10. A more serious objection than any we have named lies against the exclusive use of mathematical and scientific training, to the neglect of all other, as almost the only instrument of education. The spirit of the school, as shown especially by its entrance examinations, is opposed to any literary study. This is a peculiar evil in forming characters for a liberal profession like the army. Such a plan may indeed produce striking results, if the sole object is to create distinguished mathematicians, though even then the acuteness in one direction is often accompanied by an unbalanced and extravagant judgment in another. But a great school should form the whole and not merely a part of the man; and as doing this, as strengthening the whole mind, instead of forcing on one or two of its faculties—as giving, in a word, what is justly called a liberal education—we are persuaded that the system of cultivating the taste for historical and other similar studies, as well as for mere science, is based on a sounder principle than that which has produced the brilliant results of the Polytechnic.
11. It may be added, in connection with the above remark, that as the entrance examination at the Polytechnic influences extensively the teaching of the great French schools, and is itself almost solely mathematical, it tends to diffuse a narrow and exclusive pursuit of science, which is very alien from the spirit of English teaching.
12. We may sum up our remarks on the Polytechnic School thus:—
Regarded simply as a great Mathematical and Scientific School, its results in producing eminent men of science have been extraordinary. It has been the great (and a truly great) Mathematical University of France.
Regarded again as a Preparatory School for the public works, it has given a very high scientific education to civil engineers, whose scientific education in other countries (and amongst ourselves) is believed to be much slighter and more accidental.
Regarded as a school for the scientific corps of the army, its peculiar mode of uniting in one course of competition candidates for civil and military services, has probably raised scientific thought to a higher point in the French than in any other army.
Regarded as a system of teaching, the method it pursues in developing the talents of its pupils appears to us the best we have ever studied.
It is in its studies and some of its main principles that the example of the Polytechnic School may be of most value. In forming or improving any military school, we can not shut our eyes to the successful working at the Polytechnic of the principle, which it was the first of all schools to initiate, the making great public prizes the reward and stimulus of the pupil’s exertions. We may observe how the state has here encouraged talent by bestowing so largely assistance upon all successful, but poor pupils, during their school career. We may derive some lessons from its method of teaching, though the attempt to imitate it might be unwise. Meanwhile, without emulating the long established scientific prestige of the Polytechnic, we have probably amongst ourselves abundant materials for a military scientific education, at least as sound as that given at this great School.