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To return. The law having authorized this ideal Acad was immediately instituted, by the appointment of officers Academy, it is seen, was on quite a small scale. In fact, s teaching was concerned, the Academy consisted of two capt engineers and ten cadets. The two captains were WILLI BARRON and JARED MANSFIELD. Mr. Mansfield had been a 1 of mathematics, navigation, and the classics, first at New (Conn.,) and then at Philadelphia. He had written a vol "Essays" on mathematics and physics, quite original, and guishing him at that time, as the first mathematician of his c This was brought to the notice of Mr. Jefferson, who with n love of military affairs, was a warm friend of science. Wh act was passed authorizing the Military Academy, Mr. Je wrote to Mr. Mansfield, that he would appoint him a captain gineers, for the very purpose of becoming a teacher at West Accordingly he was appointed, on May 3rd, 1802; Captain had been appointed in April. Then, in May 1802, the actua tary Academy was constituted, Captains Barron and Mansfi ing teachers of mathematics and philosophy, to some half d more cadets and lieutenants. No professor of engineering or other department was appointed before 1812. In pursui course and growth of instruction at West Point, during this of ten years, we can only refer to the services of the inst and graduates. In fact, there were no graduates prior to but there were appointments made from the cadets of the Academy, after more or less study at West Point. To und what was done, we must refer to the actions of teachers and rather than to history. Its teachers were few and its anna Captain Mansfield, after a year's teaching at West Point, 1808, appointed by Mr. Jefferson, to a more responsible p It was necessary to the correctness of our public surveys, meridian lines and the base lines (which are co-ordinates,) be established with astronomical accuracy. For this purpos tain Mansfield was appointed surveyor general of the northterritory; furnished with astronomical instruments, and tal residence in Ohio, proceeded to establish and perfect that b system of surveys, by which the north-western states are guished. Retaining his military bent, with a view to his destination at West Point, he actually returned there in

recommence, as we shall see hereafter, his career as an instructor in the national institution. Of Captain Barron, his co-teacher, w only know that he was relieved in February, 1807. At the sam 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 ha 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 en gineers, 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 orig inal scheme of the Academy. To the teachership of French FRANCIS DE MASSON was appointed, March, 1804, and resigned in March, 1812. To the teachership of drawing, CHRISTIAN E. 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 teach ers at West Point, between 1802 and 1812. Of these, no mor 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.

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1812, French was taught by an able professor, Mr. Mas from 1808 to 1810, drawing. In 1812, this inchoate exist the Academy was ended by the act of congress, reorgani institution, and placing it on a permanent and extensive fou The next period of five years, from 1812 to 1817, was the period of the Academy. In some respects, its elements v otic. In others, its personnel was inefficient and inharmoni others, again, its materials of instruction were inadequate. this condition it finally emerged, and attained its prese character and usefulness. The history of this change is in if not interesting to those who would understand what are foundations of a great school of education. In the mean us return to what the CADETS of the Academy had done. were few, and with small means of instruction, they may r less have shown that the Academy was not altogether How many cadets were appointed between 1802 and 181 not exactly know, but we have the number appointed Academy. The number of cadets promoted from the A during that period were for each year, thus:

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

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

The first cadet appointed was General JOSEPH G. Swift,* wł having risen to the rank of general of engineers and inspector of th Military Academy, resigned, became surveyor of the port of Ne York, and is now a venerable and respected citizen of Geneva. C those who were killed in battle, Eleazer D. Wood, (whose mont ment stands at West Point,) was killed while loading a cannon, in th sortie from Fort Erie. Five others were killed on the Canada frontie and four in battle with the Indians. Of those who died in servic two reached the rank of general, and eight that of field officers. C those who are now in service, (7,) one is General JOSEPH G. To TEN, chief of the corps of engineers, who served on the Canad frontier in the war of 1812, and at the siege of Vera Cruz. Or is Col. SYLVANUS THAYER, who served in the war of 1812-'15 who was superintendent of the Military Academy from 1817 t 1833, and to whom it is indebted for a large part of its usefulnes Of these gentlemen, we shall have more to say, when we refer t the forming period of the institution. Another is Colonel REN DE RUSSY, who was distinguished in the battle of Plattsburg, an became superintendent of the Academy on the retirement of Co Thayer. Of those who resigned or were disbanded, many die young; one became a member of congress and politician; and a other, Col. WILLIAM MCREE, was a remarkable man, distinguishe for gallant conduct in the battle of Niagara and Fort Erie, a men ber of the board of engineers, and of cultivated mind; he resigne from the army and became surveyor general for Missouri and A kansas, and finally died of cholera at St. Louis. Of the who eighty-nine, who were commissioned prior to 1813, but twenty-on were alive in 1850, and several others have died since. The fe

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that at the end of half a century, twenty of its pupils out of nine, should be yet alive. In twenty years of civil life, as from the United States census of 1830 and 1850, more same proportion of youth between ten and twenty year perished. The general strength and health of the pupils Point are beyond a doubt greater than that of the same of young men brought up in the ordinary methods of ed This is not wholly due to physical exercises, but also to mo cation, and to the care and comforts of their mode of life any one deny that discipline is a part of moral education? self-restraint, the regularity of habits, and the art of using th in intellectual pursuits, the most important elements of education? It is to all these, and not merely the training ercise of arms, that the eléves of the Academy owe so large of the health and strength of life.

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

PERIOD II.-1812-1825.

The Academy, in its germinal existence, whose history w briefly traced, was obviously inadequate to supply the ar country with young men instructed in the art of war. C authorized the appointment of a large number of cadets. 1 President did not act upon it, because there were neither pro nor books, nor quarters, nor material at West Point for thei ing. In 1808, Mr. Jefferson recommended an enlargement Academy. In 1810, Mr. Madison did the same. In vain, ho were these recommendations, till the nation was roused fr indolent repose by the sudden shock of war. In 1811, the of Tippecanoe electrified the people. The war-whoop soun the north-western frontier, and the aggressive conduct of Britain became insufferable. War was an imperious ne Then it was that the use if not necessity of an institution fo tary training became obvious to all reflecting minds. In 1812, the act was passed which erected the frame-work of th

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