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So satisfactory were the results of this Artillery School that in 1881 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, 1892.

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 reconnoitring 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.3 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 Monroe confined 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 cavalry, 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 campaigus; 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 marine 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, 1884.
2G. O. No. 8, A. G. O., Jan. 26, 1882.

3 G. O. No. 86, A. G. O., Aug. 4, 1884.
4G. O. No. 125, A. G. O., Dec. 28, 1885.

Report of the Secretary of the Navy, 1885, and accompanying papers.

ED 86-39

TABLE 61.-Statistics of colleges and schools of military instruction for 1885-'86; from replies to inquiries by the United States Bureau of Education.

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R. D. Allen
William T. Sampson, com-
mander U. S. N., superin
tendent.

Col. J. Sumner Rogers, superintendent.

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1845

5 6 7 8 9 10 11 12 13 14

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7100 30 25 20 16 0 0 3 $:00 5,000 1,200 $125, 000 $6,000

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Wesley Merritt, colonel 1802 50 304 124 51 64 65 Fifth Cavalry,

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major general U. S. A., superintendent. Col. Theodore Hyatt, A. M... Gen. George D. Johnston, superintendent. Francis H. Smith.

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1862 13 109 35 31 27 1842 7 103 1839 14 137

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4 6500

26 13

55

68

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300

100,000

50 40 27 20 56

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e125 9,000 1,000

8,000 30,000

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a See also account of the Naval War College in the text of this appendix.

b Includes board.

c 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.

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Summary of examinations for admission to the United States Military Academy for the year 1885-'86.

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Summary of examinations for admission to the United States Naval Academy for the year

1885-'86.

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IV. TRAINING FOR BUSINESS PURSUITS.

The institutions included in Table 63, colleges or schools, as the case may be, bave arisen in response to the general demand for business training. If they have excited less public interest than manual-training and technical schools it is because their utility has not been questioned or the special equipment which they required has been inore easily secured. The constant increase in the number and in the patronage of these institutions is sufficient evidence that they meet an important and growing demand. The total number reported for 1885-'86 is 239, having 1,040 instructors and 47,176 students, as against 162 schools reported in 1880, having 619 instructors and 27,146 students.

With the increase of commercial business and relations the curricula of the business colleges will necessarily be widened, especially in the direction of foreign languages and foreign exchange. As the scheme of instruction is enlarged the material resources and equipment must be increased, and the time seems not far distant when the leading commercial cities of the United States must make provision for this special department of training on a similar scale to that which exists in foreign cities. A few cities, as will be seen by an examination of the detailed table, are already moving in this direction by the maintenance of commercial courses in connection with day or evening public high schools.

The studies included properly in the curriculum of commercial schools of the highest order are indicated in the following extract from the catalogue of Tulane University:

"The need has long been felt in commercial circles throughout the United States for a more liberal education under higher auspices of young men intending to pursue a commercial career. The instruction given is too often inadequate in amount, superficial in character, and ill-adapted to the development of intellectual and moral power. An effort is made in this course to supply a want.

"The linguistic training embraces French, German, and Spanish; and these languages are taught not only colloquially, under the most favorable conditions, but in their higher literary and philological aspects. Mathematics is carried through analytical and descriptive geometry. The English literary and philosophical studies and the natural sciences are taught as fully as in the classical course. To these are added larger studies in political economy and commercial law, and in political and commercial geography, and in geology and astronomy. The practical book-keeping of the high school is supplemented by full courses and practice in type-writing and short-hand and telegraphy, and in life and fire insurance and bank and railroad accounts. The effort will be made to combine culture with practical business attainments."

The following is a comparative exhibit of colleges for business training as reported to this Bureau each year from 1876 to 1836, inclusive (1883 omitted):

1876. 1877. 1878.

1879. 1880. 1881. 1882. 1884. 1885. 1886.

Number of institutions.
Number of instructors...
Number of students....

162 1 202

619

794

137 134 129 144 217 221 232 239 599 568 527 535 955 1,015 1,099 1,040 25, 231 23, 496 21,048 22, 621 27, 146 31, 414 44, 834 44, 047 43, 706 47, 176

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