“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 utilized 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 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 judicious amount of recreation, and good wholesome 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 conceal 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 exacting, but it has a powerful leverage over other institutions for it dangles before the cadet’s view the prize of a commission in the Regular Army, a career in an honorable profession.
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 contingencies, 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 astounding 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 consuls-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 |
| Bishop | 1 |
| Lieutenant-governors of States | 2 |
| 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, inspectors, and quartermasters-general of States and Territories | 29 |
| Officers of State militia | 158 |
| Mayors of cities | 17 |
| City officers | 57 |
| Presidents of universities and colleges | 46 |
| Principals of schools and academies | 32 |
| Regents and chancellors 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 |
| Superintendents of railroads and other public works | 62 |
| Treasurers 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 | 122 |
| 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 distinguished 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 exempt 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.