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.

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.

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 brigadiergeneral. These instructors to be gentlemen of established character and reputation, and who have received a regular scientific military education.

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.

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.

Some of the principal advantages that would result from the adoption of the foregoing plan, I conceive would be as follows, viz. :—

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.

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.

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,

I feel confident, that the whole necessary expense of carrying this plan into full and efective 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.

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.

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 guns and carriages well secured from the weather by means of pent houses.

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.

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.

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.

By adopting this system, I think the following advantages would result:— 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

vigorous resistance than permanent ones, which, with their apparatus, are in a state of partial dilapidation and decay.

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.

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.

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.

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.

Here they spend four years for the purpose of acquiring a knowledge of the higher branches of learning; after which, they receive their diplomas, 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

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.

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.

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.

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.

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.

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.

5. A fifth defect is the requiring all the students to pursue the same course of studies.

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.

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.

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.

1. The organization and discipline should be strictly military.

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.

2. Military science and instruction should constitute a part of the course of education.

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