382 
GOLD MEDAL PRIZE ESSAY, 1 899. 
tion given to cadets or officers at the commencement of their service, 
is extended over a longer period than with us. For example in 
France and Italy two years are spent at the Ecole Polytechnique ” 
and then immediately following after that two years at the “ Ecole 
d’application ” this of course is a more thorough training than we give 
to our Artillery officers. In France at any rate, if not also in Italy, 
there are at various head-quarters, model rooms, laboratories, and so 
on, where it is intended that officers shall work and keep up the tech¬ 
nical knowledge acquired at the *' school of application ”. In Russia 
there is an Institution very similar to our Ordnance College, but as 
with us, it is intended for special classes, although a large number of 
officers appear to be put through. It seems therefore that with re¬ 
gard to this subject of Technical Instruction, we are certainly not in 
advance of most other countries, and that we are behindhand in com¬ 
parison with those who give a post graduate course to their officers 
and with countries like France and Italy, who in addition to a two 
years course corresponding to that which our cadets undergo, send 
their young officers for two years more to the “ Ecole d’application.” 
What class of instruction should be provided for a regimental course ? 
There will be the same difficulty in settling this question as there is with 
regard to the same point in civil life. In the many articles which are 
written on the subject of Technical education, in science journals, one 
repeatedly comes across the suggestion, that the class of instruction 
afforded is not what is required and consequently ho useful results 
follow and it is laid to the charge of this faulty system that technical 
education does not “ pay ” from a commercial point of view and does 
not yield results commensurate with its expense. Although there 
are many who find fault with the existing conditions, yet there appear 
to be very few who are prepared with any scheme for their improve¬ 
ment. This is frequently the case, it is easy to find fault, but not so 
easy to find a remedy. These letters of criticism however, serve one 
good purpose, they enable one to foresee the dangers which one must 
steer clear of, in instituting any similar system of technical education 
in the future, and as they are general in their application I mention, 1 
them here: — 
(1) . Too much must not be attempted, it is useless to soar too 
high and produce a commodity for which there is a scanty demand. 
Many men with an intimate knowledge of the Integral Calculus and 
theories on all things visible and invisible are not required, what are 
wanted are men well grounded in all the important elements of science 
and technology. 
(2) . The Instructor in a technical school is not the man most fitted 
as a rule to teach “ Workshop methods ” if these are necessary they 
should be learnt in the workshop, his work is to teach “root principles” 
which should underlie all methods now and always. 
(3) . Results must not be judged from “ examinations ” for if they 
are, then the instructor’s time and energy are wasted in cramming 
students for the purpose of obtaining marks, in order that the appear¬ 
ance of a high standard of efficiency may be kept up. 
(4) . There must be no stint of practical and theoretical appliances 
