Chapter LVII: Introduction (1)

In all ages and in all countries there have been educators who recognized the importance of the physical, and more specifically, of the military element in their schemes of individual and collective teaching. No higher authority in English pedagogical literature of the liberal type, can be named in this connection, than John Milton, who, in his brief but masterly outline of “a virtuous and noble education,” includes this in the means of a complete and generous culture, that is “to fit a man to perform justly, skillfully, and magnanimously all the offices, both private and public, of peace and war.” In the outset he demands that the number of pupils, for whose accommodations a spacious house and grounds were to be provided, should be large enough for “the convenience of a foot company or interchangeably two troops of cavalry,” so that systematic exercise could alternate with the studies and diet. In his general programme he includes studies which shall “stir up their spirits to manly and liberal exercise,” and “inflame their hearts with high hopes of living to be brave men and worthy patriots.” In the enumeration of studies he specifies mathematics, the practical aid of instruments in surveying and engineering, and their application to fortification and navigation. Living in the midst of a civil war like our own, when the preservation of constitutional liberty had summoned troops from the field, the shop, and the study, and placed men in command who had not been trained to the profession of arms, Milton directs or points out the value of studies, the mastery of whose general principles “may at some time or other save an army, and not let the healthy and stout bodies of young men rot away under them for want of this discipline, which is a great pity, and no less shame to the commander.” In treating specially of physical culture, Milton assigns to military drill, and use of sword and other weapons, at least an hour and a half each day, that his pupils may be equally good both for peace and war. “The exercise which I commend first is the exact use of these weapons to guard and strike safely with edge or point. This will keep them healthy, nimble, strong, and well in breath; is also the likeliest means to make them grow large and tall, and to inspire them with a gallant and fearless courage, which being tempered with seasonable lectures and precepts to make them of true fortitude and patience, will turn into a native and heroic valor, and makes them hate the cowardice of doing wrong.” With the use of the sword Milton would associate all athletic sports “wherein Englishmen are apt to excel.” And after the day’s study has been thoroughly done, “with minds in good tune and satisfaction,” he would occupy the “two hours before supper in military motions, under sky, or cover, according to the season, as was the Roman wont; first on foot, then as their age permits, on horseback to all the art of cavalry; that having in spirit, but with much exactness and daily muster, served out the rudiments of their soldiership in the skill of embattling, marching, encamping, fortifying, besieging and battering, with all the helps of ancient and modern strategems, tactics, and warlike maxims, they may, as it were, out of a long war come forth renowned and perfect commanders in the service of their country. They would not then if they were trusted with fair and hopeful armies, suffer them for want of just and wise discipline to shed away from about them like sick feathers, though they be never so oft supplied; they would not suffer these empty and unrecruitable colonels to quaff out or convey into secret hoards the wages of a delusive list and miserable remnant. No, certainly, if they knew aught of that knowledge which belongs to good men or good governors, they would not suffer these things.” To these school studies and practical exercises, Milton would add excursions “to all quarters of the land, learning and observing all places of strength, all material for building, all soil for towns and tillage, harbors and ports of trade. These ways would try all their peculiar gifts of Nature, and if there is any secret excellence among them, would fetch it out and give it fair opportunities to advance itself by.”

The views of Milton in favor of military exercises can not be attributed to any professional bias, for his tastes and his habits of life were in the shaded walks of the academy, “contemplating the serene countenance of truth in the still air of delightful study.”

The example of Switzerland can be cited on the side of their practicality, on a scale as liberal and much more popular than their author at the time contemplated; and quite recently (1871), the Federal war authorities propose that the older boys in the secondary and superior schools shall be instructed in outpost and skirmishing duties.

X. PHYSICAL AND MILITARY EXERCISES IN PUBLIC SCHOOLS.

A NATIONAL NECESSITY

BY EDWARD L. MOLINEUX

Major and Inspector in New York Militia.

From a long and unexampled period of political and commercial prosperity we suddenly find ourselves called upon to struggle for national existence, and while a noble response from the people to the necessity of the struggle has strengthened the hand of government with an intelligent army, and developed the resources of the country, yet the occasion has laid bare defects which call for correction.

Without a standing army of any magnitude we have found our militia laws defective, and have been obliged to create ourselves a military people by the sufferings and bitterness of an experience bought on the field of active warfare.

Military necessity has compelled the loss of invaluable time in the organizing and preparing of our troops, which would not have been required had we been able to meet the rebellion at the commencement with well trained officers and an experienced and carefully drilled militia.

“_The first object_” says Daniel Webster, “_of a free people is the preservation of their liberty:_” a noble truth which must speak home to the heart of every American, and if, as it is asserted, “the future life and character of a nation is to be seen in its system of schools,” then we may well listen with some degree of alarm to the warnings and unmistakable evidences by which we are surrounded, that the American race is physically deteriorating.[22]

[Footnote 22: Miss C. E. Beecher’s “Appeal to American Women,”
“Calisthenics,” &c.]

The question arises, has our National system of Education been such as to qualify and prepare us to maintain successfully, the noble inheritance which was won by the physical energies of the men of the Revolution, and with our success in the field of intellectual culture, have we kept the physical advantages possessed by our forefathers?

Let us not mislead ourselves in this matter, but calmly look at the facts, that as a rule, our present system of Public Education is devoted _solely_ to the mental and moral improvement of the scholars, and that the encouragements and rewards held out by committees and teachers, stimulate to the overexertion of the brain, and sacrifice in too many instances, the health and growth of the body.

Although great improvement has been made of late by the shortening of the time devoted to study, and by the introduction of more frequent periods of recreation, yet still little has been attempted for giving exercise and activity to the body; this important training being left to the care of parents or the pupils themselves.

Is it not too true that the increase of ill health, broken constitutions, and early deaths, among the growing portion of our population, especially in cities, warns us, year after year, that the thirst for knowledge, and the restless seeking after mental and intellectual improvement, have been bought at the expense of the vital energies of the great body of youth who throng the colleges and public schools of our land?[23]

[Footnote 23: [We do not share this alarm, or believe that hard
study, apart from open or secret vice, has had much, if any thing,
to do with such physical deterioration as does exist.-- ED. _Am.
Jour. of Ed._]]

If any one denies this, let him visit our institutions of learning, and while he may well admire the wisdom and forethought which has established our prosperity on a noble system of National Education, he can not but notice the debility evinced in the frames of so many youthful votaries of intellectual training; the exceptions making the contrast still more strikingly painful. Then let him go to the counting-house or the close confinement of some mechanical employment, where the evils from mental activity, unaccompanied by physical recreation, are yet more strongly developed. These evils assail not only the happiness of families, but the prosperity of the nation and the well-being of the race. Is this right or necessary? Can it be avoided?

The solution of these momentous questions may well engage the serious attention of the reflecting teacher, parent and patriot; and to them we assert that, _unless physical exercises are enforced upon our system of Public School education, our intellectual culture will be of little avail, and that our nationality stands in danger of sinking a prey to designing opponents_.

That enfeebled races are invariably conquered by those more powerfully developed, is proved by innumerable instances in history. That physical training was an important branch of education among the Greeks and Romans, is well known. The system inculcated by the iron-hearted Lycurgus, among the Spartan youth, was of a nature admirably adapted to fit them for all the sterner realities of life, whilst the athletic games and exercises of the youth of Rome, comprising, as it did, walking, running, wrestling, swimming, and military drill, were the means of improving, to the utmost, their physical powers. Upon reaching manhood, the advantage of this training was indicated by the robustness of form, and the constitutional vigor which enabled them to undertake labor, fatigue and hardship of every kind, with perfect indifference.

The Spartan and the Roman soldiers were by this early training, not only qualified to surmount with ease the various obstacles and difficulties incident to a state of active warfare, but they also became gifted with precision and rapidity in every movement, and each man was likewise endowed with that confidence in himself, and that unbounded reliance upon order, subordination and combined action, which nourish audacity, yet temper it with coolness and steadiness.

Unfortunately this system, by which the vigor and valor of a Spartan or a Roman has passed into a proverb, fell into disuse, and as it was neglected for more intellectual pursuits, so the grand empires founded by its vigor crumbled before the assaults of more athletic barbarians.

The influence of health upon the faculties of the mind is acknowledged by all, and yet how few in this country devote attention to those all important exercises which are necessary to the preservation of health, and without which intellectual power can not be applied to its highest use. The talents, the experience of our best educators of youth, are taxed to devise exercises to develop the _mental_ faculties, forgetting that too close application to study is detrimental to the growth of the body.

But few thoughtful teachers will deny the extent to which this evil has reached, or be unwilling that the strain upon the intellectual powers of children, by absorbing studies, should be counteracted by cheerful and relaxing exercises by which the mind will be relieved and at the same time strengthened. The testimony of physicians, the valuable works on health by Dr. Warren, Miss C. E. Beecher, and many other able writers, furnish incontestable evidence of the necessity of systematic exercise for children. To accomplish this it is absolutely necessary to adopt it in our course of education, for in the majority of cases it can not, or will not, be attended to at their homes.

What then is the most simple, feasible and useful plan to adopt for physical exercises in our Colleges, Normal and Public Schools?

We unhesitatingly say, that the only successful, orderly, and systematic method is, _to engraft them upon the course of studies during school hours, and to carry it out under strict military discipline_; the exercises being such as are best suited to the age, strength and capabilities of the pupils, namely: calisthenics and walking for the girls and younger children, and _military exercises_ for the elder boys.

Let not the kind hearted parent exclaim against his boy learning the military drill, for fear of his acquiring a taste for warfare; or the lover of peace imagine we would re-establish the stern laws of Lycurgus. We would have moderation, in this respect as in mental studies, and while we would not, as some may imagine, displace the bust of Howard in our school rooms for a Napoleon, yet we would impress upon the minds of boys the image and example of Washington, and in cultivating their intellectual faculties, likewise prepare them in mind and body to develop in manhood those virtues and powers which constitute a true and noble citizen;--a sincere love of country, of national probity and justice, beyond selfish considerations or personal aggrandizement They should be brought up to a sense and knowledge that it will be their honorable duty and privilege to protect their native land, that she fosters and educates them in their youth, and that upon their manhood her nationality depends.

We can never become an aggressive military people; the fields for successful enterprise in art, science, commerce and agriculture, are too broad and inviting to render military pursuits very attractive, and unless we cultivate such exercises and discipline in youth, they will be, as they have been, neglected when engaged in the active pursuits of business. The clear, common sense of the American parent will acknowledge, not only the national necessity, but the moral advantages of this; for what fond mother is there but would prefer to see in her son a manly, patriotic spirit, rather than a timid, mercenary one, which, shunning danger, would sacrifice the honor and greatness of his country to the base love of gain and ease.

We have suggested that the exercises be conducted under strict military discipline, because it is impossible for a large body of children to be exercised in the usual school limits, unless the greatest decorum and order is observed; and if conducted under the supervision of a teacher, dangers and accidents will be avoided, which always occur when children are rash and thoughtless in attempting to accomplish too much. Thus conducted, they will prove an invaluable aid to the teacher in the enforcement of discipline in the school room, and teach that invaluable lesson which it seems so difficult for children to learn,--unhesitating obedience.

For the advantages of this system let us examine the practical testimony afforded in the European schools, where considerable attention has been paid to this important matter.

On the continent the advantages of physical training are appreciated to their fullest extent, especially in the Industrial Reform schools, where the admirable principle has been adopted of teaching “what they will have occasion to use when they become men,”[24] and thus render them useful members of society. To Dr. Barnard’s National Education in Europe, we are indebted for the following extracts and illustrations of this position.

[Footnote 24: Aristippus.]

In the Reform School of Rauhen Haus, near Hamburg, “they are taught to develop their bodily and mental powers in various practical ways; to use the fire engine, to swim, to save persons from drowning, and use remedies to recover them, to climb a mast and handle the sail, of a ship. They act as a jury among themselves. Their chief reward is to be enrolled in the table of honor. In the great fire of Hamburg, their conduct was physically, as well as morally, heroic, and while bravely saving life and property, they steadily refused rewards.” Parents who, perhaps justly owing to the numerous accidents in Gymnasiums, are timid of their children becoming injured by these exercises, should carefully read the system pursued in Fellenberg’s celebrated establishment at Hofwyl. “A great variety of exercises of the body and the senses are employed, so that every boy shall acquire a knowledge of his physical strength, and attain confidence with regard to those efforts of which he is capable, instead of that foolhardiness which endangers the existence of many who have not learned to estimate their own powers correctly.” At Ruysselde, Belgium, the following plan was pursued: In summer, from 5½ to 6½ A.M., Exercises and Manœuvres; from 7½ to 8¾ P.M., Gymnastics. In winter, several hours were devoted to these exercises, and the result found (as in this report,) was, that “rickets, scrofula, want of elasticity in the limbs, difficulty of walking, all rapidly disappeared under the drill, which confirmed the health and increased the strength and activity of the children, and accustomed them to discipline. It predisposed the pupils to sleep, and was an effective safeguard against shameful habits and secret vices. The battalion movements were performed with as much precision as that of the army, a platoon armed with condemned carbines, marched at the head. The bayonet exercises and skirmishing were as good as play to the boys.” A remarkable instance of the moral effects of military discipline upon the lads of the _Colonie Agricole_, at Mettray, is related by M. Demetz, and was published in Barnard’s Journal, Vol. 1, p. 623. “During the revolution of 1848, a band of workmen came to Mettray, with flags flying and trumpets sounding, and meeting the youths returning, tired from field labor, their pickaxes on their shoulders, thus addressed them:--‘My boys, do not be such fools as to work any longer. Bread is plentiful; it is ready for you without labor.’ The _chef_, who was conducting the boys, and who behaved with the greatest calmness and tact, immediately cried, ‘Halt! form in line,’ The lads, being accustomed to march like soldiers, immediately formed. The _chef_ then said to the men, ‘My friends, you have learned to labor; you have a right to rest; but leave these lads: let them learn now, and when their turn comes they may rest as you do.’ The men gave way, the youths marched home, and Mettray was saved,--saved, as I believe, by our habit of military discipline.” It was the heroic exertions of these young _colons_ during the inundation of 1856, which won for them the praises of all France. These instances might be multiplied, but are sufficient to show the moral and physical benefits of military exercises and discipline upon boys, even of the lowest class.

The governments of Europe being upheld by the bayonets of large standing armies, and requiring, as they do, in many of the kingdoms, the compulsory service of all young men, renders it unnecessary for the daily public schools to teach military exercises to that extent, which it is well for our Republican government to do. Yet in Europe they watch with the greatest assiduity and care the bodily powers of the children, knowing its great advantage not only in health, but the maintenance of order.

In Great Britain much interest has of late been evinced on this subject, and Mr. Edwin Chadwick becoming convinced that the studies and confinement in their schools were generally prolonged beyond the powers of the children, and in violation of the laws of health, devoted himself to collecting testimony respecting the advantages of the military drill upon the health of children. His investigations have elicited much valuable information, the more interesting to us as they mark its advantages to a nation which, like our own, depends for its defence mainly upon a volunteer force.

The following synopsis of his pamphlet we extract from the N.Y. Evening Post, November 1st:

Mr. Chadwick considers “In a sanitary point of view that a systematized drill is good, and for defective constitutions requisite for the correction of congenital bodily defects and taints, with which the youth of a very large proportion of the population, especially among the poorer town populations, are affected: and that for these purposes the climbing of masts, and other operations of the naval drill, and swimming, are valuable additions to the gymnastic exercises of the military drill, and when properly taught are greatly liked by boys. From a moral point of view, also, this drill will give the pupil an early initiation into all the acquirements of discipline--namely, duty, order, obedience to command, self-restraint, punctuality and patience.”

The evidence furnished by English drill officers shows its national value, and “That at school it maybe taught most economically, as not interfering with productive labor, and that thirty or forty boys may be taught the naval and military drill at one penny farthing (two and a half cents) per week per head as cheaply as one man, and the whole juvenile population may be drilled completely in the juvenile stage, as economically as the small part of it now taught imperfectly on recruiting or in the adult stage; and that, for teaching the drill, the services of retired drill sergeants, and naval as well as military officers and pensioners, may be had economically in every part of the country.

That the middle and higher class schools should have, in addition to the foot drill, the cavalry drill, which the parents of that class of pupils may afford.

That the drill, when made generally prevalent, (without superseding,) will eventually accomplish, in a wider and better manner, the objects of volunteer corps and of yeomanry, which, as interrupting productive occupations now becoming more absorbing, is highly expensive, rendering all volunteer forces dependent in fitful zeal, and eventually comparatively inefficient; that the juvenile drill, if made general, will accomplish better the objects even of the militia; that the juvenile drill will abate diffidence in military efficiency, and will spread a wide predisposition to a better order of recruitment for the public service, will tend to the improvement of the ranks of the regular forces, whether naval or military, and will produce an immensely stronger and cheaper defensive force than by the means at present in use or in public view.

And, finally, that the means of producing this defensive force, instead of being an expense, will be a gain to the productive powers and value of the labors of the country.”

Lieutenant-General Shaw Kennedy, in a letter expressing his high approval of the plan, states, “that the inferences drawn can not be controverted.” He is of opinion that if the measure is carried out it will be the means of bringing two million of men actually under arms in Great Britain alone, that is, excluding Ireland. He conceives that the effects of military drill and exercises, and the use of fire-arms taught at schools, would never be forgotten; that a youth so trained would, at any future period, with a slight degree of practice, renew his knowledge of what he had been taught.

Nor has the training of a better class of seamen been neglected. This is of vital importance to the well-being of a commercial people, and it is well for us to see what steps England is taking in the matter.

For the purpose of giving instruction in the naval drill, old masts and tackle have been obtained for some of the training schools in England, and Mr. Taffnell has received expressions of satisfaction from naval men of the way in which some of the boys have by these means been tutored as seamen in pauper schools. In order to form sailors, it is necessary to have masts and sails rigged in the playground, and a regular seaman must be engaged to drill the boys.

Mr. Baker has observed that the naval drill as given at Greenwich, is highly effective. “He states that he was on board the Ganges and the Conway at a time when many boys came on board who had been taught the naval drill at Greenwich naval schools; and that they proved to be as ready and well trained as man-of-war’s men; they were clean and orderly, and as a class were first-rate seamen, becoming petty and warrant officers in greater proportion than others.”

Of its consequence upon the national health and industry, Professor Owen has stated that even in the best-warmed and ventilated schools, five or six hours’ enforced stillness of growing children is a violation of the primary laws of physiology; whilst Miss Nightingale and others agree that, under the present system, children are placed under conditions which impair good bodily health and generate epidemic disease. Mr. Rahnson, a school commissioner at Amsterdam, states that the physical evils attendant upon the present amount of sedentary confinement in schools, required from young children, is beginning to attract attention in Holland, and that they have under trial a system of exercises for schools advocated by Dr. Schrieber, of Leipsic. ‘The chief question,’ says the latter gentleman, ‘is, How are our children to be brought up? Is it according to the laws of nature? The answer is, No; or we should not see so many children who were rosy and healthy before going to school, become pale and bloodless after school has begun;’ and he prescribes the limitation of the hours of school confinement.

Mr. Robert Rawlinson, civil engineer, gives the following as his opinion of the advantages of school drill in connexion with manual labor:

“In my opinion, based on experience and observation, I think school drilling and training would prove of the utmost consequence to the boys in after life. I may give a few instances. In all engineering and building, tradesmen are frequently required to use their strength in concert, lifting, carrying and drawing; men, to use their joint strength not only effectively but safely, must have confidence in each other. Two trained men will lift and carry more easily and safely than four untrained men. I have frequently seen trained men weed out unskilled men where heavy lifting has been required, because they dare not risk the danger arising from unskilled strength, and few have performed with more safety work which would have been lighter and easier if all had been equally skilled. Men frequently reject the assistance of unskilled men, as there is absolutely danger in having them near. Frequent accidents arise from using men unskilled in lifting, in hoisting, and at capstan work. * * * Boys should not only learn to march, but to lift, carry and pull in concert. There are many necessary feats of strength in all trades, which are more matters of knack and tact than of brute strength. Brute strength frequently fails to do that which comparative weakness can accomplish easily with skill and confident concert. There is no regular system of training in concert to use human strength in the best manner in any trade, so far as I know; acting in concert is a matter of necessity, and practice gives facility and confidence. Drill and training would probably double the effective human power of any establishment, especially if numbers are instructed in joint feats of strength. That which is taught to youth is never forgotten in after life.”

“As regards its fitness as an appendage to the highest branches of education, we have the testimony of experienced examiners at the University of Oxford, England, who state that six hours mental work, instead of ten or twelve, for adults, was the time of the great majority of the prizemen; and it was always found that those who were the foremost in mental labor were commonly the foremost in boat-rowing and physical exercise. The Vice-Chancellor of Oxford testifies that the institution of the systematized exercise of the volunteer drill in that college had been attended by an improvement of the mental labors, and of the whole of the order and discipline, as well as of the health of the University; and that, encouraged by these results, he was considering of making provision for cavalry exercises.”

Mr. Chadwick has also furnished incontestable proofs of the absolute necessity of more active physical training for females and of its bearing upon the future welfare of the race. But this subject has been rendered so familiar to American readers by the able pen of Miss Catherine E. Beecher, that we need not touch upon the European view, except to say that the noble labors of Professors Ling and Branting, of Sweden, have been ably seconded by very many of the governments of Northern Europe, where a method of gymnastics for females, has been systematized and practically adopted. From this brief sketch of the practical working of physical military exercises in Europe, let us turn to what has been accomplished among our own countrymen, whose activity in behalf of public education called forth the compliment from Prof. LeRoy, which we wish was better deserved, especially by the class which he specifies. that “the improvement of schools is, so to speak, the fixed idea, the constant preoccupation of the statesmen of America.”

We have indeed a noble and liberal system of education, but we would see its fostering care so extended as to invigorate the bodies as well as develop the mental faculties and intellectual powers of the pupils. The military exercises would best accomplish this, and at the same time form our public schools into a NURSERY FOR A BRAVE AND EFFECTIVE MILITIA.

Early in October last a communication was addressed by the writer to the different governors, and various other persons connected with the executive departments of the Northern States, in regard to the advantages to be derived from the introduction of infantry drills in the public schools, and by early preparation in school-days to strengthen the _militia_ of the different States. At the same time it was placed before the New York and other City Boards of Education, and referred by them to special committees. The subject was also agitated through the columns of the daily press. The warm responses which have been accorded to these communications, prove the deep interest which is felt in this important matter, and it is to be hoped by the time this article appears in print,[25] some legislative action will have been taken.

[Footnote 25: Written December, 1861. Recommended by Governors
Andrew and Morgan in their messages in January.]

In New York, the energetic Judge Advocate General, William H. Anthon, being engaged in a report upon the militia laws, and taking a warm interest in all matters relative to the efficacy of the militia, thus speaks of the importance of some alteration in the present system, in a letter addressed to Mr. Curtis, President of the Board of Education in the city of New York:

“The entire system, in my judgment, needs revision and reform, in order to make the militia what the Father of the Republic intended it should be.

It has been suggested by several persons, and among others Col. Richard Delafield, U.S. A., and Maj. E. L. Molineux, that an excellent foundation for an improved militia system would be the introduction of ‘The Manual of Arms,’ and ‘The School of the Soldier and of the Company,’ into our public schools.

I am disposed to consider these suggestions as valuable, and shall feel obliged to you if you will, as early as may be convenient, inform me how far you deem them practicable, and how they may be most conveniently introduced into the institutions under the charge of your Board.”

Mr. Curtis, whose personal observations on the European school systems, and whose long experience at the head of the Educational Board of the largest city in the Union, renders his views of the greatest value, replied:

“It has been my opinion for years that military instruction should, under certain restrictions, and to a certain extent, be given to the older boys in all the schools and institutions that are supported or draw funds from the public treasury. It is but just to the State whose munificence sustains these schools, that the pupils should be instructed in those branches of knowledge that will make them useful and effective in defending and protecting the State. A well organized militia, receiving from year to year into its ranks the disciplined and instructed youth who have passed through the public schools, and to whom the duties of the soldier are familiar, will always be sustained by the public confidence and esteem.”

Military discipline and exercises are by no means an untried experiment in the annals of American education; some of our best private schools and institutes having long since adopted it, and with a good degree of success as it will be our endeavor now to show.

To the admirable regulations of our National Military and Naval Academies, we need not refer; the systematic course pursued by them for the development of health, for discipline of mind and body, being well known to the majority of our readers.

One instance which came under the writer’s personal observation, will sufficiently illustrate the dependence which can be placed upon well-drilled boys in case of emergency.

In April last, when Washington was defenceless, Baltimore in riot, and all Maryland in a state of revolt, communication being cut off at Annapolis, there was great fear of attack upon that important strategetic point. The pupils were prepared for any exigency, and slept with their loaded rifles over their cots. At an alarm of a night attack, there was no hesitation among those gallant little fellows. They were up directly; fell in their ranks and off at a _double-quick_ for the point of danger, in an almost incredible short space of time. The elder boys dragged their howitzer with them. Had an attack taken place, those pupils would have given a good account of themselves and have stood their ground with courage and steadiness. The secret of this is the _discipline_, for which they are indebted to the assiduity of their brave and experienced superintendent, Captain Blake of the Navy.

Let us read the opinion of this able officer in respect to the applying of this _discipline_ to public schools:

“My experience at this institution long since impressed me with the importance of this subject, and I intended to have given my views publicly, but you have left nothing more to be said upon it, and I can only hope that those who have the control of our public schools will view the subject as we do. We have received about a hundred and forty acting midshipmen this year, some of them very young, and although they have not been here two months, they present a beautiful example of such results as the system would produce all over the country.”

It must be acknowledged that the States now in rebellion have devoted much more attention to military instruction in special schools, than we have, many of them pursuing the European plan of State Academies devoted to military science. Thus while we have been obliged to _create_ officers from the small nucleus afforded us from West Point, they have had the students from State Colleges to officer their regiments.

For a long time back Virginia has annually expended upon her Military Institute nearly $50,000; South Carolina, $30,000; Kentucky and other States have likewise institutions, founded in whole or part, upon a military basis.

Although several attempts have been made to obtain legislative action for similar institutes in the Northern States, they have not, up to the present time, been successful, owing, we think, to the groundless opinion that it would prove a heavy tax, without a corresponding advantage. We shall endeavor to prove in this article how economically an academy could be supported. It is, therefore, to private enterprise, we are indebted for any experiments which have been made in this respect.

Several of our best boys’ boarding-schools in this portion of the country, have for a long time employed a military instructor for the pupils and been managed on a semi-military organization; they have been well sustained by the patronage of the public. We instance two or three schools of the present time.

Dr. Russell’s Collegiate and Commercial Institute of New Haven, is one which has already been of national advantage to us, for according to Prof. Daniel C. Gilman, “the scholars were of great service in drilling the recruits of Connecticut at the outset of the war, and many of them now hold important posts in the army. The scholars formerly trained as infantry and are now at artillery practices.” Mr. Gilman very justly observes, that in a country like ours with no standing army, every able-bodied man should learn to bear arms, and there can be no cheaper or efficient way of doing this than by teaching boys in schools.

The Eagleswood Collegiate and Military School, near Perth Amboy, N.J., has been recently organized on the military plan. The scholars are formed into a battalion under a superintendent and colonel commanding, the rest of the officers being taken from the scholars. The State of New Jersey has supplied the institute with arms, and the military regulations apply to the conduct of the pupils in their general deportment. The reasons given for employing this discipline are the same that apply in every instance, that it is the most orderly and effective, increases the energy, vigor and manly attitude of the boys, and induces cheerful obedience.

To Major J. P. Prall, Military Instructor, we are under obligations for the following account of Mr. Tracy’s _Military Boarding School, at Tarrytown, N.Y._:

“There is no question, in my mind, of the utility of military instruction in schools, and if I had any doubts, they would speedily be removed by the fact that the very exigency you propose to provide for is being developed, only in a less degree, in the volunteer army now fighting our country’s battles. There are a number holding honorable positions in the army of the Potomac, and elsewhere, who have more particularly come under my own observation, that have passed through a course of similar instruction to what you propose, in private military boarding schools, who give evidence of superior knowledge as soldiers, and with a little preparation were _ready_ to assume the duties and responsibilities of the field and camp. They have more particularly distinguished themselves as drill masters and thorough disciplinarians, the very ground you proposed to cover in your articles in the N.Y. Tribune of Nov. 20. I have especially noticed, of late, the facility with which youth acquire military knowledge since the outbreak of the rebellion, when the occasion seems to impress them more strongly with its importance.

Independent of the military availability of youth thus instructed, the promptness and precision that the system induces is apparent. A simple sketch of the routine of duties in a school over the military department of which I have the supervision, may give an idea of its utility, as well as its usefulness. This department is conducted in such a way as to make the military feature an auxiliary to the classical and preparatory. Part of two days in each week is more especially devoted to military drill and instruction, when the flag is raised on the flag-staff on the parade ground with the roll of the drum, and the sunrise gun is fired. At sunset it is lowered with the same ceremony by a file of boys, in charge of an officer, or non-commissioned officer. On other days of the week a drill of about an hour is held, in command of the company officers,--always in presence of the Principal. The utmost strictness is required in all the military features. The “Assembly,” when beaten for drill or parade, occupies one minute--_immediately_ after, “_fall in_” is given by the orderly, when _entire_ silence is required. Boys being naturally playful, much more care in these particulars is necessary than in grown persons. _Tattoo_ begins at 9 o’clock precisely, when the minute of its duration expires every cadet is required to be in line for “roll call,” and the three squads, each in charge of an officer, are marched by flank to their quarters, (the whole not occupying more than two minutes.) They halt opposite their beds, and salute their officer as he passes out;--in five minutes the lights are extinguished. Their clothing is uniformly arranged, and in such way that if called up at night they can dress without lights and without loss of time. The officer in command of each, being held responsible for the condition of his squad. The military instructor inspects at unexpected times, and directs the chiefs of squads to report the result to the officer of the day, through whom all reports to the Principal must be made at 9 o’clock A.M. each day. _Reveille_ at day break, and they march by squads to wash room, where twenty minutes is allowed for necessary ablutions, blacking boots, &c., and then the march to the Assembly-room for “_roll call_.” Inspection of boots twice a week, at unknown times.

The squads for the _mess-room_ march in order, filing each side of the tables, face inward, and “_sit down_” by command; _rise_, march out and _break ranks_, observing the same military precision. These various duties are performed with pleasure and pride by the cadets, and the same promptness and regularity is apparent in every movement.

The _armory_ and arms are in charge of a detail of four, and are inspected in turn on the roll, each week, and reports are made of disabled pieces, and the general condition of the arms and armory, to the officer of the day, and through him to the Principal. The various reports are embodied into one, by this officer, so that the Principal is not burdened with the details unless he calls for them.

Orders are issued from time to time, by the Military Instructor, and engrossed in a book, which is open for inspection of visitors, announcing promotions, results of inspection, and noting cases of military merit and demerit, &c. This has a tendency to stimulate to exertion, and to efforts to avoid unfavorable notice.

Military classes 1st, 2d and 3d, graduated according to military merit are established, and promotions to them made after strict examinations. All company officers are selected from the 1st class.

A class of Honor, consisting of members of the First class who have escaped being reported for disobedience and improper conduct, is also formed. A given number of military demerits reduces a cadet, and the badge which is worn on the left breast is taken from him. He may, however, be reinstated.

Military demerits are punished by military penalties.

Cadets are taught to observe the position of the soldier when off duty also; the benefit of this is very marked. When the machinery is properly set in motion, the labor generally attending the minutiæ of school duties is greatly reduced, and much more pleasantly and thoroughly performed.

I have not entered into all the details, (and have given the military only) but enough to give a general idea of the plan adopted by this school. There are different modes in use in other schools. Some partaking more of the military, and some less. I think there is danger, often, of _too much_ military being engrafted so as to make it burdensome; great care should be taken in this particular, as the cadet wearies of it when the novelty is past.”

Mr. N. W. Taylor Root, in his admirable book on School Amusements, furnishes practical testimony “that it fosters habits of promptness, exactness, and unanimity of action; teaches implicit obedience to commands, erectness of carriage, a neat and clean appearance, and a gentlemanly and respectful behavior.”

It will thus be seen that a system of military drill has been tested morally and physically, in private schools, and found of decided advantage.

Why should these benefits be denied to the pupils of Public Day Schools?

Why should this vast defensive power be lost to the Government?

As a national military necessity; as a protection to the health and constitutional vigor of American youth; and as a powerful agent upon their moral behavior, their energy, self-reliance and spirit of enterprise, let PHYSICAL TRAINING BE ENGRAFTED ON THE COURSE OF STUDIES FOR ALL THE PUPILS EDUCATED AT THE EXPENSE OF THE STATE. Let us not hesitate at the magnitude of the undertaking, for it is a _necessity_, and under proper regulations and restrictions can be successfully and economically accomplished.

The greatest difficulty to be surmounted is the successful working of a system at once applicable to the requirements of a small district school, with a limited number of scholars, attending only at certain seasons of the year, and of those of the larger cities, with numerous schools, in which a great number are under instruction.

Let us commence at the foundation, in the Primary Schools.

The moment the child enters the school care should be taken that the mental exercises which are given should be relieved by frequent intermissions for running and playing, under the supervision of the teacher. This we are glad to say is the case in very many of our best primary schools; but it is when the child becomes more advanced, when there are lessons to commit to memory at home, that some simple physical _exercises_ should be taught him every day; exercises calculated to develop the growth and expand the muscles. The calisthenics recommended in Miss Beecher’s work are excellent, simple, and easily fitted to the limits of the school house. The report of Mr. W. H. Wells, Superintendent of Public Schools for Chicago, for 1860, gives some interesting particulars of simple exercises which have been attempted in that city.

There would be but little difficulty experienced in selecting movements and gymnastics suitable for the strength and ability of the classes of younger boys, and girls under instruction, provided the method was established as an imperative duty which _must_ be regularly put in practice, and that no lack of interest on the part of teachers, or laziness of the pupils would be accepted as an excuse for non-compliance with the regulation. We trust if Physical Training is carried out in our system of education, that a carefully prepared Manual of all kinds of exercises, embracing the military drill, will be compiled for the use of schools; in a word, a text-book to which our teachers can turn with confidence to find exercises suitable for all classes of pupils.[26]

[Footnote 26: Such a Manual will soon be published by J. B.
Lippincott & Co., Philadelphia.]

From the Girls and Primary, we pass to the Boys Grammar departments, for which we propose military exercises, as being the most economical and advantageous for public schools; for _tactics_ manœuvre large bodies in a small space, in an orderly manner, whereas gymnasiums are too expensive, and can not be made large enough to accommodate many scholars at once. This opens to us our most difficult, but at the same time most useful, field for prompt and energetic action.

Suppose we take for an example one of our large cities. The lower and female departments having simple physical exercises in use, it is wished to introduce military exercises into the grammar schools. Let us see how simply it can be organized, and how far it is possible to extend these studies if desired.

The following interesting letter from the Mayor of Bangor, will show the movement in that city, an example well worthy of being imitated.

CITY OF BANGOR, }
Mayor’s Office, Dec. 21st, 1861. }

DEAR SIR:--In reply to yours of the 19th inst., I would say that, upon my recommendation, through a communication I made to our City Council, on the first Monday of the present month, an Order was passed directing the military drill to be introduced into a portion of the Public Schools of this city.

I had given the subject some thought and investigation, and was prepared to recommend the adoption of the drill for the physical training, no less than for the military instruction it might impart. The prevalent idea that education consists in training the intellect only, is gradually becoming superseded by the more rational theory that true education consists in training the moral and physical, no less than the intellectual faculties.

For the physical training of boys, I think the military drill has much to recommend it besides the military instruction it imparts. It will tend to give them a better command of their muscles, and impart a manly gait and bearing. It will also, if properly conducted, teach them self-control, and give them true ideas of order, discipline, and subordination, and whilst it will relieve them from the monotony of their ordinary studies will, by a grateful change, enable them to return to them with renewed interest.

We are entering upon the new experiment with caution, and have commenced by devoting an hour, twice a week, to the drill. We began in the school rooms, but found, after a few lessons, that the space these afforded was too small, and for the present shall use the large Gymnasium Hall. In summer, the grounds in connection with our school houses may be found well adapted for the purpose.

The boys, with scarcely an exception, manifest much interest in their drills, and receive the instruction much more readily than men. Two or three of our public spirited citizens, well qualified for instructors, have generously consented to devote the necessary time for drilling the boys, for the present winter, without compensation.

Some of our teachers are also disposed to qualify themselves for drill masters, and we are thus enabled to try the experiment without much expense.

I have had no communication with Gov. Washburn in relation to this subject, and was quite unaware of your interest in the matter. I however noticed the article in regard to it in the Evening Post of Nov. 8th, and was gratified with the important facts which it contained. I shall be glad to receive any further communication you may make to the public on this important subject, and should you wish, will be pleased to communicate to you the further progress of our experiments.

Yours respectfully,
ISAIAH STETSON, Mayor
EDWARD L. MOLINEUX, Esq., New York.

To establish thoroughly and economically this military culture, the Board of Education should appoint some competent person as Chief of the Staff to organize and carry out a system of instruction and drill; he to have under him two or three assistant instructors of experience, under whose guidance _a teacher, or teachers from each school_, should be fully instructed in the tactics, so as to be able to superintend the drill of the boys, which should always take place during school hours, and thereby form a recreation from mental study, and not encroach upon their play time. These are the only persons connected with the department beyond the scholars themselves, as it should be managed on the principle of obtaining _the whole working force_ of the military organization from among the pupils.

The grammar department of each school should be formed into a company, or where the size of the school rendered it necessary, two companies: the officers to be selected from the most deserving and competent boys.

The officers thus selected to be instructed theoretically and practically by extra drills, in their respective duties. This would not occupy much time, and any boy objecting to devote this time would not be worthy of holding his position, and should be replaced by some one more deserving. Every school should possess within its limits space for a parade ground and for a few simple fixtures for gymnastic exercises. In stormy weather the exercises could be carried on indoors; for the drill possesses the advantage of affording exercise to a great number in a _small_ space without disturbance and noise.

No uniform would be required, and the only expense would be the loan or purchase of 500 or 1000 short muskets, which could be used in turn at the different schools for drill or parade. A simple musket can be manufactured very cheaply, which will answer for all purposes.

The care and cleaning of the arms, the escorting and carrying them from school to school, or point to point, as required, should be the military duty of the pupils; thus expense will be saved, and the duty of prudent soldiers to take care of their equipments and do their own work inculcated.

These different school drills, always in charge of the teachers, should be visited in turn by the instructors, who would exercise a close and careful supervision over them.

Every ten companies or schools should be formed into a regiment, officered by those selected as the most capable, and who had passed the necessary examination.

Occasionally on Saturdays the regiments, in rotation, should be exercised by the instructors, in battalion movements, field manœuvres, skirmish drills, camp duties, &c. These Saturday exercises should not be compulsory, but would be eagerly looked for by the boys as an amusement.

In the proper seasons they could be marched to the suburbs for their exercises, and thus a pleasant holiday, with healthy amusements, be given them under proper guidance. Any father will appreciate the advantages of such exercises and enjoyment to his boys.

In the summer season it should be found out which of the boys could not swim, and had no parents able to teach them. All such should be classed together, and means taken to instruct them in this most requisite art.