PART X. MILITARY SYSTEM AND SCHOOLS IN THE UNITED STATES. (continued 3)

To the objection, that candidates will make special preparation, and in the phraseology of the class-room, “cram for the occasion,” we reply,—to such preparation and cramming as cover the whole ground of a good English education, we can see no possible objection; the more of it, the better. If the preparation is only crude and on the surface, we are sure that the ploughshare of interrogation requiring precise answers, oral and written, will very soon expose its superficial and undigested character.

To the sifting out and selection by open competition, might be added a period of probation for the successful candidates—making their first year’s connection with the academy a further test of capacity, preparation, and aptitude for a military career. No pains and no expense should be spared to exclude from the academy and the service, incompetent, indifferent, and unteachable cadets and officers; such men are “cumberers of the ground,” and no influence and inertia should be potent enough to resist the inevitable working of the principle of open competition, applied at frequent intervals, and at every stage of promotion, in getting rid of such cadets and officers.

The fact that such a public examination is to be held from year to year, and that the educational privileges of this Academy, and immediate and prospective promotion in the army are the prizes which await success, will, in five years call forth more latent genius in the obscure corners and poor families of a State, than has ever been sought out by the lantern of patronage, (which is now seldom carried beyond the family, or neighborhood, or party of the person having the nomination,) since the foundation of the Academy. With the network of public and elementary schools, woven by state legislation over all the land—with public schools of a higher grade, and special schools of science and the arts already established, at short intervals, or which will be called into existence by the demand for a higher and different preparation from that now given, it may be safely said, that no genius, likely to attract the attention of a member of Congress, will exist, which will not be developed under the same influences by which the “dull mediocrity” of the rest of the community will be educated. Once set in the path of instruction and development, real genius will assert its own claims to attention, and will, on a first or second trial, before any board of examiners, make its vigor, courage, and persistence felt. The result will be the same in this institution, as in every really good Public High School and Free Academy—all classes as to wealth, occupation, religious and political affinities will be represented,—provided the regulations are judicious, and the examination practical and impartial.

This is the experience of the competitive principle in France ever since it was inaugurated by Carnot in the Polytechnic School at Paris, and Napoleon extended its application to every public special school, and to promotion in every department of administration, civil as well as military. And where is there more general administrative ability, central and local? Where are abler or better trained officers, military and civil, to be found? Where does “well instructed mediocrity,” no matter how well backed up by wealth, find less favor, or genius for organization and command, no matter how poor or unfriended, find such speedy and sure recognition?

The experience of England in the trial of the two principles of patronage and competitive examination for admission, not only to the military and naval schools, but to the East India and the Civil service generally, is instructive, and especially on the points which we are now considering. Prior to the Crimean war, (which exposed the utter incompetency of a large number of officers, who had obtained their military education and promotion by patronage and purchase,)—admission to the Royal Military Academy at Woolwich, was by nomination, and the age fixed by law, was fourteen years.

The Secretary of War was satisfied by personal inquiry in 1855, that nothing could do so much to narrow and cramp the full development of a boy’s mind, as his long confinement from so early an age among lads having the same limited attainments, special studies, and destination;—that a majority of those admitted on nomination and through influential friends, had only the minimum qualifications specified by law;—that to most cadets the severer studies were irksome and imperfectly mastered, on account of immaturity of mind and imperfect preparation;—that the certainty of promotion by influence and purchase, after obtaining the diploma of the Academy, and not unfrequently without it, took away all stimulus for continued study;—that resignations were common, when the profession of arms ceased to be a pastime, or could be exchanged for something that paid better—and the service was incumbered by officers without large and trained capacity for command, although not deficient in courage and dash. Under these circumstances the Secretary of War, advanced the minimum age of candidates from fourteen to eighteen years, removed all the general studies of the Academy into the preparatory course, and opened the doors of admission to those only, who could prove their title to enter by personal merit, in a free competitive examination. The same principle was applied to appointments and promotion in the new regiments called for by the exigences of the great war in which England found herself engaged.

Subjects, time, and places of examination, were officially made known throughout the kingdom, and commissions to conduct the examinations were appointed, composed of men of good common sense, military officers, and eminent practical teachers and educators. The results as stated in a debate in Parliament, five years later, on extending this principle to all public schools, and to all appointments and promotions in every department of the public service, were as follows:—In the competitive examinations for admission to the Royal Military Academy, candidates from all classes of society appeared—sons of merchants, attorneys, clergymen, mechanics, and noblemen, and among the successful competitors, every class was represented. Among the number was the son of a mechanic in the arsenal at Woolwich, and the son of an earl, who was at the time a Cabinet Minister—the graduates of National Schools, and the students of Eton, and other great Public Schools. The most successful candidates were between the ages of eighteen and nineteen, as is found to be the case in competitions for admission to the Polytechnic School of France. Out of 579 successful candidates for the latter, between 1854 and 1857, 450 were over eighteen years. But the most important result of the competitive examinations for Woolwich, was the superior mental ability, the vigorous health, and eagerness for study exhibited by the new classes, and the small number who have failed on account of ill-health or incompetency. On this point, Mr. Edward Chadwick, in a Report before the National Social Science Association, at Cambridge, in 1862, says:—

“Out of an average three hundred patronage appointed cadets at the Royal Military Academy at Woolwich, for officers of engineers and the artillery, during the five years preceding the adoption of the principle of open competition for admission to the Academy, there were fifty, who were after long and indulgent trial, and with a due regard to influential parents and patrons, dismissed for hopeless incapacity for the service of those scientific corps. During the five subsequent years, which have been years of the open competition principle, there has not been one dismissed for incapacity. Moreover, the general standard of capacity has been advanced. An eminent professor of this university who has taught as well under the patronage as under the competitive system at that Academy, declares that the quality of mind of the average of the cadets, has been improved by the competition, so much so, that he considers that the present average quality of mind of the cadets there,—though the sorts of attainment are different, has been brought up to the average of the first classmen of this (Cambridge) university, which of itself is a great gain. Another result, the opposite to that which was confidently predicted, by the opponents to the principle, has been that the average physical power or bodily strength, instead of being diminished, is advanced beyond the average of their predecessors.”

The opening of the Royal Military School at Woolwich to competition, on the basis of a more advanced age, and more thorough general education, has not only drawn in pupils of higher average ability and attainments, but has enabled the authorities to extend the course of instruction. In this, the only safe way, they solved the problem which has tortured the ingenuity of the friends of our Academy—of crowding new studies acknowledged to be desirable if not indispensable, into a course already too crowded for cadets so unequally, and, many of them, so imperfectly prepared for the course as it is.

Another result of immense importance to the educational interests of Great Britain has followed the introduction of these open competitive examinations for appointments to the Military and Naval Schools, to the East India service, as well as to fill vacancies in the principal clerkships in the War, Admiralty, Ordnance and Home Departments of the government:—a stimulus of the most healthy and powerful kind, worth more than millions of pecuniary endowment, has been given to all the great schools of the country, including the universities of England, Scotland and Ireland. As soon as it was known that candidates, graduates of Trinity College, Dublin, had succeeded over competitors from Oxford and Edinburgh in obtaining valuable appointments in the East India service—the professors in the latter universities began to look to their laurels. As soon as it was known to the master of any important school, that some of his leading pupils might compete in these examinations, and that his own reputation as a teacher depended in a measure on the success or failure of these pupils, he had a new motive to impart the most vigorous and thorough training to his whole school.

The success of candidates who had never seen the inside of a government Military School, in open competition for appointments to the Artillery and Engineer Corps, in the new regiments raised in 1855, over those who hold the diplomas of the Royal Military Academy, was one of the reasons which led to a thorough revision of the whole system of military education.

These results, imperfectly presented here, will, the Visitors believe, be realized from the changes, which they now suggest, in the requirements as to age, attainments, capacity and aptitude, and especially in the mode of ascertaining these qualifications, of candidates for appointments to the Cadet Corps of the United States Army.

To the present low requirements, and mode of selecting cadets, do they attribute the hostility which they know exists, to some extent, against this Academy, in different parts of the country. The charges of personal, and political favoritism in making nominations, and the absence of reasonable search, among all the youth of a district, for the best qualified in natural endowments and acquired knowledge irrespective of the poverty, or wealth, or occupation, or family, or party relations of the parents or guardians, we are forced to believe, in too many instances, to be well founded. To these hasty and injudicious nominations, do we attribute the bitter disappointments of so many individuals and families caused by the numerous failures to pass the almost formal entrance examinations in reading, spelling, penmanship, and elementary operations of arithmetic, or if admitted, to maintain a respectable standing in conduct and studies during their first year’s connection with the institution. To this inequality of preparation and maturity of mind on entrance, do we attribute the astonishing disparity of capacity and attainments in the members of the same class, and the very large proportion of all who are admitted, who fail to graduate in very high standing as men of science or military promise.

To this want of preparatory knowledge, maturity of mind, and taste for mathematical and military studies, do we attribute most of the difficulties of internal administration, and class-room instruction. So long as the cadet is a boy, or if full grown in body, a youth with only boyish tastes, and without scholarly and soldierly aspirations,—so long as not a few are in the Academy, not because they sought its privileges from an inward and irrepressible impulse to a military career, but for the eclat of a military position to be resigned when such position involves sacrifices; so long will the admission of each new class, and especially, the period of encampment be signalized not only by boyish pranks, but by personal outrages on unoffending members of the same corps, which we had supposed to belong to the dark ages of collegiate institutions, when boyish inmates were congregated in large numbers, away from the restraints of family discipline;—so long will the time, skill, and patience of able professors, which should be devoted to the elucidation of difficult scientific principles and their applications to military art, be engrossed in supplying the defects of an elementary education, which should have been obtained by the cadet as well, or better, at home; so long will the severe mathematical studies, and their special applications, difficult enough to task a well disciplined mind even with the preparation provided in a thorough knowledge of arithmetic, algebra, and geometry,—be irksome in the extreme, and be never mastered to any useful purpose to the army of the United States, by more than one half of the graduates of the Academy;—so long will the country be disappointed in the subsequent career of many graduates, for whose military instruction and training all these appropriate and costly preparations have been made.

In view of these and other considerations the Board of Visitors unanimously recommend that the law and regulations relating to the military academy be so modified as to provide as follows:

I. The Cadet Corps of the army of the United States shall consist of four hundred members, to which each state and territory shall be entitled to a number equal to its representation in the Congress of the United States, and the remainder shall be designated by the President from the country at large, including the District of Columbia; and he shall also fill, in the same way, any vacancy which for any cause may remain unfilled, for three months after the annual examination in each year.

II. No person shall be appointed to the cadet corps until he has been found qualified in the particulars designated by law, after a public examination conducted in such places, at such times, and in such manner as Congress shall prescribe; from which examination no person resident of that portion of the country for which the same is held, shall be excluded, who shall present credentials from the teacher or teachers whom he had last attended, that he is over seventeen, and under twenty-one years of age, of unblemished moral character, and personal habits, of good physical strength and constitution, and has given evidence of aptitude and vigor of mind for the studies and duties of a military career. The examiners shall make return under oath to the Secretary of War, of the persons so presenting themselves, examined, and found qualified, arranged in the order of merit, specifying the residence and school or schools which they have attended in the two years previous, and the degree of merit exhibited in each subject of the examination. And all appointments to fill vacancies for any state or territory, or for the country at large, shall be made from these returns, and in the order of merit as assigned by the examiners, until the same shall be revised by new regulations of the Department.

III. No person shall be returned to the Secretary of War as a suitable candidate for admission to the Cadet Corps, unless he

1. Shall be over seventeen, and under twenty-one years of age.

2. Shall possess an unblemished moral character and correct personal habits.

3. Shall be in good health, and in no way incapacitated by want of vigor and elasticity of physical constitution for military service.

4. Shall possess vigor and aptitude of mind for the studies of the Military Academy, and shall give evidence, oral and written, of a good English education, which, in view of the wide spread facilities of instruction in public and private schools, might very properly embrace

(a.) The correct use of the English language, in speaking, reading, and writing the same.

(b.) Penmanship, book-keeping, and elementary drawing.

(c.) The ability to perform with facility and accuracy the various operations of arithmetic.

(d.) The elementary principles of algebra and geometry.

(e.) A thorough knowledge of American geography and history, and the leading features of the Constitution of the United States, and of the State of his residence.

(f.) Or so much of the subjects above specified as shall be deemed indispensable to the immediate and profitable attention of the Cadets on their admission to the special studies and occupations of a military school.

5. Shall make a written declaration of his desire to obtain admission to the Cadet Corps for the purpose of qualifying himself for the military service of the United States, which service he assumes from the date of his appointment as cadet, to continue in the same for a period of at least sixteen years—bearing true faith and allegiance to the Constitution and government of the United States, against all enemies, foreign and domestic, and paramount to all obligations to any State government, authority, or constitution.

APPENDIX.

The Appendix to the Report of the Visitors of the Military Academy for 1863, contains the following tables and documents referred to in the Report.

Table A.—Showing the condition in life of the parents of the Cadets of the United States Military Academy from 1842 to 1863 inclusive.

Table B.—Showing the number of Cadets actually admitted into the United States Military Academy from each State and Territory from its origin March 16th, 1802, to October 19th, 1863.

Table C.—Showing the number of Cadets who have graduated at the Military Academy, from its origin to 1863, with the State and Territories where appointed.

Table D.—Showing the whole number of Cadets admitted and the whole number graduated from each State and Territory from 1802 to October 1863, together with the percentage of those who graduated, and of who failed, out of the whole number admitted from each State, and the number of Cadets to which each State and Territory is now entitled, according to the apportionment of members of Congress, under the Census of 1860.

STATEMENT EXHIBITING THE CONDITION OF LIFE OF THE PARENTS OF THE CADETS OF THE U.S. MILITARY ACADEMY AT WEST POINT, NEW YORK, FOR THE LAST TWENTY-TWO YEARS, FROM 1842 TO 1863, INCLUSIVE.

1842 1843 1844 1845 1846 1847 1848 1849 1850 1851 1852

Fathers are or were:

farmers or planters 59 61 61 68 72 67 69 75 70 63 67

mechanics 14 12 15 22 22 25 22 21 16 14 14

judges or lawyers 27 25 30 35 33 30 29 23 34 33 34

merchants 18 15 23 37 29 29 31 38 36 38 35

boarding-house or hotel keepers 5 2 4 3 7 6 4 2 2 2 3

physicians 12 15 15 13 21 19 21 21 18 14 14

in the army, navy, or marine corps 14 16 16 13 11 13 17 17 18 22 24

clergymen 4 6 6 6 5 3 3 4 4 4 3

in the civil employment of the General or State government 5 15 16 9 5 2 3 7 7 8 10

Miscellaneous: as, bank officers, editors, professors, masters of vessels, &c. 15 11 15 23 35 36 41 24 32 39 30

Occupation not stated, or no occupation 48 34 23 17 1 2 2 8 7 11 13

Total 221 212 224 236 241 232 242 240 244 239 247

Of these numbers, there are without fathers living 26 57 44 48 42 41 34 48 40 45 36

Without fathers or mothers living 22 16 18 15 21 20 18 16 26 17 19

Total orphans 48 73 62 63 63 61 52 64 66 62 55

Of these numbers the parents are stated to be in:

moderate circumstances .. 156 150 164 192 182 193 203 215 207 218

reduced circumstances 182 26 26 36 35 38 40 29 25 16 9

indigent circumstances .. 6 8 8 8 8 4 4 2 2 ..

independent circumstances .. 6 10 12 6 4 5 4 2 14 20

unknown circumstances 39 18 19 16 .. .. .. .. .. .. ..

Total 221 212 224 236 241 232 242 240 244 239 247

1853 1854 1855 1856 1857 1858 1859 1860 1861 1862 1863

Fathers are or were:

farmers or planters 58 66 62 60 52 48 57 65 29 33 38

mechanics 13 12 17 26 22 15 30 12 13 8 12

judges or lawyers 35 36 26 25 29 32 32 36 23 35 39

merchants 35 39 40 30 26 41 28 28 23 24 29

boarding-house or hotel keepers 3 5 2 2 1 .. .. 3 4 4 5

physicians 13 9 8 9 17 16 10 18 10 13 18

in the army, navy, or marine corps 27 28 22 20 20 26 29 33 23 25 33

clergymen 5 4 6 5 4 5 6 7 7 8 11

in the civil employment of the General or State government 11 14 13 13 7 31 29 18 8 11 14

Miscellaneous: as, bank officers, editors, professors, masters of vessels, &c. 26 14 25 13 13 12 6 37 44 39 42

Occupation not stated, or no occupation 7 10 19 15 20 25 39 22 18 18 19

Total 232 237 239 223 221 251 266 279 202 218 260

Of these numbers, there are without fathers living 35 29 33 33 24 46 33 42 25 25 36

Without fathers or mothers living 17 15 9 6 7 7 8 10 11 9 7

Total orphans 52 44 42 39 31 53 41 52 36 34 42

Of these numbers the parents are stated to be in:

moderate circumstances 205 206 215 196 195 216 218 239 184 199 232

reduced circumstances 8 8 7 8 8 8 7 6 2 5 5

indigent circumstances 1 1 1 1 1 1 .. .. .. 1 5

independent circumstances 22 22 16 18 17 26 41 34 16 12 17

unknown circumstances .. .. .. .. .. .. .. .. .. 1 1

Total 232 237 239 223 221 251 266 279 202 218 260

Note.—Of the 97 Cadets admitted, to October 19th, 1863, as given in the table on page 321, 46 were appointed from the U.S. Volunteers engaged in the War, who held the following rank: 1 Captain, 5 First Lieutenants, 3 Second Lieutenants, 10 Non-commissioned Officers, 20 Privates, 1 Musician, and 6 Clerks, from military departments.

STATEMENT SHOWING THE NUMBER OF CADETS ACTUALLY ADMITTED INTO THE UNITED STATES MILITARY ACADEMY FROM ITS ORIGIN, MARCH 16th, 1802, TO OCTOBER 19th, 1863.

Year = Year of Admission.

DT = Dakota (Territory).

[X] At Large.

Unk Unknown.

Year ME NH VT MA RI CT NY NJ PA DE MD VA WV NC

1802 . . . . . . 5 . . 1 1 . . . . . . 1 1 . . . .

1803 . . . . 3 . . . . . . 1 1 . . . . . . . . . . 1

1804 . . . . 1 . . . . . . 1 . . 1 . . . . . . . . . .

1805 . . . . 3 . . . . . . 2 . . 2 . . . . . . . . . .

1806 . . . . 5 1 . . . . . . . . . . 1 1 . . . . . .

1807 . . 2 5 2 . . 2 2 . . . . . . . . . . . . . .

1808 1 1 8 2 . . 4 10 . . 2 . . 1 2 . . . .

1809 1 . . . . 2 . . . . 1 2 . . . . . . . . . . . .

1810 . . . . . . . . . . . . 1 . . . . . . . . . . . . . .

1811 . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1812 1 1 1 1 . . . . 3 . . . . . . . . . . . . . .

1813 . . 1 3 11 . . 1 30 . . 5 . . 5 6 . . 4

1814 . . . . 4 14 1 . . 48 4 9 2 21 22 . . 3

1815 . . . . 1 1 . . 1 14 1 4 4 6 5 . . 3

1816 . . 2 . . 1 . . 2 1 1 1 1 1 9 . . 2

1817 . . 3 3 6 . . 2 5 1 3 1 3 4 . . . .

1818 . . 4 4 11 1 6 22 3 13 . . 6 17 . . 5

1819 4 1 5 4 1 5 11 6 9 3 3 10 . . 4

1820 3 3 1 6 1 1 9 . . 11 . . 4 4 . . 3

1821 . . 1 . . 5 . . 1 16 4 7 2 5 8 . . 5

1822 3 4 5 6 1 4 10 1 14 1 4 12 . . 7

1823 2 . . 3 7 1 3 13 2 9 1 4 13 . . 9

1824 5 2 1 5 2 4 8 3 7 1 3 2 . . 1

1825 2 2 1 6 1 3 15 2 12 1 7 7 . . 6

1826 2 3 1 2 4 1 12 3 8 2 6 11 . . 5

1827 1 3 3 3 1 . . 18 1 11 1 3 15 . . 9

1828 5 4 2 5 1 5 11 2 10 1 3 14 . . 6

1829 1 3 4 10 1 4 16 2 13 1 2 14 . . 5

1830 1 2 1 4 2 1 14 2 8 . . 5 18 . . 5

1831 4 1 1 5 2 2 18 2 6 2 7 8 . . 6

1832 3 3 1 4 2 2 11 4 12 2 3 10 . . 7

1833 1 2 1 8 . . 6 9 2 8 1 6 17 . . 5

1834 . . 1 2 1 . . 1 7 1 5 2 4 4 . . 2

1835 5 1 2 4 . . 1 13 1 10 . . 2 1 . . 4

1836 4 4 1 2 3 2 19 4 8 . . 2 10 . . 5

1837 2 1 . . 5 . . 3 17 3 13 1 6 14 . . 6

1838 1 1 2 2 1 2 9 . . 8 1 3 10 . . 4

1839 2 1 2 2 1 2 12 4 7 1 1 2 . . 1

1840 4 . . . . 6 2 . . 16 1 7 1 2 5 . . 7

1841 3 2 2 7 . . 4 12 . . 11 . . 3 10 . . 3

1842 2 1 1 7 1 1 12 3 11 . . 4 9 . . 4

1843 . . 1 1 1 . . . . 5 . . 5 1 1 . . . . 1

1844 1 2 . . 2 1 1 7 2 7 . . 2 3 . . 4

1845 3 1 1 3 . . 3 12 1 6 . . 1 6 . . 1

1846 3 1 2 5 1 2 14 1 10 1 4 7 . . 5

1847 3 1 2 2 . . 1 10 1 8 . . 1 5 . . 3

1848 1 1 . . 1 1 1 9 4 7 . . 3 3 . . 3

1849 3 1 1 3 . . 2 11 3 7 1 . . 8 . . 1

1850 3 2 3 4 1 . . 8 1 11 . . 2 7 . . 4

1851 1 . . 1 5 . . 1 13 . . 8 1 1 3 . . 3

1852 2 . . . . . . 1 1 13 3 5 . . 3 3 . . 3

1853 2 2 . . 3 . . 3 8 3 4 . . 3 5 . . 3

1854 3 . . 2 5 1 1 10 2 10 . . 4 5 . . 2

1855 . . . . 1 3 2 1 11 1 11 1 1 2 . . 3

1856 2 1 1 2 . . . . 11 2 8 . . 1 3 . . . .

1857 3 2 . . 2 1 2 6 1 8 . . 1 7 . . 2

1858 2 . . . . 5 . . 1 5 2 3 . . 2 4 . . 4

1859 . . . . 1 1 . . 1 4 2 8 . . 1 2 . . 2

1860 2 . . 1 3 1 . . 10 1 9 1 1 2 . . 2

1861 4 3 1 4 1 2 14 2 13 1 3 2 . . . .

1862 1 . . 1 3 1 1 11 1 6 . . 4 1 . . . .

1863 . . . . 2 2 . . 1 8 2 5 . . 3 7 1 7

Total. 102 78 104 232 42 102 650 101 424 41 179 379 1 190

ME NH VT MA RI CT NY NJ PA DE MD VA WV NC

Year SC GA AL MS LA OH KY TN IN IL MO AR MI FL TX

1802 . . . . . . . . . . . . . . . . . . . . 1 . . . . . . . .

1803 . . . . . . . . . . . . . . . . . . . . 1 . . . . . . . .

1804 . . . . . . . . . . . . . . . . . . . . 5 . . . . . . . .

1805 . . . . . . . . . . . . . . . . . . . . 1 . . . . . . . .

1806 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1807 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1808 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1809 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1810 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1811 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1812 . . . . . . . . . . . . . . . . 1 . . . . . . . . . . . .

1813 2 2 . . . . . . 2 1 . . 2 . . . . . . . . . . . .

1814 . . 1 . . . . . . 4 5 . . 1 . . . . . . 1 . . . .

1815 4 1 . . . . . . 1 1 1 . . 1 . . . . . . . . . .

1816 4 2 . . . . . . 2 . . 2 . . . . . . . . . . . . . .

1817 8 1 1 . . 1 2 3 5 1 . . . . . . . . . . . .

1818 5 1 . . . . 1 3 5 3 . . . . . . . . . . . . . .

1819 5 1 . . 1 . . 1 5 . . 1 . . 1 . . 2 . . . .

1820 3 1 . . 2 1 1 4 2 . . 1 2 . . . . . . . .

1821 5 5 . . . . . . 1 6 3 1 . . . . . . . . . . . .

1822 9 4 2 . . 1 3 3 4 1 . . 2 . . 1 2 . .

1823 3 3 . . . . 3 8 8 4 . . 1 4 . . 2 . . . .

1824 2 3 3 2 2 5 6 5 4 2 . . . . . . . . . .

1825 6 5 2 1 1 5 7 3 1 1 2 . . 1 . . . .

1826 1 4 1 . . 4 3 3 7 2 1 1 . . . . 1 . .

1827 4 1 1 . . 2 7 5 2 . . 1 1 1 1 1 . .

1828 4 2 3 2 . . 4 8 5 3 1 . . 1 1 1 . .

1829 6 4 3 . . 3 4 3 2 1 . . 3 . . . . 1 . .

1830 3 5 1 . . 1 3 6 5 3 1 1 1 . . 1 . .

1831 4 4 1 1 1 4 6 3 . . . . 1 . . . . . . . .

1832 5 2 3 1 1 2 5 4 2 3 . . . . 2 1 . .

1833 1 3 . . 3 4 4 4 6 3 2 2 . . 1 2 . .

1834 4 4 4 2 1 3 3 5 1 2 1 . . 1 . . . .

1835 3 . . 1 . . 2 5 3 7 3 1 . . . . . . . . . .

1836 3 5 2 1 1 7 3 5 1 1 . . . . . . 1 . .

1837 6 6 2 . . . . 6 4 3 3 2 . . 1 1 . . . .

1838 3 6 3 . . 2 7 6 6 2 1 1 . . 1 . . . .

1839 2 2 3 . . . . 3 6 1 2 . . 1 1 1 1 . .

1840 4 4 . . 1 1 6 5 5 1 . . . . . . . . . . . .

1841 4 5 1 . . 2 8 4 7 3 1 . . 1 . . 1 . .

1842 6 5 3 1 . . 4 4 4 2 3 . . 1 . . . . . .

1843 3 . . 3 1 2 6 . . 3 4 3 2 . . 3 . . . .

1844 2 1 4 1 2 5 3 3 3 3 2 1 2 . . . .

1845 2 2 3 2 2 7 5 3 2 1 2 . . 1 1 . .

1846 1 5 4 2 4 4 4 5 2 2 1 . . . . . . 2

1847 3 . . 1 . . 1 7 3 3 3 2 1 . . 1 . . . .

1848 3 3 2 2 . . 10 3 3 2 4 2 1 1 . . . .

1849 1 3 3 3 . . 8 1 3 3 3 2 1 1 1 2

1850 4 4 2 2 3 2 5 3 3 2 . . . . . . . . . .

1851 . . 1 1 1 2 5 3 3 2 3 . . 1 . . . . . .

1852 1 . . 2 1 2 7 5 7 5 1 2 . . 3 . . . .

1853 2 5 4 . . 1 6 4 2 3 1 3 . . 1 1 1

1854 3 3 4 3 2 6 1 6 2 4 3 2 1 . . 1

1855 2 1 . . 1 1 7 1 . . 3 7 1 . . 1 1 1

1856 1 1 1 1 2 4 3 4 3 . . 2 1 2 1 1

1857 2 3 2 3 2 5 7 4 1 1 2 . . 1 . . 1

1858 2 5 2 1 1 9 1 4 6 1 . . . . . . 1 . .

1859 1 2 2 2 2 4 3 4 3 2 . . . . . . . . . .

1860 2 . . 3 2 1 4 2 2 2 7 2 1 . . . . . .

1861 . . . . 1 . . . . 8 1 . . 6 3 3 . . 3 . . . .

1862 . . . . . . . . . . 7 7 . . 4 4 5 . . . . . . . .

1863 4 8 4 5 2 4 2 7 2 1 1 2 . . 1 2

Total. 159 139 88 51 67 243 196 178 109 81 67 17 38 20 11

SC GA AL MS LA OH KY TN IN IL MO AR MI FL TX

Year IA WI CA MN OR NM UT WA NE KS DT CO NV DC [X] Unk Total

1802 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

1803 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 9

1804 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 9

1805 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 9

1806 . . . . . . . . . . . . . . . . . . . . . . . . . . 1 . . . . 9

1807 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 17

1808 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 42

1809 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 10

1810 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

1811 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0

1812 . . . . . . . . . . . . . . . . . . . . . . . . . . 2 . . . . 10

1813 . . . . . . . . . . . . . . . . . . . . . . . . . . 12 . . 1 88

1814 . . . . . . . . . . . . . . . . . . . . . . . . . . 6 . . . . 146

1815 . . . . . . . . . . . . . . . . . . . . . . . . . . 12 . . . . 61

1816 . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 . . 34

1817 . . . . . . . . . . . . . . . . . . . . . . . . . . 2 . . . . 55

1818 . . 1 . . . . . . . . . . . . . . . . . . . . . . 5 . . . . 116

1819 . . . . . . . . . . . . . . . . . . . . . . . . . . 3 . . . . 86

1820 . . . . . . . . . . . . . . . . . . . . . . . . . . 4 . . . . 67

1821 . . . . . . . . . . . . . . . . . . . . . . . . . . 2 . . . . 77

1822 . . . . . . . . . . . . . . . . . . . . . . . . . . 2 . . . . 106

1823 . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 1 106

1824 . . . . . . . . . . . . . . . . . . . . . . . . . . 1 . . . . 79

1825 . . . . . . . . . . . . . . . . . . . . . . . . . . 3 . . . . 103

1826 . . . . . . . . . . . . . . . . . . . . . . . . . . 3 . . . . 91

1827 . . . . . . . . . . . . . . . . . . . . . . . . . . 1 . . . . 97

1828 . . . . . . . . . . . . . . . . . . . . . . . . . . 3 . . . . 107

1829 . . . . . . . . . . . . . . . . . . . . . . . . . . 3 . . . . 109

1830 . . . . . . . . . . . . . . . . . . . . . . . . . . 5 . . . . 99

1831 . . . . . . . . . . . . . . . . . . . . . . . . . . 3 . . . . 92

1832 . . . . . . . . . . . . . . . . . . . . . . . . . . 3 3 . . 101

1833 . . . . . . . . . . . . . . . . . . . . . . . . . . 5 . . . . 106

1834 . . . . . . . . . . . . . . . . . . . . . . . . . . 2 . . . . 63

1835 . . . . . . . . . . . . . . . . . . . . . . . . . . 4 . . 1 74

1836 . . . . . . . . . . . . . . . . . . . . . . . . . . 3 . . . . 97

1837 . . 1 . . . . . . . . . . . . . . . . . . . . . . 4 7 . . 117

1838 . . . . . . . . . . . . . . . . . . . . . . . . . . 3 26 . . 111

1839 1 . . . . . . . . . . . . . . . . . . . . . . . . 1 13 . . 76

1840 . . . . . . . . . . . . . . . . . . . . . . . . . . 1 5 . . 84

1841 . . . . . . . . . . . . . . . . . . . . . . . . . . 3 17 . . 114

1842 . . . . . . . . . . . . . . . . . . . . . . . . . . 2 18 . . 109

1843 1 1 . . . . . . . . . . . . . . . . . . . . . . . . 12 . . 60

1844 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 . . 75

1845 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 . . 81

1846 . . . . . . . . . . . . . . . . . . . . . . . . . . 1 10 . . 103

1847 2 . . . . . . . . . . . . . . . . . . . . . . . . 1 9 . . 74

1848 . . 1 . . . . . . . . . . . . . . . . . . . . . . . . 10 . . 81

1849 1 2 . . . . . . . . . . . . . . . . . . . . . . . . 10 . . 89

1850 . . 2 1 1 . . . . . . . . . . . . . . . . . . . . 10 . . 90

1851 . . . . . . . . . . . . . . . . . . . . . . . . . . 1 11 . . 71

1852 1 . . 1 . . . . . . 1 . . . . . . . . . . . . 1 16 . . 90

1853 2 . . . . . . . . 1 . . . . . . . . . . . . . . . . 10 . . 83

1854 . . 3 1 1 1 . . 1 . . . . . . . . . . . . . . 10 . . 103

1855 . . 1 2 . . . . 1 . . 1 . . 1 . . . . . . . . 10 . . 80

1856 1 2 . . . . 1 . . . . . . . . . . . . . . . . 1 10 . . 73

1857 1 . . 1 . . . . 1 . . . . . . . . . . . . . . . . 10 . . 82

1858 1 . . 1 1 . . . . . . . . 1 . . . . . . . . . . 10 . . 75

1859 . . . . . . 1 . . . . . . 1 . . 1 . . . . . . . . 10 . . 60

1860 . . . . . . . . . . . . 1 . . . . . . . . . . . . . . 10 . . 72

1861 1 3 . . 1 . . . . . . . . . . . . 1 . . . . 1 26 . . 108

1862 2 . . 2 1 . . 1 . . . . 1 1 . . 1 . . 1 13 . . 81

1863 . . . . 1 . . 1 1 . . . . . . . . . . . . 1 . . 10 . . 97

Total. 14 17 10 6 3 5 3 2 2 3 1 1 1 113 330 26 4,626

IA WI CA MN OR NM UT WA NE KS DT CO NV DC [X] Un Total

Note.—Owing to the destruction of the records by fire in 1838, the States in which some of the Cadets resided previous to that event is given; though it is believed they were appointed “At Large.” The President of the United States having determined late in August, 1863, to fill all the existing vacancies from the seceded States there were in the Fourth Class, numbering 97, on the 19th of October, 48 thus appointed. 10 Cadets similarly appointed had not, on that date, been examined for admission into the Military Academy.

THE FOLLOWING STATEMENT EXHIBITS THE ACTUAL NUMBER OF CADETS WHO HAVE GRADUATED AT THE MILITARY ACADEMY, FROM ITS ORIGIN TO THE PRESENT DATE, WITH THE STATES AND TERRITORIES WHENCE APPOINTED.

In this table, Utah, Washington, Nebraska and New Mexico are Territories.

Year = Year of Graduation

[X] At Large.

Un Unknown.

Ag Aggregate.

Year ME NH VT MA RI CT NY NJ PA DE MD VA WV NC

1802 . . . . . . 1 . . . . . . . . . . . . 1 . . . . . .

1803 . . . . . . 1 . . . . 1 . . . . . . . . 1 . . . .

1804 . . . . 1 1 . . . . . . . . . . . . . . . . . . . .

1805 . . . . . . . . . . 1 1 . . . . . . . . . . 1 . .

1806 . . . . 5 1 . . . . 2 1 1 . . . . . . . . 1

1807 . . . . 4 . . . . . . 1 . . . . . . . . . . . . . .

1808 . . 2 6 3 . . 1 1 . . . . 1 . . . . . . . .

1809 . . . . 2 1 . . . . 3 . . . . . . 1 . . . . . .

1811 1 1 3 1 . . 2 5 1 2 . . 1 1 . . . .

1812 1 . . 3 2 . . 3 4 1 1 . . . . 1 . . 1

1813 . . . . . . . . . . . . 1 . . . . . . . . . . . . . .

1814 . . 1 2 5 . . 1 9 . . 3 . . . . 1 1 . .

1815 . . . . 1 5 . . . . 14 . . 1 . . 4 2 . . 2

1817 1 . . 1 . . 1 . . 4 . . 1 . . . . 8 . . . .

1818 . . . . 1 2 . . 1 3 1 2 2 5 3 1 . .

1819 . . 1 3 4 . . 1 6 2 . . 1 3 2 1 1

1820 . . . . . . 1 . . . . 11 1 . . . . 5 3 3 1

1821 . . 1 . . 4 . . 1 6 . . 2 . . 2 1 . . 3

1822 . . 2 3 2 1 5 6 2 6 . . . . 5 1 1

1823 . . 1 3 4 1 3 5 2 3 2 . . . . 3 1

1824 1 3 . . 5 . . . . 6 . . 4 . . 3 2 . . 2

1825 . . 1 1 2 . . 1 9 3 5 . . 3 3 2 2

1826 1 2 2 1 1 . . 2 1 7 1 2 8 3 2

1827 . . . . 3 4 . . . . 6 . . 4 . . 2 4 3 2

1828 3 1 2 4 . . 5 2 1 1 . . 1 1 . . 1

1829 2 1 1 5 . . 3 7 3 4 . . 2 2 2 3

1830 2 . . 1 1 2 . . 6 1 4 1 4 2 2 1

1831 1 1 . . . . 1 . . 8 2 4 1 3 2 2 1

1832 3 3 1 2 1 1 6 1 5 . . 2 4 1 1

1833 . . 2 1 7 . . 2 5 1 5 1 1 5 1 2

1834 . . 1 2 1 . . 1 7 . . 6 . . 1 5 . . 1

1835 4 1 1 4 . . . . 11 2 4 1 2 4 3 2

1836 2 3 1 1 3 1 10 3 6 1 2 5 2 2

1837 1 1 1 6 . . 2 4 3 5 2 4 6 2 . .

1838 . . . . 2 . . . . 1 7 . . 4 . . 1 3 1 2

1839 2 1 1 2 . . 1 6 . . 5 . . 1 1 1 1

1840 3 1 . . 2 . . . . 8 1 3 . . . . 4 3 . .

1841 1 1 1 5 . . 2 6 . . 7 1 4 7 1 3

1842 1 1 1 2 2 . . 7 1 5 . . 2 7 1 3

1843 2 1 2 . . . . 1 7 2 4 . . . . 3 . . . .

1844 . . 1 . . 1 1 1 2 . . 3 1 2 1 1 . .

1845 3 . . 1 2 . . 1 8 . . 1 . . . . 2 1 . .

1846 2 1 2 4 1 1 10 1 8 . . 3 5 2 1

1847 . . . . . . . . . . . . 5 . . 3 . . . . 2 1 2

1848 1 1 . . . . . . . . 5 3 5 . . . . 1 1 3

1849 . . 1 1 2 . . 2 5 . . 3 . . . . 5 . . . .

1850 3 1 1 3 1 . . 7 . . 6 . . 3 2 2 1

1851 1 . . 1 3 . . 1 6 . . 5 . . . . 2 3 . .

1852 . . . . . . . . 1 1 7 2 4 . . 2 . . 2 . .

1853 1 1 . . 2 . . 1 5 1 3 . . 1 5 . . 2

1854 2 1 2 1 1 . . 4 1 5 . . . . 4 2 3

1855 . . 1 1 4 . . . . 7 . . 8 1 . . . . 2 . .

1856 1 . . . . . . . . . . 8 1 3 . . . . 2 1 . .

1857 2 2 . . 2 . . 2 3 1 1 . . . . 3 . . 2

1858 1 . . . . 4 . . 1 1 1 1 . . 2 . . 2 1

1859 . . . . 1 . . . . . . 4 . . 4 . . 1 1 . . . .

1860 1 . . 1 3 1 . . 7 1 3 1 1 . . 2 2

1861 3 3 1 3 1 2 15 2 10 . . 1 1 . . . .

1862 1 . . . . 3 . . 1 3 . . 2 . . . . . . . . . .

1863 . . . . 1 2 . . 1 4 1 5 . . 1 . . . . . .

Total 54 47 75 131 20 55 329 51 197 18 79 142 63 59

Year SC GA AL MS LA OH IN IL KY TN AR MO MI WI

1802 . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1803 . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1804 . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1805 . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1806 . . . . . . . . . . . . . . . . . . . . 4 . . . . . .

1807 . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1808 . . . . . . . . . . . . . . . . . . . . 1 . . . . . .

1809 . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1811 . . . . . . . . . . . . . . . . . . . . . . . . . . 1

1812 . . . . . . . . . . . . . . . . . . . . . . . . . . 1

1813 . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1814 . . . . . . . . . . 1 . . 1 . . . . . . . . . . 5

1815 3 . . . . . . 4 . . . . . . . . . . . . . . . . 4

1817 . . . . . . . . . . 1 . . 1 . . . . . . . . . . 1

1818 . . . . . . . . . . . . . . 1 . . . . . . . . . . 1

1819 . . . . . . 1 . . . . 1 1 . . . . . . . . . . 1

1820 . . . . . . . . 1 . . . . . . 2 . . . . . . . . 2

1821 1 . . . . . . 1 1 . . . . 1 . . . . . . . . . .

1822 . . 1 . . . . 2 . . . . 1 1 . . . . . . . . 1

1823 . . . . 1 . . . . . . . . 2 1 . . . . 1 . . 2

1824 . . . . 1 1 . . . . . . 2 1 . . . . . . . . . .

1825 2 . . . . . . . . . . . . 2 1 . . . . . . . . . .

1826 1 . . . . 1 . . 1 . . 1 1 . . 1 . . . . 1

1827 . . 1 . . . . 3 . . . . 4 . . . . . . 1 . . 1

1828 . . 1 1 1 2 2 1 . . 2 . . 1 . . . . . .

1829 3 . . . . . . 4 1 . . 2 . . . . . . . . . . 1

1830 1 . . . . 1 1 1 1 4 2 . . 1 . . . . 3

1831 1 . . . . . . 3 . . . . 2 1 . . . . . . . . . .

1832 . . 1 1 . . 3 . . 1 3 3 . . . . 1 . . 1

1833 1 2 . . . . . . 1 . . 1 2 . . 1 . . . . 2

1834 1 . . . . . . 1 1 . . 4 1 . . 1 . . . . 1

1835 3 1 . . . . 4 . . . . 4 1 . . . . . . . . 3

1836 . . . . . . . . . . 1 . . 2 1 . . . . . . . . 1

1837 2 1 . . . . . . 2 1 1 1 . . 1 1 . . 3

1838 2 2 2 2 3 . . 1 3 2 . . 1 1 . . 1

1839 . . . . . . . . 3 1 . . 3 1 . . . . . . . . 1

1840 . . . . . . 1 6 . . . . . . 3 . . . . . . . . 2

1841 . . . . . . . . 2 3 2 1 1 1 . . 1 . . . .

1842 1 2 1 1 4 1 1 3 1 . . . . . . . . 2

1843 . . . . . . . . 3 2 . . 2 1 . . 1 1 . . . .

1844 . . . . . . . . 2 . . . . 4 1 1 . . . . . . 2

1845 2 . . . . 1 4 2 . . 3 1 . . . . . . . . . .

1846 4 . . . . . . . . . . 1 1 3 . . . . . . . . 1

1847 . . . . . . . . 8 4 2 . . . . . . 1 1 . . . .

1848 . . 2 . . . . 1 1 2 . . 2 1 . . 1 1 . .

1849 2 . . 2 . . 4 2 . . 2 2 . . 1 . . . . . .

1850 2 . . . . 2 . . . . 1 2 2 . . . . . . . . . .

1851 . . 1 . . 1 2 2 1 2 3 . . . . . . . . 1

1852 . . 2 1 . . 6 2 1 2 1 . . 1 2 . . . .

1853 3 1 . . . . 8 3 2 1 2 . . 2 . . . . . .

1854 2 2 2 1 1 1 . . . . 1 . . . . . . 3 . .

1855 1 . . . . 1 2 1 2 . . . . . . . . . . . . . .

1856 . . 1 1 . . 7 3 . . 4 2 . . 1 2 . . 1

1857 4 2 . . . . 2 1 1 3 1 . . 2 . . . . . .

1858 2 1 1 . . 2 1 . . 1 1 . . . . . . . . . .

1859 . . 1 . . . . 2 . . 1 . . 1 . . . . 1 1 . .

1860 . . 1 . . . . 3 1 6 . . . . 1 . . . . . . . .

1861 . . . . . . . . 5 1 1 4 1 1 2 3 2 1

1862 . . . . . . . . 6 1 . . 1 1 . . 1 . . . . . .

1863 . . . . . . . . 3 2 . . 2 . . . . . . . . . . 2

Total. 44 26 14 15 118 48 56 5 24 17 7 50 6 139

Year DC FL [X] IA TX UT MN WA OR NM CA NE Ag

1802 . . . . . . . . . . . . . . . . . . . . . . . . 2

1803 . . . . . . . . . . . . . . . . . . . . . . . . 3

1804 . . . . . . . . . . . . . . . . . . . . . . . . 2

1805 . . . . . . . . . . . . . . . . . . . . . . . . 3

1806 . . . . . . . . . . . . . . . . . . . . . . . . 15

1807 . . . . . . . . . . . . . . . . . . . . . . . . 5

1808 . . . . . . . . . . . . . . . . . . . . . . . . 15

1809 . . . . . . . . . . . . . . . . . . . . . . . . 7

1811 . . . . . . . . . . . . . . . . . . . . . . . . 19

1812 . . . . . . . . . . . . . . . . . . . . . . . . 18

1813 . . . . . . . . . . . . . . . . . . . . . . . . 1

1814 . . . . . . . . . . . . . . . . . . . . . . . . 30

1815 . . . . . . . . . . . . . . . . . . . . . . . . 40

1817 . . . . . . . . . . . . . . . . . . . . . . . . 19

1818 . . . . . . . . . . . . . . . . . . . . . . . . 23

1819 . . . . . . . . . . . . . . . . . . . . . . . . 29

1820 . . . . . . . . . . . . . . . . . . . . . . . . 30

1821 . . . . . . . . . . . . . . . . . . . . . . . . 24

1822 . . . . . . . . . . . . . . . . . . . . . . . . 40

1823 . . . . . . . . . . . . . . . . . . . . . . . . 35

1824 . . . . . . . . . . . . . . . . . . . . . . . . 31

1825 . . . . . . . . . . . . . . . . . . . . . . . . 37

1826 1 . . . . . . . . . . . . . . . . . . . . . . 41

1827 . . . . . . . . . . . . . . . . . . . . . . . . 38

1828 . . . . . . . . . . . . . . . . . . . . . . . . 33

1829 . . . . . . . . . . . . . . . . . . . . . . . . 46

1830 . . . . . . . . . . . . . . . . . . . . . . . . 42

1831 . . . . . . . . . . . . . . . . . . . . . . . . 33

1832 . . . . . . . . . . . . . . . . . . . . . . . . 45

1833 . . . . . . . . . . . . . . . . . . . . . . . . 43

1834 1 . . . . . . . . . . . . . . . . . . . . . . 36

1835 . . 1 . . . . . . . . . . . . . . . . . . . . 56

1836 . . 2 . . . . . . . . . . . . . . . . . . . . 49

1837 . . . . . . . . . . . . . . . . . . . . . . . . 50

1838 . . 4 . . . . . . . . . . . . . . . . . . . . 45

1839 . . . . . . . . . . . . . . . . . . . . . . . . 31

1840 1 4 . . . . . . . . . . . . . . . . . . . . 42

1841 . . 2 . . . . . . . . . . . . . . . . . . . . 52

1842 . . 6 . . . . . . . . . . . . . . . . . . . . 56

1843 . . 6 1 . . . . . . . . . . . . . . . . . . 39

1844 . . 1 . . . . . . . . . . . . . . . . . . . . 25

1845 1 8 . . . . . . . . . . . . . . . . . . . . 41

1846 . . 8 . . . . . . . . . . . . . . . . . . . . 59

1847 . . 8 1 . . . . . . . . . . . . . . . . . . 38

1848 . . 7 . . . . . . . . . . . . . . . . . . . . 38

1849 1 8 . . . . . . . . . . . . . . . . . . . . 43

1850 . . 5 . . . . . . . . . . . . . . . . . . . . 44

1851 . . 6 1 . . . . . . . . . . . . . . . . . . 42

1852 . . 6 . . . . . . . . . . . . . . . . . . . . 43

1853 1 5 1 1 . . . . . . . . . . . . . . . . 52

1854 . . 6 . . 1 . . . . . . . . . . . . . . . . 46

1855 . . 3 . . . . . . . . . . . . . . . . . . . . 34

1856 . . 10 . . . . . . . . . . . . . . . . . . . . 48

1857 . . 3 1 1 . . . . . . . . . . . . . . . . 39

1858 . . 3 . . . . 1 . . . . . . . . . . . . . . 27

1859 . . 3 . . . . . . 1 . . . . . . . . . . . . 22

1860 . . 5 . . . . . . . . 1 . . . . . . . . . . 41

1861 . . 14 1 . . . . . . . . 1 1 . . . . . . 80

1862 . . 5 . . . . . . 1 . . . . . . 1 1 . . 28

1863 . . . . . . . . . . . . 1 . . . . . . . . . . 25

Total. 30 83 6 3 1 2 2 1 1 1 1 . . 2020

TABLE D.

EXHIBITING THE WHOLE NUMBER OF CADETS ADMITTED TO THE MILITARY ACADEMY FROM EACH STATE AND TERRITORY, AND THE WHOLE NUMBER GRADUATED.

N Number

E60 No. entitl’d ’60

% Per cent. [printed as shown]

STATE AND TERRITORY. Admitted. Graduated. Fail’d to Graduate. Remain. E60

From Total From Total % N % No. %

Alabama 1817 88 1822 26 .295 61 .693 1 .012 7

Arkansas 1827 17 1841 5 .294 . . .705 . . . . 2

California 1850 10 1862 1 .100 6 .600 3 .300 3

Connecticut 1802 102 1805 55 .539 43 .422 4 .039 4

Delaware 1806 41 1808 18 .439 22 .539 1 .022 1

Florida 1822 20 1826 6 .300 14 .700 . . . . 1

Georgia 1813 139 1815 44 .329 95 .670 . . . . 3

Illinois 1815 81 1819 30 .379 42 .519 9 .111 13

Indiana 1812 109 1814 48 .440 52 .477 9 .083 11

Iowa 1839 14 1843 6 .428 6 .428 2 .144 6

Kansas 1855 3 . . . . . . 2 .667 1 .333 1

Kentucky 1813 196 1819 83 .423 105 .531 8 .046 9

Louisiana 1817 67 1819 15 .223 51 .761 1 .016 4

Maine 1808 102 1811 54 .529 43 .422 5 .049 5

Maryland 1802 179 1802 79 .441 95 .537 5 .022 5

Massachusetts 1802 232 1802 131 .324 91 .392 10 .043 10

Michigan 1814 38 1823 17 .447 18 .474 3 .079 6

Minnesota 1850 6 1859 2 .333 2 .333 2 .333 2

Mississippi 1819 51 1823 14 .274 37 .725 . . . . 5

Missouri 1802 67 1806 24 .358 37 .552 6 .090 9

New Hampshire 1817 78 1808 47 .602 28 .359 3 .039 3

New Jersey 1803 101 1806 51 .504 45 .446 5 .050 5

New York 1802 650 1803 329 .506 289 .444 32 .050 31

North Carolina 1803 190 1805 63 .331 127 .668 . . . . 8

Ohio 1813 243 1815 118 .485 105 .432 20 .083 19

Oregon 1854 3 1861 1 .333 1 .333 1 .333 1

Pennsylvania 1804 424 1806 197 .464 203 .479 24 .057 24

Rhode Island 1814 42 1817 20 .476 20 .476 2 .048 2

South Carolina 1809 159 1806 59 .371 100 .628 . . . . 6

Tennessee 1815 178 1820 56 .314 122 .686 . . . . 10

Texas 1840 11 1853 3 .272 8 .727 . . . . 2

Vermont 1803 104 1804 75 .721 26 .250 3 .029 3

Virginia 1803 379 1803 142 .374 237 .615 4 .011 13

West Virginia 1863 1 . . . . . . . . . . 1 1.000 1

Wisconsin 1837 17 1848 7 .411 7 .412 3 .177 6

Dist. of Columbia 1806 113 1811 50 .443 62 .549 1 .008 1

New Mexico 1852 5 1861 1 .200 3 .600 1 .200 1

Utah 1853 3 1858 1 .333 1 .333 1 .333 1

Washington 1855 2 1861 2 .100 . . . . 1 .500 1

Nebraska 1858 2 1862 1 .500 . . . . 1 1.000 1

Dakota 1861 1 . . . . . . . . . . 1 1.000 1

Colorado 1863 1 . . . . . . . . . . 1 1.000 1

Nevada 1863 1 . . . . . . . . . . 1 1.000 1

At large 1837 330 . . 139 .421 156 .473 35 .106 40

Unknown 1803 26 . . . . . . . . . . . . . . . .

Total 4,626 2,020 210 294

The Totals in the column of Cadets admitted, graduated, and failed to graduate, for each State and Territory, and for the country at large, are obtained from Tables prepared by Capt. Boynton, in his “History of the United States Military Academy.” The per centage of graduates, failures, &c., is calculated from the totals thus obtained. The minute accuracy of the results is slightly effected by the difficulty of assigning the twenty-six Cadets admitted, whose place of residence was unknown, to their respective States. The column of Cadets to which each State and Territory is entitled in the apportionment of members of Congress under the Census of 1860, is official so far as States not involved in rebellion are concerned; the latter is given according to the Census of 1850.

OPINIONS OF COL. THAYER AND OTHERS.

On the recommendations of the Board of Visitors as to the conditions of admission to the United States Military Academy at West Point.

Extract from a letter of Col. Sylvanus Thayer, Superintendent of the United States Military Academy, from 1816 to 1831.

“The Extracts from the Report of the Visitors at West Point, for 1863, I have read with the highest satisfaction, not to say admiration. The subject of the admission of Cadets, their number, age, attainments, and mode of appointment, is discussed in the most complete and able manner, ne laissant rien a desirer, as far as I can see. I am naturally the more pleased from finding my own views so perfectly reflected in many important particulars. The only difference I notice is the small addition to my standard of attainment for admission. I not only agree to that, but would raise the standard as high as Congress would be willing to adopt. The higher the standard, the more perfect will be the test of capacity. The subject, as you may well suppose, is not a new one with me. More than forty years ago I made my first effort to have the mode of appointment by nomination, done away with, and admission by open competition adopted. My last effort before the late one, was made in 1858, while I was in command of the Corps of Engineers, during the absence of Gen. Totten. At the same time, I recommended a higher standard of attainment, a Board of Improvement, and some of the other changes comprised in my “Propositions,” but with little expectation, however, that my solitary voice would be heeded. After long despairing, I am now encouraged and cheered. Admission by competitive examination, open to all, may not be attained as soon as we wish, but come it must at no distant day. Let every future Board of Visitors recall the attention of the Government to your excellent Report; no new arguments are needed, and let all the publications devoted to the cause of education, agitate the question unceasingly.”

We have been favored with the perusal of the “Propositions,” referred to in Col. Thayer’s letter, and submitted by him to the Secretary of War, in 1863, with “Suggestions for the Improvement of the United States Military Academy.” So far as the Visitors go, their views, and those of Col. Thayer, are almost identical, but Col. Thayer’s communication to the Secretary includes many other suggestions relating to the instruction, discipline, and administration of the institution, which we hope will be adopted by the Secretary, and embodied in the Regulations.

In addition to the modifications suggested by Col. Thayer, we should like to see the theoretical course at West Point reduced to two years; and Special Courses, or Schools of Application and Practice established for the Engineer, Artillery, Cavalry, and Infantry service, open only to those who should show natural aptitude, and the proper amount of acquired knowledge, whether graduates of the scientific course of West Point, or any State scientific or classical school, in a competitive examination. In each of these courses or schools, there should be a graduation, and promotion, in the particular service, according to merit. Our whole system of military instruction should terminate in a STAFF SCHOOL, open only to those who, in addition to the knowledge required for graduation in at least two of the above special courses, should have had at least three years actual experience in service. While members of the Staff School, these candidates for the Staff Corps, should, if called for by the State authorities, assist without compensation, in conducting Military Encampments of the Officers of the State Militia, like those held every year in Switzerland, and corresponding to what is known in this country to Teacher’s Institutes. The graduates of the Staff School, should constitute the Staff Corps, from which all vacancies in the higher offices of the Regular Army should be filled, and all appointments to new regiments be made.

Extract from a letter of Gen. H. K. Oliver.

I have read with the utmost care, the Extract from the Report of the Board of Examiners of the Military Academy at West Point, for the year 1863, and most heartily concur in the views therein set forth, and especially in that portion of it, which recommends a competitive examination of candidates for admission. In all its relations it is right. In fact it stands out prominently as the only proper mode of admittance.

My intimate acquaintance with the Academy, having attended the examination in 1846, by invitation, and again in 1847, as Secretary of the Board of Visitors for that year, enables me to speak with reasonable authority. These visits afforded me opportunities, which I improved to the utmost, and most minutely, to become intimately well informed of the effect of the prevailing method of selection, and of its practical results upon character and scholarship after admission, as well as to know, with what degree of fidelity, the institution was answering the intent of its founding, and the just expectation of the country; and I was then satisfied, and subsequent observation has confirmed me in my opinion, that whatever of deficiency prevailed, was traceable to the method of admission. Faithful teachers and faithful teaching will achieve great results, but they can not make good, incompetent natural endowments, nor infuse vigor and life into sluggish natures. I sincerely hope that the Government will feel the force of your views, and comply with your most commendable recommendations.

Resolution adopted by the American Institute of Instruction at the Annual Meeting in August; 1863.

Whereas, the security and honor of this whole country require in the military and naval service the right sort of men with the right sort of knowledge and training; and whereas, the military and naval schools established to impart this knowledge and training will fail in their objects, unless young men are selected as students of the right age, with suitable preparatory knowledge, with vigor of body, and aptitude of mind, for the special studies of such schools; and whereas, the mode of determining the qualifications and selecting the students, may be made to test the thoroughness of the elementary education given in the several States, therefor

Resolved, That the Directors of the American Institute of Instruction are authorized and instructed to memorialize the Congress of the United States, to revise the terms and mode of admission to the National Military and Naval Schools, so as to invite young men of the right spirit, and with vigor and aptitude of mind for mathematical and military studies, who aspire to serve their country in the military and naval service, to compete in open trial before intelligent and impartial examiners in each State, without fear or favor, without reference to the wealth, or poverty, or occupation, or political opinions of their parents or guardians, for such admission, and that in all cases the order of admission shall be according to the personal merits and fitness of the candidate.”

Extract from letter of Prof. Monroe, St. John’s College, Fordham, N.Y.

I rejoice that some one has taken hold of this subject at last. It needs only to be understood to be adopted; for I can not see from what quarter any opposition to it can arise. You rightly observe that “all the educational institutions of the several States” are interested in this mode of appointment. Great Britain, France, and many of the Continental States admit to their military schools the most competent young men who present themselves, and the method is found to be as economical as it is equitable. Long years of winnowing is saved to the Government; for the subjects who present themselves are, of course, the most capable. For several years I was a witness of the beneficial effects produced on youth in France by the stimulation of their energies in order to undergo an examination for admission into the military or naval schools. Our present mode of appointment appears to be an anomaly; for while monarchies find it expedient to adopt a less exclusive mode of sustaining their military organizations, we still cling to one founded on patronage and prerogative. Many of our young men in different colleges and educational institutions have a taste and vocation to the military profession, and have an equal right to compete for a place in the only fields where such a taste can be gratified—viz., in the army and navy. These careers should then be open to them. There is danger and want of policy in suppressing the legitimate aspirations of young men in a nation which is, say what we can, passionately fond of military glory.

Extract from the Report of the Board of Visitors of the U.S. Military Academy at West Point for 1864.

The main features of the Report of the Visitors for 1863 we most cordially approve, especially its recommendations of competitive examination, and raising the age and qualifications of candidates for admission. The only student who obtained his appointment through competitive examination (introduced into his district by the member of Congress upon whose recommendation he was appointed from the common schools15 of New York) graduated at the head of his class this year.

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

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

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

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

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

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

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

III. COMPETITIVE EXAMINATION AT WEST POINT. DEBATE IN THE UNITED STATES SENATE, MAY 18TH, 1864.

The Bill making appropriation for the Military Academy being under consideration, Senator Anthony, of R. Island, remarked on the following amendment:

And be it further enacted, That hereafter, in all appointments of cadets to the Military Academy at West Point, the selections for such appointments in the several districts shall be made from the candidates according to their respective merits and qualifications, to be determined under such rules and regulations as the Secretary of War shall from time to time prescribe.

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