In

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. 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 neverthe less 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 Juring that period were for each year, thus:

W

In 1812, ... 18. J. 1

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,

In service,
Resigned,
Disbanded,
Dropped,
Dismissed,
Declined,

.. 21.

17.

6

33. #

10.

3.

4.

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,* 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. TorTEN, 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 MOREE, 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 army and became surveyor general for Missouri and Ar

from the

kansas, 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

The first diploma, which we suppose was a manuscript certificate, was the one given to the then Cadet SWIFT, and signed by Captains Barron, and Mansfield.

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 eightynine, 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.

Congress

But the

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. authorized the appointment of a large number of cadets. 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 pres

ent 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 En-: gineering, 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 intel lectual, well-ordered school of science should be; and accordingly. the want of just ideas of education was precisely what first stood in way of making West Point what it subsequently became.

the

1

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 inertia of intellectual habits opposes intellectual improvement. This very vis inertia, 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 authori ties 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 mathe matical 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 in