soldier'-MUSIC. The Greeks made it an essential part of education. We are not well informed of the reasons, which raised this art so high in their estimation; it is probable, that the Grecian oratory, civil and military, depended not only upon the words and sentiments, but upon a measured cadence or rhythm, which added the charm of music to eloquence. So early as the days of Homer this idea was prevalent. Music was the solace of Achilles, who calmed his rage, and soothed his sorrows with the lyre. Beside the amusement, which it affords to a soldier, it is in modern days a ready means of introduction to good company, in every country in Europe. Whether it really civilize the human heart, is a question foreign to the present purpose; present purpose; undoubtedly it is likely to polish the manners, from the intercourse which it usually produces with the well-educated classes of female society. To this it may be objected, that it leads to the wretched company of fiddlers and dilettanti; but the unstable life of a soldier is not much obvious to this danger: these servants of the publick seek for richer patrons, and more powerful protection, than the officers of marching regiments. CHESS, though a sedentary game, has been a favourite with men of military renown. Billiards might be objectionable, as they may lead to gaming: young men will learn to play at billiards, and perhaps it is therefore better, that they 'This recommendation of music is given with hesitation, as it is against the opinion of a most judicious officer, who has added great learning and an extensive knowledge of service to a profound study of the military profession. should begin to enjoy the amusement in good company; they may thus learn to take pleasure in this exercise of address, without acquiring pernicious tastes. It should not, however, be disguised, that billiards is one of the most fascinating and dangerous games, to which young men can be habituated, if it once become an object of lucrative competition. At Valenciennes every second house in the great square had "Billiards” inscribed on it. All games of chance should be prohibited; and in this case, as in every other, the understanding should be appealed to as the best guide for the conduct, even in youth. The views of the pupils should be extended beyond the boyish notion of resistance to school restraints: they should be taught to think on these subjects as men, not as boys. They should be led to consider what will be for their own advantage, when they enter the world: when they are to become their own governors, and to be responsible with their fortunes and their characters for their own conduct. Examples of men, who have been ruined by a taste for play should be pointed out to them; it should further be observed, that a gentleman of monied or of landed property runs the chance of losing only his fortune; but an officer, by gambling, may lose not only his fortune, but his honour. This subject has been dwelt upon particularly in speaking both of the private and public education of military men, because gaming is the common vice of soldiers. They see how much chance seems to govern military success; they look forward with less certainty than others to remote enjoyments; the present moment is of more value in the midst of danger than it is in security, and to fill it with the greatest possible portion of enjoyment, is the general wish; besides, in many situations, young inexperienced and illiterate officers have scarcely any other means of amusement than gambling. The course of their lives runs successively from tiresome rest to eager activity; they are used to strong stimulus, and when they are not in active service play supplies the readiest succedaneum for higher objects of interesting pursuit. The early habit of thinking it disgraceful and dangerous to game will be the best preservative; and the opinion of a young man's companions will have more weight with him than the precepts of masters. It is by means of their influence over public opinion, that the legislators of little, as well as of great commonwealths, must form the morals and manners. Public education commands the great powers of emulation and sympathy: by these what a number of virtues may be encouraged! In military academies the young men of irreproachable conduct, and of superior industry and talents, should be invested with the honorary charge of instructing others. This will teach subordination, and inspire ambition. Those who command should be responsible for those under their care, and for all their own orders. By these means young men may early be initiated both in the arts of command, and in the habits of obedience, as the Persian youths in the Cyropædia were taught the principles of justice, by being constituted judges of each other, and by being subject to have their judgments revised. Masters, however, must keep a watchful eye over these little commanders, lest they should become tyrants. The rewards and punishments in a military school should never be of a pecuniary nature. Honour should be the great reward; and disgrace, or the fear of disgrace, the only punishment. In a commercial nation like this, it is peculiarly necessary to guard against that mercenary spirit, which is incompatible with the generous martial character. When every thing is reduced to a monied rate, honorary distinctions lose their value and power over the human mind; and, instead of noble enthusiasm in the cause of virtue and freedom, a calculating, selfish temper prevails. The people are debased and enslaved; mercenary troops fight their battles without the ardour of freemen, and at last a nation, incapable of defending even its darling wealth, falls an easy and inevitable prey to the bold invader. To prevent such a catastrophe, a commercial country should take every possible means of inspiring the youth, who are to form their armies and navies, with a love of honour. The human mind seeks only for distinction; and if a sprig of parsley or an oak leaf be a distinction confirmed in value by public opinion, it will create emulation more powerfully than any sensual or mercenary reward. Courage should be exalted and rendered permanent, by connecting it with every generous and virtuous sentiment. As a foreign writer, in contrasting the characters of Boufflers and Villars, observes, "Our country may be "saved by courage, but it must be supported by virtue." Every means, consistent with the institutions and general discipline of an academy, should be taken to inspire boys with this honourable enthusiasm. The heroic actions of the soldiers and seamen; every instance of bravery and virtue in any rank of life, should be held up to the admiration of youth. They should celebrate great victories, and commemorate, by festivals, those days which our national heroes have rendered glorious to their country. As to studies which should be pursued in military seminaries, what has been suggested in the preceding chapter need not be repeated. The advantage of learning to draw plans, and to sketch military views of a country, is also obvious. It is unnecessary to expatiate upon the necessity of acquiring a general knowledge of geography, or on the folly of loading the memory with details fit only for a Gazetteer, or a road book. On this subject nothing can be added to what has been said by Sterne he has, with a happy mixture of humour and sound sense, pointed out what general knowledge of geography is useful, and what minute details are absurd. 66 : "As for geography, Trim (said my uncle Toby), 'tis of "absolute use to a soldier; he must be acquainted intimately "with every country and its boundaries, where his profession "carries him; he should know every town and city, and village and hamlet, with the canals, the roads, and hollow ways which lead up to them; there is not a river or rivulet " he passes, Trim, but he should be able at first sight to tell "thee what is its name; in what mountains it takes its rise, "what is its course, how far it is navigable, where fordable, "where not; he should know the fertility of every valley, as "well as the hind who ploughs it: and be able to describe, 66 or, if it is required, to give thee an exact map of all the plains and defiles, the forts, the acclivities, the woods, and morasses, through and by which his army is to march; he "should know their produce, their plants, their minerals, 66 66 |