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Test Bank for South-Western Federal Taxation 2020:
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Syntax 1.1 Java Program
InterActivities
More InterActivities
Common Error 1.1
Omitting Semicolons
1.6 Errors
InterActivities
Common Error 1.2
Misspelling Words
1.7 Problem Solving: Algorithm Design
1.7.1 The Algorithm Concept
1.7.2 An Algorithm for Solving an Investment Problem
1.7.3 Pseudocode
1.7.4 From Algorithms to Programs
InterActivities
How To 1.1
Describing an Algorithm with Pseudocode
Worked Example 1.1
Writing an Algorithm for Tiling a Floor
Chapter Summary
Review Exercises
Practice Exercises
Programming Projects
2. Using Objects
2.1 Objects and Classes
2.1.1 Using Objects
2.1.2 Classes
InterActivities
2.2 Variables
2.2.1 Variable Declarations
Syntax 2.1 Variable Declaration
InterActivities
2.2.2 Types
InterActivities
2.2.3 Names
InterActivities
2.2.4 Comments
InterActivities
2.2.5 Assignment
Syntax 2.2 Assignment
InterActivities
More InterActivities
Common Error 2.1
Using Undeclared or Uninitialized Variables
Common Error 2.2
Confusing Variable Declarations and Assignment Statements
Programming Tip 2.1
Choose Descriptive Variable Names
2.3 Calling Methods
2.3.1 The Public Interface of a Class
2.3.2 Method Arguments
2.3.3 Return Values
2.3.4 Method Declarations
InterActivities
Programming Tip 2.2
Learn By Trying
2.4 Constructing Objects
Syntax 2.3 Object Construction
InterActivities
Common Error 2.3
Trying to Invoke a Constructor Like a Method
2.5 Accessor and Mutator Methods
InterActivities
2.6 The API Documentation
2.6.1 Browsing the API Documentation
2.6.2 Packages
Syntax 2.4 Importing a Class from a Package
InterActivities
Programming Tip 2.3
Don’t Memorize—Use Online Help
2.7 Implementing a Test Program (Testing Track)
InterActivities
More InterActivities
Special Topic 2.1
Testing Classes in an Interactive Environment
Worked Example 2.1
How Many Days Have You Been Alive?
Worked Example 2.2
Working with Pictures
2.8 Object References
InterActivities
Computing & Society 2.1 Computer Monopoly
2.9 Graphical Applications (Graphics Track)
2.9.1 Frame Windows
2.9.2 Drawing on a Component
2.9.3 Displaying a Component in a Frame
InterActivities
More InterActivities
2.10 Ellipses, Lines, Text, and Color (Graphics Track)
2.10.1 Ellipses and Circles
2.10.2 Lines
2.10.3 Drawing Text
2.10.4 Colors
InterActivities
More InterActivities
Chapter Summary
Review Exercises
Practice Exercises
Programming Projects
3. Implementing Classes
3.1 Instance Variables and Encapsulation
3.1.1 Instance Variables
Syntax 3.1 Instance Variable Declaration
3.1.2 The Methods of the Counter Class
3.1.3 Encapsulation
InterActivities
3.2 Specifying the Public Interface of a Class
3.2.1 Specifying Methods
3.2.2 Specifying Constructors
Syntax 3.2 Class Declaration
3.2.3 Using the Public Interface
3.2.4 Commenting the Public Interface
InterActivities
Common Error 3.1
Declaring a Constructor as void
Programming Tip 3.1
The javadoc Utility
3.3 Providing the Class Implementation
3.3.1 Providing Instance Variables
3.3.2 Providing Constructors
3.3.3 Providing Methods
InterActivities
More InterActivities
Common Error 3.2
Ignoring Parameter Variables
How To 3.1
Implementing a Class
Worked Example 3.1
Making a Simple Menu
3.4 Unit Testing (Testing Track)
InterActivities
Computing & Society 3.1 Electronic Voting Machines
3.5 Problem Solving: Tracing Objects
InterActivities
3.6 Local Variables
InterActivities
Common Error 3.3
Duplicating Instance Variables in Local Variables
Common Error 3.4
Providing Unnecessary Instance Variables
Common Error 3.5
Forgetting to Initialize Object References in a Constructor
3.7 The this Reference
InterActivities
Special Topic 3.1
Calling One Constructor from Another
3.8 Shape Classes (Graphics Track)
InterActivities
More InterActivities
How To 3.2
Drawing Graphical Shapes
Chapter Summary
Review Exercises
Practice Exercises
Programming Projects
4. Fundamental Data Types
4.1 Numbers
4.1.1 Number Types
4.1.2 Constants
Syntax 4.1 Constant Declaration
InterActivities
Special Topic 4.1
Big Numbers
Programming Tip 4.1
Do Not Use Magic Numbers
4.2 Arithmetic
4.2.1 Arithmetic Operators
4.2.2 Increment and Decrement
4.2.3 Integer Division and Remainder
4.2.4 Powers and Roots
4.2.5 Converting Floating-Point Numbers to Integers
Syntax 4.2 Cast
InterActivities
More InterActivities
Common Error 4.1
Unintended Integer Division
Common Error 4.2
Unbalanced Parentheses
Programming Tip 4.2
Spaces in Expressions
Java 8 Note 4.1
Avoiding Negative Remainders
Special Topic 4.2
Combining Assignment and Arithmetic
Special Topic 4.3
Instance Methods and Static Methods
Computing & Society 4.1 The Pentium Floating-Point Bug
4.3 Input and Output
4.3.1 Reading Input
Syntax 4.3 Input Statement
4.3.2 Formatted Output
InterActivities
More InterActivities
How To 4.1
Carrying Out Computations
Worked Example 4.1
Computing the Volume and Surface Area of a Pyramid
4.4 Problem Solving: First Do It By Hand
InterActivities
More InterActivities
Worked Example 4.2
Computing Travel Time
4.5 Strings
4.5.1 The String Type
4.5.2 Concatenation
4.5.3 String Input
4.5.4 Escape Sequences
4.5.5 Strings and Characters
4.5.6 Substrings
InterActivities
More InterActivities
Programming Tip 4.3
Reading Exception Reports
Special Topic 4.4
Using Dialog Boxes for Input and Output
Computing & Society 4.2 International Alphabets and Unicode
Chapter Summary
Review Exercises
Practice Exercises
Programming Projects
5. Decisions
5.1 The if Statement
Syntax 5.1 if Statement
InterActivities
More InterActivities
Programming Tip 5.1
Brace Layout
Programming Tip 5.2
Always Use Braces
Common Error 5.1
A Semicolon After the if Condition
Programming Tip 5.3
Tabs
Special Topic 5.1
The Conditional Operator
Programming Tip 5.4
Avoid Duplication in Branches
5.2 Comparing Values
5.2.1 Relational Operators
Syntax 5.2 Comparisons
5.2.2 Comparing Floating-Point Numbers
5.2.3 Comparing Strings
5.2.4 Comparing Objects
5.2.5 Testing for null
InterActivities
More InterActivities
Common Error 5.2
Using == to Compare Strings
How To 5.1
Implementing an if Statement
Worked Example 5.1
Extracting the Middle
Computing & Society 5.1 Denver’s Luggage Handling System
5.3 Multiple Alternatives
InterActivities
More InterActivities
Special Topic 5.2
The switch Statement
5.4 Nested Branches
InterActivities
More InterActivities
Programming Tip 5.5
Hand-Tracing
Common Error 5.3
The Dangling else Problem
Special Topic 5.3
Block Scope
Special Topic 5.4
Enumeration Types
5.5 Problem Solving: Flowcharts
InterActivities
5.6 Problem Solving: Selecting Test Cases (Testing Track)
InterActivities
Programming Tip 5.6
Make a Schedule and Make Time for Unexpected Problems
Special Topic 5.5
Logging
5.7 Boolean Variables and Operators
InterActivities
More InterActivities
Common Error 5.4
Combining Multiple Relational Operators
Common Error 5.5
Confusing && and || Conditions
Special Topic 5.6
Short-Circuit Evaluation of Boolean Operators
Special Topic 5.7
De Morgan’s Law
5.8 Application: Input Validation
InterActivities
More InterActivities
Computing & Society 5.2 Artificial Intelligence
Chapter Summary
Review Exercises
Practice Exercises
Programming Projects
6. Loops
6.1 The while Loop
Syntax 6.1 while Statement
InterActivities
More InterActivities
Common Error 6.1
Don’t Think “Are We There Yet?”
Common Error 6.2
Infinite Loops
Common Error 6.3
Off-by-One Errors
6.2 Problem Solving: Hand-Tracing
InterActivities
More InterActivities
Computing & Society 6.1 Digital Piracy
6.3 The for Loop
Syntax 6.2 for Statement
InterActivities
More InterActivities
Programming Tip 6.1
Use for Loops for Their Intended Purpose Only
Programming Tip 6.2
Choose Loop Bounds That Match Your Task
Programming Tip 6.3
Count Iterations
Special Topic 6.1
Variables Declared in a for Loop Header
6.4 The do Loop
InterActivities
More InterActivities
Programming Tip 6.4
Flowcharts for Loops
6.5 Application: Processing Sentinel Values
InterActivities
More InterActivities
Special Topic 6.2
Redirection of Input and Output
Special Topic 6.3
The “Loop and a Half” Problem
Special Topic 6.4
The break and continue Statements
6.6 Problem Solving: Storyboards
InterActivities
More InterActivities
6.7 Common Loop Algorithms
6.7.1 Sum and Average Value
InterActivities
6.7.2 Counting Matches
InterActivities
More InterActivities
6.7.3 Finding the First Match
InterActivities
More InterActivities
6.7.4 Prompting Until a Match is Found
InterActivities
6.7.5 Maximum and Minimum
InterActivities
6.7.6 Comparing Adjacent Values
InterActivities
More InterActivities
How To 6.1
Writing a Loop
Worked Example 6.1
Credit Card Processing
6.8 Nested Loops
InterActivities
Worked Example 6.2
Manipulating the Pixels in an Image
6.9 Application: Random Numbers and Simulations
6.9.1 Generating Random Numbers
InterActivities
6.9.2 The Monte Carlo Method
InterActivities
More InterActivities
6.10 Using a Debugger (Testing Track)
InterActivities
How To 6.2
Debugging
Worked Example 6.3
A Sample Debugging Session
Computing & Society 6.2 The First Bug
Chapter Summary
Review Exercises
Practice Exercises
Programming Projects
7. Arrays and Array Lists
7.1 Arrays
7.1.1 Declaring and Using Arrays
Syntax 7.1 Arrays
InterActivities
More InterActivities
7.1.2 Array References
InterActivities
7.1.3 Using Arrays with Methods
7.1.4 Partially Filled Arrays
InterActivities
More InterActivities
Common Error 7.1
Bounds Errors
Common Error 7.2
Uninitialized and Unfilled Arrays
Programming Tip 7.1
Use Arrays for Sequences of Related Items
Programming Tip 7.2
Make Parallel Arrays into Arrays of Objects
Special Topic 7.1
Methods with a Variable Number of Arguments
Computing & Society 7.1 Computer Viruses
7.2 The Enhanced for Loop
Syntax 7.2 The Enhanced for Loop
InterActivities
7.3 Common Array Algorithms
7.3.1 Filling
InterActivities
More InterActivities
7.3.2 Sum and Average Value
InterActivities
7.3.3 Maximum and Minimum
InterActivities
7.3.4 Element Separators
7.3.5 Linear Search
InterActivities
More InterActivities
7.3.6 Removing an Element
InterActivities
7.3.7 Inserting an Element
InterActivities
7.3.8 Swapping Elements
InterActivities
7.3.9 Copying Arrays
InterActivities
More InterActivities
7.3.10 Reading Input
Common Error 7.3
Underestimating the Size of a Data Set
Special Topic 7.2
Sorting with the Java Library
7.4 Problem Solving: Adapting Algorithms
InterActivities
More InterActivities
How To 7.1
Working with Arrays
Worked Example 7.1
Rolling the Dice
7.5 Problem Solving: Discovering Algorithms by Manipulating Physical Objects
InterActivities
7.6 Two-Dimensional Arrays
7.6.1 Declaring Two-Dimensional Arrays
Syntax 7.3 Two-Dimensional Array Declaration
InterActivities
7.6.2 Accessing Elements
InterActivities
7.6.3 Locating Neighboring Elements
More InterActivities
7.6.4 Accessing Rows and Columns
InterActivities
More InterActivities
Worked Example 7.2
A World Population Table
Special Topic 7.3
Two-Dimensional Arrays with Variable Row Lengths
Special Topic 7.4
Multidimensional Arrays
7.7 Array Lists
Syntax 7.4 Array Lists
7.7.1 Declaring and Using Array Lists
InterActivities
7.7.2 Using the Enhanced for Loop with Array Lists
InterActivities
More InterActivities
7.7.3 Copying Array Lists
InterActivities
More InterActivities
7.7.4 Wrappers and Auto-boxing
InterActivities
More InterActivities
7.7.5 Using Array Algorithms with Array Lists
InterActivities
More InterActivities
7.7.6 Storing Input Values in an Array List
More InterActivities
7.7.7 Removing Matches
More InterActivities
7.7.8 Choosing Between Array Lists and Arrays
Common Error 7.4
Length and Size
Special Topic 7.5
The Diamond Syntax
7.8 Regression Testing (Testing Track)
Programming Tip 7.3
Batch Files and Shell Scripts
Computing & Society 7.2 The Therac-25 Incidents
Chapter Summary
Review Exercises
Practice Exercises
Programming Projects
8. Designing Classes
8.1 Discovering Classes
InterActivities
8.2 Designing Good Methods
8.2.1 Providing a Cohesive Public Interface
8.2.2 Minimizing Dependencies
8.2.3 Separating Accessors and Mutators
8.2.4 Minimizing Side Effects
InterActivities
More InterActivities
Programming Tip 8.1
Consistency
Special Topic 8.1
Call by Value and Call by Reference
8.3 Problem Solving: Patterns for Object Data
8.3.1 Keeping a Total
8.3.2 Counting Events
8.3.3 Collecting Values
8.3.4 Managing Properties of an Object
8.3.5 Modeling Objects with Distinct States
8.3.6 Describing the Position of an Object
InterActivities
More InterActivities
8.4 Static Variables and Methods
InterActivities
More InterActivities
Programming Tip 8.2
Minimize the Use of Static Methods
Common Error 8.1
Trying to Access Instance Variables in Static Methods
Special Topic 8.2
Alternative Forms of Instance and Static Variable Initialization
Special Topic 8.3
Static Imports
8.5 Problem Solving: Solve a Simpler Problem First
InterActivities
8.6 Packages
8.6.1 Organizing Related Classes into Pack-ages
8.6.2 Importing Packages
8.6.3 Package Names
Syntax 8.1 Package Specification
8.6.4 Packages and Source Files
InterActivities
Common Error 8.2
Confusing Dots
Special Topic 8.4
Package Access
How To 8.1
Programming with Packages
8.7 Unit Test Frameworks (Testing Track)
InterActivities
More InterActivities
Computing & Society 8.1 Personal Computing
Chapter Summary
Review Exercises
Practice Exercises
Programming Projects
9. Inheritance
9.1 Inheritance Hierarchies
InterActivities
Programming Tip 9.1
Use a Single Class for Variation in Values, Inheritance for Variation in Behavior
9.2 Implementing Subclasses
Syntax 9.1 Subclass Declaration
InterActivities
More InterActivities
Common Error 9.1
Replicating Instance Variables from the Superclass
Common Error 9.2
Confusing Super- and Subclasses
9.3 Overriding Methods
Syntax 9.2 Calling a Superclass Method
InterActivities
More InterActivities
Common Error 9.3
Accidental Overloading
Common Error 9.4
Forgetting to Use super When Invoking a Superclass Method
Special Topic 9.1
Calling the Superclass Constructor
Syntax 9.3 Constructor with Superclass Initializer
9.4 Polymorphism
InterActivities
More InterActivities
Special Topic 9.2
Dynamic Method Lookup and the Implicit Parameter
Special Topic 9.3
Abstract Classes
Special Topic 9.4
Final Methods and Classes
Special Topic 9.5
Protected Access
How To 9.1
Developing an Inheritance Hierarchy
Worked Example 9.1
Implementing an Employee Hierarchy for Payroll Processing
9.5 Object: The Cosmic Superclass
9.5.1 Overriding the toString Method
InterActivities
More InterActivities
9.5.2 The equals Method
InterActivities
More InterActivities
9.5.3 The instanceof Operator
Syntax 9.4 The instanceof Operator
InterActivities
Common Error 9.5
Don’t Use Type Tests
Special Topic 9.6
Inheritance and the toString Method
Special Topic 9.7
Inheritance and the equals Method
Computing & Society 9.1 Who Controls the Internet?
Chapter Summary
Review Exercises
Practice Exercises
Programming Projects
10. Interfaces
10.1 Using Interfaces for Algorithm Reuse
10.1.1 Discovering an Interface Type
10.1.2 Declaring an Interface Type
Syntax 10.1 Declaring an Interface
10.1.3 Implementing an Interface Type
Syntax 10.2 Implementing an Interface
10.1.4 Comparing Interfaces and Inheritance
InterActivities
More InterActivities
Common Error 10.1
Forgetting to Declare Implementing Methods as Public
Common Error 10.2
Trying to Instantiate an Interface
Special Topic 10.1
Constants in Interfaces
Java 8 Note 10.1
Static Methods in Interfaces
Java 8 Note 10.2
Default Methods
Java 8 Note 10.3
Conflicting Default Methods
10.2 Working with Interface Types
10.2.1 Converting from Classes to Interfaces
10.2.2 Invoking Methods on Interface Variables
10.2.3 Casting from Interfaces to Classes
InterActivities
More InterActivities
Worked Example 10.1
Investigating Number Sequences
10.3 The Comparable Interface
InterActivities
More InterActivities
Programming Tip 10.1
Comparing Integers and Floating-Point Numbers
Special Topic 10.2
The clone Method and the Cloneable Interface
10.4 Using Interfaces for Callbacks
InterActivities
Java 8 Note 10.4
Lambda Expressions
Special Topic 10.3
Generic Interface Types
10.5 Inner Classes
InterActivities
Special Topic 10.4
Anonymous Classes
10.6 Mock Objects (Testing Track)
InterActivities
10.7 Event Handling (Graphics Track)
10.7.1 Listening to Events
10.7.2 Using Inner Classes for Listeners
InterActivities
Common Error 10.3
Modifying Parameter Types in the Implementing Method
Common Error 10.4
Trying to Call Listener Methods
Java 8 Note 10.5
Lambda Expressions for Event Handling
10.8 Building Applications with Buttons (Graphics Track)
InterActivities
Common Error 10.5
Forgetting to Attach a Listener
Programming Tip 10.2
Don’t Use a Container as a Listener
10.9 Processing Timer Events (Graphics Track)
InterActivities
Common Error 10.6
Forgetting to Repaint
10.10 Mouse Events (Graphics Track)
InterActivities
Special Topic 10.5
Keyboard Events
Special Topic 10.6
Event Adapters
Computing & Society 10.1 Open Source and Free Software
Chapter Summary
Review Exercises
Practice Exercises
Programming Projects
11. Input/Output and Exception Handling
11.1 Reading and Writing Text Files
InterActivities
More InterActivities
Common Error 11.1
Backslashes in File Names
Common Error 11.2
Constructing a Scanner with a String
Special Topic 11.1
Reading Web Pages
Special Topic 11.2
File Dialog Boxes
Special Topic 11.3
Character Encodings
11.2 Text Input and Output
11.2.1 Reading Words
InterActivities
11.2.2 Reading Characters
InterActivities
More InterActivities
11.2.3 Classifying Characters
InterActivities
More InterActivities
11.2.4 Reading Lines
InterActivities
11.2.5 Scanning a String
InterActivities
More InterActivities
11.2.6 Converting Strings to Numbers
InterActivities
More InterActivities
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England. III. [RHS]
 The Yeomanry is composed of 39 county regiments of Cavalry, and forms a
species of Cavalry Militia or Volunteers. They are called out annually for only
one week’s training. They are liable to be called out, in addition, for service in
any part of Great Britain in case of threatened invasion, or to suppress a riot.
They receive allowances and pay during their training, an allowance for
clothing, and their arms, from the Government; but have to find their own
horses. There is no Yeomanry in Ireland.
The Yeomanry numbered, in 1889, 10,739 men.
r The Volunteers consist of a large number of Corps, both Artillery, Engineers,
Infantry, and Medical Staff Corps, with 2 Corps of Light Horse and 1 of
Mounted Rifles. The Honourable Artillery Company (composed of 1 battery
Field Artillery, 6 troops Light Cavalry, and 8 companies Infantry), although not
strictly Volunteers, may be considered as coming under this head.
The Artillery Volunteers are divided into 9 Divisions according to their
locality, forming 62 Corps.
The Engineer Volunteers form 16 Corps of Engineers, 9 Divisions Submarine
Miners, and 1 Railway Staff-Corps.
The Infantry comprises no less than 211 battalions, distributed throughout
Great Britain, and attached to the different regular regimental districts. 31
Infantry Volunteer Brigades have now been formed, each consisting of five or
more battalions, and each commanded by a colonel of Auxiliary Forces.
The number of Volunteers is unlimited, and has gone on steadily increasing,
since their formation in 1859. The Corps were originally intended to be self-
supporting, finding themselves in everything except arms. Now, however, the
Government, having awoke to their importance as a great national reserve for
home defence, gives a Capitation Grant of 35s. a year to the different Corps
for every efficient Volunteer on their lists, and £2 10s. more for every officer
and sergeant who obtains a certificate of proficiency.
Volunteers are liable to be called out for active military service in Great
Britain, in case of a threatened invasion.
It is, however, a fact that, if they chose, the Volunteers might, on the eve of
the invasion, all disappear within fourteen days by simply giving notice of
their wish to retire! A little legislation on this point might not be out of place,
though of course such a catastrophe is not to be dreamt of.
 Volunteers are exempt from service in the Militia, and cannot be employed
as a military body in aid of the Civil Power. They receive no pay, and have to
attend a certain number of drills of different sorts every year, otherwise they
are not considered efficient.
The Volunteers are not yet thoroughly equipped for service, but strenuous
efforts are being made in this direction by private and public enterprise.
Their uniforms vary greatly in colour, from green or scarlet to drab or grey,
and in appearance. It is, however, expected that all Corps will in time present
a similar appearance to the Regular Forces, with the main distinction of silver
or white-metal embroidery and buttons instead of the gold or brass of the
Regulars.
The rifle of the Volunteers is either the Martini-Henry or the Snider.
The organisation of the Volunteer Corps is identical with that of the
corresponding Regular Forces.
There were on the 1st January, 1890, 216,999 efficient Volunteers, besides
7,022 non-efficients—total 224,021.
The mode of entrance of officers to the Regular Army is as follows:—The
candidate, if wishing to enter the Cavalry or Infantry has two routes open to
him. He may either pass a competitive “preliminary” and “further”
examination for the Royal Military College, Sandhurst, remain there one year,
and then enter his regiment direct (if successful in passing the “final”
examination), or else he may be appointed as 2nd lieutenant to a Militia
battalion, undergo two annual trainings, and then pass an examination
equivalent to the Sandhurst “final.” Formerly this latter mode of entrance, i.e.
through the Militia, was considered much the easiest, but now there is not
much to choose between the two.
A candidate for the Artillery or Engineers has to pass two examinations in
the R. M. Academy, Woolwich, and then spend two years there. The order of
merit in which the cadets pass the “final” determines which branch they are
to join. As a rule, those passing out high up join the Engineers, and the
others the Artillery.
Other Military establishments are:—
‐
(a.) The Staff College near Sandhurst, which an officer may enter by means
of a competitive examination, after he has served five years at least with his
regiment. Here he remains for two years, and is instructed in the various
acquirements necessary for a good Staff officer, and in the higher branches of
his profession. Having passed the final examination, the officer is attached for
two months each to the two branches of the service other than that which he
belongs to, and then rejoins his own regiment; he is then entitled to put p.s.c.
after his name in the Army List.
(b.) School of Gunnery at Shoeburyness, where experiments are carried out
and new inventions in gunnery tried, etc., etc.
(c.) Artillery College at Woolwich.—Instruction, etc., in the higher branches
of gunnery.
(d.) School of Military Engineering at Chatham, where officers and N. C. O.’s
of different Corps are put through a course, experiments in engineering tried,
etc., etc.
(e.) School of Musketry at Hythe, for instruction of officers and N. C. O.’s in
the use of, and in details and experiments concerning, small arms.
(f.) Schools of Gymnasium and Signalling at Aldershot, the Army Medical
School at Netley, the Veterinary School at Aldershot, and the School of Music
at Hounslow, whose titles sufficiently explain their raison d’être.
A glance at the latest accessories to the Army in the shape of Mounted
Infantry, Machine-guns, and Cyclists, may not be out of place here.
The authorities consider that a force of Mounted Infantry (i.e., Infantry with
rifles on horseback) will be of the greatest use to the Army in case of war.
Accordingly, a force is being trained, little by little, which would be available to
act as such on active service.
For the past two or three years 2 companies at Aldershot, formed of
volunteers from the different Infantry battalions quartered there, and 1
company at the Curragh, consisting of 150 men each, have been trained
during the winter months to act as Mounted Infantry. On the conclusion of
the course, the men are sent back to their regiments, and a fresh lot come on
the following winter. These companies are intended to be formed into
battalions when required. The duty of this force on service will be to act as
Infantry, but with a rapidity of transport from one place to another
unattainable by ordinary Infantry. Thus they may be pushed forward to attack
a village, to hold a defensive position till supported by other Infantry, to assist
the Cavalry, or to perform a hundred other duties of Infantry far in front of
the real Infantry.
It is proposed that every battalion of Infantry and regiment of Cavalry
should in future wars have a Machine-gun Detachment of 2 machine-guns,
worked by 1 officer and 12 men, attached to it. A large number of men have
been trained in this work, but there are at this moment but few complete
detachments in existence.
Corps of Cyclists, chiefly Volunteer, have also lately been started, but it
seems very questionable whether they would ever be of any use in a hostile
country except to carry messages to and fro along good roads.
Finally, mention must be made of the recent apportioning of the British
Regular Army into Army Corps. Serious difficulties have arisen in organising
this matter, for, since regiments are always on the move from point to point at
home, or between home, India, and the Colonies, it is a very difficult task
indeed to arrange so that even one Army Corps should be ready to take the
field at the shortest possible notice. It has, however, been done, and the 1st
Army Corps is an accomplished fact. The 2nd is on the high road to
completion, though as yet it is badly off for horses.
The above gives a tolerably fair idea of the strength and constitution of the
Army of the British Empire. The Navy, it is true, is still our first line of defence,
as it has been for hundreds of years; but although the best in the world, it is
not yet large enough for our needs. Our Regular Army has also been shown
to be barely large enough. It is, therefore, doubly necessary to keep the Army
at a high pitch of efficiency, and fully supplied with everything needful, in
order that if we ever come into collision with one of the colossal European
powers detailed in the following pages, we shall not be found wanting.
 THE GERMAN ARMY.

It was in the autumn of 1870, during the Franco-German War, that the
preliminary arrangements were made for the forthcoming consolidation of the
German Empire. Up to that time, Germany consisted of a
multitude of States, each with its own Government and its own
Army. The interests of these States, ranging as they did from
kingdoms down to small principalities, were extremely
conflicting, and internal hostility was frequently the result. The
one great aim of King William of Prussia was to see them all
united into one Empire, and defended by one Army. Aided by
the genius of Bismarck, the negotiations were brought to a
successful conclusion, and on the 18th January, 1871, William
of Prussia was declared Emperor of Germany with the title of
William I. At the same time the forces of the different States
were combined, and the present German Army is the result.
In peace and war this United Army is under the command of
Prussian Hussar the Emperor, and each man is bound by oath to render him
of the Guard. faithful and loyal service.
Several of the States, whilst keeping their own troops, have, by means of
special military conventions, attached themselves and their forces still closer
to the chief military power of the Empire, namely, Prussia. On the other hand,
a few of the larger States have reserved for themselves a certain
independence in the management of their armies. The chief outward and
visible sign thereof is seen in the variations of uniform from the strict Prussian
pattern. Thus, the Bavarian Infantry has kept its light-blue tunic, the Saxons
still have red piping round their skirts, and the Württembergers wear double-
breasted tunics and grey greatcoats.
German Empire. I. [LHS]
German Empire. I. [RHS]
The Army may be roughly divided into four groups:
‐ 1. The combined forces of Prussia and the following States, which have
concluded conventions with her: Saxe-Weimar, Saxe-Meiningen, Saxe-Coburg-
Gotha, Saxe-Altenburg, Schwarzburg-Rudolstadt, the two principalities of
Reuss, Oldenburg, Schwarzburg-Sondershausen, Lippe, Schaumburg-Lippe,
Lübeck, Bremen, Hamburg, Waldeck, Brunswick, Grand Duchies of
Mecklenburg-Schwerin and Mecklenburg-Strelitz, Grand Duchy of Baden, and
Grand Duchy of Hesse.
2. The Saxon Army Corps—(one).
3. The Bavarian Army Corps—(two).
4. The Württemberg Army Corps—(one).
Universal Conscription is the keystone of the Army. Introduced on
September 3rd, 1814, first of all, it was amended by the law of the 16th April,
1871, and perfected by subsequent laws passed in 1874 and 1881. The
recent edict of the 11th February, 1888, has put the finishing touches to it, so
that it now holds sway throughout the whole Empire. According to this law,
every German who is physically capable and who is in the enjoyment of civil
rights, is bound to serve as a soldier.
A man is bound to commence his service, as a rule, with his 21st year.
The period of service is as follows:—

3 years with the Colours.[11]

4 years in the Reserve of the Active Army.[11]
5 years in the 1st Class Landwehr.
7 years in the 2nd Class Landwehr.
6 years in the 2nd Class Landsturm.
By this time the soldier is in his 45th year.
The 1st Class Landwehr is divided into complete units, and these are
formed into Reserve Divisions for the Active Army. The 2nd Class Landwehr
garrisons the interior and fortresses, and acts, if called out, as a reserve for
the above-mentioned Landwehr Reserve divisions.
All men between the ages of 17 and 45 who are fit to bear arms and who
are not serving in either the Active Army (including the Ersatz Reserve) or in
the Landwehr, are enrolled in the 1st Class Landsturm. This body can only be
called out in case of national invasion, or for garrison duty at home.
 The Ersatz (i.e. Supply) Reserve consists of those men who are physically
fit, but have, owing to surplus numbers or other causes, escaped being sent
to serve in the Regular Army. Part of this Reserve undergoes a training of ten
weeks in the first, six weeks in the second, and four weeks in the third year.
These are considered as belonging to the so-called “Furlough Men”[12] class,
and serve when required to complete the Army in the field. On the completion
of their thirty-first year, the men are sent to the Landwehr and 2nd Class
Landsturm, and there they remain till the termination of their liability to
service, i.e., their forty-fifth year. The men of the untrained portion of the
Ersatz Reserve remain available for service up to their thirty-second year, and
then pass over to the 1st and 2nd Classes of the Landsturm in due order.
If every single able-bodied young man were to be
taken for the Regular Army, two disadvantages would
accrue to the State; on the one hand an immense
amount of industrial labour would be lost to the country,
and on the other, it would be impossible for the State to
support such a huge Army. For this reason the law of
the constitution has laid down that the peace Army is
not to exceed one per cent. of the population. This gives
the Army the respectable peace-strength of 468,409
men (not including officers and one-year volunteers). Of
these numbers about 156,000 annually enter the ranks
as recruits.
There is a supplementary clause to the law of
universal conscription, and that is the one which allows Prussian Garde du Corps.
Court full-dress.
of One-year Volunteers. It stands to reason that with a
three-years’ bout of compulsory service, a large portion of the youth of the
country are interrupted in the studies which are to prepare them for their
particular professions, and that at a period when they can least afford to lose
the time. For the labourer, who needs but little knowledge for his daily task,
and for those handicraftsmen whose work demands but little brain capacity or
culture of any sort, this interruption of business is of small moment. It is far
otherwise, however, with the young man who requires to spend some time in
the higher schools in order to fit himself for the profession he has chosen, be
it industrial or scientific. This disadvantage of the conscription law makes
itself felt in proportion to the progress in education and general culture made
in the country. At the same time it is obvious that a man who has the
assistance of a well-educated and well-trained mind does not require so long
a period to master the intricacies of soldiering as one who is less intelligent.
For this reason the Government allows young men who have either
received a certificate of educational efficiency from one of the higher schools
or else passed an examination before a commission appointed for the
purpose, to enter the service as volunteers on completing their seventeenth
year. After one year with the Colours they are sent “on furlough” to the Active
Reserve, and for this privilege they have to find themselves in uniform,
equipment, and food during the period of their service. They may become
officers in the following manner: If they have behaved well and have
subsequently, during two trainings of several weeks each, whilst attached to a
Corps, shown themselves professionally and socially qualified to become
officers, they are balloted for by the officers of their district. If the ballot is
favourable, they are commissioned by his Majesty and become full-blown
officers of the Reserve. These have, in case of war, to complete the active
establishment of officers to war-strength, or have to fill vacancies as officers
in the Landwehr.
The German Army represents the people under arms, and their officers
represent the cream of the Army. The road to the higher, and even to the
highest ranks, lies open to every educated man, without reference to social
standing or birth, if he only have the necessary qualifications thereto.
Every candidate for an officer commission must possess—
1. A good general education, of which the candidate must give satisfactory
proof, either by the possession of an “Abiturient” certificate,[13] or by passing
an examination before a commission held in Berlin.
2. Physical qualifications for military service, including good eyes.
3. An honourable character.
Having satisfied the authorities on these subjects, the candidate now serves
as a private for five months, generally with the regiment he intends to enter.
At the end of this time, during which he is called an “avantageur,” he
undergoes an examination in military duties, etc., and on receiving a
certificate of satisfactory service from his superior officers, he becomes an
ensign (“Porte-épée Fähnrich”) and is sent to a military college for a year.
There he passes a final examination in military knowledge, and, if balloted for
successfully by the officers of the regiment of his choice, he joins as second
lieutenant.
As much as 40 to 45 per cent. of the officers
are drawn from the Cadet Corps, which is
distributed amongst establishments at Lichterfelde
(near Berlin, head college), Kulm, Potsdam,
Wahlstatt, Bensberg, Plön and Oranienstein, in
Prussia; Dresden in Saxony, and Munich in
Bavaria. A new college will shortly open in
Karlsruhe. This Corps is chiefly composed of the
sons of officers, who receive a cheap and
excellent training and education. The proverb that
“the apple falls close to the stem” is well
exemplified here, for amongst the cadets are
many who bear celebrated soldiers’ names, such
Württemberg, as Roon, Steinmetz, Canstein, etc., etc.
Sergeant of the Train.
Although the training in the Cadet Corps is
chiefly a military one, yet on the whole the cadets receive an education equal
to that of a first-class civilian college. Thus they are enabled in after-life,
when they have left the Service, to pursue a civilian calling with greater ease
than if their education had been purely military.
Mention may also be made here of the establishments in which the “Porte-
épée Fähnrichs” (ensigns) are instructed: they are the military colleges of
Potsdam, Engers, Neisse, Glogau, Hanover, Cassel, Anklam, Metz, and
Munich. The higher branches of military science are pursued in the United
Artillery and Engineer School, and the Staff College (Kriegsakademie), both in
Berlin. The entire military education and training of the country are managed
by an Inspection-General.
As in all large armies, the three great branches of the German service are
Infantry, Cavalry, and Artillery, besides the Engineers and Transport Corps, the
latter of which is called the “Train.”
As everybody knows, Infantry is intended to go anywhere and fight
anywhere. It is, therefore, equipped for all contingencies that may arise, and
is armed with a weapon for use either at a long range or in close hand-to-
hand fighting.
The German Infantry is[14] armed with a capital magazine-rifle, with a bore
of ·315 inches, which, with a point-blank range of over 300 yards, will carry
up to 2,400 yards. The magazine is detachable, and holds 8 cartridges. The
bayonet is a short sword-bayonet, very similar to the new English bayonet.
As a rule, the German foot-soldier has to carry his own equipment, both on
the march and in action. The equipment consists of a knapsack with large
mess-tin attached, great coat, bayonet and scabbard (to which latter is
fastened a small spade), havresack, and water-bottle, and three pouches, two
in front and one behind. These pouches hold, altogether, 150 rounds. The
whole thing can be put on or taken off at a moment notice, by simply
buckling or unbuckling the waist-belt and slipping the arms into, or out of, the
knapsack braces. This new arrangement also obviates to a great extent the
discomfort caused by the older pattern of equipment, which compressed the
man chest considerably.
The old division of the Infantry into Grenadiers, Musketeers, and Fusiliers
has now no significance, except from a historical point of view. Nowadays, the
whole of the Infantry being identically equipped, they all receive exactly the
same amount of instruction and training, with the sole exception that the Rifle
battalions (Jäger) spend somewhat more time and pains on their musketry
than the other troops.
“Grenadiers” first sprang into existence in
the seventeenth century; as their name
indicates, they were originally intended to
throw hand-grenades amongst the enemy
ranks. For this object, particularly powerful
men were selected, and in France, under
Louis XIV., four Grenadiers were at first
attached to each company; subsequently,
each battalion received a Grenadier company.
Grenadiers were now introduced into every
civilised army, but as there was seldom an
opportunity for the employment of their
special weapon, they were given muskets,
and remained Grenadiers only in name, and Prussian Engineer.
thus the name came to be applied to
particularly fine bodies of troops only. The Prussian Grenadier battalions of
Frederick the Great were the flower of his Army, and in memory of these
troops the 1st Prussian Foot-Guard Regiment still wears the old sugar-loaf
brass helmet on big review days and other special occasions. The title of
“Grenadier Regiments,” which the first twelve Prussian Infantry regiments
received in 1861, was only bestowed in order to keep green the memory of
the old Grenadiers.
The names of “Musketeers” and “Fusiliers” come from the different firearms
their predecessors bore, i.e., the musket and the rifle (fusil), first introduced
into France in the seventeenth century. The Musketeers were at first the
Heavy Infantry, in contradistinction to the Fusiliers, who represented the Light
Infantry. Later, however, on each branch receiving the same firearm, the
distinction ceased, and it is now only remembered through the old Fusilier
songs, of which there exist several, and whose burden is the chaffing of the
heavy Musketeer.
The peculiar qualities necessary for good Light Infantry have been
developed par excellence in the Prussian Rifle battalions. These draw a very
large proportion of their recruits from the gamekeepers and forester class of
the country. Such men have of necessity been already trained in the
attainments required for that branch of the Infantry. They are well acquainted
with firearms and can shoot; they can put up with considerable hardships,
they can find their way about a strange country, and they have studied in the
school of nature—in short, they are the very men to make into skirmishers
and marksmen, and are in their element on outpost or patrol duty. Frederick
the Great was the first to train the Jäger as Light Infantry, and his influence is
seen to this day. “Vive le roi et ses chasseurs” was the motto engraved on
their “hirschfänger” (lit. “stag-sticker,” a large knife still worn by keepers for
the purpose of giving the stag his coup de grâce) in his day, and it is still the
watchword of the Prussian Riflemen of to-day. Frederick recognised that the
true method of employing Riflemen was to extend them as skirmishers, and
there is a story which tells how, when one day, in Potsdam, the Rifles were
marching past him in close order, the old king shook his crutch-stick at them
and shouted: “Get out of that, get out of that, you scoundrels!” and made
them march past in extended order.
On the 1st of April, 1890, the German Infantry numbered 171 regiments of
3 battalions each, and 21 Rifle battalions—total 534 battalions.
The Guard and Grenadier Regiments are:—
4 Regiments of Foot-Guards,
4 Regiments of Guard Grenadiers,
12 Prussian Grenadier regiments (Nos. 1–12),
1 Mecklenburg Grenadier regiment (No. 89),
2 Baden Grenadier regiments (Nos. 109 and 110),
2 Saxon Grenadier regiments (Nos. 100 and 101),
2 Württemberg Grenadier regiments (Nos. 119 and 123),
1 Bavarian Body-Guard regiment,
1 Hessian Body-Guard regiment (No. 115).
The Fusilier and Rifle (Schützen) Regiments are:—
12 Prussian Fusilier regiments (composed of 1 Guard Fusilier
regiment, and Nos. 33–40, 73, 80, and 86 of the Line).
1 Mecklenburg Fusilier regiment (No. 90), and
1 Saxon Rifle (Schützen) regiment (No. 108).
Of the remaining Line regiments, 81 are Prussian, i.e., Nos. 13–32, 41–72,
74–79, 81–85, 87–88, 97–99, 128–132, 135–138, and 140–143;
No. 91 is Oldenburg,
No. 92 is Brunswick,
No. 93 is Anhalt,
No. 94 is Saxe-Weimar,
No. 95 is Saxe-Meiningen and Saxe-Coburg-Gotha,
No. 96 is Saxe-Altenburg, Schwarzburg-Rudolstadt, and the two
principalities of Reuss,
Nos. 111–114, and 144, are Baden, and
Nos. 116–118 are Hessian.
Total, 95 regiments of the first group.
 Nine belong to the 2nd group, Saxony, i.e., Nos. 102–107, 133, 134, and
139.
Six belong to the 3rd group, Württemberg, i.e., Nos. 120–122 and 124–
126.
The 4th group, Bavaria, has 18 regiments of the Line, which are numbered
apart from the rest of the Army.
The Rifle (Jäger) battalions are thus divided:—
Prussia: 1 battalion Rifles of the Guard; 1 battalion Schützen of the Guard;
11 battalions Rifles of the Line (Nos. 1–11); 1 battalion Mecklenburg
Rifles. Total, 14 battalions.
Saxony: 3 battalions Rifles of the Line (Nos. 12, 13, and 15).
Bavaria: 4 battalions Rifles (numbered apart).

Württemberg. Dragoon.
The Cavalry is intended for fighting chiefly at close quarters and on open
ground. Their use on the battle-field is generally confined to the attack in
close order.
Although both branches of the Cavalry, the Heavy and the Light, receive an
identical training, yet the distinction between them has not yet entirely lost its
old significance. The Cavalry of the German Army is divided into four groups,
distinguished by different equipment and arms; they are the Cuirassiers, the
Dragoons, the Lancers, and the Hussars. The chief weapon throughout is the
sword, though the Cuirassiers differ from the others in being armed with a
long straight sword, whilst that of the latter is slightly curved. Besides this
weapon, the whole of the Cavalry is being armed with lances. As it may
happen that the men may have to dismount and use firearms on foot, at
present they are all armed with a useful carbine (Mauser, 1871 pattern); the
non-commissioned officers and trumpeters wear a revolver instead.
The main point in a Cavalry fight is the shock, i.e., the moment when they
come into contact with the enemy. This must be the result of gradually
quickening the pace till at the supreme moment an irresistible mass is hurled
with crushing force on the ranks of the enemy. The best powers of man and
horse must therefore be reserved for this moment, and it is a fact that the
turning-point of an action has often been decided by the mere impetus of the
charge, and without any use whatever of cold steel.
German Empire. II. [LHS]
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