ires complete individualization and a conscious development of manly
feeling; in the national school everything is based on teaching in
classes, and there is no distinction between the sexes. This is directly
prescribed by the rules.

In the army the recruits are taught under the superintendence of the
superiors by specially detached officers and selected experienced
non-commissioned officers; and even instruction is given them in quite
small sections; while each one receives individual attention from the
non-commissioned officers of his section and the higher superior
officers. In a school, on the contrary, the master is expected to teach
as many as eighty scholars at a time; in a school with two teachers as
many as 120 children are divided into two classes. A separation of the
sexes is only recommended in a school of several classes. As a rule,
therefore, the instruction is given in common. It is certain that, under
such conditions, no insight into the personality of the individual is
possible. All that is achieved is to impart more or less mechanically
and inefficiently a certain amount of information in some branch of
knowledge, without any consideration of the special dispositions of boys
and girls, still less of individuals.

Such a national school can obviously offer no preparation for a military
education. The principles which regulate the teaching in the two places
are quite different. That is seen in the whole tendency of the instruction.

The military education aims at training the moral personality to
independent thought and action, and at the same time rousing patriotic
feelings among the men. Instruction in a sense of duty and in our
national history thus takes a foremost place by the side of professional
teaching. Great attention is given to educate each individual in logical
reasoning and in the clear expression of his thoughts.

In the national school these views are completely relegated to the
background--not, of course, as a matter of intention and theory, but as
the practical result of the conditions. The chief stress in such a
school is laid on formal religious instruction, and on imparting some
facility in reading, writing, and ciphering. The so-called _Realign_
(history, geography, natural history, natural science) fall quite into
the background. Only six out of thirty hours of instruction weekly are
devoted to all the _Realien_ in the middle and upper standards; in the
lower standards they are