he words with a gesture which dramatically suggested a
leaning so pronounced that, it would certainly topple over the right
way. Not strictly judicial, I fear, but perhaps practical. There were
rare instances who played with 2.5, enticed perhaps by the mysterious
charms of danger. Such a case I heard of, a man of unquestioned
ability, who it was rumored boasted that he would get just above 2.5,
and as near as he could. He was read dispassionately, and in the event
came out 2.47. As an effort at approximation, this may be considered a
success; but for passing it was inadequate, and his general character
did not bias the final appeal in his favor. He was not dropped,
indeed, but had to undergo a second examination three weeks later: a
circumstance calculated to cloud his summer. A more amusing instance
came directly under my observation. He was a candidate for entrance,
and I then head of one of the departments of the Academy. Although I
had nothing to do with admissions, his father came in to see me
immediately after the results were known. He had a marked brogue, and
was slightly "elevated," by success and by liquor. Placing his hand
confidentially on my arm, he whispered: "He's got in; he's got in." I
expressed my sympathy. He drew himself up with a smile of exultation,
and said: "He only got a 2.7. I said to him, '----, why didn't you do
better than that?--sure you could.' 'Whisht, father,' he replied, 'why
should I do better, when all I need's a 2.5?' Just fancy his thinking
of that!" cried the proud parent. "The 'cuteness of him?" I forget
this lad's further career, if I ever knew it.

One of the distinguishing features of the two academies then, and I
believe now, was the division of the classes into small sections,
under several instructors. This gave the advantage of very frequent
recitations for each student. None was safe in counting upon being
overlooked on any day, and the teacher was kept familiar with the
progress and promise of every one under his charge. It admitted also
of a more extensive course for those who could stick in the higher
sections--a kind of elective, in which the election depended on the
teacher, not the taught. Thoroughness of acquisition was favored by
this steady pressure, the virtue of which lay less in its weight than
in its constancy; but it is practicable only where large resources
permit many tutors to be employed. The Naval Academy has had frequent
difficulty, not chiefly of a mon