of Jomini's mentioned above being casually referred to as having
been in his course, I asked him if he had continued his reading into
the History of the Seven Years' War of Frederick the Great, to which
it was the introduction. He said no, and added frankly that he had
not read even the Introduction in the French, which he had found
unpleasantly hard reading, but in the English translation published
under the title of the Art of War. This officer was a thoroughly
estimable, modest, and intelligent man, and seemed in no way
inferior to other line officers of his age and grade. It would of
course be true that some men would build industriously upon the
foundation laid at the academy, and perfect themselves in those
things of which they had only acquired the elements; but the
surroundings of frontier life at a post were so unfavorable that I
believe few in fact did so. The officers of the engineer corps and
the ordnance were specifically devoted to scientific careers, and
could go steadily forward to expertness in their specialties. Those
who were permanently attached to the staff corps or to bureaus at
Washington had also opportunity to enlarge their professional
knowledge by study if they were so inclined. But all these were
exceptionally situated, and do not help us answer the question What
kind and amount of military education was implied in the fact that a
man had graduated at West Point and been sent to serve in the line?
I have purposely omitted for the present to consider the physical
training and the practical instruction in tactics by means of drill,
because the question is in terms one of science, not of practice;
that will come later. The conclusion is that the intellectual
education at the Military Academy was essentially the same, as far
as it went, as that of any polytechnic school, the peculiarly
military part of it being in the line of engineering. In actual
warfare, the laying out and construction of regular forts or the