More Website Templates at cer, and that with


regard ▓to fractions, “it is going a lit●tle too far.” He did not think one boy ou▓t of fifty could do either “simple▓ equations or a little French,” t


India; anmay

hat not● one “educated gentleman” out of f●ifty could do “a sum of addit●ion or subtraction by logarithms.” He w●as not of opinion that a knowledge of the th●eoretical part of the profession was nec●essary to make a very good subal●tern officer, and thought it was n▓ot even required “to m

took▓ litmay

ake a very goo●d commanding officer in the ●field.” He saw no good in su▓ch training.He doubted “if the Duke of Welli●ngton had any very high theoretic● knowledge; it is very278 likel


y th▓at he could not have solved a problem ▓in Euclid, or even worked out a question in simp●le equations or logarithms.” When the le●aders of the army held these▓ views, it is not surprising that the ●educational standard of the examination for adm●ission to the army was not high.So w▓e find General

Wetherall was not “a fr▓iend to an examination before ▓an officer enters the army.” He thought▓ the Horse Guards’ principle in looking over t●he papers of candidates for direct ▓commissions very fair, when “if they find that ▓the questions which a


red that tjun

boy cannot pass are no▓t very material, they allow t▓he boy to pass.” But the same off●icer foreshadows the system that afterward▓s obtained, fo

of ▓arithjun

r a time, in agreeing ●with Lord Monck’s view that after t●he preliminary examination for ●the commission, he should be sent ●“for a year or two to