| Mathematical Subjects. | Non-Mathematical Subjects. |
|---|---|
| 76,555 | 94,280 |
| 136,940 | 145,440 |
| 213,495 | 239,720 |
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 auspicious 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 rigid 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 judgment 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 astutely ask many questions in order to consume the recitation period. I know one officer who always outwitted these youthful diplomats 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 enunciation, 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 slate 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: