Chapter XXIV: Part II: Military System and Schools in Prussia (4)

The order of the day, with merely slight variations during four days of the week, in summer, is as follows:--The pupils rise at a quarter before five o’clock, and proceed by companies to the lavatory, two companies occupying it at once and alternating, the other two being, meanwhile, engaged in cleaning their shoes. Wash and comb their hair. At half past five the boys detailed to serve the meals proceed to the refectory under their two superintendents. At a quarter before six the bugle sounds, and the companies assemble, by sections, in the court-yard. Morning prayers and breakfast. Those who are slightly sick report to the physician. At a quarter before seven, the boys assemble according to classes, and at seven are marched to the school-rooms. At a quarter before nine a luncheon of bread is served out to them. School closes at eleven, and the pupils are free for three-quarters of an hour. Dinner at about a quarter before twelve. The pupils brush their clothes, and are inspected by the officer of the day. From a quarter past one to half-past two, review the morning lessons in school. From a quarter to three until five, are occupied with manual labor in the work-rooms. Part of the pupils receive instruction in music, and the first and second classes in drawing; a stated number take a swimming lesson; the drummers, fifers, and buglers also have a lesson. A luncheon of bread is distributed. One of the companies is at drill, one at gymnastics, and the other pupils bathing or walking until seven. Evening prayers in the refectory, and supper. Wash, and have recreation until nine, when they retire. The younger pupils retire at half-past eight.

In winter, the different occupations of the day are each one hour later than in summer, until half-past two, when the hour of review of the lessons is omitted, and the exercises, as far as appropriate to the season, follow in the same order as in summer, until half-past five, at which hour the pupils go to the school-room, and remain until a quarter before seven.

On Wednesday and Saturday, an hour is devoted to religious instruction, the other lessons being omitted, except the physical exercises on Wednesday. Stated days and periods of the day are assigned for the exchange of the weekday clothes for those of Sunday, for taking clothes or shoes requiring repairs to the tailor or shoemaker of the establishment, for hair-cutting and combing, for washing the neck and shoulders, the feet, and for other minute matters.

The object of the _Trade School_, is, in part, to economize the funds of the institution, by making within its walls articles of clothing required for the pupils, but more to secure the acquisition, not only of general mechanical dexterity, but of a trade, which may serve to increase their emoluments when they enter the military service. There are, at present, one hundred and four pupils.

In order to pass into the trades’ school from the elementary division, the pupil must have reached at least the second class, have been above the fourth grade in conduct, be between fourteen and fifteen years of age, and of a bodily constitution fitting him for the military service. The course lasts three years. The school has a special inspector, or superintendent, who is responsible to the director of the whole institution, or, in fact, to his substitute.

The different trades now taught here are those of blacksmiths, saddlers, tailors, shoemakers, and lithographers. The last named has but seven pupils admissible to its school, and the next to the last forty-four. These numbers depend upon the demand for the occupation subsequent to leaving the establishment, the space required for the operations of the trade, the difficulty of teaching, &c. As each pupil is in general permitted, on advising with the inspector, to choose his employment, it sometimes happens that boys are sent into the town to learn a trade not taught in the school. Changes of occupation are very rare, but are sometimes permitted. The blacksmiths are principally engaged in the repairs of arms, the saddlers make the caps and accoutrements, &c., used in the house, the tailors all the uniforms, the shoemakers supply not only this orphan-house, but that of the girls with shoes, and the lithographers are occupied in copying forms for the school or war department, manuals, &c. They work about seven hours a day, under a master-workman from the town.

An hour of each day is spent in gymnastic or military exercises in the open air in summer, and in winter in the large room before spoken of. The military exercises, besides the ordinary ones, comprise some which are peculiar to the Prussian service. The usual exercises of gymnastics are introduced, omitting any which seem to have a tendency towards the tricks of the mountebank. For instruction in these exercises, the whole school is divided into two parts, and each again into squads, so that the teacher need have but twelve to fourteen under his charge. Non-commissioned officers are the under teachers, and in turn are superintended by higher teachers, and by an inspector.

There can be no doubt that to these well regulated and perseveringly continued exercises it is, in great part, due that the physical development of these youths is, on the average, so perfect. Judicious recreation, a proper diet and clothing, great cleanliness, a proper number of hours of work, of instruction and sleep, no doubt, are necessary, each and all in their degree, but great influence must be besides allowed to the gymnastic exercises.

The pupils have two hours of instruction during the day, intended to keep up their knowledge of the branches taught in the elementary school, rather than to teach new ones. Military drawing is, however, added.

When not in the shops, nor in school, nor at exercise, they are superintended by non-commissioned officers. The discipline in this school is military in spirit, as well as in details.

Those pupils who have manifested a decided musical talent in the lower school, are here instructed thoroughly in the theory and practice of music. The object is to supply musicians to the regimental bands. These pupils have a separate superintendence from those of the other schools, and different hours of exercise and duty. They keep up the knowledge acquired in the elementary school, as is done in the trades’ school.

_Military Orphan-House at Annaburg._

The following plan of instruction was prepared by Dr. Harnisch, one of the most distinguished teachers of Prussia, formerly Principal of the Teachers Seminary at Weissenfels.

In order to rise to the place of a non-commissioned officer, the pupil must have gone through the lowest classes of the Upper School, where there are the following studies:--

Religious instruction, arithmetic, singing, the German language, calligraphy, geography and history, algebra, geometry, trigonometry, and drawing.

The courses in the different branches are arranged as follows:--

FIRST. _Religious Instruction._

LOWER SCHOOL.

Class VII. Bible stories, psalms and hymns, appropriate to the season.
Four hours per week.

Class VI. Histories from the Old and New Testament, portions of the
history of the Christian church, catechism. Four hours per week.

Class V. Reading and explanation of the Bible, and of its arrangement. The gospel and historical works are selected, and the history is connected with the geography of the Holy Land. Catechism. Five hours.

Class IV. Doctrines of the Lutheran church, taught by Luther’s
catechism. Five hours.

UPPER SCHOOL.

Class III. Moral instruction, duties to God and man. Three hours.

Class II. Reading the Bible with comments, the pupils making
abstracts. Three hours.

Class I. (Two years.) The first year a repetition of Luther’s catechism. The second, a history of the Christian dispensation. Three hours.

Every class commits verses from the Bible to memory.

SECOND. _Arithmetic._ Mental and written arithmetic are taught together, that the readiness afforded by the one, and the accuracy of the other, may both be cultivated.

LOWER SCHOOL.

Class VII. The four ground rules, with three places of figures
mentally. Application to questions in weights and measures. Three hours.

Class VI. The same rules extended. Three hours.

Class V. Fractions, with applications to weights and measures. Three
hours.

Class IV. Proportions. Three hours.

UPPER SCHOOL.

Class III. The applications of proportions to questions of weight,
strength, value, time, and general quantity. Two hours.

Class II. Exercises in practical algebra. Two hours.

Class I. Review of the course. First year, practical operations.
Second, theory of arithmetrical processes. Two hours.

THIRD. _Vocal Music._

LOWER SCHOOL.

Classes VII & VI. Practice of songs, adapted to youth of a cheerful,
serious, military, or religious cast, with one part. Two hours.

Classes V & IV. Choral and other songs, with the different parts.
Elements of music. Two hours.

UPPER SCHOOL.

Classes III, II, & I. More difficult choral pieces. Theoretical instruction continued. One hour. There is, besides, instruction given to a select choir, intended to conduct the vocal exercises of the church.

FOURTH. _Reading._ In the lower classes, a readiness in reading, and in the higher, the style of reading, is attended to especially. Pieces learned previously, by heart, are recited.

LOWER SCHOOL.

Class VII. A good pronunciation, and some facility in reading. Six
hours.

Class VI. Readiness in reading, and repeating the substance of what
has been read. Familiar illustrations. Five hours.

Class V. Reading some work in reference to knowledge useful in common
life. Four hours.

Class IV. Reading, with attention to emphasis. Four hours.

UPPER SCHOOL.

Class III. Reading the Bible and sacred melodies, with the view to
correct reading in this kind of composition. Two hours.

Class II. Reading various selected works, in and out of the class.

Class I. Reading continued, and recitations from works previously
read.

FIFTH. _Orthography and Writing._ These may be taught together in the same way as mental and written arithmetic; the teacher is, however, at liberty to follow his own method.

LOWER SCHOOL.

Class VII. Copying on slates from the blackboard. Four hours.

Class VI. Copying on paper, from the board, and from books. Four
hours.

Class V. Writing from copy-slips, from books, or from dictation.
(Practice in spelling and writing.) Four hours.

Class IV. Similar exercises continued. Four hours.

UPPER SCHOOL.

Class III. Copying useful papers, such as registers, accounts,
contracts, &c. Two hours.

Class II. Calligraphy, with Roman as well as German letters; practice in orthography; reading of letters and documents in various handwritings. Two hours.

Class I. Copying papers relating to the management of the institution,
as a practical introduction to business. One hour.

SIXTH. _Useful knowledge taught by induction._

LOWER SCHOOL.

Class VII. The pupils give their ideas, verbally, of surrounding objects of the most simple kind, of the commonest productions of nature and art. Conversations relating to them. Drawing the most simple mathematical figures on the slate. Three hours.

Class VI. Descriptions of animals and plants, the former in the winter, the latter in the summer term. Written remarks on these, serving to afford exercise in the formation of phrases and in orthography. Four hours.

Class V. The most essential parts of physics and natural history, the
pupils taking notes of the lessons. Four hours.

Class IV. Compositions on various subjects. Letters relating to civil
and military affairs. Four hours.

UPPER SCHOOL.

Class III. History of Prussia, and drawing of maps. Four hours.

Class II General geography, particularly that of Europe. Passing from physical to political geography. Civil geography in connection with the former. Five hours.

Class I. Universal history. One year is devoted to ancient and one to modern history. Selections are made of the more important parts of history. Five hours.

The remaining studies only belong to the higher school.

SEVENTH. _German grammar and style._

UPPER SCHOOL.

Class III. Logical and grammatical instruction of the German language
taught.

Class II. Idiom of the language. Compositions on military subjects,
with especial reference to correctness of grammar.

Class I. Acquaintance with the best writers. Exercises of composition
on subjects taken from history.

EIGHTH. _Geometry._

UPPER SCHOOL.

Class III. Teaching the names and properties of mathematical figures
by induction, in connection with drawing.

Class II. Equations, with application to problems of common life.

Class I. Elements of trigonometry.

NINTH. _Drawing._

UPPER SCHOOL.

Class III. Drawings from common objects, varying the positions, &c.

Class II. Copying flowers, or drawings of implements.

Class I. Architectural drawing with instruments, drawings of
furniture, &c.

Dr. Bache makes the following remarks on the above plan:

I have allowed myself to present this extended programme, because it conveys, in as brief a compass as possible, excellent ideas of the succession of courses in an elementary school, and in a technical or trade school, for such the higher school must be considered. It should be remembered that the main purpose is the preparation of youth for the military service, and hence that the wants of the service are especially consulted. Another fact must be remembered, namely, that this is a Lutheran school, and therefore the religious instruction is adapted to the particular views of that church. The course of morals of the third class, I must say, however, seems to me out of its place, for although our duties to God and our neighbor are of course best learned from his Word, yet their inculcation by precept and example can not commence too early.

In the arithmetical course, the union of mental and written arithmetic is absolutely essential. The gradation appears to me good, and the application to questions of common life gives a zest to such studies, attainable in no other way. The theory of arithmetical processes, however, should accompany or follow more nearly their practical acquisition. Indeed, if they are taught as they ought to be, by induction, the theory goes with the practice.

If the youth at Annaburg take the same pleasure in the exercises of song, from the elements to the completion of the musical course, as those of the school[9] actually superintended by the author of this project, the success will be complete.

[Footnote 9: Seminary for Teachers at Weissenfels.]

The connection of orthography and writing, especially if combined with
early reading, is natural.

The exercises of induction, which in the lower classes are well drawn out, deviate from the appropriate track in the fourth class, and in the geographical and historical courses do not return to it. The system in both these branches is rather synthetical than inductive. There is a great temptation to break away from this method, into that of giving positive instruction, from the apparently greater rapidity of progress of the pupil; some teachers have abandoned it altogether, as too slow, though ultimately to their cost, as appeared to me in cases where I had an opportunity of comparing the results.

The writing is preceded by an introductory course of drawing, which might with excellent effect be so extended as to branch out into complete courses of drawing and writing.

As this plan results from an extended experience, the number of hours of instruction, per week, necessary to secure the results, is an important datum, and as such I have retained it, whenever it was inserted in the original programme.

II. THE SCHOOL DIVISION OR NON-COMMISSIONED OFFICERS’ SCHOOL.

A military school of a somewhat peculiar character for training up young men for the duties of non-commissioned or _under_ officers exist at Potsdam, and is known as the School Division.

The rules of the Prussian Military system, which require only three years absolute service in the standing army in time of peace, evidently entail a great practical difficulty in this respect. The soldiers, as a rule, prefer to quit the service at the end of their three years’ time, and require great inducements to persuade them to remain. As one inducement, the state has declared that twelve years’ service gives a non-commissioned officer a formal claim to civil employment; as, for example, on the railways or in the custom-houses. Their pay also as non-commissioned officers goes on increasing according to the length of their service; and it was stated to be the usual practice not to advance soldiers to be non-commissioned officers until they had signed an undertaking to serve for a longer period than could be exacted of them otherwise.

A further means of supplying the want has been sought, and appears to have been found in the School Division. The circumstances of its origin have placed this establishment in immediate connection with the Corps of Guards, to which, in a military sense, they belong, at whose head-quarters, the town of Potsdam, their buildings are situated, and whose garrison duty in the town they occasionally undertake.

At its first commencement the pupils chiefly came in drafts from the Military Orphan-Houses. But the applications from the country in general have been so numerous that this practice has been, it is said, abandoned, and a higher class of admissions has been attempted. The Commander of the Battalion of _Landwehr_ for the Circle (_Kreis_) receives all applications in that Circle; he sees that the candidate is examined on the spot, in reading, writing, and cyphering; and forwards the name, height, age, and other particulars (the _Nationale_) to the authorities. The decision is said to be mostly made by the candidate’s height, and his medical certificate, and to be rather a difficult matter. Only one-third of the applications are successful. A new boy had just presented himself with his father at the time of our visit; both son and father were well dressed, and apparently belonged to the middle rather than the lower classes. There seems every reason to be satisfied with the amount of acceptance with the country which the school had begun to receive.

The age of admission is from seventeen to twenty, and the youth on entering the school takes a military engagement to give two years of service in the standing army for each year of his maintenance at the school, in addition of course to those three years of military service to which every Prussian is bound, but with the privilege of counting as military service the period spent at the school.

The usual school course is one of three years, and his engagement is thus for a term of nine years; that is, deducting three spent at the school, six years’ time with the troops.

The School Division is 496 strong; there are four companies of 124 men. The whole body is commanded by a captain, or major, who has an adjutant. To each company are attached four officers and fourteen non-commissioned officers; the latter teach in the two first years, the former in the third. The school course begins on the 1st of October; the afternoons of three days in each week are employed in ordinary school instruction, but the remainder of their time in winter and their whole time in summer is devoted to military training. The school instruction is not carried beyond reading, writing, and arithmetic up to the rule of three; geography, drawing skeleton maps, and copying, and learning the significance of military representations of ground. Some very respectable specimens of their skill in copying maps were produced; it appeared to be a favorite exercise.

About 150 are admitted yearly, an extra number being taken to supply possible vacancies; about 130 yearly are drafted into the army, six usually as _under_ officers at once, forty at least with certificates of being qualified to receive the grade in a short time; and the whole number who go out have generally obtained their appointment before twelve months are completed. The highest number that may go out at once as under (or non-commissioned) officers is twelve; three for each company. Many, however, have latterly, it is said, become so within six weeks after their leaving.

Where the young men are strong and full-grown, they are allowed to join the army at the end of two years; their whole service (two years for each at the school) being therefore reduced to six years.

Young men, on the other hand, who show no disposition or likelihood to turn out good _under_ officers, are sent off to complete the usual time as privates.

The proportion of non-commissioned officers in the standing army who are taken from the School Division was not easy to ascertain. It differs extremely in different regiments. In one, it was stated that out of the ordinary complement of 180, fifty came from hence. On the other hand, it was asserted that the general proportion was not more than one in forty. A certain number have obtained commissions; but no prospect of such promotion appears to be held out, and any tendency to carry forward the studies with a view to it is discouraged and checked.

The buildings, in the outskirts of Potsdam, are large, new, and handsome, forming three sides of a spacious court or imperfect quadrangle. The dining-rooms are used also as exercise-rooms, and it was made a point to let us see a portion of the pupils go through their gymnastics and exercises; and more particularly their sword and bayonet exercise. Twenty or thirty young men, very healthy and strong-looking, went through the latter exercise in two lines; after which came a single combat with the bayonet, all under the direction of an officer.

The sleeping-rooms are fairly large, and well ventilated, on the same floor. Twelve slept in each. During the day the wooden bedsteads are placed one above another. It was said that iron bedsteads are being generally introduced. Each young soldier is provided with a small cupboard above his bed. The non-commissioned officers had horsehair, the young men themselves straw paillasses. There was a stove in the room, but it was said not to be used.

The school-rooms are on the upper floor. The skeleton maps already referred to were here produced; one, of the two hemispheres, others illustrating Prussian history, showing the original size of the Prussian territory, its extent and condition under Frederick the Great, the whole course of its gradual extention, &c., very fairly drawn, and creditable to the young men.

The time devoted to the training which is given in the School Division appears long. What is now done in three years might as well be done in half that time. The object, however, is secured of retaining the service of the men during a lengthened period in the standing army.

III. REGIMENTAL SCHOOLS.

The Regimental Schools are chiefly intended to train up non-commissioned officers. This is more particularly the case in the artillery, which does not obtain its _under_ officers from the School Division at Potsdam.

IV. THE NOBLE-SCHOOL AT LIEGNITZ.

The Noble-School at Liegnitz is merely an endowed school, founded by the Emperor Joseph I. while Silesia was yet an Austrian dependency, and specially intended for young men of good birth in that country. There are some military foundations in the school for the sons of officers of good birth; and the two military men who take part in the instruction are paid by the state, on the same footing as officers employed in the State Military Schools.

* * *

[Of one of the Institutions above described (The Artillery and Engineers’ School at Berlin) we shall give a fuller account, and in the meantime we close this comprehensive survey of military instruction in Prussia with the following reflections of the English Commissioners.]

VIII. GENERAL REMARKS ON THE SYSTEM OF MILITARY EDUCATION IN PRUSSIA.

1. Attention has often been drawn to the peculiar feature of Prussian Military Education, the double examination for the rank of officer. The principle adopted seems to be the exaction of a proof from _all_ officers that they have received a good, general, and professional education, rather than the selection of a smaller number for higher training in a military school. The decree of 1808 first laid down the rule for the whole army, “that the only title to an officer’s commission shall be, in a time of peace, education and professional knowledge,--in time of war, distinguished valor and ability.”

2. The spirit of emulation is not so much called out in Prussia as it is in France. Early distinctions are acknowledged and appealed to, but somewhat sparingly. The following words express the view taken on this point:--

“A testimonial of fitness for the University,” says Colonel von Holleben, (_i.e._, to have passed the Abiturient examination) “dispenses with the examination for the ensigncy. In consequence of this rule fifty _Abiturients_ on an average annually enter the army. These, as well as the _Selectaner_ of the Cadet Corps, must be considered in point of scientific education, an excellent supply of officers.”

3. It will be seen that in the above words there is no reference to those rewards and advantages which are the stimulus of competition. There appears some want in this respect both in the earlier and later training of officers. Thus, in the instance of the Cadet House, there are numerous _free places_, but these are assigned to young men, not from any proof of merit or exertion, but entirely because they are the sons of officers or state servants. The most distinguished pupils, the _Selectaner_ gain nothing more than to be permitted to pass these two examinations before, instead of after, entering the army. Honorable mention, is, however, made of the candidates for commission who distinguish themselves in the Division Schools. But in the Staff School--the natural resource of energetic young officers--the competition (which the school asserts as its principle by its entrance examination) loses some of its force, by the order of the pupils on leaving the school not being distinctly marked. It should be mentioned as an explanation of these facts, that in the general civil education of Prussia, competition is little encouraged, less than in our own, and far less than in the French, or even in the Austrian education.

4. The military system of Prussia, and in some degree its military education also, appear to have various objects in view. Thus the Cadet Houses, where the free places are chiefly given to the sons of military men, seem intended to keep up a military _esprit de corps_, and it is impossible not to be struck by the strong class spirit prevailing in the Prussian army. At the same time means are taken, as above stated, to obtain a good supply of highly educated officers.

5. Prussian military education seems to have been constantly correcting and extending itself. Of this the Division Schools are a striking example; and they deserve attention, both because their plan is peculiar to Prussia, and for the improvements they have received. The Prussians at first established numerous Division Schools, but they afterwards greatly diminished their number; and the general inspector of military education now contemplates, both for the sake of the instructors and their pupils, a further reduction to three or four. A large military school in three or four towns in Prussia, intended to teach professional knowledge to young officers after some short practical experience in the army, is thought a better mode of giving such knowledge than to place isolated, or few teachers, in regiments or army divisions.

6. One chief means of improvement has been the bringing the whole education under a single head. At first there were distinct boards for the examinations in Prussia, and for the schools, with a view to maintain the independence of each. It was found, however, that this led to a want of harmony between the schools and the examinations; and accordingly, whilst the board of examiners and the school professors are kept perfectly distinct, they are both subjected to the general inspector, who controls all the departments of military education. The effect of this has been to give more unity to all the teaching; an essential point where that teaching is entirely on the same subjects. By constant inspection of the schools, and the receipt of periodical reports from them, the general inspector of military education is able to compare the results of each, and to keep the whole system going at an even rate of progress.

7. Attention should be drawn to the somewhat complicated system for working the Military Schools in Prussia. There are two distinct boards, as we have noticed above, the supreme board of studies and the examinations board, one of which reports to the inspector-general on all examinations, whilst the other acts as his assessors and advisers with regard to the schools and on all other subjects of military education. Besides these bodies, each school has its own board of studies, which is generally formed by some one person belonging to the school, combined with distinguished officers or professors. Suggestions with regard to each school appear to originate chiefly from these latter bodies.

8. The department of military examinations and education is under the control of the general inspector, who “lays his proposals on matters of administration before the minister of war, but reports directly to the king in all matters relating to instruction and examinations.”

THE ARTILLERY AND ENGINEERS’ SCHOOL AT BERLIN.[10]

[Footnote 10: Translated from Helldorf’s “_Dienst-Vorschriften der
Könighlich-Preussischen Armée_.”]

OBJECT AND COURSE OF STUDY.

The object of the ARTILLERY AND ENGINEER SCHOOL is to give to such young men of the Artillery and Engineers as have been found fitted for promotion, the education necessary for the proper performance of the duties of a Subaltern Officer, and to enable them to draw profit afterwards from their private studies and the practice of the service.

The complete course of study lasts two years and three quarters. The instruction is divided into three courses, bearing the name of _cœtus_; on joining the institution, the young men enter the first cœtus. Before the commencement of the studies, that is, about the 1st of October, the General Inspectors of the two corps direct the young men who are to enter the school to come up from their regiments and divisions. They receive their pay and clothing from their regiments until they are promoted to the rank of Officer.

The first nine months of each year of study are principally devoted to theoretical instruction, the three last exclusively to practice. In the third cœtus, the course finishes with the theoretical instruction on the 1st of July.

The instruction of the first cœtus is directed to prepare the students for the ordinary Officers’ Examination, and at the same time to enable them to follow with advantage the further studies of the school. The instruction, during the first year, is common to all the students. Those who pass the Officers’ Examination enter at the commencement of the second year into the second cœtus.

In the second cœtus the greater portion of the instruction, but not the whole, is common to the two arms. In the third cœtus an almost entire separation of studies takes place.

In all the studies which are common to the two arms, if the number of students is too great for a single class, parallel classes are established.

THE STAFF AND AUTHORITIES.

_A.--The Superior Authorities._

The _Curatorium_ of the School is composed of the General Inspectors of the two corps. To it belongs the authority of issuing orders and regulations; no important change in these can be made without its sanction.

The General Inspector of Military Instruction receives yearly at fixed periods, reports upon the state and progress of the school.

The accounts are under the control of the War Department, with which the Director of the School is in immediate communication. Questions of principle and unforeseen cases of importance are decided by the _Curatorium_.

The Inspector of the School, who is an Engineer Officer when the Director is an Artillery Officer, and _vice versâ_, has the immediate oversight of it. It is his duty to see that the orders and regulations are strictly followed.

_B.--The Executive Authorities._

The Director is appointed by the King. He is a Field Officer of either Artillery or Engineers, and has the rank of Commandant of a regiment. He has as assistant, a Captain appointed by the _Curatorium_. The Director is immediately responsible for the discipline and the finance of the establishment, and conducts its ordinary details, assisted by the Captain. He is also President of the Board of Studies; as such he exercises a general control over the instruction, and regulates the ordinary examinations.

Under the Director and the Board of Studies are four officers, three taken from the Artillery and one from the Engineers. They have the immediate charge of the students, and are themselves under the direct orders of the Captain.

The duties of Paymaster, Librarian, &c., are divided among them. They must also give at least two hours of instruction weekly to the pupils.

The Board of Studies consists of the Director of the Institution as President, and usually of the Senior Master of Mathematics, and the Instructors of Artillery and Engineering in the third cœtus. In equal numbers are likewise added Superior Officers of the Artillery and Engineers appointed by the _Curatorium_. The duty of the Board is to control the whole of the instruction, and to give an opinion when required, upon the performance and capacities of the teachers and students.

_C.--The Teachers._

The teachers are to be selected as much as possible from among the Officers of Artillery and Engineers. Where this can not be effected, civilians of proved ability and experience are to be appointed.

The number of teachers is to be arranged with reference to the amount and extent of the studies, in such a manner that in the event of illness among them, no interruption in the instruction may arise. In addition to the teachers, there is a certain number of assistant-teachers, partly civilians, partly taken from among the fireworkers of the Artillery. The latter are employed under the Librarian, and in the practical instruction; they may also, in case of necessity, assist as clerks.

THE STUDENTS.

The maximum number of students who enter each year is 80; 60 from the Artillery, and 20 from the Engineers. In addition, a few young men may be received from the smaller German States. In the event of the number from one corps being short, an increased number may be admitted from the other.

The number in the second cœtus is variable. It consists, first, of the students previously in the first cœtus who have passed the Officers’ Examination; and, secondly, of such young officers as are appointed to the Institution by the General Inspectors.

The students of the first cœtus lodge, as far as room will admit, in the school buildings; the remainder, as well as the ensigns of the second cœtus, not yet promoted to officers, are quartered in a neighboring building. At least two of the direction officers lodge in the school buildings; a third lodges in the other.

The Director may grant permission to a student, as a matter of favor, to lodge with his parents.

The students quartered in the school and the neighboring building dine together in the mess-room of the school.

The officers (students) of the second and third cœtus live in lodgings in the town, and mess where they choose.

ENTRY INTO THE SCHOOL, AND PASSAGE THROUGH IT.

The entry into the first cœtus of the institution is conditional on the applicant having passed, in the manner officially prescribed, the examination for ensign. The necessary certificates are forwarded to the Director of the School.

The instruction in the first cœtus embraces in general the subjects required for the ordinary Officers’ Examination, that is to say, the elements of Military Science, so far as every Subaltern Officer is obliged to know them. To this is to be added instruction in mathematics, in French, and in free sketching.

At the commencement of the instruction the teachers inspect the whole of the Ensign-Examination papers of the newly-arrived students, which are laid before them by the Director, in order the better to judge of their acquirements. During the first quarter they take pains to ascertain the ability as well as the amount of acquirements of each student, so as to be able to give a confident opinion upon him at the end of the quarter.

After the close of the first quarter a conference of the teachers, under the presidence of the Director, takes place, to form a report upon the students, and to furnish data for recommendations to the rank of ensign of such students as have given satisfaction by their conduct and progress. The students about whom the teachers have not yet been able to speak confidently, who, in certain studies, as in mathematics and the special branches of their arm, are behind-hand, as well as those whose conduct has not been without blame, are proposed to the higher authorities for permission to continue to remain at the school. On the other hand, the Board of Studies proposes for dismissal from the institution, students whose conduct has been unsatisfactory, and principally who give too little hope of a favorable career. The Board is to express an opinion whether any prospect may be held out of a future recall to the institution, according as its unfavorable report has been founded on the want of ability or on the want of industry of the student.

The students favorably reported on are immediately, by the General Inspectors, appointed ensigns, subject to vacancies. The _Curatorium_ decides regarding the further stay at the institution, or the dismissal of the others.

After the end of the second quarter, those pupils who can not yet be recommended for promotion to ensign are only in special cases allowed to remain till the end of the theoretical instruction of this year; if they can not then be recommended, they are sent back to their regiments.

Fourteen days before the close of the theoretical instruction for the year, that is to say, about the middle of June, the teachers give an opinion regarding each student of the first cœtus, as to whether or not they consider him capable of undergoing the Officers’ Examination, and to pass into the second cœtus. These reports, joined to that of the Director, as regards the conduct of the students, enable the Board of Studies to propose to the higher authorities either that permission may be granted to undergo the Officers’ Examination, (and, if successful, to enter the second cœtus,) or that the student be sent back to his corps. Students who have been refused permission on grounds not altogether unpardonable, from presenting themselves for the Officers’ Examination, or who in the course of instruction have been sent for any reason to their corps, with the prospect of being afterwards called back to the school, may, on the proposition of the Board of Studies, through the _Curatorium_, be granted a second and final entrance into the first cœtus.

The _Curatorium_ decides in every case whether a student who has not qualified himself for entry into the second cœtus, may return to the first cœtus after having left the institution, or in case he shall have in the meantime passed the Officers’ Examination, whether he may, as an exceptional case, enter the second cœtus. In a case of the latter kind, the applicant can not present himself for the Officers’ Examination without having previously passed a preliminary examination at the school, to do which, the permission of the General Inspector of his corps is necessary.

The theoretical course closes at the end of June. During the month of July the students of the first cœtus are employed in surveying operations. It is during this month that the examination for the rank of officer before the General Examining Board takes place. The students who pass this examination enter afterwards into the second cœtus; those who fail are, at the expiration of the practical course of their year, sent back to their corps.

The students who pass the Officers’ Examination, and are found qualified to enter the second cœtus, are then proposed for election to the officers of their corps. If the decision be favorable, their names are submitted by the General Inspectors to the King, to be appointed, on vacancies occurring, to the rank of Supernumerary (_Ausseretatsmässigen_) Second Lieutenant.

To assist the Officers of the Corps in making their election, an extract of the reports above alluded to is sent to them, so far as it concerns the students who have successfully passed their Officers’ Examination.

It is an indispensable condition for entering the second cœtus, that, if a student of the first cœtus, he should have passed the Officers’ Examination, or if he should now enter the school for the first time, that he should have the rank of Officer. The sum of acquirements necessary for the Officers’ Examination forms the basis of the instruction given in the second cœtus. In it the instruction ceases to be entirely common to the two arms.

At the end of the theoretical course of the second cœtus, a report of progress and conduct is drawn up, as in the first cœtus, by the Board of Studies, on the data furnished by the teachers as regards the studies, and by the Director as concerns the conduct of the students. In forwarding this report to the _Curatorium_, it is stated for each student whether or not he is considered qualified to pass the _former part_ of the Special Corps Examination. Those who are unfavorably spoken of in this respect return to their corps, if there are no mitigating circumstances which permit a further stay in the second cœtus, following the decision of the _Curatorium_. They may either endeavor to obtain a transfer into another branch of the army, or by study and good conduct prepare themselves for admission into the third cœtus at a future period. But in this case they must not only be recommended by their corps, but they must also pass the _former part_ of the Special Corps Examination.

The students recommended to present themselves for the _former part_ of the Special Corps Examination undergo it before a Board appointed by the chiefs of the two corps in the beginning of July. It extends over the subjects of professional science which have been taught in the second cœtus. A particular regulation defines the mode of this examination, which is entirely written; it decides whether the student shall enter or not into the third cœtus.

The successful students pass, by direction of the _Curatorium_, into the third cœtus, while the unsuccessful ones, as well as those who have been reported unfit to undergo the examination, return to their corps. By good conduct and study they may obtain permission to come up again at the next examination for the _former part_ of the Special Examination. Their definite return to the school depends upon their passing this examination, and upon the express order of the _Curatorium_.

The instruction in the third cœtus is chiefly directed to supply the special scientific knowledge required by each of the two arms. The students of the two corps, therefore, receive separate instruction. A further object of the instruction is to enable the students to make use of the knowledge which they have acquired, on which account instruction and practical application go hand in hand. Practice and theory go thus together in this the highest portion of the instruction, so that they both terminate at the same time, namely, at the end of the month of June.

Previous to leaving the School, the _latter part_ of the Special Corps Examination is undergone before the same Board as for the _former part_. This examination tests their qualifications in their special arm, and proves their fitness for Artillery or Engineer Officers. The results of this part of the examination and of the former part of it passed at the close of the second cœtus, are combined by the Board, and forwarded to the _Curatorium_. Along with these reports is submitted a proposition for those who have passed the examinations to be admitted into their corps. In the preparation of patents (for commissions) they are antedated to the time of passing the Officers’ Examinations, proper regard being had to the results of the Special Corps Examination for arranging the officers among each other.

Any officer who does not pass the Special Corps Examination, remains with the pay of an infantry officer in his corps until he either enters into another arm, or having obtained permission to re-enter the third cœtus, he qualifies himself for the final examination. A successful passing of the Special Corps Examination at this second trial can give, under the most favorable circumstances, no higher seniority than that of immediately after the officers who have passed their examination the previous year.

A.--_The Instruction in General._

The general instruction may be divided into--

1. The theoretical part, designed with the view to the practical professional requirements of the students, and their further self-improvement.

The instruction ranges over--

(_a._) Artillery.

(_b._) Military Engineering.

(_c._) Hydraulic Construction.

(_d._) Elements of Tactics.

(_e._) History of the Art of War.

(_f._) Mathematics.

(_g._) Theory of Surveying.

(_h._) Physics.

(_i._) Chemistry.

(_k._) French Language.

(_l._) Rules and Regulations of the Service.

(_m._) The Horse.

(_n._) Plan Drawing.

(_o._) Free Sketching.

(_p._) Descriptive Geometry.

(_q._) Artillery Drawing.

(_r._) Artillery Constructions Drawing.

(_s._) Fortification Drawing.

(_t._) Architectural Drawing.

2. The practical part of the instruction, designed by a series of practical exercises to exhibit the application of the theory taught and to extend the knowledge previously acquired.

The practical part includes--

(_a._) Visits to the Military Establishments and Institutions in Berlin and Spandau, examination of the objects, collections, models, &c., which they contain.

(_b._) Chemical manipulation.

(_c._) Examination of raw materials, of cannon, limbers, and
ammunition wagons, of shot and shells, and of small-arms.

(_d._) Management of machines.

(_e._) Practical exemplification of the rules for placing guns with
reference to the ground, and to tactical considerations.

(_f._) Marking out and tracing batteries and field-works.

(_g._) Drawings from Artillery objects, and from buildings, &c.

(_h._) Being present at the practical operations of the Engineer
Division of the Guards.

(_i._) Solution of problems in the attack and defense of fortresses.

(_k._) Practice in elementary tactics.

(_l._) Practical surveying.

(_m._) Artillery practice.

3. A course of Military and Gymnastic Exercises, requisite to prepare Officers for active military service.

They are divided into--

(_a._) Exercises on foot.

(_b._) Exercises with the different kinds of guns in position.

(_c._) Fencing and gymnastics.

B.--_Instruction in Detail--The theoretical Part._

The theoretical studies commence each year on the 1st of October, and end on the 30th of June. They may be reckoned, after deducting the vacation and holidays, to include a period of thirty-five weeks.

As a general rule, the studies take place only in the forenoon, namely, during the five hours between eight and one o’clock. Occasionally only are there hours of study for a small part of the students in the afternoon. A portion of the afternoons, during the theoretical course, are employed for drills and practice, but in no case more than twice a week, in order that the students may have the necessary time for recreation. The students are required (those who are officers excepted) to remain in their quarters in the evening, to prepare the work which has been allotted to them by the teachers.

The parallel classes of each cœtus, with the exception of the drawing classes, are, as a general rule, to be under the same teacher.

The theoretical instruction is distributed as follows:

AMOUNT OF STUDIES, WEEKLY.

Art. Artillery.
Eng. Engineers.

---------------------------+-------------+------------+------------
| 1st Cœtus. | 2d Cœtus. | 3d Cœtus.
NATURE OF STUDY. | Art. & Eng. | |
| | Art. Eng. | Art. Eng.
---------------------------+-------------+------------+------------
Artillery, | 4 | 3 | 8 0
Military Engineering, | 4 | 3 | 0 10
Hydraulic Construction, | 0 | 0 0 | 0 2
Elements of Tactics, | 4 | 0 0 | 0 0
History of the Art of War, | 0 | 3 | 0 0
Mathematics, | 6 | 6 | 4*
Theory of Surveying, | 2 | 0 0 | 0 0
Physics, | 0 | 4 | 0 0
Chemistry, | | |
{ Lectures, | 0 | 0 0 | 4
{ Manipulations, | 0 | 0 0 | 4
French Language, | 2 | 2 | 2
Rules and Regulations of | | |
the Service, | 2 | 0 0 | 0 0
The Horse, | 0 | 0 0 | 2 0
Plan Drawing, | 4 | 2 4 | 2 3
Free Sketching, | 2 | 0 2 | 0 0
Descriptive Geometry, | 0 | 1 | 0 0
Artillery Drawing, | 0 | 2 0 | 3 0
Artillery Construction | | |
Drawing, | 0 | 2 0 | 2 0
Fortification Drawing, | 0 | 4 | 0 4
Architectural Drawing, | 0 | 0 2 | 0 3
---------------------------+-------------+------------+------------
| 30 | 32 34 | 31 36
---------------------------+-------------+------------+------------

[* In two divisions.]

REMARKS.

In the first cœtus.--All the instruction in this class is common to the two arms, and is equally divided among the six forenoons of the week.

In the first and second cœtus.--With reference to the mathematical instruction, it is particularly ordained, that each of the two mathematical teachers shall give instruction to the same students in the first and second cœtus, so that the one who teaches in the first cœtus one year, teaches in the second cœtus the year following.

In the second cœtus:--

1. The larger portion of the instruction, as the table shows, is common; in Plan Drawing the only difference is that the Engineers receive two hours’ additional instruction.

2. The instruction in French, for a select number of the most advanced
students only, takes place on two afternoons.

3. The instruction in Free Sketching for the Engineers takes place
also on two afternoons.

In the third cœtus:--

1. About one-half only of the instruction in this class is common; in
Plan Drawing the Engineers have one hour more instruction a week.

2. The Chemical Manipulations (in which a very small number only of
the students share) take place on two afternoons.

3. The instruction in French, in which only those already selected in
the second cœtus take part, also is given on two afternoons.

4. For mathematical instruction the class is formed into two divisions. The first consists of those pupils who, in the opinion of the teachers, are able to follow profitably the instruction in the higher mathematics. The remainder form the second division, and go over a second time what they have already learned, to which is added a variety of questions in applied mathematics, important to the Artillery and the Engineers.

TENOR OF THE STUDIES IN GENERAL.

_First Cœtus._

_Artillery._--Elementary Description of all the _matériel_ of the Prussian Artillery, and of the basis of its arrangement. Effect of the different natures of guns, and the simplest rules for their employment.

_General Military Engineering._--The elements of field and permanent fortification. The principles of the attack and defense of fortresses. General notions on the construction of military bridges.

_Tactics._--General organization of an army. Formation of the different kinds of troops. Fundamental rules for the placing, moving, and fighting of the separate arms, as well as their combination. Occupation of ground. Attack and defense of positions. Field-service.

_Mathematics._--Algebra and Arithmetic. Simple and higher equations. Progression series. The binomial theory for integral exponents. Series of powers and logarithms. Analytical trigonometry. Plane and analytical geometry. Plane trigonometry.

_French Language._--Translation from French into German, with parsing.

_Rules and Regulations._--Official correspondence, with examples. Discipline. Military code. Courts-martial. Courts of honor. Service in and out of garrison.

_Plan Drawing._--Theory of representing ground. Principles of topography. Surveying. Drawing from copies and simple models. Knowledge and description of the different conventional marks.

_Free Sketching._--Drawing of straight lines, broken lines, and angles. First principles of figure drawing. Hatching with black chalk. More difficult studies in figure drawing.

* * *

_Second Cœtus._

_Artillery._--Description of the organization of the Prussian Artillery. Rules for the employment of artillery in the field and in sieges.

_Special Military Engineering._--Extension of the course of field and permanent fortification, given in the first cœtus. Extension of the instruction on sieges. Formation of camps. Specialities of military engineering, in so far as it is of interest to artillerists.

_History of the Art of War._--History in early times, in a very general manner; that in the middle ages, as they approach modern times, in greater detail; in modern times, very fully. Organization of the armies and mode of conducting war at each remarkable period, illustrated by the description of some campaigns and great battles.

_Mathematics._--Solid geometry. Spherical trigonometry. The theory of projections. Theory of co-ordinates and conic sections. Statics, geostatics, and hydrostatics.

_Physics._--General properties of bodies. Laws of the equilibrium of solid, fluid, and aëriform bodies. Heat. Application of steam and gases. Measurement of heights. Hygrometry. Acoustics. Optics. Magnetism, Electricity. Electro-magnetism. Magneto-electricity.

_French Language._--Exercises in translating German into French, for a
select number of pupils, about one-third of the whole.

_Artillery Drawing._--Use of drawing instruments and scales. Drawing of the _matériel_ of the artillery, and principally of the separate parts of an object in different views and sections, to a certain scale, without the original.

_Artillery Constructions Drawing._--Construction of the different limbers, gun-carriages, &c., and the principles of their arrangement, forms, proportions, and admeasurements; in greater part, however, intended only as illustrations of the rules of perspective.

_Fortification Drawing._--Instruction in the composition of drawings; the practice includes representations of projects of fortresses and their details in plan and section, and in cavalier’s perspective (bird’s-eye view); both etched and shaded with Indian ink, and colored. The chief object is to qualify the pupils to understand, and to prepare correctly, drawings and plans of objects in field and permanent fortification.