Military Schooling
1/27/2011
The scope and character of military schools can vary dramatically, although all that I know use some level of military structure to develop self-discipline, leadership skills, organizational skills, and time management. Moreover, these schools purport to develop character and other whole person dimensions. I believe there are many fine military academies in America.
Nonetheless, it puzzles me why some well-known military academies (as opposed to colleges) have parted ways with their Junior Reserve Officers Training Programs (JROTC). It only takes a quick perusal of the JROTC program of instruction to see how these experienced, professional, retired military officers and non-commissioned officers contribute not only to the development of the character of our cadets but to the other qualities that make them able citizens prepared to live and serve in a free republic.
Military schooling is not a new thing. The ancient Greeks required at least two years of military schooling for all boys. The Greeks believed that aside from the militaristic purposes of military schooling, this form of education caused the development of a disciplined will; endurance, strength and fitness; and the moral qualities of loyalty, devotion to duty, and self-sacrifice; all qualities expected of able citizens as well as able warriors.
In America, Colonel Sylvanus Thayer, Superintendent at West Point from 1817-1833, was responsible for blending the military, intellectual, and moral training that has proven to be the gold standard for civil as well as military preparation. Subsequently, the first private military college in America was founded in 1820 as The American Literary, Scientific and Military Academy. It is presently known as Norwich University located in Vermont and continues to produce the finest citizen soldiers and leaders.
As noted earlier and in present day military education, the scope, tone, and character of military preparatory schools varies dramatically from school to school. All wear uniforms, seek order and cleanliness in barracks life, and do some degree of marching/close order drill. At Riverside, we purport to be the more exacting form of the military model of middle and secondary school education. This applies to classroom behavior, emphasis on close order drill requiring precision movements with rifles, and a demanding daily schedule that leaves virtually no time for non-productive activity (except on Saturday afternoon and Sunday). Character development, a strong emphasis on leadership training, and a heavily weighted dose of accountability populate the menu of cadet life.
For the many cadets who persevere, they graduate indoctrinated (not a popular descriptor in educational jargon today) with the personal values, social skills, erect carriage, confidence, knowledge, self-discipline, responsiveness, and accountability so hard to detect in many of the graduates of secondary schools without the daily military regimen and barracks life.
No doubt that Riverside cadets receive the full measure of academic preparation while acquiring admirable personal habits, social skills, and leadership training. Admittedly, when they leave for college, a departure from the military way can occur, but most graduates are quick to point out that many of the habits and techniques acquired at Riverside are life skills, life changing, and memorable.