are quite different. That is seen in the whole tendency of the instruction.

The military education aims at training the moral personality to
independent thought and action, and at the same time rousing patriotic
feelings among the men. Instruction in a sense of duty and in our
national history thus takes a foremost place by the side of professional
teaching. Great attention is given to educate each individual in logical
reasoning and in the clear expression of his thoughts.

In the national school these views are completely relegated to the
background--not, of course, as a matter of intention and theory, but as
the practical result of the conditions. The chief stress in such a
school is laid on formal religious instruction, and on imparting some
facility in reading, writing, and ciphering. The so-called _Realign_
(history, geography, natural history, natural science) fall quite into
the background. Only six out of thirty hours of instruction weekly are
devoted to all the _Realien_ in the middle and upper standards; in the
lower standards they are ignored altogether, while four to five hours
are assigned to religious instruction in every standard. There is no
idea of any deliberate encouragement of patriotism. Not a word in the
General Regulations suggests that any weight is to be attached to this;
and while over two pages are filled with details of the methods of
religious instruction, history, which is especially valuable for the
development of patriotic sentiments, is dismissed in ten lines. As for
influencing the character and the reasoning faculties of the scholars to
any extent worth mentioning, the system of large classes puts it
altogether out of the question.

While the allotment of subjects to the hours available for instruction
is thus very one-sided, the system on which instruction is given,