70, 160-161, 257. 
 
 Protection of weak, 256-260. 
 
 Psychologist, Consulting, 50. 
 
 Public Schools* Athletic League of New York City, 273. 
 
 Public schools, Course of military instruction in, 237-242, 
 
 Purity, 266. 
 
 
 Qualifications of cadet officers, 157-159. 
 
 Questionnaire sent to schools and colleges, 92-93, 196-205, 307-312, 
 
 Range practise, 276-277. 
 
 Reaction against discipline, 124. 
 
 Reason combined with obedience, 120-123. 
 
 Regiments, Reserve, bearing name of college, 178-182. 
 
 Registration in California, 257. 
 
 Relation of cadet officers to other cadets, 57-58. 
 
 Religious duties of cadets in California, 263-264. 
 
INDEX 367 
 
 r.emuneration of army officers actlog as military instmctors, 
 
 297-208, 300. 
 Remuneration to teachers in California, 269. 
 Keserve officers, 170-105. 
 
 Iteserve Officers' Training Corps In England, 320-323. 
 Ileserve Officers' Training Corps of the United States, 
 
 1S2-1S8, 191-195. 
 Ileserve regiments bearing: name of college, 178-182. 
 Responsibility developed through military training, 
 
 112-113, 119-120. 
 Responsibility of cadet officers, 55, 154-155. 
 Restriction, Feeling of, produced by military discipline, 124. 
 Results of military training limited in day schools, 109. 
 Jletired officers of the regular army as military instructors, 
 
 298-300. 
 Rewards, 70-72. 
 
 Richmond, Virginia, high schools. Military training in, 140. 
 mne, Carbon, 108. 
 mae clubs, 267. 
 
 ]iifle practise, 31, 130, 131, 270-294. 
 Rifle team organization, 271. 
 Rifles, Instruction in use of, 213. 
 Rifles, Issue of by government, 24-251, 300-301. 
 Rifles, Precautions used in handling, 90-91. 
 
 Rifles, Test to determine boy's ability to handle, 107-108, 2C9-240. 
 Rock Island Arsenal, 249. 
 
 Rules for government of high-school cadets In California, 252-269. 
 Rules, Rigid enforcement of, 66-69. 
 
 tSacramento, California, Call, 87-S8. 
 
 ••Safety first" Impressed on boy in use of firearms, 89-90. 
 
 Salt Lake City high schools. Military training in, 
 
 11, 118, 141, 115, 165, 243-245, 280. 
 Sand table, 219-222. 
 Sargent, Dr. Dudley Allen, opposed to mllitnr}' training, 
 
 101, 106, 107. 
 Scale, Pace, 218-219. 
 
368 IJNDiJJA. 
 
 Schedule, Daily, of Military schools, 38-39. 
 
 Scholarship units, 228. 
 
 School discipline insufficient, 113-114. 
 
 Schools, Military training in, see High schools, Military 
 
 training in. 
 Schools for training reserve officers, 178. 
 Schurman, President Jacob Gould, of Cornell, 1. 
 Science, Bachelor of, 324. 
 Selection of cadet officers, 55-57, 155-160. 
 Senior units, 193. 
 
 Service, the ideal ever before the cadet, 85-86. 
 Service uniform for high-school use, 166-167. 
 Sharpshooters, 274. 
 Sheridan militaiy camp, 106. 
 Shooting gallery. Construction of, 271-272. 
 Sickels, Lieutenant R. G., 341. 
 Signal corps, 176. 
 Signaling, 222-223. 
 
 Sincerity necessary in military training, 90-91. 
 Sketching, Panoramic, 214-217. 
 Sketching, Topographical, 217-219. 
 Bmall Arms Firing Manual, 271. 
 
 South Carolina Military Academy, see ''Citadel, The.'' 
 Spanish-American War, 175. 
 
 Special schools for the training of reserve officers, 178. 
 Spiritual life of cadets, 37. 
 Sportsmanship, 265. 
 Springfield Armory, 249. 
 Squad movements, 211-213. 
 State aid for uniforms, 165. 
 Steever, Lieut. Edgar Z., 91-92, 108, 110, 117, 118, 123, 
 
 124, 128, 130, 131, 134, 146, 155, 108, 191, 205, 226, 
 Stevens* semi-military musket, 272. 
 Studies not interfered with by military training, 94. 
 Study hours, 46-47. 
 
 Study in relation to drill, 46-47, 94-96, 139-140. 
 Sub-target gun machines. Value of practise on, 274, 278. 
 
I 
 
 INDEX 
 
 Success of military training camps, 345. 
 
 Summer camps, see Camps. 
 
 Summerall, Maj. C. P., 340. 
 
 Supply corps, 170. 
 
 Swiss military system, 348-349. 
 
 T.irget practise, 130-131, 206. 
 
 Targets, 2S3-2S4. 
 
 Teachers, see Instructors. 
 
 Technical and military course, Combination, 324-325. 
 
 Temporary commission as second lieutenant in regular army, 
 
 feature of training corps for reserve officers, 102-193. 
 Tests, Mental, 50. 
 Thayer, Col. Sylvanus, 9. 
 
 Thomas, Brigadier General C. W., 115-116, 253, 281. 
 Thompson, President William O., of Ohio State University, 
 
 1, 1S8-100. 
 Thurston, Col. N. B., 276. 
 Time devoted to drill, 144-146. 
 Tobacco, Use of, 232, 233, 236, 204, 277-278. 
 Tobyhanna, Encampment at, 339. 
 Topographical sketching, 217-219. 
 Tournaments, 22S-220. 
 
 Training corps for reserve officers, 182-188, 191-195, 320-323. 
 Training of cadet officers, 57, 101-162. 
 Troop leadership. Game of, 128-130. 
 Troop leadership competitions, 231. 
 Troop leadership units, 228. 
 Truancy kept down by interest in military training, 100. 
 
 Undergrndnate batteries at Tale, Organization of, 336-340. 
 
 Uniform, 163-169, 258-259, 303-304. 
 
 Tniform, Effect of, 103, 140, 163-164. 
 
 Uniforms, Expense of. In California, 268. 
 
 Uniforms, State aid in furnishing, 165, 236. 
 
 United States School of Musketry, Fort Sill, Oklahoma, 217. 
 
 Units, Competitive, 99-100, 117-118, 146, 224-236. 
 
370 INDEX 
 
 Units, Junior, 193. 
 Units, Senior, 193. 
 
 Value of military training, 20-21, 127-138, 173-175, 196-205. 
 
 Vermont, University of, 341. 
 
 Violation of rules, 54. 
 
 Virginia Military Institute, 10, 11, 14, 17, 22, 82, 127, 1C3, 173-174. 
 
 Visual signaling, 222-223. 
 
 Voluntary versus compulsory military training in high 
 
 schools, 141-143. 
 Volunteer officers, 170-195. 
 
 Wall-scaling squads, 224-226, 228. 
 
 War Department, Certificate issued to graduates of military 
 
 schools and colleges, 295-296. 
 War Department, Interest in work at Yale, 338-339. 
 War, European, 320. 
 
 Washington, D. C, Military training in, 11, 142, 230-232. 
 Weak have equal chance with strong in Wyoming plan, 224-226. 
 Weak, Protection of, underlying principle of military training, 
 
 265-266. 
 Webster, Major F. D., 313. 
 West Point Military Academy, 8-9. 
 
 Academic efficiency, 48. 
 
 Barracks, 42. 
 
 Cadets, Splendid physique of, 101-103. 
 
 Calisthenics, System of, 102-103. 
 
 Division of classes, 51. 
 
 Graduates in civil life as well as military, 82-83. 
 
 Hazing, 64. 
 
 Honor of cadets, 117. 
 
 Influence, 9. 
 
 Officers, Number graduated, 172. 
 
 Standards, 21. 
 West Point of the Confederacy, see Virginia Military Acadernj/. 
 Whitney Trophy, 275. 
 Will power developed by military training, 118, 
 
■ 
 
 INDEX 
 
 Wilson, Major H. C, 276. 
 
 Wilson, President Woodrow, Address to Culver Black Horse 
 
 Troop, 85-86. 
 Wilson, President Woodrow, Message of, 326-327. 
 Winchester Winder musket, 272. 
 Wingate, General George W., 130, 273. 
 Wingate Trophy, 275. 
 
 Wood, General Leonard, 134, 291, 313, 326-331, 333, 337, 342. 
 Wyoming high schools. Military training in, 11, 91, 92, 98, 
 
 99, 110, 114, 117, 118, 123, 124, 131, 134, 141, 144, 155, 160, 
 
 165, 191, 205, 224-236. 
 
 Tale Alumni Weekly, 336. 
 
 Yale University, Military training in, 15, 175, 336-340. 
 
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