PART X. MILITARY SYSTEM AND SCHOOLS IN THE UNITED STATES.

MILITARY SYSTEM AND EDUCATION OF THE UNITED STATES.

I. MILITARY SYSTEM.

The Constitution of the United States grants to Congress the power “to raise and support armies,” “to provide and maintain a navy,” “to make rules for the government of the land and naval forces; and to provide for calling forth the militia,” as well as “for organizing, arming and disciplining” the same, and for governing such parts of them as may be employed in the service of the United States—reserving to the States, respectively, the appointment of the officers, and the authority of training the militia according to the discipline prescribed by Congress. By the same instrument the President is made commander-in-chief of the army and navy of the United States, and of the militia of the several States when called into actual service of the United States “to execute the laws of the Union, suppress insurrections, and repel invasions.”

By law of August, 1789, a department of war, and in 1798, a secretary of the navy is provided to aid the President in the administration of military and naval affairs; and the original rules and articles of war enacted by the Congress of 1776, were continued in force, and in 1806 made the basis of the military code which has since governed all troops mustered into the service of the United States.

In 1790 the rank and file of the regular army was fixed at 1,216 men. In 1796 this force was organized into one corps of artillerists and engineers, whose head-quarters was at West Point, two companies of light dragoons, and four regiments of infantry of eight companies each. This force was increased by additional regiments in the war of 1812, the Indian war in Florida, and the war with Mexico, till in 1861, the army consisted of 14,000 men, stationed in the different forts and garrisons, and mainly on the Indian frontier. In the war of the Rebellion the regular army was increased to 50,000 men.

By act of July 15,1870, the number of enlisted men was reduced to 30,000 by or before July 1, 1871. On the 20th of October, 1871, the army was composed as follows:

Two regiments of Cavalry, 8,800 enlisted men.

Five regiments of Artillery, 3,105 “ “

Twenty-five regiments of Infantry, 23,742 “ “

One battalion of Engineers, 314 “ “

Ordnance Department, 444 “ “

West Point Detachment, 202 “ “

Signal Department, 199 “ “

Hospital stewards, 310 “ “

Ordnance Surgeons, 114 “ “

Available Recruits, en route, 349 “ “

Permanent Recruiting Parties, 904 “ “

General Service Men, 420 “ “

Total, 29,003

Commissioned Officers, 2,105

Retired Officers, 295

When the insurrectionary movements and combinations of the Southern States in 1861, proved too powerful to be suppressed by ordinary civil powers, the President, April 15, called for 75,000 volunteers for three months, to defend the capital, and May 3, 42,000 to serve for three years or during the war. On the 22d of July he was authorized to accept the services of 500,000, which, within six months afterwards was increased to 1,000,000. This force proving inadequate, a levy of 300,000 men was ordered in 1863, and in 1864, another call for 500,000 men—making an aggregate of 2,653,062 mustered into the service of the United States, or nearly one fourth of the entire male population of the Northern States. This entire force was disbanded within one year from the close of the war.

The development of the naval resources of the country was quite as marvelous. In 1861 the entire navy consisted of 94 war vessels of all classes and in all conditions, capable when in service of carrying 2,415 guns. Only 43 of these ships were in commission, and the seamen and mariners numbered 7,000. In less than three years 200 war vessels were constructed and 418 merchant vessels were converted to military service, and over 50,000 men enlisted in the naval service.

The Southern States in rebellion put into the field over 500,000 men, and exhausted their pecuniary resources, with the loss of 300,000 soldiers on the field or in hospital.

The debt of the United States contracted in the prosecution of the war, stood in 1866 at the enormous sum of $2,783,425,879.

These extraordinary efforts were made under circumstances which are not likely to exist again, and such expenditures could not be repeated without national bankruptcy.

The Militia of the United States, by act of Congress of 1792, consists of all white male citizens between the ages of 18 and 45, who must be enrolled and arranged into brigades, regiments, and companies, as the legislature of each State may direct. Of the militia, as organized by state legislation, the governor is commander-in-chief, except when called into the service of the United States. To provide arms and equipments for the whole body of militia, arsenals and armories are provided by Congress, in different parts of the country, at an annual charge of $200,000 (since 1808).

In the absence of any official information respecting the number and condition of the Militia of the several States,1 we gather the following statistics from a pamphlet by General J. W. Hoffman, of Philadelphia, on the subject of the National Guard.

State. Population. Military Organization.

Alabama—996,902.

Arkansas—484,167,—78 companies of State Guard, with a total of 5,484 men.

California—560,247,—30 companies of infantry, 2 of artillery, 5 of cavalry; organized into 2 battalions, 2 regiments, 6 brigades, 1 division—aggregate, 2,686. Term of service one year. The State furnishes uniforms, and pays $50 per month to each company of infantry and cavalry, and $25 per gun per month to companies of artillery.

Connecticut—537,454,—40 companies of infantry, 2 sections of artillery organized into 4 regiments, 1 brigade; aggregate 2,906. Term of service 5 years; parade annually, by company or regiment, in the month of May; attend camp for six successive days once in every two years. In addition, companies parade once in August or September, and drill not less than one hour in the evenings, not exceeding two evenings in each month, from October to April, inclusive. Compensation to all officers and men $2 per day for each day’s duty performed, and 5 cents mileage to and from place of parade. Members of bands $2,50 per day and mileage; $2 per day for every horse used; rent of armories are paid by the State, and all citizens between 21 and 45 years liable to military duty, but may commute by annual payment of $2,00. Total moneys collected from this commutation tax, $62,000 per annum.

Colorado—39,864.

Delaware—125,015.

Florida—187,748,—96 volunteer companies organized with 3,360 men, out of a total of 21,854 enrolled (116,112 white, and 10,242 colored).

Georgia—1,184,109. No organization.

Illinois—2,539,891. No state organization: a few volunteer companies who provide their own uniforms and are furnished with arms and accoutrements by the State.

Indiana—1,680,637. No organization.

Iowa—1,191,792. No State organization.

Kansas—364,399. No state organization beyond the 2 companies to operate against the Indians.

Kentucky—1,321,011. No organization.

Louisiana—726,915,—37 companies of uniformed infantry, 3 of cavalry, 1 of artillery; organized with 6 regiments, 2 divisions—one of which has 2 brigade organizations; aggregate strength, 3,469 out of 107,821 enrolled militia. Term of service 2 years.

Maine—626,915,—10 companies, with an aggregate of 937; State furnishes arms, equipments, and uniforms.

Maryland—780,894,—the State provides arms, uniforms, and rent of armories, and exempts members from jury duty.

Massachusetts—1,457,351,—92 companies of uniformed infantry, 5 batteries of artillery, 5 companies of cavalry; organized into 10 regiments, 3 brigades, and 1 division; aggregate, 6,277; State pays nearly $200,000 per annum; at the annual inspection in 1870, 5,221 present.

Michigan—1,184,059.

Minnesota—439,706,—30 companies of infantry and 4 sections of field artillery.

Mississippi—27,922.

Missouri—1,721,295.

Nebraska—2,993.

Nevada—2,491.

New Hampshire—318,300.

New Jersey—906,096,—51 companies of infantry, and 2 batteries of artillery; organized into 4 battalions, 6 regiments, 2 brigades; aggregate, 3,146 out of 127,000 enrolled; every company parade at least 12 times in the year, one of which is by brigade; State appropriated in 1870 $26,126. Term of service 6 years, with exemptions from poll tax and jury duty.

New York—4,382,759,—398 companies of infantry, 12 of artillery, 28 of cavalry; organized into 41 regiments, 21 brigades, 8 divisions; aggregate, 24,585; the State furnishes arms and allows rent for armory and $5 per day for any enlisted man who has paraded 7 days in the year, which sum goes into a uniform fund. The State allows for head-quarter expenses, and appropriates annually over $200,000 for its National Guard. Term of service is 7 years, with exemptions from jury duty, and a deduction of $1,000 on the assessed valuation of taxable property.

North Carolina—1,071,361.

Ohio—2,665,260,—2 companies of uniform infantry and 2 sections of cavalry.

Oregon—90,923.

Pennsylvania—3,521,791,—311 companies, with an aggregate of 14,800; no general organization into regiments out of the county of Philadelphia.

Rhode Island—217,353,—State provides armories, or rent for same and pay of armorer, and $2,50 per day for two days’ parade, and $3 per horse.

South Carolina—725,606.

Tennessee—1,258,520.

Texas—818,579.

Vermont—330,551,—4 regiments of infantry, 1 battery of artillery; the State provides arms, uniforms, armories, and $2 per day for each days’ drill, not exceeding 4 days, and tents for a three days’ muster in the autumn.

Virginia—1,225,163.

West Virginia—442,014.

Wisconsin—1,054,670,—8 companies, organized as First Regiment.

The above statement of the legal condition of the militia of the several States, which together constitute the army of Reserve of the United States, is not very creditable to all concerned—to the cities and local communities, whose exemption from riots and illegal combinations of bad men may depend on the fact of an organized force, which the voice of authority could in an hour summon to the protection of the threatened houses and workshops of the citizens;—to the States, whose quota to any national call can not now be depended upon except at the cost of extravagant bounties, and whose raw recruits thus furnished would be worthless till after months of drill and field manœuvres;—to the nation, whose strength should be its weakness for purposes of foreign aggression, and its ability to summon millions of willing men, familiar with military organization and duties, to the defense of their hearths and free institutions.

The Volunteer Soldiery in time of peace, does not hold the same distinct recognition in the armed forces of the United States, apart from the Militia of the several States, as in Great Britain; and yet the most efficient military organizations of the several States, and especially in our larger cities, are of this character; and in most of the States where uniform companies exist, they constitute a permanent and important force, whose services have proved highly valuable in quelling riots and protecting public property. Of the number of regiments or companies—their officers and men, distinct from the enrolled and organized State Militia, we have no official statistics.

MODE OF OFFICERING THE ARMY.

The commissioned officers of the United States army are drawn from three sources:—First, from the cadets of the Military Academy at West Point; Second, from civil life; Third, from the rank and file.

1. The appointment to the grade of lieutenant in either corps, follows regularly to any cadet on graduation, after having completed the course of instruction at West Point. From 1815 to 1832, the army was officered almost exclusively from the Military Academy.

2. The expansion of the military force consequent on the Indian war in Florida, from 1832 to 1837, and the Mexican war from 1845 to 1848, and of the Civil war from 1861 to 1865, was followed by the appointment of many persons from civil life, who had received no military training, and without any special qualifications beyond personal and political considerations.

As a stimulus and reward to special service, promotions are occasionally made from the rank and file, after a mere formal examination in the elementary branches of a common school education, and without the provision for professional training except such as can be got from observation and private reading.

PROFESSIONAL INSTRUCTION AND TRAINING OF OFFICERS.

In the organization and movements of the armed forces of the Colonies, the officers were trained in the military service of the mother country.

In the War of Independence, the general spirit of the people supplied for a time the want of trained soldiers and officers, beyond the small force which had been schooled in the French and Indian Wars; but the necessities of the service compelled Congress to authorize its accredited agents abroad to offer commissions, especially to engineer and artillery officers; and at the close of the war we find nearly all the prominent officers in the artillery and engineer departments had been trained abroad. Nearly all the fortifications were planned by them and erected under their supervision. The names of Steuben, Kosciusko, Du Portail, Radière, Romans, Vincent, Rochefontaine, Toussard, Revardi, L’Enfant, Villefranche, and others of later date, will suggest to any reader of the military history of the country, the extent of our obligations to foreign military schools.

The sources of systematic professional instruction and training for officers of the armed forces of the United States, are—

I. The National Military Academy at West Point, for the general scientific instruction of officers of all arms.

II. The Practical School of Artillery at Fortress Monroe.

III. The Engineer Battalion School of Practice at Hunter’s Point.

IV. The Company and Regimental Drill of various Volunteer Corps in the larger cities of the country.

V. The Cadet Corps in various Military and Scientific Schools in different States.

The gradual development of the military Academy at West Point, and the present condition of Military Education will now be given.

THE MILITARY ACADEMY AT WEST POINT

I. ORIGIN AND HISTORY. PERIOD I.—1802-1812.

The influence of the United States Military Academy upon education, as well as its wide reputation as a school of science, render an inquiry into its rise and progress, a subject both of interest and profit. Since it is mind, rather than any system of forms and studies, which gives power to such institutions, a mere statement of dates and facts is insufficient to give us a just view of its character. We must, if possible, trace the spirit of the men who guided, and the principles impressed upon it. To do this, we shall resort, not merely to the record of events, but to our memory of men and acts, with which we were for years familiar.

It was not to be expected, that schools of refined, scientific art should be founded by small colonies in the wilderness of the new world. When even their clergymen must resort to Europe for education, and their lawyers for license, it was in vain to expect their soldiers to be accomplished engineers. When the revolutionary war came on, this fact became a painful experience. No man felt it more than Washington. With a people, whose patriotism was unquenchable; with soldiers, who rivaled the warriors of Leonidas, he found the best and truest of men, with the smallest possible share of military science. He was obliged to depend on European engineers for a skill which his countrymen did not possess; while their European ideas, and artificial habits were displeasing to his American principles.2 He felt military instruction to be a primary want in the country. Accordingly, he was the real founder of the Military Academy; that is, he put forth the germinal idea. What the plan of it was to be, and what shape it should ultimately take, he did not state, and probably had not thought of; for Washington in the office of president, seldom meddled with the details of public affairs. What he meant to obtain, however, he distinctly stated, in his message, dated December 3rd, 1793; in referring to measures of national defense, he says an inquiry may be made: “whether your own experience, in the several states has not detected some imperfection in the scheme; and whether a material feature in the improvement of it ought not to be to afford an opportunity for the study of those branches of the military art which can scarcely ever be obtained by practice alone.”

In his message of December 7th, 1796, he said: “Whatever, argument may be drawn, from particular examples, superficially viewed, a thorough examination of the subject will evince that the art of war is at once comprehensive and complicated; that it demands much previous study, and that the profession of it in its most improved and perfect state, is always of great moment to the security of a nation. This, therefore, ought to be a serious care of every government; and for this purpose an academy, where a regular course of instruction is given, is an obvious expedient, which different nations have employed.”3

The views, always entertained, and repeatedly expressed by General Washington, were adopted by Mr. Adams, and Mr. McHenry, secretary of war, in his administration, made an elaborate report on this subject, which was transmitted to congress, on 10th of December, 1800. It is due to Mr. McHenry, to say that his ideas of what ought to be a course of military instruction, were far in advance of what were actually provided, till after the war of 1812–’15 proved his ideas to be correct. In 1794, prior to the last message of Washington, congress attempted to supply the want of a military academy, by attaching cadets to the corps of artillerists, and engineers. This corps consisted of four battalions, to each of which eight cadets were to be attached. This made the whole number of cadets thirty-two; and for this corps of artillerists, engineers and cadets, the secretary of war was directed to procure books, instruments and apparatus. The term cadet signifying in French, the youngest brother of a family, and in Spanish, a young volunteer officer, became naturally applied to young men, who were junior, volunteer officers. In England, the cadet of a family was a young son, who volunteered for the India service; and in the United States has been properly applied to the youth, who enter the military academy.

It seems from the message of Washington, in 1796, that the attempt at military instruction, was a failure. No place, no teachers, no studies, were appointed. It was on the 16th of March, 1802, in the early administration of Mr. Jefferson, that congress established, by that name, the Military Academy. It was still made part of an army corps; the idea of making a separate institution for scientific studies not being yet matured. The artillerists and engineers were made two distinct corps, of which there were forty cadets of artillery and ten of engineers. The corps of engineers consisted of a major, two captains, four lieutenants, and ten cadets, making seventeen in all. The corps constituted the military academy, established at West Point, in the State of New York. So little idea was then entertained of the true objects and mode of scientific instruction, that the law required the cadet, as well as officer, to do duty in any part of the United States. In other words, the only idea of the military academy, at that time, was a place appointed where the officers of engineers might give or receive instruction, when not on other duty. The actual academy, such as it was, conformed to that idea. The major of engineers was the commander, or superintendent. The two captains were instructors, and the cadets were pupils. It was, as a school, an inchoate existence, without regular teachers, or limited studies, or proper discipline. Yet, even in this imperfect condition, it did, as we shall see, some service which ought to be gratefully remembered.

In the meanwhile, let us turn for a moment, to the place which is so memorable in the annals of this country, and is now so intimately associated with science. If Dr. Beattie is correct in saying that the character of the mind is much associated with natural scenery, no place in America could have been more wisely selected, as the site of a national institution. World renowned, as West Point justly is, there is that in its scenery and associations, more interesting to a poetic or a patriotic mind, than its famed Academy. Its green plain, hidden amidst its mountains; its craggy summits; its rocky barriers; its dark evergreens; its darker waters, flowing on forever; that beautiful view of town and country, seen through the frowning brows of Crow Nest and the Beacon; that quiet vale, where Washington oft bent his steps; those lonely little mounds, where the soldiers of the Revolution repose; these forts and ramparts now indistinctly seen, which once guarded these mountain passes; yon ledge of rocks, where Kosciusko once made his little garden; all these and other memorable things, call up whatever is sublime in nature, or noble in history. It is impossible to forget them. It is impossible for the dullest mind, not to have its sensibilities excited, or its character elevated by the contemplation of such sublime scenes, or such interesting events. When such a spot becomes the place of our education, its memories become poetic; its associations mingle with the flow of life, and the structure of our minds.

To return. The law having authorized this ideal Academy, it was immediately instituted, by the appointment of officers. The Academy, it is seen, was on quite a small scale. In fact, so far as teaching was concerned, the Academy consisted of two captains of engineers and ten cadets. The two captains were William H. Barron and Jared Mansfield. Mr. Mansfield had been a teacher of mathematics, navigation, and the classics, first at New Haven, (Conn.,) and then at Philadelphia. He had written a volume of “Essays” on mathematics and physics, quite original, and distinguishing him at that time, as the first mathematician of his country. This was brought to the notice of Mr. Jefferson, who with no great love of military affairs, was a warm friend of science. When the act was passed authorizing the Military Academy, Mr. Jefferson wrote to Mr. Mansfield, that he would appoint him a captain of engineers, for the very purpose of becoming a teacher at West Point. Accordingly he was appointed, on May 3rd, 1802; Captain Barron had been appointed in April. Then, in May 1802, the actual Military Academy was constituted, Captains Barron and Mansfield being teachers of mathematics and philosophy, to some half dozen or more cadets and lieutenants. No professor of engineering or of any other department was appointed before 1812. In pursuing the course and growth of instruction at West Point, during this period of ten years, we can only refer to the services of the instructors and graduates. In fact, there were no graduates prior to 1815; but there were appointments made from the cadets of the Military Academy, after more or less study at West Point. To understand what was done, we must refer to the actions of teachers and cadets, rather than to history. Its teachers were few and its annals brief. Captain Mansfield, after a year’s teaching at West Point, was in 1808, appointed by Mr. Jefferson, to a more responsible position. It was necessary to the correctness of our public surveys, that the meridian lines and the base lines (which are co-ordinates,) should be established with astronomical accuracy. For this purpose, Captain Mansfield was appointed surveyor general of the north-western territory; furnished with astronomical instruments, and taking his residence in Ohio, proceeded to establish and perfect that beautiful system of surveys, by which the north-western states are distinguished. Retaining his military bent, with a view to his original destination at West Point, he actually returned there in 1814, to recommence, as we shall see hereafter, his career as an instructor in the national institution. Of Captain Barron, his co-teacher, we only know that he was relieved in February, 1807. At the same time, his successor, Ferdinand R. Hassler, was appointed, and remained till he resigned in 1810. Mr. Hassler was, we believe, a Swiss by birth. He wrote a small treatise on mathematics, and had quite an extensive reputation, as a mathematician, but was said to be too analytical and refined in the character of his mind, for American practical habits. He was intended for the coast survey, and, we believe, actually commenced it.

In November, 1806, Alden Partridge, superintendent of engineers, was appointed acting assistant professor of mathematics, and retained that position till April, 1812.

The “Teacherships” of French and drawing were created, by the act of February, 1803, being a very important addition to the original scheme of the Academy. To the teachership of French, Francis De Masson was appointed, March, 1804, and resigned in March, 1812. To the teachership of drawing, Christian E. Zoeller was appointed, September, 1808, and resigned in April, 1810. Mr. Masson was a Frenchman by birth; Mr. Zoeller, a Swiss. Mr. Masson was highly spoken of by Colonel Williams, a good judge of what constitutes a scholar. Mr. Zoeller was an amiable man, of no high attainments, whose instruction in drawing was wholly confined to the military part, fortifications and bridges.

From this brief history, it appears, that there were but six teachers at West Point, between 1802 and 1812. Of these, no more than four were ever present at one time, and that only between 1808 and 1810. The teachers present, each year, were as follows:

1802-1803, Captain Barron, Mathematics.

Captain Mansfield, Philosophy.

1804-1806, Captain Barron, “

Francis Masson, French.

1806-1807, Captain Barron, Mathematics.

Francis Masson, French.

Alden Partridge, Mathematics.

1808-1810, Ferdinand Hassler, “

Alden Partridge, “

Francis Masson, French.

Christian Zoeller, Drawing.

1810-1812, Alden Partridge, Mathematics.

Francis Masson, French.

This glance at the actual teachers of West Point enables us to see at a glance, what was done. No continuous study was pursued at all, except mathematics. For the eight years, between 1804 and 1812, French was taught by an able professor, Mr. Masson, and from 1808 to 1810, drawing. In 1812, this inchoate existence of the Academy was ended by the act of congress, reorganizing the institution, and placing it on a permanent and extensive foundation. The next period of five years, from 1812 to 1817, was the forming period of the Academy. In some respects, its elements were chaotic. In others, its personnel was inefficient and inharmonious. In others, again, its materials of instruction were inadequate. From this condition it finally emerged, and attained its present high character and usefulness. The history of this change is important, if not interesting to those who would understand what are the true foundations of a great school of education. In the meanwhile, let us return to what the Cadets of the Academy had done. If they were few, and with small means of instruction, they may nevertheless have shown that the Academy was not altogether fruitless. How many cadets were appointed between 1802 and 1812, we do not exactly know, but we have the number appointed from the Academy. The number of cadets promoted from the Academy during that period were for each year, thus:

In 1802, 2.

In 1803, 3.

In 1804, 2.

In 1805, 3.

In 1806, 15.

In 1807, 5.

In 1808, 15.

In 1809, 7.

In 1811, 19.

In 1812, 18.

This makes eighty-nine in ten years. Let us look at their career, as stated in the brief annals of the army; or, as they are retained in memory. Of this number, comprising ten cadets of more than half a century ago, this is the result:

Killed in battle, 10.

Died in service, 21.

In service, 7.

Resigned, 33.

Disbanded, 10.

Dropped, 3.

Dismissed, 4.

Declined, 1.

This is no bad roll. If we were to search our college rolls for those who had been really useful, those who died in battle, or served to the end, or entered other fields of usefulness, or now live in the performance of duty, we should find a less grateful exhibition than this. The number of those who had been “dropped,” or “dismissed,” for incompetence, or vice, would be far greater. Alas! if we could read the secret history of the college roll, how sad would be that account! We know, that in times past, many of the officers of the army were addicted to dissipation. Happily, we can say, many less now. But since we would estimate the value of the Military Academy, even in its most imperfect condition, let us see who some of these men were.

The first cadet appointed was General Joseph G. Swift,4 who having risen to the rank of general of engineers and inspector of the Military Academy, resigned, became surveyor of the port of New York, and is now a venerable and respected citizen of Geneva. Of those who were killed in battle, Eleazer D. Wood, (whose monument stands at West Point,) was killed while loading a cannon, in the sortie from Fort Erie. Five others were killed on the Canada frontier, and four in battle with the Indians. Of those who died in service, two reached the rank of general, and eight that of field officers. Of those who are now in service, (7,) one is General Joseph G. Totten, chief of the corps of engineers, who served on the Canada frontier in the war of 1812, and at the siege of Vera Cruz. One is Col. Sylvanus Thayer, who served in the war of 1812-’15; who was superintendent of the Military Academy from 1817 to 1833, and to whom it is indebted for a large part of its usefulness. Of these gentlemen, we shall have more to say, when we refer to the forming period of the institution. Another is Colonel Rene De Russy, who was distinguished in the battle of Plattsburg, and became superintendent of the Academy on the retirement of Col. Thayer. Of those who resigned or were disbanded, many died young; one became a member of congress and politician; and another, Col. William McRee, was a remarkable man, distinguished for gallant conduct in the battle of Niagara and Fort Erie, a member of the board of engineers, and of cultivated mind; he resigned from the army and became surveyor general for Missouri and Arkansas, and finally died of cholera at St. Louis. Of the whole eighty-nine, who were commissioned prior to 1813, but twenty-one were alive in 1850, and several others have died since. The few who now remain have seen more than half a century’s service in useful employments. Perhaps it should be mentioned to the advantage of the Military Academy, as a school of physical education, that at the end of half a century, twenty of its pupils out of eighty-nine, should be yet alive. In twenty years of civil life, as appears from the United States census of 1830 and 1850, more than the same proportion of youth between ten and twenty years of age perished. The general strength and health of the pupils of West Point are beyond a doubt greater than that of the same number of young men brought up in the ordinary methods of education. This is not wholly due to physical exercises, but also to moral education, and to the care and comforts of their mode of life. Will any one deny that discipline is a part of moral education? Is not self-restraint, the regularity of habits, and the art of using the mind in intellectual pursuits, the most important elements of a moral education? It is to all these, and not merely the training and exercise of arms, that the eléves of the Academy owe so large a share of the health and strength of life.

In the period of its history which we have now examined, the Military Academy was really only in the germ of its existence. Like most other useful or remarkable enterprises, it was first thought of as a thing needed; then began without any clear idea of what it would become, and was then improved upon, till it grew to be of magnitude and importance.

PERIOD II.—1812–1825.

The Academy, in its germinal existence, whose history we have briefly traced, was obviously inadequate to supply the army and country with young men instructed in the art of war. Congress authorized the appointment of a large number of cadets. But the President did not act upon it, because there were neither professors, nor books, nor quarters, nor material at West Point for their training. In 1808, Mr. Jefferson recommended an enlargement of the Academy. In 1810, Mr. Madison did the same. In vain, however, were these recommendations, till the nation was roused from its indolent repose by the sudden shock of war. In 1811, the battle of Tippecanoe electrified the people. The war-whoop sounded on the north-western frontier, and the aggressive conduct of Great Britain became insufferable. War was an imperious necessity. Then it was that the use if not necessity of an institution for military training became obvious to all reflecting minds. In April, 1812, the act was passed which erected the frame-work of the present Military Academy. As this legal outline has been little changed since, it is necessary that we should look to its provisions, for correct ideas of what the law intended, and what has been substantially carried out in its growth and development.

1st. It was provided, that the number of cadets might be increased to two hundred and fifty, and attached at the discretion of the President as students to the Military Academy at West Point, and be subject to the regulations thereof.

2d. That these cadets should be between the ages of fourteen and twenty-one, and previous to his appointment should be well versed in reading, writing, and arithmetic.

3d. That the Military Academy should consist of the Corps of Engineers, the Professors of Philosophy, of Mathematics, of Engineering, with their assistants, and the teachers of French and Drawing.

4th. That when any cadet shall receive a regular degree from the Academical Staff, he shall be considered a candidate for a commission in any corps for which he shall be deemed competent.

In addition to these provisions for education, money was appropriated for buildings and books, and for a band of music. The expenditure provided for was very small, compared with the need of the Academy; but it was enough for a beginning. It was far easier, as we shall see, to provide for all its material wants, than to bring it into that state of moral and intellectual discipline, which was essential to the attainment of great results. The institution, in its former period, was in an inchoate condition. A few young officers, raised up partly as teachers, and partly as pupils, without a course of studies, without regulations, and without discipline, could furnish no just ideas, from experience, of what a highly intellectual, well-ordered school of science should be; and accordingly the want of just ideas of education was precisely what first stood in the way of making West Point what it subsequently became.

For more than five years there was a wrestling between old and new ideas. There was a positive ignorance of what high education should be. In fact, the country had no models for it. Then there were old habits to overcome. Lastly, there was a willfulness on the part of some in authority, opposed as long as opposition was possible, to any new idea of things. For people are aware, in this day of change and novelty, how strongly the vis inertiæ of intellectual habits opposes intellectual improvement. This very vis inertiæ, at first, almost nullified the power of law itself to improve and enlarge the studies at West Point. How it acted we shall see. The first difficulty at West Point was, (after preparing the accommodations and material) in complying with the spirit of the law, and placing the academic instruction on the high ground really intended. To understand this we must here advert to some provisions of the law which were either overlooked or neglected. First, the law expressly recognized an Academic Staff, who should confer degrees. Secondly, that the cadets of West Point should be students, subject to the regulations of the Academy. All this evidently meant that these two hundred and fifty young men should be placed, like students in college, under regular academic instruction, and that the professors and teachers should constitute an academic faculty, with power to regulate the education of the cadets, and confer degrees according to merit. Ultimately this was accomplished; but it took much effort on the part of the Professors to bring the military authorities into a just conception of this scheme. During the years 1812 and 1813, little was done except in commencing buildings, buying apparatus, appointing the cadets, and getting ready for the real business of the institution. Here we must record the first academic faculty organized at West Point. The professorship of Natural and Experimental Philosophy, which was higher in rank and emoluments than the others, was instituted expressly for Col. Jared Mansfield, who, having retained his commission in the corps of engineers, while he was surveyor-general in the north-western states, was now (October, 1812,) appointed to the same professorship which he held ten years before. Andrew Ellicott, who had been astronomer of the United States, and had a wide reputation for mathematical knowledge, was appointed professor of Mathematics, in September, 1813, at which time, also, Alden Partridge was appointed professor of Engineering. The teacher of drawing was Christian E. Zoeller, reappointed; and of French, Florimond De Masson. This was the first academic faculty. Subsequently, the principal professors were allowed assistants, and other teachers were at still later periods provided in the departments of Ethics, Tactics, Artillery, Chemistry, &c., as the institution was enlarged, and its wants were better known. The gentlemen above named were, however, the first professors and the first faculty. They had the real labor and responsibility of taking the initial steps, and to a large extent, of forming the Military Academy. At the very first step a difficulty occurred, which could not have been anticipated. Captain Alden Partridge, (who was professor of Engineering) was superintendent of West Point, from January, 1815, to November, 1816—nearly two years. He was a man of strong will; of independent and rather eccentric ideas, who quite naturally as a military man, long resident at the Point, wished to forget that the law required the education of the institution to be decided by an academic faculty, and governed by regulations. He chose rather to remember that it was a military post, governed by a military commandant, and sought to gratify his own ambition by grasping its sole direction. Professors Mansfield and Ellicott, who held no command in the army, took a different view of the subject. They justly thought, that the object of the institution was to give a thorough scientific education, especially adapted to the art of war; that this required discipline, and a course of studies systematic and complete; and that all this was evidently contemplated by the law, which said that the Academy should be governed by regulations, and hence an academic faculty. This difference of opinion was vital. It led to a controversy of two years, which belongs to the private rather than the public history of the Academy. Little of it was known to the public, and we are now concerned only in the issue. Had the views of Captain Partridge prevailed, the institution never could have become what it is.5 Fortunately, the Professors had the law on their side, and also the good opinion of the administration, and eventually gave to the scientific college the cast and features which it now has. For three years, between 1814 and 1817, this internal controversy continued, gradually tending to give the Academy a systematic organization. General Joseph G. Swift, (head of the corps of engineers,) who was officially inspector of the Academy, took up his residence at West Point, in November, 1816, but remained only two months. While there, there could be no controversy, as to the government of the Academy, since the commander of engineers was legally its chief. After the removal of General Swift, Captain Partridge, as senior officer, again took command. It was determined, however, to remove him; and the Government most fortunately hit upon an officer, whose character, education, and accomplishments, most eminently fitted him for the post of governing, and disciplining the young men, who were in turn to become the savans as well as the ornaments of their country. This officer was Sylvanus Thayer, a native of Massachusetts, commissioner in 1808 from West Point to the engineer corps, and who had recently traveled in Europe, examining the military schools of France and Germany. The arrival of Colonel Thayer constitutes the most important epoch in the history of West Point. Why it is so will appear evident when we trace out the scientific culture of the Academy, and the discipline which it furnishes. Up to 1813, we have seen that the Military Academy was merely a small company of officers and cadets, who, being stationed at one post, were required while there to pursue certain mathematical and military studies. It had no one element of organization. From 1814 to 1817, professors Mansfield and Ellicott were struggling with no more than partial success, to give it organization and systematic instruction. But, in 1817, Colonel Thayer, who had seen in France what such institutions required, and whose enlightened mind realized the necessity of adopting better methods, at once coöperated with the Professors, in making a permanent and successful reform.

At this point we should notice the additions made to the academic staff, between 1816 and 1819, and the steps taken by the war department toward carrying out the views of the Professors, and Colonel Thayer. Claude Crozet was appointed professor of Engineering, in March, 1817; David B. Douglas was appointed assistant professor of Natural Philosophy, in January, 1815; Charles Davies was appointed assistant professor of Mathematics in December, 1816. Rev. Thomas Picton was appointed Chaplain, and professor of Ethics, in July, 1818. Thomas Gimbrede was appointed teacher of Drawing, in January, 1819. Major John Bliss, instructor of Tactics, in April, 1818; Lieut. George W. Gardiner, instructor of Artillery, in September, 1817. Claudius Berard succeeded Francis Masson, as teacher of French, in January, 1815; Joseph Du Commun was appointed second teacher of French, in March, 1818. Of the old professors, Captain Partridge and Francis Masson were gone; all the others remain. Thus, in 1817, when Colonel Thayer took charge of the Academy, the corps of teachers was composed of professors Mansfield, Ellicott, and Crozet; teachers Zoeller and Berard; and assistant professors Douglas and Davies, exclusive of the military teachers and of those appointed in 1818 and 1819. This was properly the Academic Staff, and Colonel Thayer was willing and pleased to have them take their proper part in organizing the institution, and raising it to that high standard of discipline and excellence to which it has since attained. In the meanwhile, the war department, under the enlightened administration of Mr. Crawford, had endeavored to supply some of the obvious defects of the Academy, by new regulations.

So far we have pursued the history of the Academy, as it progressed from a germinal idea to actual being and life. It is now necessary to trace that system of scientific culture which is its essential element and peculiar character. In this the student of education may be more interested, and as we trace it still further, in its fruits, the education and services of more than two thousand young men, who have held the most important positions in all the departments of life, we shall be better able to pronounce a just judgment upon its merits and services.

Mr. Crawford, one of the most enlightened men who have appeared in public affairs, was, we believe, the first to understand and attempt to remedy the defects and irregularities which Professors Mansfield and Ellicott had pointed out.6 In March, 1816, “Rules and Regulations” were drawn up by Mr. Crawford. The main points in them were—

1. There shall be a Board of Visitors, to consist of five suitable gentlemen, who shall attend each annual examination.

2. There shall be a General Examination twice in each year; in July and December, and an annual vacation in July and August.

3. Cadets shall be admitted in September, and examined in spelling, reading, writing, and arithmetic.

4. A course of studies, embracing definitely all branches of science and instruction to be procured, and rules for classification shall be drawn up, and comprise a complete course of education at the institution.

According to the last regulation, a course of studies was drawn up by the Academic Faculty, and approved by Mr. Crawford, in July, 1816. This course comprised four years, and was substantially the same (although largely increased,) which has been pursued since.

The first year studies were English Grammar, French, Algebra, Geometry, and Logarithms.

The second year comprised French, Geometrical Construction, Application of Algebra, Mensuration, Plain and Spheric Trigonometry, the Conic Sections, and Drawing.

The third year, Natural and Experimental Philosophy, Astronomy, and Drawing.

The fourth year, Engineering, Geography, History, and Ethics.

In the first draft, Engineering was put in the third year; but since 1817, has been placed in the fourth. In a year or two afterwards was added the Calculus; and in a few years, Chemistry, Mineralogy, and Natural Law. This course of studies is exclusive of the purely military part, which under the heads of Tactics, Practical Artillery and Gunnery, occupied several hours each day.

Thus, in July, 1816, the Academy had for the first time arrived at a course of studies, and a preparation for discipline. In the fall and winter of 1816, began an attempt to carry this course of studies into practical effect. We do not say there had been no studies and no attempt at classification before that, for there were, but that nothing had really been perfected in either, till after the “regulations” of 1816. If we could carry the reader back to the year 1815, and see the difficulties under which the professor of that day labored, the small material provided, and the undisciplined condition of the young men under their charge, we should give better views of the merits and services of its pioneer teachers. One or two reminiscences may possibly throw some light on the subject. Colonel Mansfield arrived at West Point in 1814, and immediately sought for his pupils. He was not like the professors of whom Gibbon speaks, remembering that he had a salary to receive, but forgetting he had duties to perform. On the contrary, he immediately asked for pupils to teach. What was he to teach? Philosophy and Astronomy. But these required prior training, and it was not till the winter of 1814-’15, that he could find any pupils. Then he found five young men who thought that they could go on in such studies. For want of any recitation rooms at the Point, he taught them in the parlor of his own house. As we shall refer specifically to the subject of text-books, we merely add, that the only work to be found at all suitable, was Enfield’s Philosophy. There was no classification, and in a few months these five cadets were commissioned. They made the first class in Philosophy, taught at West Point.

Again, there are some who will recollect Professor Ellicott, sitting at his desk at the end of a long room, in the second story of what was called the Mess Hall, teaching Geometry or Algebra, looking and acting precisely like the old-fashioned schoolmaster, of whom it was written,

The cadets were all “boys” to him, and his kind face was long remembered. In the other end of this room, or in the next, was seen his acting assistant, Stephen H. Long, then a young lieutenant of engineers; since distinguished as a traveler, an engineer, and a man of science. The text-book used was “Hutton’s Mathematics,” and at that time the best to be had. Mr. Hutton had been a professor at Woolwich, England, and his treatises were plain, simple, easily understood, and therefore well adapted to beginners. It was, however, very deficient both in extent and analysis. It was a good text-book then, for there were no cadets trained to pursue deeper or more analytical works. With Hutton’s Mathematics, Enfield’s Philosophy, and plain right-lined drawing, and nothing which could be called engineering, did the cadets of the Academy get along, without roll, classification, or graduation, till the close of 1816.

In August, 1817, as we have said, Colonel Thayer became superintendent at West Point; and in the course of the next four or five years the Academy passed through the great changes which brought it from the inchoate to the crystallized state in which it now appears. The most important of these changes relate to scientific culture; and we shall best describe them by narrating the actual work the classes then pursued, and the change of text-books. The first step was taken, as we have seen, in March, 1816, by the regulations of Mr. Crawford, which required classification, a course of studies, and annual examinations. Some steps towards these were taken in 1816, but very imperfectly. In 1817 the system of classification was first systematically begun. Claude Crozet, a French officer under Napoleon, and a pupil of the Polytechnic School, was appointed professor of engineering, in March, 1817. The annual examination coming on in June, the course of studies in his department did not regularly commence till September, and the second or junior class7 of 1817-’18 was the first class which commenced thoroughly the severe and complete course of studies at West Point. The labors of that class in the years 1818 and 1819 may have been equaled, but certainly have not been surpassed. It was not a brilliant class, but its labors were not the less on that account. It had not merely to pass over the plain turnpike road of science which is now made so easy to those who follow; but, like the pioneers of an army, had to cut down the obstructions, make their own bridges, and to no small extent, furnish their own munitions. Let us look into the class-room of 1817, as Professor Crozet advances to instruct those young men in studies, which were not only new to them, but entirely unheard of, and in which the language to which they were born and bred furnished not a single text-book. Professor Crozet was to teach engineering; but when he met the class, he found not one of them fit to learn engineering. These were branches of science, and its affiliations, essentially necessary to engineering, which they had never been taught. What was he to do? All he could do obviously was to supply these preliminary studies before he could commence in his own department. In other words, he must begin by becoming a teacher of mathematics, and drawing. The surprise of the French engineer instructed in the Polytechnique may well be imagined when he commenced giving his class certain problems and instructions, which not one of them could comprehend or perform. Among these preliminary studies was Descriptive Geometry, not an original and distinct science, but which by projecting geometrical figures and problems on co-ordinate planes, gave a more facile and practical mode of representing (as its name implies,) as well as solving many geometrical and practical problems. This, too, required an accurate knowledge of mathematical and perspective drawing, and its various minor but important arts. We doubt whether at that time more than a dozen or two professors of science in this country knew there was such a thing; certainly they never taught it, and equally certain, there was not a text-book in the English language. Perhaps this is not surprising, when we reflect, that this new application of geometry was scarcely thirty years old. Monge, a French savans, was, we believe, the author of this system, about the beginning of the French Revolution. Crozet meant to begin with Descriptive Geometry, but fortunately, the class was not in the last year of the course (in which engineering has recently been taught,) and could spare some time for mere mathematics. But, a new difficulty arose. There was no text-book in English, and none to be had just then in French. Geometry is not a thing to be taught orally. What is to be done? It was here at this precise time that Crozet, by aid of the carpenter and painter, introduced the blackboard and chalk. It is a very simple thing, and so is every thing which is useful; but we know of no mere adjunct of teaching, so useful as the blackboard. To professor Crozet, so far as we know, is due the introduction of this simple and useful machine. He found it, with many other things, far superior to the English methods in the Polytechnic of France.

We now see Crozet with his blackboard before him, chalk in hand, and animated, intellectual face, about to teach his class a new science, without a text-book. Again he meets a new difficulty. He does not more than half understand the American language. This difficulty is only to be overcome by practice. With extreme difficulty he makes himself understood. With extreme difficulty his class comprehend that two planes at right-angles with one another are to be understood on the same surface of the blackboard on which are represented two different projections of the same object. But, at last it is done. The Professor labors with inexhaustible patience, and the pupils are pleased to receive into their minds entirely new ideas. The first problems are drawn and demonstrated on the blackboard, by the Professor; then drawn and demonstrated by the pupils, and then accurately copied into permanent drawings; and thus this class were taught in the most important and valuable method of imparting true knowledge, which has been given to mankind since the days of Socrates. Fortunately, professor Crozet had brought with him the complete drawings of the French Polytechnique, so that he was not, in this particular, obliged to depend upon himself. The path of his instruction soon became easier, and then this class completed their course in drawing, mathematics, and Engineering.

In the study of Natural Philosophy and Mechanics, the way was scarcely less difficult. We have already said, that Enfield’s Philosophy was the first book on that subject. But this was not enough. Professor Mansfield looked around in vain for any suitable book on Mechanics. At last, Gregory’s Mechanics was adopted. It was a book without any analysis, and probably written only for scientific men. Yet, it was the best to be had. For several years after, this work still remained the best book on Mechanics. Whether the class who first studied its mysterious pages acquired as clear and extensive ideas of the subject as those who have since passed over smoother roads, may be doubtful. It is certain they had more arduous labors. We have said there was no text-book on engineering, as a science. When the class which had commenced Descriptive Geometry, with professor Crozet, (then the second or the junior class,) had become the first class, they were instructed in engineering by drawings from oral teaching, on the blackboard. The various modes of laying out fortifications, of bridging, of defiling, of materials, ordnance, &c., were taught by professor Crozet. For several years no text-book in engineering was found. It was not till 1823 that a French treatise, entitled the Science of War and Fortication, was translated by Major O’Connor, and for several years used as a text-book. It will be seen that the class which, in 1817, 1818, and 1819, commenced the new culture and discipline of West Point, had an arduous and difficult task. It is, notwithstanding, quite probable, that this severe exercise of the mind, in making paths for itself, where there are no guide-posts on the way, no regal road, is a better discipline than that furnished by the more easy and systematic methods.

Perhaps no one step taken at West Point, has contributed so much to intellectual culture as the Merit-Roll. The effect at the Military Academy is totally different from what it would be at any civil institution. For there it determines rank, which is the great object of military men. Forty young men may be commissioned on the same day to the same grade, but through all their after life, even when they return to civil life, the distinctions of the merit-roll will follow them, and be counted for or against them. In the very first day of their commissioned service, the distinction is a practical one, for there are great and practical advantages in certain arms of the service over others. Thus the engineer officer, without any actual care of men, or responsibility for any movements, and almost always stationed at comfortable posts, has great advantages over other arms. The Artillery has advantages over the Infantry. Thus the cadet, commissioned from West Point, has determined for himself, by his position on the merit-roll, not only his rank in the army, but almost his position in human life. The merit-roll, as it now exists, graduated in all departments, and summed up at the close of the course, was not adopted at once, but was the work of several years.

In February, 1818, the superintendent of the Academy was directed by the Secretary at War to publish in the Army Register the “names of cadets who are distinguished for attainments, and meritorious conduct, not exceeding five in each class, specifying the studies in which they may excel.”

We well recollect with what excitement and interest this communication was received by the cadets of that day, especially by those who thought themselves within the probabilities of that distinction. It unquestionably stimulated most of the young men to much greater exertions than they would otherwise have made. In a few months after, the merit-roll was fully established in the classes, and the rank of the graduating cadets determined by it.

There has been much discussion, and no small doubt, as to the real effects of emulation. There is undoubtedly a bad sense, and a bad effect attached to that term. But is that a necessary consequence of the merit-roll? Is not the merit-roll adopted, so far as it can be ascertained, in all departments of human life? Who would risk himself with an ignorant engineer, if he could get a skilled one? Who would employ a poor clerk if he could get a good one? The objection made to emulation is that it excites wrong motives. However this may be, and however casuists may regard it, it is quite certain that the merit-roll is the strongest stimulant to intellectual exertion which can be presented to young men. Nor can we perceive, after much observation on its effect, that it has impaired the purely moral motives of action, or excited evil passions, to be remembered in after life. At West Point all the moral actions which are visible and tangible are brought within the scale of the merit-roll, and often the fate of a young man is determined far more by his standing in conduct, than in studies.

II. STUDY, DISCIPLINE, AND FRUITS.

Having thus sketched the historical progress of the Academy in the path of scientific culture, it remains for us to state what it is; what it has done; and what men have conducted it.

Without entering into minute details, we shall very briefly state the present methods of study and discipline. The leading studies in their order are Mathematics, Natural Philosophy, Mechanics, Astronomy, Engineering, Chemistry, French, Tactics, Artillery Practice, Mineralogy, Ethics, and History. This course is wholly scientific, the practical part being adapted strictly to military purposes. In the early period of the institution, some attempt was made to introduce the classics, but it was found impracticable, with the limited time allowed the cadets. Indeed, it may be doubted whether any institution can have more than one tone. All branches of human learning may be embraced in the proper schedule of university instruction; but has any university given equal attention to all branches of education? What are called colleges in our country, all aim at fitting young men for the civil professions—Law, Medicine, and Theology. They therefore make the classics the principal branch of study, and are right, since Law, Medicine, and Theology have their foundation deep laid in the classic ages. Literature also is a part of professional knowledge, necessary to adorn and illustrate the history and theory of professional science. Hence, in these lines of instruction specially have run the studies of the college, and from these is derived the tone of college education. The object of the Military Academy was totally different. It was not civil, but martial life, for which the young men were fitting. It was neither a metaphysical discussion, nor a hair-splitting argument on the law, in which they were expected to excel. They were to learn the sterner arguments of the battle-field; to arrange squadrons for the hardy fight; to acquire that profound knowledge of the science and materials of nature, which should fit them for the complicated art of war; to defend and attack cities; to bridge rivers; to make roads; to provide armaments; to arrange munitions; to understand the topography of countries; and to foresee and provide all the resources necessary to national defense. This was the object of the Military Academy, and to that one end it was adapted. The method of education may be happily stated under the heads of Studies, Physical and Moral Discipline, and of Military Exercises.

1. The subjects and method of study we have already mentioned; Mathematical, Philosophical, Mechanical, Chemical, Military, and French, the military language. These being the chief topics of study, the students and the time were suitably divided into classes and hours. There are four classes, occupying four years, as usual in colleges. There are ten months of study, the intermission being in the hot months of July and August, when only military studies and exercises are pursued. The studies of a day are necessarily modified, by the introduction of military exercises which consume much time. The regular study hours (which include also the recitations,) are from 8 A.M. to 1 P.M., and from 2 P.M. to 4 P.M., making seven hours of study and recitations. Generally four hours more are consumed in military exercise and discipline, being the hours before breakfast, and after 4 P.M. Thus eleven hours are generally occupied either in study or exercises. The evening also after dark, is devoted to study in so far that with occasional exceptions, the cadets are required to be in the rooms. In this division of time we find a continual alternation of study and exercise; leaving the least possible time for idleness, or mere amusement. Indeed, the problem of education is to find the maximum of development, with the minimum of idleness. To this should be added, that the development should be co-relatively, intellectual, physical, and moral.8 It is not merely ignorance, but unequal development, which is the great misfortune of mankind. How many great and glorious intellects have been lost, because there were no counter-balances to the force which, inclined in only one direction, carried them off into a wilderness of fruitless objects!

In the course of studies pursued at West Point, the main feature is the method of study. We can give an idea of this in a few words. The very first thing done at West Point is to recognize the fact, that intellects are unequal; in other words, that of a given number of young men, commencing a severe and elaborate course of studies, there will be some who can not endure it, and can not get through; and others, who while they will come up to the requisites for graduation, can not equal a third class, who are capable and ambitious of receiving the highest style of education. This recognition is effected thus: a class enters the Academy, we will say eighty in number. This class enters on the 1st of September; and on the 1st of January there is a semi-annual examination. This four months of study by that class is regarded as a period of probation, which will furnish some test of the abilities of its several members. When the January examination is held, some are found deficient, and they are at once discarded. Then the remaining class are numbered, according to what is then their apparent merit, and they are divided into sections of from fifteen to twenty each; those highest on the roll being placed in the first section; those next in the second, &c. Usually there are four of these sections. The professor usually teaches the first section; his assistant the second, and so on. It is obviously a decided advantage to be in the first section, and there is usually a struggle to get there. But, a cadet may change his position in his class, at any time, by his own efforts. This he can only do, however, by more strenuous efforts. Then, if he be in the second section, he may at the end of the year be found to have a higher aggregate of good marks in study and conduct than some of those in the first section. In that case he will be transferred. Thus the ambition of the student has always placed before it the possibility of higher class rank, and if his talents and industry are capable of it, he will attain it.

The method of study at West Point, which in all institutions is the important point, is the rigidly demonstrative, in those studies which admit of it, and the positively practical in those which do not. The course of studies requires this, if the subjects of study are to be thoroughly understood. There is little of the purely metaphysical or transcendental known or pursued at West Point. No abstract speculations or merely theoretical inquiries occupy their minds. It is the actually knowing, and doing, in which they are engaged. As far as can be made practically useful, the oral method is pursued. In mathematical and mechanical, engineering and tactical studies, this is largely the case. The blackboard, we have said, was first introduced into this country by Professor Crozet, at West Point. How largely this is used in all institutions of education now, our readers well know. It has proved one of the most efficient means of instruction at West Point. The student of the mathematical section, for example, begins with a text-book on Algebra, in his hand; but, it is on the blackboard where the workings of his mind are chiefly exhibited. He learns what he can from the book, but, on the blackboard the professor makes him trace out what he has done, not merely by telling what he knows, but what he don’t know; detects his weak place, and forces his mind (so far as such force is possible,) to think, and think rightly on the subject before him. This thinking, we need not tell experienced teachers, is the great thing which education is to teach. If a student can not, or will not think studiously and industriously, he will not long remain at West Point. There is not, as in civil colleges, the great fallow field of poetry, history, and metaphysics, in which he may show his classical professor that he has acquired rich things, although ignorant of mathematics. It will not do to say that he has wandered with Greeks and Romans around the ruins of Troy, or by the waters of Babel. There is no such compensating principle in the system at West Point. The cadet must study what is set before him; must study it hard; must think upon it, and discipline his mind to systematic modes of thought.

2. This leads us to the Specific Discipline of the Academy. This is partially included in what we have already said. The intellectual discipline is mainly maintained by the method of study; but there is a grand and perfect system of discipline, which we may briefly describe. The term DISCIPLINE is derived from disciples, discipulus, and means originally teaching of knowledge; but this is not all, nor entirely its modern sense. Discipline is training in knowledge and virtue, in order and diligence, in good conduct, and good habits. To do this requires a control of the body as well as mind; of food and raiment; of time and exercise; as well as the imparting of facts and ideas. It was in the former sense rather than of the latter, that the word EDUCATION, (to lead forth,) was understood among the ancients, and so far as they went they were right. It was this discipline in virtue, temperance, courage, fortitude, and self-denial, which was taught in the days of Persian Cyrus, and Greek Leonidas. It was adopted among the early Christians; but, Cowper well said:—

Nothing can be more certain than the decline of “discipline” in modern civil institutions. “Colleges and Halls” advertise a much enlarged course of studies; they call to their aid the most learned professors; and they proclaim “all the modern improvement,” and yet it is quite certain, that a pupil can walk for years their learned halls, and at last receive the honors of graduation with a very small share of either learning, diligence, or virtue. Civil institutions may be most excellent for all, who either by early care or natural inclination are willing to use their opportunities for their intellectual or moral advancement. Nay, more, all open irregularities will be corrected, and all possible means afforded for spiritual improvement. But there are two things impossible to overcome—the popular and almost universal license allowed youth, (under the name of freedom) and the total want of any ultimate power to restrain it. These stand directly in the way of thorough discipline. At a Government Military Institution, this is directly reversed. The very first thing taught is positive obedience. The cadet can not be a week at West Point without knowing that he can not govern himself, but must be governed by others. If he is either not fit or not willing, the faculty meet the case in short and decisive language: “If you are either unable or unwilling to pursue the course of study and discipline, we direct you must instantly go. There are plenty more worthy to fill your place.” There is, then, no alternative for the cadet but to go forward, and exert himself to the utmost, or not to go at all. There can be no loitering by the way, to slumber in idleness, or waste in dissipation, or pursue the pleasures of literature. There is no doubt that this stern and constant discipline is the great merit of West Point. It acts on the whole conduct and character. We have already said, that the class-standing determined by the merit-roll, determined their position relatively, and their rank in the army, and by consequence, great distinctions and differences in after life.

Let us see how this merit-roll is made up. The first thing done is to mark each cadet with a figure (having relation to an agreed scale of numbers,) for every act done or undone, in study, conduct, drill, attention, &c. The second is to agree upon the relative values of each study, conduct, &c., in aggregating the whole positive or negative performance of a cadet, in his whole course at West Point. The summation of these for any one year gives his class-standing for that year, and the summation for the whole course gives his standing at the time of graduation, and his rank in the army.

Formerly, and we believe yet, the mode of marking and summing up for standing, was this. Each professor or teacher marked for one performance one of seven marks, from -3 to +3. This being purely artificial may be changed. But it is in this way the marking is made. Then in regard to relative values of study and conduct, the scale formerly was:—

Mathematics, 300.

Philosophy and Mechanics, 300.

Engineering and Military Science, 300.

Chemistry and Mineralogy, 200.

Moral and Political Philosophy, 200.

Conduct, 300.

Infantry Tactics, 150.

Artillery Practice, 150.

French, 100.

Drawing, 100.

To obtain 2,100, the aggregate, a cadet must never have failed in a recitation, or been absent from a military duty, or derelict in the least particular. This most rarely if ever happens. Not to fall short more than 100, is evidence of very high standing.

It is evident, that under this system, emulation is highly excited, and, in fact, there must be a constant, unremitting effort to graduate at all. The general result is, that not more than one-half of all appointed are graduates. At the first semi-annual examination, many drop off; several more at the end of the first year, and more at the end of the second. Nearly all who survive the second year are graduated.

The only remaining point, peculiar to the system at West Point, is that of Military Exercises. As a Military Institution, this is a necessity, but it has also a great advantage as a means of Physical Education. This is a kind of education too much neglected, and for which civil colleges afford little opportunity, and no encouragement. The ordinary games, amusements, and walks in the field are relied upon to afford development to the body, and the natural tastes the only guide. So thought not Persian statesmen, Greek Philosopher, or Roman Senator. In contrast, a systematic education of the body was a principle, and a practice, with all the civilized nations of antiquity. There was a constant attention to this in the training of youth; and the Olympian Games, the Gymnastic Exercises, and the Gladiatorial Shows, all had reference to this principle. If heathen nations could thus wisely attend to the healthy development of their bodies, can Christian people safely neglect it? There is no question that the Christian law of temperance, daily labor, good temper and amiable dispositions will do much to preserve health and strength. The health of the mind goes far to make the health of the body; but we must recollect that all students, properly so called—men who are set apart for the cultivation of learning and science—the savans of a country, are cut off at the very beginning, from that daily labor of the body, which in the dawn of human history was declared to be the necessity of man’s existence. There is, therefore, a positive need of supplying by some system of salutary exercises, the place of that labor in which the farmer and mechanic are constantly exercised. What shall it be? Our common classical institutions have left this almost entirely to the student’s own choice. Several hours of the day are left to the student to employ as he pleases. Does not experience prove, that he is quite as apt to employ this in novel reading, or playing cards, or visiting, or (in the case of an ambitious pupil,) in studying or reading the classics, as in any systematic method of exercise? Let the early dead of consumption, the victims of dissipation, and the unhappy subjects of chronic diseases, teach the living, that education consists not merely in spurring the mind on to intellectual feats, however admirable. The bird soars through the mid-heavens, but soars on the strength of his wings; and if he had the soul of Socrates, would still fall, when they are exhausted.

The military exercises, at West Point, accomplish some great results. They give an admirable exercise to the body, and they occupy time which might be wasted, and they compel the cadets to give up late night studies. Let us begin with the last. Nothing is more common among the ambitious students of colleges, than to sit up late at night. To burn the midnight oil, in order to accompany every thought in the realms of Plato, or fight with Hector on the plains of Troy, or pursue the phantom of metaphysics, or the genius of literature through the bright worlds of fiction, is the common boast of scholars. They have little thought, till too late, that life was shortened, and happiness impaired, by every hour taken from the natural period of rest. At West Point this evil is avoided, not so much by force of command, as by that of wise arrangements. At the dawn of day, even in the shortest days, the shrill fife and rolling drum summon the cadet to his morning duties, and with the exception of the hours of meals, there is one incessant pressure upon him for bodily and intellectual labor, till ten at night. The results of this is, that when the hour of retirement comes, he must have more than human strength, who is not ready and willing to lie down and sleep. There are, of course, exceptions; but, at West Point, they are rare. The lights are put out at 10 o’clock, and the weary student is ready to retire. Thus, the system of discipline at the Military Academy at once strengthens the body, stimulates ambition, prevents idleness, and compels the mind to pursue the objects of reason, rather than the charms of imagination.

Having thus traced very briefly the history, studies, and discipline of West Point, it is only just to say something upon the fruits it has produced. These are divided naturally into two classes; the work of the Professors, and the performance of Graduates. The former is little noticed in the accounts of our colleges, except in the reputation of some distinguished men; but the latter, (the divines, lawyers, and statesmen who have graduated,) make the glory and the ornament of the triennial catalogue. Let us see if something has not been produced by West Point, which, in regard to the peculiar objects and teaching of the Academy, may bear a favorable comparison with the catalogue of any institution for the last half century. We do not mean in regard to the learned professions, for if West Point had excelled in these departments, it would have utterly failed in those for which it was made. But, we mean in the great field of science and of usefulness. First, let us look at some of the fruits produced by its professors, especially in the production of text-books. In the history of instruction at West Point, we have stated the total absence in the beginning, of text-books on some subjects, and the unfitness of those on others, even the common studies of Mathematics. The first text-book on Descriptive Geometry, published in America, and we believe, the English language, was prepared by Professor Crozet; but, as he then understood our language imperfectly, and had little taste for authorship, it was soon supplanted, by a complete treatise prepared by Professor Davies. On that subject, as on the subject of Engineering, there was no systematic treatise; and for a time, West Point got along by oral teaching, and such collateral aid as could be had. The utter deficiency of suitable books may be known by the fact, that the first really tolerable text-books on mathematics were translations of La Croix, Bourdon, Biot, &c., French authors. The French methods of writing and teaching science are, on most topics, the best. Their style is clear and analytical. The English treatises are clumsy, being what is called in literature, elliptical, having vacancies in the reasoning, to be supplied by the student. The next great and permanent improvement in books, were the mathematical works of Professor Davies, a graduate of 1815, when the Academy was yet in a chrysalis state; he was several years a teacher before he conceived the idea of supplying a new series of mathematical text-books. His first plan was to adopt the best French works as a basis, and modify them, so as to be adapted to the American course of instruction. In this manner were prepared “Davies’ Legendre,” (Geometry,) and subsequently “Davies’ Bourdon,” (Algebra.) Other treatises were prepared on his own plan, and thus, for many years, Professor Davies pursued the quiet and laborious task (independent of other avocations,) of preparing an entire course of mathematical text-books. In time he modified these again, so as to fit them for the best colleges, and the higher schools. From the smallest mental arithmetic, to the profoundest treatise on the Calculus, he has produced clear and admirable text-books on every topic of mathematical studies. Many other good books have been prepared by professors in colleges, but there is no part of the United States in which some one of Davies’ works is not taught in schools and colleges. Gradually, the civil institutions have been, in some degree, brought up to the standard of West Point, in mathematical studies.

In more recent years, Professor Bartlett has published his treatise on Optics; Professor Church, on the Calculus, and Professor Mahan, on Field Fortification, and a treatise on Civil Engineering. Various other works on military subjects have been contributed to the stock of knowledge, by graduates of the Academy.9

Thus have the graduates of West Point, by disseminating in textbooks, and teaching the higher knowledge, and better methods pursued there, in fact, and beyond dispute, elevated the entire standard of education in this country. Contrast, for example, the text-books of Day, Hutton, Enfield, Gregory, &c., which were the only ones to be had on mathematical science in 1818, with those now in use at West Point, New Haven, or Princeton. Contrast the methods of study before the blackboard, the art of drawing, the system of rigid demonstration, and of exact scales of merit were introduced, with those now in use in the higher schools of science, and we shall be satisfied that West Point has done a great and most useful work in elevating the standard of education. This is one fruit of its production, which has been altogether too lightly estimated. If it be of importance to increase the number of blades of grass, it is of much more importance to increase the number of minds fitted to enjoy the works of God, and use beneficially the gifts with which he has intrusted them.

A more obvious and commonly remarked fruit of West Point, is the men, laboring in their vocations, which it has produced. It is impossible here, (though it would be a labor of love,) to note the individual examples of merit and usefulness, among those whom West Point has sent into the service of their country. We are here limited rather to a statement of general results. It may be done briefly; and since we have seen no Register later than 1850, we must deal in round numbers. These, however, will approximate the precise facts. They are there statistically:—

Whole number of Graduates, (about) 2,000.

Killed in battle, 80.

Died in service, 300.

In military service of the United States now, 800.

Have been in political service (ministers, governors,) mayors, and members of congress, and of legislature 80.

Other civil and state offices, 100.

Lawyers, 110.

Clergymen, (including two bishops,) 16.

Physicians, 110.

President of colleges, professors and teachers, 100.

Authors, editors, and artists, 25.

Civil engineers, and officers of R.R. and canals, 180.

Merchants, financiers, farmers, and manufacturers, 140.

Officers of militia, and volunteers, (not of the army,) 110.

Numbers have resigned, and died young, not above enumerated, and numbers of these also have died in the civil service. We have made this classification to show how largely West Point has contributed to education, civil engineering, and the professions. These were not the direct objects of the Academy; but, when long years of peace presented no duties but that of the garrison, and no glory to the profession of arms, it was natural and proper for active and ambitious young men to seek honor and usefulness in other pursuits. Nor did the government discourage this, for it foresaw what has happened, that these young men, so highly educated in science, would diffuse this knowledge throughout the country; elevate the standard of education, and be ready when their country needed their services. This has happened. A better knowledge of the exact sciences has been carried into the colleges; the railroads and canals have been built by engineers ready furnished by the government; and now when half a million of men have been suddenly called to war, they have been largely officered by the graduates of West Point. Here we may briefly allude to the most grave fact which has been urged against the Military Academy. The best officers of the rebel army were educated there. Why is this? Is there a want of sound morals? or, is loyalty no virtue there? Neither. A part, and a part only10 of the graduates born and grown up in the south, have gone with their friends, families, and connections, into the rebel service. This was on account of social ties, and had no more to do with West Point, than had other rebels from Harvard, or Yale, with those institutions. The noticeable fact is that they were educated at the government expense, and therefore under peculiar obligations to the country. But we find a parallel in the numerous officers of the state, as well as of the army and navy, who had been honored and rewarded at the public expense, but who thought it no shame to betray their country, and conspire against its life. We in vain attempt to account for such crimes, except upon the principle of common depravity, of which history has furnished similar examples in all ages of the world.

We have come to the end of the work we proposed. The rise, progress, and fruits of the Military Academy, we have briefly, and, we trust, justly delineated. Certainly, we have no end to serve, no prejudice to gratify. We knew the Academy in its early and immature period. We have seen it grow up to usefulness and honor. We see its graduates taking their places among those who have well served their country, and well deserved its laurels. In this we are glad. But our memory is filled with other images. We see West Point, in the now lengthening shadows of time. We seem to see those with whom we studied freshly present, as they walk the green plain, or sit before the class, or strive to teach our dull and inattentive minds. They were men worth remembering, and when, in after times, we became their friends, rather than their pupils, still more pleasant memories gathered around them. We seem to see the venerable Ellicott, like Goldsmith’s schoolmaster, alike full of learning, and of kindly humor; the placid and intellectual expression of Mansfield, whose abstracted looks seemed to be searching the higher philosophy; the courtly and dignified Thayer, whose graceful manners and attractive conversation can not be forgotten by any who knew him; and the amiable Courtnay, who though of later date, will long be remembered. He left the world in doubt, whether he was the better scholar or the better man.11

Of these, and of those like them, do we think, when we think of West Point. Nor of those alone; the place itself, where nature delights in the sublime and beautiful, rises before us. No imagination is necessary to clothe it with the hues of poetry; no books to recall the lost passages of history; no labored eulogy to bring up the memories of the dead. You can no more forget them, than you can the Pilgrims, when standing by the rock of Plymouth. Yon gray and moss-covered ruin was once the fortress of the Revolution. Yon scarcely perceptible pile of stones marks the spot where its soldiers were hutted in the winter. Yon slightly raised turf, beneath the dark shades of the cedar, was his grave, and soon, perhaps even now, that slight memorial will be gone forever. Yon little valley under the shadows of the mountain, recalls the illustrious name of Washington. Yon blue mountain-top tells of the beacon fires he lit. All around are memories; all around are sacred spots. If the Greek remembers Marathon; if the Jew lingers at Jerusalem, or the Christian pilgrim grows warm at Bethlehem, so should the American remember West Point; linger round the ruins of Fort Put, and gaze with delight on the blue summit of Beacon Hill.

DEVELOPMENT OF INSTRUCTION AT WEST POINT.

1. Down to 1802, the instruction of the Cadets attached to the Corps of Artillerists and Engineers stationed at West Point, according to Act of Congress (May 7th, which was all that repeated recommendations of Washington and other experienced officers could obtain), was confined to military drill and practical exercises in common with other members of the Corps; but as that Corps was made up of the scientific officers of the army, and as military works were in construction under their plans and superintendence, these exercises were of great practical value, and the appointment of these Cadets in 1794, and their gathering at West Point, may be regarded as the nucleus of the Military Academy.

2. The Military Academy, established with that name, by Act of March 16, 1802, in pursuance of a Bill reported in 1800, by the Committee of Defense in the House of Representatives, of which Harrison Gray Otis was chairman, and to which an elaborate report of the Secretary of War (James McHenry, of Maryland), had been referred—consisted of the Corps of Engineers, which by the Act was organized distinct from that of Artillery, and could not exceed in officers and cadets, twenty members. The Corps was stationed at West Point, and its officers and cadets were subject to duty in such places as the President should direct. The principal engineer was made superintendent, and down to 1808 he was instructor in fortifications, field-works, and the use of instruments. Two officers of the rank of captain, appointed without previous military experience, but with special reference to their knowledge of mathematics, gave instruction in that branch, “one in the line of geometrical, and the other of algebraic demonstration.”

In 1803, two teacherships—one of the French language and the other of Drawing, was attached to the Corps of Engineers, and in 1804, F. De Masson was appointed to discharge the duties of both.

In 1808, the basis of the Military Academy, so far as related to the number of Cadets, was enlarged by the addition of two for each new company of Infantry, Riflemen, and Artillery, added to the military force; and the number in the Act of 1812, is limited to 250, which with the ten originally attached to the Corps of Engineers, fixed the strength of the Cadets at 260.

By the Act of April 29, 1812, the Corps of Engineers was enlarged, and was again constituted the Military Academy, and in addition to the teacher of the French language, and Drawing, provided in Act of Feb. 28, 1803, one Professor of Natural and Experimental Philosophy; one Professor of Mathematics; one Professor of Engineering in all its branches; and for each an Assistant Professor taken from the most prominent characters of the officers or cadets, are provided for; and for the purposes of military instruction, it is ordered that the students shall be arranged into companies and officered from their own members, to be taught all the duties of a private, non-commissioned officer, and officer; and for instruction in all matters incident to a regular camp, shall go into camp for at least three months of each year, and erecting buildings and providing apparatus, library, and all necessary implements, the sum of $25,000 is appropriated. By this act the minimum of age is fixed at 14, and the literary qualifications of candidates on entering are to be well versed in reading, writing, and arithmetic.

III. CONDITION IN 1871.

I. GOVERNMENT AND ORGANIZATION.12

A military officer, not usually below the rank of colonel, is appointed by the President of the United States as superintendent of the Academy, who has supreme local control over both the studies and discipline of the institution. He renders all prescribed returns, and addresses his communications to the inspector.

The inspector of the Academy is an officer of rank in the army named by the Secretary of War, who has his residence at Washington, and through whom all general orders relating to the Academy are transmitted to the superintendent at West Point. He makes an inspection of the Academy at least once in each year.13

The general staff of the Academy consists of an adjutant, a quartermaster, a treasurer, one surgeon, and two assistant surgeons.

Although the system of the Academy as regards the training of the cadets both in and out of study is peculiarly and rigidly military, the staff of instruction is separate from the staff of discipline.

Military Staff.

The cadets are organized into a battalion of four companies.

The commandant of cadets, usually not under the rank of lieutenant-colonel in the army, exercises the immediate command of the battalion. He is also, ex officio, principal instructor in infantry, artillery, and cavalry tactics (signifying drill).

Under the commandant are six assistant instructors of tactics, viz.—one for artillery; two for infantry; one for cavalry; one for artillery and infantry; one for infantry and cavalry. The four senior of these officers command the four cadet companies respectively; the two junior officers being always available to perform the routine duties of the others in case of absence. The assistant instructors must be officers of the army.

The battalion is provided with a full complement of cadet officers, and non-commissioned officers, who are appointed by the superintendent from a list submitted by the commandant of cadets.

To each company are appointed

1 Captain,

3 Lieutenants,

1 First Sergeant,

3 Second Sergeants,

4 Corporals.

The battalion staff consists of

1 Adjutant,

1 Quartermaster,

1 Sergeant Major,

1 Quartermaster Sergeant.

The cadet companies are composed indiscriminately of the four classes into which the students are divided according to their respective years of residence, the period of residence being four years for all.

The cadet officers are taken from the first, or senior class; the sergeants from the second class; the corporals from the third class. The selection is not made with special reference to proficiency in study. Those are selected who have manifested the greatest military aptitude and respect for discipline in their own conduct; although cœteris paribus superior standing in study would be decisive.

Staff of Instruction

The general superintendence of the studies is exercised by the superintendent, acting with the Academic Board. The immediate staff of instruction is as follows:

One professor, Military and civil engineering.

One assistant professor,

Two acting assistant professors,

One professor, Natural and experimental philosophy.

One assistant professor,

Two acting assistant professors,

One professor, Mathematics.

One assistant professor,

Five acting assistant professors,

One professor, Drawing.

One assistant professor,

One acting assistant professor,

One professor, French.

One assistant professor,

Three acting assistant professors,

One professor, Spanish.

One assistant professor,

One acting assistant professor,

One professor, Ethics and Law.

One assistant professor,

One acting assistant professor,

One professor, Chemistry, mineralogy, and geology.

One assistant professor,

Two acting assistant professors,

One instructor, Ordnance and gunnery.

One assistant instructor,

One instructor, Practical military engineering.

One assistant instructor, Military signals and telegraphing.

One sword master.

The Academic Board consists of the Superintendent, the Commandant of Cadets, the Professors of the Academy, and the Instructors of Practical Military Engineering, and of Ordnance and Gunnery.

All the professors and instructors, with their assistants and acting assistants, have been educated at West Point, with exception of the chaplain, the professors of French and Spanish, and the sword master. All are regularly enrolled in the military service of the United States, and subject to military discipline.