lihood 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 artil

lery, 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 competi

tion. 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.*

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.

* Translated from Helldorf's “Dienst-Vorschriften der König hlich-Preussischen Armée.”