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Page 17 text:
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H55 FACUIITY Iwi
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Page 16 text:
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r., llllHHlllll'F'ElllllllllllllllHHlllllllHHlllllllllllllllltilllllllllllllmllllltlifilllHHllHHllllllllllllllllllNHlllllll1NH3UH3lillllllllNWHlilllVlllllllllllllNWINWlllillllllllllllWHllllllllNHIUHWHHWN3llltiilllllllllllllllllHNllllll'llll'lll!'l'1'l NINETEEN SEVENTEEN CARDINAL improvement. First of these ideals is the aversion to blood, cruelty and destruction. Healthy, normal youth, such as attends the public high schools, loves beauty, admires strength and reveres age and weakness. Is it any wonder that he rebels at com- pulsory training, which prepares him to desecrate and destroy all these? Another ideal is the love of justice and democracy. Compulsory military training is a direct contradiction of these principles. To impose anything compulsory without the sanction of the general public is, of course, undemocratic. Then, too, the very organization of the army is anything but democratic. So the American youth naturally rebels at the imposition and organization of such a system. Finally, the general character of the army-the morals of the men are not the best. The vicious character of the work of such a body of men naturally tends to lower morals and ideals, at which the American youth, as a whole, rebels. Is there not some right on the side of the high school boys when they say that compul- sory military training should not be adopted in this state? N. W. S. HIGH SCHOOL MILITARY SERVICE AT this time of national crisis, the question of military training in secondary schools should be of supreme importance to the high school pupil. The arguments against military training are profuse, and seemingly convincing. We are told that if military training were universally established in the high schools, the boys would become brutal, and would lose their regard for all that is pure and beautiful, that such a system would make of us a nation of militarists. It is also contended that the amount of training that can be administered has no practical military value, but is entirely superficial, and tends only toward making military service in any form odious to the growing boy. In a large degree, the success or failure of the project depends on the attitude of the boys themselves toward such a system. If military training is looked upon as more or less of a lark, the benehts to be derived would more probably be negative than otherwise. But if the boys can be made to realize the importance of such training, and to participate in it a qualification for citizenship, its success would undoubtedly be confirmed. This plan of service would not make of the boys ardent militarists, enthusiastic and eager for war, but make them realize what war really is, stern and terrible, and would dispel any youthful visions of glorious adventure. While probably few Napoleons or Leonard Woods could be developed out of our high schools, yet the boys could be thoroughly trained in the rudiments of army routine. The strict organization of the army is exceedingly beneficial to the growing boy, in that it forces him to be quick and alert, and teaches obedience and responsibility, which prove of incalculable value in later life. It probably would not be Wise to make this service compulsory, as not all the boys are sufficiently physically developed to withstand the rigors of military train- ing. If credit were to be given for the work, I am sure that the system could be established with little difficulty, and would prove profitable both to the boys and to the nation. M. A. S. f12l
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