The entire corps of over 3,800 officers may be regarded as professors or instructors, whose duty it is to bring the Army up to a state of perfection. To this corps of 3,800 commissioned officers must be added, also, the large number of intelligent non-commissioned officers, who are assistant instructors of the very highest utility. The work of the Army consists of study and practice, instruction and drill. It is an incessant school. There are officers' school, non-commissioned officers' school, school of the soldier, school of the company, school of the battalion, post school,—besides drills and lectures without number. The actual scientific information imparted to the enlisted men is considerable. To specify only in small part: It includes all methods of signaling, up to telegraphy; all methods of preserving and preparing food; all methods of first treatment of wounds; how to estimate distance, to map a country, to care for property and stock, and the most thorough knowledge of weapons and warfare. To become a second lieutenant in the Army, a man must either go through West Point, or have the equivalent of a college education, especially in mathematics, history, and law; and have, besides, an accurate knowledge of what is purely military. And when he is made a second lieutenant and enters upon his career as an officer, his studies begin afresh. He must study to prepare himself for subsequent promotions. Failure in this means dismission. The army officer to-day must be exceedingly thorough and accurate in his knowledge.
General Corbin says: "Never before in the history of the Army have there been so many acceptable candidates for promotion as there are at this time. Never before has the Army been in a higher state of efficiency and in more perfect accord than it is to-day. Until within a short time, an officer graduated at the Military Academy at West Point was looked upon as a man with 'a finished education'; but to-day, and for the last four years, we accept that education merely as the foundation upon which a more advanced education is to be built. This theory is in general practice, and has been so accepted. The service schools at Fort Monroe, Fort Totten, Fort Riley, Fort Leavenworth, and the War College at Washington are, in most respects, high-class post-graduate schools. In addition of this, every post is a school of application, educating officers and men for the duties now required of them."
What, then, is this training of the army for which the officer must possess this most accurate, thorough, and scientific education? He is required to have this education that he may train the soldier up to the highest point of efficiency. The officer must know, and must be able to impress the soldier with the fact that he does know. The officer must have the full science of everything pertaining to the soldier's work, in order that he may teach the soldier the art of it. The nature of the training to which the soldier is subjected may be best understood by considering its end. This, as in all training, is more important than the method. The primary object of the training is to unify the army and make it the efficient instrument for executing the nation's will. By discipline, individual efforts are brought under control of the chief. A company is well disciplined when, in its movement, its collective soul, so to speak, is identified with that of its commander. The officer must have possession of his men, so that when the command is given, an electric current will seem to pass through the company, and the movement will, as it were, execute itself. In a well-drilled and well-disciplined company, the orders do not seem to pass through the intellects of the men. Without reflection, but simply by concentrated attention, the work is done. The wills of the men are not only temporarily dislodged, but in their place is substituted the dominant will of the commander. This is the psychological end sought; and this condition secures instantaneous obedience to orders. It is this which brings about those marvels of execution which occur among disciplined men. Men perform acts in which neither their personal reason nor even their personal will has any part.
A second end of the training is to habituate the men so firmly in the performance of certain movements that no emotion can interfere with their action. Upon the battle-field there is nothing left of the exercises of the times of peace, but that which has become a habit, or in a word, an instinct. The soldier must be so trained that he will go on with his work as long as he has the ability to do so. One has said: "It must be the aim of the new discipline to make the private soldier capable of keeping steadfastly in mind for the whole of the day, or even for several days, and striving with all his might to carry out, what he has been told by a superior who is no longer present, and who, for all he may know, is dead."
A third end sought in military training is to render the soldier strong and agile, so that he can move with rapidity, sustain long marches, and handle his weapon with dexterity.
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Every consideration in feeding, clothing, sheltering, both men and animals, has but one object,—efficiency. All questions of moral duty, all ideas of the spiritual or immortal interests, are completely submerged beneath the ever-present thought of material force. Power must be had by men, horses, machinery; power, aggressive power, is the all-pervading and all-controlling thought of the army.
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An army is properly an incarnation of the fiend of destruction. Every part of its legitimate work is to destroy. If it constructs bridges and builds roads, erects forts and digs trenches, these are all that it may destroy, or prevent some other incarnation from destroying it. Armies lay waste and destroy. Cornfields, orchards, lawns, life, and treasure are all prey for the voracious destroyer.
The motive employed in bringing the soldier to the high state of excellence here described is always that of duty. The word "duty" is very prominent and very full of meaning in the army. Military duty is made a moral obligation founded upon patriotism. This sentiment of duty is the moral force in the army that gives dignity to its obedience. The army develops, strengthens, and educates this sense of duty, until it becomes supreme. It is this sense of duty which produces endurance to undergo privations, and leads men to be patient under the greatest sacrifices. The physical force which we see in the army depends upon the moral or spiritual which we do not see.