war, but that they may share in the benefits of military service and
improve their physical and moral capacities of defence. The sums which
the State applies to the military training of the nation are distinctly
an outlay for social purposes; the money so spent serves social and
educative ends, and raises the nation spiritually and morally; it thus
promotes the highest aims of civilization more directly than
achievements of mechanics, industries, trades, and commerce, which
certainly discharge the material duties of culture by improving the
national livelihood and increasing national wealth, but bring with them
a number of dangers, such as craving for pleasure and tendency to
luxury, thus slackening the moral and productive fibres of the nations.
Military service as an educational instrument stands on the same level
as the school, and, as will be shown in a later section, each must
complete and assist the other. But a people which does not willingly
bear the duties and sacrifices entailed by school and military service
renounces its will to live, and sacrifices objects which are noble and
assure the future for the sake of material advantages which are
one-sided and evanescent.

It is the duty, therefore, of every State, conscious of its obligations
towards civilization and society, remorselessly to put an end to all
tendencies inimical to the full development of the power of defence. The
method by which the maintenance and promotion of this defensive power
can be practically carried out admits of great variety. It depends
largely on the conditions of national life, on the geographical and
political circumstances, as well as on past history, and consequently
ranges between very wide extremes.

In the Boer States, as among most uncivilized peoples, the military
training was almost exclusively left to the individual. That was