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Thus, in July, 1816, the Academy had for the first time at a course of studies, and a preparation for discipline. In and winter of 1816, began an attempt to carry this course of into practical effect. We do not say there had been no stud no attempt at classification before that, for there were, b nothing had really been perfected in either, till after the " tions" of 1816. If we could carry the reader back to the yea and see the difficulties under which the professor of that day 1 the small material provided, and the undisciplined condition young men under their charge, we should give better views merits and services of its pioneer teachers. One or two I cences may possibly throw some light on the subject. Mansfield arrived at West Point in 1814, and immediately for his pupils. He was not like the professors of whom speaks, remembering that he had a salary to receive, but for he had duties to perform. On the contrary, he immediately for pupils to teach. What was he to teach? Philosophy a tronomy. But these required prior training, and it was not winter of 1814-'15, that he could find any pupils. Then h five young men who thought that they could go on in such For want of any recitation rooms at the Point, he taught t the parlor of his own house. As we shall refer specifically subject of text-books, we merely add, that the only work found at all suitable, was Enfield's Philosophy. There was sification, and in a few months these five cadets were commis They made the first class in Philosophy, taught at West

Again, there are some who will recollect Professor Ellicott, at his desk at the end of a long room, in the second story o was called the Mess Hall, teaching Geometry or Algebra, and acting precisely like the old-fashioned schoolmaster, of it was written,

"And still they gazed, and still the wonder grew,
That one small head could carry all he knew."

The cadets were all "boys" to him, and his kind face was 1 membered. In the other end of this room, or in the next, w his acting assistant, Stephen H. Long, then a young lieuter engineers; since distinguished as a traveler, an engineer, and of science. The text-book used was "Hutton's Mathematic

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.

In August, 1817, as we have said, Colonel Thayer became superintendent at West Point; and in the course of the next four or five years the Academy passed through the great changes which brought it from the inchoate to the crystallized state in which it now appears. The most important of these changes relate to scientific culture; and we shall best describe them by narrating the actual work the classes then pursued, and the change of text-books. The first step was taken, as we have seen, in March, 1816, by the regulations of Mr. Crawford, which required classification, a course of studies, and annual examinations. Some steps towards these were taken in 1816, but very imperfectly. In 1817 the system of classification was first systematically begun. CLAUDE CROZET, a French officer under Napoleon, and a pupil of the Polytechnic School, was appointed professor of engineering, in March, 1817. The annual examination coming on in June, the course of studies in his department did not regularly commence till September, and the second or junior class* of 1817-'18 was the first class which commenced thoroughly the severe and complete course of studies at West Point. The labors of that class in the years 1818 and 1819 may have been equaled, but certainly have not been surpassed. It was not a brilliant class, but its labors were not the less on that account. It had not merely to pass over the plain turnpike road of science which is now made so easy to those who follow; but, like the pioneers of an army, had to cut down the obstructions, make their own bridges, and to no small extent, furnish their own munitions. Let us look into the class-room of 1817, as Professor Crozet advances to instruct those

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

engineering; but when he met the class, he found not one fit to learn engineering. These were branches of science, affiliations, essentially necessary to engineering, which t never been taught. What was he to do? All he could ously was to supply these preliminary studies before he co mence in his own department. In other words, he must b becoming a teacher of mathematics, and drawing. The of the French engineer instructed in the Polytechnique may imagined when he commenced giving his class certain probl instructions, which not one of them could comprehend or Among these preliminary studies was Descriptive Geometry original and distinct science, but which by projecting geo figures and problems on co-ordinate planes, gave a more fa practical mode of representing (as its name implies,) as well ing many geometrical and practical problems. This, too, an accurate knowledge of mathematical and perspective and its various minor but important arts. We doubt wh that time more than a dozen or two professors of science country knew there was such a thing; certainly they never ta and equally certain, there was not a text-book in the Eng guage. Perhaps this is not surprising, when we reflect, t new application of geometry was scarcely thirty years old. a French savans, was, we believe, the author of this systen the beginning of the French Revolution. Crozet meant t with Descriptive Geometry, but fortunately, the class was no last year of the course (in which engineering has recent taught,) and could spare some time for mere mathematics. new difficulty arose. There was no text-book in English, an to be had just then in French. Geometry is not a thing to be orally. What is to be done? It was here at this precise ti Crozet, by aid of the carpenter and painter, introduced th board and chalk. It is a very simple thing, and so is ever which is useful; but we know of no mere adjunct of teach useful as the blackboard. To professor Crozet, so far as w is due the introduction of this simple and useful machin found it, with many other things, far superior to the English in the Polytechnic of France.

We now see Crozet with his blackboard before him, chalk i and animated, intellectual face, about to teach his class a

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ence, without a text-book. Again he meets a new difficulty. does not more than half understand the American language. 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 Engi neering.

In the study of Natural Philosophy and Mechanics, the way was scarcely less difficult. We have already said, that Enfield's Philosophy was the first book on that subject. But this was not enough Professor Mansfield looked around in vain for any suitable book on Mechanics. At last, Gregory's Mechanics was adopted. It was a book without any analysis, and probably written only for scien tific 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 ardu ous labors. We have said there was no text-book on engineering as a science. When the class which had commenced Descriptive Geometry, with professor Crozet, (then the second or the junior class,) had become the first class, they were instructed in engineer ing by drawings from oral teaching, on the blackboard. The vari ous modes of laying out fortifications, of bridging, of defiling, of materials, ordnance, &c., were taught by professor Crozet. For sev eral years no text-book in engineering was found. It was not til 1823 that a French treatise, entitled the Science of War and Forti cation, was translated by Major O'Connor, and for several year

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paths for itself, where there are no guide-posts on the way, 1 road, is a better discipline than that furnished by the more e systematic methods.

Perhaps no one step taken at West Point, has contrib much to intellectual culture as the Merit-Roll. The effect Military Academy is totally different from what it would be civil institution. For there it determines rank, which is th object of military men. Forty young men may be commi on the same day to the same grade, but through all their a even when they return to civil life, the distinctions of the roll will follow them, and be counted for or against them. very first day of their commissioned service, the distincti practical one, for there are great and practical advantages in arms of the service over others. Thus the engineer officer, any actual care of men, or responsibility for any movemer almost always stationed at comfortable posts, has great adv over other arms. The Artillery has advantages over the I Thus the cadet, commissioned from West Point, has determi himself, by his position on the merit-roll, not only his rank army, but almost his position in human life. The merit-ro now exists, graduated in all departments, and summed up close of the course, was not adopted at once, but was the several years.

In February, 1818, the superintendent of the Academy rected by the Secretary at War to publish in the Army Regi "names of cadets who are distinguished for attainments, an torious conduct, not exceeding five in each class, specify studies in which they may excel."

We well recollect with what excitement and interest th munication was received by the cadets of that day, espec those who thought themselves within the probabilities of t tinction. It unquestionably stimulated most of the young much greater exertions than they would otherwise have ma a few months after, the merit-roll was fully established in the and the rank of the graduating cadets determined by it.

There has been much discussion, and no small doubt, a real effects of emulation. There is undoubtedly a bad sens bad effect attached to that term. But is that a necessar quence of the merit-roll? Is not the merit-roll adopted, so

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