LITMIR.BIZ

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leaving the army when still a young man, would be better fitted than before he entered it, for any trade or occupation he might adopt. And when the lower classes found that military service was made a medium for the communication of knowledge, and that their sons, after seven years passed under the colours, were better able to get through the world advantageously and creditably than when they enlisted, the present strong prejudice against a soldier's life would rapidly become weakened, and finally disappear. The army would then be looked upon by poor men with large families as no undesirable resource for temporarily providing for one or two of their sons.

      It is certainly not creditable to this country, that in France, Prussia, Holland, and even in Russia – that land of the serf and the Cossack – greater pains are taken with the education of the soldier than in free and enlightened England. It has become customary to compare our navy with that of France, and when we are found to have a carronade or a cock-boat less than our friends across the water, a shout of indignation is forthwith set up by vigilant journalists and nervous naval officers. We heartily wish that it were equally usual to contrast our army with that of the French – not in respect of numbers, but of the attention paid to the education and moral discipline of the men. Every French regiment has two schools, a higher and a lower one. In the latter are taught reading, writing, and arithmetic; in the former, geography, book-keeping, the elements of geometry and fortification, and other things equally useful. The schools are managed by lieutenants, aided by non-commissioned officers; and sergeants recommended for commissions are required to pass an examination in the branches of knowledge there taught. It is well known that in the French service, as in most others, excepting the English, a proportion of the commissions is set aside for the sergeants. In the Prussian service there is a school in each battalion, superintended by a captain and three lieutenants, who receive additional pay for alternately taking a share in the instruction of the soldiers. "Non-commissioned officers," Mr Marshall informs us, "who wish to become officers, first undergo an examination in geography, history, simple mathematics, and the French and German languages. At the end of another year they are again examined in the same branches of knowledge, and also in algebra, military drawing, and fortification. If they pass this second examination, they become officers."

      How many of the young men, who, by virtue of interest or money, enter the British army as ensigns and cornets, would be found willing to devote even a small portion of their time to the instruction of the soldier? Very few, we fear. By the majority, the idea would be scouted as a bore, and as quite inconsistent with their dignity. Extra pay, however acceptable to the comparatively needy Prussian lieutenant, might be expected to prove an insufficient inducement in a service where it is frequently difficult to find a subaltern to accept the duties of adjutant. None can entertain a higher respect than we do for the gallant spirit and many excellent qualities of the present race of British officers; but we confess a wish that they would view their profession in a more serious light. Young men entering the army seemingly imagine, that the sole object of their so doing is to wear a well-made uniform, and dine at a pleasant mess; and that, once dismissed to their duty by the adjutant, they may fairly discard all idea of self-instruction and improvement. But war is an art, and therefore its principles can be acquired but by study. Our young officers too often neglect not only their military studies, but their mental improvement in other respects; forgetting that the most valuable part of a man's education is not that acquired at a public school before the age of eighteen, but that which he bestows upon himself after that age. The former is the foundation; the latter the fabric to be raised upon it. We have known instances of smart subs deft upon parade, brilliants in the ball-room, perfect models of a pretty soldier from plume to boot-heel, so supremely ignorant of the common business of life as to be unable to write a letter without a severe effort, or to draw a bill upon their agents when no one was at hand to instruct them in its form. It was but the other day that an officer related to us, that, being detached on an outpost in one of our colonies, he found himself in company with two brother subalterns, both most anxious to make a call upon their father's strong-box, but totally ignorant how to effect the same. Their spirit was very willing, but their pen lamentably weak; their exchequer was exhausted, and in their mind's-eye the paternal coffers stood invitingly open; but nevertheless they sat helpless, ruefully contemplating oblong slips of blank paper, until our friend, whose experience as a man of business was somewhat greater, extricated them from their painful dilemma, by drawing up the necessary document at thirty days' sight. In this particular view, want of skill as a "pen and ink man" would probably not be regretted by those most interested in their sons; and doubtless many governors would exclaim, as fervently as Lord Douglas in Marmion,

      "Thanks to St Bothan, son of mine

      Could never pen a written line!"

      Seriously speaking, a graver and more studious tone is wanted in our service. It is found in the military services of other countries. German and French officers take their calling far more au sérieux than do ours. They find abundant time for pleasure, but also for solitude and reading, and for attention to the improvement of the soldier. Dressing, dining, and cigars, and beating the pavements of a garrison town with his boot-heels, ought not to fill up the whole time of a subaltern officer. That in this country they usually do so, will be admitted by all who have had opportunities of observing young English officers in peace time. We could bring hosts of witnesses in support of our assertion, but will content ourselves with one whose competency to judge in such matters will not be disputed. The following passages are from Major-General Sir George Arthur's "General Observations upon Military Discipline, and the Intellectual and Moral Improvement of both Officers and Soldiers."

      "I have said that education is essential, as well as moral character, and so it is. Look into the habits of the officers of almost every regiment in His Majesty's service – how are they formed? Do men study at all after they get commissions? Very far from it; unless an officer is employed in the field, his days are passed in mental idleness – his ordinary duties are carried on instinctively – there is no intellectual exertion. To discuss fluently upon women, play, horses, and wine, is, with some excellent exceptions, the ordinary range of mess conversation. In these matters lie the education of young officers, generally speaking, after entering the service."

      "If the officers were not seen so habitually walking in the streets in every garrison town, the soldiers would be less frequently found in public-houses."

      The influence of example is great, especially when exercised by those whom we are taught to look up to and respect. A change in the habits of officers will go far to produce one in those of their men. French officers, of whom we are sure that no British officer who has met them, either in the field or in quarters, will speak without respect, feel a pride and a pleasure in the instruction of the soldier, and take pains to induce him to improve his mind, holding out as an incentive the prospect of promotion. And such interest and solicitude produce, amongst other good effects, an affectionate feeling on the part of the soldier towards his superiors, which, far from interfering with discipline, makes him perform his duties, often onerous and painful, with increased zeal and good-will. For the want of this kindly sympathy between different ranks, and of the moral instruction which, by elevating their character, would go far to produce it, our soldiers are converted into mere machines, unable even to think, often forbidden so to do. We are convinced that attention to the education of the soldier, introduced simultaneously with short enlistments and abolition of flogging, would speedily create in the army of this country a body of non-commissioned officers, who, when promoted, would disgrace no mess-table in the service. With the prospect of the epaulet before them, they would strive to improve themselves, and to become fit society for the men of higher breeding and education with whom they hoped one day to be called upon to associate. For, if it be painful and unpleasant to a body of gentlemen to have a coarse and ill-mannered man thrust upon them, it is certainly not less so to the intruder, if he possess one spark of feeling, to find himself shunned and looked coldly upon by his new associates. The total abolition of corporal punishment is, we consider, a necessary preliminary to promotion from the ranks on an extensive scale. We were told four years ago, in the House of Commons, during a debate on the Mutiny bill, that there were then in the British army four colonels who were flogged men. Many will remember the story related in a recent military publication, of the old field-officer who, one day at the mess-table, or amongst a party of his comrades, declared himself in favour of corporal punishment, on the

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