(eBook PDF) Politics An Introduction, Third 3rd

Edition download

https://ebooksecure.com/product/ebook-pdf-politics-an-
introduction-third-3rd-edition/

Download full version ebook from https://ebooksecure.com

We believe these products will be a great fit for you. Click
the link to download now, or visit ebooksecure.com
to discover even more!

(eBook PDF) Politics: An Introduction

http://ebooksecure.com/product/ebook-pdf-politics-an-
introduction/

(eBook PDF) The Good Society: An Introduction to

Comparative Politics 3rd Edition

http://ebooksecure.com/product/ebook-pdf-the-good-society-an-
introduction-to-comparative-politics-3rd-edition/

Why Politics Matters: An Introduction to Political

Science 3rd Edition Kevin L. Dooley - eBook PDF

https://ebooksecure.com/download/why-politics-matters-an-
introduction-to-political-science-ebook-pdf/

(eBook PDF) Introduction to Documentary, Third Edition

3rd Edition

http://ebooksecure.com/product/ebook-pdf-introduction-to-
documentary-third-edition-3rd-edition/
(Original PDF) Studying Politics An Introduction to
Political Science 5th Edition

http://ebooksecure.com/product/original-pdf-studying-politics-an-
introduction-to-political-science-5th-edition/

(eBook PDF) Crime and Criminology: An Introduction to

Theory, Third Canadian Edition

http://ebooksecure.com/product/ebook-pdf-crime-and-criminology-
an-introduction-to-theory-third-canadian-edition/

(Original PDF) An Introduction to Government and

Politics: A Conceptual Approach 9th Edition

http://ebooksecure.com/product/original-pdf-an-introduction-to-
government-and-politics-a-conceptual-approach-9th-edition/

(eBook PDF) Cognitive Science: An Introduction to the

Study of Mind Third Edition

http://ebooksecure.com/product/ebook-pdf-cognitive-science-an-
introduction-to-the-study-of-mind-third-edition/

(eBook PDF) The Globalization of World Politics An

Introduction to International Relations 5th

http://ebooksecure.com/product/ebook-pdf-the-globalization-of-
world-politics-an-introduction-to-international-relations-5th/
 Contents vii

Conclusion 44
Self-Assessment Questions 44
Weblinks 45
Further Reading 45
Film and Video Clips 45

3 Political Thought, Philosophy, and Ideology 47

Learning Objectives 48
Introduction 48
What Is Political Philosophy? 48
The History of Political Thought 51
Ideology 55
The Left–Right Spectrum 57
Liberal Thought 58
Neo-Liberalism 61
Conservatism 63
Socialism 65
Nationalism 68
Other Systems of Thought 70
Feminism 70
Post-Colonialism 72
Environmentalism 73
Fascism 75
Anarchism 76
Political Islam 77
Confucian Political Thought 78
The Relevance of Ideas 79
Conclusion 80
Self-Assessment Questions 80
Weblinks 81
Further Reading 81
Film and Video Clips 81
viii Contents

4 The Role of Government 83

Learning Objectives 84
Introduction 84
What Do Governments Do? 86
What Can Cause a Government to Fail? 89
Some Shared Objectives of Government 90
Some Activities of Government 91
Schools of Thought Regarding the Role of Government 94
Objectives of Political Systems 97
Constitutions: The “Basic Law” 99
Liberal Democracy 102
Authoritarianism 104
Totalitarianism 104
Government and Canada 106
Conclusion 108
Self-Assessment Questions 108
Weblinks 109
Further Reading 109
Film and Video Clips 109

5 Branches of Government 111

Learning Objectives 112
Introduction 112
Institutions of Government 112
The Executive 115
The Legislature 119
Legislative Structures 121
Legislative Functions 122
The Judiciary 124
Constitutionality Ruling 124
Judicial Legal Interpretation 126
Judicial Dispute Adjudication 126
The Bureaucracy 126
 Contents ix

Presidential and Parliamentary Systems 129

Government in Canada 131
Canadian Federalism 132
Canadian Courts and the Constitution 133
The Charter of Rights and Freedoms and Individual Citizens 133
Canadian Law 135
Conclusion 135
Self-Assessment Questions 136
Weblinks 136
Further Reading 137
Film and Video Clips 137

6 Political Systems 139

Learning Objectives 140
Introduction 140
Distributing Power within the State: To Centralize or Share? 141
Unitary Systems 143
Federal Systems 145
Canadian Federalism: An Evolving History 149
The Division of Powers 152
The Evolution of Canadian Federalism 155
Quebec and Canadian Federalism 160
Conclusion 163
Self-Assessment Questions 164
Weblinks 164
Further Reading 164
Film and Video Clips 165

7 Political Participation: Elections and Parties 167

Learning Objectives 168
Introduction 168
Democracy and Voting 168
Types of Electoral Systems 174
Political Parties 177
x Contents

Canada’s Political Parties 179

Election Campaigns 183
Campaign Financing 185
Direct Democracy and the Referendum 186
Elections and Political Parties in Canada 187
Conclusion 188
Self-Assessment Questions 188
Weblinks 189
Further Reading 189
Film and Video Clips 189

8 Political Socialization and Culture 191

Learning Objectives 192
Introduction 192
Political Culture 192
Categories of Political Culture 195
Political Socialization 197
Public Opinion 199
The Media and Politics 200
Civil Society and Non-Governmental Organizations 204
The Participation of Private Actors in the
Decision-Making Process 205
Policy Communities 207
Advocacy Groups 207
Lobbying 210
Corporatism 212
Canadian Political Culture and Socialization 213
Conclusion 214
Self-Assessment Questions 214
Weblinks 215
Further Reading 215
Film and Video Clips 215
 Contents xi

9 Politics in Developed States 217

Learning Objectives 218
Introduction 218
Comparative Politics 219
What Are Developed States? 220
Challenges Facing Developed States Today 220
A Brief Post-War History of the Developed World 223
Post-Industrialization and Political Authority 225
Case Studies 226
Canada 227
The United States 231
South Korea 237
The European Union 240
Conclusion 247
Self-Assessment Questions 248
Weblinks 248
Further Reading 248
Film and Video Clips 249

10 Politics in Developing States 251

Learning Objectives 252
Introduction 252
A Note about Terminology 252
Political and Social Development 253
Democracy and Political Development 255
The Role of the Military 258
Health Care 259
Economic Development 261
The Link between Political and Economic Development 263
xii Contents

Population Growth 264

The Role of International Organizations 265
China: The Politics of an Emerging Global Power 265
China’s Political System 265
Chinese History: The Heritage of Imperialism and Revolution 266
The Origins of Modern China 267
Chinese Economic Reform 268
Future Challenges for China 270
Mexico: The Challenges of Democratization 271
History 271
Mexico’s Political System 272
The Mexican Presidency 273
The Mexican Congress 273
A Brief History of Elections in Mexico 274
The Mexican Economy 274
Economic Liberalization and Openness 276
Organized Crime, Drugs, and Public Security 277
The Future of Mexico 277
India: Politics and Development in the World’s Largest
Democracy 278
History 278
India’s Political System 279
Indian Development 280
The Future of India 281
Afghanistan: The Legacies of Conflict in a Developing State 282
The History of Modern Afghanistan 282
The People of Afghanistan 283
The Political System of Afghanistan 284
The Future of Afghanistan 285
Conclusion 286
Self-Assessment Questions 286
Weblinks 286
Further Reading 287
Film and Video Clips 287
 Contents xiii

11 International Politics and Foreign Policy 289

Learning Objectives 290
Introduction 290
International Politics, International Relations, Foreign Policy,
and the State 291
The International System 295
Actors in World Politics 297
Globalization 300
Competing Approaches to International Politics 305
Power Politics: The Realist Approach 305
Process and Co-operation: The Liberal Approach 306
Rejecting Realism: The Marxist Approach 307
Perception and Politics 309
Diplomacy and Foreign Policy 309
Geography 310
Natural Resources 311
Population 312
Technological Development 312
Internal Political Structures and Processes 313
Canada and the World 314
Conclusion 316
Self-Assessment Questions 316
Weblinks 316
Further Reading 317
Film and Video Clips 317

12 International Security 319

Learning Objectives 320
Introduction 320
Security and Insecurity 321
War in International Relations 325
Terrorism 329
Humanitarian Intervention 332
Peacekeeping, Conflict Management, and Resolution 335
xiv Contents

Canada in Afghanistan 337

Conclusion 339
Self-Assessment Questions 340
Weblinks 340
Further Reading 340
Film and Video Clips 341

13 International Political Economy 343

Learning Objectives 344
Introduction 344
What Is IPE? 345
The Perspectives of IPE 346
Economic Interdependence 347
International Economic Co-operation 348
The World Trading System 349
The Growth of Trade since 1846 350
The GATT 351
The WTO 352
Present and Future Challenges for Trade 353
The International System of Money and Finance 354
What Is the International Monetary System? 355
What Is the International Financial System? 355
The Bretton Woods System 356
The Latin American Debt Crisis 358
International Finance and the Late 1990s Crisis 360
The Global Financial Crisis of 2008 360
Economic Regionalism 362
Oil and Oil Prices 363
Multinational Corporations 366
Conclusion 367
Self-Assessment Questions 368
Weblinks 368
Further Reading 368
Film and Video Clips 369
 Contents xv

14 Conclusion 371
Learning Objectives 372
Introduction 372
What Have We Learned? 372
Where Do We Go from Here? 378
Conclusion 380
Self-Assessment Questions 380
Weblinks 380
Further Reading 381
Film and Video Clips 381

Notes 382
Glossary 389
Index 396
Boxes
1.1 Career Paths for Political Studies Graduates 7 5.7 Can Government “Stop”? Lessons from the Clinton Era
1.2 Behaviouralism after World War II 13 and Today 123
1.3 Involvement: Apathy to Action 17 5.8 Does a Cabinet Minister Have to Be Elected? 131
1.4 Citizenship Quiz 20 5.9 The Charter: Individual or Collective Rights? 134
2.1 Institutions and Development 27 6.1 The European Union: A Modern Confederation 142
2.2 The Concept of Nation and Sovereignty 6.2 Scottish Independence 144
in Canada 28 6.3 Switzerland 147
2.3 The Abuse of Power 31 6.4 The United States 147
2.4 The Cult of Personality 32 6.5 The United States of Mexico 148
2.5 Charismatic Leadership 34 6.6 India: Centralized Government in the World’s Largest
2.6 Rising Violent Crime and the Crisis of State Legitimacy Democracy 151
in Central America 38 6.7 Why Ottawa? 153
2.7 Economic Justice and the Welfare State 40 6.8 Fiscal Federalism 157
2.8 Community and the Individual 42 6.9 Natural Resources 159
3.1 Plato (427–347 BCE) 50 7.1 Who Gets to Vote? 170
3.2 Aristotle (384–322 BCE) 51 7.2 Gerrymandering 172
3.3 Deductive and Inductive Methods 52 7.3 Rock the Vote 173
3.4 Niccolò Machiavelli (1469–1527) 53 7.4 The Suffragette Movement 173
3.5 Thomas Hobbes (1588–1679) 55 7.5 Negative Campaigning 184
3.6 John Locke (1632–1704) 59 7.6 Campaign Finances and the 2016 US Presidential
3.7 Jean-Jacques Rousseau (1712–78) 60 Campaign 185
3.8 Adam Smith (1723–90) 62 8.1 The Symbols of Canada as a Form of Political
3.9 John Stuart Mill (1806–73) 63 Socialization 196
3.10 Karl Marx (1818–83) 67 8.2 How to Remember Canada’s First Prime Minister? 198
3.11 Energy Efficiency 73 8.3 Citizen Kane 201
3.12 John Rawls (1921–2002) 76 8.4 Aló, Presidente: Hugo Chavez and the Control of
4.1 The Problem with Sovereignty 91 Venezuelan Television 202
4.2 Equalization in Canada 94 8.5 Rupert Murdoch and News Corporation 203
4.3 The Welfare State 96 8.6 Civil Society and Globalization 205
4.4 Unwritten Constitutions 100 8.7 International Trade and Public Relations: The NAFTA
4.5 The Constitution Act, 1982 101 Lobby 212
4.6 Democracy Topples Authoritarianism? 105 9.1 What Is “Development”? 222
4.7 Are Governors General Just Ceremonial? 107 9.2 Political Economy 223
5.1 Gun Laws and Levels of Government 114 9.3 One World? 224
5.2 VP or Senator? Joe Lieberman and the 2000 US 9.4 Bretton Woods and Political Order 226
Election 116 9.5 Slavery and the American Civil War 232
5.3 Question Period or Shouting Match? 117 9.6 “Third” Parties in US Politics 234
5.4 When Parties Must Co-operate: Coalition 9.7 Will Turkey Join the EU? 242
Governments 118 9.8 Why Brussels? 244
5.5 The Ultimate Power? The Right to Declare War 120 10.1 The Human Development Index 254
5.6 Constitutionality and Same-Sex Marriage 121 10.2 The Beijing Olympics and Internet Censorship 257
 Boxes xvii

10.3 Colombia: The War on Drugs and the FARC 258 11.9 The End of the Soviet Union 304
10.4 AIDS, Maternal Health, and the 11.10 Woodrow Wilson and the Failure of the League of
Developing World 260 Nations 308
10.5 Education, Gender, and the Oportunidades 11.11 Diplomacy Goes Awry: April Glaspie and Saddam
Program 261 Hussein 311
10.6 The Brundtland Commission Report and Sustainable 12.1 Human Security 323
Development 262 12.2 “Anarchy in the UK” 324
10.7 The Politics of Population: Nigeria 264 12.3 Just Wars 327
10.8 The Tiananmen Square Massacre 268 12.4 “Video Game” War, 1991 329
10.9 Taiwan 271 12.5 The Debate on Terror in the United States 332
10.10 Mexico’s Student Movement, Media Bias, and the 2012 12.6 Intervention Failure: Rwanda 333
Elections 275 13.1 International Economic Organizations and Their
10.11 Canada in Afghanistan 283 Functions 348
11.1 Domestic and International Politics: Building a Wall 291 13.2 The US–EU Banana Dispute 354
11.2 The Twitter Effect: Elections in Iran 292 13.3 The Great Crash of 1929 356
11.3 Cliché Alert! The “Global Village” 293 13.4 The Euromarkets 358
11.4 Patriotism or Nationalism? 295 13.5 Foreign Aid and Tied Aid 359
11.5 NATO 298 13.6 The G7 and Multilateral Leadership 361
11.6 Human Migration 299 13.7 The New NAFTA 363
11.7 The Occupy Movement 300 13.8 Brazil and Renewable Energy 365
11.8 Cultural Sensitivity: Torres Strait Islanders and 14.1 From “Me to We”: Marc and Craig Kielburger 374
Australia 302 14.2 The Politics of Climate Change 375
Preface
One of the most difficult tasks for a professor in introducing students to the study of pol-
itics is choosing the right textbook. Every instructor has his or her own preferences about
the material, concepts, themes, and pedagogy contained in a first-year political science
text; therefore, no book could possibly meet every requirement and partiality. Putting
together an introductory text, then, is a delicate endeavour. How might one assemble a
coherent volume that both addresses disparate views on what is to be presented and poses
some fresh and innovative ideas?
This book is an attempt to answer that question. Fundamentally, its intent is to pro-
vide undergraduate students with a comprehensive and thoughtful introduction to the
study of politics. This text incorporates some essential questions that define politics, such
as: Who has power in society, and why? How do individuals and groups participate in pol-
itics and governance? How can we distinguish among so many types of political systems?
Why is conflict so prevalent in the world today? How is wealth distributed, and why does
such inequity exist? In our design of this book, we considered a wide variety of theoretical,
analytical, and empirical ways to answer these questions. We decided that the best method
was to lead you through different approaches, topics, and examples. This text presents you
with a challenge: you may or may not already have views on politics, but by the time you
finish this book and course, you will likely have more questions than before. You might
also think differently and more critically about what you assume you already know! If
that’s the case, this book will have done its job.

Organization
This book is organized to introduce you to the study of politics in a comprehensive and
constructive manner. Chapter 1 presents the fundamental nature of politics and the field
of political studies. We explore some major approaches, concepts, and themes in the study
of politics in this chapter, as well as how politics affects so many aspects of our daily lives.
We also discuss the nature of citizenship and what it means in the specific context of being
Canadian. The substance of this chapter lays the foundations for the rest of the text.
Chapters 2 and 3 examine some of the major terms and areas of political thought in
greater detail. Chapter 2 begins with an exploration of some important political concepts,
including power, government, the state, legitimacy, equality and justice, and sovereign-
ty. You will need a solid understanding of these terms and ideas in order to articulate
your own ideas about politics and governance and to understand relationships between
­political actors and institutions. The chapter also addresses identity and how we connect
with and relate to others in society. Chapter 3 follows with an overview of political philoso-
phy and the major schools of thought used in political science, such as liberalism, socialism
and communism, conservatism, environmentalism, feminism, post-colonial thought, na-
tionalism, and fascism. It looks at both traditional and critical political ideologies and the
ideas that have driven the study of politics. The chapter identifies influential thinkers as-
sociated with each of these schools of thought and attempts to plot each perspective on an
ideological spectrum. This chapter refers to ideologies and political philosophy in Canada
and provides an overview of other approaches, such as Confucianism and political Islam.
 Preface xix

Chapters 4, 5, and 6 focus on the importance of government and the roles and re-
sponsibilities that governments have in our lives. These chapters begin to unpack the com-
plexity of government organizations and their internal checks and balances, to give you
a more concrete sense of how government works (or doesn’t). In Chapter 4, we examine
the main forms of government throughout history and into the present day. The chapter
deals with systems of government, the nature of government, objectives and activities of
different governments, and points of view regarding the fundamental role that govern-
ment ought to play. In this chapter, we explain the distinctions among liberal democracies,
authoritarian governments, and totalitarian systems. Government in Canada is given spe-
cial attention here. Chapter 5 covers primary structures and roles of government agencies
and institutions. It delves into the important levels of government activity, including the
executive, legislative, judicial, and bureaucratic divisions. The two main types of govern-
ment systems in the world today, parliamentary and presidential, are also compared and
contrasted. Finally, Chapter 6 considers how different political systems are organized in
terms of their responsibilities and decision-making systems. Unitary, federal, confederal,
and devolved political systems are all examined, with special attention to the history and
development of power-sharing in Canada.
Chapters 7 and 8 are concerned with the roles played by individuals and groups in
society. Chapter 7 considers decision-making and electoral systems, campaign contribu-
tions, elections and referendums, and political parties. Chapter 8 picks up the theme and
looks at the social and political process of participation. Education, opinion polls, social-
ization, advocacy groups, media, and culture all have abundant effects on how our polit-
ical systems are run and the role we play in them. Together, these two chapters trace the
formulation of ideas and information that influence citizens and the way in which these
ideas are played out on the political stage.
The next section of the book is dedicated to country case studies. This examination
of politics is undertaken in a comparative context, considering the multitude of paths to
development in today’s world and the struggles that countries confront along the way. We
begin in Chapter 9 with a consideration of politics and economics in what are commonly
defined as “developed” countries, including Canada, the United States, South Korea, and
members of the European Union. These cases offer distinct examples of how political and
economic spheres influence governance. Chapter 10 carries this discussion to what we
often call the “developing world,” contemplating some of the significant approaches and
perspectives regarding development and, in particular, how the development process is as
varied as the countries involved. By way of example, the chapter surveys the development
experiences in China, Mexico, India, and Afghanistan, presenting a diverse stance on the
myriad issues facing countries in the developing world. As part of the analysis in these
chapters, we acknowledge the complexity in defining a country as either “developed” or
“developing” and assert that this dichotomy might not be as useful as we once thought it
was. A country might be considered “developed” according to some criteria, but “devel-
oping” in others, which suggests that a tendency towards blanket categorizations might
obscure the truth on the ground in any given country.
The final chapters take on the study of politics on the world stage, using some of the
primary concepts and themes discussed earlier in the book. Chapter 11 examines the state
and sovereignty in a modern world, as well as the nature of and approaches to the interna-
tional system. This chapter scrutinizes some current themes and issues in global politics,
xx Preface

including globalization, foreign policy-making, geography and population, diplomacy,

nationalism, and different actors (e.g., states, non-state actors, individuals, and multina-
tional corporations). Chapter 12 is dedicated to the complicated issue of global insecurity:
war, terrorism, peacekeeping, intervention, and conflict management. Here we also look
at Canada’s changing role in the world. Chapter 13 turns its attention to the important
dynamic of the international political economy and its impact on domestic politics. This
chapter illustrates the importance of international trade, production, and finance, as well
as current themes such as world debt, leadership, and economic regionalism.
Finally, Chapter 14 provides some concluding thoughts by focusing on an important
question: Where do we go from here? Future studies, careers in political studies, and the
ways we can apply what we have learned are all given some thought in this chapter.

Key Features
Pedagogical Features
Political studies, like any other academic discipline, has its own vocabulary and terminol-
ogy. Marginal definitions, provided in each chapter, emphasize key terms and concepts,
and a full glossary is included at the end of the book. Every chapter contains self-assessment
questions, a list of further readings, and suggested websites. Throughout the chapters,
boxes provide specific examples of important themes, events, and actors. Images, tables,
graphs, and figures illustrate important points without interfering with the text itself.
­Finally, an index of all important terms, concepts, themes, events, and individuals is
­included at the end of the book.

Theoretical Framework
Most introductory textbooks begin with a survey of significant concepts (e.g., the state,
power, government, legitimacy, etc.) and a review of the philosophical tradition of politi-
cal analysis (Plato’s Republic, Aristotle’s Politics, Hobbes’s Leviathan, and so on). Taking a
comparative theoretical approach (meaning that no specific theory is used as a core focus),
this text shows how the development of theory in political studies flavours the manner in
which we must consider a contemporary and changing political climate, both domestic and
international. The methodology of this text is not intended to be heavy-handed or overly
theoretical; theory is central to the purpose of the book, but the book’s principal goal is to
demonstrate the sensitive and changing nature of philosophical thought in politics.

Acknowledgements
Like any book project, this text is the product of various contributions from many people.
In the very early stages, Oxford University Press sales and editorial representative Alan
Mulder and acquisitions editor Katherine Skene were largely responsible for urging us to
move ahead with a prospectus for a new introductory textbook in political studies. We are
grateful to them for their vision and support.
A number of developmental editors were involved with the production of this
book and its three editions. Peter Chambers deserves recognition for his good humour,
 Preface xxi

­ rofessionalism, and encouragement, which made work on the second edition a true
p
­pleasure. Leah-Ann Lymer and Richard Tallman demonstrated endless patience and pro-
fessionalism on the third edition, and their comments and insights on all chapters are
most highly valued.
This book has also benefited from the many useful comments made by several col-
leagues who took on the task of reviewing it in its many stages. We are indebted to them
for their time and suggestions, which have contributed to this final work. We join the
publisher in thanking the following reviewers, along with those who wish to remain anon-
ymous, whose thoughtful remarks have helped to shape this text as well: Todd Alway,
McMaster University; Mona Brash, Camosun College; Terry L. Chapman, Medicine Hat
College; Noemi Gal-Or, Kwantlen Polytechnic University; Logan Masilamani, Simon
Fraser University; Marda Schindeler, Lethbridge College; John Soroski, Grant MacEwan
University; Yasmine Shamsie, Wilfrid Laurier University; Manuel Balan, McGill Univer-
sity; Saira Bano, Mount Royal University; Bruce Foster, Mount Royal University; Donal
Gill, Dawson College and Vanier College; Kevin Ginnell, Douglas College and Simon
Fraser University; Jason Morris, University of Northern British Columbia; Ross Michael
Pink, Kwantlen Polytechnic University; David Pond, University of Toronto; Paul Prosperi,
Langara College; Claudia Schaler, St. Francis Xavier University; Bruce Smardon, York
University; Jeffrey Spring, St. Francis Xavier University; and Andrew Wender, University
of Victoria.
We would be remiss in not thanking our students, who have inspired us to always
question what we think we know and to be open to new perspectives. The improvements
in the second and third editions are in many ways due to them and their aspirations for
excellence.
Some of our associates and research assistants were fundamental in the completion
of parts of this book. We would like to thank Rashide Assad at the Instituto Tecnológico
Autónomo de México (ITAM) for her extremely important help on this project. We also
thank the University of New Brunswick, the University of Manitoba, ITAM, and the Aso-
ciacion Mexicana de Cultura for their support during the writing of this book.
We have discovered that writing a book such as this one takes more than simple au-
thoring. It is the result of efforts both small and large by numerous people, some close
friends and associates, and some colleagues we have not met. The final product is our own,
however, and we alone take responsibility for any errors it may contain.

George MacLean, Duncan Wood, and Lori Turnbull

September 2019
From the Publisher
Welcome to the third edition of Politics: An Introduction, a clearly written and up-to-date
introduction to political science that explores politics from a Canadian, comparative, and
international perspective. Written by scholars with extensive academic experience in the
discipline as well as work experience in government and policy, this text covers essential
questions regarding politics, such as ones related to who holds power and why, how to
distinguish among so many types of political systems, how groups might participate in
political activity, and why conflict is so prevalent in the world today.

Features

Thorough Analysis
The text presents a survey of political concepts and ideologies before examining top-
ics such as the importance of government; political systems, participation, and culture;
developed and developing countries; global security; and the international political
economy.

26 Chapter 2 | Finding a Common Vocabulary

Chapter 7 | Political Participation 173

7.3 • Rock the Vote

Founded in 1990, Rock the Vote is an NGO dedicated to con-
vincing young people of voting age to participate in elec-
tions. Started in Los Angeles, it has spread throughout the
Chelsea Purgahn/Tyler Morning Telegraph via AP

world and is active in many elections. The organization’s mis-

sion is to build “the political power of young people” (www
AP Photo/Amr Nabil

.rockthevote.org/). Using music, new technologies, and mass

media, Rock the Vote not only encourages voting among
the young but also voter registration and ongoing participa-
tion in the important political debates of the day. Further, it
has programs that engage high school students in political
King Salman bin Abdulaziz Al Saud (right) chairing the Islamic Summit of the Organization of Islamic
issues to prepare them for their impending participation
Cooperation (OIC) in Mecca, Saudi Arabia, in June 2019. Saudi Arabia has an absolute monarchy, with the
in elections. king serving as the head of government and head of state.

A representative of Rock the Vote distributes stickers to students

at a voter registration event at the University of Texas in 2018. Of course, in the modern world most monarchs have found their powers limited by other
political institutions—Canada is a clear example of this—although “absolute monarchs”
continue to exercise power in some parts of the world. Lastly, tyranny refers to a political
system in which an individual or group of individuals seizes power and exploit it for their
the integrity of democratic elections; how can or should we regulate and verify the flow of
own benefit with little regard for the welfare of the population.
information to voters, particularly on digital platforms?
In the language of political science, a system is closely linked to the idea of a political
What is for certain is that voter turnout13 across Western democracies has steadily
order and refers to a connected and organized body that represents a coherent whole.
dropped since the middle of the twentieth century. One possible remedy to this problem is
A political system, for example, is a conglomerate of numerous political structures that work
compulsory voting.14 Citizens of voting age in Australia, Brazil, Peru, and Turkey have a compulsory voting
international system together to drive the political aspects of social interaction. Since the parts of the coherent
legal obligation to vote in elections and may be fined or even imprisoned if they don’t. Vot- system in which citizens have
system of two or more
a legal obligation to vote in
whole are so interrelated, change in one part usually means a change in all, such as the way
ers do not necessarily have to express a preference for one candidate or political party; they
elections
actors that interact regularly in which changes in party leadership affect the politics of a state’s entire political system.
may spoil their ballot (by taking the ballot but declining to mark support for a particular in the global arena, using
Equally, an alteration in the rules concerning voting will have a far-reaching impact, not just
candidate or party) or indicate that they don’t have a preference. It is argued that this system established processes in
on political parties and elections but also on the balance of political power in the country.
not only encourages greater citizen participation and awareness of political issues but also given issue areas
At the global level, the international political system embodies the individual units—the
organizations states—as well as the functional non-state actors (such as non-governmental organizations
structured relations existing and multinational corporations) that comprise and affect the world arena. When there is
within a political community a change in the distribution of power in the international system (such as the rapid and
that are established dramatic rise of China and India in recent years), it has an impact on all the actors involved.
to distribute both the
Within any particular system, the term organizations refers to structured relations
7.4 • The Suffragette Movement responsibilities and the
existing within a political community that are established to distribute both the responsibil-
privileges that arise from
Until the twentieth century, women in most parts of the (Britain), Emily Howard Stowe (Canada), and Susanformal association with
B. Anthony ities and the privileges that arise from formal association with others.7 Organizations may
world were prevented from voting. Even in the world’s pre- (United States), the movement used a programothersof civil dis- range from political parties and interest groups to private groups that allocate resources on
eminent democracies, such as Canada and the UK, women obedience, violent resistance, and hunger strikes to influence
were treated as second-class political citizens. However, as public and elite opinion. Though initially dismissed as dan-
noted in Chapter 3, the rise of feminist thought in the nine- gerous revolutionaries, these pioneers were responsible for
teenth century and increasing demands for equal treatment bringing full political participation to women in their coun-
led to the suffragette movement in Britain, Canada, and the tries and for leading the movement for equal political rights
United States. Led by such visionaries as Emmeline Pankhurst across the world.
mac27521_ch02_022-045.indd 26 01/25/20 07:58 PM

mac27521_ch07_166-189.indd 173 01/25/20 08:13 PM

 From the Publisher xxiii

Chapter 10 | Politics in Developing States 285

National and International Coverage

While emphasizing Canadian politics, the text
maintains an international perspective. Boxes
and case studies continue to provide detailed
examples of significant events, major issues, and
influential figures—both past and present—from

AP Photo/Massoud Hossaini
Canada and around the world. Chapters 9 and 10
now include new case studies of South Korea and
Afghanistan. Afghan President Hamid Karzai shows indelible ink on his finger before he casts his vote in Kabul during the
2014 election. He was not eligible to run for re-election that year because he had just completed his second-
term in office.

intimidation, low voter turnout, and violence. Parliamentary and presidential elections in
the fall of 2019 were complicated by security concerns and allegations of fraud, but Presi-
dent Ghani appeared to have won by a slim majority of votes.

The Future of Afghanistan

198 Chapter 8 | Political Socialization and Culture Afghanistan’s future will no doubt be shaped heavily by the involvement of international
partners, particularly the United States and Pakistan, both of which have been at the fore-
front of negotiations aimed at establishing peace in the country. Eighteen years after they
defeated the Taliban in 2001, the US government is now at the table with them. The Taliban
has gained strength in recent years and controls as much as a third of the country. Mean-
while, President Trump has committed to a sustained and even increased military presence
8.2 • How to Remember Canada’s First Prime Minister? in Afghanistan to prevent the occurrence of a “vacuum for terrorists.” Taliban attacks are on
the rise as they demand the final withdrawal of US and NATO troops, while the US deploys
Historical figures are often controversial. Sir John A. Macdonald other symbolic references to him should be removed, in light
was Canada’s first prime minister and is credited for bringing of his responsibility for residential schools and the lasting
drones and air strikes in attempts to destabilize the Taliban and bleed its resources. For its
the former colonies together into Confederation and for intro- impact on Indigenous peoples. Others claim that no historical part, the Afghan government is somewhat sidelined in the talks between the US and the
ducing the national railway, a project that was accomplished by figure is flawless, and that any attempt to erase an important Taliban, due to the Taliban’s refusal to engage in “intra-Afghan dialogue” on the future of
effectively clearing the prairies of Indigenous people through a figure from our history is misguided. the country’s politics and governance.40
policy of starvation that, besides untold numbers of deaths, led The future of the country depends largely on the results of the peace talks, and whether
to their acceptance of government power and small reserve the Taliban would protect the country from invasion by international terrorist groups
lands. And he eagerly saw to the execution of Métis leader should the US withdraw entirely. Electoral politics in both Afghanistan and the United
Louis Riel in 1885 following the Northwest Resistance, and States could play a role in these negotiations, as the elections in both countries put pressure
insisted that the Cree be made to attend the public hanging on the respective governments to demonstrate progress in a timely manner.
of eight Cree rebels after the Resistance was quashed so they
AP Photo/The Canadian Press/Lars Hagberg

would never consider further rebellion.5 He is also responsible

for advancing the residential school system as a purposeful
policy of assimilation, which ultimately tore 150,000 Indige-
nous children from their families and forced them into state-
run schools. Abuse was the norm in these schools and some
children died. They were prohibited from speaking their lan-
mac27521_ch10_250-287.indd 285 01/25/20 08:18 PM
guages and embracing their cultures. Justice Murray Sinclair,
the chair of the Truth and Reconciliation Commission, has
described the residential school system as cultural genocide.
As a result of Macdonald’s mixed legacy, there is debate City staff remove graffiti from a statue of John A. Macdonald in
as to how to remember him. Some argue that statues and Kingston, Ontario, in 2013.

The importance of socio-economic status must also be taken into account. A person’s
belief system and values will be fundamentally influenced by the economic and social
opportunities available to him or her. To give a simplistic example, someone in a high tax
bracket is less likely to be in favour of a progressive taxation system that requires the rich to
pay more income tax than people who make less money.
It is also common for people to adopt political views similar to those of their peers, a
process that is easy to understand when we consider how much time we spend with people
of comparable income levels and backgrounds. Think about your own political views and
how they have been shaped by, or been reactions to, the views of your friends.
A further influence on political socialization comes from one’s geographical region. The
predominant political views of the local society will play an important role in determining
what an individual comes to believe. The importance of community versus the individual,
traditional versus modern values, and identity will all be significant factors. In Canada, the
regional component of political socialization is obvious. A less interventionist political cul-
ture exists in provinces such as Alberta than it does in provinces such as Saskatchewan. We
cannot understand political socialization in Quebec without the elements of language and
identity. In the north of Canada and particularly in the territories, Indigenous cultures and
values play a role in the process.

mac27521_ch08_190-215.indd 198 01/25/20 08:15 PM

xxiv From the Publisher

Chapter 11 | International Politics and Foreign Policy 291

Currency
The text’s focus on the latest political develop-
11.1 • Domestic and International Politics: Building a Wall
ments illustrates the dynamic nature of the politi- During the 2016 presidential campaign, Donald Trump prom- wall. That said, the effectiveness of the proposed wall at curb-
ised Americans that, if elected, he would build a wall along the ing illegal border crossings remains in question.1

cal landscape. This updated edition includes new 2,000 mile US–Mexico border—and have Mexico pay for it. The
border is patrolled and already had over 600 miles of fencing;
This case represents a good example of domestic and
international politics intersecting. President Trump’s insis-
the wall would expand on the existing structure. President tence on a border wall and the Democrats’ refusal to acquiesce
coverage of populism, the rebirth of protectionist Trump’s rationale for the border wall, with a conservative cost
estimate of $25 billion and as much as a $70 billion price tag
caused significant consequences for government employees,
the national economy, and those living in the country. At the
according to some calculations, is to mitigate illegal migration same time, the debate about immigration and border crossings
nationalism, and the politics of climate change. and drug trafficking. A Pew Research Center poll conducted in
January 2018 showed that 60 per cent of Americans opposed
and the inhumane treatment at the border of asylum seekers,
immigrant families, and children by Trump administration offi-
Trump’s proposal. cials affected America’s global reputation and its relationships
In December of 2018, a partial government shutdown with other countries, particularly Mexico. (See also Box 11.6.)
came into effect when the Senate refused to pass legislation
that included $5 billion for the wall. The shutdown left over
800,000 employees without pay, jammed up government ser-
vices, and dampened the economy. However, President Trump
insisted that he would allow the shutdown to continue until
funding for the wall flowed. Meanwhile, House Speaker Nancy

GUILLERMO ARIAS/AFP/Getty Images

Pelosi and the Democrats held firm that they would not sup-
port the wall. The 35-day shutdown was the longest in Amer-
ican history.
President Trump’s approach to immigration policy has had
the effect of making both legal and illegal immigration more
difficult. He has emphasized the dangers of illegal immigration
in his communications with voters and has been accused by
the media and others of overstating the extent of illegal bor-
der crossings. Leaked transcripts from a conversation between This fence runs along the US–Mexican border in the area of
President Trump and Mexican President Enrique Peña Nieto Tijuana, Mexico, and San Diego, California. Sample pieces of the
revealed the former’s belief in the symbolic importance of the proposed new wall can be seen through the fence.

Chapter 14 | Conclusion 375

here is to familiarize you with some of the main concepts, structures, and issues facing those
who study international politics today.

14.2 • The Politics of Climate Change

International Politics, International Relations,
The effects of climate change are visible around the world. Cli-
mate change can be defined simply as a sustained change in Foreign Policy, and the State
the distribution of weather patterns. Though climate change
Just as politics affects our everyday lives, sometimes in ways that we do not necessarily
can have natural causes, like volcanic eruptions or plate tec-
tonics, the National Aeronautics and Space Administration
notice, international politics influences many of our daily activities. Topics trending on
(NASA) posits that the primary cause of global warming is Twitter, blogs, news feeds, and newscasts let us see, often in immediate and vivid detail,
human behaviour—specifically, the expansion of the “green- the surprising closeness of our global community. Election and war coverage, sporting
house effect,” largely through the burning of fossil fuels. events, entertainment, and even local weather broadcasts are available to us on demand.
33karen33/istockphoto

Climate change is threatening the world’s ecosystems

and the animals that populate them. For example, giant
pandas are in danger of extinction because of the effects of
climate change on China’s bamboo rainforests. Giant pandas
need bamboo for food and shelter, but increasing tempera-
tures are creating a shortage in supply. In Florida, mana- The Florida manatee is in danger of extinction due to climate
tees are dying in recent winters because weather changes change, among other factors. mac27521_ch11_288-317.indd 291 01/25/20 08:20 PM
are creating extreme low temperatures, which they cannot
survive.1
World leaders are under significant pressure from con- for the Trump administration gave a presentation advocating
cerned citizens and environmental advocacy groups every- the use fossil fuels, particularly coal—which is a significant
where to accept the validity of climate science and to take contributor to greenhouse gases.2
action to protect the environment. However, the realities
of international and domestic politics can undermine these Notes
efforts. At the United Nations Climate Change Conference 1. Meghan Cook, “10 Rainforest Animals That May Go Extinct because of
Climate Change,” The Business Insider, 13 Dec. 2018. Manatees cannot
COP24 in Poland in 2018, the terms of the Paris Agreement survive in waters below 20 degrees Celsius, and their access to some
were left intact, but there is less than universal agreement on warm springs in rivers along the Florida coast has been compromised
its requirements. US President Donald Trump has promised to by real estate development, which has also impacted the sea grasses
they feed on. In addition, in the recent past they have congregated
withdraw the United States from the agreement when eligible in colder weather at the warm-water outlets of electricity generation
to do so in 2020. The country is the second-largest emitter of plants on the coast and as some of these plants are decommissioned
greenhouse gases in the world, so its withdrawal would dis- these areas of protection are gone.
2. Justin Worland, “The Paris Agreement Lives on at the UN Climate
rupt the impact of the Paris Agreement even if other nations Change Conference. But Political Disruption Still Remains a Threat,”
remain committed. At the Poland conference, a representative Time, 15 Dec. 2018.

goods but never enough is done to rectify the situation. It leaves one wondering whether
we, as a collective, are truly interested in making the necessary changes to provide for global
equality.
Cast your memory back to the earliest parts of your course, when we explained several
concepts (some new, some familiar). At this point, it should be obvious that we need to
understand the terminology before we can really get into any topic. It is a bit like getting
to know the characters before settling into a book or a movie. Concepts are not exactly the
characters of this book, but we can agree that, like any character, there are multiple angles
we can use to describe or use them. For example, it is unlikely that the person who sits next
to you in class has exactly the same view of, say, power that you do. You may agree on certain

mac27521_ch14_370-381.indd 375 01/25/20 08:28 PM

Another Random Scribd Document
with Unrelated Content
civilian clothing, or ordering same, or trying on uniforms. Some few
have the added responsibility of planning for their approaching
marriage. Naturally, the interest of First Classmen in cadet activities
begins to wane. The Second Class anticipate their First Class camp
when the reins of power pass to them, the Yearlings dream and
dream and dream of furlough. Every spring evening during the half-
hour after supper they gather upon Battle Monument to sing their
furlough songs. Little snatches float across the Plain, partly
unintelligible, but from which the words “love” and “girl” and
“moon,” sung with greater emphasis apparently, can be clearly
distinguished. Only the “call to quarters” drags them back to earth,
whereupon with a vociferous “Yea! Furlo-o-o-o!” they break up the
meeting and march back to barracks, arm in arm, singing of the
pleasures to come when they will leave the Academy for two months
and return to the bosom of their families.

Not least of the pleasures at West Point is the camaraderie. There

are always plenty of friends to be had, fine manly fellows with clean
thoughts, affectionate and kind. A cadet rarely fully appreciates what
this comradeship means until he is about to graduate. Then he
reflects upon his four years spent in the society of so many fine
men, and he feels a poignant regret at leaving their midst. The
recollections of the hardships endured and overcome together, of the
mutual confidences, of the sympathy when needed, of little sacrifices
made for him, fill him with tenderness and sadness. He finds it hard
to say good-bye to the truest friends that he will ever have.

The last few months, however, are so filled with duties and
obligations that he has few moments for reflection. Before he knows
it June and graduation are upon him. He then attends his own
Graduation Ball. Just prior to the last dance, once again the First
Class assembles in the center of the room, gives its class yell
followed by the three cries:

“Never again! Never again! Never again!”

A little lump comes in his throat as the echo dies away. Never again
will he be a cadet at West Point. A yell that has heretofore been
most musical has all of a sudden become most melancholy.

Never again!
 CHAPTER XI
STRENGTHENING THE MORAL FIBER

W HEN a new class of cadets reports at West Point, it is

composed of men as diverse in appearance, in points of
view, and in character as the parts of the country from
which they come. But after they have been at the Academy for a
couple of years a marked change occurs, and by the time they are
ready to graduate they have undergone a complete metamorphosis.
In some mysterious manner they seem to have been leveled to a
certain standard, like some scraggly hedge that has been
scrupulously trimmed by its painstaking guardian. The fat ones have
lost their extra pounds; the thin ones have made good their deficit;
the round-shouldered have straightened up, and the hollow-chested
have filled out. Instead of a heterogeneous looking lot of men, they
give the impression of having been made from the same die. And
then too there is a uniformity about their point of view. Whereas at
entrance their whole thought was colored by the life from which they
came and by what they hoped to be, once enrolled in the Corps,
they quickly and involuntarily have found themselves worshiping
identical ideals—the ideals of Duty, Honor, and Country. They have
discovered at West Point certain standards that have been approved
by other men, and they have gradually adopted them as their own.
But the real stamp of West Point appears in their faces. The imprint
is evident wherever a group of the cadets are gathered together, but
it is never so apparent as at the graduation ceremonies when the
cadets individually mount the platform to receive their diplomas.
Then one can see a certain look in the eye and a certain feeling of
strength about the features that is the same. It is the look of men
who have accomplished something and of the strength that comes
from character.

What, you ask, is this leveling influence at the Academy? It comes

from discipline, the discipline of the body, the discipline of the mind,
and the discipline of the soul. It is the one governing factor in the
success of West Point. All three kinds of it begin on the day that the
cadet reports for duty, and continues without interruption during his
entire course. The discipline of the body and the mind is a
comparatively simple affair, especially when there is a willingness on
the part of the subject, but the discipline of the soul is the influence
that is hardest to make cadets appreciate. Some people shy when
the word discipline is mentioned; they think that it means to break a
man’s will and to destroy his individuality, but that is not so. The
discipline that I speak of is a process of education whereby a man’s
mental attitude is trained to a certain viewpoint; whereby his actions
unconsciously respond to the correct ethical view of his duty. It is
aimed to teach respect for law and order, to teach truthfulness and
honesty, loyalty and obedience. It inculcates respect for superiors, if
not for the man, then for the office that he holds. It teaches a
soldier the sacredness of orders; it is the quality without which no
army is successful.

Under this strong influence of discipline come men from all sections
of our great country and from all classes of society. Viewed exteriorly
they are, upon reporting, as motley a looking lot as could be
imagined. An examination of their interiors would reveal natures and
characters of equal variety. Some come from homes where they
have received the most careful moral nurture; others from
environments of vague and lax standards. Side by side with youths
who are models of truth are lads with uncertain ideas of right and
wrong. Among the throng are brilliant boys and stupid ones; well-
educated lads and those whose advantages have been of the most
limited sort; sons of rich men and boys who have known the
meaning of want. From everywhere they come: from the city and
from the farm; from the mountain and from the plain.
It is interesting to dwell for a moment on the following table
showing the sources of the personnel of the cadet body. Herein are
listed the occupations of the parents of the cadets and the number
engaged in each, covering a period of fifty years.

Accountants 3
Agents 62
Architects 5
Artists 4
Auctioneer 1
Auditor 1
Author 1
Baggagemaster 1
Bakers 4
Bankers and bank officers 90
Barbers 4
Bookkeepers 18
Brewers 3
Brokers 40
Builders 2
Butchers 2
Capitalist 1
Chief of police 1
City marshal 1
Clergymen 128
Clerk of House of Representatives 1
Clerks 90
Collectors 4
Commercial travelers 13
Conductors 2
Contractors 38
Cook 1
Cotton buyer 1
County officers 74
Cutlery commissioner 1
Dairyman 2
Dentists 14
Detectives 2
Distiller 1
Dock commissioner 1
Dock master 1
Draftsman 1
Druggists 13
Editors 62
Electroplater 1
Engineers:
Civil 13
Mechanical 10
Locomotive 3
Stationary 1
Enlisted men 4
Express business 2
Farmers and planters 1,149
Fishing master 1
Foreman 1
Gardeners 3
General business 5
Hatter 1
Heads of corporations 10
Hotel keepers 55
Iceman 1
Importer 1
Inspector of buildings 1
Inspectors of factories 2
Inspectors of police 2
Insurance business 38
Inventor 1
Jewelers 3
Journalists 8
Justice of peace 1
Laborers 29
Lawyers and judges 645
Letter carriers 1
Librarians 2
Lithographer 1
Liverymen 15
Lumbermen 20
Manager of brewery 1
Manager of engines and boilers 1
Manager of factory 1
Manager of land company 1
Manufacturers 151
Marble dealer 1
Mechanics 341
Member of city board 1
Member of State Legislature 1
Members of Congress 32
Merchant tailor 1
Merchants 722
Messenger 1
Millers 11
Mining 26
Museum keeper 1
Musician, band leader 1
Musicians 2
Newspaper correspondent 1
Newspaper manager 1
No occupation 191
Nurserymen 6
Officers of the Army 362
Officers of the Navy 59
Officers of volunteers 21
Oil business 2
Overseers 4
Photographers 6
Physicians 367
Pilot 1
Policemen 7
Police justices 2
Politicians 3
Postmasters 5
President of manufacturing company 1
President of steam heating company 1
President of wire mill 1
Presidents of colleges 4
Presidents of insurance companies 3
Printers 12
Professors 27
Proprietor of elevator company 1
Publishers 8
Railroad employees 6
Railroad officers 13
Ranchmen 2
Real estate 37
Restaurant keeper 1
Salesmen 5
Saloonkeeper 1
School teachers 56
Secretaries 14
Ship captains 25
Speculators 10
State officers 27
Steamboatman 1
Steward 1
Stock dealers (cattle) 10
Stock raisers 6
Stocks 1
Superintendent of coal and iron company 1
Superintendent of factory 1
Superintendent of iron work 1
Superintendent of mine 1
Superintendent of prison 1
Superintendent of railroad 1
Superintendents of gas works 2
Superintendents of schools 4
Surveyors 5
Tanners 2
Teacher of garment cutting 1
Teacher of music 1
Teamster 1
Theater manager 1
 Undertakers 5
United States civil officers 85
Unknown 39
Wagonmaster 1
Warden of prison 1

It is to the sons of men in this list that West Point applies its
discipline in order to create the type of officer that the Government
desires for its Army. From them must be eliminated the unfit and the
unworthy during the molding process to which they are subjected.

The immediate effect of the application of discipline to this variety of

material is the creation of an ideal democracy. All of the new arrivals
are thrown indiscriminately into the melting pot, and no attention is
paid to any man’s antecedents. The boys of rich and influential
parents are not allowed little life-preservers of wealth, family, and
position whereby they might remain on top, but they must boil away,
sometimes on top, sometimes at the bottom of the pot, rubbing and
bumping against boys to whom riches and influence are strangers.
Whether they sink or swim, live or die, survive or perish, depends on
individual effort alone. Men are esteemed at West Point for what
they are and not for what they have. Each man feeling that he has
as good an opportunity to succeed as the other man becomes
imbued from the outset of his cadet career with the spirit of
democracy that exists at the Academy.

From the moment that a cadet enters West Point, his past life,
experiences, advantages, record, disappear into oblivion so far as
the authorities and other cadets are concerned. No reference is ever
made to any cadet’s home, to his connections, to his family, unless
he introduces the subject. Once he becomes a cadet, a new clean
sheet of his life is started for him, and whatever is entered thereon
depends solely upon himself. Every man at West Point has the same
chance—the chance of advancement based upon merit and
efficiency and upon nothing else. It makes no difference to the
officers in charge or to the other cadets whether a man’s family is
wealthy or distinguished. As a matter of fact this information is
rarely known because all of the cadets report together; they are
totally unknown to those in charge so that there is no possible way
to ascertain anything about the cadet’s antecedents. They lose their
identity completely, and so much so that the upper-classmen take
months to learn their real names, meanwhile calling them by the
generic names, Ducrot, Dumbguard, and Dumbjohn.

The character of the rooms in barracks illustrates most strikingly this

democratic ideal that discipline fosters. The plain and homely
furnishings of each room are identical in pattern, material, and
quantity, so that no cadet is housed better than his fellow. The walls
are free from pictures, the windows from curtains, the floors from
rugs. There are no soft easy chairs but only an old-fashioned
wooden one for each man, that is as hard for the rich cadet as for
the poor Mr. Ducrot. Nor are there any cliques that occupy particular
rooms in the barracks. Each company has so many rooms for its
members, and as far as possible the men within the company may
choose their roommates. Their selection is made on mutual
attraction and congeniality solely. Whenever two chaps enjoy each
other’s companionship, that indefinable mingling of mute spirits,
they try to room together.

And then again, the cadets are free from the distinctions and the
social barriers that money creates. They are prohibited from
receiving any money from their homes and are not allowed the
handling of the pay that they receive from the Government. Instead,
the authorities supply all of their wants, their food, their clothing,
their books, their amusements, so that they might have no need of
cash. In fact there is but one store on the reservation where they
can spend money, and that is a place called “The Boodlers,” a sort of
a general store at the foot of the hill near the gas tank. Here they
may, if out of debt, obtain a permit for two dollars per month, and
only those cadets with permits are allowed even to enter the store.
In this ideal democracy, among the influences that are considered
prejudicial to good order and military discipline are drinking,
gambling, and cigarette smoking. All alcoholic drinks are
consequently banished from the life of the young embryo officer, for
he must keep a clear brain in order to think straight and master his
problems. He is permitted only the wholesome beverages of milk,
tea, and coffee that are supplied in the greatest abundance.
Occasionally there is a case of drinking among the cadet body, but
as a vice, intoxication does not exist at the Military Academy. One
has only to look at the healthy ruddy complexions of the cadets to
be convinced of the truth of this statement. Any girl might envy
them their skins, whose brilliancy and transparency would soon
disappear if late hours and beer were permitted. Nor is there any
gambling in the Corps, unless the betting of one’s ice cream on the
result of some football game be so considered. The cadets are not
even allowed the use of cards or of any games of chance. They may
not indulge in so harmless a pastime as bridge. Their chief solace in
their free moments must be their pipes of briar, for cigarettes are
frowned upon and regarded as contraband of war, liable to seizure
by any Tactical officer. The weed is confiscated and the cadet
receives a report. What becomes of those confiscated cigarettes has
always been a matter of great speculation. Tactical officers are
always under suspicion. I remember one case where a cadet was
caught with three hundred cigarettes in his possession and told by
his officer to turn them in at the Guardhouse. This order grieved the
cadet very much because he felt that perhaps someone else would
enjoy those cherished smokes. He therefore bored a hole in each
one with a pin, before complying with his directions. Soon after
turning in the cigarettes, he was reported for having mutilated them
and was made to walk punishment tours on the Area for many days.
The inference was that some disappointed Tactical officer could not
make the cigarettes draw.

The ability to maintain a high state of discipline at West Point is due

partially to the wisdom of placing the instruction of the cadets in the
hands of officers who are themselves graduates of the Academy. The
officers have more prestige with the cadets and they understand
better the preparation of these young men for their future duties
than could civilian instructors. They have to a greater degree than
most instructors the prestige of a physical and moral superiority over
their students. They are familiar with the spirit of the institution and
are always on the alert to guard against corrupt influences. They
better understand how to instill the austere virtues that a soldier
ought to have, and how to form a brave and virile heart in their
young charges. In a measure they re-create the man and develop in
him the national soul.

The attitude of the cadets themselves, however, toward their

discipline is the real reason for the success of West Point’s efforts to
turn out men who are high-minded and honorable. They are as
zealous as the officers over them in seeing that their associates live
up to certain standards. Honor is their shibboleth, and each new
man upon his arrival is instructed in what is meant by Corps Honor.
Upper-classmen give the plebes lectures wherein they explain the
ethics that govern their body, and leave them no room for doubt
regarding the penalties for an infringement of their code. From the
outset of their careers cadets are taught the hatred of a lie, and are
made to understand that only by the most scrupulous regard for the
truth, every detail of it, can they be considered fit to hold their
places as cadets and gentlemen. Any cadet who is found guilty of
making a false statement regarding even the most trifling
circumstance is dismissed. If he is caught in a dishonorable act, he is
reported by his fellows to the authorities, or told by his classmates
that his resignation would be favorably received. In order to do
justice to any man accused of breaking the code, the cadets have
among their body a Vigilance Committee that is composed of
representatives from the three upper classes. These men investigate
all questionable acts that ordinarily would not come to the eyes of
the authorities, and if they are satisfied that the man is guilty they
report him. For example, at the written examinations the officers
never supervise the cadets as regards their moral conduct, but
frequently leave the room for long periods. If any man should take
advantage of these circumstances to cheat, his act, if seen by a
comrade, is at once reported to either the Vigilance Committee or to
the officers. It is apparent therefore that the honor of the Corps will
always remain unsullied so long as it is left in the hands of the
cadets themselves.

A Review for the Chief of the Staff of the Army

This rigid code of discipline to which the cadet is subjected for four
years and the influence of the honor system in the Corps develop in
him to a high degree the sentiment of duty. At West Point duty
comes first. The idea is that when a cadet is given a task to perform
he will approach it with a strength of purpose that never gets weary
or tired. It teaches him to make his resolve so strong that he can
listen to the murmurings of the ignorant, to their sophistry, receive
their insults and slanders, conscious that the ideals for which he
stands will eventually triumph. It is the sentiment that will sustain
him not only in time of war, for then he has the sympathy of the
people, but in time of peace when the average layman who does not
understand the character of his work condemns it as an activity that
produces nothing.

The result of four years’ immersion in the atmosphere at West Point

is the molding of the cadet’s character. When he entered the
Academy he was just a boy, fresh from the hands of his parents and
still malleable, but when his course has been completed under the
painstaking care of his foster mother, his standards have been
crystallized and he has developed into a man of courage, intellect,
and honor. And when graduation day arrives, and West Point hands
each man his diploma, with it she gives her stamp of approval and
acknowledges her willingness to entrust to his keeping the cherished
traditions of the Military Academy.
 CHAPTER XII
SPIRITUAL INFLUENCES

C ADETS love to lay aside the restrictions of their everyday

routine life, put on their athletic uniforms and most care-free
manners, and wander among the beautiful hills that are all
around West Point. They like to enjoy the emotions that spring from
a close communion with Nature, both in the winter, when the
afternoons are short and the valleys quickly fill up with purple lights,
and in the summer, when the country is extravagantly clothed in
luxuriant foliage. If the day of the cadet has been warped by all
sorts of petty annoyances, all that he has to do is to climb to
Redoubt No. 4 or go to Fort Putnam, and feast his eyes upon a
scene of unsurpassing beauty in order to have his cramped soul
straightened out and to be lifted above his material surroundings.
What greater pleasure does his life afford than to lie in the warm
spring sunshine of Fort Putnam and drink in the panorama below?
All of the cares of his daily existence drop away under the spell of a
mysterious kind of an influence that fills his being and stirs his innate
nobility. He is thankful that he is privileged to live in such a
wonderful and beautiful place. Its effect is like that of some drug
that soothes and calms, that gives him a kindly feeling toward
humanity, and that makes him glad to be alive. On all sides he is
affected by Nature who has done her best to develop all of his
spirituality and to awaken his finer sensibilities. Wherever he
wanders or wherever the eye roves, there is a scene to admire,
almost reverentially. No less appealing than the hills is the river with
its many moods.
And there are the buildings whose beauty likewise exerts a subtle
spiritual influence and acts as a stimulant to the development of the
cadet’s æsthetic tastes. His Barracks, his Recitation Halls, his Riding
Academy, his Gymnasium, his Mess Hall, and especially his Chapel,
built as they all are from the natural rock of West Point’s hills, seem
to grow right out of their surroundings as if God planted them there
as a part of His natural design. Their presence is ever a reminder to
the cadet that he has consecrated his life to an ideal, for on their
exteriors are carved in conspicuous places the shields of his Alma
Mater and of his country, bearing their motto of duty and honor. The
walls of the interiors are hung with the portraits of famous sons of
the Academy, whose devotion to their country and to an ideal serves
as an inspiration to the cadet and makes him sensible to the value of
moral qualities.

Hovering over both the grounds and the buildings is the influence of
the flag. As a cadet sees it floating from its tall white staff, somehow
it has come to have a different meaning from the days when he was
a care-free civilian. It seems to him to possess a personality of which
he never before was aware. He feels for it a real reverence, because
he is conscious of being in the presence of something big, as if
beholding the whole power of a nation. He sees in it the emblem of
the country’s sovereignty and the symbol to which he has pledged
his life’s service. Mingled with his feeling of reverence is his personal
affection. Day after day he has watched it silhouetted against the
sky and has felt the thrill of patriotism, when it was being lowered at
retreat to the accompaniment of The Star Spangled Banner.

It is not to the beauty of Nature and to the flag alone that the cadet
must turn for his spiritual refreshment. The Chaplain, a man with a
fine grip upon the Corps, gathers together in classes those cadets
who desire to come, and explains to them the word of God. His Bible
classes today are a continuation of the famous classes that were
held at West Point for so many years by Miss Anna Warner. During
the summer encampment, she taught her boys in the old chapel
after the morning services, where for one hour the cadets received
from her sainted lips an interpretation of the Scriptures, and were
elevated by contact with her noble character. I can see her before
me now, her quaint silk dress, her small delicate body, her ethereal
face framed in the neatest and whitest of curls that peeped from out
of her charming poke bonnet. Her whole presence radiated
goodness and spirituality. Prior to the dismissal of the class she
would regularly present to each cadet a fragrant little bouquet of
flowers that she had that morning gathered from her modest
garden, and arranged into the daintiest of nosegays. These few
flowers were simple, like the donor, but they brought into the life of
the recipient a spiritual perfume that awakened his memories and
took him back home to rose-scented gardens and neat graveled
paths where another sainted woman was praying for the welfare of
his soul. So he took the little nosegay back to camp with him and
put it carefully in his tumblerful of water alongside of his tent, as a
reminder of what he should be, and as a check on ignoble impulses.
Here and there in his own company streets, he would see his
comrades’ bouquets, little dashes of color, the red of the petunia, the
blue of the cornflower, the yellow of the marigold, and as they
caught his eye they seemed to be a part of Miss Warner still exerting
her inspiring influence.

It is regrettable that the cadets of the future will never have the
good fortune to know her, for last year (1916) she passed to her
reward after ninety years in the service of God. Although it is rare
that anyone outside the Academy is buried in the cemetery at West
Point, her body was laid to rest there, near the bluff that overlooks
the Hudson and in sight of her home on Constitution Island across
the river, that a short time before her death she generously gave to
the Government. To the Corps of Cadets that she loved, she willed a
magnificent original portrait of Washington by Gilbert Stuart, that
now hangs in the library.

Her Bible class still goes on. Every Sunday when the weather is fair
the Chaplain takes the cadets over to Constitution Island, where,
under the trees that Miss Warner loved so well, he continues her
work. If Miss Warner sees her “boys” studying the word of God in
the shadow of the old Revolutionary House, hallowed by her
presence, what pleasure she must feel!

If, however, neither the beauties of Nature nor the interest of the
Bible class appeal to the cadet, he cannot help having his spiritual
self stirred by the impressive service at the Cadet Chapel. All cadets
are required to attend divine service. The large majority go to the
Cadet Chapel because it is for all denominations, the building never
having been consecrated to any particular faith, but about ten per
cent. of the cadets attend service at the Catholic Chapel.

The service at the Cadet Chapel is so impressive and interesting that

the majority of the cadets look forward with pleasure to Sunday
morning. I suppose that all former cadets will smile upon reading
this statement, when they remember the reluctance with which they
donned their dress coats and belts for the weekly service, at which
they had difficulty in keeping awake while the lessons and sermon
were being read. But times have changed since then, due principally
to the atmosphere of the new Chapel and the music of its splendid
organ. Sir Roger de Coverly would rejoice to behold so model a
congregation and to hear such excellent singing.

The interior of the Chapel is worthy of its beautiful service. “Storied

windows richly dight” rise majestically to the high Gothic roof and
throw upon the gray walls a myriad of delicate lights, pale blues and
pinks, saffrons, and deep purples. Two parallel rows of silk flags, the
scarlet of the artillery, the somber blue of the infantry, and the gold
of the cavalry, hang from the long covered galleries on either side of
the nave. The deep rich shades of the magnificent memorial window
shroud the chancel in a “dim religious light.” Nor is the service
lacking in military pomp. Company after company of gray-clad
cadets, their brass buttons shining, file briskly into the Chapel. The
tramping of hundreds of pairs of feet up the aisle and the rattling of
their buttons against the pews as they take their seats reverberate
through the vast hall. The officers, in their uniforms, and their
families assemble in the seats along the sides.

The first note from the organ announces the commencement of the
service. The choir of over a hundred voices, singing the processional
hymn, walk two by two in slow and solemn order up the aisle to
their places in the stalls. A wave of music sweeps through the
church as the procession moves forward. Last of all comes the
Chaplain, immaculate in fresh linen surplice, and conspicuous by his
distinguished bearing.

The service proceeds. The Chaplain advances to the reading desk

and reads the lessons for the day. Inspiring hymns are then sung,
followed by an eloquent sermon upon subjects that touch the daily
lives of the cadets. Once again the celebrated organ peals forth, and
during the offertory casts with its music a spell over the devout
congregation. Two stalwart cadet officers then march quickly up the
aisle to the chancel where awaits the Chaplain to receive the
offerings. The organ’s music fills the church anew and the hall
resounds to hundreds of strong voices singing “Praise Father, Son,
and Holy Ghost,” followed immediately by the patriotic hymn,
 My Country ’tis of thee,
Sweet Land of Liberty,
Of thee I sing—
Land where our Fathers died,
Land of the Pilgrims’ pride,
From every mountain side
Let Freedom ring!

The Chaplain standing upon the steps of the altar pronounces the
solemn benediction, which is scarcely concluded when the choir
begins to sing the “Amen” to the accompaniment of Holy Grail motif
from Parsifal. Faintly at first the singing arises from the stalls, then
stronger and stronger, then diminishing in volume until it dies away
with a final “Amen.”

Besides the service at the Chapel there is another service held on

Sundays. It is the Y. M. C. A., a purely religious body among the
cadets and not as in the cities a sort of club house where a
swimming pool, assembly rooms, and gymnasium are the main
attractions. These advantages are already a part of West Point’s
equipment. The Y. M. C. A. at the Academy meets every Sunday
evening after supper in a hall over one of the sally-ports, and here
after a few prayers, a speaker makes a short address. On week days
the hall is frequented by cadets only to read the papers or to play
the victrola, and in Lent the Chaplain holds afternoon services.
Formerly the Chaplain held these prayers immediately after
breakfast, but once a cadet captain, wishing to remind the cadets
that the services would take place immediately after the dismissal of
the Battalion, mixed up his verbs and announced very emphatically
“cadets are cautioned about the ten-minute service in the Y. M. C.
A.”! The Sunday service, however, is the reason for the existence of
the organization. The prayers are not long and the addresses
sometimes most interesting, especially when they relate to the work
that the cadet will have to do as an officer. The meetings are usually
terminated when the bugler blows the evening call to quarters in the
sally-port under the hall. Of all the sounds at West Point, Sunday
evening “call to quarters” is the most doleful and depressing. It
means that after the break of Saturday and Sunday, the cadet must
once more turn to his books and dig out the problems for Monday.
When he hears its melancholy, long-drawn-out notes, he has the
Sunday evening feeling, which is only a degree more cheerful than
the blue Monday feeling, and he reluctantly goes back to his room to
begin anew the weekly cycle.

The cadet is really never quite free from the spiritual influences of
the Academy. Nature, his Chapel, traditions, precept, and example
so arouse and sharpen his insight into things and into himself that
his day gradually assumes a new background. These are the
influences that, when he is an officer, draw him back to his Alma
Mater and make him speak of it always with undisguised affection.
 CHAPTER XIII
THE SPIRIT OF WEST POINT

O N a fine bright morning about the middle of June, every year,

the Corps of Cadets wakes up to find that Battle Monument
and vicinity have been completely transformed. The
Quartermaster’s men have canopied a portion of the monument’s
platform with beautiful brand-new flags, and placed under them
comfortable wicker chairs for the President, the Secretary of War, the
various generals, and other dignitaries who usually honor West Point
with their presence on this graduation day. On the front edge of the
platform is a rostrum, flag bedecked, for the speaker of the
occasion, and spread over the green lawn are rows and rows of
seats that await the coming of the cadets. Promptly at ten o’clock,
the Corps swings across the parade ground to take its place for the
final ceremonies that mark the separation of another class from its
midst.

This is the day of days in the life of each man of the graduation
class. His four years are at last completed and he is about to be
given the great prize for which he has so ardently striven—a
commission in the Army. As he takes his seat in front of the
platform, he is a little nervous in spite of the joy at having achieved
his ambition. He realizes that he is about to sever the ties that have
held him fast for the last four years and to bid farewell to a portion
of his life that is finished. A little tug comes at his heart-strings but it
quickly vanishes as he listens to the eloquent words of the chief
speaker, oftentimes the President, unfolding to his receptive
imagination the duties and honors that await him in his new life as
an officer. And when the President reminds him of West Point, of her
traditions, of the advantages that he has been lovingly given, and of
what is expected of him in the Army, there comes to his eyes a
moisture from pride and gratitude. Into his mind rapidly crowd a
thousand and one recollections of his associations at the Academy.
He knows now that he must leave the Corps behind, that he must
renounce the delightful camaraderie of its members, and give up the
beautiful surroundings wherein he has grown in body, mind, and
soul.

It is true that he can no longer wear the “gray,” or take away with
him his friends, or the buildings, but he does take away with him
something that is finer than all of these. One can see it in his face
and in his bearing. He goes forth, his heart armed with the triple
brass of Duty, Honor, Country, and his soul filled with the Spirit of
West Point. All of his nature has been elevated and benefited by this
indefinable essence. It forever connects him with hundreds of other
men in all parts of our country and identifies him with an institution
whose very name, West Point, no matter where seen or heard,
thrills him with pleasure. This name connotes the details of the most
impressionable period of his life. Even the words themselves seem to
have a distinction and personality that no other words possess. They
are flavored with romance and make one think of something fresh
and crisp and clean, something almost hallowed. They are
themselves clothed with the spirit of the place under whose
influence and power he will forever remain.

He leaves the Academy to join the great fraternity of West Pointers

in the Service, animated by the same spirit. With them, he is this
year (1917) called upon by the President to train for war a large
army of his fellow citizens, and prepare them to meet an enemy
schooled in the art of war by disciplined leaders. West Point sends
him forth to this task, rich in knowledge. His Alma Mater is confident
that he will train these men of the new Army in the fundamentals of
their profession and that he will inspire them with his ideals of
courage and of honor, and imbue them with the Spirit of West Point.
 Photo White Studio

Graduation—President Wilson Addressing the Graduating Class

“We’ll bid farewell to Cadet grey and don the Army blue”

In the training of the National Army, he will have all sorts of men
under his command, but the spirit of the Academy will make him
patient and kind with the stupid, lend a hand to the weak, give a
word of cheer to the down-hearted (there will be plenty of them),
and instill into all the ideal of duty. The kind of discipline that he
himself received at West Point will be theirs. He will teach them to
bear uncomplainingly their burdens, to be loyal and obedient, to care
for their health, and to march and to fight with a spirit that knows
not weariness or depression. Then when these men shall be
sufficiently trained, he will go with them to France, in the wake of
the first division of Regulars led by a gallant West Pointer, Major-
General John J. Pershing. Here he will appreciate as never before the
value of a great moral force like the spirit of West Point. It will aid
him in overcoming the obstacles in his path and in those of his men,
especially when the heroics of war and the novelty of being abroad
have ceased to interest them, and they find themselves in the
trenches in No Man’s Land. They will be drenched by the rain and
burnt by the sun; they will have to endure the vermin, the mud, and
the dust. They will be driven nearly mad by the shrieking and
bursting of the shells, they will see their comrades killed and
wounded, and perhaps they too will suffer the same fate, but they
will not flinch; because he who leads them will have given them
something of his spirit—a part of himself that West Point made. He
must be the prop upon which they may lean, if need be, and his
spirit the reservoir upon which they may draw for refreshment. And
should he be called upon to pay the supreme sacrifice, he will leave
them the Spirit of West Point to carry them to victory, while he goes
to join the ghostly assemblage of his fellow West Pointers, standing
bareheaded to salute him, as he has stood many times in the
presence of the living Corps.

The Corps! Bareheaded salute it,

With eyes up, thanking our God
That we of the Corps are treading,
Where they of the Corps have trod—
They are here in ghostly assemblage,
The men of the Corps long dead,
And our hearts are standing attention,
While we wait for their passing tread.

We, sons of today, we salute you,

You sons of its earlier day,
We follow, close order behind you
Where you have pointed the way;
The long gray line of us stretches
Through the years of a century told,
And the last man feels to his marrow
The grip of your far-off hold.

Grip hands with us now, though we see not,

Grip hands with us, strengthen our hearts,
 As the long line stiffens and straightens,
With the thrill that your presence imparts.
Grip hands, though it be from the shadows,
While we swear, as you did of yore,
Or living or dying to honor
The Corps, and the Corps, and the Corps.

APPENDIX

(From the Official Register of the United States Military

Academy—1916)

WAR DEPARTMENT

Information Relative to the Appointment and Admission

of Cadets to the United States
Military Academy

(1916 Edition. Revised Annually.)

[Communications relating to matters connected with the

Military
Academy should be addressed to The Adjutant General
of the Army, Washington, D. C.]

THE CORPS OF CADETS

The Act of Congress approved May 4, 1916, provides as follows:

“That the Corps of Cadets at the United States Military Academy

shall hereafter consist of two for each Congressional district, two
from each Territory, four from the District of Columbia, two from
natives of Porto Rico, four from each State at large, and eighty from
the United States at large, twenty of whom shall be selected from
among the honor graduates of educational institutions having
officers of the Regular Army detailed as professors of military science
and tactics under existing law or any law hereafter enacted for the
detail of officers of the Regular Army to such institutions, and which
institutions are designated as ’honor schools’ upon the determination
of their relative standing at the last preceding annual inspection
regularly made by the War Department. They shall be appointed by
the President and shall, with the exception of the eighty appointed
from the United States at large, be actual residents of the
Congressional or Territorial district, or of the District of Columbia, or
of the island of Porto Rico, or of the States, respectively, from which
they purport to be appointed: Provided, That so much of the Act of
Congress approved March fourth, nineteen hundred and fifteen
(Thirty-eighth Statutes at Large, page eleven hundred and twenty-
eight), as provides for the admission of a successor to any cadet
who shall have finished three years of his course at the academy be,
and the same is hereby, repealed: Provided further: That the
appointment of each member of the present Corps of Cadets is
validated and confirmed.

“Sec. 2. That the President is hereby authorized to appoint cadets to

the United States Military Academy from among enlisted men in
number as nearly equal as practicable of the Regular Army and the
National Guard between the ages of nineteen and twenty-two years
who have served as enlisted men not less than one year, to be
selected under such regulations as the President may prescribe:
Provided, That the total number so selected shall not exceed one
hundred and eighty at any one time.
“Sec. 3. That, under such regulations as the President shall
prescribe, the increase in the number of cadets provided for by this
Act shall be divided into four annual increments, which shall be as
nearly equal as practicable and be equitably distributed among the
sources from which appointments are authorized.”

Annual Increments.—States at large, 21; Congressional districts,

92; Alaska, District of Columbia, Hawaii and Porto Rico, combined, 1
each year to the source longest without an appointment, and, when
the periods are equal, the choice to be by lot; Honor Schools, 5;
Regular Army, 23 in 1916, 22 in 1917, 23 in 1918, and 22 in 1919;
National Guard, 22 in 1916, 23 in 1917, 22 in 1918, and 23 in 1919.

APPOINTMENTS
How Made.—The appointments from a Congressional district are
made upon the recommendation of the Representative in Congress
from that district, and those from a State at large upon the
recommendations of the Senators of the State. Similarly, the
appointments from a Territory are made upon the recommendation
of the Delegate in Congress. The appointments from the District of
Columbia are made upon the recommendation of the Commissioners
of the District. Each person appointed must be an actual resident of
the State, District, or Territory from which the appointment is made.

The appointments from the United States at large are made by the
President of the United States upon his own selection. The cadets
from Porto Rico, who must be natives of that island, are appointed
by the President on the recommendation of the Resident
Commissioner.

The appointments from among the honor graduates of educational

institutions designated as “honor schools” will be made upon the
recommendation of the heads of the respective schools.
The appointments from among the enlisted men of the National
Guard will be made upon the recommendation of the Governors of
the respective States and Territories.

The appointments from among the enlisted men of the regular army
will be made upon the recommendation of the Commanding
Generals of the Territorial Departments.

The Secretary of War is authorized to permit not exceeding four

Filipinos, to be designated, one for each class, by the Governor
General of the Philippine Islands, to receive instruction at the United
States Military Academy at West Point: Provided, That the Filipinos
undergoing instruction, shall receive the same pay, allowances, and
emoluments as are authorized by law for cadets at the Military
Academy appointed from the United States, to be paid out of the
same appropriations: And provided further, That said Filipinos
undergoing instruction on graduation shall be eligible only to
commissions in the Philippine Scouts. And the provisions of section
1321, Revised Statutes, are modified in the case of Filipinos
undergoing instruction, so as to require them to engage to serve for
eight years, unless sooner discharged, in the Philippine Scouts.

Date of Appointments.—Appointments are required by law to be

made one year in advance of the date of admission, except in cases
where, by reason of death or other cause, a vacancy occurs which
cannot be provided for by such appointment in advance. These
vacancies are filled in time for the next examination.

Candidates.—For each vacancy from a State at large, or

Congressional or Territorial district, three candidates should be
nominated, one of the candidates to be named as principal, one as
first alternate, and one as second alternate. The first alternate, if
qualified, will be admitted in the event of failure of the principal; the
second alternate, if qualified, will be admitted in the event of the
failure of the principal and the first alternate.
For vacancies in the cadetships allotted to the honor graduates of
the “honor schools,” one candidate may be nominated each year
before September 1st from each school. In case the total number of
candidates so nominated is not equal to three times the number of
vacancies, the War Department will assign additional appointments
among the schools to complete this total.

For vacancies in the cadetships allotted to the enlisted men of the

National Guard, the candidates will be apportioned as near as
practicable among the States, Districts, and Territories according to
their enlisted strength. With the exception of the candidates from
the District of Columbia, they will be selected by the Governors from
successful competitors in a preliminary examination held between
January 1st and January 15th of each year, such examination to be
of a scope and nature similar to the regular examination for entrance
to the United States Military Academy. The candidates from the
National Guard of the District of Columbia will be similarly selected
by the Commanding General of that organization.

The candidates nominated for the cadetships allotted to the enlisted

men of the regular army shall not exceed three times the number of
existing vacancies and shall be equitably distributed among the
Territorial Departments by the War Department. If the number of
applications in any Department exceed the share allotted to it by the
War Department, the candidates in such Department will be chosen
from the successful competitors in a preliminary examination held
between January 1st and January 15th, such examination to be of a
scope and nature similar to the regular examination for entrance to
the United States Military Academy.6

Each candidate designated to take the regular examination for

admission to the United States Military Academy will receive from
the War Department a letter of appointment, and he must appear
for examination at the time and place designated therein.7
Fitness for admission will be determined as prescribed in the
Regulations, United States Military Academy.

REGULAR EXAMINATION OF CANDIDATES

Examinations of candidates will be competitive in the following
classes, and will be the regular examination for entrance to the
United States Military Academy:

(1) Candidates from the United States at Large, other than honor
graduates of honor schools.

(2) Candidates from the United States at Large, who are honor
graduates of honor schools.

(3) Candidates from the enlisted men of the National Guard.

(4) Candidates from the enlisted men of the Regular Army.

The Filipino candidates selected for appointment, unless otherwise

notified by the War Department, shall appear for mental and
physical examination on the second Tuesday in January of each year
before a board of Army officers to be convened at such place in the
Philippine Islands as the commanding general of the Philippine
Department may designate.

Admission by Examinations.—On the third Tuesday in March of

each year candidates selected for appointment shall appear for
mental and physical examination before boards of Army officers to
be convened at such places as the War Department may designate.

Each candidate must show by examination that he is well versed in

algebra, to include quadratic equations and progressions, and in
plane geometry, English grammar, composition and literature,
descriptive and physical geography, and general and United States
history, as explained in the circular of notification.

Admission by Certificate.—The Academic Board will consider and

may accept in lieu of the regular mental examination:

(1) A properly attested certificate (Form I) that the candidate is a

regularly enrolled student in good standing without condition in a
university, college, or technical school accredited by the United
States Military Academy, provided that the entrance requirements of
the course he is pursuing require proficiency in subjects amounting
to not less than 14 units of the list given below.

If attendance at college extends over a semester, a full record of

academic work at the college, giving subjects taken and grades
attained in each, must accompany the certificate; if attendance at
college extends over less than a semester and the candidate was
admitted to college by certificate, a certificate (Form II) from the
preparatory school giving a full record of studies taken and grades
attained must accompany the college certificate. If a scrutiny of the
certificate submitted shows low grades, the certificate will be
rejected.

A certificate indicating enrollment in or admission to an institution at

any other time than that specified in the college register for regular
admission or enrollment will be not accepted.

(2) A properly attested certificate (Form II) that the candidate has
graduated from a preparatory school or public high school accredited
by the United States Military Academy, provided that he has in his
school work shown proficiency in subjects amounting to not less
than 14 units of the list given below.

If a scrutiny of the certificate submitted shows evidence of low

grades or of graduation at an irregular date, the certificate will be
rejected.
(3) A properly attested certificate (Form III) from the College
Entrance Examination Board that the candidate has shown
proficiency in the examinations set by the board in subjects
amounting to 14 units from the list given below. If a scrutiny of the
certificate submitted shows low grades, the certificate will be
rejected.

The list of subjects and the corresponding weights in units is as

follows:

(a) REQUIRED.
Every certificate must show evidence of proficiency in the following
subjects.

Units.
Mathematics, A1 1
Mathematics, A2 ½
Mathematics, C 1
English, A 2
English, B 1
History, A }
History, B }
any two 2
History, C }
History, D }
7½

(b) OPTIONAL.
Welcome to Our Bookstore - The Ultimate Destination for Book Lovers
Are you passionate about testbank and eager to explore new worlds of
knowledge? At our website, we offer a vast collection of books that
cater to every interest and age group. From classic literature to
specialized publications, self-help books, and children’s stories, we
have it all! Each book is a gateway to new adventures, helping you
expand your knowledge and nourish your soul
Experience Convenient and Enjoyable Book Shopping Our website is more
than just an online bookstore—it’s a bridge connecting readers to the
timeless values of culture and wisdom. With a sleek and user-friendly
interface and a smart search system, you can find your favorite books
quickly and easily. Enjoy special promotions, fast home delivery, and
a seamless shopping experience that saves you time and enhances your
love for reading.
Let us accompany you on the journey of exploring knowledge and
personal growth!

ebooksecure.com