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.
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.
In order, however, that this demand be accommodated to the time at disposal and the capabilities of the students, the following rules are to be observed:—
1. The students of the first cœtus having already passed their examination forPortépée ensign, and the Predicateziemlich gut, in their mathematical examination, being requisite for entry into the School, it is to be presumed that they enter with a good or at least sufficient preparatory knowledge. Still, as it is not to be expected that the necessary requirement in arithmetic and algebra will be possessed throughout, the first part of the instruction must be considered as the most important, and be given thoroughly and fundamentally.
2. Such portions of mathematics as are less necessary for Artillerists and Engineers (for instance, astronomy and the higher geodesy,) are to be entirely omitted from the lectures.
3. As even in such portions as fall within the scope of the lectures, there is much that can not be exhausted, therefore all that belongs solely to speculative views, or possibly only serves to the rounding or perfecting a system, must be passed over. The instruction in mathematics stands in near and frequent connection with the lectures on artillery, architecture, mechanics, physics, theory of surveying, and with drawing lessons, as well as with practical mensuration.
These belong specially—
a.To Artillery: architecture, mechanics; the application of all those formulas which the mathematical lectures have to deduce and to prove.
b.To Physics: the theories of dioptrics, and catoptrics, which the students require to a perfect understanding of the construction of telescopes and reflecting instruments; what is necessary from aerometry and aerostatics.
c.To Drawing lessons: practical working out of the theory of perspection, and the construction of shadows.
d.To the theory of Surveying: a knowledge of all the instruments requisite for mensuration and leveling, and the principal theorems, with their application to cases occurring in mensuration.
The lectures on mathematics form of themselves a continuous, closely connected whole; consequently, the same teacher who gave instruction in the first cœtus is to retain his pupils in the second, so that each of the two teachers commence with the first cœtus in alternate years.
For the third cœtus there will be a selection made of those students who have made themselves noticed in the second cœtus by distinguished ability, special application, and peculiar talent for the study of mathematics, and have thus raised hopes that they may be conducted with success into the higher branches of the science.
They form a separate division, whose number should always be small if the selection be guided strictly by the contemplated purpose. All the other students of the third cœtus form a second division, in which the entire field of what they have already been taught in mathematics is again gone over, with a view to its application; and at the end of this course some other subjects necessary to the Artillerist and Engineer are to be treated, without, however, mere scientific speculations.
For each of these divisions a separate teacher is appointed.
A.THE LECTURES IN THE FIRST CŒTUS EMBRACE,—
I.Arithmetic and Algebra.
1. Algebra, with sums, differences, products, quotients, whole numbers, roots, powers with real exponents and logarithms. The qualities of fixed numbers, fractions, decimal and continued fractions. Extraction of square and cubic roots in figures and letters, practical use of logarithms.
2. Algebra, equations of the first and second degree, with one or more unknown quantities, proportions, and the higher numerical equations.
3. Arithmetical and geometrical progression, calculation of interest, theory of combination, binomial theory for real exponents, series for powers and logarithms and analytic trigonometry.
4. Cubic and biquadratic equations, pure equation of thenth degree, reciprocal equations. (4½ months.)
II.Plane Geometry.
Similarity of figures formed by straight lines, their contents. Theory of the circle; measurement of the circle and of its parts. Geometrical analysis and application of algebra to geometry. (2½ months.)
III.Plane Trigonometry.
Trigonometrical functions and their logarithms. Calculation of triangles and polygons, certain parts being given. Application to the circle. (2 months.)
B.THE LECTURES IN THE SECOND CŒTUS COMPRISE,—
I.Geometry.
1. Geometry of solids. Place of lines and superfices in space. Solid angles, solids, determination of their superfices and contents. Applications, with consideration of the weights of material bodies.
2. Solid trigonometry, with its application to the superfices of the earth.
3. The theories of projection and co-ordinates.
4. Conic sections. (4½ months.)
II.Statics.—Geostatics and Hydrostatics.
With application to practical cases, namely, determination of center of gravity for ordnance and their parts, pressure upon supports, rafters, against walls, dikes and arches; stability, carrying power, strength as well as regulation and calculation of power of machines which are moved by animals. (4½ months.)
C.THE LECTURES IN THE FIRST SECTION OF THE THIRD CŒTUS COMPRISE,
1. Differential and integral calculation. (3 months.)
2. Higher geometry. (2½ months.)
3. Dynamics (mechanical,) and hydraulics, with application of the determination of the strength, direction, and distribution of the recoil upon the separate proportions of a piece of ordnance, of the science of projectiles, of the theory of carriages, of the rise of rockets. (3½ months.)
D.THE LECTURES IN THE SECOND DIVISION OF THE THIRD CŒTUS COMPRISE,
1. Repetition of the most important results of the instruction in the first cœtus in a series of exercises.
2. Repetition of the theory of statics and solution of numerous problems from real life. (3 months.)
3. Dynamics and hydraulics without higher analysis, with applications. (3 months.)
E.GENERAL APPROPRIATION OF TIME.
The number of lessons (hours) amounts, according to the prescribed plan for the first and second cœtus, to six hours, for each division of the third cœtus four hours, weekly; if the course be taken, after deducting the holidays and other interruptions, at thirty-five weeks, then there will be for the first and second cœtus, 210, and for each division of the third, 140 hours.
The number of hours to be devoted to each portion must, in the first instance, be determined by the teacher in his special lecture plan, as it in part depends upon his previous experience; at all events, all the above-named themes for the first cœtus must be treated in the stated time. Only in special cases, in the second and third cœtus, can the omission or transposition of one or the other, on reference to the higher authorities, be permitted.
It has been already remarked that the course of mathematics should impart to the students not only that amount of positive knowledge which he requiresfor his immediate sphere of action and needs as incitement and guide to further study, but also should fill the important purpose of forming the mind of the students generally. This purpose will be the more certainly gained the more the teacher is enabled to render the scholar self-trusting, and in each separate study to lead to the development of a few select principles simple and easily understood, but comprising in natural and logical connection the whole theory, so that the scholar fancies they are his own discovery, and therefore prizes them as his own. The teacher must, therefore, gradually propose a series of connected inquiries, and those naturally first on which the usual systems are based, as questions to which the students have to submit answers deduced from the above-named principles, with constant application of simple common sense. By these means the students are not only continually gaining single results, made ready to their hand by use, but what is principally desired, they acquire thereby great mental activity.
As regards instruction in the separate cœtus, the following rules are to be observed:—
At the commencement in the first cœtus, the teacher should endeavor, by frequent questions to form a full and correct judgment of the previous knowledge of each student, that he may determine how he should proceed with his lecture, slower or quicker, and to what subjects generally for the entire class special notice and exercise should be devoted.
The most complete exercise of the elementary rules, forming, as it does, the indispensable basis for all future progress is in this cœtus the principal aim of the teacher.
In the second cœtus, in the application of the theory of co-ordinates to the commonest curves, no investigation of the specialties of the theory of curves is necessary, because this is reserved for later lectures, and it would here abridge the time required for subjects of nearer interest. The development of these theories must, therefore, be confined to the simplest elementary use. The study, too, of the analysis of finite numbers is to be continued only so far as the student requires for immediate application, without any intention of going deeper into the science. On the other hand, a suitably increased time is to be given to statics and hydrostatics, because the student ought to be acquainted with them in the most complete manner.
As the first division of the third cœtus consists of but few and only the best scholars, it may be required of them to work out independently at home separate questions given by the teacher, and submit them to him for examination. The progress of the student is more surely gained and advanced, the oftener he has opportunity of personally discovering mathematical truths, or by applying them to examples to come to a clearer comprehension and use of them.
In the second division the teacher will not always be able to avoid giving a repetition of the reasons of propositions. This is necessary when he perceives from the work or expressions of the students, that the majority have not perfectly comprehended the proposition. Still the teacher will here content himself with bringing forward the most important points in the chain of deduction. The explanatory problems are solved by the teacher himself, who then sets similar ones for working out by the students at home.
For practical static problems, the teacher can use with great benefit objects often occurring in common life, and yet regarded so little; the numerous applicationsof the lever, of the inclined plane, &c., by artillerists and engineers, for their works, carriages, draught, &c., furnish sufficient material for such problems; as for instance, determination of the depth of a boat of given length and breadth when after putting into it a piece of ordnance a given height out of water is required; determination of the power requisite to overcome the resistance of a log lying in the track of a vessel; determination of the pressure of a laden beam on two or more supports with reference to the flexibility of the beam; determination of the center of gravity in an excentric hollow shot, both theoretically with given radius and known centers, as well as more practically when the centers and the radius of its interior are unknown, as by dipping the hollow shot into quicksilver; determination of the counterpoise of a drawbridge and examination of the best position for the axle ; investigation of the strength of metal and wood pipes which are to serve as water-pipes at given heights of pressure, &c.
At the same time the teacher ought not to leave unnoticed the advantages which theory can offer to practice when rightly applied, by which is in no way meant that the practical man should enter every time into a prolix and anxious calculation, but from the improvement his mind and capacities have received, he may apply readily what he has learnt to the purposes of common life.
Dynamics and hydraulics will be rather treated in a physical and historical point of view; here, too, the application of known professional results is the principal object.
As the limited time will not allow separate mathematical repetitions, the teacher should therefore be the more careful to make his lectures as much as possible applicatory. To insure progress the students must, besides the usual writing out the lecture, have frequent themes given to them for work at home, and of which their own execution should be secured by proper means.
It is perfectly necessary that a hand-book should form the basis of the instruction, from which the teacher should lecture, and the students make repetitions.
The hand-books are to be proposed by the teacher to the Board of Studies, and must not be changed without permission.
These books, as well as the logarithm tables, every student must have a copy of, as he can not do without them in the school, and may frequently require them in future life.
Models of solids, to illustrate the projection theory, are in the collection of the models of the school.
The practical artillery exercises are intended, in the first place, to furnish the students with a sight of that portion of the material of the artillery which they have had no previous opportunity of knowing, and of which the knowledge is indispensable for a complete understanding of the theoretical lecture. The exercises should follow the lecture as immediately as possible, and occur therefore during the continuance of the theoretical course.
The students are besides to become acquainted with the methods of execution of the most important artillery duties, in an extent compatible with their position, and the time at their disposition. For this portion of the exercises, the months of July, August and September are to be preferred.
In the major part of these exercises, the engineer students take part so as to gain a knowledge of such parts of the artillery service as seem to be of the greatest importance to them.
The artillery exercises separate into numerous subdivisions, of which the following may be particularly remarked:—
I.EXERCISES OF THE FIRST COETUS.
A.Visits.
The visits happen, as already noted, at the period of the theoretical instruction. The students are to be divided into as many sections as is necessary, that each may gain the desired information. There belong to this part—
a.Visiting the foundry and the boring machine. All the students of the first coetus are to be taken by the artillery teacher of this coetus, on two afternoons, to the foundry, and to the new boring machine.
They will see the general construction of the foundry and the boring machine, and, in case such work is going on, the molding, boring, and turning, and receive the explanations necessary.
b.Examination of ordnance, gun-carriages, and ammunition wagons.
Those in the arsenal, as well as the exercising pieces of the regiment of artillery of the guard, are to be used for this purpose, to exhibit the construction of ordnance both in the Prussian and foreign artilleries, and also those of an earlier date, from the specimens kept there. In the same way as has been remarked for the ordnance, the gun-carriages and equipages of the guard artillery regiment in store will offer opportunity for a more exact scrutiny of these carriages, limbers, and wagons. For these visits four afternoons are to be taken.
c.Visit to the workshops of the artillery:—
The students will, in two afternoons, gain there a knowledge of the following objects:
1. The mode of work in general.
2. Processes in the manufacture of the most important objects of artillery material, as axles, wheels, carriages, mountings, sponges, harness, ropes, &c.
3. The raw material (wood, iron, leather.)
4. Objects furnished to field, siege, and fortress artillery.
d.Visit to the small-arms factory and powder-mills in Spandau:—
The scholars of the first coetus will be conducted into both manufactories, to obtain a general insight into the various works.
In order that the work of the manufactories may receive no interruption, the teacher of the first coetus is to communicate beforehand with their respective superintendents, and take the students in suitable small parties, and before entering the powder manufactory to insist, most carefully, on all the proper precautions being observed.
These visits are to take place during the theoretical course on the same day as is fixed for the first coetus to visit the fortress of Spandau to study its fortifications; and, therefore, an agreement should be made between the teacher of artillery and the teacher of general engineering.
e.Visit to the armory at the arsenal:—
The students are to be conducted on an afternoon to the armory of the arsenal, where the superintendent will explain to them the peculiarities of matchand wheel locks, with the most remarkable projects for loading at the breech, and with the form of small arms amongst other nations.
B.Exercises.
a.Examination of small arms:—
The students are to be taken by their teacher to the musket manufactory, where they will be shown the mode of proof of small arms in general, and with reference to the theoretical lecture then in progress.
Each student then receives a faulty musket, with direction to examine and note its defects. The teacher revises and corrects these notes.
b.The management of machines:
In the presence of the students the management of various machines, &c., as well as the repair of damaged carriages, will be undertaken. According to the means at disposal, such exercises will be selected as are most instructive, in exhibiting arrangement, strength, and care in their application.
The students will be permitted to lend a hand only in such cases as it is foreseen that their strength will be sufficient. For all other purposes where strength is necessary, workmen must be employed.
II.EXERCISES IN THE SECOND CŒTUS.
When the teacher judges proper, some of the previous visits are repeated on the afternoons disposable during the theoretical course.
A.Marking out and Tracing Batteries.
The students undertake these exercises under inspection of their teacher of artillery on two days in the last three months of the course.
The teacher instructs them then how to ascertain the prolongation of the enemy’s lines, and the mode of determining the line of fire of the first embrasure of the different batteries, as well as the other points to be marked out, both with the use of the usual instruments, and with simple measurement by pacing, and laying down right angles by the eye.
A complete construction of a battery is not possible on account of the shortness of time, paucity of means, and strength of the students. The exercise, therefore, is confined to an explanation of the formation of the material and tool depots; to marking out and tracing horizontal and sunk batteries on even, irregular, and sloping ground, and to the construction of the powder magazine.
B.Practical Exemplification of the Rules for Placing Ordnance according to the Ground.
These exercises are to be carried out on two afternoons by all the students, under the inspection of their artillery teacher.
They have only reference to the ground, and leave out of consideration all tactical considerations. This object may be fully attained even without guns, and the necessary instruction may be given without them, as it would not be easy to form all the batteries in the desired number.
The teacher chooses the ground, explains it by means of a plan to the students, and goes with them to the place. He divides them into various sections, and lets each select positions for from two to eight pieces, both for attack and defence with different kinds of ordnance, giving only generally the direction and distance at which the enemy is operating.
Each position is inspected by the teacher, and the views and reasons for it received and discussed as regards effect, mode of firing, and covering and free movement, and where it is necessary, improved; and at the same time the requisite precautions taken for the limbers and wagons.
C.Drawings of Ordnance Carriages and Wagons.
These exercises are to be undertaken by the artillerists of the second cœtus, under inspection of the teacher of artillery-drawing, on twelve afternoons in June.
The drawing of a piece of ordnance is to be clearly distinguished from the examination of it. For the first, taking the necessary measures is alone necessary, but not their comparison with given models.
The teacher will order these exercises, so that the students learn principally—
1. What scale they ought to take for a given object, so as to execute a drawing with the precision necessary for being afterwards worked from.
2. With what instruments and method of procedure they may most easily obtain their end.
3. How notices of improvements are to be taken and arranged.
4. How the rough draft is to be jotted down.
It must be here particularly remarked that our guns, carriages, &c., have no mathematically exact forms, and that therefore the number of measures to be taken must be often multiplied to have a true figure of the body.
A fair drawing from these measures in the above period is so much the less possible, as the number of objects is as much as possible multiplied. It is fully sufficient, however, for the purpose of this exercise, that the students learn to take complete and useful rough drafts.
On their entrance into the third cœtus, the complete drawings from these rough drafts take place.
In his selection of objects to be drawn, the teacher must, in having regard to variety, take care that the drawings by too great difficulty do not exceed the time and power of the students, nor by too great simplicity cease to be instructive.
Ordnance carriages, limbers, wagons, and the machines required in artillery, are the most suitable for choice, and are easiest obtainable in the arsenal.
The students must be divided into sub-sections, of at most three or four persons, and to each a separate task given.
The teacher is to be present at the drawings to see to their proper execution, and has delivered to him the notices and rough sketches to amend any errors that may be in them.
The relative section of the second edition of Burg’s “Drawing of Artillery Material” is to be taken as the basis for these exercises. In addition to them, the students receive guidance and suitable instruction in drawing artillery objects off-hand by the eye, without the use of instruments. The first two days are to be chosen for this, and the students by this use of off-hand drawing receive at the same time a useful preparation for the drawings subsequently required to be taken by the aid of instruments.
D.Exercises necessary in regard to Sieges—
Are to be conducted by the teacher of artillery and special engineering jointly, and are given more in detail underexercises in fortification.
III.EXERCISES IN COMMON OF THE FIRST AND SECOND CŒTUS.
A.Proof of Powder.
This exercise is to be conducted by all the students of the first and second cœtus at the time of the gun-practice, and comprises—
1. Firing different sorts of powder from the proof mortar.
2. Firing different sorts of powder purposely brought into an abnormal state.
3. Instruction in weighing and measuring the powder.
B.Artillery Practice.
All the students of the second and third cœtus take part in the practice under the inspection of the two teachers of artillery, for which fourteen days in August and September are fixed. If possible, it is to be undertaken in the morning, and only when the practice-ground is otherwise occupied is it to be deferred till the afternoons.
The practice comprises—
1. The necessary preparation for firing; namely, laying down the platform, marking the range, fixing the targets, preparing the lists to note the shots.
2. Firing from different kinds of ordnance and with different projectiles.
3. Instruction of the students in the service of the guns; selection of the charge and direction under given circumstances, and their correction; effects of distance; noting and jotting down the shots and the time of flight; calculation of the length of fuse, of ranges and averages from the different data, and remarks on the effects sought.
4. Burning a portion of prepared laboratory materials for observation of its action and effect.
The following are to be objects of practice:—
a.Rounds of six, twelve, and twenty-four lbs. shot and shell out of the short 24-pounders, to note—aa.The grazes, distances, and deviations at different elevations, and as regards ricochet fire.bb.Probability of hitting upright targets at various distances.cc.As regards dismounting.dd.As regards firing against heads of saps.b.Seven, ten and twenty-five lb. shells, carcases, and light balls, to note—aa.The grazes, distances, and deviations at different elevations and charges, also as regards ricochet firing.bb.The probability of hitting upright targets at various distances.c.Shells, carcases, and light balls from mortars, to note—aa.The probability of hitting upright targets at different distances.bb.The calculation of the charge or elevation when one of these elements and the distance are given, orvice versâ.cc.Calculation of lengths of fuse for given distances.d.Throwing hand grenades, stones, 1-pound case shot, and 3-pound balls at various distances for comparison of the effects.e.Firing from the hand and stock-mortars at differing distances.f.Case shot from 6 or 12-pounders, also from short or long 24-pounders and 7 and 50-pound howitzers at different distances against planks, and both with case shot, and grape shot, for observing the effect:aa.Of different charges.bb.Of different weights of the entire case.cc.Of the weight and size of balls used.dd.There is also to be observed the scattering, the number of hits and wide balls, and determination of the best line.g.Shrapnel shells from field-pieces against planking.
a.Rounds of six, twelve, and twenty-four lbs. shot and shell out of the short 24-pounders, to note—
aa.The grazes, distances, and deviations at different elevations, and as regards ricochet fire.bb.Probability of hitting upright targets at various distances.cc.As regards dismounting.dd.As regards firing against heads of saps.
aa.The grazes, distances, and deviations at different elevations, and as regards ricochet fire.
bb.Probability of hitting upright targets at various distances.
cc.As regards dismounting.
dd.As regards firing against heads of saps.
b.Seven, ten and twenty-five lb. shells, carcases, and light balls, to note—
aa.The grazes, distances, and deviations at different elevations and charges, also as regards ricochet firing.bb.The probability of hitting upright targets at various distances.
aa.The grazes, distances, and deviations at different elevations and charges, also as regards ricochet firing.
bb.The probability of hitting upright targets at various distances.
c.Shells, carcases, and light balls from mortars, to note—
aa.The probability of hitting upright targets at different distances.bb.The calculation of the charge or elevation when one of these elements and the distance are given, orvice versâ.cc.Calculation of lengths of fuse for given distances.
aa.The probability of hitting upright targets at different distances.
bb.The calculation of the charge or elevation when one of these elements and the distance are given, orvice versâ.
cc.Calculation of lengths of fuse for given distances.
d.Throwing hand grenades, stones, 1-pound case shot, and 3-pound balls at various distances for comparison of the effects.
e.Firing from the hand and stock-mortars at differing distances.
f.Case shot from 6 or 12-pounders, also from short or long 24-pounders and 7 and 50-pound howitzers at different distances against planks, and both with case shot, and grape shot, for observing the effect:
aa.Of different charges.
bb.Of different weights of the entire case.
cc.Of the weight and size of balls used.
dd.There is also to be observed the scattering, the number of hits and wide balls, and determination of the best line.
g.Shrapnel shells from field-pieces against planking.
5. The number of the before-named rounds is not to be too great, partly not to increase expense, partly in regard to time, since the practice is intended for instruction, and therefore not to be hurried. Still for shot, shell, and grape shot, ten rounds is theminimum, if a result is to be drawn; for the small mortar five rounds are sufficient.
Notwithstanding this limit, it will not be possible to take the practice all in one year. It seems, therefore, expedient to divide the whole into two portions, so that the most important practice happens indeed in each year, generally however, in one year the practice is to take place with field-pieces, in the following year with siege-pieces, so that the student who is present once in the first year and once in the second can complete the necessary course.
The teachers have, therefore, to determine, in the proposed plans for these exercises, the sort and number of rounds they judge necessary for the following year.
C.Practice in the Laboratory.
As the students of the artillery, by the present regulations of their education in the regiments, have not sufficient opportunity to learn the service of the laboratory perfectly, particular attention must be paid to this work in the school.
The students of the engineer corps also take part in it, in the second cœtus, not to become perfect proficients in the different operations, but so as to gain a general knowledge of ammunition, matches, and compositions, and the duties of the laboratory.
All the students of the first, and the artillery students of the second cœtus are therefore to be occupied by their teachers for twelve afternoons in the laboratory.
For the superintendence, so necessary in these works, and for variety of practice, the fireworkers employed as assistant teachers in the school, and others from the proof department of the artillery, and also five or six artillery officers of the third cœtus, are to be present at this practice, so that each of these students is present twice or thrice on the average.
The work embraces, first, the preparation of ammunition for the artillery practice, &c.
But as this would not suffice for the complete instruction of such a large number of students, it must receive an extension calculated for this purpose, and embrace not only the separate preparations, but also a large quantity of ammunition, which, as not required for the school, is therefore sent to the depót.
The following work is to be preferred:—
Pounding of saltpetre, grinding meal powder, pounding sulphur and charcoal, boiling paste, making mastic, composition, quick-match, fuses, tubes, port-fires, carcass composition, touchpaper, case and grape shot, loading shells for bursting, discharging empty shells in which a fuse only has been driven; carcasses, fire-balls, and light balls; infantry, cavalry, buck-shot, and percussioncartridges; ball, canister, howitzer, and paper cartridges. Fanal, signal rockets, pitch compounds, powder bags, and stink-pots. The teacher is to make a careful distribution of the students, (allowing for such as have missed any days by illness,) to be satisfied that each artillerist has made every article in the laboratory, if possible, or at least has carefully witnessed its preparation.
IV.EXERCISES IN THE THIRD CŒTUS.
All the exercises of this cœtus take place during the period of the theoretical course.
A.Visit to the Workshops.
The student will have to learn the mode of proceeding, the construction, and the use of the machines employed. Examination and storing of the most important raw materials.
B.Visit to the Iron Foundry.
All the students of the third cœtus are to be divided into two sections, and each section to be conducted on an afternoon under the care of the teacher of artillery concerned to the Royal Iron Foundry.
They will see there the molding, casting, and cleaning of case shot, cannon balls, and shells.
They will also have explained to them the construction of reverberatory and cupola furnaces, of steam engines, and of turning lathes, and planing benches.
C.Visit to the Foundry and Boring Machine.
The students of the third cœtus are to be present at the actual manufacture of cannon, their molding, casting, and boring. But as the circumscribed room and other considerations will not allow all the students to be present at one time, different divisions are to be formed, to visit the foundry and boring house on different days. The teacher concerned, will, therefore, make the necessary inquiries as to the time when the above works are going on, and arrange the visits by communication with the director.
The casting and preparation of iron ordnance require particular attention. On this, too, the teacher has to obtain information, and proceed as above.
D.Examination of Iron Ammunition.
The artillery officers of the third cœtus take these exercises in hand on two afternoons, under care of the artillery teacher in the same cœtus.
The purport of it is not so much a thorough instruction in this manufacture, as a completion of the theoretical lectures on the mode of conducting the processes by means of personal inspection and handling of the instruments. The teacher will pay particular attention to the errors that may occur in the measurements, &c.
E.Examination of Cannon.
This exercise is to be undertaken by the artillery officers of the third cœtus, under the inspection of their artillery teacher, in six afternoons. The object of it is exactly the same as of the foregoing.
The exercise must commence with directions for proving the instruments, when the teacher will show the mode of their manipulation.
As the use of such instruments only can be reckoned on as the school, the depôt, and the artillery proof department possess, only three sections of thestudents can work each day simultaneously; the section consisting, at the utmost, of six persons, if individual handling of them is presumed necessary.
The teacher must, therefore, divide the students into sub-sections, and make such arrangement that each student, if possible, personally work every part of the exercise, or at least have a perfect sight of it.
That portion of the students which can not be immediately occupied on each exercise day, put their tables of dimensions in the order and forms required by the regulations.
F.Examination of the Gun-Carriages and Wagons.
The exercise is to be conducted by the artillery officers of the third cœtus, exactly as the foregoing, in five afternoons.
G.Practical Exposition of the Rules for the placing of Guns according to given Tactical Relations.
These exercises are to be performed by the artillery students of the third cœtus, under the direction of their teacher of artillery, on four afternoons.
The teacher makes known the ground by means of a plan; he then directs reconnaissances to be made, and receives the reports.
He selects a tactical problem, the nature of which offers opportunity to remark both on the placing of guns of different calibres, and also the reserve artillery at the decisive moment of a battle, as well as the more minute details of placing single divisions and guns, and the limbers, riding horses, and wagons.
Before he solves himself the problem completely, he gathers the opinions of the students in respect to single portions, and if necessary sets them right.
The principles to be followed refer so specially to the ground, that the object of illustrating the instructions can be attained without guns. The teacher may therefore content himself with marking by flags the situation of single guns and batteries, by which the advantage is obtained of an easier use of the ground.
H.Exercises at Spandau in reference to a Siege.
These exercises are to be conducted by the teacher of artillery, in unison with analogous regulations of the teacher of engineering, and are more particularly mentioned in the practical exercises of fortification.
The limits of time and means render it impossible to gain for the above-named exercises that extent by which the full acquirement of the necessary mechanical readiness could be insured. It is sufficient if the student has made a perfect personal examination and performed as much manipulation as circumstances permit.
The separate practical exercises can only be made after the termination of the theoretical treatment of the subject. This rule is necessary, partly because this practice is only a continuance and completion of the lecture, partly because the shortness of time restricts the exercises considerably, and therefore the days devoted to them can not be applied to theoretical explanations, which will be more profitably given in the lectures.
Where the nature of the exercises permits, the officers and elderportépée ensignswill take the superintendence, that having formerly learnt the execution, they may now make themselves acquainted with the duties of ordering and inspection.
The number of students engaged at one time in an exercise ought not to be so large that a portion of it remain unoccupied or not under the complete inspection of the teacher. The disturbances that occur too easily in such cases, being most injurious, must be most carefully avoided. The teacher will make the division above stated, and take all necessary measures for obtaining the requisite control.
If at any of the exercises, danger can arise to the students, the teacher is previously to instruct them specially in what is to be observed for the safety of the workmen; after that, the superintendence of the students must be conducted with increased care, and any departure from the given orders visited with redoubled severity.
The determination of the days for these exercises rests with the director, after consulting the teachers. Should unexpected hindrances prevent the carrying out an exercise, the teacher may determine concerning it, but must consult with the Direction as to the fetching it up on another disposable day.
The necessary workmen will be demanded by the Direction from the respective services, of which the teacher will give to the Direction due previous notice.
The guns necessary for practice are to be lent by the Artillery Regiment of the Guard and the Artillery Depot; all the other instruments, equipments, &c., are borrowed from the Depot. All materials are received by order of the war department or by purchase. It is therefore the business of the senior of the two Artillery teachers, in his yearly demand for the practice, to state the full requirement of tools and materials, that the Direction may take timely measures for their supply.
Practical exercises in fortification stand in immediate relation to the lectures on fortification, sieges, and field engineering. They complete, as far as possible under given circumstances, the theoretical lectures by personal view; they also offer the students opportunity for solving fitly chosen problems, to apply what has been learnt, and to prepare by reflection for practical service.
The exercises are to be conducted in each cœtus by the teachers who lecture on Engineering. The presence of the Artillery teacher is elsewhere separately noted.
A.THE EXERCISES COMPRISE—
a.For the First Cœtus.
1. In unison with the teacher of Artillery and of General Engineering, the examination of the fortress of Spandau, to make clear to the students the combination of the details of a complete fortress from an actual example.
2. Examination of the models of fortresses and their details in the Arsenal, to make clear the principles of a siege.
3. Visiting the exercising-ground of the Engineer division of the guard in all its details.
4. Marking out, tracing, profiling, calculation of the cubic measurements, of the time for building, of the number of workmen, and of the garrison for given fortifications on ground near Berlin.
5. Being present at the exercises of the Engineer division of the guard in sapping, mining, building redoubts, laying bridges, and their instructions.