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.