The training provided in the scheme which I have outlined could be facilitated at comparatively small cost by the adoption of certain preparatory instruction to be given partly in the schools, and partly to young men between the ages of seventeen and twenty.

It has never appeared to me desirable to add to the school curriculum any military subjects whatever, and I am convinced that no greater mistake could be made, seeing that schoolmasters are universally agreed that the curriculum is already overloaded and requires to be lightened, and that the best preparation that the school can give for making a boy likely to be a good soldier when grown up, is to develop his intelligence and physique as far as the conditions of school life admit. But if all school children were drilled in the evolutions of infantry in close order, the evolutions being always precisely the same as those practised in the army, the army would receive its men already drilled, and would not need to spend much time in recapitulating these practices, which make no appreciable demand upon the time of school children.

Again, there seems to be no doubt that boys between the ages of seventeen and twenty can very well be taught to handle a rifle, and the time required for such instruction and practice is so small that it would in no way affect or interfere with the ordinary occupations of the boys, whatever their class in life.

Every school of every grade ought, as a part of its ordinary geography lessons, to teach the pupils to understand, to read, and to use the ordnance maps of Great Britain, and that this should be the case has already been recognised by the Board of Education. A soldier who can read such a map has thereby acquired a knowledge and a habit which are of the greatest value to him, both in manoeuvres and in the field.

The best physical preparation which the schools can give their pupils for the military life, as well as for any other life, is a well-directed course of gymnastics and the habits of activity, order, initiative, and discipline derived from the practice of the national games.

A national army is a school in which the young men of a nation are educated by a body of specially trained teachers, the officers. The education given for war consists in a special training of the will and of the intelligence. In order that it should be effective, the teachers or trainers must not merely be masters of the theory and practice of war and of its operations, but also proficient in the art of education. This conception of the officers' function fixes their true place in the State. Their duties require for their proper performance the best heads as well as the best-schooled wills that can be found, and impose upon them a laborious life. There can be no good teacher who is not also a student, and a national army requires from its officers a high standard not only of character, but of intelligence and knowledge. It should offer a career to the best talent. A national army must therefore attract the picked men of the universities to become officers. The attraction, to such men consists, chiefly, in their faith in the value of the work to be done, and, to a less degree, in the prospect of an assured living. Adequate, though not necessarily high, pay must be given, and there must be a probability of advancement in the career proportionate to the devotion and talents given to the work. But their work must be relied upon by the nation, otherwise they cannot throw their energies into it with full conviction.

This is the reason why, if there is to be a national army, it must be the only regular army and the nation must rely upon nothing else. To keep a voluntary paid standing army side by side with a national army raised upon the principle of universal duty is neither morally nor economically sound. Either the nation will rely upon its school or it will not. If the school is good enough to serve the nation's turn, a second school on a different basis is needless; if a second school were required, that would mean that the first could not be trusted.

There can be no doubt that in a national school of war the professional officers must be the instructors, otherwise the nation will not rely upon the young men trained. The 200,000 passed through the school every year will be the nation's best. Therefore, so soon as the system has been at work long enough to produce a force as large as the present total, that is, after the third year, there will be no need to keep up the establishment of 138,000 paid privates, the special reserve, or the now existing territorial force. There will be one homogeneous army, of which a small annual contingent will, after each year's training, be enlisted for paid service in India, Egypt, and the oversea stations, and a second small contingent, with extra training, will pass into the paid reserve for service in small oversea expeditions.

The professional officers and sergeants will, of course, be interchangeable between the national army at home and its professional branches in India, Egypt, and the oversea stations, and the cadres of the battalions, batteries, and squadrons stationed outside the United Kingdom can from time to time be relieved by the cadres of the battalions' from the training army at home. This relief of battalions is made practicable by the national system. One of the first consequences of the new mode of recruiting will be that all recruits will be taken on the same given date, probably the 1st of January in each year, and, as this will apply as well to the men who re-engage to serve abroad as to all others, so soon as the system is in full working order, the men of any battalion abroad will belong to annual classes, and the engagement of each class will terminate on the same day.