Little by little, during the summer encampment, as soon as the newness of his surroundings begins to wear away, he finds himself undergoing a change of heart; he experiences a new feeling and appreciation3 of his work and a sort of exhilaration of discovering the progress that he is making in his daily tasks. For example, instead of going out to parade in a dazed and mechanical manner, he marches forth5 filled with pride that he is really a member of so élite a Corps6. He strives to do his bit with all his might. He lends a close attention to all commands so that no act of his will mar4 the appearance of his company, and does his utmost to 164 assume the correct position of a soldier that is incessantly7 dinned9 into his ears by the ever alert file closers. He feels that he is changing, but does not understand just how. In reality his point of view is swinging around, it is clearing up, and the new cadet is beginning to be animated10 with the spirit of West Point.
The scales seem to drop from his eyes. He is no longer concerned so completely with his troubles and difficulties, with his inability to get into his white trousers without mussing them badly, with his capacity for doing “wooden” things, or with all of the thousand and one little heartburns for things done and left undone11.
On the contrary, the incidents of his surroundings that are unrelated to himself begin to interest him. With quiet amusement he watches the antics of the yearlings, envying them their careless nonchalant air. His heart goes out in sympathy to some fellow plebe who has just incurred12 the displeasure of an upper-classman. He secretly admires the military bearing of the cadet officers, the fit of their blouses, their erect13 and graceful14 carriage. To him they represent the ideal in the flesh toward which he is striving. There is a certain something about the manner in which they perform their duties that inspires the plebe to extra efforts. In the hope of receiving a word of praise from the cadet captain at inspection15 before parade, an extra rub is given to the rifle or breastplate, and more care is taken in climbing 165 into those stiff white trousers. He listens with the greatest interest to the chatter16 about the approaching Academic term and accepts with gratitude17 the counsels sometimes offered him by the cadet captain.
As the camp draws to a close, not only the captain but all of the upper-classmen give the plebe gratuitous18 advice about the coming Academic year. At every formation while awaiting the sounding of the assembly, little groups gather in the company streets and interrogate19 the plebes as to their previous mental training. A note of restlessness begins to pervade20 the camp as the month of September draws nigh. Once again the books must be taken down from the shelves and hours of study devoted21 to the solution of problems.
The plebe views the close of the camp with a sigh of relief mingled22 with not a little anxiety. It is true that he is glad to get into barracks where he will have a little more personal liberty, and be free from the incessant8 drilling, drilling. On the other hand, the opening of the Academic year fills him with some misgivings23 about his ability to master the studies and fulfill24 his ambition to become an officer.
Before he is really aware of the flight of the days, September the first has arrived. He leaves the life of camp where almost the entire day has been devoted to military exercises of one sort or another and plunges25 into the Academic work. A new sort of life begins and the routine of the day 166 is readjusted. With determination he sets out to climb the stony26 path of knowledge that alone will lead him to his commission. The branch of the service that he will eventually select is as yet unknown to him, but as he proceeds in his career at the Academy he will have a taste of the duties of each arm, and he will later on be able to choose his branch with intelligence.
The beauty about the West Point system of training officers is that it educates them for all branches of the Army, for the line and for the staff. When a man graduates, he is assigned either to the Corps of Engineers, the Ordnance27, Artillery28, Cavalry29, or Infantry30 according to his choice based on his class standing31. The highest men usually select the Corps of Engineers, although it is not unusual for a man who is recommended for the Engineers by the Academic Board to choose some branch of the mobile Army.
The curriculum to which our young cadet must devote nine months of the year is highly scientific and technical. The corner-stone of the course is mathematics, and the great mass of the structure is made up of the exact sciences. Primarily, the curriculum is designed to give the cadet a liberal education and to turn out a man with sharpened mental processes. It does not lay the greatest emphasis upon the training of cadets in the practical duties that pertain32 to any particular arm or corps. The reasons for this are very sound.
It is the belief of all officers who have given the 167 question of military education any thoughtful study that the first requisite33 of any army is a corps of officers trained in the essentials of their profession. What really does this mean? It simply means that officers of the Army should be well educated men, not only those who are to go into the technical branches such as the Engineers and the Ordnance, but the line officers as well. The authorities at West Point have therefore developed a broad scientific course, fully34 convinced that the mental discipline, powers of investigation35, and accurate reasoning necessary in solving problems in the exact sciences are the same mental qualities that are needed whether in planning a great campaign, building a Panama Canal, or fighting the savage36 Moro in the distant Philippines.
The advisability of giving all cadets, those destined37 for the line as well as for the staff, the same education has been questioned more than once. As long ago as 1843, a Board of Officers, of which General Scott was president, made certain criticisms of the course of instruction. It is interesting to quote the answer made by the Academic Board, for the ideas set forth therein express in general the opinions held today:
The Academic Board believes that one of the most important objects of the Academy is to subject each cadet, previous to his promotion38 to a higher grade in the Army, to a thorough course of mental as well as military discipline to teach him to reason readily and 168 accurately39 to apply right principles to cases of daily occurrence in the life of a soldier. They are satisfied that a strict course of mathematical and philosophical40 study, with applications to the various branches of military science, is by far the best calculated to bring about this end, and that the present scientific course at the Academy, the result of the experience of many years, is in its main feature such a course.
They are aware that many of the cadets, as is the case with most of those who pursue a scientific course at other institutions, will have little occasion to make practical applications of the many mathematical problems that they meet, and that they may have passed over certain problems without thoroughly41 understanding their meaning in all their points. Still, if the course has been thoroughly taught, the reasoning faculties42 will have been strongly exercised and disciplined and a system of habit and thought acquired which is invaluable43 in the pursuit of any profession, and as desirable for the infantry or dragoon officer as for any other officer in the service. The officer whose mind has thus been disciplined and who is not forgetful of the duty he owes to the government that has furnished him with opportunities so valuable, will acquire facts and information in whatever station the interests of the service may place him. This discipline and system he will learn at an early age only, and nowhere so well as during his term of service at the Academy.
In recent years, strong influences have been brought to bear on the Academy to change the course so as to make it more practical. The 169 advocates of this change ignore the ends toward which West Point’s course works, heretofore successfully, and desire to see cadets leave West Point with what they call a practical knowledge of the different arms. This means that they wish the graduated cadet to join his regiment44 well versed45 in the routine work of the Army, and would have West Point take precious time from mental training to teach a more complete knowledge of the mechanism of the drills. If West Point followed this advice, the graduated cadet would have a difficult road in solving the big problems that will arise in his career. If in the West Point course emphasis were laid upon the practical work rather than upon the intellectual training, then the cadet would simply be storing up knowledge instead of learning how to think. When therefore any situation would arise, the tendency would be to make a requisition upon the storehouse for a solution. If there is no similar situation tucked away on the shelves of memory, that will serve as a guide, he will in many cases be at a loss how to proceed. Not so, however, if his mind has been trained correctly. He will work out his own solution.
Many people believe that the whole science of the military profession is embraced in a book of drill regulations whose practical demonstration46 on the drill and parade grounds constitutes all that is necessary to make a successful officer. They do not realize that battles are won first with the brain 170 and then with the sword. They rather regard the work of officers much the same as manual labor47 that anyone can do, and they do not admit that any great amount of mental training for the officers is necessary.
I do not wish to give the impression that there is no practical training at the Academy—far from it. But I am glad to say that it has been allotted48 its proper place in the course. Once the theory is mastered, the practical is quickly learned afterwards. Any cadet with a trained mind can readily learn the practical duties that may be demanded of him as an officer.
It is an astonishing fact that I have heard West Point methods criticised in the Army because a young graduate upon joining his regiment did not know how to make out a morning report! Why should he? The fact that any boy of average intelligence can learn to make one out in fifteen minutes should be a complete answer to all demands that cadets should be taught these trivialities at the Academy.
The criticism leveled at West Point by officers of the Army is unjust. Older officers expect too much of the graduated cadet. I have noticed that they demand of these young men, immediately upon joining, the same mature conception and efficient execution of certain duties as they themselves are able to display only after years of experience.
Upon graduation from West Point, I dare say 171 that there is no more highminded, well-trained, and efficient body of young men in the world. The graduates join their commands brimming over with youth, intelligence, enthusiasm, and energy and ruled by intense loyalty50. They want to do what is right. They want to go forward in their profession. They make every effort to perform well their duties. All that they need are leaders among their superiors who will develop their aspirations51. Sometimes they encounter a distinct air of hostility52, occasionally a petty attitude on the part of some older officers whose one ambition is to “put them in their place,” and, too frequently, simply indifference53. The result is that the young officers quickly become a prey54 to the red tape, the dull routine, the narrowness of post life, or to the mental inertia55 of prolonged duty upon the border where almost every stimulating56 influence is absent. If only there were enough good leaders to take this wonderful material that the Academy sends forth annually57 and develop it, there is no telling to what heights these young officers would rise.
But to return to our plebe who makes his début in Academic work September the first. The evening before has been spent in earnest preparation for the lesson in mathematics, and he sets forth on this early autumn day to grapple with the hardest study of his course.
First call for recitation is sounded at seven minutes before eight o’clock. The trumpeter, an enlisted59 man of the Army, blows “school call” 172 first in the area of barracks, then outside of the north sally-port, on the Plain side of the buildings. The call is repeated several times, and as its notes float out on the air, the barracks begin to disgorge the cadets, sometimes singly, but more often in groups of twos and threes. The more prompt ones pile out on the cement walk, standing near their places in the ranks to await the assembly. The majority are laughing and talking or discussing the lesson, while others, thirsting for knowledge until the last, keep their noses in their books. Their comrades sometimes tease them, calling them “tenth-boners” in good-natured derision, or steal up behind them and shut their books for them saying, “Oh, come off spec-ing tenths,” which means to desist from studying at the last moments to better the mark.
At one minute before assembly the cadet officer of the day, a straight young man in a red sash and red crossbelt (bound up, as Patsy O’Hara of 1904 wittily60 remarked, in his official red tape), takes his post in the center of the area and commands: “Form your sections!”
Instantly books are slammed, all noises, talking, laughing, skylarking, cease, and the scattered61 gray figures seem to magically form themselves into compact little squads62 under the direction of their section marchers who stand out in front counting them. The door of the Guardhouse opens and the O. C. (officer in charge) appears upon the “poop deck,” stern, implacable, almost sphinx-like, and 173 surveys coldly the formation. For the brief space of a few seconds all is quiet except for the occasional shuffling63 of a section that has misjudged its proper space. Then the trumpeter sounds the assembly. A few belated men are tearing to their places in ranks, running a race with the fading notes of the trumpet58 and landing bang! into the rear rank just in time to keep from being reported absent. The kind-hearted trumpeter often takes a deeper breath (especially in winter when he sees the belated ones recklessly dashing across the icy walks), and holds on to those last notes of assembly in a way that was never intended by the composer. God bless him!
Meanwhile the instructors64 are in the section rooms awaiting the arrival of their classes. Here and there in the windows of the rooms facing the area is an instructor65 gazing upon this class formation that is the same today as it was years ago, and that awakens66 in him a flood of memories of his own cadet days when he too set out to recite to an instructor who never seemed quite human. As he looks at the cadets forming, he realizes how distinctly the institution creates its types, and he is able to pick out certain individuals and say to himself:
“There goes so and so of my class!”
The great charm of West Point is that so many things never change. Some of the cadets, sons of graduates, are doing exactly as their fathers did at 174 their age, and again a few cadets are reacting the youth of their grandfathers.
While the instructor is watching the cadets in the area, the section marcher reports to the officer of the day all absentees in his section which he then marches off to the Academic Building. On the sections come in military formation straight to the classroom door. The halls of the building resound67 to the tramping of many feet as the cadets march along with muffled68 tread, thanks to O’Sullivan rubber heels that are fitted to every pair of shoes. When opposite the classroom door the section marcher commands:
“Section halt! Fall out!”
The cadets hang up their caps in the hall, file into the room, and stand rigidly70 at attention behind their desks. The section marcher enters, closes the door, takes his position in the center of the room facing the instructor, salutes71, and reports:
“Sir, all are present,” or “Cadet Ducrot is absent.”
Mr. Ducrot now makes his acquaintance with Mathematics, the study that determines more than any other his standing at West Point. From the day that he commences his studies he feels that he must devote the greater amount of time to this subject, and with reason. A perusal72 of the tables of instruction shows that the greater proportion of time and weight is allotted to the mathematical studies. The total amount of time provided for in the course of instruction, including 175 riding and gymnasium, is 192,900 minutes. If gymnasium and riding are deducted73 (11,205 and 10,860 minutes, respectively) there are left 170,835 minutes devoted to Academic work. Of this amount the pure mathematical subjects are allotted 76,555 minutes, and the non-mathematical subjects, 94,280 minutes.
These figures represent the time that is actually spent in the recitation work. To give an accurate idea of the draught74 of these subjects upon the cadet’s time, however, we should estimate the amount of time required for preparation plus the time spent in the section room. The lessons are so assigned that these preparations take the average cadet twice the time allotted to the recitation. Thus, in subjects having an hour and twenty-five minute recitations, the average cadet is expected to spend two hours and fifty minutes in preparation; and in subjects having one hour periods, two hours of preparation. Practical Surveying and Drawing are subjects for which no preparation is required.
Adding the preparation time to the recitation time we find the total relative amounts of time as follows:
Mathematical Subjects. Non-Mathematical Subjects.
76,555 94,280
136,940 145,440
213,495 239,720
176
The time devoted to mathematical subjects is divided among only five departments, whereas the time divided among non-mathematical subjects is divided among nine departments. Again, each subject is weighted and the five mathematical subjects have almost as many units as the nine non-mathematical subjects. Out of the 2325 units required for graduation (leaving out of account the 200 allotted to conduct) the five mathematical departments have 1065 and the nine other departments have 1260. It is no wonder that Mr. Ducrot wishes to make an auspicious75 beginning in a study that is so important to his future career. The conduct of the recitation that he attends for the first time is about the same in every department. In Mathematics, which is an exact science, the system is perhaps a little more rigid69 than in some of the non-mathematical departments.
As soon as the cadets have taken their seats the instructor asks:
“Are there any questions on the lesson?”
The cadets are then at liberty to ask for an explanation of any part of the lesson that they have not been able to comprehend. The officer uses his judgment76 as to the amount of time to be thus consumed. Sometimes he will take up half the recitation period to clear up the obscurities of the lesson, but if he has one of the lower sections he sometimes has to be on his guard, for the cadets on the days of hard lessons astutely77 ask many 177 questions in order to consume the recitation period. I know one officer who always outwitted these youthful diplomats78 when they attempted to stave off the recitation. He would begin speaking so rapidly that no one could interrupt:
“Any questions-pages-one-two-three-four-too-late-close-your-books. Mr. Ducrot-take-the-first-front-board.”
Each cadet is sent to the blackboard with an enunciation79, that is, some phase of the lesson to discuss, or perhaps the instructor may question a few men. The cadet writes his name on the board in the upper right-hand corner and proceeds to place upon the slate80 enough data to assist him in his recitation. In Mathematics, he solves his problem; in other subjects the topic that he will develop orally.
As soon as the cadet is ready to recite he takes a pointer in his hand and faces the instructor and stands at attention until called upon. In order to test thoroughly the cadet’s reasoning powers the instructor will sometimes lead him on along a false path, practically making the recitation himself, saying:
“Is not that so?” and again, “Is that not so?”
To which the lad, if not thoroughly sure of himself, will be betrayed into replying:
“Yes, sir!” “Yes, sir!”
Finally when the deduction81 has been rendered ridiculous, the officer will sharply say:
“That is perfectly82 absurd.” The cadet receives 178 a lesson that he does not forget. Once or twice as a cadet I was in this position and I know the feeling.
After each cadet is heard, he is given other problems with which to wrestle83 while the other cadets are reciting. When a principle of particular importance is to be demonstrated, all of the cadets are required to face about and give their close attention in order that they may all benefit from the instruction.
During a recitation a visit may be expected at any time from the Professor or Head of the Department. Upon his entrance, the cadets all rise and stand at attention until they are told to proceed with their work.
The Professor either listens to the cadets recite or conducts the recitation himself. The recitation continues until the bugler85 blows the “Recall” in the area. What a welcome sound is this to those few who have spent the hour at the board, without reciting, vainly staring at the blank slate in the hope of drawing some inspiration from its cold surface! They have been “bugling,” waiting for the bugle84 to sound “Recall.” They quickly drop chalk, eraser, pointer, and joyfully86 file out of the room exchanging with their co-conspirators sympathetic smiles, and surreptitiously “rubbing their bellies,” as a sign of excessive joy.
The instructor at West Point has one great advantage over his fellow instructors in the colleges. 179 His time is not occupied with trifling87 on the part of the students. The cadets are so thoroughly disciplined by the Tactical Department that their deportment in class is irreproachable88. It is very rare that the recitation is interrupted to make corrections other than academic. The cadets are held to a high standard of discipline all the time. In class they are not permitted to communicate with one another, but they talk freely with the instructor about points in the lesson.
So much for the actual recitation, the conduct of which seems so smooth and simple. In the background, however, there is an admirable organization that strives for a maximum of efficiency in the instruction.
Every department consists of the Professor or Head of the Department, an assistant professor, and the requisite number of instructors which varies with the size of the classes. In the Departments of Mathematics and Modern Languages, each of which instructs two classes, the Professor is aided by an associate professor, besides the assistants.
The Professor is in complete control of his entire department. He prepares the courses of instruction, recommends the adoption89 of new text-books, or abolition90 of those in use, apportions91 the work among his instructors, conducts and supervises the conferences of his instructors, prepares and supervises the examination of the classes pursuing his course, is responsible 180 for all property belonging to his department, and is the channel through which must pass all reports and official communications relating to departmental affairs.
In nearly all of the departments the Professor is able to standardize92 the instruction of the cadets by means of conferences with his instructors. These meetings are informal, partaking more of the nature of a conversazione in which the Professor outlines his wishes to his officers, emphasizing the points of the lesson that he wishes brought out. The conferences also offer to the instructors the opportunity to make suggestions to the Head of the Department in regard to the section-room work, pointing out the success or failure of certain features of the previous lesson.
The conferences are comparatively recent in the scheme of instruction at the Academy, but they are of great value to the officers. The result is that the instructor enters the section room with a feeling of confidence and a knowledge that his methods are approved in advance by his immediate49 chief. Moreover, the Professor is able to go from one section room to another and find that the teaching of the lesson is progressing uniformly. I have always considered the conference feature the greatest aid in my work as an instructor, for besides the profit derived93 from the Professor’s talk, there is always a constant interchange of ideas, of impressions, or perhaps a heated argument between the officers, all of which stimulate94 the mind and 181 the imagination, and sharpen the wits. Furthermore, these meetings tend to produce harmony by drawing the officers together in a common cause. The introduction of conferences has markedly changed the former attitude of the instructor toward his work, so that instead of merely hearing the lesson and marking the cadet, as prevailed too frequently in years gone by, the officer is inspired to impart a maximum of knowledge and help to his student. I feel sure that the average of the teaching is rising year by year, due in large measure to the intelligent conduct of conferences by the various professors with their officer assistants.
In addition to their work in the preparation and teaching of the daily lessons, instructors are required to keep the record of the cadets’ marks. For this purpose, pasteboard cards properly ruled for the days of the week, averages, and proportional parts are provided, one for each cadet. After the conclusion of the day’s recitation the mark is entered by the instructor on the cadet’s card, and at the end of the week, all of the marks are transferred to a weekly report that each instructor submits for the cadets under his charge. These reports, or “tenth sheets” as the cadets call them, are publicly posted in glass frames in the sally-port, where they remain for one week, during which time the cadets are at liberty to inspect them. In this manner, a cadet can always tell exactly what progress he is making, whether deficient95 or proficient96. There is never any attempt 182 at secrecy97, but, on the contrary, every facility is afforded the cadet to ascertain98 his standing. The pasteboard cards form the permanent record and are carefully filed in the department.
The weekly reports are usually posted every Saturday while the battalions100 are at inspection. Immediately upon breaking ranks, what a scramble101 ensues to get a peep at the result of the week’s work! Struggling cadets elbow and crowd one another to get close to the frames, each heart beating in anticipation102 of the figures that mean for some success and for others failure. The difference of perhaps one tenth in the total will sometimes fill the lad with dejection for the rest of the afternoon.
No one is deprived of the privilege of consulting his marks. Even those cadets serving punishment, such as confinement103 to rooms, can obtain permission to inspect the reports. More often, however, they send some plebe to copy the marks for them. The publicity104 of the marking has an excellent effect upon the cadet, for he knows what each man in his section accomplished105 during the week and sees that no partiality is shown nor injustice106 done by the instructor.
The scale of marking that is used at West Point was introduced when Major Sylvanus Thayer was Superintendent107 in 1837. Upon this scale a perfect recitation receives a mark of 3.0; good is represented by 2.5; indifferent by 2.0; bad, 1.5; 183 imperfect, 1.0; and complete failure 0.0. The instructor may mark as close as a tenth giving a 2.8 or a 2.1 or a 1.4 as the recitation merits.
Since the marks determine a cadet’s graduation standing and affect his whole career as an officer, they naturally are given by him no little consideration. Sometimes I think that the cadets give entirely108 too much thought to attaining109 a good grade rather than to the thorough mastering of the subject; that is, they have a tendency to develop the memory at the expense of the thinking functions. As I have explained before West Point methods are strictly110 opposed to such a system, and the departments discourage verbatim recitations. The marking offers many difficulties at an institution such as West Point because a difference of a few hundredths between two cadets’ standing will alter their choice of a branch or Corps and affect their relative promotion by years. At colleges and universities this condition does not exist, for a man’s standing has little connection with his future career.
The cadet is not allowed to select his own course, or follow his own inclinations111 in regard to the curriculum. The mental diet is prescribed and no deviation112 therefrom is permitted. The three broad fundamentals governing the Academic course are: first, that every cadet shall take every subject; second, that before advancement113 every cadet shall be proficient in every subject; and third, that every cadet must recite every day. 184
As regards the above principles there is, of course a little qualification in each, sufficient to admit of some flexibility114 in application. While no cadet is permitted to elect whether or no he will take a subject, but is required to take all of them, still, some of the more advanced cadets go further in the subjects. In nearly every department the higher men have advanced or special courses.
As for the second principle, a cadet who is deficient in any one subject is usually dismissed. Occasionally, however, where a man stands especially well in all of his studies but fails in one, he may be conditioned by the Academic Board, or in some cases turned back to join the next class. Among the cadets, he becomes known as a “turnback,” a name that usually sticks to him, but conveys no reproach or stigma115.
Again, the cadet must recite every day. Owing to the small section of ten or twelve cadets the instructor is ordinarily able to hear every man, so that the studies must be prepared. There is no such thing at West Point as a “cut.” Sometimes, due to the lack of time, the instructor may not hear a few of the cadets, but this is rare. In such a case the cadet does not get a mark but is given what is colloquially116 known as “stay-back,” that is, a blank. The certainty that he must recite every day and that no failure can be hidden obliges each cadet to prepare his lesson with great thoroughness. The effect of this system on moral character is immediate. It inculcates attention to duty, 185 habits of study and thought, and pride in achievement.
At West Point good intellectual performance is a duty just as much as guard, parade, or inspection, so that an unsatisfactory recitation due to the cadet’s negligence117 not only begets118 a bad mark, but not infrequently a punishment. Moreover, since the cadets realize that their final standing at graduation permits them to choose their branch of the service, they are keen to do their very best to beat the other fellows. This spirit of competition is fostered by transfers of cadets from one section to another either up or down, according to their weekly marks.
Cadets receive individual instruction in every subject. No man can therefore hide his lack of preparation because he is always called upon to develop some phase of the lesson. At the beginning of the term, the Fourth Classmen or plebes are arranged alphabetically119 into sections in which they remain for about six weeks. Then there is a general transfer or rearrangement of sections according to the marks made during this period. The top man in each section is the section marcher. Thereafter cadets rise and fall in the sections, either weekly or monthly as the Professor wishes. The transfers from one section to another are a great stimulant120 to the cadet. He gets the reward for his labor. Sometimes, however, in spite of determined121 efforts, some cadets lose sections, due perhaps to a lack of preparation 186 prior to entrance; others go down through laziness or negligence.
The cadets that land in the last section are known as “The Goats” (in olden days, “The Immortals”), usually a carefree lot who never worry until the examinations roll around. They are a great contrast to the first section men who “bone tenths” with Prussian thrift122. But whether “Goats” or first section men each one receives individual instruction.
Nor are the cadets who are low in their studies deprived of extra instruction. When Major-General Thomas H. Barry was Superintendent, he introduced a system permitting cadets to receive, during their recreation hours, extra instruction upon any back lesson. The cadets can therefore overcome the obstacles that prevent them from going forward in any particular study. Due to this system, many a cadet has been saved who otherwise would have been “found,” simply because he was slow and had not had time to digest his lesson.
It is in the lower sections chiefly that humorous incidents occur to lighten the tension of the atmosphere. As an instructor in French, I had many a chuckle123 over the struggles of some of the Goats to master the tongue of la douce France. On one occasion a cadet was attempting to translate a passage in the reader. His efforts were futile124. Few of the words meant anything to him. All at once he came to the proper name “Léopold, Duc 187 d’Autriche.” With a triumphant125 gleam at me who had been humiliating him with embarrassing questions, he proudly translated the phrase: “The leopard126, the duck, and the ostrich127.”
On another occasion there was in the section a foreign cadet from Venezuela whose acquaintance with English was chiefly limited to swear words. While translating a passage in French in the presence of the Professor, he came across the sentence: Mon Dieu, j’ai laissé tomber le vase. Immediately he began:
“My God——”
“Oh no, Mr. Honduras,” gently interposed the Professor.
“Oh Hell,” he began once more.
“Dear no, Mr. Honduras, not so strong!” exclaimed the thoroughly shocked Professor. But Honduras understanding (maliciously I thought) that a stronger translation was wanted, ventured once more:
“——! ——! ——!”
Had Honduras been a little American boy, I am sure that the Professor would have made him wash out his mouth with soap.
The success of the West Point system is largely due to several unique reasons. In the first place the authorities control the time of the cadets so completely that it can be utilized128 to the greatest advantage. Again, West Point’s remoteness from any large city and the strict regulations that govern the privileges of the cadet remove the 188 many temptations that consume the college man’s time. To the same extent, the mind of the cadet is not diverted. Every effort is made to get the maximum mental results from the cadet’s labor. He has regular hours of study, plenty of exercise, a judicious129 amount of recreation, and good wholesome130 food. In addition, the cadet is in a studious atmosphere. No opportunity is lost to impress upon him correct habits of study.
I dare say that at no other institution of learning is there such serious preparation of the lessons. The cadet’s academic day contains but half an hour of leisure from 6:00 A.M. to 10:00 A.M. except during the extreme cold weather when drills are suspended the cadets have two hours in the afternoon. All during the day therefore when not at recitations, riding, or gymnasium, the cadets are studying, and the long study period is from 7:00 to 9:30 P.M. Although prohibited by Regulations, many men study after taps, especially those low in the class. To conceal131 the light they hang a leg of their trousers over the electric light, lowering the cord until it almost touches the table. Just a little circle of light shines upon the book, and not enough to be detected from without.
West Point is not indifferent to the performance of its students. It cannot afford to be less exacting132, but it has a powerful leverage133 over other institutions for it dangles134 before the cadet’s view the prize of a commission in the Regular Army, a career in an honorable profession. 189
The course of instruction at the Military Academy develops in the cadet certain traits of character that are invaluable to him in a profession where, as an officer, he is constantly being called upon to meet all sorts of contingencies135, to exercise his judgment, and to make decisions. His studies and duties broaden his mind, make him self-reliant, and teach him self-control. It is astounding136 to see the results obtained by the system. As a proof of the intellectual product of the Academy, I shall quote the following table, giving the occupations of the graduates who have gone into civil life where they have measured their strength with the graduates of other institutions of learning:
President of the United States 1
President of the Confederate States 1
Presidential candidates 3
Vice-Presidential candidates 2
Members of the Cabinet 4
Ambassador 1
Ministers from the United States to foreign courts 14
Chargés d’affaires to foreign courts 2
United States consuls137-general and consuls 12
Members of the U. S. Senate and House of Representatives 24
United States civil officers of various kinds 171
Presidential electors 8
Governors of States and Territories 16
Bishop138 1
Lieutenant-governors of States 2190
Judges 14
Members of State Legislatures 77
Presiding officers of State Senates and Houses of Representatives 8
Members of conventions to form state constitutions 13
State officers of various grades 81
Adjutants, inspectors139, and quartermasters-general of States and Territories 29
Officers of State militia140 158
Mayors of cities 17
City officers 57
Presidents of universities and colleges 46
Principals of schools and academies 32
Regents and chancellors141 of educational institutions 14
Professors and teachers 136
Superintendent of Coast Survey 1
Surveyors-general of States and Territories 11
Chief engineers of States 14
Presidents of railroads and other corporations 87
Chief engineers of railroads and other public works 63
Superintendents142 of railroads and other public works 62
Treasurers143 of railroads and other corporations 24
Civil engineers 228
Electrical engineers 5
Attorneys and counsellors at Law 200
Superior general of clerical order 1
Clergymen 20
Physicians 14
Merchants 122191
Manufacturers 77
Artists 3
Architects 7
Farmers and planters 230
Bankers 18
Bank presidents 8
Bank officers 23
Editors 30
Authors 179
Total 2371
The above list should be convincing that if methods of training which are primarily intended to develop officers can produce such signal and distinguished144 successes in every walk of civil life, no fault can be found with their soundness.
The Academic year is divided into two terms that end in the fall and the spring. A month prior to the conclusion of each term, each Department conducts a general review of the subjects studied that semester. Cadets who make a proficient average upon this review, which is generally written, are exempt145 from the examinations. These reviews are very thorough and searching. The questions are framed to test the cadet’s real knowledge of the subject. In order to avoid all personal element entering into the marks, the papers are graded by all of the instructors, each marking one question. In this manner the marks are uniform and fair as possible, and no one instructor has any great influence in assigning to a man his class standing. 192
Following the reviews come the examinations for those who failed upon the review. These tests are also quite rigid, and in order to be declared proficient a man must make two thirds of the mark, .66 per cent. The examination papers are likewise marked by all of the instructors and by the Professor. In the event that a cadet fails he is reported to the Academic Board for their action. In general, if deficient in any one subject, the cadet is dismissed.
I feel how weak are any words that I might use to attempt to describe the despair into which a discharged cadet is plunged146. For days he lives in an excruciating suspense147 awaiting the result of the examinations. The thought of wasted opportunity, the regret for lack of early preparation perhaps, and worse than all, the sense of failure torment148 him. It is bitter to renounce149 the camaraderie150 and friendship of his fellows and to see himself involuntarily separated from surroundings that he has come to love. At last the dread151 news comes. The Adjutant rises from his seat in the Mess Hall and calls the Battalion99 to attention. Immediately a deathlike stillness pervades152 the cadet body. The gravity and dignity of the Adjutant’s demeanor153 unconsciously inform the Corps that distressing154 news is about to be communicated. Slowly and distinctly the names are read out, one by one, and as they fall upon the straining ears of the cadets, they sound like so many death sentences for the unfortunate lads who 193 are “found.” A gloom of sorrow settles over the Corps and the companies file out of the hall in sympathetic silence. But the reality must be faced. Suitcases and trunks are packed, accounts are quickly settled, affectionate and emotional good-byes are said, and sadly the discharged cadets drop out of the ranks of the Corps. The long gray line closes up and once again marches forward to do battle with the Academic obstacles that block the road to graduation.
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1
remains
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| n.剩余物，残留物；遗体，遗迹 | |
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mechanism
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| n.机械装置；机构，结构 | |
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3
appreciation
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| n.评价；欣赏；感谢；领会，理解；价格上涨 | |
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mar
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| vt.破坏，毁坏，弄糟 | |
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forth
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| adv.向前；向外，往外 | |
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corps
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| n.(通信等兵种的)部队；(同类作的)一组 | |
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7
incessantly
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| ad.不停地 | |
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8
incessant
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| adj.不停的，连续的 | |
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dinned
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| vt.喧闹（din的过去式与过去分词形式） | |
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animated
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| adj.生气勃勃的，活跃的，愉快的 | |
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undone
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| a.未做完的，未完成的 | |
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incurred
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| [医]招致的，遭受的； incur的过去式 | |
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erect
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| n./v.树立，建立，使竖立；adj.直立的，垂直的 | |
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graceful
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| adj.优美的，优雅的；得体的 | |
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inspection
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| n.检查，审查，检阅 | |
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chatter
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| vi.／n.喋喋不休；短促尖叫；(牙齿)打战 | |
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gratitude
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| adj.感激，感谢 | |
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gratuitous
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| adj.无偿的，免费的；无缘无故的，不必要的 | |
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19
interrogate
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| vt.讯问，审问，盘问 | |
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20
pervade
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| v.弥漫，遍及，充满，渗透，漫延 | |
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21
devoted
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| adj.忠诚的，忠实的，热心的，献身于...的 | |
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22
mingled
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| 混合，混入( mingle的过去式和过去分词 )； 混进，与…交往[联系] | |
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23
misgivings
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| n.疑虑，担忧，害怕；疑虑，担心，恐惧( misgiving的名词复数 )；疑惧 | |
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24
fulfill
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| vt.履行，实现，完成；满足，使满意 | |
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25
plunges
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| n.跳进，投入vt.使投入，使插入，使陷入vi.投入，跳进，陷入v.颠簸( plunge的第三人称单数 )；暴跌；骤降；突降 | |
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26
stony
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| adj.石头的，多石头的，冷酷的，无情的 | |
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ordnance
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| n.大炮，军械 | |
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28
artillery
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| n.(军)火炮，大炮；炮兵(部队) | |
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29
cavalry
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| n.骑兵；轻装甲部队 | |
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30
infantry
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| n.[总称]步兵(部队) | |
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31
standing
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| n.持续，地位；adj.永久的，不动的，直立的，不流动的 | |
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32
pertain
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| v.(to)附属，从属；关于；有关；适合，相称 | |
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33
requisite
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| adj.需要的，必不可少的；n.必需品 | |
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34
fully
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| adv.完全地，全部地，彻底地；充分地 | |
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35
investigation
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| n.调查，调查研究 | |
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36
savage
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| adj.野蛮的；凶恶的，残暴的；n.未开化的人 | |
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37
destined
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| adj.命中注定的；(for)以…为目的地的 | |
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38
promotion
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| n.提升，晋级；促销，宣传 | |
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39
accurately
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| adv.准确地，精确地 | |
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40
philosophical
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| adj.哲学家的，哲学上的，达观的 | |
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41
thoroughly
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| adv.完全地，彻底地，十足地 | |
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42
faculties
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| n.能力( faculty的名词复数 )；全体教职员；技巧；院 | |
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43
invaluable
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| adj.无价的，非常宝贵的，极为贵重的 | |
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44
regiment
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| n.团，多数，管理；v.组织，编成团，统制 | |
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45
versed
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| adj. 精通，熟练 | |
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46
demonstration
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| n.表明，示范，论证，示威 | |
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47
labor
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| n.劳动，努力，工作，劳工；分娩；vi.劳动，努力，苦干；vt.详细分析；麻烦 | |
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48
allotted
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| 分配，拨给，摊派( allot的过去式和过去分词 ) | |
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49
immediate
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| adj.立即的；直接的，最接近的；紧靠的 | |
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50
loyalty
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| n.忠诚，忠心 | |
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51
aspirations
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| 强烈的愿望( aspiration的名词复数 )； 志向； 发送气音； 发 h 音 | |
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52
hostility
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| n.敌对，敌意；抵制［pl.］交战，战争 | |
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53
indifference
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| n.不感兴趣，不关心，冷淡，不在乎 | |
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54
prey
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| n.被掠食者，牺牲者，掠食；v.捕食，掠夺，折磨 | |
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55
inertia
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| adj.惰性，惯性，懒惰，迟钝 | |
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56
stimulating
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| adj.有启发性的，能激发人思考的 | |
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57
annually
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| adv.一年一次，每年 | |
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58
trumpet
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| n.喇叭，喇叭声；v.吹喇叭，吹嘘 | |
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59
enlisted
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| adj.应募入伍的v.（使）入伍， （使）参军( enlist的过去式和过去分词 )；获得（帮助或支持） | |
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60
wittily
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| 机智地，机敏地 | |
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61
scattered
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| adj.分散的，稀疏的；散步的；疏疏落落的 | |
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62
squads
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| n.（军队中的）班( squad的名词复数 )；（暗杀）小组；体育运动的运动（代表）队；（对付某类犯罪活动的）警察队伍 | |
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63
shuffling
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| adj. 慢慢移动的, 滑移的 动词shuffle的现在分词形式 | |
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64
instructors
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| 指导者，教师( instructor的名词复数 ) | |
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instructor
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| n.指导者，教员，教练 | |
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66
awakens
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| v.（使）醒( awaken的第三人称单数 )；（使）觉醒；弄醒；（使）意识到 | |
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67
resound
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| v.回响 | |
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68
muffled
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| adj.（声音）被隔的；听不太清的；（衣服）裹严的；蒙住的v.压抑，捂住( muffle的过去式和过去分词 )；用厚厚的衣帽包着（自己） | |
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69
rigid
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| adj.严格的，死板的；刚硬的，僵硬的 | |
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rigidly
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| adv.刻板地，僵化地 | |
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71
salutes
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| n.致敬，欢迎，敬礼( salute的名词复数 )v.欢迎，致敬( salute的第三人称单数 )；赞扬，赞颂 | |
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72
perusal
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| n.细读，熟读；目测 | |
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73
deducted
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| v.扣除，减去( deduct的过去式和过去分词 ) | |
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74
draught
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| n.拉，牵引，拖；一网（饮，吸，阵)；顿服药量，通风；v.起草，设计 | |
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75
auspicious
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| adj.吉利的；幸运的，吉兆的 | |
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76
judgment
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| n.审判；判断力，识别力，看法，意见 | |
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77
astutely
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| adv.敏锐地；精明地；敏捷地；伶俐地 | |
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78
diplomats
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| n.外交官( diplomat的名词复数 )；有手腕的人，善于交际的人 | |
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79
enunciation
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| n.清晰的发音；表明，宣言；口齿 | |
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80
slate
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| n.板岩，石板，石片，石板色，候选人名单；adj.暗蓝灰色的，含板岩的；vt.用石板覆盖，痛打，提名，预订 | |
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81
deduction
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| n.减除，扣除，减除额；推论，推理，演绎 | |
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82
perfectly
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| adv.完美地，无可非议地，彻底地 | |
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83
wrestle
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| vi.摔跤，角力；搏斗；全力对付 | |
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84
bugle
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| n.军号，号角，喇叭；v.吹号，吹号召集 | |
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85
bugler
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| 喇叭手； 号兵； 吹鼓手； 司号员 | |
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86
joyfully
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| adv. 喜悦地, 高兴地 | |
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87
trifling
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| adj.微不足道的；没什么价值的 | |
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88
irreproachable
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| adj.不可指责的，无过失的 | |
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89
adoption
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| n.采用，采纳，通过；收养 | |
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abolition
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| n.废除，取消 | |
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apportions
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| n.分摊，分配( apportion的名词复数 ) | |
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92
standardize
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| v.使符合标准，使标准化 | |
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93
derived
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| vi.起源；由来；衍生；导出v.得到( derive的过去式和过去分词 )；（从…中）得到获得；源于；（从…中）提取 | |
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94
stimulate
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| vt.刺激，使兴奋；激励，使…振奋 | |
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deficient
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| adj.不足的，不充份的，有缺陷的 | |
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proficient
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| adj.熟练的，精通的；n.能手，专家 | |
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secrecy
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| n.秘密，保密，隐蔽 | |
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98
ascertain
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| vt.发现，确定，查明，弄清 | |
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battalion
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| n.营；部队；大队(的人) | |
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100
battalions
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| n.（陆军的）一营（大约有一千兵士）( battalion的名词复数 )；协同作战的部队；军队；（组织在一起工作的）队伍 | |
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101
scramble
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| v.爬行，攀爬，杂乱蔓延，碎片，片段，废料 | |
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102
anticipation
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| n.预期，预料，期望 | |
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103
confinement
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| n.幽禁，拘留，监禁；分娩；限制，局限 | |
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104
publicity
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| n.众所周知，闻名；宣传，广告 | |
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105
accomplished
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| adj.有才艺的；有造诣的；达到了的 | |
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106
injustice
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| n.非正义，不公正，不公平，侵犯（别人的）权利 | |
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107
superintendent
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| n.监督人，主管，总监；(英国)警务长 | |
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108
entirely
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| ad.全部地，完整地；完全地，彻底地 | |
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109
attaining
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| （通常经过努力）实现( attain的现在分词 )； 达到； 获得； 达到（某年龄、水平、状况） | |
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110
strictly
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| adv.严厉地，严格地；严密地 | |
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111
inclinations
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| 倾向( inclination的名词复数 )； 倾斜； 爱好； 斜坡 | |
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112
deviation
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| n.背离，偏离；偏差，偏向；离题 | |
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113
advancement
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| n.前进，促进，提升 | |
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flexibility
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| n.柔韧性，弹性，（光的）折射性，灵活性 | |
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115
stigma
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| n.耻辱，污名；(花的)柱头 | |
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colloquially
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| adv.用白话，用通俗语 | |
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117
negligence
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| n.疏忽，玩忽，粗心大意 | |
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118
begets
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| v.为…之生父( beget的第三人称单数 )；产生，引起 | |
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alphabetically
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| adv.照字母顺序排列地 | |
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120
stimulant
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| n.刺激物，兴奋剂 | |
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determined
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| adj.坚定的；有决心的 | |
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122
thrift
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| adj.节约，节俭；n.节俭，节约 | |
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123
chuckle
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| vi.／n.轻声笑，咯咯笑 | |
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124
futile
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| adj.无效的，无用的，无希望的 | |
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triumphant
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| adj.胜利的，成功的；狂欢的，喜悦的 | |
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leopard
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| n.豹 | |
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127
ostrich
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| n.鸵鸟 | |
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128
utilized
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| v.利用，使用( utilize的过去式和过去分词 ) | |
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judicious
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| adj.明智的，明断的，能作出明智决定的 | |
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wholesome
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| adj.适合；卫生的；有益健康的；显示身心健康的 | |
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conceal
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| v.隐藏，隐瞒，隐蔽 | |
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exacting
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| adj.苛求的，要求严格的 | |
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133
leverage
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| n.力量，影响；杠杆作用，杠杆的力量 | |
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134
dangles
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| 悬吊着( dangle的第三人称单数 )； 摆动不定； 用某事物诱惑…； 吊胃口 | |
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135
contingencies
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| n.偶然发生的事故，意外事故( contingency的名词复数 )；以备万一 | |
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136
astounding
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| adj.使人震惊的vt.使震惊，使大吃一惊astound的现在分词) | |
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consuls
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| 领事( consul的名词复数 )； （古罗马共和国时期）执政官 （古罗马共和国及其军队的最高首长，同时共有两位，每年选举一次） | |
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bishop
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| n.主教，（国际象棋）象 | |
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inspectors
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| n.检查员( inspector的名词复数 )；（英国公共汽车或火车上的）查票员；（警察）巡官；检阅官 | |
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militia
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| n.民兵，民兵组织 | |
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141
chancellors
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| 大臣( chancellor的名词复数 )； （某些美国大学的）校长； （德国或奥地利的）总理； （英国大学的）名誉校长 | |
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142
superintendents
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| 警长( superintendent的名词复数 )； （大楼的）管理人； 监管人； （美国）警察局长 | |
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143
treasurers
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| （团体等的）司库，财务主管( treasurer的名词复数 ) | |
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distinguished
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| adj.卓越的，杰出的，著名的 | |
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exempt
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| adj.免除的；v.使免除；n.免税者，被免除义务者 | |
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plunged
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| v.颠簸( plunge的过去式和过去分词 )；暴跌；骤降；突降 | |
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suspense
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| n.（对可能发生的事）紧张感，担心，挂虑 | |
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148
torment
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| n.折磨；令人痛苦的东西(人)；vt.折磨；纠缠 | |
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149
renounce
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| v.放弃；拒绝承认，宣布与…断绝关系 | |
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150
camaraderie
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| n.同志之爱，友情 | |
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151
dread
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| vt.担忧，忧虑；惧怕，不敢；n.担忧，畏惧 | |
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152
pervades
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| v.遍及，弥漫( pervade的第三人称单数 ) | |
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153
demeanor
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| n.行为；风度 | |
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154
distressing
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| a.使人痛苦的 | |
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