into one weapon, is undoubtedly of the greatest importance. This problem can be considered as solved if we succeed in constructing a really handy automatic rifle with good ballistic qualities up to a range of about 1,000 meters, which can be used, after slight manipulation, for firing individual shots as well as bursts of fire. While retaining its existing effectiveness, the ammunition must be so light and occupy so little space that the soldier can carry at least as many cartridges as have been carried heretofore. They must be loaded in clips, containing at least five cartridges each.

The question of the bayonet is closely allied with these ideas. The infantryman must often make use of the rifle at extremely close ranges, especially for the purpose of firing upon unexpected targets. However, the bayonet is fixed at the distance from which the charge is to be made. The center of gravity of the rifle is thereby moved toward the upper end and the accuracy of fire is greatly decreased. Is it absolutely necessary that the infantry fix the bayonet for close combat? Pulling the trigger of the loaded rifle is often exe

cuted more quickly and more effectively than a bayonet thrust; nevertheless, at least great moral value must be attached to the bayonet, not only because of the impression it makes upon the foe, but also because of the moral support it gives to the man who fixes it. This should be taken into consideration in the future developments of this arm. The form of the bayonet and the method of fixing it should not diminish the accuracy of rifle fire to a noticeable extent. Firing exercises executed at close ranges, including those with fixed bayonets, are absolutely necessary for the thorough training of the infantryman.

The necessities of training make the greatest possible unification of infantry weapons essential. This aim can hardly be realized in a volunteer army with a period of service extending over twelve years. It must, however, come to the front, if the question of training numerous recruits as infantrymen within a short period of time is to be considered, as it must be in every country with universal military service. There can be little doubt that this necessity will some day arise in our own country.

U

PON the largest scale that has hitherto been attempted the Infantry School at Camp Benning, Ga., is instructing the officers of the Army in the things they need to know.

These officers came from all parts of the United States, from all organizations, from all varieties of stations. Some have left divisional camps for this period of training and still wear the distinctive shoulder insignia of their units. Some left permanent. posts, like Fort Jay, Vancouver Barracks, Fort Snelling and Presidio of San Francisco. Each has many pleasant things to say of his former outfit and of his former station. Yet the entire Basic Class seems to express an eargerness for and a pleasure in the work at hand.

We realize that during the war, we were all more or less specialists and knew but little of many of the newly developed arms and of the new developments of the old arms. A man from Panama has never seen a one-pounder. A former member of the Army of Occupation has never pried into the interior of a light Browning. An antiaircraft machine gunner wants to know how an infantry platoon is now equipped and handled. We are all eager to learn. We want to "get the stuff" for our own good. And also for our own good, we want to have the course behind us.

We arrived here in mid-October and found few conveniences in the way of quarters. Barracks were assigned to us. Married officers might live in town or might put in for quarters. Quarters usually meant a tent-house-but more

of that anon. The barracks are taken care of by colored labor or troops, as they might be called, for they are raw levies out of the cotton fields and swamps of the South, ignorant as a boll weevil and lazy as a hook worm. Labor Labor is short and care is shorter. The barracks are often cold, hot water is sometimes not available at the bathhouse. There was some growling of course, but not much. Everyone realizes the difficulties facing the staff; everyone wants the course as soon as possible; and everyone is making the best of it.

A large student-officer's mess feeds the hungry, and again the service is rendered by colored boys who probably never before saw a napkin or a fork for eating peas. But eating is the secondary interest. We coached the green or rather colored boys into more efficient serving of food. We saw the difficulties and resolved to put up with them.

When work on the rifle range began, we found a narrow guage railroad ready to take us out and back. When a car jumped the track, we jumped out and tried to lift it back on before the engineer could come up with his tools. When two cars bucked and performed a miniature train wreck, we congratulated ourselves that we were not hurt and thereafter walked with the best of grace. Our almost unanimous opinion was that the School was trying to do a lot for us by hauling us by train instead of making us walk that mile, and that we were thankful for the intent though the accomplishment was not complete.

student-officers can determine, is making the very best of a difficult situation. Take the matter of quarters. Houses are hard to secure in Columbus, but the administration had, prior to our arrival, scurried through town and listed the desirable dwelling places. All we had to do was to thumb the list at Headquarters, or at the Waverly or the Ralston and go to the place where price and facilities suited, and we had two weeks to do this in before school started. Take the question of transportation and a long rough road from town. The school persuaded the Central of Georgia railroad to put on suitable trains of a suitable number of coaches. "We don't expect anyone to buy an automobile or to bring himself in and out," said a high official. "If you live in town, we will consider your quarters in town and will see that you are brought to school and back. If the train is delayed and you are late, it is our fault, not yours, and we will assume the responsibility." Colonel McNab held up his lecture one morning, and then we discovered that "the train was in" and he began-having waited for the commuters.

Take the question of supplies. The quartermaster is ready to deliver equipage, and to furnish transportation, and to open his sales stores after hours so that we can buy of him. It rains and the mess hall is nearly an island surrounded by four inches of water-but rubber boots had been issued to us two days previously and it was not a desert island. We roll around the ground and spatter in the mud with our rifles-but khaki unionalls (we call them "Teddy Bears") have already been supplied. We were having position and aiming exercises one afternoon when it rained --but when we got back to quarters we found cans of sperm oil and cloth

patches all waiting for us and for our rifles.

Take the question of instruction. It is of a high quality. The instructors not only know their subject but have that enthusiasm and intelligent direction of effort that makes for success in all teaching. At least that is our impression. We feel that the Infantry School is here to teach us, not only on military art, but also how to teach that art. We are studying methods at the same time that we are studying facts, for we all realize that-except for a few unitsour Army will be only a skeleton army to be rapidly expanded in time of war. We are to teach after we leave here, and we are to train other officers and noncommissioned officers to teach when the need shall come. That is the object which the school is insisting on at every turn, and that is what the school is putting over.

The second thing which I mentioned on making for excellent morale and for the success and effectiveness of the Infantry School is the state of mind of the student body.

We are all eager to learn. We were studying the automatic rifle the other afternoon when the instructor announced, "Fifteen minutes intermission," and during the intermission, I noticed that fully three quarters of the students did not rest but kept at work, dismounting or reassembling rifles, quizzing one another, or asking questions. This is a spirit which argues well for the future of the Infantry. I, personally, have had experience with students outside of the Army and I never before saw such an eager-energetic group.

We were shooting on the range. It rained one morning. At the last minute the schedule was altered so that we spent two days working indoors at