The following is a list of the Army posts at which the examination is usually held:
Fort Banks, Mass.Fort Slocum, N. Y.Washington Barracks, D. C.Jackson Barracks, New Orleans, La.Fort Shafter, Honolulu, Hawaii.Columbus Barracks, Ohio.Fort Williams, Maine.Fort St. Michaels, Alaska.Fort Sill, Okla.Fort Leavenworth, Kans.Jefferson Barracks, Mo.Fort Ethan Allen, Vt.Fort Dade, Fla.Fort Logan H. Roots, Ark.Fort Logan, Colo.Fort Sam Houston, Tex.Presidio of San Francisco, Cal.Corozal, Canal Zone.Fort McPherson, Ga.Fort Snelling, Minn.Fort Sheridan, Ill.Vancouver Barracks, Wash.Fort Bliss, Texas.Fort Wm. H. Seward, Alaska.Fort Rosecrans, Cal.
The examination takes place as follows, viz.:
Every candidate who reports is required to fill out, in the most careful manner, the personal and school history sheet and the autograph and official notification address blanks. The fact that a candidate may be reporting for the physical examination only, does not by any means exempt him from accomplishing these blanks, as the information they contain is vitally necessary for the permanent and statistical records of the Military Academy.
The candidate is given all assistance needed to insure the proper filling out of these papers.
Algebra.—Candidates will be required to pass a satisfactory examination in that portion ofalgebrawhich includes the following range of subjects: Definitions and notation; the fundamental laws; the fundamental operations, viz.: Addition, subtraction, multiplication, and division; factoring; highest common factor; lowest common multiple; fractions, simple and complex; simple or linear equations with one unknown quantity; simultaneous simple or linear equations with two or more unknown quantities; graphical representation and solution of linear equations with two unknowns; involution, including the formation of the squares and cubes of polynomials; binomial theorem with positive integral exponents; evolution, including the extraction of the square and cube roots of polynomials and of numbers; theory of exponents,radicals, including reduction and fundamental operations, rationalization, equations involving radicals; operations with imaginary numbers; quadratic equations; equations of quadratic form; simultaneous quadratic equations; ratio and proportion; arithmetical and geometrical progressions. Candidates will be required to solve problems involving any of the principles or methods contained in the foregoing subjects.
The following questions were used at a recent examination:
1. (a) Simplify [(x-y)2+ 6xy] - [(x2+ 2xy) - {x2- [2xy- (4xy-y2)]} - (-x2- 2xy)].
(b) Factor (1)a9b9+ 64c6(2)x2-y2- 2y- 1 (3)x3- 3x2+ 4.
2. Solve √((4/x2) + 5)- √((4/x2) - 5)= 2. Prove that your answers are correct.
3. How many terms will there be in the expansion of (a⅒+b⅕×15) by the binomial formula?Write the 6th term in the simplest form.What other term will have the same coefficient?Write down this term and simplify it.
4. A number of workmen, who receive the same wages, earn together a certain sum. Had there been 7 more workmen, and had each one received 25 cents more, their joint earnings would have increased by $18.65. Had there been 4 fewer workmen, and had each one received 15 cents less, their joint earnings would have decreased by $9.20. How many workmen are there, and how much does each one receive?
5. (a) Find the value of 5x3+ 2x2- 3x- 1 whenx= 1 - √(-4)
(b) Simplify (5×√(x4/3)-3/2
6. Two trains run toward each other from A and B, respectively, and meet at a point which is 15 miles farther from A than it is from B. After the trains meet, it takes the first train 2⅔ hours to run to B, and the second 3⅜ hours to run to A. How far is it from A to B?
8. (a) Deduce a test for finding when the roots of the equationax2+bx+c= 0 are: 1º real and unequal; 2º real and equal; 3º imaginary; 4º numerically equal with contrary signs.
(b) Apply the tests to find the nature of the roots of the equations
9. Given a square whose side is 2. The middle points of its adjacent sides are joined by straight lines forming a second square inscribed in the first. In the same manner, a third square is inscribed in the second, a fourth in the third, and so on indefinitely. Find the sum of the perimeters of all the squares.
Substitute for any of the above.—A person has $6,500, which he divides into two portions and lends at different rates of interest, so that the two portions produce equal returns. If the first portion had been lent at the second rate of interest, it would have produced $180; and if the second portion had been lent at the first rate of interest, it would have produced $245. Find the rates of interest.
Plane Geometry.—Candidates will be required to give accurate definitions of the terms used inplane geometry, to demonstrate any proposition of plane geometry as given in the ordinary text-books and to solve simple geometrical problems either by a construction or by an application of algebra.
The following questions were used at a recent examination:
1. Theorem: The three medians of any triangle intersect in a common point which is at two-thirds of the distance from each vertex to the middle of the opposite side.2. Theorem: If two triangles have their three sides respectively equal, the triangles are equal in all respects.3. (a) How many circles can be drawn tangent to three given straight lines? (b) Problem: To draw a circle through a given point and tangent to two given straight lines.4. Theorem: If two parallel right lines be divided into corresponding parts, proportional each to each, and straight lines be drawn through the corresponding points of division, these straight lines will pass through a common point.5. Exercise: Find the locus of all points, the sum of the squares of the distances of any one of which from two fixed points is equal to a given square.6. Problem: Given two circles, to construct a third circle equivalent to their difference.7. Exercise: If the radius of a circle is 5, find the area of the segment subtended by the side of a regular hexagon.8. Theorem: The areas of two triangles which have an angle of the one equal to an angle of the other, are to each other as the products of the sides including those angles.9. Problem: Through a given point on one side of a triangle to draw a right line which shall divide the triangle into two equivalent areas.Substitute for any one of the above.—(a) Definecommensurable quantities;incommensurable quantities. Give example of each. (b) Theorem: In the same circle or equal circles, two angles at the centre have the same ratio as their intercepted arcs (whether commensurable or incommensurable).
1. Theorem: The three medians of any triangle intersect in a common point which is at two-thirds of the distance from each vertex to the middle of the opposite side.
2. Theorem: If two triangles have their three sides respectively equal, the triangles are equal in all respects.
3. (a) How many circles can be drawn tangent to three given straight lines? (b) Problem: To draw a circle through a given point and tangent to two given straight lines.
4. Theorem: If two parallel right lines be divided into corresponding parts, proportional each to each, and straight lines be drawn through the corresponding points of division, these straight lines will pass through a common point.
5. Exercise: Find the locus of all points, the sum of the squares of the distances of any one of which from two fixed points is equal to a given square.
6. Problem: Given two circles, to construct a third circle equivalent to their difference.
7. Exercise: If the radius of a circle is 5, find the area of the segment subtended by the side of a regular hexagon.
8. Theorem: The areas of two triangles which have an angle of the one equal to an angle of the other, are to each other as the products of the sides including those angles.
9. Problem: Through a given point on one side of a triangle to draw a right line which shall divide the triangle into two equivalent areas.
Substitute for any one of the above.—(a) Definecommensurable quantities;incommensurable quantities. Give example of each. (b) Theorem: In the same circle or equal circles, two angles at the centre have the same ratio as their intercepted arcs (whether commensurable or incommensurable).
English Grammar.—Candidates must have a good knowledge ofEnglish grammar; they must be able to define the terms used therein; to define the parts of speech; to give inflections, including declension, conjugation, and comparison; to give the corresponding masculine and feminine gender nouns; to give and apply the ordinary rules of syntax.
They must be able to parse correctly any ordinary sentence; giving the subject of each verb, the governing of each objective case, the word for which each pronoun stands or to which it refers, the words between which each preposition shows the relation, precisely what each conjunction and each relative pronoun connects, what each adjective and adverb qualifies or limits, the construction of each infinitive, and generally to show a good knowledge of the function of each word in the sentence.
They must be able to correct in sentences or extracts any ordinary grammatical errors.
It is not required that any particular textbook shall be followed; but the definitions, parsing, and corrections must be in accordance with good usage and common sense.
The following questions indicate the character of the examination:
1. (a) He comes, the herald of a noisy world. (b) Next anger rushed, his eyes on fire. (c) Get on your nightgown, lest occasion call us and show us to be watchers. (d) Hark! Hark! the lark at heaven’s gate sings. (e) Why do you stay so long, my lords of France? (f) Go you before to Gloucester with these letters. (g) Society has been called the happiness of life. (h) The guardsman defended himself bravely. (i) They that reverence too much old times are but a scorn to the new. (j) I will bring you certain news from Shrewsbury.In the above sentences pick out the following grammatical constructions. (Indicate the number of the sentence and write the word or words which answer the question.)Imperative mood. Abstract noun. Transitive verb. Two relative pronouns. Noun in apposition. Verb in subjunctive mood. Adverb of manner. Relative pronoun. Indirect object. Interjection.2. Write a simple sentence containing a compound subject. Write a simple sentence containing a compound predicate. Write a complex sentence containing an adjective clause. Write a complex sentence containing an adverbial clause of manner. Write a sentence containing a preposition with a compound object. Write a sentence containing an adverb clause of time. Write a sentence containing a noun (or substitute) clause used as the subject of the sentence. Write a complex sentence containing an adverb clause of place. Write a sentence containing an adjective phrase, and an adverb phrase. Write a sentence containing a verb in the passive voice.3. Write sentences containing the following: The preterite (or past) tense (active voice) of the verb “choose.” The perfect tense (active voice) of the verb “swim.” The pluperfect (or past perfect) tense (active voice) of the verb “burst.” The future perfect tense (active voice) of the verb “eat.” The perfect tense (active voice) of the verb “know.” The present participle of the verb “lie.” The perfect infinite of the verb “study.” The perfect participle of the verb “knock.” The future tense, passive voice, of the verb “defeat.” The future perfect tense, passive voice, of the verb “pay.”4. In the passage below, indicate the gender of all the nouns and pronouns by the following device: Underscore once those that are masculine; twice those that are feminine; thrice all those that are neither.
1. (a) He comes, the herald of a noisy world. (b) Next anger rushed, his eyes on fire. (c) Get on your nightgown, lest occasion call us and show us to be watchers. (d) Hark! Hark! the lark at heaven’s gate sings. (e) Why do you stay so long, my lords of France? (f) Go you before to Gloucester with these letters. (g) Society has been called the happiness of life. (h) The guardsman defended himself bravely. (i) They that reverence too much old times are but a scorn to the new. (j) I will bring you certain news from Shrewsbury.
In the above sentences pick out the following grammatical constructions. (Indicate the number of the sentence and write the word or words which answer the question.)
Imperative mood. Abstract noun. Transitive verb. Two relative pronouns. Noun in apposition. Verb in subjunctive mood. Adverb of manner. Relative pronoun. Indirect object. Interjection.
2. Write a simple sentence containing a compound subject. Write a simple sentence containing a compound predicate. Write a complex sentence containing an adjective clause. Write a complex sentence containing an adverbial clause of manner. Write a sentence containing a preposition with a compound object. Write a sentence containing an adverb clause of time. Write a sentence containing a noun (or substitute) clause used as the subject of the sentence. Write a complex sentence containing an adverb clause of place. Write a sentence containing an adjective phrase, and an adverb phrase. Write a sentence containing a verb in the passive voice.
3. Write sentences containing the following: The preterite (or past) tense (active voice) of the verb “choose.” The perfect tense (active voice) of the verb “swim.” The pluperfect (or past perfect) tense (active voice) of the verb “burst.” The future perfect tense (active voice) of the verb “eat.” The perfect tense (active voice) of the verb “know.” The present participle of the verb “lie.” The perfect infinite of the verb “study.” The perfect participle of the verb “knock.” The future tense, passive voice, of the verb “defeat.” The future perfect tense, passive voice, of the verb “pay.”
4. In the passage below, indicate the gender of all the nouns and pronouns by the following device: Underscore once those that are masculine; twice those that are feminine; thrice all those that are neither.
“The bride kissed the goblet, the knight took it up.He quaffed off the wine, and he threw down the cup,She looked down to blush, and she looked up to sigh,With a smile on her lips and a tear in her eye.He took her soft hand ere her mother could bar,—‘Now tread we a measure!’ said young Lochinvar.So stately her form and so lovely her face,That never a hall such a galliard did grace;While her mother did fret, and her father did fume,And the bridegroom stood dangling his bonnet and plume;And the bride-maidens whispered, ‘‘Twere better by far,To have matched our fair cousin with young Lochinvar.’”
“The bride kissed the goblet, the knight took it up.He quaffed off the wine, and he threw down the cup,She looked down to blush, and she looked up to sigh,With a smile on her lips and a tear in her eye.He took her soft hand ere her mother could bar,—‘Now tread we a measure!’ said young Lochinvar.So stately her form and so lovely her face,That never a hall such a galliard did grace;While her mother did fret, and her father did fume,And the bridegroom stood dangling his bonnet and plume;And the bride-maidens whispered, ‘‘Twere better by far,To have matched our fair cousin with young Lochinvar.’”
5. Write sentences containing the following: An auxiliary verb. The comparative of “recent.” The superlative of “bad.” The plural of “lily.” The masculine of “witch.” An intransitive verb. A collective noun. The comparative of “lazy.” The plural of “shelf.” The plural of “ruby.”6. Parse the words in italics in the following sentences: “Some soils,likethe rocky tractcalledthe Estabrooke Country inmyneighbourhood, is so suited to the apple, that it will growfasterinthem without anycare,thanitwillin many places with any amount ofcare.”—Henry D. Thoreau.7. Correct all errors in the following: The man who committed the murder was hung. Who can this letter be from? It is me that he fears. The red rose smells sweetly, but the yellow one does not smell so good. He asked if either of the men could identify their own clothing.8. Punctuate and capitalize the following: it was old dr parr who said or sighed in his last illness oh if i can only live till strawberries come the old scholar imagined that if he could weather it till then the berries would carry him through no doubt he had turned from the drugs and the nostrums or from the hateful food to the memory ofthe pungent penetrating and unspeakably fresh quality of the strawberry with the deepest longing the strawberry is always the hope of the invalid and sometimes no doubt his salvation it is the first and finest relish among the fruits and well merits dr botelers memorable saying that doubtless god could have made a better berry but doubtless god never did john burroughs.
5. Write sentences containing the following: An auxiliary verb. The comparative of “recent.” The superlative of “bad.” The plural of “lily.” The masculine of “witch.” An intransitive verb. A collective noun. The comparative of “lazy.” The plural of “shelf.” The plural of “ruby.”
6. Parse the words in italics in the following sentences: “Some soils,likethe rocky tractcalledthe Estabrooke Country inmyneighbourhood, is so suited to the apple, that it will growfasterinthem without anycare,thanitwillin many places with any amount ofcare.”—Henry D. Thoreau.
7. Correct all errors in the following: The man who committed the murder was hung. Who can this letter be from? It is me that he fears. The red rose smells sweetly, but the yellow one does not smell so good. He asked if either of the men could identify their own clothing.
8. Punctuate and capitalize the following: it was old dr parr who said or sighed in his last illness oh if i can only live till strawberries come the old scholar imagined that if he could weather it till then the berries would carry him through no doubt he had turned from the drugs and the nostrums or from the hateful food to the memory ofthe pungent penetrating and unspeakably fresh quality of the strawberry with the deepest longing the strawberry is always the hope of the invalid and sometimes no doubt his salvation it is the first and finest relish among the fruits and well merits dr botelers memorable saying that doubtless god could have made a better berry but doubtless god never did john burroughs.
English Composition and English Literature.—Candidate will be required:
1. By the writing of short themes on subjects chosen by themselves within limits set by the examination paper, to prove (a) their ability to spell, capitalize, and punctuate, and (b) their mastery of the elementary principles of composition, including paragraphing and sentence structure.
2. To give evidence of intelligent acquaintance with three plays of Shakespeare—one comedy, one history, and one tragedy—The Merchant of Venice,Henry V, andMacbethbeing especially recommended.
3. To exhibit a fair knowledge of the history of English literature and of the names of the most prominent authors, and of the names of their principal works.
The general character and scope of the examination are indicated by the following:
1. In a few paragraphs (about 250 words) tell the most important facts about the life and works of anyoneof the following authors: Robert Burns, John Milton, John Keats, Edgar Allan Poe, Alfred Tennyson, Charles Dickens.2. In a paragraph (about 250 words) discuss the Victorian period in English literature, paying attention to the following points: (a) the characteristics of the literature, (b) the chief writers, both in prose and poetry.3. In a few paragraphs (about 250 words) discuss the Puritan period in English literature, telling what is meant by the term, the object and results of the Puritan movement, the chief writers with their works, and the main characteristics of the literature.4. Elective question (may be chosen in place of either 2 or 3). Write a few paragraphs (250 words) on the characteristics and importance of the works of the Concord writers,Emerson, Hawthorne, and Thoreau, mentioning the chief works of each.5. Write two compositions of about 200 words each selecting your subjects from the following list: (a) The story of the chase. (Lady of the Lake—Scott.) (b) Silas Marner’s Early Life. (Silas Marner—George Eliot.) (c) The Story of Jessica. (Merchant of Venice—Shakespeare.) (d) The Character of Brutus. (Julius Caesar—Shakespeare.) (e) The Story of Ida and the Prince. (The Princess—Tennyson.) (f) The Trial of Rebecca. (Ivanhoe—Scott.) (g) The Murder of Duncan. (Macbeth—Shakespeare.) (h) Character Sketch of the Ancient Mariner. (The Ancient Mariner—Coleridge.) (i) Threshing Day on a Western Farm. (j) The Village Drug Store. (k) Along the Wharves in a Seaport Town. (l) An Irrigated Farm. (m) A Cotton Mill. (n) An Accident.
1. In a few paragraphs (about 250 words) tell the most important facts about the life and works of anyoneof the following authors: Robert Burns, John Milton, John Keats, Edgar Allan Poe, Alfred Tennyson, Charles Dickens.
2. In a paragraph (about 250 words) discuss the Victorian period in English literature, paying attention to the following points: (a) the characteristics of the literature, (b) the chief writers, both in prose and poetry.
3. In a few paragraphs (about 250 words) discuss the Puritan period in English literature, telling what is meant by the term, the object and results of the Puritan movement, the chief writers with their works, and the main characteristics of the literature.
4. Elective question (may be chosen in place of either 2 or 3). Write a few paragraphs (250 words) on the characteristics and importance of the works of the Concord writers,Emerson, Hawthorne, and Thoreau, mentioning the chief works of each.
5. Write two compositions of about 200 words each selecting your subjects from the following list: (a) The story of the chase. (Lady of the Lake—Scott.) (b) Silas Marner’s Early Life. (Silas Marner—George Eliot.) (c) The Story of Jessica. (Merchant of Venice—Shakespeare.) (d) The Character of Brutus. (Julius Caesar—Shakespeare.) (e) The Story of Ida and the Prince. (The Princess—Tennyson.) (f) The Trial of Rebecca. (Ivanhoe—Scott.) (g) The Murder of Duncan. (Macbeth—Shakespeare.) (h) Character Sketch of the Ancient Mariner. (The Ancient Mariner—Coleridge.) (i) Threshing Day on a Western Farm. (j) The Village Drug Store. (k) Along the Wharves in a Seaport Town. (l) An Irrigated Farm. (m) A Cotton Mill. (n) An Accident.
Geography.—Candidates will be required to pass a satisfactory examination indescriptive geographyand the elements ofphysical geography. A preponderance of weight is attached to a knowledge of the geography of the United States.
In descriptive geography of the United States, candidates should be thoroughly informed as to its general features and boundaries; adjacent oceans, seas, bays, gulfs, sounds, straits, and islands; lakes, the location and extent of mountain ranges; the sources, directions, and terminations of the important rivers, the names of their principal tributaries, and at what points, if any, these rivers break through highlands on their way to the ocean; the water routes of communication from one part of the country to another; the location and termination of important railroad lines; the boundaries of the several States and Territories and their order along the coasts, frontiers, and principal rivers; the location and boundaries of the island possessions; and the names and locations of the capitals and other important cities of the several States, Territories, and island possessions.
In short, the knowledge should be so complete that a clear mental picture of the whole of the United States is impressed on the mind of the candidate.
In descriptive geography of other countries, candidates shouldbe familiar with the continental areas and grand divisions of water; the earth’s surface; the large bodies of water which in part or wholly surround the grand divisions of the land; the capes, from what part they project and into what waters; the principal peninsulas, location, and by what waters embraced; the parts connected by an isthmus; the principal islands, locations, and surrounding waters; the seas, gulfs, and bays, the coasts they indent, and the waters to which they are subordinate; the straits, the lands they separate, and the waters they connect; the locations of the principal lakes, the locations, boundaries, capitals and principal cities of the political divisions of the world.
In physical geography, candidates should be familiar with the relief of the earth’s surface; the principal mountain systems, the river systems and watersheds; the coastal and lake plains; and the influence of climate, soil, mineral deposits, and other physical features on the resources, industries, commercial relations, and development of a country and its people, especially of the United States.
The following questions indicate the character of the examination:
1. Define. (a) Geography, (b) Physical Geography, (c) strait, (d) isthmus, (e) isotherm.2. In respect of climate, into what zones is the earth’s surface divided? Name the circles separating these zones from one another. In what zone are the Philippines?3. (a) What and where is the International Date Line? (b) In going from San Francisco to Manila is a day lost or gained? Give reasons for answer.4. How many “times” has the United States! What are they?5. What waters surround the United States?6. Is it possible to go from Duluth to Detroit by water? If so, what bodies of water would be passed through?7. Name the larger islands of the Philippines, and of the Hawaiian Group, respectively. On what island is Manila? Honolulu? Iloilo?8. Name two great coal regions of the United States.9. What is (a) the most northern State of the United States? (b) the most southern? (c) the most eastern? (d) the most western?10. Which of the United States has the longest coast line?11. Where is the Mohawk Valley?12. Bound—Michigan, Kentucky, Connecticut.13. Locate accurately the following cities—El Paso, Albany, Zamboanga, Panama, San Antonio, Kalamazoo.14. Name the transcontinental railways west of the Mississippi in order from north to south.15. Name the countries of Central America. Which one of these borders on Mexico?16. Name in order, beginning at the Isthmus of Panama, the countries of South America that touch on the Caribbean Sea and the Atlantic Ocean.17. The meridian through Atlanta, Georgia, intersects what South American Republics? Is the continent of South America, as a whole, east or west of the United States?18. What two countries of South America have no sea coast?19. A vessel goes from London, England, to San Francisco by the Suez Canal. Through what waters does it pass?20. What waters connect the Black Sea with the Mediterranean? The Gulf of Aden with the Red Sea?21. Where does the Danube rise? through what countries does it flow? and where does it empty?22. What three rivers flow north into the Arctic from Siberia?23. What mountains lie between France and Spain? Between Tibet and India?24. Name in order in a clockwise direction the countries bordering on the Mediterranean.25. Where is—Mount Shasta, Popocatepetl, Chimborazo, Everest, Apo, Fujiyama, Blanc, Mayon.26. Where and what is—Mukden, Valdivostok, Liberia, Melilla, The Celebes.27.—Locate—Elba, Saint Thomas, Cape Race, Hankow, Formosa, Bonin Islands, Juraez, Zanzibar, Colon, Volga River, Elbe River, Cebu, Seville, Andalusia, Zaragoza, Macedonia, Nepaul, Bogota, Beirut, Malta, Macao, Dublin.28. Name the capitals respectively of—Afghanistan, Portugal, Nebraska, Vermont, French Indo-China, Philippine Islands, Montenegro, Georgia, Oregon, Roumania, Persia, Florida, Java.
1. Define. (a) Geography, (b) Physical Geography, (c) strait, (d) isthmus, (e) isotherm.
2. In respect of climate, into what zones is the earth’s surface divided? Name the circles separating these zones from one another. In what zone are the Philippines?
3. (a) What and where is the International Date Line? (b) In going from San Francisco to Manila is a day lost or gained? Give reasons for answer.
4. How many “times” has the United States! What are they?
5. What waters surround the United States?
6. Is it possible to go from Duluth to Detroit by water? If so, what bodies of water would be passed through?
7. Name the larger islands of the Philippines, and of the Hawaiian Group, respectively. On what island is Manila? Honolulu? Iloilo?
8. Name two great coal regions of the United States.
9. What is (a) the most northern State of the United States? (b) the most southern? (c) the most eastern? (d) the most western?
10. Which of the United States has the longest coast line?
11. Where is the Mohawk Valley?
12. Bound—Michigan, Kentucky, Connecticut.
13. Locate accurately the following cities—El Paso, Albany, Zamboanga, Panama, San Antonio, Kalamazoo.
14. Name the transcontinental railways west of the Mississippi in order from north to south.
15. Name the countries of Central America. Which one of these borders on Mexico?
16. Name in order, beginning at the Isthmus of Panama, the countries of South America that touch on the Caribbean Sea and the Atlantic Ocean.
17. The meridian through Atlanta, Georgia, intersects what South American Republics? Is the continent of South America, as a whole, east or west of the United States?
18. What two countries of South America have no sea coast?
19. A vessel goes from London, England, to San Francisco by the Suez Canal. Through what waters does it pass?
20. What waters connect the Black Sea with the Mediterranean? The Gulf of Aden with the Red Sea?
21. Where does the Danube rise? through what countries does it flow? and where does it empty?
22. What three rivers flow north into the Arctic from Siberia?
23. What mountains lie between France and Spain? Between Tibet and India?
24. Name in order in a clockwise direction the countries bordering on the Mediterranean.
25. Where is—Mount Shasta, Popocatepetl, Chimborazo, Everest, Apo, Fujiyama, Blanc, Mayon.
26. Where and what is—Mukden, Valdivostok, Liberia, Melilla, The Celebes.
27.—Locate—Elba, Saint Thomas, Cape Race, Hankow, Formosa, Bonin Islands, Juraez, Zanzibar, Colon, Volga River, Elbe River, Cebu, Seville, Andalusia, Zaragoza, Macedonia, Nepaul, Bogota, Beirut, Malta, Macao, Dublin.
28. Name the capitals respectively of—Afghanistan, Portugal, Nebraska, Vermont, French Indo-China, Philippine Islands, Montenegro, Georgia, Oregon, Roumania, Persia, Florida, Java.
History.—Candidates must be thoroughly familiar with such material as is contained in good high school textbooks on the subject (a) of the History of the United States, and (b) of the History of Europe from the Fall of Constantinople (1453) to the outbreak of the French Revolution (1789).
In history of the United States, the examination will include questions concerning early discoveries and settlements; the forms of government in the Colonies; the causes, leading events, and results of wars; important events in the political and economic history of the Nation since its foundation.
In history of Europe from 1453 to 1789, special emphasis will be laid upon the political and social development in France, Prussia, and England.
The following questions indicate the character of the examination:
1. Describe political conditions during the latter half of the fifteenth century in what is now Germany.2. What countries were ruled by Charles V of Spain at the height of his power?3. Why was Luther summoned to the Diet of Worms? What was done at this Diet?4. Who was Melanchthon? What was the Religious Peace of Augsburg? What was its importance?5. What was the Council of Trent? Over how long a period did its meetings extend? What were the important acts of this Council?6. What ruler was instrumental in separating England from Roman Catholic influence? How was this separation accomplished? Describe two acts of Parliament important in this connection.7. Outline the causes of Elizabeth’s quarrel with Mary Queen of Scots. State its political importance and its results.8. Under what circumstances during Elizabeth’s reign did England come into conflict with Spain? What event marked the crisis of this conflict?9. State the nature, causes, dates, and leaders of the Puritan Reformation.10. Describe the important acts of Parliament passed in the reign of Charles II to regulate the religious situation.11. Describe the court and court life in France in the time of Louis XIV. Name five prominent men connected with Louis XIV’s court.12. What part did Gustavus Adolphus and Richelieu play in the Thirty Years’ War? How may we reconcile Richelieu’s political acts with his religious convictions?13. What nations were engaged in the War of the Spanish Succession? What issues were at stake? What were the important provisions of the Peace of Utrecht (1713)?14. What was the revolution of 1688 in England? How was it accomplished?15. What is meant by the cabinet system of government? Account for the advance of cabinet government in the reigns of George I and George II.16. For what qualities and what acts was the Great Elector (Frederick William of Prussia) noted?17. State the cause and the result of the first war between Frederick the Great and Maria Theresa. Name two famous battles of the Seven Years’ War in which Frederick the Great was victorious.18. State the results of the Seven Years’ War for France according to the provisions of the Treaty of Paris (1763).19. Why were Frederick the Great, Catherine II of Russia, and Joseph II of Austria called “enlightened despots”? Describe the work of any one of these rulers.20. Outline two of the fundamental causes for the unrest in France during the early years of the reign of Louis XVI.
1. Describe political conditions during the latter half of the fifteenth century in what is now Germany.
2. What countries were ruled by Charles V of Spain at the height of his power?
3. Why was Luther summoned to the Diet of Worms? What was done at this Diet?
4. Who was Melanchthon? What was the Religious Peace of Augsburg? What was its importance?
5. What was the Council of Trent? Over how long a period did its meetings extend? What were the important acts of this Council?
6. What ruler was instrumental in separating England from Roman Catholic influence? How was this separation accomplished? Describe two acts of Parliament important in this connection.
7. Outline the causes of Elizabeth’s quarrel with Mary Queen of Scots. State its political importance and its results.
8. Under what circumstances during Elizabeth’s reign did England come into conflict with Spain? What event marked the crisis of this conflict?
9. State the nature, causes, dates, and leaders of the Puritan Reformation.
10. Describe the important acts of Parliament passed in the reign of Charles II to regulate the religious situation.
11. Describe the court and court life in France in the time of Louis XIV. Name five prominent men connected with Louis XIV’s court.
12. What part did Gustavus Adolphus and Richelieu play in the Thirty Years’ War? How may we reconcile Richelieu’s political acts with his religious convictions?
13. What nations were engaged in the War of the Spanish Succession? What issues were at stake? What were the important provisions of the Peace of Utrecht (1713)?
14. What was the revolution of 1688 in England? How was it accomplished?
15. What is meant by the cabinet system of government? Account for the advance of cabinet government in the reigns of George I and George II.
16. For what qualities and what acts was the Great Elector (Frederick William of Prussia) noted?
17. State the cause and the result of the first war between Frederick the Great and Maria Theresa. Name two famous battles of the Seven Years’ War in which Frederick the Great was victorious.
18. State the results of the Seven Years’ War for France according to the provisions of the Treaty of Paris (1763).
19. Why were Frederick the Great, Catherine II of Russia, and Joseph II of Austria called “enlightened despots”? Describe the work of any one of these rulers.
20. Outline two of the fundamental causes for the unrest in France during the early years of the reign of Louis XVI.
1. State concisely the achievements of—(a) De Narvaez; (b) De Soto; (c) Hudson; (d) La Salle.2. (a) Where and when was the first permanent English settlement in America made? (b) What arrangement was made for the government of this settlement?3. (a) When and where did the first colonial assembly in America meet? (b) What was Bacon’s Rebellion? (c) When and where was the first permanent English settlement in New England established?4. (a) What brought the first settlers to Maryland? (b) Who was their leader?5. (a) What was the immediate cause of the Revolutionary War? (b) What were “writs of assistance”? (c) What was the “Mutiny Act”?6. (a) When and where did the first Continental Congress meet? (b) What was accomplished by this Congress? (c) Name the original thirteen colonies.7. (a) Who were the principal leaders in the two battles of Saratoga? (b) What were the effects on the American people of these battles? (c) What was the Wyoming Massacre?8. (a) What European country was the first to acknowledge the American independence? (b) In what ways did this country aid in bringing the Revolutionary War to a successful close?9. State the significance of the following in United States history: (a) Shays’ Rebellion; (b) Steuben; (c) Alien and sedition laws; (d) Kosciusko.10. (a) What were the causes of the war with England in 1812? (b) What treaty ended this struggle? (c) Who was President of the United States during this war?11. By what means, from whom, and during whose Presidency were the following territories obtained for the United States? (a) Louisiana, (b) Florida, (c) Alaska.12. (a) What was the “Spoils System”? (b) What was the Nullification ordinance passed by South Carolina in 1832?13. Discuss briefly the nature and importance of the following: (a) The Wilmot Proviso. (b) The Dred Scott Decision. (c) The Fugitive Slave Law.14. Name the commanders and the results of the following battles: (a) Vicksburg, (b) Fredericksburg, (c) Cold Harbor.15. Name the Presidents of the United States who have had a second term of office.16. (a) What various causes underlay the declaration of war against Spain? (b) What important battles on land and sea were fought during the Spanish-American War? (c) What treaty ended this war and what territory was ceded to the United States as a result of it?
1. State concisely the achievements of—(a) De Narvaez; (b) De Soto; (c) Hudson; (d) La Salle.
2. (a) Where and when was the first permanent English settlement in America made? (b) What arrangement was made for the government of this settlement?
3. (a) When and where did the first colonial assembly in America meet? (b) What was Bacon’s Rebellion? (c) When and where was the first permanent English settlement in New England established?
4. (a) What brought the first settlers to Maryland? (b) Who was their leader?
5. (a) What was the immediate cause of the Revolutionary War? (b) What were “writs of assistance”? (c) What was the “Mutiny Act”?
6. (a) When and where did the first Continental Congress meet? (b) What was accomplished by this Congress? (c) Name the original thirteen colonies.
7. (a) Who were the principal leaders in the two battles of Saratoga? (b) What were the effects on the American people of these battles? (c) What was the Wyoming Massacre?
8. (a) What European country was the first to acknowledge the American independence? (b) In what ways did this country aid in bringing the Revolutionary War to a successful close?
9. State the significance of the following in United States history: (a) Shays’ Rebellion; (b) Steuben; (c) Alien and sedition laws; (d) Kosciusko.
10. (a) What were the causes of the war with England in 1812? (b) What treaty ended this struggle? (c) Who was President of the United States during this war?
11. By what means, from whom, and during whose Presidency were the following territories obtained for the United States? (a) Louisiana, (b) Florida, (c) Alaska.
12. (a) What was the “Spoils System”? (b) What was the Nullification ordinance passed by South Carolina in 1832?
13. Discuss briefly the nature and importance of the following: (a) The Wilmot Proviso. (b) The Dred Scott Decision. (c) The Fugitive Slave Law.
14. Name the commanders and the results of the following battles: (a) Vicksburg, (b) Fredericksburg, (c) Cold Harbor.
15. Name the Presidents of the United States who have had a second term of office.
16. (a) What various causes underlay the declaration of war against Spain? (b) What important battles on land and sea were fought during the Spanish-American War? (c) What treaty ended this war and what territory was ceded to the United States as a result of it?
All cadets are examined physically in May of each year, andthose found physically disqualified to continue with the course, or, in case of the first class, for commission in the Army, are discharged.
Academic duties are suspended from the completion of the June examinations until the end of August. During this period cadets live in camp and are engaged in military duties and exercises and in receiving practical instruction in military and other subjects. Academic duties are also suspended from December 24th until January 2d, except for those undergoing examination. All duties and exercises, as far as practicable, are suspended on New Year’s Day, February 22d, May 30th, July 4th, Thanksgiving Day, and Christmas Day.
Cadets of the first, second, and third classes not undergoing examination are allowed short leaves at Christmas, if their conduct during the preceding year has been satisfactory. Excepting these short leaves for good conduct, cadets are allowed but one leave of absence during the four years’ course. This leave is granted to those cadets who have successfully completed the third-class course of study, and extends from the middle of June to the 28th of August.
The pay of a cadet is $600 per year and one ration per day, or commutation therefor at 30 cents per day. The total is $746.00 to commence with his admission to the academy. The actual and necessary traveling expenses of candidates from their homes to the Military Academy are credited to their accountsaftertheir admission as cadets.
No cadet is permitted to receive money, or any other supplies, from his parents, or from any person whomsoever, without the sanction of the Superintendent. Amost rigidobservance of this regulation is urged upon all parents and guardians, as its violation would make distinctions between cadets which it is the especial desire to avoid; the pay of a cadet is sufficient for his support.
Candidates are authorized to bring with them the followingarticles: Hairbrush, nailbrush, toothbrush, shoebrush, comb, 8 drawers (summer), 12 handkerchiefs (white), 4 nightshirts or pajamas, 8 socks (black cotton), 6 bath towels, 6 face towels, 1 trunk, 8 undershirts (summer), whisk broom, shaving mug, winter underwear, and athletic uniforms, shoes, and goods.
Cadets are required to wear the prescribed uniform. All articles of their uniform are of a designated pattern, and are sold to cadets at West Point at regulated prices.
Immediately after admission candidates must be provided with an outfit of uniform, etc., the cost of which is about $160. This sum, or at least $100 thereof,must be deposited with the treasurer of the academy before the candidate is admitted. It is best for the candidate to take with him no more money than he needs for traveling expenses and for his parents to send the required deposit by draft, payable to the Treasurer, United States Military Academy. The deposit is credited at once to the cadet’s account. Upon graduation a cadet who has exercised proper economy will have sufficient money to his credit with the treasurer of the academy to purchase his uniform and equipment as an officer.
The attention of applicants and candidates is called to the following provisions of an Act of Congress approved May 17, 1886, to regulate the promotion of graduates of the United States Military Academy:
That when any cadet of the United States Military Academy has gone through all its classes and received a regular diploma from the academic staff, he may be promoted and commissioned as a second lieutenant in any arm or corps of the Army in which there may be a vacancy and the duties of which he may have been judged competent to perform; and in case there shall not at the time be a vacancy in such arm or corps he may, at the discretion of the President, be promoted and commissioned in it as an additional second lieutenant, with the usual pay and allowances of a second lieutenant, until a vacancy shall happen.
There axe two terms of academic instruction: September 1-December 23, and January 2-June 4. A semiannual examination is held December 26-31, and an annual examination June 5-12. At the December examination cadets, who are found to be proficient in subjects they have completed during the preceding term are arranged according to merit in each subject. At the June examination they are similarly arranged and they are also assigned general standing in the class as determined by their standings in the various subjects. When a subject of study is completed during a term an examination concluding the work in that subject is sometimes held. Cadets deficient in studies at any examination are discharged from the academy unless for special reasons the academic board recommends otherwise. Cadets exceeding at any time the maximum number of demerits allowed for six months are reported to the academic board as deficient in conduct.
First term, September 1-December 23.Second term, January 2-June 4.Semiannual examination, December 26-31.Annual examination, June 5-12.
New cadets, upon reporting for duty, are given infantry recruit instruction, with gymnastic and calisthenic exercises, until they join the battalion.
Practical instruction is given during the summer encampment, and from September 1st to November 1st, and from March 15th to June 1st, in infantry, artillery and cavalry drill regulations, in target practice with the rifle, revolver, mountain gun and field gun, and in military engineering.
During the summer encampment, cadets of the third and fourth classes are also taught swimming and dancing, and those of thefirst class, the service of seacoast artillery and submarine defense at fortifications. The first, third, and fourth classes participate in exercises in minor tactics, practice marches, problems and practical field work, in which the employment of all arms is exemplified.
Practical instruction in fencing and gymnastic exercises and in boxing and wrestling is given to the fourth class from October 1st to June 1st, and to the other classes from November 1st to March 15th.
Instruction in riding is given to the first class during the encampment and from September 1st to June 1st, excepting the month of February; to the second and third classes, from November 1st to March 15th and also to the third class during the summer encampment. Instruction with English pad saddles is given to the first class, and in polo to the first and second classes.
During the academic season recitations in hippology are held for the first class and in drill regulations for the second, third, and fourth classes. Instruction is also given in writing orders and in solving problems involving the disposition of small forces.
Previous to graduation, lectures are given the first class upon uniforms and equipments, and upon etiquette and customs of the service.
Infantry Drill Regulations, U. S. Army.Field Artillery Regulations, U. S. Army.Mountain Artillery Drill Regulations, U. S. Army.Cavalry Drill Regulations, U. S. Army.Elements of Hippology. Marshall.Coast Artillery Drill Regulations, U. S. Army.
U. S. Army Regulations.Field Service Regulations, U. S. Army.Small Arms Firing Manual, U. S. Army.Drill Regulations for Machine Gun, Infantry.Drill Regulations for Machine Gun, Cavalry.Manual of Interior Guard Duty, U. S. Army.Manual of Physical Training, U. S. Army.Regulations for Field Maneuvers, U. S. Army.Manual of Instruction for Pack Transportation.Regulations, U. S. M. A.
U. S. Army Regulations.Regulations for the Uniform of the U. S. Army.Manual of Courts-Martial, U. S. A.Army Register, U. S.Engineer Field Manual.
The course in civil and military engineering and the art of war is confined to the first-class year.
The course in civil engineering begins September 1st and is completed during the first term, which closes with the Christmas holidays. It comprises brief treatises on the mechanics of civil engineering, framed and masonry structures, the materials of engineering, water supply, and sewerage.
The course in military engineering and the art of war begins on January 2nd and closes on the 3rd of June. Military engineering embraces the study of field and permanent fortifications and siege works. The art of war embraces the study of the organization of armies, employment of the different arms in combination, logistics, and strategy. To familiarize the students with its principles, lectures are delivered on military subjects and the principal operations of about twenty selected campaigns are studied. During this course the students are taken to the battlefield of Gettysburg to familiarize them with the effects of topography on the employment of troops in the field.
Civil Engineering. Fiebeger.Field Fortifications. Fiebeger.Permanent Fortifications. Fiebeger.Elements of Strategy. Fiebeger.Army Organization. Fiebeger.Siege Works. Mercur.Field Service Regulations, U. S.Campaign of Gettysburg. Fiebeger.
Campaigns and Battles. Department.Story of the Civil War. Ropes. Cambria Steel.
The department has a well selected reference library on civil engineering, military engineering, and the art of war.
The course in natural and experimental philosophy begins with and continues throughout the third academic year. Mechanics is studied during the first term. The text used is Gordon’sMechanics. Many of the principles are illustrated by apparatus in the lecture and section rooms, and the students are required to repeat and explain these experiments. The course aims to be as complete as possible with the limitation that it can be properly covered in a term of about 90 to 100 days by students having a proficient knowledge of the calculus; the treatment is sufficiently mathematical to furnish a confident basis for advanced work in the technical staff after graduation.
During the second term about 120 lessons are allotted to this department. The first half of this time is devoted to the subjects of sound and light. The authorized textbook is Gordon’sSound and Light.
Astronomy is studied in the remainder of the second term. The text used are Young’sGeneral Astronomyand Michie and Harlow’sPractical Astronomy. The principal aim of this course, in addition to its important value in educational development, is to furnish an ample basis for the establishment of stations in explorations and surveys.
The class attends daily throughout the year, except eight days, during which half the class attends daily.
Sound and Light. Gordon.Mechanics. Gordon.General Astronomy. Young.Practical Astronomy. Michie and Harlow.
Numerous standard works on the general subjects covered by the course are available for reference.
The course in mathematics begins with the fourth-class year and continues through the third-class year.
In the fourth-class year, algebra is completed in alternation; first with geometry, then with trigonometry. Plane analytical geometry is begun.
In the third-class year, plane and solid analytical geometry and descriptive geometry are completed in alternation. The calculus and least squares finish the course.
The course in algebra covers the entire subject as generally taught in colleges, but the student is expected to have already mastered elementary algebra to include the progressions and the solution of the quadratic equation. The course in elementary geometry includes the books that relate to the plane and those that relate to space, but the student is expected to have mastered the former. Plane and spherical trigonometry includes the complete solution of the plane and spherical triangles. The course in analytical geometry includes the discussion of the general equation of the second degree in the plane and the particular forms of the equation of the second degree in space.
Descriptive geometry includes the orthographic projections of the right line, the plane, ruled surfaces and surfaces of revolution, tangent planes and intersections of surfaces. It also takes the subjects of shades and shadows, perspective, isometric projections and spherical projections.
The course in differential and integral calculus covers the ground of the usual college textbook, including briefly the subject of ordinary differential equations.
Elements of Geometry. Phillips and Fisher.Advanced Course in Algebra. Wells.Quadratics and Beyond. Fisher and Schwatt.Elements of Plane and Spherical Trigonometry. Crockett.Logarithmic Tables. Newcomb.Conic Sections, Coördinate Geometry. C. Smith.Coördinate Geometry. Fine and Thompson.Elements of Analytical Geometry (Solid). Smith and Gale.Descriptive Geometry. Church.Linear Perspective. Pillsbury.Differential and Integral Calculus. Granville.Integral Calculus. D. A. Murray.Differential Equations. D. A. Murray.Method of Least Squares. Johnson.
This department embraces two branches of physics not included in its title, namely heat and electricity.
The course begins September 1st of the third academic year and extends throughout this year; exercises, recitations, laboratory work or lectures take place on all week days.
Commencing September 1st, general chemistry, alternating with lessons in heat, occupy the time until the close of the term in December, recitations or other exercises being had daily.
During this term all members of the class whose progress, as shown by their recitations, warrants it, are given laboratory practice in chemistry. This practice begins with chemical manipulations and proceeds in the usual general order of elementary laboratory work. The laboratory exercises are one hour and fifty minutes long. It is generally possible to give all parts of the class some laboratory experience; the amount of this work, however, varies with the aptitude of the student from a few hours to forty-five or fifty hours.
This term closes with an examination upon the essential parts of the entire course, which all cadets who have not shown a required proficiency in daily work must take.
In chemistry the course is a descriptive general one, based upona concise statement of the more essential principles of chemistry, and includes that class of information deemed most important to non-specialists, together with an accurate and logical treatment of many useful applications of chemistry.
The course in heat is short, but it is a comprehensive elementary course intended to embrace what is most applicable to subsequent work at the academy and what is most useful in general education.
Beginning January 2d the daily exercises alternate between geology, mineralogy, and electricity. This term also closes with an examination, covering the essential parts of the subjects studied during the term, which all cadets who have not shown a required proficiency in daily work must take.
The course in geology is a brief but scientific presentation of the essential elements of this branch of science.
The mineralogy is an eminently practical course consisting of the descriptive study and the practical determination of the important minerals. The lithological and palæontological part of geology is accompanied in study by the continued practical examination of the objects described.
The course in electricity is a brief exposition of the leading electrical phenomena and their relations to each other. It includes a study of the general principles of the subject and of the typical machines, generators, motors and transformers, together with the more important uses of electricity. The laboratory exercises give experience with a number of the machines and in the use of a great variety of apparatus employed in the numerous forms of electric measurements. In this term the laboratory work is a part of the electrical course and all cadets enter the laboratory. All laboratory work is performed under the immediate supervision of an instructor.
Elementary Lessons in Heat. Tillman.Descriptive General Chemistry. Tillman.Practical Chemistry. (Laboratory Guide.) Clowes.Elements of Geology. Le Conte.Important Minerals and Rocks. Tillman.Elements of Electricity. Robinson.
During all terms standard works on the respective subjects are available for reference both to cadets and instructors.
The course in drawing extends through the third- and second-class years, attendance on alternate afternoons for a period of two hours during the full academic year.
The order of instruction is as follows:
Instruction is mainly through a loose-leaf system of printed instruction sheets covering the various drawings and phases of the work. These are supplemented by short section-room lectures and blackboard illustrations when necessary. Personal instruction is given when needed.
The course in modern languages comprises instruction in French and in Spanish.
Instruction is given in reading, in composition, and in conversation.The course opens September 1st, and continues until June 4th, some 219 lessons in all.
Instruction is given in reading, in composition, and in conversation, to which special attention is paid.
The course opens October 4th, of the second-class year and closes June 4th of the first-class year, 176 lessons all told.
The present textbooks are:
The course in law, which is carried throughout the entire first-class year, embraces the following subjects:
1. Elementary Law.2. Constitutional Law.3. International Law.4. Military Law.5. The Law of War.
The quiz method of instruction is employed in the section room. The authorized textbooks are supplemented from time to time by means of lectures, and important principles are emphasized by requiring an examination and analysis of a considerable number of leading cases. Some time is also devoted to library work, with a view to familiarizing students with the use of a law library in the solution of practical questions. The purpose in view in the course is to give the student an elementary knowledge of the fundamental principles of law, with special emphasis upon those subjects a knowledge of which is essential to the proper understanding of his obligations and duties as a citizen and as an officer of the Army.
Elements of Law. Davis, G. B.International Law. Davis, G. B.Constitutional Law. Davis, E. G.Military Law. Dudley.
The department has a law library of about 2,500 volumes, accessible to cadets.
Fourth Class.—This class is given an elementary course in the theory and practice of surveying, instruction in this subject alternatingwith mathematics during the last 66 recitation days of the academic year. From May 1st to June 4th the entire morning is devoted to practical instruction in the methods of surveying and in the use and adjustment of instruments. During this period cadets apply in the field the principles and methods taught them in their theoretical study of the subject. The course includes instruction in the use of chains and tapes, in profile and differential leveling and in earthwork computations, in the use of compass, plane table, transit and stadia with special reference to the employment of these instruments in military topographic surveying. The slide rule used to facilitate the work of computation, and the principles upon which it is based are discussed during the theoretical course.
Third Class.—During the period of the summer encampment the cadets of this class receive practical instruction in military field engineering and military signaling. The course in field engineering comprises knots and lashings, rowing, construction of floating bridges with wooden pontoons, canvas pontoons and rafts, and instruction in military camp expedients. The course in signaling is limited to visual means only, including the flag, the heliograph, and the acetylene lantern. The International Morse Code is applied in the transmission of short messages both plain and cypher.
Simple exercises in topographic and hydrographic surveying are also given.
First Class.—During the summer months cadets of the first class are instructed in military reconnaissance and map making. This work follows close upon the fundamental instruction in the same subject given in the Department of Drawing, extends the instruction in sketching to include road and position sketching, mounted and on foot, individual and combined. Demonstrations and limited instruction are given in the various processes of map reproduction.
In the fall instruction is given in all classes of improvised bridges and stream crossing, the use of cordage and tackle, erection of derricks, flagpoles, etc., and the use of explosives in military demolitions.
The spring course is on field fortification work including the principles of locating, tracing, and profiling field works, the construction of trenches, revetments, obstacles, head cover, splinter and bomb proofs. This instruction is arranged in a progressiveseries of exercises, resulting finally in the construction of a section of a simple infantry redoubt.
Military signaling is taught this class in both the fall and spring periods; the work covers the construction and operation of field-wire and buzzer lines and the radio-communication equipment.
Theory and Practice of Surveying (17th Edition).—Johnson—Smith.
The subject of ordnance and gunnery is studied by the cadets of the first class throughout the academic year.
The course of instruction covers the principles involved in the construction and use of war material. It is broadly divided into three parts: the theoretical, the descriptive, and the practical. The theoretical part includes the study of the action of explosives, the study of interior and exterior ballistics, the theories of gun and carriage construction, and the principles of gunnery. The theoretical part of the course is not the same for all cadets, those showing the necessary proficiency taking a special course in the time devoted by the remainder of the class to review work.
The descriptive part of the course covers the processes of manufacture of powders, guns, projectiles, and armor; and describes the small arms, cannon, machine and rapid-fire guns in use in the United States service, with the carriages, ammunition and accessory appliances required for their service. The department is well supplied with models, which are used in conjunction with the text.
The practical part of the course covers the operation of machines and appliances used in the fabrication of modern ordnance, the latter work being in effect a short but valuable course in manual training.
In connection with the course, visits are made to Watervliet Arsenal, where the process of gun construction is observed, and to the Ordnance Proving Ground at Sandy Hook, where actual firings from the several classes of guns are observed, including usually one or more shots against armor, and where the latest developments in war material are seen.
Ballistic Tables. Ingalls.Mathematical Tables. Newcomb.Publications of Ordnance Department. U. S. Army.
The course in military hygiene begins with the second academic year and consists of 13 recitations and 6 demonstrations.
The textbook used is Keefer’sMilitary Hygiene; the instruction covers the essentials in the care of troops from the point of view of the line officer, particular attention being given to personal hygiene, transmissible diseases, post and camp sanitation, clothing, and the effects of alcohol and other narcotics.
Practical demonstration in the field is given of the methods of construction and operation of the various camp sanitary appliances such as latrines, water sterilizers, incinerators, etc.
Instruction in first-aid is given to cadets in small groups by practical demonstrations in the treatment of wounds, hemorrhage, fractures, drowning, poisoning, and other emergencies.
During the summer practice march, practical instruction is given in camp sanitation.
A Textbook of Military Hygiene and Sanitation. Keefer.
The course in English and History begins with the fourth class in September and continues throughout the academic year, the whole class attending daily except Saturday. The class is divided into two parts, which alternate in reciting English and History.
In English, the course of instruction is planned to inculcate the essential principles of rhetoric, both by study of the textbook and by frequent practice in the various forms of composition (including practice in personal and official correspondence), to create an intelligent appreciation of the best in English Literature by the study of selected literary masterpieces, and to impart a knowledge of the important facts in the history of English literature and language by the study of a textbook and by lectures.
In History, the course of instruction is planned to acquaint the student with the political, social, and economic history of Europe from the beginning of the French Revolution to the present day, to make him familiar with the fundamental principles of civil government, with special reference to the United States, and to give him knowledge of various typical forms of modern national and municipal governments.