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

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

It was not to be expected, that schools of refined, scientific art should be founded by small colonies in the wilderness of the new, world. When even their clergymen must resort to Europe for edu cation, 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.* He felt military instruction to be a primary want in the country. Accordingly, he was the real founder of the, Military Academy; that is, he put forth the germinal idea. What the plan of it was to be, and what shape it should ultimately take, h he did not state, and probably had not thought of; for Washingtonin the office of president, seldom meddled with the details of pub lic affairs. What he meant to obtain, however, he distinctly stated, a in his message, dated December 3rd, 1793, in referring to measures of national defense, he says an inquiry may be made: "whether

* Vide, Washington Letters.

your own experience, in the several states has not detected some imperfection in the scheme; and whether a material feature in the improvement of it ought not to be to afford an opportunity for the study of those branches of the military art which can scarcely ever be obtained by practice alone."

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

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

It seems from the message of Washington, in 1796, that the attempt at military instruction, was a failure. No place, no teachers, no studies, were appointed. It was on the 16th of March, 1802, in

* 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.

the early administration of Mr. Jefferson, that congress established, by that name, the Military Academy. It was still made part of an army corps; the idea of making a separate institution for scientific studies not being yet matured. The artillerists and engineers were made two distinct corps, of which there were forty cadets of artillery and ten of engineers. The corps of engineers consisted of a major, two captains, four lieutenants, and ten cadets, making seven

The corps constituted the military academy, established at West Point, in the State of New York. So little idea was then entertained of the true objects and mode of scientific instruction, that the law required the cadet, as well as officer, to do duty in any part of the United States. In other words, the only idea of the military academy, at that time, was a place appointed where the officers of engineers might give or receive instruction, when not on other duty. The actual academy, such as it was, conformed to that idea. The major of engineers was the commander, or superintendent. The two captains were instructors, and the cadets were pupils. It.was, as a school, an inchoate existence, without regular teachers, or limited studies, or proper discipline. Yet, even in this imperfect condition, it did, as we shall see, some service which ought to be gratefully remembered.

In the meanwhile, let us turn for a moment, to the place which is so memorable in the annals of this country, and is now so intimately associated with science. If Dr. Beattie is correct in saying that the character of the mind is much associated with natural scenery, no place in America could have been more wisely selected, as the site of a national institution. World renowned, as West Point justly is, there is that in its scenery and associations, more interesting to a poetic or a patriotic mind, than its famed Academy. Its green plain, hidden amidst its mountains; its craggy summits; its rocky barriers; its dark evergreens; its darker waters, flowing on

forever;

parts now

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, were lonely little mounds, where the soldiers of the Revolution repose; these forts and ramindistinctly seen, which once guarded these mountain passes; yon ledge of rocks, where Kosciusko once made his little garden; all these and other memorable things, call up whatever is sublime in nature, or noble in history. It is impossible to forget them. It is impossible for the dullest mind, not to have its sensibilities excited, or its character elevated by the contemplation of such sublime scenes, or such interesting events. When such a spot

becomes the place of our education, its memories become poetic; its associations mingle with the flow of life, and the structure of our minds./

T

To return. The law having authorized this ideal Academy, it was immediately instituted, by the appointment of officers. The Academy, it is scen, was on quite a small scale. In fact, so far as teaching was concerned, the Academy consisted of two captains of engineers and ten cadets. The two captains were WILLIAM H. BARRON and JARED MANSFIELD. Mr. Mansfield had been a teacher of mathematics, navigation, and the classics, first at New Haven, (Conn.,) and then at Philadelphia. He had written a volume of "Essays" on mathematics and physics, quite original, and distinguishing him at that time, as the first mathematician of his country. This was brought to the notice of Mr. Jefferson, who with no great love of military affairs, was a warm friend of science. When the act was passed authorizing the Military Academy, Mr. Jefferson wrote to Mr. Mansfield, that he would appoint him a captain of engineers, for the very purpose of becoming a teacher at West Point. Accordingly he was appointed, on May 3rd, 1802; Captain Barron had been appointed in April. Then, in May 1802, the actual Military Academy was constituted, Captains Barron and Mansfield being teachers of mathematics and philosophy, to some half dozen or more cadets and lieutenants. No professor of engineering or of any other department was appointed before 1812. In pursuing the course and growth of instruction at West Point, during this period of ten years, we can only refer to the services of the instructors and graduates. In fact, there were no graduates prior to 1815; but there were appointments made from the cadets of the Military Academy, after more or less study at West Point. To understand what was done, we must refer to the actions of teachers and cadets, rather than to history. Its teachers were few and its annals brief. Captain Mansfield, after a year's teaching at West Point, was in 1808, appointed by Mr. Jefferson, to a more responsible position. It was necessary to the correctness of our public surveys, that the meridian lines and the base lines (which are co-ordinates,) should be established with astronomical accuracy. For this purpose, Captain Mansfield was appointed surveyor general of the north-western territory; furnished with astronomical instruments, and taking his residence in Ohio, proceeded to establish and perfect that beautiful system of surveys, by which the north-western states are distinguished. Retaining his military bent, with a view to his original destination at West Point, he actually returned there in 1814, to

recommence, as we shall see hereafter, his career as an instructor in the national institution. Of Captain Barron, his co-teacher, we only know that he was relieved in February, 1807. At the same time, his successor, FERDINAND R. HASSLER, was appointed, and remained till he resigned in 1810. Mr. Hassler was, we believe, a Swiss by birth. He wrote a small treatise on mathematics, and had quite an extensive reputation, as a mathematician, but was said to be too analytical and refined in the character of his mind, for American practical habits. He was intended for the coast survey, and, we believe, actually commenced it.

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

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

From this brief history, it appears, that there were but six teachers at West Point, between 1802 and 1812. Of these, no more than four were ever present at one time, and that only between 1808 and 1810. The teachers present, each year, were as follows: 1802-1803, ... Captain Barron, Mathematics.

Captain Mansfield, Philosophy.

1804-1806,... Captain Barron,

Francis Masson, French.

This glance at the actual teachers of West Point enables us to