[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.