But the high-spirited youngster whom we want, and who can leave the service when he wants to, must in some respects be treated like a blood horse, whom we feel we can guide, but cannot stop at a single stride’s notice, as we could a temperate old horse. We must preserve his verve and desire to take the initiative, even if it occasionally leads him to do wrong, when we should remember the great legal maxim, “If the heart is right,” and also our own youthful days. The addiction to manly, and especially to rough and dangerous, field sports must be regarded as an immense asset towards efficiency for war. Time spent in the chase, “the image of war,” must not be regarded as so many hours less given to his employer by the cavalry officer. We particularly want the hunting breed of man, because he goes into danger for the love of it.[71] He must also be able to perform any of the diverse duties which he may be called on to carry out on service, such as to fortify a village, construct a pontoon, court-martial a prisoner, and so on. It is very desirable that he should have as much as possible practically taught to him. A knowledge of the tactics of the other arms should be gained thus, and we are responsible for giving the opportunities, since this will not and cannot be learnt theoretically; _verb. sap._ Officers, _faute de mieux_, should be sent to infantry camps and artillery practice camps, not to gun and company drill. This attachment to other arms is carried out by some nations, and especially France, to a far greater extent than in our service. It is invaluable in breaking down the watertight compartment system of training, and in establishing a closer union of arms. The elements of strategy should also be taught. A few good lectures by an officer who has a taste for this will teach more than a six months’ poring over books, for which during his first three years a young officer has little time to spare. At the same time the genuine soldier cannot but be interested in questions of strategy. A knowledge of it gives an entirely new aspect to what might otherwise appear rather dull history. Then you may say that after three years of this “our young officer is complete and a valuable asset”? “Far from it.” “But what more can be asked of him? This covers the complete syllabus, appendices, etc., etc.” “There is one thing without which all this is as ‘that which profiteth not.’” “And that is?” “He must have a strong sense of DUTY, without which he is ‘as sounding brass or a tinkling cymbal.’” Now man is not born with a sense of duty (though the most riotous young hound often becomes the best in the pack); it has to be taught; it has to be learnt practically as well as theoretically; it has to be borne in on him by precept and example as an excellent, a noble and a desirable thing, a thing in which to glory. What is it? The abnegation of self, the working for the good of all, _in foro conscientiae_, and, above all, without making difficulties.