Gala-Days [126]
resource against this, as well as for its own intrinsic importance, should there not be a military department to every college, as well as a mathematical department? Why might not every college be a military normal school, so that the exuberance and riot of animal spirits, the young, adventurous strength and joy in being, might not only be kept from striking out as now in illegitimate, unworthy, and hurtful directions, but might become the very basis and groundwork of useful purposes. Such exercise would be so promotive of health and discipline, it would so train and LIMBER the physical powers, that the superior quality of study would, I doubt not, more than atone for whatever deficiency in quantity might result. And even suppose a little less attention should be given to Euclid and Homer, which is of the greater importance now-a-days, an ear that can detect a false quantity in a Greek verse, or an eye that can sight a Rebel nine hundred yards off, and a hand that can pull a trigger and shoot him? Knowledge is power; but knowledge must sharpen its edges and polish its points, if it would be greatliest available in days like these. The knowledge that can plant batteries and plan campaigns, that is fertile in expedients and wise to baffle the foe, is just now the strongest power. Diagrams and first-aorists are good, and they who have fed on such meat have grown great, and done the state service in their generation; but these times demand new measures and new men. It is conceded that we shall probably be for many years a military nation. At least a generation of vigilance shall be the price of our liberty. And even of peace we can have no stronger assurance than a wise and wieldy readiness for war. But the education of our unwarlike days is not adequate to the emergencies of this martial hour. We must be seasoned with something stronger than Attic salt, or we shall be cast out and trodden under foot of men. True, all education is worthy. Everything that exercises the mind fits it for its work; but professional education is indispensable to professional men. And the profession, par excellence, of every man of this generation is war. Country overrides all personal considerations. Lawyer, minister, what not, a man's first duty is the salvation of his country. When she calls, he must go; and before she calls, let him, if possible, prepare himself to serve her in the best manner. As things are now at Harvard, college boys are scarcely better than cow-boys for the army. Their costly education runs greatly to waste. It gives no them direct advantage over the clod who stumbles against a trisyllable. So far as it makes them better men, of course they are better soldiers; but for all of military education which their college gives them, they are fit only for privates, whose sole duty is to obey. They know nothing of military drill or tactics or strategy. The State cannot afford this waste. She cannot afford to lose the fruits of mental toil and discipline. She needs trained mind even more than trained muscle. It is harder to find brains than to find hands. The average mental endowment may be no higher in college than out; but granting it to be as high, the culture which it receives gives it immense advantage. The fruits of that culture, readiness, resources, comprehensiveness, should all be held in the service of the State. Military knowledge and practice should be imparted and enforced to utilize ability, and make it the instrument, not only of personal, but of national welfare. That education which gives men the advantage over others in the race of life should be so directed as to convey that advantage to country, when she stands in need. Every college might and should be made a nursery of athletes in mind and body, clear-eyed, stout-hearted, strong- limbed, cool-brained,--a nursery of soldiers; quick, self-possessed, brave and cautions and wary, ready in invention, skilful to command men and evolve from a mob an army,--a nursery of gentlemen, reminiscent of no lawless revels, midnight orgies, brutal