The beneficial effect on schools, as regards both pupils and teachers, of throwing open appointments in civil, as well as in military and naval service, to competition, and giving them to the most meritorious candidates, on examination, is thus commented on in the Report of the Queen's Commissioners on the Endowed Schools of Ireland:

This measure has received the unanimous approval of our body, who regard it as an effectual method of promoting intermediate education. The experience already obtained respecting the operation of public and competitive examinations, so far as they have hitherto been tried, leaves no doubt on our minds that the extension of this system would, under judicious management, produce very beneficial effects, both in raising the standard of instruction, and in stimulating the efforts of masters and of pupils. The educational tests adapted for examinations for the public service would be, in our opinion, of all others the most general in their character, and therefore, those best calculated to direct the efforts of teachers to that course of mental discipline and moral training, the attainment of which constitutes, in our opinion, the chief object of a liberal education. The experience of the civil service commission has shown the shortcomings of all classes in the most general and most elementary branches of a literary and scientific education.

These views are strongly corroborated by the testimony, appended to the Report, of prominent teachers and educators consulted on the subject:

Prof. Bullen, in the Queen's College, Cork, remarks:-"No movement ever made will so materially advance education in this country as the throwing open public situations to meritorious candidates. It has given already a great impulse to schools and will give greater. The consequence of throwing the civil service open to the public is already beginning to tell-although only in operation a few months, it has told in a most satisfactory manner in this city; and, from what I can see, it will have the happiest results on education generally.”

Prof. King, Head Master of a Grammar School at Ennis, writes:-"These examinations have already caused improvements in my own school by inducing me to give instruction in branches which I had never taught before."

The Dean of Elphin, the Archdeacon of Waterford and the Bishop of Doun, advocate the measure on the ground of its tendency to produce competition be tween schools, and to stimulate private enterprise. The Bishop of Cashel "thought that this competition would be more valuable than the endowment of schools giving education gratuitously."

In confirmation of the above views, and as an illustration of the benefits likely to accrue both to the cause of education and to the public service from the extension of the system of competitive examinations, we may add that, at the late competitive examination for certificates of merit held by the Royal Dublin Society, Mr. Samuel Chapman, who was educated solely by the Incorporated Society, as a foundation boy, obtained the first place and a prize of £5. In consequence of this success the Bank of Ireland immediately appointed him to a clerkship. Mr. Chapman was originally elected to the Pococke Institution, from a parish school, by a competitive examination; and on his leaving the Santry school Prof. Galbraith appointed him his assistant in Trinity College, in conse quence of the skill in drawing which he exhibited, and his knowledge of mathematics, as proved by his final examination.

III. COMPETITIVE EXAMINATION AT WEST POINT.

DEBATE IN THE UNITED STATES SENATE, MAY 18TH, 1864.

THE Bill making appropriation for the Military Academy being under consideration, Senator Anthony, of R. Island, remarked on the following amendment: And be it further enacted, That hereafter, in all appointments of cadets to the Military Academy at West Point, the selections for such appointments in the · several districts shall be made from the candidates according to their respective merits and qualifications, to be determined under such rules and regulations as the Secretary of War shall from time to time prescribe.

. This, Mr. President, is substantially the proposition which I offered at the last session; and although I was not so fortunate as to obtain for it the assent of the Senate, mainly from an apprehension of practical difficulties in carrying out what is admitted to be a desirable reform if it could be effected, yet the general expression of Senators was so much in favor of the principle, and I have been so much strengthened in my views on the subject by subsequent reflection and examination, that I am emboldened to renew it.

I differ entirely from those who are fond of disparaging the Military Academy. It has been of incalculable service to the country; it is the origin and the constant supply of that military science without which mere courage would be constantly foiled, and battles would be but Indian fights on a large scale. Not to speak of the Mexican war, throughout the whole of which West Point shone with conspicuous luster, it is safe to leave the vindication of the Academy to the gallant and able men who have illustrated the annals of the war that is now raging. Nor have its indirect advantages been less marked than its direct. It has kept alive a military spirit, and kept up a good standard of military instruc tion in the volunteer militia. It furnished, from its graduates who have retired from the Army, scores of men who rushed to the head of our new levies, who organized and instructed them, inspired them with confidence, and led them over many a bloody field to many a glorious victory. Large numbers of our best volunteer officers owe their instruction indirectly to West Point.

To say that no course of military instruction can make a pupil a military genius, can create in him that rare quality that takes in at a glance, almost by intuition, the relative strength of great masses opposed to each other, and that power of combination which can bring an inferior force always in greater number upon the severed portions of a superior force, is very true. To discard military education on that account would be like shutting up the schools and colleges because they can not turn out Miltons and Burkes and Websters. Education does not create, it develops and enlarges and inspires and elevates. It will make the perfect flower, the majestic tree, from the little seed; but it must have the seed. And what I desire is that the Academy at West Point should have the best seed; that its great resources, its careful culture, its scientific appliances, should not be wasted on second-rate material. The Academy has never had a fair chance; the country has not had a fair chance; the boys have

not had a fair chance.

the country. I desire that the Act demy shall begin, as it goes on, upon the This is what I want them all to have, and especially competitive principle. As all its standing, all its honors, are won by competi tion, so should the original right to compete for them be won. I would give all the youth of the country a fair chance; and, more desirable than that. I would give the country a fair chance for all its youth. I would have the Academy filled up by those young men who, upon examination by competent judges, should be found most likely to render the best service to the country; to make the best officers; whose qualifications, physical, intellectual, and moral, whose tastes and habits, should seem to best fit them for military life.

But, it is objected, no such examination would be infallible. Of course it would not be. No human judgment is infallible. Our deliberations are not infallible; but therefore shall we not deliberate? The decisions of the Supreme . Court are not infallible; therefore shall we abolish the court?

A SENATOR. The Senator from New Hampshire would say yes.

MR. ANTHONY. I know the Senator from New Hampshire [Mr. HALE] would say "Yes." He would abolish both the Academy and the Court, and I can well suppose that the policy which would abolish the one might abolish the other. But although such an examination would not be infallible, it would, if properly organized and properly conducted, accomplish much toward the reform which all admit to be desirable, if it be practicable. It can not be doubted that the young men who would come out best from such a trial wou'd, as a body, be superior to those who are selected upon mere personal preferences, and these preferences generally not for themselves, but for their parents; not for their own qualifications, but as a recognition of the political services of their fathers.

But, again, it was objected when I made this proposition a year ago that it was not equal; because, in giving to any given place of examination, some young men would have further to travel than others! If this objection had not been gravely made by men for whom I have the highest respect I should be tempted to call it puerile. A boy asks the privilege of going a hundred miles to the place of examination, and is told that he can not have it be cause another boy will have to go two hundred miles, and another but fifty, and it is not equal! The fact that either of them would go five hundred miles on foot for the opportunity of competition is not taken into the account. On the same principle our elections are not equal, for one man must travel further than another to reach the polls. For a boy who can not obtain the means to travel from his home to the place of examination-and there will be very few such of those who would be likely to pass high in the examination-the plan proposed would be no worse, certainly, than the present system; for those who have the means the difference in travel is too small an item to enter into the account.

No plan can be made perfectly equal. Shall we therefore refuse to make a large advance toward equality? Certainly the system which invites a competi tion from all who are in a condition to avail themselves of it is more equal tnan that which excludes all competition. But although equality in the advantages of the Academy is very desirable, and although the amendment proposed would be a long step in that direction, it is not for that reason that I urge it. It is not to give all the young men an equal chance for the Academy, it is to give the Academy a chance for the best young men; and although even under this system the best young men will often fail of success, it can not be doubted that many more of them will enter the service than under the present system.

Nor will the advantages of this competition be confined to those who reach the prize for which so many will struggle. An incalculable although an incidental benefit will accrue to the thousands whose youthful hearts will be stirred by au honorable ambition, and who will cultivate their minds by liberal studies and develop their physical power by manly exercises in the struggle upon which the humblest may enter, and in which the proudest can obtain only what he fairly earns. Under the present system the Academy wastes full half its strength upon boys who never ought to be admitted, and whose natural incapacity derives but little benefit from the partial training that they receive there. Under the system proposed, the Academy would exert its influence upon thousands of the brightest and most aspiring boys all over the country, stimulating them to the pursuit of such studies and to the formation of such habits as, if they fail to carry them to West Point, will help to conduct them to usefulness and honor in whatever path of life they may choose,

But, again, we are met with the objection that this proposition is impractica ble, that it looks very well on paper, but that it can not be carried into effect. Let us see. It is quite safe to conclude that what has been done can be done, and that what wise and judicious people do, and persist in doing after experiment, is proper to be done. What is the most warlike nation of Europe? What nation of Europe has carried military science to the highest degree? What nation of Europe has the greatest genius for organization? You will say the French. Let us see what is their sytem. I read from the report of the Commission appointed by Congress in 1860 to visit the Military Academy at West Point, and report upon the system of instruction; a commission of which you, Mr. President, [Mr. Foor,] were a member:

Among the European systems of military education that of France is preëminent. The stimulating principle of competition extends throughout the whole system; it exists in the appointment of the student, in his progress through the preliminary schools, in his transfer to the higher schools, in his promotion to the Army, and in his advancement in his subsequent career. The distinguishing features of the French system are thus described by the British commissioners. "1. The proportion, founded apparently upon principle, which officers educated in military schools are made to bear to those promoted for service from the ranks. 2. The mature age at which military education begins. 3. The system of thorough competition on which it is founded. 4. The extensive State assistance afforded to successful candidates for entrance into military schools when ever their circumstances require it.

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Admission to the military schools of France can only be gained through a public competitive examination by those who have received the degree of bachelor of science from the lycées or public schools, and from the orphan school of La Flèche.

A powerful influence has thus been exercised upon the character of education in France. The importance of certain studies has been gradually reduced, while those of a scientific character, entering more directly into the pursuits of life, have been constantly elevated.

The two great elementary military schools are the School of St. Cyr and the Polytechnic School. These, as well as the other military schools, are under the charge of the Minister of War, with whom the authorities of the schools are in direct communication. Commissions in the infantry, cavalry, and marines can only be obtained by service in the ranks of the army, or by passing successfully through the School of St. Cyr, admission to which is gained by the competitive examination already referred to."

Again, the Commission say, speaking of the School of St. Cyr:

The admission is by competitive examination, open to all youths, French by birth or by naturalization, who, on the 1st of January preceding their candidature,

were not less than sixteen and not more than twenty years old. To this examination are also admitted soldiers in the ranks between twenty and twenty-five years, who, at the date of its commencement, have been actually in service in .their regiments for two years.

A board of examiners passes through France once every year, and examines all who present themselves having the prescribed qualifications.

A list of such candidates as are found eligible for admission to St. Cyr is submitted to the Minister of War. The number of vacancies has already been determined, and the candidates admitted are taken in the order of merit,

Twenty-seven, or sometimes a greater number, are annually, at the close of their second year of study, placed in competition with twenty-five candidates from the second lieutenants belonging to the army, if so many are forthcoming, for admission to the Staff-School at Paris. This advantage is one object which serves as a stimulus to exertion, the permission being given according to rank in the classification by order of merit.

In regard to the Polytechnic School, the Commission say:

Admission to the School,is, and has been since its first commencement in 1794, obtained by competition in a general examination, held yearly, and open to all. Every French youth between the ages of sixteen and twenty (or if in the army up to the age of twenty-five) may offer himself as a candidate.

This is the system which was organized by Carnot and adopted and extended by Napoleon. Under this system the French army has attained its perfection of organization, its high discipline, its science, its dash, and its efficiency.

But not the French alone have adopted the competitive system. In England, all whose traditions are aristocratical, where promotion in the army has so long been made by patronage and by purchase, the sturdy common sense of the nation has pushed away the obstructions that have blocked up the avenues to the army, and have opened them to merit, come from what quarter it may. In the commencement of the Crimean war, the English people were shocked at the evident inferiority of their army to the French. Their officers did not know how to take care of their men, or how to fight them. And although in the end British pluck and British persistence vindicated themselves, as they always have and always will, it was not till thousands of lives had been sacrificed that might have been saved under a better system. No French officer would have permitted that memorable charge at Balaklava, which was as remarkable for the stupidity that ordered it as for the valor that executed it, and which has been sung in verses nearly as bad as the generalship which they celebrate. After the war, the English Government, with the practical good sense which usually distinguishes it, came, without difficulty, to the conclusion that merit was better than family in officering the army, and that it was more desirable to put its epaulets upon the shoulder of those who could take care of the men and lead them properly than upon those who could trace their descent to the Conqueror, or whose uncles could return members of Parliament. Accordingly, the Royal Military Academy, which had been filled, as ours is, by patronage, was thrown open to public competition. On this subject I quote from the very interesting and valuable report of the Visitors of the Military Academy in 1863;

The same principle was applied to appointments and promotion in the new regiments called for by the exigencies of the great war in which England found herself engaged.

Subjects, time, and place of examination were officially made known through out the kingdom, and commissions to conduct the examinations were appointed, composed of men of good common sense, military officers, and eminent practical teachers and educators. The results, as stated in a debate in Parliament five years later, on extending this principle to all public schools, and all appoint