History . . . . . . . . . . . . . 3 3 3 General geography . . . . . . . . 2 -- -- Administration and law, including international law . . . . . . . -- -- 2 Mathematics (Mathematical ) 4 3 2 Physical Geography (sciences as ) 2 -- -- Physics . . . . . (alternatives ) -- 3 -- Geodesy . . . . . (for language.) -- -- 3 Chemistry . . . . ( ) -- -- 2 French . . . . . . . . . . . . . 6 6 6 or . . . . . . . . . . . . . . Russian . . . . . . . . . . . . . 6 6 6 Every candidate for admission to the Academy is required to say whether he proposes to take up the subjects grouped as mathematical sciences, or a language, and if a language whether French or Russian. [7] The conventions are the agreements with Prussia by which the armies of Saxony, Bavaria, and Würtemberg are regulated. [8] The practice tour (_Uebungsreise_) is a sham fight, or rather a sham campaign, carried out in the district chosen for the purpose by officers without men. The troops are imaginary, but the officers taking part in the exercise are assigned to the several posts of command, and upon the basis of the imaginary situation, communicated by the umpire, work out all the necessary orders and dispositions. CHAPTER III THE ADVANCEMENT OF LEARNING The condition of success in the higher education is that the teacher should be himself a student. He should have in his subject that vital interest which comes of the endeavour to extend his mastery and to widen in his own particular branch the existing bounds of knowledge and achievement. The true teacher does not study his subject in order to be able to teach, but teaches because he is possessed by his subject. The benefits of teaching in the higher stages are therefore never one-sided. The pupil returns in a different form the help which he receives. For while the elucidation of principles acquires a peculiar freshness and force in the hands of an active pioneer of knowledge, the necessities of exposition compel the investigator to keep his researches in contact with the system or body of doctrine which he expounds. This fundamental relation between teaching and research is realized in the connection between the War Academy and the great general staff. It has already been shown how the great general staff is the organ by which during peace its chief collects and sifts the information upon which he bases his plan for the opening of a campaign, and how, when the operations have begun, the general staff, through its several ramifications, keeps him supplied with the data concerning his own army and that of the enemy which he requires from time to time in order to shape his further decisions.