350 PHYSICAL CULTURE AND MILITARY DRILL. 



Stood that what I have to suggest is not intended to interfere 

 in any way with this pleasant and important phase of the boy's 

 school life. 



But while the beneficial effect of these pastimes on the health 

 and character of the youth is readily admitted, it is generally 

 recognised that they require to be supplemented by some 

 scheme of exercises of a more formal character, both from 

 the hygienic and the disciplinary standpoint. 



The recreation of the playing fields doubtless tends to im- 

 prove the general health, develop the muscles and strengthen 

 the bodily frame; but it makes no systematic provision for the 

 correction of natural defects in the formation or the deport- 

 ment of the body. In fact, it is not at all uncommon to find 

 a noted footballer, cricketer or athlete with a slouching gait 

 and an awkward mien, contracted no doubt more by habit than 

 from any constitutional weakness. 



Hence it is that in most modern systems of education pro- 

 vision is made in departmental regailations for a scheme of 

 instruction in formal physical drill, in addition to the free 

 gymnastics of the playing fields. Many distinct schemes are 

 in operation, but the aims and the underlying principles are 

 roughly identical. The course usually includes breathing and 

 marching exercises; various movements calculated to produce 

 a harmonious development of the whole body and to secure 

 a good poise and a graceful carriage; and evolutions executed 

 with the aid of Indian clubs, dumlj-bells, bar-bells, etc. It 

 is here that I should advocate the branching off of the boys of 

 maturer years from the others. 



For girls and the smaller boys these marching, bell and 

 club exercises are probably quite sufficient as a supplement to 

 the outdoor games. But in the case of boys of 12 years and 

 upwards something more purposeful and practical is desirable, 

 and in seeking" for a solution of this question we must keep 

 our eyes steadily fixed on the two determining factors in the 

 situation, namely, the boy's ow^n individual welfare and his 

 duty and responsibility as a prospective citizen of the vState. 

 If it is found possible to adopt a system of training which will 

 not only ensure the proper physical development of the school- 

 boy, but render him an asset of great potential value to his 

 country, we have surely made some progress towards the 

 end in view. 



Now, I maintain that such a system is both practicable and 

 desirable, and is already to some extent in operation at a num- 

 ber of boys' schools in this countr\-, though. I regret to say, 

 not in this Colony. I refer, of course, to the semi-military 

 organisation of school boys commonly known as cadets. 



I should perhaps avoid the term military altogether in this 

 connection as it may possibly be misconstrued on account 

 of the general tendency to associate the cadet with the pro- 

 fessional soldier. 



Let me say once for all, however, that the system of train- 

 ing recommended in this paper has nothing more in common 

 with professional soldiering than the gymnasium has with the 

 " ring." The whole argument underlying the proposal 



