In this period of education one must limit the scope to only the most important and necessary matters, but teach these so that the men understand them clearly and thoroughly.
In the latter years one can build out systematically on this foundation. Thus I consider it quite unnecessary to harass the recruit with long-winded explanations of the military virtues--loyalty, obedience, and courage--or with long lists of different salutes to be given, the recipients of which never come within his ken. It is quite superfluous to teach them the different parts of the lock of the carbine and their mutual interaction, all about stable duty and guard mounting. Even the theoretical instruction about the organization of the Army, treatment of sore backs, horse sickness, etc., can be reduced to much smaller dimensions than at present. Stable work and guard duties, and so forth, a man learns much quicker and better from daily practice. On the other hand, the time gained by curtailing these matters must be used most zealously to teach him what he absolutely must know for War. That is to say, the simplest principles of Field Service, the composition of mixed detachments, practical shooting, and the exterior treatment of the carbine. The instruction in Field Service, which interests us here the most, can, for the recruits, be kept down to very narrow limits. The principles to be observed in placing pickets, vedettes, etc., he can very well do without. On the other hand, he must know thoroughly those things which he will have to do himself--his duty on patrols, or as bearer of a message, or orderly, also the general connection of the military conditions amongst which he will have to move or to notice amongst the enemy, such as organization of the troops, arrangement of the outposts, relation of the commands, plan and appearance of entrenchments, shelter trenches, gun epaulments, cover, etc.[29]
[Footnote 29: Instruction with models helps the man quickest; it is very difficult for the recruit to form a mental picture of military things.]
He must know, too, that if taken prisoner, he must give no correct answers as to anything concerning his own Army.
It is quite possible to awaken the intellectual faculties of the man and to develop them even within these narrow limits, for the more tersely the facts are stated, and the more thorough the instructions, the more is his thinking power stimulated, whereas a mass of material to be absorbed merely confuses him. This intellectual pressure of the instructor must not, of course, be limited solely to the lesson hour, but he must seize every possible opportunity to assert his influence. Especial attention is to be directed to habituate the men to carry in their minds verbal messages for a considerable period, and then to repeat them clearly and concisely. It is of great assistance to the intellectual development of the men if they are compelled always to express themselves in grammatically complete sentences, instead of in broken phrases; but I should consider it as a serious error to attempt to teach the recruit the neighbourhood of the garrison, both on the map and on the ground. For in this way one deprives the man of one of his few opportunities which occur to him during his whole service of learning to find his way in unknown country, and thus to develop the instinct of finding his way, which requires considerable practice.