What we would suggest, then, is to encourage this officer (i.) constantly to practise the situations in which he and his men may find themselves in war, and (ii.) to train and exercise his command so that it is difficult for circumstances to arise of which they have not had some previous experience;[73] (iii.) to practise giving short verbal orders in the saddle in proper form (_vide_ _F.S.R._, Part I.) till it becomes a second nature, both in himself to give orders thus, and his command to place those orders in their mind and act upon them in a logical sequence; (iv.) to become by practice a person of resource, and to train his men so that they become “handy men,” _e.g._ able to get a waggon up and down a steep slope, or improvise rafts, etc., or to place a farm in a state of defence, and to do so quietly and in an orderly manner; (v.) to be himself a capable master of his weapons, and able to instruct intelligently; (vi.) to know the situations in which a battle on a large scale may place him, and to be able to foresee what are the probable opportunities of which he may have to take advantage, and so to train his men that they will act with intelligence in such cases.[74] Here we must pause whilst we make it plain that the really stupid man, who has no imagination, makes a very bad officer for training purposes, because in peace-time he is quite unable to picture to himself what does happen in an action. The same unfortunate trait makes him a bad leader in war, because he is unable to picture what the enemy will most probably do in certain cases. In the cavalry this type of officer has no place, even in the lower ranks, because the cavalry officer so frequently has to act by himself, and then the fate of an army may be dependent on what he sees, or on the information which he sifts and sends into the chief. As an infantry officer of the same rank he is more under the eyes of a commanding officer. What, then, are the conclusions at which we arrive? 1. That we draw on a class who have not been used to much brain work. 2. That the young officer should be for choice country bred, fond of sport, a “trier,” and must have some private income. 3. That now he works much harder than he used to do, at first especially; but the work is, or ought to be, congenial work. His pay is the same as when he did little or no work in peace-time. So he is a practical patriot. 4. That his work consists largely of teaching others. 5. That many of the attributes which are most desirable, can be tested by no written examination. 6. That to recognize and do his duty is one of these. As regards this, much depends on his surroundings in the regiment which he joins.