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-text-indent: -1em;} -div.correction p.partial {padding-left: 1em; text-indent: 0; -margin-bottom: -.5em;} -span.citation {font-size: medium; font-family: serif;} -</style> -</head> - -<body> - -<div class="mynote"> -<p>The large tables on pages 800ff. and 816ff. (West Point) and 889ff. -(Annapolis) have been rearranged for this e-text. In table headings, -states are identified by their modern two-letter postal -abbreviations.</p> -</div> - -<span class="pagenum"> -<a name="page713" id="page713">713</a></span> - -<h2 class="part"><a name="partX" id="partX"></a> -<span class="smaller">PART X.</span><br> -MILITARY SYSTEM AND SCHOOLS<br> -<span class="submini">IN THE UNITED STATES.</span></h2> - -<span class="pagenum"> -<a name="page715" id="page715">715</a></span> -<h3><a name="us" id="us" href="#partX">MILITARY SYSTEM AND EDUCATION OF THE UNITED STATES.</a></h3> - -<p class="smallhead"><a name="us_system" id="us_system" href="#us">I. MILITARY SYSTEM.</a></p> - -<p><span class="firstword">The</span> 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.”</p> - -<p>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.</p> - -<p>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.</p> - -<p>By act of July 15,1870, the number of enlisted men was reduced -<span class="pagenum"> -<a name="page716" id="page716">716</a></span> -to 30,000 by or before July 1, 1871. On the 20th of October, 1871, the -army was composed as follows:</p> - -<table class="plaintext"> -<tr> -<td>Two regiments of Cavalry,</td> -<td class="number">8,800</td> -<td>enlisted men.</td> -</tr> -<tr> -<td>Five regiments of Artillery,</td> -<td class="number">3,105</td> -<td>  “     “</td> -</tr> -<tr> -<td>Twenty-five regiments of Infantry,</td> -<td class="number">23,742</td> -<td>  “     “</td> -</tr> -<tr> -<td>One battalion of Engineers,</td> -<td class="number">314</td> -<td>  “     “</td> -</tr> -<tr> -<td>Ordnance Department,</td> -<td class="number">444</td> -<td>  “     “</td> -</tr> -<tr> -<td>West Point Detachment,</td> -<td class="number">202</td> -<td>  “     “</td> -</tr> -<tr> -<td>Signal Department,</td> -<td class="number">199</td> -<td>  “     “</td> -</tr> -<tr> -<td>Hospital stewards,</td> -<td class="number">310</td> -<td>  “     “</td> -</tr> -<tr> -<td>Ordnance Surgeons,</td> -<td class="number">114</td> -<td>  “     “</td> -</tr> -<tr> -<td>Available Recruits, <i>en route</i>,</td> -<td class="number">349</td> -<td>  “     “</td> -</tr> -<tr> -<td>Permanent Recruiting Parties,</td> -<td class="number">904</td> -<td>  “     “</td> -</tr> -<tr> -<td>General Service Men,</td> -<td class="number">420</td> -<td>  “     “</td> -</tr> -<tr> -<td class="total">Total,</td> -<td class="sum">29,003</td> -</tr> -<tr> -<td>Commissioned Officers,</td> -<td class="number">2,105</td> -</tr> -<tr> -<td>Retired Officers,</td> -<td class="number">295</td> -</tr> -</table> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - -<p>These extraordinary efforts were made under circumstances which are -not likely to exist again, and such expenditures could not be repeated -without national bankruptcy.</p> - -<span class="pagenum"> -<a name="page717" id="page717">717</a></span> -<p>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).</p> - -<p>In the absence of any official information respecting the number and -condition of the Militia of the several States,<a class="tag" name="tag10_1" id="tag10_1" href="#note10_1">1</a> we gather the -following statistics from a pamphlet by General J. W. Hoffman, of -Philadelphia, on the subject of the National Guard.</p> - -<div class="intable"> -<p><i>State.   Population.   Military Organization.</i></p> - -<p><i>Alabama</i>—996,902.</p> - -<p><i>Arkansas</i>—<ins class="correction" -title="final comma missing">484,167,</ins>—78 companies of State Guard, with a total -of 5,484 men.</p> - -<p><i>California</i>—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.</p> - -<p><i>Connecticut</i>—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.</p> - -<p><i>Colorado</i>—39,864.</p> - -<p><i>Delaware</i>—125,015.</p> - -<p><i>Florida</i>—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).</p> - -<p><i>Georgia</i>—1,184,109. No organization.</p> - -<p><i>Illinois</i>—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.</p> - -<p><i>Indiana</i>—1,680,637. No organization.</p> - -<p><i>Iowa</i>—1,191,792. No State organization.</p> - -<p><i>Kansas</i>—364,399. No state organization beyond the 2 -companies to operate against the Indians.</p> - -<p><i>Kentucky</i>—1,321,011. No organization.</p> - -<p><i>Louisiana</i>—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.</p> - -<p><i>Maine</i>—626,915,—10 companies, with an aggregate of -937; State furnishes arms, equipments, and uniforms.</p> - -<span class="pagenum"> -<a name="page718" id="page718">718</a></span> -<p><i>Maryland</i>—780,894,—the State provides arms, -uniforms, and rent of armories, and exempts members from jury duty.</p> - -<p><i>Massachusetts</i>—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.</p> - -<p><i>Michigan</i>—1,184,059.</p> - -<p><i>Minnesota</i>—439,706,—30 companies of infantry and 4 -sections of field artillery.</p> - -<p><i>Mississippi</i>—27,922.</p> - -<p><i>Missouri</i>—1,721,295.</p> - -<p><i>Nebraska</i>—2,993.</p> - -<p><i>Nevada</i>—2,491.</p> - -<p><i>New Hampshire</i>—318,300.</p> - -<p><i>New Jersey</i>—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.</p> - -<p><i>New York</i>—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.</p> - -<p><i>North Carolina</i>—1,071,361.</p> - -<p><i>Ohio</i>—2,665,260,—2 companies of uniform infantry -and 2 sections of cavalry.</p> - -<p><i>Oregon</i>—90,923.</p> - -<p><i>Pennsylvania</i>—3,521,791,—311 companies, with an -aggregate of 14,800; no general organization into regiments out of the -county of Philadelphia.</p> - -<p><i>Rhode Island</i>—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.</p> - -<p><i>South Carolina</i>—725,606.</p> - -<p><i>Tennessee</i>—1,258,520.</p> - -<p><i>Texas</i>—818,579.</p> - -<p><i>Vermont</i>—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.</p> - -<p><i>Virginia</i>—1,225,163.</p> - -<p><i>West Virginia</i>—442,014.</p> - -<p><i>Wisconsin</i>—1,054,670,—8 companies, organized as -First Regiment.</p> -</div> - -<p>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.</p> - -<span class="pagenum"> -<a name="page719" id="page719">719</a></span> -<p>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.</p> - - -<p class="smallhead"><a name="us_officers" id="us_officers" href="#us">MODE OF OFFICERING THE ARMY.</a></p> - -<p>The commissioned officers of the United States army are drawn from -three sources:—<i>First</i>, from the cadets of the Military -Academy at West Point; <i>Second</i>, from civil life; <i>Third</i>, -from the rank and file.</p> - -<p>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.</p> - -<p>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 <ins class="correction" title="text has ‘apointment’">appointment</ins> of many -persons from civil life, who had received no military training, and -without any special qualifications beyond personal and political -considerations.</p> - -<p>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.</p> - - -<p class="smallhead"><a name="us_training" id="us_training" href="#us">PROFESSIONAL INSTRUCTION AND TRAINING OF OFFICERS.</a></p> - -<p>In the organization and movements of the armed forces of the -Colonies, the officers were trained in the military service of the -mother country.</p> - -<p>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 -<span class="pagenum"> -<a name="page720" id="page720">720</a></span> -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.</p> - -<p>The sources of systematic professional instruction and training for -officers of the armed forces of the United States, are—</p> - -<div class="inlist"> -<p>I. The National Military Academy at West Point, for the general -scientific instruction of officers of all arms.</p> - -<p>II. The Practical School of Artillery at Fortress Monroe.</p> - -<p>III. The Engineer Battalion School of Practice at Hunter’s Point.</p> - -<p>IV. The Company and Regimental Drill of various Volunteer Corps in -the larger cities of the country.</p> - -<p>V. The Cadet Corps in various Military and Scientific Schools in -different States.</p> -</div> - -<p>The gradual development of the military Academy at West Point, and -the present condition of Military Education will now be given.</p> - - -<span class="pagenum"> -<a name="page721" id="page721">721</a></span> -<h3><a name="westpoint" id="westpoint" href="#us">THE MILITARY -ACADEMY AT WEST POINT</a></h3> - -<h4><a name="westpoint_history_I" id="westpoint_history_I" href="#westpoint">I. ORIGIN AND HISTORY. PERIOD I.—1802-1812.</a></h4> - -<p><span class="firstword">The</span> 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.</p> - -<p>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.<a class="tag" name="tag10_2" id="tag10_2" -href="#note10_2">2</a> 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 <i>germinal idea</i>. 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 -<span class="pagenum"> -<a name="page722" id="page722">722</a></span> -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 -<i>study of those branches of the military art which can scarcely ever -be obtained by practice alone</i>.”</p> - -<p>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; <i>and for this purpose -an academy, where a regular course of instruction is given</i>, is an -obvious expedient, which different nations have employed.”<a class="tag" name="tag10_3" id="tag10_3" href="#note10_3">3</a></p> - -<p>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 <ins class="correction" title="printed with long dash">1812–’15</ins> 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 <i>cadet</i> -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 <i>cadet</i> 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.</p> - -<p>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 -<span class="pagenum"> -<a name="page723" id="page723">723</a></span> -the early administration of Mr. Jefferson, that congress established, by -that name, the <i>Military Academy</i>. 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. -<i>The corps constituted the military academy</i>, 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 <i>a place appointed where the officers of engineers -might give or receive instruction, when not on other duty</i>. 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.</p> - -<p>In the meanwhile, let us turn for a moment, to the <i>place</i> 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 -<span class="pagenum"> -<a name="page724" id="page724">724</a></span> -becomes the place of our education, its memories become poetic; its -associations mingle with the flow of life, and the structure of our -minds.</p> - -<p>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 <span class="smallcaps">William H. -Barron</span> and <span class="smallcaps">Jared Mansfield</span>. 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 -<i>very purpose of becoming a teacher at West Point</i>. 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 <i>appointments</i> 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 -<span class="pagenum"> -<a name="page725" id="page725">725</a></span> -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, <span class="smallcaps">Ferdinand R. Hassler</span>, 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.</p> - -<p>In November, 1806, <span class="smallcaps">Alden Partridge</span>, -superintendent of engineers, was appointed <i>acting assistant</i> -professor of mathematics, and retained that position till April, -1812.</p> - -<p>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, <span class="smallcaps">Francis De Masson</span> was appointed, March, 1804, and -resigned in March, 1812. To the teachership of drawing, <span class="smallcaps">Christian E. Zoeller</span> 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.</p> - -<p>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:</p> - -<table class="plaintext"> -<tr> -<td>1802-1803,</td> -<td>Captain Barron, Mathematics.</td> -</tr> -<tr> -<td></td> -<td>Captain Mansfield, Philosophy.</td> -</tr> -<tr> -<td>1804-1806,</td> -<td>Captain Barron,     “</td> -</tr> -<tr> -<td></td> -<td>Francis Masson, French.</td> -</tr> -<tr> -<td>1806-1807,</td> -<td>Captain Barron, Mathematics.</td> -</tr> -<tr> -<td></td> -<td>Francis Masson, French.</td> -</tr> -<tr> -<td></td> -<td>Alden Partridge, Mathematics.</td> -</tr> -<tr> -<td>1808-1810,</td> -<td>Ferdinand Hassler,     “</td> -</tr> -<tr> -<td></td> -<td>Alden Partridge,     “</td> -</tr> -<tr> -<td></td> -<td>Francis Masson, French.</td> -</tr> -<tr> -<td></td> -<td>Christian Zoeller, Drawing.</td> -</tr> -<tr> -<td>1810-1812,</td> -<td>Alden Partridge, Mathematics.</td> -</tr> -<tr> -<td></td> -<td>Francis Masson, French.</td> -</tr> -</table> - -<p>This glance at the actual teachers of West Point enables us to -<span class="pagenum"> -<a name="page726" id="page726">726</a></span> -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 <i>forming</i> period of the Academy. In some -respects, its elements were chaotic. In others, its <i>personnel</i> 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 <span class="smallcaps">Cadets</span> 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 <i>from the Academy</i>. The number of cadets promoted from -the Academy during that period were for each year, thus:</p> - -<table class="plaintext numbers"> -<tr> -<td>In 1802,</td> -<td>2.</td> -</tr> -<tr> -<td>In 1803,</td> -<td>3.</td> -</tr> -<tr> -<td>In 1804,</td> -<td>2.</td> -</tr> -<tr> -<td>In 1805,</td> -<td>3.</td> -</tr> -<tr> -<td>In 1806,</td> -<td>15.</td> -</tr> -<tr> -<td>In 1807,</td> -<td>5.</td> -</tr> -<tr> -<td>In 1808,</td> -<td>15.</td> -</tr> -<tr> -<td>In 1809,</td> -<td>7.</td> -</tr> -<tr> -<td>In 1811,</td> -<td>19.</td> -</tr> -<tr> -<td>In 1812,</td> -<td>18.</td> -</tr> -</table> - -<p>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:</p> - -<table class="plaintext numbers"> -<tr> -<td>Killed in battle,</td> -<td>10.</td> -</tr> -<tr> -<td>Died in service,</td> -<td>21.</td> -</tr> -<tr> -<td>In service,</td> -<td>7.</td> -</tr> -<tr> -<td>Resigned,</td> -<td>33.</td> -</tr> -<tr> -<td>Disbanded,</td> -<td>10.</td> -</tr> -<tr> -<td>Dropped,</td> -<td>3.</td> -</tr> -<tr> -<td>Dismissed,</td> -<td>4.</td> -</tr> -<tr> -<td>Declined,</td> -<td>1.</td> -</tr> -</table> - -<span class="pagenum"> -<a name="page727" id="page727">727</a></span> -<p>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 <i>who</i> some of these men were.</p> - -<p>The first cadet appointed was General <span class="smallcaps">Joseph G. Swift</span>,<a class="tag" name="tag10_4" id="tag10_4" href="#note10_4">4</a> 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, -<i>Eleazer D. Wood</i>, (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, <i>two</i> reached the rank of general, -and <i>eight</i> that of field officers. Of those who are now in -service, (7,) one is General <span class="smallcaps">Joseph G. -Totten</span>, 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. -<span class="smallcaps">Sylvanus Thayer</span>, 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 <span class="smallcaps">Rene De Russy</span>, 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. -<span class="smallcaps">William McRee</span>, 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 -<span class="pagenum"> -<a name="page728" id="page728">728</a></span> -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 <i>discipline</i> 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.</p> - -<p>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.</p> - - -<h4><a name="westpoint_history_II" id="westpoint_history_II" href="#westpoint">PERIOD II.—1812–1825.</a></h4> - -<p>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 -<span class="pagenum"> -<a name="page729" id="page729">729</a></span> -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.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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 <i>vis inertiæ</i> of intellectual habits opposes -intellectual improvement. This very <i>vis inertiæ</i>, 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 -<span class="pagenum"> -<a name="page730" id="page730">730</a></span> -difficulty at West Point was, (after preparing the accommodations and -material) in complying with the spirit of the law, and placing the -<i>academic instruction on the high ground really intended</i>. 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 <i>Academic Staff</i>, who should confer <i>degrees</i>. Secondly, -that the cadets of West Point should be <i>students</i>, subject to the -<i>regulations of the Academy</i>. 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. <span class="smallcaps">Jared Mansfield</span>, 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. -<span class="smallcaps">Andrew Ellicott</span>, 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, <span class="smallcaps">Alden -Partridge</span> was appointed professor of Engineering. The teacher of -drawing was <span class="smallcaps">Christian E. Zoeller</span>, -reappointed; and of French, <span class="smallcaps">Florimond De -Masson</span>. 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 <i>labor</i> -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 <span class="smallcaps">Alden Partridge</span>, (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 -<span class="pagenum"> -<a name="page731" id="page731">731</a></span> -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 <i>scientific education</i>, -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.<a class="tag" name="tag10_5" id="tag10_5" href="#note10_5">5</a> 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 <span class="smallcaps">Joseph G. -Swift</span>, (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 -<i>savans</i> as well as the ornaments of their country. This officer -was <span class="smallcaps">Sylvanus Thayer</span>, 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 -<span class="pagenum"> -<a name="page732" id="page732">732</a></span> -the most important epoch in the history of West Point. Why it is so will -appear evident when we trace out the <i>scientific culture</i> 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.</p> - -<p>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. -<span class="smallcaps">Claude Crozet</span> was appointed professor -of Engineering, in March, 1817; <span class="smallcaps">David B. -Douglas</span> was appointed assistant professor of Natural Philosophy, -in January, 1815; <span class="smallcaps">Charles Davies</span> was -appointed assistant professor of Mathematics in December, 1816. Rev. -<span class="smallcaps">Thomas Picton</span> was appointed Chaplain, -and professor of Ethics, in July, 1818. <span class="smallcaps">Thomas -Gimbrede</span> was appointed teacher of Drawing, in January, 1819. -Major <span class="smallcaps">John Bliss</span>, instructor of -Tactics, in April, 1818; Lieut. <span class="smallcaps">George W. -Gardiner</span>, instructor of Artillery, in September, 1817. <span -class="smallcaps">Claudius Berard</span> succeeded Francis Masson, as -teacher of French, in January, 1815; <span class="smallcaps">Joseph Du -Commun</span> 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.</p> - -<p>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 -<span class="pagenum"> -<a name="page733" id="page733">733</a></span> -necessary to trace that system of <i>scientific culture</i> 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 <i>fruits</i>, 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.</p> - -<p>Mr. <span class="smallcaps">Crawford</span>, 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.<a class="tag" name="tag10_6" id="tag10_6" href="#note10_6">6</a> In March, 1816, “Rules and Regulations” were drawn up -by Mr. Crawford. The main points in them were—</p> - -<p>1. There shall be a Board of Visitors, to consist of five suitable -gentlemen, who shall attend each annual examination.</p> - -<p>2. There shall be a General Examination twice in each year; in July -and December, and an annual vacation in July and August.</p> - -<p>3. Cadets shall be admitted in September, and examined in spelling, -reading, writing, and arithmetic.</p> - -<p>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.</p> - -<p>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.</p> - -<p>The <i>first year</i> studies were English Grammar, French, Algebra, -Geometry, and Logarithms.</p> - -<p>The <i>second year</i> comprised French, Geometrical Construction, -Application of Algebra, Mensuration, Plain and Spheric Trigonometry, the -Conic Sections, and Drawing.</p> - -<p>The <i>third year</i>, Natural and Experimental Philosophy, -Astronomy, and Drawing.</p> - -<p>The <i>fourth year</i>, Engineering, Geography, History, and -Ethics.</p> - -<p>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, -<span class="pagenum"> -<a name="page734" id="page734">734</a></span> -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.</p> - -<p>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 -<i>five</i> 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 <i>Enfield’s Philosophy</i>. 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.</p> - -<p>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,</p> - -<div class="verse"> -<p>“And still they gazed, and still the wonder grew,</p> -<p> That one small head could carry all he knew.”</p> -</div> - -<p>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 -<span class="pagenum"> -<a name="page735" id="page735">735</a></span> -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.</p> - -<p>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 <i>actual work</i> 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. <span -class="smallcaps">Claude Crozet</span>, 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<a class="tag" name="tag10_7" id="tag10_7" href="#note10_7">7</a> of 1817-’18 was the -<i>first</i> class which commenced thoroughly the severe and complete -course of studies at West Point. The <i>labors</i> 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 -<span class="pagenum"> -<a name="page736" id="page736">736</a></span> -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 -<i>furnished not a single text-book</i>. 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 -<i>projecting</i> geometrical figures and problems on co-ordinate -planes, gave a more facile and practical mode of <i>representing</i> -(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; -<i>certainly</i> 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 <i>blackboard</i> 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.</p> - -<p>We now see Crozet with his blackboard before him, chalk in hand, and -animated, intellectual face, about to teach his class a new science, -<span class="pagenum"> -<a name="page737" id="page737">737</a></span> -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.</p> - -<p>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, <i>Gregory’s Mechanics</i> 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 <i>no</i> -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, -<span class="pagenum"> -<a name="page738" id="page738">738</a></span> -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.</p> - -<p>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 <i>rank</i>, 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 <i>arms</i> 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.</p> - -<p>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.”</p> - -<p>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.</p> - -<p>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 -<span class="pagenum"> -<a name="page739" id="page739">739</a></span> -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.</p> - - -<p class="smallhead"><a name="westpoint_history_extra" id="westpoint_history_extra" href="#westpoint">II. STUDY, DISCIPLINE, AND -FRUITS.</a></p> - -<p>Having thus sketched the historical progress of the Academy in the -path of scientific culture, it remains for us to state what it -<i>is</i>; what it has <i>done</i>; and what men have <i>conducted</i> -it.</p> - -<p>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 -<i>tone</i>. 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 <i>tone</i> 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 -<span class="pagenum"> -<a name="page740" id="page740">740</a></span> -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.</p> - -<p>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 -<i>study hours</i> (which include also the recitations,) are from 8 A.M. -to 1 P.M., and from 2 P.M. to 4 P.M., making <i>seven hours</i> of study -and recitations. Generally <i>four hours</i> more are consumed in -military exercise and discipline, being the hours before breakfast, and -after 4 P.M. Thus <i>eleven</i> 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 <i>continual alternation -of study and exercise</i>; leaving the least possible time for idleness, -or mere amusement. Indeed, the problem of education is to find the -<i>maximum of development</i>, with the <i>minimum of idleness</i>. To -this should be added, that the development should be co-relatively, -intellectual, physical, and moral.<a class="tag" name="tag10_8" id="tag10_8" href="#note10_8">8</a> It is not merely ignorance, but -<i>unequal</i> 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 -<span class="pagenum"> -<a name="page741" id="page741">741</a></span> -force which, inclined in only one direction, carried them off into a -wilderness of fruitless objects!</p> - -<p>In the course of studies pursued at West Point, the main feature is -the <i>method</i> of study. We can give an idea of this in a few words. -The very first thing done at West Point is to <i>recognize</i> the fact, -that <i>intellects are unequal</i>; 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 <i>eighty</i> 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 <i>probation</i>, 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 <i>apparent</i> merit, and they are divided into -<i>sections</i> 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.</p> - -<p>The <i>method</i> of study at West Point, which in all institutions -is the important point, is the <i>rigidly demonstrative</i>, in those -studies which admit of it, and the <i>positively practical</i> 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 <i>oral</i> method -<span class="pagenum"> -<a name="page742" id="page742">742</a></span> -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 <i>think</i>, and think -rightly on the subject before him. This <i>thinking</i>, 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.</p> - -<p>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 <span class="smallroman">DISCIPLINE</span> is derived from -disciples, <i>discipulus</i>, and means originally <i>teaching</i> of -knowledge; but this is not all, nor entirely its modern sense. -Discipline is <i>training</i> 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 <span class="smallroman">EDUCATION</span>, (to lead forth,) was understood -among the ancients, and so far as they went they were right. It was this -<i>discipline</i> 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:—</p> - -<span class="pagenum"> -<a name="page743" id="page743">743</a></span> -<div class="verse"> -<p>“In colleges and halls in ancient days,</p> -<p> When learning, virtue, piety, and truth</p> -<p> Were precious, and inculcated with care,</p> -<p> There dwelt a sage called Discipline.</p> -<p class="emspace"> *****</p> -<p> But Discipline, a faithful servant long,</p> -<p> Declin’d at length into the vale of years,”</p> -</div> - -<p>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 <i>positive -obedience</i>. 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.</p> - -<p>Let us see how this merit-roll is made up. The <i>first</i> thing -done is to <i>mark</i> each cadet with a <i>figure</i> (having relation -to an agreed scale of numbers,) for every act done or undone, in study, -conduct, -<span class="pagenum"> -<a name="page744" id="page744">744</a></span> -drill, attention, &c. The <i>second</i> is to agree upon the -<i>relative values</i> 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.</p> - -<p>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 -<i>relative values</i> of study and conduct, the scale formerly -was:—</p> - -<table class="plaintext numbers"> -<tr> -<td>Mathematics,</td> -<td>300.</td> -</tr> -<tr> -<td>Philosophy and Mechanics,</td> -<td>300.</td> -</tr> -<tr> -<td>Engineering and Military Science,</td> -<td>300.</td> -</tr> -<tr> -<td>Chemistry and Mineralogy,</td> -<td>200.</td> -</tr> -<tr> -<td>Moral and Political Philosophy,</td> -<td>200.</td> -</tr> -<tr> -<td>Conduct,</td> -<td>300.</td> -</tr> -<tr> -<td>Infantry Tactics,</td> -<td>150.</td> -</tr> -<tr> -<td>Artillery Practice,</td> -<td>150.</td> -</tr> -<tr> -<td>French,</td> -<td>100.</td> -</tr> -<tr> -<td>Drawing,</td> -<td>100.</td> -</tr> -</table> - -<p>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.</p> - -<p>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.</p> - -<p>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 -<span class="pagenum"> -<a name="page745" id="page745">745</a></span> -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 <i>savans</i> of a country, are cut off at the very -beginning, from that <i>daily labor</i> 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.</p> - -<p>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. -<span class="pagenum"> -<a name="page746" id="page746">746</a></span> -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.</p> - -<p>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 -<i>Professors</i>, and the performance of <i>Graduates</i>. 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 <i>text-books</i>. 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 <span class="smallcaps">Crozet</span>; 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 -<span class="pagenum"> -<a name="page747" id="page747">747</a></span> -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 <span -class="smallcaps">Davies</span>, 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.</p> - -<p>In more recent years, Professor <span class="smallcaps">Bartlett</span> has published his treatise on Optics; -Professor <span class="smallcaps">Church</span>, on the <span class="smallcaps">Calculus</span>, and Professor <span class="smallcaps">Mahan</span>, 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.<a -class="tag" name="tag10_9" id="tag10_9" href="#note10_9">9</a></p> - -<p>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, <i>elevated the entire standard of education -in this country</i>. 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 -<span class="pagenum"> -<a name="page748" id="page748">748</a></span> -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.</p> - -<p>A more obvious and commonly remarked fruit of West Point, is the -<i>men</i>, 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:—</p> - -<table class="plaintext numbers"> -<tr> -<td>Whole number of Graduates, (about)</td> -<td>2,000.</td> -</tr> -<tr> -<td>Killed in battle,</td> -<td>80.</td> -</tr> -<tr> -<td>Died in service,</td> -<td>300.</td> -</tr> -<tr> -<td>In military service of the United States now,</td> -<td>800.</td> -</tr> -<tr> -<td>Have been in political service (ministers, governors,) mayors, and -members of congress, and of legislature</td> -<td class="middle">80.</td> -</tr> -<tr> -<td>Other civil and state offices,</td> -<td>100.</td> -</tr> -<tr> -<td>Lawyers,</td> -<td>110.</td> -</tr> -<tr> -<td>Clergymen, (including two bishops,)</td> -<td>16.</td> -</tr> -<tr> -<td>Physicians,</td> -<td>110.</td> -</tr> -<tr> -<td>President of colleges, professors and teachers,</td> -<td>100.</td> -</tr> -<tr> -<td>Authors, editors, and artists,</td> -<td>25.</td> -</tr> -<tr> -<td>Civil engineers, and officers of R.R. and canals,</td> -<td>180.</td> -</tr> -<tr> -<td>Merchants, financiers, farmers, and manufacturers,</td> -<td>140.</td> -</tr> -<tr> -<td>Officers of militia, and volunteers, (not of the army,)</td> -<td>110.</td> -</tr> -</table> - -<p>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 -<span class="pagenum"> -<a name="page749" id="page749">749</a></span> -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 <i>a part only</i><a class="tag" name="tag10_10" id="tag10_10" -href="#note10_10">10</a> 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.</p> - -<p>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 <i>glad</i>. 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 -<span class="pagenum"> -<a name="page750" id="page750">750</a></span> -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 <span class="smallcaps">Ellicott</span>, like Goldsmith’s -schoolmaster, alike full of learning, and of kindly humor; the placid -and intellectual expression of <span class="smallcaps">Mansfield</span>, whose abstracted looks seemed to be -searching the higher philosophy; the courtly and dignified <span class="smallcaps">Thayer</span>, whose graceful manners and attractive -conversation can not be forgotten by any who knew him; and the amiable -<span class="smallcaps">Courtnay</span>, 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.<a class="tag" name="tag10_11" id="tag10_11" href="#note10_11">11</a></p> - -<p>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.</p> - - -<span class="pagenum"> -<a name="page751" id="page751">751</a></span> -<p class="smallhead">DEVELOPMENT OF INSTRUCTION AT WEST POINT.</p> - -<p>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.</p> - -<p>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.”</p> - -<p>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.</p> - -<p>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.</p> - -<p>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 -<span class="pagenum"> -<a name="page752" id="page752">752</a></span> -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.</p> - - -<span class="pagenum"> -<a name="page753" id="page753">753</a></span> -<h4><a name="westpoint_history_III" id="westpoint_history_III" href="#westpoint">III. CONDITION IN 1871.</a></h4> - -<p class="smallhead"><a name="westpoint_1871_org" id="westpoint_1871_org" href="#westpoint_history_III">I. GOVERNMENT AND -ORGANIZATION.</a><a class="tag" name="tag10_12" id="tag10_12" href="#note10_12">12</a></p> - -<p><span class="firstword">A military</span> officer, not usually -below the rank of colonel, is appointed by the President of the United -States as <i>superintendent</i> 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 -<i>inspector</i>.</p> - -<p>The <i>inspector</i> 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.<a class="tag" name="tag10_13" id="tag10_13" href="#note10_13">13</a></p> - -<p>The general staff of the Academy consists of an adjutant, a -quartermaster, a treasurer, one surgeon, and two assistant surgeons.</p> - -<p>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.</p> - - -<p class="heading"><i>Military Staff.</i></p> - -<p>The cadets are organized into a battalion of four companies.</p> - -<p>The <i>commandant of cadets</i>, usually not under the rank of -lieutenant-colonel in the army, exercises the immediate command of the -battalion. He is also, <i>ex officio</i>, principal instructor in -infantry, artillery, and cavalry <i>tactics</i> (signifying drill).</p> - -<p>Under the commandant are six <i>assistant instructors of tactics</i>, -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.</p> - -<p>The battalion is provided with a full complement of <i>cadet</i> -officers, and non-commissioned officers, who are appointed by the -superintendent from a list submitted by the commandant of cadets.</p> - -<p>To each company are appointed</p> - -<div class="inlist"> -<p>1 Captain,</p> -<p>3 Lieutenants,</p> -<p>1 First Sergeant,</p> -<p>3 Second Sergeants,</p> -<p>4 Corporals.</p> -</div> - -<span class="pagenum"> -<a name="page754" id="page754">754</a></span> -<p>The battalion staff consists of</p> - -<div class="inlist"> -<p>1 Adjutant,</p> -<p>1 Quartermaster,</p> -<p>1 Sergeant Major,</p> -<p>1 Quartermaster <ins class="correction" -title="text has , for .">Sergeant.</ins></p> -</div> - -<p>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.</p> - -<p>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 <i>cœteris -paribus</i> superior standing in study would be decisive.</p> - - -<p class="heading"><i>Staff of Instruction</i></p> - -<p>The general superintendence of the studies is exercised by the -superintendent, acting with the Academic Board. The immediate staff of -instruction is as follows:</p> - -<table class="bracketlist"> -<tr> -<td>One professor,</td> -<td class="bracket" rowspan="3">Military and civil engineering.</td> -</tr> -<tr> -<td>One assistant professor,</td> -</tr> -<tr> -<td>Two acting assistant professors,</td> -</tr> -<tr class="gap"> -<td>One professor,</td> -<td class="bracket" rowspan="3">Natural and experimental -philosophy.</td> -</tr> -<tr> -<td>One assistant professor,</td> -</tr> -<tr> -<td>Two acting assistant professors,</td> -</tr> -<tr class="gap"> -<td>One professor,</td> -<td class="bracket" rowspan="3">Mathematics.</td> -</tr> -<tr> -<td>One assistant professor,</td> -</tr> -<tr> -<td>Five acting assistant professors,</td> -</tr> -<tr class="gap"> -<td>One professor,</td> -<td class="bracket" rowspan="3">Drawing.</td> -</tr> -<tr> -<td>One assistant professor,</td> -</tr> -<tr> -<td>One acting assistant professor,</td> -</tr> -<tr class="gap"> -<td>One professor,</td> -<td class="bracket" rowspan="3">French.</td> -</tr> -<tr> -<td>One assistant professor,</td> -</tr> -<tr> -<td>Three acting assistant professors,</td> -</tr> -<tr class="gap"> -<td>One professor,</td> -<td class="bracket" rowspan="3">Spanish.</td> -</tr> -<tr> -<td>One assistant professor,</td> -</tr> -<tr> -<td>One acting assistant professor,</td> -</tr> -<tr class="gap"> -<td>One professor,</td> -<td class="bracket" rowspan="3">Ethics and Law.</td> -</tr> -<tr> -<td>One assistant professor,</td> -</tr> -<tr> -<td>One acting assistant professor,</td> -</tr> -<tr class="gap"> -<td>One professor,</td> -<td class="bracket" rowspan="3">Chemistry, mineralogy, and -geology.</td> -</tr> -<tr> -<td>One assistant professor,</td> -</tr> -<tr> -<td>Two acting assistant professors,</td> -</tr> -<tr class="gap"> -<td>One instructor,</td> -<td class="bracket" rowspan="2">Ordnance and gunnery.</td> -</tr> -<tr> -<td>One assistant instructor,</td> -</tr> -<tr class="gap"> -<td>One instructor,</td> -<td>Practical military engineering.</td> -</tr> -<tr> -<td>One assistant instructor,</td> -<td>Military signals and telegraphing.</td> -</tr> -<tr class="gap"> -<td>One sword master.</td> -</tr> -</table> - -<span class="pagenum"> -<a name="page755" id="page755">755</a></span> -<p>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.</p> - -<p>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.</p> - - -<p class="heading"><i>Professors and Assistants.</i></p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - - -<p class="heading"><i>Admission</i></p> - -<p>Each congressional or territorial district of the United States -(<i>i.e.</i> each district entitled to return a member to Congress), is -by law entitled to have one cadet receiving education at the -Academy.</p> - -<p>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 -<span class="pagenum"> -<a name="page756" id="page756">756</a></span> -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.</p> - -<p>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.</p> - -<p>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.</p> - -<p>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.</p> - -<p>Candidates must be at least five feet in height; free from any -deformity, disease, or infirmity which would render them unfit for -military service; and from any disorders of an infectious or immoral -nature. They must be able to read and write well, and be thoroughly -versed in the first four rules of arithmetic, in reduction, in simple -and compound proportion, and in vulgar and decimal fractions.</p> - -<p>Although the examination for entrance is not difficult, the -prescribed tests, both medical and intellectual, are rigidly applied, -and many candidates are rejected.</p> - -<p>The examination for entrance is not competitive, but simply a -qualifying examination. The competitive system commences after a cadet -is once admitted; it enters into every branch of instruction, and -continues in full force to the end of his residence.</p> - - -<p class="heading"><i>Subjects and Course of Study.</i></p> - -<p>The length of the course of study, for all who may succeed in -graduating, is four years; its nature, after the first year, is -principally professional, and the course of study is identical for all -the students. The subjects are not all studied simultaneously, separate -periods of the course being devoted to certain subjects, as shown by the -time tables annexed.</p> - -<p>The relative importance of the different subjects is indicated by -<span class="pagenum"> -<a name="page757" id="page757">757</a></span> -the maximum marks of merit assigned to them respectively, at the summing -up of the results of each student’s attendance at the end of his fourth -year, according to the following scale:—</p> - -<table class="plaintext"> -<tr> -<th><i>Subjects.</i></th> -<th class="smallest">Maximum.</th> -<th class="smallest">Period of<br>Attendance.</th> -</tr> -<tr> -<td>Mathematics,</td> -<td class="number">300</td> -<td>2 years</td> -</tr> -<tr> -<td>Natural and experimental philosophy,</td> -<td class="number">300</td> -<td>1 year.</td> -</tr> -<tr> -<td>Military and civil engineering,</td> -<td class="number">300</td> -<td>1   “</td> -</tr> -<tr> -<td>Chemical physics and chemistry,</td> -<td class="number">150</td> -<td>1   “</td> -</tr> -<tr> -<td>Ethics and law,</td> -<td class="number">150</td> -<td>1   “</td> -</tr> -<tr> -<td>French,</td> -<td class="number">100</td> -<td>2 years.</td> -</tr> -<tr> -<td>Drawing,</td> -<td class="number">100</td> -<td>2   “</td> -</tr> -<tr> -<td>Spanish,</td> -<td class="number">75</td> -<td>1 year.</td> -</tr> -<tr> -<td>Mineralogy and geology,</td> -<td class="number">75</td> -<td>1   “</td> -</tr> -<tr> -<td>Ordnance and gunnery,</td> -<td class="number">75</td> -<td>1   “</td> -</tr> -<tr> -<td>Infantry tactics (theory),</td> -<td class="number">50</td> -<td>1   “</td> -</tr> -<tr> -<td>Artillery   “     “</td> -<td class="number">50</td> -<td>1   “</td> -</tr> -<tr> -<td>Cavalry   “     “</td> -<td class="number">50</td> -<td>1   “</td> -</tr> -<tr> -<td>Discipline,</td> -<td class="number">300</td> -</tr> -<tr> -<td class="total">General merit,</td> -<td class="sum">2,075</td> -</tr> -</table> - -<p>Practical instruction in surveying; in fortification; in ordnance and -gunnery, including the loading, pointing, and firing heavy guns; in -drill, or, as it is termed, the tactics of the three arms; in interior -economy and regimental duty; forms an important part of the training of -the cadet at different periods during his residence. In addition, the -months of July and August in each year are entirely devoted to practical -instruction, the battalion being then placed under canvas and relieved -from all study.</p> - -<p>During his first year a cadet receives instruction in fencing three -hours in each week, from 10th October to 1st April.</p> - -<p>During his second year he receives instruction in riding three hours -in each week, from 1st November to 15th March.</p> - -<p>Throughout the whole of his third academic year, from 1st October to -1st July, he receives instruction in riding, excepting between the 1st -February and 15th April.</p> - -<p>Throughout the whole of his fourth academic year he receives -instruction in riding, three days in each week.</p> - -<p>Swimming is not taught at the Academy. There is a good gymnasium for -the use of the cadets in recreation hours, but the practice of -gymnastics is purely voluntary.</p> - - -<p class="heading"><i>Classification for Instruction.</i></p> - -<p>The cadets are ranged in four distinct classes, corresponding with -the four years of residence. Cadets of the first year constitute the -fourth class; those of the second year, the third class; and so on. -Cadets are promoted from one class to another at the end of the academic -year, 30th June; provided only that they shall have -<span class="pagenum"> -<a name="page758" id="page758">758</a></span> -passed satisfactorily before the Academic Board in the examinations -which are always held during June, failing in which, they are either -kept back in their then class for another year, or, in the case of -decided deficiency, discharged from the Academy.</p> - -<p>Each class is divided into sections convenient for instruction in the -different branches of study. The method of division will be best -explained by taking the fourth or lowest class as an example.</p> - -<p>The members of the fourth class are, on their admission to the -Academy, arranged in alphabetical order, and are then formed into -sections, averaging about 12 cadets for each branch of study. After the -lapse of a month, transfers are made at the close of each week from one -section to another, according to the results of the past week’s -attendance in study, and so continue until those most advanced are found -in the first section; the next in order, in the second section; and so -on.</p> - -<p>During the first six months of residence, cadets are on probation, -and only receive their <i>warrant</i> as cadets, provided they shall -have passed satisfactorily at the January examinations held before the -Academic Board, and that their conduct shall have been satisfactory.</p> - -<p>Before receiving his <i>warrant</i>, each cadet is required to sign -an engagement of service in the United States army for eight years, and -to take an oath of allegiance to the National Government and -Constitution.</p> - -<p>The hours allotted to study are divided nearly equally between -attendance on the instructors in the halls of study—or <i>section -rooms</i>, as they are termed—and independent study in quarters. -The attendance in the section rooms is termed <i>recitation</i>; the -independent study in quarters, <i>study</i>.</p> - -<p>The theory is, that during each recitation, every cadet of the -section attending it, shall receive a thorough <i>viva voce</i> -examination illustrated on the blackboard, and there is not much -practical variation therefrom. Where there is any departure from it, it -arises from the number of cadets in a section being too large to enable -them all to be examined during the same recitation, which lasts an hour -and a half, or an hour, according to the subject. Recitations in -mathematics, in natural and experimental philosophy, and in civil and -military engineering, occupy one hour and a half; in all the other -branches of instruction, only one hour. Thus, when it appears in the -time table that a class attends mathematics, for example, from 8 to 11, -it is to be understood that the sections forming one half of the class -attend their respective teachers in the section rooms during an hour and -a half, while the other half of the class -<span class="pagenum"> -<a name="page759" id="page759">759</a></span> -is engaged in study in quarters. At the end of the first hour and a half -those sections which have attended recitation return to their quarters -to study, while their places are taken by the remaining sections which -have been up to that time engaged in study in quarters.</p> - -<p>Each teacher, as a general rule, has two sections specially assigned -to him for instruction, excepting the professor or head of each -department who, as has been already explained, devotes his time to -general superintendence, and takes the different sections for his -personal instruction at such times and in such order as he may judge -best.</p> - -<p>Before proceeding to the section rooms the different sections parade -in the barrack square by sound of bugle, under the superintendence of -the cadet <i>officer of the day</i>; the roll is then called by the -senior cadet, who is termed the <i>section marcher</i>, who reports -absentees to the officer of the day, and marches his section off to the -section room by direction of the latter. Arrived in the section room, -the section marcher causes the cadets to take their seats in the order -of their names on the roll, and then hands them over to the instructor. -When dismissed by the instructor, the section marcher forms his section -as before, marches it back to the barrack square, reports all -infractions of discipline which may have taken place either in study or -on the march to the officer of the day, and then dismisses his section -by the latter’s permission.</p> - -<p>There is no system of private tuition recognized at the Academy. Each -cadet must depend on his own exertions, aided by the explanations given -by the instructors in the section rooms, and by the occasional -assistance he may derive from his more advanced comrades.</p> - -<p>The allotment of so large a portion of time to independent study is a -great departure from the practice of military schools in Europe; and it -is a remarkable feature in the West Point system that no continued -supervision is exercised over the cadets when studying in quarters -beyond that which is supplied by the discipline of the cadets -themselves. The senior of the two cadets inhabiting each room is -responsible for discipline and orderly behavior. The officer of the day -(cadet) visits each room during the hours of independent study; and the -<i>officer in charge</i>, who is detailed daily from the assistant -instructors of tactics, also visits the rooms at his discretion.</p> - - -<p class="heading"><i>Routine of Daily Work.</i></p> - -<p>A full-dress parade of the battalion takes place every day at sunset, -after which the cadets are marched to supper, the hour of which -<span class="pagenum"> -<a name="page760" id="page760">760</a></span> -varies with the season of the year, but is never earlier than 5.30 p.m. -Half an hour after supper the evening call to quarters is sounded for -study in barracks until tattoo at 9.30. All cadets excepting -officers, the non-commissioned officers of the battalion staff, and the -first sergeants, must be in bed and their lights extinguished at 10 -p.m., the hour for the signal of <i>Taps</i>.</p> - -<p>The arrangement of time on Sundays is as follows:</p> - -<div class="in-one"> -<p>Breakfast at 7 a.m.</p> -<p>Full-dress parade and inspection at 8.</p> -<p>Call to quarters for <i>study in barracks</i> at 9.</p> -<p>Church call at 10.30.</p> -<p>Recreation after church.</p> -<p>Dinner at 1 p.m.</p> -<p>Recreation.</p> -<p>Call to quarters for study, 3 to 5 p.m.</p> -<p>After 5 p.m. the arrangement of time is the same as on a week -day.</p> -</div> - -<p>Cadets may obtain leave from the Sunday afternoon study in barracks -to attend church a second time, should they desire it.</p> - -<p>There is no yearly vacation. When a youth enters West Point, he is -fixed there, unless discharged, for four years without intermission, -with the exception of two months’ furlough which he may obtain at the -end of his second year on certain conditions, and which is subject to a -scale of diminution graduated according to misconduct.</p> - -<p>This discipline would be intolerably severe but for the relaxation -afforded by the change from barracks and the section room to camp life. -The battalion is encamped from about 20th June to 30th August, and -during that period the time is exclusively devoted to military -exercises, practical instruction, and amusement.</p> - -<p class="heading"><i>Proficiency in Study—Examinations.</i></p> - -<p>The system of estimating proficiency in the different subjects -studied is very elaborate. Each instructor keeps daily notes of the -proficiency of the cadets forming the sections of which he has the -charge; the degree of excellence shown by a cadet at any recitation -being recorded by marks, 3 being the maximum for each lesson, which -represents <i>thorough</i> proficiency; 2.5 signifies <i>good</i>; 2 -<i>fair</i>; 1.5 <i>tolerable</i>; 1 <i>very imperfect</i>; any thing -below 1 is recorded as 0, or complete failure.</p> - -<p>A weekly report showing the daily credit of each cadet and the -aggregate for the week, is handed in by each instructor to the professor -or head of his department at the end of the last study on Saturday, and -the professor personally delivers the weekly reports of his department -to the superintendent at the office of the latter between the hours of -12 and 2 p.m. on the same day. The professor -<span class="pagenum"> -<a name="page761" id="page761">761</a></span> -at the same time recommends such transfers of students from section to -section as he may think proper. The aggregate weekly credits of each -cadet in all the branches of instruction are then recorded in the -superintendent’s office.</p> - -<p>From the weekly class reports, and the monthly record of discipline, -a consolidated report of the progress of the Academy is made up monthly -and forwarded to the inspector of the Academy, who transmits an abstract -of the same to the parent or guardian of each cadet.</p> - -<p>The weekly class reports form the most important element in -determining the relative standing of the cadets in their class at the -period of graduation, but a verifying test, or corrective, is supplied -by the examinations which take place in January and June, the method of -conducting which is as follows:</p> - -<p>The January examinations commence on the 2d of the month. The -examination of the 4th or lowest class is conducted by the whole -Academic Board, the constitution of which has been already detailed. The -relative standing of the members of the fourth class, up to that time -arranged alphabetically, is then determined by the summing up of the -weekly class reports, verified or corrected by the results of the -examination. A large proportion of the cadets of the fourth class, -usually from one-sixth to one-eighth of the whole, are yearly pronounced -to be <i>deficient</i>, and removed from the Academy at this their first -examination, which on account of its importance is required to be -conducted by the whole Academic Board. The examinations of the three -other classes take place before committees of the Academic Board, the -whole Board being divided into two committees for this purpose.</p> - -<p>The June, or <i>annual</i> examinations, commence on the first of the -month. The first or graduating class alone is examined by the entire -Academic Board, and the final relative standing of the cadets -determined. The remaining classes are examined before the two committees -of the Academic Board.</p> - -<p>The June examinations take place in the presence of the <i>Board of -Visitors</i>, the members of which are specially appointed in each year -by the President of the United States, and whose duty it is to report to -the Secretary of War, for the information of Congress, on the state of -discipline, instruction, &c., &c., of the Academy.</p> - -<p>The senior assistant professor or instructor of the branch under -examination is <i>ex officio</i> a member of the Academic Board or of -the committee thereof which conducts such examination; and the immediate -instructor of the section to be examined is likewise associated -<span class="pagenum"> -<a name="page762" id="page762">762</a></span> -with the Board or its committee so far as relates to the examination -itself and the arrangement of the section in order of merit.</p> - - -<p class="heading"><i>Classification according to Marks.</i></p> - -<p>To assist the Academic Board in determining the accurate -classification of any section about to be examined, the immediate -instructor of that section hands to the Board, before the examination -commences, a roll in the order of merit in which he considers the -members should stand, based on the weekly credits which he had himself -assigned.</p> - -<p>At the close of the examination the same instructor hands to the -Board a second roll in the order in which he conceives the members of -the section should stand, judging by the result of the examination. The -instructor then retires and the Board proceeds to deliberate.</p> - -<p>Each member of the Board having kept careful notes of the -examination, the relative standing of the cadets of a section in -proficiency is determined by discussion.</p> - -<p>The question next arises, who, if any, are to be pronounced -<i>deficient</i>?—a dictum which inevitably entails discharge from -the Academy, or putting down to a lower class.</p> - -<p>The different sections composing the class, having been arranged in -one class list in order of merit; one of the Board, usually the -professor of the department concerned, supposing <i>e.g.</i> the class -to consist of 50 members, may move that No. 50 be declared deficient. If -the motion is negatived on discussion, the salvation of No. 50 proves -also the salvation of all standing above him. But if the motion be -carried, Nos. 49, 48, 47, &c., may be pronounced deficient in like -manner, and so on, until a number is reached which is not condemned.</p> - -<p>The examinations are entirely <i>vivâ voce</i>. Each cadet is -subjected to a searching oral examination of from seven to ten minutes, -illustrated on the blackboard where the subject admits of it. The daily -record of the proficiency of a cadet in any subject forms, as already -stated, by far the most important element in fixing his relative -standing among his classmates: it is only exceptionally that the public -examinations alter materially the order of merit which has been -previously framed from the weekly class reports.</p> - -<p>At the close of each examination the Academic Board reports to the -Secretary of War the names of all cadets who are pronounced deficient in -studies or discipline, to be discharged from the Academy unless -otherwise recommended by the Academic Board.</p> - -<p>The rule of discharge for deficiency, even in one solitary subject, -<span class="pagenum"> -<a name="page763" id="page763">763</a></span> -is very rigidly enforced; unless where exceptional circumstances, such -as loss of time on account of illness, or having been unavoidably -prevented from joining the Academy until some time after the rest of his -class, induce the Board to recommend that the cadet shall have another -trial by being put back to the next lower class.</p> - -<p>Some detail is necessary to explain how the marks obtained by a cadet -at the daily recitations are employed to determine the credit he is to -receive in any given branch of study at the period of his -graduation.</p> - -<p>Where a subject is studied for two years, the maximum time allotted -to any branch of study, the marks gained during the first year help only -to fix a cadet’s relative standing in his class for the year next -ensuing. The credits shown by the weekly class reports of the second -year alone are taken into account in determining the credit due to a -cadet at the end of his residence.</p> - -<p>The exact method of fixing the credits due for any one subject is as -follows. The professor makes out a roll of the class in the order of -merit finally fixed by the Academic Board at the June examinations. The -first on the roll then receives credit for the maximum number of marks -allotted to the subject; the last on the roll receives a credit of -one-third of that maximum only. The <i>common difference</i> for all the -members of the class between those limits is then calculated, and the -remaining members receive credits varying from the first cadet and from -each other by the amount of that common difference. The figures thus -determined represent the credits assigned for any one subject at the -period of graduation, and the figure of general merit for each cadet is -made up of the aggregate credits obtained by him for all the branches of -study, with one column included for discipline.</p> - -<p>Proficiency in drill or riding does not affect the figure of general -merit, except indirectly. Inattention or carelessness at these exercises -would be noted by a certain figure of demerit, and would thereby -diminish, as will be hereafter explained, the credit to be allotted for -discipline at the final examination.</p> - - -<p class="heading"><i>Graduation.</i></p> - -<p>The qualifications required for obtaining an appointment to the army -are simply <i>graduation</i>, or in other words that a cadet shall have -passed through the four years’ course at the Academy without being found -<i>deficient</i> in any one branch of study or in discipline. The -proportion of cadets who fail to graduate is very -considerable—nearly one-half. The present first class is a fair -sample. It numbered -<span class="pagenum"> -<a name="page764" id="page764">764</a></span> -74 on entrance, and its members are now only 39, and of these three had -belonged to the next higher class, and were put back for deficiency. -From 1842 to 1852 the exact proportion who succeeded in graduating was -0.510. From 1852 to 1862 the exact proportion was 0.523.</p> - -<p>Although the ultimate consequences of idleness in being declared -<i>deficient</i> at the half-yearly examinations are generally -sufficient to insure diligence, an immediate penalty is attached to any -adverse report against a cadet for want of attention to study, or any -misconduct in the recitation halls. The instructor of any section notes -on his weekly class reports any cases of decided idleness and all -infractions of discipline, and to each reported instance a double -penalty is attached, as to every instance of misconduct at the Academy; -the one immediate, in punishment according to the scale of the offense; -the other prospective, consisting of a certain figure of demerit, which -will rise up in judgment against the delinquent at the end of his -residence, and diminish his credit for <i>discipline</i>.</p> - -<p>The <i>certainty</i> of the penalty which attaches to idleness, both -in the immediate punishment it entails, and its more serious ultimate -consequences, is found to be sufficient, as a general rule, to attain -the desired object; hence the character of the cadets for diligence is -decidedly high.</p> - -<p>The members of the graduating class have their choice of the services -to which they shall be appointed according to their standing on the roll -in order of merit. The order of precedence of corps of the United States -army is: 1, Engineers; 2, Ordnance; 3, Artillery; 4, Cavalry and -Infantry; and that is, as a general rule, the order of choice. The -Secretary of War may sanction subsequent transfers from one branch of -the service to another, but such transfers are very rare.</p> - -<p>Beyond the privilege of choice, the only direct inducement held out -to distinction among his classmates to any cadet, is one which is purely -honorary. By an order from the Secretary of War so early as the year -1818, the five cadets most distinguished in studies and discipline in -each class at the June examinations, are published each year in the -United States Army Register (Army List). The distinction is highly -prized.</p> - -<p>The advantages resulting from a degree or peculiar distinction at -West Point after appointment to the army, in respect to professional -advancement or the obtaining staff employment, are very small. No -special qualification is required by law or regulation for admission to -the staff. When a vacancy occurs any one who desires may -<span class="pagenum"> -<a name="page765" id="page765">765</a></span> -make application for the vacant appointment to the Adjutant General of -the army. The decision rests with the Secretary of War or the President. -The head of the department in which the vacancy exists is the proper -person to insist, if he thinks proper, on the possession of certain -qualifications by the officer who is to be employed as his subordinate. -Even graduation at West Point is not insisted on as a necessary -qualification for staff employment.</p> - - -<p class="heading"><i>Discipline.</i></p> - -<p>Every young gentleman who passes his probationary examination in the -January after his admission, receives his <i>warrant of cadet</i>, and -signs an engagement to serve in the military force of the United States -during the eight years next ensuing. He thus becomes amenable to the -articles of War and to trial by court-martial.</p> - -<p>The discipline of the Academy has no resemblance to that of an -ordinary civil college, but is peculiarly and essentially military. The -cadets are required to clean their own rooms, make their own beds, and -clean their own arms and belts.</p> - -<p>The staff for the maintenance of discipline is distinct from that of -tuition. The professorial staff simply report infractions of discipline -in study, but have no power to punish. All professors and instructors, -however, as well as all military officers who may be stationed at West -Point, are expected to report to the superintendent any improper conduct -on the part of a cadet which may come under their observation.</p> - -<p>The punishments to which a cadet is liable are comprised in the three -classes following, viz.:—</p> - -<p>1st. Privation of recreation, &c.; extra duty (not guard); -reprimands; arrests or confinement to barrack room or tent; confinement -in light prison. <i>Inflicted only by the superintendent or by his -authority.</i></p> - -<p>2d. Confinement in dark prison. <i>Only by sentence of court-martial, -and seldom or never resorted to.</i></p> - -<p>3d. Suspension; dismissal with privilege of resigning; public -dismissal. <i>Only by sentence of a garrison or general court-martial, -which must be approved by the Secretary of War.</i></p> - -<p>“Breach of arrest” is treated as a military offense of the worst -nature, and is classified with “mutinous conduct.”</p> - -<p>All offenses are classified under five heads, and are recorded -according to the following scale:</p> - -<table class="allwords"> -<tr> -<td>An offense of the</td> -<td>1st</td> -<td>class counts</td> -<td>5</td> -<td>demerit.</td> -</tr> -<tr> -<td>“</td> -<td>2d</td> -<td>“</td> -<td>4</td> -<td>“</td> -</tr> -<tr> -<td>“</td> -<td>3d</td> -<td>“</td> -<td>3</td> -<td>“</td> -</tr> -<tr> -<td>“</td> -<td>4th</td> -<td>“</td> -<td>2</td> -<td>“</td> -</tr> -<tr> -<td>“</td> -<td>5th</td> -<td>“</td> -<td>1</td> -<td>“</td> -</tr> -</table> - -<span class="pagenum"> -<a name="page766" id="page766">766</a></span> -<p>All offenses reported or to be reported against cadets, are read out -at evening parade on the day after commission, excepting offenses in the -section rooms reported by the instructors, which are read out on Monday -evening’s parade; so that every cadet may have the opportunity of -presenting a written explanation, or plea, in extenuation, of the -offense charged against him.</p> - -<p>The commandant of cadets attends at his office, in the square of the -cadet barracks, between the hours of breakfast and the first study every -morning to receive reports of offenses.</p> - -<p>Explanations in writing, on paper of prescribed uniform size, may be -taken to the commandant by any cadet charged with an offense not later -than the commandant’s second orderly hour after publication, as a -general rule from which any departure requires to be explained.</p> - -<p>If the commandant considers the excuse satisfactory, he erases the -offense and tears up the excuse, but forwards an abstract of all -offenses which have not been explained to his satisfaction, with the -written explanations, for the decision of the superintendent.</p> - -<p>The superintendent may, on further inquiry, find the explanations of -some of the offenses forwarded satisfactory, in which case he erases -such offenses. To the remainder he allots such immediate punishment, and -such marks of demerit in addition, as the cases respectively justify; or -he may consider the demerit marks sufficient without any immediate -punishment.</p> - -<p>Thus the offenses of which a cadet may be guilty during his residence -are recorded against him by a very elaborate and just method, and rise -up against him at the period of his graduation. No instance of -carelessness or inattention to orders is too trifling to be taken notice -of.</p> - -<p>If any cadet has more than 100 demerit recorded against him in any -six successive months, he is immediately discharged from the Academy as -deficient in discipline.</p> - -<p>But during the first year’s residence, offenses count one-third less -than those committed during the subsequent three years; a cadet of the -first year would therefore only be discharged as deficient in discipline -who had obtained a demerit of 150 within any period of six successive -months.</p> - -<p>The marks of demerit of all the fourth class cadets who have not -proved deficient in discipline, are wiped out entirely at the end of -their first year, and do not therefore affect their relative standing at -the period of graduation. The demerit of the first year is only taken -into account, so as to determine, in combination with the -<span class="pagenum"> -<a name="page767" id="page767">767</a></span> -credits received for progress in study, the relative standing of the -cadets in their class for the year next ensuing.</p> - -<p>At the final examination, the credit to be allotted to any cadet on -the score of discipline is made up by means of the demerit rolls as -follows.</p> - -<p>Each cadet receives a credit of 16.67 for every month during his -residence, in which he has had no demerit recorded against him, to be -deducted from his aggregate marks of demerit at the end of his -residence. The monthly credit is fixed at 16.67, because that number -forms the sixth part of the 100 marks of demerit, which if recorded in -six months against any cadet would have occasioned his discharge.</p> - -<p>Notwithstanding that the demerit marks of the fourth class are wiped -out at the end of the first year, and do not count against the cadets at -their final examination, the credit of 16.67 is still allowed to cadets -for every month of their first year in which no demerit was recorded -against them and deducted from their aggregate marks of demerit at the -end of their residence.</p> - -<p>The positive marks of merit for discipline due to any cadet at the -end of his residence are thus determined. The cadet of the graduating -class having the lowest aggregate demerit recorded against him is placed -<i>first</i> in discipline, and is credited with the maximum of marks -due to that subject, viz., 300. The whole class is then arranged in the -same sense, the cadet having the highest demerit being placed last, and -receiving only one third of the maximum, viz. 100. The common difference -between these limits is then calculated for each cadet of the class, and -applied as already explained.</p> - -<p>Although the nominal value placed on discipline is represented by the -same number of marks only as are allotted to each of the more important -branches of study, in fixing the relative standing of cadets at their -final examination; it should be remembered that no candidate can reach -that period at the Academy who is not fairly well conducted. It would be -quite impossible for any cadet to remain at the Academy who had earned -for himself the sentence “deficient in discipline,” even though the -marks of demerit required for that sentence might have been earned by a -succession of minor infractions of discipline. And a cadet who might be -guilty of any serious willful offense would be at once removed from the -Academy.</p> - -<p>Owing to the very limited time allowed for recreation, games are -almost unknown; and almost the only athletic amusement indulged -<span class="pagenum"> -<a name="page768" id="page768">768</a></span> -in is boating on the river, for which, however, Saturday afternoons -afford the only available time.</p> - -<p>No difficulty is found to arise from the difference of age among the -cadets in maintaining an uniform system of discipline. The same rules -are applied to all during the whole period of residence.</p> - -<p>The cadet officers and non-commissioned officers greatly assist in -maintaining discipline. A daily abstract of offenses show that out -of 15 offenses recorded therein, 11 were reported by cadet officers or -non-commissioned officers.</p> - -<p>The daily duties are assimilated as much as possible to those of a -battalion in quarters, and are as follows:</p> - -<p><i>The officer in charge</i>, detailed daily from the assistant -instructors of tactics, is responsible for the proper performance of all -the military duties of the battalion during the day. His tour of duty -commences at guard mounting (7.30 a.m. in barracks, 8 a.m. in camp); at -which time he reports for orders to the commandant at the office of the -latter. He has an office adjoining that of the commandant where he must -constantly be present from <i>reveillé</i> to <i>taps</i> (the signal -for putting out lights at 10 p.m.), except when absent on duty or at -meals. He is present in the cadets’ mess hall during all meals, and -superintends every parade and roll call. He visits the sentries at his -discretion. On being relieved, he includes in the usual morning report -of his company, all offenses which may have come to his knowledge as -having occurred during his tour of duty.</p> - -<p><i>The officer of the day</i>, is detailed usually from the roster of -the cadet officers, although every cadet of the highest class is -appointed at least once to perform this duty. He is present at guard -mounting and receives his guard in the usual military manner, after -which he reports for order to the commandant and is generally under the -orders of <i>the officer in charge</i>. His post of duty is the guard -room, which is in the same building as, and immediately beneath, the -offices of the commandant and the officer in charge. He causes all calls -to be sounded at the proper time; is present at all parades and roll -calls; and receives reports of all absentees, whom it is his duty -immediately thereafter to seek and to order when found to repair to -their respective duties unless properly excused. He reports to the -officer in charge all absentees whom he may not be able to find, and all -cadets who fail to obey his orders. He directs the formation of all the -class sections before marching to the section rooms; receives reports of -absentees from the section marchers, and requires the latter to march -off their sections in a proper military manner. He is responsible for -the suppression of -<span class="pagenum"> -<a name="page769" id="page769">769</a></span> -all irregularities in quarters or their vicinity during his tour. He -visits the quarters during the hours of independent study and receives -reports of absentees. He visits all the quarters at <i>Taps</i>, and -reports absentees to the officers in charge. He afterwards visits the -room of every cadet absent every 15 minutes until the return of the -absentee, or until otherwise directed by the officer in charge. On the -back of the guard report which he forwards next morning to the -commandant, he records all offenses which come to his knowledge as -having occurred during his tour; and presents with it all permits and -passes that have come into his hands, all of which are required to be -deposited with him. The officer of the day is relieved from study during -his tour of duty.</p> - -<p><i>Daily Guard.</i>—A cadet guard, consisting of one sergeant, -four corporals, and 24 privates, is mounted every morning at -7.30. The cadets of the guard remain in the guard-room during the -day, excepting the hours of study.</p> - -<p><i>Sentries</i> are posted during the hours of recreation, the most -important posts being the different entrance halls of the cadet -barracks. Ten minutes after the <i>call to quarters</i>, during the day -on Sundays, and every evening, it is the duty of each such sentry to -visit all the rooms belonging to his particular entrance hall. He then -orders all cadets whom he may find visiting in rooms not their own to -their proper quarters, and reports all who fail to comply promptly with -his orders to the sergeant of the guard, as well as all absentees; and -the sergeant of the guard passes on all such reports to the officer of -the day. A sentry similarly reports every irregularity that may -occur on his beat, and particularly the name of any cadet who may have -absented himself from the barracks for more than ten minutes. -A high sense of the honorable confidence reposed in a sentry seems -to be generally entertained; and there is every reason to believe that -the cadet sentries at West Point perform their duties in a trustworthy -and satisfactory manner.</p> - -<p>The general duties of the battalion are assimilated as much as -possible to those of a battalion in quarters. The daily detail of duties -is drawn up by the cadet adjutant. The cadets for guard are detailed by -the first sergeants of their respective companies at each evening -parade, and the daily routine is in this respect as nearly as possible -the same as that of military life.</p> - -<p>There is no yearly vacation; and the furlough which each cadet may -obtain at the end of his second year is subject to the following -conditions, viz.:—</p> - -<span class="pagenum"> -<a name="page770" id="page770">770</a></span> -<p>1st. If he has obtained 350 demerit in the two preceding years, he is -detained twelve days; if 325, 300, 275, 250, or 200 demerit within the -same period, he is detained ten days, eight days, five days, three days, -or two days respectively.</p> - -<p>2d. He is required to sign a certificate, declaring that he has in -<i>no manner improperly interfered with, or molested or injured new -cadets</i>. The furlough of any cadet declining to sign this certificate -is limited to one month, from 28th July to 28th August. Although there -have been instances of cadets declining to sign this certificate, it is -probable that, as a general rule, the cadet conscience places a liberal -interpretation on the words of the formula.</p> - -<p>Leave of absence from the Academy for one to two days is occasionally -granted, but only for exceptional reasons.</p> - - -<p class="heading"><i>Buildings.</i></p> - -<p>The <i>cadet barrack</i> is a handsome stone building of four -stories. It contains 176 rooms, of which 136 are cadets’ quarters, 14 -feet by 22 feet, arranged in eight divisions, each division having its -own entrance, and having no interior communication with the other -divisions. Not more than two cadets are lodged in the same room. The two -beds in each room are curtained off from the room, and separated from -each other by a partition. There are numerous bathing rooms in the -basement, to which the cadets have access.</p> - -<p>Each division of quarters is under the superintendence of an -assistant instructor of tactics, who visits the rooms of his division -three times in the course of each day, and occasionally during the -night. He makes a daily report in writing to the commandant of the -condition of the rooms under his charge, noting all delinquencies that -may have come to his knowledge since his last report.</p> - -<p>A division of quarters is divided into two <i>subdivisions of -quarters</i> of two floors each, each subdivision being under the charge -of one of the cadet officers, who has his quarters therein, and who is -responsible for the discipline of his subdivision, and for the proper -fulfillment of all orders that may be issued relative to the police of -quarters. He visits all the rooms of his subdivision 30 minutes after -reveillé, and immediately after <i>taps</i> (lights out), notes all -irregularities, and makes a daily report in writing to the -superintendent of his division, recording all delinquencies, and -certifying that since the report of the previous day he has faithfully -performed all duties required of him as <i>inspector of -subdivision</i>.</p> - -<p>The <i>Academy</i> is a building detached, containing the following -rooms and departments, viz.:—</p> - -<span class="pagenum"> -<a name="page771" id="page771">771</a></span> -<p><i>Chemical department</i>, comprising laboratory, lecture-room, room -for electrical experiments, and a work-room; <i>fencing department</i>; -<i>gymnasium</i>; <i>mineralogical collection</i>; <i>engineering -department</i>, comprising drawing and model rooms; <i>artillery model -room</i>; <i>mathematical model room</i>; <i>drawing academy</i>; -<i>trophy room</i>; <i>picture and statue galleries</i>; -<i>mineralogical section rooms</i>; and 10 <i>recitation rooms</i> -(or halls of study).</p> - -<p>Another detached building contains the <i>observatory</i>; and -<i>library</i> of 20,000 volumes, to which the cadets have access at -stated times.</p> - -<p>There are no rooms specially set apart for day rooms, reading or -recreation rooms.</p> - -<p>The <i>mess hall</i> is a detached building. The central hall where -the cadets take all their meals is 96 feet by 46 feet and 20 feet high. -Quarters for the purveyor with kitchen and bakery, and with quarters for -the necessary servants in the basement, are attached.</p> - -<p>The cadets are formed in the barrack square previous to each meal, -and are marched to and from the mess hall. The officer in charge visits -the mess hall at all meal times. The senior cadet officer present is -responsible for good order.</p> - -<p>The <i>Riding School</i> is detached and is admirably adapted to its -purpose.</p> - - -<p class="heading"><i>Expenses.</i></p> - -<p>The Academy is entirely supported by the State. The average annual -cost for 62 years has been $137,315; and this sum includes the cost of -all buildings and structures, of repairs and maintenance. The yearly -appropriations during the last eight years have varied from $170,000 to -$200,000, but does not include certain sums which are paid out of the -regular appropriation to the War Department.</p> - -<p>A new cadet is admitted to the Academy on the 1st of July. From that -date he is credited with Government pay at the rate of $30 a month, -which allowance is calculated as sufficient to pay for the whole cost of -his equipment and maintenance. As the monthly pay is, however, small -compared with the first cost of uniforms and outfit, a new cadet usually -deposits with the treasurer of the Academy on entrance from $60 to $80, -to be credited to his account. Thenceforth all wants and necessaries are -supplied to the cadet by the Government, the prices being a trifle above -cost and charged against his account. At the end of his residence, a -balance is struck, and the sum standing to his credit, if any, is paid -over to him. It is possible by this arrangement for a very careful and -steady lad to secure his education, his maintenance during four years, a -position in the army, and $100 in addition, at the time of his -graduation.</p> - - -<span class="pagenum"> -<a name="page772" id="page772">772</a></span> -<p class="heading">STAFF FOR GOVERNMENT AND INSTRUCTION, JAN. 1, -1872</p> - -<p class="heading"><span class="smallcaps">Superintendent.</span>—Col. <span class="smallcaps">Thomas H. Ruger</span>, 18th Infantry.</p> - -<p class="heading"><i>Military Staff.</i></p> - -<div class="inlist"> -<div class="inlist"> -<p><i>Adjutant.</i>—Captain Robert H. Hall, 10th Infantry.</p> -<p><i>Quartermaster.</i>—Captain Tally McCrea, 1st Artillery.</p> -<p><i>Treasurer.</i>—1st Lieut. James M. Marshall, 4th -Artillery.</p> -<p><i>Surgeon, U.S.A.</i>—Thomas A. McParlin, M.D.</p> -<p><i>Assistant Surgeon, U.S.A.</i>—Van Buren Hubbard, M.D.</p> -</div> -</div> - -<p class="heading"><i>Academic Staff.</i></p> - -<div class="inlist"> -<p><i>Commandant of Cadets and Instructor of Artillery, Cavalry and -Infantry Tactics.</i>—Lieut. Col. <span class="smallcaps">Emory -Upton</span>, 1st Artillery.</p> - -<div class="inlist"> -<p><i>Assistant Instructor of Artillery Tactics.</i>—Captain -Alexander Piper, 3d Artillery.</p> -<p><i>Assistant Instructor of Infantry Tactics.</i>—Captain Joseph -S. Conrad, 2d Infantry.</p> -<p><i>Assistant Instructor of Artillery and Infantry -Tactics.</i>—Capt. John Egan, 4th Artillery.</p> -<p><i>Assistant Instructor of Cavalry Tactics.</i>—Captain Alfred -E. Bates, 2d Cavalry.</p> -<p><i>Assistant Instructor of Artillery, Infantry and Cavalry -Tactics.</i>—1st Lieut. William S. Starring, 2d Artillery.</p> -<p><i>Assistant Instructor of Infantry Tactics.</i>—1st Lieut. -John F. Stretch, 10th Infantry.</p> -</div> - -<p><i>Professor of Mathematics.</i>—<span class="smallcaps">Albert E. Church</span>, LL.D.</p> - -<div class="inlist"> -<p><i>Assistant Professor of Mathematics.</i>—1st Lieut. John P. -Story, 4th Artillery.</p> -<p><i>Acting Assistant Professors of Mathematics.</i>—1st Lieut. -William F. Reynolds, jr., 1st Artillery; 2d Lieut. John E. Greer, -Ordnance; 2d Lieut. Albert H. Payson, Engineers; 2d Lieut. Frank Heath, -3d Artillery; 2d Lieut. Philip M. Price, jr., 2d Artillery.</p> -</div> - -<p><i>Professor of Drawing.</i>—<span class="smallcaps">Robert -W. Weir</span>, N.A.</p> - -<div class="inlist"> -<p><i>Assistant Professor of Drawing.</i>—1st Lieut. Edward H. -Totten, 1st Artillery.</p> -<p><i>Acting Assistant Professor of Drawing.</i>—2d Lieut. Charles -W. Whipple, 3d Artillery.</p> -</div> - -<p><i>Professor of Chemistry, Mineralogy, and Geology.</i>—<span -class="smallcaps">Henry L. Kendrick</span>, LL.D.</p> - -<div class="inlist"> -<p><i>Assistant Professor of Chemistry, Mineralogy, and -Geology.</i>—2d Lieut. John Pitman, jr., Ordnance.</p> -<p><i>Acting Assistant Prof, of Chemistry, Mineralogy, and -Geology.</i>—2d Lieut. Samuel E. Tillman, 4th Artillery.</p> -</div> - -<p><i>Professor of the Spanish Language.</i>—<span class="smallcaps">Patrice de Janon</span>.</p> - -<div class="inlist"> -<p><i>Assistant Professor of the Spanish Language.</i>—1st Lieut. -James O’Hara, 3d Artillery.</p> -</div> - -<p><i>Professor of Natural and Experimental Philosophy.</i>—<span -class="smallcaps">Peter S. Michie</span>.</p> - -<div class="inlist"> -<p><i>Assistant Prof. of Natural and Experimental -Philosophy.</i>—1st Lieut. James Mercur, Engineers.</p> -<p><i>Acting Assistant Professors of Natural and Experimental -Philosophy.</i>—2d Lieut. Edward S. Holden, 4th Artillery; -Additional 2d Lieut. Edgar W. Boss, Engineers.</p> -</div> - -<p><i>Professor of the French Language.</i>—<span class="smallcaps">George L. Andrews</span>.</p> - -<div class="inlist"> -<p><i>Assistant Professor of the French Language.</i>—1st Lieut. -Geo. G. Greenough, 4th Artillery.</p> -<p><i>Acting Assistant Professor of the French Language.</i>—2d -Lieut. Thomas H. Barber, 1st Artillery.</p> -</div> - -<p><i>Professor of Ethics and Law.</i>—<span class="smallcaps">John Forsyth</span>, D.D.</p> - -<div class="inlist"> -<p><i>Assistant Professor of Ethics and Law.</i>—Captain John S. -Poland, 6th Infantry.</p> -</div> - -<p><i>Professor of Military and Civil Engineering.</i>—<span class="smallcaps">Junius B. Wheeler</span>.</p> - -<div class="inlist"> -<p><i>Assistant Professor of Military and Civil -Engineering.</i>—Captain Jarrett J. Lydecker, Engineers.</p> -<p><i>Acting Assistant Professors of Military and Civil -Engineering.</i>—Captain Oswald H. Ernst, Engineers; 1st Lieut -John C. Mallery, Engineers.</p> -</div> - -<p><i>Instructor of Ordnance and Gunnery.</i>—Captain <span class="smallcaps">Thomas C. Bradford</span>, Ordnance.</p> - -<div class="inlist"> -<p><i>Assistant Instructor of Ordnance and Gunnery.</i>—1st Lieut. -James W. Reilly, Ordnance.</p> -</div> - -<p><i>Instructor of Practical Military Engineering, Military Signaling -and Telegraphy, Commanding Company E, Engineers.</i>—Captain <span -class="smallcaps">Oswald H. Ernst</span>, Engineers.</p> - -<div class="inlist"> -<p><i>Assistant Instructor of Military Signaling and Telegraphy, and -Acting Signal Officer.</i>—1st Lieut. Edward H. Totten, 1st -Artillery.</p> -<p><i>Assistant Instructor of Practical Military Engineering, on duty -with Company E, Engineers.</i>—2d Lieut. Frederick A. Mahan, -Engineers.</p> -</div> - -<p><i>Sword Master.</i>—Antoné Lorentz.</p> -</div> - -<span class="pagenum"> -<a name="page773" id="page773">773</a></span> -<p class="smallhead">COURSE OF INSTRUCTION.</p> - -<p>The studies pursued, and the instruction given at the Military -Academy, are comprised under the following heads, in the Official -Regulations:—</p> - -<div class="in-one"> -<p class="inhead">I. <span class="smallcaps">Infantry, Artillery, -and Cavalry Tactics, and Military Police and -Discipline.</span>—This course will conform to the system of -Infantry Tactics and Military Police and Discipline, established for the -government of the Army, and will comprise the schools of the soldier, -company, and battalion, the evolutions of the line, the manual exercise -and manœuvres of Light Infantry and riflemen, with the police and -discipline of camp and garrison. (2.) Artillery Tactics will comprise -exercise of field, siege, and garrison artillery; manœuvres of -batteries; mechanical manœuvres and target practice. (3.) Cavalry -tactics will comprise the schools of the trooper mounted, of the -platoon, and of the squadron; and equitation.</p> - -<p class="inhead">II. <span class="smallcaps">The Use of the Sword, -&c.</span>—Will comprise the use of the small-sword, -broadsword, and bayonet, and such military gymnastics as circumstances -may permit.</p> - -<p class="inhead">III. <span class="smallcaps">Mathematics.</span>—This course will comprise:</p> - -<p>(1.) <i>Algebra.</i>—Fundamental operations; involution and -evolution; reduction and conversion of fractional and radical qualities; -reduction and solution of equations, including those of the third degree -ratios and proportions; summation of infinite series and figurate -numbers; nature, construction, and use of logarithms.</p> - -<p>(2.) <i>Geometry.</i>—Geometry of right lines, planes, and -volumes and spherical geometry; and the formation and construction of -determinate geometrical equations.</p> - -<p>(3.) <i>Trigonometry.</i>—The solution of all the cases in -plane and spherical trigonometry; analytical investigation of -trigonometrical formulæ; and the construction of trigonometrical -tables.</p> - -<p>(4) <i>Mensuration and Surveying.</i>—Mensuration of planes; -surfaces and volumes; principles and practice of common land surveying; -different methods of plotting and calculating such surveys; -trigonometrical surveying; measurement of heights and distances; -leveling; and use of instruments in plotting, surveying, &c.</p> - -<p>(5.) <i>Descriptive Geometry.</i>—The graphic illustration and -solution of geometrical problems in space; and the particular -application of this method to spherical projections, construction of -maps, to shades and shadows, and perspective, and isometric -projections.</p> - -<p>(6.) <i>Analytical Geometry.</i>—Construction of algebraic -expressions; solution of determinate problems; determination and -discussion of the equations of the right line, plane and conic sections; -discussion of the general equations of the second degree involving two -or three variables; determination of loci, &c.</p> - -<p>Differential and Integral Calculus, with its application to maxima -and minima, the drawing of tangents, rectification of curves, radii of -curvatures, quadratures, cubatures, &c.</p> - -<p class="inhead">IV. <span class="smallcaps">French -Language.</span>—This course will comprise:</p> - -<p>French Grammar; reading and writing French; and translating (from -text and orally) English into French and French into English.</p> - -<p class="inhead">V. <span class="smallcaps">Spanish -Language.</span>—This course will comprise:</p> - -<p>Spanish Grammar; reading and writing Spanish; and translating (from -text and orally) English into Spanish and Spanish into English.</p> - -<p class="inhead">VI. <span class="smallcaps">Drawing.</span>—This course will comprise:</p> - -<div class="inlist"> -<p>Topography, with lead-pencil, pen and ink, and colors.</p> -<p>Figures, with pen and ink.</p> -<p>Landscape, with the lead-pencil.</p> -<p>Landscape, with colors.</p> -</div> - -<p class="inhead">VII. <span class="smallcaps">Chemistry, -Minerology, and Geology.</span>—This course will comprise:</p> - -<p><i>Chemical Physics.</i>—Magnetism; static and voltaic -electricity; electro-magnetism; -<span class="pagenum"> -<a name="page774" id="page774">774</a></span> -magneto-electricity; thermo-electricity; animal electricity; -construction and use of apparatus illustrating the principles of the -foregoing subjects and their mutual relations. Heat—its nature, -sources, and effects; relation between thermal energy and other forces; -measurement and equilibrium of temperatures; thermal and aqueous -phenomena of the atmosphere; light as a chemical agent.</p> - -<p><i>Chemistry.</i>—Its general laws and language; inorganic and -organic chemistry theory of radicals, types, and substitutions; animal -chemistry; animal nutrition, heat, and force; relation between the -mineral, vegetable, and animal kingdoms; applications of chemistry to -agriculture, fermentation, &c.</p> - -<p><i>Mineralogy.</i>—Crystallography; structure, practical -determination and uses of minerals; descriptive mineralogy.</p> - -<p><i>Geology.</i>—The earth’s features; classification, -structure, modes of occurrence and distribution of rocks; rock veins; -division of geological history into ages; the various agents of -geological changes; geology of the United States.</p> - - -<p class="inhead"><ins class="correction" -title="text has ‘VII’">VIII.</ins> <span class="smallcaps">Natural and Experimental -Philosophy.</span>—This course will comprise:</p> - -<p><i>Mechanics.</i>—1st. General classification of the physical -sciences; general constitution and physical properties of bodies; -measurements of the masses; densities and weights of bodies; definitions -and descriptions of natural forces. 2d. <i>Mechanics of -Solids.</i>—Work; laws of equilibrium and of motion; free and -constrained motion of solids; motion of projectiles; planetary motions -and the general principles of physical astronomy. 3d. <i>Mechanics of -Fluids.</i>—Mechanical properties of fluids; equilibrium and -motion of fluids; general principles of buoyancy; equilibrium and -stability of floating bodies; specific gravity; and barometrical -measurements. 4th. <i>Mechanics of Molecules.</i>—General -principles of sound, heat, light, and electricity, to be taught -principally by lecture. 5th. <i>Application.</i>—Objects and -principles of machines; friction; stiffness of cordage and adhesion; -discussion of the elementary machines—cord, lever, inclined plane, -wheel and axle, pullies, screw, hydraulic press, and hydraulic ram.</p> - -<p><i>Acoustics.</i>—Theory of the internal structure of bodies; -nature of sound; waves in general; velocity of sound in solids, liquids, -and gasses, and measurement of distances by sound; qualities of sound; -reflection, refraction, divergence and decay of sound; echoes, hearing -and speaking trumpets, and description of the ear.</p> - -<p><i>Optics.</i>—Nature of light; laws of its deviation; laws of -vision; optical instruments; chromatics; achromatism; polarization, -interference, and chromatics of polarized light.</p> - -<p><i>Astronomy.</i>—Description of the solar and stellar systems; -celestial and terrestrial spheres; figure and magnitude of the earth; -its motions, with the appearances and vicissitudes arising therefrom; -theory of astronomical reductions; eclipses, occultations, and transits; -tides and twilight; use of astronomical instruments and tables; methods -of making, clearing, and calculating observations for time, latitude, -longitude, the earth’s magnetism and true meridian.</p> - - -<p class="inhead">IX. <span class="smallcaps">Ordnance and -Gunnery.</span>—This course will comprise:</p> - -<p><i>Ordnance.</i>—1st. The theory and preparation of gunpowder, -cannon, artillery carriages, projectiles, implements, machines, -small-arms, ammunition, and military fireworks. 2d. Practical -instruction in making musket, rifle, pistol, cannon and howitzer -cartridges; preparation of strap, grape, and canister shot, fuzes, slow -and quick match, port-fire, signal rockets, carcases, fire-balls, light -balls, and incendiary composition; loading shells, shrapnel shot and -grenades; putting up stores for transportation; loading caissons; in -determining the pressure on the bore of a gun; in determining the -initial velocity of projectiles; in the manner of proving powder, and -when circumstances will admit of it, the operation of casting cannon -solid and hollow, casting of projectiles and the usual methods of -testing gun-metals, will be witnessed.</p> - -<p><i>Gunnery.</i>—Embracing the study of the movements of -projectiles; the theory of pointing fire-arms; the different kinds of -fires and their effect; the art of breaching, and the composition of -batteries.</p> - - -<p class="inhead">X. <span class="smallcaps">Ethics and -Law.</span>—This course will comprise:</p> - -<p><i>Ethics.</i>—1st. Common basis with law. 2d. In moral -science, the pursuit of -<span class="pagenum"> -<a name="page775" id="page775">775</a></span> -the highest good for each and all; the realization of excellence by -virtue, the fulfillment of obligations to God and our country, to -ourselves and others; and 3d, In its practical division, the duties, -vices and passions.</p> - -<p><i>Law.</i>—1st. General principles. 2d. International law. 3d. -Political organization and constitution of the United States. 4th. Rules -and articles of war: and the organizations, powers, forms, and -proceedings of courts-martial.</p> - - -<p class="inhead">XI. <span class="smallcaps">Practical Military -Engineering.</span>—This course will comprise:</p> - -<p>The preparation of trench and battery materials—gabions, -facines, sandbags, &c.; the manner of tracing and profiling -batteries and intrenchments, by cords, pickets and laths; the -defiladement of intrenchments and other works; the distribution and -posting of working parties, with their implements and materials in the -construction of batteries, intrenchments, &c.; the construction of -the various revetments for batteries and intrenchments, the laying of -platforms for field, siege, and garrison artillery; the construction of -palisades, fraises, abatis, rifle-pits, and trous-de-loup; the manner of -placing intrenchments and other works, together with houses, walls, -fences, &c., in a state of defense; the trace, defiladement, and -construction of the several kinds of trenches and saps; descent and -passage of a ditch, and other operations of a siege; the manner of -laying out, constructing, tamping and springing mines, both for attack -and defense, with the application of electricity thereto; trestle, -ponton, and other bridge exercises; military reconnoissance of a route -for the march of a column of troops, and of a locality for defensive -works.</p> - - -<p class="inhead">XII. <span class="smallcaps">Military and Civil -Engineering, and the Science of War.</span></p> - -<p><i>Military Engineering.</i>—1st Principles and methods of -planning and constructing temporary works, comprising intrenchments, -inclosed works, batteries, lines, bridge-heads, with the modes of their -attack and defense. 2d. Permanent Fortifications.—Principles of -planning and constructing permanent works for land and sea-coast -defense, with an analysis and description of the modern systems of -fortifications; the attack and defense of permanent works, including -mines.</p> - -<p><i>Civil Engineering.</i>—Comprising building materials, -masonry, carpentry, bridges, roads, railroads, canals, and river and -harbor constructions. The theory and description of mechanism and -machines. The principles of architecture.</p> - -<p>Descriptive drawing as applied to civil engineering, architecture and -fortification.</p> - -<p><i>Science of War.</i>—The military organization of states and -kingdoms; composition and organization of an army; strategy illustrated -and explained by military history; the operations of a campaign, -comprising the movements of troops and their general dispositions for -attack and defense.</p> -</div> - -<div class="hanging"> -<p class="smallhead">DISTRIBUTION OF STUDIES BY YEARS AND CLASSES.</p> - -<p class="heading"><i>Subjects.—First Year—Fourth -Class</i>.</p> - -<p><span class="smallcaps">Mathematics.</span>—Davies’ Bourdon’s -Algebra. Davies’ Legendre’s Geometry and Trigonometry. Church’s -Descriptive Geometry.</p> - -<p><span class="smallcaps">French Language.</span>—Bolmar’s -Levizac’s Grammar and Verb Book. Agnel’s Tabular System. Berard’s Leçons -Françaises. *Spier’s and Surrenne’s Dictionary.</p> - -<p><span class="smallcaps">Artillery and Infantry -Tactics.</span>—Practical Instruction in the Schools of the -Soldier, Company, and Battalion. Practical Instruction in Artillery.</p> - -<p><span class="smallcaps">Small-Arms.</span>—Instruction in -Fencing and Bayonet Exercise.</p> - - -<p class="heading"><i>Second Year—Third Class</i>.</p> - -<p><span class="smallcaps">Mathematics.</span>—Church’s -Descriptive Geometry, with its application to Spherical Projections. -Church’s Shades, Shadows, and Perspective. Davies’ Surveying. Church’s -Analytical Geometry. Church’s Calculus.</p> - -<p><span class="smallcaps">French Language.</span>—Bolmar’s -Levizac’s Grammar and Verb Book. Berard’s Leçons Françaises. Chapsal’s -Leçons et Modèles de Litterature Française. Agnel’s Tabular System. -Rowan’s Morceaux Choisis des Auteurs Modernes. -*Spier’s and Surrenne’s Dictionary.</p> - -<span class="pagenum"> -<a name="page776" id="page776">776</a></span> -<p><span class="smallcaps">Spanish Language.</span>—Josse’s -Grammar. Morale’s Progressive Reader. Ollendorff’s Oral Method applied -to the Spanish, by Valazquez and Simonne. -*Seoane’s Neuman and Barretti’s Dictionary.</p> - -<p><span class="smallcaps">Drawing.</span>—Topography, &c. -Art of Penmanship.</p> - -<p><span class="smallcaps">Infantry, Artillery, and Cavalry -Tactics.</span>—Practical Instruction in the Schools of the -Soldier, Company, and Battalion. Practical Instruction in Artillery and -Cavalry.</p> - - -<p class="heading"><i>Third Year—Second Class.</i></p> - -<p><span class="smallcaps">Natural and Experimental -Philosophy.</span>—Bartlett’s Mechanics. Bartlett’s Acoustics and -Optics. Bartlett’s Astronomy.</p> - -<p><span class="smallcaps">Chemistry.</span>—Fowne’s Chemistry. -Chemical Physics, from Miller.</p> - -<p><span class="smallcaps">Drawing.</span>—Landscape. Pencil and -Colors.</p> - -<p><span class="smallcaps">Artillery, Cavalry, and Infantry -Tactics.</span>—United States Tactics for Garrison, Siege, and -Field Artillery. Upton’s Infantry Tactics. Practical Instruction in the -Schools of the Soldier, Company, and Battalion. Practical Instruction in -Artillery and Cavalry.</p> - -<p><span class="smallcaps">Practical Military -Engineering.</span>—Myer’s Manual of Signals. Practical and -Theoretical Instruction in Military Signaling and Telegraphy.</p> - - -<p class="heading"><i>Fourth Year—First Class.</i></p> - -<p><span class="smallcaps">Military and Civil Engineering, and Science -of War.</span>—Mahan’s Field Fortifications. Mahan’s Outlines of -Permanent Fortification. Mahan’s Civil Engineering. Mahan’s -Fortifications and Stereotomy. Mahan’s Advanced Guard and Outpost, -&c. Mahan’s Industrial Drawing. *Moseley’s Mechanics of -Engineering.</p> - -<p><span class="smallcaps">Mineralogy and Geology.</span>—Dana’s -Mineralogy. Hitchcock’s Geology.</p> - -<p><span class="smallcaps">Ethics and Law.</span>—French’s -Practical Ethics. Halleck’s International Law. Kent’s Commentaries -(portion on Constitutional Law). French’s Law and Military Law. Benét’s -Military Law and the Practice of Courts Martial. -*Webster’s Dictionary.</p> - -<p><span class="smallcaps">Artillery, Cavalry, and Infantry -Tactics.</span>—United States Tactics for Cavalry. Practical -Instruction in the Schools of the Soldier, Company, and Battalion. -Practical Instruction in Artillery and Cavalry.</p> - -<p><span class="smallcaps">Ordnance and Gennery.</span>—Benton’s -Ordnance and Gunnery. Practical Pyrotechny.</p> - -<p><span class="smallcaps">Practical Military -Engineering.</span>—Practical Instruction in fabricating Facines, -Sap Fagots, Gabions, Hurdles, Sap Rollers, &c.; manner of laying out -and constructing Gun and Mortar Batteries, Field Fortifications, and -Works of Siege; formation of Stockades, Abattis, and other military -obstacles; and throwing and dismantling Pontoon Bridges.</p> - -<p>Myer’s Manual of Signals. Practical Instruction in Military Signaling -and Telegraphy.</p> -</div> - -<p class="tablefoot"> -* Books marked * are for reference.</p> - -<div class="in-one"> -<p class="smallhead">PROGRAMME OF CAMP DUTIES FROM JULY 5, TO AUGUST -30.</p> - -<p>Reveillé, 5 a.m. Policing camp just after reveillé. Infantry company -drills, for all classes, 5.30 a.m. Surgeon’s call, 6.30 a.m. Breakfast -call, 7 a.m. Parade call, 8 <ins class="correction" -title="final . invisible">a.m.</ins> Guard mounting, immediately after parade. Siege -and sea-coast artillery drill for 1st class; Light Battery drill, 2d -class; Foot Light Battery drill, 4th class; 9 till 10 a.m. Laboratory -duty for two weeks, signaling, practical and topograpical engineering, -for rest of term for 1st class, 10 till 12 a.m. Laboratory duty for 3d -class for two weeks, 10 till 12 a.m. Infantry squad drill for 4th class, -10 till 11 a.m. Dinner, 1 p.m. Policing camp, 4 p.m. Infantry company’s -drill for all classes, 5.30 p.m. Parade, sunset, Supper, after parade. -Tattoo, 9.30 p.m. Taps, 9.45 p.m.</p> -</div> - -<span class="pagenum"> -<a name="page777" id="page777">777</a></span> - -<h4 class="three"><a name="westpoint_admission" id="westpoint_admission" href="#westpoint">I. REGULATIONS</a><br> -<span class="submini">RELATIVE TO</span><br> -<span class="subhead">THE ADMISSION OF CADETS INTO THE MILITARY -ACADEMY.</span></h4> - -<p><span class="firstword">Applications</span> for admission into the -United States Military Academy at West Point, should be made by letter -to the Secretary of War. By provision of law, each Congressional and -Territorial district, and the District of Columbia, is entitled to have -one cadet at the Military Academy, and no more. The district -appointments are made on the nomination of the member of Congress -representing the district at the date of the appointment. The law -requires that the individual selected shall be an actual resident of the -Congressional district of the State or Territory, or District of -Columbia, from which the appointment purports to be made. Also, -appointments “at large,” not to exceed ten, are annually made. -Application can be made, at any time, by the candidate himself, his -parent, guardian, or any of his friends, and the name placed on the -register. No preference will be given to applications on account of -priority; nor will any application be entered in the register when the -candidate is under or above the prescribed age; the <i>precise age</i> -must be given; <i>no relaxation of the regulation in this respect will -be made</i>; nor will any application be considered in cases where the -age and other qualifications of the candidates are not stated. The fixed -abode of the candidate, and <i>number</i> of the Congressional district -which he considers his permanent residence, must be set forth in the -application. The pay of a cadet is $30 per month, to commence from his -admission into the Military Academy, and is considered ample with proper -economy, for his support.</p> - -<p>The appointments will be made annually in the month of February or -March, on the applications made within the preceding year. The claims of -all the candidates on the register will be considered and acted upon. No -certain information can be given as to the probable success of the -candidate, before the arrival of the period for making the selections. -Persons, therefore, making applications, must not expect to receive -information on this point.</p> - -<p>As a general rule, no person will be appointed who has had a brother -educated at the institution.</p> - - -<p class="smallhead">QUALIFICATIONS.</p> - -<p>Candidates must be over sixteen and under twenty-one years of age, at -the time of entrance into the Military Academy; must be at least five -feet in height, and free from any deformity, disease, or infirmity, -which would render them unfit for the military service, and from any -disorder of an infectious or immoral character. They must be able to -read and write well, and perform with facility and accuracy the various -operations of the four ground rules of arithmetic, of reduction, of -simple and compound proportion, and of vulgar and decimal fractions.</p> - -<p>It must be understood that a full compliance with the above -conditions will be insisted on—that is to say—the candidate -must write in a fair and legible hand, and without any material mistakes -in spelling, such sentences as shall be dictated by the examiners; and -he must answer promptly, and without errors, -<span class="pagenum"> -<a name="page778" id="page778">778</a></span> -all their questions in the above-mentioned rules of arithmetic: failing -in any of these particulars, he will be rejected.</p> - -<p>It must also be understood, that every candidate will, soon after his -arrival at West Point, be subjected to a rigid examination by an -experienced medical board; and should there be found to exist in him any -of the following causes of disqualification, to such a degree as will -immediately, or in all probability may at no very distant period, impair -his efficiency, he will be rejected:</p> - -<p>1. Feeble constitution and muscular tenuity; unsound health from -whatever cause; indications of former disease; glandular swellings, or -other symptoms of scrofula.</p> - -<p>2. Chronic cutaneous affections, especially of the scalp, or any -disorder of an infectious character.</p> - -<p>3. Severe injuries of the bones of the head; convulsions.</p> - -<p>4. Impaired vision from whatever cause; inflammatory affections of -the eyelids; immobility or irregularity of the iris; fistula -lachrymalis, &c., &c.</p> - -<p>5. Deafness; copious discharge from the ears.</p> - -<p>6. Loss of many teeth, or teeth generally unsound.</p> - -<p>7. Impediment of speech.</p> - -<p>8. Want of due capacity of the chest, and any other indication of a -liability to a pulmonic disease.</p> - -<p>9. Impaired or inadequate efficiency of one or both of the superior -extremities on account of fractures, especially of the clavicle, -contraction of a joint, extenuation, deformity, &c., &c.</p> - -<p>10. An unnatural excurvature or incurvature of the spine.</p> - -<p>11. Hernia.</p> - -<p>12. A varicose state of the veins, of the scrotum and spermatic cord, -(when large,) sarcocele, hydrocele, hemorrhoids, fistulas.</p> - -<p>13. Impaired or inadequate efficiency of one or both of the inferior -extremities on account of varicose veins, fractures, malformation, (flat -feet, &c.,) lameness, contraction, unequal length, bunions, -over-lying or supernumerary toes, &c., &c.</p> - -<p>14. Ulcers, or unsound cicatrices of ulcers likely to break out -afresh.</p> - -<hr class="mid"> - -<p>The above Regulations were issued by the War Department in 1862. -Although it appears from this official document, that “applications for -admission into the United States Military Academy at West Point, should -be made by letter to the Secretary of War,” and that “the claims of all -candidates on the register will be considered and acted upon,” it is -also stated, that “<i>the district appointments are made on the -nomination of the member of Congress representing the district at the -date of the appointment</i>.” This delicate duty, and great privilege of -selecting, out of all the young men between the ages of sixteen and -twenty-one years, in a Congressional district of at least 70,000 -inhabitants, who aspire to serve their country in a military capacity, -the one <i>best</i> qualified, or even <i>well</i> qualified, is not -imposed or conferred directly by law, but by the practice of the -appointing power, on the member for that district.</p> - -<span class="pagenum"> -<a name="page779" id="page779">779</a></span> -<div class="in-one"> -<p class="heading"><i>Summary of Qualifications (in Circular of -1871).</i></p> - -<p>A sound body and constitution, a fixed degree of preparation, good -natural capacity, an aptitude for study, industrious habits, -perseverance, an obedient and orderly disposition, and a correct moral -deportment are such essential qualifications that candidates knowingly -deficient in any of these respects should not, as many do, subject -themselves and their friends to the chances of future mortification and -disappointment, by accepting appointments to the Academy and entering -upon a career which they can not successfully pursue.</p> - - -<p class="heading"><i>Method of Testing the Qualifications of -Candidates.</i></p> - -<p>Candidates should be able to <i>read</i> with facility from any book, -giving the proper intonation and pauses, and to <i>write</i> portions -that are read aloud for that purpose, spelling the words and punctuating -the sentences properly. Some historical work should preferably be -chosen, and successive passages read till the reading exercises are -ended. Then, from another part of the book, a suitable paragraph or -paragraphs, of reasonable length, should be read aloud to the -candidates, with proper intonations and pauses, as a guide to -punctuation, and written down by them as read.</p> - -<p>In Arithmetic they should be able to perform with facility examples -under the four ground rules, and hence should be familiar with the -tables of addition, subtraction, multiplication, and division, and be -able to perform examples in reduction and in vulgar and decimal -fractions, such as:</p> -</div> - -<p>Add ⅔ to ¾; subtract ⅖ from ⅚; multiply ¾ by ⅞; divide ⅖ by ⅜</p> - -<div class="in-one"> -<p>Add together two hundred and thirty-four thousandths, (.234,) -twenty-six thousandths, (.026,) and three thousandths, (.003.)</p> - -<p>Subtract one hundred and sixty-one ten thousandths (.0161) from -twenty-five hundredths (.25.)</p> - -<p>Multiply or divide twenty-six hundredths (.26) by sixteen thousandths -(.016.)</p> - -<p>They should also be able to change vulgar fractions into decimal -fractions, and decimals into vulgar fractions, with examples like the -following:</p> -</div> - -<p>Change 15/16 into a decimal fraction of the same value.</p> - -<div class="in-one"> -<p>Change one hundred and two thousandths (.102) into a vulgar -fraction.</p> - -<p>In simple and compound proportion, examples of various kinds should -be given, and the candidates should understand the principles of the -rules followed.</p> - -<p>In English Grammar candidates should exhibit a familiarity with the -nine parts of speech and the rules in relation thereto; should be able -to parse any ordinary sentence given to them, and, generally, should -understand those portions of the subject usually taught in the higher -academies and schools throughout the country, under Orthography, -Etymology, Syntax, and Prosody.</p> - -<p>In Descriptive Geography they should name, locate, and describe the -natural grand and political divisions of the earth, and be able to -delineate any one of the States or Territories of the American Union, -with its principal cities, rivers, lakes, seaports, and mountains.</p> - -<p>In History they should be able to name the periods of the discovery -and settlement of the North American continent; of the rise and progress -of the United States, and of the successive wars and political -administrations.</p> - -<p>The examinations in Orthography, Grammar, Geography, and History may -be either oral or written.</p> - -<p>Candidates undoubtedly deficient in any one requisite, or more than -one, should resign any expectation of admission till the deficiency is -overcome.</p> - -<p>Candidates should first be examined by a medical practitioner, with -reference to the physical requirements and disqualifications set forth -in the circular; such as are manifestly disqualified being so -informed.</p> - -<p>The condition of body and mind considered together should be -regarded, as well as general proficiency in the studies as a whole. -Especially should natural ability and manifest aptitude for acquiring -and applying knowledge take precedence of mere scholastic finish and -readiness of answer to former problems. Other things being equal, -preference should be given, in order, to those whose claims are -strengthened by military, naval, or other distinguished service rendered -to the country by themselves or their immediate relatives; and it is -better for candidates to be nearer the minimum than the maximum age.</p> -</div> - - -<span class="pagenum"> -<a name="page781" id="page781">781</a></span> -<h4 class="three">BOARD OF VISITORS</h4> - -<p><span class="firstword">In</span> the Regulations for the -government of the Military Academy, approved July 1, 1816, provision for -the appointment of a Board of Visitors, to consist of five competent -gentlemen, who should attend at each general examination, and report -thereon to the War Department through the Inspector, who appears to have -been from the start the senior officer of the corps of Engineers.</p> - -<p>In 1846 (Aug. 8), Congress authorized the appointment annually, by -the President, of a Board of Visitors, whose duty it was made to attend -each yearly examination, and report to the Secretary of War upon the -discipline, instruction, police and fiscal affairs of the Academy. The -members were to be taken from one half of the number of States, -alternating yearly with the other half, each member being a <i>bona -fide</i> resident of the State from whence appointed, and each -Congressional district being in turn designated to furnish an appointee. -Of the members each year, not less than six must be taken from among -officers actually serving in the militia.</p> - -<p class="heading"><i>Extract from Act of Congress approved August 8, -1846, amended by Acts of March 16, 1868, and February 21, 1870.</i></p> - -<div class="in-one"> -<p>That the President is authorized to appoint a Board of Visitors to -attend the annual examination of the Military Academy, whose duty it -shall be to report to the Secretary of War, for the information of -Congress, at the commencement of the next succeeding session, the actual -state of the discipline, instruction, police, administration, fiscal -affairs, and other concerns of the institution: <i>Provided</i>, That -the whole number of visitors each year shall not exceed seven: -<i>Provided, further</i>, That no compensation shall be made to said -members beyond the payment of their expenses for board and lodging while -at the Military Academy, and an allowance, not to exceed eight cents per -mile, for traveling by the shortest mail route from their respective -homes to the Academy, and back to their homes. And in addition to the -other members of the Board of Visitors to be appointed by the President, -according to law, to attend the annual examination of cadets at the -United States Military Academy, there shall be on every such board two -Senators, to be designated by the Vice-President, or President <i>pro -tempore</i> of the Senate; and three members of the House of -Representatives, to be designated by the Speaker of the House of -Representatives, such designations respectively to be made at the -session of Congress next preceding the time of such examination; and the -Senators and members so appointed shall make full report of their action -as such visitors, with their views and recommendations in regard to the -said Military Academy, within twenty days after the meeting of Congress, -at the session next succeeding the time of their appointment.</p> -</div> - - -<span class="pagenum"> -<a name="page782" id="page782">782</a></span> -<p class="smallhead">EXTRACT FROM REPORT OF VISITORS FOR 1871.</p> - -<div class="in-one"> -<p>Twenty-five years ago West Point was substantially separate from the -outside world; for several months of the year a mail was not received -oftener than once in three or four days. The presence of visitors was -almost wholly unknown, and the officers and cadets formed a community by -and of themselves. The relations existing between the officers and -cadets was like that at present existing between the officers and -soldiers at a military post. Cadets were permitted to visit at the -quarters of professors and officers on Saturday afternoons, and at no -other time. But so reserved were the manners of officers, even on such -occasions, that the privilege, though recognized, was very rarely -exercised. There was substantially no social intercourse between the -officers and the cadets.</p> - -<p>In those days, too, the rigor of discipline put all cadets, the sons -of the rich and the sons of the poor, upon a common footing. The -regulations not only prohibited any cadet from receiving money from his -parents and friends, but no place existed, or was permitted to exist, on -the limits, where cadets could expend money. Occasionally a cadet was -allowed to purchase what he pleased under the head of “sundries;” not -exceeding one dollar in amount, and that only on the order of an officer -in charge.</p> - -<p>But all this has changed. West Point is now or fast becoming a place -of fashionable resort. Hotels have been erected in near proximity to the -post, and hundreds of visitors now repair thither where one did in -former years. This influx of fashionable life has caused a relaxation of -the rules in regard to cadets visiting. The great distance between -officers and cadets has been gradually diminished. Cadets of the first -class may now visit officers every day in the week, and officers and -cadets associate together with a freedom of intercourse not formerly -known. Insensibly the standard of discipline has been lowered, until the -Academy has less than formerly the character of the Regular Army, and -more the features of a militia establishment, where officers and men are -separated while on duty, but mingle in social intercourse when the hour -of drill or parade has passed.</p> - -<p>Although the regulation in regard to cadets receiving money remains -unchanged, yet, at present, a new functionary, known as the “cadet -confectioner,” is allowed to keep open on cadet limits a place of resort -which cadets are known to frequent daily to enjoy the table, and where -they may treat their fellows without stint or limit. Thus one of the -elements of equality which formerly existed among the cadets is -destroyed, and the son of a wealthy man may fare sumptuously, while the -poor boy must confine himself to such food as the mess-hall affords.</p> - -<p>Many other causes might be mentioned as contributing to the present -condition of things, and many other illustrations of the change from the -custom of former years might be given. But those members of the board -who have been appointed by the Vice-President and Speaker of the House -of Representatives, and whose duty it is by law specially made to report -to Congress upon this subject, will doubtless do so at length, and -therefore this board pass the subject without as full a consideration as -would otherwise be demanded. But this board, feeling the importance of a -high state of discipline to the efficiency of the Academy, to accomplish -the purpose for which it is maintained, earnestly recommend a return to -the stricter kind of discipline which was administered years ago. An -army must be governed by different methods and upon different principles -from a civil society and to an army and to every military establishment -discipline is a necessity.</p> - -<p>With a view to this end, in the opinion of this board, the -superintendent and commandant of cadets should always be officers of -high rank, who, by their age and military distinction, can command not -only the respect but the implicit obedience of the cadets.</p> -</div> - - -<span class="pagenum"> -<a name="page783" id="page783">783</a></span> -<h4 class="three">REPORT OF THE BOARD OF VISITORS FOR 1863.</h4> - -<p>The Board of Visitors invited by the Secretary of War to visit the -Military Academy at West Point, to make “a full and free investigation -of the Military and Scientific instruction of the Cadets, and of the -internal police, discipline, and fiscal concerns of the institution, and -communicate the results of their observations, with any suggestions for -the improvement of the Academy,” consisted of the following members:</p> - -<div class="in-one"> -<p>Oliver S. Munsell, <i>Illinois</i>, <span class="smallcaps">President</span>. Birdsey G. Northrop, <i>Mass.</i>, <span -class="smallcaps">Secretary</span>. Thomas M. Allen, <i>Missouri</i>. -Henry Barnard, <i>Connecticut</i>. Samuel W. Bostwick, <i>Ohio</i>. -Thomas Brainard, <i>Penn.</i> Cyrus Bryant, <i>Illinois</i>. A. W. -Campbell, <i>West Virginia</i>. Ralph W. Emerson, <i>Mass.</i> Oran -Faville, <i>Iowa</i>. John H. Goodenow, <i>Maine</i>. P. D. Gurley, -<i>District of Columbia</i>. Oliver P. Hubbard, <i>New Hampshire</i>. -Edward Maynard, <i>District of Columbia</i>. Henry S. Randall, <i>New -York</i>. William H. Russell, <i>Conn.</i> William A. Rust, -<i>Maine</i>. Albert Smith, <i>New Hampshire</i>.</p> -</div> - -<p>The Visitors introduce an account of their inspection with the -following remarks:</p> - -<div class="in-one"> -<p>Some of our number came with objections and prejudices against the -Academy. But all doubts as to the value and importance of the -institution were banished by the evidence presented in the course of our -personal inquiries into its present condition and actual results. The -Mexican war clearly evinced the value of military science. Still more -has the present war demonstrated the necessity of maintaining, and even -enlarging our Military Academy.</p> - -<p>This Academy belongs to the whole nation. So far as its purpose and -numbers permit, it is the Peoples’ College. It is maintained for the -special benefit of no particular section, sect, party, or class. We -could discover no evidence of aristocracy, exclusiveness, or caste. The -Cadets represent all sects and parties, and almost all nationalities, -now naturalized among us. The poor are not denied its privileges, for -the expenses of all are paid alike. If particular dogmas have at any -time prevailed here, the fact is an accidental, rather than an essential -one, and should be referred to the ruling influences at the seat of -government, and not to any inherent element in the local organization at -West Point.</p> -</div> - -<p>Their Report has been communicated to the Secretary, by whom the same -will be transmitted to Congress—to receive such attention as the -Secretary and Congress may see fit to bestow on its various suggestions. -By permission of the Secretary, we transfer to our pages, that portion -of the Report in which the subject of the Admission of -Cadets—their number, age, attainments, and mode of appointment, is -discussed with considerable fullness.</p> - - -<span class="pagenum"> -<a name="page784" id="page784">784</a></span> -<p class="smallhead">ADMISSION OF CADETS.</p> - -<p>In concluding the report of their inspection of this, the only -national military school, to which the country naturally looks for the -organization and command of her armies, and the construction of her -works of defense, the Visitors would respectfully urge on the -consideration of the Department, an immediate and thorough revision of -the law and regulations relating to the admission of Cadets—the -number, the qualifications required, and the mode of ascertaining these -qualifications, and of making the appointments. No matter how -appropriate may be the location, how complete the buildings and -equipment, and how skillful and faithful the teachers, unless there is a -constant and sufficient supply of pupils of the right age, character, -bodily and mental vigor and aptitude, as well as aspirations for a -military career, the public will be disappointed in the practical -workings of the institution.</p> - -<p>1. The number of pupils in the Military Academy is determined by the -law, which limits the Cadet Corps of the United States Army to one cadet -for each Congressional District in the several States, one for each -Territory, one for the District of Columbia, and to forty more, whom the -President may appoint, ten each year, from the country at large, without -reference to their residence. Under this law, if each Congressional -District and Territory were represented, the whole number of cadets -would be two hundred and eighty, but owing to vacancies by withdrawal or -non-appointment in Congressional Districts in the States involved in the -rebellion, the number at this time is reduced to less than two -hundred—and the graduating class of 1863, to twenty-five—a -number altogether inadequate for the regular army in time of peace, and -much below the present and future exigences of the service, while the -expense of the Academy remains the same. We are assured by the -Superintendent that without any additional expense for building and -material equipment, and with a small advance in the pay of pupils and -assistant teachers, the Cadet Corps could be increased to four hundred. -The Visitors are unanimously of the opinion that the corps should be at -once increased to this number, and should be maintained at this maximum -at all times, by authorizing the President to appoint to any vacancy -which may remain unfilled for three months by reason of nullification, -secession, rebellion, or any other cause. If the appointments to fill -and maintain the Corps at this maximum, can be selected out of the many -American youths, ambitious to serve their country in the army, on the -plan of an open competitive -<span class="pagenum"> -<a name="page785" id="page785">785</a></span> -examination in the several States, the Visitors believe that ninety out -of every one hundred thus appointed will go through the whole course -with honor, and the average ability, scholarship, and good conduct of -the whole corps, will equal that now reached by the first ten of each -class.</p> - -<p>2. By the original law providing for the appointment of cadets to the -corps of Artillerists and Engineers, and by the act of 1812, by which -the Military Academy was made to consist of the Corps of Engineers, the -candidates for cadets were to be “not under the age of fourteen, nor -above the age of twenty-one years.” By regulations of the Department the -minimum age is fixed at sixteen years, and the Visitors believe that the -interests of the Academy and the military service, will be promoted by -making the legal age for admission between eighteen and twenty-one -years. The four years preceding and including eighteen are peculiarly -the formative period of the body, mind, and character, and should be -devoted to the acquisition of right habits of study and general culture, -as the proper foundation for all special and professional training, -which should not be commenced until the constitution is consolidated, -the taste for a pursuit is distinctly pronounced, and the moral -character is naturally developed under the influences and supervision of -home. The experience of Europe, and particularly of France and England, -has led to the abandonment of juvenile military schools, as nurseries -for officers; and the very common practice of nominating candidates who -exceed the legal age, expresses the convictions of our own people that -military studies now require more maturity of mind than was deemed -necessary in the early history of the Academy. The present want of -uniformity as to age and mental discipline explains in part, the wide -disparity of attainments between members of the same class. With few -brilliant exceptions, confined to cadets of rare aptitude and vigor of -mind, the most solid practical education is obtained by those who come -to West Point when at least eighteen years of age, with at least a good -preparation in English studies, and a taste for mathematical and -military pursuits.</p> - -<p>3. The school attainments required by law of candidates for admission -to the Military Academy, are as rudimentary and limited as our language -can express—far below, we are assured, the requisitions of any -similar school in the world. Prior to 1812, when the Academy was little -more than a school of mathematics, taught by two professors, in the line -of geometrical and algebraical demonstrations, and the practical -exercises were confined to surveying, and the simplest forms of military -construction, the candidates were not -<span class="pagenum"> -<a name="page786" id="page786">786</a></span> -subjected to any examination. The act of 1812, provides that “each -candidate previously to his appointment, shall be well versed in -reading, writing, and arithmetic,” and by regulations of the department, -the knowledge of arithmetic is restricted to only a portion of that -science. There were special reasons at the start for thus limiting the -amount of knowledge, when the minimum age of admission was fixed at -fourteen years, and the Academy was properly a juvenile military school, -like all cadet schools in Europe at that time. At that date, science -entered far less than now into the art of war, as applied to the means -and modes of attack as well as of defense. Besides, the opportunities of -even elementary instruction were then far less widely or equally -distributed through all the States than now, when the general government -has set apart over sixty million acres of the best land in aid of -primary schools in all the new States, and nearly every State -legislature has subjected the entire property of their several -communities to taxation for the support of public instruction. Now that -the requirement as to age has been advanced from the fourteenth to the -sixteenth year, and by the voluntary action of parties having the -nomination, or seeking the appointment, to the eighteenth year, we see -no reason why the school attainments corresponding to, and compatible -with that age, should not be also required. The least that should be -demanded of any candidate is that amount of general culture and -attainments, which constitutes a good English education, and which it is -now the aim of the public schools, and their boast, to give without -partiality, to all, poor and rich alike, if the advantages they proffer -are properly improved. And we see no injustice in fixing the standard of -general attainments and culture as high as that now reached by cadets in -good standing at the close of their first year in this Academy, -including even an elementary knowledge of one modern language. If the -French, or Spanish, or German language is to be mastered by American -officers for the sake of the military science and literature which it -embodies, or its uses in conversation, or official duty, called for by -the exigences of our foreign relations, both in peace and war, its -acquisition should be begun as early in life as possible, while the -organs of speech are flexible, and the grammatical and etymological -difficulties of a new language are more readily surmounted. Judging from -the results of the examinations we have witnessed here, and what we know -of the attainments made by students in colleges elsewhere, very few -persons, who begin the study of modern languages, late in their school -life, in the pressure of other studies, ever attain the mastery of even -one, so as to be able to use it as an instrument of written or spoken -communication, -<span class="pagenum"> -<a name="page787" id="page787">787</a></span> -or make its treasures of science and literature a familiar -possession.</p> - -<p>Whatever may be thought of the disciplinary and practical value of -earlier and longer attention to one or more modern languages, to those, -whose minds will otherwise be almost exclusively subjected to the -peculiar training of the mathematics, there can be no doubt that young -men who have reached the age of eighteen, and desire to profit by the -special studies of a purely military school, should exhibit in their -language, habits, and attainments that intellectual, moral, and -esthetical culture, which the public or private schools of any State -can, and should give to any youth of average ability of that age.</p> - -<p>4. Low as the requirements for admission now are, from a defective -and vicious mode, as we believe, of selecting candidates, and making -appointments to the Cadet Corps, the number of candidates nominated and -provisionally appointed, who present themselves at West Point and shrink -from any examination, or who fail to pass even the entrance examination -which is confined to reading a few passages of familiar English prose or -verse, and writing a few sentences from dictation, and performing on the -blackboard a few operations of the most elementary character in -arithmetic,—or being admitted, are not able to gain or keep a -respectable standing for one year, although the studies of the first -year belong to a general, and not a military education,—or by a -“special providence,” manage just to escape dismission from -incompetency, and graduate,—is disgracefully large. The country -abounds in youth, competent to master and profit by the course of -instruction here provided, and ambitious of enjoying these privileges of -education, and opportunities of distinction; and a selection by lot from -the juvenile population of any state, could not result in so few prizes, -and such a dreary waste of blanks as have been realized from the -appointments made, in the necessary absence of all personal knowledge of -the candidates by the appointing power, on the recommendation, or -nomination of one or more persons in each Congressional District, in no -way responsible for the incompetency of the individuals named.</p> - -<p>From official tables prepared from the records of the Academy,<a -class="tag" name="tag10_14" id="tag10_14" href="#note10_14">14</a> it appears that the proportion of all who graduate, -to all appointed in successive periods of ten years, is as follows:</p> - -<table class="allcenter"> -<tr> -<td>For Ten Years, from</td> -<td>1802 to 1811, </td> -<td>0.606</td> -</tr> -<tr> -<td>“     “     “</td> -<td>1812 to 1821, </td> -<td>0.289</td> -</tr> -<tr> -<td>“     “     “</td> -<td>1822 to 1831, </td> -<td>0.377</td> -</tr> -<tr> -<td>“     “     “</td> -<td>1832 to 1841, </td> -<td>0.472</td> -</tr> -<tr> -<td>“     “     “</td> -<td>1842 to 1851, </td> -<td>0.510</td> -</tr> -<tr> -<td>“     “     “</td> -<td>1852 to 1861, </td> -<td>0.523</td> -</tr> -</table> - -<span class="pagenum"> -<a name="page788" id="page788">788</a></span> -<p>From official returns furnished by the Superintendent, a portion of -which are hereto appended, (B. C.) it appears that out of 4626 who -have been admitted to the Corps of Cadets, (including two hundred new -members,) only 2020 were able to graduate, and of those who failed, -(2398, excluding those who remain,) more than three-fifths broke down in -the first year in studies which in almost every military and scientific -school in Europe are required for admission. Out of the whole number -regularly nominated, recommended, and provisionally appointed from 1841 -to 1863, more than twenty per cent. failed to pass the examination, as -to health and constitution, or the slight examination in reading, -writing, and ciphering. And this proportion would be increased by the -number who withdrew in advance from the consciousness of their unfitness -for a position to which ambitious and influential friends had promoted -them. Out of the whole number admitted from 1851 to 1862, more than -one-third failed during their first year. The proportion of graduates to -the whole number admitted is 46 per cent. and of those who failed to -graduate, 54 per cent.</p> - -<p>The Visitors are unanimously of opinion that in a matter of such -vital importance as the right organization and command of the armies of -the United States, on which the honor and safety of the whole country -depend, the original appointment to the Cadet Corps which is the -<i>first step</i> in promotion to such command, as well as to all the -special duties which attach to the engineer service, should not be made -in any case except on the principle of finding the best youth for the -place—having the health, character, vigor of body, maturity and -aptitude of mind, and preparatory knowledge, to profit by the -opportunities of the special military training provided by the -government for this corps, and a decided taste and expressed desire for -a military career. And to this end, the law and regulations should -provide for the rigorous exclusion in advance of all who can not present -testimonials from the teachers under whose instruction they have been -for the two years next previous, that in their opinion they possess the -qualifications above specified, and who do not make a written -declaration of their desire to enter the Corps for the purpose of -qualifying themselves to labor in the military service of the -government, to which they will bear true allegiance against all enemies -foreign and domestic, and over all state and local authority, government -and constitution whatever. To select the best out of any number who may -present their testimonials and written declarations, public examination -should be held of all applicants at such times and places as the -<span class="pagenum"> -<a name="page789" id="page789">789</a></span> -law should prescribe, by such persons and under such regulations as the -Department shall be authorized to appoint; and the results of such -examination of each person examined, and in each subject specified by -law, should be returned to the Department, in which return the -applicants should be arranged in the order of merit. From this merit -roll, revised from year to year, all appointments to the Cadet Corps -should be made, and in the order of merit as assigned by the -examiners.</p> - -<p>This principle of appointment and promotion by merit which we -advocate, is in full and successful operation in the classification and -advancement of cadets in the Academy itself, and the country will be -satisfied if the same principle can be as fairly and rigorously enforced -on all who aspire to enter, as well as on all promotions in the service -after leaving the institution. The principle itself, of selection by -merit, either in the mode of public examination, or of careful and -searching inquiry by competent and impartial educators, designated for -this purpose by the parties to whom custom and not law had assigned the -grave responsibility of nominating candidates, has been voluntarily -applied in several Congressional Districts. Not a cadet known to have -been thus selected and appointed, has ever broken down from want of -vigor of body or mind, or failed to reach and maintain an honorable -position on the merit roll of the Academy; and to this careful selection -by those who felt the responsibility of the privilege accorded to them, -is the country indebted for its most eminent and useful officers.</p> - -<p>To the objection that selection by public competitive examination, -will involve expense, we reply, that any expense which will do away with -the prejudices against the Academy, which the present system of -patronage has done so much directly and indirectly to evoke and foster, -and which will, at the same time, exclude incompetent, and secure the -services of vigorous, talented, well trained officers, for every arm of -the service, will be well incurred. But, in our opinion, there will be -no more expense in selecting and educating a given number of cadets on -this plan, than on the present. The two thousand cadets who were -appointed by patronage and failed to graduate, cost the government, -directly and indirectly each year, a much larger sum than it would have -taken to have excluded them in advance from the institution by -competitive examination, and filling their places by better men; and -their exclusion by substituting better material, would have been an -incalculable gain to the Academy, facilitating its discipline, -increasing the value of its instruction, and giving to the army a larger -number of competent officers.</p> - -<span class="pagenum"> -<a name="page790" id="page790">790</a></span> -<p>The objection, that the mode of making all appointments by open -competitive examination, will deprive the President, and members of -Congress of the opportunity of appointing the sons of meritorious -officers, or poor, and it may be, orphan boys of genius—is more -plausible than real. That such appointments have been made, to the -manifest advantage of the country, is certain. But we know not a single -instance of such marked success, on the part of a cadet thus appointed, -as to attract investigation, where the same youth would not have secured -the appointment in open competition. But if he had failed, and the place -had been filled by one better qualified, the country would have been no -loser, and he would have suffered no injustice or neglect. We fear, from -an abuse of this amiable motive of rewarding meritorious parents, and -assisting the poor, that in some instances, weak, ignorant, and -incompetent persons are appointed, as though this Academy were a public -charity school, or home for orphans; and not a special school for -military instruction and training, for which the great object, in any -mode of appointment, is to select those who will profit most by its -advantages, and do the country the greatest service after being thus -educated at its expense.</p> - -<p>To the objections that, in these examinations, “the most forward boys -will have the best chance, and such boys seldom make the best men,” and -that no amount of book knowledge can give assurance of the great -military genius, “which must be born and not made,” we reply, that these -objections apply just as forcibly to any plan of nomination, and to -every system of instruction. But we believe that those examinations can -be and will be so conducted as to distinguish what is precocious from -what is the healthy development of the faculties, what is solid from -what is showy in attainments, what is vigor, grasp and aptitude of mind -from what is mere memory and quickness, in competing candidates. All of -these candidates must bring the testimonials of their former teachers, -as to their character, ability and attainments, must have reached the -age of eighteen years, and will be called upon to exhibit orally as well -as in writing their knowledge and opinions on subjects which require -judgment, reflection, presence of mind and decision. If a young man of -eighteen and upward shows that he has done well what he had undertaken -to do thus far in life, that he has preserved a sound constitution in -vigorous health, has mastered the studies appropriate to his age, is -honest, diligent, thoughtful, teachable, courageous, courteous, and -ambitious of excellence generally, then the country has every assurance -which can be given that on this basis of character, talents, -attainments, and application, a solid fabric of military -<span class="pagenum"> -<a name="page791" id="page791">791</a></span> -education can be reared, and that in the hour of trial he will show not -only courage to dare, but competence to devise, influence and command. -In the responsibilities of such an hour will be found the fruitage of -all his previous promise and preparation.</p> - -<p>To the objection—“that a competitive examination must always -result in the success of the best instructed, wholly irrespective of the -capacity of the competing candidates; and the plan will thus secure for -the country the services of dull mediocrity well instructed, and exclude -genius without opportunities of development,”—we reply, that this -does occur now under the present system, but need not, and never has -been the result of competitive examination properly conducted. The -examination which we propose to have inaugurated, is not to search -simply or mainly for the results of memory or diligence, but for “vigor -and aptitude of mind” in reference to the special purposes of this -Academy. The examination will be poorly conducted, and will operate here -widely differently than elsewhere, if it does not only exclude in -advance palpable incompetency, and ascertain beyond doubt the possession -by all the successful candidates, of that knowledge which is the basis -of a special military training, but also seek, and give credit in the -result, for the quick eye, the firm set mouth, the vigor and elasticity -of body, the rapid decision, the contempt of danger, the competency to -influence and command—and all the other marks of the incipient -soldier and officer, as well as the mathematical tastes and qualities of -mind which indicate the successful engineer. Composed as every -Examination Commission might be, of at least one experienced officer of -the United States Army, of one member (past or present,) of the Academic -Board, of one officer of the State Militia, as well as one or more -experts in educational matters, the military qualities of body, -character and mind, will be sought for as well as the mere results of -memory, diligence and good opportunities of instruction, in the -competing candidates.</p> - -<p>To the objection, that candidates will make special preparation, and -in the phraseology of the class-room, “cram for the occasion,” we -reply,—to such preparation and cramming as cover the whole ground -of a good English education, we can see no possible objection; the more -of it, the better. If the preparation is only crude and on the surface, -we are sure that the ploughshare of interrogation requiring precise -answers, oral and written, will very soon expose its superficial and -undigested character.</p> - -<p>To the sifting out and selection by open competition, might be added -a period of probation for the successful candidates—making -<span class="pagenum"> -<a name="page792" id="page792">792</a></span> -their first year’s connection with the academy a further test of -capacity, preparation, and aptitude for a military career. No pains and -no expense should be spared to exclude from the academy and the service, -incompetent, indifferent, and unteachable cadets and officers; such men -are “cumberers of the ground,” and no influence and inertia should be -potent enough to resist the inevitable working of the principle of open -competition, applied at frequent intervals, and at every stage of -promotion, in getting rid of such cadets and officers.</p> - -<p>The fact that such a public examination is to be held from year <ins -class="correction" title="text has ‘to / to’ at line break">to</ins> -year, and that the educational privileges of this Academy, and immediate -and prospective promotion in the army are the prizes which await -success, will, in five years call forth more latent genius in the -obscure corners and poor families of a State, than has ever been sought -out by the lantern of patronage, (which is now seldom carried beyond the -family, or neighborhood, or party of the person having the nomination,) -since the foundation of the Academy. With the network of public and -elementary schools, woven by state legislation over all the -land—with public schools of a higher grade, and special schools of -science and the arts already established, at short intervals, or which -will be called into existence by the demand for a higher and different -preparation from that now given, it may be safely said, that no genius, -likely to attract the attention of a member of Congress, will exist, -which will not be developed under the same influences by which the “dull -mediocrity” of the rest of the community will be educated. Once set in -the path of instruction and development, real genius will assert its own -claims to attention, and will, on a first or second trial, before any -board of examiners, make its vigor, courage, and persistence felt. The -result will be the same in this institution, as in every really good -Public High School and Free Academy—all classes as to wealth, -occupation, religious and political affinities will be -represented,—provided the regulations are judicious, and the -examination practical and impartial.</p> - -<p>This is the experience of the competitive principle in France ever -since it was inaugurated by Carnot in the Polytechnic School at Paris, -and Napoleon extended its application to every public special school, -and to promotion in every department of administration, civil as well as -military. And where is there more general administrative ability, -central and local? Where are abler or better trained officers, military -and civil, to be found? Where does “well instructed mediocrity,” no -matter how well backed up by wealth, find less favor, or genius for -organization and command, no matter how poor or unfriended, find such -speedy and sure recognition?</p> - -<span class="pagenum"> -<a name="page793" id="page793">793</a></span> -<p>The experience of England in the trial of the two principles of -patronage and competitive examination for admission, not only to the -military and naval schools, but to the East India and the Civil service -generally, is instructive, and especially on the points which we are now -considering. Prior to the Crimean war, (which exposed the utter -incompetency of a large number of officers, who had obtained their -military education and promotion by patronage and -purchase,)—admission to the Royal Military Academy at Woolwich, -was by nomination, and the age fixed by law, was fourteen years.</p> - -<p>The Secretary of War was satisfied by personal inquiry in 1855, that -nothing could do so much to narrow and cramp the full development of a -boy’s mind, as his long confinement from so early an age among lads -having the same limited attainments, special studies, and -destination;—that a majority of those admitted on nomination and -through influential friends, had only the minimum qualifications -specified by law;—that to most cadets the severer studies were -irksome and imperfectly mastered, on account of immaturity of mind and -imperfect preparation;—that the certainty of promotion by -influence and purchase, after obtaining the diploma of the Academy, and -not unfrequently without it, took away all stimulus for continued -study;—that resignations were common, when the profession of arms -ceased to be a pastime, or could be exchanged for something that paid -better—and the service was incumbered by officers without large -and trained capacity for command, although not deficient in courage and -dash. Under these circumstances the Secretary of War, advanced the -minimum age of candidates from fourteen to eighteen years, removed all -the general studies of the Academy into the preparatory course, and -opened the doors of admission to those only, who could prove their title -to enter by personal merit, in a free competitive examination. The same -principle was applied to appointments and promotion in the new regiments -called for by the exigences of the great war in which England found -herself engaged.</p> - -<p>Subjects, time, and places of examination, were officially made known -throughout the kingdom, and commissions to conduct the examinations were -appointed, composed of men of good common sense, military officers, and -eminent practical teachers and educators. The results as stated in a -debate in Parliament, five years later, on extending this principle to -all public schools, and to all appointments and promotions in every -department of the public service, were as follows:—In the -competitive examinations for admission to the Royal Military Academy, -candidates from all classes -<span class="pagenum"> -<a name="page794" id="page794">794</a></span> -of society appeared—sons of merchants, attorneys, clergymen, -mechanics, and noblemen, and among the successful competitors, every -class was represented. Among the number was the son of a mechanic in the -arsenal at Woolwich, and the son of an earl, who was at the time a -Cabinet Minister—the graduates of National Schools, and the -students of Eton, and other great Public Schools. The most successful -candidates were between the ages of eighteen and nineteen, as is found -to be the case in competitions for admission to the Polytechnic School -of France. Out of 579 successful candidates for the latter, between 1854 -and 1857, 450 were over eighteen years. But the most important result of -the competitive examinations for Woolwich, was the superior mental -ability, the vigorous health, and eagerness for study exhibited by the -new classes, and the small number who have failed on account of -ill-health or incompetency. On this point, Mr. Edward Chadwick, in a -Report before the National Social Science Association, at Cambridge, in -1862, says:—</p> - -<p>“Out of an average three hundred patronage appointed cadets at the -Royal Military Academy at Woolwich, for officers of engineers and the -artillery, during the five years preceding the adoption of the principle -of open competition for admission to the Academy, there were fifty, who -were after long and indulgent trial, and with a due regard to -influential parents and patrons, dismissed for hopeless incapacity for -the service of those scientific corps. During the five subsequent years, -which have been years of the open competition principle, there has not -been one dismissed for incapacity. Moreover, the general standard of -capacity has been advanced. An eminent professor of this university who -has taught as well under the patronage as under the competitive system -at that Academy, declares that the quality of mind of the average of the -cadets, has been improved by the competition, so much so, that he -considers that the present average quality of mind of the cadets -there,—though the sorts of attainment are different, has been -brought up to the average of the first classmen of this (Cambridge) -university, which of itself is a great gain. Another result, the -opposite to that which was confidently predicted, by the opponents to -the principle, has been that the average physical power or bodily -strength, instead of being diminished, is advanced beyond the average of -their predecessors.”</p> - -<p>The opening of the Royal Military School at Woolwich to competition, -on the basis of a more advanced age, and more thorough general -education, has not only drawn in pupils of higher average ability and -attainments, but has enabled the authorities to extend -<span class="pagenum"> -<a name="page795" id="page795">795</a></span> -the course of instruction. In this, the only safe way, they solved the -problem which has tortured the ingenuity of the friends of our -Academy—of crowding new studies acknowledged to be desirable if -not indispensable, into a course already too crowded for cadets so -unequally, and, many of them, so imperfectly prepared for the course as -it is.</p> - -<p>Another result of immense importance to the educational interests of -Great Britain has followed the introduction of these open competitive -examinations for appointments to the Military and Naval Schools, to the -East India service, as well as to fill vacancies in the principal -clerkships in the War, Admiralty, Ordnance and Home Departments of the -government:—a stimulus of the most healthy and powerful kind, -worth more than millions of pecuniary endowment, has been given to all -the great schools of the country, including the universities of England, -Scotland and Ireland. As soon as it was known that candidates, graduates -of Trinity College, Dublin, had succeeded over competitors from Oxford -and Edinburgh in obtaining valuable appointments in the East India -service—the professors in the latter universities began to look to -their laurels. As soon as it was known to the master of any important -school, that some of his leading pupils might compete in these -examinations, and that his own reputation as a teacher depended in a -measure on the success or failure of these pupils, he had a new motive -to impart the most vigorous and thorough training to his whole -school.</p> - -<p>The success of candidates who had never seen the inside of a -government Military School, in open competition for appointments to the -Artillery and Engineer Corps, in the new regiments raised in 1855, over -those who hold the diplomas of the Royal Military Academy, was one of -the reasons which led to a thorough revision of the whole system of -military education.</p> - -<p>These results, imperfectly presented here, will, the Visitors -believe, be realized from the changes, which they now suggest, in the -requirements as to age, attainments, capacity and aptitude, and -especially in the mode of ascertaining these qualifications, of -candidates for appointments to the Cadet Corps of the United States -Army.</p> - -<p>To the present low requirements, and mode of selecting cadets, do -they attribute the hostility which they know exists, to some extent, -against this Academy, in different parts of the country. The charges of -personal, and political favoritism in making nominations, and the -absence of reasonable search, among all the youth of a district, for the -best qualified in natural endowments and acquired -<span class="pagenum"> -<a name="page796" id="page796">796</a></span> -knowledge irrespective of the poverty, or wealth, or occupation, or -family, or party relations of the parents or guardians, we are forced to -believe, in too many instances, to be well founded. To these hasty and -injudicious nominations, do we attribute the bitter disappointments of -so many individuals and families caused by the numerous failures to pass -the almost formal entrance examinations in reading, spelling, -penmanship, and elementary operations of arithmetic, or if admitted, to -maintain a respectable standing in conduct and studies during their -first year’s connection with the institution. To this inequality of -preparation and maturity of mind on entrance, do we attribute the -astonishing disparity of capacity and attainments in the members of the -same class, and the very large proportion of all who are admitted, who -fail to graduate in very high standing as men of science or military -promise.</p> - -<p>To this want of preparatory knowledge, maturity of mind, and taste -for mathematical and military studies, do we attribute most of the -difficulties of internal administration, and class-room instruction. So -long as the cadet is a boy, or if full grown in body, a youth with only -boyish tastes, and without scholarly and soldierly aspirations,—so -long as not a few are in the Academy, not because they sought its -privileges from an inward and irrepressible impulse to a military -career, but for the eclat of a military position to be resigned when -such position involves sacrifices; <i>so long</i> will the admission of -each new class, and especially, the period of encampment be signalized -not only by boyish pranks, but by personal outrages on unoffending -members of the same corps, which we had supposed to belong to the dark -ages of collegiate institutions, when boyish inmates were congregated in -large numbers, away from the restraints of family discipline;—so -long will the time, skill, and patience of able professors, which should -be devoted to the elucidation of difficult scientific principles and -their applications to military art, be engrossed in supplying the -defects of an elementary education, which should have been obtained by -the cadet as well, or better, at home; so long will the severe -mathematical studies, and their special applications, difficult enough -to task a well disciplined mind even with the preparation provided in a -thorough knowledge of arithmetic, algebra, and geometry,—be -irksome in the extreme, and be never mastered to any useful purpose to -the army of the United States, by more than one half of the graduates of -the Academy;—so long will the country be disappointed in the -subsequent career of many graduates, for whose military instruction and -training all these appropriate and costly preparations have been -made.</p> - -<span class="pagenum"> -<a name="page797" id="page797">797</a></span> -<p>In view of these and other considerations the Board of Visitors -unanimously recommend that the law and regulations relating to the -military academy be so modified as to provide as follows:</p> - -<p>I. The Cadet Corps of the army of the United States shall consist of -four hundred members, to which each state and territory shall be -entitled to a number equal to its representation in the Congress of the -United States, and the remainder shall be designated by the President -from the country at large, including the District of Columbia; and he -shall also fill, in the same way, any vacancy which for any cause may -remain unfilled, for three months after the annual examination in each -year.</p> - -<p>II. No person shall be appointed to the cadet corps until he has been -found qualified in the particulars designated by law, after a public -examination conducted in such places, at such times, and in such manner -as Congress shall prescribe; from which examination no person resident -of that portion of the country for which the same is held, shall be -excluded, who shall present credentials from the teacher or teachers -whom he had last attended, that he is over seventeen, and under -twenty-one years of age, of unblemished moral character, and personal -habits, of good physical strength and constitution, and has given -evidence of aptitude and vigor of mind for the studies and duties of a -military career. The examiners shall make return under oath to the -Secretary of War, of the persons so presenting themselves, examined, and -found qualified, arranged in the order of merit, specifying the -residence and school or schools which they have attended in the two -years previous, and the degree of merit exhibited in each subject of the -examination. And all appointments to fill vacancies for any state or -territory, or for the country at large, shall be made from these -returns, and in the order of merit as assigned by the examiners, until -the same shall be revised by new regulations of the Department.</p> - -<p>III. No person shall be returned to the Secretary of War as a -suitable candidate for admission to the Cadet Corps, unless he</p> - -<p>1. Shall be <i>over</i> seventeen, and under twenty-one years of -age.</p> - -<p>2. Shall possess an unblemished moral character and correct personal -habits.</p> - -<p>3. Shall be in good health, and in no way incapacitated by want of -vigor and elasticity of physical constitution for military service.</p> - -<p>4. Shall possess vigor and aptitude of mind for the studies of the -Military Academy, and shall give evidence, oral and written, of a good -English education, which, in view of the wide spread facilities of -instruction in public and private schools, might very properly -embrace</p> - -<span class="pagenum"> -<a name="page798" id="page798">798</a></span> -<p>(<i>a.</i>) The correct use of the English language, in speaking, -reading, and writing the same.</p> - -<p>(<i>b.</i>) Penmanship, book-keeping, and elementary drawing.</p> - -<p>(<i>c.</i>) The ability to perform with facility and accuracy the -various operations of arithmetic.</p> - -<p>(<i>d.</i>) The elementary principles of algebra and geometry.</p> - -<p>(<i>e.</i>) A thorough knowledge of American geography and history, -and the leading features of the Constitution of the United States, and -of the State of his residence.</p> - -<p>(<i>f.</i>) Or so much of the subjects above specified as shall be -deemed indispensable to the immediate and profitable attention of the -Cadets on their admission to the special studies and occupations of a -military school.</p> - -<p>5. Shall make a written declaration of his desire to obtain admission -to the Cadet Corps for the purpose of qualifying himself for the -military service of the United States, which service he assumes from the -date of his appointment as cadet, to continue in the same for a period -of at least sixteen years—bearing true faith and allegiance to the -Constitution and government of the United States, against all enemies, -foreign and domestic, and paramount to all obligations to any State -government, authority, or constitution.</p> - -<hr class="mid"> - -<h4><a name="appendix" id="appendix" href="#westpoint">APPENDIX.</a></h4> - -<div class="in-one"> -<p>The Appendix to the Report of the Visitors of the Military Academy -for 1863, contains the following tables and documents referred to in the -Report.</p> - -<p><span class="smallcaps">Table A.</span>—Showing the condition -in life of the parents of the Cadets of the United States Military -Academy from 1842 to 1863 inclusive.</p> - -<p><span class="smallcaps">Table B.</span>—Showing the number of -Cadets actually admitted into the United States Military Academy from -each State and Territory from its origin March 16th, 1802, to October -19th, 1863.</p> - -<p><span class="smallcaps">Table C.</span>—Showing the number of -Cadets who have graduated at the Military Academy, from its origin to -1863, with the State and Territories where appointed.</p> - -<p><span class="smallcaps">Table D.</span>—Showing the whole -number of Cadets admitted and the whole number graduated from each State -and Territory from 1802 to October 1863, together with the percentage of -those who graduated, and of who failed, out of the whole number admitted -from each State, and the number of Cadets to which each State and -Territory is now entitled, according to the apportionment of members of -Congress, under the Census of 1860.</p> -</div> - -<span class="pagenum"> -<a name="page799" id="page799">799</a></span> -<p class="tablehead">STATEMENT EXHIBITING THE CONDITION OF LIFE OF THE -PARENTS OF THE CADETS OF THE U.S. MILITARY ACADEMY AT WEST POINT, NEW -YORK, FOR THE LAST TWENTY-TWO YEARS, FROM 1842 TO 1863, INCLUSIVE.</p> - -<table class="westpoint"> -<tr> -<th></th> -<th>1842</th> -<th>1843</th> -<th>1844</th> -<th>1845</th> -<th>1846</th> -<th>1847</th> -<th>1848</th> -<th>1849</th> -<th>1850</th> -<th>1851</th> -<th>1852</th> -</tr> -<tr> -<td>Fathers are or were:</td> -<td></td> -<td></td> -<td></td> -<td></td> -<td></td> -<td></td> -<td></td> -<td></td> -<td></td> -<td></td> -<td></td> -</tr> -<tr> -<td class="in1">farmers or planters</td> -<td>59</td> -<td>61</td> -<td>61</td> -<td>68</td> -<td>72</td> -<td>67</td> -<td>69</td> -<td>75</td> -<td>70</td> -<td>63</td> -<td>67</td> -</tr> -<tr> -<td class="in1">mechanics</td> -<td>14</td> -<td>12</td> -<td>15</td> -<td>22</td> -<td>22</td> -<td>25</td> -<td>22</td> -<td>21</td> -<td>16</td> -<td>14</td> -<td>14</td> -</tr> -<tr> -<td class="in1">judges or lawyers</td> -<td>27</td> -<td>25</td> -<td>30</td> -<td>35</td> -<td>33</td> -<td>30</td> -<td>29</td> -<td>23</td> -<td>34</td> -<td>33</td> -<td>34</td> -</tr> -<tr> -<td class="in1">merchants</td> -<td>18</td> -<td>15</td> -<td>23</td> -<td>37</td> -<td>29</td> -<td>29</td> -<td>31</td> -<td>38</td> -<td>36</td> -<td>38</td> -<td>35</td> -</tr> -<tr> -<td class="in1">boarding-house or hotel keepers</td> -<td>5</td> -<td>2</td> -<td>4</td> -<td>3</td> -<td>7</td> -<td>6</td> -<td>4</td> -<td>2</td> -<td>2</td> -<td>2</td> -<td>3</td> -</tr> -<tr> -<td class="in1">physicians</td> -<td>12</td> -<td>15</td> -<td>15</td> -<td>13</td> -<td>21</td> -<td>19</td> -<td>21</td> -<td>21</td> -<td>18</td> -<td>14</td> -<td>14</td> -</tr> -<tr> -<td class="in1">in the army, navy, or marine corps</td> -<td>14</td> -<td>16</td> -<td>16</td> -<td>13</td> -<td>11</td> -<td>13</td> -<td>17</td> -<td>17</td> -<td>18</td> -<td>22</td> -<td>24</td> -</tr> -<tr> -<td class="in1">clergymen</td> -<td>4</td> -<td>6</td> -<td>6</td> -<td>6</td> -<td>5</td> -<td>3</td> -<td>3</td> -<td>4</td> -<td>4</td> -<td>4</td> -<td>3</td> -</tr> -<tr> -<td class="in1">in the civil employment of the General or State -government</td> -<td>5</td> -<td>15</td> -<td>16</td> -<td>9</td> -<td>5</td> -<td>2</td> -<td>3</td> -<td>7</td> -<td>7</td> -<td>8</td> -<td>10</td> -</tr> -<tr> -<td>Miscellaneous: as, bank officers, editors, professors, masters of -vessels, &c.</td> -<td>15</td> -<td>11</td> -<td>15</td> -<td>23</td> -<td>35</td> -<td>36</td> -<td>41</td> -<td>24</td> -<td>32</td> -<td>39</td> -<td>30</td> -</tr> -<tr> -<td>Occupation not stated, or no occupation</td> -<td>48</td> -<td>34</td> -<td>23</td> -<td>17</td> -<td>1</td> -<td>2</td> -<td>2</td> -<td>8</td> -<td>7</td> -<td>11</td> -<td>13</td> -</tr> -<tr class="sum"> -<td>Total</td> -<td>221</td> -<td>212</td> -<td>224</td> -<td>236</td> -<td>241</td> -<td>232</td> -<td>242</td> -<td>240</td> -<td>244</td> -<td>239</td> -<td>247</td> -</tr> -<tr> -<td>Of these numbers, there are without fathers living</td> -<td>26</td> -<td>57</td> -<td>44</td> -<td>48</td> -<td>42</td> -<td>41</td> -<td>34</td> -<td>48</td> -<td>40</td> -<td>45</td> -<td>36</td> -</tr> -<tr> -<td>Without fathers or mothers living</td> -<td>22</td> -<td>16</td> -<td>18</td> -<td>15</td> -<td>21</td> -<td>20</td> -<td>18</td> -<td>16</td> -<td>26</td> -<td>17</td> -<td>19</td> -</tr> -<tr class="sum"> -<td>Total orphans</td> -<td>48</td> -<td>73</td> -<td>62</td> -<td>63</td> -<td>63</td> -<td>61</td> -<td>52</td> -<td>64</td> -<td>66</td> -<td>62</td> -<td>55</td> -</tr> -<tr> -<td>Of these numbers the parents are stated to be in:</td> -<td> </td> -<td> </td> -<td> </td> -<td> </td> -<td> </td> -<td> </td> -<td> </td> -<td> </td> -<td> </td> -<td> </td> -<td> </td> -</tr> -<tr> -<td class="in1">moderate circumstances</td> -<td>..</td> -<td>156</td> -<td>150</td> -<td>164</td> -<td>192</td> -<td>182</td> -<td>193</td> -<td>203</td> -<td>215</td> -<td>207</td> -<td>218</td> -</tr> -<tr> -<td class="in1">reduced circumstances</td> -<td>182</td> -<td>26</td> -<td>26</td> -<td>36</td> -<td>35</td> -<td>38</td> -<td>40</td> -<td>29</td> -<td>25</td> -<td>16</td> -<td>9</td> -</tr> -<tr> -<td class="in1">indigent circumstances</td> -<td>..</td> -<td>6</td> -<td>8</td> -<td>8</td> -<td>8</td> -<td>8</td> -<td>4</td> -<td>4</td> -<td>2</td> -<td>2</td> -<td>..</td> -</tr> -<tr> -<td class="in1">independent circumstances</td> -<td>..</td> -<td>6</td> -<td>10</td> -<td>12</td> -<td>6</td> -<td>4</td> -<td>5</td> -<td>4</td> -<td>2</td> -<td>14</td> -<td>20</td> -</tr> -<tr> -<td class="in1">unknown circumstances</td> -<td>39</td> -<td>18</td> -<td>19</td> -<td>16</td> -<td>..</td> -<td>..</td> -<td>..</td> -<td>..</td> -<td>..</td> -<td>..</td> -<td>..</td> -</tr> -<tr class="sum"> -<td>Total</td> -<td>221</td> -<td>212</td> -<td>224</td> -<td>236</td> -<td>241</td> -<td>232</td> -<td>242</td> -<td>240</td> -<td>244</td> -<td>239</td> -<td>247</td> -</tr> -</table> - -<!-- second half --> - -<table class="westpoint"> -<tr> -<td></td> -<th>1853</th> -<th>1854</th> -<th>1855</th> -<th>1856</th> -<th>1857</th> -<th>1858</th> -<th>1859</th> -<th>1860</th> -<th>1861</th> -<th>1862</th> -<th>1863</th> -</tr> -<tr> -<td>Fathers are or were:</td> -<td></td> -<td></td> -<td></td> -<td></td> -<td></td> -<td></td> -<td></td> -<td></td> -<td></td> -<td></td> -<td></td> -</tr> -<tr> -<td class="in1">farmers or planters</td> -<td>58</td> -<td>66</td> -<td>62</td> -<td>60</td> -<td>52</td> -<td>48</td> -<td>57</td> -<td>65</td> -<td>29</td> -<td>33</td> -<td>38</td> -</tr> -<tr> -<td class="in1">mechanics</td> -<td>13</td> -<td>12</td> -<td>17</td> -<td>26</td> -<td>22</td> -<td>15</td> -<td>30</td> -<td>12</td> -<td>13</td> -<td>8</td> -<td>12</td> -</tr> -<tr> -<td class="in1">judges or lawyers</td> -<td>35</td> -<td>36</td> -<td>26</td> -<td>25</td> -<td>29</td> -<td>32</td> -<td>32</td> -<td>36</td> -<td>23</td> -<td>35</td> -<td>39</td> -</tr> -<tr> -<td class="in1">merchants</td> -<td>35</td> -<td>39</td> -<td>40</td> -<td>30</td> -<td>26</td> -<td>41</td> -<td>28</td> -<td>28</td> -<td>23</td> -<td>24</td> -<td>29</td> -</tr> -<tr> -<td class="in1">boarding-house or hotel keepers</td> -<td>3</td> -<td>5</td> -<td>2</td> -<td>2</td> -<td>1</td> -<td>..</td> -<td>..</td> -<td>3</td> -<td>4</td> -<td>4</td> -<td>5</td> -</tr> -<tr> -<td class="in1">physicians</td> -<td>13</td> -<td>9</td> -<td>8</td> -<td>9</td> -<td>17</td> -<td>16</td> -<td>10</td> -<td>18</td> -<td>10</td> -<td>13</td> -<td>18</td> -</tr> -<tr> -<td class="in1">in the army, navy, or marine corps</td> -<td>27</td> -<td>28</td> -<td>22</td> -<td>20</td> -<td>20</td> -<td>26</td> -<td>29</td> -<td>33</td> -<td>23</td> -<td>25</td> -<td>33</td> -</tr> -<tr> -<td class="in1">clergymen</td> -<td>5</td> -<td>4</td> -<td>6</td> -<td>5</td> -<td>4</td> -<td>5</td> -<td>6</td> -<td>7</td> -<td>7</td> -<td>8</td> -<td>11</td> -</tr> -<tr> -<td class="in1">in the civil employment of the General or State -government</td> -<td>11</td> -<td>14</td> -<td>13</td> -<td>13</td> -<td>7</td> -<td>31</td> -<td>29</td> -<td>18</td> -<td>8</td> -<td>11</td> -<td>14</td> -</tr> -<tr> -<td>Miscellaneous: as, bank officers, editors, professors, masters of -vessels, &c.</td> -<td>26</td> -<td>14</td> -<td>25</td> -<td>13</td> -<td>13</td> -<td>12</td> -<td>6</td> -<td>37</td> -<td>44</td> -<td>39</td> -<td>42</td> -</tr> -<tr> -<td>Occupation not stated, or no occupation</td> -<td>7</td> -<td>10</td> -<td>19</td> -<td>15</td> -<td>20</td> -<td>25</td> -<td>39</td> -<td>22</td> -<td>18</td> -<td>18</td> -<td>19</td> -</tr> -<tr class="sum"> -<td>Total</td> -<td>232</td> -<td>237</td> -<td>239</td> -<td>223</td> -<td>221</td> -<td>251</td> -<td>266</td> -<td>279</td> -<td>202</td> -<td>218</td> -<td>260</td> -</tr> -<tr> -<td>Of these numbers, there are without fathers living</td> -<td>35</td> -<td>29</td> -<td>33</td> -<td>33</td> -<td>24</td> -<td>46</td> -<td>33</td> -<td>42</td> -<td>25</td> -<td>25</td> -<td>36</td> -</tr> -<tr> -<td>Without fathers or mothers living</td> -<td>17</td> -<td>15</td> -<td>9</td> -<td>6</td> -<td>7</td> -<td>7</td> -<td>8</td> -<td>10</td> -<td>11</td> -<td>9</td> -<td>7</td> -</tr> -<tr class="sum"> -<td>Total orphans</td> -<td>52</td> -<td>44</td> -<td>42</td> -<td>39</td> -<td>31</td> -<td>53</td> -<td>41</td> -<td>52</td> -<td>36</td> -<td>34</td> -<td>42</td> -</tr> -<tr> -<td>Of these numbers the parents are stated to be in:</td> -<td> </td> -<td> </td> -<td> </td> -<td> </td> -<td> </td> -<td> </td> -<td> </td> -<td> </td> -<td> </td> -<td> </td> -<td> </td> -</tr> -<tr> -<td class="in1">moderate circumstances</td> -<td>205</td> -<td>206</td> -<td>215</td> -<td>196</td> -<td>195</td> -<td>216</td> -<td>218</td> -<td>239</td> -<td>184</td> -<td>199</td> -<td>232</td> -</tr> -<tr> -<td class="in1">reduced circumstances</td> -<td>8</td> -<td>8</td> -<td>7</td> -<td>8</td> -<td>8</td> -<td>8</td> -<td>7</td> -<td>6</td> -<td>2</td> -<td>5</td> -<td>5</td> -</tr> -<tr> -<td class="in1">indigent circumstances</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>..</td> -<td>..</td> -<td>..</td> -<td>1</td> -<td>5</td> -</tr> -<tr> -<td class="in1">independent circumstances</td> -<td>22</td> -<td>22</td> -<td>16</td> -<td>18</td> -<td>17</td> -<td>26</td> -<td>41</td> -<td>34</td> -<td>16</td> -<td>12</td> -<td>17</td> -</tr> -<tr> -<td class="in1">unknown circumstances</td> -<td>..</td> -<td>..</td> -<td>..</td> -<td>..</td> -<td>..</td> -<td>..</td> -<td>..</td> -<td>..</td> -<td>..</td> -<td>1</td> -<td>1</td> -</tr> -<tr class="sum"> -<td>Total</td> -<td>232</td> -<td>237</td> -<td>239</td> -<td>223</td> -<td>221</td> -<td>251</td> -<td>266</td> -<td>279</td> -<td>202</td> -<td>218</td> -<td>260</td> -</tr> -</table> - -<p><span class="smallcaps">Note.</span>—Of the 97 Cadets -admitted, to October 19th, 1863, as given in the table on page 321, 46 -were appointed from the U.S. Volunteers engaged in the War, who held the -following rank: 1 <i>Captain</i>, 5 <i>First Lieutenants</i>, 3 -<i>Second Lieutenants</i>, 10 <i>Non-commissioned Officers</i>, 20 -<i>Privates</i>, 1 <i>Musician</i>, and 6 <i>Clerks</i>, from military -departments.</p> - -<span class="pagenum"> -<a name="page800" id="page800">800</a></span> -<p class="tablehead">STATEMENT SHOWING THE NUMBER OF CADETS ACTUALLY -ADMITTED INTO THE UNITED STATES MILITARY ACADEMY FROM ITS ORIGIN, MARCH -16th, 1802, TO OCTOBER 19th, 1863.</p> - -<div class="key"> -<p>Year = Year of Admission.</p> -<p>DT = Dakota (Territory).</p> -<p>[X] At Large.</p> -<p>Unk Unknown.</p> -</div> - -<table class="westpoint"> -<tr> -<th>Year</th> -<th>ME</th> -<th>NH</th> -<th>VT</th> -<th>MA</th> -<th>RI</th> -<th>CT</th> -<th>NY</th> -<th>NJ</th> -<th>PA</th> -<th>DE</th> -<th>MD</th> -<th>VA</th> -<th>WV</th> -<th>NC</th> -</tr> -<tr> -<td>1802</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>5</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1803</td> -<td>. .</td> -<td>. .</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -</tr> -<tr> -<td>1804</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1805</td> -<td>. .</td> -<td>. .</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1806</td> -<td>. .</td> -<td>. .</td> -<td>5</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1807</td> -<td>. .</td> -<td>2</td> -<td>5</td> -<td>2</td> -<td>. .</td> -<td>2</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1808</td> -<td>1</td> -<td>1</td> -<td>8</td> -<td>2</td> -<td>. .</td> -<td>4</td> -<td>10</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>1</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1809</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1810</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1811</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1812</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1813</td> -<td>. .</td> -<td>1</td> -<td>3</td> -<td>11</td> -<td>. .</td> -<td>1</td> -<td>30</td> -<td>. .</td> -<td>5</td> -<td>. .</td> -<td>5</td> -<td>6</td> -<td>. .</td> -<td>4</td> -</tr> -<tr> -<td>1814</td> -<td>. .</td> -<td>. .</td> -<td>4</td> -<td>14</td> -<td>1</td> -<td>. .</td> -<td>48</td> -<td>4</td> -<td>9</td> -<td>2</td> -<td>21</td> -<td>22</td> -<td>. .</td> -<td>3</td> -</tr> -<tr> -<td>1815</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>14</td> -<td>1</td> -<td>4</td> -<td>4</td> -<td>6</td> -<td>5</td> -<td>. .</td> -<td>3</td> -</tr> -<tr> -<td>1816</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>9</td> -<td>. .</td> -<td>2</td> -</tr> -<tr> -<td>1817</td> -<td>. .</td> -<td>3</td> -<td>3</td> -<td>6</td> -<td>. .</td> -<td>2</td> -<td>5</td> -<td>1</td> -<td>3</td> -<td>1</td> -<td>3</td> -<td>4</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1818</td> -<td>. .</td> -<td>4</td> -<td>4</td> -<td>11</td> -<td>1</td> -<td>6</td> -<td>22</td> -<td>3</td> -<td>13</td> -<td>. .</td> -<td>6</td> -<td>17</td> -<td>. .</td> -<td>5</td> -</tr> -<tr> -<td>1819</td> -<td>4</td> -<td>1</td> -<td>5</td> -<td>4</td> -<td>1</td> -<td>5</td> -<td>11</td> -<td>6</td> -<td>9</td> -<td>3</td> -<td>3</td> -<td>10</td> -<td>. .</td> -<td>4</td> -</tr> -<tr> -<td>1820</td> -<td>3</td> -<td>3</td> -<td>1</td> -<td>6</td> -<td>1</td> -<td>1</td> -<td>9</td> -<td>. .</td> -<td>11</td> -<td>. .</td> -<td>4</td> -<td>4</td> -<td>. .</td> -<td>3</td> -</tr> -<tr> -<td>1821</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>5</td> -<td>. .</td> -<td>1</td> -<td>16</td> -<td>4</td> -<td>7</td> -<td>2</td> -<td>5</td> -<td>8</td> -<td>. .</td> -<td>5</td> -</tr> -<tr> -<td>1822</td> -<td>3</td> -<td>4</td> -<td>5</td> -<td>6</td> -<td>1</td> -<td>4</td> -<td>10</td> -<td>1</td> -<td>14</td> -<td>1</td> -<td>4</td> -<td>12</td> -<td>. .</td> -<td>7</td> -</tr> -<tr> -<td>1823</td> -<td>2</td> -<td>. .</td> -<td>3</td> -<td>7</td> -<td>1</td> -<td>3</td> -<td>13</td> -<td>2</td> -<td>9</td> -<td>1</td> -<td>4</td> -<td>13</td> -<td>. .</td> -<td>9</td> -</tr> -<tr> -<td>1824</td> -<td>5</td> -<td>2</td> -<td>1</td> -<td>5</td> -<td>2</td> -<td>4</td> -<td>8</td> -<td>3</td> -<td>7</td> -<td>1</td> -<td>3</td> -<td>2</td> -<td>. .</td> -<td>1</td> -</tr> -<tr> -<td>1825</td> -<td>2</td> -<td>2</td> -<td>1</td> -<td>6</td> -<td>1</td> -<td>3</td> -<td>15</td> -<td>2</td> -<td>12</td> -<td>1</td> -<td>7</td> -<td>7</td> -<td>. .</td> -<td>6</td> -</tr> -<tr> -<td>1826</td> -<td>2</td> -<td>3</td> -<td>1</td> -<td>2</td> -<td>4</td> -<td>1</td> -<td>12</td> -<td>3</td> -<td>8</td> -<td>2</td> -<td>6</td> -<td>11</td> -<td>. .</td> -<td>5</td> -</tr> -<tr> -<td>1827</td> -<td>1</td> -<td>3</td> -<td>3</td> -<td>3</td> -<td>1</td> -<td>. .</td> -<td>18</td> -<td>1</td> -<td>11</td> -<td>1</td> -<td>3</td> -<td>15</td> -<td>. .</td> -<td>9</td> -</tr> -<tr> -<td>1828</td> -<td>5</td> -<td>4</td> -<td>2</td> -<td>5</td> -<td>1</td> -<td>5</td> -<td>11</td> -<td>2</td> -<td>10</td> -<td>1</td> -<td>3</td> -<td>14</td> -<td>. .</td> -<td>6</td> -</tr> -<tr> -<td>1829</td> -<td>1</td> -<td>3</td> -<td>4</td> -<td>10</td> -<td>1</td> -<td>4</td> -<td>16</td> -<td>2</td> -<td>13</td> -<td>1</td> -<td>2</td> -<td>14</td> -<td>. .</td> -<td>5</td> -</tr> -<tr> -<td>1830</td> -<td>1</td> -<td>2</td> -<td>1</td> -<td>4</td> -<td>2</td> -<td>1</td> -<td>14</td> -<td>2</td> -<td>8</td> -<td>. .</td> -<td>5</td> -<td>18</td> -<td>. .</td> -<td>5</td> -</tr> -<tr> -<td>1831</td> -<td>4</td> -<td>1</td> -<td>1</td> -<td>5</td> -<td>2</td> -<td>2</td> -<td>18</td> -<td>2</td> -<td>6</td> -<td>2</td> -<td>7</td> -<td>8</td> -<td>. .</td> -<td>6</td> -</tr> -<tr> -<td>1832</td> -<td>3</td> -<td>3</td> -<td>1</td> -<td>4</td> -<td>2</td> -<td>2</td> -<td>11</td> -<td>4</td> -<td>12</td> -<td>2</td> -<td>3</td> -<td>10</td> -<td>. .</td> -<td>7</td> -</tr> -<tr> -<td>1833</td> -<td>1</td> -<td>2</td> -<td>1</td> -<td>8</td> -<td>. .</td> -<td>6</td> -<td>9</td> -<td>2</td> -<td>8</td> -<td>1</td> -<td>6</td> -<td>17</td> -<td>. .</td> -<td>5</td> -</tr> -<tr> -<td>1834</td> -<td>. .</td> -<td>1</td> -<td>2</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>7</td> -<td>1</td> -<td>5</td> -<td>2</td> -<td>4</td> -<td>4</td> -<td>. .</td> -<td>2</td> -</tr> -<tr> -<td>1835</td> -<td>5</td> -<td>1</td> -<td>2</td> -<td>4</td> -<td>. .</td> -<td>1</td> -<td>13</td> -<td>1</td> -<td>10</td> -<td>. .</td> -<td>2</td> -<td>1</td> -<td>. .</td> -<td>4</td> -</tr> -<tr> -<td>1836</td> -<td>4</td> -<td>4</td> -<td>1</td> -<td>2</td> -<td>3</td> -<td>2</td> -<td>19</td> -<td>4</td> -<td>8</td> -<td>. .</td> -<td>2</td> -<td>10</td> -<td>. .</td> -<td>5</td> -</tr> -<tr> -<td>1837</td> -<td>2</td> -<td>1</td> -<td>. .</td> -<td>5</td> -<td>. .</td> -<td>3</td> -<td>17</td> -<td>3</td> -<td>13</td> -<td>1</td> -<td>6</td> -<td>14</td> -<td>. .</td> -<td>6</td> -</tr> -<tr> -<td>1838</td> -<td>1</td> -<td>1</td> -<td>2</td> -<td>2</td> -<td>1</td> -<td>2</td> -<td>9</td> -<td>. .</td> -<td>8</td> -<td>1</td> -<td>3</td> -<td>10</td> -<td>. .</td> -<td>4</td> -</tr> -<tr> -<td>1839</td> -<td>2</td> -<td>1</td> -<td>2</td> -<td>2</td> -<td>1</td> -<td>2</td> -<td>12</td> -<td>4</td> -<td>7</td> -<td>1</td> -<td>1</td> -<td>2</td> -<td>. .</td> -<td>1</td> -</tr> -<tr> -<td>1840</td> -<td>4</td> -<td>. .</td> -<td>. .</td> -<td>6</td> -<td>2</td> -<td>. .</td> -<td>16</td> -<td>1</td> -<td>7</td> -<td>1</td> -<td>2</td> -<td>5</td> -<td>. .</td> -<td>7</td> -</tr> -<tr> -<td>1841</td> -<td>3</td> -<td>2</td> -<td>2</td> -<td>7</td> -<td>. .</td> -<td>4</td> -<td>12</td> -<td>. .</td> -<td>11</td> -<td>. .</td> -<td>3</td> -<td>10</td> -<td>. .</td> -<td>3</td> -</tr> -<tr> -<td>1842</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>7</td> -<td>1</td> -<td>1</td> -<td>12</td> -<td>3</td> -<td>11</td> -<td>. .</td> -<td>4</td> -<td>9</td> -<td>. .</td> -<td>4</td> -</tr> -<tr> -<td>1843</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>5</td> -<td>. .</td> -<td>5</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -</tr> -<tr> -<td>1844</td> -<td>1</td> -<td>2</td> -<td>. .</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>7</td> -<td>2</td> -<td>7</td> -<td>. .</td> -<td>2</td> -<td>3</td> -<td>. .</td> -<td>4</td> -</tr> -<tr> -<td>1845</td> -<td>3</td> -<td>1</td> -<td>1</td> -<td>3</td> -<td>. .</td> -<td>3</td> -<td>12</td> -<td>1</td> -<td>6</td> -<td>. .</td> -<td>1</td> -<td>6</td> -<td>. .</td> -<td>1</td> -</tr> -<tr> -<td>1846</td> -<td>3</td> -<td>1</td> -<td>2</td> -<td>5</td> -<td>1</td> -<td>2</td> -<td>14</td> -<td>1</td> -<td>10</td> -<td>1</td> -<td>4</td> -<td>7</td> -<td>. .</td> -<td>5</td> -</tr> -<tr> -<td>1847</td> -<td>3</td> -<td>1</td> -<td>2</td> -<td>2</td> -<td>. .</td> -<td>1</td> -<td>10</td> -<td>1</td> -<td>8</td> -<td>. .</td> -<td>1</td> -<td>5</td> -<td>. .</td> -<td>3</td> -</tr> -<tr> -<td>1848</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>9</td> -<td>4</td> -<td>7</td> -<td>. .</td> -<td>3</td> -<td>3</td> -<td>. .</td> -<td>3</td> -</tr> -<tr> -<td>1849</td> -<td>3</td> -<td>1</td> -<td>1</td> -<td>3</td> -<td>. .</td> -<td>2</td> -<td>11</td> -<td>3</td> -<td>7</td> -<td>1</td> -<td>. .</td> -<td>8</td> -<td>. .</td> -<td>1</td> -</tr> -<tr> -<td>1850</td> -<td>3</td> -<td>2</td> -<td>3</td> -<td>4</td> -<td>1</td> -<td>. .</td> -<td>8</td> -<td>1</td> -<td>11</td> -<td>. .</td> -<td>2</td> -<td>7</td> -<td>. .</td> -<td>4</td> -</tr> -<tr> -<td>1851</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>5</td> -<td>. .</td> -<td>1</td> -<td>13</td> -<td>. .</td> -<td>8</td> -<td>1</td> -<td>1</td> -<td>3</td> -<td>. .</td> -<td>3</td> -</tr> -<tr> -<td>1852</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>13</td> -<td>3</td> -<td>5</td> -<td>. .</td> -<td>3</td> -<td>3</td> -<td>. .</td> -<td>3</td> -</tr> -<tr> -<td>1853</td> -<td>2</td> -<td>2</td> -<td>. .</td> -<td>3</td> -<td>. .</td> -<td>3</td> -<td>8</td> -<td>3</td> -<td>4</td> -<td>. .</td> -<td>3</td> -<td>5</td> -<td>. .</td> -<td>3</td> -</tr> -<tr> -<td>1854</td> -<td>3</td> -<td>. .</td> -<td>2</td> -<td>5</td> -<td>1</td> -<td>1</td> -<td>10</td> -<td>2</td> -<td>10</td> -<td>. .</td> -<td>4</td> -<td>5</td> -<td>. .</td> -<td>2</td> -</tr> -<tr> -<td>1855</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>3</td> -<td>2</td> -<td>1</td> -<td>11</td> -<td>1</td> -<td>11</td> -<td>1</td> -<td>1</td> -<td>2</td> -<td>. .</td> -<td>3</td> -</tr> -<tr> -<td>1856</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>11</td> -<td>2</td> -<td>8</td> -<td>. .</td> -<td>1</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1857</td> -<td>3</td> -<td>2</td> -<td>. .</td> -<td>2</td> -<td>1</td> -<td>2</td> -<td>6</td> -<td>1</td> -<td>8</td> -<td>. .</td> -<td>1</td> -<td>7</td> -<td>. .</td> -<td>2</td> -</tr> -<tr> -<td>1858</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>5</td> -<td>. .</td> -<td>1</td> -<td>5</td> -<td>2</td> -<td>3</td> -<td>. .</td> -<td>2</td> -<td>4</td> -<td>. .</td> -<td>4</td> -</tr> -<tr> -<td>1859</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>4</td> -<td>2</td> -<td>8</td> -<td>. .</td> -<td>1</td> -<td>2</td> -<td>. .</td> -<td>2</td> -</tr> -<tr> -<td>1860</td> -<td>2</td> -<td>. .</td> -<td>1</td> -<td>3</td> -<td>1</td> -<td>. .</td> -<td>10</td> -<td>1</td> -<td>9</td> -<td>1</td> -<td>1</td> -<td>2</td> -<td>. .</td> -<td>2</td> -</tr> -<tr> -<td>1861</td> -<td>4</td> -<td>3</td> -<td>1</td> -<td>4</td> -<td>1</td> -<td>2</td> -<td>14</td> -<td>2</td> -<td>13</td> -<td>1</td> -<td>3</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1862</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>3</td> -<td>1</td> -<td>1</td> -<td>11</td> -<td>1</td> -<td>6</td> -<td>. .</td> -<td>4</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1863</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>2</td> -<td>. .</td> -<td>1</td> -<td>8</td> -<td>2</td> -<td>5</td> -<td>. .</td> -<td>3</td> -<td>7</td> -<td>1</td> -<td>7</td> -</tr> -<tr class="sum"> -<td>Total.</td> -<td>102</td> -<td>78</td> -<td>104</td> -<td>232</td> -<td>42</td> -<td>102</td> -<td>650</td> -<td>101</td> -<td>424</td> -<td>41</td> -<td>179</td> -<td>379</td> -<td>1</td> -<td>190</td> -</tr> -<tr> -<td> </td> -<th>ME</th> -<th>NH</th> -<th>VT</th> -<th>MA</th> -<th>RI</th> -<th>CT</th> -<th>NY</th> -<th>NJ</th> -<th>PA</th> -<th>DE</th> -<th>MD</th> -<th>VA</th> -<th>WV</th> -<th>NC</th> -</tr> -</table> - -<table class="westpoint"> -<tr> -<th>Year</th> -<th>SC</th> -<th>GA</th> -<th>AL</th> -<th>MS</th> -<th>LA</th> -<th>OH</th> -<th>KY</th> -<th>TN</th> -<th>IN</th> -<th>IL</th> -<th>MO</th> -<th>AR</th> -<th>MI</th> -<th>FL</th> -<th>TX</th> -</tr> -<tr> -<td>1802</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1803</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1804</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>5</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1805</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1806</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1807</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1808</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1809</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1810</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1811</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1812</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1813</td> -<td>2</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>1</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1814</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>4</td> -<td>5</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1815</td> -<td>4</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1816</td> -<td>4</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1817</td> -<td>8</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>2</td> -<td>3</td> -<td>5</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1818</td> -<td>5</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>3</td> -<td>5</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1819</td> -<td>5</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>5</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1820</td> -<td>3</td> -<td>1</td> -<td>. .</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>4</td> -<td>2</td> -<td>. .</td> -<td>1</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1821</td> -<td>5</td> -<td>5</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>6</td> -<td>3</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1822</td> -<td>9</td> -<td>4</td> -<td>2</td> -<td>. .</td> -<td>1</td> -<td>3</td> -<td>3</td> -<td>4</td> -<td>1</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>1</td> -<td>2</td> -<td>. .</td> -</tr> -<tr> -<td>1823</td> -<td>3</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -<td>3</td> -<td>8</td> -<td>8</td> -<td>4</td> -<td>. .</td> -<td>1</td> -<td>4</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1824</td> -<td>2</td> -<td>3</td> -<td>3</td> -<td>2</td> -<td>2</td> -<td>5</td> -<td>6</td> -<td>5</td> -<td>4</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1825</td> -<td>6</td> -<td>5</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>5</td> -<td>7</td> -<td>3</td> -<td>1</td> -<td>1</td> -<td>2</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1826</td> -<td>1</td> -<td>4</td> -<td>1</td> -<td>. .</td> -<td>4</td> -<td>3</td> -<td>3</td> -<td>7</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -</tr> -<tr> -<td>1827</td> -<td>4</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>2</td> -<td>7</td> -<td>5</td> -<td>2</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>. .</td> -</tr> -<tr> -<td>1828</td> -<td>4</td> -<td>2</td> -<td>3</td> -<td>2</td> -<td>. .</td> -<td>4</td> -<td>8</td> -<td>5</td> -<td>3</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>. .</td> -</tr> -<tr> -<td>1829</td> -<td>6</td> -<td>4</td> -<td>3</td> -<td>. .</td> -<td>3</td> -<td>4</td> -<td>3</td> -<td>2</td> -<td>1</td> -<td>. .</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -</tr> -<tr> -<td>1830</td> -<td>3</td> -<td>5</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>3</td> -<td>6</td> -<td>5</td> -<td>3</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -</tr> -<tr> -<td>1831</td> -<td>4</td> -<td>4</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>4</td> -<td>6</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1832</td> -<td>5</td> -<td>2</td> -<td>3</td> -<td>1</td> -<td>1</td> -<td>2</td> -<td>5</td> -<td>4</td> -<td>2</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>1</td> -<td>. .</td> -</tr> -<tr> -<td>1833</td> -<td>1</td> -<td>3</td> -<td>. .</td> -<td>3</td> -<td>4</td> -<td>4</td> -<td>4</td> -<td>6</td> -<td>3</td> -<td>2</td> -<td>2</td> -<td>. .</td> -<td>1</td> -<td>2</td> -<td>. .</td> -</tr> -<tr> -<td>1834</td> -<td>4</td> -<td>4</td> -<td>4</td> -<td>2</td> -<td>1</td> -<td>3</td> -<td>3</td> -<td>5</td> -<td>1</td> -<td>2</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1835</td> -<td>3</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>2</td> -<td>5</td> -<td>3</td> -<td>7</td> -<td>3</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1836</td> -<td>3</td> -<td>5</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>7</td> -<td>3</td> -<td>5</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -</tr> -<tr> -<td>1837</td> -<td>6</td> -<td>6</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>6</td> -<td>4</td> -<td>3</td> -<td>3</td> -<td>2</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1838</td> -<td>3</td> -<td>6</td> -<td>3</td> -<td>. .</td> -<td>2</td> -<td>7</td> -<td>6</td> -<td>6</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1839</td> -<td>2</td> -<td>2</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -<td>3</td> -<td>6</td> -<td>1</td> -<td>2</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>. .</td> -</tr> -<tr> -<td>1840</td> -<td>4</td> -<td>4</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>6</td> -<td>5</td> -<td>5</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1841</td> -<td>4</td> -<td>5</td> -<td>1</td> -<td>. .</td> -<td>2</td> -<td>8</td> -<td>4</td> -<td>7</td> -<td>3</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -</tr> -<tr> -<td>1842</td> -<td>6</td> -<td>5</td> -<td>3</td> -<td>1</td> -<td>. .</td> -<td>4</td> -<td>4</td> -<td>4</td> -<td>2</td> -<td>3</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1843</td> -<td>3</td> -<td>. .</td> -<td>3</td> -<td>1</td> -<td>2</td> -<td>6</td> -<td>. .</td> -<td>3</td> -<td>4</td> -<td>3</td> -<td>2</td> -<td>. .</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1844</td> -<td>2</td> -<td>1</td> -<td>4</td> -<td>1</td> -<td>2</td> -<td>5</td> -<td>3</td> -<td>3</td> -<td>3</td> -<td>3</td> -<td>2</td> -<td>1</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1845</td> -<td>2</td> -<td>2</td> -<td>3</td> -<td>2</td> -<td>2</td> -<td>7</td> -<td>5</td> -<td>3</td> -<td>2</td> -<td>1</td> -<td>2</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -</tr> -<tr> -<td>1846</td> -<td>1</td> -<td>5</td> -<td>4</td> -<td>2</td> -<td>4</td> -<td>4</td> -<td>4</td> -<td>5</td> -<td>2</td> -<td>2</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -</tr> -<tr> -<td>1847</td> -<td>3</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>7</td> -<td>3</td> -<td>3</td> -<td>3</td> -<td>2</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1848</td> -<td>3</td> -<td>3</td> -<td>2</td> -<td>2</td> -<td>. .</td> -<td>10</td> -<td>3</td> -<td>3</td> -<td>2</td> -<td>4</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1849</td> -<td>1</td> -<td>3</td> -<td>3</td> -<td>3</td> -<td>. .</td> -<td>8</td> -<td>1</td> -<td>3</td> -<td>3</td> -<td>3</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>2</td> -</tr> -<tr> -<td>1850</td> -<td>4</td> -<td>4</td> -<td>2</td> -<td>2</td> -<td>3</td> -<td>2</td> -<td>5</td> -<td>3</td> -<td>3</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1851</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>2</td> -<td>5</td> -<td>3</td> -<td>3</td> -<td>2</td> -<td>3</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1852</td> -<td>1</td> -<td>. .</td> -<td>2</td> -<td>1</td> -<td>2</td> -<td>7</td> -<td>5</td> -<td>7</td> -<td>5</td> -<td>1</td> -<td>2</td> -<td>. .</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1853</td> -<td>2</td> -<td>5</td> -<td>4</td> -<td>. .</td> -<td>1</td> -<td>6</td> -<td>4</td> -<td>2</td> -<td>3</td> -<td>1</td> -<td>3</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>1</td> -</tr> -<tr> -<td>1854</td> -<td>3</td> -<td>3</td> -<td>4</td> -<td>3</td> -<td>2</td> -<td>6</td> -<td>1</td> -<td>6</td> -<td>2</td> -<td>4</td> -<td>3</td> -<td>2</td> -<td>1</td> -<td>. .</td> -<td>1</td> -</tr> -<tr> -<td>1855</td> -<td>2</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>7</td> -<td>1</td> -<td>. .</td> -<td>3</td> -<td>7</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>1</td> -</tr> -<tr> -<td>1856</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>2</td> -<td>4</td> -<td>3</td> -<td>4</td> -<td>3</td> -<td>. .</td> -<td>2</td> -<td>1</td> -<td>2</td> -<td>1</td> -<td>1</td> -</tr> -<tr> -<td>1857</td> -<td>2</td> -<td>3</td> -<td>2</td> -<td>3</td> -<td>2</td> -<td>5</td> -<td>7</td> -<td>4</td> -<td>1</td> -<td>1</td> -<td>2</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>1</td> -</tr> -<tr> -<td>1858</td> -<td>2</td> -<td>5</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>9</td> -<td>1</td> -<td>4</td> -<td>6</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -</tr> -<tr> -<td>1859</td> -<td>1</td> -<td>2</td> -<td>2</td> -<td>2</td> -<td>2</td> -<td>4</td> -<td>3</td> -<td>4</td> -<td>3</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1860</td> -<td>2</td> -<td>. .</td> -<td>3</td> -<td>2</td> -<td>1</td> -<td>4</td> -<td>2</td> -<td>2</td> -<td>2</td> -<td>7</td> -<td>2</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1861</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>8</td> -<td>1</td> -<td>. .</td> -<td>6</td> -<td>3</td> -<td>3</td> -<td>. .</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1862</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>7</td> -<td>7</td> -<td>. .</td> -<td>4</td> -<td>4</td> -<td>5</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1863</td> -<td>4</td> -<td>8</td> -<td>4</td> -<td>5</td> -<td>2</td> -<td>4</td> -<td>2</td> -<td>7</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>2</td> -<td>. .</td> -<td>1</td> -<td>2</td> -</tr> -<tr class="sum"> -<td>Total.</td> -<td>159</td> -<td>139</td> -<td>88</td> -<td>51</td> -<td>67</td> -<td>243</td> -<td>196</td> -<td>178</td> -<td>109</td> -<td>81</td> -<td>67</td> -<td>17</td> -<td>38</td> -<td>20</td> -<td>11</td> -</tr> -<tr> -<td> </td> -<th>SC</th> -<th>GA</th> -<th>AL</th> -<th>MS</th> -<th>LA</th> -<th>OH</th> -<th>KY</th> -<th>TN</th> -<th>IN</th> -<th>IL</th> -<th>MO</th> -<th>AR</th> -<th>MI</th> -<th>FL</th> -<th>TX</th> -</tr> -</table> -<!-- end of middle third --> - -<table class="westpoint"> -<tr> -<th>Year</th> -<th>IA</th> -<th>WI</th> -<th>CA</th> -<th>MN</th> -<th>OR</th> -<th>NM</th> -<th>UT</th> -<th>WA</th> -<th>NE</th> -<th>KS</th> -<th>DT</th> -<th>CO</th> -<th>NV</th> -<th>DC</th> -<th>[X]</th> -<th>Unk</th> -<th>Total</th> -</tr> -<tr> -<td>1802</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>10</td> -</tr> -<tr> -<td>1803</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>9</td> -</tr> -<tr> -<td>1804</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>9</td> -</tr> -<tr> -<td>1805</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>9</td> -</tr> -<tr> -<td>1806</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>9</td> -</tr> -<tr> -<td>1807</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>4</td> -<td>17</td> -</tr> -<tr> -<td>1808</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>11</td> -<td>42</td> -</tr> -<tr> -<td>1809</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>4</td> -<td>10</td> -</tr> -<tr> -<td>1810</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -</tr> -<tr> -<td>1811</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>0</td> -</tr> -<tr> -<td>1812</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>10</td> -</tr> -<tr> -<td>1813</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>12</td> -<td>. .</td> -<td>1</td> -<td>88</td> -</tr> -<tr> -<td>1814</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>6</td> -<td>. .</td> -<td>. .</td> -<td>146</td> -</tr> -<tr> -<td>1815</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>12</td> -<td>. .</td> -<td>. .</td> -<td>61</td> -</tr> -<tr> -<td>1816</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>2</td> -<td>. .</td> -<td>34</td> -</tr> -<tr> -<td>1817</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>55</td> -</tr> -<tr> -<td>1818</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>5</td> -<td>. .</td> -<td>. .</td> -<td>116</td> -</tr> -<tr> -<td>1819</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -<td>86</td> -</tr> -<tr> -<td>1820</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>4</td> -<td>. .</td> -<td>. .</td> -<td>67</td> -</tr> -<tr> -<td>1821</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>77</td> -</tr> -<tr> -<td>1822</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>106</td> -</tr> -<tr> -<td>1823</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>106</td> -</tr> -<tr> -<td>1824</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>79</td> -</tr> -<tr> -<td>1825</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -<td>103</td> -</tr> -<tr> -<td>1826</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -<td>91</td> -</tr> -<tr> -<td>1827</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>97</td> -</tr> -<tr> -<td>1828</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -<td>107</td> -</tr> -<tr> -<td>1829</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -<td>109</td> -</tr> -<tr> -<td>1830</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>5</td> -<td>. .</td> -<td>. .</td> -<td>99</td> -</tr> -<tr> -<td>1831</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -<td>92</td> -</tr> -<tr> -<td>1832</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>3</td> -<td>3</td> -<td>. .</td> -<td>101</td> -</tr> -<tr> -<td>1833</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>5</td> -<td>. .</td> -<td>. .</td> -<td>106</td> -</tr> -<tr> -<td>1834</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>63</td> -</tr> -<tr> -<td>1835</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>4</td> -<td>. .</td> -<td>1</td> -<td>74</td> -</tr> -<tr> -<td>1836</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -<td>97</td> -</tr> -<tr> -<td>1837</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>4</td> -<td>7</td> -<td>. .</td> -<td>117</td> -</tr> -<tr> -<td>1838</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>3</td> -<td>26</td> -<td>. .</td> -<td>111</td> -</tr> -<tr> -<td>1839</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>13</td> -<td>. .</td> -<td>76</td> -</tr> -<tr> -<td>1840</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>5</td> -<td>. .</td> -<td>84</td> -</tr> -<tr> -<td>1841</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>3</td> -<td>17</td> -<td>. .</td> -<td>114</td> -</tr> -<tr> -<td>1842</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>18</td> -<td>. .</td> -<td>109</td> -</tr> -<tr> -<td>1843</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>12</td> -<td>. .</td> -<td>60</td> -</tr> -<tr> -<td>1844</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>11</td> -<td>. .</td> -<td>75</td> -</tr> -<tr> -<td>1845</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>10</td> -<td>. .</td> -<td>81</td> -</tr> -<tr> -<td>1846</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>10</td> -<td>. .</td> -<td>103</td> -</tr> -<tr> -<td>1847</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>9</td> -<td>. .</td> -<td>74</td> -</tr> -<tr> -<td>1848</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>10</td> -<td>. .</td> -<td>81</td> -</tr> -<tr> -<td>1849</td> -<td>1</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>10</td> -<td>. .</td> -<td>89</td> -</tr> -<tr> -<td>1850</td> -<td>. .</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>10</td> -<td>. .</td> -<td>90</td> -</tr> -<tr> -<td>1851</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>11</td> -<td>. .</td> -<td>71</td> -</tr> -<tr> -<td>1852</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>16</td> -<td>. .</td> -<td>90</td> -</tr> -<tr> -<td>1853</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>10</td> -<td>. .</td> -<td>83</td> -</tr> -<tr> -<td>1854</td> -<td>. .</td> -<td>3</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>10</td> -<td>. .</td> -<td>103</td> -</tr> -<tr> -<td>1855</td> -<td>. .</td> -<td>1</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>10</td> -<td>. .</td> -<td>80</td> -</tr> -<tr> -<td>1856</td> -<td>1</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>10</td> -<td>. .</td> -<td>73</td> -</tr> -<tr> -<td>1857</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>10</td> -<td>. .</td> -<td>82</td> -</tr> -<tr> -<td>1858</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>10</td> -<td>. .</td> -<td>75</td> -</tr> -<tr> -<td>1859</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>10</td> -<td>. .</td> -<td>60</td> -</tr> -<tr> -<td>1860</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>10</td> -<td>. .</td> -<td>72</td> -</tr> -<tr> -<td>1861</td> -<td>1</td> -<td>3</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>26</td> -<td>. .</td> -<td>108</td> -</tr> -<tr> -<td>1862</td> -<td>2</td> -<td>. .</td> -<td>2</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>13</td> -<td>. .</td> -<td>81</td> -</tr> -<tr> -<td>1863</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>10</td> -<td>. .</td> -<td>97</td> -</tr> -<tr class="sum"> -<td>Total.</td> -<td>14</td> -<td>17</td> -<td>10</td> -<td>6</td> -<td>3</td> -<td>5</td> -<td>3</td> -<td>2</td> -<td>2</td> -<td>3</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>113</td> -<td>330</td> -<td>26</td> -<td>4,626</td> -</tr> -<tr> -<td> </td> -<th>IA</th> -<th>WI</th> -<th>CA</th> -<th>MN</th> -<th>OR</th> -<th>NM</th> -<th>UT</th> -<th>WA</th> -<th>NE</th> -<th>KS</th> -<th>DT</th> -<th>CO</th> -<th>NV</th> -<th>DC</th> -<th>[X]</th> -<th>Un</th> -<th>Total</th> -</tr> -</table> - -<p><span class="smallcaps">Note.</span>—Owing to the destruction -of the records by fire in 1838, the States in which some of the Cadets -resided previous to that event is given; though it is believed they were -appointed “At Large.” The President of the United States having -determined late in August, 1863, to fill all the existing vacancies from -the seceded States there were in the <span class="smallcaps">Fourth -Class</span>, numbering 97, on the 19th of October, 48 thus appointed. -10 Cadets similarly appointed had not, on that date, been examined for -admission into the Military Academy.</p> - -<span class="pagenum"> -<a name="page802" id="page802">802</a></span> -<p class="tablehead">THE FOLLOWING STATEMENT EXHIBITS THE ACTUAL -NUMBER OF CADETS WHO HAVE GRADUATED AT THE MILITARY ACADEMY, FROM ITS -ORIGIN TO THE PRESENT DATE, WITH THE STATES AND TERRITORIES WHENCE -APPOINTED.</p> - -<div class="key fullwide"> -<p><i>In this table, Utah, Washington, Nebraska and New Mexico are -Territories.</i></p> -<p>Year = Year of Graduation</p> -<p>[X] At Large.</p> -<p>Un Unknown.</p> -<p>Ag Aggregate.</p> -</div> - -<table class="westpoint"> -<tr> -<th>Year</th> -<th>ME</th> -<th>NH</th> -<th>VT</th> -<th>MA</th> -<th>RI</th> -<th>CT</th> -<th>NY</th> -<th>NJ</th> -<th>PA</th> -<th>DE</th> -<th>MD</th> -<th>VA</th> -<th>WV</th> -<th>NC</th> -</tr> -<tr> -<td>1802</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1803</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1804</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1805</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -</tr> -<tr> -<td>1806</td> -<td>. .</td> -<td>. .</td> -<td>5</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -</tr> -<tr> -<td>1807</td> -<td>. .</td> -<td>. .</td> -<td>4</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1808</td> -<td>. .</td> -<td>2</td> -<td>6</td> -<td>3</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1809</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1811</td> -<td>1</td> -<td>1</td> -<td>3</td> -<td>1</td> -<td>. .</td> -<td>2</td> -<td>5</td> -<td>1</td> -<td>2</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1812</td> -<td>1</td> -<td>. .</td> -<td>3</td> -<td>2</td> -<td>. .</td> -<td>3</td> -<td>4</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>1</td> -</tr> -<tr> -<td>1813</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1814</td> -<td>. .</td> -<td>1</td> -<td>2</td> -<td>5</td> -<td>. .</td> -<td>1</td> -<td>9</td> -<td>. .</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -</tr> -<tr> -<td>1815</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>5</td> -<td>. .</td> -<td>. .</td> -<td>14</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>4</td> -<td>2</td> -<td>. .</td> -<td>2</td> -</tr> -<tr> -<td>1817</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>4</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>8</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1818</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>2</td> -<td>. .</td> -<td>1</td> -<td>3</td> -<td>1</td> -<td>2</td> -<td>2</td> -<td>5</td> -<td>3</td> -<td>1</td> -<td>. .</td> -</tr> -<tr> -<td>1819</td> -<td>. .</td> -<td>1</td> -<td>3</td> -<td>4</td> -<td>. .</td> -<td>1</td> -<td>6</td> -<td>2</td> -<td>. .</td> -<td>1</td> -<td>3</td> -<td>2</td> -<td>1</td> -<td>1</td> -</tr> -<tr> -<td>1820</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>11</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>5</td> -<td>3</td> -<td>3</td> -<td>1</td> -</tr> -<tr> -<td>1821</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>4</td> -<td>. .</td> -<td>1</td> -<td>6</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>2</td> -<td>1</td> -<td>. .</td> -<td>3</td> -</tr> -<tr> -<td>1822</td> -<td>. .</td> -<td>2</td> -<td>3</td> -<td>2</td> -<td>1</td> -<td>5</td> -<td>6</td> -<td>2</td> -<td>6</td> -<td>. .</td> -<td>. .</td> -<td>5</td> -<td>1</td> -<td>1</td> -</tr> -<tr> -<td>1823</td> -<td>. .</td> -<td>1</td> -<td>3</td> -<td>4</td> -<td>1</td> -<td>3</td> -<td>5</td> -<td>2</td> -<td>3</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>3</td> -<td>1</td> -</tr> -<tr> -<td>1824</td> -<td>1</td> -<td>3</td> -<td>. .</td> -<td>5</td> -<td>. .</td> -<td>. .</td> -<td>6</td> -<td>. .</td> -<td>4</td> -<td>. .</td> -<td>3</td> -<td>2</td> -<td>. .</td> -<td>2</td> -</tr> -<tr> -<td>1825</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>2</td> -<td>. .</td> -<td>1</td> -<td>9</td> -<td>3</td> -<td>5</td> -<td>. .</td> -<td>3</td> -<td>3</td> -<td>2</td> -<td>2</td> -</tr> -<tr> -<td>1826</td> -<td>1</td> -<td>2</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>2</td> -<td>1</td> -<td>7</td> -<td>1</td> -<td>2</td> -<td>8</td> -<td>3</td> -<td>2</td> -</tr> -<tr> -<td>1827</td> -<td>. .</td> -<td>. .</td> -<td>3</td> -<td>4</td> -<td>. .</td> -<td>. .</td> -<td>6</td> -<td>. .</td> -<td>4</td> -<td>. .</td> -<td>2</td> -<td>4</td> -<td>3</td> -<td>2</td> -</tr> -<tr> -<td>1828</td> -<td>3</td> -<td>1</td> -<td>2</td> -<td>4</td> -<td>. .</td> -<td>5</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>1</td> -</tr> -<tr> -<td>1829</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>5</td> -<td>. .</td> -<td>3</td> -<td>7</td> -<td>3</td> -<td>4</td> -<td>. .</td> -<td>2</td> -<td>2</td> -<td>2</td> -<td>3</td> -</tr> -<tr> -<td>1830</td> -<td>2</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>2</td> -<td>. .</td> -<td>6</td> -<td>1</td> -<td>4</td> -<td>1</td> -<td>4</td> -<td>2</td> -<td>2</td> -<td>1</td> -</tr> -<tr> -<td>1831</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>8</td> -<td>2</td> -<td>4</td> -<td>1</td> -<td>3</td> -<td>2</td> -<td>2</td> -<td>1</td> -</tr> -<tr> -<td>1832</td> -<td>3</td> -<td>3</td> -<td>1</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>6</td> -<td>1</td> -<td>5</td> -<td>. .</td> -<td>2</td> -<td>4</td> -<td>1</td> -<td>1</td> -</tr> -<tr> -<td>1833</td> -<td>. .</td> -<td>2</td> -<td>1</td> -<td>7</td> -<td>. .</td> -<td>2</td> -<td>5</td> -<td>1</td> -<td>5</td> -<td>1</td> -<td>1</td> -<td>5</td> -<td>1</td> -<td>2</td> -</tr> -<tr> -<td>1834</td> -<td>. .</td> -<td>1</td> -<td>2</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>7</td> -<td>. .</td> -<td>6</td> -<td>. .</td> -<td>1</td> -<td>5</td> -<td>. .</td> -<td>1</td> -</tr> -<tr> -<td>1835</td> -<td>4</td> -<td>1</td> -<td>1</td> -<td>4</td> -<td>. .</td> -<td>. .</td> -<td>11</td> -<td>2</td> -<td>4</td> -<td>1</td> -<td>2</td> -<td>4</td> -<td>3</td> -<td>2</td> -</tr> -<tr> -<td>1836</td> -<td>2</td> -<td>3</td> -<td>1</td> -<td>1</td> -<td>3</td> -<td>1</td> -<td>10</td> -<td>3</td> -<td>6</td> -<td>1</td> -<td>2</td> -<td>5</td> -<td>2</td> -<td>2</td> -</tr> -<tr> -<td>1837</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>6</td> -<td>. .</td> -<td>2</td> -<td>4</td> -<td>3</td> -<td>5</td> -<td>2</td> -<td>4</td> -<td>6</td> -<td>2</td> -<td>. .</td> -</tr> -<tr> -<td>1838</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>7</td> -<td>. .</td> -<td>4</td> -<td>. .</td> -<td>1</td> -<td>3</td> -<td>1</td> -<td>2</td> -</tr> -<tr> -<td>1839</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>2</td> -<td>. .</td> -<td>1</td> -<td>6</td> -<td>. .</td> -<td>5</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>1</td> -</tr> -<tr> -<td>1840</td> -<td>3</td> -<td>1</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>8</td> -<td>1</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -<td>4</td> -<td>3</td> -<td>. .</td> -</tr> -<tr> -<td>1841</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>5</td> -<td>. .</td> -<td>2</td> -<td>6</td> -<td>. .</td> -<td>7</td> -<td>1</td> -<td>4</td> -<td>7</td> -<td>1</td> -<td>3</td> -</tr> -<tr> -<td>1842</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>2</td> -<td>2</td> -<td>. .</td> -<td>7</td> -<td>1</td> -<td>5</td> -<td>. .</td> -<td>2</td> -<td>7</td> -<td>1</td> -<td>3</td> -</tr> -<tr> -<td>1843</td> -<td>2</td> -<td>1</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>7</td> -<td>2</td> -<td>4</td> -<td>. .</td> -<td>. .</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1844</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>2</td> -<td>. .</td> -<td>3</td> -<td>1</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>. .</td> -</tr> -<tr> -<td>1845</td> -<td>3</td> -<td>. .</td> -<td>1</td> -<td>2</td> -<td>. .</td> -<td>1</td> -<td>8</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>1</td> -<td>. .</td> -</tr> -<tr> -<td>1846</td> -<td>2</td> -<td>1</td> -<td>2</td> -<td>4</td> -<td>1</td> -<td>1</td> -<td>10</td> -<td>1</td> -<td>8</td> -<td>. .</td> -<td>3</td> -<td>5</td> -<td>2</td> -<td>1</td> -</tr> -<tr> -<td>1847</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>5</td> -<td>. .</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>1</td> -<td>2</td> -</tr> -<tr> -<td>1848</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>5</td> -<td>3</td> -<td>5</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>3</td> -</tr> -<tr> -<td>1849</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>2</td> -<td>. .</td> -<td>2</td> -<td>5</td> -<td>. .</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -<td>5</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1850</td> -<td>3</td> -<td>1</td> -<td>1</td> -<td>3</td> -<td>1</td> -<td>. .</td> -<td>7</td> -<td>. .</td> -<td>6</td> -<td>. .</td> -<td>3</td> -<td>2</td> -<td>2</td> -<td>1</td> -</tr> -<tr> -<td>1851</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>3</td> -<td>. .</td> -<td>1</td> -<td>6</td> -<td>. .</td> -<td>5</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>3</td> -<td>. .</td> -</tr> -<tr> -<td>1852</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>7</td> -<td>2</td> -<td>4</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -</tr> -<tr> -<td>1853</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>1</td> -<td>5</td> -<td>1</td> -<td>3</td> -<td>. .</td> -<td>1</td> -<td>5</td> -<td>. .</td> -<td>2</td> -</tr> -<tr> -<td>1854</td> -<td>2</td> -<td>1</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>4</td> -<td>1</td> -<td>5</td> -<td>. .</td> -<td>. .</td> -<td>4</td> -<td>2</td> -<td>3</td> -</tr> -<tr> -<td>1855</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>4</td> -<td>. .</td> -<td>. .</td> -<td>7</td> -<td>. .</td> -<td>8</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -</tr> -<tr> -<td>1856</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>8</td> -<td>1</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>1</td> -<td>. .</td> -</tr> -<tr> -<td>1857</td> -<td>2</td> -<td>2</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>2</td> -<td>3</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>3</td> -<td>. .</td> -<td>2</td> -</tr> -<tr> -<td>1858</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>4</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>2</td> -<td>1</td> -</tr> -<tr> -<td>1859</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>4</td> -<td>. .</td> -<td>4</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1860</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>3</td> -<td>1</td> -<td>. .</td> -<td>7</td> -<td>1</td> -<td>3</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>2</td> -<td>2</td> -</tr> -<tr> -<td>1861</td> -<td>3</td> -<td>3</td> -<td>1</td> -<td>3</td> -<td>1</td> -<td>2</td> -<td>15</td> -<td>2</td> -<td>10</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1862</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>3</td> -<td>. .</td> -<td>1</td> -<td>3</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1863</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>2</td> -<td>. .</td> -<td>1</td> -<td>4</td> -<td>1</td> -<td>5</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr class="sum"> -<td>Total</td> -<td>54</td> -<td>47</td> -<td>75</td> -<td>131</td> -<td>20</td> -<td>55</td> -<td>329</td> -<td>51</td> -<td>197</td> -<td>18</td> -<td>79</td> -<td>142</td> -<td>63</td> -<td>59</td> -</tr> -</table> - -<!-- begin middle third --> - -<table class="westpoint"> -<tr> -<th>Year</th> -<th>SC</th> -<th>GA</th> -<th>AL</th> -<th>MS</th> -<th>LA</th> -<th>OH</th> -<th>IN</th> -<th>IL</th> -<th>KY</th> -<th>TN</th> -<th>AR</th> -<th>MO</th> -<th>MI</th> -<th>WI</th> -</tr> -<tr> -<td>1802</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1803</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1804</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1805</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1806</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>4</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1807</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1808</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1809</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1811</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -</tr> -<tr> -<td>1812</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -</tr> -<tr> -<td>1813</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1814</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>5</td> -</tr> -<tr> -<td>1815</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>4</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>4</td> -</tr> -<tr> -<td>1817</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -</tr> -<tr> -<td>1818</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -</tr> -<tr> -<td>1819</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -</tr> -<tr> -<td>1820</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -</tr> -<tr> -<td>1821</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1822</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -</tr> -<tr> -<td>1823</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>2</td> -</tr> -<tr> -<td>1824</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1825</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1826</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -</tr> -<tr> -<td>1827</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -<td>4</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>1</td> -</tr> -<tr> -<td>1828</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>2</td> -<td>2</td> -<td>1</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1829</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>4</td> -<td>1</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -</tr> -<tr> -<td>1830</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>4</td> -<td>2</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>3</td> -</tr> -<tr> -<td>1831</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1832</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>3</td> -<td>. .</td> -<td>1</td> -<td>3</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>1</td> -</tr> -<tr> -<td>1833</td> -<td>1</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>2</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -</tr> -<tr> -<td>1834</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>4</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -</tr> -<tr> -<td>1835</td> -<td>3</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>4</td> -<td>. .</td> -<td>. .</td> -<td>4</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>3</td> -</tr> -<tr> -<td>1836</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>2</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -</tr> -<tr> -<td>1837</td> -<td>2</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>3</td> -</tr> -<tr> -<td>1838</td> -<td>2</td> -<td>2</td> -<td>2</td> -<td>2</td> -<td>3</td> -<td>. .</td> -<td>1</td> -<td>3</td> -<td>2</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>1</td> -</tr> -<tr> -<td>1839</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>3</td> -<td>1</td> -<td>. .</td> -<td>3</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -</tr> -<tr> -<td>1840</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>6</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -</tr> -<tr> -<td>1841</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>3</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1842</td> -<td>1</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>4</td> -<td>1</td> -<td>1</td> -<td>3</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -</tr> -<tr> -<td>1843</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>3</td> -<td>2</td> -<td>. .</td> -<td>2</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1844</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>4</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -</tr> -<tr> -<td>1845</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>4</td> -<td>2</td> -<td>. .</td> -<td>3</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1846</td> -<td>4</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -</tr> -<tr> -<td>1847</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>8</td> -<td>4</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1848</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>2</td> -<td>. .</td> -<td>2</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -</tr> -<tr> -<td>1849</td> -<td>2</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>4</td> -<td>2</td> -<td>. .</td> -<td>2</td> -<td>2</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1850</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>2</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1851</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>2</td> -<td>2</td> -<td>1</td> -<td>2</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -</tr> -<tr> -<td>1852</td> -<td>. .</td> -<td>2</td> -<td>1</td> -<td>. .</td> -<td>6</td> -<td>2</td> -<td>1</td> -<td>2</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1853</td> -<td>3</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>8</td> -<td>3</td> -<td>2</td> -<td>1</td> -<td>2</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1854</td> -<td>2</td> -<td>2</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>3</td> -<td>. .</td> -</tr> -<tr> -<td>1855</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>2</td> -<td>1</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1856</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>7</td> -<td>3</td> -<td>. .</td> -<td>4</td> -<td>2</td> -<td>. .</td> -<td>1</td> -<td>2</td> -<td>. .</td> -<td>1</td> -</tr> -<tr> -<td>1857</td> -<td>4</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>3</td> -<td>1</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1858</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>2</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1859</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -</tr> -<tr> -<td>1860</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>3</td> -<td>1</td> -<td>6</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1861</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>5</td> -<td>1</td> -<td>1</td> -<td>4</td> -<td>1</td> -<td>1</td> -<td>2</td> -<td>3</td> -<td>2</td> -<td>1</td> -</tr> -<tr> -<td>1862</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>6</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1863</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>3</td> -<td>2</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -</tr> -<tr class="sum"> -<td>Total.</td> -<td>44</td> -<td>26</td> -<td>14</td> -<td>15</td> -<td>118</td> -<td>48</td> -<td>56</td> -<td>5</td> -<td>24</td> -<td>17</td> -<td>7</td> -<td>50</td> -<td>6</td> -<td>139</td> -</tr> -</table> - -<!-- begin last third --> - -<table class="westpoint"> -<tr> -<th>Year</th> -<th>DC</th> -<th>FL</th> -<th>[X]</th> -<th>IA</th> -<th>TX</th> -<th>UT</th> -<th>MN</th> -<th>WA</th> -<th>OR</th> -<th>NM</th> -<th>CA</th> -<th>NE</th> -<th>Ag</th> -</tr> -<tr> -<td>1802</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -</tr> -<tr> -<td>1803</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>3</td> -</tr> -<tr> -<td>1804</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -</tr> -<tr> -<td>1805</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>3</td> -</tr> -<tr> -<td>1806</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>15</td> -</tr> -<tr> -<td>1807</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>5</td> -</tr> -<tr> -<td>1808</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>15</td> -</tr> -<tr> -<td>1809</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>7</td> -</tr> -<tr> -<td>1811</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>19</td> -</tr> -<tr> -<td>1812</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>18</td> -</tr> -<tr> -<td>1813</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -</tr> -<tr> -<td>1814</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>30</td> -</tr> -<tr> -<td>1815</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>40</td> -</tr> -<tr> -<td>1817</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>19</td> -</tr> -<tr> -<td>1818</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>23</td> -</tr> -<tr> -<td>1819</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>29</td> -</tr> -<tr> -<td>1820</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>30</td> -</tr> -<tr> -<td>1821</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>24</td> -</tr> -<tr> -<td>1822</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>40</td> -</tr> -<tr> -<td>1823</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>35</td> -</tr> -<tr> -<td>1824</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>31</td> -</tr> -<tr> -<td>1825</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>37</td> -</tr> -<tr> -<td>1826</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>41</td> -</tr> -<tr> -<td>1827</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>38</td> -</tr> -<tr> -<td>1828</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>33</td> -</tr> -<tr> -<td>1829</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>46</td> -</tr> -<tr> -<td>1830</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>42</td> -</tr> -<tr> -<td>1831</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>33</td> -</tr> -<tr> -<td>1832</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>45</td> -</tr> -<tr> -<td>1833</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>43</td> -</tr> -<tr> -<td>1834</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>36</td> -</tr> -<tr> -<td>1835</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>56</td> -</tr> -<tr> -<td>1836</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>49</td> -</tr> -<tr> -<td>1837</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>50</td> -</tr> -<tr> -<td>1838</td> -<td>. .</td> -<td>4</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>45</td> -</tr> -<tr> -<td>1839</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>31</td> -</tr> -<tr> -<td>1840</td> -<td>1</td> -<td>4</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>42</td> -</tr> -<tr> -<td>1841</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>52</td> -</tr> -<tr> -<td>1842</td> -<td>. .</td> -<td>6</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>56</td> -</tr> -<tr> -<td>1843</td> -<td>. .</td> -<td>6</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>39</td> -</tr> -<tr> -<td>1844</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>25</td> -</tr> -<tr> -<td>1845</td> -<td>1</td> -<td>8</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>41</td> -</tr> -<tr> -<td>1846</td> -<td>. .</td> -<td>8</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>59</td> -</tr> -<tr> -<td>1847</td> -<td>. .</td> -<td>8</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>38</td> -</tr> -<tr> -<td>1848</td> -<td>. .</td> -<td>7</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>38</td> -</tr> -<tr> -<td>1849</td> -<td>1</td> -<td>8</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>43</td> -</tr> -<tr> -<td>1850</td> -<td>. .</td> -<td>5</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>44</td> -</tr> -<tr> -<td>1851</td> -<td>. .</td> -<td>6</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>42</td> -</tr> -<tr> -<td>1852</td> -<td>. .</td> -<td>6</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>43</td> -</tr> -<tr> -<td>1853</td> -<td>1</td> -<td>5</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>52</td> -</tr> -<tr> -<td>1854</td> -<td>. .</td> -<td>6</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>46</td> -</tr> -<tr> -<td>1855</td> -<td>. .</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>34</td> -</tr> -<tr> -<td>1856</td> -<td>. .</td> -<td>10</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>48</td> -</tr> -<tr> -<td>1857</td> -<td>. .</td> -<td>3</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>39</td> -</tr> -<tr> -<td>1858</td> -<td>. .</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>27</td> -</tr> -<tr> -<td>1859</td> -<td>. .</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>22</td> -</tr> -<tr> -<td>1860</td> -<td>. .</td> -<td>5</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>41</td> -</tr> -<tr> -<td>1861</td> -<td>. .</td> -<td>14</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>80</td> -</tr> -<tr> -<td>1862</td> -<td>. .</td> -<td>5</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>28</td> -</tr> -<tr> -<td>1863</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>25</td> -</tr> -<tr class="sum"> -<td>Total.</td> -<td>30</td> -<td>83</td> -<td>6</td> -<td>3</td> -<td>1</td> -<td>2</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>2020</td> -</tr> -</table> - - -<span class="pagenum"> -<a name="page804" id="page804">804</a></span> -<p class="heading">TABLE D.</p> - -<p class="tablehead">EXHIBITING THE WHOLE NUMBER OF CADETS ADMITTED TO -THE MILITARY ACADEMY FROM EACH STATE AND TERRITORY, AND THE WHOLE NUMBER -GRADUATED.</p> - -<div class="key"> -<p>N Number</p> -<p>E60 No. entitl’d ’60</p> -<p>% Per cent. [<i>printed as shown</i>]</p> -</div> - -<table class="westpoint"> -<tr> -<th rowspan="2">STATE AND TERRITORY.</th> -<th colspan="2">Admitted.</th> -<th colspan="3">Graduated.</th> -<th colspan="2">Fail’d to<br>Graduate.</th> -<th colspan="2">Remain.</th> -<th class="drop" rowspan="2">E60</th> -</tr> -<tr> -<!-- --> -<th>From</th> -<th>Total</th> -<th>From</th> -<th>Total</th> -<th>%</th> -<th>N</th> -<th>%</th> -<th>No.</th> -<th>%</th> -</tr> -<tr> -<td>Alabama</td> -<td>1817</td> -<td>88</td> -<td>1822</td> -<td>26</td> -<td>.295</td> -<td>61</td> -<td>.693</td> -<td>1</td> -<td>.012</td> -<td>7</td> -</tr> -<tr> -<td>Arkansas</td> -<td>1827</td> -<td>17</td> -<td>1841</td> -<td>5</td> -<td>.294</td> -<td>. .</td> -<td>.705</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -</tr> -<tr> -<td>California</td> -<td>1850</td> -<td>10</td> -<td>1862</td> -<td>1</td> -<td>.100</td> -<td>6</td> -<td>.600</td> -<td>3</td> -<td>.300</td> -<td>3</td> -</tr> -<tr> -<td>Connecticut</td> -<td>1802</td> -<td>102</td> -<td>1805</td> -<td>55</td> -<td>.539</td> -<td>43</td> -<td>.422</td> -<td>4</td> -<td>.039</td> -<td>4</td> -</tr> -<tr> -<td>Delaware</td> -<td>1806</td> -<td>41</td> -<td>1808</td> -<td>18</td> -<td>.439</td> -<td>22</td> -<td>.539</td> -<td>1</td> -<td>.022</td> -<td>1</td> -</tr> -<tr> -<td>Florida</td> -<td>1822</td> -<td>20</td> -<td>1826</td> -<td>6</td> -<td>.300</td> -<td>14</td> -<td>.700</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -</tr> -<tr> -<td>Georgia</td> -<td>1813</td> -<td>139</td> -<td>1815</td> -<td>44</td> -<td>.329</td> -<td>95</td> -<td>.670</td> -<td>. .</td> -<td>. .</td> -<td>3</td> -</tr> -<tr> -<td>Illinois</td> -<td>1815</td> -<td>81</td> -<td>1819</td> -<td>30</td> -<td>.379</td> -<td>42</td> -<td>.519</td> -<td>9</td> -<td>.111</td> -<td>13</td> -</tr> -<tr> -<td>Indiana</td> -<td>1812</td> -<td>109</td> -<td>1814</td> -<td>48</td> -<td>.440</td> -<td>52</td> -<td>.477</td> -<td>9</td> -<td>.083</td> -<td>11</td> -</tr> -<tr> -<td>Iowa</td> -<td>1839</td> -<td>14</td> -<td>1843</td> -<td>6</td> -<td>.428</td> -<td>6</td> -<td>.428</td> -<td>2</td> -<td>.144</td> -<td>6</td> -</tr> -<tr> -<td>Kansas</td> -<td>1855</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>.667</td> -<td>1</td> -<td>.333</td> -<td>1</td> -</tr> -<tr> -<td>Kentucky</td> -<td>1813</td> -<td>196</td> -<td>1819</td> -<td>83</td> -<td>.423</td> -<td>105</td> -<td>.531</td> -<td>8</td> -<td>.046</td> -<td>9</td> -</tr> -<tr> -<td>Louisiana</td> -<td>1817</td> -<td>67</td> -<td>1819</td> -<td>15</td> -<td>.223</td> -<td>51</td> -<td>.761</td> -<td>1</td> -<td>.016</td> -<td>4</td> -</tr> -<tr> -<td>Maine</td> -<td>1808</td> -<td>102</td> -<td>1811</td> -<td>54</td> -<td>.529</td> -<td>43</td> -<td>.422</td> -<td>5</td> -<td>.049</td> -<td>5</td> -</tr> -<tr> -<td>Maryland</td> -<td>1802</td> -<td>179</td> -<td>1802</td> -<td>79</td> -<td>.441</td> -<td>95</td> -<td>.537</td> -<td>5</td> -<td>.022</td> -<td>5</td> -</tr> -<tr> -<td>Massachusetts</td> -<td>1802</td> -<td>232</td> -<td>1802</td> -<td>131</td> -<td>.324</td> -<td>91</td> -<td>.392</td> -<td>10</td> -<td>.043</td> -<td>10</td> -</tr> -<tr> -<td>Michigan</td> -<td>1814</td> -<td>38</td> -<td>1823</td> -<td>17</td> -<td>.447</td> -<td>18</td> -<td>.474</td> -<td>3</td> -<td>.079</td> -<td>6</td> -</tr> -<tr> -<td>Minnesota</td> -<td>1850</td> -<td>6</td> -<td>1859</td> -<td>2</td> -<td>.333</td> -<td>2</td> -<td>.333</td> -<td>2</td> -<td>.333</td> -<td>2</td> -</tr> -<tr> -<td>Mississippi</td> -<td>1819</td> -<td>51</td> -<td>1823</td> -<td>14</td> -<td>.274</td> -<td>37</td> -<td>.725</td> -<td>. .</td> -<td>. .</td> -<td>5</td> -</tr> -<tr> -<td>Missouri</td> -<td>1802</td> -<td>67</td> -<td>1806</td> -<td>24</td> -<td>.358</td> -<td>37</td> -<td>.552</td> -<td>6</td> -<td>.090</td> -<td>9</td> -</tr> -<tr> -<td>New Hampshire</td> -<td>1817</td> -<td>78</td> -<td>1808</td> -<td>47</td> -<td>.602</td> -<td>28</td> -<td>.359</td> -<td>3</td> -<td>.039</td> -<td>3</td> -</tr> -<tr> -<td>New Jersey</td> -<td>1803</td> -<td>101</td> -<td>1806</td> -<td>51</td> -<td>.504</td> -<td>45</td> -<td>.446</td> -<td>5</td> -<td>.050</td> -<td>5</td> -</tr> -<tr> -<td>New York</td> -<td>1802</td> -<td>650</td> -<td>1803</td> -<td>329</td> -<td>.506</td> -<td>289</td> -<td>.444</td> -<td>32</td> -<td>.050</td> -<td>31</td> -</tr> -<tr> -<td>North Carolina</td> -<td>1803</td> -<td>190</td> -<td>1805</td> -<td>63</td> -<td>.331</td> -<td>127</td> -<td>.668</td> -<td>. .</td> -<td>. .</td> -<td>8</td> -</tr> -<tr> -<td>Ohio</td> -<td>1813</td> -<td>243</td> -<td>1815</td> -<td>118</td> -<td>.485</td> -<td>105</td> -<td>.432</td> -<td>20</td> -<td>.083</td> -<td>19</td> -</tr> -<tr> -<td>Oregon</td> -<td>1854</td> -<td>3</td> -<td>1861</td> -<td>1</td> -<td>.333</td> -<td>1</td> -<td>.333</td> -<td>1</td> -<td>.333</td> -<td>1</td> -</tr> -<tr> -<td>Pennsylvania</td> -<td>1804</td> -<td>424</td> -<td>1806</td> -<td>197</td> -<td>.464</td> -<td>203</td> -<td>.479</td> -<td>24</td> -<td>.057</td> -<td>24</td> -</tr> -<tr> -<td>Rhode Island</td> -<td>1814</td> -<td>42</td> -<td>1817</td> -<td>20</td> -<td>.476</td> -<td>20</td> -<td>.476</td> -<td>2</td> -<td>.048</td> -<td>2</td> -</tr> -<tr> -<td>South Carolina</td> -<td>1809</td> -<td>159</td> -<td>1806</td> -<td>59</td> -<td>.371</td> -<td>100</td> -<td>.628</td> -<td>. .</td> -<td>. .</td> -<td>6</td> -</tr> -<tr> -<td>Tennessee</td> -<td>1815</td> -<td>178</td> -<td>1820</td> -<td>56</td> -<td>.314</td> -<td>122</td> -<td>.686</td> -<td>. .</td> -<td>. .</td> -<td>10</td> -</tr> -<tr> -<td>Texas</td> -<td>1840</td> -<td>11</td> -<td>1853</td> -<td>3</td> -<td>.272</td> -<td>8</td> -<td>.727</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -</tr> -<tr> -<td>Vermont</td> -<td>1803</td> -<td>104</td> -<td>1804</td> -<td>75</td> -<td>.721</td> -<td>26</td> -<td>.250</td> -<td>3</td> -<td>.029</td> -<td>3</td> -</tr> -<tr> -<td>Virginia</td> -<td>1803</td> -<td>379</td> -<td>1803</td> -<td>142</td> -<td>.374</td> -<td>237</td> -<td>.615</td> -<td>4</td> -<td>.011</td> -<td>13</td> -</tr> -<tr> -<td>West Virginia</td> -<td>1863</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1.000</td> -<td>1</td> -</tr> -<tr> -<td>Wisconsin</td> -<td>1837</td> -<td>17</td> -<td>1848</td> -<td>7</td> -<td>.411</td> -<td>7</td> -<td>.412</td> -<td>3</td> -<td>.177</td> -<td>6</td> -</tr> -<tr> -<td>Dist. of Columbia</td> -<td>1806</td> -<td>113</td> -<td>1811</td> -<td>50</td> -<td>.443</td> -<td>62</td> -<td>.549</td> -<td>1</td> -<td>.008</td> -<td>1</td> -</tr> -<tr> -<td>New Mexico</td> -<td>1852</td> -<td>5</td> -<td>1861</td> -<td>1</td> -<td>.200</td> -<td>3</td> -<td>.600</td> -<td>1</td> -<td>.200</td> -<td>1</td> -</tr> -<tr> -<td>Utah</td> -<td>1853</td> -<td>3</td> -<td>1858</td> -<td>1</td> -<td>.333</td> -<td>1</td> -<td>.333</td> -<td>1</td> -<td>.333</td> -<td>1</td> -</tr> -<tr> -<td>Washington</td> -<td>1855</td> -<td>2</td> -<td>1861</td> -<td>2</td> -<td>.100</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>.500</td> -<td>1</td> -</tr> -<tr> -<td>Nebraska</td> -<td>1858</td> -<td>2</td> -<td>1862</td> -<td>1</td> -<td>.500</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1.000</td> -<td>1</td> -</tr> -<tr> -<td>Dakota</td> -<td>1861</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1.000</td> -<td>1</td> -</tr> -<tr> -<td>Colorado</td> -<td>1863</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1.000</td> -<td>1</td> -</tr> -<tr> -<td>Nevada</td> -<td>1863</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1.000</td> -<td>1</td> -</tr> -<tr> -<td>At large</td> -<td>1837</td> -<td>330</td> -<td>. .</td> -<td>139</td> -<td>.421</td> -<td>156</td> -<td>.473</td> -<td>35</td> -<td>.106</td> -<td>40</td> -</tr> -<tr> -<td>Unknown</td> -<td>1803</td> -<td>26</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr class="sum"> -<td>Total</td> -<td> </td> -<td>4,626</td> -<td> </td> -<td>2,020</td> -<td> </td> -<td> </td> -<td> </td> -<td>210</td> -<td> </td> -<td>294</td> -</tr> -</table> - -<div class="in-one"> -<p>The Totals in the column of Cadets admitted, graduated, and failed to -graduate, for each State and Territory, and for the country at large, -are obtained from Tables prepared by Capt. Boynton, in his “History of -the United States Military Academy.” The per centage of graduates, -failures, &c., is calculated from the totals thus obtained. The -minute accuracy of the results is slightly effected by the difficulty of -assigning the twenty-six Cadets admitted, whose place of residence was -unknown, to their respective States. The column of Cadets to which each -State and Territory is entitled in the apportionment of members of -Congress under the Census of 1860, is official so far as States not -involved in rebellion are concerned; the latter is given according to -the Census of <ins class="correction" -title="final . missing">1850.</ins></p> -</div> - - -<span class="pagenum"> -<a name="page805" id="page805">805</a></span> -<h4>OPINIONS OF COL. THAYER AND OTHERS.</h4> - -<p class="heading"><i>On the recommendations of the Board of Visitors -as to the conditions of admission to the United States Military Academy -at West Point.</i></p> - - -<p><span class="firstword">Extract</span> from a letter of <span class="smallcaps">Col. Sylvanus Thayer</span>, Superintendent of the United -States Military Academy, from 1816 to 1831.</p> - -<div class="in-one"> -<p>“The Extracts from the Report of the Visitors at West Point, for -1863, I have read with the highest satisfaction, not to say admiration. -The subject of the admission of Cadets, their number, age, attainments, -and mode of appointment, is discussed in the most complete and able -manner, <i>ne laissant rien a desirer</i>, as far as I can see. -I am naturally the more pleased from finding my own views so -perfectly reflected in many important particulars. The only difference I -notice is the small addition to my standard of attainment for admission. -I not only agree to that, but would raise the standard as high as -Congress would be willing to adopt. The higher the standard, the more -perfect will be the test of capacity. The subject, as you may well -suppose, is not a new one with me. More than forty years ago I made my -first effort to have the mode of appointment by nomination, done away -with, and admission by open competition adopted. My last effort before -the late one, was made in 1858, while I was in command of the Corps of -Engineers, during the absence of Gen. Totten. At the same time, -I recommended a higher standard of attainment, a Board of -Improvement, and some of the other changes comprised in my -“Propositions,” but with little expectation, however, that my solitary -voice would be heeded. After long despairing, I am now encouraged -and cheered. Admission by competitive examination, open to all, may not -be attained as soon as we wish, but come it must at no distant day. Let -every future Board of Visitors recall the attention of the Government to -your excellent Report; no new arguments are needed, and let all the -publications devoted to the cause of education, agitate the question -<ins class="correction" -title="close quote missing">unceasingly.”</ins></p> -</div> - -<p>We have been favored with the perusal of the <ins class="correction" title="close quote missing">“Propositions,”</ins> -referred to in Col. Thayer’s letter, and submitted by him to the -Secretary of War, in 1863, with “Suggestions for the Improvement of the -United States Military Academy.” So far as the Visitors go, their views, -and those of Col. Thayer, are almost identical, but Col. Thayer’s -communication to the Secretary includes many other suggestions relating -to the instruction, discipline, and administration of the institution, -which we hope will be adopted by the Secretary, and embodied in the -Regulations.</p> - -<p>In addition to the modifications suggested by Col. Thayer, we should -like to see the theoretical course at West Point reduced to two years; -and Special Courses, or Schools of Application and Practice -<span class="pagenum"> -<a name="page806" id="page806">806</a></span> -established for the Engineer, Artillery, Cavalry, and Infantry service, -open only to those who should show natural aptitude, and the proper -amount of acquired knowledge, whether graduates of the scientific course -of West Point, or any State scientific or classical school, in a -competitive examination. In each of these courses or schools, there -should be a graduation, and promotion, in the particular service, -according to merit. Our whole system of military instruction should -terminate in a <span class="smallroman">STAFF SCHOOL</span>, open only -to those who, in addition to the knowledge required for graduation in at -least two of the above special courses, should have had at least three -years actual experience in service. While members of the Staff School, -these candidates for the Staff Corps, should, if called for by the State -authorities, assist without compensation, in conducting Military -Encampments of the Officers of the State Militia, like those held every -year in Switzerland, and corresponding to what is known in this country -to Teacher’s Institutes. The graduates of the Staff School, should -constitute the Staff Corps, from which all vacancies in the higher -offices of the Regular Army should be filled, and all appointments to -new regiments be made.</p> - - -<p><span class="smallcaps">Extract</span> from a letter of <span class="smallcaps">Gen. H. K. Oliver</span>.</p> - -<div class="in-one"> -<p>I have read with the utmost care, the Extract from the Report of the -Board of Examiners of the Military Academy at West Point, for the year -1863, and most heartily concur in the views therein set forth, and -especially in that portion of it, which recommends a competitive -examination of candidates for admission. In all its relations it is -right. In fact it stands out prominently as the only proper mode of -admittance.</p> - -<p>My intimate acquaintance with the Academy, having attended the -examination in 1846, by invitation, and again in 1847, as Secretary of -the Board of Visitors for that year, enables me to speak with reasonable -authority. These visits afforded me opportunities, which I improved to -the utmost, and most minutely, to become intimately well informed of the -effect of the prevailing method of selection, and of its practical -results upon character and scholarship after admission, as well as to -know, with what degree of fidelity, the institution was answering the -intent of its founding, and the just expectation of the country; and I -was then satisfied, and subsequent observation has confirmed me in my -opinion, that whatever of deficiency prevailed, was traceable to the -method of admission. Faithful teachers and faithful teaching will -achieve great results, but they can not make good, incompetent natural -endowments, nor infuse vigor and life into sluggish natures. -I sincerely hope that the Government will feel the force of your -views, and comply with your most commendable recommendations.</p> -</div> - - -<span class="pagenum"> -<a name="page807" id="page807">807</a></span> -<p><span class="smallcaps">Resolution</span> adopted by the American -Institute of Instruction at the Annual Meeting in August; 1863.</p> - -<div class="in-one"> -<p><span class="smallcaps">Whereas</span>, the security and honor of -this whole country require in the military and naval service the right -sort of men with the right sort of knowledge and training; <i>and -whereas</i>, the military and naval schools established to impart this -knowledge and training will fail in their objects, unless young men are -selected as students of the right age, with suitable preparatory -knowledge, with vigor of body, and aptitude of mind, for the special -studies of such schools; <i>and whereas</i>, the mode of determining the -qualifications and selecting the students, may be made to test the -thoroughness of the elementary education given in the several States, -therefor</p> - -<p><i>Resolved</i>, That the Directors of the American Institute of -Instruction are authorized and instructed to memorialize the Congress of -the United States, to revise the terms and mode of admission to the -National Military and Naval Schools, so as to invite young men of the -right spirit, and with vigor and aptitude of mind for mathematical and -military studies, who aspire to serve their country in the military and -naval service, to compete in open trial before intelligent and impartial -examiners in each State, without fear or favor, without reference to the -wealth, or poverty, or occupation, or political opinions of their -parents or guardians, for such admission, and that in all cases the -order of admission shall be according to the personal merits and fitness -of the <ins class="correction" -title="mismatched close quote in original">candidate.”</ins></p> -</div> - - -<p><span class="smallcaps">Extract</span> from letter of Prof. Monroe, -St. John’s College, Fordham, N.Y.</p> - -<div class="in-one"> -<p>I rejoice that some one has taken hold of this subject at last. It -needs only to be understood to be adopted; for I can not see from what -quarter any opposition to it can arise. You rightly observe that “all -the educational institutions of the several States” are interested in -this mode of appointment. Great Britain, France, and many of the -Continental States admit to their military schools the most competent -young men who present themselves, and the method is found to be as -economical as it is equitable. Long years of <i>winnowing</i> is saved -to the Government; for the subjects who present themselves are, of -course, the most capable. For several years I was a witness of the -beneficial effects produced on youth in France by the stimulation of -their energies in order to undergo an examination for admission into the -military or naval schools. Our present mode of appointment appears to be -an anomaly; for while monarchies find it expedient to adopt a less -exclusive mode of sustaining their military organizations, we still -cling to one founded on patronage and prerogative. Many of our young men -in different colleges and educational institutions have a taste and -vocation to the military profession, and have an equal right to compete -for a place in the only fields where such a taste can be -gratified—viz., in the army and navy. These careers should then be -open to them. There is danger and want of policy in suppressing the -legitimate aspirations of young men in a nation which is, say what we -can, passionately fond of military glory.</p> -</div> - - -<p><span class="smallcaps">Extract</span> from the Report of the Board -of Visitors of the U.S. Military Academy at West Point for 1864.</p> - -<div class="in-one"> -<p>The main features of the Report of the Visitors for 1863 we most -cordially approve, especially its recommendations of competitive -examination, and raising the age and qualifications of candidates for -admission. The only student who obtained his appointment through -competitive examination (introduced into his district by the member of -Congress upon whose recommendation he was appointed from the common -schools<a class="tag" name="tag10_15" id="tag10_15" href="#note10_15">15</a> of New York) graduated at the head of his class this -year.</p> -</div> - -<span class="pagenum"> -<a name="page808" id="page808">808</a></span> -<p>The beneficial effect on schools, as regards both pupils and -teachers, of throwing open appointments in civil, as well as in military -and naval service, to competition, and giving them to the most -meritorious candidates, on examination, is thus commented on in the -Report of the Queen’s Commissioners on the Endowed Schools of -Ireland:</p> - -<div class="in-one"> -<p>This measure has received the unanimous approval of our body, who -regard it as an effectual method of promoting intermediate education. -The experience already obtained respecting the operation of public and -competitive examinations, so far as they have hitherto been tried, -leaves no doubt on our minds that the extension of this system would, -under judicious management, produce very beneficial effects, both in -raising the standard of instruction, and in stimulating the efforts of -masters and of pupils. The educational tests adapted for examinations -for the public service would be, in our opinion, of all others the most -general in their character, and therefore, those best calculated to -direct the efforts of teachers to that course of mental discipline and -moral training, the attainment of which constitutes, in our opinion, the -chief object of a liberal education. The experience of the civil service -commission has shown the shortcomings of all classes in the most general -and most elementary branches of a literary and scientific education.</p> - -<p>These views are strongly corroborated by the testimony, appended to -the Report, of prominent teachers and educators consulted on the -subject:</p> - -<p>Prof. Bullen, in the Queen’s College, Cork, remarks:—“No -movement ever made will so materially advance education in this country -as the throwing open public situations to meritorious candidates. It has -given already a great impulse to schools and will give greater. The -consequence of throwing the civil service open to the public is already -beginning to tell—although only in operation a few months, it has -told in a most satisfactory manner in this city; and, from what I can -see, it will have the happiest results on education generally.”</p> - -<p>Prof. King, Head Master of a Grammar School at Ennis, -writes:—“These examinations have already caused improvements in my -own school by inducing me to give instruction in branches which I had -never taught before.”</p> - -<p>The Dean of Elphin, the Archdeacon of Waterford and the Bishop of -Doun, advocate the measure on the ground of its tendency to produce -competition between schools, and to stimulate private enterprise. The -Bishop of Cashel “thought that this competition would be more valuable -than the endowment of schools giving education gratuitously.”</p> - -<p>In confirmation of the above views, and as an illustration of the -benefits likely to accrue both to the cause of education and to the -public service from the extension of the system of competitive -examinations, we may add that, at the late competitive examination for -certificates of merit held by the Royal Dublin Society Mr. Samuel -Chapman, who was educated solely by the Incorporated Society, as a -foundation boy, obtained the first place and a prize of £5. In -consequence of this success the Bank of Ireland immediately appointed -him to a clerkship. Mr. Chapman was originally elected to the Pococke -Institution, from a parish school, by a competitive examination; and on -his leaving the Santry school Prof. Galbraith appointed him his -assistant in Trinity College, in consequence of the skill in drawing -which he exhibited, and his knowledge of mathematics, as proved by his -final examination.</p> -</div> - - -<span class="pagenum"> -<a name="page809" id="page809">809</a></span> -<h4 class="three"><a name="westpoint_exams" id="westpoint_exams" -href="#westpoint">III. COMPETITIVE EXAMINATION AT WEST POINT.</a><br> -<span class="submini">DEBATE IN THE UNITED STATES SENATE, MAY 18TH, -1864.</span></h4> - -<p><span class="firstword">The</span> Bill making appropriation for -the Military Academy being under consideration, Senator Anthony, of R. -Island, remarked on the following amendment:</p> - -<div class="in-one"> -<p><i>And be it further enacted</i>, That hereafter, in all appointments -of cadets to the Military Academy at West Point, the selections for such -appointments in the several districts shall be made from the candidates -according to their respective merits and qualifications, to be -determined under such rules and regulations as the Secretary of War -shall from time to time prescribe.</p> -</div> - -<p>This, Mr. President, is substantially the proposition which I offered -at the last session; and although I was not so fortunate as to obtain -for it the assent of the Senate, mainly from an apprehension of -practical difficulties in carrying out what is admitted to be a -desirable reform if it could be effected, yet the general expression of -Senators was so much in favor of the principle, and I have been so much -strengthened in my views on the subject by subsequent reflection and -examination, that I am emboldened to renew it.</p> - -<p>I differ entirely from those who are fond of disparaging the Military -Academy. It has been of incalculable service to the country; it is the -origin and the constant supply of that military science without which -mere courage would be constantly foiled, and battles would be but Indian -fights on a large scale. Not to speak of the Mexican war, throughout the -whole of which West Point shone with conspicuous luster, it is safe to -leave the vindication of the Academy to the gallant and able men who -have illustrated the annals of the war that is now raging. Nor have its -indirect advantages been less marked than its direct. It has kept alive -a military spirit, and kept up a good standard of military instruction -in the volunteer militia. It furnished, from its graduates who have -retired from the Army, scores of men who rushed to the head of our new -levies, who organized and instructed them, inspired them with -confidence, and led them over many a bloody field to many a glorious -victory. Large numbers of our best volunteer officers owe their -instruction indirectly to West Point.</p> - -<p>To say that no course of military instruction can make a pupil a -military genius, can create in him that rare quality that takes in at a -glance, almost by intuition, the relative strength of great masses -opposed to each other, and that power of combination which can bring an -inferior force always in greater number upon the severed portions of a -superior force, is very true. To discard military education on that -account would be like shutting up the schools and colleges because they -can not turn out Miltons and Burkes and Websters. Education does not -create, it develops and enlarges and inspires and elevates. It will make -the perfect flower, the majestic tree, from the little seed; but it must -have the seed. And what I desire is that the Academy at West Point -should have the best seed; that its great resources, its careful -culture, its scientific appliances, should not be wasted on second-rate -material. The Academy has never had a fair chance; the country has not -had a fair chance; the boys have -<span class="pagenum"> -<a name="page810" id="page810">810</a></span> -not had a fair chance. This is what I want them all to have, and -especially the country. I desire that the Academy shall begin, as -it goes on, upon the competitive principle. As all its standing, all its -honors, are won by competition, so should the original right to compete -for them be won. I would give all the youth of the country a fair -chance; and, more desirable than that, I would give the country a -fair chance for all its youth. I would have the Academy filled up -by those young men who, upon examination by competent judges, should be -found most likely to render the best service to the country; to make the -best officers; whose qualifications, physical, intellectual, and moral, -whose tastes and habits, should seem to best fit them for military -life.</p> -<!-- -the country. I desire that the Academy shall begin, as it goes on, upon -the -not had a fair chance. This is what I want them all to have, and -especially -competitive etc. ---> - -<p>But, it is objected, no such examination would be infallible. Of -course it would not be. No human judgment is infallible. Our -deliberations are not infallible; but therefore shall we not deliberate? -The decisions of the Supreme Court are not infallible; therefore shall -we abolish the court?</p> - -<p><span class="smallcaps">A Senator.</span> The Senator from New -Hampshire would say yes.</p> - -<p><span class="smallcaps">Mr. Anthony.</span> I know the Senator from -New Hampshire [Mr. <span class="smallcaps">Hale</span>] would say -“Yes.” He would abolish both the Academy and the Court, and I can well -suppose that the policy which would abolish the one might abolish the -other. But although such an examination would not be infallible, it -would, if properly organized and properly conducted, accomplish much -toward the reform which all admit to be desirable, if it be practicable. -It can not be doubted that the young men who would come out best from -such a trial would, as a body, be superior to those who are selected -upon mere personal preferences, and these preferences generally not for -themselves, but for their parents; not for their own qualifications, but -as a recognition of the political services of their fathers.</p> - -<p>But, again, it was objected when I made this proposition a year ago -that it was not equal; because, in giving to any given place of -examination, some young men would have further to travel than others! If -this objection had not been gravely made by men for whom I have the -highest respect I should be tempted to call it puerile. A boy asks -the privilege of going a hundred miles to the place of examination, and -is told that he can not have it because another boy will have to go two -hundred miles, and another but fifty, and it is not equal! The fact that -either of them would go five hundred miles on foot for the opportunity -of competition is not taken into the account. On the same principle our -elections are not equal, for one man must travel further than another to -reach the polls. For a boy who can not obtain the means to travel from -his home to the place of examination—and there will be very few -such of those who would be likely to pass high in the -examination—the plan proposed would be no worse, certainly, than -the present system; for those who have the means the difference in -travel is too small an item to enter into the account.</p> - -<p>No plan can be made perfectly equal. Shall we therefore refuse to -make a large advance toward equality? Certainly the system which invites -a competition from all who are in a condition to avail themselves of it -is more equal than that which excludes all competition. But although -equality in the advantages of the Academy is very desirable, and -although the amendment proposed would be a long step in that direction, -it is not for that reason that I urge it. It is not to give all the -young men an equal chance for the Academy, it is to give the Academy a -chance for the best young men; and although even under this system the -best young men will often fail of success, it can not be doubted that -many more of them will enter the service than under the present -system.</p> - -<span class="pagenum"> -<a name="page811" id="page811">811</a></span> -<p>Nor will the advantages of this competition be confined to those who -reach the prize for which so many will struggle. An incalculable -although an incidental benefit will accrue to the thousands whose -youthful hearts will be stirred by an honorable ambition, and who will -cultivate their minds by liberal studies and develop their physical -power by manly exercises in the struggle upon which the humblest may -enter, and in which the proudest can obtain only what he fairly earns. -Under the present system the Academy wastes full half its strength upon -boys who never ought to be admitted, and whose natural incapacity -derives but little benefit from the partial training that they receive -there. Under the system proposed, the Academy would exert its influence -upon thousands of the brightest and most aspiring boys all over the -country, stimulating them to the pursuit of such studies and to the -formation of such habits as, if they fail to carry them to West Point, -will help to conduct them to usefulness and honor in whatever path of -life they may choose.</p> - -<p>But, again, we are met with the objection that this proposition is -impracticable, that it looks very well on paper, but that it can not be -carried into effect. Let us see. It is quite safe to conclude that what -has been done can be done, and that what wise and judicious people do, -and persist in doing after experiment, is proper to be done. What is the -most warlike nation of Europe? What nation of Europe has carried -military science to the highest degree? What nation of Europe has the -greatest genius for organization? You will say the French. Let us see -what is their <ins class="correction" -title="text has ‘sytem’">system</ins>. I read from the report of the Commission -appointed by Congress in 1860 to visit the Military Academy at West -Point, and report upon the system of instruction; a commission of which -you, Mr. President, [Mr. <span class="smallcaps">Foot</span>,] were a -member:</p> - -<div class="in-one"> -<p>Among the European systems of military education that of France is -preëminent. The stimulating principle of competition extends throughout -the whole system; it exists in the appointment of the student, in his -progress through the preliminary schools, in his transfer to the higher -schools, in his promotion to the Army, and in his advancement in his -subsequent career. The distinguishing features of the French system are -thus described by the British commissioners.</p> - -<p>“1. The proportion, founded apparently upon principle, which officers -educated in military schools are made to bear to those promoted for -service from the ranks. 2. The mature age at which military -education begins. 3. The system of thorough competition on which it -is founded. 4. The extensive State assistance afforded to -successful candidates for entrance into military schools whenever their -circumstances require it. <span class="halfspace">******</span></p> - -<p>Admission to the military schools of France can only be gained -through a public competitive examination by those who have received the -degree of bachelor of science from the lycées or public schools, and -from the orphan school of La Flèche.</p> - -<p>A powerful influence has thus been exercised upon the character of -education in France. The importance of certain studies has been -gradually reduced, while those of a scientific character, entering more -directly into the pursuits of life, have been constantly elevated.</p> - -<p>The two great elementary military schools are the School of St. Cyr -and the Polytechnic School. These, as well as the other military -schools, are under the charge of the Minister of War, with whom the -authorities of the schools are in direct communication. Commissions in -the infantry, cavalry, and marines can only be obtained by service in -the ranks of the army, or by passing successfully through the School of -St. Cyr, admission to which is gained by the competitive examination -already referred to.”</p> -</div> - -<p>Again, the Commission say, speaking of the School of St. Cyr:</p> - -<div class="in-one"> -<p>The admission is by competitive examination, open to all youths, -French by birth or by naturalization, who, on the 1st of January -preceding their candidature, -<span class="pagenum"> -<a name="page812" id="page812">812</a></span> -were not less than sixteen and not more than twenty years old. To this -examination are also admitted soldiers in the ranks between twenty and -twenty-five years, who, at the date of its commencement, have been -actually in service in their regiments for two years.</p> - -<p>A board of examiners passes through France once every year, and -examines all who present themselves having the prescribed -qualifications.</p> - -<p>A list of such candidates as are found eligible for admission to St. -Cyr is submitted to the Minister of War. The number of vacancies has -already been determined, and the candidates admitted are taken in the -order of merit.</p> - -<p>Twenty-seven, or sometimes a greater number, are annually, at the -close of their second year of study, placed in competition with -twenty-five candidates from the second lieutenants belonging to the -army, if so many are forthcoming, for admission to the Staff School of -Paris. This advantage is one object which serves as a stimulus to -exertion, the permission being given according to rank in the -classification by order of merit.</p> -</div> - -<p>In regard to the Polytechnic School, the Commission say:</p> - -<div class="in-one"> -<p>Admission to the School is, and has been since its first commencement -in 1794, obtained by competition in a general examination, held yearly, -and open to all. Every French youth between the ages of sixteen and -twenty (or if in the army up to the age of twenty-five) may offer -himself as a candidate.</p> -</div> - -<p>This is the system which was organized by Carnot and adopted and -extended by Napoleon. Under this system the French army has attained its -perfection of organization, its high discipline, its science, its dash, -and its efficiency.</p> - -<p>But not the French alone have adopted the competitive system. In -England, all whose traditions are aristocratical, where promotion in the -army has so long been made by patronage and by purchase, the sturdy -common sense of the nation has pushed away the obstructions that have -blocked up the avenues to the army, and have opened them to merit, come -from what quarter it may. In the commencement of the Crimean war, the -English people were shocked at the evident inferiority of their army to -the French. Their officers did not know how to take care of their men, -or how to fight them. And although in the end British pluck and British -persistence vindicated themselves as they always have and always will, -it was not till thousands of lives had been sacrificed that might have -been saved under a better system. No French officer would have permitted -that memorable charge at Balaklava, which was as remarkable for the -stupidity that ordered it as for the valor that executed it, and which -has been sung in verses nearly as bad as the generalship which they -celebrate. After the war, the English Government, with the practical -good sense which usually distinguishes it, came, without difficulty, to -the conclusion that merit was better than family in officering the army, -and that it was more desirable to put its epaulets upon the shoulder of -those who could take care of the men and lead them properly than upon -those who could trace their descent to the Conqueror, or whose uncles -could return members of Parliament. Accordingly, the Royal Military -Academy, which had been filled, as ours is, by patronage, was thrown -open to public competition. On this subject I quote from the very -interesting and valuable report of the Visitors of the Military Academy -in 1863:</p> - -<div class="in-one"> -<p>The same principle was applied to appointments and promotion in the -new regiments called for by the exigencies of the great war in which -England found herself engaged.</p> - -<p>Subjects, time, and place of examination were officially made known -throughout the kingdom, and commissions to conduct the examinations were -appointed, composed of men of good common sense, military officers, and -eminent practical teachers and educators. The results, as stated in a -debate in Parliament five years later, on extending this principle to -all public schools, and all appointments -<span class="pagenum"> -<a name="page813" id="page813">813</a></span> -and promotions in every department of the public service, were as -follows: in the competitive examinations for admission to the Royal -Military Academy candidates from all classes of society -appeared—sons of merchants, attorneys, clergymen, mechanics, and -noblemen, and among the successful competitors every class was -represented. Among the number was the son of a mechanic in the arsenal -at Woolwich, and the son of an earl who was at that time a cabinet -minister—the graduates of national schools, and the students of -Eton, and other great public schools.</p> - -<p>On this point Mr. Edward Chadwick, in a report before the National -Social Science Association, at Cambridge in 1862, says:</p> - -<p>“Out of an average three hundred patronage-appointed cadets at the -Royal Military Academy at Woolwich, for officers of engineers and the -artillery, during the five years preceding the adoption of the principle -of open competition for admission to the Academy, there were fifty who -were, after long and indulgent trial and with a due regard to -influential parents and patrons, dismissed for hopeless incapacity for -the service of those scientific corps. During the five subsequent years, -which have been years of the open-competition principle, there has not -been one dismissed for incapacity. Moreover, the general standard of -capacity has been advanced. An eminent professor of this university, who -has taught as well under the patronage as under the competitive system -at that Academy, declares that the quality of mind of the average of the -cadets has been improved by the competition, so much so that he -considers that the present average quality of the mind of cadets there, -though the sorts of attainment are different, has been brought up to the -average of the first-class men of this (Cambridge) university, which of -itself is a great gain. Another result, the opposite to that which was -confidently predicted by the opponents to the principle, has been that -the average physical power or bodily strength, instead of being -diminished, is advanced beyond the average of their predecessors.”</p> -</div> - -<p>I read this also from the same report:</p> - -<div class="in-one"> -<p>Another result of immense importance to the educational interests of -Great Britain has followed the introduction of these open competitive -examinations for appointments to the military and naval schools, to the -East India service, as well as to fill vacancies in the principal -clerkships in the war, admiralty, ordnance, and home departments of the -Government. A stimulus of the most healthy and powerful kind, worth -more than millions of pecuniary endowment, has been given to all the -great schools of the country, including the universities of England, -Scotland, and Ireland. As soon as it was known that candidates, -graduates of Trinity College, Dublin, had succeeded over competitors -from Oxford and Edinburg in obtaining valuable appointments in the East -India service, the professors in the latter universities began to look -to their laurels. As soon as it was known to the master of any important -school that some of his leading pupils might compete in these -examinations, and that his own reputation as a teacher depended in a -measure on the success or failure of these pupils, he had a new motive -to impart the most vigorous and thorough training.</p> -</div> - -<p>Such has been the result in France and in England. We are not without -examples at home. The competitive system has been tried in repeated -instances here in the appointments both to the Military and the Naval -Academy. Several Representatives in Congress, with a conscientious sense -of the responsibility resting upon them, have given their patronage to -the result of general competition, among them the gentleman who so ably -represented, in the last Congress, the district in which I live. The -results have been most satisfactory. Here, again, I will quote from -the report of the Board of Visitors for 1863:</p> - -<div class="in-one"> -<p>The principle itself, of selection by merit, either in the mode of -public examination or of careful and searching inquiry by competent and -impartial educators designated for this purpose by the parties to whom -custom, and not law, had assigned the grave responsibility of nominating -candidates, has been voluntarily applied in several Congressional -districts. Not a cadet known to have been thus selected and appointed -has ever broken down from want of vigor of body or mind, or failed to -reach and maintain an honorable position on the merit-roll -<span class="pagenum"> -<a name="page814" id="page814">814</a></span> -of the Academy; and to this careful selection by those who felt the -responsibility of the privilege accorded to them is the country indebted -for its most eminent and useful officers.</p> -</div> - -<p>The same report makes some observations on another point:</p> - -<div class="in-one"> -<p>To the objection that selection by public competitive examination -will involve expense, we reply that any expense which will do away with -the prejudices against the Academy, which the present system of -patronage has done so much directly and indirectly to evoke and foster, -and which will, at the same time, exclude incompetent and secure the -services of vigorous, talented, well-trained officers for every arm of -the service, will be well incurred. But in our opinion there will be no -more expense in selecting and educating a given number of cadets on this -plan than on the present. The two thousand cadets who were appointed by -patronage and failed to graduate, cost the Government, directly and -indirectly, each year a much larger sum than it would have taken to have -excluded them in advance from the institution by competitive examination -and filling their places by better men; and their exclusion by -substituting better material would have been an incalculable gain to the -Academy, facilitating its discipline, increasing the value of its -instruction, and giving to the Army a larger number of competent -officers.</p> -</div> - -<p>Even under the despotic government of Austria the competitive system -has been adopted for the higher places, and it has been adopted by -Prussia and Italy. In Austria every subject can claim admission into the -military schools on payment of the cost of his instruction; and all the -appointments to the staff are on the competitive system. On this subject -I read from the work upon Military Education and Schools, by Hon. Henry -Barnard, who stands in the very front rank of the great educators, and -who gives, to the competitive system the weight of a name which alone -should incline us strongly in its favor:</p> - -<div class="in-one"> -<p>The yearly examinations, the manner in which the marks of the monthly -examinations tell on the final one, and the careful classification of -the pupils in the order of merit, reminded us of the system of the -Polytechnic more than any other school we have seen. <span class="halfspace">****</span></p> - -<p>The arrangements for the general staff-school require more -remark.</p> - -<p>In our report upon Austrian schools we have specially noticed this -school as remarkable for its thorough and open competitive character -from first to last, and its very sensible plan of study. Admission to it -is by competition, open to officers of all arms. The pupils are not -unduly overburdened with work; perhaps there is even room for one or two -more subjects of importance; but what is done seems to be done -thoroughly. The officers are carefully ranked on leaving the school, -according as the abilities they have displayed may be considered a -criterion of their fitness for employment on the general staff; and in -this order they enter the staff corps. The consequence is that every -officer knows distinctly, from the time that he first competes for -admission until his final examination on leaving, that the order in -which he will enter the staff depends entirely on his own exertions and -success at the school. It seemed to us that this open competition -produced a spirit of confidence and energy in the students as great, if -not greater, than any we met with elsewhere.</p> -</div> - -<p>I quote from the same work in regard to the military education in -Sardinia:</p> - -<div class="in-one"> -<p>Admission into the artillery and engineer school may be considered -the reward of the most distinguished pupils of the <i>Accademia -Militare</i>, who, after spending their last year in that institution in -the study of the higher mathematics, chemistry, and architectural -drawing, are transferred for the completion of their education to the -school of the artillery and engineers.</p> - -<p>The staff-school, the formation of which dates from 1850, is chiefly -frequented by officers of the infantry and cavalry, who must be below -the age of twenty-eight years upon their entrance. It is carried on upon -the competitive final examination, the ablest entering the staff corps -in that order.</p> -</div> - -<p>In the same work Mr. Barnard characterizes the Staff-School at -Vienna:</p> - -<div class="in-one"> -<p>The most striking features in the system of this school, both at the -entrance -<span class="pagenum"> -<a name="page815" id="page815">815</a></span> -and throughout the course, are, that it is distinctly competitive, that -it admits very young officers, and that while the work is considerable, -the subjects for study are not numerous. In these three points it -differs considerably from the Prussian staff-school, in which the -students are generally older, and the principle of competition is not so -fully carried out. In the Austrian school the students are placed, on -entering, in the order which their entrance examination has just fixed. -They are examined once a month during their stay. On leaving the school -their respective places are again determined, and they have a claim for -appointments in the staff corps in the exact order in which they were -placed on leaving the school. In Belgium, the competitive system is -fully adopted.</p> -</div> - -<p>The following testimony is from a report on the progress of the -principle of competitive examination for admission into the public -service, read before Section F. Economic Science and Statistics of the -British Association for the Advancement of Science, at Leeds, September -27, 1858, by Edward Chadwick:</p> - -<div class="in-one"> -<p>Mr. Canon Mosely attests that the “qualifications of the whole” body -of competitive candidates appeared to rise above the general “level of -the education of the country.” It is stated in evidence before the -commissioners for inquiring into the means of improving the sanitary -condition of the army, that this was most decidedly so of the whole body -of competing candidates for medical appointments in the East India -service. Mr. Canon Mosely concludes his report on the last year’s -experience in the following terms: “With reference to the general scope -and tendency of competitive examinations, I may perhaps be -permitted the observation, that the consciousness which success in such -examinations brings with it in early life of a power to act resolutely -on a determinate plan, and to achieve a difficult success, contributes -more than the consciousness of talent to the formation of a manly and -honorable character, and to success on whatever career a man may -enter.”</p> -</div> - -<p>The report of the last Board of Visitors at West Point, from which I -have read, I believe has not yet been printed by Congress; -I have read from a pamphlet copy of it printed in the Journal of -Education. The Board was composed, as it usually is, of men of high -character and ability. After a full and laborious examination of the -whole subject, they unanimously and earnestly recommend the adoption of -the competitive system.</p> - -<div class="in-one"> -<p>If the appointments to fill and maintain the corps at this maximum -[four hundred] can be selected out of the many American youths ambitious -to serve their country in the Army, on the plan of an open competitive -examination in the several States, the Visitors believe that ninety out -of every one hundred thus appointed will go through the whole course -with honor, and the average ability, scholarship, and good conduct of -the whole corps will equal that now reached by the first ten of each -class.</p> -</div> - -<p>With such experience of other nations, with such examples at home, -I submit that we may safely in this republican country give our -young men the privileges that are conceded in imperial France and in -aristocratic England; that we may safely place competition against -patronage, and give to modest merit a chance with pretentious -imbecility. I would go somewhat further in the competitive system. -I would not have the Army or the Navy officered exclusively by the -graduates of the national Academies. If any young man, at his own -expense, and by his own study and aptitude for the profession, has -fitted himself for a command in either, let the competition be open to -him equally with those who have been instructed at the public expense, -and let the epaulets rest on the shoulders that are most worthy to wear -them. But I do not propose to follow the subject to this extent at -present. I shall be abundantly content if the Senate will adopt the -competitive system, which has worked so well in other countries and so -well here as far as it has been tried, in the Military Academy.</p> - -<span class="pagenum"> -<a name="page816" id="page816">816</a></span> -<p class="heading"><span class="smallcaps">Table -VII.</span>—SUMMARY OF EXAMINATIONS FOR ADMISSION TO THE UNITED -STATES MILITARY ACADEMY FOR FIFTEEN YEARS, FROM 1856 TO 1870, -INCLUSIVE.</p> - -<div class="key wider"> -<p>Cand Candidates.</p> -<p>Acc Accepted, total.</p> -<p>TR Total (<i>rejected</i>.</p> -<p>PD Physical Disability</p> -<p>15Y During fifteen years. [<i>1856-1870: See second table</i>]</p> -<p>W Writing, including orthography.</p> -<p>R Reading.</p> -<p>A Arithmetic.</p> -<p>Ge Geography.</p> -<p>Gr Grammar.</p> -<p>H History.</p> -</div> - -<table class="westpoint"> -<tr> -<th rowspan="6">Appointed from—</th> -<th class="drop" rowspan="5">Cand</th> -<th class="drop" rowspan="5">Acc</th> -<th colspan="9">Rejected.</th> -</tr> -<tr> -<!-- --> -<th class="drop" rowspan="4">TR</th> -<th colspan="8">On what account.</th> -</tr> -<tr> -<!-- --> -<th class="drop" rowspan="3">PD</th> -<th colspan="7">Literary Incompetency.</th> -</tr> -<tr> -<!-- --> -<th class="drop" rowspan="2">15Y</th> -<th colspan="6">Deficient in—</th> -</tr> -<tr> -<!-- --> -<!-- --> -<th>W</th> -<th>R</th> -<th>A</th> -<th>Ge</th> -<th>Gr</th> -<th>H</th> -</tr> -<tr> -<!-- --> -<th>No.</th> -<th>No.</th> -<th>No.</th> -<th>No.</th> -<th>No.</th> -<th>No.</th> -<th>No.</th> -<th>No.</th> -<th>No.</th> -<th>No.</th> -<th>No.</th> -</tr> - -<tr> -<td>Alabama</td> -<td>32</td> -<td>20</td> -<td>12</td> -<td>1</td> -<td>11</td> -<td>5</td> -<td>3</td> -<td>4</td> -<td>7</td> -<td>7</td> -<td>7</td> -</tr> -<tr> -<td>Arkansas</td> -<td>10</td> -<td>7</td> -<td>3</td> -<td>1</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>2</td> -<td>. .</td> -</tr> -<tr> -<td>California</td> -<td>15</td> -<td>12</td> -<td>3</td> -<td>. .</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>3</td> -<td>2</td> -<td>3</td> -</tr> -<tr> -<td>Connecticut</td> -<td>22</td> -<td>14</td> -<td>8</td> -<td>2</td> -<td>6</td> -<td>2</td> -<td>. .</td> -<td>4</td> -<td>1</td> -<td>2</td> -<td>2</td> -</tr> -<tr> -<td>Delaware</td> -<td>11</td> -<td>6</td> -<td>5</td> -<td>. .</td> -<td>5</td> -<td>2</td> -<td>2</td> -<td>4</td> -<td>3</td> -<td>3</td> -<td>4</td> -</tr> -<tr> -<td>Florida</td> -<td>4</td> -<td>4</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Georgia</td> -<td>32</td> -<td>23</td> -<td>9</td> -<td>. .</td> -<td>9</td> -<td>7</td> -<td>2</td> -<td>7</td> -<td>4</td> -<td>3</td> -<td>5</td> -</tr> -<tr> -<td>Illinois</td> -<td>55</td> -<td>47</td> -<td>8</td> -<td>1</td> -<td>7</td> -<td>5</td> -<td>1</td> -<td>1</td> -<td>2</td> -<td>4</td> -<td>1</td> -</tr> -<tr> -<td>Indiana</td> -<td>67</td> -<td>46</td> -<td>21</td> -<td>2</td> -<td>19</td> -<td>17</td> -<td>8</td> -<td>9</td> -<td>3</td> -<td>3</td> -<td>3</td> -</tr> -<tr> -<td>Iowa</td> -<td>24</td> -<td>19</td> -<td>5</td> -<td>1</td> -<td>4</td> -<td>4</td> -<td>3</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Kansas</td> -<td>6</td> -<td>3</td> -<td>3</td> -<td>. .</td> -<td>3</td> -<td>2</td> -<td>. .</td> -<td>1</td> -<td>2</td> -<td>1</td> -<td>1</td> -</tr> -<tr> -<td>Kentucky</td> -<td>60</td> -<td>43</td> -<td>17</td> -<td>. .</td> -<td>17</td> -<td>8</td> -<td>5</td> -<td>9</td> -<td>7</td> -<td>6</td> -<td>6</td> -</tr> -<tr> -<td>Louisiana</td> -<td>18</td> -<td>14</td> -<td>4</td> -<td>1</td> -<td>3</td> -<td>2</td> -<td>. .</td> -<td>3</td> -<td>1</td> -<td>1</td> -<td>1</td> -</tr> -<tr> -<td>Maine</td> -<td>26</td> -<td>22</td> -<td>4</td> -<td>. .</td> -<td>4</td> -<td>3</td> -<td>. .</td> -<td>2</td> -<td>3</td> -<td>1</td> -<td>2</td> -</tr> -<tr> -<td>Maryland</td> -<td>32</td> -<td>25</td> -<td>7</td> -<td>2</td> -<td>5</td> -<td>3</td> -<td>2</td> -<td>3</td> -<td>1</td> -<td>1</td> -<td>1</td> -</tr> -<tr> -<td>Massachusetts</td> -<td>43</td> -<td>42</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Michigan</td> -<td>29</td> -<td>20</td> -<td>9</td> -<td>1</td> -<td>8</td> -<td>6</td> -<td>. .</td> -<td>3</td> -<td>. .</td> -<td>2</td> -<td>3</td> -</tr> -<tr> -<td>Minnesota</td> -<td>11</td> -<td>9</td> -<td>2</td> -<td>. .</td> -<td>2</td> -<td>2</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Mississippi</td> -<td>24</td> -<td>16</td> -<td>8</td> -<td>1</td> -<td>7</td> -<td>4</td> -<td>4</td> -<td>4</td> -<td>6</td> -<td>5</td> -<td>5</td> -</tr> -<tr> -<td>Missouri</td> -<td>48</td> -<td>32</td> -<td>16</td> -<td>1</td> -<td>15</td> -<td>12</td> -<td>6</td> -<td>7</td> -<td>1</td> -<td>6</td> -<td>3</td> -</tr> -<tr> -<td>Nebraska</td> -<td>5</td> -<td>4</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -</tr> -<tr> -<td>Nevada</td> -<td>7</td> -<td>1</td> -<td>6</td> -<td>. .</td> -<td>6</td> -<td>1</td> -<td>. .</td> -<td>3</td> -<td>1</td> -<td>3</td> -<td>1</td> -</tr> -<tr> -<td>New Hampshire</td> -<td>14</td> -<td>12</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>1</td> -</tr> -<tr> -<td>New Jersey</td> -<td>27</td> -<td>25</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -</tr> -<tr> -<td>New York</td> -<td>157</td> -<td>128</td> -<td>29</td> -<td>4</td> -<td>25</td> -<td>15</td> -<td>1</td> -<td>6</td> -<td>6</td> -<td>10</td> -<td>6</td> -</tr> -<tr> -<td>North Carolina</td> -<td>32</td> -<td>26</td> -<td>6</td> -<td>. .</td> -<td>6</td> -<td>2</td> -<td>1</td> -<td>4</td> -<td>1</td> -<td>. .</td> -<td>1</td> -</tr> -<tr> -<td>Ohio</td> -<td>111</td> -<td>80</td> -<td>31</td> -<td>4</td> -<td>27</td> -<td>18</td> -<td>13</td> -<td>9</td> -<td>3</td> -<td>6</td> -<td>4</td> -</tr> -<tr> -<td>Oregon</td> -<td>4</td> -<td>3</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Pennsylvania</td> -<td>127</td> -<td>101</td> -<td>26</td> -<td>6</td> -<td>20</td> -<td>13</td> -<td>6</td> -<td>10</td> -<td>4</td> -<td>5</td> -<td>4</td> -</tr> -<tr> -<td>Rhode Island</td> -<td>7</td> -<td>7</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>South Carolina</td> -<td>22</td> -<td>17</td> -<td>5</td> -<td>1</td> -<td>4</td> -<td>2</td> -<td>. .</td> -<td>3</td> -<td>1</td> -<td>2</td> -<td>2</td> -</tr> -<tr> -<td>Tennessee</td> -<td>48</td> -<td>33</td> -<td>15</td> -<td>3</td> -<td>12</td> -<td>10</td> -<td>4</td> -<td>3</td> -<td>3</td> -<td>2</td> -<td>2</td> -</tr> -<tr> -<td>Texas</td> -<td>8</td> -<td>5</td> -<td>3</td> -<td>. .</td> -<td>3</td> -<td>1</td> -<td>. .</td> -<td>3</td> -<td>2</td> -<td>1</td> -<td>1</td> -</tr> -<tr> -<td>Vermont</td> -<td>13</td> -<td>12</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Virginia</td> -<td>46</td> -<td>34</td> -<td>12</td> -<td>1</td> -<td>11</td> -<td>8</td> -<td>4</td> -<td>6</td> -<td>3</td> -<td>3</td> -<td>2</td> -</tr> -<tr> -<td>West Virginia</td> -<td>10</td> -<td>6</td> -<td>4</td> -<td>1</td> -<td>3</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>. .</td> -</tr> -<tr> -<td>Wisconsin</td> -<td>27</td> -<td>20</td> -<td>7</td> -<td>2</td> -<td>5</td> -<td>3</td> -<td>1</td> -<td>3</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -</tr> -<tr> -<td>Dist. Columbia</td> -<td>6</td> -<td>5</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Colorado Ter.</td> -<td>4</td> -<td>2</td> -<td>2</td> -<td>. .</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>. .</td> -</tr> -<tr> -<td>New Mexico</td> -<td>5</td> -<td>4</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Utah Ter.</td> -<td>3</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Washington Ter.</td> -<td>4</td> -<td>4</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Dakota Ter.</td> -<td>3</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Arizona Ter.</td> -<td>2</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Idaho Ter.</td> -<td>4</td> -<td>. .</td> -<td>4</td> -<td>. .</td> -<td>4</td> -<td>2</td> -<td>. .</td> -<td>3</td> -<td>2</td> -<td>3</td> -<td>2</td> -</tr> -<tr> -<td>Montana</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Wyoming Ter.</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>At large</td> -<td>192</td> -<td>170</td> -<td>22</td> -<td>3</td> -<td>19</td> -<td>7</td> -<td>7</td> -<td>8</td> -<td>6</td> -<td>9</td> -<td>6</td> -</tr> -<tr class="sum"> -<td>Grand totals</td> -<td>1,459</td> -<td>1,133</td> -<td>326</td> -<td>41</td> -<td>285</td> -<td>173</td> -<td>76</td> -<td>133</td> -<td>80</td> -<td>98</td> -<td>81</td> -</tr> -<tr> -<th></th> -<th>Cand</th> -<th>Acc</th> -<th>TR</th> -<th>PD</th> -<th>15Y</th> -<th>W</th> -<th>R</th> -<th>A</th> -<th>Ge</th> -<th>Gr</th> -<th>H</th> -</tr> -</table> - -<span class="pagenum"> -<a name="page817" id="page817">[817]</a></span> - -<p class="tablehead">REJECTIONS FOR LITERARY INCOMPETENCY, BY -YEAR:</p> - -<table class="westpoint"> -<tr> -<th rowspan="3">Appointed from—</th> -<th colspan="15">In the year 18—</th> -</tr> -<tr> -<!-- --> -<th>’56</th> -<th>’57</th> -<th>’58</th> -<th>’59</th> -<th>’60</th> -<th>’61</th> -<th>’62</th> -<th>’63</th> -<th>’64</th> -<th>’65</th> -<th>’66</th> -<th>’67</th> -<th>’68</th> -<th>’69</th> -<th>’70</th> -</tr> -<tr> -<!-- --> -<th>No.</th> -<th>No.</th> -<th>No.</th> -<th>No.</th> -<th>No.</th> -<th>No.</th> -<th>No.</th> -<th>No.</th> -<th>No.</th> -<th>No.</th> -<th>No.</th> -<th>No.</th> -<th>No.</th> -<th>No.</th> -<th>No.</th> -</tr> -<tr> -<td>Alabama</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>3</td> -<td>1</td> -<td>4</td> -</tr> -<tr> -<td>Arkansas</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>1</td> -</tr> -<tr> -<td>California</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>1</td> -<td>. .</td> -</tr> -<tr> -<td>Connecticut</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>3</td> -</tr> -<tr> -<td>Delaware</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>2</td> -<td>. .</td> -<td>1</td> -<td>1</td> -</tr> -<tr> -<td>Florida</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Georgia</td> -<td>. .</td> -<td>2</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>4</td> -<td>2</td> -<td>. .</td> -</tr> -<tr> -<td>Illinois</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>3</td> -<td>. .</td> -<td>1</td> -</tr> -<tr> -<td>Indiana</td> -<td>1</td> -<td>2</td> -<td>. .</td> -<td>3</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>2</td> -<td>3</td> -<td>2</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>. .</td> -</tr> -<tr> -<td>Iowa</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Kansas</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -</tr> -<tr> -<td>Kentucky</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>2</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>3</td> -<td>2</td> -<td>5</td> -</tr> -<tr> -<td>Louisiana</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -</tr> -<tr> -<td>Maine</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>2</td> -</tr> -<tr> -<td>Maryland</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Massachusetts</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -</tr> -<tr> -<td>Michigan</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>3</td> -<td>1</td> -<td>. .</td> -</tr> -<tr> -<td>Minnesota</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Mississippi</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>6</td> -</tr> -<tr> -<td>Missouri</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>3</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>4</td> -</tr> -<tr> -<td>Nebraska</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Nevada</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>2</td> -</tr> -<tr> -<td>New Hampshire</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>New Jersey</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -</tr> -<tr> -<td>New York</td> -<td>2</td> -<td>2</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>1</td> -<td>2</td> -<td>. .</td> -<td>1</td> -<td>2</td> -<td>. .</td> -<td>1</td> -<td>4</td> -<td>1</td> -<td>7</td> -</tr> -<tr> -<td>North Carolina</td> -<td>1</td> -<td>1</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -</tr> -<tr> -<td>Ohio</td> -<td>3</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>2</td> -<td>2</td> -<td>3</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>2</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>5</td> -</tr> -<tr> -<td>Oregon</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Pennsylvania</td> -<td>1</td> -<td>2</td> -<td>2</td> -<td>2</td> -<td>. .</td> -<td>1</td> -<td>2</td> -<td>1</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>6</td> -</tr> -<tr> -<td>Rhode Island</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>South Carolina</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>1</td> -</tr> -<tr> -<td>Tennessee</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>3</td> -<td>1</td> -<td>1</td> -</tr> -<tr> -<td>Texas</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -</tr> -<tr> -<td>Vermont</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Virginia</td> -<td>3</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>4</td> -</tr> -<tr> -<td>West Virginia</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -</tr> -<tr> -<td>Wisconsin</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -</tr> -<tr> -<td>Dist. Columbia</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Colorado Ter.</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -</tr> -<tr> -<td>New Mexico</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Utah Ter.</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Washington Ter.</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Dakota Ter.</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Arizona Ter.</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Idaho Ter.</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>1</td> -</tr> -<tr> -<td>Montana</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Wyoming Ter.</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>At large</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>2</td> -<td>1</td> -<td>3</td> -<td>7</td> -</tr> -<tr class="sum"> -<td>Grand totals</td> -<td>16</td> -<td>16</td> -<td>14</td> -<td>16</td> -<td>9</td> -<td>11</td> -<td>11</td> -<td>8</td> -<td>13</td> -<td>13</td> -<td>15</td> -<td>14</td> -<td>36</td> -<td>23</td> -<td>70</td> -</tr> -</table> - - - -<span class="pagenum"> -<a name="page818" id="page818">818</a></span> - -<p class="heading"><span class="smallcaps">Table -VIII</span>—Continued.—SUMMARY OF EXAMINATIONS FOR ADMISSION -TO THE UNITED STATES MILITARY ACADEMY DURING THE YEAR 1871.</p> - -<div class="key"> -<p>Cand Candidates.</p> -<p>Acc Accepted, total.</p> -<p>TR Total (<i>rejected</i>.</p> -<p>PD Physical Disability</p> -<p>W Writing, including orthography.</p> -<p>R Reading.</p> -<p>A Arithmetic.</p> -<p>Ge Geography.</p> -<p>Gr Grammar.</p> -<p>H History.</p> -</div> - -<table class="westpoint"> -<tr> -<th rowspan="5">STATES AND TERRITORIES.</th> -<th class="drop" rowspan="4">Cand</th> -<th class="drop" rowspan="4">Acc</th> -<th colspan="8">REJECTED.</th> -</tr> -<tr> -<!-- --> -<th class="drop" rowspan="3">TR</th> -<th colspan="7">On what account.</th> -</tr> -<tr> -<!-- --> -<th class="drop" rowspan="2">PD</th> -<th colspan="6">For deficiency in—</th> -</tr> -<tr> -<!-- --> -<th>W</th> -<th>R</th> -<th>A</th> -<th>Ge</th> -<th>Gr</th> -<th>H</th> -</tr> -<tr> -<!-- --> -<th>No.</th> -<th>No.</th> -<th>No.</th> -<th>No.</th> -<th>No.</th> -<th>No.</th> -<th>No.</th> -<th>No.</th> -<th>No.</th> -<th>No.</th> -</tr> -<tr> -<td>Alabama</td> -<td>4</td> -<td>1</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>3</td> -<td>2</td> -<td>3</td> -</tr> -<tr> -<td>Arkansas</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>1</td> -</tr> -<tr> -<td>California</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Connecticut</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -</tr> -<tr> -<td>Delaware</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Florida</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Georgia</td> -<td>4</td> -<td>. .</td> -<td>4</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>2</td> -<td>2</td> -<td>3</td> -</tr> -<tr> -<td>Illinois</td> -<td>3</td> -<td>2</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Indiana</td> -<td>4</td> -<td>3</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>1</td> -</tr> -<tr> -<td>Iowa</td> -<td>4</td> -<td>2</td> -<td>2</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -</tr> -<tr> -<td>Kansas</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Kentucky</td> -<td>7</td> -<td>4</td> -<td>3</td> -<td>. .</td> -<td>2</td> -<td>3</td> -<td>2</td> -<td>2</td> -<td>3</td> -<td>2</td> -</tr> -<tr> -<td>Louisiana</td> -<td>2</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Maine</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Maryland</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Massachusetts</td> -<td>4</td> -<td>3</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Michigan</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Minnesota</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Mississippi</td> -<td>3</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Missouri</td> -<td>4</td> -<td>1</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>2</td> -</tr> -<tr> -<td>Nebraska</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Nevada</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>New Hampshire</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>New Jersey</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -</tr> -<tr> -<td>New York</td> -<td>15</td> -<td>10</td> -<td>5</td> -<td>2</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>2</td> -<td>3</td> -<td>2</td> -</tr> -<tr> -<td>North Carolina</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Ohio</td> -<td>9</td> -<td>8</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>1</td> -</tr> -<tr> -<td>Oregon</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Pennsylvania</td> -<td>13</td> -<td>8</td> -<td>5</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>3</td> -<td>2</td> -</tr> -<tr> -<td>Rhode Island</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -</tr> -<tr> -<td>South Carolina</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Tennessee</td> -<td>4</td> -<td>3</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>1</td> -</tr> -<tr> -<td>Texas</td> -<td>2</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Vermont</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Virginia</td> -<td>5</td> -<td>1</td> -<td>4</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>2</td> -<td>1</td> -<td>2</td> -<td>2</td> -</tr> -<tr> -<td>West Virginia</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Wisconsin</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>1</td> -</tr> -<tr> -<td>Arizona Ter.</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Colorado Ter.</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Dakota Ter.</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>District of Columbia.</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Idaho Ter.</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Montana Ter.</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>New Mexico Ter.</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Utah Ter.</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Washington Ter.</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Wyoming Ter.</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Foreign</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>At Large</td> -<td>13</td> -<td>10</td> -<td>3</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr class="sum"> -<td>Total</td> -<td>119</td> -<td>77</td> -<td>42</td> -<td>11</td> -<td>3</td> -<td>10</td> -<td>15</td> -<td>14</td> -<td>24</td> -<td>22</td> -</tr> -<tr> -<th></th> -<th>Cand</th> -<th>Acc</th> -<th>TR</th> -<th>PD</th> -<th>W</th> -<th>R</th> -<th>A</th> -<th>Ge</th> -<th>Gr</th> -<th>H</th> -</tr> -</table> - - -<span class="pagenum"> -<a name="page819" id="page819">819</a></span> - -<p class="heading"><span class="smallcaps">Table -VIII</span>—Continued.—SUMMARY OF EXAMINATIONS FOR ADMISSION -TO THE UNITED STATES NAVAL ACADEMY DURING THE YEAR 1871.</p> - -<table class="westpoint"> -<tr> -<th rowspan="5">STATES AND TERRITORIES.</th> -<th class="drop" rowspan="4">Cand</th> -<th class="drop" rowspan="4">Acc</th> -<th colspan="8">REJECTED.</th> -</tr> -<tr> -<!-- --> -<th class="drop" rowspan="3">TR</th> -<th colspan="7">On what account.</th> -</tr> -<tr> -<!-- --> -<th class="drop" rowspan="2">PD</th> -<th colspan="6">For deficiency in—</th> -</tr> -<tr> -<!-- --> -<th>W</th> -<th>R</th> -<th>A</th> -<th>Ge</th> -<th>Gr</th> -<th>H</th> -</tr> -<tr> -<!-- --> -<th>No.</th> -<th>No.</th> -<th>No.</th> -<th>No.</th> -<th>No.</th> -<th>No.</th> -<th>No.</th> -<th>No.</th> -<th>No.</th> -<th>No.</th> -</tr> -<tr> -<td>Alabama</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Arkansas</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>California</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Connecticut</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Delaware</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Florida</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Georgia</td> -<td>3</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Illinois</td> -<td>5</td> -<td>3</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>2</td> -<td>2</td> -<td>1</td> -<td>. .</td> -</tr> -<tr> -<td>Indiana</td> -<td>6</td> -<td>4</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>2</td> -<td>1</td> -<td>2</td> -<td>. .</td> -</tr> -<tr> -<td>Iowa</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Kansas</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Kentucky</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Louisiana</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Maine</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Maryland</td> -<td>4</td> -<td>2</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Massachusetts</td> -<td>2</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Michigan</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>. .</td> -</tr> -<tr> -<td>Minnesota</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Mississippi</td> -<td>3</td> -<td>2</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td>. .</td> -</tr> -<tr> -<td>Missouri</td> -<td>3</td> -<td>3</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Nebraska</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Nevada</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>New Hampshire</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>New Jersey</td> -<td>2</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>New York</td> -<td>11</td> -<td>9</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>2</td> -<td>1</td> -<td>2</td> -<td>. .</td> -</tr> -<tr> -<td>North Carolina</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Ohio</td> -<td>5</td> -<td>3</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Oregon</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Pennsylvania</td> -<td>5</td> -<td>1</td> -<td>4</td> -<td>1</td> -<td>. .</td> -<td>3</td> -<td>3</td> -<td>3</td> -<td>2</td> -<td>. .</td> -</tr> -<tr> -<td>Rhode Island</td> -<td>1</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>South Carolina</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Tennessee</td> -<td>5</td> -<td>3</td> -<td>2</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Texas</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Vermont</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Virginia</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>West Virginia</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Wisconsin</td> -<td>2</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Arizona Ter.</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Colorado Ter.</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Dakota Ter.</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>District of Columbia.</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Idaho Ter.</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Montana Ter.</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>New Mexico Ter.</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Utah Ter.</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Washington Ter.</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Wyoming Ter.</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>Foreign</td> -<td>*1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>At Large</td> -<td>17</td> -<td>15</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td>. .</td> -</tr> -<tr class="sum"> -<td>Total</td> -<td>97</td> -<td>71</td> -<td>26</td> -<td>3</td> -<td>. .</td> -<td>15</td> -<td>21</td> -<td>11</td> -<td>10</td> -<td>. .</td> -</tr> -<tr> -<th></th> -<th>Cand</th> -<th>Acc</th> -<th>TR</th> -<th>PD</th> -<th>W</th> -<th>R</th> -<th>A</th> -<th>Ge</th> -<th>Gr</th> -<th>H</th> -</tr> -</table> - -<p class="tablefoot">* A Japanese student.</p> - -<span class="pagenum"> -<a name="page821" id="page821">821</a></span> -<h3><a name="artillery" id="artillery" href="#us">ARTILLERY SCHOOL -AT FORTRESS MONROE</a></h3> - -<p class="smallhead">HISTORICAL NOTICE.</p> - -<p><span class="firstword">The</span> Artillery School of the United -States Army at Fortress Monroe, was organized and opened April 1, 1868, -under a code of regulations and programme of instruction drawn up by -Col. William F. Barry (who was placed in command from the start), and -approved by the General of the Army. After two years of experience the -code and programme were revised, and the present system established. The -class of 1868 and of 1869, consisted, each, of twenty lieutenants of -artillery, and of the whole number, thirty-eight were sent back to their -regiments after having passed a satisfactory examination. To this number -at the close of the school year (April) 1871, sixteen more out of the -class of twenty were found qualified to return to their respective -regiments; twenty more are now in the progress of instruction, -constituting together one-half of all the officers of that grade -belonging to the artillery.</p> - - -<p class="smallhead">COURSE OF INSTRUCTION.<a class="tag" name="tag10_16" id="tag10_16" href="#note10_16">16</a></p> - -<p>The course of theoretical instruction embraces the subjects of -mathematics, ordnance, and gunnery, military engineering and surveying, -military history, and military, constitutional, and international law. -The method of pursuing these studies is very similar to that pursued at -the Military Academy at West Point, viz., by recitations, questions, and -demonstrations at the blackboard. In military history each officer is -required, in addition to his regular recitations, to prepare and read -before the class and staff of the school two essays or memoirs upon some -battle, campaign, or the military events of some epoch of peculiar -interest.</p> - -<p>The topics for these essays are selected by the instructor in -military history, with the approval of the commandant and superintendent -of instruction, and are generally confined to events not prior to the -last two decades of the eighteenth century.</p> - -<p>The necessary maps, instruments, and apparatus for the elucidation -<span class="pagenum"> -<a name="page822" id="page822">822</a></span> -or practical application of the various subjects of the entire range of -the theoretical course have to a considerable extent been supplied to -the school by requisitions upon the Engineer and Ordnance Departments of -the Army. They are kept in active use, and are of the greatest -value.</p> - -<p>Instructions in the theoretical course is confined to the months of -autumn, winter, and the early spring, except instruction in mathematics, -which unavoidably has to be given during the months of May, June, July, -and August.</p> - -<p>The course of practical instruction is pursued, as the weather -permits, throughout the entire year, but is more closely attended to -during the months of summer and autumn. This course consists of the -service of every species of gun, howitzer, or mortar in use in the -United States military service; of the use of the various kinds of -projectiles and fuses; the laying of platforms; the use of plane-tables, -and telemeters, for ascertaining ranges; of mechanical manœuvres; -transportation and other handling of all kinds of ordnance, and -particularly of the 15-inch guns and their carriages, and of 13-inch -mortars and their beds, and of other heavy material which has been -adopted into the artillery of the United States.</p> - -<p>The practical course also includes very full target practice with -every description of ordnance; the duties of the laboratory, as far as -they immediately concern officers of artillery; and the study of and -recitation in the tactics for light and heavy artillery, and as much of -the tactics for infantry as is essential for artillery officers.</p> - -<p>Guns, carriages, ammunition, platforms, artillery machines, including -hydraulic-jacks of greater or less power, and other appliances, are -supplied by requisition on the Ordnance Department in such number and -variety as may be desired. The school is compelled to be indebted to the -Ordnance Department for the occasional use, when necessary, of some of -its instruments and apparatus for determining initial velocities, -pressures, densities, etc.</p> - -<p>Instruction in the practical course is designed to be as thorough as -possible, and no officer leaves the school who has not become -practically familiar with the tools of his trade, and able to use them -intelligently.</p> - -<p>A school for non-commissioned officers, and for such other enlisted -men as may desire to avail themselves of its advantages, is also -established. Every non-commissioned officer belonging to the five -instruction batteries is required to attend the school for one year’s -full course of instruction; all other enlisted men are permitted to -attend. But their attendance upon school is entirely voluntary. -<span class="pagenum"> -<a name="page823" id="page823">823</a></span> -Enlisted men of good character, and belonging to batteries not stationed -at the post where the Artillery School is established, are also -permitted to enjoy the benefits of one year’s course of instruction at -the school. Such men, on their own application, are nominated by their -battery commanders to their regimental commanders, on whose approval -they are detached from their batteries, by orders from the head-quarters -of the Army, and directed to report themselves in person to the -commanding officer of the school. Of this last-named class of men -twenty-two have undergone or are now undergoing instruction at the -school.</p> - -<p>The course of instruction for the non-commissioned officers is both -practical and theoretical. The practical course is pursued <i>pari -passu</i> with that of the commissioned officers, but is not carried to -the same extent, being restricted to the scope of the necessary duties -and requirements of non-commissioned officers of artillery, and to the -average capacity of enlisted men of that grade in our Army.</p> - -<p>The theoretical course of instruction for the non-commissioned -officers embraces mathematics, history of the United States, geography, -reading, and writing. The subject of mathematics includes the entire -field of arithmetic, and, for the more advanced scholars, it is carried -as far as equations of the second degree in algebra. The instruction in -most of the branches is conducted as in the school for commissioned -officers, by recitations at the blackboard, and by questions.</p> - -<p>Since the commencement of the duties of the Artillery School one -hundred and three enlisted men (chiefly non-commissioned officers) have -gone through the entire course of practical and theoretical instruction -for one year, and have been awarded by the staff of the school engraved -certificates, signed by each of its members, setting forth that -fact.</p> - -<p>The following-named officers constitute the staff and instructors at -the school at the present date, and, with the above-stated exceptions, -have been thus on duty since its first establishment:</p> - -<div class="in-one"> -<p><i>Commandant.</i>—Colonel W. F. Barry, Second Artillery.</p> - -<p><i>Superintendent of Theoretical -Instruction.</i>—Lieutenant-Colonel I. Roberts, Fourth -Artillery.</p> - -<p><i>Superintendent of Practical Instruction.</i>—Major G. A. De -Russy, Third Artillery.</p> - -<p><i>Member of Staff.</i>—Major T. G. Baylor, Ordnance -Department.</p> - -<p><i>Adjutant of School and Secretary of Staff.</i>—First -Lieutenant I. C. Breckinridge, Second Artillery.</p> - -<p><i>Instructor in Mathematics, Ordnance, and -Gunnery.</i>—Captain R. Lodor, Fourth Artillery.</p> - -<p><i>Instructor in Military, International, and Constitutional Law, and -in Tactics.</i>—Captain S. S. Elder, First Artillery.</p> - -<span class="pagenum"> -<a name="page824" id="page824">824</a></span> -<p><i>Instructor in Mathematics and Military -Engineering.</i>—Captain S. N. Benjamin, Second -Artillery.</p> - -<p><i>Instructor in Mathematics and Military History.</i>—Captain -E. R. Warner, Third Artillery.</p> - -<p><i>Instructor in Tactics.</i>—Captain J. W. Piper, Fifth -Artillery.</p> -</div> - -<p>A library of books of reference, professional instruction and general -reading, to the number of 2,050 volumes, belongs to the school, made up -of duplicates from the libraries of the War Department and the Military -Academy, and a bequest of Col. Archer.</p> - -<p>A museum of field, siege, and sea-coast artillery; specimens of -primers, fuses, and projectiles; different varieties of small arms of -this and other countries; instruments for inspecting cannon and -projectiles, has been commenced by the Superintendent, as a useful aid -to the course of practical and theoretical instruction in the school. It -now numbers over 4,000 articles.</p> - -<p>The Artillery School has been organized and conducted thus far to the -satisfaction of the Department, and favor, with this arm of the service, -without any special pecuniary expense to the Government by the present -Commandant, Col. William F. Barry—who closes his annual Report -with the remarkable paragraph:—“No special appropriation (beyond -the ordinary requirements of this Military Post) for the maintenance of -this school are now needed, and none are required.”</p> - - -<span class="pagenum"> -<a name="page825" id="page825">825</a></span> -<h3><a name="virginia" id="virginia" href="#us">VIRGINIA MILITARY -INSTITUTE AT LEXINGTON.</a></h3> - -<p class="smallhead">HISTORICAL NOTICE.</p> - -<p><span class="firstword">The</span> <span class="smallcaps">Virginia Military Institute</span> at Lexington, was -established in 1839, and was organized and conducted from the start on -the plan of the Military Academy at West Point, by Col. Francis H. -Smith, a graduate of that institution of the class of 1833, and -professor there from 1834 to 1836.</p> - -<p>The State makes an annual appropriation of $15,000 for its support, -on the basis of which a certain number (usually 36) cadets are -admitted without charge; in consideration of which they are required to -teach in some school of the State for two years after graduation. In the -selection of State cadets regard is had to their capacity to profit, and -inability to pay the expenses of tuition and board, and an equal -representation of each senatorial district. Any commissioned officer of -the militia of the State can become a student for a period not exceeding -ten months, and receive instruction in any or all departments of -military science taught therein, without charge for tuition.</p> - -<p>The course of instruction was from the start distinctly scientific, -and since its return [from Richmond where it was removed after the -destruction of its building and library, when Lexington was taken -possession of by Gen. Hunter] in 1866, and its reorganization on its -present basis of a general School of Applied Science, it has become even -technic in reference to all the chief industries and natural resources -of Virginia.</p> - -<p>The origin and military character of the Institute are thus set forth -by the Superintendent in an address to the Corps of Cadets, Sept. 10, -1866:</p> - -<div class="in-one"> -<p>Peculiar circumstances gave to this Institution its distinctive -military character. Here the State had a deposit of arms, in an arsenal, -which had been established for many years before the organization of the -Institution, and the annuity which had been formerly given to the public -guard by the State, was transferred to the Virginia Military Institute, -as the basis of its support. Upon this foundation the Virginia Military -Institute was established, and as the duty imposed upon the cadet was -military, so military discipline and military instruction became an -essential and distinctive feature in the education it supplied. Besides -daily exercises in the school of the soldier, company, and battalion in -<i>infantry</i>, and of the piece and battery in <i>artillery</i> -tactics, minute instruction is -<span class="pagenum"> -<a name="page826" id="page826">826</a></span> -given in the class-room, upon all the theoretic branches of the military -art, embracing, in addition to those enumerated, <i>ordnance</i> and -<i>gunnery</i>, <i>military strategy</i> and <i>military history</i>, -and the principles and practice of field and permanent -fortifications.</p> - -<p>It is not necessary that I should say any thing, at this time, to -vindicate the completeness of the arrangements made in this institution -for theoretical and practical military education. The sanguinary -conflict which has just closed has fully tested its efficiency. -<i>One-tenth</i> of the Confederate Armies was commanded by the éléves -of this school, embracing three <i>major generals</i>, thirty -<i>brigadier generals</i>, sixty <i>colonels</i>, fifty <i>lieutenant -colonels</i>, thirty <i>majors</i>, one hundred and twenty-five -<i>captains</i>, between two and three hundred <i>lieutenants</i>; and -the terrible results of the battles, in numbering one hundred and -twenty-five of these among the <i>killed</i>, and three hundred and -fifty among the <i>wounded</i>, show that the éléves of this institution -met the call of their country with an earnestness of devotion which -places them in most honorable distinction for their heroic defense of -what they believed to be right.<a class="tag" name="tag10_17" id="tag10_17" href="#note10_17">17</a></p> -</div> - -<p>We give the organization and course of instruction from the latest -Circular, issued by the Superintendent.</p> - - -<div class="in-one"> -<p class="heading"><i>Academic Staff.</i></p> - -<p><i>Superintendent, and Professor of Mathematics and Moral -Philosophy</i>—General Francis H. Smith, A.M.</p> - -<p><i>Professor of Latin, and, English Literature</i>—Col. John -T. L. Preston, A.M.</p> - -<p><i>Professor of Practical Engineering, Architecture, and -Drawing</i>—Col. Thomas H. Williamson.</p> - -<p><i>Professor of Agriculture</i>—Col. Wm. Gilham, A.M., (Philip -St. George Cocke).<a class="tag" name="tag10_18" id="tag10_18" -href="#note10_18">18</a></p> - -<p><i>Professor of Animal and Vegetable Physiology applied to -Agriculture</i>—Col. Robert L. Madison, M. D. (Mercer).<a class="tag" name="tag10_19" id="tag10_19" href="#note10_19">19</a></p> - -<p><i>Commandant of Cadets, Instructor of Infantry, Cavalry, and -Artillery Tactics, and Professor of Military History and -Strategy</i>—Col. Scott Ship.</p> - -<p><i>Professor of Mathematics</i>—Col. James W. Massie.</p> - -<p><i>Professor of Natural and Experimental Philosophy</i>—Col. -William B. Blair, (Jackson).</p> - -<p><i>Professor of Civil and Military Engineering and Applied -Mechanics</i>—General G. W. C. Lee.</p> - -<p><i>Professor of Practical Astronomy, Geology, Descriptive and -Physical Geography and Meteorology</i>—Col. John M. Brooke.</p> - -<p><i>Professor of Geology, Mineralogy, and Metallurgy</i>—Col. -Marshall McDonald.</p> - -<p><i>Professor of General and Applied Chemistry</i>—Col. M. B. -Hardin.</p> - -<p><i>Professor of Modern Languages</i>—Col. Thomas M. Semmes.</p> - -<p><i>Professor of Physics and Superintendent of Physical Survey of -Virginia</i>—Commodore M. E. Maury, LL. D.</p> - -<p><i>Professor of Fine Arts</i>—Col. William D. Washington.</p> - - -<p class="heading"><i>Assistant Professors.</i></p> - -<p><i>Assistant in Physics</i>—Col. W. E. Cutshaw.</p> - -<p><i>Assistant Professor of French Language</i>—Capt. O. C. -Henderson.</p> - -<p><i>Assistant Prof, of Chemistry, Mineralogy, and -Geology</i>—Capt. J. H. Morrison.</p> - -<p><i>Assistant Professor of English, and Drawing</i>—Lieut. James -H. Waddell.</p> - -<p><i>Assistant Professor of Latin</i>—Capt. Win. M. Patton.</p> - -<p><i>Assistant Professor of Mathematics</i>—Lieut. R. H. -Cousins.</p> - -<p><i>Assistant Prof. of Geography, Drawing and Tactics</i>—Capt. -Wm. B. Pritchard.</p> - -<span class="pagenum"> -<a name="page827" id="page827">827</a></span> -<p><i>Assistant Professor of Mineralogy, Latin, and -Tactics</i>—Capt. W. H. Butler.</p> - -<p><i>Assistant Professor of Natural Philosophy and -Latin</i>—Lieut. R. E. Nelson.</p> - -<p><i>Assistant Professor of Mathematics</i>—Lieut. W. C. -Powell.</p> - -<p><i>Assistant Professor of Latin</i>—Lieut. James E. Heath.</p> - -<p><i>Assistant Professor of Drawing</i>—Lieut. M. Palmer.</p> - -<p><i>Assistant Professor of Tactics</i>—Capt. W. Denham.</p> - -<p><i>Assistant Professor of Mathematics, &c.</i>,—Capt. G. K. -Macon.</p> - - -<p class="heading"><i>Military Staff.</i></p> - -<p><i>Surgeon</i>—Col. R. L. <ins class="correction" title="text has , for .">Madison.</ins></p> - -<p><i>Ass’t Surgeon</i>—H. T. Barton, M.D.</p> - -<p><i>Act’g Treasurer</i>—Capt. W. A. Deas.</p> - -<p><i>Com. and Steward</i>—Capt. J. T. Gibbs.</p> - -<p><i>Adjutant</i>—Capt. F. H. Smith, Jr.</p> -</div> - -<p class="smallhead">III. SCHOOLS AND COURSES OF INSTRUCTION.</p> - -<p class="heading"><i>Academic Schools.</i></p> - -<div class="in-one"> -<p><i>First Year</i>—<i>Fourth Class.</i>—Arithmetic (Smith -and Duke’s); Algebra (Smith’s); Geometry (Smith’s Legendre); Plane and -Spherical Trigonometry (Smith’s); French (Levizac and La Porte’s -Grammar, Gil Blas, Pinney No. 5, Fasquelle); Geography (Maury); Pencil -and Pen Drawing: Composition and Declamation; Latin (Cæsar, Virgil, -Cicero, Horace).</p> - -<p><i>Second Year</i>—<i>Third Class.</i>—Descriptive -Geometry (Smith’s); Analytical Geometry (Smith’s Biot); Shades, Shadows -and Perspective (Lectures): Differential and Integral Calculus -(Courternay and La Croix); Surveying (Field Exercise); French (Noel and -Chapsal, Laporte and Collot, French Classics); Latin (Cæsar, Virgil, -Livy, and Cicero); Mechanical Drawing, Composition, and Declamation; -Physics (Ganot).</p> - -<p><i>Third Year</i>—<i>Second Class.</i>—Natural Philosophy -(Bartlett and Bouchalat’s Mechanics, Bartlett’s Optics and Acoustics, -Bartlett and Gummere’s Astronomy); Latin (Terence and Horace); Chemistry -(Fownes, and Practical Instruction in Laboratory); Physical Geography -(Somerville); Infantry Tactics.</p> - -<p><i>Fourth Year</i>—<i>First Class.</i>—Civil Engineering -(Mahan, Rankine, and Lectures); Military Engineering (Laisne, aide -memoire); Architecture (Lectures and Drawing); Human Physiology (Kirke); -Military History and Strategy (Jomini); Rhetoric (Blair); Intellectual -Philosophy (Wayland); Logic (Whately); Moral Philosophy (Paley and -Butler); Constitution of United States (Kent); Mineralogy (Dana); -Geology (Gray and Adams); Infantry tactics (Hardee); Artillery and -Ordnance (Benton and United States Tactics).</p> -</div> - - -<p class="heading"><i>Special School of Applied Science.</i></p> - -<div class="in-one"> -<p>The Special School of Applied Science, in the Virginia Military -Institute, is arranged in seven <i>Courses</i>, which may be prosecuted -separately or in combination: 1. Architecture; 2. Civil -Engineering; 3. Machines; 4. Mining; 5. Analytical and -Applied Chemistry; 6. Metallurgy; 7. Agriculture.</p> - -<p>I. <span class="smallcaps">Architecture.</span>—1. -<i>Drawing</i>—Including pen and colored topography, mechanical -lettering and coloring. 2. <i>Materials</i>—Stone, brick, wood, -mortar, mastics, glue, paints, &c. 3. <i>Masonry</i>—Retaining -walls, walls of inclosure, edifices, ornaments, arches, stone-cutting. -4. <i>Carpentry</i>—Timbers, framing, beams, joints, floors, -partitions, roofs, domes, centres, windows, stairways. 5. -<i>Foundations</i>—In water, on land. 6. <i>Classical -Architecture</i>—Orders, Egypt, Rome, Greece. 7. <i>Design.</i> 8. -<i>Romanesque.</i> 9. <i>Gothic.</i></p> - -<p>II. <span class="smallcaps">Civil Engineering.</span>—1. -<i>Drawing</i>—Pen and colored topography, mechanical, etc. 2. -<i>Materials</i>—Same as in Course of Architecture. 4. -<i>Carpentry</i>—Same as in Course of Architecture. 5. -<i>Foundation</i>—Same as in Course of Architecture. 6. -<i>Surveying</i>—Running lines and curves for common and -railroads, canals, leveling profiles, estimates, &c. 7. -<i>Bridges</i>—Stone, Wooden, Iron. 8. <i>Common Roads.</i> 9. -<i>Railroads.</i> 10. <i>Tunnels.</i> 11. <i>Locomotives.</i> 12. -<i>Canals.</i> 13. Rivers, Docks, Harbors. 14. <i>Mining.</i></p> - -<p>III.—<span class="smallcaps">Machines—General -Principles of Machines.</span>—<i>Muscular Power</i>—Power -of men, Power of horses, etc. <i>Water Power and Wind -Power</i>—Sources of water for Power. Water-Power Engines in -general. Water-Bucket -<span class="pagenum"> -<a name="page828" id="page828">828</a></span> -Engines. Water-Pressure Engines. Vertical Water-wheels. Turbines. -Fluid-on-Fluid, Impulse-Engines, Windmills. <i>Steam and other Heat -Engines</i>—Relations of the Phenomena of Heat. Combustion and -Fuel. Principles of Thermodynamics, Furnaces and Boilers. Steam-Engines. -Electro-Magnetic Engines.</p> - -<p>IV.—<span class="smallcaps">Mining.</span>— <i>Course -of Lectures on Mining</i>—Embracing prospecting, breaking ground, -boring, blasting, tubing, sinking shafts, driving tunnels, ventilating -and lighting; the different methods of working mines; mining machinery -and motors, engines, horses, pumps, wagons, drums, etc.; dressing and -concentration of Minerals, crushers, stamps, washers, amalgamators, -etc.; quarrying and open workings; details of mining in this country and -statistics.</p> - -<p><i>Drawing.</i>—Geological maps and sections; coloring the -same; and plans and sections of mines, quarries and other open workings; -mining machinery and implements; plans of ventilation.</p> - -<p>V.—<span class="smallcaps">Metallurgy.</span>—<i>Geology</i> of Coal, Iron, -Copper, Lead, Zinc, Salt, etc.</p> - -<p><i>Metallurgy</i>—Review of more important metals and their -ores; Metallurgical implements, structures, and processes, crucibles, -furnaces, blowing machines; details of the smelting and manufacture of -Iron, Copper, Lead, Silver, Gold, etc.</p> - -<p><i>Drawing</i>—Coloring of maps and sections; drawing of -furnaces, refiners, cokeing ovens; Metallurgical apparatus.</p> - -<p>VI.—<span class="smallcaps">Analytical and Applied -Chemistry.</span>—In the Laboratory facilities are afforded for -prosecuting the various branches of practical Chemistry. Each student -will work independently of the others, receiving personal guidance and -instruction from the Professors. In the last year the course may be -varied according to the special object the student has in view.</p> - -<p>The following is an outline of <i>Systematic Course for Students in -Mining and Metallurgy:</i> 1. Qualitative Analysis. -2. Quantitative Analysis; (<i>a.</i>) Analysis of substances of -known composition; (<i>b.</i>) Analysis of ores, slags, etc. -3. Assayers—Ores of Lead, Silver, Gold, Iron, Copper, -etc.</p> - -<p>VII.—<span class="smallcaps">Agriculture.</span>—1. -<i>Chemistry</i>—General and applied to Agriculture. 2. -<i>Mineralogy.</i> 3. <i>Histology.</i> 4. <i>Vegetable Physiology.</i> -5. <i>Agricultural Botany.</i> 6. <i>Zöology.</i> 7. <i>Civil -Engineering</i>—Applied to farm bridges, roads, drainage. 8. -<i>Rural Architecture.</i> 9. <i>Drawing.</i> 10. <i>Anatomy and -Physiology of Sub-Kingdom</i>—Vertebrata. 11. <i>Human -Physiology.</i> 12. <i>Hygiene and Dietetics.</i> 13. <i>General -Botany.</i> 14. <i>Animal Toxicology.</i> 15. <i>Veterinary -Practice.</i> 16. <i>General Principles.</i> <i>Chemistry, Geology, -Mechanics, and Domestic Economy.</i></p> -</div> - - -<p class="smallhead">IV. SYSTEM OF INSTRUCTION AND GOVERNMENT.</p> - -<div class="in-one"> -<p>The System of Instruction and Government is founded upon that of the -United States Military Academy at West Point.</p> - -<p>As soon as a young man enters the Institution, it assumes over him an -entire control, and not only directs his moral and intellectual -education, but provides every thing required for his personal wants or -comfort. A Cadet, may, if his parents desire it, remain in charge -of the Institution for the entire term of four years, as the system of -government keeps it always in operation. The months of July and August, -in each year, are devoted exclusively to Military Exercises. Furloughs -are granted to those who may desire it, in turn, during this period. The -Cadets are lodged and boarded in the Institution, their Clothing, Books, -and other supplies, being provided by the Quartermaster of the -Institute, <i>at cost</i>. The sick are under the special care of the -Surgeon, with Hospital and other facilities for nursing.</p> - -<p>The energy, system, subordination, and self-reliance which the -military government of the Institute cultivates, give a practical -character to the education which it supplies. The high reputation which -its Alumni have established for the School is the evidence of its -value.</p> -</div> - - -<p class="smallhead">V. DEGREES.</p> - -<div class="in-one"> -<p>A Diploma, signed by the Governor of Virginia and by the Visitors and -Faculty, is awarded to all Cadets who may pass approved examinations on -all the studies of the Academic School, with the title of “<i>Graduate -of the Virginia Military Institute</i>.” A like Diploma is awarded to -all who may complete the course prescribed for either of the <i>Special -Schools of Applied Science</i>, with the title of “<i>Graduate</i>” in -such school.</p> -</div> - - -<span class="pagenum"> -<a name="page829" id="page829">829</a></span> -<h3><a name="state" id="state" href="#us">MILITARY TACTICS IN -STATE SCHOOLS OF SCIENCE.</a></h3> - -<p class="smallhead">INTRODUCTION.</p> - -<p><span class="firstword">In</span> the Act of Congress (July, 1862) -making grants of public lands to the several States for the endowment of -State Schools of Agriculture and the Mechanic Arts, it is provided that -military tactics shall be included in their schemes of instruction; and -by an Act of March, 1869, the President is authorized to detail an army -officer to each institution, to instruct in such tactics. On these two -provisions, with further cooperative legislation, State and National, a -system of military instruction can be gradually developed, which, for -economy, efficiency, and uniformity, will meet all the conditions of a -national armament, and compare favorably, as against foreign invasion or -domestic insurrection, with that of Switzerland or Prussia. Thus far the -subject has received only slight attention, and the connection of these -departments with the State militia, or volunteer companies, or the -appointment of cadets to our national military schools or to vacancies -in the army, has not been discussed. We state briefly what is attempted -in a few of these schools:</p> - - -<p class="smallhead"><a name="state_cornell" id="state_cornell" -href="#state">CORNELL UNIVERSITY AT ITHACA, N.Y.</a></p> - -<p>In Cornell University (to which the United States Land Grant of -989,000 acres of land was assigned by the Legislature of New York, and -which Mr. Ezra Cornell has endowed with the sum of $525,000, securely -invested and drawing interest at seven per cent.), the military tactics -is incorporated into the general organization of the students, and made -the basis of the College of Military Science. (1.) Attendance on -military exercises is made obligatory on every able-bodied student; and -for this purpose the whole number is organized into a military -corps—arms and equipments being furnished by the State—under -the Military Professor, who has the title of Commandant, and is aided in -his duties by a staff, selected in view of military aptitude, general -deportment, and proficiency in studies. (2.) All students are required -to observe and conform to such regulations as may, from time to time, be -promulgated by the Commandant; provide themselves with the university -cap for ordinary wear, and with the blouse or fatigue cap for parade; -and are -<span class="pagenum"> -<a name="page830" id="page830">830</a></span> -held to strict accountability for the proper use of the arms and other -property issued to them. (3.) The practical instruction for all students -embraces infantry and artillery tactics, and special exercises with the -sabre, sword, and bayonet; and (4.) for those who elect, a military -course consisting of (a.) <i>Military Engineering</i>, (b.) <i>the Art -of War</i>, and (c.) <i>Military Law</i>. At the close of each year, -after the graduating exercises, the Faculty will recommend to the -Governor of the State a list (not exceeding one in every ten of such -graduates), distinguished for general proficiency in any one of the -complete University courses, special attainments in military science, -expertness in military exercises, and of good moral character and of -sound health, with a request to transmit the same to the President of -the United States for his consideration in making appointments for -positions in which such qualifications are demanded.</p> - - -<p class="smallhead"><a name="state_amherst" id="state_amherst" -href="#state">STATE AGRICULTURAL COLLEGE AT AMHERST, MASS.</a></p> - -<p>The Military features of the Course of Study were originally -administered by Capt. Henry E. Alvord, of the United States Army, who -had been specially charged with this instruction in the Military -Institute and University at Norwich, Vt. The specifications are:</p> - -<div class="in-one"> -<p><span class="smallcaps">Freshman Year.</span>—<i>First -Term</i>—Military Drill; Infantry Tactics; School of the Soldier; -<i>Second Term</i>—Do.; and School of the Company and Manual of -Arms. <i>Third Term</i>—Do.; and School of the Company and -Battalion.</p> - -<p><span class="smallcaps">Sophomore Year.</span>—<i>First -Term</i>—Military Drill; Infantry Tactics; Manual of the Bayonet -and Instruction in duty as Skirmishers. <i>Second Term</i>—Do.; -and Bayonet Exercise. <i>Third Term</i>—Do.; and Skirmish and -Battalion Drill; Guard Duty; and Forms of Parade and Review.</p> - -<p><span class="smallcaps">Junior Year.</span>—<i>Third -Term</i>—Military Drill; Artillery Tactics; School of the Piece. -<i>Second Term</i>—Do.; and Artillery and Cavalry Tactics; Manual -of the Sabre; School of the Trooper dismounted; Instruction in Heavy -Artillery Tactics and Gunnery. <i>Third Term</i>—Do.; School of -the Section; Infantry Tactics; Battalion Drill.</p> - -<p><span class="smallcaps">Senior Year.</span>—<i>First -Term</i>—Military Drill and Cavalry, Artillery and Infantry -Tactics; Duty as Drill Masters and Officers in Infantry and Artillery -Drill; Theoretical Instruction in Cavalry Tactics, and the organization -and uses of Cavalry. <i>Second Term</i>—Military Drill and Cavalry -Tactics; Sabre Exercise. <i>Third Term</i>—Military Drill; Target -Practice; Sword Play: and General Drill.</p> -</div> - -<p>The Committee of Examination for 1870 report as follows:</p> - -<div class="in-one"> -<p>Your Committee can not refrain from alluding to the interest which -all the young men take in the drills, the evident beneficial effect upon -their bearing and health, and the value of the accomplished soldiers and -officers thus, made for the future service of the Commonwealth, in the -event of another call to send forth her sons for herself or the nation. -Were no other result accomplished by this institution, the money of the -Commonwealth could be no more judiciously expended, and yet this is but -an incident to the regular course.</p> - -<p>The Principal, Col. Clark, writes: “We have a fine hall for in-door -exercise, and are furnished by the State with cannon, breech-loading -rifles, sabres, &c., and consider our course a decided success. Our -graduates are able to act as officers in infantry and artillery -regiments, and I believe our system, as we are organized and taught by a -West Point graduate, a most excellent and economical substitute for the -ordinary militia system.”</p> -</div> - - -<span class="pagenum"> -<a name="page831" id="page831">831</a></span> -<p class="smallhead"><a name="state_louisiana" id="state_louisiana" href="#state">LOUISIANA STATE UNIVERSITY.</a></p> - -<p><span class="smallcaps">The Louisiana State University</span> was -founded as “a State Seminary of Learning and Military Academy” by the -Legislature in 1855, near Alexandria, in the Parish of Rapides, on -endowments of land made by the General Government at different times, -from 1806 to 1827, for establishing “a Seminary of Learning.” It was -opened for the reception of students, January 2, 1860, and organized on -a military basis, under the superintendence of Col. W. T. Sherman -(now General-in-Chief, United States Army), who resigned his position, -February 2, 1861, on the hostile demonstration of the State of Louisiana -against the authority of the United States. The instruction of the -institution continued under Col. W. E. M. Linfield, till April -22, 1863, when its operations were closed by the disasters of the War, -to be reopened on the first of October, 1865, only to be closed again by -the utter destruction of its extensive buildings by fire on the 15th of -October, 1869. On the 1st of November following, its exercises were -resumed at Baton Rouge, in the extensive building of the Asylum for the -Deaf and Dumb, which was placed temporarily for the occupancy of the -classes, and a portion of the students. The session of 1871, under the -superintendence of Col. D. F. Boyd, closed with 217 matriculated -Cadets, of whom 128 were admitted on the State Cadet warrants.</p> - -<p>The Law of March 16, 1870, relative to the appointment of Beneficiary -Cadets, provides that each parish shall delegate two, and the city of -New Orleans, by its Board of School Directors, twenty cadets, to be -selected from the members of the highest class in the public school of -such parishes and city, distinguished for their scholarship and good -conduct, and whose parents may not be able to provide for their -necessary expenses for tuition and maintenance at the State Seminary; -and at the expiration of their residence at the University which can not -exceed four years, these Beneficiary Cadets are required to teach school -within the State for two years, on penalty of default to the amount of -the sum paid by the State.</p> - - -<p class="smallhead"><a name="state_wabash" id="state_wabash" href="#state">WABASH COLLEGE, CRAWFORDSVILLE, INDIANA.</a></p> - -<p>By arrangement with the Trustees of Wabash College, the Legislature -of Indiana has authorized the County Commissioners of each county to -appoint one person to receive the advantages of the institution for five -years, free of tuition, in consideration of a portion of the State’s -quota of the United States Land Grant, for agricultural and mechanical -Arts Colleges; and to meet the requirements of the law of Congress, the -college has established a Scientific Course, -<span class="pagenum"> -<a name="page832" id="page832">832</a></span> -and under the superintendence of a Professor of Military Science, daily -instruction in Tactics and Gymnastics is given to the students by -divisions with a weekly drill of all, as a battalion. The <i>College -Courant</i> thus notices the new hall for Gymnastics and Tactics:</p> - -<div class="in-one"> -<p>The physical culture of this institution is under the charge of the -Chair of Military Science, and for the purpose of this culture a -building has been erected which is more comprehensive than usual in -gymnasiums, and is quite unique in some particulars. Work was commenced -last August, and in fifty days the roof was receiving the slate. The -building presents the form of a cross, of equal members, and the ground -service of seven thousand five hundred feet, is thus divided: -A marching and running course, of three hundred feet, twelve feet -wide, and seventeen feet high; a gymnasium sixty feet by twenty-six, and -twenty-four feet high, ventilated and lighted by a central tower fifty -feet in height; an armory and gun-room, for care of small arms and -artillery; and a room for fencing, boxing, quoits and other manly -exercises. In the four transepts above, are topographical room, model -room; reading room, for maps, charts, etc., and bath rooms. All these, -through interior glass fronts, furnish a full view of the Exercise Hall, -within and below. The small-arms used are the “light, cadet, -breech-loading rifle,” similar to those last issued to the Military -Academy at West Point, and were manufactured by the United States at the -Springfield Arsenal for the use of students receiving their -instruction.</p> -</div> - - -<p class="smallhead"><a name="state_california" id="state_california" href="#state">CALIFORNIA STATE UNIVERSITY.</a></p> - -<p><span class="smallcaps">The University of the State of -California</span> has a Military Department to meet the requirements of -the Act of Congress, under the directions (1871) of Professor (General) -Welcker and Assistant Professor F. Soulé, graduates of the West Point -Academy. The Adjutant General (Thos. N. Cazneau) of the State in his -Report to the Governor, dated September 1, 1870, remarks:</p> - -<div class="in-one"> -<p>The gratifying success with which the military department of the -State University has been conducted is worthy of special notice, and I -am happy to announce that perfect discipline and a high state of -proficiency pervade the department of military study at that -institution. The cadets were incorporated with the National Guard of the -State by Act of the last legislature, and have been formed into four -companies of infantry, and instructed most fully and perfectly in that -branch of military service. A personal inspection of the battalion -enables me to speak of its condition with confidence. I find both -officers and cadets thoroughly up to the requirements of the infantry -soldier, perfect in carriage, most proficient in the use of arms, steady -in marching and all company formations, and, in the manœuvres of the -battalion, challenging an admiration worthy to be elicited by a veteran -soldiery. Their <i>ensemble</i> is striking, and the effect of a -thorough military training upon the young gentlemen of the University is -largely manifested in their erect and graceful personal appearance and -movements, apparent not only when upon duty but in their ordinary walks -of every-day occupation; while the gentlemanly and high-toned courtesy -that pervades the whole body may not unjustly be attributed, in a large -degree, to their military studies and military habits. The young -officers evince excellent characteristics of command, great dignity of -deportment and admirable ability in imparting instruction. I can -not too highly commend to your attention the whole military condition of -the cadets of the State University, and to ask for them your fostering -care and encouragement, and that of the Legislature.</p> -</div> - -<p>There are several colleges in California in which military -instruction is introduced; prominent among them is St. Augustine College -at Benicia, and McClure’s Academy at Oakland. At each there are about -100 boys, fully equipped and drilled as infantry soldiers.</p> - - -<span class="pagenum"> -<a name="page833" id="page833">833</a></span> -<h3><a name="individual" id="individual" href="#us">INDIVIDUAL AND -CORPORATE INSTITUTIONS</a><br> -<span class="submini">FOR</span><br> -<span class="subhead">MILITARY INSTRUCTION.</span></h3> - -<h4><a name="partridge" id="partridge" href="#individual">ALDEN -PARTRIDGE.</a></h4> - -<p><span class="firstword">Alden Partridge</span>, Captain in the -United States Corps of Engineers, Professor and Superintendent of the -Military Academy at West Point, and the Founder of a class of -institutions in which the military element is recognized and provided -for as an essential part of the training of the American citizen, was -born at Norwich in Vermont, on the 12th of January, 1785. His father was -a farmer, in independent circumstances, served in the war of the -Revolution, and took part in the capture of Burgoyne and his army at -Saratoga. He brought up his son in the New England fashion, at such -district school as the times and the country afforded in the winter, and -at all sorts of work about the house and on the farm at other seasons, -until he was sixteen years of age, when, being of studious turn, and -fond of reading, he was allowed to fit for college, and entered -Dartmouth in August, 1802. We have no knowledge of his studies in -college, but it is presumed that his predilections were for the -mathematics, and from the lateness with which he commenced his Latin and -his subsequent declarations, his aversion was for the languages. Before -completing his collegiate course he received the appointment of cadet<a -class="tag" name="tag10_20" id="tag10_20" href="#note10_20">20</a> in the regiment of artillerists in the United States -service, with orders to repair to West Point, and report himself to the -commanding officer of the Military Academy at that place.</p> - -<p>The Military Academy at the time Cadet Partridge arrived at West -Point was very inadequately equipped with the men and material aids of -instruction, although the two teachers appointed -<span class="pagenum"> -<a name="page834" id="page834">834</a></span> -were abundantly capable in their respective departments. Jared -Mansfield, especially, the teacher of natural philosophy, had won such -reputation in mathematical studies that he received his commission as a -captain of engineers from Mr. Jefferson for the very purpose of becoming -a teacher at West Point, which he did by appointment in 1802, although -in reality he did not perform his duties regularly, and then only for -one year, having been, in 1808, appointed by President Jefferson to the -responsible post of Surveyor-General of the North-western territory. -Such instruction as was given was received by Cadet Partridge in 1806, -and in July of that year, he was transferred to the Corps of Engineers, -and in October, commissioned as first lieutenant. In November, 1806, he -was appointed assistant professor of mathematics, Fedinand K. Hassler, a -little later, having been made Professor in place of Capt. Barron, -retired. From Prof. Hassler, he received great help in his mathematical -studies, as he afterwards repeatedly acknowledged. In 1808, Prof. -Partridge was called to act in place of the Superintendent in the -absence of Col. Williams, and continued to do so, with brief intervals, -until January, 1815, when he was appointed to the office which he filled -till March, 1816. In 1809, Mr. Hassler resigned the professorship of -mathematics, and the instruction before given by him devolved on his -assistant, Mr. Partridge. In 1810, he succeeded, after repeated -applications to the Secretary of War, in obtaining two field pieces, for -practical instruction of the Cadets as Artillerists.</p> - -<p>In 1812, the Academy was re-organized, and was made to consist of the -Corps of Engineers and the following Professors, in addition to the -teachers of the French language and drawing, viz.: “one professor of -natural and experimental philosophy; one professor of mathematics; and -one professor of the art of engineering; each professor to have an -assistant taken from the most prominent of the Officers or Cadets.” The -number of Cadets was increased to two hundred and fifty, and were -directed to be arranged into companies of non-commissioned officers and -privates, according to the directions of the commandant of Engineers, -and be officered from that corps, “for the purposes of military -instruction, in all the duties of a private, non-commissioned officer, -and officer, and to be encamped at least three months of each year, and -taught all the duties incident to a regular camp.” The age of admission -was fixed, the minimum at fourteen, and maximum at twenty-one, and -preliminary knowledge to be well versed in reading, writing, and -arithmetic. It was further provided that any Cadet who shall receive a -regular degree from the Academical Staff, after going through all the -classes, -<span class="pagenum"> -<a name="page835" id="page835">835</a></span> -shall be considered among the candidates for a commission in any corps, -according to the duties he may be judged competent to perform. The sum -of $25,000 was appropriated towards the buildings, library, implements, -&c. On this broad basis the Academy was progressively enlarged to -its present capabilities of usefulness.</p> - -<p>Under the new arrangement of 1812, Mr. Partridge was appointed -professor of mathematics, with the pay and emoluments of a major, which -appointment was soon after, at the request of the Secretary of War, -exchanged for that of professor of engineering, it being found more -difficult to fill the latter post than the former. The duties of this -professorship he continued to discharge from September 1, 1813, till -December 31, 1816.</p> - -<p>In 1808, Capt. Partridge was ordered by Col. Williams to take charge -of the internal direction and control of the Military Academy as -Superintendent, which duties he discharged until January 3, 1815, when, -by regulations of that date, he was made the permanent Superintendent, -which post he held-till November 25th, 1816, and was finally relieved on -the 13th of January, 1817.</p> - -<p>By the regulation of January 3, 1815, the commandant of the Corps of -Engineers was constituted <i>Inspector</i> of the Academy, and made -responsible for instruction, and to report to the Department of War. Out -of this appointment, and the instructions relating thereto, grew a -difference of opinion, which resulted in the final withdrawal of Capt. -Partridge from the institution, the resignation of his commission in the -military service of the United States, and his subsequent devotion to -the dissemination by lectures and personal efforts of the views which he -had formed of the education required by the American citizen, and the -establishment of institutions in which these views could be carried -out.</p> - -<p>After resigning his commission in the military service of the United -States, Capt. Partridge was engaged, in the summer of 1818, as military -instructor to a volunteer corps, and in giving a course of lectures on -fortifications and other branches of military science to a class of -officers and citizens in the city of New York. The views which he then -presented on the best means of national defense were in advance of the -“piping times of peace” in 1818, but have been since demanded to be -eminently sound and practical by the terrible experience of -1861–1862.</p> - -<p>His chief reliance for national defense was in the <i>military -habits</i> of the great body of the American people—organized into -suitable militia departments corresponding in the main to the limits of -the several states, officered by men of the right capacity, scientific -<span class="pagenum"> -<a name="page836" id="page836">836</a></span> -education, and military training. The officers were required to assemble -annually at stated periods, either in camps or rendezvous, at some -central point in the department, to receive instruction from a few -competent teachers of the military art. We give the plan in his own -language as published at the time.</p> - -<div class="in-one"> -<p>I. Let the United States be divided into military departments, say -thirty in number; each of those departments to be wholly comprised -within the same state, whenever this can be done.</p> - -<p>II. To each of those departments let there be attached a military -instructor, (under the authority of the United States,) who should -receive the pay and emoluments of a colonel of infantry, and have the -brevet-rank of a brigadier-general. These instructors to be gentlemen of -established character and reputation, and who have received a regular -scientific military education.</p> - -<p>III. Let the officers of each brigade of militia in the United States -be required to assemble annually at stated periods, either in camp or -rendezvous at some central point in the brigade, there to remain six -days, for the purpose of military instruction. Let each instructor -attend in succession at the several camps or places of rendezvous in his -department, and devote himself assiduously to the instruction of the -officers there assembled. One portion of the day might be devoted to -practical drills, and field evolutions—also to the turning off, -mounting, and relieving guards and sentinels, while the remainder could -be most usefully employed in explaining and illustrating the principles -of tactics generally, of artillery, of permanent and field -fortification, the duties of troops in camp and in garrison, and such -other branches as time and circumstances might permit, by means of -familiar explanatory lectures.</p> - -<p>IV. Let each officer receive from the government a reasonable -allowance for his expenses while attending the instruction, and also -while going to, and returning from, the camp or rendezvous.</p> - -<p>Some of the principal advantages that would result from the adoption -of the foregoing plan, I conceive would be as follows; -viz.:—</p> - -<p>1. The same system of tactics and discipline would pervade the whole -mass of the militia—the instructors being imperatively required to -adhere to one system. This would be a very important advantage.</p> - -<p>2. By this means the country, in the course of a few years, would be -furnished with a well organized military force, of at least one million -of men, composed of the best materials in the world for soldiers; the -whole of which, the officers having been regularly and correctly -instructed, might be rendered, in the course of a few weeks, after being -called into service, perfectly competent to the efficient discharge of -all the duties of the field. This assertion is not founded upon -conjecture. An experience of nearly fifteen years in military -instruction, has convinced me, that any of our regiments of militia, in -their present state of discipline, if brought into the field and placed -under competent officers, could, by three weeks instruction, be prepared -for discharging all the duties of regular troops. The instruction, then, -in time of peace, of the officers, becomes an object of great -importance;—that of the privates is of secondary consideration. -There is no difficulty in making soldiers, when officers understand -their duty, and are disposed to perform it.</p> - -<p>It may perhaps be objected to the foregoing plan, that the time -proposed for the officers to remain in camp or rendezvous is too limited -to admit of their deriving much advantage therefrom. In answer to this I -will observe, that a due share of experience in this species of -instruction, has fully convinced me, that they would acquire more -correct military information in six days, under a competent and -systematic instructor, than they usually acquire under the present -system, during the whole period from eighteen to forty-five years of -age; and that, after attending two or three similar courses, the great -body of them would be perfectly competent to the correct, efficient, and -useful discharge of all the duties of the field. From the best -calculation I have been able to make, -<span class="pagenum"> -<a name="page837" id="page837">837</a></span> -I feel confident, that the whole necessary expense of carrying this plan -into full and effective operation, would not exceed six hundred thousand -dollars—it would probably fall short of that sum. Whether the -expense, then, is to be considered as disproportionate to the object in -view, and therefore to constitute a barrier to its accomplishment, must -be decided by the sound discretion of the representatives of the people. -It appears to me, however, to bear no greater ratio to it, than does a -grain of sand to the globe we inhabit. The cultivation of military -science must also be viewed as of the first importance in a system of -military defense for our country. The plan already detailed, is -calculated for the general dissemination of practical military -information throughout the community, but is not adapted to the -investigation of principles. This can only be done at seminaries, where -it constitutes a branch of regular attention and study; and where theory -and practice can, in due proportion, be combined. At those seminaries -would be formed our military instructors, our engineers, and our -generals; and from those, as from so many foci, would all the -improvements in the military art be diffused throughout the country.</p> -</div> - -<p>In the lectures delivered in 1818, Capt, Partridge, in view of the -Inevitable disintegration by frost and moisture, and the improvements in -the science of attack, anticipated the insufficiency of permanent -fortifications—of works of masonry, no matter how expensively or -strongly constructed—to the defense of our principal harbors -against the attacks of a foreign foe; his reliance was on the general -diffusion of military science and training amongst the militia, on an -efficient navy, and the following plan of marine defense.</p> - -<div class="in-one"> -<p>I. At the most important and exposed points on our seaboard, let one -or two principal works of the most permanent kind be erected: these -works to be kept in perfect repair, to be plentifully supplied with all -the munitions of war, and the gun’s and carriages well secured from the -weather by means of pent houses.</p> - -<p>II. In the vicinity of all the most exposed and vulnerable points on -the seaboard, let spacious and permanent arsenals be constructed, in -which, let there be deposited ample supplies of cannon, mortars, gun -carriages, materials for platforms, and other munitions of war, where -they would remain perfectly safe from the weather.</p> - -<p>III. In case of war or threatened invasion, let temporary works, -either of earth, or of wood, be constructed at all the most vulnerable -points, which could be readily furnished with cannon, gun carriages, -platforms, and all the necessary implements and munitions from the -arsenals in their vicinity.</p> - -<p>IV. As soon as peace is restored, these works should be dismantled, -and all their apparatus returned to the arsenals from whence it was -taken. In case of future emergencies, they could be restored, or others -of the same descriptions, constructed in their places, which could be -supplied from the arsenals in the manner above stated. The efficacy in -marine defense, of works of the above description, I presume will -not be doubted by any scientific military man. Should any one, however, -be disposed to doubt it, I would beg leave to refer him to the -defense of Fort Moultrie, in the harbor of Charleston, South Carolina, -when attacked by the British shipping, during the Revolutionary war, and -also to the defense made by the small fort at Stonington, Connecticut, -when attacked in a similar manner during the last war.</p> - -<p>By adopting this system, I think the following advantages would -result:—</p> - -<p>1. A more secure defense would be obtained. By knowing the -description of force we had to encounter, we should be enabled to -construct our temporary works in a manner the best calculated to repel -it; and as the gun carriages, platforms, and implements, when taken from -the arsenals, would be sound and in perfect order, we might reasonably -calculate these works would make a more -<span class="pagenum"> -<a name="page838" id="page838">838</a></span> -vigorous resistance than permanent ones, which, with their apparatus, -are in a state of partial dilapidation and decay.</p> - -<p>2. The system would be much less expensive than the one by permanent -fortification. Those temporary works could ordinarily be constructed by -the troops with very little, if any, additional expense; but in case of -pressing emergency, the zeal and patriotism of the people might be -relied upon with safety, to supply any amount of labor that might be -necessary, as was the case at New York in 1814. As it is not proposed -they should be retained as military stations in time of peace, the -expense of keeping them in repair would be nothing.</p> -</div> - -<p>In the early part of 1819, Capt. Partridge was engaged in the -exploring survey of the North Eastern boundary, under the fifth article -of the treaty of Ghent. While on this survey he determined from -barometrical and thermometrical observations of the altitudes of the -Highlands dividing the rivers which flow northerly into the St. -Lawrence, from those which flow southerly into the Atlantic ocean; he -also made a profile of the country between several points on the St. -Lawrence, and corresponding position in the state of Maine.</p> - -<p>In 1820, Capt. Partridge resigned his position in this survey, for -the purpose of carrying into practical effect a plan of education, which -had occupied much of his attention since 1810, and which in its main -features was, doubtless, suggested by his experience at Hanover, and -West Point, and was calculated to supply certain deficiencies which he -and others had already noticed in our American colleges and higher -seminaries of learning. His views both of the deficiencies and their -remedies were set forth in a lecture delivered at this time, which was -subsequently printed. After defining “education in its most perfect -state to be the preparing a youth in the best possible manner for the -correct discharge of the duties of any station in which he may be -placed,” in this lecture he proceeds to characterize the existing plan -of instruction.</p> - -<div class="in-one"> -<p>1. It is not sufficiently practical, nor properly adapted to the -various duties an American citizen may be called upon to discharge. -Those of our youth who are destined for a liberal education, as it is -called, are usually put, at an early age, to the study of the Latin and -Greek languages, combining therewith a very slight attention to their -own language, the elements of arithmetic, &c.; and after having -devoted several years in this way, they are prepared to become members -of a college or university.</p> - -<p>Here they spend four years for the purpose of acquiring a knowledge -of the higher branches of learning; after which, they receive their -diplomat, and are supposed to be prepared to enter on the duties of -active life. But, I would ask, is this actually the case? Are they -prepared in the best possible manner to discharge correctly the duties -of any station in which fortune or inclination may place them? Have they -been instructed in the science of government generally, and more -especially in the principles of our excellent Constitution, and thereby -prepared to sit in the legislative councils of the nation? Has their -attention been sufficiently directed to those great and important -branches of national industry and sources of national -wealth—agriculture, commerce, and -<span class="pagenum"> -<a name="page839" id="page839">839</a></span> -manufactures? Have they been taught to examine the policy of other -nations, and the effect of that policy on the prosperity of their own -country? Are they prepared to discharge the duties of civil or military -engineers, or to endure fatigue, or to become the defenders of their -country’s rights, and the avengers of her wrongs, either in the ranks or -at the head of her armies? It appears to me not; and if not, then, -agreeably to the standard established, their education is so far -defective.</p> - -<p>2. Another defect in the present system, is, the entire neglect, in -all our principal seminaries, of physical education, or the due -cultivation and improvement of the physical powers of the students.</p> - -<p>The great importance and even absolute necessity of a regular and -systematic course of exercise for the preservation of health, and -confirming and rendering vigorous the constitution, I presume, must -be evident to the most superficial observer. It is for want of this, -that so many of our most promising youths lose their health by the time -they are prepared to enter on the grand theatre of active and useful -life, and either prematurely die, or linger out a comparatively useless -and miserable existence. That the health of the closest applicant may be -preserved, when he is subjected to a regular and systematic course of -exercises, I know, from practical experience; and I have no hesitation -in asserting, that in nine cases out of ten, it is just as easy for a -youth, however hard he may study, to attain the age of manhood, with a -firm and vigorous constitution, capable of enduring exposure, hunger and -fatigue, as it is to grow up puny and debilitated, incapable of either -bodily or mental exertion.</p> - -<p>3. A third defect in our system is, the amount of idle time allowed -the students; that portion of the day during which they are actually -engaged in study and recitations, under the eye of their instructors, -comprises but a small portion of the whole; during the remainder, those -that are disposed to study, will improve at their rooms, while those who -are not so disposed, will not only not improve, but will be very likely -to engage in practices injurious to their constitutions and destructive -to their morals. If this vacant time could be employed in duties and -exercises, which, while they amuse and improve the mind, would at the -same time invigorate the body and confirm the constitution, it would -certainly be a great point gained. That this may be done, I shall -attempt in the course of these observations, to show.</p> - -<p>4. A fourth defect is, the allowing to students, especially to those -of the wealthier class, too much money, thereby inducing habits of -dissipation and extravagance, highly injurious to themselves, and also -to the seminaries of which they are members. I have no hesitation -in asserting, that far the greater portion of the irregularities and -disorderly proceedings amongst the students of our seminaries, may be -traced to this fatal cause. Collect together at any seminary, a large -number of youths, of the ages they generally are at our institutions, -furnish them with money, and allow them a portion of idle time, and it -may be viewed as a miracle, if a large portion of them do not become -corrupt in morals, and instead of going forth into the world to become -ornaments in society, they rather are prepared to become nuisances to -the same. There is in this respect, an immense responsibility resting on -parents and guardians, as well as on all others having the care and -instruction of youth, of which it appears to me they are not -sufficiently aware.</p> - -<p>When youths are sent to a seminary, it is presumed they are sent for -the purpose of learning something that is useful, and not to acquire bad -habits, or to spend money; they should consequently be furnished with -every thing necessary for their comfort, convenience and improvement, -but money should in no instance be put into their hands. So certainly as -they have it, just so certainly will they spend it, and this will, in -nine cases out of ten, be done in a manner seriously to injure them, -without any corresponding advantage. It frequently draws them into -vicious and dissolute company, and induces habits of immorality and -vice, which ultimately prove their ruin. The over-weening indulgence of -parents, has been the cause of the destruction of the morals and future -usefulness of many a promising youth. They may eventually discover their -error, but alas, it is often too late to correct it. Much better does -that person discharge the duties of a real friend to the thoughtless, -unwary youth, who withholds from him the means of indulging in -dissipated and vicious courses.</p> - -<span class="pagenum"> -<a name="page840" id="page840">840</a></span> -<p>5. A fifth defect is the requiring all the students to pursue the -same course of studies.</p> - -<p>All youth have not the same inclinations, nor the same capacities; -one may possess a particular inclination and capacity for the study of -the classics, but not for the mathematics and other branches of science; -with another it may be the reverse. Now it will be in vain to attempt -making a mathematician of the former, or a linguist of the latter. -Consequently, all the time that is devoted in this manner, will be lost, -or something worse than lost. Every youth, who has any capacity or -inclination for the acquirement of knowledge, will have some favorite -studies, in which he will be likely to excel. It is certainly then much -better that he should be permitted to pursue those, than, that by being -forced to attend to others for which he has an aversion, and in which he -will never excel, or ever make common proficiency, he should finally -acquire a dislike to all study. The celebrated Pascal, is a striking -instance of the absurdity and folly of attempting to force a youth to -attend to branches of study, for which he has an utter aversion, to the -exclusion of those for which he may possess a particular attachment. Had -the father of this eminent man persisted in his absurd and foolish -course, France would never have seen him, what he subsequently became, -one of her brightest ornaments.</p> - -<p>6. A sixth defect is the prescribing the length of time for -completing, as it is termed, a course of education. By these means, the -good scholar is placed nearly on a level with the sluggard, for whatever -may be his exertions, he can gain nothing in respect to time, and the -latter has, in consequence of this, less stimulus for exertion. If any -thing will induce the indolent student to exert himself, it is the -desire to prevent others getting ahead of him. It would be much better -to allow each one to progress as rapidly as possible, with a thorough -understanding of the subject.</p> -</div> - -<p>Having stated what appeared to him the most prominent defects in the -academies and colleges as organized and conducted, he next proceeds to -point out the remedies.</p> - -<div class="in-one"> -<p>1. The organization and discipline should be strictly military.</p> - -<p>Under a military system, subordination and discipline are much more -easily preserved than under any other. Whenever a youth can be impressed -with the true principles and feelings of a soldier, he becomes, as a -matter of course, subordinate, honorable, and manly. He disdains -subterfuge and prevarication, and all that low cunning, which is but too -prevalent. He acts not the part of the assassin, but if he have an -enemy, he meets him openly and fairly. Others may boast that they have -broken the laws and regulations of the institution of which they are, or -have been members, and have escaped detection and punishment, by mean -prevarication and falsehood. Not so the real soldier. If he have broken -orders and regulations, he will openly acknowledge his error, and -reform; but will not boast of having been insubordinate. Those -principles, if imbibed and fixed in early youth, will continue to -influence his conduct and actions during life; he will be equally -observant of the laws of his country, as of the academic regulations -under which he has lived; and will become the more estimable citizen in -consequence thereof. I shall not pretend, however, that all who -wear a military garb, or live, for a time, even under a correct system -of military discipline, will be influenced in their conduct by the -principles above stated; but if they are not, it only proves that they -have previously imbibed erroneous principles, which have become too -firmly fixed to be eradicated; or that nature has not formed them with -minds capable of soaring above what is low and groveling.</p> - -<p>2. Military science and instruction should constitute a part of the -course of education.</p> - -<p>The constitution of the United States has invested the military -defense of the country in the great body of the people. By the wise -provisions of this instrument, and of the laws made in pursuance -thereof, every American citizen, from eighteen to forty-five years of -age, unless specially exempted by law, is liable -<span class="pagenum"> -<a name="page841" id="page841">841</a></span> -to be called upon for the discharge of military duty—he is -emphatically a citizen soldier, and it appears to me perfectly proper -that he should be equally prepared by education to discharge, correctly, -his duties in either capacity. If we intend to avoid a standing army, -(that bane of a republic, and engine of oppression in the hands of -despots,) our militia must be patronized and improved, and military -information must be disseminated amongst the great mass of the people; -when deposited with them, it is in safe hands, and will never be -exhibited in practice, except in opposition to the enemies of the -country. I am well aware there are amongst us many worthy -individuals, who deem the cultivation of military science a sort of -heresy, flattering themselves, and endeavoring to induce others to -believe, that the time has now arrived, or is very near, when wars are -to cease, and universal harmony prevail amongst mankind. But, my -fellow-citizens, be not deceived by the syren song of peace, peace, -when, in reality, there is no peace, except in a due and constant -preparation for war. If we turn our attention to Europe, what do we -behold? A league of crowned despots, impiously called holy, -wielding a tremendous military force of two millions of mercenaries! -Ill-fated Naples, and more ill-fated Spain, have both felt the effects -of <i>their peaceable</i> dispositions, and were it not for the -wide-spreading Atlantic, which the God of nature in his infinite -goodness has interposed between us, we also, ere this, should have had a -like experience. The principles of liberty are equally obnoxious to -them, whether found in Europe, Asia, Africa, or America. If rendering -mankind ignorant of the art of war, (as a science,) would prevent -wars, then would I unite most cordially with those, usually termed -peace-men, for the purpose of destroying every vestige of it. But such, -I am confident, would not be the result. Wars amongst nations do not -arise because they understand how to conduct them skillfully and on -scientific principles; but are induced by the evil propensities and -dispositions of mankind. To prevent the effect, the cause must be -removed. We may render nations ignorant of the use of the musket and -bayonet; we may carry them back, as respects the art of war, to a state -of barbarism, or even of savageism, and still wars will exist. So long -as mankind possess the dispositions which they now possess, and which -they ever have possessed, so long they will fight. To prevent wars, -then, the disposition must be changed; no remedy short of this, will be -effectual. In proportion as nations are rude and unskilled in the art of -war, will their military code be barbarous and unrelenting, their -battles sanguinary, and their whole system of warfare, destructive. War, -therefore, in such a case, becomes a far greater evil, than it does -under an improved and refined system, where battles are won more by -skill than by hard fighting, and the laws of war are proportionally -ameliorated. What rational man, what friend of mankind, would be willing -to exchange the present humane and refined system of warfare, for that -practiced by an Attila, a Jenghis Khan, a Tamerlane, or a Mahomet, when -hundreds of thousands fell in a single engagement, and when conquest and -extermination were synonymous terms. On the principles of humanity, -then, it appears to me that, so long as wars do exist, the military art -should be improved and refined as much as possible; for, in proportion -as this is done, battles will be less sanguinary and destructive, the -whole system more humane, and war itself a far less evil. But -independent of any connection with the profession of arms, or of any of -the foregoing considerations, I consider a scientific knowledge of -the military art, as constituting a very important part of the education -of every individual engaged in the pursuit of useful knowledge, and this -for many reasons; viz.:—</p> - -<p><i>First.</i> It is of great use in the reading of history, both -ancient and modern.</p> - -<p>A large portion of history is made up of accounts of military -operations, descriptions of battles, sieges, &c. How, I would -ask, is the reader to understand this part, if he be ignorant of the -organization of armies, of the various systems of military tactics, of -the science of fortification, and of the attack and defense of fortified -places, both in ancient and modern times? Without such knowledge it is -evident he derives, comparatively but little information from a large -portion of what he reads.</p> - -<p><i>Second.</i> It is of great importance in the writing of history. -I presume it will not be denied, that in order to write well on any -subject, it must be understood. -<span class="pagenum"> -<a name="page842" id="page842">842</a></span> -How, then, can the historian give a correct and intelligible account of -a campaign, battle, or siege, who is not only unacquainted with the -principles on which military operations are conducted, but is also -ignorant of the technical language necessary for communicating his ideas -intelligibly on the subject? This is the principal reason why, as it -appears to me, the ancient historians were so much superior to the -modern. Many of their best historical writers were military men. Some of -them accomplished commanders. The account of military operations by such -writers as Xenophon, Thucydides, Polybius and Cæsar, are perfectly clear -and intelligible, whereas when attempted by the great body of modern -historians, the most we can learn is, that a fortress was besieged and -taken, or that a battle was fought and a victory won, but are left in -entire ignorance of the principles on which the operations were -conducted, or of the reasons why the results were as they were.</p> - -<p><i>Third.</i> It is essentially necessary for the legislator.</p> - -<p>The military defense of our country is doubtless one of the most -important trusts which is vested by the constitution in the general -government, and it is a well known fact, that more money is drawn from -the people and disbursed in the military, than in any other department -of the government. Now as all must be done under the sanction of the -law, I would beg leave to inquire, whether it be not of the -greatest importance, that those who are to make such laws should be in -every respect well prepared to legislate understandingly on the subject? -That there has been, and still is, a want of information on this subject -amongst the great body of the members of Congress, I think will be -perfectly evident to any one who is competent, and will take the trouble -to examine our military legislation since the conclusion of the -Revolutionary war. I feel little hesitation in asserting, that from -want of this information, more than from any other cause, as much money -has been uselessly expended in our military department alone, as would -cancel a large portion of the national debt.</p> - -<p><i>Fourth.</i> It is of great use to the traveler.</p> - -<p>Suppose a young man, with the best education he can obtain at any of -our colleges or universities, were to visit Europe, where the military -constitutes the first class of the community, and where the -fortifications constitute the most important appendages to nearly all -the principal cities, how much does he observe, which he does not -understand? If he attempt a description of the cities, he finds himself -embarrassed for want of a knowledge of fortification. If he attempt an -investigation of the principles and organization of their institutions, -or of their governments, he finds the military so interwoven with them -all, that they can not be thoroughly understood without it. In fine, he -will return with far less information, than with the aid of a military -education he might have derived. As it respects the military exercises, -I would observe, that were they of no other use than in preserving -the health of students, and confirming in them a good figure and -manliness of deportment, I should consider these were ample reasons -for introducing them into our seminaries generally; they are better -calculated than any others for counteracting the natural habits of -students, and can always be attended to, at such times as would -otherwise be spent in idleness or useless amusements. Having expressed -my views thus fully on this subject, I will next proceed to state -more specifically the other branches which I would propose to introduce -into a complete course of education: and—</p> - -<p>1. The course of classical and scientific instruction should be as -extensive and perfect as at our most approved institutions. The students -should be earnestly enjoined and required to derive as much of useful -information from the most approved authors, as their time and -circumstances would permit.</p> - -<p>2. A due portion of time should be devoted to practical geometrical -and other scientific operations in the field. The pupils should -frequently be taken on pedestrian excursions into the country; be -habituated to endure fatigue, to climb mountains, and to determine their -altitudes by means of the barometer as well as by trigonometry. Those -excursions, while they would learn them to walk, (which I estimate an -important part of education,) and render them vigorous and healthy, -would also prepare them for becoming men of practical science generally, -and would further confer on them a correct <i>coup d’œil</i> so -essentially -<span class="pagenum"> -<a name="page843" id="page843">843</a></span> -necessary for military and civil engineers, for surveyors, for -travelers, &c., and which can never be acquired otherwise than by -practice.</p> - -<p>3. Another portion of their time should be devoted to practical -agricultural pursuits, gardening, &c.</p> - -<p>In a country like ours, which is emphatically agricultural, -I presume it will not be doubted, that a practical scientific -knowledge of agriculture would constitute an important appendage to the -education of every American citizen. Indeed the most certain mode of -improving the agriculture of the country will be to make it a branch of -elementary education. By these means, it will not only be improved, but -also a knowledge of their improvements generally disseminated amongst -the great mass of the people.</p> - -<p>4. A further portion of time should be devoted to attending familiar -explanatory lectures on the various branches of military science, on the -principles and practice of agriculture, commerce and manufactures, on -political economy, on the constitution of the United States, and those -of the individual states, in which should be pointed out particularly -the powers and duties of the general <ins class="correction" title="hyphen in ‘govern/ment’ missing at line break">government,</ins> and -the existing relations between that and the state governments, on the -science of government generally. In fine, on all those branches of -knowledge which are necessary to enable them to discharge, in the best -possible manner, the duties they owe to themselves, to their fellow men, -and to their country.</p> - -<p>5. To the institution should be attached a range of mechanics’ shops, -where those who possess an aptitude and inclination might occasionally -employ a leisure hour in learning the use of tools and acquiring a -knowledge of some useful mechanic art.</p> - -<p>The division of time, each day, I would make as follows, -viz.:—</p> - -<p>Eight hours to be devoted to study and recitation; eight hours -allowed for sleep. Three hours for the regular meals, and such other -necessary personal duties as the student may require. Two hours for the -military and other exercises, fencing, &c. The remaining three hours -to be devoted, in due proportion, to practical agricultural and -scientific pursuits and duties, and in attending lectures on the various -subjects before mentioned.</p> - -<p>Some of the most prominent advantages of the foregoing plan would, in -my opinion, be the following; viz.:—</p> - -<p>1. The student would, in the time usually devoted to the acquirement -of elementary education, (say six years) acquire, at least, as much, and -I think I may venture to say more, of book knowledge, than he would -under the present system.</p> - -<p>2. In addition to this, he would go into the world an accomplished -soldier, a scientific and practical agriculturist, an expert -mechanician, an intelligent merchant, a political economist, legislator -and statesman. In fine, he could hardly be placed in any situation, the -duties of which he would not be prepared to discharge with honor to -himself and advantage to his fellow-citizens and his country.</p> - -<p>3. In addition to the foregoing, he would grow up with habits of -industry, economy and morality, and, what is of little less importance, -a firm and vigorous constitution; with a head to conceive and an arm to -execute—he would emphatically possess a sound mind in a sound -body.</p> -</div> - -<p>After much correspondence Capt. Partridge decided to carry out his -principles of education in an institution organized on his own plan and -conducted by himself, with such assistance as he could command, in his -native village of Norwich, Vermont. Here he opened, on the 4th of -September, 1820, the American Literary, Scientific and Military Academy, -on which the pupils or their parents had their choice of studies, out of -a course as extensive as that of any academy and college in New England -combined—in which -<span class="pagenum"> -<a name="page844" id="page844">844</a></span> -military training formed a prominent feature, and the mathematics, -especially as applied to surveying and engineering, received special -attention. During the four years and half of its continuance in Norwich -the Academy was attended by 480 pupils, representing twenty-one out of -the twenty-four states, and of these, and especially of such as -continued on an average two years at the institution, a large proportion -became distinguished in military, public, and business life—as -large it is believed as the records of any other institution for the -same period of time can show. Its success demonstrated beyond cavil, -that military exercises and duties are not inconsistent with ardent -devotion, and the highest attainments in literary and scientific -studies.</p> - -<p>In 1824, the citizens of Middletown, Connecticut, made a liberal -subscription to secure the location there, of a college about to be -established in that State, under Episcopal auspices. Failing in that -object, by the location of the institution at Hartford, where it now -exists under the name of Trinity College, they invited Capt. Partridge -to remove his Academy to their city, and offered to erect and place at -his disposal suitable buildings for his accommodation. This invitation -and offer were accepted, and on the 1st of April, 1825, he closed his -institution at Norwich, and on the 1st of September following, opened -his new course of instruction at Middletown, with an attendance of two -hundred and ninety-seven pupils in the first year. During the three -years—up to September 1828, the American Literary, Scientific, and -Military Academy at Middletown remained under his superintendence, there -were nearly twelve hundred pupils representing every State and Territory -of the United States, the British Provinces, Mexico, several of the -South American States, and the West Indies. This attendance shows -conclusively, that the military and scientific element, together with an -optional course of study, and a term of residence limited by the ability -of the pupil to complete the course, met a want not provided for in -existing colleges. Of those who completed the full course of study begun -at Norwich, as large a proportion, as the corresponding graduates of any -American college, attained a high degree of usefulness and eminence in -widely diversified fields of labor. Among its graduates are to be found -the founders or professors of several State Military Institutes, many -officers of the highest rank in the military service of the United -States, several eminent civil engineers, superintendents, of railroads, -members of Congress, lawyers, and men of practical efficiency and -success in every line of business.</p> - -<p>One of the characteristic features of Captain Partridge’s system -<span class="pagenum"> -<a name="page845" id="page845">845</a></span> -of instruction and discipline at Middletown, was the military marches -and pedestrian excursions for scientific and recreating purposes -conducted under his personal command, or in his company. Several of -these excursions occupied three or four weeks, extending in one instance -to Washington. The military marches amounted in the aggregate to over -two thousand miles, and these and the various <ins class="correction" -title="text has ‘pedesterain’">pedestrian</ins> excursions, included -visits to nearly all points of military and historical interest in New -England and New York. The immediate and controlling reasons which -induced Capt. Partridge to leave Middletown, are not known to the writer -of this memoir. He has however, understood it was owing partly to a -desire for temporary relief from the cares and confinement of immediate -superintendence, that he might start a similar institution in the -neighborhood of New York, and partly from disgust at the refusal of the -Legislature of Connecticut in 1828, to grant to the institution at -Middletown, the usual privileges and powers of a college.</p> - -<p>In 1833,1834, 1837, and 1839, Capt. Partridge was elected -representative from the town of Norwich, to the Legislature of Vermont, -and in that capacity labored to give efficiency to the military system -of the State. In 1834, he secured for certain petitioners a charter for -the Norwich University, in which the Trustees are required “to provide -for a constant course of instruction in military science and civil -engineering,” and are “prohibited from establishing any regulations of a -sectarian character, either in religion or politics.” Of this -corporation, consisting of twenty-five trustees, Capt. Partridge was a -member, and in organizing the institution in 1825, he was elected -president of the Faculty. He continued to instruct in his own department -of military science and engineering, and administered the affairs of the -university till 1844, when owing to some difficulties arising out of the -use of the building, arms, and accourtrements, which were his private -property, he resigned.</p> - -<p>In 1838, he was influential in calling together a convention of -military officers and persons interested in giving greater efficiency to -the organization of the militia of the several states, to meet for -consultation. This convention met at Norwich on the 4th of July; and -continued to meet annually for many years, to discuss plans for the -organization and discipline of the militia, for the dissemination of a -knowledge of military science, for the defense of the coast, &c. -Many reports of this body were drawn up by him, and the proceedings were -forwarded to, and printed by order of the Congress of the United -States.</p> - -<p>In 1839, on the request of many influential citizens, he visited -<span class="pagenum"> -<a name="page846" id="page846">846</a></span> -Portsmouth, Virginia, to establish a Military School, which he did, and -which was soon after recognized by the Legislature of the State as the -Virginia Literary, Scientific, and Military Institute, and aided by an -appropriation out of the Literary Fund. This Institute, with an -Institute of a similar character at Lexington, in the western part of -the State, has been greatly instrumental in diffusing widely in Virginia -a knowledge and taste for military affairs. The success of this -institution, and the personal influence of many of his own scholars at -Norwich and Middletown, led to the establishment of similar schools in -other southern states.</p> - -<p>In May, 1842, Capt. Partridge accepted the position of Camp -Instructor for a large body of officers and men of the Pennsylvania -volunteer militia in encampment at Reading, Berks County. Each evening -he delivered a lecture to officers assembled in the General’s marquee, -and during the day exercised the troops in the manual of arms, and in -company, regimental, and brigade movements in the field. On this, and -many similar occasions, he demonstrated the correctness and -practicability of his theory of national defense, so far as testing the -qualifications of officers for command, and giving accuracy, rapidity, -and steadiness of exercise and movements to troops, by assembling -officers and men of the State Militia, once or twice in the year, in -convenient numbers and places, under instructors properly qualified for -the work. A few instructors, themselves trained in the best -military institutions, and familiar with every improvement in military -organization, equipment, and movement, and especially when clothed with -the reputation of success in actual service, would soon bring the entire -militia of the states into a uniform system, and give respectability and -efficiency to this department of the public service. This result would -be more speedily realized if a number of educational institutions -similar to those which he had organized under many disadvantages and -against many prejudices, could call out and cultivate military taste and -accomplishments among a portion of the young men of each state.</p> - -<p>In 1853, he opened at Brandywine Springs, near Wilmington, in the -State of Delaware, another institution in which he fondly hoped his -ideal of a National school of education would be realized—an -institution in which physical training in connection with military -exercises and movements, should accompany the acquisition of practical -knowledge of the great principles of science that underlie all the arts -of peace and war, and resorted to by students from every state of the -American Union. His plan as developed in conversation with those -directly interested, embraced his old ideas of scientific, -<span class="pagenum"> -<a name="page847" id="page847">847</a></span> -and literary studies with systematic pedestrian excursions,<a class="tag" name="tag10_21" id="tag10_21" href="#note10_21">21</a> and -marches in vacations to the great objects of natural, economical, and -historical interest in different parts of the country. In this latter -particular, he unconsciously applied the suggestion of Milton in his -letter to Samuel Hartlib, that “the students of his Academy should go -out in companies with prudent and staid guides to all quarters of the -land, learning and observing all places of strength, and all commodities -(facilities) of building and of soil, for towns and tillage, harbors and -ports of trade,—even sometimes taking sea as far as to our navy to -learn there also, what they can in the practical knowledge of sailing -and sea-fight.” Arrangements were made for a class of ten or twelve of -the most advanced and matured cadets to accompany him to Europe to study -the strategy of the great battles of the world, and the armies, -armories, and resources of the great nations of Europe—thus again -realizing Milton’s plan of gratifying “the desire of the more hopeful -youth” “to see other countries at three or four and twenty years of age, -not to learn principles, but to enlarge experience and make wise -observation.” But these hopes were darkened for a time by a great -disaster, and soon extinguished in the sudden death of the great -projector. In the autumn of 1853, the buildings at Brandywine Springs, -were consumed by fire, and although arrangements were at once made to -secure suitable accommodations at Bristol, Pennsylvania, and upwards of -one hundred pupils enrolled their names to attend for a year at that -place, still the great motive power of the enterprise was stricken -down.</p> - -<p>At the close of the year, 1853, Capt. Partridge returned to Norwich, -where his family still resided, in apparently good health and the best -spirits. A few days after he reached home, he was attacked by sharp -and excruciating pains in his back, which were soon subdued by anodynes, -but from the prostration and the cause, which proved on a post-mortem -examination to be an aneurism near the base of the spine, and which had -been exhausting his vitality for years—he never rallied, and on -the 17th of January, 1854, he breathed his last—widely and deeply -mourned by troops of friends, who loved and admired him as their -teacher, or looked up to him as the best expounder of principles of -military science and education, and of national defense.</p> - -<span class="pagenum"> -<a name="page848" id="page848">848</a></span> -<p>Although living most of his life in the discharge of educational and -public duties, under circumstances inconsistent with “a local -habitation,” he had strong domestic tastes and attachments, and was a -genial companion in his own room and home. In 1837, he married Miss -Swazey, the daughter of a merchant in Claremont, New Hampshire, and to -this happy union were born two children. The oldest boy, George, was -educated by the father on his own system, and had displayed vigorous -health, and strong partialities and attainments in mathematical studies -and their applications; but he survived his father only a few -months—“long desolate months they were to the widow and children -”—and the tenement of that bright intellect was laid by the side -of that of his hardy and indefatigable father in the little village -burying-ground. The other son Henry, as he grew up, showed a partiality -for the profession of law, and was pursuing his studies in Warren, -Penn., when the call of the President of the United States for -volunteers, summoned him to the defense of the flag of the country. He -enlisted for the war, and was promoted to a captaincy in a Pennsylvania -regiment, which was attached to the army of the Potomac, whose varying -fortunes he shared till, greatly weakened by exposure and disease, he -was honorably discharged from the service. His superior officer in -writing to his mother, says: “He is in every respect a model officer. -How could he be otherwise? He has it all by right of inheritance, and I -fully appreciate that you have made a very great contribution to the -government and the country in sending him forth to fight the battles -which have been forced upon us.”</p> - - -<span class="pagenum"> -<a name="page849" id="page849">849</a></span> -<h4 class="three"><a name="objections" id="objections" href="#partridge">POPULAR OBJECTIONS TO A NATIONAL MILITARY SCHOOL.</a></h4> - -<p class="smallhead">NOTE.</p> - -<p><span class="firstword">As</span> an Appendix to our Memoir of -Capt. Alden Partridge, we republish the following Memorial by him to the -Congress of the United States, not because we approve the objects or the -arguments of either document, but as part of the educational history of -the country.</p> - -<div class="in-one"> -<p class="smallhead"><a name="partridge_memorial" id="partridge_memorial" href="#partridge">MEMORIAL OF ALDEN -PARTRIDGE,</a></p> - -<p class="hanging"><i>Relating to the Military Academy at West Point, -and praying that young men educated at other military schools may have -an equal chance for admission to the army as those young men have who -are educated at West Point. January 21, 1841. Referred to the Committee -on Military Affairs.</i></p> - -<p class="hanging"><i>To the Honorable Congress of the United -States:</i>—The memorial of Alden Partridge, President of the -Norwich University, at Norwich, State of Vermont, respectfully -showeth:</p> - -<p>That your memorialist holds it to be a cardinal principle of our -republican institutions, that stations of honor, trust, and emolument -should be equally open to all our citizens, to which all have an equal -right to aspire, and from which none can constitutionally be excluded by -any law, rule, or regulation whatever. Your memorialist has, however, -witnessed, with deep regret, a direct violation of this vital principle -of our constitution, by the rules and regulations adopted for the -organization and government of the Military Academy at West Point. The -cadets of that institution, all of whom are educated at the -<i>public</i> expense, have, for many years, <i>monopolized</i> nearly, -if not quite, all of the stations of honor, trust, and emolument, above -that of a non-commissioned officer, in the military establishment of the -United States, to the utter exclusion of those who are equally well -qualified, equally meritorious, and who are educated at their <i>own</i> -expense. But, in order to place this subject more clearly before your -honorable body, your memorialist would call your attention to the law of -the 29th of April, 1812, entitled, “An act making further provision for -the corps of engineers.” By the provisions of this act, no candidate can -be admitted into the Military Academy who is under fourteen, or over -twenty-one, years of age. The effect of this provision is to exclude -every young man in the United States who is above twenty-one years of -age from the appointment of cadet, while the rules of the War department -require that none except those educated at this academy can be -commissioned in the army of the United States. The effect, then, of the -law and regulation is to utterly exclude all the youth of our country, -except such select few as the President may think proper to place in -this “public charity school,” from the military service of their -country, who are above twenty-one years of age, unless they will enter -in the humble capacity of <i>privates</i> or <i>non-commissioned -officers</i>. And can such a system be in accordance with the principles -of our constitution? Your memorialist believes not. On -<span class="pagenum"> -<a name="page850" id="page850">850</a></span> -the contrary, he feels confident in the assertion that it is a most -flagrant and palpable violation of them. The direct and certain effect -of this institution is to extend <i>Executive patronage</i>; for the -President has the entire selection of the <i>chosen two hundred</i> and -<i>fifty</i> who are to be placed in the institution, and also to -establish an <i>aristocracy</i> of the most dangerous kind, viz.: a -<i>military</i> aristocracy in the United States. What, your memorialist -would ask, is an aristocracy? Is it not where any particular class in a -State claims and exercises privileges of which the great body of the -people are deprived? And do not the cadets at West Point enjoy such -privileges? and if so, do they not constitute an aristocracy? Your -memorialist believes that neither the fact nor the inference can be -controverted. But your memorialist will go further, and aver that the -regulations at West Point have not only constituted an aristocracy in -the United States, but that this aristocracy has already become, in a -great degree, <i>hereditary</i>. How many individuals, your memoralist -would ask, who have held offices of honor, trust, or emolument, under -the Government, for the last twenty-five years, have had their sons, -brothers, nephews, or other relatives, educated at the public expense at -West Point, to the entire exclusion of those who (to say the -least,) were equally meritorious, and equally capable of rendering -service to the republic? And how many of those thus educated have ever -rendered any service whatever? A reference to the rolls of the -institution will answer these inquiries. Your memorialist has -<i>personal</i> knowledge of many instances. Your memorialist is well -aware that it has been attempted, by the friends of this monstrous -invasion of the rights of the people, to cast around it the mantle of -Mr. Jefferson. Your memorialist is ready to grant that the institution -was established during the early part of the first term of Mr. -Jefferson’s administration; but denies that any inference can be drawn -from that circumstance to sustain the present system. The institution -<i>then</i> consisted only of the corps of engineers, which was limited -to sixteen officers and four cadets, without any of those exclusive -privileges which have since been conferred upon it. On the 29th of -April, 1812, (just previous to the declaration of war,) a law was, -however, passed, entitled “An act making further provision for the corps -of engineers;” by the provisions of which, the whole number of cadets, -whether of infantry, artillery, or riflemen, was not to exceed two -hundred and fifty; and the President to appoint a limited number of -cadets, and conferring on him a <i>discretionary</i> power to attach -them to the Military Academy, was evidently induced by the certainty of -immediate war with Great Britain, and had a direct reference to a -<i>war</i> establishment. Your memorialist would respectfully call the -attention of your honorable body particularly to the provisions of the -law of 1812 just referred to; and, if he does not much mistake, it will -satisfactorily appear that the President is not <i>required</i>, but -simply authorized, to appoint a single cadet; and that it is left -entirely discretionary with him, after they are appointed, to attach -them to the Military Academy, or to attach them to their respective -companies, agreeably to the provisions of other laws then in existence. -And here your memorialist would observe that, in the -<i>peace</i>-establishment of the army previous to the late war, two -cadets were allowed to each company of artillery, light infantry, and -infantry, amounting, in the total, to a <i>larger</i> number than was -authorized by the law of 1812. But neither President Jefferson, nor -President Madison considered that the law required of them to fill those -vacancies so long as they considered their services were not required; -and they consequently -<span class="pagenum"> -<a name="page851" id="page851">851</a></span> -did not fill them. The largest number of cadets ever in service at the -same time, previous to the late war, did not exceed forty, and seldom -exceeded twenty-five. Do the necessities of the country require that any -larger number should be retained in service now, than were deemed -necessary by Presidents Jefferson and Madison during a time of peace? -Your memorialist believes not. But it is urged, in favor of this -academy, that it presents a most favorable opportunity for the education -of meritorious young men who are poor, and, consequently, unable to -educate themselves. Your memorialist, however, has yet to learn by what -<i>constitutional</i> authority Congress is empowered to appropriate any -portion of the public revenue for the support of a <i>national charity -school</i> for the education of the poor. Besides, if this power did -exist, (which your memorialist presumes no reasonable person will -contend does,) <i>all</i> the poor in the United States have an equal -right to the benefits to be derived from its exercise, and that, -consequently, the institution at West Point is on quite too limited a -plan for the accomplishment of the contemplated object. Either, then, -the institution should be very much enlarged, or several others -established in different parts of the United States, which would be far -more convenient for the great body of the poor. If, however, the rolls -of this institution for the last twenty years be examined, it will be -found that many more of the <i>rich</i> and <i>influential</i> have been -educated there, than of the <i>poor</i>. Poverty, however meritorious -the subject of it may be, is but a sorry recommendation for admission to -this aristocratic establishment.</p> - -<p>But it is further urged, that this institution is <i>necessary</i> -for the education of the officers of the army; and that, were it -abolished, the candidates for commissions would not be properly -qualified for the discharge of their duties as officers. Before your -memorialist proceeds to <ins class="correction" -title="text has ‘exaime’">examine</ins> the truth of this position, he would inquire, at -what institution, and at whose expense, Generals Washington, Greene, -Knox, Putnam, Lincoln, Sullivan, Morgan, Wayne, Sumter, Pickens, Marion, -and all the other officers of the revolutionary army, by whose valor, -skill, and patriotic exertions, these United States now constitute a -free and independent nation, received their education? The answer is -ready: at the ordinary institutions of the country, and at their -<i>own</i> expense; just as every <i>American citizen</i> should be -educated. And have the <i>proteges</i> of the West Point Academy, on -whose education so many millions of dollars of the peoples’ money have -been expended within the last twenty years, exhibited more skill, more -valor, or more patriotism, than did the officers of the revolutionary -army? Let the events of the Florida war, as compared with those of the -Revolution, answer the question. The truth is, (and it can not be much -longer concealed from the view of the people, by the reports of -<i>boards of visitors</i>,) that the whole system of education at West -Point is well calculated to form <i>military pedants</i> and <i>military -dandies</i>, but will never form <i>efficient soldiers</i>. Much more -important to them is their attention to the <i>cut</i> of the -<i>coat</i>, the placing of a <i>button</i>, and the <i>snowy whiteness -of gloves and pantaloons</i>, than to those <i>physical</i> and <i>moral -qualities</i> which are absolutely necessary to the correct and -efficient discharge of the active duties of the field.</p> - -<p>But your memorialist denies the truth of the position, that the West -Point Academy is necessary for the education of young men for the army. -There are other institutions where military science and instruction -constitute a branch of education for the pupils. Of these institutions, -however, your memorialist will -<span class="pagenum"> -<a name="page852" id="page852">852</a></span> -particularize but one—and that is the Norwich University, at -Norwich, Vermont, over which he has the honor to preside. This -institution was incorporated by the Legislature of Vermont, in November, -1834, with full power to confer diplomas, &c. By the act of -incorporation, military science is made a part of the education of all -the pupils. They are consequently correctly and thoroughly instructed in -the theoretical part of military science, and also in the -<i>practical</i> duties of the soldier, and every one who graduates at -this institution is well qualified to discharge the duties of a company -officer (and even, if necessary, to command a battalion) in any corps of -the army. In order further to prepare them to discharge the more hardy -and active duties of the soldier, they occasionally perform military -marches. In the month of July, 1840, they performed a march, under the -personal command of your memorialist, to the celebrated <i>military -post</i> of Ticonderoga, carrying their arms, accoutrements, knapsacks, -&c.; the whole length of which was one hundred and sixty-five miles. -Of this distance, one hundred and forty miles was on foot, and -twenty-five miles by steamboat. The march on foot was performed in a -little more than five days, crossing the Green Mountain range twice, and -the ground, with the heavens for covering, constituted their only -resting-place at night. The weather, during the whole march, was hot; -and they were enveloped in a cloud of dust, occasioned by the severe -drought, nearly the whole distance. They all returned in excellent -health and spirits. The youngest member of the corps was thirteen years -of age. The other branches of literature and science are attended to as -extensively, and the latter much more practically, than at any other -institution in the United States; and the students are consequently -equally well qualified to discharge their duties in the <i>cabinet</i> -and in the <i>field</i>. But notwithstanding the members of this -institution are, to say the least, as well qualified for commissions of -any grade, and in any corps of the army, as those of any other -institution in the country, and have also obtained the necessary -qualifications at their own expense, they are virtually excluded -therefrom by the <i>arbitrary</i> and <i>monopolizing</i> regulations -(established without the least sanction of law,) of the Military Academy -at West Point. In the month of September, 1840, a member of the Norwich -University, the son of a highly respectable gentleman in the city of New -York, well recommended, applied to the Secretary of War for a commission -in the army, but was informed that there were <i>no vacancies</i>, and -that the cadets from West Point were <i>more than sufficient to fill all -the vacancies</i>. On the 21st of December, 1840, your memorialist wrote -to the Secretary of War, recommending three young gentlemen, members of -the Norwich University, for commissions in the army of the United -States; and received an answer, dated War Department, December 29, 1840, -from which the following is an extract: “I acknowledge the receipt -of your letter of the 21st instant, recommending Messrs. Morris, -Stevens, and Dorne, for appointments in the army; and I have here to -inform you, in reply, that there being no vacancies at present, the -application will be filed for consideration, when any occur, <i>to which -they can be appointed</i>.” Now your memorialist feels confident that -the records of the War Department will show that a large number of -cadets at West Point are commissioned every year; and he presumes that -such will continue to be the case, unless a radical change is effected. -But when young gentlemen of equal respectability and attainments, who -have not been of the <i>favored few</i> whom <i>Executive favor</i> has -admitted into this nursery of aristocracy, to be educated -<span class="pagenum"> -<a name="page853" id="page853">853</a></span> -at the expense of the honest working men of the country, become -applicants, their claims are entirely set aside. Against this -<i>unconstitutional</i>, <i>unequal</i>, and <i>monopolizing</i> -practice, your memorialist deems it his duty respectfully, but most -decidedly, to protest; and to ask of your honorable body the -establishment of some rule whereby the members of the Norwich -University, at least, (to whom, in many respects, he stands in the -relation of guardian,) may be restored to their <i>constitutional -rights</i>; that when they become applicants for stations of honor, -trust, or emolument, in the military service of their country, they -shall stand on terms of equality with the cadets at West Point.</p> - -<p>Your memorialist deems it proper here to remark, that in October, -1840, he addressed a communication to the President of the United -States, on this subject, requesting to be informed whether, in the -opinion of the President, he possessed the power to remedy the grievance -of which your memorialist complains; and, if so, whether such power -would be exercised for that purpose. To this communication no answer has -been received. Your memorialist, availing himself of the privileges -granted to every American citizen, by the first amendment of the -constitution of the United States, would beg leave to call the attention -of your honorable body to some subjects, which he considers grievances -of a high order, and respectfully but earnestly solicits that they may -be redressed, viz:</p> - -<p>1st. Your memorialist considers the Military Academy at West Point a -grievance. Under its present organization, it is unconstitutional, -calculated to foster a military aristocracy in the country; calculated -to depress the militia, (our only constitutional defense,) by engrossing -all the patronage of government; and is entirely unnecessary, as -military science can be attained at other institutions, from which the -necessary officers for the army can be supplied without any tax on the -people. Your memorialist, therefore, asks that this institution may be -abolished, and that the money that is annually appropriated for its -support may be applied to aid in disciplining the militia, and -disseminating military information amongst the people, who are its -constitutional and safe depositories.</p> - -<p>2nd. Your memorialist considers the Board of Visitors that annually -assemble at West Point a grievance. This board never had any -<i>existence whatever in law</i>, but was established by Executive -usurpation; yet, to pay the expense of this illegal board, your -memorialist believes that more than fifty thousand dollars has been -drawn from the public treasury. Your memorialist earnestly solicits that -this appropriation, the making of which is a direct sanction to -Executive <i>usurpation</i>, should be discontinued.</p> - -<p>3rd. Your memorialist considers the removal of the head-quarters of -the corps of engineers from West Point to Washington a grievance, -because it is a direct violation of the law of the 16th of March, 1802, -establishing that corps. That law requires the commandant of engineers -to reside at West Point, unless ordered, by the President of the United -States, on duty at some other place in the line of his profession; and, -when, at West Point, the law makes him superintendent of the Military -Academy; and when he is absent, the next in rank (who is then present,) -is made the <i>legal</i> superintendent. The appointment, therefore, of -any particular officer as permanent superintendent, is evidently -illegal, as the law has clearly specified who the superintendent shall -be.</p> - -<p>All of which is respectfully submitted,</p> - -<p class="rightside"><span class="smallcaps">A. -Partridge</span>,<br> -<i>President of Norwich University</i>.</p> - -<p class="smallcaps">January, 13, 1841.</p> -</div> - - -<span class="pagenum"> -<a name="page854" id="page854">854</a></span> -<p class="smallhead">REMARKS BY THE EDITOR.</p> - -<p>We publish the foregoing Memorial of Capt. Partridge, asking Congress -to redress “the grievance” of the Military Academy, not because we have -the slightest sympathy with the object or main arguments of the -memorialist, but as specimens of the opinions held and propagated by a -graduate, professor, and superintendent of the Academy, who did more -than any other individual to introduce military instruction and -exercises in schools not national or professionally military. We can -not, however, put it forth without accompanying it with a few brief -remarks.</p> - -<p>To Capt. Partridge, more than to any one man, and to his pupils, and -personal friends, as we believe, is due the popular objections which -prevail respecting the United States Military Academy, except so far as -the objections spring from the abuse of the mode of <ins class="correction" title="text has ‘apppointing’">appointing</ins> Cadets. -For nearly twenty years Capt. Partridge was never known to express any -doubt of the constitutionality or usefulness of this institution. His -objections first took shape and utterance when he was superceded in the -superintendence by Colonel Sylvanus Thayer. Of the circumstances and -results of his removal, and of the appointment of Col. Thayer, and the -subsequent reorganization of the Academy, something has already been -said in the History of West Point, in this volume, (p. 17-48,) and -more will be said when we come to speak of the labors of Col. -Thayer.</p> - -<p>So far as these objections are directed to the constitutionality of -the laws for establishing the Cadet Corps, as distinct from any other -Corps of the army, or against training officers collected together and -organized as a school, we think them preëminently frivolous. If any -friend of the Academy would assure his doubtful faith in its -constitutionality, let him read Capt. Partridge’s Memorial, asking the -same Congress to establish a system of National Education, which he -petitions to redress the grievance of a special school, that every -civilized government holds to be indispensable to the right organization -of its armies.</p> - -<p>So far as these objections are aimed at the mode of appointment and -promotion,—confining both to the patronage of one man in the -country, or one man in a Congressional District, acting in either case -without personal examination of the party to be admitted or promoted, -and excluding others, it may be, better qualified,—we hold them to -be valid. A more disgraceful record of failures, where an -opportunity of selecting the most meritorious candidates existed, can -not be shown.</p> - -<p>While we believe that candidates are too often recommended and -nominated to the appointing power, from family and party considerations, -we have seen no reason to believe that the social condition or -occupation of parents has influenced the appointments. On the other -hand, the records of the Academy, as made out in this particular by the -Cadets themselves, exhibit a fair representation from all classes and -occupations of society.</p> - -<p>According to an official Statement, prepared by Capt. Boynton, and -published in his History of the Academy, of <ins class="correction" -title="page damaged: number computed from table on page -799">5206</ins> cadets admitted from 1842 to 1863 inclusive, the fathers -of 1,300 were farmers or planters; of 681, were lawyers; of 672, were -merchants; of 377, were mechanics; of 69, were physicians; of 256, were -in the civil service; of 116, were clergymen; of 467, were in the army -or navy; of 572, were editors, masters of vessels, &c. Of the whole -number, 1,136 were orphans, 1,585 were in moderate, 534 in reduced, 62 -in indigent, and 324 in independent circumstances. We shall publish the -Statement in our next Number.</p> - -<span class="pagenum"> -<a name="page855" id="page855">855</a></span> -<p>The views presented in the memorial of Capt. Partridge in 1841, have -found advocates in and out of Congress before and since. They were -anticipated by the Secretary of War (John C. Calhoun), under whose -energetic administration of the Department in 1816, the Academy first -assumed the organization of an efficient military school—a place -of thorough scientific instruction in the knowledge not simply of -military drill, but of the duties of an accomplished artillerist and -military engineer; and they have been deepened by the radically vicious -system of appointment to cadetship, in which personal and political -considerations have in too many instances outweighed the merits of young -men, whose natural aptitude and generous ambition would have found here -the special field for their largest development and usefulness. These -views found expression in the elaborate speech of Franklin Pierce, then -a member of the House from New Hampshire, in the discussion of an -amendment to the <ins class="correction" -title="text has ‘apppropriation’">appropriation</ins> bill in 1836 (June 30), who -“felt bound to oppose the bill in every stage of its -progress”—mainly on the ground that “the institution conferred -exclusive and gratuitous privileges.”</p> - -<div class="in-one"> -<p>It is <i>gratuitous</i>, because those who are so fortunate as to -obtain admission there, receive their education without any obligation, -except such as a sense of honor may impose, to return, either by service -or otherwise, the slightest equivalent. It is exclusive, inasmuch as -only one youth out of a population of more than 47,000 can participate -in its advantages at the same time; and those who are successful, are -admitted at an age when their characters cannot have become developed, -and with very little knowledge of their adaptation, mental or physical, -for military life. The system disregards one of those great principles -which, carried into practice, contributed perhaps, more than any other, -to render the arms of Napoleon invincible for so many years. Who does -not perceive that it destroys the very life and spring of military ardor -and enthusiasm, by utterly foreclosing all hope of promotion to her -soldier and non-commissioned officer? However meritorious may be his -services, however pre-eminent may become his qualifications for command, -all are unavailing. The portcullis is dropped between him and -preferment, the wisdom of your laws having provided another criterion -than that of admitted courage and conduct, by which to determine who are -worthy of command. They have made an Academy, where a certain number of -young gentlemen are educated annually at the public expense, and to -which there is, in consequence, a general rush, not so much from -sentiments of patriotism, and a taste for military life, as from motives -less worthy—the avenue, and the only avenue, to rank in your -army.</p> - -<p>I deny utterly the expediency and the right to educate at the public -expense, any number of young men who, on the completion of their -education, are not to form a portion of your military force, but to -return to the walks of private life. Such was never the operation of the -Military Academy until after the law of 1812; and the doctrine, so far -as I have been able to ascertain, was first formally announced by a -distinguished individual, at this time sufficiently jealous of the -exercise of executive patronage, and greatly alarmed by what he -conceives to be the tendencies of this Government to centralism and -consolidation. It may be found in the report of the Secretary of War, -communicated to Congress in 1819.</p> -</div> - -<p>Mr. Pierce, afterwards President Pierce, quotes with approbation the -suggestion of Col. Williams in a report to Mr. Jefferson in -1808—that -<span class="pagenum"> -<a name="page856" id="page856">856</a></span> -the plan should be large enough to take not only minor officers, “but -also any youth from any of the States who might wish for such an -education whether designed for the Army or Navy, or neither, and let -them be assessed to the value of their education, which might form a -fund for extra or contingent expenses.”</p> - -<div class="in-one"> -<p>These are the true doctrines upon this subject; doctrines worthy of -the administration under which they were promulgated, and in accordance -with the views of statesmen in the earlier and purer days of the -Republic. Give to the officers of your army the highest advantages for -perfection in all the branches of military science, and let those -advantages be open to all in rotation, and under such terms and -regulations as shall be at once impartial toward the officers, and -advantageous to the service; but let all young gentlemen who have a -taste for military life, and desire to adopt arms as a profession, -prepare themselves for subordinate situations at their own expense, or -at the expense of their parents or guardians, in the same manner that -the youth of our country are qualified for the professions of civil -life.</p> - -<p>I am far from desiring to see this country destitute of a Military -Academy; but I would have it a school of practice, and instruction, for -officers actually in the service of the United States; not an -institution for educating, gratuitously, young gentlemen, who, on the -completion of their term, or after a few months’ leave of absence, -resign their commissions, and return to the pursuits of civil life.</p> - -<p>There has already been expended upon the institution more than three -millions, three hundred thousand dollars. Between 1815 and 1831, -thirteen hundred and eighteen students were admitted into the Academy; -and of all the cadets who were ever there, only two hundred and -sixty-five remained in the service at the end of 1830. Here are the -expenses you have incurred, and the products you have realized.</p> -</div> - -<p>When the War of Secession broke out, and graduates of the Academy -then in the army,—like many other Southern men, in the civil -service of the United States, imbued with the political doctrines and -sympathizing with the domestic institution, on which the War was -based—sided with the political leaders of their several states, -the opposition to the institution took another direction. The record of -the War silenced these objectors. According to Gen. Cullum’s -<i>Biographical Register of the Graduates of the Military Academy</i>, -out of 1,249 graduates living at the beginning of the Rebellion, 99 in -civil life and 184 from the army, joined in the war against the United -States. Three-fourths remained faithful. Of 821 graduates in the Army at -the time, 184 (about one-fifth) joined in the Rebellion. Of the 99 in -civil life all but one were residents in slave territory. Of 350 -graduates who were born in or appointed from slave States, 162 remained -loyal. Of the 292 loyal graduates in civil life, at the date of -secession, 115 re-entered the Army—all below the age of 45, except -those who were disabled for active duty, and most of these served in -civil capacities. One-fifth of all the graduates who served in the -battles of the Rebellion, one-fifth laid down their lives, and more than -one-half were wounded in defence of the flag.</p> - - -<span class="pagenum"> -<a name="page857" id="page857">857</a></span> -<h4 class="three"><a name="individual_norwich" id="individual_norwich" href="#individual">IV. AMERICAN LITERARY, -SCIENTIFIC, AND MILITARY ACADEMY.</a><br> -<span class="submini">AT NORWICH, VERMONT.</span></h4> - -<p><span class="smallcaps">The American Literary, Scientific, and -Military Academy</span>, at Norwich, Vermont, was opened on the 4th of -September, 1820, by Capt. Alden Partridge, and continued under his -personal superintendence and instruction, assisted by several -professors, until April 1st, 1825, when it was discontinued at Norwich, -and reopened at Middletown, Connecticut. The catalogue of the officers -and cadets published August, 1821, contains a prospectus from which we -make extracts to exhibit the aims of that school and of this particular -class of institutions at that date.</p> - - -<p class="smallhead">TERMS OF ADMISSION.</p> - -<div class="in-one"> -<p>The requisite qualifications for becoming members of the Institution -are the following, viz: That the candidate be of good moral character, -that he be able to read and spell correctly, to write a fair, legible -hand, and work the ground rules of arithmetic.</p> -</div> - -<p class="smallhead">COURSE OF INSTRUCTION.</p> - -<div class="in-one"> -<p>Young gentlemen destined for a college education, can be prepared at -this seminary for admission into any college or university in the -country, either as freshmen, or one or two years in advance, and in the -mean time will be enabled to acquire a good military and practical -scientific education. Young gentlemen also, destined for the navy, can -here be instructed in the scientific part of their profession, and at -the same time, obtain a correct knowledge of fortification, and of -military operations generally, on land, which it is believed they would -find highly useful in future life. Parents and guardians who are -desirous of placing their sons or wards at this seminary, are requested -to state whether they wish them to go through with the full course of -education; and if not, to specify, particularly, those branches to which -they desire them to attend, and also to mention their ages.</p> - -<p>The course of Latin, Greek, Hebrew, French, and English languages, -Arithmetic, the construction and use of Logarithms, Algebra, Geometry, -Plane and Spherical Trigonometry, Planometry, Stereometry, Mensuration -of heights and distances by Trigonometry, and also Geometrically, -practical Geometry generally, including particularly Surveying and -Leveling, Conic Sections, the use of the Barometer, with its application -to measuring the altitudes of mountains and other eminences, Mechanics, -Hydrostatics, Hydraulics, the elements of Chemistry and Electricity, -Optics, Astronomy, Navigation, Geography, including the use of Maps and -the Globes; Composition, Logic, History, Ethics, the elements of Natural -and Political Law, the Law of Nations, Military Law, the Constitution of -the United States, and of the states severally, Metaphysics; -Agriculture, Permanent and Field Fortification, Field Engineering -generally, the construction of Marine Batteries, Artillery duty, the -principles of Gunnery, a complete course of Military Tactics, the attack -and defense of fortified places, Castrametation, ancient Fortification, -the ancient modes of attacking and defending fortified places, the -ancient Tactics, particularly those of the Greeks and Romans, with a -description of the organization and discipline of the phalanx and -legion; Book-Keeping, Music, Fencing, Military Drawing, Topography, -Civil Engineering, including the construction of Roads, Canals, Locks, -and Bridges; Architecture.</p> - -<p>The Hebrew and French languages, Fencing and Music will not be -considered as comprised in the regular course of education, and -consequently those who attend to them will be charged separately.</p> -</div> - - -<span class="pagenum"> -<a name="page858" id="page858">858</a></span> -<p class="smallhead">MILITARY EXERCISE, AND DUTIES.</p> - -<div class="in-one"> -<p>The students will be regularly and correctly instructed in the -elementary school of the soldier, and also in those of the company and -battalion; they will likewise be taught the regular formation of -military parades, the turning off, mounting, and relieving guards and -sentinels; the duties of officers of the guard, officers of the day, and -adjutants; the making out correctly the different descriptions of -military reports; in fine, all the duties incident to the field or -garrison. The military exercises and duties will be so arranged as not -to occupy any of the time that would otherwise be devoted to study; they -will be attended to at those hours of the day which are generally passed -by students in idleness, or devoted to useless amusements, for which -they will be made a pleasing and healthful substitute. Practical -scientific operations will be frequently attended to, which will conduce -equally to health and improvement.</p> - -<p>The students will be required to sleep on matrasses, or straw-beds; -no feather-beds will be allowed in the establishment.</p> - -<p>For the purpose of giving to the students a military appearance, when -engaged on military duty, and also on a principle of economy, they are -required to wear a uniform dress, a description of which is hereunto -annexed. In prescribing a dress, it has been endeavored to combine as -far as possible, cheapness and a neat military appearance, with such a -form as, while it leaves the student the free and unrestrained use of -his limbs, will at the same time encumber him the least possible. The -discipline will be strict, but correct; and particular attention will be -given to the full development and due cultivation of all those liberal, -manly, noble and independent sentiments which ought to characterize -every American, whether citizen or soldier. The strictest attention will -be given to the health, manners and morals of the students. They will be -continually under the personal inspection of the superintendent, who -will bestow upon them all that care and attention which it is believed -their parents, under similar circumstances, would bestow.</p> -</div> - - -<p class="smallhead">MILITARY LECTURES.</p> - -<div class="in-one"> -<p>For the accommodation of gentlemen, (particularly of those holding -commissions in the volunteer corps and militia,) who may not wish to go -through with a regular course of military studies and instruction, and -also for the purpose of diffusing military science more generally, Capt. -Partridge will deliver annually at the before-mentioned seminary, three -courses of public lectures; the first course to commence on the second -Monday in May, the second course on the second Monday in July, and the -third course on the first Monday in October, annually. These lectures -will embrace the following branches of military science and instruction, -viz.:—</p> - -<p>1st. Permanent and field fortification, the construction of field -works generally, and also of marine batteries.</p> - -<p>2d. The attack and defense of fortified places.</p> - -<p>3d. The use of artillery, with a general exposition of the principles -of gunnery.</p> - -<p>4th. Military Tactics.</p> - -<p>5th. Garrison and field service of troops, embracing particularly -their police and rules for turning off, mounting and relieving guards -and sentinels, and also for guard duty, likewise castrametation.</p> - -<p>6th. General rules for the attack and defense of a province or -country embracing an exposition of the principles of base lines of -operation.</p> - -<p>7th. Rules for the inspection and review of troops.</p> - -<p>8th. A summary of ancient fortification, and also of the ancient -modes of attacking and defending fortified places.</p> - -<p>9th. A summary of the ancient tactics, particularly those of the -Greeks and Romans.</p> - -<p>10th. A description of some of the most celebrated battles and -sieges, both of ancient and modern times, for the purpose of practically -illustrating the principles explained in the lectures. In order to -render the lectures on fortification perfectly intelligible, plans will -be prepared, on which the several parts of a work will be clearly and -distinctly exhibited.</p> - -<p>Particular attention will be given to a full explanation of all the -technical terms used in fortification, as well as in the other -departments of military science. A full course will comprise about -twenty lectures; five to be delivered in each week until the course be -finished. The terms for attending a course will be ten dollars. -Gentlemen subscribing for two courses, will be allowed ever after to -attend gratis. All those attending the lectures, will be entitled, -during the time of such attendance, to practical military instruction, -and also to the privilege of the reading-room, without any additional -charge.</p> -</div> - -<span class="pagenum"> -<a name="page859" id="page859">859</a></span> -<p>On the 1st of April, 1825, Capt. Partridge was induced by liberal -overtures from citizens of Middletown, Conn., to leave his institution -at Norwich, and remove to Middletown, Conn., and reopen it in that city. -Before doing so he published a card in which he exhibits the progress -and results of his labors at Norwich.</p> - -<div class="in-one"> -<p>This seminary was opened at Norwich, in the state of Vermont, on the -4th of September, 1820, under my immediate direction and -superintendence; and although the plan was new and untried, besides -containing principles, which were by many considered discordant with -each other, viz., the connecting of mental improvement with a regular -course of bodily exercise, and the full development of the physical -powers, the whole conducted under a military system of discipline; still -its success has exceeded, rather than fallen short, of my most sanguine -expectations.</p> - -<p>The following extract from a recent report of the adjutant of the -institution, compiled from the rolls and other authentic documents, will -enable the public to form their conclusions, from facts on this -subject.</p> - -<p>1st. The total number of cadets who have joined the institution, -since its organization, is 480.</p> - -<p>2d. The numbers from the respective states, and other sections -hereafter mentioned, are as follows, viz.:—</p> - -<table class="plaintext numbers"> -<tr> -<td>From Maine,</td> -<td>28</td> -</tr> -<tr> -<td class="in2">Massachusetts,</td> -<td>89</td> -</tr> -<tr> -<td class="in2">New Hampshire,</td> -<td>57</td> -</tr> -<tr> -<td class="in2">Vermont,</td> -<td>115</td> -</tr> -<tr> -<td class="in2">Connecticut,</td> -<td>33</td> -</tr> -<tr> -<td class="in2">Rhode Island,</td> -<td>10</td> -</tr> -<tr> -<td class="in2">New York,</td> -<td>40</td> -</tr> -<tr> -<td class="in2">Pennsylvania,</td> -<td>15</td> -</tr> -<tr> -<td class="in2">New Jersey,</td> -<td>6</td> -</tr> -<tr> -<td class="in2">Delaware,</td> -<td>2</td> -</tr> -<tr> -<td class="in2">Maryland,</td> -<td>4</td> -</tr> -<tr> -<td class="in2">Virginia,</td> -<td>1</td> -</tr> -<tr> -<td class="in2">North Carolina,</td> -<td>7</td> -</tr> -<tr> -<td class="in2">South Carolina,</td> -<td>45</td> -</tr> -<tr> -<td class="in2">Kentucky,</td> -<td>2</td> -</tr> -<tr> -<td class="in2">Georgia,</td> -<td>7</td> -</tr> -<tr> -<td class="in2">Ohio,</td> -<td>1</td> -</tr> -<tr> -<td class="in2">Louisiana,</td> -<td>4</td> -</tr> -<tr> -<td class="in2">Mississippi,</td> -<td>5</td> -</tr> -<tr> -<td class="in2">Missouri,</td> -<td>1</td> -</tr> -<tr> -<td class="in2">Michigan,</td> -<td>2</td> -</tr> -<tr> -<td class="in2">District of Columbia,</td> -<td>2</td> -</tr> -<tr> -<td class="in2">Lower Canada,</td> -<td>2</td> -</tr> -<tr> -<td class="in2">Havana, Island Cuba,</td> -<td>1</td> -</tr> -<tr> -<td class="in2">Island Scio, Greece,</td> -<td>1</td> -</tr> -</table> - -<p>3dly. Of the above number, twenty are commissioned and warrant -officers of the U.S. Navy, viz., 4 lieutenants, 1 assistant-surgeon, and -15 midshipmen.</p> - -<p>4thly. Out of the whole, 441 have been engaged in the study of the -Mathematics, and out of this number 145 have completed a full course of -“<i>Hutton’s Mathematics</i>.” Of these, 80 have, in addition, attended -to practical Mathematics, 56 have continued their course through the -study of Philosophy, and others are now fast progressing in the -accomplishment of those higher branches also.</p> - -<p>5thly. The whole number who have studied the Greek and Latin -languages, is about 150. Of these, 25 have advanced far towards -completing a course, although none have gone entirely through. Of those -not included in the last-mentioned number, many have fitted for college, -or progressed still farther, and many are progressing. What is here -considered a course, is the same which is laid down in the prospectus, -which could be scarcely completed in the period since the establishment -of the institution.</p> - -<p>6thly. The number of those who have attended to the French language, -is about 130. Twenty have become well acquainted with the -language—30 are very well advanced, and many of the remainder have -made respectable progress.</p> - -<p>7thly. About ten or twelve of those who have been, or are now members -of the institution, have devoted considerable time and instruction of -the militia or volunteer corps, in this and various other sections of -the country, and many of them are still engaged in that useful -employment.</p> - -<p>Of those who have been, or are now, engaged in the study of the Latin -and Greek languages, I flatter myself there are several who would -not suffer by a comparison with any of the same degree of advancement at -our older and most approved seminaries; and as a school of practical -science, I have little hesitation in asserting, that it is second -to none in our country. In confirmation of this assertion, I would -observe, that since the establishment of the seminary, my pupils, in -addition to their usual exercises in practical geometry, and many -operations of minor consequence, have executed, in a very handsome -manner, a profile of the country, exhibiting the perpendicular altitudes -of all the prominent points, above tide water, as determined by actual -observation, from the summit of Manchester mountain, in the state of -Vermont, to the summit of mount Washington, the highest elevation of the -White Mountains, in the state of New Hampshire, a distance of 165 miles. -They have also executed a similar profile from Norwich to Whitehall, in -the state of New York, a distance of sixty-eight miles, and -<span class="pagenum"> -<a name="page860" id="page860">860</a></span> -have further executed a trigonometrical survey of the country around -Norwich, for a distance in some directions, of about twenty miles. This -survey was commenced, and has been prosecuted, in such a manner as to -serve as a basis for any further operations that may be thought -necessary. A handsome topographical plan of this survey is -finished.</p> - -<p>In the department of French, it is believed, the pupils have made as -rapid progress as at any seminary in our country, and in Mineralogy, -Botany, &c., although but recently commenced, there appears to be -much zeal, and a corresponding improvement, amongst the classes which -have attended, and those still attending, numbering about sixty.</p> - -<p>Music and fencing have been attended by a large proportion of the -members, and with a progress highly creditable to them.</p> - -<p>The military exercises and duties are common to all the cadets, and -it is believed very few have left the seminary, who were not competent -to instruct from the elementary drill of the soldier, to embrace the -school of the battalion, and who, in addition, did not possess a very -competent knowledge of the principles of the grand tactics, of the -elements of permanent and field fortification, of the principles of -gunnery, &c. The beneficial effects of the regular system of -exercise and active duty, to which my pupils are subject, upon their -health, has been fully equal to my expectations. But one death has -happened at the institution, since its commencement; and this was a -youth who had just entered his name on the rolls, but was attacked by a -prevailing epidemic, of which he died, before commencing his studies or -regular duties. Several who joined the seminary feeble and debilitated, -have in a short time been entirely restored to vigorous health. Indeed, -such has been the result, I believe, without a single exception. -That a youth may, by means of a regular system of exercise, preserve all -his bodily activity and vigor, and at the same time apply himself most -assiduously to study, I have never had any doubts; but if I had, -the facts developed since the establishment of this seminary, would have -dispelled them. Many of my pupils, and those the closest applicants to -study, walk with facility forty miles per day. In the summer of 1823, -several of them left Norwich at day-break in the morning, walked to the -summit of Ascutney mountain, and returned to Norwich about 9 o’clock in -the evening of the same day—the whole distance forty-six miles: -which, considering the fatigue and difficulty of ascending and -descending the mountain, (upwards of 3,000 feet high,) may reasonably be -estimated as equivalent to sixty miles on the usual roads of the -country. They continued their regular studies and other duties the -following day. In September, 1823, a party of nearly thirty accompanied -me on a pedestrian tour to the summit of Manchester mountain, in the -state of Vermont, a large portion of whom traveled 150 miles in four -days, and on the fourth day one of the party, a youth of sixteen years -of age, walked by my side forty-five miles. On a recent excursion, to -the summit of the most elevated of the White Mountains, with a party of -fifty of my pupils, a large portion of them, on the last day, walked -forty-two miles. Belonging to this party, was a youth of but twelve -years of age, who walked the whole distance, (160 miles,) carrying his -knapsack, with clothes, &c., and returned in perfect health.</p> - -<p>Since the latter part of June, 1821, the cadets, as a military corps, -have executed, under my personal command, six military marches, -amounting, in the aggregate, to 637 miles. Different detachments from -the corps have also, within the same time, in addition to several of -minor importance, performed, under my personal direction, four -pedestrian excursions, for practical scientific purposes, amounting in -the aggregate to 684 miles, and which, added to the former, gives -637×684=1321 miles. To this may be added an excursion to the White -Mountains, whole distance 170 miles, by a party which I did not -accompany, and which will make the total distance traveled in those -marches and excursions, 1491 miles.</p> - -<p>The foregoing facts are stated for the purpose of illustrating and -confirming the correctness of the opinion I have so often advanced in my -lectures on education, relative to the practicability, and even -facility, of combining the full development and perfection of the -physical powers of youth, with a due cultivation and improvement of the -mental faculties. Whether a young man, who enters on the grand theater -of active life, with a mind and body equally vigorous and improved, who, -while he has a head to conceive, possesses also an arm to execute, will -or will not possess advantages in the discharge of the various duties he -may be called upon to perform, over one, who has grown to the age of -manhood, puny and debilitated, destitute of physical energy, and -incapable of bodily exertion, I shall leave to the sound discretion -of the American people to decide.</p> - -<p>As it respects the effect of the system on the morals of youth, -I would observe, that I feel confident no one has left the -institution worse than he joined it, and that I flatter myself, several -have, in this respect, been improved. Next after the influence of -religion, I consider habits of industry and economy as constituting -<span class="pagenum"> -<a name="page861" id="page861">861</a></span> -the surest basis of morals amongst youth. To instill these into the -minds of my pupils, ever has, and ever will be, a leading object; and I -consequently shall imperatively require the strictest adherence to ail -the regulations bearing on those points, by all concerned. I would -therefore beg leave to assure the parents, guardians, and relatives of -my pupils, that the regulations prohibiting the cadets being furnished -with money, otherwise than by the superintendent, or by his express -permission, is to be taken in its literal meaning, (without exception,) -and must be adhered to under all circumstances; and that any deviation -from it will be followed by immediate dismission. I would much -prefer that the great body of my pupils should enter young, and grow up -under my system. The mind and body are then more susceptible of -improvement, than at a more advanced period. Few, if any, vicious habits -have then been formed, and the morals, under a strict and regular -discipline, may easily be preserved. It is my fixed determination not, -knowingly, to admit any young man of confirmed vicious or dissipated -habits into the institution. I would accordingly recommend to -parents and guardians not to send me any of this description; for if -they should gain admission, and did not immediately reform, (which -seldom occurs when the habits are confirmed,) it would only eventuate in -their dismission, and consequent disgrace. It is much easier to prevent -a youth from acquiring bad habits, than to correct them after they are -acquired. If parents and guardians will send me their sons and wards -free from habits of dissipation, immorality, and vice, I will -guarantee, as far as human agency will authorize, that they shall be -preserved free from such habits, while they remain under my care. Every -requisite means will be used to correct the foibles and faults -incidental to youth—to accomplish this object no pains will be -spared. With their foibles I will bear as much as any person, but with -their vices I will make no compromise. For the purpose of enabling me -the more readily and the more certainly to accomplish this important -object, I must request parents and guardians, if their sons or -wards have foibles or faults, frankly to state them to me. On this -subject there should be no reserve; as, with such information, -I should know much better what course to pursue with them.</p> -</div> - -<p>The favorable view taken of the aims, progress, and results of the -scientific and military training provided by Capt. Partridge in his -Academy at Norwich, was amply justified by the success of his pupils at -Middletown, as practical men in various departments of business and -public life.</p> - -<p>On account of the condition on which he held a portion of his -property at Norwich, Capt. Partridge was obliged to maintain there a -literary institution, after his removal to Middletown. When he -discontinued his labors at the latter place, and not succeeding in his -plans for establishing a scientific and military school in the -neighborhood of New York, he returned to Norwich, and in 1832, made -preparation to reëstablish his Academy on its old basis, and with -enlarged premises. With this view he erected the building known as the -North Barracks, which were occupied for two years by Rev. Amasa Buck, -for the purposes of a Methodist school, known as the Franklin -Seminary.</p> - - -<p class="smallhead">NORWICH UNIVERSITY.</p> - -<p>In the spring of 1834, a number of gentlemen associated to establish -at Norwich, not an academic, but a collegiate institution, after Capt. -Partridge’s views, and in the autumn of that year, obtained from the -Legislature of Vermont, a charter by which the petitioners were -constituted a Board of Trustees of an institution by the name of the -<i>Norwich University</i>. The charter further provides “that the said -Board shall be required to furnish at said institution constantly a -course of Military instruction, both theoretical and practical, and also -in Civil Engineering, and the practical sciences generally; and the -President of said institution, with the consent of the Trustees, -<i>shall have power to give and confer all such diplomas, degrees, -honors, or licenses, as are usually given or conferred in Colleges or -Universities</i>, at their discretion; provided, however, that in so -doing they shall have respect to the morals and merits of the candidate -alone.”</p> - -<span class="pagenum"> -<a name="page862" id="page862">862</a></span> -<p>This act of incorporation named fourteen gentlemen, and provided for -the election of eleven others, which twenty-five should constitute the -Board of Trustees of Norwich University. The first meeting of the -Trustees was held at Norwich, Vt., January, 1835. The vacancies in the -Board were then filled, and the first members of the Faculty were -elected, viz.:—<span class="smallcaps">Alden Partridge</span>, -“President and Professor of Moral and Intellectual Philosophy, History, -Science of Government, Political Economy, and Military Science and -Tactics;” <span class="smallcaps">Truman B. Ransom</span>, -Vice-President, and Professor of Natural and Experimental Philosophy, -Mathematics, Theoretical and Practical, and Civil Engineering; <span -class="smallcaps">M. Noras</span>, Professor of Ancient and Modern -Languages; and <span class="smallcaps">Franklin Marsh</span> and <span -class="smallcaps">I. M. Horr</span>, assistants in the English -Department. These gentlemen were authorized to form a course of study -and laws for the government of the institution.</p> - -<p>In May, 1835, the University was opened under the auspices and in the -buildings owned by Capt. Partridge, with a full course of literary, -scientific, and military studies. Among those enumerated in the first -prospectus were Military Law, Military Drawing, Civil and Military -Engineering. “Military Science being considered an important appendage -to the education of every American youth is taught theoretically in all -departments of the University. The military exercises are attended at -those hours of the day which are generally passed by students in -idleness or devoted to useless amusements, for which they will be made a -pleasing and healthful substitute.” “The discipline will be strict, but -correct; in principle, military. It will be a great and leading object -to instill into the minds of students liberality of sentiment and -principles of honorable integrity and attachment to our republican -institutions. Everything of a sectarian character in religion will be -entirely excluded and all literary honors will be conferred in -accordance with scholarship and moral worth alone.”</p> - -<p>At the close of the academic year, 1835-6, (August 18, 1836,) the -first Annual Commencement took place, and the class of 1836 then -graduated, consisted of one person, Alonzo Jackman, now -Brigadier-General in Vermont, and Professor of Mathematics, Military -Science, etc., at the University. Professor Ransom, entered the United -States Navy about this time, and Mr. Jackman was appointed to fill the -vacant Professorship. Soon after this, Rev. Zerah Colburn, succeeded -Professor Noras. August 17, 1837, the second Annual Commencement was -held, and Hon. George McDuffie, of South Carolina, delivered the -address; the next year Robert Rantoul, Jr., of Massachusetts, was the -orator; in 1839, John Wentworth, of Illinois, and Thomas H. Seymour, of -Connecticut, were speakers; and in 1840, Benjamin F. Hallett, of Boston. -The catalogues of each of these years show that the number of students, -or cadets, averaged a little less than a hundred, and in all the -catalogues, the regulations for the Police of the Cadets’ Quarters were -given in full. They provided for all the military duties of the -students, for the wearing of uniform, etc., etc.</p> - -<p>In July, 1840, the Corps of the University under the command of -Captain Partridge, performed a military march across the State to Fort -Ticonderoga. They were just a week on the excursion, and in that time, -they marched nearly a hundred and fifty miles on foot, about twenty-five -miles per day. Notwithstanding the excessive warmth of the day, and the -exposure to the air of the night, with no other covering than the -soldiers’ blanket, the Cadets all returned in good health and -spirits.</p> - -<p>During the year 1843, several changes took place in the University. -From -<span class="pagenum"> -<a name="page863" id="page863">863</a></span> -the time Mr. Ransom resigned the Vice-Presidency, until May, 1843, that -office was filled by Hon. Aaron Loveland. Mr. Ransom returned at this -time, and was again made Vice-President, and Professor of Civil and -Military Engineering, etc. The buildings and land used up to this time, -were the property of Capt. Partridge. During May, arrangements were made -for the purchase of this property by the University, but some -misunderstanding occurred before this was done, and in November, -President Partridge resigned, and took from the armory all the arms and -accoutrements, attempted to revive his old Academy in another part of -the village, and finally, when the University could not purchase his -property at his prices, obliged the students to remove from the -buildings. On his resignation, Truman B. Ransom was chosen President, -and for the two years the institution was carried on in other buildings -in the town. The Legislature was applied to, and appropriated a hundred -stand of arms, sets of accoutrements, etc., for the use of the students. -At last an arrangement was made with Capt. Partridge, for the purchase -of his property, and the University returned to its old quarters. The -number of students was small during these difficulties, but the military -department was always active, a good military education was given, and -men were graduated who now hold responsible places in the military -service of the United States among the Federal troops.</p> - -<p>In May, 1847, President Ransom, then Major-General of the Vermont -Militia, resigned his place at the University, accepted that of Colonel -of the “New England regiment,” ninth infantry, and went with that body -to Mexico. September 13th of the same year, he was shot while gallantly -leading the charge of his regiment upon the fortifications of -Chapultepec. When Gen. Ransom left, Prof. James D. Butler was appointed -President <i>pro tem.</i>, and in January, 1848, Gen. Henry S. Wheaton, -of Massachusetts, was elected President, and served as such till August, -1849; he was succeeded in September, 1850, by Rev. Edward Bourns, LL. -D., who still (1863,) holds that office.</p> - -<p>Soon after 1850, the opposition to anything of a military education -became very strong, the number of Cadets at this institution diminished, -and the tone of the prospectus changed to suit the public. “The -discipline is military in principle and form. The Cadets are under -military organization, they dress in uniform, are regularly drilled with -arms. But they are not made lovers of war! They are not found to adopt -the profession of arms more than others of the same age, however -educated; oftentimes the harmless practice of handling arms at this age, -is found to satisfy the craving for the use of them, and these young men -settle down into the ranks of peace more easily and more contentedly -than those that have had no such training. The drill is an agreeable -exercise. The system of discipline is strict, though not oppressive, its -sole object is to preserve order and promote study.” “The object is not -to make soldiers, but to strengthen the body.” During these years (from -1850 to 1860,) the prospects of the University were not bright. It was -at once engaged in lawsuits, and troubled with debt and opposition. In -1853, it was proposed to move the University to Montpelier, but the -project was finally abandoned, the last of the old Academy property was -bought, the buildings were repaired and the institution freed from debt. -Previous to 1850, the finances were in a very confused state. When the -charter was obtained, land to the value of fifteen hundred dollars was -brought and deeded to the University. The sale of this, and -subscriptions from Trustees and citizens of Norwich, produced enough to -purchase the North Barracks. -<span class="pagenum"> -<a name="page864" id="page864">864</a></span> -The money received of students for tuition was always, and is still, all -used for paying the salaries of the instructors. The room-rents scarcely -paid the rent and repairs of the South Barracks, and the University ran -slightly into debt. The State, in 1853-4, gave the institution about -thirteen hundred dollars of an unappropriated school fund, and enough -more was raised by friends of the University to purchase the South -Barracks, and pay off old debts, and put all the buildings in good -repair. For several years it was obliged to struggle against a load of -popular prejudice on account of its military feature, but since 1861, it -has brushed up its uniform, and its Military Department no longer seeks -to hide itself. No such semi-apologies for the military training of its -students appear in its catalogues and prospectus for 1861 and 1862.</p> - -<p>“The Norwich University differs from most colleges in two respects. -These are its double system of study, consisting in an Academic and a -Scientific course; and its department of Military Science. The Academic -course comprises those studies usually pursued in other colleges; the -Scientific embraces Mathematics, Natural Sciences, Belles-Lettres, -Surveying, and Engineering. Four years are required to complete the -former, and three, the latter course of study. Students are also allowed -to take a partial course in either department. The students of all -departments are regarded as equals.</p> - -<p>“The feature, however, which more than any other distinguishes -Norwich University from other Collegiate institutions, is the department -of Military Science and Tactics.</p> - -<p>“Agreeably to the provisions of its charter, the students are all -under Military discipline—are called Cadets—dress in -uniform, and are instructed in Infantry, Rifle, and Artillery Drill, -Bayonet Exercise, Fortification, Reconnoissance, Castrametation, Guard -and Out-Post duty, &c., &c. All the arms and equipments -necessary for drills are furnished by the State of Vermont. <span -class="emspace">***</span></p> - -<p>“The military feature of this institution is one which should -particularly commend it to the notice, and patronage of the public at -this time. The want of men skilled in Military Science and Tactics, to -take command of volunteer forces, and discipline them into effective -soldiers, has been severely felt in organizing the present army of the -United States. The reverses with which it has met are, without doubt, -owing largely to this cause. To guard against this defect in the future, -it is now generally felt that young men should be educated thoroughly in -every department of Military Science. In times of peace this knowledge -would not incapacitate men for nor interfere with any other -business;—while in times of war, it would become invaluable to the -country in training an army for efficient service.”</p> - -<p>The following persons constituted the Faculty in 1862. Rev. <span -class="smallcaps">Edward Bourns</span>, LL. D., President, and -Professor of Moral Sciences, Ancient Languages, and Literature; <span -class="smallcaps">Alonzo Jackman</span>, A.M., Brigadier-General -Vermont Volunteer Militia, Professor of Mathematics, Natural Philosophy, -Military Science, and Tactics; <span class="smallcaps">Thomas R. -Crosby</span>, M.D., Professor of Anatomy, Physiology, and Natural -History; <span class="smallcaps">Clinton S. Averill</span>, A.M., -Acting Professor of Natural Sciences; <span class="smallcaps">George -Baillard</span>, Professor of Modern Languages, and Linear and -Architectural Drawing; <span class="smallcaps">Samuel W. -Shattuck</span>, B.S., Tutor in Mathematics and Military Tactics; <span -class="smallcaps">Alonzo Jackman</span>, A.M., Librarian.</p> - - -<span class="pagenum"> -<a name="page865" id="page865">865</a></span> -<h4 class="three"><a name="individual_schools" id="individual_schools" href="#individual">MILITARY ELEMENT IN SCHOOLS OF -ALL GRADES.</a></h4> - -<p class="smallhead">INTRODUCTION.</p> - -<p><span class="firstword">In</span> all ages and in all countries -there have been educators who recognized the importance of the physical, -and more specifically, of the military element in their schemes of -individual and collective teaching. No higher authority in English -pedagogical literature of the liberal type, can be named in this -connection, than John Milton, who, in his brief but masterly outline of -“a virtuous and noble education,” includes this in the means of a -complete and generous culture, that is “to fit a man to perform justly, -skillfully, and magnanimously all the offices, both private and public, -of peace and war.” In the outset he demands that the number of pupils, -for whose accommodations a spacious house and grounds were to be -provided, should be large enough for “the convenience of a foot company -or interchangeably two troops of cavalry,” so that systematic exercise -could alternate with the studies and diet. In his general <ins class="correction" title="text has ‘progamme’">programme</ins> he includes -studies which shall “stir up their spirits to manly and liberal -exercise,” and “inflame their hearts with high hopes of living to be -brave men and worthy patriots.” In the enumeration of studies he -specifies mathematics, the practical aid of instruments in surveying and -engineering, and their application to fortification and navigation. -Living in the midst of a civil war like our own, when the preservation -of constitutional liberty had summoned troops from the field, the shop, -and the study, and placed men in command who had not been trained to the -profession of arms, Milton directs or points out the value of studies, -the mastery of whose general principles “may at some time or other save -an <ins class="correction" -title="text has superfluous close quote">army,</ins> and not let the healthy and stout bodies of young men -rot away under them for want of this discipline, which is a great pity, -and no less shame to the commander.” In treating specially of physical -culture, Milton assigns to military drill, and use of sword and other -weapons, at least an hour and a half each day, that his pupils may be -equally good both for peace and war. “The exercise which I commend first -is the exact use of these weapons to guard and strike safely with edge -or point. This will keep them healthy, nimble, strong, and well in -<span class="pagenum"> -<a name="page866" id="page866">866</a></span> -breath; is also the likeliest means to make them grow large and tall, -and to inspire them with a gallant and fearless courage, which being -tempered with seasonable lectures and precepts to make them of true -fortitude and patience, will turn into a native and heroic valor, and -makes them hate the cowardice of doing wrong.” With the use of the sword -Milton would associate all athletic sports “wherein Englishmen are apt -to excel.” And after the day’s study has been thoroughly done, “with -minds in good tune and satisfaction,” he would occupy the “two hours -before supper in military motions, under sky, or cover, according to the -season, as was the Roman wont; first on foot, then as their age permits, -on horseback to all the art of cavalry; that having in spirit, but with -much exactness and daily muster, served out the rudiments of their -soldiership in the skill of embattling, marching, encamping, fortifying, -besieging and battering, with all the helps of ancient and modern -strategems, tactics, and warlike maxims, they may, as it were, out of a -long war come forth renowned and perfect commanders in the service of -their country. They would not then if they were trusted with fair and -hopeful armies, suffer them for want of just and wise discipline to shed -away from about them like sick feathers, though they be never so oft -supplied; they would not suffer these empty and unrecruitable colonels -to quaff out or convey into secret hoards the wages of a delusive list -and miserable remnant. No, certainly, if they knew aught of that -knowledge which belongs to good men or good governors, they would not -suffer these things.” To these school studies and practical exercises, -Milton would add excursions “to all quarters of the land, learning and -observing all places of strength, all material for building, all soil -for towns and tillage, harbors and ports of trade. These ways would try -all their peculiar gifts of Nature, and if there is any secret -excellence among them, would fetch it out and give it fair opportunities -to advance itself by.”</p> - -<p>The views of Milton in favor of military exercises can not be -attributed to any professional bias, for his tastes and his habits of -life were in the shaded walks of the academy, “contemplating the serene -countenance of truth in the still air of delightful study.”</p> - -<p>The example of Switzerland can be cited on the side of their -practicality, on a scale as liberal and much more popular than their -author at the time contemplated; and quite recently (1871), the Federal -war authorities propose that the older boys in the secondary and -superior schools shall be instructed in outpost and skirmishing -duties.</p> - - -<span class="pagenum"> -<a name="page867" id="page867">867</a></span> -<h3><a name="public" id="public" href="#us">X. PHYSICAL AND -MILITARY EXERCISES IN PUBLIC SCHOOLS.</a><br> -<span class="submini">A NATIONAL NECESSITY</span></h3> - -<p class="smallhead">BY EDWARD L. MOLINEUX</p> - -<p class="heading">Major and Inspector in New York Militia.</p> - -<p><span class="firstword">From</span> a long and unexampled period of -political and commercial prosperity we suddenly find ourselves called -upon to struggle for national existence, and while a noble response from -the people to the necessity of the struggle has strengthened the hand of -government with an intelligent army, and developed the resources of the -country, yet the occasion has laid bare defects which call for -correction.</p> - -<p>Without a standing army of any magnitude we have found our militia -laws defective, and have been obliged to create ourselves a military -people by the sufferings and bitterness of an experience bought on the -field of active warfare.</p> - -<p>Military necessity has compelled the loss of invaluable time in the -organizing and preparing of our troops, which would not have been -required had we been able to meet the rebellion at the commencement with -well trained officers and an experienced and carefully drilled -militia.</p> - -<p>“<i>The first object</i>” says Daniel Webster, “<i>of a free people -is the preservation of their liberty:</i>” a noble truth which must -speak home to the heart of every American, and if, as it is asserted, -“the future life and character of a nation is to be seen in its system -of schools,” then we may well listen with some degree of alarm to the -warnings and unmistakable evidences by which we are surrounded, that the -American race is physically deteriorating.<a class="tag" name="tag10_22" id="tag10_22" href="#note10_22">22</a></p> - -<p>The question arises, has our National system of Education been such -as to qualify and prepare us to maintain successfully, the noble -inheritance which was won by the physical energies of the men of the -Revolution, and with our success in the field of intellectual culture, -have we kept the physical advantages possessed by our forefathers?</p> - -<p>Let us not mislead ourselves in this matter, but calmly look at the -facts, that as a rule, our present system of Public Education is devoted -<i>solely</i> to the mental and moral improvement of the scholars, and -that the encouragements and rewards held out by committees and teachers, -stimulate to the overexertion of the brain, and sacrifice in too many -instances, the health and growth of the body.</p> - -<p>Although great improvement has been made of late by the shortening of -the time devoted to study, and by the introduction of more frequent -periods of recreation, yet still little has been attempted for giving -exercise and activity to the body; this important training being left to -the care of parents or the pupils themselves.</p> - -<span class="pagenum"> -<a name="page868" id="page868">868</a></span> -<p>Is it not too true that the increase of ill health, broken -constitutions, and early deaths, among the growing portion of our -population, especially in cities, warns us, year after year, that the -thirst for knowledge, and the restless seeking after mental and -intellectual improvement, have been bought at the expense of the vital -energies of the great body of youth who throng the colleges and public -schools of our land?<a class="tag" name="tag10_23" id="tag10_23" -href="#note10_23">23</a></p> - -<p>If any one denies this, let him visit our institutions of learning, -and while he may well admire the wisdom and forethought which has -established our prosperity on a noble system of National Education, he -can not but notice the debility evinced in the frames of so many -youthful votaries of intellectual training; the exceptions making the -contrast still more strikingly painful. Then let him go to the -counting-house or the close confinement of some mechanical employment, -where the evils from mental activity, unaccompanied by physical -recreation, are yet more strongly developed. These evils assail not only -the happiness of families, but the prosperity of the nation and the -well-being of the race. Is this right or necessary? Can it be -avoided?</p> - -<p>The solution of these momentous questions may well engage the serious -attention of the reflecting teacher, parent and patriot; and to them we -assert that, <i>unless physical exercises are enforced upon our system -of Public School education, our intellectual culture will be of little -avail, and that our nationality stands in danger of sinking a prey to -designing opponents</i>.</p> - -<p>That enfeebled races are invariably conquered by those more -powerfully developed, is proved by innumerable instances in history. -That physical training was an important branch of education among the -Greeks and Romans, is well known. The system inculcated by the -iron-hearted Lycurgus, among the Spartan youth, was of a nature -admirably adapted to fit them for all the sterner realities of life, -whilst the athletic games and exercises of the youth of Rome, -comprising, as it did, walking, running, wrestling, swimming, and -military drill, were the means of improving, to the utmost, their -physical powers. Upon reaching manhood, the advantage of this training -was indicated by the robustness of form, and the constitutional vigor -which enabled them to undertake labor, fatigue and hardship of every -kind, with perfect indifference.</p> - -<p>The Spartan and the Roman soldiers were by this early training, not -only qualified to surmount with ease the various obstacles and -difficulties incident to a state of active warfare, but they also became -gifted with precision and rapidity in every movement, and each man was -likewise endowed with that confidence in himself, and that unbounded -reliance upon order, subordination and combined action, which nourish -audacity, yet temper it with coolness and steadiness.</p> - -<p>Unfortunately this system, by which the vigor and valor of a Spartan -or a Roman has passed into a proverb, fell into disuse, and as it was -neglected for more intellectual pursuits, so the grand empires founded -by its vigor crumbled before the assaults of more athletic -barbarians.</p> - -<p>The influence of health upon the faculties of the mind is -acknowledged by all, and yet how few in this country devote attention to -those all important exercises which are necessary to the preservation of -health, and without which intellectual power can not be applied to its -highest use. The talents, the experience -<span class="pagenum"> -<a name="page869" id="page869">869</a></span> -of our best educators of youth, are taxed to devise exercises to develop -the <i>mental</i> faculties, forgetting that too close application to -study is detrimental to the growth of the body.</p> - -<p>But few thoughtful teachers will deny the extent to which this evil -has reached, or be unwilling that the strain upon the intellectual -powers of children, by absorbing studies, should be counteracted by -cheerful and relaxing exercises by which the mind will be relieved and -at the same time strengthened. The testimony of physicians, the valuable -works on health by Dr. Warren, Miss C. E. Beecher, and many other -able writers, furnish incontestable evidence of the necessity of -systematic exercise for children. To accomplish this it is absolutely -necessary to adopt it in our course of education, for in the majority of -cases it can not, or will not, be attended to at their homes.</p> - -<p>What then is the most simple, feasible and useful plan to adopt for -physical exercises in our Colleges, Normal and Public Schools?</p> - -<p>We unhesitatingly say, that the only successful, orderly, and -systematic method is, <i>to engraft them upon the course of studies -during school hours, and to carry it out under strict military -discipline</i>; the exercises being such as are best suited to the age, -strength and capabilities of the pupils, namely: calisthenics and -walking for the girls and younger children, and <i>military -exercises</i> for the elder boys.</p> - -<p>Let not the kind hearted parent exclaim against his boy learning the -military drill, for fear of his acquiring a taste for warfare; or the -lover of peace imagine we would re-establish the stern laws of Lycurgus. -We would have moderation, in this respect as in mental studies, and -while we would not, as some may imagine, displace the bust of Howard in -our school rooms for a Napoleon, yet we would impress upon the minds of -boys the image and example of Washington, and in cultivating their -intellectual faculties, likewise prepare them in mind and body to -develop in manhood those virtues and powers which constitute a true and -noble citizen;—a sincere love of country, of national probity and -justice, beyond selfish considerations or personal aggrandizement They -should be brought up to a sense and knowledge that it will be their -honorable duty and privilege to protect their native land, that she -fosters and educates them in their youth, and that upon their manhood -her nationality depends.</p> - -<p>We can never become an aggressive military people; the fields for -successful enterprise in art, science, commerce and agriculture, are too -broad and inviting to render military pursuits very attractive, and -unless we cultivate such exercises and discipline in youth, they will -be, as they have been, neglected when engaged in the active pursuits of -business. The clear, common sense of the American parent will -acknowledge, not only the national necessity, but the moral advantages -of this; for what fond mother is there but would prefer to see in her -son a manly, patriotic spirit, rather than a timid, mercenary one, -which, shunning danger, would sacrifice the honor and greatness of his -country to the base love of gain and ease.</p> - -<p>We have suggested that the exercises be conducted under strict -military discipline, because it is impossible for a large body of -children to be exercised in the usual school limits, unless the greatest -decorum and order is observed; and if conducted under the supervision of -a teacher, dangers and accidents will be avoided, which always occur -when children are rash and thoughtless in attempting to accomplish too -much. Thus conducted, they will prove an -<span class="pagenum"> -<a name="page870" id="page870">870</a></span> -invaluable aid to the teacher in the enforcement of discipline in the -school room, and teach that invaluable lesson which it seems so -difficult for children to learn,—unhesitating obedience.</p> - -<p>For the advantages of this system let us examine the practical -testimony afforded in the European schools, where considerable attention -has been paid to this important matter.</p> - -<p>On the continent the advantages of physical training are appreciated -to their fullest extent, especially in the Industrial Reform schools, -where the admirable principle has been adopted of teaching “what they -will have occasion to use when they become men,”<a class="tag" name="tag10_24" id="tag10_24" href="#note10_24">24</a> and thus render -them useful members of society. To Dr. Barnard’s National Education in -Europe, we are indebted for the following extracts and illustrations of -this position.</p> - -<p>In the Reform School of Rauhen Haus, near Hamburg, “they are taught -to develop their bodily and mental powers in various practical ways; to -use the fire engine, to swim, to save persons from drowning, and use -remedies to recover them, to climb a mast and handle the sail, of a -ship. They act as a jury among themselves. Their chief reward is to be -enrolled in the table of honor. In the great fire of Hamburg, their -conduct was physically, as well as morally, heroic, and while bravely -saving life and property, they steadily refused rewards.” Parents who, -perhaps justly owing to the numerous accidents in Gymnasiums, are timid -of their children becoming injured by these exercises, should carefully -read the system pursued in Fellenberg’s celebrated establishment at -Hofwyl. “A great variety of exercises of the body and the senses -are employed, so that every boy shall acquire a knowledge of his -physical strength, and attain confidence with regard to those efforts of -which he is capable, instead of that foolhardiness which endangers the -existence of many who have not learned to estimate their own powers -correctly.” At Ruysselde, Belgium, the following plan was pursued: In -summer, from 5½ to 6½ A.M., Exercises and Manœuvres; from 7½ to 8¾ P.M., -Gymnastics. In winter, several hours were devoted to these exercises, -and the result found (as in this report,) was, that “rickets, -scrofula, want of elasticity in the limbs, difficulty of walking, all -rapidly disappeared under the drill, which confirmed the health and -increased the strength and activity of the children, and accustomed them -to discipline. It predisposed the pupils to sleep, and was an effective -safeguard against shameful habits and secret vices. The battalion -movements were performed with as much precision as that of the army, a -platoon armed with condemned carbines, marched at the head. The bayonet -exercises and skirmishing were as good as play to the boys.” -A remarkable instance of the moral effects of military discipline -upon the lads of the <i>Colonie Agricole</i>, at Mettray, is related by -M. Demetz, and was published in Barnard’s Journal, Vol. 1, p. 623. -“During the revolution of 1848, a band of workmen came to Mettray, with -flags flying and trumpets sounding, and meeting the youths returning, -tired from field labor, their pickaxes on their shoulders, thus -addressed them:—‘My boys, do not be such fools as to work any -longer. Bread is plentiful; it is ready for you without labor.’ The -<i>chef</i>, who was conducting the boys, and who behaved with the -greatest calmness and tact, immediately cried, ‘Halt! form in line,’ The -lads, being accustomed to march like soldiers, immediately formed. The -<i>chef</i> then -<span class="pagenum"> -<a name="page871" id="page871">871</a></span> -said to the men, ‘My friends, you have learned to labor; you have a -right to rest; but leave these lads: let them learn now, and when their -turn comes they may rest as you do.’ The men gave way, the youths -marched home, and Mettray was saved,—saved, as I believe, by our -habit of military discipline.” It was the heroic exertions of these -young <i>colons</i> during the inundation of 1856, which won for them -the praises of all France. These instances might be multiplied, but are -sufficient to show the moral and physical benefits of military exercises -and discipline upon boys, even of the lowest class.</p> - -<p>The governments of Europe being upheld by the bayonets of large -standing armies, and requiring, as they do, in many of the kingdoms, the -compulsory service of all young men, renders it unnecessary for the -daily public schools to teach military exercises to that extent, which -it is well for our Republican government to do. Yet in Europe they watch -with the greatest assiduity and care the bodily powers of the children, -knowing its great advantage not only in health, but the maintenance of -order.</p> - -<p>In Great Britain much interest has of late been evinced on this -subject, and Mr. Edwin Chadwick becoming convinced that the studies and -confinement in their schools were generally prolonged beyond the powers -of the children, and in violation of the laws of health, devoted himself -to collecting testimony respecting the advantages of the military drill -upon the health of children. His investigations have elicited much -valuable information, the more interesting to us as they mark its -advantages to a nation which, like our own, depends for its defence -mainly upon a volunteer force.</p> - -<p>The following synopsis of his pamphlet we extract from the N.Y. -Evening Post, November 1st:</p> - -<p>Mr. Chadwick considers “In a sanitary point of view that a -systematized drill is good, and for defective constitutions requisite -for the correction of congenital bodily defects and taints, with which -the youth of a very large proportion of the population, especially among -the poorer town populations, are affected: and that for these purposes -the climbing of masts, and other operations of the naval drill, and -swimming, are valuable additions to the gymnastic exercises of the -military drill, and when properly taught are greatly liked by boys. From -a moral point of view, also, this drill will give the pupil an early -initiation into all the acquirements of discipline—namely, duty, -order, obedience to command, self-restraint, punctuality and -patience.”</p> - -<p>The evidence furnished by English drill officers shows its national -value, and “That at school it maybe taught most economically, as not -interfering with productive labor, and that thirty or forty boys may be -taught the naval and military drill at one penny farthing (two and a -half cents) per week per head as cheaply as one man, and the whole -juvenile population may be drilled completely in the juvenile stage, as -economically as the small part of it now taught imperfectly on -recruiting or in the adult stage; and that, for teaching the drill, the -services of retired drill sergeants, and naval as well as military -officers and pensioners, may be had economically in every part of the -country.</p> - -<p>That the middle and higher class schools should have, in addition to -the foot drill, the cavalry drill, which the parents of that class of -pupils may afford.</p> - -<p>That the drill, when made generally prevalent, (without superseding,) -will eventually accomplish, in a wider and better manner, the objects of -volunteer corps and of yeomanry, which, as interrupting productive -occupations now -<span class="pagenum"> -<a name="page872" id="page872">872</a></span> -becoming more absorbing, is highly expensive, rendering all volunteer -forces dependent in fitful zeal, and eventually comparatively -inefficient; that the juvenile drill, if made general, will accomplish -better the objects even of the militia; that the juvenile drill will -abate diffidence in military efficiency, and will spread a wide -predisposition to a better order of recruitment for the public service, -will tend to the improvement of the ranks of the regular forces, whether -naval or military, and will produce an immensely stronger and cheaper -defensive force than by the means at present in use or in public -view.</p> - -<p>And, finally, that the means of producing this defensive force, -instead of being an expense, will be a gain to the productive powers and -value of the labors of the country.”</p> - -<p>Lieutenant-General Shaw Kennedy, in a letter expressing his high -approval of the plan, states, “that the inferences drawn can not be <ins -class="correction" title="close quote missing">controverted.”</ins> -He is of opinion that if the measure is carried out it will be the means -of bringing two million of men actually under arms in Great Britain -alone, that is, excluding Ireland. He conceives that the effects of -military drill and exercises, and the use of fire-arms taught at -schools, would never be forgotten; that a youth so trained would, at any -future period, with a slight degree of practice, renew his knowledge of -what he had been <ins class="correction" -title="text has superfluous close quote">taught.</ins></p> - -<p>Nor has the training of a better class of seamen been neglected. This -is of vital importance to the well-being of a commercial people, and it -is well for us to see what steps England is taking in the matter.</p> - -<p><ins class="correction" -title="text has superfluous open quote">For</ins> the purpose of giving instruction in the naval drill, -old masts and tackle have been obtained for some of the training schools -in England, and Mr. Taffnell has received expressions of satisfaction -from naval men of the way in which some of the boys have by these means -been tutored as seamen in pauper schools. In order to form sailors, it -is necessary to have masts and sails rigged in the playground, and a -regular seaman must be engaged to drill the boys.</p> - -<p>Mr. Baker has observed that the naval drill as given at Greenwich, is -highly effective. “He states that he was on board the Ganges and the -Conway at a time when many boys came on board who had been taught the -naval drill at Greenwich naval schools; and that they proved to be as -ready and well trained as man-of-war’s men; they were clean and orderly, -and as a class were first-rate seamen, becoming petty and warrant -officers in greater proportion than others.”</p> - -<p>Of its consequence upon the national health and industry, <ins class="correction" title="text has superfluous open quote">Professor</ins> -Owen has stated that even in the best-warmed and ventilated schools, -five or six hours’ enforced stillness of growing children is a violation -of the primary laws of physiology; whilst Miss Nightingale and others -agree that, under the present system, children are placed under -conditions which impair good bodily health and generate epidemic -disease. Mr. Rahnson, a school commissioner at Amsterdam, states that -the physical evils attendant upon the present amount of sedentary -confinement in schools, required from young children, is beginning to -attract attention in Holland, and that they have under trial a system of -exercises for schools advocated by Dr. Schrieber, of Leipsic. ‘The chief -question,’ says the latter gentleman, ‘is, How are our children to be -brought up? Is it according to the laws of nature? The answer is, No; or -we should not see so many children who were rosy and healthy before -going to school, become pale and bloodless after school has begun;’ and -he prescribes the limitation of the hours of school confinement.</p> - -<span class="pagenum"> -<a name="page873" id="page873">873</a></span> -<p>Mr. Robert Rawlinson, civil engineer, gives the following as his -opinion of the advantages of school drill in connexion with manual -labor:</p> - -<p>“In my opinion, based on experience and observation, I think school -drilling and training would prove of the utmost consequence to the boys -in after life. I may give a few instances. In all engineering and -building, tradesmen are frequently required to use their strength in -concert, lifting, carrying and drawing; men, to use their joint strength -not only effectively but safely, must have confidence in each other. Two -trained men will lift and carry more easily and safely than four -untrained men. I have frequently seen trained men weed out -unskilled men where heavy lifting has been required, because they dare -not risk the danger arising from unskilled strength, and few have -performed with more safety work which would have been lighter and easier -if all had been equally skilled. Men frequently reject the assistance of -unskilled men, as there is absolutely danger in having them near. -Frequent accidents arise from using men unskilled in lifting, in -hoisting, and at capstan work. <span class="emspace"> ***</span> -Boys should not only learn to march, but to lift, carry and pull in -concert. There are many necessary feats of strength in all trades, which -are more matters of knack and tact than of brute strength. Brute -strength frequently fails to do that which comparative weakness can -accomplish easily with skill and confident concert. There is no regular -system of training in concert to use human strength in the best manner -in any trade, so far as I know; acting in concert is a matter of -necessity, and practice gives facility and confidence. Drill and -training would probably double the effective human power of any -establishment, especially if numbers are instructed in joint feats of -strength. That which is taught to youth is never forgotten in after -life.”</p> - -<p>“As regards its fitness as an appendage to the highest branches of -education, we have the testimony of experienced examiners at the -University of Oxford, England, who state that six hours mental work, -instead of ten or twelve, for adults, was the time of the great majority -of the prizemen; and it was always found that those who were the -foremost in mental labor were commonly the foremost in boat-rowing and -physical exercise. The Vice-Chancellor of Oxford testifies that the -institution of the systematized exercise of the volunteer drill in that -college had been attended by an improvement of the mental labors, and of -the whole of the order and discipline, as well as of the health of the -University; and that, encouraged by these results, he was considering of -making provision for cavalry exercises.”</p> - -<p>Mr. Chadwick has also furnished incontestable proofs of the absolute -necessity of more active physical training for females and of its -bearing upon the future welfare of the race. But this subject has been -rendered so familiar to American readers by the able pen of Miss -Catherine E. Beecher, that we need not touch upon the European view, -except to say that the noble labors of Professors Ling and Branting, of -Sweden, have been ably seconded by very many of the governments of -Northern Europe, where a method of gymnastics for females, has been -systematized and practically adopted. From this brief sketch of the -practical working of physical military exercises in Europe, let us turn -to what has been accomplished among our own countrymen, whose activity -in behalf of public education called forth the compliment from Prof. -LeRoy, which we wish was better deserved, especially by the class which -he specifies. -<span class="pagenum"> -<a name="page874" id="page874">874</a></span> -that “the improvement of schools is, so to speak, the fixed idea, the -constant preoccupation of the statesmen of America.”</p> - -<p>We have indeed a noble and liberal system of education, but we would -see its fostering care so extended as to invigorate the bodies as well -as develop the mental faculties and intellectual powers of the pupils. -The military exercises would best accomplish this, and at the same time -form our public schools into a <span class="smallroman">NURSERY FOR A -BRAVE AND EFFECTIVE MILITIA</span>.</p> - -<p>Early in October last a communication was addressed by the writer to -the different governors, and various other persons connected with the -executive departments of the Northern States, in regard to the -advantages to be derived from the introduction of infantry drills in the -public schools, and by early preparation in school-days to strengthen -the <i>militia</i> of the different States. At the same time it was -placed before the New York and other City Boards of Education, and -referred by them to special committees. The subject was also agitated -through the columns of the daily press. The warm responses which have -been accorded to these communications, prove the deep interest which is -felt in this important matter, and it is to be hoped by the time this -article appears in print,<a class="tag" name="tag10_25" id="tag10_25" href="#note10_25">25</a> some legislative action will have -been taken.</p> - -<p>In New York, the energetic Judge Advocate General, William H. Anthon, -being engaged in a report upon the militia laws, and taking a warm -interest in all matters relative to the efficacy of the militia, thus -speaks of the importance of some alteration in the present system, in a -letter addressed to Mr. Curtis, President of the Board of Education in -the city of New York:</p> - -<p>“The entire system, in my judgment, needs revision and reform, in -order to make the militia what the Father of the Republic intended it -should be.</p> - -<p>It has been suggested by several persons, and among others Col. -Richard Delafield, U.S. A., and Maj. E. L. Molineux, that an -excellent foundation for an improved militia system would be the -introduction of ‘The Manual of Arms,’ and ‘The School of the Soldier and -of the Company,’ into our public schools.</p> - -<p>I am disposed to consider these suggestions as valuable, and shall -feel obliged to you if you will, as early as may be convenient, inform -me how far you deem them practicable, and how they may be most -conveniently introduced into the institutions under the charge of your -Board.”</p> - -<p>Mr. Curtis, whose personal observations on the European school -systems, and whose long experience at the head of the Educational Board -of the largest city in the Union, renders his views of the greatest -value, replied:</p> - -<p>“It has been my opinion for years that military instruction should, -under certain restrictions, and to a certain extent, be given to the -older boys in all the schools and institutions that are supported or -draw funds from the public treasury. It is but just to the State whose -munificence sustains these schools, that the pupils should be instructed -in those branches of knowledge that will make them useful and effective -in defending and protecting the State. A well organized militia, -receiving from year to year into its ranks the disciplined and -instructed youth who have passed through the public schools, and to whom -the duties of the soldier are familiar, will always be sustained by the -public confidence and esteem.”</p> - -<span class="pagenum"> -<a name="page875" id="page875">875</a></span> -<p>Military discipline and exercises are by no means an untried -experiment in the annals of American education; some of our best private -schools and institutes having long since adopted it, and with a good -degree of success as it will be our endeavor now to show.</p> - -<p>To the admirable regulations of our National Military and Naval -Academies, we need not refer; the systematic course pursued by them for -the development of health, for discipline of mind and body, being well -known to the majority of our readers.</p> - -<p>One instance which came under the writer’s personal observation, will -sufficiently illustrate the dependence which can be placed upon -well-drilled boys in case of emergency.</p> - -<p>In April last, when Washington was defenceless, Baltimore in riot, -and all Maryland in a state of revolt, communication being cut off at -Annapolis, there was great fear of attack upon that important -strategetic point. The pupils were prepared for any exigency, and slept -with their loaded rifles over their cots. At an alarm of a night attack, -there was no hesitation among those gallant little fellows. They were up -directly; fell in their ranks and off at a <i>double-quick</i> for the -point of danger, in an almost incredible short space of time. The elder -boys dragged their howitzer with them. Had an attack taken place, those -pupils would have given a good account of themselves and have stood -their ground with courage and steadiness. The secret of this is the -<i>discipline</i>, for which they are indebted to the assiduity of their -brave and experienced superintendent, Captain Blake of the Navy.</p> - -<p>Let us read the opinion of this able officer in respect to the -applying of this <i>discipline</i> to public schools:</p> - -<p>“My experience at this institution long since impressed me with the -importance of this subject, and I intended to have given my views -publicly, but you have left nothing more to be said upon it, and I can -only hope that those who have the control of our public schools will -view the subject as we do. We have received about a hundred and forty -acting midshipmen this year, some of them very young, and although they -have not been here two months, they present a beautiful example of such -results as the system would produce all over the country.”</p> - -<p>It must be acknowledged that the States now in rebellion have devoted -much more attention to military instruction in special schools, than we -have, many of them pursuing the European plan of State Academies devoted -to military science. Thus while we have been obliged to <i>create</i> -officers from the small nucleus afforded us from West Point, they have -had the students from State Colleges to officer their regiments.</p> - -<p>For a long time back Virginia has annually expended upon her Military -Institute nearly $50,000; South Carolina, $30,000; Kentucky and other -States have likewise institutions, founded in whole or part, upon a -military basis.</p> - -<p>Although several attempts have been made to obtain legislative action -for similar institutes in the Northern States, they have not, up to the -present time, been successful, owing, we think, to the groundless -opinion that it would prove a heavy tax, without a corresponding -advantage. We shall endeavor to prove in this article how economically -an academy could be supported. It is, therefore, to private enterprise, -we are indebted for any experiments which have been made in this -respect.</p> - -<span class="pagenum"> -<a name="page876" id="page876">876</a></span> -<p>Several of our best boys’ boarding-schools in this portion of the -country, have for a long time employed a military instructor for the -pupils and been managed on a semi-military organization; they have been -well sustained by the patronage of the public. We instance two or three -schools of the present time.</p> - -<p>Dr. Russell’s Collegiate and Commercial Institute of New Haven, is -one which has already been of national advantage to us, for according to -Prof. Daniel C. Gilman, “the scholars were of great service in drilling -the recruits of Connecticut at the outset of the war, and many of them -now hold important posts in the army. The scholars formerly trained as -infantry and are now at artillery practices.” Mr. Gilman very justly -observes, that in a country like ours with no standing army, every -able-bodied man should learn to bear arms, and there can be no cheaper -or efficient way of doing this than by teaching boys in schools.</p> - -<p>The Eagleswood Collegiate and Military School, near Perth Amboy, -N.J., has been recently organized on the military plan. The scholars are -formed into a battalion under a superintendent and colonel commanding, -the rest of the officers being taken from the scholars. The State of New -Jersey has supplied the institute with arms, and the military -regulations apply to the conduct of the pupils in their general -deportment. The reasons given for employing this discipline are the same -that apply in every instance, that it is the most orderly and effective, -increases the energy, vigor and manly attitude of the boys, and induces -cheerful obedience.</p> - -<p>To Major J. P. Prall, Military Instructor, we are under obligations -for the following account of Mr. Tracy’s <i>Military Boarding School, at -Tarrytown, N.Y.</i>:</p> - -<p>“There is no question, in my mind, of the utility of military -instruction in schools, and if I had any doubts, they would speedily be -removed by the fact that the very exigency you propose to provide for is -being developed, only in a less degree, in the volunteer army now -fighting our country’s battles. There are a number holding honorable -positions in the army of the Potomac, and elsewhere, who have more -particularly come under my own observation, that have passed through a -course of similar instruction to what you propose, in private military -boarding schools, who give evidence of superior knowledge as soldiers, -and with a little preparation were <i>ready</i> to assume the duties and -responsibilities of the field and camp. They have more particularly -distinguished themselves as drill masters and thorough disciplinarians, -the very ground you proposed to cover in your articles in the N.Y. -Tribune of Nov. 20. I have especially noticed, of late, the -facility with which youth acquire military knowledge since the outbreak -of the rebellion, when the occasion seems to impress them more strongly -with its <ins class="correction" -title="expected close quote missing">importance.</ins></p> - -<p>Independent of the military availability of youth thus instructed, -the promptness and precision that the system induces is apparent. -A simple sketch of the routine of duties in a school over the -military department of which I have the supervision, may give an idea of -its utility, as well as its usefulness. This department is conducted in -such a way as to make the military feature an auxiliary to the classical -and preparatory. Part of two days in each week is more especially -devoted to military drill and instruction, when the flag is raised on -the flag-staff on the parade ground with the roll of the drum, and the -sunrise gun is fired. At sunset it is lowered with the same ceremony by -a file of boys, in charge of an officer, or non-commissioned officer. On -other days of the week -<span class="pagenum"> -<a name="page877" id="page877">877</a></span> -a drill of about an hour is held, in command of the company -officers,—always in presence of the Principal. The utmost -strictness is required in all the military features. The “Assembly,” -when beaten for drill or parade, occupies one -minute—<i>immediately</i> after, “<i>fall in</i>” is given by the -orderly, when <i>entire</i> silence is required. Boys being naturally -playful, much more care in these particulars is necessary than in grown -persons. <i>Tattoo</i> begins at 9 o’clock precisely, when the minute of -its duration expires every cadet is required to be in line for “roll -call,” and the three squads, each in charge of an officer, are marched -by flank to their quarters, (the whole not occupying more than two -minutes.) They halt opposite their beds, and salute their officer as he -passes out;—in five minutes the lights are extinguished. Their -clothing is uniformly arranged, and in such way that if called up at -night they can dress without lights and without loss of time. The -officer in command of each, being held responsible for the condition of -his squad. The military instructor inspects at unexpected times, and -directs the chiefs of squads to report the result to the officer of the -day, through whom all reports to the Principal must be made at 9 o’clock -A.M. each day. <ins class="correction" -title="text reads ‘Revielle’"><i>Reveille</i></ins> at day break, and they march by squads -to wash room, where twenty minutes is allowed for necessary ablutions, -blacking boots, &c., and then the march to the Assembly-room for -“<i>roll call</i>.” Inspection of boots twice a week, at unknown -times.</p> - -<p>The squads for the <i>mess-room</i> march in order, filing each side -of the tables, face inward, and “<i>sit down</i>” by command; -<i>rise</i>, march out and <i>break ranks</i>, observing the same -military precision. These various duties are performed with pleasure and -pride by the cadets, and the same promptness and regularity is apparent -in every movement.</p> - -<p>The <i>armory</i> and arms are in charge of a detail of four, and are -inspected in turn on the roll, each week, and reports are made of -disabled pieces, and the general condition of the arms and armory, to -the officer of the day, and through him to the Principal. The various -reports are embodied into one, by this officer, so that the Principal is -not burdened with the details unless he calls for them.</p> - -<p>Orders are issued from time to time, by the Military Instructor, and -engrossed in a book, which is open for inspection of visitors, -announcing promotions, results of inspection, and noting cases of -military merit and demerit, &c. This has a tendency to stimulate to -exertion, and to efforts to avoid unfavorable notice.</p> - -<p>Military classes 1st, 2d and 3d, graduated according to military -merit are established, and promotions to them made after strict -examinations. All company officers are selected from the 1st class.</p> - -<p>A class of Honor, consisting of members of the First class who have -escaped being reported for disobedience and improper conduct, is also -formed. A given number of military demerits reduces a cadet, and -the badge which is worn on the left breast is taken from him. He may, -however, be reinstated.</p> - -<p>Military demerits are punished by military penalties.</p> - -<p>Cadets are taught to observe the position of the soldier when off -duty also; the benefit of this is very marked. When the machinery is -properly set in motion, the labor generally attending the minutiæ of -school duties is greatly reduced, and much more pleasantly and -thoroughly performed.</p> - -<p>I have not entered into all the details, (and have given the military -only) but enough to give a general idea of the plan adopted by this -school. There are -<span class="pagenum"> -<a name="page878" id="page878">878</a></span> -different modes in use in other schools. Some partaking more of the -military, and some less. I think there is danger, often, of <i>too -much</i> military being engrafted so as to make it burdensome; great -care should be taken in this particular, as the cadet wearies of it when -the novelty is <ins class="correction" -title="not an error: quotation began two pages earlier">past.”</ins></p> - -<p>Mr. N. W. Taylor Root, in his admirable book on School Amusements, -furnishes practical testimony “that it fosters habits of promptness, -exactness, and unanimity of action; teaches implicit obedience to -commands, erectness of carriage, a neat and clean appearance, and a -gentlemanly and respectful behavior.”</p> - -<p>It will thus be seen that a system of military drill has been tested -morally and physically, in private schools, and found of decided -advantage.</p> - -<p>Why should these benefits be denied to the pupils of Public Day -Schools?</p> - -<p>Why should this vast defensive power be lost to the Government?</p> - -<p>As a national military necessity; as a protection to the health and -constitutional vigor of American youth; and as a powerful agent upon -their moral behavior, their energy, self-reliance and spirit of -enterprise, let <span class="smallcaps">Physical training be engrafted -on the course of studies for all the pupils educated at the expense of -the State</span>. Let us not hesitate at the magnitude of the -undertaking, for it is a <i>necessity</i>, and under proper regulations -and restrictions can be successfully and economically accomplished.</p> - -<p>The greatest difficulty to be surmounted is the successful working of -a system at once applicable to the requirements of a small district -school, with a limited number of scholars, attending only at certain -seasons of the year, and of those of the larger cities, with numerous -schools, in which a great number are under instruction.</p> - -<p>Let us commence at the foundation, in the Primary Schools.</p> - -<p>The moment the child enters the school care should be taken that the -mental exercises which are given should be relieved by frequent -intermissions for running and playing, under the supervision of the -teacher. This we are glad to say is the case in very many of our best -primary schools; but it is when the child becomes more advanced, when -there are lessons to commit to memory at home, that some simple physical -<i>exercises</i> should be taught him every day; exercises calculated to -develop the growth and expand the muscles. The calisthenics recommended -in Miss Beecher’s work are excellent, simple, and easily fitted to the -limits of the school house. The report of Mr. W. H. Wells, -Superintendent of Public Schools for Chicago, for 1860, gives some -interesting particulars of simple exercises which have been attempted in -that city.</p> - -<p>There would be but little difficulty experienced in selecting -movements and gymnastics suitable for the strength and ability of the -classes of younger boys, and girls under instruction, provided the -method was established as an imperative duty which <i>must</i> be -regularly put in practice, and that no lack of interest on the part of -teachers, or laziness of the pupils would be accepted as an excuse for -non-compliance with the regulation. We trust if Physical Training is -carried out in our system of education, that a carefully prepared Manual -of all kinds of exercises, embracing the military drill, will be -compiled for the use of schools; in a word, a text-book to which our -teachers can turn with confidence to find exercises suitable for all -classes of pupils.<a class="tag error " name="tag10_26" id="tag10_26" href="#note10_26" -title="footnote tag missing: position conjectural">26</a></p> - -<p>From the Girls and Primary, we pass to the Boys Grammar departments, -for -<span class="pagenum"> -<a name="page879" id="page879">879</a></span> -which we propose military exercises, as being the most economical and -advantageous for public schools; for <i>tactics</i> manœuvre large -bodies in a small space, in an orderly manner, whereas gymnasiums are -too expensive, and can not be made large enough to accommodate many -scholars at once. This opens to us our most difficult, but at the same -time most useful, field for prompt and energetic action.</p> - -<p>Suppose we take for an example one of our large cities. The lower and -female departments having simple physical exercises in use, it is wished -to introduce military exercises into the grammar schools. Let us see how -simply it can be organized, and how far it is possible to extend these -studies if desired.</p> - -<p>The following interesting letter from the Mayor of Bangor, will show -the movement in that city, an example well worthy of being imitated.</p> - -<p class="rightside"><span class="linegroup"><span class="smallcaps">City of Bangor</span>,<br>Mayor’s Office, Dec. 21st, -1861.</span><span class="leftbracket"> </span></p> - -<p><span class="smallcaps">Dear Sir</span>:—In reply to yours of -the 19th inst., I would say that, upon my recommendation, through a -communication I made to our City Council, on the first Monday of the -present month, an Order was passed directing the military drill to be -introduced into a portion of the Public Schools of this city.</p> - -<p>I had given the subject some thought and investigation, and was -prepared to recommend the adoption of the drill for the physical -training, no less than for the military instruction it might impart. The -prevalent idea that education consists in training the intellect only, -is gradually becoming superseded by the more rational theory that true -education consists in training the moral and physical, no less than the -intellectual faculties.</p> - -<p>For the physical training of boys, I think the military drill has -much to recommend it besides the military instruction it imparts. It -will tend to give them a better command of their muscles, and impart a -manly gait and bearing. It will also, if properly conducted, teach them -self-control, and give them true ideas of order, discipline, and -subordination, and whilst it will relieve them from the monotony of -their ordinary studies will, by a grateful change, enable them to return -to them with renewed interest.</p> - -<p>We are entering upon the new experiment with caution, and have -commenced by devoting an hour, twice a week, to the drill. We began in -the school rooms, but found, after a few lessons, that the space these -afforded was too small, and for the present shall use the large -Gymnasium Hall. In summer, the grounds in connection with our school -houses may be found well adapted for the purpose.</p> - -<p>The boys, with scarcely an exception, manifest much interest in their -drills, and receive the instruction much more readily than men. Two or -three of our public spirited citizens, well qualified for instructors, -have generously consented to devote the necessary time for drilling the -boys, for the present winter, without compensation.</p> - -<p>Some of our teachers are also disposed to qualify themselves for -drill masters, and we are thus enabled to try the experiment without -much expense.</p> - -<p>I have had no communication with Gov. Washburn in relation to this -subject, and was quite unaware of your interest in the matter. -I however noticed the article in regard to it in the Evening Post -of Nov. 8th, and was gratified with the important facts which it -contained. I shall be glad to receive any further -<span class="pagenum"> -<a name="page880" id="page880">880</a></span> -communication you may make to the public on this important subject, and -should you wish, will be pleased to communicate to you the further -progress of our experiments.</p> - -<p class="center">Yours respectfully,</p> - -<p class="rightside">ISAIAH STETSON, Mayor</p> - -<p><span class="smallcaps">Edward L. Molineux</span>, Esq., New -York.</p> - -<p>To establish thoroughly and economically this military culture, the -Board of Education should appoint some competent person as Chief of the -Staff to organize and carry out a system of instruction and drill; he to -have under him two or three assistant instructors of experience, under -whose guidance <i>a teacher, or teachers from each school</i>, should be -fully instructed in the tactics, so as to be able to superintend the -drill of the boys, which should always take place during school hours, -and thereby form a recreation from mental study, and not encroach upon -their play time. These are the only persons connected with the -department beyond the scholars themselves, as it should be managed on -the principle of obtaining <i>the whole working force</i> of the -military organization from among the pupils.</p> - -<p>The grammar department of each school should be formed into a -company, or where the size of the school rendered it necessary, two -companies: the officers to be selected from the most deserving and -competent boys.</p> - -<p>The officers thus selected to be instructed theoretically and -practically by extra drills, in their respective duties. This would not -occupy much time, and any boy objecting to devote this time would not be -worthy of holding his position, and should be replaced by some one more -deserving. Every school should possess within its limits space for a -parade ground and for a few simple fixtures for gymnastic exercises. In -stormy weather the exercises could be carried on indoors; for the drill -possesses the advantage of affording exercise to a great number in a -<i>small</i> space without disturbance and noise.</p> - -<p>No uniform would be required, and the only expense would be the loan -or purchase of 500 or 1000 short muskets, which could be used in turn at -the different schools for drill or parade. A simple musket can be -manufactured very cheaply, which will answer for all purposes.</p> - -<p>The care and cleaning of the arms, the escorting and carrying them -from school to school, or point to point, as required, should be the -military duty of the pupils; thus expense will be saved, and the duty of -prudent soldiers to take care of their equipments and do their own work -inculcated.</p> - -<p>These different school drills, always in charge of the teachers, -should be visited in turn by the instructors, who would exercise a close -and careful supervision over them.</p> - -<p>Every ten companies or schools should be formed into a regiment, -officered by those selected as the most capable, and who had passed the -necessary examination.</p> - -<p>Occasionally on Saturdays the regiments, in rotation, should be -exercised by the instructors, in battalion movements, field manœuvres, -skirmish drills, camp duties, &c. These Saturday exercises should -not be compulsory, but would be eagerly looked for by the boys as an -amusement.</p> - -<p>In the proper seasons they could be marched to the suburbs for their -exercises, and thus a pleasant holiday, with healthy amusements, be -given them under -<span class="pagenum"> -<a name="page881" id="page881">881</a></span> -proper guidance. Any father will appreciate the advantages of such -exercises and enjoyment to his boys.</p> - -<p>In the summer season it should be found out which of the boys could -not swim, and had no parents able to teach them. All such should be -classed together, and means taken to instruct them in this most -requisite art.</p> - -<p>If found desirable to teach them to move together in <i>large -masses</i>, (in which our militia are certainly deficient,) it can -be accomplished by organizing two, three, or more regiments, into a -brigade, to be commanded by the chief instructor, he selecting for his -<i>staff</i> the most intelligent of the scholars who could relieve him -of much of the labor which the systematic working of this large military -department would render necessary. Thus those assigned to the staff -would be learning the technicalities of the department and the duties of -aids, secretaries, &c.</p> - -<p>These staff officers, and any other of the pupils who showed a -decided talent, should be assisted in acquiring knowledge in the -military science by means of lectures, &c., from the chief -instructor. An orderly system once organized, with the incentive to -improvement by promotion for correct deportment, and of military -disgrace for ungentlemanly and unsoldierly conduct, would soon render -this military instruction of great assistance to <i>teachers in the -schools</i>. Let the boys understand that disobedience or improper -behavior debarred them from military honors and the whole tone of their -conduct would be improved.</p> - -<p>Of the exigencies of this war, if complicated by foreign -interference, it is impossible to foresee, but every one is aware of the -importance of early training upon the destinies of nations, and but few -will deny the value of a well-trained battalion of selected elder boys, -in case of <span class="smallroman">INVASION</span> or trouble, by -their relieving the fatigue of regular troops in mounting guard at the -least exposed positions, at the camps, on baggage, or for convoys; -likewise to act as drill-masters for the recruits.</p> - -<p>The above plan, which was submitted to several Boards of Education -last fall, was offered as being the best adapted for <i>immediate -use</i>, and is therefore provided for the instruction of the -<i>teachers</i>. If, however, the <i>Normal Schools and Colleges</i> -would provide systematically for this instruction, it would be far -better as they are the proper fields for <i>permanent benefit</i>, as -each graduate would there become fully prepared to instruct in these -exercises in the public schools.</p> - -<p>The views of the Hon. Joseph White, of Massachusetts, respecting -military studies in colleges, are well worth noting. He says, “let the -drill be regular and compulsory, taking the place of the very irregular -and insufficient physical exercises now taken, and our colleges would be -vastly improved in their educational power, and the commonwealth would -in a short time have a numerous body of educated men well skilled in the -military science and art, who will become teachers in our lower grades -of schools and in our military companies and associations, and be -competent when the alarm is sounded, to lead our citizen soldiers to the -field.” New Jersey has just offered a noble example by making an -appropriation for military instruction in her State Normal School.</p> - -<p>But we must look at the practical working of physical and military -training in small district schools. Of necessity they are far behind, in -intellectual culture, those in the cities, and owing to the small and -uncertain attendance, physical and military drill would also have to be -simplified. The duties of a country -<span class="pagenum"> -<a name="page882" id="page882">882</a></span> -life are such as not to render these exercises so necessary on the score -of health, nor are the pupils wearied by such constant application to -study. But how beneficial it would be in smoothing the rough, clownish -manners of the country pupil by teaching him the <i>position of a -soldier</i>, and correct <i>walking</i>. In respect to this, it should -be the duty of the trustees to see that the drill was taught as far as -practicable to the boys (calisthenics to the girls) by the teacher -himself, who, if he were not already instructed from a Normal School, -would find but little difficulty in mastering the details of tactics -sufficiently for his purposes. With as small a number as twelve boys, -company and skirmish drills could be taught; the latter is admirably -suited for country schools, and would be a delight to the boys. If near -the water they should be taught to swim.</p> - -<p>It is thus we would teach our public school boys when they reach a -certain age, to act together as citizen soldiers and be prepared when -called upon, to do yeomen service in the country; to make it their pride -as well as their duty, to defend the Country and State which so -liberally educates them, let us cultivate in them a lofty and noble -patriotism, which shall have its effect upon future generations, for it -is upon these qualities, their intelligence and enterprise, aided by -<i>physical strength and health</i>, that the <span class="smallcaps">Future</span> of our country depends.</p> - -<p>Although a course of military training in the public schools would -soon furnish our State with an intelligent class of soldiers and line -officers, yet the <i>art</i> of war in many of its branches, such as -artillery, engineering, &c., requires a scientific education, which -can not be given in a private institution. Our colleges undoubtedly -could, to a certain degree, supply this want. New York city possesses in -its Free Academy a college which needs but the addition of two or three -professorships to carry out in part this requirement, yet a <i>State -Military and Scientific</i> College seems a necessity to which early -attention should be given, but to prevent its becoming a tax upon the -State, it should be managed somewhat upon the plan of the Polytechnic of -France, namely, that pupils at large may be admitted upon passing an -examination and paying the annual fee.</p> - -<p>Offer inducements in the way of superior education and careful -training, and sufficient income would be received from the <i>paying</i> -scholars to cover the expense to the State. Thus, from this college, -might annually graduate men educated for the most scientific and -skillful pursuits of life, and who, in time of war, would richly repay -the State for the care devoted to their culture.</p> - -<p>As an incentive to the public-school boys, several of the most -deserving should annually be sent to this college by the State, and to -the National Military and Naval Academies.</p> - -<p>There is yet another important matter to be considered in physical -exercises for public education, more particularly in sea ports, viz., -<i>Naval Training</i>.</p> - -<p>A late report of the Shipmaster’s Association has shown us that the -reputation of our American vessels is deteriorating so rapidly, that -unless something is done, quickly and effectually, to provide a remedy, -foreign vessels will supersede ours in freighting. The necessities of -our navy are too well known to need notice here, and surely these evils -which assail the country at this trying moment of peril, should arrest -attention.</p> - -<p>In large seaboard cities the naval training school, which has worked -so advantageously in England and Belgium, could be established very -economically by the fitting up of some hall, at a slight expense, with -spars, sails, &c. Here of an <i>evening</i>, lectures and classes -for instruction in navigation and seamanship -<span class="pagenum"> -<a name="page883" id="page883">883</a></span> -could be formed. This would be the means of improving our sailors and of -forming useful citizens from those who now idle away their time around -the streets and docks. The expense would be but light, and the -advantages obvious to our merchant marine and navy. This would soon -improve our class of sailors and officers, reduce the rate of insurance -upon American vessels, and relieve us from the stain which is being cast -upon us as a commercial and naval power.</p> - -<p>The evening schools of New York city cost $73,000 per annum; a small -per centage of this sum would place in successful operation an -<i>evening nautical</i> school, which would enable, in less than three -months, American sailor boys to acquire sufficient knowledge of -navigation to aspire to the quarter deck. The handling of heavy guns and -the principles of naval gunnery could also be taught. If a war with -Great Britain breaks out, are we to be found slumbering in this respect, -and must we wait for the <i>first gun</i> before taking active -measures!</p> - -<p>We are a peace-loving and domestic people, and we have indulged in -the delusive fancy that peace was to shine over us forever, until rudely -awakened from our dreams by a formidable attack at the very foundation -of our nationality. Every family circle is represented in that mighty -army which is battling for the Union, and we know that much of the -suffering caused to our brothers by this new and unexpected calling, is -due to the defects of their physical education, and to the want of a -sufficient number of well trained officers. But the war is upon us and -we must meet it as may best become a free nation and be better prepared -for the future.</p> - -<p>It is the proud boast of England that in time of war she is “Ready, -aye Ready,” but a much prouder and nobler cry for us would be, the -prompt “Here” at the roll-call of our militia when summoned, like the -minute men of the Revolution, to the defense of the country. We want no -large standing army. In times of peace let our merchants, artisans, -farmers, and mechanics, enrich and develop the resources of the country. -It needs their industry and will amply repay their toil. But let them be -trained and educated from school-days to their military duties, and at -the first note of war let that response of “Here” come cheerfully from -our rich prairie lands, from our counting-houses, from our machine -shops, from the decks of far off vessels and from our public -schools,—one mighty cry of <span class="smallroman">POWER</span> -and <span class="smallroman">SELF-RELIANCE</span> from a noble -militia, possessing a thorough <i>knowledge of its duties</i>; -intelligent and earnest in the right; patriotic and strong in its -devotion to freedom.</p> - -<p>A few words to those who fear the tendency of these exercises to -instil a warlike and blood-thirsty spirit, and we will close. To them we -say, we would emulate the ancients only so far as we can obtain from -them some of their earlier and nobler traits of patriotism, courage, -strength, endurance, and health. Let us picture what effect this -training would have upon individual character.</p> - -<p>Let us take the example of a young lad, entering the public school in -the primary department, with perhaps a sickly, indolent disposition, and -somewhat careless and slovenly in his appearance.</p> - -<p>We know very well from the present system of studies, that his mind -will be well cared for, and therefore pass to the effect of the physical -training upon him.</p> - -<p>The first lesson then is to stand in an erect and commanding -attitude, with his chest well expanded, then his careless, slouching -steps, with hanging head, -<span class="pagenum"> -<a name="page884" id="page884">884</a></span> -are soon changed to the brisk, smart <i>walk</i> of a young gentleman, -Calisthenics and exercises proportionate to his strength, and tending to -develop his limbs very soon improve his health and impart a youthful -vigor and energetic purpose to his motions, which are so much to be -admired in young lads and give such rich promise of the future manhood. -He soon learns exact and unhesitating obedience, and is taught by -precept and example, that no small advantage in appearance is to be -derived from a clean face and well brushed clothes. Is it to be denied -that he thus learns habits of order, activity and cleanliness which will -be invaluable to him in after years?</p> - -<p>But his greatest ambition, the goal of all his hopes,—the -reward for which he studies diligently, is active and neat in his -deportment, docile and obedient to his teachers,—is to be promoted -to the grammar department or higher classes, where the boys have -military exercises. He looks with longing eyes at their neat, orderly -ranks, as they form for drill or parade; their brightly polished shoes, -neatly brushed clothes and well kept arms. All this is something to look -forward to, and when he has accomplished it, has he not to strive by -activity to win his <i>grade</i> and by self-control and obedience prove -himself deserving to command others? Manhood, when it arrives, finds him -bright, active, self-reliant and ready to become a public spirited -member of society.</p> - -<p>Let the necessity of military exercises be placed before the boy in a -patriotic light and it will induce him not only to take greater care in -the execution, but likewise implant a still greater love of country from -the very knowledge that some day he may be of use to her,—of use -to her in the pulpit, in the legislative forum, in the busy pursuits of -industry and the various walks of life. And if the necessity again calls -for action, or if the present war is of long duration and tests the -strength and perseverance of our national character, let us not shrink -from the ordeal, but with a firm reliance upon an Almighty God and a -righteous cause, let us go forth in this good fight, we of this -generation and our children, and faithfully discharge the duties of -Christian soldiers in defense of truth, justice, and our country.</p> - - -<span class="pagenum"> -<a name="page885" id="page885">885</a></span> -<h4 class="three"><a name="us_marine" id="us_marine" href="#us">U.S. MILITARY AND COMMERCIAL MARINE SCHOOLS.</a></h4> - -<p class="smallhead"><a name="us_marine_navy" id="us_marine_navy" -href="#us_marine">NAVY AND NAVAL AFFAIRS.</a></p> - -<p><span class="firstword">By</span> the Constitution of 1789, -Congress is empowered “to regulate commerce, to provide and maintain a -navy, and make rules for the government and regulation of the land and -naval forces.” The initiatory steps for establishing and regulating a -navy were taken by the Continental Congress in November and December, -1775. The management of naval affairs was first assigned to a Marine -Committee of Congress, appointed Dec. 11, 1775, which in 1779 -(June 9), was converted into Commissioners, and before the close of -that year, into a Board of Admiralty, which consisted of five members, -two of whom were members of Congress, with a secretary, who was -appointed by Congress. In 1781 (Feb. 7), a Secretary of Marine was -created to execute all the duties and powers of the Board of Admiralty. -In the condition of the public treasury, and “in the dilatory and -parsimonious action of the several States in forwarding funds for the -construction of ships, docks, and naval arsenals, and for the support of -the naval service,” Congress voted in August, 1783, “that it was not -advisable to purchase ships for the present.”</p> - -<p>The necessities of a disordered commerce, and of a sufficient naval -force to protect the navigation of the country, and repel the first -approach of a hostile army from abroad, were among the motives for -establishing a more efficient federal government. But until the danger -of war with England became imminent, a large party in the country, in -and out of Congress, opposed the necessary appropriations for putting -the Navy of the United States on a respectable footing.</p> - -<p>In constituting the executive departments of the national government -under the Constitution, the administration of the navy and naval affairs -were committed to the War Department, where it remained till 1798, when -(April 30) an Act was passed “to establish an executive department -to be denominated the Department of the Navy.”</p> - -<p>The Act of March 27, 1794, by which the construction and manning -<span class="pagenum"> -<a name="page886" id="page886">886</a></span> -of four ships of 44 guns each, and two of 36 were ordered, was called -for by the depredations on our commerce, and particularly in the -Mediterranean Sea. In this Act the appointment of eight midshipmen, to -rank with the warrant and petty officers, was authorized, and the Navy -Register bears the names of only eight officers holding that rank prior -to 1800. In 1801 the naval force of the United States consisted of 13 -ships, viz.: 4 of 44 guns each (<i>United States</i>, <i>President</i>, -<i>Constitution</i>, and <i>Philadelphia</i>); 4 of 36 guns each -(<i>Chesapeake</i>, <i>Constellation</i>, <i>Congress</i>, and <i>New -York</i>); 5 of 32 guns each (<i>Benton</i>, <i>Essex</i>, <i>Adams</i>, -and <i>John Adams</i>); and by an Act of that year all others were -ordered to be sold, and the completion of any more in the yards, was -suspended. But the insults to our flag and destruction of our commerce -by the Barbary powers, and the privateers of England and France, aroused -such a feeling in the country that Congress ordered a squadron to be -fitted out for the Mediterranean in 1803, which proved to be the school -in which the seamanship of the Navy was trained, and the gallantry of -its officers signally displayed. In the legislation of this period -originated the “gun-boat” policy as an auxiliary means of harbor -defense. In 1805 the first vessel of this class was added to the -Mediterranean squadron, and in 1806 the President announced that 50 more -could be relied on for the naval service. Gun-boats, properly -constructed and armed, are now part of the system of harbor defense in -all countries.</p> - -<p>By an Act of Congress approved April 21, 1806, the whole number of -able seamen, ordinary seamen and boys, for the United States Navy was -not to exceed 925. March 3, 1807, the President was authorized to employ -500 additionals, increasing the authorized number to 1,425. January 31, -1809, the President was authorized to employ 3,600 able seamen, ordinary -seamen and boys, in addition to the number of petty officers, seamen, -etc., previously authorized, which increased the number of enlisted men -allowed to 5,125.</p> - -<p>In 1810 an appropriation was made to test the value of torpedo or -submarine explosives, as engines of war, and in 1842 to test the -submarine battery ignited by a submerged electric wire, devised by -Samuel Colt. The introduction, of these “engines of war” into the -defense of Southern harbors, in 1861-65, demonstrated their efficiency -and inaugurated a new system of not only harbor defense, but of -attack.</p> - -<p>March 30, 1812, the President was further authorized to increase the -seamen, etc., and as far as necessary to equip the frigates -<i>Chesapeake</i>, <i>Constellation</i>, and <i>Adams</i>, any law to -the contrary notwithstanding. -<span class="pagenum"> -<a name="page887" id="page887">887</a></span> -In this Act provision was made for the appointment of a schoolmaster to -each ship having a complement of 12 midshipmen.</p> - -<p>March 3, 1813, he was authorized to have built six sloops-of-war, and -to have them manned and equipped, and to employ the number of seamen -which were necessary for such vessels as were authorized by law to be -put in commission.</p> - -<p>In 1816, in the appropriation annually of $1,000,000 for eight years -to the gradual increase of the Navy by nine 74 gun-ships, and twelve 44 -gun-frigates, provision was made to procure the steam-engines and build -and equip three steam-batteries for the defense of ports and -harbors—the introduction of a new element into the naval service. -In 1839 the Secretary was authorized to construct three steam-vessels of -war, “according to the best advices that could be obtained.”</p> - -<p>In 1837, after strenuous efforts to enlist Congress in some -systematic plan for supplying the navy with well instructed and <ins -class="correction" title="text has ‘thoroughy’">thoroughly</ins> -disciplined seamen, the Secretary was authorized to enlist under certain -conditions, boys between the ages of 13 and 18, who should receive -special opportunities for school and professional training.</p> - -<p>In 1844, $100,000 was appropriated to build at Pittsburg an iron -steamer (the <i>Alleghany</i>); and the appearance and exploits of the -<i>Merrimac</i> and the <i>Monitor</i>, in the waters of the Chesapeake, -in 1863, introduced a new system of naval construction and armament, not -only into our navy, but in less than ten years revolutionized the -ship-yards and ordnance foundries of the world.</p> - -<p>By Act of March 3, 1845, it was provided “that the whole number of -petty officers, seamen, ordinary seamen, landsmen and boys, in the naval -service, shall not exceed 7,500 at any one time during the fiscal year,” -for which appropriation was then made.</p> - -<p>By Act of March 3, 1857, the Secretary of the Navy was authorized to -enlist 8,500 men for the Navy, instead of 7,500. During the late civil -war the limitation of enlisted men was suspended; and in his annual -report, December, 1862, the Secretary states the number of persons -employed on board our naval vessels, including receiving ships and -recruits, as about 28,000; and in his report of December, 1865, he says -the number was increased to 51,500 at the close of the war, which in -1867 had been reduced to 11,900.</p> - -<p>In 1864 the Secretary of the Navy revived the system of naval -apprenticeship, which was inaugurated under the Act of March 2, 1837, -but suspended because the favorable results anticipated from a fair -trial were not realized at once, under various disadvantages of a new -enterprise, and because Congress, in 1845, by limiting -<span class="pagenum"> -<a name="page888" id="page888">888</a></span> -the whole number of persons employed in the naval service, compelled the -Department to discharge boys instead of men.</p> - -<p>By Act of June 17, 1868, the number of persons enlisted into the -Navy, including apprentices and boys, was limited to 8,500—a -limitation actually below the maximum which existed prior to the war, -and compelled the department to reduce the number of naval apprentices, -and finally to again abandon that system.</p> - -<p>The number of line officers is now (1871) limited by law to one -admiral, one vice-admiral, 10 rear admirals, 25 commodores, 50 captains, -90 commanders; total flag and commanding officers, 177. To these are -added 80 lieutenant commanders, 280 lieutenants, 200 masters and -ensigns—making the total line officers of all grades, excepting -midshipmen (309 including those at Annapolis), 737.</p> - -<p>The medical staff consists of 180, viz.: 15 medical directors -(captains); 15 inspectors (commanders); 50 surgeons (Lieut.-commanders), -and 100 passed assistant and assistant surgeons.</p> - -<p>The engineers’ department (total 250) includes 10 chief engineers -(captains); 15 <i>do.</i> (commanders); 45 <i>do.</i> -(lieut.-commanders); 100 assistants (masters and ensigns). There are 126 -paymasters, 13 ranking as captains; 13 as commanders; 50 as -lieut.-commanders. The number of chaplains is limited to 24, and of -professors to 12.</p> - -<p>Although, strangely enough, not under the administration of the Navy -Department, the inauguration of the Coast Survey in 1807, and its -thorough prosecution since 1844, when the employment of officers of the -army and navy in the work was authorized; the recognition of the Naval -Observatory at Washington city, and authorizing the making astronomical -and meteorological observations, in the Act of August 3, 1848; the -assignment of a competent officer of the navy to the preparation of the -Nautical Almanac; the institution of the bureau of Hydrography and -Ordnance, in 1842; the employment of three suitable vessels of the navy -to test and perfect the plans of Lieutenant Maury in his investigations -of the winds and the currents of the ocean, by Act of March 3, 1849; the -concentration of the teaching staff of the corps of midshipmen -preparatory for their examination at the Naval Asylum at Philadelphia, -and their removal to separate accommodations at the old military station -of Fort Severn, in Annapolis, by order of Secretary Bancroft in 1845, -and the formal recognition of the institution as the Naval School, in -the appropriations for the navy in 1847—these and other acts of -Congress, and the action of the Department under them, are important -data in the history of the Navy and Naval Education—especially of -their scientific character.</p> - - -<span class="pagenum"> -<a name="page889" id="page889">889</a></span> -<p class="smallhead"><a name="us_marine_growth" id="us_marine_growth" href="#us_marine_navy">GROWTH IN SHIPS, OFFICERS -AND MEN.</a></p> - -<p>The following Tables, prepared by Capt. George H. Preble, U.S.N., -which are copied from the Army and Navy Journal for Nov. and Dec., 1871, -exhibit in a condensed view the expansion of the military and merchant -marine of the United States, from 1816 to 1871 inclusive, as well as its -condition in each year from 1816.</p> - -<p class="heading"><span class="smallcaps">Table -I.</span>—<i>Naval Vessels, Tonnage, Officers, Seamen, and Cost. -Tonnage.</i></p> - -<div class="key fullwide"> -<p>NV Number of Vessels United States Navy.</p> -<p>NG Number of Guns.</p> -<p>TV Tonnage of Vessels belonging to the United States Navy.</p> -<p>TNO Total Number of Navy Officers, including Midshipmen and -Mates.</p> -<p>TPO Total Number of Petty Officers, Seamen, etc.</p> -<p>Exp Total Expenditures for the Navy and Marine Corps.</p> -<p>Total = Total Tonnage of U.S. Enrolled, Licensed and Registered.</p> -</div> - -<table class="navy"> -<tr> -<th>Year.</th> -<th>NV</th> -<th>NG</th> -<th>TV</th> -<th>TNO</th> -<th>TPO</th> -<th>Exp</th> -<th>Total</th> -</tr> -<tr> -<td>1816</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>40,032</td> -<td>838</td> -<td class="smaller">unknown.</td> -<td>$3,908,278</td> -<td>1,372,219</td> -</tr> -<tr> -<td>1817</td> -<td>111</td> -<td>1,267</td> -<td>39,642</td> -<td>954</td> -<td class="center">. .</td> -<td>3,314,598</td> -<td>1,399,911</td> -</tr> -<tr> -<td>1818</td> -<td>115</td> -<td>1,383</td> -<td>39,682</td> -<td>948</td> -<td class="center">. .</td> -<td>2,953,695</td> -<td>1,225,184</td> -</tr> -<tr> -<td>1819</td> -<td>90</td> -<td>1,243</td> -<td>36,512</td> -<td>926</td> -<td class="center">. .</td> -<td>3,847,640</td> -<td>1,260,752</td> -</tr> -<tr> -<td>1820</td> -<td>88</td> -<td>1,384</td> -<td>38,057</td> -<td>895</td> -<td class="center">. .</td> -<td>4,387,990</td> -<td>1,280,166</td> -</tr> -<tr> -<td>1821</td> -<td>36</td> -<td>1,017</td> -<td>33,851</td> -<td>876</td> -<td class="center">. .</td> -<td>3,319,243</td> -<td>1,290,959</td> -</tr> -<tr> -<td>1822</td> -<td>38</td> -<td>1,047</td> -<td>34,413</td> -<td>848</td> -<td class="center">. .</td> -<td>2,224,459</td> -<td>1,324,670</td> -</tr> -<tr> -<td>1823</td> -<td>45</td> -<td>1,085</td> -<td>36,039</td> -<td>812</td> -<td class="center">. .</td> -<td>2,503,766</td> -<td>1,336,566</td> -</tr> -<tr> -<td>1824</td> -<td>49</td> -<td>1,122</td> -<td>36,338</td> -<td>843</td> -<td class="center">. .</td> -<td>2,904,581</td> -<td>1,389,163</td> -</tr> -<tr> -<td>1825</td> -<td>44</td> -<td>1,107</td> -<td>36,174</td> -<td>856</td> -<td class="center">. .</td> -<td>3,049,087</td> -<td>1,423,111</td> -</tr> -<tr> -<td>1826</td> -<td>46</td> -<td>1,104</td> -<td>39,577</td> -<td>859</td> -<td class="center">. .</td> -<td>4,218,902</td> -<td>1,534,190</td> -</tr> -<tr> -<td>1827</td> -<td>49</td> -<td>1,163</td> -<td>42,708</td> -<td>877</td> -<td class="center">. .</td> -<td>4,263,878</td> -<td>1,620,608</td> -</tr> -<tr> -<td>1828</td> -<td>53</td> -<td>1,243</td> -<td>44,149</td> -<td>898</td> -<td class="center">. .</td> -<td>3,918,786</td> -<td>1,741,392</td> -</tr> -<tr> -<td>1829</td> -<td>52</td> -<td>1,315</td> -<td>40,865</td> -<td>996</td> -<td class="center">. .</td> -<td>3,988,643</td> -<td>1,260,798</td> -</tr> -<tr> -<td>1830</td> -<td>51</td> -<td>1,287</td> -<td>40,865</td> -<td>1,051</td> -<td class="center">. .</td> -<td>3,239,429</td> -<td>1,191,776</td> -</tr> -<tr> -<td>1831</td> -<td>50</td> -<td>1,269</td> -<td>41,953</td> -<td>990</td> -<td class="center">. .</td> -<td>3,856,183</td> -<td>1,276,846</td> -</tr> -<tr> -<td>1832</td> -<td>52</td> -<td>1,292</td> -<td>42,147</td> -<td>987</td> -<td class="center">. .</td> -<td>4,947,718</td> -<td>1,439,450</td> -</tr> -<tr> -<td>1833</td> -<td>53</td> -<td>1,872</td> -<td>60,002</td> -<td>1,022</td> -<td class="center">. .</td> -<td>4,274,184</td> -<td>1,606,149</td> -</tr> -<tr> -<td>1834</td> -<td>53</td> -<td>1,872</td> -<td>67,804</td> -<td>1,012</td> -<td class="center">. .</td> -<td>4,613,657</td> -<td>1,758,907</td> -</tr> -<tr> -<td>1835</td> -<td>53</td> -<td>1,872</td> -<td>66,479</td> -<td>1,035</td> -<td>3,627</td> -<td>4,209,836</td> -<td>1,824,940</td> -</tr> -<tr> -<td>1836</td> -<td>51</td> -<td>1,969</td> -<td>66,281</td> -<td>1,044</td> -<td>3,804</td> -<td>6,252,145</td> -<td>1,882,685</td> -</tr> -<tr> -<td>1837</td> -<td>55</td> -<td>1,982</td> -<td>69,043</td> -<td>1,048</td> -<td>5,201</td> -<td>6,646,915</td> -<td>1,886,684</td> -</tr> -<tr> -<td>1838</td> -<td>55</td> -<td>1,982</td> -<td>69,233</td> -<td>1,104</td> -<td>5,650</td> -<td>6,131,581</td> -<td>1,985,649</td> -</tr> -<tr> -<td>1839</td> -<td>56</td> -<td>2,022</td> -<td>71,396</td> -<td>1,157</td> -<td>6,932</td> -<td>6,182,294</td> -<td>2,096,479</td> -</tr> -<tr> -<td>1840</td> -<td>62</td> -<td>2,106</td> -<td>74,776</td> -<td>1,171</td> -<td>7,072</td> -<td>6,113,896</td> -<td>2,180,764</td> -</tr> -<tr> -<td>1841</td> -<td>67</td> -<td>2,106</td> -<td>72,418</td> -<td>1,222</td> -<td>7,419</td> -<td>6,001,077</td> -<td>2,130,744</td> -</tr> -<tr> -<td>1842</td> -<td>69</td> -<td>2,044</td> -<td>73,895</td> -<td>1,482</td> -<td>9,784</td> -<td>8,397,243</td> -<td>2,092,391</td> -</tr> -<tr> -<td>1843</td> -<td>71</td> -<td>2,022</td> -<td>77,031</td> -<td>1,493</td> -<td>10,321</td> -<td class="notes">3,727,712*</td> -<td>2,158,603</td> -</tr> -<tr> -<td>1844</td> -<td>74</td> -<td>2,464</td> -<td>78,221</td> -<td>1,448</td> -<td>10,000</td> -<td>6,498,199</td> -<td>2,280,095</td> -</tr> -<tr> -<td>1845</td> -<td>76</td> -<td>2,400</td> -<td>79,592</td> -<td>1,434</td> -<td>7,500</td> -<td>6,297,178</td> -<td>2,417,002</td> -</tr> -<tr> -<td>1846</td> -<td>76</td> -<td>2,345</td> -<td>80,992</td> -<td>1,398</td> -<td>7,500</td> -<td>6,455,014</td> -<td>2,562,084</td> -</tr> -<tr> -<td>1847</td> -<td>81</td> -<td>2,398</td> -<td>86,456</td> -<td>1,391</td> -<td>7,500</td> -<td>7,900,636</td> -<td>2,839,046</td> -</tr> -<tr> -<td>1848</td> -<td>92</td> -<td>2,401</td> -<td>95,755</td> -<td>1,425</td> -<td>7,500</td> -<td>9,408,477</td> -<td>3,154,042</td> -</tr> -<tr> -<td>1849</td> -<td>78</td> -<td>2,380</td> -<td>92,391</td> -<td>1,465</td> -<td>7,500</td> -<td>9,786,706</td> -<td>3,334,016</td> -</tr> -<tr> -<td>1850</td> -<td>77</td> -<td>2,370</td> -<td>91,591</td> -<td>1,423</td> -<td>7,500</td> -<td>7,904,725</td> -<td>3,535,454</td> -</tr> -<tr> -<td>1851</td> -<td>74</td> -<td>2,336</td> -<td>90,786</td> -<td>1,416</td> -<td>7,500</td> -<td>8,880,582</td> -<td>3,772,439</td> -</tr> -<tr> -<td>1852</td> -<td>75</td> -<td>2,346</td> -<td>90,992</td> -<td>1,432</td> -<td>7,500</td> -<td>8,918,842</td> -<td>4,138,440</td> -</tr> -<tr> -<td>1853</td> -<td>75</td> -<td>2,329</td> -<td>91,814</td> -<td>1,417</td> -<td>7,500</td> -<td>11,067,790</td> -<td>4,407,010</td> -</tr> -<tr> -<td>1854</td> -<td>73</td> -<td>2,115</td> -<td>91,787</td> -<td>1,423</td> -<td>7,500</td> -<td>10,790,096</td> -<td>4,802,902</td> -</tr> -<tr> -<td>1855</td> -<td>78</td> -<td>2,355</td> -<td>112,715</td> -<td>1,433</td> -<td>7,500</td> -<td>13,327,095</td> -<td>5,212,001</td> -</tr> -<tr> -<td>1856</td> -<td>76</td> -<td>2,359</td> -<td>111,803</td> -<td>1,196</td> -<td>7,500</td> -<td>14,074,835</td> -<td>4,872,652</td> -</tr> -<tr> -<td>1857</td> -<td>73</td> -<td>2,332</td> -<td>109,224</td> -<td>1,206</td> -<td>8,500</td> -<td>12,651,695</td> -<td>4,940,842</td> -</tr> -<tr> -<td>1858</td> -<td>78</td> -<td>2,231</td> -<td>113,765</td> -<td>1,287</td> -<td>8,500</td> -<td>14,053,265</td> -<td>5,049,808</td> -</tr> -<tr> -<td>1859</td> -<td>86</td> -<td>2,273</td> -<td>132,489</td> -<td>1,351</td> -<td>8,500</td> -<td>14,690,927</td> -<td>5,145,038</td> -</tr> -<tr> -<td>1860</td> -<td>91</td> -<td>2,329</td> -<td>133,832</td> -<td>1,436</td> -<td>8,500</td> -<td>11,514,650</td> -<td>5,353,868</td> -</tr> -<tr> -<td>1861</td> -<td>90</td> -<td>2,309</td> -<td>133,842</td> -<td>1,497</td> -<td>10,000</td> -<td>12,387,157</td> -<td>5,539,813</td> -</tr> -<tr> -<td>1862</td> -<td>383</td> -<td>2,876</td> -<td>284,377</td> -<td>3,493</td> -<td>28,000</td> -<td>42,674,569</td> -<td>5,112,165</td> -</tr> -<tr> -<td>1863</td> -<td>449</td> -<td>2,926</td> -<td>333,841</td> -<td>4,613</td> -<td class="center">. .</td> -<td>63,211,105</td> -<td>5,155,055</td> -</tr> -<tr> -<td>1864</td> -<td>617</td> -<td>4,088</td> -<td>463,107</td> -<td>6,170</td> -<td>51,500</td> -<td>85,733,293</td> -<td>4,986,401</td> -</tr> -<tr> -<td>1865</td> -<td>681</td> -<td>4,662</td> -<td>470,362</td> -<td>7,296</td> -<td class="center">. .</td> -<td>116,781,676</td> -<td>5,096,783</td> -</tr> -<tr> -<td>1866</td> -<td>320</td> -<td>2,688</td> -<td>336,874</td> -<td>2,847</td> -<td>13,600</td> -<td>43,324,526</td> -<td>4,310,778</td> -</tr> -<tr> -<td>1867</td> -<td>273</td> -<td>2,235</td> -<td>313,056</td> -<td>2,770</td> -<td>11,900</td> -<td>31,034,011</td> -<td>4,304,486</td> -</tr> -<tr> -<td>1868</td> -<td>229</td> -<td>1,704</td> -<td>281,629</td> -<td>2,420</td> -<td>8,500</td> -<td>20,120,395</td> -<td>4,351,758</td> -</tr> -<tr> -<td>1869</td> -<td>203</td> -<td>1,701</td> -<td>255,217</td> -<td>1,921</td> -<td>8,500</td> -<td>18,985,165</td> -<td>4,144,639</td> -</tr> -<tr> -<td>1870</td> -<td>186</td> -<td>1,443</td> -<td>183,217</td> -<td>1,853</td> -<td>8,500</td> -<td>15,870,531</td> -<td>4,246,507</td> -</tr> -<tr> -<td>1871</td> -<td>177</td> -<td>1,446</td> -<td>181,738</td> -<td class="notes">2,020†</td> -<td>8,500</td> -<td>19,431,027</td> -<td>4,111,412</td> -</tr> -</table> - -<div class="tablefoot"> -<p>* Change of the fiscal year.</p> - -<p>† From this number should be deducted 130 mates not permanent -officers of the Navy.</p> -</div> - - -<span class="pagenum"> -<a name="page890" id="page890">890</a></span> -<p class="heading"><span class="smallcaps">Table II.</span> <i>Line -Officers</i>—1816 <i>to</i> 1871.</p> - -<div class="key wider"> -<p>A Admirals.</p> -<p>VA Vice-Admirals.</p> -<p>RA Rear Admirals.</p> -<p>Cm Commodores.</p> -<p>Cp Captains.</p> -<p>MC Master Command’ts or Commanders.</p> -<p>LC Lieut. Command’rs.</p> -<p>Lt Lieutenants.</p> -<p>Mr Masters.</p> -<p>PM Passed Midshipmen or Ensigns.</p> -<p>Mm Midshipmen.</p> -<p>Cm Cadet Midshipmen.</p> -<p>Mt Mates.</p> -<p>Total = Total Line Officers.</p> -</div> - -<table class="navy"> -<tr> -<th>Year.</th> -<th>A</th> -<th>VA</th> -<th>RA</th> -<th>Cm</th> -<th>Cp</th> -<th>MC</th> -<th>LC</th> -<th>Lt</th> -<th>Mr</th> -<th>PM</th> -<th>Mm</th> -<th>CM</th> -<th>Mt</th> -<th>Total</th> -</tr> -<tr> -<td>1815</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -</tr> -<tr> -<td>1816</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>32</td> -<td>18</td> -<td>. .</td> -<td>150</td> -<td>. .</td> -<td>. .</td> -<td>495</td> -<td>. .</td> -<td>. .</td> -<td>695</td> -</tr> -<tr> -<td>1817</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>31</td> -<td>22</td> -<td>. .</td> -<td>157</td> -<td>87</td> -<td>. .</td> -<td>415</td> -<td>. .</td> -<td>4</td> -<td>716</td> -</tr> -<tr> -<td>1818</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>34</td> -<td>26</td> -<td>. .</td> -<td>182</td> -<td>83</td> -<td>. .</td> -<td>404</td> -<td>. .</td> -<td>7</td> -<td>736</td> -</tr> -<tr> -<td>1819</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>35</td> -<td>23</td> -<td>. .</td> -<td>213</td> -<td>76</td> -<td>. .</td> -<td>362</td> -<td>. .</td> -<td>7</td> -<td>716</td> -</tr> -<tr> -<td>1820</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>34</td> -<td>22</td> -<td>. .</td> -<td>202</td> -<td>76</td> -<td>. .</td> -<td>350</td> -<td>. .</td> -<td>4</td> -<td>688</td> -</tr> -<tr> -<td>1821</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>32</td> -<td>21</td> -<td>. .</td> -<td>193</td> -<td>62</td> -<td>. .</td> -<td>364</td> -<td>. .</td> -<td>2</td> -<td>674</td> -</tr> -<tr> -<td>1822</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>31</td> -<td>31</td> -<td>. .</td> -<td>196</td> -<td>58</td> -<td>. .</td> -<td>336</td> -<td>. .</td> -<td>1</td> -<td>653</td> -</tr> -<tr> -<td>1823</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>30</td> -<td>30</td> -<td>. .</td> -<td>183</td> -<td>53</td> -<td>75</td> -<td>249</td> -<td>. .</td> -<td>1</td> -<td>621</td> -</tr> -<tr> -<td>1824</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>28</td> -<td>30</td> -<td>. .</td> -<td>172</td> -<td>51</td> -<td>71</td> -<td>312</td> -<td>. .</td> -<td>. .</td> -<td>664</td> -</tr> -<tr> -<td>1825</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>24</td> -<td>30</td> -<td>. .</td> -<td>228</td> -<td>48</td> -<td>. .</td> -<td>356</td> -<td>. .</td> -<td>. .</td> -<td>680</td> -</tr> -<tr> -<td>1826</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>32</td> -<td>29</td> -<td>. .</td> -<td>209</td> -<td>43</td> -<td>15</td> -<td>361</td> -<td>. .</td> -<td>. .</td> -<td>689</td> -</tr> -<tr> -<td>1827</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>31</td> -<td>27</td> -<td>. .</td> -<td>228</td> -<td>36</td> -<td>. .</td> -<td>374</td> -<td>. .</td> -<td>. .</td> -<td>696</td> -</tr> -<tr> -<td>1828</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>33</td> -<td>29</td> -<td>. .</td> -<td>229</td> -<td>33</td> -<td>. .</td> -<td>392</td> -<td>. .</td> -<td>. .</td> -<td>716</td> -</tr> -<tr> -<td>1829</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>35</td> -<td>33</td> -<td>. .</td> -<td>263</td> -<td>30</td> -<td>10</td> -<td>435</td> -<td>. .</td> -<td>. .</td> -<td>806</td> -</tr> -<tr> -<td>1830</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>37</td> -<td>39</td> -<td>. .</td> -<td>258</td> -<td>32</td> -<td>41</td> -<td>435</td> -<td>. .</td> -<td>. .</td> -<td>842</td> -</tr> -<tr> -<td>1831</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>37</td> -<td>34</td> -<td>. .</td> -<td>255</td> -<td>31</td> -<td>54</td> -<td>377</td> -<td>. .</td> -<td>. .</td> -<td>788</td> -</tr> -<tr> -<td>1832</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>40</td> -<td>37</td> -<td>. .</td> -<td>259</td> -<td>32</td> -<td>74</td> -<td>345</td> -<td>. .</td> -<td>. .</td> -<td>787</td> -</tr> -<tr> -<td>1833</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>37</td> -<td>41</td> -<td>. .</td> -<td>259</td> -<td>31</td> -<td>94</td> -<td>356</td> -<td>. .</td> -<td>. .</td> -<td>818</td> -</tr> -<tr> -<td>1834</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>37</td> -<td>41</td> -<td>. .</td> -<td>259</td> -<td>29</td> -<td>133</td> -<td>317</td> -<td>. .</td> -<td>. .</td> -<td>807</td> -</tr> -<tr> -<td>1835</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>37</td> -<td>41</td> -<td>. .</td> -<td>257</td> -<td>27</td> -<td>178</td> -<td>272</td> -<td>. .</td> -<td>. .</td> -<td>812</td> -</tr> -<tr> -<td>1836</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>38</td> -<td>40</td> -<td>. .</td> -<td>257</td> -<td>27</td> -<td>199</td> -<td>251</td> -<td>. .</td> -<td>. .</td> -<td>812</td> -</tr> -<tr> -<td>1837</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>40</td> -<td>41</td> -<td>. .</td> -<td>258</td> -<td>27</td> -<td>200</td> -<td>241</td> -<td>. .</td> -<td>. .</td> -<td>807</td> -</tr> -<tr> -<td>1838</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>50</td> -<td>49</td> -<td>. .</td> -<td>276</td> -<td>27</td> -<td>181</td> -<td>247</td> -<td>. .</td> -<td>. .</td> -<td>830</td> -</tr> -<tr> -<td>1839</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>52</td> -<td>55</td> -<td>. .</td> -<td>285</td> -<td>27</td> -<td>196</td> -<td>249</td> -<td>. .</td> -<td>. .</td> -<td>844</td> -</tr> -<tr> -<td>1840</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>55</td> -<td>55</td> -<td>. .</td> -<td>290</td> -<td>29</td> -<td>191</td> -<td>231</td> -<td>. .</td> -<td>. .</td> -<td>851</td> -</tr> -<tr> -<td>1841</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>55</td> -<td>55</td> -<td>. .</td> -<td>288</td> -<td>28</td> -<td>195</td> -<td>262</td> -<td>. .</td> -<td>. .</td> -<td>883</td> -</tr> -<tr> -<td>1842</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>68</td> -<td>96</td> -<td>. .</td> -<td>328</td> -<td>30</td> -<td>103</td> -<td>460</td> -<td>. .</td> -<td>4</td> -<td>1089</td> -</tr> -<tr> -<td>1843</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>67</td> -<td>94</td> -<td>. .</td> -<td>324</td> -<td>31</td> -<td>133</td> -<td>410</td> -<td>. .</td> -<td>7</td> -<td>1066</td> -</tr> -<tr> -<td>1844</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>67</td> -<td>96</td> -<td>. .</td> -<td>324</td> -<td>30</td> -<td>147</td> -<td>356</td> -<td>. .</td> -<td>12</td> -<td>1032</td> -</tr> -<tr> -<td>1845</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>68</td> -<td>96</td> -<td>. .</td> -<td>327</td> -<td>31</td> -<td>159</td> -<td>314</td> -<td>. .</td> -<td>11</td> -<td>1006</td> -</tr> -<tr> -<td>1846</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>67</td> -<td>97</td> -<td>. .</td> -<td>326</td> -<td>28</td> -<td>181</td> -<td>264</td> -<td>. .</td> -<td>11</td> -<td>974</td> -</tr> -<tr> -<td>1847</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>64</td> -<td>97</td> -<td>. .</td> -<td>324</td> -<td>31</td> -<td>206</td> -<td>240</td> -<td>. .</td> -<td>9</td> -<td>970</td> -</tr> -<tr> -<td>1848</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>67</td> -<td>97</td> -<td>. .</td> -<td>327</td> -<td>31</td> -<td>208</td> -<td>228</td> -<td>. .</td> -<td>8</td> -<td>966</td> -</tr> -<tr> -<td>1849</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>68</td> -<td>97</td> -<td>. .</td> -<td>327</td> -<td>31</td> -<td>270</td> -<td>181</td> -<td>. .</td> -<td>8</td> -<td>982</td> -</tr> -<tr> -<td>1850</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>68</td> -<td>97</td> -<td>. .</td> -<td>327</td> -<td>32</td> -<td>208</td> -<td>152</td> -<td>. .</td> -<td>5</td> -<td>940</td> -</tr> -<tr> -<td>1851</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>68</td> -<td>97</td> -<td>. .</td> -<td>327</td> -<td>33</td> -<td>233</td> -<td>171</td> -<td>. .</td> -<td>3</td> -<td>932</td> -</tr> -<tr> -<td>1852</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>68</td> -<td>97</td> -<td>. .</td> -<td>325</td> -<td>32</td> -<td>205</td> -<td>144</td> -<td>55</td> -<td>3</td> -<td>929</td> -</tr> -<tr> -<td>1853</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>68</td> -<td>97</td> -<td>. .</td> -<td>327</td> -<td>32</td> -<td>197</td> -<td>122</td> -<td>76</td> -<td>3</td> -<td>892</td> -</tr> -<tr> -<td>1854</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>68</td> -<td>97</td> -<td>. .</td> -<td>326</td> -<td>18</td> -<td>198</td> -<td>89</td> -<td>94</td> -<td>2</td> -<td>892</td> -</tr> -<tr> -<td>1855</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>68</td> -<td>97</td> -<td>. .</td> -<td>326</td> -<td>32</td> -<td>190</td> -<td>66</td> -<td>128</td> -<td>2</td> -<td>912</td> -</tr> -<tr> -<td>1856</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>68</td> -<td>97</td> -<td>. .</td> -<td>326</td> -<td>19</td> -<td>. .</td> -<td>46</td> -<td>124</td> -<td>1</td> -<td>681</td> -</tr> -<tr> -<td>1857</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>64</td> -<td>96</td> -<td>. .</td> -<td>311</td> -<td>24</td> -<td>24</td> -<td>30</td> -<td>145</td> -<td>1</td> -<td>696</td> -</tr> -<tr> -<td>1858</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>76</td> -<td>106</td> -<td>. .</td> -<td>319</td> -<td>1</td> -<td>23</td> -<td>45</td> -<td>174</td> -<td>1</td> -<td>745</td> -</tr> -<tr> -<td>1859</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>81</td> -<td>116</td> -<td>. .</td> -<td>338</td> -<td>20</td> -<td>. .</td> -<td>47</td> -<td>187</td> -<td>. .</td> -<td>789</td> -</tr> -<tr> -<td>1860</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td class="notes">80*</td> -<td>114</td> -<td>. .</td> -<td>325</td> -<td>34</td> -<td>. .</td> -<td>49</td> -<td>238</td> -<td>. .</td> -<td>840</td> -</tr> -<tr> -<td>1861</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td class="notes">79*</td> -<td>114</td> -<td>. .</td> -<td>321</td> -<td>36</td> -<td>. .</td> -<td>55</td> -<td>267</td> -<td>. .</td> -<td>872</td> -</tr> -<tr> -<td>1862</td> -<td>. .</td> -<td>. .</td> -<td>4</td> -<td>18</td> -<td>40</td> -<td>91</td> -<td>144</td> -<td>90</td> -<td>. .</td> -<td>. .</td> -<td>67</td> -<td>220</td> -<td>. .</td> -<td>664</td> -</tr> -<tr> -<td>1863</td> -<td>. .</td> -<td>. .</td> -<td>4</td> -<td>14</td> -<td>37</td> -<td>72</td> -<td>144</td> -<td>96</td> -<td>. .</td> -<td>30</td> -<td>9</td> -<td>382</td> -<td>. .</td> -<td>788</td> -</tr> -<tr> -<td>1864</td> -<td>. .</td> -<td>. .</td> -<td>6</td> -<td>18</td> -<td>36</td> -<td>72</td> -<td>144</td> -<td>96</td> -<td>. .</td> -<td>88</td> -<td>2</td> -<td>457</td> -<td>. .</td> -<td>913</td> -</tr> -<tr> -<td>1865</td> -<td>. .</td> -<td>1</td> -<td>5</td> -<td>19</td> -<td>35</td> -<td>67</td> -<td>139</td> -<td>113</td> -<td>. .</td> -<td>53</td> -<td>31</td> -<td>458</td> -<td>. .</td> -<td>931</td> -</tr> -<tr> -<td>1866</td> -<td>. .</td> -<td>1</td> -<td>4</td> -<td>19</td> -<td>35</td> -<td>71</td> -<td>142</td> -<td>90</td> -<td>11</td> -<td>39</td> -<td>84</td> -<td>450</td> -<td>. .</td> -<td>946</td> -</tr> -<tr> -<td>1867</td> -<td>1</td> -<td>1</td> -<td>10</td> -<td>24</td> -<td>46</td> -<td>90</td> -<td>165</td> -<td>22</td> -<td>53</td> -<td>54</td> -<td>72</td> -<td>421</td> -<td>. .</td> -<td>959</td> -</tr> -<tr> -<td>1868</td> -<td>1</td> -<td>1</td> -<td>9</td> -<td>24</td> -<td>49</td> -<td>90</td> -<td>136</td> -<td>45</td> -<td>29</td> -<td>52</td> -<td>157</td> -<td>344</td> -<td>. .</td> -<td>937</td> -</tr> -<tr> -<td>1869</td> -<td>1</td> -<td>1</td> -<td>10</td> -<td>25</td> -<td>50</td> -<td>89</td> -<td>171</td> -<td>46</td> -<td>80</td> -<td>154</td> -<td>77</td> -<td>286</td> -<td>. .</td> -<td>990</td> -</tr> -<tr> -<td>1870</td> -<td>1</td> -<td>1</td> -<td>10</td> -<td>25</td> -<td>50</td> -<td>90</td> -<td>180</td> -<td>64</td> -<td>99</td> -<td>160</td> -<td>74</td> -<td>251</td> -<td>. .</td> -<td class="notes">1103†</td> -</tr> -<tr> -<td>1871</td> -<td>1</td> -<td>1</td> -<td>12</td> -<td>25</td> -<td>50</td> -<td>89</td> -<td>178</td> -<td>141</td> -<td>151</td> -<td>69</td> -<td>69</td> -<td>246</td> -<td>. .</td> -<td class="notes">1256‡</td> -</tr> -</table> - -<div class="tablefoot"> -<p>* One senior flag officer.</p> - -<p>† Including 98 mates, temporary officers not eligible for promotion -and not properly belonging to the Regular Navy, and should be classed as -Volunteers.</p> - -<p>‡ Including 130 mates, temporary officers not eligible for promotion -and not properly belonging to the Regular Navy, and should be classed as -Volunteers.</p> -</div> - - -<span class="pagenum"> -<a name="page891" id="page891">891</a></span> -<p class="heading"><span class="smallcaps">Table III.</span> -<i>Warrant or Forward Officers, and Marine Corps, 1816 to 1871.</i></p> - -<div class="key"> -<p>B Boatswains.</p> -<p>G Gunners.</p> -<p>Cr Carpenters.</p> -<p>S Sailmakers.</p> -<p>C Colonels.</p> -<p>LC Lieut-Colonels.</p> -<p>M Majors.</p> -<p>Cp Captains.</p> -<p>L Lieutenants.</p> -<p>SL Second Lieutenants.</p> -</div> - -<table class="navy"> -<tr> -<th colspan="6">Warranted or Forward Officers,<br>1815 to 1871 -inclusive.</th> -<th colspan="7">Officers of the United States Marine Corps,<br>1815 to -1871 inclusive.</th> -</tr> -<tr> -<th>Year</th> -<th>B</th> -<th>G</th> -<th>Cr</th> -<th>S</th> -<th>Total.</th> -<th>C</th> -<th>LC</th> -<th>M</th> -<th>Cp</th> -<th>L</th> -<th>SL</th> -<th>Total.</th> -</tr> -<tr> -<td>1815</td> -<td>28</td> -<td>24</td> -<td>18</td> -<td>12</td> -<td>82</td> -<td>1</td> -<td class="center">. .</td> -<td>2</td> -<td>20</td> -<td>21</td> -<td>18</td> -<td>62</td> -</tr> -<tr> -<td>1816</td> -<td>28</td> -<td>24</td> -<td>6</td> -<td>2</td> -<td>60</td> -<td>1</td> -<td class="center">. .</td> -<td>1</td> -<td>20</td> -<td>21</td> -<td>18</td> -<td>61</td> -</tr> -<tr> -<td>1817</td> -<td>28</td> -<td>22</td> -<td>6</td> -<td>2</td> -<td>58</td> -<td>1</td> -<td class="center">. .</td> -<td>1</td> -<td>16</td> -<td>19</td> -<td>13</td> -<td>50</td> -</tr> -<tr> -<td>1818</td> -<td>22</td> -<td>22</td> -<td>17</td> -<td>11</td> -<td>72</td> -<td>1</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>9</td> -<td>23</td> -<td>16</td> -<td>49</td> -</tr> -<tr> -<td>1819</td> -<td>22</td> -<td>22</td> -<td>16</td> -<td>11</td> -<td>71</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>9</td> -<td>23</td> -<td>16</td> -<td>48</td> -</tr> -<tr> -<td>1820</td> -<td>19</td> -<td>22</td> -<td>17</td> -<td>12</td> -<td>70</td> -<td class="center">. .</td> -<td>1</td> -<td class="center">. .</td> -<td>9</td> -<td>24</td> -<td>9</td> -<td>43</td> -</tr> -<tr> -<td>1821</td> -<td>14</td> -<td>18</td> -<td>12</td> -<td>8</td> -<td>52</td> -<td class="center">. .</td> -<td>1</td> -<td class="center">. .</td> -<td>8</td> -<td>24</td> -<td>16</td> -<td>49</td> -</tr> -<tr> -<td>1822</td> -<td>16</td> -<td>17</td> -<td>13</td> -<td>10</td> -<td>56</td> -<td class="center">. .</td> -<td>1</td> -<td class="center">. .</td> -<td>8</td> -<td>21</td> -<td>15</td> -<td>45</td> -</tr> -<tr> -<td>1823</td> -<td>16</td> -<td>18</td> -<td>13</td> -<td>11</td> -<td>58</td> -<td class="center">. .</td> -<td>1</td> -<td class="center">. .</td> -<td>9</td> -<td>24</td> -<td>16</td> -<td>50</td> -</tr> -<tr> -<td>1824</td> -<td>15</td> -<td>18</td> -<td>14</td> -<td>12</td> -<td>59</td> -<td class="center">. .</td> -<td>1</td> -<td class="center">. .</td> -<td>9</td> -<td>24</td> -<td>15</td> -<td>49</td> -</tr> -<tr> -<td>1825</td> -<td>16</td> -<td>16</td> -<td>10</td> -<td>10</td> -<td>52</td> -<td class="center">. .</td> -<td>1</td> -<td class="center">. .</td> -<td>9</td> -<td>24</td> -<td>14</td> -<td>48</td> -</tr> -<tr> -<td>1826</td> -<td>13</td> -<td>12</td> -<td>10</td> -<td>9</td> -<td>44</td> -<td class="center">. .</td> -<td>1</td> -<td class="center">. .</td> -<td>9</td> -<td>23</td> -<td>17</td> -<td>50</td> -</tr> -<tr> -<td>1827</td> -<td>15</td> -<td>14</td> -<td>11</td> -<td>9</td> -<td>49</td> -<td class="center">. .</td> -<td>1</td> -<td class="center">. .</td> -<td>9</td> -<td>24</td> -<td>16</td> -<td>50</td> -</tr> -<tr> -<td>1828</td> -<td>14</td> -<td>18</td> -<td>14</td> -<td>11</td> -<td>57</td> -<td class="center">. .</td> -<td>1</td> -<td class="center">. .</td> -<td>9</td> -<td>24</td> -<td>16</td> -<td>50</td> -</tr> -<tr> -<td>1829</td> -<td>17</td> -<td>19</td> -<td>13</td> -<td>14</td> -<td>63</td> -<td class="center">. .</td> -<td>1</td> -<td class="center">. .</td> -<td>9</td> -<td>24</td> -<td>16</td> -<td>50</td> -</tr> -<tr> -<td>1830</td> -<td>18</td> -<td>20</td> -<td>16</td> -<td>16</td> -<td>70</td> -<td class="center">. .</td> -<td>1</td> -<td class="center">. .</td> -<td>9</td> -<td>24</td> -<td>16</td> -<td>50</td> -</tr> -<tr> -<td>1831</td> -<td>18</td> -<td>19</td> -<td>13</td> -<td>17</td> -<td>67</td> -<td class="center">. .</td> -<td>1</td> -<td class="center">. .</td> -<td>9</td> -<td>24</td> -<td>16</td> -<td>50</td> -</tr> -<tr> -<td>1832</td> -<td>21</td> -<td>16</td> -<td>12</td> -<td>18</td> -<td>67</td> -<td class="center">. .</td> -<td>1</td> -<td class="center">. .</td> -<td>9</td> -<td>24</td> -<td>16</td> -<td>50</td> -</tr> -<tr> -<td>1833</td> -<td>16</td> -<td>19</td> -<td>15</td> -<td>13</td> -<td>63</td> -<td class="center">. .</td> -<td>1</td> -<td class="center">. .</td> -<td>10</td> -<td>24</td> -<td>16</td> -<td>50</td> -</tr> -<tr> -<td>1834</td> -<td>18</td> -<td>17</td> -<td>16</td> -<td>14</td> -<td>65</td> -<td class="center">. .</td> -<td>1</td> -<td class="center">. .</td> -<td>10</td> -<td>24</td> -<td>16</td> -<td>50</td> -</tr> -<tr> -<td>1835</td> -<td>18</td> -<td>20</td> -<td>20</td> -<td>19</td> -<td>77</td> -<td>1</td> -<td>1</td> -<td>4</td> -<td>13</td> -<td>20</td> -<td>19</td> -<td>58</td> -</tr> -<tr> -<td>1836</td> -<td>21</td> -<td>20</td> -<td>20</td> -<td>19</td> -<td>80</td> -<td>1</td> -<td>1</td> -<td>4</td> -<td>13</td> -<td>20</td> -<td>19</td> -<td>58</td> -</tr> -<tr> -<td>1837</td> -<td>22</td> -<td>23</td> -<td>20</td> -<td>19</td> -<td>84</td> -<td>1</td> -<td>1</td> -<td>4</td> -<td>13</td> -<td>20</td> -<td>20</td> -<td>59</td> -</tr> -<tr> -<td>1838</td> -<td>25</td> -<td>29</td> -<td>23</td> -<td>24</td> -<td>101</td> -<td>1</td> -<td>1</td> -<td>4</td> -<td>13</td> -<td>19</td> -<td>20</td> -<td>58</td> -</tr> -<tr> -<td>1839</td> -<td>32</td> -<td>35</td> -<td>27</td> -<td>26</td> -<td>120</td> -<td>1</td> -<td>1</td> -<td>4</td> -<td>13</td> -<td>20</td> -<td>19</td> -<td>58</td> -</tr> -<tr> -<td>1840</td> -<td>32</td> -<td>37</td> -<td>24</td> -<td>25</td> -<td>118</td> -<td>1</td> -<td>1</td> -<td>4</td> -<td>13</td> -<td>20</td> -<td>20</td> -<td>59</td> -</tr> -<tr> -<td>1841</td> -<td>29</td> -<td>36</td> -<td>28</td> -<td>27</td> -<td>120</td> -<td>1</td> -<td>1</td> -<td>4</td> -<td>13</td> -<td>20</td> -<td>20</td> -<td>59</td> -</tr> -<tr> -<td>1842</td> -<td>32</td> -<td>41</td> -<td>36</td> -<td>33</td> -<td>142</td> -<td>1</td> -<td>1</td> -<td>4</td> -<td>13</td> -<td>20</td> -<td>19</td> -<td>58</td> -</tr> -<tr> -<td>1843</td> -<td>37</td> -<td>40</td> -<td>38</td> -<td>35</td> -<td>150</td> -<td>1</td> -<td>1</td> -<td>4</td> -<td>13</td> -<td>20</td> -<td>20</td> -<td>59</td> -</tr> -<tr> -<td>1844</td> -<td>32</td> -<td>39</td> -<td>35</td> -<td>33</td> -<td>139</td> -<td>1</td> -<td>1</td> -<td>4</td> -<td>13</td> -<td>20</td> -<td>20</td> -<td>59</td> -</tr> -<tr> -<td>1845</td> -<td>30</td> -<td>42</td> -<td>36</td> -<td>34</td> -<td>142</td> -<td>1</td> -<td>1</td> -<td>4</td> -<td>13</td> -<td>20</td> -<td>20</td> -<td>59</td> -</tr> -<tr> -<td>1846</td> -<td>31</td> -<td>42</td> -<td>36</td> -<td>34</td> -<td>143</td> -<td>1</td> -<td>1</td> -<td>4</td> -<td>13</td> -<td>20</td> -<td>20</td> -<td>59</td> -</tr> -<tr> -<td>1847</td> -<td>32</td> -<td>42</td> -<td>36</td> -<td>31</td> -<td>141</td> -<td>1</td> -<td>1</td> -<td>4</td> -<td>13</td> -<td>20</td> -<td>20</td> -<td>59</td> -</tr> -<tr> -<td>1848</td> -<td>38</td> -<td>44</td> -<td>40</td> -<td>29</td> -<td>151</td> -<td>1</td> -<td>1</td> -<td>7</td> -<td>14</td> -<td>23</td> -<td>24</td> -<td>70</td> -</tr> -<tr> -<td>1849</td> -<td>39</td> -<td>44</td> -<td>42</td> -<td>33</td> -<td>158</td> -<td>1</td> -<td>1</td> -<td>7</td> -<td>18</td> -<td>24</td> -<td>24</td> -<td>75</td> -</tr> -<tr> -<td>1850</td> -<td>39</td> -<td>43</td> -<td>42</td> -<td>34</td> -<td>158</td> -<td>1</td> -<td>1</td> -<td>7</td> -<td>18</td> -<td>23</td> -<td>23</td> -<td>73</td> -</tr> -<tr> -<td>1851</td> -<td>43</td> -<td>46</td> -<td>45</td> -<td>37</td> -<td>171</td> -<td>1</td> -<td>1</td> -<td>7</td> -<td>17</td> -<td>23</td> -<td>21</td> -<td>70</td> -</tr> -<tr> -<td>1852</td> -<td>41</td> -<td>45</td> -<td>45</td> -<td>38</td> -<td>169</td> -<td>1</td> -<td>1</td> -<td>7</td> -<td>16</td> -<td>21</td> -<td>21</td> -<td>67</td> -</tr> -<tr> -<td>1853</td> -<td>44</td> -<td>46</td> -<td>49</td> -<td>41</td> -<td>180</td> -<td>1</td> -<td>1</td> -<td>7</td> -<td>16</td> -<td>20</td> -<td>20</td> -<td>65</td> -</tr> -<tr> -<td>1854</td> -<td>38</td> -<td>48</td> -<td>51</td> -<td>41</td> -<td>178</td> -<td>1</td> -<td>1</td> -<td>7</td> -<td>14</td> -<td>20</td> -<td>20</td> -<td>63</td> -</tr> -<tr> -<td>1855</td> -<td>37</td> -<td>45</td> -<td>32</td> -<td>40</td> -<td>174</td> -<td>1</td> -<td>1</td> -<td>7</td> -<td>14</td> -<td>19</td> -<td>20</td> -<td>62</td> -</tr> -<tr> -<td>1856</td> -<td>39</td> -<td>40</td> -<td>48</td> -<td>39</td> -<td>166</td> -<td>1</td> -<td>1</td> -<td>7</td> -<td>14</td> -<td>20</td> -<td>20</td> -<td>63</td> -</tr> -<tr> -<td>1857</td> -<td>38</td> -<td>40</td> -<td>48</td> -<td>39</td> -<td>165</td> -<td>1</td> -<td>1</td> -<td>7</td> -<td>13</td> -<td>19</td> -<td>20</td> -<td>61</td> -</tr> -<tr> -<td>1858</td> -<td>38</td> -<td>44</td> -<td>47</td> -<td>42</td> -<td>171</td> -<td>1</td> -<td>1</td> -<td>7</td> -<td>14</td> -<td>19</td> -<td>20</td> -<td>62</td> -</tr> -<tr> -<td>1859</td> -<td>40</td> -<td>44</td> -<td>48</td> -<td>41</td> -<td>173</td> -<td>1</td> -<td>1</td> -<td>7</td> -<td>15</td> -<td>20</td> -<td>19</td> -<td>63</td> -</tr> -<tr> -<td>1860</td> -<td>41</td> -<td>46</td> -<td>46</td> -<td>42</td> -<td>175</td> -<td>1</td> -<td>1</td> -<td>7</td> -<td>14</td> -<td>20</td> -<td>20</td> -<td>63</td> -</tr> -<tr> -<td>1861</td> -<td>43</td> -<td>47</td> -<td>45</td> -<td>40</td> -<td>175</td> -<td>1</td> -<td>1</td> -<td>7</td> -<td>14</td> -<td>20</td> -<td>20</td> -<td>63</td> -</tr> -<tr> -<td>1862</td> -<td>54</td> -<td>93</td> -<td>60</td> -<td>46</td> -<td>253</td> -<td>2</td> -<td>2</td> -<td>7</td> -<td>24</td> -<td>30</td> -<td>30</td> -<td>95</td> -</tr> -<tr> -<td>1863</td> -<td>53</td> -<td>84</td> -<td>56</td> -<td>45</td> -<td>238</td> -<td>2</td> -<td>2</td> -<td>7</td> -<td>20</td> -<td>28</td> -<td>29</td> -<td>88</td> -</tr> -<tr> -<td>1864</td> -<td>49</td> -<td>71</td> -<td>53</td> -<td>40</td> -<td>213</td> -<td>2</td> -<td>2</td> -<td>7</td> -<td>21</td> -<td>30</td> -<td>22</td> -<td>84</td> -</tr> -<tr> -<td>1865</td> -<td>46</td> -<td>65</td> -<td>47</td> -<td>36</td> -<td>194</td> -<td>2</td> -<td>2</td> -<td>7</td> -<td>22</td> -<td>30</td> -<td>24</td> -<td>87</td> -</tr> -<tr> -<td>1866</td> -<td>39</td> -<td>63</td> -<td>43</td> -<td>32</td> -<td>177</td> -<td>2</td> -<td>2</td> -<td>7</td> -<td>22</td> -<td>30</td> -<td>24</td> -<td>87</td> -</tr> -<tr> -<td>1867</td> -<td>52</td> -<td>59</td> -<td>40</td> -<td>30</td> -<td>181</td> -<td>2</td> -<td>2</td> -<td>7</td> -<td>22</td> -<td>30</td> -<td>30</td> -<td>93</td> -</tr> -<tr> -<td>1868</td> -<td>52</td> -<td>55</td> -<td>36</td> -<td>31</td> -<td>174</td> -<td class="center">. .</td> -<td>2</td> -<td>7</td> -<td>21</td> -<td>30</td> -<td>27</td> -<td class="notes">88*</td> -</tr> -<tr> -<td>1869</td> -<td>51</td> -<td>50</td> -<td>32</td> -<td>30</td> -<td>163</td> -<td>1</td> -<td>2</td> -<td>7</td> -<td>22</td> -<td>30</td> -<td>23</td> -<td class="notes">86*</td> -</tr> -<tr> -<td>1870</td> -<td>46</td> -<td>52</td> -<td>38</td> -<td>31</td> -<td>167</td> -<td>1</td> -<td>2</td> -<td>7</td> -<td>23</td> -<td>30</td> -<td>26</td> -<td class="notes">90*</td> -</tr> -<tr> -<td>1871</td> -<td>46</td> -<td>57</td> -<td>39</td> -<td>34</td> -<td>176</td> -<td>1</td> -<td>2</td> -<td>7</td> -<td>22</td> -<td>30</td> -<td>30</td> -<td class="notes">93*</td> -</tr> -</table> - -<p class="tablefoot">* One brigadier-general since 1868. The senior -officer has always been styled the lieutenant-colonel-commandant, -colonel-commandant, or brigadier-general commandant. Since 1868, in the -number of majors and captains is included those of the staff ranking -with the line. At present there are three staff officers holding the -rank of major, and two that of captain.</p> - -<span class="pagenum"> -<a name="page892" id="page892">892</a></span> - -<div class="key fullwide"> -<p>S Surgeons.</p> -<p>PAS Passed Ass’t Surgeons.</p> -<p>AS Assistant Surgeons.</p> -<p>SM Surgeons’s Mates.</p> -<p>PP Pursers or Paymasters.</p> -<p>CPT Chaplains, Professors of Mathematics, and Teachers.</p> -<p>Total = Total Staff Officers.</p> -</div> - -<p class="tablehead">STAFF OFFICERS, 1815 TO 1842 INCLUSIVE.</p> - -<table class="navy"> -<tr> -<th rowspan="2">Year</th> -<th colspan="4">Medical Dep’t.</th> -<th class="drop" rowspan="2">PP</th> -<th class="drop" rowspan="2">CPT</th> -<th class="drop" rowspan="2">Total</th> -</tr> -<tr> -<!-- --> -<th>S</th> -<th>PAS</th> -<th>AS</th> -<th>SM</th> -</tr> -<tr> -<td>1815</td> -<td>43</td> -<td>. .</td> -<td>. .</td> -<td>44</td> -<td>39</td> -<td>4</td> -<td>130</td> -</tr> -<tr> -<td>1816</td> -<td>45</td> -<td>. .</td> -<td>. .</td> -<td>44</td> -<td>40</td> -<td>4</td> -<td>133</td> -</tr> -<tr> -<td>1817</td> -<td>48</td> -<td>. .</td> -<td>. .</td> -<td>72</td> -<td>53</td> -<td>7</td> -<td>180</td> -</tr> -<tr> -<td>1818</td> -<td>44</td> -<td>. .</td> -<td>. .</td> -<td>44</td> -<td>45</td> -<td>7</td> -<td>140</td> -</tr> -<tr> -<td>1819</td> -<td>52</td> -<td>. .</td> -<td>. .</td> -<td>33</td> -<td>45</td> -<td>9</td> -<td>139</td> -</tr> -<tr> -<td>1820</td> -<td>47</td> -<td>. .</td> -<td>. .</td> -<td>34</td> -<td>44</td> -<td>12</td> -<td>137</td> -</tr> -<tr> -<td>1821</td> -<td>47</td> -<td>. .</td> -<td>. .</td> -<td>46</td> -<td>44</td> -<td>13</td> -<td>150</td> -</tr> -<tr> -<td>1822</td> -<td>46</td> -<td>. .</td> -<td>. .</td> -<td>41</td> -<td>42</td> -<td>10</td> -<td>139</td> -</tr> -<tr> -<td>1823</td> -<td>42</td> -<td>. .</td> -<td>. .</td> -<td>32</td> -<td>40</td> -<td>9</td> -<td>123</td> -</tr> -<tr> -<td>1824</td> -<td>35</td> -<td>. .</td> -<td>. .</td> -<td>38</td> -<td>39</td> -<td>8</td> -<td>120</td> -</tr> -<tr> -<td>1825</td> -<td>34</td> -<td>. .</td> -<td>. .</td> -<td>40</td> -<td>40</td> -<td>10</td> -<td>124</td> -</tr> -<tr> -<td>1826</td> -<td>39</td> -<td>. .</td> -<td>. .</td> -<td>35</td> -<td>42</td> -<td>10</td> -<td>126</td> -</tr> -<tr> -<td>1827</td> -<td>40</td> -<td>. .</td> -<td>. .</td> -<td>40</td> -<td>43</td> -<td>9</td> -<td>132</td> -</tr> -<tr> -<td>1828</td> -<td>37</td> -<td>. .</td> -<td>. .</td> -<td>37</td> -<td>42</td> -<td>9</td> -<td>125</td> -</tr> -<tr> -<td>1829</td> -<td>43</td> -<td>. .</td> -<td>34</td> -<td>. .</td> -<td>41</td> -<td>9</td> -<td>127</td> -</tr> -<tr> -<td>1830</td> -<td>39</td> -<td>. .</td> -<td class="notes">58*</td> -<td>. .</td> -<td>43</td> -<td>9</td> -<td>149</td> -</tr> -<tr> -<td>1831</td> -<td>37</td> -<td>. .</td> -<td>46</td> -<td>. .</td> -<td>43</td> -<td>9</td> -<td>135</td> -</tr> -<tr> -<td>1832</td> -<td>44</td> -<td>. .</td> -<td>38</td> -<td>. .</td> -<td>42</td> -<td>9</td> -<td>133</td> -</tr> -<tr> -<td>1833</td> -<td>44</td> -<td>. .</td> -<td>45</td> -<td>. .</td> -<td>43</td> -<td>9</td> -<td>141</td> -</tr> -<tr> -<td>1834</td> -<td>43</td> -<td>. .</td> -<td>46</td> -<td>. .</td> -<td>43</td> -<td>8</td> -<td>140</td> -</tr> -<tr> -<td>1835</td> -<td>44</td> -<td>15</td> -<td>31</td> -<td>. .</td> -<td>43</td> -<td>13</td> -<td>146</td> -</tr> -<tr> -<td>1836</td> -<td>43</td> -<td>15</td> -<td>35</td> -<td>. .</td> -<td>42</td> -<td>17</td> -<td>152</td> -</tr> -<tr> -<td>1837</td> -<td>44</td> -<td>26</td> -<td>23</td> -<td>. .</td> -<td>44</td> -<td>20</td> -<td>157</td> -</tr> -<tr> -<td>1838</td> -<td>49</td> -<td>20</td> -<td>37</td> -<td>. .</td> -<td>45</td> -<td>22</td> -<td>178</td> -</tr> -<tr> -<td>1839</td> -<td>60</td> -<td>16</td> -<td>51</td> -<td>. .</td> -<td>49</td> -<td>27</td> -<td>193</td> -</tr> -<tr> -<td>1840</td> -<td>61</td> -<td>17</td> -<td>53</td> -<td>. .</td> -<td>51</td> -<td>30</td> -<td>202</td> -</tr> -<tr> -<td>1841</td> -<td>59</td> -<td>17</td> -<td>57</td> -<td>. .</td> -<td>53</td> -<td>33</td> -<td>219</td> -</tr> -<tr> -<td>1842</td> -<td>69</td> -<td>11</td> -<td>55</td> -<td>. .</td> -<td>64</td> -<td>52</td> -<td>251</td> -</tr> -</table> - -<p class="tablefoot">* Sixteen acting assistants.</p> - -<div class="key wider"> -<p>S Surgeons.</p> -<p>PAS Passed Ass’t Surgeons.</p> -<p>AS Assistant Surgeons.</p> -<p>P Paymasters.</p> -<p>PAP Passed Ass’t Paymasters.</p> -<p>AP Assistant Paymasters.</p> -<p>CE Chief Engineers.</p> -<p>1AE 1st Assistant Engineers.</p> -<p>2AE 2d Assistant Engineers.</p> -<p>3AE 3d Assistant Engineers.</p> -<p>Ch Chaplains.</p> -<p>PTL Professors and Teachers of Language.</p> -<p>Total = Total Staff Officers</p> -</div> - -<p class="tablehead">STAFF OFFICERS, 1842 TO 1871 INCLUSIVE.</p> - -<table class="navy"> -<tr> -<th rowspan="2">Year.</th> -<th colspan="3">Medical Dept.</th> -<th colspan="3">Pay Department.</th> -<th colspan="4">Engineer Dep’t.</th> -<th class="drop" rowspan="2">Ch</th> -<th class="drop" rowspan="2">PTL</th> -<th class="drop" rowspan="2">Total</th> -</tr> -<tr> -<!-- --> -<th>S</th> -<th>PAS</th> -<th>AS</th> -<th>P</th> -<th>PAP</th> -<th>AP</th> -<th>CE</th> -<th>1AE</th> -<th>2AE</th> -<th>3AE</th> -</tr> -<tr> -<td>1843</td> -<td>69</td> -<td>9</td> -<td>60</td> -<td>64</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td class="notes">5*</td> -<td>8</td> -<td>5</td> -<td>5</td> -<td>22</td> -<td>29</td> -<td>277</td> -</tr> -<tr> -<td>1844</td> -<td>69</td> -<td>26</td> -<td>39</td> -<td>64</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td class="notes">5*</td> -<td>9</td> -<td>5</td> -<td>10</td> -<td>22</td> -<td>26</td> -<td>277</td> -</tr> -<tr> -<td>1845</td> -<td>96</td> -<td>26</td> -<td>41</td> -<td>64</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td class="notes">5*</td> -<td>11</td> -<td>9</td> -<td>11</td> -<td>23</td> -<td>25</td> -<td>286</td> -</tr> -<tr> -<td>1846</td> -<td>69</td> -<td>29</td> -<td>36</td> -<td>64</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>5</td> -<td>5</td> -<td>13</td> -<td>13</td> -<td>23</td> -<td>24</td> -<td>281</td> -</tr> -<tr> -<td>1847</td> -<td>69</td> -<td>33</td> -<td>34</td> -<td>62</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td class="notes">4†</td> -<td>5</td> -<td>13</td> -<td>13</td> -<td>22</td> -<td>24</td> -<td>280</td> -</tr> -<tr> -<td>1848</td> -<td>68</td> -<td>41</td> -<td>37</td> -<td>63</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td class="notes">6†</td> -<td>9</td> -<td>18</td> -<td>24</td> -<td>24</td> -<td>23</td> -<td>308</td> -</tr> -<tr> -<td>1849</td> -<td>69</td> -<td>39</td> -<td>41</td> -<td>64</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td class="notes">6†</td> -<td>12</td> -<td>17</td> -<td>38</td> -<td>24</td> -<td>14</td> -<td>325</td> -</tr> -<tr> -<td>1850</td> -<td>68</td> -<td>37</td> -<td>43</td> -<td>64</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td class="notes">8†</td> -<td>8</td> -<td>18</td> -<td>33</td> -<td>24</td> -<td>12</td> -<td>316</td> -</tr> -<tr> -<td>1851</td> -<td>68</td> -<td>34</td> -<td>44</td> -<td>63</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td class="notes">9†</td> -<td>7</td> -<td>17</td> -<td>35</td> -<td>23</td> -<td>12</td> -<td>313</td> -</tr> -<tr> -<td>1852</td> -<td>69</td> -<td>34</td> -<td>45</td> -<td>64</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td class="notes">10†</td> -<td>19</td> -<td>29</td> -<td>28</td> -<td>24</td> -<td>12</td> -<td>334</td> -</tr> -<tr> -<td>1853</td> -<td>69</td> -<td>40</td> -<td>37</td> -<td>63</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td class="notes">13†</td> -<td>18</td> -<td>34</td> -<td>34</td> -<td>24</td> -<td>12</td> -<td>345</td> -</tr> -<tr> -<td>1854</td> -<td>69</td> -<td>37</td> -<td>42</td> -<td>64</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td class="notes">11†</td> -<td>24</td> -<td>25</td> -<td>44</td> -<td>24</td> -<td>12</td> -<td>353</td> -</tr> -<tr> -<td>1855</td> -<td>69</td> -<td>35</td> -<td>44</td> -<td>64</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td class="notes">12†</td> -<td>22</td> -<td>23</td> -<td>41</td> -<td>24</td> -<td>12</td> -<td>347</td> -</tr> -<tr> -<td>1856</td> -<td>69</td> -<td>36</td> -<td>43</td> -<td>64</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>13</td> -<td>21</td> -<td>28</td> -<td>39</td> -<td>24</td> -<td>12</td> -<td>349</td> -</tr> -<tr> -<td>1857</td> -<td>69</td> -<td>43</td> -<td>37</td> -<td>64</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>17</td> -<td>24</td> -<td>20</td> -<td>35</td> -<td>24</td> -<td>12</td> -<td>345</td> -</tr> -<tr> -<td>1858</td> -<td>69</td> -<td>41</td> -<td>39</td> -<td>62</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>18</td> -<td>31</td> -<td>21</td> -<td>54</td> -<td>24</td> -<td>12</td> -<td>371</td> -</tr> -<tr> -<td>1859</td> -<td>69</td> -<td>41</td> -<td>39</td> -<td>64</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>21</td> -<td>33</td> -<td>23</td> -<td>63</td> -<td>24</td> -<td>12</td> -<td>389</td> -</tr> -<tr> -<td>1860</td> -<td>69</td> -<td>37</td> -<td>42</td> -<td>64</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>24</td> -<td>36</td> -<td>23</td> -<td>92</td> -<td>23</td> -<td>11</td> -<td>421</td> -</tr> -<tr> -<td>1861</td> -<td>69</td> -<td>43</td> -<td>36</td> -<td>64</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>28</td> -<td>43</td> -<td>20</td> -<td>92</td> -<td>24</td> -<td>12</td> -<td>450</td> -</tr> -<tr> -<td>1862</td> -<td>80</td> -<td>2</td> -<td>118</td> -<td>62</td> -<td class="center">. .</td> -<td>31</td> -<td>48</td> -<td>32</td> -<td>78</td> -<td>240</td> -<td>116</td> -<td>12</td> -<td>724</td> -</tr> -<tr> -<td>1863</td> -<td>80</td> -<td>1</td> -<td>117</td> -<td>63</td> -<td class="center">. .</td> -<td>31</td> -<td>49</td> -<td>32</td> -<td>92</td> -<td>264</td> -<td>118</td> -<td>12</td> -<td>759</td> -</tr> -<tr> -<td>1864</td> -<td>80</td> -<td>7</td> -<td>108</td> -<td>64</td> -<td class="center">. .</td> -<td>32</td> -<td>52</td> -<td>48</td> -<td>149</td> -<td>252</td> -<td>120</td> -<td>12</td> -<td>815</td> -</tr> -<tr> -<td>1865</td> -<td>78</td> -<td>22</td> -<td>108</td> -<td>63</td> -<td class="center">. .</td> -<td>33</td> -<td>59</td> -<td>65</td> -<td>235</td> -<td>115</td> -<td>121</td> -<td>12</td> -<td>811</td> -</tr> -<tr> -<td>1866</td> -<td>79</td> -<td>44</td> -<td>33</td> -<td>62</td> -<td class="center">. .</td> -<td>30</td> -<td>54</td> -<td>65</td> -<td>175</td> -<td>64</td> -<td>19</td> -<td>12</td> -<td>637</td> -</tr> -<tr> -<td>1867</td> -<td>79</td> -<td>38</td> -<td>37</td> -<td>80</td> -<td>39</td> -<td>11</td> -<td>54</td> -<td>86</td> -<td>146</td> -<td>37</td> -<td>19</td> -<td>11</td> -<td>637</td> -</tr> -<tr> -<td>1868</td> -<td>80</td> -<td>42</td> -<td>38</td> -<td>80</td> -<td>39</td> -<td>26</td> -<td>50</td> -<td>88</td> -<td>131</td> -<td>21</td> -<td>18</td> -<td>11</td> -<td>617</td> -</tr> -<tr> -<td>1869</td> -<td>80</td> -<td>35</td> -<td>33</td> -<td>79</td> -<td>38</td> -<td>18</td> -<td>49</td> -<td>91</td> -<td>112</td> -<td>35</td> -<td>16</td> -<td>11</td> -<td>597</td> -</tr> -<tr> -<td>1870</td> -<td>80</td> -<td>33</td> -<td>35</td> -<td>80</td> -<td>40</td> -<td>20</td> -<td>48</td> -<td>81</td> -<td>122</td> -<td>1</td> -<td>21</td> -<td>10</td> -<td>571</td> -</tr> -<tr> -<td>1871</td> -<td>80</td> -<td>32</td> -<td>38</td> -<td>80</td> -<td>39</td> -<td>20</td> -<td>56</td> -<td>98</td> -<td>93</td> -<td class="center">. .</td> -<td>23</td> -<td>9</td> -<td>575</td> -</tr> -</table> - -<div class="tablefoot"> -<p>* Also one engineer-in-chief and one principal engineer in 1843, ’44, -and ’45.</p> - -<p>† Also one engineer-in-chief 1847 to 1855 inclusive.</p> -</div> - -<div class="key wider"> -<p>AL Acting Lieutenants and Lieut.-Commanders.</p> -<p>AVL Acting Vol. Lieutenants.</p> -<p>AE Acting Ensigns.</p> -<p>AM Acting Masters.</p> -<p>AMM Acting Master’s Mates and Mates.</p> -<p>ABG Acting Boatswains and Gunners.</p> -</div> - -<p class="tablehead">VOL. OFFICERS, 1862 TO 1871 INCLUSIVE.<br> -LINE.</p> - -<table class="navy"> -<tr> -<th>Year.</th> -<th>ALC</th> -<th>AVL</th> -<th>AM</th> -<th>AE</th> -<th>AMM</th> -<th>ABG</th> -<th>Total</th> -</tr> -<tr> -<td>1862</td> -<td>14</td> -<td>28</td> -<td>581</td> -<td>60</td> -<td>572</td> -<td></td> -<td>1255</td> -</tr> -<tr> -<td>1863</td> -<td>15</td> -<td>50</td> -<td>581</td> -<td>336</td> -<td>754</td> -<td>31</td> -<td>1767</td> -</tr> -<tr> -<td>1864</td> -<td>4</td> -<td>81</td> -<td>516</td> -<td>896</td> -<td>901</td> -<td>47</td> -<td>2445</td> -</tr> -<tr> -<td>1865</td> -<td>14</td> -<td>112</td> -<td>583</td> -<td>1280</td> -<td>843</td> -<td>75</td> -<td>2907</td> -</tr> -<tr> -<td>1866</td> -<td>8</td> -<td>39</td> -<td>133</td> -<td>258</td> -<td>192</td> -<td>9</td> -<td>619</td> -</tr> -<tr> -<td>1867</td> -<td>4</td> -<td>36</td> -<td>140</td> -<td>251</td> -<td>201</td> -<td>2</td> -<td>634</td> -</tr> -<tr> -<td>1868</td> -<td>4</td> -<td>26</td> -<td>114</td> -<td>163</td> -<td>142</td> -<td>2</td> -<td>451</td> -</tr> -<tr> -<td>1869</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>12</td> -<td>9</td> -<td>79</td> -<td class="center">. .</td> -<td>97</td> -</tr> -<tr> -<td>1870</td> -<td class="center">. .</td> -<td>1</td> -<td>1</td> -<td>1</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>3</td> -</tr> -<tr> -<td>1871</td> -<td class="center">. .</td> -<td>1</td> -<td>1</td> -<td>2</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>4</td> -</tr> -</table> - - -<div class="key wider"> -<p>APAS Acting Passed Ass’t Surgeons.</p> -<p>AAS Acting Assistant Surgeons.</p> -<p>AAP Acting Assistant Paymasters.</p> -<p>ACE Acting Chief Engineers.</p> -<p>AAE Acting Assistant Engineers, 1st, 2d, & 3d.</p> -<p>ACp Acting Carpenters.</p> -</div> - -<p class="tablehead">STAFF.</p> - -<table class="navy"> -<tr> -<th>Year.</th> -<th>APAS</th> -<th>AAS</th> -<th>AAP</th> -<th>ACE</th> -<th>AAE</th> -<th>ACp</th> -<th>Total.</th> -</tr> -<tr> -<td>1862</td> -<td class="center">. .</td> -<td>93</td> -<td>140</td> -<td class="center">. .</td> -<td>364</td> -<td class="center">. .</td> -<td>597</td> -</tr> -<tr> -<td>1863</td> -<td class="center">. .</td> -<td>142</td> -<td>217</td> -<td>21</td> -<td>665</td> -<td>16</td> -<td>1061</td> -</tr> -<tr> -<td>1864</td> -<td class="center">. .</td> -<td>197</td> -<td>330</td> -<td>44</td> -<td>1185</td> -<td>23</td> -<td>1784</td> -</tr> -<tr> -<td>1865</td> -<td class="center">. .</td> -<td>246</td> -<td>372</td> -<td>55</td> -<td>1761</td> -<td>28</td> -<td>2453</td> -</tr> -<tr> -<td>1866</td> -<td>12</td> -<td>60</td> -<td>80</td> -<td>14</td> -<td>301</td> -<td>1</td> -<td>408</td> -</tr> -<tr> -<td>1867</td> -<td>20</td> -<td>18</td> -<td>18</td> -<td>7</td> -<td>296</td> -<td>1</td> -<td>360</td> -</tr> -<tr> -<td>1868</td> -<td>19</td> -<td>16</td> -<td>2</td> -<td>2</td> -<td>205</td> -<td class="center">. .</td> -<td>242</td> -</tr> -<tr> -<td>1869</td> -<td>7</td> -<td>5</td> -<td>1</td> -<td class="center">. .</td> -<td>61</td> -<td class="center">. .</td> -<td>74</td> -</tr> -<tr> -<td>1870</td> -<td>2</td> -<td>2</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>5</td> -<td class="center">. .</td> -<td>9</td> -</tr> -<tr> -<td>1871</td> -<td>2</td> -<td>7</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>9</td> -</tr> -</table> - - -<span class="pagenum"> -<a name="page893" id="page893">893</a></span> -<p class="heading"><span class="smallcaps">Table V.</span> -<i>Sailing Vessels of United States Navy—1817 to 1839.</i></p> - -<div class="key"> -<p>SL Ships of the Line.</p> -<p>R Razees.</p> -<p>F Frigates.</p> -<p>C Corvettes.</p> -<p>SW Sloops-of-War.</p> -<p>BW Brigs-of-War.</p> -<p>S Schooners.</p> -<p>Gb Gunboats.</p> -<p>Ga Galleys.</p> -<p>B Barges.</p> -<p>SV Store Vessels.</p> -<p>BS Block Ships.</p> -<p>UV Unarmed Vessels.</p> -<p>BV Bomb Vessels.</p> -<p>SF Steam Frigates.</p> -<p>SG Steam Galliops.</p> -<p>EV Exploring Vessels.</p> -<p>Total = Total No. of Vessels.</p> -</div> - -<table class="navy"> -<tr> -<th>Year.</th> -<th>SL</th> -<th>R</th> -<th>F</th> -<th>C</th> -<th>SW</th> -<th>BW</th> -<th>S</th> -<th>Gb</th> -<th>Ga</th> -<th>B</th> -<th>SV</th> -<th>BS</th> -<th>UV</th> -<th>BV</th> -<th>SF</th> -<th>SG</th> -<th>EV</th> -<th>Total</th> -</tr> -<tr> -<td>1817</td> -<td>5</td> -<td>. .</td> -<td>9</td> -<td>2</td> -<td>13</td> -<td>12</td> -<td>11</td> -<td>11</td> -<td>8</td> -<td>24</td> -<td>. .</td> -<td>1</td> -<td>9</td> -<td>5</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>111</td> -</tr> -<tr> -<td>1818</td> -<td>5</td> -<td>. .</td> -<td>10</td> -<td>3</td> -<td>11</td> -<td>13</td> -<td>10</td> -<td>9</td> -<td>8</td> -<td>34</td> -<td>. .</td> -<td>1</td> -<td>7</td> -<td>3</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>115</td> -</tr> -<tr> -<td>1819</td> -<td>5</td> -<td>. .</td> -<td>9</td> -<td>3</td> -<td>5</td> -<td>13</td> -<td>13</td> -<td>7</td> -<td>8</td> -<td>21</td> -<td>. .</td> -<td>1</td> -<td>3</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>90</td> -</tr> -<tr> -<td>1820</td> -<td>5</td> -<td>. .</td> -<td>9</td> -<td>3</td> -<td>5</td> -<td>13</td> -<td>13</td> -<td>5</td> -<td>8</td> -<td>21</td> -<td>. .</td> -<td>1</td> -<td>3</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>88</td> -</tr> -<tr> -<td>1821</td> -<td>7</td> -<td>. .</td> -<td>7</td> -<td>2</td> -<td>4</td> -<td>2</td> -<td>6</td> -<td>6</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>36</td> -</tr> -<tr> -<td>1822</td> -<td>7</td> -<td>. .</td> -<td>7</td> -<td>2</td> -<td>4</td> -<td>2</td> -<td>8</td> -<td>6</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>38</td> -</tr> -<tr> -<td>1823</td> -<td>7</td> -<td>. .</td> -<td>8</td> -<td>2</td> -<td>4</td> -<td>2</td> -<td>15</td> -<td>5</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>45</td> -</tr> -<tr> -<td>1824</td> -<td>7</td> -<td>. .</td> -<td>8</td> -<td>2</td> -<td>4</td> -<td>1</td> -<td>13</td> -<td>5</td> -<td>5</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>49</td> -</tr> -<tr> -<td>1825</td> -<td>7</td> -<td>. .</td> -<td>8</td> -<td>2</td> -<td>5</td> -<td>1</td> -<td>8</td> -<td>5</td> -<td>5</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>44</td> -</tr> -<tr> -<td>1826</td> -<td>12</td> -<td>. .</td> -<td>14</td> -<td>2</td> -<td>8</td> -<td>1</td> -<td>5</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>2</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>46</td> -</tr> -<tr> -<td>1827</td> -<td>12</td> -<td>. .</td> -<td>14</td> -<td>2</td> -<td>13</td> -<td>. .</td> -<td>5</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>49</td> -</tr> -<tr> -<td>1828</td> -<td>12</td> -<td>. .</td> -<td>16</td> -<td>. .</td> -<td>17</td> -<td>. .</td> -<td>5</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>53</td> -</tr> -<tr> -<td>1829</td> -<td>12</td> -<td>. .</td> -<td>16</td> -<td>. .</td> -<td>16</td> -<td>. .</td> -<td>5</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>52</td> -</tr> -<tr> -<td>1830</td> -<td>12</td> -<td>. .</td> -<td>16</td> -<td>. .</td> -<td>16</td> -<td>. .</td> -<td>5</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>51</td> -</tr> -<tr> -<td>1831</td> -<td>12</td> -<td>. .</td> -<td>16</td> -<td>. .</td> -<td>15</td> -<td>. .</td> -<td>5</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>50</td> -</tr> -<tr> -<td>1832</td> -<td>12</td> -<td>. .</td> -<td>17</td> -<td>. .</td> -<td>15</td> -<td>. .</td> -<td>7</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>52</td> -</tr> -<tr> -<td>1833</td> -<td>12</td> -<td>. .</td> -<td>17</td> -<td>. .</td> -<td>15</td> -<td>. .</td> -<td>8</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>53</td> -</tr> -<tr> -<td>1834</td> -<td>12</td> -<td>. .</td> -<td>17</td> -<td>. .</td> -<td>15</td> -<td>. .</td> -<td>8</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>53</td> -</tr> -<tr> -<td>1835</td> -<td>12</td> -<td>. .</td> -<td>17</td> -<td>. .</td> -<td>15</td> -<td>. .</td> -<td>8</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>53</td> -</tr> -<tr> -<td>1836</td> -<td>11</td> -<td>1</td> -<td>16</td> -<td>. .</td> -<td>15</td> -<td>. .</td> -<td>7</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>51</td> -</tr> -<tr> -<td>1837</td> -<td>11</td> -<td>1</td> -<td>16</td> -<td>. .</td> -<td>14</td> -<td>2</td> -<td>6</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>4</td> -<td>55</td> -</tr> -<tr> -<td>1838</td> -<td>11</td> -<td>1</td> -<td>16</td> -<td>. .</td> -<td>14</td> -<td>4</td> -<td>7</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>55</td> -</tr> -<tr> -<td>1839</td> -<td>11</td> -<td>1</td> -<td>16</td> -<td>. .</td> -<td>16</td> -<td>4</td> -<td>7</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>. .</td> -<td>. .</td> -<td>. .</td> -<td>1</td> -<td>1</td> -<td>. .</td> -<td>56</td> -</tr> -</table> - - -<p class="heading"><a name="table_1840" id="table_1840"><span -class="smallcaps">Table VI.</span> <i>Sailing and Steam -Vessels</i>—1840 <i>to</i> 1861.</a></p> - -<div class="key"> -<p>SL Ships of the Line.</p> -<p>R Razees.</p> -<p>F Frigates.</p> -<p>SW Sloops-of-War.</p> -<p>BW Brigs-of-War.</p> -<p>S Schooners.</p> -<p>SV Store Vessels.</p> -<p>BV Bomb Vessels.</p> -<p>PR Perman’t Rec’g Vessels.</p> -<p>TSl Total Sailing Vessels.</p> - -<p>S1 Screw Steam’s, 1st Cl’s.</p> -<p>S2 Screw Steam’s, 2d Cl’s.</p> -<p>S3 Screw Steam’s, 3d Cl’s.</p> -<p>SS Screw Steamers.</p> -<p>W1 Side Wheeled, 1st Class.</p> -<p>W2 Side Wheeled, 2d Class.</p> -<p>W3 Side Wheeled, 3d Class.</p> -<p>ST Steam Tenders.</p> -<p>Tst Total Steam Vessels.</p> -<p>TV Total Number of Vessels.</p> -</div> - -<table class="navy"> -<col> -<col> -<col> -<col> -<col> -<col> -<col> -<col> -<col> -<col> -<col> -<col class="double"> -<col> -<col> -<col> -<col> -<col> -<col> -<col> -<col> -<col class="double"> - -<tr> -<th rowspan="2">Year</th> -<th colspan="10">SAILING VESSELS.</th> -<th colspan="9">STEAM VESSELS.</th> -<th class="drop" rowspan="2">TV</th> -</tr> -<tr> -<!-- --> -<th>SL</th> -<th>R</th> -<th>F</th> -<th>SW</th> -<th>BW</th> -<th>S</th> -<th>SV</th> -<th>BV</th> -<th>PR</th> -<th>TSl</th> -<th>S1</th> -<th>S2</th> -<th>S3</th> -<th>SS</th> -<th>W1</th> -<th>W2</th> -<th>W3</th> -<th>ST</th> -<th>TSt</th> -</tr> -<tr> -<td>1840</td> -<td>11</td> -<td>1</td> -<td>16</td> -<td>21</td> -<td>4</td> -<td>8</td> -<td>1</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>62</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td class="center">. .</td> -<td>4</td> -<td>66</td> -</tr> -<tr> -<td>1841</td> -<td>11</td> -<td>1</td> -<td>16</td> -<td>21</td> -<td>4</td> -<td>9</td> -<td>1</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>63</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td class="center">. .</td> -<td>4</td> -<td>67</td> -</tr> -<tr> -<td>1842</td> -<td>11</td> -<td>1</td> -<td>16</td> -<td>21</td> -<td>4</td> -<td>9</td> -<td>3</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>65</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>2</td> -<td>1</td> -<td>1</td> -<td class="center">. .</td> -<td>4</td> -<td>69</td> -</tr> -<tr> -<td>1843</td> -<td>11</td> -<td>1</td> -<td>15</td> -<td>18</td> -<td>8</td> -<td>9</td> -<td>3</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>65</td> -<td class="center">. .</td> -<td>1</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>2</td> -<td>1</td> -<td>2</td> -<td class="center">. .</td> -<td>6</td> -<td>71</td> -</tr> -<tr> -<td>1844</td> -<td>10</td> -<td>1</td> -<td>15</td> -<td>22</td> -<td>7</td> -<td>9</td> -<td>5</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>69</td> -<td class="center">. .</td> -<td>1</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>1</td> -<td>1</td> -<td>2</td> -<td class="center">. .</td> -<td>5</td> -<td>74</td> -</tr> -<tr> -<td>1845</td> -<td>10</td> -<td>1</td> -<td>14</td> -<td>23</td> -<td>8</td> -<td>8</td> -<td>4</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>68</td> -<td class="center">. .</td> -<td>1</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>1</td> -<td>1</td> -<td>5</td> -<td class="center">. .</td> -<td>8</td> -<td>76</td> -</tr> -<tr> -<td>1846</td> -<td>11</td> -<td>1</td> -<td>14</td> -<td>23</td> -<td>8</td> -<td>6</td> -<td>4</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>67</td> -<td class="center">. .</td> -<td>1</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>1</td> -<td>1</td> -<td>6</td> -<td class="center">. .</td> -<td>9</td> -<td>76</td> -</tr> -<tr> -<td>1847</td> -<td>11</td> -<td>1</td> -<td>14</td> -<td>22</td> -<td>5</td> -<td>9</td> -<td>6</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>68</td> -<td class="center">. .</td> -<td>1</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>1</td> -<td>1</td> -<td>10</td> -<td class="center">. .</td> -<td>13</td> -<td>81</td> -</tr> -<tr> -<td>1848</td> -<td>11</td> -<td>1</td> -<td>14</td> -<td>22</td> -<td>6</td> -<td>12</td> -<td>7</td> -<td>4</td> -<td class="center">. .</td> -<td>77</td> -<td class="center">. .</td> -<td>1</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>1</td> -<td>1</td> -<td>12</td> -<td class="center">. .</td> -<td>15</td> -<td>92</td> -</tr> -<tr> -<td>1849</td> -<td>11</td> -<td>1</td> -<td>14</td> -<td>22</td> -<td>5</td> -<td>5</td> -<td>6</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>64</td> -<td class="center">. .</td> -<td>2</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>4</td> -<td>1</td> -<td>7</td> -<td class="center">. .</td> -<td>14</td> -<td>78</td> -</tr> -<tr> -<td>1850</td> -<td>11</td> -<td>1</td> -<td>14</td> -<td>22</td> -<td>4</td> -<td>5</td> -<td>6</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>63</td> -<td class="center">. .</td> -<td>2</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>4</td> -<td>1</td> -<td>7</td> -<td class="center">. .</td> -<td>14</td> -<td>77</td> -</tr> -<tr> -<td>1851</td> -<td>11</td> -<td>1</td> -<td>14</td> -<td>21</td> -<td>4</td> -<td>3</td> -<td>5</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>59</td> -<td class="center">. .</td> -<td>1</td> -<td class="center">. .</td> -<td>2</td> -<td>4</td> -<td>3</td> -<td>5</td> -<td class="center">. .</td> -<td>15</td> -<td>74</td> -</tr> -<tr> -<td>1852</td> -<td>11</td> -<td>1</td> -<td>14</td> -<td>21</td> -<td>4</td> -<td>3</td> -<td>5</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>59</td> -<td>1</td> -<td>2</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>4</td> -<td>3</td> -<td>6</td> -<td class="center">. .</td> -<td>16</td> -<td>75</td> -</tr> -<tr> -<td>1853</td> -<td>11</td> -<td>1</td> -<td>13</td> -<td>21</td> -<td>4</td> -<td>4</td> -<td>5</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>59</td> -<td>1</td> -<td>1</td> -<td>2</td> -<td class="center">. .</td> -<td>4</td> -<td>3</td> -<td>5</td> -<td class="center">. .</td> -<td>16</td> -<td>75</td> -</tr> -<tr> -<td>1854</td> -<td>10</td> -<td>1</td> -<td>13</td> -<td>20</td> -<td>4</td> -<td>1</td> -<td>7</td> -<td class="center">. .</td> -<td>2</td> -<td>58</td> -<td>1</td> -<td>2</td> -<td>2</td> -<td class="center">. .</td> -<td>4</td> -<td>3</td> -<td>3</td> -<td class="center">. .</td> -<td>15</td> -<td>73</td> -</tr> -<tr> -<td>1855</td> -<td>10</td> -<td>1</td> -<td>13</td> -<td>20</td> -<td>4</td> -<td>1</td> -<td>7</td> -<td class="center">. .</td> -<td>2</td> -<td>58</td> -<td>7</td> -<td>1</td> -<td>1</td> -<td class="center">. .</td> -<td>3</td> -<td>1</td> -<td>7</td> -<td class="center">. .</td> -<td>20</td> -<td>78</td> -</tr> -<tr> -<td>1856</td> -<td>10</td> -<td>1</td> -<td>12</td> -<td>19</td> -<td>3</td> -<td>1</td> -<td>6</td> -<td class="center">. .</td> -<td>2</td> -<td>54</td> -<td>7</td> -<td>1</td> -<td>2</td> -<td class="center">. .</td> -<td>3</td> -<td>1</td> -<td>5</td> -<td>3</td> -<td>22</td> -<td>76</td> -</tr> -<tr> -<td>1857</td> -<td>10</td> -<td>1</td> -<td>12</td> -<td>19</td> -<td>3</td> -<td>1</td> -<td>5</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>51</td> -<td>7</td> -<td>1</td> -<td>2</td> -<td class="center">. .</td> -<td>3</td> -<td>1</td> -<td>5</td> -<td>3</td> -<td>22</td> -<td>73</td> -</tr> -<tr> -<td>1858</td> -<td>10</td> -<td class="center">. .</td> -<td>10</td> -<td>21</td> -<td>3</td> -<td>1</td> -<td>3</td> -<td class="center">. .</td> -<td>5</td> -<td>53</td> -<td>8</td> -<td>6</td> -<td>2</td> -<td>2</td> -<td>3</td> -<td>1</td> -<td>2</td> -<td>1</td> -<td>25</td> -<td>78</td> -</tr> -<tr> -<td>1859</td> -<td>10</td> -<td class="center">. .</td> -<td>10</td> -<td>21</td> -<td>3</td> -<td>1</td> -<td>3</td> -<td class="center">. .</td> -<td>5</td> -<td>53</td> -<td>8</td> -<td>6</td> -<td>9</td> -<td>2</td> -<td>3</td> -<td>1</td> -<td>3</td> -<td>1</td> -<td>33</td> -<td>86</td> -</tr> -<tr> -<td>1860</td> -<td>10</td> -<td class="center">. .</td> -<td>10</td> -<td>21</td> -<td>3</td> -<td class="center">. .</td> -<td>3</td> -<td class="center">. .</td> -<td>5</td> -<td>52</td> -<td>8</td> -<td>6</td> -<td>8</td> -<td>5</td> -<td>3</td> -<td>1</td> -<td>5</td> -<td>3</td> -<td>39</td> -<td>91</td> -</tr> -<tr> -<td>1861</td> -<td>10</td> -<td class="center">. .</td> -<td>10</td> -<td>20</td> -<td>3</td> -<td class="center">. .</td> -<td>3</td> -<td class="center">. .</td> -<td>6</td> -<td>52</td> -<td>8</td> -<td>6</td> -<td>8</td> -<td>7</td> -<td>4</td> -<td>1</td> -<td>4</td> -<td class="center">. .</td> -<td>38</td> -<td>90</td> -</tr> -</table> - - -<span class="pagenum"> -<a name="page894" id="page894">894</a></span> -<p class="heading">TABLE VII. <i>Sailing and Steam Vessels—1862 -to 1871.</i></p> - -<div class="key"> -<p>1 First Rates</p> -<p>2 Second Rates</p> -<p>3 Third Rates</p> -<p>4 Fourth Rates</p> -<p>TSl Total Sailing</p> -<p>TSc Total Screws</p> -<p>TIC Total Iron Clads.</p> -<p>TSW Total Side Wheels.</p> -<p>TV Total No. of Vessels in the U.S. Navy</p> -</div> - -<table class="navy"> -<col> -<col> -<col> -<col> -<col> -<col> -<col class="double"> -<col> -<col> -<col> -<col> -<col class="double"> -<col> -<col> -<col> -<col> -<col class="double"> -<col> -<col> -<col> -<col> -<col class="double"> -<tr> -<th rowspan="3">Year.</th> -<th colspan="5">SAILING VESSELS</th> -<th colspan="15">STEAM VESSELS</th> -<th class="drop" rowspan="3">TV</th> -</tr> -<tr class="drop"> -<!-- --> -<th rowspan="2">1</th> -<th rowspan="2">2</th> -<th rowspan="2">3</th> -<th rowspan="2">4</th> -<th rowspan="2">TSl</th> -<th colspan="5">Screws</th> -<th colspan="5">Iron Clads</th> -<th colspan="5">Side Wheels</th> -</tr> -<tr> -<th>1</th> -<th>2</th> -<th>3</th> -<th>4</th> -<th>TSc</th> -<th>1</th> -<th>2</th> -<th>3</th> -<th>4</th> -<th>TIC</th> -<th>1</th> -<th>2</th> -<th>3</th> -<th>4</th> -<th>TSW</th> -</tr> -<tr> -<td>1862</td> -<td>7</td> -<td>10</td> -<td>19</td> -<td>65</td> -<td>101</td> -<td>5</td> -<td>16</td> -<td>29</td> -<td>69</td> -<td>119</td> -<td>5</td> -<td>5</td> -<td>37</td> -<td>6</td> -<td>53</td> -<td>2</td> -<td>19</td> -<td>40</td> -<td>51</td> -<td>112</td> -<td>383</td> -</tr> -<tr> -<td>1863</td> -<td>4</td> -<td>7</td> -<td>12</td> -<td>83</td> -<td>106</td> -<td>6</td> -<td>15</td> -<td>24</td> -<td>96</td> -<td>141</td> -<td>4</td> -<td>6</td> -<td>37</td> -<td>6</td> -<td>53</td> -<td>2</td> -<td>10</td> -<td>52</td> -<td>85</td> -<td>149</td> -<td>449</td> -</tr> -<tr> -<td>1864</td> -<td>3</td> -<td>5</td> -<td>16</td> -<td>84</td> -<td>108</td> -<td>12</td> -<td>35</td> -<td>37</td> -<td>129</td> -<td>213</td> -<td>9</td> -<td>5</td> -<td>56</td> -<td>4</td> -<td>74</td> -<td>2</td> -<td>16</td> -<td>52</td> -<td>152</td> -<td>222</td> -<td>617</td> -</tr> -<tr> -<td>1865</td> -<td>3</td> -<td>6</td> -<td>16</td> -<td>84</td> -<td>109</td> -<td>23</td> -<td>32</td> -<td>42</td> -<td>168</td> -<td>265</td> -<td>3</td> -<td>6</td> -<td>6</td> -<td>56</td> -<td>71</td> -<td>3</td> -<td>8</td> -<td>56</td> -<td>160</td> -<td>236</td> -<td>681</td> -</tr> -<tr> -<td>1866</td> -<td>1</td> -<td>6</td> -<td>16</td> -<td>19</td> -<td>42</td> -<td>23</td> -<td>31</td> -<td>17</td> -<td>64</td> -<td>135</td> -<td>3</td> -<td>7</td> -<td>6</td> -<td>53</td> -<td>69</td> -<td>3</td> -<td>4</td> -<td>47</td> -<td>20</td> -<td>74</td> -<td>320</td> -</tr> -<tr> -<td>1867</td> -<td>2</td> -<td>6</td> -<td>15</td> -<td>15</td> -<td>38</td> -<td>20</td> -<td>18</td> -<td>15</td> -<td>53</td> -<td>106</td> -<td>3</td> -<td>6</td> -<td>6</td> -<td>47</td> -<td>62</td> -<td>3</td> -<td>4</td> -<td>43</td> -<td>17</td> -<td>67</td> -<td>273</td> -</tr> -<tr> -<td>1868</td> -<td>6</td> -<td>9</td> -<td>12</td> -<td>5</td> -<td>32</td> -<td>19</td> -<td>21</td> -<td>17</td> -<td>43</td> -<td>100</td> -<td>7</td> -<td>4</td> -<td>41</td> -<td>3</td> -<td>55</td> -<td>3</td> -<td>4</td> -<td>23</td> -<td>12</td> -<td>42</td> -<td>229</td> -</tr> -<tr> -<td>1869</td> -<td>6</td> -<td>9</td> -<td>11</td> -<td>5</td> -<td>31</td> -<td>19</td> -<td>21</td> -<td>16</td> -<td>40</td> -<td>96</td> -<td>7</td> -<td>4</td> -<td>38</td> -<td>3</td> -<td>52</td> -<td>3</td> -<td>1</td> -<td>11</td> -<td>9</td> -<td>24</td> -<td>203</td> -</tr> -<tr> -<td>1870</td> -<td class="center">. .</td> -<td>2</td> -<td>17</td> -<td>11</td> -<td>30</td> -<td>5</td> -<td>24</td> -<td>19</td> -<td>40</td> -<td>88</td> -<td class="center">. .</td> -<td>6</td> -<td>5</td> -<td>40</td> -<td>51</td> -<td class="center">. .</td> -<td>4</td> -<td>1</td> -<td>12</td> -<td>17</td> -<td>186</td> -</tr> -<tr> -<td>1871</td> -<td class="center">. .</td> -<td>2</td> -<td>17</td> -<td>10</td> -<td>29</td> -<td>3</td> -<td>24</td> -<td>18</td> -<td>42</td> -<td>87</td> -<td class="center">. .</td> -<td>4</td> -<td>6</td> -<td>40</td> -<td>50</td> -<td class="center">. .</td> -<td>4</td> -<td class="center">. .</td> -<td>7</td> -<td>11</td> -<td>177</td> -</tr> -</table> - - -<p>The following Table, prepared from the official Navy Register for -January of each year, by Capt. G. H. Preble, U.S. Navy, exhibits -the number of midshipmen graduates, and midshipmen attached to the Naval -Academy, with their classification and the number of resignations, -deaths, and dismissals, from 1851 to 1871, inclusive.</p> - -<p class="heading"><a name="table_midshipmen" id="table_midshipmen">TABLE VIII. <i>Midshipmen in Naval -Academy.</i></a></p> - -<div class="key"> -<p>M Midshipmen.</p> -<p>1 First Class.</p> -<p>2 Second Class.</p> -<p>3 Third Class.</p> -<p>4 Fourth Class.</p> -<p>R Resignations.</p> -<p>D Deaths.</p> -<p>Ds Dismissals.</p> -</div> - -<table class="navy"> -<col> -<col> -<col> -<col> -<col> -<col> -<col> -<col class="double"> -<col> -<col> -<tr> -<th>Year</th> -<th>M</th> -<th>1</th> -<th>2</th> -<th>3</th> -<th>4</th> -<th>T</th> -<th>R</th> -<th>D</th> -<th>Dm</th> -</tr> -<tr> -<td>1851</td> -<td>171</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>171</td> -<td>14</td> -<td>5</td> -<td>13</td> -</tr> -<tr> -<td>1852</td> -<td>144</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>28</td> -<td>172</td> -<td>7</td> -<td class="center">. .</td> -<td>16</td> -</tr> -<tr> -<td>1853</td> -<td>122</td> -<td class="center">. .</td> -<td class="center">. .</td> -<td>28</td> -<td>48</td> -<td>198</td> -<td>17</td> -<td>1</td> -<td>13</td> -</tr> -<tr> -<td>1854</td> -<td>89</td> -<td>6</td> -<td>16</td> -<td>30</td> -<td>42</td> -<td>183</td> -<td>9</td> -<td>3</td> -<td>17</td> -</tr> -<tr> -<td>1855</td> -<td>66</td> -<td>12</td> -<td>26</td> -<td>16</td> -<td>74</td> -<td>194</td> -<td>23</td> -<td>1</td> -<td>15</td> -</tr> -<tr> -<td>1856</td> -<td>47</td> -<td>20</td> -<td>17</td> -<td>38</td> -<td>49</td> -<td>171</td> -<td>31</td> -<td>4</td> -<td>2</td> -</tr> -<tr> -<td>1857</td> -<td>30</td> -<td>15</td> -<td>24</td> -<td>28</td> -<td>78</td> -<td>175</td> -<td>34</td> -<td>1</td> -<td>2</td> -</tr> -<tr> -<td>1858</td> -<td>45</td> -<td>15</td> -<td>24</td> -<td>35</td> -<td>100</td> -<td>219</td> -<td>38</td> -<td class="center">. .</td> -<td>7</td> -</tr> -<tr> -<td>1859</td> -<td>47</td> -<td>20</td> -<td>28</td> -<td>56</td> -<td>83</td> -<td>234</td> -<td>30</td> -<td class="center">. .</td> -<td>1</td> -</tr> -<tr> -<td>1860</td> -<td>49</td> -<td>25</td> -<td>39</td> -<td>57</td> -<td>117</td> -<td>287</td> -<td>22</td> -<td class="center">. .</td> -<td>3</td> -</tr> -<tr> -<td>1861</td> -<td>55</td> -<td>35</td> -<td>38</td> -<td>70</td> -<td>124</td> -<td>324</td> -<td>33</td> -<td>3</td> -<td>4</td> -</tr> -<tr> -<td>1862</td> -<td>67</td> -<td>21</td> -<td>31</td> -<td>120</td> -<td>79</td> -<td>318</td> -<td>112</td> -<td>1</td> -<td>14</td> -</tr> -<tr> -<td>1863</td> -<td>9</td> -<td>21</td> -<td>31</td> -<td>118</td> -<td>212</td> -<td>391</td> -<td>45</td> -<td>2</td> -<td>14</td> -</tr> -<tr> -<td>1864</td> -<td>2</td> -<td>39</td> -<td>63</td> -<td>137</td> -<td>218</td> -<td>489</td> -<td>20</td> -<td>4</td> -<td>53</td> -</tr> -<tr> -<td>1865</td> -<td>31</td> -<td>60</td> -<td>99</td> -<td>133</td> -<td>163</td> -<td>486</td> -<td>74</td> -<td class="center">. .</td> -<td>53</td> -</tr> -<tr> -<td>1866</td> -<td>84</td> -<td>78</td> -<td>110</td> -<td>115</td> -<td>147</td> -<td>534</td> -<td>70</td> -<td>2</td> -<td>12</td> -</tr> -<tr> -<td>1867</td> -<td>72</td> -<td>89</td> -<td>87</td> -<td>98</td> -<td>147</td> -<td>493</td> -<td>68</td> -<td>2</td> -<td>7</td> -</tr> -<tr> -<td>1868</td> -<td>157</td> -<td>81</td> -<td>82</td> -<td>88</td> -<td>93</td> -<td>501</td> -<td>57</td> -<td>2</td> -<td>3</td> -</tr> -<tr> -<td>1869</td> -<td>77</td> -<td>80</td> -<td>77</td> -<td>76</td> -<td>53</td> -<td>363</td> -<td>25</td> -<td>1</td> -<td>5</td> -</tr> -<tr> -<td>1870</td> -<td>74</td> -<td>68</td> -<td>54</td> -<td>37</td> -<td>92</td> -<td>325</td> -<td>45</td> -<td>1</td> -<td>4</td> -</tr> -<tr> -<td>1871</td> -<td>69</td> -<td>51</td> -<td>33</td> -<td>48</td> -<td>108</td> -<td>309</td> -<td>42</td> -<td>1</td> -<td>3</td> -</tr> -</table> - -<span class="pagenum"> -<a name="page895" id="page895">895</a></span> - -<h3><a name="annapolis" id="annapolis" href="#us_marine">U.S. -NAVAL ACADEMY AT ANNAPOLIS.</a></h3> - -<h4><a name="annapolis_history" id="annapolis_history" href="#annapolis">I. HISTORICAL NOTICE.</a></h4> - -<p><span class="firstword">The</span> history of the United States -Naval Academy, as an institution, opens October, 1845, but its germ and -growth in suggestions, for the practical instruction of midshipmen, -dates back to the beginning of the century. A school of the Navy -constituted one of the departments, or group of schools, in the plan of -a Military Academy drawn up by Alexander Hamilton, as Inspector General -of the Army, and submitted to Congress, January, 1800, in the Report of -the Secretary of War (James McHenry), whose department was at that time -charged with the management of naval affairs.</p> - -<p>In 1808, General Williams, in a report on the enlargement of the -Military Academy at West Point, of which he was Superintendent, -recommended “that nautical astronomy, geography, and navigation should -be taught by the professor of mathematics,” and that the plan of the -institution should “take in the minor offices of the navy; but also any -youths from any of the States who might wish for such an education, -whether designated for the army or navy, or neither, and to let these be -assessed to the value of their education.” This plan was doubtless -suggested by the Polytechnic School of France, and if adopted at the -time, would have not only have given to the army and navy a much broader -and firmer basis of scientific attainments, but would have hastened the -construction of roads, bridges, canals, and railroads, and the -development of the mineral and other industrial resources of the -country, by turning out every year a number of young men, qualified in -scientific culture, to enter on the duties of civil, mining and -mechanical engineers, and become superintendents of manufacturing and -other corporate enterprises. In the absence of any special school of -preparation for such civil services, officers of the army were induced -to resign their commissions to superintend the construction of canals -and railroads under state and corporate auspices.</p> - -<p>In the measures which grew out of the war of 1812, was the act of -January, 1813, “to increase the Navy of the United States,” in which -authority was given to the Secretary of the Department to -<span class="pagenum"> -<a name="page896" id="page896">896</a></span> -employ a schoolmaster for each vessel to which 12 midshipmen were -assigned. By these, so far as appears in any published document, was -given the first formal employment of this class of officers.</p> - -<p>In 1814 the Secretary (William Jones) suggested “the establishment of -a Naval Academy with suitable professors, for the instruction of the -officers of the Navy in those branches of Mathematics and experimental -philosophy, and in the service and practice of gunnery, theory of naval -architecture, and art of mechanical drawing, which are necessary to the -accomplishment of the naval officer.” This suggestion was renewed by his -successor, Smith Thompson, of New York, and a distinct proposition to -locate it on Governor’s Island, in the harbor of New York, by Secretary -S. L. Southard, in 1824. In a special communication to the Senate -in 1825, he says:</p> - -<div class="in-one"> -<p>The younger officers enter at so early an age, that they can not be -accomplished, or even moderately accurate scholars. They are constantly -employed on ship-board, or in our navy-yards, where much achievement in -learning can not be expected. And yet the American naval officer is, in -fact, the representative of his country in every port to which he goes, -and by him is that country in greater or less degree estimated. “The -science and information requisite for a navy officer,” he repeats in his -Report for 1827, “is in no respect inferior to that required by the army -officers and engineers, and the interest as well as the honor of the -country are not less concerned in the correct performance of their -duties.”</p> -</div> - -<p>President Adams (J. Q.) in his Annual Message, Dec. 5, 1825, remarks -that “the want of a Naval School of instruction corresponding with the -Military Academy at West Point, for the promotion of scientific and -accomplished officers, is felt with daily increasing aggravation.” In -his message, Dec. 4, 1827, he returns to the subject “as still -soliciting the sanction of the legislature,” adding—</p> - -<div class="in-one"> -<p>Practical seamanship, and the art of navigation, may be acquired upon -the cruises of the squadrons, which, from time to time, are dispatched -to distant seas; but a competent knowledge, even of the art of -ship-building, the higher mathematics and astronomy; the literature -which can place our officers on a level of polished education with the -officers of other maritime nations; the knowledge of the laws, municipal -and national, which in their intercourse with foreign states and their -governments, are continually called into operation; and above all, that -acquaintance with the principles of honor and justice, with the higher -obligations of morals, and of general laws, human and divine, which -constitute the great distinction between the warrior patriot and the -licensed robber and pirate; these can be systematically taught and -eminently acquired only in a permanent school, stationed upon the shore, -and provided with the teachers, the instruments, and the books, adapted -to the communication of these principles to the youthful and inquiring -mind.</p> -</div> - -<p>In 1841, Secretary Upshur renewed the recommendation of his -predecessors, and a bill to establish a naval school at or near Fortress -Monroe, passed the Senate, but was not acted upon in the House.</p> - -<p>The nucleus of a school was formed when the midshipmen were first -ordered to the Naval Asylums at Philadelphia and other places, to -prepare for their examination, and several of the professors of -Mathematics repaired there to give instruction.</p> - -<span class="pagenum"> -<a name="page897" id="page897">897</a></span> -<p>In 1845 the Secretary of the Navy (George Bancroft), inaugurated and -completed in four months an arrangement by which a Naval School, with -its corps of professors, was instituted in a suitable location, without -any special appropriation, and with only the existing authority of acts -of Congress. The original plan is best set forth in Mr. Bancroft’s -letter to Commodore Franklin Buchanan, whom he appointed superintendent -of the institution.</p> - - -<p class="rightside"><span class="smallcaps">Navy Department</span>, -August 7th, 1845.</p> - -<p class="smallcaps">Sir:</p> - -<div class="in-one"> -<p>The Secretary of War, with the assent of the President, is prepared -to transfer Fort Severn to the Navy Department, for the purpose of -establishing there a school for midshipmen.</p> - -<p>In carrying this design into effect, it is my desire to avoid all -unnecessary expense—to create no places of easy service—no -commands that are not strictly necessary—to incur no charge that -may demand new annual appropriations; but, by a more wise application of -moneys already appropriated, and officers already authorized, to provide -for the better education of the young officers of the navy. It is my -design not to create new officers, but, by economy of administration, to -give vigor of action to those which at present are available; not to -invoke new legislation, but to execute more effectually existing laws. -Placed by their profession in connection with the world, visiting in -their career of service every climate and every leading people, the -officers of the American navy, if they gain but opportunity for -scientific instruction, may make themselves as distinguished for culture -as they have been for gallant conduct.</p> - -<p>To this end it is proposed to collect the midshipmen who from time to -time are on shore, and give them occupation during their stay on land in -the study of mathematics, nautical astronomy, theory of morals, -international law, gunnery, use of steam, the Spanish and the French -languages, and other branches essential, in the present day, to the -accomplishment of a naval officer.</p> - -<p>The effect of such an employment of the midshipmen, can not but be -favorable to them and to the service. At present they are left, when -waiting orders on shore, masters of their own motions, without steady -occupation, young, and exulting in the relief from the restraint of -discipline on shipboard.</p> - -<p>In collecting them at Annapolis for purposes of instruction, you will -begin with the principle that a warrant in the navy, far from being an -excuse for licentious freedom, is to be held a pledge for subordination, -industry and regularity,—for sobriety, and assiduous attention to -duty. Far from consenting that the tone of the discipline and morality, -should be less than at the universities or colleges of our country, the -President expects such supervision and management as shall make of them -an exemplary body, of which the country may be proud.</p> - -<p>To this end you have all the powers for discipline conferred by the -laws of the United States, and the certainty that the department will -recommend no one for promotion, who is proved unworthy of it from -idleness or ill-conduct or continuing ignorance, and who can not bear -the test of a rigid examination.</p> - -<p>For the purpose of instruction, the department can select from among -twenty-two professors and three teachers of languages. This force, which -is now almost wasted by the manner in which it is applied, may be -concentrated in such a manner as to produce the most satisfactory -results. Besides, the list of chaplains is so great that they can not -all be employed at sea, and the range of selection of teachers may be -enlarged by taking from their number some who would prefer giving -instruction at the school to serving afloat. The object of the -department being to make the simplest and most effective arrangement for -a school; you will be the highest officer in the establishment, and will -be intrusted with its government. It is my wish, if it be possible, to -send no other naval officer to the school, except such as may be able -and willing to give instruction. Among the officers junior to yourself, -there are many whose acquisitions and tastes may lead them to desire -such situation. For this end -<span class="pagenum"> -<a name="page898" id="page898">898</a></span> -the department would cheerfully detach three or four of the lieutenants -and passed midshipmen, who, while they would give instruction, would be -ready to aid you in affairs of discipline and government. Thus the means -for a good naval school are abundant, though they have not yet been -collected together and applied.</p> - -<p>One great difficulty remains to be considered. At our colleges and at -West Point, young men are trained in a series of consecutive years; the -laws of the United States do not sanction a preliminary school for the -navy; they only provide for the instruction of officers who already are -in the navy. The pupils of the naval school being, therefore, officers -in the public service, will be liable at all times to be called from -their studies and sent on public duty. Midshipmen, too, on their return -from the sea, at whatever season of the year, will be sent to the -school. Under these circumstances, you will be obliged to arrange your -classes in such a manner as will leave opportunity for those who arrive, -to be attached to classes suited to the stage of their progress in their -studies. It will be difficult to arrange a system of studies which will -meet this emergency; but with the fixed resolve which you will bring to -the work, and with perseverance, you will succeed.</p> - -<p>Having thus expressed to you some general views, I leave you, with -such assistance as you may require, to prepare and lay before this -department for its approbation a plan for the organization of the naval -school at Fort Severn, Annapolis.</p> - -<p>The posts to which you and those associated with you will be called -are intended to be posts of labor; but they will also be posts of the -highest usefulness and consideration. To yourself, to whose diligence -and care the organization of the school is intrusted, will belong, in a -good degree, the responsibility of a wise arrangement. Do not be -discouraged by the many inconveniences and difficulties which you will -certainly encounter, and rely implicitly on this department as disposed -to second and sustain you, under the law, in every effort to improve the -character of the younger branch of the service.</p> -</div> - -<p class="center">I am, respectfully, your obedient servant,</p> - -<p class="rightside">GEORGE BANCROFT.</p> - -<p>Com’r <span class="smallcaps">Franklin Buchanan</span>,</p> - -<p class="inset">United States Navy, Washington.</p> - -<p>Under these instructions the school was duly organized at Fort -Severn, Annapolis, and formally opened, October 10, 1846, with 36 -midshipmen, appointed in 1840, and who were, before resorting to -Annapolis, preparing for examination at the Naval Asylum at -Philadelphia; 13 of the date of 1841, who were to remain at their -studies until drafted for sea, and 7 acting midshipmen, appointed in -1845. The first staff of instruction consisted, besides Commander -Buchanan, of Lieutenant James H. Ward, in gunnery and steam; Surgeon -J. L. Lockwood, in chemistry; Chaplain George Jones, in English -studies; Prof. Henry H. Lockwood, in natural philosophy; and Prof. -Girault, in French.</p> - -<p>In 1846, Congress appropriated an amount not exceeding $28,000 for -repairs, improvements, and instruction at Fort Severn, Annapolis, Md.; -and a like amount in 1847 for the same objects, “including a purchase of -land not exceeding 12 acres, for the use of the Naval School.” In the -same year (Dec. 1847), Secretary Mason recommended a practice ship.</p> - -<p>Down to 1849, the regulations provided for two years’ study at -<span class="pagenum"> -<a name="page899" id="page899">899</a></span> -the School, followed by three years’ service at sea, and then two years’ -study at the School. This alternation of study and practice—of -practice at sea associated with opportunities of study, and of study at -school with many advantages of testing principles by experiments and the -observations of professors and officers of experience, possessed -advantages which still commend it to the minds of many officers over -that of longer continuous study at school before practice in earnest is -begun. The old system had its shortcomings, but it turned out good -seamen and gallant officers, and its best features ought to be again -engrafted on the new.</p> - -<p>In 1849, a board of officers was directed by the Secretary of the -Navy to consider the organization of the school at Annapolis, and report -to the department. This was done, and new regulations were matured, and -ordered to go into effect on the first of July, 1850. The teachers’ -staff was enlarged, and a practice ship, the Preble, a sloop-of-war of -the third class, was attached for the purpose of a summer cruise, and -the institution was henceforth styled in Acts of Congress and Reports of -the Secretary, the Naval Academy. The course of instruction was arranged -for four years, with an interval of two or three months in the summer -devoted to a practice cruise for two of the classes. The President was -authorized to appoint a Board of Visitors, whose functions were “to -witness the examinations of the several classes, and examine into the -police, discipline, and general management of the Academy.”</p> - -<p>The new system began in October, 1850, under Commander C. K. -Stribling, as Superintendent, who was relieved in 1853 by Commander -L. M. Goldsborough, who was in turn relieved by Captain George S. -Blake, in 1857, who continued in the superintendence till 1867, when -Admiral Porter was assigned to the position, which he held till 1870, -when Commodore J. L. Worden succeeded him.</p> - -<p>The first or lowest class in the four years’ course, entered in -October, 1851, and graduated in June, 1854, having had two summer -cruises of practice, and a long period of continuous study.</p> - -<p>The necessities of the War, which as early as April, 1861, had made -Annapolis the seat of military operations, caused the removal of the -Academy—its professors, students, library and apparatus—in -the month of May, to Newport, first to Fort Adams, and afterwards to the -Atlantic House in the town, and to the <i>Constitution</i> and other -ships, which were not fit for active service, in the inner harbor. All -the members of the three highest classes were ordered into active -service, and with the fourth class, and 200 newly appointed, the system -of instruction went on as in times of peace.</p> - - -<span class="pagenum"> -<a name="page900" id="page900">900</a></span> -<p class="heading"><i>Course of Studies in 1864.</i></p> - -<p>In the organization of the Naval School at Annapolis, in 1845, the -ordering of the course of studies was left practically with Prof. -William Chauvenet, a graduate of Yale College, who had been commissioned -professor of mathematics in 1841, and had acted as such in the -instruction of midshipmen in the Naval Asylum at Philadelphia. The -following is substantially the arrangement proposed by him for the -classes when fully organized—the main deviation in the course as -followed in 1864 was in the assignment of text-books.</p> - - -<p class="smallhead">FIRST CLASS—FOURTH YEAR.</p> - -<div class="in-one"> -<p><i>Department of Practical Seamanship, Naval Gunnery and Naval -Tactics.</i>—Seamanship, Naval Tactics. Naval Gunnery; Simpson’s -Ordnance and Gunnery. Simpson’s Translation of Page’s Theory of -Pointing. Dahlgren’s Boat Howitzer.</p> - -<p><i>Department of Astronomy, Navigation and -Surveying.</i>—Theory of Navigation. Practical Astronomy. Marine -Surveying.</p> - -<p><i>Department of Natural and Experimental -Philosophy.</i>—Lardner on Heat. Wells’ Chemistry. Main & -Brown on the Steam-Engine.</p> - -<p><i>Department of Ethics and English Studies.</i>—Constitution -U.S.; Kent on International Law, Vol. I.</p> - -<p><i>Department of Spanish.</i>—Ollendorff.</p> -</div> - -<p class="smallhead">SECOND CLASS—THIRD YEAR.</p> - -<div class="in-one"> -<p><i>Department of Practical Seamanship, Naval Gunnery and Naval -Tactics.</i>—Seamanship. Simpson’s Naval Gunnery.</p> - -<p><i>Department of Mathematics.</i>—Smyth’s Analytical Geometry. -Smith’s Differential and Integral Calculus.</p> - -<p><i>Department of Astronomy, Navigation and -Surveying.</i>—Davies’ Surveying. Herschel’s Astronomy. Bowditch’s -Navigation.</p> - -<p><i>Department of Natural and Experimental -Philosophy.</i>—Lardner’s Optics, Acoustics, Electricity, and -Magnetism. Smith’s Mechanics.</p> - -<p><i>Department of Field Artillery and Infantry -Tactics.</i>—Hardee’s Light Infantry Drill. Instruction in Field -Artillery.</p> - -<p><i>Department of Ethics and English Studies.</i>—Wayland’s -Moral Science.</p> - -<p><i>Department of French.</i>—Girault’s French Student’s Manual. -Dumas’ Vie de Napoleon. Manesca’s Reader.</p> -</div> - -<p class="smallhead">THIRD CLASS—SECOND YEAR.</p> - -<div class="in-one"> -<p><i>Department of Practical Seamanship, Naval Gunnery and Naval -Tactics.</i>—Seamanship.</p> - -<p><i>Department of Mathematics.</i>—Davies’ Legendre’s Geometry. -Chauvenet’s Trigonometry. Davies’ Mensuration.</p> - -<p><i>Department of Ethics and English Studies.</i>—Eliot’s -History U.S. Quackenbos’ Rhetoric. Composition.</p> - -<p><i>Department of French.</i>—Girault’s French Student’s Manual. -Girault’s Vie de Washington.</p> - -<p><i>Department of Drawing and Draughting.</i>—Line Drawing.</p> -</div> - -<p class="smallhead">FOURTH CLASS—FIRST YEAR.</p> - -<div class="in-one"> -<p><i>Department of Mathematics.</i>—Greenleaf’s Arithmetic. -Davies’ Algebra. Davies’ Legendre’s Geometry.</p> - -<p><i>Department of Ethics and English Studies.</i>—Bullions’ -English Grammar. Cornell’s Geography. Worcester’s and Lord’s History. -Composition.</p> - -<p><i>Department of Drawing and Draughting.</i>—Sketching.</p> -</div> - -<span class="pagenum"> -<a name="page901" id="page901">901</a></span> -<p class="smallhead">CONDITION IN 1864.</p> - -<p>The following Report, drawn up by the author of this Treatise, after -a residence of several weeks in the institution, as one of the Board of -Visitors, exhibits its condition in 1864, and contains suggestions on -the educational improvement of the military and commercial marine, which -met the approbation of the Board.</p> - - -<p class="heading"><i>Report of the Board of Visitors to the Secretary -of the Navy.</i></p> - -<hr class="mid"> - -<p><span class="smallcaps">Sir</span>:—The Visitors, appointed -“to witness the examination of the several classes and to examine into -the state of the police, discipline, and general management of the Naval -Academy,” for 1864, report as follows:—</p> - - -<p class="smallhead">I. THEIR OWN PROCEEDINGS.</p> - -<p>The regular session of the Board, although several members were in -attendance earlier, commenced on Monday, the 20th of May, and continued -from day to day until Friday, June 10th. Their investigations as a -Board, embraced—</p> - -<p><i>First.</i>—A thorough inspection of the buildings, ships, -and material equipment provided by the Department for the residence, -subsistence, health, and instruction of the several classes.</p> - -<p><i>Second.</i>—An attendance of the whole or a portion of the -Visitors, for a brief period at least, on the examination conducted by -the Academic Board, of one or more sections of each class in each study -professedly attended to during the year.</p> - -<p><i>Third.</i>—An exhibition of the professional knowledge and -skill attained, including the parade, evolutions, tactics, and drill as -a military corps—the uses of the rapier, cutlass, musket, and -cannon, great and small—the handling of ropes, sails, spars, -boats, and everything included in practical seamanship in harbor, -afloat, and in action.</p> - -<p><i>Fourth.</i>—Inquiries into the mode of conducting the -entrance examination, and the results—the classification and -programme of studies for each class—Scholarship and conduct -rolls—causes of failure to graduate, and system of -punishment—chapel exercises, morality, manners, and personal -habits of the midshipmen—the accounts and vouchers for the -expenditure of government appropriations, including payments made for -the use of the cadets—in fine, into the police, discipline, and -general management of the institution.</p> - -<p>A committee of the Board was authorized and requested to attend the -entrance examination of the new class, as well as the final -<span class="pagenum"> -<a name="page902" id="page902">902</a></span> -examination of the graduating class, in order that the report required -of the Visitors might cover the operations of the Academy for the year -1864.</p> - -<p>Every facility for prosecuting their investigations was extended to -the Visitors by the Superintendent, Officers, Professors, and -Students.</p> - - -<h4><a name="annapolis_condition" id="annapolis_condition" href="#annapolis">II. CONDITION OF THE NAVAL ACADEMY IN 1864.</a></h4> - -<p>In presenting some details of the condition of the Naval Academy as -they found it, and in offering suggestions for its improvement, which -the submitting of a report implies, the Visitors are not unmindful that -the institution is not at present furnished with permanent buildings and -equipments in all respects adapted to its purpose;—that even such -as are furnished were selected with reference to a smaller than the -present number of pupils;—that its staff of instructors and course -of instruction have been disturbed by the pressing exigencies of a great -war, calling off into actual service some of its most experienced -teachers;—that the education which it aims to give is not general -but special, not covering the whole ground of a generous culture, but -particularly adapted to make accomplished seamen and -midshipmen;—and, moreover, that in an educational field so wide -and subjects of inquiry so numerous as attach themselves to the details -of such a school, a brief visit, made while the institution is not -following its usual daily routine, is not in all respects the most -favorable to the formation of just and reliable opinions. They at the -same time believe that the government and people expect that the liberal -appropriations in its favor will be expended with a judicious economy, -and that the knowledge imparted will be accurate, thorough, and -professional, and that its graduates will be really fitted for that rank -of the service for which they are professedly trained. They recognize -the fact that the school is yet in the youth of its development, and -also that its purpose is not only to perpetuate naval science as it has -been taught, but to maintain a progressive course of instruction, -engrafting thereon all necessary or possible improvements.</p> - - -<p class="heading"><i>Organization for Administration and -Instruction.</i></p> - -<p>The Visitors find the Naval Academy, subordinate to the direct -supervision of the Department, under the immediate government of a -Superintendent, Commodore George S. Blake, who is held responsible for -its discipline and management. He is assisted as chief executive officer -by the Commandant of Midshipmen, Commander Donald M. Fairfax, who -resides in the Academy building on shore, and is also head of the -department of Seamanship, Naval -<span class="pagenum"> -<a name="page903" id="page903">903</a></span> -Gunnery, and Naval and Infantry Tactics. The Commandant is assisted in -the different departments of his duty on ship and shore by three senior -assistants and eleven assistants, nine of the latter being of the rank -of lieutenant, and the remainder lieutenant-commanders. Two of the -senior assistants have charge of the Practice-ships Marion and -Macedonian, and also assist in instruction; six of the assistants are -engaged in executive duty on board the School-ships Constitution and -Santee, while the others, as well as these, are charged with certain -branches of instruction in the department of which the Commandant is -chief.</p> - -<p>There are also attached to the Academic Staff one Professor of -Astronomy, Navigation, and Surveying; two Professors of Mathematics, -with six assistants in the same department; one Professor of Natural and -Experimental Philosophy, with two assistants; one Professor of Ethics -and English Studies, with nine assistants; one Professor of the French -language, with an assistant; one Professor of the Spanish language; one -Professor of Drawing and Draughting, with an assistant; one -Sword-master, with an assistant; and one Librarian, who acts also as -assistant in Mathematics, and Ethics and English studies. The officers -not attached to the Academic Staff include a Paymaster, a Surgeon, with -two assistants, a Chaplain, (with three, who are engaged as -instructors,) a Commissary, Storekeeper, Secretary, Treasurer, and -clerks to the Superintendent and Commandant.</p> - -<p>The Academic Board is composed of the Superintendent, the officers in -charge of the Practice and School-ships, and the professors, except that -the professors of French, Spanish, and Drawing take part only upon -matters pertaining to their own departments. The Board is required to -conduct and regulate all examinations of candidates and students, -preparing the necessary papers and reports in connection therewith, to -prescribe the order and times of instruction, to recommend text-books -for the approval of the Naval Department, and books, instruments, and -other necessary material for instruction, to recommend at pleasure the -restoration or farther trial of students that have been dismissed or -found deficient in scholarship, to grant certificates of graduation, and -to report from time to time, on the system of studies and instruction -pursued, and propose such improvements as experience may suggest.</p> - - -<p class="heading"><i>Buildings and Material Equipment.</i></p> - -<p>The material arrangements for the accommodation of the Academy, for -the lodging, subsistence, and comfort of the pupils in health and -sickness, and for study and instruction, both scientific and -professional, -<span class="pagenum"> -<a name="page904" id="page904">904</a></span> -although made on a sudden emergency, for temporary occupancy, and for a -smaller number, are far from being insufficient in extent, or -particularly objectionable, when compared with similar arrangements for -other great schools. The main building on shore is of wood, originally -intended to lodge and board a large number of guests, and as adapted to -the uses of the Academy, accommodates about half of the classes as well -as most boarding schools provide for their pupils. The arrangements are -not as convenient or as safe from fire as those at Annapolis; but they -are too good to be complained of, even if they do require a strict -observance of regulations, or special organization and diligence to -protect from fire, which would carry mourning into many homes. Good -discipline and good recitations, and a large amount of military and -naval knowledge are secured under the difficulties such as they are, -which the Department, be they great or small, will, doubtless, remove at -the earliest possible moment. In any permanent or temporary arrangement, -on ship or shore, while the privacy and comfort of separate lodgings for -pupils should as far as practicable be secured, the Visitors recommend -that convenient halls be provided, properly ventilated, warmed and -lighted, and supplied with the best dictionaries, encyclopedias, and -naval histories and biographies—to be occupied for study at -certain hours by such pupils as have not acquired the power of -concentrating attention, and the habit of solitary study—a power -and habit of the highest importance, but very rarely attained. The same -rooms might be open to the pupils at certain hours every day for the -purpose of reading naval histories and biographies, and for consulting -the encyclopedias and other books of reference. The formation of right -habits of study and the habit and mode of reading such books to the best -advantage should be made a matter of special and frequent inculcation by -the head of each department of study.</p> - -<p>The lack of suitable buildings for lodging, subsistence, and study, -for a portion of the pupils, is supplied by an extension of the -School-ship System, first inaugurated on board of the “Plymouth,” at -Annapolis, in 1849, in our system, although always the main feature in -the French system of naval education. The old “Constitution” and the -“Santee,” properly moored in the harbor of Newport and adapted, are used -for the residence and study of the younger classes, which are in this -way brought more readily into the daily routine of the school and the -service without the vulgar annoyances, to which the youngest classes are -almost universally subjected, when lodged in the immediate neighborhood -of the next older class. If School-ships -<span class="pagenum"> -<a name="page905" id="page905">905</a></span> -are to constitute a permanent, integral feature of the Academy, the -details of arrangements for separate lodging and class study require -additional attention. For the present, recitations are attended in -suitable buildings on Goat Island, near which the ships are moored and -reached by covered passages. On this island is sufficient room for all -sorts of athletic sports, military drill, and target practice.</p> - -<p>The “Macedonian” and “Marion” are used for practice in the evolution -of guns and other naval tactics by the several classes. To these are -added, at least for the purposes of the summer cruise, the screw steamer -“Marblehead” and the yacht “America.”</p> - - -<p class="heading"><i>Number of Pupils—Entrance -Examination.</i></p> - -<p>The number of pupils belonging to the Naval Academy in the year -closing June, 1864, was 458, distributed into four classes, generally -according to the period of their connection with the institution, with a -staff of 57 officers and instructors. This is an astonishing development -of the Academy in respect to pupils, as well as in the number of the -teaching staff, and equipment for professional training, since Oct. -10th, 1845, when the Academy found a location at Fort Severn in -Annapolis, or since January 1st, 1846, when it was reported to have 36 -midshipmen and six professors and instructors, including the -Superintendent. To judge of the progressive development of the -institution, and of the results of the annual examination which they -were appointed to witness, the Visitors deemed it necessary to ascertain -the average condition of each class as to age and attainments, at the -time of becoming connected with the Academy, and with the general -results of the entrance examination—this examination being the -only check on the admission of unqualified candidates—no previous -examination being held in the districts or States from which they -come.</p> - -<p>By law and regulations governing the admission of candidates into the -Academy, the maximum number of pupils is limited to 526, viz., two for -every Congressional district or territory, appointed on the nomination -of the member or delegate, from actual residents of the district, if -such nomination is made to fill a vacancy duly notified, prior to the -first day of July in any year, and if not so made, by the Secretary of -the Navy; and twenty-five more appointed by the President, two for and -from the District of Columbia, ten from the country at large, ten from -the sons of officers of the army and navy, and three from the enlisted -boys of the navy. All candidates who receive notice of their provisional -appointment must present themselves to the Superintendent for -examination -<span class="pagenum"> -<a name="page906" id="page906">906</a></span> -between the 20th and 31st of July, or September in case of second -appointments. The examination is twofold; first, before a medical board, -consisting of the surgeon resident and two other medical officers -designated by the Department; and second, before the Academic Board. The -candidate must be found, according to the law of 1864, to be between the -ages of fourteen and eighteen years—of good moral -character—physically sound, well formed, and of robust -constitution—and pass a satisfactory examination in reading, -writing, spelling, arithmetic, geography and English grammar.</p> - -<p>The requisition as to age was advanced from 16 in 1861, to its -present maximum in 1864, while the Board was in session, and conforms in -that respect to the age which they had decided to recommend. The -traveling expenses of the successful candidates are paid.</p> - -<p>The Visitors were furnished on application with tables exhibiting the -statistics of these entrance examinations from 1851 to 1863 inclusive. -From these tables it appears that out of 1,522 candidates, nominated and -appointed conditionally, but afterwards examined, 313 or one-fifth of -the whole were rejected as unqualified, although the attainments -required were such as any graduate of a common school should possess. Of -the number (1,209) admitted, 466, more than one-third, failed on the -first year’s course. Out of the number who failed at the earlier -examinations, three hundred and thirty-one were turned back for a second -trial, and after floundering along in the lower sections, only a very -small per cent. succeeded in graduating. Of the whole number admitted, -(1,209,) only 269 graduated, including 93 who were received into the -service from 1861 to 1864 before completing their studies.</p> - -<p>From another table, covering the entrance examinations from 1860 to -1864 inclusive, it appears that out of 1,093 candidates who presented -themselves for admission, 807 were admitted, while 53 were rejected by -the Medical Board, 219 by the Academic Board, 11 withdrew, and 3 were -found to be over the maximum age.</p> - -<p>From another table, exhibiting the ages of the successful and -unsuccessful candidates, it appears that out of 1,141 candidates -examined, 201 (18 per cent.) were rejected, and of the number -rejected, 177 were under 17 years of age. Of the 940 admitted, 313 -(33 per cent.) failed the first year, and of the number that -failed, 254 were under 17 years of age. The average age of the -candidates admitted was 16 years and 2 months, and of those who failed, -15 years and 10 months.</p> - -<p>The fact that one-fifth of the whole number nominated failed to -<span class="pagenum"> -<a name="page907" id="page907">907</a></span> -pass the examination in the most rudimentary branches of a common -English education—and in only the most elementary portions of -these branches—indicates unmistakably how little regard has been -paid to school attendance and proficiency in the selection of -candidates. To judge how far these failures might be attributed to a -laudable strictness on the part of the Academic Board, the entrance -examination papers, which are filed away from year to year, were called -for, and from those it appears that the questions asked and exercises -required were few and simple—far too few and simple—far -below the requirements of any Public High School; and yet such wretched -perversions of the orthography of the most common words, such mistakes -in American geography, such bungling use of the English language in the -composition of a simple letter, such numerous failures in arithmetical -operations not going beyond the elementary rules and simple exercises in -fractions and proportion, it would be difficult to gather from all the -Public High School entrance examinations of the country. More strictness -on the part of the Academic Board would have saved the government -hundreds of thousands of dollars, for of the candidates allowed to pass, -two-fifths fail on the studies of the first year, although these studies -belong to a good English education, and are preliminary to a special -scientific naval training—showing a want of suitable preparatory -knowledge, of aptitude for study, or of will and desire to learn. -A portion of those who fail the first year are put back for a -second year’s trial, and in some instances for a third, and the -proportion of those thus put back who finally succeed in graduating is -very small, thereby causing a total loss of the thousands of dollars -expended upon each. From data gathered from the annual reports of the -Department, it appears the annual expense of a pupil of the Naval school -exceeds $1,500, and that each graduate who has been four years in the -institution costs the government over $10,000. But the pecuniary loss is -not the only consideration—the places filled by pupils, no matter -what their courage or general ability, unable or unwilling to profit by -the opportunities of scientific and professional instruction so lavishly -provided, might be filled by competent, ambitious, diligent, and -courageous young men, if they could have had their qualifications tested -by a competitive examination.</p> - - -<p class="heading"><i>Daily Routine.</i></p> - -<p>The morning gun calls the cadets up at 6 o’clock. Inspection of the -rooms follows, when the bedding must be found arranged, the rooms swept, -and every thing in order. Ten minutes are given to chapel services, and -half an hour to breakfast, which is over at 7.15. -<span class="pagenum"> -<a name="page908" id="page908">908</a></span> -Forty minutes recreation are then allowed, during which sick-roll is -called and such as report themselves indisposed are marched to the -hospital and reported to the surgeon. At 7.55 the sections are formed -under the supervision of the Officer of the Day, assisted by the section -leaders, and at 8 o’clock, on given signal, they are marched in close -order to their recitation rooms, in perfect silence and with strict -military decorum. All who are not engaged in the recitation rooms are -expected to be preparing their lessons in their own rooms, and it is the -duty of the superintendents of floors to see that they are there. The -dismissal and re-formation of sections at the end of each hour are -conducted with similar formality and regulated by special signals. Study -and recitation continue until 1 o’clock, when the cadets are formed in -order by the captains of crews, (the whole corps being organized in nine -guns’ crews, for the purposes of discipline and practical instruction,) -all special orders and rules for the day are read, and they are then -marched into the mess hall for dinner, which occupies forty minutes. -From 1.40 to 1.55 recreation is allowed and the sections are then again -formed as in the morning for recitation and study. At 4 o’clock ten -minutes are given to preparation for drill, as may be the order of the -day, and then follow instruction in fencing, infantry or artillery -drill, and recreation until parade and roll-call at sunset. Supper -immediately succeeds, to which half an hour is given, and recreation -until study-call at 6.30 or 7.00, according to the season. Study hours -continue until tattoo, at 9.30, during which time the cadets must all be -in their rooms, and after inspection of rooms all lights are -extinguished at 10 o’clock.</p> - -<p>The routine on board ship is as far as possible the same. No control -is exercised over the occupation of the time by the cadets during study -hours, provided good order is preserved. No studies or exercises are -required on Saturday afternoon and one-half of each class may then be -allowed liberty beyond the limits of the Academy. A vacation is given at -the close of the second year, the only one in the whole course. As means -of recreation, chess, draughts, and all games of chance are strictly -forbidden. On the other hand, every facility is afforded for games of -ball, boxing, fencing, boating, &c.</p> - - -<p class="heading"><i>Course of Instruction, Examinations, and -Merit-Rolls.</i></p> - -<p>The course of instruction at the Naval Academy is comprised in eight -departments, with their special branches, as follows:—</p> - -<p><i>First Department</i>, in six branches—Practical Seamanship, -Theory and Practice of Gunnery, Naval Tactics, Infantry Tactics, -Howitzer Drill, and the Art of Defense.</p> - -<span class="pagenum"> -<a name="page909" id="page909">909</a></span> -<p><i>Second Department</i>, Mathematics, in seven -branches—Arithmetic and Algebra, Geometry, plane and solid, -Trigonometry, Mensuration, Descriptive Geometry, Analytical Geometry, -and the Differential and Integral Calculus.</p> - -<p><i>Third Department</i>, in four branches—Astronomy, Practical -Astronomy, Navigation, and Surveying.</p> - -<p><i>Fourth Department</i>, in eight branches—Mechanics of -Solids, Mechanics of Liquids, Pneumatics, Acoustics, Electricity, Heat, -Chemistry, and the Steam-Engine.</p> - -<p><i>Fifth Deportment</i>, in seven branches—English Grammar, -Descriptive Geography, Physical Geography, Outlines of History, -Rhetoric, Ethics, and Political Science.</p> - -<p><i>Sixth Department</i>—the French Language.</p> - -<p><i>Seventh Department</i>—the Spanish Language.</p> - -<p><i>Eighth Department</i>—Drawing and Draughting.</p> - -<p>These studies are distributed into four annual courses for the four -regular classes, each class being subdivided into convenient sections, -usually according to the relative standing of the members. During the -last year the first class, of 36 cadets, has been graded into three -sections; the second class, of 59 cadets, into five sections; the third -class into six sections; and the fourth class, during the first term, -with 176 cadets, into fourteen sections, and in the second term, with -156 cadets, into twelve sections—each section receiving separate -instruction.</p> - -<p>The more difficult portions of the several branches may be reserved -for the higher sections of the classes, and it is frequently the fact -that in certain branches no instruction whatever is given to the lowest -sections. Deviation from the general rule for the admission of cadets -only in the month of September has made the formation of “Intermediate -Classes” necessary, so that there are now two divisions of the second -class and two divisions of the third class. By this means the number of -sections is increased, the labors of instruction augmented, and much -inconvenience in other respects created. The demands of the times have -also introduced other irregularities into the course, hurrying the more -forward sections through their studies and detailing them into active -service at the close of the third year, with or without a graduating -examination, while the lower sections are retained through the whole -four years.</p> - -<p>The Commandant of Midshipmen and the several professors are each at -the head of a special department, with such assistants as may be -necessary. The professors, instructors, and assistants are responsible -for the regular and orderly conduct of their respective -<span class="pagenum"> -<a name="page910" id="page910">910</a></span> -classes and sections while under instruction, and must report all want -of preparation, absence, or misconduct. Daily notes are taken of the -progress and relative merit of each pupil in each of his studies. The -assistants must make weekly reports of such notes to the heads of their -departments, who in turn report to the Superintendent, recommending such -transfers as should be made from one section to another. The scale of -daily merit in each study embraces seven grades, with corresponding -values designated by numbers, as follows:—Thorough, -(4.0)—Very Good, (3.5)—Good, (3.0)—Tolerable, -(2.5)—Indifferent, (2.0)—Bad, (1.0)—Complete Failure, -(0.) The average standing for the week in each study accompanies the -report. Monthly reports are drawn up by the Academic Board for each -month in the academic year, showing the relative standing of the members -of each class in their different studies, and also their conduct or -demerits. These reports are based upon the weekly reports and upon the -results of the examinations, when such are held within the month, and -are posted for public inspection. The examination weeks are considered -of equal weight with those of the month.</p> - -<p>The examinations are held by the Academic Board in the months of -February and June, and are sufficiently thorough to enable the Board to -decide upon the proficiency and relative merits of the members of the -several classes. After each June examination a “general merit-roll” is -formed for each class, for which purpose a maximum number or value is -assigned to each of the principal branches in the several departments. -The total amount of these maxima throughout the course is 1,000, and -they are distributed among the departments and branches, for the -different classes, as follows:—In the first year, to mathematics, -20—grammar and rhetoric, 10—geography, 10—history and -composition, 10—drawing, 10—conduct, 5—total, -65;—In the second year, to seamanship, 20—mathematics, -35—grammar and rhetoric, 15—history and composition, -10—French, 30—drawing, 25—conduct, 15—total, -150;—In the third year, to seamanship, 40—gunnery, -20—infantry tactics, 25—howitzer drill, -20—mathematics, 45—general astronomy, 25—practical -astronomy, navigation, and surveying, 15—mechanics, -30—physics, 25—moral science and international law, -20—French, 40—conduct, 30—total, 335;—In the -fourth year, to seamanship, 100—gunnery, 60—naval tactics, -30—practical astronomy, navigation, and surveying, -75—physics, 30—steam-engine, 35—moral science and -international law, 20—Spanish, 50—conduct, 50—total, -450. The minima values are fixed at one-third of the corresponding -maxima.</p> - -<span class="pagenum"> -<a name="page911" id="page911">911</a></span> -<p>The “general merit-roll” includes only such as pass a satisfactory -examination in all the principal branches of their class and have not -exceeding 200 demerits recorded against them. In the formation of the -roll, the individual having the highest standing in any branch for the -year receives the corresponding maximum number, while the one who has -the lowest standing receives the corresponding minimum. The intermediate -members of the class receive numbers proceeding by equal differences -from the maximum to the minimum, in the order of their relative merit as -fixed by their “class merit-rolls.” The gradation for conduct is -determined by allowing the maximum number to such as have no demerits, -and for others diminishing that maximum by 1/300 part for every demerit -recorded against them. All the numbers thus assigned to the several -members for the different branches of study and for conduct are then -added together, and the members are arranged in each class according to -the aggregates thus obtained. For the graduating class a “graduating -merit-roll” is formed by adding the aggregate numbers of each member -upon the several “general merit-rolls” for the four years and arranging -the order of the members according to these new aggregates. The highest -number reached upon the “graduating merit-roll,” by any one of the class -just graduating, was 859.</p> - -<p>If any student at any examination fails to pass a satisfactory -examination in any principal branch, or has recorded against him more -than 200 demerits since the commencement of the academic year, a report -is made of the case to the Secretary of the Navy, showing the habits of -study, aptitude for study and for sea duties, and his general habits and -conduct, and upon his decision the student is dismissed, or upon -recommendation of the Academic Board, allowed to continue at the Academy -for further trial.</p> - -<p>The final graduating examination is held by a special Board and -occurs, by a recent regulation, not less than one year after the close -of the course. This examination embraces seamanship and naval tactics, -practical gunnery, navigation, and management of steam-engines, and the -standing in these branches is combined to determine the relative merits -of the candidates. In assigning numbers, 1,000 is considered the maximum -and 333 the minimum for such as are considered qualified for promotion, -and the Board assigns such numbers within these limits as will fairly -express the relative qualifications of the members of the class. The -numbers thus assigned, when added to the numbers already assigned on the -“graduating merit-roll,” determine the standing of the graduates as -ensigns; the highest number taking precedence.</p> - - -<span class="pagenum"> -<a name="page912" id="page912">912</a></span> -<p class="heading"><i>Text-Books. Studies of the past Year.</i></p> - -<p>The method of teaching as at present pursued is almost wholly by -means of text-books and recitations. A series of lectures is -delivered in connection with the recitations in Natural Philosophy and -Chemistry. Without underrating the office of the text-book, the success -of the French Polytechnic method of teaching even the higher Mathematics -by lectures, collateral study, and examination, and the experience of -all schools, of the power of the human voice and of the human eye to -win, hold, and harmonize attention should not be lost to this -institution, many of whose pupils need the influence of such a method to -vitalize their powers of thinking and to bring within their grasp the -general principle or doctrine of the subjects taught.</p> - -<p>The division of the classes into small sections of 12-14 midshipmen -each, of nearly equal standing, tends to secure the personal and -thorough instruction of each and all. The attempt was made, by -furnishing prepared blanks to the several departments, to ascertain the -character and actual amount of the studies and exercises accomplished by -the several sections during the eight months of study of the year -1863-4. The returns made are not complete, but it appears that the -English studies of the lowest class (in 12-14 sections) have -consisted of one lesson a week in Spelling and Derivation, four in -Bullion’s English Grammar, four during the first term in Cornell’s -Geography, and during the second term in General History, with daily -exercises in Composition and the exercise of the Voice; in Mathematics, -five lessons a week during the first term in Greenleaf’s Common School -Arithmetic, and during the second term in Davies’ University Algebra. In -the upper sections, the Algebra was commenced within the first term and -more or less nearly finished at the close of the year. The highest -section had also five lessons a week for three weeks in Davies’ -Elementary Geometry (5 books) and instruction twice a week in -Drawing. The space in the several textbooks actually gone over varied -considerably in the different sections. It will be seen, therefore, that -the studies of this class, with the exception of Algebra and Geometry, -are simply those of every common school, and yet the lower section is -reported as having succeeded but “imperfectly” in Grammar, and “very -imperfectly” in Algebra. It is also to be stated that a part of the -class had received eight weeks additional preparatory instruction during -August and September, 1863.</p> - -<p>In the third class, of six sections, there were three lessons per -<span class="pagenum"> -<a name="page913" id="page913">913</a></span> -week, during the first term, in American History, and during the second -term in Rhetoric. The lower section prepared six English compositions -each term—the highest section, weekly compositions through the -second term. All the sections prepared three lessons weekly in French -during the first term and four lessons during the second, but with very -unequal progress. In Mathematics, (five lessons per week,) Algebra was -completed by the lower sections and reviewed by the higher in the first -four or five weeks, when Elementary Geometry was taken up by all, and -completed in the first term by the highest section. In the second term, -Elementary Geometry for three weeks by the lowest section, and -Trigonometry for the rest of the term—in the highest section, -Trigonometry for ten weeks, Mensuration two weeks, and Analytical -Geometry commenced, for three weeks. The first section had also three -lessons a week in Marine and Topographical Drawing, and during the first -term one lesson a week in Seamanship.</p> - -<p>In the second class, of five sections, during the first term, five -lessons a week in Analytical Geometry, replaced in the highest section -by the Differential and Integral Calculus for five weeks; four lessons a -week in Statics, to which the first section added Dynamics, three weeks; -five lessons a week in Surveying, three weeks in each term, with -practical exercises. The lowest sections had also four lessons a week in -French, and the first section weekly lessons in Seamanship and Infantry -Tactics, and two lessons a week in Gunnery. In the second term, five -lessons a week in Dynamics, Hydrostatics, Pneumatics and Acoustics, with -twelve lectures, Surveying, three weeks, and Astronomy, ten weeks. Two -lessons a week in Wayland’s Moral Science. The first section had also -two lessons a week in Gunnery.</p> - -<p>The first class, consisting of the three more advanced sections of -the second class, and in its third year of study, during the first term -were pursuing chiefly second class studies, having five lessons a week -in Physics, including Statics, Dynamics, Hydrostatics, Acoustics, -Magnetism, and Electricity, with sixteen lectures; four lessons a week -in Theory and Practice of Navigation (six weeks) and General Astronomy -(eleven weeks;) two lessons a week in Seamanship, and two in Gunnery, -Naval Light Artillery, and Field Fortifications. In the second term, -four lessons a week in Heat and Chemistry, with nine lectures; three in -Wayland’s Ethics and Kent’s Constitution of U.S., and International Law; -three in the Theory and Practice of Navigation; two in Seamanship; and -one in Gunnery, &c. Two lessons a week were given through the year -in Spanish, by means of the French.</p> - -<span class="pagenum"> -<a name="page914" id="page914">914</a></span> -<p>In addition to the daily lessons of each class are the general -practical exercises by divisions, by the higher classes on shore -embracing daily exercises in Fencing, three exercises weekly in Infantry -Drill, Howitzer Drill once a week, the Great Gun Drill upon the Practice -Ships twice weekly in favorable weather, and a certain amount of Target -Practice by the first class. The younger classes on the school-ships -have also their special drills. Special instruction is given them in -boating, and the numerous cutters and launches belonging to the ships -afford ample opportunity for recreation and practice of this kind at -suitable times. The use of the “Rainbow,” a schooner-rigged craft of -15-20 tons, is also not unfrequently allowed to pleasure parties made up -from the cadets. Weekly bathing is enjoined and practiced throughout the -year as a sanitary regulation, but the absence of the cadets from port -during the summer months, while on the cruise, prevents the attainment -of that knowledge and skill in the art of swimming, which seem to the -Visitors so essential a requisite.</p> - -<p>The general results of the examinations and exercises as observed by -the Visitors, may be stated as in general very favorable. The -examinations of the classes were made by sections and conducted by the -individual professors of the departments, with great fairness and -impartiality, without any purpose of embarrassing the pupils, and for -the single object of eliciting the extent, accuracy, and vividness of -the pupil’s knowledge of the topic. Written lists of questions were -furnished to the cadets on entering the examination rooms, which were -usually answered in writing upon the blackboard, with opportunity for -oral explanation. The difference in the proficiency shown by the higher -and lower sections, in all except the first class, was very strongly -marked. In the written answers, the writing was fair and legible, and -the spelling and composition very creditable—revealing in these -respects an immense improvement upon the entrance examination papers of -the same cadets. The Visitors would suggest that in future examinations -there should be more of paper, even if there should be less of -blackboard work, and that a portion of the questions should be handed in -on slips by the Visitors and answered in writing with ink, in presence -of the Board, by every member of the section present.</p> - -<p>The practical professional exercises of the cadets upon the parade -ground and on board ship, embracing all the different branches of shore -and ship duty, (including a harbor cruise on board the Practice -Steamer,) and designed to exemplify the proficiency of the classes in -seamanship, gunnery, and naval and infantry tactics, were -<span class="pagenum"> -<a name="page915" id="page915">915</a></span> -performed in the most satisfactory manner, justifying the professional -pride manifestly felt by those taking part in them. Moreover, these -exercises, instead of being executed under the direction, as heretofore, -of the respective Academic officers in command, were conducted under the -charge wholly of officers appointed from the midshipmen themselves.</p> - - -<p class="heading"><i>Physical Training.</i></p> - -<p>The unavoidable exposures and risks of the naval service require not -only a sound mind—a mind well informed, quick, and accurate in its -operations, but a sound body—a body supple, athletic, and tough to -resist the rapid alternations and continuous exposures of wet and cold -weather. Although careful and continuous training can do much to -develope and strengthen the qualities referred to, the records of the -Academy and of the service, as well as the present appearance of many of -the cadets, show that sufficient regard has not been paid to vigor and -elasticity of physical constitution, in the original appointment, or the -entrance medical examination. The regular military drill and evolutions, -the small arm and other exercises, in which the whole corps -participates, the professional practice in gunnery and seamanship, all -help to supply these deficiencies. There is still room for more careful -scrutiny for inherited tendencies and hidden defects, in the entrance -medical examination, as well as in the regular course of naval -education, for a well arranged system of gymnastic exercises and -athletic games, to give suppleness to the joints, steadiness to the -nerves, hardness to the bones, and elasticity to the sinews. Such games -and sports as the young universally accept with eagerness and pursue -with unflagging interest, should be systematically introduced. Ample -time, room, and encouragement by rank, prizes, and publicity, should be -given to make a fondness and indulgence in such games as cricket, -football, leaping, boating, &c., the habit of every member of the -lower classes at least. An hour a day devoted to these healthful sports, -even if taken from the study and class-room,—even more, if taken -from the idle lounging, or the listless walk, or vulgar scuffling, will -give at once health and strength, increased capacity for study, and -valuable social qualities and manly virtues—all results of -emphatically the highest professional value.</p> - -<p>As part of the physical training of naval cadets, the expansion of -the chest and the culture of the vocal organs should receive more -special attention than the word of command on parade, and the questions -and answers in the examination would indicate they had received. -A clear, full, decisive voice is an element of influence on -<span class="pagenum"> -<a name="page916" id="page916">916</a></span> -the deck at all times, and of power in the hour of danger, as well as on -the field or in the senate chamber.</p> - -<p>The first beginning of habits, secret or open, which waste the vigor -of the mind and body, should be watched with professional skill as well -as parental interest, and those cadets in whom such indulgencies have -grown into habits, should be cut off from the institution and service -without hesitation and without reprieve.</p> - - -<p class="heading"><i>Domestic and Sanitary Arrangements.</i></p> - -<p>The institution is peculiarly fortunate in having had for years a -Commissary who understands his business and gives universal satisfaction -to all concerned. The neatness of the kitchen, the supply, preparation, -and serving of the food, the geniality, good order, and enjoyment of the -mess-hours, and the fact that no complaint reached the Visitors from any -one of the 450 boys, blessed with good health and plenty of physical -exercise, makes the record of this department an exception to similar -departments in other large collegiate institutions. This comes from -having the right man in the right place.</p> - -<p>The hospital arrangements on shipboard and on shore, although not as -large and quiet as would be desirable or as would be provided specially -in permanent quarters, are sufficient for the demands on their -accommodations. The location of the institution and the judicious -arrangement and management of the Academy as to cleanliness, exercise, -and diet, as well as the presence of a surgeon and two assistants on the -Academic staff, and numerous attendants for hospital service, would seem -to act as a preventive of accidents and disease, the mean daily -percentage of sick on ship and shore from Oct. 1st to May 31st being -returned at a little more than three per cent. out of an average -attendance of 447 midshipmen. In calling for the annual reports to the -Department of the medical condition of the institution, the Visitors -were informed that a duplicate copy or abstract was not retained. Such -copy or abstract would be highly convenient, and would seem to be even -necessary, if it is deemed advisable to have a periodical inspection of -the sanitary condition and requirements of the school.</p> - - -<p class="heading"><i>Religious Observances and Instruction.</i></p> - -<p>The regulations require that the students shall be assembled in the -chapel for prayers daily, fifteen minutes before the breakfast hour, and -that divine service shall be held on Sunday, which officers and students -are expected to attend, unless excused on the ground of conscientious -scruples, declared in writing by the former, and by the parents or -guardians of the latter. These daily and Sunday -<span class="pagenum"> -<a name="page917" id="page917">917</a></span> -exercises are conducted by the regular Chaplain of the institution. He -is at the present time assisted in these and other such voluntary -religious labors by three other chaplains of the Navy, who are now in -residence as assistant professors. There are four Bible classes composed -of cadets, and over one-eighth of the members are communicants in the -different denominations of Newport. The student who brings, in his moral -culture from home, religious convictions and habits, can easily preserve -and strengthen them here, and no amount of instruction in the -institution can compensate for the neglect of parental example and -teaching in this respect. The absence of the religious element in the -character and training of youth is a fundamental defect, and no -institution of learning, special or general, can safely, for any length -of time, dispense with appropriate and adequate means of religious -instruction and a practical recognition of religious obligations, -consistent with due regard to the religious convictions of individuals -and the equal rights of all religious denominations. Such individual -convictions and denominational rights can be best respected, not by -ignoring the subjects themselves, but by selecting the chaplain from -time to time so as to represent different religious denominations, and -in all cases, in reference to his ability to be useful as chaplain in -this institution.</p> - -<p>The reading of the Sabbath, and one of the exercises of Monday -morning might be so arranged as to harmonize with the religious -observances and uses of Sunday, and the whole be made to unfold and -enforce the great, definite, and unchanging obligations of every human -being to his fellow-men, to his country, and to God.</p> - -<p>As part of the religious and moral instruction of the Academy, more -at least should be attempted to prevent, and if these unfortunately -exist, to eradicate certain vulgar and vicious habits, whose beginnings -are small, but which ultimately take complete possession of the -individual. Although the Visitors can not, from their own knowledge, -speak of its existence, they have had too many assurances from those who -did know, to have any doubt of the prevalence of the vulgar and immoral -practice of profanity, and that several of those addicted to it are -among the youngest members of their classes, who came here entirely pure -in this respect. The medical and police experience of the institution -detects the occasional existence of other tastes and habits more -directly affecting the health and morality of their victims, and which -should and doubtless do receive the considerate and vigilant attention -of the authorities, especially of the Chaplain, Surgeon and -Superintendent.</p> - - -<span class="pagenum"> -<a name="page918" id="page918">918</a></span> -<p class="heading"><i>Discipline.</i></p> - -<p>The Superintendent is charged with and held responsible for the good -order and discipline of the Academy, and it is made the duty of every -officer, professor, and instructor, having knowledge of any violation of -law or regulation, or of any crime, irregularity, neglect, or other -improper conduct, of which any student or any other one has been guilty, -to report the same without delay to the Superintendent. Offenses are -defined with great minuteness and precision, and the circle of -punishments embraces demerits on the roll of conduct, private and public -reprimand, confinement to Academy grounds, to room, or to guard-room, -and withdrawal on necessity, or dismission. In the administration of -discipline, the Superintendent is clothed with much power, which is -exercised by the present incumbent with great discretion and the -happiest results. The private memorandum and letter book of this -officer, respecting every case of discipline during the year, was placed -before the Visitors, and they can bear willing testimony to the -preventive admonition and parental regard with which he has exercised -his authority.</p> - -<p>Demerits, to be considered in making up the conduct-rolls, are -assigned for all offenses. Such delinquencies as are not deemed -deserving of severer punishment are grouped into four classes, which -count ten, eight, six, four, and two demerits respectively, besides a -miscellaneous class counting from one to ten demerits according to -circumstances. The <i>total</i> demerits of each cadet is expressed by -the sum of all demerits standing against him on record for the year, -increased for the third class by one-sixth, for the second class by one -third, and for the first class by one-half.</p> - -<p>No punishment of any kind can be inflicted by other authority than -that of the Superintendent. Report is read at evening parade of all -demerits and other punishments that have been inflicted during the day, -and opportunity is always given for excuse or explanation. Full record -is made of every case of discipline, and a monthly conduct-roll is -publicly posted showing the number of demerits against each cadet. It is -evident that this conduct-roll does not fairly represent the character -and conduct of the cadets, as a large number of demerits may be gained -by numerous minor offenses, which involve neither immorality nor -lawlessness, while a cadet who has been guilty of most flagrant acts of -vice and disobedience may still be charged with but few demerits. Yet -the conduct-roll has but a subordinate influence in determining the -general merit-rolls, and in the question of dismissal the fuller record -of punishments, as -<span class="pagenum"> -<a name="page919" id="page919">919</a></span> -well as the demerit-roll, has its weight in determining the action of -authorities.</p> - - -<p class="heading"><i>Financial Affairs.</i></p> - -<p>All money appropriated for the support of the Naval Academy is drawn -for by the Paymaster and by him deposited with the Sub-Treasurer in -Boston. The Paymaster draws upon him, from time to time, to make his -disbursements.</p> - -<p>The principal heads of expenditure for the fiscal year ending June -30th, 1864, are as follows:—</p> - -<table class="plaintext numbers drop"> -<tr> -<td>Pay of Commissioned and Warrant Officers, Midshipmen, Seamen, and -others,</td> -<td>$241,771.71</td> -</tr> -<tr> -<td>Pay of Professors and <ins class="correction" -title="text has ‘Asssistants’">Assistants</ins>,</td> -<td>35,000.00</td> -</tr> -<tr> -<td>Expenses of the Academy, School and Practice Ships, Surgeon’s -necessaries, contingent expenses, and repairs of all kinds,</td> -<td>72,753.84</td> -</tr> -</table> - -<p>The total of all expenditures from 1st July, 1863, to May 31st, 1864; -is reported at $383,419.41.</p> - -<p>From the pay of the midshipmen, which is $500 per annum, $100 are -reserved yearly to be paid upon graduation, though this sum is sometimes -diminished by unavoidable circumstances. There is also deducted from -their pay, the amount of board—at present $16.50 per -month—and $3.00 per month for washing. The aggregate of these sums -is paid monthly by the Paymaster to the Commissary. Articles of clothing -for the midshipmen are provided under contract by the Storekeeper with -the approval of the Commandant. All other articles for their use are -purchased by the Storekeeper, from funds provided by the Paymaster, at -prices sanctioned by the Commandant.</p> - -<p>The midshipmen receive such articles as they desire upon requisition -approved by the Commandant, and no other articles are permitted to be -sold to them than those which the Storekeeper is authorized to have. -Each midshipman has a pass-book in which his purchases are entered, and -regular report is made by the Storekeeper to the Paymaster, who charges -against each the aggregate amount of his purchases. On the 30th April, -1864, the amount of balances still due to the midshipmen was $44,579.93, -the aggregate of indebtedness by them being only $111.90. The -amounts to the credit of the members of the graduating class vary from -$180 to $400.</p> - -<p>The accounts of the Commissary are examined quarterly by a committee -of three officers appointed by the Superintendent, to whom they make -report. The Visitors deemed at their duty to go -<span class="pagenum"> -<a name="page920" id="page920">920</a></span> -behind the reports of this committee, and deputed one of their number to -examine personally the original accounts of the Commissary and -Storekeeper. As the result of this examination, which was conducted with -the most rigid scrutiny, it is but justice to state that they found the -accounts correct in all their details, and the prices of all articles as -low as they can be purchased at wholesale in the city of New York, and -the Visitors consider the financial affairs of the Academy as conducted -with commendable skill and fidelity.</p> - -<p>While the Visitors bear willing testimony to the fidelity with which -the financial affairs of the Academy, as well as the departments of -subsistence, discipline, and instruction, are and have been -administered, they can not but express their disappointment at the very -small number of officers of the lowest rank which the institution has -contributed to the naval service. With an aggregate annual expenditure -of several hundred thousand dollars, the aggregate number of graduates, -since the opening of the four years’ course, in 1851, including the -three classes of 1858, ’59 and ’60, which were ordered into active -service in 1862 and ’63, before completing their studies, is but 269, or -at the rate of less than 22 each year, at an expense to the country of -over $12,000 for each graduate. If the 93 who entered the service with -only two or three years’ residence had completed their course, the -aggregate expense for each graduate would have exceeded $15,000. This, -as it appears to the Visitors, small result, is due mainly to the want -of care in selecting candidates, and the very low standard of general -scholarship required for entering the Academy. The experience of this -institution is the same as that of others of the same character; any -mode of selection which does not test in advance the natural aptitude -and preparation for the special studies of the course, and exclude -rigorously all who are found deficient, will burden the institution with -a number of students which will have to be thrown off after months and -sometimes years of struggling to incorporate them into the regular -classes and to the manifest injury, in the meantime, of the scholarship -and character of the institution. While a nomination by patronage, and a -pass examination have a direct tendency to reduce the average ability of -the selected candidates to the minimum required, a competitive -examination raises the general average to the maximum ability of all who -apply.</p> - - -<p class="heading"><i>Graduating Class of 1864.</i></p> - -<p>The present graduating class (consisting after the final examination -of 31) at the close of its third year has completed the whole -course -<span class="pagenum"> -<a name="page921" id="page921">921</a></span> -prescribed, excepting that the Calculus has been omitted and that -Surveying has been limited to instruction in Harbor and Coast Surveying, -from Bowditch. Steam and the Steam-engine have received fuller attention -from this than any preceding class, embracing six weeks of theory and -practice on board of the steamer Marblehead—altogether too little -attention for a department so important. Two summer cruises have been -made by this class—both coast cruises—the first on board the -John Adams, from June 6th to Sept. 30th, 1862; the second from 16th June -to 25th Sept., 1864, in which the following vessels were united, viz.: -Flagship Macedonian, sloop of war Marion, screw steamer Marblehead, and -the yacht America. Upon these cruises the midshipmen were practiced in -all the regular duties attaching to the posts of lieutenant and master, -taking by turns upon themselves the working of the ship, in the -different vessels; making and calculating observations for determining -the ship’s position, going through all possible manoeuvres and -performing the duties incident to the management of ships in action, in -heavy weather, or in the many emergencies which arise requiring superior -skill in seamanship. They were engaged in instructing the crews in -gunnery, in infantry and sword-drill, and in drill of the battery. They -were also detailed for actual boat service, and for the transferring of -howitzers and marines from ship to shore. During the last cruise Meyer’s -code of signals was used by the graduating class as signal officers, in -communicating from vessel to vessel in the fleet, and instruction was -also given in the Naval Code of signals, and in Navigation throughout -the cruise to all cadets on board. In addition to these cruises the -yacht America, in charge of cadets of this class, as commanding -officers, has been engaged in the performance of despatch-boat duty, and -also special “coast picket duty” in search for the Tallahassee.</p> - -<p>The experience of this class—made up of three advanced sections -of what is now the second class (the graduating class of 1865,) would -seem to indicate, that under a system of appointment that should admit -from the start only those who had maturity of mind and requisite -scholarship, the professional studies of the Academy might be completed -in three years. This is one year longer than the course of the French -Naval School at Brest, the entrance examination of which would exclude -most of the graduates of our Academy.</p> - - -<h4><a name="annapolis_rec" id="annapolis_rec" href="#annapolis">III. RECOMMENDATIONS.</a></h4> - -<p>The Visitors close their report with the following suggestions, as -the results of their examinations and conferences, in reference to the -<span class="pagenum"> -<a name="page922" id="page922">922</a></span> -further development of the Naval Academy and the extension of nautical -education generally, for the consideration of the Department.</p> - -<p>I. Until the pupils of the Naval Academy have gone through the -theoretical and practical course of instruction provided in this -institution expressly to qualify them to act as Midshipmen, the Visitors -recommend that they be designated as <i>Naval Cadets</i>—simply -<i>candidates</i> for the lowest official rank in the Navy—and -that no cadet be rated as midshipman, no matter how well up he may be in -his studies, until he has had at least eighteen months of professional -practice afloat, towards which time the actual time at sea of each -experimental cruise shall be credited.</p> - -<p>II. As the most direct blow to the hindrances which practically -exclude a large portion of the youth of the country, no matter how -strong may be their predilection or great their acquired fitness for the -naval service, from even a chance of being admitted to this national -school;—as the most effectual preventive of the disappointments -now experienced by individuals and families in the failure of many -appointees to pass the entrance examination, or to meet even the low -requirements of the first year’s course;—as the only effectual way -of ridding the institution of the low average ability and attainments -which characterize the lower sections of every class, and of bringing up -the talent and scholarship and conduct of the whole corps to the average -of the first two sections;—as a sure guaranty against the early -resignation of officers educated at the public expense for a life -service in the Navy, and of a progressive and honorable career as long -as life and health last;—as a powerful attraction to draw to this -department of the public service a fair share of the best talent and -loftiest ambition of the youth of the country, and as a stimulus to -their best efforts for self and school improvement for this -purpose—the Visitors recommend the immediate abandonment of the -custom of selecting candidates for admission by individual patronage, in -consideration of neighborhood, relationship, or party connection, or the -better motives of the poverty or the public service of parents, and that -all appointments be hereafter made in consideration of the personal -merit of the applicant, ascertained by a public competitive examination, -conducted before an impartial tribunal, constituted as shall be -prescribed by law. Admission, sought and obtained in this way, will be -honorable to the successful candidates, a source of pride to the -neighborhood and State from which they come, a reward to the teachers -who have prepared them, and a stimulus to the industry and good conduct -of their comrades at -<span class="pagenum"> -<a name="page923" id="page923">923</a></span> -home. The classes of the Academy, replenished every year by new -recruits, all of whom have sought the service from personal choice and -won their place by personal merit founded on natural aptitude and vigor -of mind and acquired knowledge, and who regard the diligent improvement -of these opportunities of professional study and practice as the true -road to honorable promotion hereafter, to be gained by farther industry -and devotion—will at once have an average ability and scholarship -equal to that now attained by only five or six out of every one hundred, -and a large proportion of the cases of discipline, the “dead weights,” -the reëxaminations, and the failures from inability, distaste, or want -of preparatory knowledge, will forever disappear from the records of the -Academy.</p> - -<p>These suggestions have not the merit of originality nor the -objections of novelty. The principle recommended has stood the test of -seventy years’ trial in France in naval and similar public schools, and -is now in successful operation in England, as well as in most of the -military schools of Europe. It has been again and again urged by -thoughtful friends of this institution and of our other national school -at West Point, as the most effectual remedy for the evils complained of. -The Academic Board of this Academy, in answer to a request from a -committee in 1858 for its opinion on this point, replied:—“The -Academic Board has long been of the opinion that the present system of -appointing midshipmen without care in their selection, was undermining -the very existence of the institution. The records of the Academy show -that scarcely more than one-fourth of those admitted graduate. The fault -lies with the appointing power, which has not kept the institution -supplied with the proper material, and the Board has been powerless in -applying a remedy. It has done all in its power by recommending a higher -standard of proficiency.” The Visitors for 1862, in the Report of their -examinations, remark:—“After a careful examination of the subject, -the Board has been forced to the conclusion that the selection of -candidates has not been made with sufficient reference to the wants of -the public service, but has been and continues to be regarded as a -portion of the patronage of the members of Congress making the -nominations. The evil does not stop here; for in many cases, after they -have been appointed without regard to talents or fitness, and have -obtained admission to the institution, and subsequently have been found -incapable to pursue the studies of the class to which they belong, the -influence of the same member of Congress originally nominating them is -successfully used to continue them at the institution, in obtaining -authority for them to recommence their studies by joining a lower class; -thus retaining -<span class="pagenum"> -<a name="page924" id="page924">924</a></span> -those wanting in talents and fitness, to the exclusion of others of -suitable qualifications that might be presented. An institution like -this, in which the students are educated and supported by the -government, ought to have them selected from the highest and most -promising youths of the country.”<a class="tag" name="tag10_27" id="tag10_27" href="#note10_27">27</a></p> - -<p>The same general principle, selection by merit, ascertained by the -same general method, competitive examination, conducted on such -conditions as Congress shall authorize or prescribe, has been -recommended for appointments to the kindred national -institution—the Military Academy at West Point—with the view -of removing the same hindrances and remedying the same defects in the -practical working of that school. That eminent military teacher and -administrator, General Thayer, under whom the Academy, notwithstanding -many hindrances and defects, attained its highest development, -recommended the adoption of this principle at the outset of his -administration, after having seen its successful operation in the -military schools of France; and he has recently, after the lapse of -nearly fifty years, all of them spent in actual experience or -observation of the practical results of a different principle, renewed -the recommendation in a communication to the Secretary of War. He has, -within the present year, declared his belief that the adoption at the -start, and the continuous recognition of this principle, the selection -of candidates for admission on the ground of personal merit and aptitude -for the special purposes of the institution, in appointments to the -Military Academy, would have more than doubled its usefulness, would -have avoided most of the difficulties of administration which it has -encountered, would have prevented the popular prejudices which -demagogues and disappointed parents and Congressmen have fostered, and -would have gained for it a larger measure of the popular favor.</p> - -<p>The Visitors of the Military Academy for 1863, in their Report -<span class="pagenum"> -<a name="page925" id="page925">925</a></span> -to the Secretary of War, go into an extended discussion of the -advantages and objections to this principle and mode of making -appointments. To this document reference is made as embodying the -convictions of this Board as to the probable working of the same -principle in admissions to the Naval Academy.</p> - -<p>III. In connection with a change in the mode of appointment, the -Visitors would commend to the consideration of the Department a revision -of the conditions as to the age, bodily vigor, and general knowledge of -candidates. The old system of training naval officers, by placing boys -at the early age of twelve or fourteen years on shipboard in the daily -and constant practice of the routine of the ship, when accompanied with -the parental oversight of the captain as to conduct, and with regular -and progressive instruction in the science and art of his profession, on -ship and shore, by the teacher of mathematics and navigation—has -produced many capable commanders, out of the larger number who have been -ruined for the want of proper supervision and instruction, or grown up -into men of mere routine. Some of the brightest names in the records of -our own and of the English naval service had no other education or -training than this. But these are the exceptions, and their success was -as much due to opportunity and original genius, as to their early and -continuous ship experience. That system of training officers is, -however, everywhere abandoned, and the present aim of every naval power -in the world is to seek out young men having a fondness for sea-life, -with a generous ambition for naval distinction, with an aptitude for the -sciences which qualify and adorn the naval officer, with vigor of body -to bear the inevitable exposures of the service, and with a large amount -of general knowledge, and then subject them to a special course of -professional study and practice in a naval school. For every stage of -promotion, additional knowledge as well as professional experience, -tested by successive rigid examinations, are required. The experience of -this class of schools indicates that those original qualities and -acquired qualifications deemed indispensable in candidates for the -proper mastery of a thorough course of naval instruction, can not often -be found in young men under eighteen years of age.</p> - -<p>IV. With an advance in the average age, maturity of mind, and -preparatory attainments of the cadets on admission, the Visitors believe -a revision and readjustment of the subjects and course of instruction -can be advantageously made, which in connection with the new schools of -naval construction, and of marine engineering, would greatly extend the -range, depth, and practical value of the education of the naval officer, -without prolonging the time now -<span class="pagenum"> -<a name="page926" id="page926">926</a></span> -devoted to its acquisition. If the Academy can be relieved of the large -amount of merely elementary general education which every graduate of -the common schools of the country ought to have received, and which in a -few years every aspirant to the privileges of this school would contrive -to get, if the law made its acquisition necessary as a preliminary to a -competitive examination—then the whole general scientific course -could be mastered in two years, with a large amount of military and -naval tactics, as well as of practical seamanship in the two summer -cruises. At this point the Visitors recommend to the consideration of -the Department the establishment of the following departments, or -schools, in each of which the course of instruction shall be far more -comprehensive and thorough than is now practicable where the branches -constitute parts of a single course:—</p> - -<p><i>First.</i>—Of Navigation and Seamanship.</p> - -<p><i>Second.</i>—Of Naval Ordnance and Practical Gunnery.</p> - -<p><i>Third.</i>—Of Hydrography, Marine Surveying, Astronomical -Observations, Construction of Charts, &c.</p> - -<p><i>Fourth.</i>—Of Drawing, Naval Designs, Construction of -Ships, Naval Machinery, Docks, &c.</p> - -<p><i>Fifth.</i>—Of Steam and Marine Engineering.</p> - -<p><i>Sixth.</i>—Of Naval History and Strategy, International -Law—especially of belligerents and neutrals—and the Law of -the Sea, Consular Duties, &c.</p> - -<p><i>Seventh.</i>—Of Modern Languages.</p> - -<p>Into each of these schools let the cadets be drafted, the choice to -be determined by their own predilection or comparative fitness, at the -close of the second year, and after completing such number of these -courses, not less than four, as may be prescribed, let them have the -privilege of an examination.</p> - -<p>Each of these departments or schools might be opened to a certain -number of candidates, on competitive examination, from each -State—no matter where they may have received their -education—and permission might be given to officers of any rank to -review and extend their knowledge of either of these departments with -the more advanced text-books and means of instruction. By this -arrangement the service will secure the highest development of any -special aptitude, preparation, or experience—and will more -frequently get “the right man in the right place.”</p> - -<p>The importance of these great departments of the naval service, and -of special preparation for them, is fully appreciated by the Academic -Board, but any attempt to give this preparation to all the members of -the present classes, with such unequal and deficient preparatory -<span class="pagenum"> -<a name="page927" id="page927">927</a></span> -knowledge and with such diverse aptitudes for particular branches, would -be futile. The attempt to teach as much as is now done, under the -circumstances, only produces confused and unsatisfactory results with a -large portion of the class. The remedy for this state of things seems to -the Visitors to be in:—</p> - -<p>1. More thorough preparation, higher average ability, and greater -maturity of mind on the part of the cadets.</p> - -<p>2. A thorough scientific course up to a certain point, for all the -cadets, to occupy two years.</p> - -<p>3. The requiring of linguistic training (in one or more modern -languages,) only of those who show some aptitude or previous preparation -for the same.</p> - -<p>4. An option of two or three of the above courses, and a thorough -proficiency in those selected before being permitted to pass as -midshipman.</p> - -<p>5. And finally continuation of study as well as of practice after -graduation in the directions for which there is a demonstrated fitness -and ability.</p> - -<p>V. The Visitors deem it desirable to concentrate in and around the -Naval Academy the largest amount and the highest quality of teaching -ability, naval experience, and the apparatus and opportunities of -practice of every kind connected with the naval service. But they would -also commend to the consideration of the Department the encouragement of -Naval Institutes, or temporary courses of instruction, at suitable -seasons of the year, in some of the great departments of naval education -specified in the foregoing classification—for the benefit of -officers on furlough, or connected with the National Dockyards and -Depositories, especially those in the neighborhood of large collegiate -institutions, on the request of a certain number of such officers. -Private naval architects and shipmasters might also be invited to attend -these Institutes. Something of this kind should be provided, especially -if continued study and examination is required by law and regulation at -every stage of promotion in the naval service.</p> - -<p>VI. The absence of elementary naval schools and of any regular -instruction in navigation, the want of nationality and the low condition -of the seaman-class generally, prevents any considerable demonstration -or recognition of that nautical taste and aptitude for sea-life in the -great mass of the population, which ought to be the basis of all special -nautical training. To remedy this state of things, to develope and -cultivate, where it exists, a desire for a maritime career, to provide -at once a supply of intelligent, hardy, and well-trained seamen, mates, -and masters, for the national as -<span class="pagenum"> -<a name="page928" id="page928">928</a></span> -well as for the commercial marine, in time of peace as well as in the -emergencies of a sudden Or a great war, the Visitors recommend the -inauguration, under the auspices of the Naval Department, of a system of -navigation schools and naval instruction, in addition to and in -connection with our present system of naval apprenticeship, commensurate -with the demands of the service, the country, and the age. As the basis -of this system, they recommend the immediate offer of pecuniary aid to -encourage the establishment of a class of navigation schools in all the -large seaports of the country, subject to thorough national inspection -in order to secure uniformity and efficiency. They do not deem it -necessary to consider here the organization, management, and instruction -of this class of schools, farther than to present the outline of a -system.</p> - -<p>1. The schools which they contemplate, are not to be government -schools—although they will be aided and inspected by the Naval -Department. Their original establishment, buildings, material, -equipment, and immediate management will belong to the local Board of -Trade or Commerce representing the shipping and commercial interests of -the communities in which they are located. Through such Board, the State -or municipal authorities, or individuals, can extend pecuniary aid for -the original outfit or annual support.</p> - -<p>2. The objects aimed at in the internal constitution of the schools -and classes, will be thorough instruction in navigation, seamanship, and -kindred branches through:—<i>First</i>—Evening classes for -adults, (seamen, mates, or masters,) who can not attend regularly on -account of absence from port or engagements by day, in which the -instruction will necessarily be elementary and fragmentary; -<i>Second</i>—A junior department or division, in which -instruction in arithmetic, drawing, commercial geography, and -statistics, will be given, as well as in navigation, the use of -instruments, calculation of observations, keeping a log-book, journal, -&c.; <i>Third</i>—A senior department, in which a thorough -course of mathematics, navigation, nautical astronomy, steam and steam -navigation, &c., will be given, with facilities for acquiring one or -more of the languages of the nations with which we have large commercial -dealings.</p> - -<p>3. The extension of any government aid should be based on the -condition that suitable buildings and material equipment are furnished -and kept in repair and working order by the local Board, or committee of -the same, charged with the immediate management of the school; and such -aid shall be subject to reduction and withdrawal for the succeeding year -on the recommendation of the Department inspectors. For the first year -the only condition should be the actual payment, from other sources, of -an equal amount for -<span class="pagenum"> -<a name="page929" id="page929">929</a></span> -the annual expense of the school, subject to the disposal of the local -Board. For the second and subsequent years, the sum paid by the -government shall be appropriated in portions; <i>First</i>—a -specific sum to the principal teacher and assistants according to the -grade of certificated qualification each may hold; <i>Second</i>—a -specific sum to the managers of each school for the annual expense of -the same, according the average daily or evening attendance of the whole -number enrolled in each class or division for a specified period of time -in each year; <i>Third</i>—a specific sum to the managers of each -school according to the number of pupils who shall complete certain -specified courses of study to the satisfaction of the inspectors upon -examination by them; <i>Fourth</i>—a specified sum in prizes, in -the form of chronometers, sextants, text-books in navigation, &c., -to be competed for by all the pupils of each division of a school; -<i>Fifth</i>—a specified sum in aid of such professional -experience as can be secured for the younger members of the school, as -is now given to naval apprentices. All payments by the government should -be so made as to secure and reward the services of able and faithful -teachers, the regular, punctual, and prolonged attendance of pupils to -the completion of each course which they enter, and the liberal -coöperation of the local municipal authorities and the commercial and -shipping portions of the community in which the school is located. -Without such coöperation the whole plan will fail. The school need not -be free—but let the instruction be good, practical, and cheap, and -its possessor be sure of a lucrative employment, and then there will be -a demand for it.</p> - -<p>And why should not the national government enter upon this or a -better devised system of training its own seamen, and advancing its -naval and commercial interests? All maritime nations, either directly -and exclusively by the central government, or through local boards of -trade and commerce, have aimed to protect the lives and property of -citizens engaged in commerce and navigation, by providing not only for -the erection of light houses, buoys, and other material safeguards, but -also by an adequate supply of competent pilots and mariners, duly -trained and commissioned. Our own government has recognized its duty in -all these respects, and in the recent enormous expansion and peculiar -risks of the steam-marine, has established a system of inspection which -is intended to reach every engine used for the propulsion of every -vessel of any class in all waters subject to national law. Surely the -same policy which permits and justifies this interference of the -national arm and the application of the national resources to build -light-houses, erect buoys, register the names, tonnage, and ownership of -vessels; -<span class="pagenum"> -<a name="page930" id="page930">930</a></span> -which commissions pilots, inspects steam-boilers, surveys harbors, makes -observations of the stars, the currents of the ocean and the prevalent -directions of the winds in different seasons and latitudes; constructs -and circulates maps and charts, and does all these things for the -protection of commerce and for the use of the navy, will, in behalf of -the same great interests, when satisfied that they are jeopardized by -present neglect, see and be assured that the masters, mates, and seamen, -who have all the precious lives and enormous properties embarked in -commerce in their keeping, are properly trained in the science and art -of navigation.</p> - -<p>The liberal educational policy of the national government which has -set apart over one hundred millions of acres of the national domain for -educational purposes, which if the right of inspection into its -application had been asserted and exercised, would have amounted ere -this time to a permanent fund of over five hundred millions of -dollars—and which has more recently appropriated over six hundred -thousand acres of public land for the establishment of agricultural and -scientific schools;—the similar policy of the State governments, -that holds all property subject to taxation for the support of schools, -and that authorizes the most munificent appropriations for free public -schools in all of the large cities, which are also the great seaports of -the country—all justify the belief that a system of education for -this large class of the community, once fairly entered upon by the -national government, will be cheerfully and liberally responded to and -sustained.</p> - -<p>In England the same necessity which exists in this country—the -reluctance of young people in good circumstances, to enter the maritime -service—the low state of the professional as well as general -education of her seaman-class—the enormous amount of property and -the large number of lives directly interested in commerce and -navigation—the reliance for properly manning the national vessels -in the sudden emergency of war, on the commercial marine—the -representative character which mariners bear, of the religion, manners, -and civilization generally of the country, to all nations which they -visit—the desire for the elevation of this large class of the -population in intelligence, morality, and physical well-being, for its -own sake as well as for the happiness, safety, and glory of the whole -country—has prompted the government to organize a system of -nautical education, not only for officers, gunners, architects, -shipwrights, engineers, seamen, and boys employed directly in the -national service, but for the masters, mates, sailors, and boys in her -large commercial marine. Prior to 1853, the whole reliance of that -country for the professional education of masters and mates was their -registration -<span class="pagenum"> -<a name="page931" id="page931">931</a></span> -after an examination in the mere mechanical knowledge of navigation and -seamanship. To obtain this knowledge, reliance was placed on the -economic law of supply and demand, and in this case as in others of an -intellectual and moral nature, the least demand was made by those in the -greatest want. Only here and there, in the great seaport towns, -individuals poorly qualified in most instances, opened schools and -classes of navigation, in which instruction of the most elementary and -mechanical character was given without system, to a very small number, -and without supervision or responsibility. In 1853, after the great -International Exhibition had demonstrated the superiority of France and -other continental nations, in the scientific as well as artistic -training of their industrial classes, the English Government constituted -a Department of Art and Science to administer a large appropriation -(amounting annually to nearly a half-million of dollars) so as to extend -encouragement to local institutions of practical science scattered in -all the principal centers of population, and acting in every department -of industry, all subject to the visits of government inspectors. To this -Department of Science and Art was assigned the extension of pecuniary -encouragement to, and the inspection of a class of schools which had -been instituted by the Mercantile Marine Department of the -(governmental) Board of Trade, in connection with local boards of -commerce and trade, for the benefit of the navigation interests of the -country. These schools in 1863 had increased to eighteen—each in -an important seaport—each under the management of a local -committee—each having a fair attendance of boys, seamen, mates, -and masters, who all paid small fees. The system is still in its -infancy, but continues to enjoy the confidence of the government and of -the large commercial houses.</p> - -<p>Nor is this system of governmental aid and inspection of marine and -navigation schools, confined to England. In all the continental states -in which the commerce is large enough to require the aid of government -in any form for its protection, as well as for the indirect advantage of -the navy, this class of schools exists—and in some the national -policy in this respect is most comprehensive and thorough. In France, -the government in its gigantic efforts within the last twenty-five years -to establish a navy which in the number, design, construction, and -armament of its vessels, in the scientific and professional knowledge of -the officers, and the practical intelligence of her seaman, should be -equal to that of any other nation—has included the whole -commercial marine in its operations. Encouragement is given to private -shipyards, architects, and founderies; and the system of maritime -“inscription” or enrollment is -<span class="pagenum"> -<a name="page932" id="page932">932</a></span> -so thorough that there is not a master nor an engineer in the commercial -service who has not served at least two years in the national dockyards, -founderies, or ships, and enjoyed opportunities of professional study, -as well as practice, of the most scientific character.</p> - -<p>VII. To give unity, stability, thoroughness, and general efficiency -to the inspection and operations of the large system of naval education -contemplated in the foregoing suggestions, the Visitors recommend the -appointment of a Council or Board of Naval Education, in the -constitution of which the great features of such a system should be -represented, viz.:—(1.) Experience and success in naval command. -(2.) Experience in large commercial and maritime affairs. (3.) Success -in naval construction. (4.) Success in the instruction and discipline of -educational institutions. (5.) A new infusion every year of the -popular element, by the appointment from year to year of one or more -public-spirited citizens from different sections of the country to -attend the local examinations of applicants for admission, and the -annual examinations of the several institutions.</p> - -<p>To this Board should be assigned the duty of (1.) Frequent personal -inspection and examination at other than stated periods. (2.) The -thorough examination by themselves, and in connection with the -professors, of the several classes in their daily recitations. (3.) The -examination by themselves, or by competent experts, of all candidates -for admission, of which as far as practicable, the written answers of -the candidates should be preserved, and a written report in detail -should be filed away for reference.</p> - -<p>The language used in the law under which the present Board of -Visitors are appointed—“for the purpose of <i>witnessing</i> the -examination of the several classes”—if taken literally, would -certainly justify the practice adopted by this, and as far as they can -learn, by previous Boards. At all events, the constitution of this and -previous Boards, composed as it is of members a majority of whom have -had no experience in school examinations—who have had no -acquaintance with this institution before their present -appointment—and who are together for but a short period of time, -is very inadequate for any purpose of thorough personal examination. -They must be satisfied in the main to receive statements on trust, and -to receive and communicate only general impressions. All the duties -devolving upon the Board of Visitors as at present organized, could be -far more efficiently and successfully performed in connection with the -other duties of the Council of Naval Education, here suggested.</p> - -<p>VIII. With a programme of studies so extensive as that now laid -<span class="pagenum"> -<a name="page933" id="page933">933</a></span> -down or as herein proposed, in which each study is, or should be -arranged with reference to what has gone before, as well as to what is -to follow, the professor of each department and the teacher of each -branch and section, should be kept closely to his portion, each cadet -should master thoroughly every step in the succession, no professor -should encroach upon the time of another, no teacher should be allowed -to pass his pupils indifferently prepared into the succeeding section or -branch. Even if no change be made in the present programme this course -is essential to the success of the school, and to secure this an -Inspector of Studies should be appointed, who should report frequently -to the Academic Board all and every infraction of the programme, so that -it may be ascertained whether the cause of failure be in the programme, -or the class, or the teacher; and the remedy at once applied. Both the -special and general duties of the Commandant preclude the constant and -minute inspection referred to, and to the professor of no one department -can these duties be properly assigned. While there is a superior -executive officer who has in charge the external administration of the -affairs of the Academy, there is no corresponding officer, as in the -opinion of the Visitors there should be, to preside over the vital -matters of instruction and training.</p> - -<p>IX. The appointment of professors and assistants is a subject from -its importance at all times, and from its immediate bearing upon the -welfare of the school, deserving of mature consideration. The efficiency -and thoroughness of instruction, the spirit of diligent study and the -enthusiastic love of it among the midshipmen, depend to a great degree, -upon the fitness of the instructor for his post and the method and -manner of teaching which he employs. Though there may be some reason for -limiting their appointment to the graduates of the Academy, yet the -present course of instruction has by no means in view the training of -future teachers, nor has it yet reached its full development. The -success and advancement of the institution would seem to require the -employment of the best educational talent, and none other, to be -obtained wherever it can be found. Whenever any vacancy is to be filled, -or new appointments to be made, the Visitors recommend that due notice -of the same be given, and that the credentials of all applicants be -referred to a competent board, and the applicants themselves whose -credentials are satisfactory, be subjected to an open, competitive -examination.</p> - -<p>X. In conclusion, the Visitors recommend that greater publicity be -given to all the documents which set forth the object -<span class="pagenum"> -<a name="page934" id="page934">934</a></span> -and operations of the Naval Academy, the mode and conditions of -nominating midshipmen, the name of the person responsible for a -nomination, the requisitions and results of each entrance as well as of -all annual examinations, with specimens of the questions asked and -answers given, so far as the same were written or printed. They would -respectfully urge that the Official Register of the Academy, with the -above and other information deemed necessary by the Department, be sent -not only to every member of Congress, but to the libraries of all -principal High Schools, public and private, and all institutions where -candidates are prepared, that both teachers and pupils may know what the -Department requires as preliminary to the special professional training -provided in this Academy for any branch of the naval service of the -country, and especially how deplorably deficient a large proportion of -the candidates are found to be, on only a moderately strict but -impartial examination. To this Register might be appended the official -report of the Bureau charged with its supervision, or of any Board of -Visitors, or Special Examiners, appointed by the Department.</p> - -<p>With the best permanent accommodations and equipment of the Academy -that can be made at Annapolis or elsewhere—with schools or courses -of scientific and practical instruction for every branch of the service, -and for every stage of promotion—with a teaching staff so numerous -and so diversified as to secure the advantage of special attainment and -qualifications to each branch of study—with entire control of the -pupil’s time—with hospital accommodations and medical services for -the sick—with chaplains for religious observances and the moral -culture of all—with regular alternations of physical exercise and -intellectual labor, and the stimulus of an honorable distinction before -and after graduation—the Visitors think it not unreasonable to -expect from an institution so provided for, the highest results, -especially as the government has it in its power to select for -admission, without regard to the social or political status of parents, -from among the entire youth of the country, those who are best fitted by -their physical and mental endowment and preliminary education, as well -as by their aptitude for special studies and predilection for the naval -service, for which those studies are a preparation.</p> - -<p>All which is respectfully submitted.</p> - -<div class="in-one"> -<p>JOHN MARSTON, <i>Commodore U.S. Navy, President</i>.</p> -<p><span class="smallcaps">James A. Hamilton</span>, <i>New -York</i>.</p> -<p><span class="smallcaps">John Rodgers</span>, <i>Commodore U.S. -Navy</i>.</p> -<p><span class="smallcaps">Charles D. Robinson</span>, -<i>Wisconsin</i>.</p> -<p><span class="smallcaps">G. D. A. Parks</span>, <i>Illinois</i>.</p> -<p><span class="smallcaps">C. W. Pickering</span>, <i>Capt. U.S. -Navy</i>.</p> -<p><span class="smallcaps">John W. Harris</span>, <i>Missouri</i>.</p> -<p><span class="smallcaps">Henry Barnard</span>, -<i>Connecticut</i>.</p> -</div> - -<span class="pagenum"> -<a name="page935" id="page935">935</a></span> -<p>The aggregate expense of the Military Academy at West Point, and the -Naval Academy at Annapolis, to the country, is not represented by the -specific sums which appear in the annual appropriation for the military -and naval service, but is increased by the large sums paid to officers -and men who are detailed to these posts for police, instructional, and -other purposes of these institutions. The cost to the government of each -cadet from his admission to his graduation in either Academy, exceeds -$10,000.</p> - - -<span class="pagenum"> -<a name="page937" id="page937">937</a></span> - -<h4 class="three"><a name="navy_engineer" id="navy_engineer" href="#us_marine">NAVAL CONSTRUCTION AND ENGINEERING.</a></h4> - -<p>Under authority of an Act of Congress (July 4, 1864), the Secretary -of the Navy, in 1865, made provision at Annapolis for a course of -instruction for a class of Assistant-Engineers, composed of persons -admitted on competitive examination, many of whom had secured a -preliminary scientific training, and all of whom gave evidence of -aptitude for such occupation and of having had experience in the -fabrication of steam machinery. There was every indication of a special -school for this department of the naval service, when the enterprise was -suspended; but to be revived under the following Regulations, issued by -Secretary Robeson, April 4, 1871:</p> - - -<p class="smallhead"><a name="navy_engineer_cadet" id="navy_engineer_cadet" href="#navy_engineer">REGULATIONS FOR THE -APPOINTMENT OF CADET ENGINEERS.</a></p> - -<div class="in-one"> -<p>I. In pursuance of the third and fourth sections of an act passed at -the first session of the 38th Congress, approved July 4, 1864, “<i>To -authorize the Secretary of the Navy to provide for the education of -Naval Constructors and Engineers, and for other purposes</i>,” and of -the second section of an act passed at the first session of the 39th -Congress, approved March 2, 1867, entitled, “<i>An Act to amend certain -acts in relation to the Navy</i>,” applications will be received by the -Navy Department for the appointment of Cadet Engineers.</p> - -<p>II. The application is to be addressed to the Secretary of the Navy, -and can be made by the candidate, or by any person for him, and his name -will be placed on the register. The registry of a name gives no -assurance of an appointment, and no preference will be given in the -selection to priority of application.</p> - -<p>III. The number of Cadet Engineers is limited by law to fifty. The -candidate must be not less than eighteen nor more than twenty-two years -of age; he will be required to certify <i>on honor</i> to his precise -age, to the Academic Board, previous to his examination, and no one will -be examined who is over or under the prescribed age. His application -must be accompanied by satisfactory evidence of moral character and -health, with information regarding date of birth and educational -advantages hitherto enjoyed. Candidates who receive permission will -present themselves to the Superintendent of the Naval Academy between -the 15th and 25th of September for examination as to their -qualifications.</p> - -<p>IV. The course of study will comprise two academic years. All Cadets -who graduate will be warranted as Assistant Engineers in the Navy. The -pay of a Cadet Engineer is the same as that of a Cadet Midshipman.</p> - -<p>V. The academic examination previous to appointment will be on the -following subjects, namely: <i>Arithmetic</i>: the candidate will be -examined in numeration and the addition, subtraction, multiplication, -and division of whole numbers, and of vulgar and decimal fractions; in -reduction; in proportion or rule of three, direct and inverse; -extraction of square and cube roots. In <i>Algebra</i>, (Bourdon’s,) -through equations of the first degree. In <i>Geometry</i>, (Davies’ -Legendre,) through the plane figures. <i>Rudimentary Natural Philosophy. -Reading</i>: he must read clearly and intelligibly from any English -narrative work, as, for example, Bancroft’s History of the United -States. In <i>Writing</i> and <i>Spelling</i>: he must write from -dictation, in a legible hand, and spell with correctness, both orally -and in writing. In English <i>Grammar</i> and English <i>Composition</i> -he will be examined as to the parts of speech, the rules connected -therewith, and the elementary construction of sentences, and will be -required to write such original paragraphs as will show that he has a -proper knowledge of the subject. The candidate will also be required to -exhibit a fair degree of proficiency in pencil-sketching, and to produce -satisfactory evidence of mechanical aptitude. Candidates -<span class="pagenum"> -<a name="page938" id="page938">938</a></span> -who possess greatest skill and experience in the practical knowledge of -machinery, other qualifications being equal, shall have precedence for -admission.</p> - -<p>VI. Any of the following conditions will be sufficient to reject a -candidate.</p> - -<p>Feeble constitution, permanently impaired general health, decided -cachexia, all chronic diseases or injuries that permanently impair -efficiency, viz:</p> - -<p>1. Infectious disorders.</p> - -<p>2. Weak or disordered intellect.</p> - -<p>3. Unnatural curvature of spine.</p> - -<p>4. Epilepsy, or other convulsion, within five years.</p> - -<p>5. Chronic impaired vision, or chronic disease of the organs of -vision.</p> - -<p>6. Great permanent hardness of hearing, or chronic disease of the -ears.</p> - -<p>7. Loss or decay of teeth to such an extent as to interfere with -digestion and impair health.</p> - -<p>8. Impediment of speech to such an extent as to impair efficiency in -the performance of duty.</p> - -<p>9. Decided indications of liability to pulmonary disease.</p> - -<p>10. Permanent inefficiency of either of the extremities.</p> - -<p>11. Hernia.</p> - -<p>12. Incurable sarcocele, hydrocele, fistula, stricture, or -hæmorrhoids.</p> - -<p>13. Large varicose veins of lower limbs. Chronic ulcers.</p> - -<p>14. Attention will also be paid to the stature of the candidate, and -no one <i>manifestly</i> undersized for his age will be received into -the Academy. In case of doubt about the physical condition of the -candidate any marked deviation from the usual standard of height will -add materially to the consideration for rejection.</p> - -<p>15. The Board will exercise a proper discretion in the application of -the above conditions to each case, rejecting no candidate who is likely -to be efficient in the service, and admitting no one who is likely to -prove physically inefficient.</p> - -<p>VII. If both these examinations result favorably, the candidate will -receive an appointment as a Cadet Engineer, become an inmate of the -Academy, and will be allowed his actual and necessary traveling expenses -from his residence to the Naval Academy, and be required to sign -articles by which he will bind himself to serve in the United States -Navy six years, (including his term of probation at the Naval Academy,) -unless sooner discharged. If, on the contrary, he shall not pass both of -these examinations, he will receive neither an appointment nor his -traveling expenses, nor can he have the privilege of another examination -for admission <i>to the same class</i> unless recommended by the -Board.</p> - -<p>VIII. When candidates shall have passed the required examinations, -and been admitted as members of the Academy, they must immediately -furnish themselves with the following articles, viz:</p> - -<div class="in-one"> -<p>One navy-blue uniform suit,</p> -<p>One fatigue suit,</p> -<p>One navy-blue uniform cap,</p> -<p>One uniform overcoat,</p> -<p>Ten pairs of white pants,</p> -<p>Four white vests,</p> -<p>Six white shirts,</p> -<p>Six pairs of socks,</p> -<p>Four pairs of drawers,</p> -<p>Six pocket handkerchiefs,</p> -<p>One black silk handk’f or stock,</p> -<p>One mattress,</p> -<p>One pillow,</p> -<p>One pair of blankets,</p> -<p>One bed cover or spread,</p> -<p>Two pairs of sheets,</p> -<p>Four pillow cases,</p> -<p>Six towels,</p> -<p>Two pairs of shoes or boots,</p> -<p>One hair-brush,</p> -<p>One clothes-brush,</p> -<p>One coarse comb for the hair,</p> -<p>One fine comb for the hair,</p> -<p>One tumbler or mug, and</p> -<p>One thread and needle case.</p> -</div> - -<p>Room-mates will jointly procure, for their common use, one -looking-glass, one wash-basin, one water-pail, one slop-bucket, and one -broom. These articles may be obtained from the store-keeper of good -quality and at fair prices.</p> - -<p>IX. Each Cadet Engineer must, on admission, deposit with the -paymaster the sum of seventy-five dollars, for which he will be credited -on the books of that officer, to be expended by direction of the -Superintendent for the purchase of text-books and other authorized -articles besides those above enumerated.</p> - -<p>X. While at the Academy the Cadets will be examined, from time to -time, according to the regulations prescribed by the Navy Department; -and if found deficient at any examination, or dismissed for misconduct, -they cannot, by law, be continued in the Academy or Naval service, -except upon recommendation of the Academic Board.</p> - -<p>XI. A Cadet Engineer who voluntarily resigns his appointment will be -required to refund the amount paid him for traveling expenses.</p> -</div> - - -<span class="pagenum"> -<a name="page939" id="page939">939</a></span> -<h4 class="three"><a name="navy_seamen" id="navy_seamen" href="#us_marine">INSTRUCTION, TRAINING AND PROMOTION OF SEAMEN.</a></h4> - -<p class="smallhead">INTRODUCTION.</p> - -<p><span class="firstword">Under</span> the constitutional powers “to -regulate commerce with foreign nations and among the several States,” -and “to provide and maintain a navy,” Congress, it is believed, can do -more than is now done to provide both the military and commercial marine -with intelligent, hardy and skillful sailors, as well as mates and -captains, and to elevate the position of the whole seamen class.</p> - -<p>The frightful accidents from explosions caused by badly constructed, -or worn out steam-boilers, led to a system of national inspection which -has done something to diminish the loss of life and property from this -source, in vessels engaged in commerce on the ocean or our inland -waters—but a system of instruction, examination, and promotion, -under national authority, with national aid and the cöoperation of the -mercantile community, of all persons intrusted with the command and -navigation of all vessels, registered as national shipping, would put an -end to all that class of disasters to life and property which is now -attributable <i>to ignorance and want of experience</i>—and which -is regarded by underwriters as much the largest portion of all marine -disasters.</p> - -<p>The necessity of doing something led to the establishment of the -naval apprentice system, under the Act of March 2, 1837.</p> - -<p>The original trial was not inaugurated under favorable conditions, -and was prematurely abandoned, under the economical action of Congress -which compelled the department to elect between men and boys for its -arduous service. In 1864 the system was revived by Secretary Welles, a -vessel was placed under the command of a competent officer, and a -promising class of boys, after a preliminary examination were enlisted, -and the work of their instruction was begun by training them in all the -details of a sailor’s duty at sea. The Secretary in his Report for 1866, -expressed himself hopeful of the results—but urged Congress to -further legislation, to make the system attractive, by holding out to -the most deserving members of the class, appointments to the Naval -Academy, and a retiring pension after twenty years’ service. His -suggestions were not heeded, and under the limitations of the Act of -1866 the trial failed.</p> - -<span class="pagenum"> -<a name="page940" id="page940">940</a></span> -<p>Commodore Jenkins, Chief of the Bureau of Navigation, having -cognizance of Naval Apprentices, in his Report for 1866, remarks:</p> - -<div class="in-one"> -<p>A judicious naval apprentice system will secure to the navy every -year, after the first enlisted boys are thoroughly trained and educated, -a sufficient number of well-disciplined and better instructed seamen to -give tone and character to the crews of our vessels of war than -heretofore, and if the enlistments were unlimited it would require only -a few years to provide all the seamen necessary for a formidable naval -peace establishment.</p> - -<p>But it is not the navy alone that is or ought to be greatly -interested in the success of the naval apprentice system. Every -ship-owner and shipper in the country will be directly or indirectly -benefited as well as the navy. Many of the apprentices will, at the -expiration of their apprenticeship, seek service on board of merchant -vessels, where the advantages of their previous training and education -will be felt.</p> - -<p>If there were training-ships in every port of the United States for -apprentices to the sea service, and the apprentices, after being taught -the rudiments of an English education and all the seamanship that could -be taught on board of a vessel in port, were sent on long sea voyages, -the seamen of the country would soon become more elevated in character -than they are at present, and ship-owners would realize the importance -of cherishing and protecting a valuable class of our countrymen who are -now left to the tender mercies of hard-hearted landlords, crimps, and -runners.</p> - -<p>It is a great mistake to suppose that steam vessels can be managed -well by landsmen at sea. The terrible shipwrecks, loss of numbers of -individuals, and of millions of dollars’ worth of property annually on -the ocean, is in the main attributable to bad management, ignorance, and -want of experience of those in charge of the vessels. It is as necessary -that sea steamers should be officered and manned by expert seamen as it -was in former times for clipper and other sailing vessels. A good -knowledge of seamanship is only to be acquired by a long apprenticeship; -nor does the ability to navigate a vessel from one port to another make -a man a seaman. There is no vocation, profession, or calling which -requires a more varied knowledge and a greater experience than that of -an expert seaman. It is not sufficient that he should know how to knot -and splice a rope, to reef and furl a sail, to take his trick at the -helm, or to give correct soundings in heaving the lead. He must be a -good judge of the appearances of the weather, know how to lay his vessel -to and under what canvas for safety, on what tack to put his vessel to -avoid the strength of the approaching gale or hurricane, when to run and -when to lie to, and he must be fertile in resources to save his vessel -in case of danger or disaster at sea. The expert seaman is a man full of -resources, and ever ready to turn his knowledge and experience to good -account; but such is not the estimate of him by those who only know him -as an outcast of society, without friends and without influence.</p> - -<p>As education and careful training elevate those who are engaged in -the different pursuits on shore, the same means, if judiciously -employed, will elevate and make useful and respectable in their sphere -that much neglected and greatly oppressed class of our -fellow-citizens—the American sailor.</p> -</div> - - -<p class="heading"><i>Navigation Schools for the Mercantile -Marine.</i></p> - -<p>Whatever may be the success of still another trial of the apprentice -system to secure a supply of trained seamen for the Navy, the experience -of all other countries is decidedly in favor of a liberal system of -Navigation Schools, as well as an efficient system of registration, -examination, and certificates of competency and of service, administered -under national inspection and with pecuniary aid, and under the local -management of merchants, ship-owners, and underwriters, for the -commercial marine.</p> - -<span class="pagenum"> -<a name="page941" id="page941">941</a></span> -<h3><a name="general" id="general"></a>GENERAL REVIEW OF MILITARY EDUCATION</h3> - -<h4><a name="general_naval" id="general_naval" href="#general">I. NAVAL -SCHOOLS AND EDUCATION.</a></h4> - -<p><span class="firstword">We</span> can not better introduce the -conclusions to which this study of the subject has brought us, than by -giving a few extracts from the many communications, which the recent -agitation of naval education in England has elicited.</p> - - -<p class="heading"><i>Proposed Improvements in Naval Education in -England.</i></p> - -<p>In 1869, the alternative was offered, on their own petition, to the -2,710 disabled seamen, who resided in the truly magnificent Hospital at -Greenwich, on the Thames, which the national gratitude had set apart for -their accommodation, when no longer able from wounds, age, or other -infirmities to serve under “the meteor flag” of England—to -continue there at the expense of the government, or draw their pensions -and spend it in their own way, among their friends in their old homes, -or wherever they fancied; only 31 elected to remain—and these were -too feeble to leave, or had outlived their friends. The old Hospital -infirmary, a large detached building, was granted by the Admiralty to -the Seamen’s Hospital Society for the benefit of the mercantile marine; -but the bulk of that immense pile—which is covered in by seven -acres of roof, and whose domes and colonnades were designed by Sir -Christopher Wren, and erected at a cost, from first to last, of not less -than a million sterling—full of historic associations as the -birthplace of Queen Elizabeth, and the residence of two dynasties of -English kings, and the greater Lord Protector Oliver Cromwell, and for -two centuries the home of the British Navy—for nearly two years -has stood vacant. The <span class="smallcaps">Times</span>, in an -editorial of September 13, 1871, renews a suggestion made at the time -the system of out pensions was under discussion, to continue its use for -the Navy.</p> - -<div class="in-one"> -<p>It is almost two years since we hazarded the suggestion that it -should be converted into a Naval University. We used the term -“University” in the sense of a collective institution, embracing several -separate Colleges adapted to a similar purpose. We pointed out how -inadequate in extent and in range of education is the present Royal -Naval College at Portsmouth, the only institution we possess for -supplying to Naval Officers what is termed a “higher education.” We also -reminded our readers that the education of our Naval Cadets between the -ages of 12 and 14 is now carried on in a School-ship, which, from the -nature of things, must have many disadvantages in comparison with a -building of ample space on the brink of a great river and on the border -of a -<span class="pagenum"> -<a name="page942" id="page942">942</a></span> -Royal Park. We showed that there was already a great Charity-School in -the rear of the Hospital, and supported by its funds, for the gratuitous -education of 800 children of poor sailors; and we reckoned that the -Hospital would still supply ample accommodation for a scheme, suggested -to us on high authority, for furnishing at cost price to the children of -seamen of all grades in the Navy and Commercial Marine, an education in -English, French, the elements of science, and the ordinary rudiments of -instruction.</p> - -<p>In the year 1870 the Admiralty appointed a committee on “the Higher -Education of Naval Officers,” and directed them to consider whether it -was desirable to limit the place of study to the College at Portsmouth, -or whether the vacant buildings at Greenwich could be utilized for the -purposes of education. The reported evidence of the Committee revealed a -lamentable want of scientific knowledge in the naval profession. The -witnesses were agreed in stating that few half-pay Officers had -knowledge enough to study with advantage after the age of 30, and that -few could, with advantage to the service and themselves, be spared to -study before the age of 30. It was stated by the Mathematical -Master that Commanders and Captains come to the College very badly -prepared, and that “some come who are unable to work a decimal -fraction.” They come, as the College is now organized, exclusively for -scientific study, in which Mathematics are a necessity, and yet are -destitute of the most elementary preparation. Of course there are a few -brilliant exceptions, but the scientific attainments of the profession -as a body appear to be deplorably low.</p> - -<p>In preparing a scheme for the improvement of what is so modestly -termed “the higher education” of Naval Officers, the Committee proposed -to add to the voluntary subjects of study a considerable number of -practical pursuits. They proposed, under the advice of the late Chief -Constructor of the Navy, to add both a short and a long course in Naval -Architecture, in which there is at present absolutely no instruction -given to Naval Officers. Such an education was supplied between the -years 1806 and 1821, but since the latter year it has been altogether -ignored and discouraged. It would require considerable space for the -exhibition of models, and no sufficient room exists for it in the -present College in Portsmouth Dockyard. The Committee proposed to -furnish instruction, as now, in Steam, Mathematics, Nautical Astronomy, -and Field Fortification, but to add facilities for the study of -Languages, Chemistry, including Metallurgy, Geology, Mineralogy, and -Naval Tactics. The want of a knowledge of languages in the British Navy -was signally illustrated on a somewhat recent occasion, when the French -iron-clad fleet visited Spithead, and upon our Admiral signalling for -all officers who could speak French to come on board the Flagship, only -one officer in the Channel Fleet was able to respond to the summons. The -want of a scientific knowledge of the principles of naval architecture -has prevented of late many skilled seamen of the Royal Navy from -contributing useful and practicable suggestions to the discussions on -our ironclad ship-building. The Committee seem to have thought that it -would not be practicable to make a year’s study in the Naval College in -peace time compulsory for every sub-lieutenant, though distinguished -officers, like Admiral Sir Alexander Milne, gave evidence in favor of -it. But, apart from this abundant source for supplying students, it was -anticipated that an extension of the education would attract a large -increase of scholars; and on general grounds, quite distinct from the -accommodation, one-half of the Committee, including the Director of -Naval Education, were strongly in favor of establishing the College at -Greenwich. Fortified by this concurrence of authority, we recommend -again to the consideration of the Government the scheme of a Naval -University as the best mode of repeopling that ancient and now vacant -Hospital.</p> -</div> - -<p>This “leader” of the Times was followed in the issue for Sept. 20, by -a communication from the eminent ship-builder E. J. Reed, who was -for several years at the head of the Department of Naval -Construction—with reasons for immediately widening and raising the -education of naval officers of all classes.</p> - -<div class="in-one"> -<p>The absence of everything like a comprehensive organization for -imparting -<span class="pagenum"> -<a name="page943" id="page943">943</a></span> -to them the knowledge necessary in these days is truly deplorable, and -is made the more so by the very fact that our officers are themselves -well aware of the extreme defectiveness of their training in many -branches of knowledge which would be most valuable to them, and exhibit -the strongest desire to supplement that training by every available -means. I have had many occasions of observing this during the last -few years; not the least striking of them being the publication of my -book on <i>Shipbuilding in Iron and Steel</i>, which, although a purely -technical and professional book, was eagerly procured and studied by a -very large number of naval officers, who, as you justly state, are now -left absolutely without any official instruction in naval architecture. -When in Russia this year I found elaborate means and appliances for -instructing young officers in all the great features of practical -shipbuilding, as well as in the general principles of naval design, and -I had the opportunity of examining a large model of an iron-clad ship -which was being constructed by these young naval officers; while the -shipbuilding and engineering officers of the Russian service have one -entire side of the vast building which accommodates the Admiralty -branches, wholly devoted to their instruction. I have not yet seen -the naval training schools of Germany, but I have had several -opportunities of conferring on shipbuilding questions with the naval -officers of that country, and I can state with perfect confidence that -they possess a most intimate acquaintance with even the latest methods -of naval design and construction, and obviously have had a careful -training in the principles of naval architecture and the details of -shipbuilding. How much this training contributes to the efficiency of -naval commanders and other officers I need not say.</p> -</div> - -<p>Mr. Reed dwells on the total absence of even an attempt to instruct -naval officers of all ranks in the department of construction.</p> - -<div class="in-one"> -<p>Even our warrant officers, the “carpenters” of the Navy, whose duty -it is to keep our Navy in repair at sea, and to take instant measures -for saving our ships from the effects of injuries sustained by -collisions, groundings, or during action—even these officers are -subjected to no special and organized training whatever, and are often -put on board ship, in responsible charge of the repairing staff, without -any knowledge whatever of the construction of their vessel.</p> - -<p>I knew so well that the whole class of naval “carpenters” have for -years been anxious to obtain a better training for their very -responsible duty, that I made a vigorous effort to be allowed to -organize a system by which every carpenter of the service should be -carefully instructed in iron shipbuilding, and as carefully selected for -particular ships on account of his fitness for the duty; but some -tradition about warrant officers being “executive officers,” and -therefore not under the Chief Constructor of the Navy, and also, -I fear, some jealousy of the patronage of such appointments passing -into new hands, effectually barred my progress, and imposed conditions -under which it was not possible to give effect to my wishes.</p> - -<p>I do not think I shall go beyond the truth if I say that other -warrant officers are as deficient of suitable training as carpenters. -I have certainly known of more than one instance in which the -machinery by which our great modern guns are worked at sea has been so -imperfectly understood that the “breaks” which are intended to control -them have been “greased;” and no doubt a war would <ins class="correction" title="spelling unchanged">develope</ins> sad -consequences of the enforced ignorance of our gunners.</p> - -<p>But let it not be supposed that I advocate the instruction of warrant -officers alone in the principles and practice of shipbuilding; it is in -my judgment pressingly desirable that the whole class of executive -officers should be afforded a certain amount of training in these -subjects, and a far ampler training than they now receive in many other -subjects also. The Navy suffers very much, even in peace times, from the -want of a more liberal training on the part of its officers, as they -themselves well know; and I am thoroughly persuaded that in a time of -war we shall have to make great sacrifices on account of our neglect in -this respect. Many unwise things are done, and many unwise reports are -written, because of the want of fuller scientific and technical -information on the part of naval officers; and I do not hesitate to say -that during my tenure of the Chief Constructorship serious evils arose -in my own department from the outside pressure of the uninformed.</p> -</div> - -<span class="pagenum"> -<a name="page944" id="page944">944</a></span> -<p>Mr. Reed would locate the Naval University at Greenwich.</p> - -<div class="in-one"> -<p>Such a University must almost of a necessity be metropolitan. All the -provincial Government Schools of Naval Architecture in this country have -failed, and always must fail, because the metropolis alone can supply -the necessary professors for class education chiefly of a scientific -character; and the same is even more true of the present case. All the -civil members of the late Admiralty Committee on the higher education of -naval officers concurred in this view, none more strongly, -I believe, than the present Director of Admiralty Education, Dr. -Joseph Woolley, who is undoubtedly at once the most experienced and most -enlightened authority alive as regards all questions of naval training. -And there is this very strong further reason for making this University -metropolitan—viz., that one of the most fruitful and valuable -results to be anticipated from a more liberal and enlarged education of -our naval officers is the release of the service from those thousand and -one Old World prejudices which cramp the action and spirit of the -service in these modern days, when other nations are bringing their most -free and cultivated minds to bear upon naval warfare; and to found a -University in a port where the present traditions and habits of thought -of the service have the greatest force, would be to place a fatal -stumbling block at the very threshold of the work; and if the metropolis -is to be the home of the University there can not be a doubt about the -superior eligibility of Greenwich. There the magnificent college already -stands, with its empty halls, inviting the Government to devote them to -some great national and naval object. It is within easy reach of London, -professors and teachers; it is in the neighborhood of great shipbuilding -and marine engine-making establishments, and also of Chatham Dockyard. -It is on the banks of our noblest river, and on the verge of the open -country, so that every form of healthful recreation would be available -for the students. It also affords ample internal space for all those -laboratories, model rooms, lecture rooms, and other apartments, which -could only be secured on a sufficient scale at a seaport by a large -outlay of money. And, above all, it affords the readiest, as well as the -best, means of entering upon a much too long-neglected undertaking.</p> -</div> - -<p>In the same issue (Sept. 20), the Times had a leader on the subject, -from which we take a few paragraphs.</p> - -<div class="in-one"> -<p>It is certainly discouraging for a nation which has hitherto held, -and which means to keep, the first place in the world as a naval Power -to find that in systematic training Russia and Germany are dangerously -surpassing us. No doubt in the raw material of a navy we can compete -fearlessly with any country on the face of the earth; our sailors can -not be matched for enterprise, resolution, and discipline, nor can our -captains, in spite of some late disasters, be out-sailed or -out-manœuvred by any who sail under foreign flags. But we must not -forget that war on the seas, like war on land, is year by year becoming -more and more a scientific pursuit. Our magnificent iron-clad fleet, in -which Mr. Reed feels justly a parental interest, is too precious a -possession to be intrusted to men who do not know how to use so -two-edged an instrument. But how should our naval officers know how to -manage an iron-clad ship? They are taught nothing about the construction -of these triumphs of modern science; they do not, as a rule, possess -even the elementary knowledge which would enable them to commence the -study of the subject.</p> - -<p>Whether the unequaled advantages offered by Greenwich Hospital be -turned to account or some more expensive method be adopted by a -Government which pins its credit on economy, the necessity of providing -for the education of naval officers can no longer be ignored. Not to -speak of the absolute absurdity of sending iron-clads to sea in charge -of officers who know no more of the construction of an iron-clad than -they know of the latest improvements in cotton-spinning machinery, it is -obvious that a system under which men whose business is to navigate -costly vessels of war, are sent to their work without knowing even the -elements of mathematics, must sooner or later result in a disastrous -collapse. It may be a question whether such has not been the case -already,—whether the recent mischances in the conduct at sea of -some of our finest vessels may not be traceable to the imperfect -education of the officers.</p> - -<span class="pagenum"> -<a name="page945" id="page945">945</a></span> -<p>When other nations are giving their sailors scientific teaching, and -when we are expending gigantic sums on the construction of a Navy which -must be handled in accordance with scientific principles, it appears -absurd, or worse, to allow the commanders and the officers of our -iron-clads to go to sea without the slightest guarantee for their -knowledge of the peculiar conditions under which one of our modern -monster ships is to be managed. If an iron-clad happens, as we may -presume, considering what has lately happened, is not impossible, to -strike upon a rock or otherwise seriously to damage herself at a -distance from home dockyards, the chances are that no one on board, from -the captain down to the carpenter, will know how to repair the -damage.</p> -</div> - -<p>To the urgent demand for more scientific knowledge of naval -construction, Admiral Henry J. Rouse interposes a plea for more -seamanship, discipline, and education afloat. In the Times for Sept. 28, -the bluff Admiral says, rather bluntly:</p> - -<div class="in-one"> -<p>I was alive to the want of seamanship and to the neglect of a naval -education from the moment a midshipman left his school and was appointed -to a steamer: but I always flattered myself there was one redeeming -point—namely—gunnery—in which the officers of the -present day had a wonderful preëminence over the old school. How is the -proposed college to ameliorate this state of things? Will it make the -young officers engineers when on board ship? They are not allowed to -interfere with the engineer, who is, in fact, the commanding officer. -Will warrant officers, carpenters, and gunners, be educated there? And -in answer to Mr. Reed relying upon the carpenter in the event of a ship -grounding (not an uncommon occurrence), we look to the captain to lay -out his anchors, lighten his ship and heave her off by purchase over -purchase; we do not consult the carpenter. Mr. Reed says,—“The men -who will have to design for our Navy will never be free to design the -best ships which can be provided until an improved education of the -whole naval service unbinds the hands of the <i>scientific servants</i> -of the Admiralty.”</p> - -<p>Who are the scientific servants? Are the men who designed the -iron-bound monsters at the expense of half a million each; which have -every bad quality, which can neither sail, wear, nor stay better than a -coal barge, and which roll and pitch like maniacs owing to the weight of -their armor, and which are certain to founder if called upon to face a -very heavy gale? Are the servants scientific who stow their ballast on -empty cells, thereby preventing a ship righting herself if she heels -over 33 deg. under canvas, and which makes her capsize keel uppermost, -according to the simple law of gravitation which impels the vacuum to -the surface? Was the servant scientific who reduced a ship’s ballast 300 -tons, and put a corresponding weight of iron on the upper works, -boasting he had retained the same line of immersion without calculating -the loss of stability, and did not the Admiralty listen to him like -countrymen to a mountebank, and reward him with a grant of money?</p> - -<p>If a Greenwich College could diminish the frightful excesses and -expenditure in the last eight years in the building department, for -which the House of Commons demanded an investigation, which was -checkmated by sending a distinguished admiral to the Cape of Good Hope; -if it could instruct the scientific servants in the mysteries of their -vocation, and convert the simple landsmen in Charing-cross into naval -oracles; if it could make young officers seamen by inspiration, then I -should agree with Mr. Reed that a Greenwich College would be most -desirable.</p> - -<p>As for the junior officers nothing but a sailing ship can educate a -seaman. If a midshipman loses the precious years from 14 to 17 in a -steamer he will be too old and proud to learn his profession, and when -later in life he is sent to take command of a prize ship under canvas in -war time he will look very foolish in half a gale of wind.</p> - -<p>If any man will take the trouble to think, he must be convinced that -no ship of any size, no armor <i>clypei septemplicis</i>, no guns of 25 -tons can compete with an iron-cased steam ram of about 1,200 tons, -invulnerable, bomb-proof, which would put five feet of cold steel under -a ship’s water line going 14 miles per hour. We are now building -gunboats to protect the coast. One of Mr. Drake’s steam rams of about -300 tons, without a gun mounted, would destroy a dozen -<span class="pagenum"> -<a name="page946" id="page946">946</a></span> -of them. In the next naval action history will be repeated. Romans, -Carthagenians, and again the <i>naves rostratæ, alias</i> the Steam Ram, -will carry the day. It is wonderful that the Admiralty for the last -twenty years have been building their hogs in armor to defy shot and -shell, ignoring the terrible attack of this superior power. It is never -too late to mend. To save enormous sums of money and a waste of coal we -ought to pay off all our useless monsters, and during peace to -commission small ships with auxiliary screws, never to burn a coal -except in a case of necessity; and then, by keeping squadrons at sea, we -might improve our discipline, our seamanship, and <i>esprit de -corps</i>.</p> -</div> - -<p>The letter of Admiral Rouse was accompanied by a leader in the Times -of the same date from which we take a few paragraphs.</p> - -<div class="in-one"> -<p>The spirit of an English sailor of the old school, with his bluff, -outspoken, uncompromising detestation of change, and his unfaltering -belief that all that has been was right, is something to wonder at and -even admire, if we should not care to imitate it, in these days of -perpetual motion. He has observed, as we all have, with shame and -misgiving, that while the cost of our vast ironclad vessels of war is -growing yearly greater, the officers of the new generation who are to be -intrusted with the handling of these expensive monsters are not -comparable for practical skill and shiftiness with those of Admiral -Rouse’s contemporaries who dominated the seas in sailing frigates in the -days before either steam or ship-armor was devised. In his perception of -the defects of our present system the Admiral does not stand alone; it -is condemned by the ablest officers who are now in command of our -fleets, by the eminent engineers who construct them—unfortunately, -with still more eloquent urgency by the voice of our recent naval -annals. The misadventures of the Captain, the Psyche, and the Agincourt, -not to mention less serious mishaps, have startled us all, and the -seamanship of the British Navy has come to be gravely questioned.</p> -</div> - -<p>Let us compare Admiral Rouse’s remedy with Mr. Reed’s.</p> - -<div class="in-one"> -<p>The latter is dwelling on the custom of sending young boys to sea -with necessarily imperfect training, and of promoting them to the higher -grades, though in the meantime they have had no opportunities of -scientific instruction. He asserts the consequence is that very few of -the officers who command our costly iron-clads at the present day know -any thing of the construction or the qualities of those gigantic boating -masses. Admiral Rouse admits this fully, but he superadds a charge at -least as serious; he alleges that few or none of our modern naval -officers who spend the years of their apprenticeship to the sea on board -a steamer, and who “worship the boiler whenever they are in a scrape,” -do know or can know any thing of real seamanship. Mr. Reed says that the -study of the principles of shipbuilding is unknown among the officers of -our Navy, and that accordingly, few of them can handle an iron-clad. -Admiral Rouse says that the study of the winds and waves is neglected by -them, and that not many of them can sail a frigate. Mr. Reed demands a -Naval University to teach officers the theory of navigation as applied -to the vast masses of iron now afloat under our flag. Admiral Rouse -would get rid of these “useless monsters” altogether, would, during -peace, commission small “ships with auxiliary screws,” and “never burn a -coal except in case of necessity.” Here we have the ancient and the -modern spirit in contrast and juxtaposition. The former, obstinate and -often illogical, but with a certain rude and not unjustified faith in -practice, deserves our respect, for it was this spirit which won us, in -old times, our naval supremacy. The latter may be over-bold and -presumptuously contemptuous of the past and all its belongings; but it -is the spirit of progress, and on its guidance we have to depend for the -maintenance of the renown we achieved in the earlier and darker -time.</p> -</div> - -<p>On the 20th of March, 1871, Capt. James G. Goodenough, R. N., read a -paper before the Royal United Service Institute, on the Preliminary -Education of Naval Officers, from which we make extracts.</p> - -<div class="in-one"> -<p>I should be guilty of an absurd and forced indifference to what is -passing around me if I were not to say that an impression now exists -very generally in the service, that the views which finds most favor -with regard to the training -<span class="pagenum"> -<a name="page947" id="page947">947</a></span> -of the officers of Her Majesty’s Navy is, that the naval officer should -be taught young; that he should be made to devote himself to the -details, and nothing but details of his profession from boyhood to -youth, and from youth to middle age, and that somewhere behind middle -age and old age, he should be deemed to be warrant, and be thrown away a -pensioner on the country’s gratitude, unfit even to have a voice in the -guidance of the affairs of the service to which he may have been an -ornament. This impression is doing much harm in all directions.</p> - -<p>It is weakening the desire for knowledge and self-improvement in -naval officers; it is tending to narrow and circumscribe the idea of -responsibility of a naval commander for all things coming within his -ken, and to lower his conception of his own position from that of a -representative of his country in all parts of the world, an agent of her -policy, and a guardian of her commerce, to that of being a mere -executing tool, whose only argument is force.</p> - -<p>The warning which I should give, and it contains the whole case, is -this,—that while all other circumstances of life at sea have -changed considerably in the last thirty years, the preliminary training -of our officers has not changed in its main features. It is not merely -that our material, whether in ships or guns, steamships or canvas, has -changed. It is not only that our material has become far more -complicated than of yore. If that alone were the case, the system of a -former age might supplant the wants of the day. No! the change whose -bearing we have failed to acknowledge, even though we may have perceived -it, is this, that while formerly the conduct of ships at sea, their -discipline, and the handling of their material generally, was based on -the experience obtained in the practical individual lives from early -years, and on an acquaintance with external phenomena and internal -details, which were not reduced to laws or elevated into systems; now, -we do possess rules and laws, which greatly reduce the value, if they do -not quite supersede, the practical experience of a single life. In every -one of the varied practical duties of a sea officer, this is the case, -whether in navigation or in discipline, in artillery or in manœuvring; -and I say that this constitutes the great change in a sea life to which -we have made no corresponding advance. I say that although those -laws and systems exist, we still continue to let the details which they -include be painfully and only practically acquired by experience, -instead of methodically teaching the principles on which they are -based.</p> - -<p>The principles on which I consider that that education should rest -are these: <i>First</i>, that a distinction should be made between the -period of education and that of special training. <i>Second</i>, that -special training should be the business of the Government, while -education should be left to the care of the parents, at the ordinary -schools of the country. <i>Third</i>, that the handling of ships’ sails -and boats, and the principles of command should be methodically taught, -instead of, as at present, being left to chance observations and the -accidents of service. <i>Fourth</i>, that the young officers under -training in schoolships should have no command, except over each other, -and should count no sea time; and that on entering the service afloat in -sea-going ships, they should become at once, in some measure, -responsible officers, though liable to future examinations, and to -produce evidence of having done work after leaving the training-ships. -<i>Fifth</i>, that in order to discourage cramming, all entrance -examinations should be confined, as far as possible, to the subject of -study at advanced public schools, and that every candidate should be -required to bring with him certificates of a year’s good conduct from -his last school.</p> - -<p>I wish to see a distinction made between the education and the -special training of naval officers. I do not pretend to give the -precise age at which this distinction should be made. It will -necessarily differ with different boys, and I would therefore have a two -years’ limit to the age of entry instead of one. My opinion is, that -special training should begin at from 14 to 16, and that it should be -continued from that age for three years; that is, from an average of 15 -to an average of 18 in the college and sea-going training ships.</p> - -<p>I should wish young officers to proceed thence to the ordinary -service afloat, and after two years’ service in a sea-going ship to be -admitted to pass an examination for lieutenants.</p> - -<p>The examination for entry, which under the system I propose, would be -at the average age of 15, should take place in November of each year, -and should -<span class="pagenum"> -<a name="page948" id="page948">948</a></span> -be arranged, as far as possible, so as to comprise subjects which do not -require special cramming, but are taught generally in our public -schools, omitting some, such as Greek, of which no further use or notice -would be made in their future career, and substituting French, or -another modern language in lieu.</p> - -<p>The college would then open for the cadets on the 1st of February, -<ins class="correction" -title="text reads ‘and / and’ at line break">and</ins> while indoor studies of navigation, nautical astronomy -and modern languages occupied the mornings, the afternoons should be -devoted to practical seamanship until the first of May, when they should -embark in a corvette, especially set apart for their instruction, until -August.</p> - -<p>During these four months they should perform every practical duty of -their profession with their own hands, under instruction, with plenty of -time, and with patient, steady instructors, and at the end of their -cruise, after an inspection by the governor of the college, they should -strip and clear their vessel before proceeding on a summer holiday.</p> - -<p>During the cruise they should not only learn to take and work their -own observations for the position of the ship by the ordinary known -methods, but should also study the pilotage of the coast of England, -whenever visited.</p> - -<p>After the vacation they should again rig their vessel, and until the -end of October should have instruction in rigging, masting, and so on, -while the weather permitted, as well as continuing to exercise in boats. -November and December being devoted to indoor studies and examination. -This would complete the first year of training.</p> - -<p>The second year would begin as the first, with indoor studies in the -morning, the advanced seamanship class of the afternoon, alternating -with gunnery instruction classes until May, when the second class would -embark in a steam corvette, and in addition to the study of seamanship, -as in the first year, would join that of steam machinery. While the -cruise of the first year would have been on board a sailing corvette, -and on the south coast of England generally, that of the second year -should have been extended to the coasts of the United Kingdom and -western coast of Europe; and while the sailing corvette should be manned -by steady old seamen, and no attempt should be made at quickness of -manœuvre, the steam corvette for the second year should be manned by -active young trained able seamen, and all manœuvres should be performed -together, as in actual practice in man-of-war, the young cadets under -training working a mast.</p> - -<p>At the end of this cruise, they would not only strip their vessel, -but would also take to pieces the principal parts of the machinery, -before the summer holidays and after inspection.</p> - -<p>On recommencement of term in October, indoor studies should again be -taken up, and the final examination for the rank of midshipmen should -take place in December, the average age of the young officers being now -17 years.</p> - -<p>I should now reassemble the midshipmen on February 1st, either on -board the gunnery ships or in a special ship attached to the college, -for a three months’ course in practical gunnery, after being examined in -which, they should be discharged into a full-rigged, full-manned frigate -for final instruction in the duties of an officer, under selected -captains, commanders, and lieutenants. They should here alternately take -the duties of officers of tops, officers of boats, officers in charge of -a particular mast, and in rotation as officers of the watch, under the -care and guidance of a lieutenant of each watch, while lectures and -exercise in manœuvres of ships and boats, of heavy and field guns, of -small-arm drills and landing parties, should be systematically taught -them. At the end of this cruise, which should extend to the -Mediterranean, an examination in seamanship should take place, and the -midshipmen would be discharged into the service afloat, at an average -age of 18 years, where they would serve as midshipmen for one year -before examination (as now) for sub-lieutenants.</p> - -<p>Thus, the whole course of training would be two years at college, and -in training corvettes as cadets, and one year’s training in practical -gunnery, and instruction as an officer in various duties, with the rank -of midshipman performing all the duties of a subordinate officer, at the -conclusion of which an examination should take place in all the subjects -of the profession, whether at home or abroad. This preliminary education -should be followed by the modification of the navigating class, the -creation of an examination for the rank of lieutenant, and other changes -in rank.</p> -</div> - -<div class="footnote"> -<h4>Footnotes for Part X: United States</h4> - -<p><a name="note10_1" id="note10_1" href="#tag10_1">1</a> -The Militia System was broken up by the Volunteer System introduced by -the United States and encouraged by State Legislation, and now (1872) -even formal returns as to enrollment are not complied with by a majority -of the States.</p> - -<p><a name="note10_2" id="note10_2" href="#tag10_2">2</a> -Prepared by Major E. D. Mansfield, a graduate of West Point in 1819, for -Barnard’s American Journal of Education, March, 1862.</p> - -<p><a name="note10_3" id="note10_3" href="#tag10_3">3</a> -It is not meant to say that this subject was not mentioned before. It -was by Col. Pickering, in 1783. But whoever reads the letters and -memoirs of Washington, will see, that all the early ideas on the subject -of military education and military science were derived from the -experience of Washington.</p> - -<p><a name="note10_4" id="note10_4" href="#tag10_4">4</a> -The <i>first</i> diploma, which we suppose was a manuscript certificate, -was the one given to the then Cadet <span class="smallcaps">Swift</span>, and signed by Captains Barron and -Mansfield.</p> - -<p><a name="note10_5" id="note10_5" href="#tag10_5">5</a> -Captain Partridge, who was a useful and energetic man, had subsequently -full opportunity of carrying out his popular views in the military -schools of Norwich and Middletown, which he founded by his own -efforts.</p> - -<p><a name="note10_6" id="note10_6" href="#tag10_6">6</a> -These defects and irregularities arose from not obeying the law, and not -pursuing the ideas it pointed out. The great effort of Professors -Mansfield and Ellicott, was to get the spirit of the law followed -practically.</p> - -<p><a name="note10_7" id="note10_7" href="#tag10_7">7</a> -The Class here spoken of graduated in 1819. Of its living members, are -<span class="smallcaps">Henry Brewerton</span>, late Superintendent at -West Point; <span class="smallcaps">Edward D. Mansfield</span>, -Commissioner of Statistics for the State of Ohio; <span class="smallcaps">Justin Dimmick</span>, late Commander of Fortress Monroe; -<span class="smallcaps">Daniel Tyler</span>, a distinguished Engineer -and General in the Army of the Potomac; <span class="smallcaps">Wm. H. -Swift</span>, a distinguished Engineer, and President of the Illinois -Canal Company; <span class="smallcaps">Joshua Baker</span>, a Civil -Engineer, Judge, and Planter, in Louisiana; and Major <span class="smallcaps">Turnbull</span>, distinguished as a Topographical Engineer -in the War with Mexico.</p> - -<p class="continue">Among the dead was <span class="smallcaps">George H. Whistler</span>, the most distinguished Civil -Engineer our country has produced.</p> - -<p><a name="note10_8" id="note10_8" href="#tag10_8">8</a> -We use the word <i>moral</i>, 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.</p> - -<p><a name="note10_9" id="note10_9" href="#tag10_9">9</a> -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.</p> - -<p><a name="note10_10" id="note10_10" href="#tag10_10">10</a> -We should not forget that a large number of West Point graduates from -the south, (Maryland, Virginia, Carolina, and Tennessee,) have remained -<i>loyal</i>, in spite of all the influences of social and political -ties.</p> - -<p><a name="note10_11" id="note10_11" href="#tag10_11">11</a> -Mr. Courtnay was afterwards Professor of Philosophy and Mechanics in the -University of Virginia. There he died, lamented by all who knew him.</p> - -<p><a name="note10_12" id="note10_12" href="#tag10_12">12</a> -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.</p> - -<p><a name="note10_13" id="note10_13" href="#tag10_13">13</a> -The duties of Inspector are now (1871) discharged directly by the -Secretary.</p> - -<p><a name="note10_14" id="note10_14" href="#tag10_14">14</a> -See Boynton’s “History of Military Academy at West Point,” p. 293.</p> - -<p><a name="note10_15" id="note10_15" href="#tag10_15">15</a> -The successful candidate, out of twenty competitors, was a member of the -Free Academy of the city of New York, and stood in scholarship about the -middle of his class.</p> - -<p><a name="note10_16" id="note10_16" href="#tag10_16">16</a> -Report of Col. Barry, dated September 12, 1871.</p> - -<p><a name="note10_17" id="note10_17" href="#tag10_17">17</a> -Although no one institution contributed so large a number of officers to -the Confederate Armies, the Military Institute at Frankfort, Ky., the -Cadet Corps connected with the arsenals in Norfolk, Richmond, and other -Southern cities, and the State Military Institutes in Alabama and -Louisiana, furnished a large number of subordinate officers, which -facilitated the early organization of the armed forces of the South.</p> - -<p><a name="note10_18" id="note10_18" href="#tag10_18">18</a> -Gen. Cocke, in 1866, gave $20,000 to endow this professorship.</p> - -<p><a name="note10_19" id="note10_19" href="#tag10_19">19</a> -Dr. Mercer of Louisiana, made a donation of $11,800 to this chair.</p> - -<p><a name="note10_20" id="note10_20" href="#tag10_20">20</a> -A <i>Cadet</i> in the military organization of the Army denoted a junior -officer between the grade of lieutenant and sergeant, and was introduced -from the French service. An Act of Congress, passed May 7th, 1794, -provided for a Corps of Artillerists and Engineers, to consist of four -battalions, to each of which eight <i>cadets</i> were to be attached, -and authorized the Secretary of War to procure at the public expense the -necessary books, instruments and apparatus for the use and benefit of -said corps. In 1798, an additional regiment of Artillerists and -Engineers was raised, increasing the number of Cadets to fifty-six. In -1798, the President was authorized to appoint four teachers of the Arts -and Sciences necessary to Artillerists and Engineers. No appointment was -made till 1801, and in 1802, the Military Academy was established at -West Point, where the corps of Engineers was directed to repair with -fifty Cadets, and the Senior Officer of the Corps was constituted -Superintendent. Col. Williams was then Senior Officer of Engineers, and -became, <i>ex-officio</i>, Superintendent, and continued such until -1812.</p> - -<p><a name="note10_21" id="note10_21" href="#tag10_21">21</a> -Captain Partridge attached much importance to pedestrian excursions in -reference both to hygenic, and educational considerations. To these -excursions he attributed his own robust health, and his familiar -knowledge of all the details of American battles. In one year, (1830,) -he made four excursions from Norwich, each occupying from four to six -days—and from one hundred and fifty to four hundred -miles—the last day’s walk generally averaging over sixty miles. He -had ascended and measured the altitude of all the highest mountain -elevations in the Northern States.</p> - -<p><a name="note10_22" id="note10_22" href="#tag10_22">22</a> -Miss C. E. Beecher’s “Appeal to American Women,” “Calisthenics,” -&c.</p> - -<p><a name="note10_23" id="note10_23" href="#tag10_23">23</a> -[We do not share this alarm, or believe that hard study, apart from open -or secret vice, has had much, if any thing, to do with such physical -deterioration as does exist.— <ins class="correction" title="all . invisible"><span class="smallcaps">Ed.</span> <i>Am. Jour. of -Ed.</i></ins>]</p> - -<p><a name="note10_24" id="note10_24" href="#tag10_24">24</a> -Aristippus.</p> - -<p><a name="note10_25" id="note10_25" href="#tag10_25">25</a> -Written December, 1861. Recommended by Governors Andrew and Morgan in -their messages in <ins class="correction" -title="final . missing or invisible">January.</ins></p> - -<p><a name="note10_26" id="note10_26" href="#tag10_26">26</a> -Such a Manual will soon be published by <ins class="correction" title="both . missing or invisible">J. B.</ins> Lippincott & Co., -Philadelphia.</p> - -<p><a name="note10_27" id="note10_27" href="#tag10_27">27</a> -An early friend of this institution, on learning the fact stated in the -same Report of 1862, from which the above extract is taken, “that in the -course of six years one hundred and twenty-four students were turned -back to pursue a second time portions of the academic course,” and of -this number only six passed the final examination, (thereby costing the -country over $300,000 in pay, salaries, and equipment, for absolutely -nothing, and at the same time depriving the naval service of an equal -number of competent young officers,) writes to a member of this Board as -follows:—“I have had the curiosity to question fifty middies, as I -happened to meet with them, without selection, and representing -different classes in the institution and different States, as to the -circumstances of their appointment—and of these fifty, forty were -the near relations or sons of political friends of the parties making -the nominations, and five were the sons of persons in official stations -at Washington, although appointed ‘at large,’ leaving but five for -selection from other sources. In several cases the answers were -significant—‘My father had to bleed freely for my appointment.’ -‘My brother worked hard for his election.’ ‘I had the promise of a -cadetship at West Point, but as there was no vacancy that year, -I got an appointment here.’ ‘I am an exchange. Senator -—— got an appointment for Mr. C.’s nephew, and Mr. C. -nominated Senator —— friend’s son for the -place.’”—[<i>Ed. of Amer. Journal of Education.</i>]</p> -</div> - -<div class="correction"> -<h4>Errata for Part X (United States):</h4> - -<p><span class="citation"><i>Arkansas</i>—484,167,—78 -companies of State Guard,</span><br> -—484,167—</p> - -<p><span class="citation">was followed by the appointment of many -persons from civil life</span><br> -apointment</p> - -<p><span class="citation">till after the war of 1812-’15 proved his -ideas to be correct</span><br> -1812—’15</p> - -<p><span class="citation">1 Sergeant Major, / 1 Quartermaster -Sergeant.</span><br> -Sergeant,</p> - -<p><span class="citation">VIII. NATURAL AND EXPERIMENTAL -PHILOSOPHY.</span><br> -VII.</p> - -<p><span class="citation">7 a.m. Parade call, 8 a.m. Guard -mounting,</span><br> -<i>final . after “8 a.m.” invisible</i></p> - -<p><span class="citation">public examination is to be held from year -to year,</span><br> -<i>text has “year to / to year” at line break</i></p> - -<p><span class="citation">the latter is given according to the Census -of 1850.</span><br> -<i>final . missing or invisible</i></p> - -<p><span class="citation">agitate the question -unceasingly.”</span><br> -<i>close quote missing</i></p> - -<p><span class="citation">We have been favored with the perusal of the -“Propositions,”</span><br> -<i>close quote missing</i></p> - -<p><span class="citation">according to the personal merits and fitness -of the candidate.”</span><br> -<i>printed as shown: missing open quote or superfluous close -quote?</i></p> - -<p class="partial"><span class="citation">the boys have not had a -fair chance. This is what I want them all to have, and especially the -country. I desire that the Academy shall begin, as it goes on, upon -the competitive principle.</span></p> -<p><i>printed with two lines transposed:</i><br> -... the boys have<br> -the country. I desire that the Academy shall begin, as it goes on, upon -the<br> -not had a fair chance. This is what I want them all to have, and -especially<br> -competitive principle...</p> - -<p><span class="citation">Let us see what is their system.</span><br> -sytem</p> - -<p><span class="citation">the powers and duties of the general -government,</span><br> -<i>missing hyphen in “govern/ment” at line break</i></p> - -<p><span class="citation"><i>Surgeon</i>—Col. R. L. -Madison.</span><br> -Madison,</p> - -<p><span class="citation">these and the various pedestrian -excursions,</span><br> -pedesterain</p> - -<p><span class="citation">Before your memorialist proceeds to examine -the truth</span><br> -exaime</p> - -<p><span class="citation">the abuse of the mode of appointing -Cadets</span><br> -apppointing</p> - -<p><span class="citation">of 5206 cadets admitted from 1842 to 1863 -inclusive</span><br> -<i>page damaged: number computed from table on page 799</i></p> - -<p><span class="citation">an amendment to the appropriation bill in -1836</span><br> -apppropriation</p> - -<p><span class="citation">In his general programme he includes -studies</span><br> -progamme</p> - -<p><span class="citation">at some time or other save an army, and not -let</span><br> -army,”</p> - -<p class="partial">[Footnote 23]</p> -<p><span class="citation"><span class="smallcaps">Ed.</span> <i>Am. -Jour. of Ed.</i></span><br> -<i>all . invisible</i></p> - -<p><span class="citation">“that the inferences drawn can not be -controverted.”</span><br> -<i>close quote missing</i></p> - -<p><span class="citation">renew his knowledge of what he had been -taught.</span><br> -<i>taught.”</i></p> - -<p><span class="citation">For the purpose of giving -instruction</span><br> -“For</p> - -<p><span class="citation">Professor Owen has stated</span><br> -“Professor</p> - -<p class="partial">[Footnote 25]</p> -<p><span class="citation">in their messages in January.</span><br> -<i>final . missing</i></p> - -<p><span class="citation">impress them more strongly with its -importance.</span><br> -<i>expected close quote missing</i></p> - -<p><span class="citation"><i>Reveille</i> at day break, and they march -by squads</span><br> -<i>Revielle</i></p> - -<p><span class="citation">as the cadet wearies of it when the novelty -is past.”</span><br> -<i>not an error: this quotation began two pages earlier</i></p> - -<p class="partial">[Footnote 26]</p> -<p><span class="citation">will soon be published by J. B. -Lippincott</span><br> -<i>both . missing or invisible</i><br> -<i>footnote tag missing: position conjectural</i></p> - -<p><span class="citation">well instructed and thoroughly disciplined -seamen</span><br> -thoroughy</p> - -<p class="partial">[The principal heads of expenditure ...]</p> -<p><span class="citation">Pay of Professors and Assistants</span><br> -Asssistants</p> - -<p><span class="citation">and no doubt a war would develope sad -consequences</span><br> -<i>anomalous spelling unchanged</i></p> - -<p><span class="citation">on the 1st of February, and while indoor -studies</span><br> -<i>text has “and / and” at line break</i></p> -</div> - -</body> -</html> |