In the army the recruits are taught under the superintendence of the superiors by specially detached officers and selected experienced non-commissioned officers; and even instruction is given them in quite small sections; while each one receives individual attention from the non-commissioned officers of his section and the higher superior officers. In a school, on the contrary, the master is expected to teach as many as eighty scholars at a time; in a school with two teachers as many as 120 children are divided into two classes. A separation of the sexes is only recommended in a school of several classes. As a rule, therefore, the instruction is given in common. It is certain that, under such conditions, no insight into the personality of the individual is possible. All that is achieved is to impart more or less mechanically and inefficiently a certain amount of information in some branch of knowledge, without any consideration of the special dispositions of boys and girls, still less of individuals. Such a national school can obviously offer no preparation for a military education. The principles which regulate the teaching in the two places 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.