Chapter XLVII: Part X (2)

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 class[7] 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.

[Footnote 7: The Class here spoken of graduated in 1819. Of its
living members, are HENRY BREWERTON, late Superintendent at West
Point; EDWARD D. MANSFIELD, Commissioner of Statistics for the
State of Ohio; JUSTIN DIMMICK, late Commander of Fortress Monroe;
DANIEL TYLER, a distinguished Engineer and General in the Army of
the Potomac; WM. H. SWIFT, a distinguished Engineer, and President
of the Illinois Canal Company; JOSHUA BAKER, a Civil Engineer,
Judge, and Planter, in Louisiana; and Major TURNBULL,
distinguished as a Topographical Engineer in the War with Mexico.

Among the dead was GEORGE H. WHISTLER, the most distinguished
Civil Engineer our country has produced.]

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!

[Footnote 8: We use the word _moral_, in preference to spiritual,
because, in its comprehensive sense, including the latter; but by
no means intimating, that in this Christian country, we should
make any place of education a mere reproduction of Persian or
Greek models. Our servile imitation of the Ancients, often makes
us forget that we are neither Spartans nor Romans. The man who
attempts at this day to revive the institutions of Pagan Greece,
is as false to true Philosophy, as he is to true Christianity.]

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:--

“In colleges and halls in ancient days,
When learning, virtue, piety, and truth
Were precious, and inculcated with care,
There dwelt a sage called Discipline.
* * * * *
But Discipline, a faithful servant long,
Declin’d at length into the vale of years,”

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]

[Footnote 9: The authorship of West Point has been quite
extensive: too much so to enumerate here. Among the works of its
graduates, we may mention the “Political Manual,” “American
Education,” and Statistical Reports by Edward D. Mansfield, the
“Review of Edwards on the Will,” by A. T. Bledsoe, and the
Military Tactics of Generals McClellan, and Halleck. The
Educational Works of Mr. Mansfield have been before the public for
many years, and studied in all parts of the United States. In this
class also may be mentioned the editorial labors of some twenty of
the graduates, some of whom have had no small influence on public
affairs.]

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, } 80.
and of legislature }
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 only_[10] 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.

[Footnote 10: We should not forget that a large number of West
Point graduates from the south, (Maryland, Virginia, Carolina, and
Tennessee,) have remained _loyal_, in spite of all the influences
of social and political ties.]

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]

[Footnote 11: Mr. Courtnay was afterwards Professor of Philosophy
and Mechanics in the University of Virginia. There he died,
lamented by all who knew him.]

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]

[Footnote 12: From Instructions for government of the U.S.
Military Academy, Report of Board of Visitors for 1871, and an
account by Col. McDougall in Report of English Military
Commission.]

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]

[Footnote 13: The duties of Inspector are now (1871) discharged
directly by the Secretary.]

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,
{ One assistant professor,
{ Two acting assistant professors,
Military and civil engineering.

{ One professor,
{ One assistant professor,
{ Two acting assistant professors,
Natural and experimental philosophy.

{ One professor,
{ One assistant professor,
{ Five acting assistant professors,
Mathematics.

{ One professor,
{ One assistant professor,
{ One acting assistant professor,
Drawing.

{ One professor,
{ One assistant professor,
{ Three acting assistant professors,
French.

{ One professor,
{ One assistant professor,
{ One acting assistant professor,
Spanish.

{ One professor,
{ One assistant professor,
{ One acting assistant professor,
Ethics and Law.

{ One professor,
{ One assistant professor,
{ Two acting assistant professors,
Chemistry, mineralogy, and geology.

{ One instructor,
{ One assistant instructor,
Ordnance and gunnery.

{ One instructor,
{ One assistant instructor,
Practical military engineering.
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.

_Professors and Assistants._

The professor or chief instructor in each branch is responsible for the efficiency and uniformity of the system of instruction in his own department. To this end he has no special class or section assigned to him for tuition. His time is devoted to general superintendence, and is chiefly spent in visiting the halls of study of his assistants. He does, however, take the instruction of the different sections, each in their turn, as he sees fit, and occasionally assembles all the sections of his department for lecture.

The assistant and acting assistant professors or instructors are always appointed from among officers on the full pay of their regiments who have graduated at the Academy, on the recommendation of the professor or chief instructor of the branch in which there is a vacancy to be filled. These assistants are carefully selected through means of the data of their proficiency, temper, and general character, afforded by their record of four years’ residence as cadets. They are, thus, all of them previously well known to the professors to whom they are to act as assistants, and to whom they are naturally inclined to defer from old associations.

The term of duty at the Academy of the assistant and acting assistant professors and instructors is fixed at four years, at the end of which period they return to regimental service. Duty at the Academy is obligatory on every officer who may be selected for it, and is considered as part of the general service which every officer who has graduated at West Point, owes to the country; practically those only are selected to whom the duty is not disagreeable.

_Admission_

Each congressional or territorial district of the United States (_i.e._ each district entitled to return a member to Congress), is by law entitled to have one cadet receiving education at the Academy.

The nominations are made in each year by the Secretary of War, on the recommendation of the representatives in Congress of the several districts then unrepresented at the Academy, or whose representatives are about to quit the Academy. In addition to these, the President of the United States may nominate ten cadets in each year, to be selected according to his own will and pleasure, from the community at large.

The number of vacancies at West Point in any one year varies according to the number of cadets who happen to complete their period of residence, and of those, who, not having completed their term, are yet discharged as deficient in studies or discipline, as hereafter explained. The number of yearly admissions varies from 50 to 70.

The date of admission in each year is the 1st of July, and the candidate for admission is required to report in person to the superintendent before the 31st of May, with a view to his qualifications being tested. But if sickness or any other unavoidable cause should interfere, he may present himself on the 28th of August. Except at the two periods above named, no admissions can take place.

Candidates must be over 17 and under 22 years of age, except in the case of any candidate who may have served faithfully as an officer or enlisted man in the army of the United States, either as a volunteer or in the regular service during the late civil war, who may be admitted up to 24 years of age.