can be ascertained, in all departments of human life? Who would. risk himself with an ignorant engineer, if he can 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 per ceive, 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 meritroll, and often the fate of a young man is determined far more by his standing in conduct, than in studies. II. STUDY, DISCIPLINE, AND FRUITS. Having thus sketched the historical progress of the Academy in the path of scientific culture, it remains for us to state what it is; what it has done; and what men have conducted it. 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 tone. 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 tone 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 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 think, and think rightly on the subject before him. This thinking, 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 systematić modes of thought. 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 DISCIPLINE is derived from disciples, discipulus, and means originally teaching of knowledge; but this is not all, nor entirely its modern sense. Discipline is training 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 EDUCATION, (to lead forth,) was understood among the ancients, and so far as they went they were right. It was this discipline 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: 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 positive obedience. 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. Let us see how this merit-roll is made up. The first thing done is to mark each cadet with a figure (having relation to an agreed scale of numbers,) for every act done or undone, in study, conduct, drill, attention, &c. The second is to agree upon the relative values 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. 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 relative values of study and conduct, the scale formerly was:Mathematics, . Philosophy and Mechanics, Infantry Tactics, Artillery Practice, French, Drawing, 300. To obtain 2,100, the aggregate, a cadet must never have failed in a recitation, or been absent from a military duty, derelict in the least particular. This most rarely if ever happens. Not to fall short more than 100, is evidence of very high standing. 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 were 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. 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 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 savans of a country, are cut off at the very beginning, from that daily labor 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. 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 set 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 arrange |