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85SOLUTION NO./

THE COMMAND AND GENERALSTAFF SCHOOL

IN CASE OP REPLY TO BE RETURNED TO RECEPTACLE BY 9:00 A.M.865 G. S. Schs., Fort Leavenworth 9-18-28 26M

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WHIT SHOULD BE 'THE PLAN OF -EDUCATION Kft OFFICEBS OP THS ABH*,including a diactission of individual study, the special. "serviceschools, the Command and General Staff School, and* the Array War

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/ (jjx present system education is a development off ra^litainr

pre-war ideas oA education, training, and qualifications for promotion,>\u 2 5 a0

with developments due to experiences of the World War, That these experiences had a very definite effect on ou r system is evident from the1following extract from the Beport of* the Secretary- of ar, dated Kovemberit

1 1 1 ,1 11, 1919, "The war demonstrated that there was a necessity for & morej thorough and extensive education of officer? in all grades and in alljclasses of military duty; that there was not unfformity of doctrine or

in the separate arms, or in the Array as a whole; that our prewar5 system did not secure progression of instruction in accordance with theIadvancement in rank of the officer; and that there was not continuity ofIinstruction throughout the entire system from the bottom to the top.*1

It is evident that a definite plan of education "based on our|latest experiences in war and on an intelligent estimate of the future

\ u25a0J |meedsi needs of the Army of the United States is a necessary part (of orx plans.v : is noi a separate question, or one .vhich can "be decided without refpri

V ence to 6ther important features connected with personnelf.l\ So&ie- of ihese inter-related questions are: (1) Qualifications of appli- j?cants for appointment, (2) Manner- in which promotions will]"b e made, and

>. [b] Elirainaticn of the unfit. Other questions may need to "be consideredt

but it is "believed that these three have such an intimate relationship to !the educational system within the army that failure to consider them will

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t showing In passing the requirements, but in,possessing at least tifeminimum' requirements in order thnt he may be able to meet service requirements which will "be encountered later.

A . IK WHICH PECMOTTUT; ARE MAP :. IMs should be aoSidexsdbecause of Its "bearing on the individual and on the entire group. If allofficer personnel possessed the sane ability to absorb knowledge and thesame ambitions i*r the pursuit of bo .edge "b^ personal research, there

be little need fer cons id ration 01 educational systems or the.blishmants of requirements for promotion. However, since thic Is not

the case, it is Mghly essential for the best interests of the nationthat serious consideration be given to these matters. If promotion becontinued as at present, then the system of military education must be soplanned as to $TQYi&% fach officer with the necessary instruction for theproper performance of ris duties ia.the grade to which promoted at a 'tinewhen he urast enter or those duties. If the promotion sys.^m be changedat to require a profess! d&edt examination, the system of rsii.l &y educa-tion should provide the fundamentals on which examinations ar** based

-.rtheir various attainments. At the close of the year, officers shouldbe given certificates showing tlie individual study on subjects as listedihereon, and suitable entry made on their efficiency reports. Such en-L would be useful* at later periods in determining qualifications forat the higher schools.

An objection may be raised to such a plan as this on thegrounds that it would tend to discourage further individual study. But Icontend that the tendency would be !Ehe officer, to whomhe reverse.study on something other than his regular work has become second nature,would not be affected. On the other hand, many of those who have not cul-tivated the habit of study would become interested and secure an incentivefor further self-improvement. And those who still did not feel tempted todevote any additional time to study would be benefitted by their enforcedwork and by listening in at the group conferences where they should absorbisome knowledge even though it comes to them second-hand.

bAl lof the Special Service Schools should require a monographfrom each student during each year of the course, with the exception ofthe Basic course and the short courses. !Ehe -subject of the paper shouldbe left to the student, subject to the approval of the Commandant, fhesubject should be one which requires research, or on which the student

cdesires to express original thoughts, and should have some relation to

military art. Subjects should be allotted at the beginnini; of theschool year so as to allow sufficient time for preper research in addition

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to regular assignment of school subjectsMany of the courses available to officers, such as The Baval

7/ar College, and those at fevilian institutions of learning shWld "be,*%classified as individual study. Such courses should be increased to in-clude many different subjects which will increase an officer's efficiencyin staff work, and more particularly in his understanding of the relationbetween civilian affairs of all kinds and the military for the adequatedefense of the Ration. Qualified officers should be encouraged to applyfor these courses, and every effort made to secure the maximum attendancepossible.

In this paper, Iave attempted to show what should be the aimof our system of military education, not so much by setting forth any new;ideas as by attempting to show that our present system is adequate. Thepresent system i*ample in its directive and sufficient in its accomplishments to cover the desired field, namely, the adequate instruction ofofficers of the Army to fit them for a life of efficient service to -foeEation. In additton, Iave attempted to show that a system of requiringand enforcing some definite form of individual study, in addition to prescribed school courses, would probably be beneficial in results to theArmy as a whole.

BIBLIOGRAPHY./ Annual Eeport of the Secretary of Yfor, 1919.Army Regulations 350-5.Personal experiences and observations.

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