"Hand in hand with this formal instruction, the German regulations dealing with march, combat, and rest must be illustrated by problems involving a small detachment of all arms. In these problems the principal stress is to be laid on the co-operation and mutual support of the various arms.
"In the second and third years' course only applied tactics will be taught. During the second year the duties of the infantry and cavalry division, with special regard to the issue of orders and the conduct of battle, must be thoroughly studied. The third year's course embraces the functions of an army corps acting as a portion of an army.
"The teacher must throughout endeavour to make his instruction suggestive by examples and by exercises on the map and in the open air. In this he will be successful in proportion as he makes use of the experiences of modern and of recent wars.
"MILITARY HISTORY.
"The lectures upon military history offer the most effective means of teaching war during peace, and of awakening a genuine interest in the study of important campaigns. These lectures should bring into relief the unchangeable fundamental conditions of good generalship in their relation to changeable tactical forms, and should place in a true light the influence of eminent characters upon the course of events and the weight of moral forces in contrast to that of mere material instruments.
"These lectures must not degenerate into a mere succession of unconnected descriptions of military occurrences. They must regard events in their causal connections, must concern themselves with the leadership, and must at the same time bring out the ideas of war peculiar to each age. They will acquire a high value if the teacher succeeds in bringing into exercise the judgment of his pupils.
"This judgment, however, must never degenerate into mere negative criticism, but must clothe itself in the form of distinct suggestions as to what ought to have been done and decided.
"The lectures in the first year's course will treat of one or more of the campaigns of Frederick the Great; in the second year's course, campaigns of the Revolution or of Napoleon I.; and in the third year's course, campaigns of the period since Napoleon, especially those of the time of the Emperor William I.
"HISTORY.
"A thorough historical knowledge is a necessary part of general scientific education, and is also of manifold value in the professional life of an officer. Accordingly, the lectures which are to lay the foundations for it are continued throughout the three years' course. Their object is to show consecutively the general development of the human race in the successive stages of religious conceptions, of political and social forms, and in the results of science, art, and philosophy. All these phases of human progress are to be illustrated in the history of representative nations and individuals. Growing forms are to be explained in connection with previous conditions, and finally the exposition must reach the present time, the ground upon which the officer's work is founded, and of which therefore he must understand the gradual historical growth.