An examination takes place every six months, in which the progress of each cadet is ascertained and reported. Those who pass through the series in good standing are promoted to a commission; the most distinguished to the engineer corps, and the others to the artillery. The appointment of these young officers gives rise to an interesting ceremony. The Duke of Cambridge, with a numerous staff, visits Woolwich Academy twice a year. All the cadets are present in review in front of the monument. It is pleasing to see how admirably they go through the manœuvres. The duke then enters a hall where a viva voce examination takes place on the art of fortification. This over, the cadets form in square, and the duke then advances to the table where the prizes are laid out. These prizes consist of a sword of honor, telescopes, mathematical instruments, and books. The President of the Council of Education reads out the names of the cadets of the first class who are to receive commissions in the engineers and artillery. In conclusion, the Duke of Cambridge addresses some parental words to the young men who are about to leave the academy to enter the army. Such is a brief account of this academical festival, to which the brilliancy of the uniforms, the rank and names of the assistants, the happy emotions on the faces of the young men, impress a character of charm and solemnity.
MILITARY COLLEGE AT ADDISCOMBE.
Addiscombe was formerly the residence of the Earl of Liverpool, but was converted into a school at an expense of $40,000, by the East India Company. Within a few years it has passed into the hands of the Government. One of the first acts of the Secretary of War and Council of Military Education was to inaugurate a system of admission (which was open by patronage of members of the company) by competitive examination, and which has been attended with the happiest results. After passing a year at Addiscombe, the cadets enter according to merit (ascertained by examination) and either enter the engineers, artillery, or line service. The India service will always remain distinct and sought after; that life of adventures, encampments in the jungles, tiger hunts, the attraction of struggles against man and nature, the dazzling figures of a world shining in the east through the fogs of Great Britain, all this responds to one feature of the English character, the love of adventure.
ROYAL COLLEGE OF SANDHURST.
Here are two distinct institutions—the college, which is a preparatory school for infantry and cavalry officers, and the senior department, or staff school. The scholars of the last department, who have already gone through the competitive examination, are commissioned officers; they have even served a certain number of years in the army; some of them have gone through the Crimean war and the Indian campaign. In 1859, one of these officers had received eighteen or nineteen wounds, which had deprived him of one of his eyes. I was surprised at finding among them candidates for staff appointments who could write and speak French in a manner that would have done honor to a French officer.
The English find it an advantage to admit young officers of talent and energy into the higher branches of the service. To the experience of their profession, their picked soldiers add knowledge already acquired, which a second course of education develops and consolidates. It must, however, be admitted that it requires a certain moral strength to return, after having held a command, to the benches of a school, to follow various studies, and to submit to strict examinations, which exclude all ideas of promotion and favor, fortune or birth.
In an economical point of view, these two institutions, Woolwich and Sandhurst, cover their own expenses without any cost to the State. This fact, which was by no means foreseen, is owing to two measures relatively of recent date—the gradual withdrawal of subsidies formerly granted by Parliament, and the accession of the sons of rich men not belonging to the army; these latter pay a high premium, and thus contribute towards the education of the other cadets, who, being sons of officers, enjoy certain immunities. In England, it is thought equitable that the services of the father should be counted in favor of the son; according to this principle, the debt contracted by the country towards military men is paid to their sons by civilians.
Young men who have not passed through Sandhurst may, nevertheless, be admitted as officers into the line or cavalry, but on the condition of undergoing an examination and purchasing their commissions. This purchasing of direct commissions is doubtless detrimental to Sandhurst College. The abolition of the system has often been mooted. The Duke of Cambridge approves of the abolition, as does the Minister of War, and wishes that no officer shall be admitted into the English army except from a military college.
COUNCIL OF MILITARY EDUCATION.
So far we only behold the members of a great system. There is unity in the Council of Military Education, which to a certain extent is the head of instruction. The influence of their council, which consists of eminent men, is felt in the different schools, introduces changes and useful reforms, directs the public examinations—in a word, gives the impulse to the military studies of the United Kingdom. The civil and religious element is represented therein by one of the most learned men of England (the Rev. Henry Mosley, canon.) The other members are generals and colonels belonging to different corps of the army.