TABLE 60.-Statistics of art instruction for 1885-'86; from replies to inquiries by the United States Bureau of Education. Brocklyn, N. Y. (167 Taylor New York, N.Y. (Cooper Union a Net including students mentioned in other parts of the university catalogue. 100 Drawing, painting, decorative designing. 395 Free-hand drawing, historic ornament, perspective, anatomy and drawing of the figure, industrial design, harmony and chemistry of color, water-color painting, oil painting, architectural design, machine drawing, topographical drawing, sculpture, modelling, and casting. Mechanical and free-hand drawing, pen and ink drawing, geometrical drawing, topographical drawing, lettering, ornamentation, sketching. 180 Drawing, modelling, painting, perspective, architectural Free-hand and linear drawing, perspective architecture, 281 Perspective, mechanical, architectural and form drawing b All students in the institute are taught drawing. TABLE 60.-Statistics of art instruction for 1885-'86, &c.-Continued. Post-office address. Name of art school. Name of director. Number of instructors. Number of pupils. Branches taught. Oil painting, life and cast drawing, wood-engraving, pho- Drawing: Pencil, charcoal, pen and ink. Painting: Oil, Drawing, painting, modelling. Drawing from the antique, from nature, lessons in perspective, drawing and painting from life-models, landscape, and still-life. 437 Architecture, sculpture, painting, engraving, modelling, etching, photography. 399 Oil painting and drawing from life, perspective, decorative 200 365 139 Drawing from casts, anatomical drawing, drawing from the See The Ladies' Art Association of New York City. 45 9 287 College of Fine Arts of Syracuse Rev. Charles W. Sims, D. D., 9 Cincinnati, Ohto.. Art Academy of Cincinnati. Columbus, Ohio (15 East Long Columbus Art School.. 231 Philadelphia, Pa. (Museum, The Pennsylvania Museum and School William P. Pepper, presi. 9 218 dent. Pittsburgh, Pa Pittsburgh School of Design for Wo. Annie W. Henderson.. 5 men. Providence, R. I. (Hoppin Rhode Island School of Design. Washington, D. C. (branch The Ladies' Art Association.. 1 1325 Estreet N. W.) III.-MILITARY TRAINING. Heretofore the schools and colleges which make military education their chief object, or a very prominent part of their instruction and discipline, have been dispersed through several tables in the reports of this Office. Here, however, they have been brought together in Table 61, page 609. While many of the colleges, and even secondary schools, of this country are offering optional courses and studies to their pupils, the purpose and theory of these schools lead them to preserve with singular tenacity the rigid discipline and severer studies which have been found most efficient in producing the consummate soldier, the highly trained man who combines self-reliance with obedience, energy with self-restraint. The principles underlying this system are so well stated by a superintendent of one of these schools that the following paragraphs from his remarks are quoted: "The system of government in this institution happily conspires to help you in this work, not by diminishing your responsibility but by defining and enforcing it; and this makes it necessary that I should enter into some explanation of the main features which characterize its peculiar government. "In the views here taken of the office of a public school it is maintained that, in the general principle of its government, to be effective it must be parental. # "The security which a young man enjoys at home results, in a great degree, from the fact that his parents control his liberty by exercising their own judginent over his entire conduct. They keep supervision over his dress, his associations, his amusements, his indulgences, his studies, and his duties. "The school, to be parental, must exercise a like control, and the young man at school needs it the more because of the danger resulting from the waywardness and want of judgment which characterizes him at this age. "Again, the authority of the parent is not only thorough, but it is absolute; and the authority of the school, which takes the place of the parental, must be absolute also. "It is enough for a child at home to know what a parent commands, and it should be enough for the young man at school to know the law which governs it, to decide at once his compliance with it. * "His course of study is marked out to him, and is not left to his own caprice or unmatured judgment. His hours of study and of recreation and of sleep are prescribed for him with due regard to health. His food and raiment, his personal order as well as deportment, are made the subjects of specific direction and control. * * "And this government is not only thorough, it is absolute. All military government must be. Indeed, we can form no idea of any well-regulated government for the young that is not or ought not to be absolute. The principle of subordination, commencing in the domestic circle, should exist until the young man has acquired the age, experience, and wisdom to take care of himself; and then he goes into the world the better fitted to make a good citizen, from the very fact that he has been taught the duty of obedience. 66 But while the authority is absolute it is not arbitrary. It is based upon long experience. There is not a regulation in this institution that has not been the result of a necessity, founded upon this experience, and therefore essential for the purposes which render government in a school necessary at all." OTHER MILITARY INSTRUCTION. In addition to the schools and colleges mentioned in the table, the United States Artillery School at Fort Monroe, Va., the Infantry and Cavalry School at Fort Leavenworth, Kans., and the Naval War College at Newport, R. I., also afford practical training in several important branches of the military art. They have been organized by the War and Navy Departments for the professional advancement of the officers in the two services, and are supported by appropriations expended under the direction of the Departments to which they are attached. The oldest of these enterprises is the Artillery School at Fort Monroe. It was established late in 1867 or early in 1863, for the practical instruction of artillery subaltern officers and selected enlisted men in "the construction and service of all kinds of artillery and artillery material, and in gunnery and mathematics as applied in the artillery service." The course also comprehended lectures upon "the organization, use, and application of artillery; the duties of artillery troops in campaigns and sieges; the construction of guns, carriages, and other material, and upon military law and military history." This course occupied a year, and was continued without material change until 1875, when it was extended somewhat and the time lengthened to two years.3 Coi. Francis H. Smith, LL. D., in "The Inner Life of the Va. Mil. Inst. Cadet." Address to the corps Sept. 10, 1866. By G. O. 99. A. G. O., War Dept., Nov. 13, 1867. 3G. O. No. 89, A. G. O., Oct. 21, 1875. So satisfactory were the results of this Artillery School that in 1831 a similar school of application for the infantry and cavalry arms was ordered to be established at Fort Leavenworth, Kans., and was formally announced as open in January, 1882. The fifty subaltern officers composing the earliest students were examined as to their previous acquirements, and divided into two classes; of these the lower class reviewed geometry and trigonometry, general and American history, &c., while the upper class devoted itself to a thorough study of signals, field fortifications, field manœuvres and operations, military and international law, &c., with practical instruction in surveying and recounoitring by means of itineraries and field notes. The instruction in these schools is obviously of special value to such officers as may not be graduates of West Point, and these are always detailed for it in advance of other officers." Certificates are issued to all officers who complete the course satisfactorily. A board of three officers, designated by the commanding general of the Army, attends the final examinations of each outgoing class, certifies to the Secretary of War the individual standing of officers who have taken the course of instruction, and makes suitable recommendations upon matters requiring his action or attention. It should be added that the Artillery School at Fort Mouroe coutined its training mainly to the use of heavy guns. An appropriation will be requested from Congress during the present year for the establishment of a school for light artillery and cav alry, to be situated, preferably, at Fort Riley, Kans. The Naval War College at Newport, R. I., arose from an order of the Secretary of the Navy, dated May 3, 1884, which directed a board of naval officers, designated thereby, to report upon the whole subject of a post-graduate course of instruction for officers of the Navy. In compliance with the recommendation of the board, a general order of the Secretary of the Navy, dated October 6, 1884, formally established the school. The scheme of instruction, as recommended by the board, comprehended the following subjects: A: The science and art of war, viz: 1, strategy and tactics; 2, military campaigns; 3, joint military and naval operations from the military point of view; 4, management of seamen in military operations; 5, elements of fortifications and intrenchments; these to be taught by an officer of the Army; also, 6, naval strategy and tactics; 7, naval campaigns; and 8, joint military and naval operations from the naval standpoint. B: Law and history, viz: 1, international law; 2, treaties of the United States; 3, rules of evidence; 4, general naval history; and 5, modern political history. The first session of the college opened September 3 and closed September 30, 1885. This was very much less than had been anticipated or provided for, but circumstances made such a course unavoidable. The lectures given were confined to mariue international law, military science, and the art of naval warfare. But the interest excited and the results attained, even at the very beginning, bave manifested the wisdom of establishing the college,5 1G. O. No. 42, A. G. O, May 7, 18-4. 3 G. O. No. 86, A. G. O., Aug. 4, 1884. Report of the Secretary of the Navy, 1885, and accompanying papers. TABLE 61.-Statistics of colleges and schools of military instruction for 1885-'86; from replies to inquiries by the United States Bureau of Education. ED 8639 bIncludes board. a See also account of the Naval War College in the text of this appendix. e See also accounts of the practice schools for artillery, and for infantry and cavalry, in the text of this appendix. d Congressional appropriation. e State students; others, $375. |