The total number of hours comprises, according to the regulation, in thirty-five weeks at four hours each, 140 hours, of which are to be employed:—
| For the | first and second | principal sections about | 15 hours. |
| “ | third | “ “ | 20 “ |
| “ | fourth | “ “ | 40 “ |
| “ | fifth and sixth | “ “ | 15 “ |
| “ | seventh | “ “ | 25 “ |
| “ | eighth | “ “ | 25 “ |
| Total, | 140 “ | ||
The lectures on tactics furnish the student with the positive knowledge that is necessary as a general basis; but further care is particularly taken that by the application of the problems put before the students their knowledge is not made up of mere dead knowledge, but that throughout their understandings are exercised. It is, therefore, a special duty of the teacher to frame his lectures accordingly, and as well by a development of the basis upon which the organization, the elementary tactics, and the art of war is founded, as also by very frequent exercises given to the pupils on the lectures to press towards this end.
For the solution of the tactical problems, a number of plans of ground is necessary. They are obtained on the requisition of the teacher through the Director.
It is further necessary to illustrate the use of the different troops upon the ground itself, as well for attack as defense, and to have the examples and problems given by the teachers sketched by the scholars. For such exercises four days of two or three hours each will suffice.
Of the existing hand-books, none appears perfectly qualified to serve as a basis for instruction. The filling in, therefore, of a sketch of the lectures, and of a special plan of instruction, is indispensable to give the teacher a fixed basis, and the scholars an assistance in their repetitions.
[VI. MATHEMATICS.]
The mathematical lecture, besides its general tendency to sharpen the intellect, is to make the scholars acquainted with all those theories and laws which are indispensable to the Artillery and Engineer officer to enable him to solve with certainty and ease those problems which so often meet him in the service.
Since these problems in part require the application of rules of the higher branches of mathematics, lectures on these ought not to be wanting, and consequently the mathematical instruction for at least a portion of the pupils must embrace (with few exceptions) the entire field of this science.