624 
ARMY SCHOOLS. 
Line from 35*11 to 32*76, and in the Ordnance Store Corps from 82*24 
to 65*66. 
A close study of the Report shows that this falling off is due to the 
decision made in 1887 to abolish compulsory school attendance for 
recruits, and substitute garrison schools for the existing regimental in¬ 
stitutions. This step was taken mainly on the evidence of Mr. Knox, 
who was called as a witness before Lord Randolph ChurchilPs Com¬ 
mittee on the Army and Navy Estimates, and in deference to a 
somewhat impatient cry which had been raised for economy in the 
military services. It was asserted that, owing to the progress of edu¬ 
cation in the country, recruits would join the army sufficiently instructed 
for all ordinary purposes, and it would therefore only be necessary to 
provide instructional machinery, for the purpose of the higher education 
of non-commissioned officers who wished to improve their knowledge 
and qualify for warrant rank. Regimental schools were closed, the staff 
of school-masters reduced, and large central garrison schools established 
in each military station. 
At first there was some saving effected in the vote for Military Edu¬ 
cation, but owing to the necessity for strengthening the inspection 
branch, and other causes incidental to the new system, by which regi¬ 
mental control was abolished, this economy was not permanently main¬ 
tained, and as the case now stands the vote for Army Schools for 
1893-94 is £1013 higher than the corresponding vote for 1887-88. 
While there has been no financial gain the cause of military education 
has undeniably suffered. In para. 2 of the Report Sir Robert Biddulph 
writes as follows :— 
“The relative advantages and disadvantages of the garrison and 
regimental systems were fully set out in my last report, and the ex¬ 
perience of the past four years has verified the opinions stated in that 
report. The measures necessary to be enforced on the introduction of 
the new system have been thoroughly supported by the General Officers 
concerned. The advantages have been made the most of and the dis¬ 
advantages minimised as far as practicable, but the anticipation that 
under the garrison system schools would lose the great benefit result¬ 
ing from the direct personal interest of Commanding Officers in them 
has been fully borne out. This defect undoubtedly exists, as there is 
a reluctance on the part of Commanding Officers to look much into 
the affairs of a school over which they have no definite authority. The 
frequent change of the officer under whose immediate control a school 
is placed tends to weaken responsibility for its management. . . It 
thus happens that Commanding Officers, in the many demands made 
upon their time have little opportunity of knowing much of the schools 
under them, or of the school-master upon whom they have to report.” 
After reading these words it is impossible not to feel that the garri¬ 
son system has proved a failure. It has crushed regimental initiative. 
The large garrison schools do not supply the place of the regimental 
schools which were conducted under the direct control of the Command¬ 
ing Officer. The classes are in many cases so large that it is difficult 
for the school-masters and their assistants to give the necessary indi- 
